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Readers, Audiences and Coteries in Early Modern England
Editor: Geoff Baker and Ann McGruer
Date Of Publication: Sep 2006
Isbn13: 9781847180360
Isbn: 1-84718-036-1
This book draws on and contributes to the wealth of recent research in the history of the book and the history of reading. All six case studies contained here are linked by the general theme of how a particular text, or type of text, may have been appropriated by an individual, a group of readers, or the author themselves. The contributors consider how the physical form of the text impacts on its readership, concluding that early modern texts do not hold a fixed meaning but are instead interpreted and appropriated in a different manner by each individual reader. Through discussions of a range of different publications, the contributors to this volume describe a period that was both vibrant and inventive in its literary output. The extension of literacy and the increased access to written material made possible by the printing press raised concerns of legitimacy and reputation, an aspect explored here in relation to the publication of plays, as well as concerns over the efficacy and role of censorship within the literary marketplace. This volume seeks to add a further contribution to the increasing interdisciplinary dialogue over the history of the book, the history of reading and the networks of exchange involved in the 'textual culture' of early modern England. Concerned with reading practices throughout the period, the contributors come from the fields of both English and history and provide a variety of new interpretations on the presentation of texts, the aims of their authors, and the ways in which their audiences received them. The range of literary and historical material covered within the chapters of this volume represents a valuable reinforcement of the need for interdisciplinary study through a demonstration of the benefits of collaboration between literary and historical scholars.
Geoff Baker is a research associate at the University of Nottingham and a final year PhD candidate at Keele University. His PhD focuses on the political culture and reading practices of William Blundell, a seventeenth century Catholic gentleman. Ann McGruer is a final year PhD student at Keele University working on educational debates during the 1640s and 1650s.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
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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