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Messages: Self Help Through Popular Culture
Author: Michael Brody and Lawrence Rubin
Date Of Publication: Oct 2011
Isbn13: 978-1-4438-3278-6
Isbn: 1-4438-3278-2
Using the authors’ clinical practices and their teaching experiences, along with a series of quotes from movies, TV, advertising and music, this book will help the reader navigate real-world issues. For instance, “Show me the money,” from Jerry Maguire, offers sound financial advice, and “Frankly, my dear, I don’t give a damn,” from Gone with the Wind, provides insight about love and loss. These references from popular culture help clarify and instruct; they also explain that the prevalence of images, sounds, and words that surround us have something to offer. Indeed, the book allows the authors to come from behind their couches and give direct practical advice, as well as information about ourselves, from the everyday echoes of popular culture. http://www.psychologytoday.com/blog/popular-culture-meets-psychology/200907/self-help-through-popular-culture-i-money
Dr. Michael Brody is a psychiatrist in private practice. He is Chair of the Media Committee of The American Academy of Child and Adolescent Psychiatry and the Celebrity Section of the Popular Culture Association. He teaches at The University of Maryland and has published widely on the impact of psychology on popular culture.
Dr. Lawrence Rubin is Professor of Counselor Education at St. Thomas University in Miami, Florida, and Psychologist in private practice. Dr. Rubin’s first book, Psychotropic Drugs and Popular Culture won national acclaim. His other titles include, Using Superheroes in Counseling and Play Therapy, Popular Culture in Counseling and Food for Thought.
Price Uk Gbp: 19.99
Price Us Usd: 29.99
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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