![]() ![]() This is the period which in European research is called the Middle Ages, and which in a Danish context includes the Viking Age and lasts until the introduction of the Reformation in 1536. 500-1500 within disciplines such as history, archeology, art history, literary history, Nordic language and literature, religious history and legal history. “ La musica è diletta al cavallo”.The Centre for the Viking Age and the Middle Ages (CVM) forms the framework for Aarhus University researchers’ work with the Viking Age and the Middle Ages with a view to strengthening and expanding research, teaching and talent development among scholars working with the period from c. Painters-Musicians in Giorgio Vasari’s Lives - ALESSANDRA PATTANARO “ Si dilettò in giovanezza della scherma e di sonare il liuto”. Music Teaching in Montagnana: Organization, Methods, and Repertories - ALESSANDRA IGNESTIĬanto piano e strategie pedagogiche in Adrien Bourdoise - XAVIER BISARO †ĭon Paolo Galliero e la scuola di grammatica e musica di Tribano (Padova) - DILVA PRINCIVALLI Musica tra le pareti domestiche a Padova nei secoli XV e XVI: dagli ensemble di docenti universitari ai singoli strumenti di studenti e commercianti - ELDA MARTELLOZZO FORINĪscolti comparati tra l’ Alexandreis di Quilichino e la Trecentesca Istoria di Alessandro Magno di Domenico Scolari - DONATELLA RESTANI Music between scientia and ars in Giacomo Zabarella - LETTERIO MAURO The Musical Training of University Students in the 16th Century and the libri amicorum - PAOLA DESSÌ Transmission and Adaption of Musical Knowledge in 16th-Century German Universities: Professors, Students, and their Books - INGA MAI GROOTE La musica nel curriculum delle artes delle università italiane nel Quattrocento: fra teoria e prassi- PAOLO ROSSO Docere and discere: A Multidisciplinary Approach to Music in Schools - PAOLA DESSÌĪt School for Governance: Paolino da Venezia and Music - F. It ultimately underscores the strategic role that music occupied within educational systems of all levels vis-à-vis other disciplines and, thus, it contributes to a better understanding of the role music education played in the formation of an educated citizenry - from children to adults, from “practicus” to “theoricus”, from men of arms to religious men, from the literate to politicians - bearing in mind the Isidorian definition that “musica ad omnia se extendit” ( Etymologiae III, 17, 1). ![]() Rather, this volume sketches the circulation and dissemination of ideas, images, and people, all related to the different paths and pedagogical practices that have characterised the teaching and learning of music in different locales and across history. On the whole, they neither claim the supremacy of music in the context of the various educational systems, nor do they focus on the artistic musical production that emerged as a consequence of the various educational approaches. Their essays are indicative of diverse disciplinary perspectives towards the subject and feature an array of innovative interpretations. The contributors to this project - musicologists, historians, philosophers, art historians, and historians of philosophy - have been invited to participate in a multidisciplinary dialogue with respect to the position music has occupied in instructional and educational systems from medieval to modern times. ![]()
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