front cover of Art, Trade, and Culture in the Islamic World and Beyond
Art, Trade, and Culture in the Islamic World and Beyond
From the Fatimids to the Mughals
Edited by Alison Ohta, Michael Rogers, and Rosalind Wade Haddon
Gingko, 2016
The essays in this book trace a rich continuum of artistic exchange that occurred between successive Islamic dynasties from the twelfth through nineteenth centuries—as well as the influence of Islamic art during that time on cultures as far away as China, Armenia, India, and Europe. Taking advantage of recent technologies that allow new ways of peering into the pasts of art objects, the authors break new ground in their exploration of the art and architecture of the Islamic world.
           
The essays range across a variety of topics. These include a look at tile production during the reign of the Qaytbay, the book bindings associated with Qansuh al-Ghuri, and the relationship between Mamluk metalwork and that found in Rasulid Yemen and Italy. Several essays examine inscriptions found on buildings of the Fatimid, Mamluk, and Ottoman periods, and others look at the debt of European lacquer works to Persian craftsmen, the Armenian patrons of eighteenth-century Chinese exports, and the influences of Islam on art and architecture found all across India. The result is a sweeping but deeply researched look at one of the richest networks of artistic traditions the world has ever known.  
 
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front cover of Teaching Approaches in Music Theory, Second Edition
Teaching Approaches in Music Theory, Second Edition
An Overview of Pedagogical Philosophies
Michael R. Rogers
Southern Illinois University Press, 2004

Drawing on decades of teaching experience and the collective wisdom of dozens of the most creative theorists in the country, Michael R. Rogers’s diverse survey of music theory—one of the first to comprehensively survey and evaluate the teaching styles, techniques, and materials used in theory courses—is a unique reference and research tool for teachers, theorists, secondary and postsecondary students, and for private study. This revised edition of Teaching Approaches in Music Theory: An Overview of Pedagogical Philosophies features an extensive updated bibliography encompassing the years since the volume was first published in 1984.

In a new preface to this edition, Rogers references advancements in the field over the past two decades, from the appearance of the first scholarly journal devoted entirely to aspects of music theory education to the emergence of electronic advances and devices that will provide a supporting, if not central, role in the teaching of music theory in the foreseeable future. With the updated information, the text continues to provide an excellent starting point for the study of music theory pedagogy.

Rogers has organized the book very much like a sonata. Part one, “Background,” delineates principal ideas and themes, acquaints readers with the author’s views of contemporary musical theory, and includes an orientation to an eclectic range of philosophical thinking on the subject; part two, “Thinking and Listening,” develops these ideas in the specific areas of mindtraining and analysis, including a chapter on ear training; and part three, “Achieving Teaching Success,” recapitulates main points in alternate contexts and surroundings and discusses how they can be applied to teaching and the evaluation of design and curriculum.

Teaching Approaches in Music Theory emphasizes thoughtful examination and critique of the underlying and often tacit assumptions behind textbooks, materials, and technologies. Consistently combining general methods with specific examples and both philosophical and practical reasoning, Rogers compares and contrasts pairs of concepts and teaching approaches, some mutually exclusive and some overlapping. The volume is enhanced by extensive suggested reading lists for each chapter.

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