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Aspects of Form and Genre in the Poetry of Edwin Morgan
Author: Rodney Edgecombe
Date Of Publication: Jan 2003
Isbn13: 9781904303220
Isbn: 1-904303-22-6
Edwin Morgan was born in 1920 in Glasgow and studied at Glasgow University where he later taught literature. He is much admired for his experimental writings, his ‘social’ poems, as well as for the diversity of his output. The present book comprises a chapter on Morgan’s early vision poems (which have received scant critical attention hitherto); two on his hodoiporika, The Cape of Good Hope and The New Divan; a chapter on his deployment of the grotesque mode, centred chiefly on the Instamatic Poems and The Whittrick; another on his adaptations of the elegy, in which Edgecombe propose a new genre called the “thanasimon;” and, finally, an examination of his various monologic poems, read in terms of his avowed enterprise of “voicing” the universe. The study is topped by a prologue that sets out the consistency of Morgan’s vision over time, and tailed by an epilogue that connects his various critical pronouncements to his remarkably diverse output.
Rodney Stenning Edgecombe is Associate Professor of English at the University of Cape Town. He studied at Trinity College, University of Cambridge, where he received his PhD in 1981. He has won numerous prestigious prizes including the Royal Society of St. George Prize for English at Rhodes University and the Members’ English Prize at Cambridge in 1978/79. He is author of numerous books and articles on the work of George Herbert, George Crabbe, Patrick White, Muriel Spark, Thomas Gray, Richard Wilbur, Leigh Hunt and Howard Nemerov.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
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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