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Nicholas Nickleby vol. II
Author: Charles Dickens
Date Of Publication: Nov 2008
Isbn13: 9781847188915
Isbn: 1-84718-891-5
Nicholas Nickleby is an early novel, but already shows in developed form Dickens's characteristic concern for the poor, children and dependent, and vigorous dislike of materialism and exploitation under the guise of education.
Charles Dickens (1812-1870) is one of the most widely read English writers. Dickens started his writing career as a freelance reporter for the proctors in the Court of Doctors' commons, which later served as a source of information and inspiration for many of his vivid characters and social novels. In 1832, at the age of 20, he became a reporter on The Mirror of Parliament and on The Trues Sun. Dickens reported from the gallery of the House of Commons. He soon moved to larger newspapers which presented him with the opportunity to publish a series of papers. Sketches by Boz and Pickwick Papers were published in 1836, the year he married Catherine Hogarth with whom he had 10 children and whom he divorced later in life.
Dickens wrote relentlessly with his first novels appearing in monthly instalments, a popular fashion at the time: Oliver Twist (1837-1839), Nicholas Nickleby (1838-1839), The Old Curiosity Shop (1840-1841) and Barnaby Rudge: A Tale of the Riots of 'Eighty as part of the Master Humphrey's Clock series (1840-1841). Numerous other novels followed: David Copperfield, Bleak House, A Tale of Two Cities, Great Expectations, Our Mutual Friend, and the unfinished The Mystery of Edwin Drood. Presenting his readers with a plethora of vivid characters, Dickens's novels were a medium for social commentary as he was a fierce critic of poverty and social divisions of Victorian society. Many of his novels have been adapted for theatre, cinema and television.
Price Uk Gbp: 9.99
Price Us Usd: 14.99
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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