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Familiar Studies of Men and Books
Author: Robert Louis Stevenson
Date Of Publication: Nov 2008
Isbn13: 9781847187574
Isbn: 1-84718-757-9
These essays mix the familiar essay that made Stevenson's initial reputation with biography and the then-emergent discipline of literary criticism. They reveal an often-forgotten scholarly side to Stevenson's character.
Robert Louis Stevenson was born in 1850 in Edinburgh, the son of an engineer. He briefly studied engineering, then law, and contributed to university magazines while a student. Despite life-long poor health, he was an enthusiastic traveller, writing about European travels in the late 1870s and marrying in America in 1879. He contributed to various periodicals, writing first essays and later fiction. His first novel was Treasure Island in 1883, intended for his stepson, who collaborated with Stevenson on two later novels. Some of Stevenson's subsequent novels are insubstantial popular romances, but others possess a deepening psychological intensity. He also wrote a handful of plays in collaboration with W.E. Henley. In 1888, he left England for his health, and never returned, eventually settling in Samoa after travelling in the Pacific islands. His time here was one of relatively good health and considerable writing, as well as of deepening concern for the Polynesian islanders under European exploitation, expressed in fictional and factual writing from his final years, some of which was so contrary to contemporary culture that a full text remained unavailable until well after Stevenson's death. R. L. Stevenson died of a brain haemorrhage in 1894.
Price Uk Gbp: 9.99
Price Us Usd: 14.99
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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