|
On Allegory: Some Medieval Aspects and Approaches (with an Introduction by Eric Stanley and an Afterword by Vincent Gillespie)
Editor: Mary Carr, K.P. Clarke and Marco Nievergelt
Date Of Publication: Jan 2008
Isbn13: 9781847184009
Isbn: 1-84718-400-6
This collection of essays focuses on the ubiquity of the allegorical imagination in pre-modern western culture, and participates in a recent wave of resurgence of interest in the complex practices and ideas usually defined by the word "allegory". The contributors study the impact of the allegorical imagination on the production, reception and interpretation of literature, as well as its function as a tool of philosophical and theological enquiry, and its role in shaping the visual arts. Essays focus on subjects as varied as the general theories on allegory, allegory's relation to the human imagination, its usefulness or even inevitability as a human mode of cognition and its potential for the encoding of meanings that may be political, historical, religious and amorous. They discuss canonical figures such as Petrarch, Boccaccio, Boethius, Hans Memling, Pico della Mirandola, King James I and John Donne, but extend to include neglected but equally important figures such as Stephen Hawes or Thomas Usk as well as thematic approaches less concerned with issues of authority and authorship. As such the collection is a testimony to the variety, complexity, and adaptability of "allegory" at the heart of medieval western civilisation.
Mary Carr is currently completing her doctorate on 'Comune' and 'Commonweal' in Piers Plowman and the Faerie Queene at Balliol College, Oxford.
Kenneth P Clarke is currently College Lecturer in Old and Middle English at Brasenose College, Oxford. From October 2008 he will be the Keith Sykes Junior Research Fellow in Italian Studies at Pembroke College, Cambridge Marco Nievergelt teaches medieval literature as Assistant diplômé in the English department at the University of Lausanne.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
|
|
|
|
|
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
|
|
Read more...
|
|
|
|
