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Visualizing Rituals: Critical Analysis of Art and Ritual Practice
Editor: Julia Werts
Date Of Publication: Nov 2008
Isbn13: 9781847189905
Isbn: 1-84718-990-3
Diverse aspects of art—from its inception to its eventual display—have continuously been connected to rituals and vice versa, whether formally or informally. As the field of critical theory has expanded over the past several decades, becoming increasingly relevant to art historical discourse, new methods of understanding art in relation to the individual and society have played a significant role in the conceptualization of ritual practices. In addition, psychoanalytic theories of identity formation as well as ideas of the fragmented, post-modern subject have opened up new avenues for considering the role of rituals in modern society. Thus, the relationship between art and ritual is wide and varied and has become a dynamic field of critical inquiry. The essays presented in this compilation examine various ways in which emerging scholars are negotiating the relationship between art and ritual. Drawing from numerous aspects of art historical, anthropological and theoretical discourses, the papers seek to address some of the questions that arise from these complex relationships and open up the possibility for new ways of defining both art and ritual. The essays range in scope from the architectural forms of temples from Ancient Greece to the ritualistic return to “blackness” in the art of Kahinde Wiley. Visualizing Rituals is a crucial project that creatively develops new ways of navigating the nexus between art and ritual practices.
Julia Kim Werts is a Ph.D. candidate in Art History at Cornell University. Her research interests include contemporary African art and photography with a focus on modernity and visual culture in Ethiopia.
Price Uk Gbp: 16.99
Price Us Usd: 25.99
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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