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Tess of the d'Urbervilles vol. I
Author: Thomas Hardy
Date Of Publication: Nov 2008
Isbn13: 9781847188564
Isbn: 1-84718-856-7
Tess of the d'Urbervilles is perhaps Hardy's greatest novel, a stark critique of social relations and aspirations and sexual mores.
Thomas Hardy was born in 1840 near Dorchester, the son of a builder. His education was rural and ordinary for the time, teaching him a mixture of folklore, the realities of rural life, English literature and church music which was to be reflected in his novels. Apprenticeship and office work in architecture from 1856 to 1867 took him to with London, and also saw him submitting poetry for magazine publication, but without success. He returned to Dorchester and started writing novels, the first published being Desperate Remedies in 1871. Far From the Madding Crowd, in 1874, was a runaway success and made him economically secure. While moving around England and the Continent and ultimately settling back in the West Countryin the years that followed, Hardy wrote a string of major novels and short-story collections. The reception of Jude the Obscure (1895), however, led him to give up novels and return to poetry, which he wrote prolifically and eclectically, from lyrics to the three-part epic drama The Dynasts, from 1898 until his death, having gradually become a literary establishment figure, in 1928.
Price Uk Gbp: 5.99
Price Us Usd: 8.99
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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