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The New Criticism: Formalist Literary Theory in America
Editor: Alfred J. Drake
Date Of Publication: Sep 2010
Isbn13: 978-1-4438-2330-2
Isbn: 1-4438-2330-9
The New Criticism: Formalist Literary Theory in America covers a variety of authors and topics related to the New Criticism of the 1920s-1950s in America. Contributors trace the history of the New Criticism as a movement, consider theoretical and practical aspects of various proponents, and assess the record of subsequent engagement with its tenets. This volume should prove valuable for its renewed concentration not only on the New Critics themselves but also on the way they and their work have been contextualized, criticized, and valorized by theorists and educators during and after their period of greatest influence, both in the United States and abroad.
Alfred J. Drake lectures in literature and the history of criticism at Chapman University in Orange, California and at California State University, Fullerton. He earned his Ph.D. from the University of California, Irvine in 1997. He recently edited a volume for Cambridge Scholars Publishing entitled New Essays on the Frankfurt School of Critical Theory and is editing another CSP volume entitled, A Disturbing and Disintegrating Force: Oscar Wilde’s Critical Essays.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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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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