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Projecting Words, Writing Images: Intersections of the Textual and the Visual in American Cultural Practices
Editor: John R. Leo and Marek Paryz
Date Of Publication: Oct 2011
Isbn13: 978-1-4438-3293-9
Isbn: 1-4438-3293-6
This compilation of essays by 20 scholars trained in comparative literatures, art history, critical theory, and American cultural studies further explores and expands the spirited and energetic field of visual cultural studies and its cognate or supplemental projects of “visual practices” and “visual literacy.” Their topics and perspectives engage contemporary re-theorizations of “text,” of “word” and “image,” while their alignments, ruptures, slippages and aporias fall across a range of media practices and institutions. These include photography and exhibition, film, television, entertainment, journalism, poetry and literature as visual and spectacular performances, and graphic narratives, but also their discursive intersections with “race” and ethnicity, their conjugations of gender, their tense and constitutive relations within multiple public spheres and (post)modernities.
John R. Leo is Professor of English and former Director of Film Media Program at the University of Rhode Island at Kingston, USA.
Marek Paryz is Associate Professor and Chair of the Section of American Literature in the Institute of English Studies, University of Warsaw, Poland.
Price Uk Gbp: 44.99
Price Us Usd: 67.99
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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