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Marjorie Barstow and the Alexander Technique: Critical Thinking in Performing Arts Pedagogy 2021 ed. [Kõva köide]

  • Formaat: Hardback, 327 pages, kõrgus x laius: 210x148 mm, kaal: 606 g, 6 Illustrations, color; 38 Illustrations, black and white; XXXVII, 327 p. 44 illus., 6 illus. in color., 1 Hardback
  • Ilmumisaeg: 26-Jul-2022
  • Kirjastus: Palgrave Macmillan
  • ISBN-10: 9811652554
  • ISBN-13: 9789811652554
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Marjorie Barstow and the Alexander Technique: Critical Thinking in Performing Arts Pedagogy 2021 ed.Suurem pilt
  • Formaat: Hardback, 327 pages, kõrgus x laius: 210x148 mm, kaal: 606 g, 6 Illustrations, color; 38 Illustrations, black and white; XXXVII, 327 p. 44 illus., 6 illus. in color., 1 Hardback
  • Ilmumisaeg: 26-Jul-2022
  • Kirjastus: Palgrave Macmillan
  • ISBN-10: 9811652554
  • ISBN-13: 9789811652554
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9789811652554.html
Märksõnad:

This book focuses on the teaching and philosophy of the pioneering performing arts teacher and educator Marjorie Barstow. She is one of the best and brightest exponents of the Alexander Technique (AT), an approach to awareness and movement widely deployed and valued in the performing arts and outside artistic circles. By comparing her approach to the educational philosophy of John Dewey, this book resurrects Marjorie Barstow’s name, and gives her pedagogy and legacy the attention it deserves.


Acknowledgements vii
Prologue xix
About this book and who it is for xix
The AT as Education xxi
So, what IS the Alexander Technique? xxiii
Who was Marjorie Barstow? xxviii
Structure of the Book xxxiv
A Note on Sources xxxv
List of Figures
xv
List of Plates
xvii
Part I F. M. Alexander and Marjorie Barstow
1 The Problem with Alexander's Technique
3(14)
The Evolution of the Passive Experience
4(8)
Reinstating Education into the AT: Barstow and Dewey
12(2)
Conclusion
14(3)
2 Marjorie Barstow's Constellation
17(30)
What Is a Philosophical Constellation?
17(2)
The Constellation
19(23)
Overview of Parallels Between Barstow and Dewey
42(1)
Summary
43(4)
Part II Dewey's Principles in Barstow's Teaching
3 Making Ideas Clear
47(36)
The Essence of the AT
50(3)
The Essential Process of the AT
53(30)
4 Reconstruction: Barstow's Reconstruction of Alexander's Principles and Terms
83(66)
Part A Identifying Alexander's Principles
84(2)
Part B Reconstructing Alexander's Terms and Methods
86(4)
Term 1 Primary Control
90(6)
Term 2 Inhibition
96(11)
Term 3 Direction and Directions
107(8)
Term 4 Positions of Mechanical Advantage (and other Procedures)
115(23)
Term 5 Sensory Re-education
138(6)
Part C Philosophical Pragmatism in Action - The Parallel
`Reconstructions' by Dewey and Barstow
144(2)
Conclusion: The Reconstructed Alexander Technique
146(3)
5 Desire, Application and Art
149(22)
The Question of Desire in Alexander Studies
152(6)
Ends-In-View Versus End-Gaining
158(3)
The Application Approach
161(3)
The Problem with Inhibition-as-Stopping and Non-Application
164(2)
Lighting the Spark for Performers
166(2)
Conclusion
168(3)
6 Democracy and the Social Context
171(36)
The Beginnings of Barstow's Group Teaching
172(2)
Dewey, Community and Communication
174(2)
Barstow, Community and Communication
176(3)
Criticism of Barstow's Teaching
179(2)
Response to Criticisms
181(2)
Barstow's Community
183(2)
Group Teaching and the Alexander Technique
185(1)
Coordinating Benefit I: Observation and Thinking
186(8)
Coordinating Benefit 2: Constructive Thinking & Communicating
194(5)
Coordinating Benefit 3: Democracy, Independence and the Social Context
199(4)
Summary
203(4)
Part III Integration
7 The Art and Integration of Teaching and Training
207(28)
Creating the Conditions for Learning (CCL)
208(2)
Teaching by Example and Implicit Learning
210(4)
Meeting and Accepting
214(6)
Training Teachers
220(15)
Conclusion 235(6)
Notes 241(44)
Biographical Notes 285(20)
Appendix: The Alexanders and the Alexander Technique 305(4)
References 309(12)
Index 321
Amanda Cole is Research Fellow at Griffith University, Australia. She is an Australian performer, researcher/writer and music educator. She has lectured and taught for over twenty years in Victoria, Queensland, New Zealand and Germany. She has won numerous awards for creative projects, research projects and professional learning. Her articles on constructive pedagogy, performance and the importance of the whole have appeared in peer-reviewed journals.