|
Contributions Towards a Glossary of the Glynne Language
Author: George William, Lord Lyttelton
Date Of Publication: Oct 2005
Isbn13: 9781904303527
Isbn: 1-904303-52-8
The Glynnese Glossary is that rare beast, a dictionary of a family language. Many families develop favourite words and phrases, giving them unique meanings based on passing events or encounters. For the most part these fade into oblivion with the death of their users. The families of William Gladstone, several times Prime Minister of England, and of his wife Catherine Glynne, however, developed an unusually rich and persistent language; and this was recorded in the Glossary in 1851 by Gladstone's brother-in-law George, Lord Lyttelton, who married Catherine Glynne's sister Mary. Glynnese can be traced through generations of family memoirs, and the families' lofty social status led to its being taken up by outsiders. Lyttelton was a talented student of language, and in the Glossary he draws on the contemporary popularity of philology to produce a spoof dictionary which parodies the tradition of dialect glossaries, while accurately recording the eccentric vagaries of Glynnese. George William, 4th Baron Lyttelton (1817-76) was educated at Eton and at Trinity College, Cambridge, where he was Senior Classic (top of the first class in Classics) in 1838. In 1839 he and William Gladstone married the sisters Mary and Catherine Glynne in a double wedding conducted by the brides' father. He had eight sons and four daughters, and a further three daughters by his second wife. Lyttelton and Gladstone were both keen composers in Latin and Greek, and published a book of translations from English literature together in 1861. Lyttelton devoted much of his life to public service, especially in education, sitting on two Royal Commissions in the 1860s. He was a manic depressive, and committed suicide in 1876.
Christopher Stray is Honorary Research Fellow in the Dept of Classics, University of Wales Swansea. His previous publications include The Mushri-English Dictionary: a Chapter in 19th-Century Public School Lexicography (1995); he has also published on the history of textbooks and of classical scholarship.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
Sample pdf (including Table of Contents)
|
|
|
|
|
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
|
|
Read more...
|
|
|
|
