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Tools versus Cores: Alternative Approaches to Stone Tool Analysis
Editor: Shannon P. McPherron
Date Of Publication: Mar 2007
Isbn13: 9781847181176
Isbn: 1-84718-117-1
The papers in this volume address an incredibly basic question in stone tool studies, namely whether a particular lithic artifact should be classified as a tool, thus implying that at some time in the past it was used directly to perform activities, or whether it should instead be classified as a core, meaning that its purpose was to produce flakes some of which were then made into tools. This question is so basic that it would seem archaeologists should have solved it by now, and in most instances this is the case. This volume, however, looks at some of the remaining problem cases in part to find out if they can be solved, but mainly because the really difficult cases raise the more challenging and interesting methodological issues, which can in turn lead us to question and overhaul long-held assumptions and long-used approaches to the study of stone tools. This is, in fact, what happens in this volume with papers that discuss assemblages from Lower/Middle Paleolithic sites in Europe and southwest Asia to more recent Holocene sites in the New World and Australia. In some instances the very idea of classifying these artifacts as one or the other is entirely discarded; in other instances, it is assumed they fit in both categories, and the behavioral implications are assessed. The end result in each case is a richer understanding of the past less encumbered by categories archaeologists bring to the study.
Shannon McPherron is a researcher at the Max Planck Institute for Evolutionary Anthropology. His interests lie in expanding our understanding of behavioral evolution prior to the arrival of anatomical moderns through the excavation of Paleolithic sites and the analysis of stone tool assemblages. Currently he works in France and in North and East Africa.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
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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