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Performance, Embodiment and Cultural Memory
Editor: Colin Counsell and Roberta Mock
Date Of Publication: Aug 2009
Isbn13: 978-1-4438-1120-0
Isbn: 1-4438-1120-3
The subject of cultural memory, and of the body’s role in its creation and dissemination, is central to current academic debate, particularly in relation to performance. Viewed from a variety of theoretical positions, the actions of the meaning-bearing body in culture and its capacity to reproduce, challenge or modify existing formulations have been the focus of some of the most influential studies to emerge from the arts and humanities in the last two and a half decades. The ten essays brought together in Performance, Embodiment and Cultural Memory address this subject from a unique diversity of perspectives, focusing on topics as varied as live art, puppetry, memorial practice, ‘cultural performance’ and dance. Dealing with issues ranging from modern nation building to the formation of diasporic identities, this volume collectively considers the ways in which the human soma functions as a canvas for cultural meaning, its forms and actions a mnemonics for constructions of a shared past. This volume is required reading for those interested in how bodies, both on stage and in everyday life, 'perform' meaning.
COLIN COUNSELL is Senior Lecturer in Theatre Studies and Performing Arts at London Metropolitan University (UK). He is the author of Signs of Performance (1996), co-editor (with Laurie Wolf) of Performance Analysis (2001), and editor of the ‘Classic Texts’ series of plays for Nick Hern Books.
ROBERTA MOCK is Reader in Performance at the University of Plymouth (UK). She is the author of Jewish Women on Stage, Film and Television (2007), editor of Walking, Writing & Performance (2009), and series editor of the ‘Playtext’ series of performance writing for Intellect Books.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
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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