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Visual Conflicts: On the Formation of Political Memory in the History of Art and Visual Cultures
Editor: Paul Fox and Gil Pasternak
Date Of Publication: Sep 2011
Isbn13: 978-1-4438-3172-7
Isbn: 1-4438-3172-7
This collection of essays explores ways in which visual cultures have engaged with armed conflict and politically-motivated acts of violence of all types. It works out of analytical frameworks developed in the fields of Art History and Visual Culture in order to address the politics of representing conflict within and beyond these disciplines. The contributors seek to extend perceived well-established academic approaches to thinking about visual production in the context of war, conflict, and militarism through a study of various themes, including historiography, subjectivity, biography, narrative construction, commemoration, identity, and memory formation. Each author considers how visual representations of conflict shape the meanings of politically significant events, of specific social formations, of subject positions and enacted roles. The volume investigates a set of representational regimes in visual media, including print-making, painting, photography and digital imaging, and the use to which they have been put to generate as well as mediate realities of conflict.
Dr Paul Fox is an Independent Historian of Visual Culture. His research interests span European visual culture in the decades before and after 1900, especially the history of photography and print culture in the era of photomechanical reproduction. He has a particular interest in visual responses to conflict, including the narrative imagining of masculinities, and the politics of memory.
Dr Gil Pasternak is a Senior Lecturer in Photography and Photography Course Leader in the School of Art, Design and Architecture, at the University of Huddersfield, England. His main research interests focus on the participation of vernacular photography in the solidification and subversion of state policies and in acts of political violence.
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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