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African Musical Aesthetics
Author: John Murungi
Date Of Publication: Jun 2011
Isbn13: 978-1-4438-2927-4
Isbn: 1-4438-2927-7
In the West, philosophy is generally confined to the domain of the intellect, and music to the domain of the emotion. This book makes either domain the location for the other. African musical aesthetics constitutes this location, and has its home in it. Moreover, since the separation of the domain of the intellect and the domain of emotion represents a bifurcation of what it is to be a human being, and by making either domain the location of the other, what African musical aesthetics accomplishes is the affirmation of a unified sense of what it is to be a human being. Accordingly, the unity of philosophy and music give rises to a unified sense of being human. It is to such unity that African musical aesthetics takes us. For African musical aesthetics to accomplish this task, this book challenges the conventional Western understanding of philosophy—an understanding that projects Africa as devoid of philosophy. It is this projection that pervaded Africa during the colonial period, and it is the projection that is challenged in African philosophy. From an African philosophical perspective African musical aesthetics turns out to be an emancipatory process that seeks to affirm the humanity of Africans but also a process that seeks to affirm common humanity. Music is not solely a matter of audiology, what is played, or what one dances to. It has its elemental task in calling our attention to what we are as human beings. In so far as it is sensuous, it constitutes us as members of the sensible world, and links us intrinsically to all that is sensuous. It is more than humanism. Music registers us as members of nature. It is nature naturing.
John Murungi teaches philosophy at Towson University, Maryland, USA. His research interests and publications are in the areas of Continental Philosophy, African Philosophy, Aesthetics, and Legal philosophy. He is the Co-Founder of the International Association for the Study of Environment, Space, and Place. He is also the Founder of the Geo-Aesthetics Conference Series.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
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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