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Education, Humanistic --- History --- Sturm, Johannes, --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- Sturmius, Joannes --- Sturm, Johannes --- Sturm, Jean --- Education, Humanistic - History - Congresses --- Sturm, Johannes, - 1507-1589 - Congresses --- Sturm, Johannes, - 1507-1589

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This text provides a forum for the presentation and discussion of narrative inquiry approaches to research in music education, and contextualizes this work within the larger conversations of music education research and practice. In an innovative dialogic approach the text is divided into 3 parts, each presenting a different perspective on the uses and purposes of narrative in and for music education. Section I explores the origins of narrative research across a range of fields of inquiry and presents a conception of narrative inquiry as "resonant work". Section II provides 7 examples of narrative inquiry research, each of which is accompanied by a reflective commentary. The commentaries provide an interpretive perspective of the narrative accounts, suggest further questions that arise from the inquiry, and provide insight into the potential uses of the narrative account for the theory and practice of music education. Section III brings together the perspectives of two eminent theorists and practitioners.

Education. --- Music. --- Social sciences. --- Music --- Narrative inquiry (Research method) --- Music Instruction & Study --- Fine Arts - General --- Art, Architecture & Applied Arts --- Music, Dance, Drama & Film --- Instruction and study --- Instruction and study. --- Narrative analysis (Research method) --- Narrative research (Research method) --- Narratological inquiry (Research method) --- Education, Musical --- Music education --- Musical education --- Musical instruction --- Study and teaching --- Art education. --- Teaching. --- Arts Education. --- Methodology of the Social Sciences. --- Teaching and Teacher Education. --- Research --- Social sciences --- Creativity and Arts Education. --- Methodology. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Art --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation --- Art—Study and teaching. --- Sociology—Methodology. --- Teachers—Training of. --- Sociological Methods. --- Sociology --- Teachers --- Study and teaching. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of

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Making Meaning: Constructing Multimodal Perspectives of Language, Literacy, and Learning through Arts-based Early Childhood Education, is a synthesis of theory, research, and practice that explicitly presents art as a meaning making process. Respected educational theorists from John Dewey to Elliot Eisner argue for a cognitive view of art as creation of meaning. Numerous researchers from a variety of fields promote multimodal views of language, literacy, and learning. Further, while not all practitioners have the background that encourages this multimodal conceptualization, most acknowledge that the arts have a place in the early childhood curriculum, and many express concerns that mandated prescriptive practices and high-stakes test preparation leave little time for arts experiences that were once central to the early childhood curriculum. The multimodal, child-centered understandings of art as a means of "coming to know" presented in this text offer significant implications for young children’s language, literacy and learning and underscore the early childhood education professional’s responsibility to advance the arts in the various settings in which they work. Therefore, the purpose of this book is to provoke readers to examine their current understandings of language, literacy and learning through the lens of the various arts-based perspectives offered in this volume; to provide them with a starting point for constructing broader, multimodal views of what it might mean to "make meaning;" and to underscore why understanding arts-based learning as a meaning-making process is especially critical to early childhood education in the face of narrowly-focused, test-driven curricular reforms. To that end, a group of distinguished authors will provide chapters that integrate theory and research with stories of how passionate teachers, teacher-educators, and pre-service teachers, along with administrators, artists, and professionals from a variety of fields have transcended disciplinary boundaries to engage the arts as a meaning-making process for young children and for themselves.

Literacy -- Philosophy. --- Literature -- Study and teaching. --- Sociolinguistics. --- Education --- Art, Architecture & Applied Arts --- Social Sciences --- Theory & Practice of Education --- Fine Arts - General --- Arts --- Arts and children. --- Cognition in children. --- Study and teaching (Early childhood) --- Study and teaching (Elementary) --- Cognition (Child psychology) --- Thought and thinking in children --- Children and the arts --- Arts, Fine --- Arts, Occidental --- Arts, Western --- Fine arts --- Education. --- Art education. --- Child development. --- Learning & Instruction. --- Arts Education. --- Childhood Education. --- Child psychology --- Children --- Humanities --- Early childhood education. --- Creativity and Arts Education. --- Early Childhood Education. --- Learning. --- Instruction. --- Child study --- Development, Child --- Developmental biology --- Art --- Art education --- Education, Art --- Art schools --- Learning process --- Comprehension --- Development --- Analysis, interpretation, appreciation --- Learning, Psychology of. --- Instructional Psychology. --- Study and teaching. --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Psychological aspects

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Ce volume présente le troisième volet d’une enquête sur la disputatio dans les universités médiévales. Le premier, paru en 1995, traitait la dispute à la Faculté des arts à Paris au XIIIe siècle ; dans le deuxième, paru en 2002, le champ géographique et chronologique était élargi aux facultés des arts en Europe occidentale jusqu’à la fin du moyen âge. Cette troisième partie propose une comparaison entre la disputatio dans les facultés des arts et celle pratiquée dans les autres facultés. Cette comparaison n’avait pas été faite lors de la publication du volume sur Les questions disputées et les questions quodlibétiques dans les Facultés de théologie, de droit et de médecine, paru en 1985 dans la collection Typologie des sources du Moyen Age occidental. Comme dans les deux précédentes publications sur la disputatio, on trouvera ici la documentation nécessaire pour comprendre le caractère et le fonctionnement de cet outil intellectuel dans les diverses facultés des universités médiévales. Cette documentation est forcément limitée : le nombre de textes de questions disputées qui a été conservé est immense, seule une partie a été éditée et les manuscrits sont souvent difficiles à lire. Il a donc fallu faire un choix, guidé par les publications récentes et en espérant que les textes choisis sont représentatifs. Comme dans le second livre de cette série (la disputatio dans les facultés des arts), le présent volume comprend en principe l’ensemble de la période médiévale, depuis l’apparition des questions disputées dans les diverses disciplines jusqu’au XVe siècle. Une histoire plus générale, remontant plus haut dans le temps et se prolongeant plus tard, reste encore à faire. En attendant qu’il le soit, ce volume montre qu’avant la déchéance qu’elle a connue vers la fin du moyen âge, la disputatio, loin d’être une technique uniforme et figée, fut un formidable instrument de recherche et d’enseignement. C’est en grande partie grâce à elle que les intellectuels ont appris à analyser et à raisonner selon un modèle qui permettait de comprendre toutes les facettes d’un problème et d’aller toujours plus loin dans la recherche de la vérité.

History of civilization --- History of education and educational sciences --- Higher education --- Theory of knowledge --- anno 500-1499 --- Learning and scholarship --- Education, Medieval --- Universities and colleges --- Debates and debating --- Savoir et érudition --- Education médiévale --- Universités --- Débats et controverses --- History --- History. --- Histoire --- Religious disputations --- Academic disputations --- 378.4 <4> --- Universiteiten--Europa --- 378.4 <4> Universiteiten--Europa --- Savoir et érudition --- Education médiévale --- Universités --- Débats et controverses --- Education, Humanistic --- Colloquies, Religious --- Disputations, Religious --- Disputations, Theological --- Religious colloquies --- Religious debates --- Theological disputations --- Theology --- Medieval learning and scholarship --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- Argumentation --- Speaking --- Elocution --- Forensics (Public speaking) --- Public speaking --- Rhetoric --- Discussion --- Oratory --- Disputations, Academic --- Dissertations, Academic --- Disputations --- Medieval, 500-1500 --- Education [Humanistic ] --- Europe --- To 1500 --- Disputations académiques --- Middle Ages, 500-1500 --- Religious disputations - History --- Academic disputations - History

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Informed by her in-depth ethnomusical knowledge, the result of detailed fieldwork, Mans’s book is about musical worlds and how we as people inhabit them. The book asserts that an understanding of our musical worlds can be a transformative educational tool that could have a significant role to play in multicultural music and arts education. She explores the way in which musical expression, with its myriad cultural variations, reveals much about identity and cultural norms, and shows how particular musical sounds are aesthetically related to these norms. The author goes further to suggest that similar systems can be detected across cultures, while each world remains colored by a distinctive soundscape. Mans also looks at the way each cultural soundscape is a symbolic manifestation of a society’s collective cognition, sorting musical behavior and sounds into clusters and patterns that fulfill each society’s requirements. She probes the fact that in today’s globalized and mobile world, as people move from one society to another, cross-cultural acts and hybrids result in a number of new aesthetics. Finally, in addition to three personal narratives by musicians from different continents, the author has invited scholars from diverse specializations and locations to comment on different sections of the book, opening up a critical dialogue with voices from different parts of the globe. Musical categorization, identity, values, aesthetic evaluation, creativity, curriculum, assessment and teacher education are some of the issues tackled in this manner.

Music --Instruction and study. --- Music --Philosophy and aesthetics. --- Music --Social aspects. --- Music --- Music Instruction & Study --- Fine Arts - General --- Music Philosophy --- Art, Architecture & Applied Arts --- Music, Dance, Drama & Film --- Social aspects --- Philosophy and aesthetics --- Instruction and study --- Social aspects. --- Instruction and study. --- Education, Musical --- Music education --- Musical education --- Musical instruction --- Music and society --- Study and teaching --- Education. --- Culture --- Music. --- Cultural heritage. --- Art education. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Education, general. --- Arts Education. --- Cultural Heritage. --- Sociology of Education. --- Regional and Cultural Studies. --- Study and teaching. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Art --- Art education --- Education, Art --- Art schools --- Cultural heritage --- Cultural patrimony --- Cultural resources --- Heritage property --- National heritage --- National patrimony --- National treasure --- Patrimony, Cultural --- Treasure, National --- Property --- World Heritage areas --- Art music --- Art music, Western --- Classical music --- Musical compositions --- Musical works --- Serious music --- Western art music --- Western music (Western countries) --- Cultural studies --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Aims and objectives --- Analysis, interpretation, appreciation