|
The Mental Life of the Architectural Historian: Re-opening the Early Historiography of Modern Architecture
Author: Gevork Hartoonian
Date Of Publication: Dec 2010
Isbn13: 978-1-4438-2561-0
Isbn: 1-4438-2561-1
Starting with the question concerning the discursive formation of architectural history, the chapters compiled in this book attempt to re-read the historiography of early modern architecture from the point of view of the theoretical work produced since the post-war era. Central to the objectives of the argument are the ways in which, firstly, architectural history differs from the traditions of art history, and, secondly, that the historical narrative works its autonomy through theoretical representation, the discursive flow of which is interrupted by the historian’s urge to support arguments with references to buildings, texts, drawings, and historical events. The historians discussed in this volume are those regularly addressed by most critics revisiting modern architectural history. Individual chapters are dedicated to N. Pevsner, H. R. Hitchcock, and S. Giedion, an economy of selection that is formative for a critical understanding of the canon established by these historians. Themes such as periodization, autonomy, and time are discussed, and the coda of the final chapter expands on the scope of “critical historiography” popularised by Kenneth Frampton and Manfredo Tafuri.
Gevork Hartoonian is Associate Professor of Architecture at the University of Canberra, Australia. He is the author of several books, including Walter Benjamin and Architecture (Routledge, 2010) and Crisis of the Object: The Architecture of Theatricality (Routledge, 2006). A Korean edition of his Ontology of Construction (Cambridge University Press, 1994) was published in 2010.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
|
|
|
|
|
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
|
|
Read more...
|
|
|
|
