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The Victorian Approach to Modernism in the Fiction of Dorothy L. Sayers
Author: Aoife Leahy
Date Of Publication: Jul 2009
Isbn13: 978-1-4438-0993-1
Isbn: 1-4438-0993-4
Dorothy L. Sayers wrote bestselling detective novels and short stories in the 1920s and 1930s. Working within a popular medium, Sayers promotes nineteenth century and modernist literature with skills learnt during a period of employment in an advertising agency. In much of her fiction she recommends her choice of good books by name. She also suggests that taking Victorian literature as a foundation can bring her reader to a better understanding of literary modernism. With a didactic intent, Sayers shows how Lewis Carroll’s Alice can help us to eventually read Virginia Woolf, for instance. Her approach to educating her readers is always through entertainment. Sayers worked briefly as a teacher before taking up copywriting and retained important insights on how to improve the learning experience for any reader. Sayers’ admiration for the Victorian sensation author Wilkie Collins is widely recognised. This book examines Sayers’ attention to equally important Victorian influences from John Ruskin and George Eliot to Oscar Wilde, particularly in relation to the topic of education. She often questions the boundaries between “popular” and “serious” literature. Sayers’ personal views on the connections between mid-Victorian, late Victorian and high modernist authors are also considered.
Dr Aoife Leahy has published on John Ruskin, Wilkie Collins, Lewis Carroll and Oscar Wilde. She is Editor for Ireland of The Oscholars, an academic website on Wilde. In recent years she has delivered English Literature modules in the University of Limerick and Visual Studies modules in the Dublin Institute of Technology.
“Oscar Wilde, Wilkie Collins, the Ruskins and Millais are skilfully interwoven with DLS’ characters in Dr Leahy’s fascinating chapter on The Documents in the Case.”
- Christopher Dean, Chairman of The Dorothy L. Sayers Society
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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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