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Imagery, Spirituality and Ideology in Baroque Spain and Latin America
Editor: Jeremy Roe and Marta Bustillo
Date Of Publication: Apr 2010
Isbn13: 978-1-4438-1913-8
Isbn: 1-4438-1913-1
This volume offers a series of essays that explore the significance of visual imagery as a medium for the representation of spiritual and ideological concerns by the Catholic Church in the Spanish Habsburg Empire. Each of these essays provides a valuable contribution to established areas of research such as Velázquez studies, St. Teresa of Avila as spiritual exemplar for the Counter-Reformation in Spain, the iconography of St. Francis of Assisi, or the evolution of Peruvian Christian iconography. A valuable contribution of all these essays is their discussion of new visual and textual sources which are revealing of the diverse modes of representation developed by the Church to ‘Delight, Move and Instruct’ the many and diverse spectators of its artistic message. Together these essays provide a range of critical perspectives on the complex cultural, political and spiritual context that shaped the evolution of Religious Art in cities as distant as Cuzco and Madrid.
Jeremy Roe is Research Fellow in the Department of Spanish, Portuguese and Latin American Studies at the University of Nottingham, where he works on the AHRC project ‘The Library of the Count-Duke of Olivares: a mirror of power, patronage, and Baroque culture in Golden Age Spain.’ He is also working on a number of Spanish Visual Arts projects, including a translation of the ‘Adiciones a algunas imágenes’ from Francisco Pacheco’s El Arte de la Pintura, which is to be published by St. Jospeh’s University Press.
Marta Bustillo is an independent art historian specializing in the political functions of religious art during the Spanish Golden Age. She is currently Visual Resources Librarian at the Rhode Island School of Design, Providence, Rhode Island.
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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