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'Clearing the Ground': The Field Day Theatre Company and the Construction of Irish Identities
Author: Carmen Szabo
Date Of Publication: May 2007
Isbn13: 9781847181800
Isbn: 1-84718-180-5
“Clearing the Ground”–The Field Day Theatre Company and the Construction of Irish Identities studies the Field Day Theatre Company, with special focus on the plays that they put on stage between 1980 and 1995; it attempts to dissect their policy and observe the way in which this policy influences the discourse of the theatrical productions. Was Field Day simply the “cultural wing” of Sinn Fein and the IRA, or did they try to give voice to a new critical discourse, challenging the traditional frames of representation? This book focuses on a thorough analysis of the way in which Field Day applied the concepts of postcolonial discourse to their own needs of creating a foundation for the ideological manifesto of the company. This study is a critique of the successes and failures of a theatre company that, in a period of political and cultural crisis, engaged in innovative ways of discussing the sensitive issues of identity, memory and history in Northern Ireland and the Republic of Ireland.
Carmen Szabó completed her PhD in Theatre Studies at University College Dublin in 2005 with a thesis focusing on a critique of issues of postcolonialism and identity in contemporary Irish theatre. Her present research interests concentrate on experimental and community theatre in Northern Ireland and their role in reconciliation and establishing a lasting environment of multiculturality. She has published articles on Irish theatre and was involved in a project funded by the European Council for Culture, translating Irish plays into Romanian. She is currently working on a book entitled “Artscapes of Meaning” – Performing Identities in Northern Ireland.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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