Bøger i Landscapes: the Arts, Aesthetics, and Education serien

This book presents diverse processes of crafting that bring humans, more-than-humans and the environment closer to one another and, by doing so, addresses personal and educational developments towards ecological sustainability. It discusses the human-material relationship, introduces posthuman theoretical entry points and reflects on the implementation of such theoretical perspectives in education. The practical examples of crafting-with the environment, the material practices and reflections posed in the book, provide insights into possible ways of levelling out human and material hierarchies.  The chapters of this book give examples of artists' and craftspeople's processes of thinking through materials and with materials, but also their reflections on how more-than-humans (animals and plants) craft from available materials, and how the environment and landscapes re-craft themselves through tedious processes of transformation. These case examples are founded on the authors' own experiences with phenomena they are trying to understand and critically explore.This book is of interest to professional creative practitioners, art and craft educators, art teacher educators or researchers in the field of creative practices. It has power to inspire rethinking of present educational practices, to ignite critical reflections about materials and more-than-humans, and, hopefully, motivate transformations toward more ecologically sustainable ways of life. 

This book focuses on the traumatic experiences within and through music that individuals and collectives face, while considering ways in which they (re)engage with their traumas in educational settings. The chapters delve into the physical, psychological, philosophical, sociological, and political aspects, as they relate to the reciprocal influences of trauma on musical practices and education. Readers are immersed in topics related to societal violence, physical injuries, grief, separation, loss, death, and ways of working through these in educational and artistic situations. In the introductory chapter, the co-editors draw attention to theoretical matters related to trauma through narrative inquiry in music education. The first section of the book, Separation Revisited, brings together notions of separation, focusing on how loss is emotionally and physically manifested when death, grief, and bodily injury are experienced. In the second section, (Re)Engaging with Lostand Found, readers are encouraged to imagine new possibilities considering trauma and loss in educational and musical spaces. These pieces offer deliberate ruminations moving the discourse toward (re)engagement in and through music education and artistic contexts. The co-editors conclude the book by drawing attention to narrative inquiry¿s double-edged nature in stories of trauma and how the retelling of lost and found narratives offers a way to imagine lives otherwise¿lives not smothered by grief and horror¿through the conceivable reliving of unfathomable stories of experience. This book emerges from the 7th International Conference on Narrative Inquiry in Music Education (NIME7), October 2020, co-hosted by Brock University, Faculty of Education and the University of Toronto, Faculty of Music, Ontario, Canada.

This book makes a case for cultural naturalism as a basis for a philosophy of art education. It argues for a holistic approach that avoids hard boundaries between artistic disciplines in the educational context, applying cultural naturalism to challenges that are topical for the whole art(s) education field, including challenges related to ecology, social justice, and technological transformation of culture. The book is written in the form of a conditional argument that considers the consequences of cultural naturalism for today¿s philosophical problem-solving in art(s) education. It contains a systematic and historical analysis of cultural naturalism that support the philosophical reflection of educators and other scholars operative in this field. The result is a late modern reading of Deweyan cultural naturalism that highlights the continuance of key philosophical ideas from the modern to present discourses. The key topics discussed are of particular interest to present-day art(s) educators: ecological sustainability, social justice, and technological transformation of culture. In addition, this book provides an example of pragmatist argumentation, suggesting an alternative to analytical and post-philosophical approaches.

This book focuses on piano teachers and the many pains they encounter in their careers. These pains play an essential role in blocking the musical inspiration of their students. The author identifies with the sensitivities of the teachers, aiming at the inspiration permeated and safer playing of their students.The book penetrates the protective mechanisms of the teachers that, on the one hand, maintain their professional functioning, while on the other hand, block refreshing ideas. It combines exploration of secure and culturally informed inspired playing, coping with exaggerated anxiety and understanding the interaction of piano actions with pianist's physiology.This book helps to open teachers' perceptions of the ways to enable more secure and more inspired performances while remembering the inner feelings of the piano teachers.

This book advocates for a radical change in music teaching and learning methods, allowing for a break from the traditional conservatory model still in use in many classrooms. The product of twenty years of interdisciplinary work by musicians, music teachers, and psychologists, the book proposes to place the focus of music education on the students themselves and on their mental and physical activity, with the aim of helping them to manage their own goals and emotions. This alternative is based on a new theoretical framework, as well as numerous real, concrete examples of how to put it into practice with students of different ages and in different environments. This book focuses primarily on teaching instrumental music, but its content will be useful for any teacher, student, musician, or researcher interested in improving music education in any environment, whether formal or informal, in which it takes placeChapters 3, 4, 6 and 18 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This book offers new definitions, vocabularies and insights for ¿scribbling¿, viewing it as a fascinating and revealing process shared by many different disciplines and practices. The book provides a fresh and timely perspective on the nature of mark making and the persistence of the gestural impulse from the earliest graphic marks to the most sophisticated artistic production. The typical treatment of scribbling in the literature of artistic development has cast the practice as a prelude to representation in drawing and writing, with only occasional acknowledgment of the continuing joy and experiment of making marks across many arts practices. The continuous line the author traces between the universal practice of scribbling in infancy and early childhood and the work of radical creativity for contemporary and historical artists is original and clarifying, expanding the range of drawing behaviors to that of avant-garde painters, performance and the digital.

This book advocates for a radical change in music teaching and learning methods, allowing for a break from the traditional conservatory model still in use in many classrooms. The product of twenty years of interdisciplinary work by musicians, music teachers, and psychologists, the book proposes to place the focus of music education on the students themselves and on their mental and physical activity, with the aim of helping them to manage their own goals and emotions. This alternative is based on a new theoretical framework, as well as numerous real, concrete examples of how to put it into practice with students of different ages and in different environments. This book focuses primarily on teaching instrumental music, but its content will be useful for any teacher, student, musician, or researcher interested in improving music education in any environment, whether formal or informal, in which it takes placeChapters 3, 4, 6 and 18 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This open access book examines the political structures and processes that frame and produce understandings of diversity in and through music education.

This volume is intended for researchers in the arts and education with an interest in Rudolf Steiner's huge influence on educational thought and policy.This is an urgent point in time to reflect on the role of arts in education and what it might mean for our souls.

This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity.

Each section is preceded by an introduction and the author has written a post scriptum for each article to offer a commentary or response to the article from the current perspective.

This book fills a gap in the literature of 21st century international visual arts education by providing a structured approach to understanding the benefits of Philosophical Realism in art education, an approach that has received little international attention until now.

This detailed, intimate volume tells the story of the world's largest musical competition, Japan's All-Japan Association contest, which has over 500,000 participants. It also examines music pedagogy in Japan and explores its influence on cultural identity.

This text asserts that an understanding of our musical worlds can be a transformative educational tool that can play a key role in multicultural music and arts education. It includes three personal narratives by musicians and comments from invited scholars.

Distinctive and unique in its approach, this book opens up art education to the broader field of social enquiry into practice, subjectivity and identity. It draws upon important developments in contemporary philosophy and the social sciences and applies this to the professional field of art in education.

This volume offers chapters written by some of the most respected narrative and qualitative inquiry writers in the field of music education.

This book reviews the current practices of traditional musics in various cultures of all continents, and examines the impact and significance of traditional musics in the modern world.

The volume also illuminates the work of innovative music education researchers who are constructing pluralistic research studies and agendas, and advocate for the music education profession to embrace such an approach in order to advance shared research goals.

This volume offers researchers and practitioners new perspectives on applied theatre work, exploring the relationship between applied theatre and its intent, success and value.

This volume looks forward and re-examines present day education and pedagogical practices in music and dance in the diverse cultural environments found in Oceania.

This volume is the first book to map a broad range of practices and critically examine the impact of education and outreach programmes in theatres and theatre companies around the globe. This innovative volume looks specifically at the manner in which theatres and theatre companies engage in educational, outreach and community work.

This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity.

This volume is intended for researchers in the arts and education with an interest in Rudolf Steiner's huge influence on educational thought and policy.This is an urgent point in time to reflect on the role of arts in education and what it might mean for our souls.

Reflecting contemporary theory and research in early art education, this volume offers a comprehensive introduction to new ways of thinking about the place of art, play, and aesthetics in the lives and education of young children.

This volume offers researchers and practitioners new perspectives on applied theatre work, exploring the relationship between applied theatre and its intent, success and value.

This book reviews the current practices of traditional musics in various cultures of all continents, and examines the impact and significance of traditional musics in the modern world.

The volume also illuminates the work of innovative music education researchers who are constructing pluralistic research studies and agendas, and advocate for the music education profession to embrace such an approach in order to advance shared research goals.

Reflecting contemporary theory and research in early art education, this volume offers a comprehensive introduction to new ways of thinking about the place of art, play, and aesthetics in the lives and education of young children.