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Brechtian Theatre of Contradictions: Providing Moral Strength under Conditions of Dictatorship: A Festschrift for Heinz-Uwe Haus Editor: Daniel Meyer-Dinkgrafe Date Of Publication: Jan 2008 Isbn13: 9781847184252 Isbn: 1-84718-425-1 Heinz-Uwe Haus (b. 1942), trained in the former German Democratic Republic as an actor and theatre director, among others as master disciple with some of Brecht’s immediate students and collaborators. He directed at the Deutsches Theater Berlin and became the leader of the Academy founded in the GDR to train theatre directors. A passionate opponent of the totalitarian regime, he developed his theatre practice as an active device to provide moral strength, under conditions of dictatorship, for himself, those who worked with him, and those who saw his productions. He was involved politically in the movement that led to the collapse of the GDR. Altogether, the material collected in this book, Haus’s own work, as well as commentaries by others from a range of perspectives, should serve not only as a documentation of the work of one major German theatre artist: it should support efforts to alert the present about aspects of the past that are all too easily and conveniently (both for all the wrong reasons), misrepresented, covered or hushed up, brushed aside and in due course forgotten. Theatre for Haus, during GDR times, was a means to survive, not only metaphorically. After liberation, post 1989, post GDR, theatre has lost nothing of its importance, quite the contrary. The book hopes to help understand both. Daniel Meyer-Dinkgräfe is Professor of Drama at the Lincoln School of Performing Arts, University of Lincoln. He has numerous publications on the topic of Theatre and Consciousness to his credit, including Theatre and Consciousness: Explanatory Scope and Future Potential (Intellect, 2005). In addition he has written about German theatre, including Boulevard Comedy Theatre in Germany (Cambridge Scholars Publishing, 2005).
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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