Provides an introduction to research and scholarship in music education. This textbook covers topic formulation, information literacy, reading and evaluating research studies, and planning and conducting original studies within accepted guidelines, based on research conventions in music, the other arts, education, and the humanities ... Skills in research and scholarship introduce students to the language and protocols by which to succeed in today's competitive market of grant writing, arts advocacy, and public outreach as a contributing member of the community of music educators. Following the legacy begun by Rainbow and Froehlich in Research in Music Education, published in 1987, the objectives of this book are: To expand what is meant by music education and research, To help students find their niche in those definitions, and To teach tangible skills that are useful for music educators with diverse instructional goals and career aspirations." -- Blackwells website.
Inquiry in Music Education: Concepts and Methods for the Beginning Researcher, Second Edition, introduces research and scholarship in music education as an ongoing spiral of inquiry. Exploring research conventions that are applicable beyond music to the other arts and humanities as well, it offers a sequential approach to topic formulation, information literacy, reading and evaluating research studies, and planning and conducting original studies within accepted guidelines. Following the legacy begun by Edward Rainbow and Hildegard C. Froehlich, this book expands what is meant by music education and research, teaching tangible skills for music educators with diverse instructional goals and career aspirations. The second edition addresses the changes in methods due to technological advances, a proliferation of new scholarship, and an awareness of the impact of place and culture on researchers and research participants. This edition features: the most current information on research tools, strategies to remain up-to-date, and expanded supplemental online materials (see inquiryinmusiceducation.com) case studies that reflect recent research and discuss issues of gender, race, and culture previously absent from mainstream scholarship an acknowledgment of the assessment demands of contemporary K-12 schooling a chapter devoted to mixed methods, arts-based, and practitioner inquiry assignments and other resources designed to be friendly for online course delivery chapters from contributing authors Debbie Rohwer and Marie McCarthy, bringing additional depth and perspective. Inquiry in Music Education provides students with the language, skills, and protocols necessary to succeed in today’s competitive markets of grant writing, arts advocacy, and public outreach as contributing members of the community of music educators.
For upper level undergraduate and introductory graduate and doctoral courses in music education. Outlining the basic aspects, constructs and concepts relevant to understanding music teaching and learning from a sociological perspective, this volume introduces students to the discipline as a tool in understanding their own work. The text shows how certain academics in music, sociology and education have thought about the relationship of music to education, schooling and society and examines the consequences of such thinking for making instructional choices in teaching methods and repertoire selection. School music teaching is imbedded in two major societal traditions: (1) the tradition of music making, listening, and responding; and (2) the tradition of education as a societal mandate. The first tradition holds firmly to music artistry and musicological scholarship, the latter of which includes music sociology. The second tradition, that of education as a field of study, relies mostly on pedagogical principles rooted equally in psychology and sociology. Hildegard Froehlich bases the book upon the premise that a music teacher's work is equally shaped by both traditions. The more music teachers become aware of how societal structures shape their own lives as well as the lives of their students, colleagues, and superiors; the more "reality-based" their teaching will become. Society is a composite of communities in which different social classes, groups, and reference groups co-exist-to varying degrees of compatibility due to real or perceived differences in norms and values as well as hierarchies of power. Informed or intuitive choices made by an individual indicate allegiances to particular groups, how those groups are structured hierarchically; and where and how each individual fits into those hierarchies. This is true for the music world as it is true for the world of education.
Sociology for Music Teachers: Practical Applications, Second Edition, outlines the basic concepts relevant to understanding music teaching and learning from a sociological perspective. It demonstrates the relationship of music to education, schooling and society, and examines the consequences for making instructional choices in teaching methods and repertoire selection. The authors look at major theories, and concepts relevant to music education, texts in the sociology of music, and thoughts of selected ethnomusicologists and sociologists. The new edition takes a more global approach than was the case in the first edition and includes the application of sociological theory to contexts beyond the classroom. The Second Edition: Presents major theories in ethnomusicology, both traditional and contemporary. Takes a global approach by presenting a variety of teaching practices beyond those found in the United States. Emphasizes music education in a traditional classroom setting, but also applies specific constructs to studio teaching situations in conservatories (with private lessons) and community music. Provides recommendations for teaching practices by addressing popular music in school music curricula, suggests inclusionary projects that explore musical styles and repertoire of the past and present, and connects school to community music practices of varying kinds. Contains an increased number of suggestions for projects and discussions among the students using the book.
Inquiry in Music Education: Concepts and Methods for the Beginning Researcher, Second Edition, introduces research and scholarship in music education as an ongoing spiral of inquiry. Exploring research conventions that are applicable beyond music to the other arts and humanities as well, it offers a sequential approach to topic formulation, information literacy, reading and evaluating research studies, and planning and conducting original studies within accepted guidelines. Following the legacy begun by Edward Rainbow and Hildegard C. Froehlich, this book expands what is meant by music education and research, teaching tangible skills for music educators with diverse instructional goals and career aspirations. The second edition addresses the changes in methods due to technological advances, a proliferation of new scholarship, and an awareness of the impact of place and culture on researchers and research participants. This edition features: the most current information on research tools, strategies to remain up-to-date, and expanded supplemental online materials (see inquiryinmusiceducation.com) case studies that reflect recent research and discuss issues of gender, race, and culture previously absent from mainstream scholarship an acknowledgment of the assessment demands of contemporary K-12 schooling a chapter devoted to mixed methods, arts-based, and practitioner inquiry assignments and other resources designed to be friendly for online course delivery chapters from contributing authors Debbie Rohwer and Marie McCarthy, bringing additional depth and perspective. Inquiry in Music Education provides students with the language, skills, and protocols necessary to succeed in today’s competitive markets of grant writing, arts advocacy, and public outreach as contributing members of the community of music educators.
Perhaps the least studied of Hildegard of Bingen’s writings, Solutions to Thirty-Eight Questions is translated in this volume into English for the first time from the original Latin. In this work of exegesis, Hildegard (1098–1179) resolves thorny passages of Scripture, theological questions, and two issues in hagiographic texts. Solutions to Thirty-Eight Questions joins Hildegard’s Homilies on the Gospels, which were directed to her nuns, as evidence of the seer’s exegetical writing as well as her authority as an exegete. The twelfth-century saint wrote in standard genres of exegesis—homilies and solutiones—and her interpretations of Scripture were widely sought, including by male audiences.
Perhaps the least studied of Hildegard of Bingen's writings, Solutions to Thirty-Eight Questionsis translated in this volume into English for the first time from the original Latin. In this work of exegesis, Hildegard (1098-1179) resolves thorny passages of Scripture, theological questions, and two issues in hagiographic texts. Solutions to Thirty-Eight Questionsjoins Hildegard's Homilies on the Gospels, which were directed to her nuns, as evidence of the seer's exegetical writing as well as her authority as an exegete. The twelfth-century saint wrote in standard genres of exegesis--homilies and solutiones--and her interpretations of Scripture were widely sought, including by male audiences.
This is the third and final volume of the complete annotated correspondence of the extraordinary nun, Hildegard of Bingen (1098-1179). One of the most remarkable women of her day, Hildegard was, for more than 30 years, an unflinching advisor and correspondent of all levels of church and society, from popes and kings to ordinary lay persons, from Jerusalem to England. This present volume (letters 218-390) is noteworthy for its large collection of letters to a non-ecclesiastical audience, and because it contains letters not just to such high-ranking notables as Frederick Barbarossa, King Henry II of England, or Eleanor or Acquitaine, but also to common, ordinary individuals of no importance whatsoever, save that they received a letter from Hildegard of Bingen. Addressing matters as diverse as the "humors" and their relation to health and salvation, the fate of departed souls, the frequency and horror of homicide in her age, a means of exorcising malignant spirits, an effective kind of incantation to alleviate nightmares, the proper attitude and response to the fact of excommunication, and male infidelity in marriage, Hildegard provides a unique view of the twelfth century world. Here also are found compositions in epistolary style that are actually sermons, mediations, prayers, or treatises on a wide range of theological topics, such as prophecy, celebration of the Mass, the Lord's Prayer, the creation, and the fall of Adam. Like previous volumes, the translation follows the most recent definitive Latin text, in which the letters are organized according to the rank and station of Hildegard's correspondents.
Saint, mystic, healer, visionary, and fighter, Hildegard von Bingen stands as one of the great figures in the history of women in medicine. She was renowned for her healing work and her original theories of medicine.
Completed in 1173, The Book of Divine Works (Liber Divinorum Operum) is the culmination of the Visionary’s Doctor’s theological project, offered here for the first time in a complete and scholarly English translation. The first part explores the intricate physical and spiritual relationships between the cosmos and the human person, with the famous image of the universal Man standing astride the cosmic spheres. The second part examines the rewards for virtue and the punishments for vice, mapped onto a geography of purgatory, hellmouth, and the road to the heavenly city. At the end of each Hildegard writes extensive commentaries on the Prologue to John’s Gospel (Part 1) and the first chapter of Genesis (Part 2)—the only premodern woman to have done so. Finally, the third part tells the history of salvation, imagined as the City of God standing next to the mountain of God’s foreknowledge, with Divine Love reigning over all.
Gifts from Hildegard is the perfect introduction to the wisdom of Hildegard of Bingen. Selected from several lively translations, Hildegard's teaching is arranged in themes such as What God is like, Our response to the Trinity, and Practical aspects of life. The twelve themes are beautifully illustrated by Sister Mary Stephen Grindon-Welch CRSS.
The first translation into English of the complete correspondence of the remarkable twelfth-century Benedictine abbess Hildegard of Bingen (1098-1179), this study consists of nearly four hundred letters, in four projected volumes. Addressed to some of the most notable people of the day, as well as to some of humble status, the correspondence reveals the saint in ways her more famous works leave obscure: as determined reformer, as castigating seer, as theoretical musician, as patient adviser, as exorcist. Sometimes diffident and restrained, sometimes thunderously imperious, her letters are indispensable to understanding fully this luminary of medieval philosophy, poetry, and music. In addition, they provide a fascinating glimpse at life in tumultuous twelfth-century Germany, beset with schism and political unrest. This first volume includes ninety letters to the highest ranking prelates in Hildegard's world--popes, archbishops, and bishops. Three following volumes will be divided according to the rank of the addressees.
In one series, the original writings of the universally acknowledged teachers of the Catholic, Protestant, Eastern Orthodox, Jewish, and Islamic traditions have been critically selected, translated and introduced by internationally recognized scholars and spiritual leaders.
This translation makes the work of Hildegard of Bingen-- noted writer, mystic, musician, and spiritual guide-- accessible to the American reader. Hildegard's conferences reverenced creation and the power of the natural world to transform life.
Twelfth-century Rhineland mystic Hildegard von Bingen records her exquisite encounter with divinity, producing a magnificent fusion of divine inspiration and human intellect. Hildegard von Bingen’s Mystical Visions is perhaps the most complete and powerful documentation of mystical consciousness in recorded history. Now after 800 years, these visions are again available for those seeking to reawaken mystical consciousness.
The HarperCollins Spiritual Classics series presents short, accessible introductions to the classic spiritual writers of the West. Abridged from Paulist Press’s distinguished Classics of Western Spirituality series, which boasts the best modern translations available, this new series seeks to find new readers for these dynamic spiritual voices--voices that have changed lives throughout the centuries and still do today. “I saw a great mountain the color of iron, and enthroned on it One of such great glory that it blinded my sight. On each side of him there extended a soft shadow, like a wing of wondrous breadth and length. Before him, at the foot of the mountain, stood an image full of eyes on all sides, in which, because of those eyes, I could discern no human form.”--Hildegard of Bingen (1098-1179) Hildegard of Bingen was widely consulted as an oracle and prophet and wrote prolifically on doctrinal matters, as well as on secular matters like medicine. Scivias, her major religious work, consists of twenty-six visions, which are first set down literally as she saw them, and are then explained exegetically. As a group the visions form a theological summa of Christian doctrine and are famous for their feminine and creative imagery of the divine. This volume is especially significant for feminist historians and theologians. It elucidates the life of medieval women, and is a striking example of a special form of Christian spirituality.
The Lingua Ignota, "brought forth" by the twelfth-century German nun Hildegard of Bingen, provides 1012 neologisms for praise of Church and new expression of the things of her world. Noting her visionary metaphors, her music, and various medieval linguistic philosophies, Higley examines how the "Unknown Language" makes arid signifiers green again. This text, however, is too often seen in too narrow a context: glossolalia, angelic language, secret code. Higley provides an edition and English translation of its glosses in the Riesencodex (with assistance from the Berlin MS) , but also places it within a history of imaginary language making from medieval times to the most contemporary projects in efforts to uncover this woman s bold involvement in an intellectual and creative endeavor that spans centuries.
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