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Standing in the Shadow of the Master? Chaucerian Influences and Interpretations
Editor: Kathleen A. Bishop
Date Of Publication: May 2010
Isbn13: 978-1-4438-1958-9
Isbn: 1-4438-1958-1
Standing in the Shadow of the Master? Chaucerian Influences and Interpretations grew out of a session at the 2008 International Medieval Congress at the University of Leeds. In this volume Editor Kathleen A. Bishop brings together a collection of essays contributed by a talented and diverse group of scholars from the United States, Canada, and Europe. The articles question the traditional supremacy of Chaucer in the canon while also reaffirming the lasting impact of this great English writer of the Middle Ages. Topics covered include Shakespeare, Lydgate, Gower, Henryson, Douglas, Clanvowe, Bokenham, and the Gawain Poet, as well as a modern psychoanalytic assessment of the Wife of Bath, and a dialogue on making Chaucer relevant to undergraduates immersed in 21st century culture.
Kathleen A. Bishop received her Ph.D. from New York University where she is a member of the Faculty of Arts and Sciences and Vice President of the teachers’ union. She also spent fifteen years working as an editor at McGraw-Hill. Dr. Bishop edited a book in 2008, The Canterbury Tales Revisited – 21st Century Interpretations, and has published articles on Chaucer’s fabliaux and the various influences upon them both historical and literary. She is currently writing an article on gender and reputation in women’s tennis, which will appear in a University of Mississippi Press anthology next year.
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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