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Theatres of Thought: Theatre, Performance and Philosophy
Editor: Daniel Watt and Daniel Meyer-Dinkgräfe
Date Of Publication: Jan 2008
Isbn13: 9781847184245
Isbn: 1-84718-424-3
Theatre, fundamentally, makes things appear. Philosophy, fundamentally, makes things appear. Philosophy is at work in all disciplines. The issue is less about bringing them together but rather articulating the fact that they, like science and art, have never been truly apart. Theatre has been gradually increasing its theoretical articulation over decades, fascinated by the possibility of transforming thought into spectacle. The essays collected in this volume address these issues from wide-ranging perspectives and approaches. They arise from meetings of the Theatre, Performance and Philosophy working group at the 2005 and 2006 conferences of TaPRA (Theatre and Performance Research Association), and from papers presented under the auspices of CTPP (Centre for Theatre, Performance and Philosophy) at Aberystwyth University.
Daniel Watt is a lecturer in English and Drama in the Department for English and Drama, Loughborough University His research interests include philosophical and literary influences on theatre and performance in the twentieth century, particularly the work of Samuel Beckett and Tadeusz Kantor.
Daniel Meyer-Dinkgräfe is Professor of Drama at the Lincoln School of Performing Arts, University of Lincoln. He has numerous publications on the topic of Theatre and Consciousness to his credit, including Theatre and Consciousness: Explanatory Scope and Future Potential (Intellect, 2005).
Price Uk Gbp: 29.99
Price Us Usd: 44.99
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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