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Fortune and Fatality: Performing the Tragic in Early Modern France
Editor: Desmond Hosford and Charles Wrightington
Date Of Publication: Aug 2008
Isbn13: 9781847186553
Isbn: 1-84718-655-6
As an aesthetic notion and dramatic genre, tragedy has enjoyed a privileged place in French culture, particularly during the early modern period when debates over its nature and philosophy reflected fascination with a style whose fundamental principles were drawn from ancient Greek sources. Through the works of Pierre Corneille and Jean Racine, routinely cited for an alleged regularity of form and content exemplifying the academic notion of French Classicism, tragedy has grounded the French literary canon. Because of its place at the heart of canonical French literary studies, tragedy’s traditionally prescribed boundaries and interpretations have rarely been questioned. Fortune and Fatality: Performing the Tragic in Early Modern France challenges conventional notions of the nature and function of tragedy and the ends to which philosophical, theatrical, and performative aspects of the tragic were appropriated during the sixteenth and seventeenth centuries. The scope of material explored in this volume will be of interest not only to scholars and students of sixteenth- and seventeenth-century literature, but to those working in areas such as theater, gender studies, aesthetics, history, religion, philosophy, classics, and cultural studies.
Desmond Hosford is a Ph.D. candidate in French at The Graduate Center of the City University of New York, where he also earned his Ph.D. in musicology. He specializes in seventeenth- and eighteenth-century tragedy, tragédie en musique, the Bourbon court of France, and early modern gender and sexuality. Desmond is an adjunct lecturer in French at Hunter College of the City University of New York and an editor at the Repertoire International de Littérature Musicale.
Charles Wrightington is a Ph.D. candidate in French at The Graduate Center of the City University of New York, specializing in seventeenth-century religious writings, including the French moralists, Jansenism, Jesuit pedagogy, and devout humanism. In addition to teaching French at St. Peter’s College, he has also taught philosophy at Georgetown and Fordham Universities.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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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