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Introductions and Translations to the Plays of Sophocles and Euripides: Vol. II
Editor: Harry Love
Date Of Publication: Oct 2006
Isbn13: 9781847180636
Isbn: 1-84718-063-9
The two volumes of essays and translations of the tragedies of Sophocles and Euripides are the accumulation of some twelve years’ of producing ancient plays for contemporary audiences and actors. The play-texts themselves, therefore, are intended to be accessible and speakable, in the first instance, and to convey as much of the flavour of the original Greek as any translation is able. They are there to be used. The style, though personal to a degree, is an attempt to maintain the tone and the poetry of tragedy, without dropping into the mock-archaic or turning the texts into self-conscious homilies on contemporary ‘issues.’ The introductory essays are occasional pieces written with production in mind. Two general themes have emerged: firstly, a development of ideas about the nature of the dramatic genre (and dramatic writing) and stage rhetoric – how is irony achieved? What kinds of irony are there? How do we understand emotional experience in a theatre? Secondly, the significance of emotions and the concept of tragedy in the Greek context; Sophocles and Euripides share, as one might expect, a milieu and some rigid theatrical conventions, but within this context they reveal significant differences in terms of dramatic style and audience orientation. The translations and essays are not presented in the order that they were written. Volume I follows the narrative order of Sophocles’ ‘Theban Trilogy’, and Volume II the chronological order of Euripides’ composition. The plays were all produced in Dunedin, New Zealand, in the following order: Oedipus the King 1994 (and 2003); Hippolytus 1995; Bacchae 1997; Antigone 1998; Oedipus at Colonus 2000; Medea 2002; Hecuba 2006.
Dr Harry Love (PhD, University of Keele) has taught in England, Ireland and New Zealand, and has long experience in both community and professional theatre in New Zealand. He is presently Honorary Fellow and Tutor in the Department of Classics at the University of Otago, Dunedin, New Zealand.
Price Uk Gbp: 24.99
Price Us Usd: 37.99
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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