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Mountains Figured and Disfigured in the English-Speaking World
Editor: Françoise Besson
Date Of Publication: Mar 2010
Isbn13: 978-1-4438-1858-2
Isbn: 1-4438-1858-5
The essays in this book, written by poets, novelists, mountain-climbers and academics from all over the world, evoke the representation of mountains in the English-speaking world as artists, writers, philosophers or mountain-climbers have represented them from the sixteenth to the twenty-first centuries.

From the Alps to the Pyrenees, from Mount Fuji to Mount Shasta, from the Himalayas to the Scottish Highlands, from Ikere in Nigeria to Devil's Tower in the United States, from Uluru in Australia to the most northern mountain of the Arctic, the shapes of the world speak the same language and tell the world its own story.

This interdisciplinary book, weaving together mountaineering, literature, philosophy, painting, cinema, ecology, history, palaeontology, geography, geopolitics, toponymy, law, religion and myth, invites people to an innovative reading of mountains: it reveals the close relationship existing between the shapes of the world and all forms of writing and, at the same time, it shows how the representations of the imagination may be instrumental in protecting the natural world.

The story told by the landscape inscribes a broken line in the shapes of the world, tearing the landscape like a fragile page whenever historical and political events (wars, mining or deforestation) leave scars in the landscape; but writers' and artists' representations of mountains constitute a path to awareness as they are not only a painting of beauty, but an image of our link to nature and a warning as well.

For centuries the image of the mountain has conveyed a symbolism telling the story of human thought, and this book shows to what extent literature and art play an essential part in our awareness of nature.


Françoise Besson is Professor of English Literature at the University of Toulouse (UTM, CAS). Her research focuses on the relationship between landscape and writing in English, Native American and Canadian literature. Her books include Le Paysage pyrénéen dans la littérature de voyage et l’iconographie britanniques du dix-neuvième siècle (2000) and Pyrénées romanesques Pyrénées poétiques dans le regard britannique: XIXème siècle (2000). She is also the author of several collections of poems, tales and short stories.



Price Uk Gbp: 64.99
Price Us Usd: 97.99

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“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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