A Developing Discourse in Music Education: The selected - download pdf or read online

By Keith Swanwick

ISBN-10: 1138906433

ISBN-13: 9781138906433

ISBN-10: 1315695499

ISBN-13: 9781315695495

ISBN-10: 1317443128

ISBN-13: 9781317443124

In the World Library of Educationalists series, foreign specialists collect career-long collections of what they pass judgement on to be their best items – extracts from books, key articles, salient study findings, significant theoretical and useful contributions – so the area can learn them in one plausible quantity. Readers can be in a position to keep on with the topics and strands and notice how their paintings contributes to the advance of the field.

Since the book of A foundation for track Education in 1979, Keith Swanwick has persevered to be an important effect at the conception and perform of track schooling. The foreign attraction of his insights into the basics of track and tune schooling is recognized in invites from greater than twenty international locations to provide Key be aware displays, behavior workshops, and propose as a specialist. those comprise such different areas as Kazakhstan, Colombia, Iceland and Papua New Guinea. in the course of 1998 he used to be vacationing Professor, collage of Washington.

In this assortment, Swanwick brings jointly 12 of his key writings to give an outline of the advance of his personal paintings and of the sector of track schooling. The textual content permits the reader to contemplate Swanwick’s method of song schooling and the way it really is characterized via a priority for musical, and to some degree wider inventive, approaches, formed by way of his adventure as a instructor and appearing musician in a number of settings, and likewise by way of the affects of philosophers, psychologists and sociologists.

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Extra resources for A Developing Discourse in Music Education: The selected works of Keith Swanwick

Example text

The pupils develop appro­pri­ate skills (S) and explore the compos­i­tional possib­il­ it­ies (C) of similar mater­i­als to those used by Rands, which in turn leads to the devel­op­ment of more skill (S). They perform (P) and hear other group compos­i­ tions and short excerpts from composers working in similar ways (A). They then have a plat­form from which to reach for Sound Patterns I (P). There has, incid­ent­ally, been some discus­sion (brief) about the composers involved and the evol­u­tion of the newer tech­niques and music styles (L).

P. The Psychology of Imagination. 211–217. Reprinted in Osborne, H. ) Aesthetics. 37. 6 Peters, R. S. Ethics and Education. 160. 7 Freud, S. Creative Writers and Day Dreaming. First published 1908. Reprinted in Vernon, P. E. ) Creativity. 128. 8 Freud, op. cit. 129. 9 Piaget, J. Play, Dreams and Imitation in Childhood. Routledge and Kegan Paul, 1951. 10 Vygotsky, L. S. ‘Play and its Role in the Mental Development of the Child’. In Bruner, J. , Sylva, K. ), Play. 537–554. 11 Freud, S. The Interpretation of Dreams, The Complete Psychological Works, Vol.

The sense of pres­ence is ampli­fied by two elements distinct­ive for perform­ance but closely related to our two levels of ‘meaning’ and to the concepts of clarity and intens­ity respect­ively. These elements are projec­tion and impact. The work is projec­ted with clarity and sense of meaning in the surface gestures, but is also felt as impact, with intens­ity of feeling and the person­al­ized meaning of the deeper level. Thus in a strange way the act of perform­ance is a blend of compos­i­tion and audi­tion simul­tan­eously.

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A Developing Discourse in Music Education: The selected works of Keith Swanwick by Keith Swanwick


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