Dancing About Architecture Is A Reasonable Thing To Do
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Dancing about Architecture is a Reasonable Thing to Do
Author: Joel Heng Hartse
language: en
Publisher: Wipf and Stock Publishers
Release Date: 2022-02-07
Writing about music, far from being the specialized domain of the rock critic with encyclopedic knowledge of micro-genres or the fancy-pants star journalist flying on private planes with Led Zeppelin, has become something almost any music lover can do--and does. It's been said, however, that writing about music is a difficult, even pointless enterprise--an absurd impossibility, like "dancing about architecture." But aside from the fact that dancing about architecture would be awesome, what is that ineffable something that drives people to write about music at all? In this short, insightful book, Joel Heng Hartse unpacks the rock writer Richard Meltzer's assertion that writing about music should be a "parallel artistic effort" with music itself--and argues that music and the impulse to write about it is part of the eminently mysterious desire for meaning-making that makes us human. Touching on the close resonances between music, language, love, and belief, Dancing about Architecture is a Reasonable Thing to Do is relevant to anyone who finds deep human and spiritual meaning in music, writing, and the mysterious connections between them.
Great Oboists on Music and Musicianship
What do the world's most prominent oboists have to say about their musical ideas, performance techniques, and teaching strategies? Michele L. Fiala and Martin Schuring, themselves skilled oboists, undertook the project of asking twenty-six of them about their musicianship and pedagogy. The results are collected in Great Oboists on Music and Musicianship, which provides a unique window into how these virtuosi of wind instruments think about their craft. Each chapter paints an engaging portrait of a leading oboist that allows them to share--in their own words--their insights on the performance techniques, learning strategies, and career moves that propelled them to their current stature. The captivating prose chapters that Fiala and Schuring composed from the interviews allow each artist's personality to shine through as they convey their hard-won wisdom on topics such as musical interpretation, the relationship between vocal and instrumental music, being a good ensemble player, and warm-up routines. The diverse array of musicians portrayed in this book includes orchestral and solo performers from across North America, Europe, and Australia. Their practical advice will resonate not just with oboists but also with players and teachers of other instruments as they pursue their own musical journeys.
Western Structures Meet Native Traditions
As Western educational practices have become global, the cultural aspects and the problems associated with them have become more apparent as they are contrasted with local ways of learning and knowing in the widely diverse societies around the world. The Western world has tended to assume that its concepts of progress and development should be universally welcomed, especially in countries that are struggling economically. Most cultures tend to feel a similar preference for their own world views. However, the West has had a history of not only ethnocentrism, but colonialism, in which it has forcibly attempted to reshape the cultures, societies, politics, and economics of conquered territories in its own likeness. Though some of the more overt, political colonialist practices have been abandoned, colonial ways of thinking, thinking about thinking, and training in how to think, are still practiced, and these in turn, through the education of each nation-state’s children, affect every aspect of economics, politics, and social development in the global village that our world has become. It is critical to examine the basic assumptions of Western education in order to trace their effects on local ways of knowing in many areas which may not share these assumptions, and which may be threatened and destroyed by them as global interaction in politics, economics, and education increases. The argument that education is primarily a moral endeavor may have been forced into the background for a time by rationalism and secularism, but it is reappearing as an important consideration in education once again. The question remains, however; whose morality should be institutionalized by compulsory educational programs—that of the individual, the family, the professional, the elite, the state, or the nation? And if the rules of science are no longer the single authority in identifying truth and reality, who decides the authorities we should rely on?