The Aberdeen Enlightenment: The Arts Curriculum in the Eighteenth Century

1995 ◽  
Vol 35 (2) ◽  
pp. 197
Author(s):  
Sheldon Rothblatt ◽  
Paul B. Wood
1990 ◽  
Vol 7 (3) ◽  
pp. 231-238
Author(s):  
Keith Stubbs

Music has a role to play in Arts Education. This role remains largely underdeveloped. The selection of music and art as foundation subjects in the National Curriculum is divisive and fails to comprehend the fundamental concepts of arts education.This paper recognises the characteristics that are both common and distinctive between music and the arts, and reminds us of the historical factors which often prevent collaborative curriculum planning. It examines both the models and the language of collaboration, and recommends a management structure placed firmly within a single cohesive policy for the arts.


2015 ◽  
Vol 9 (1) ◽  
pp. 249-265
Author(s):  
Miriam Torzillo

Dance education is rarely taught in Australian primary schools. A National Arts curriculum was published online in 2014, and ready for implementation the following year. Therefore schools and teachers will be looking for models and frameworks that will help them implement the arts, including dance. The author experienced the work of the community-based dance company Dance Exchange during a summer institute in 2013. For a teacher of dance in a relatively isolated regional town, taking part in the summer institute was a rare opportunity to nourish creative inspiration and a reminder of the importance of the collaborative creative process and the embodied experience within Dance Education.


1997 ◽  
Vol 50 (2-3) ◽  
pp. 387-420 ◽  
Author(s):  
Mark Evan Bonds

The growing aesthetic prestige of instrumental music in the last decades of the eighteenth century was driven not so much by changes in the musical repertory as by the resurgence of idealism as an aesthetic principle applicable to all the arts. This new outlook, as articulated by such writers as Winckelmann, Moritz, Kant, Schiller, Herder, Fichte, and Schelling, posited the work of art as a reflection of an abstract ideal, rather than as a means by which a beholder could be moved. Through idealism, the work of art became a vehicle by which to sense the realm of the spiritual and the infinite, and the inherently abstract nature of instrumental music allowed this art to offer a particularly powerful glimpse of that realm. Idealism thus provided the essential framework for the revaluation of instrumental music in the writings of Wackenroder, Tieck, E. T. A. Hoffmann, and others around the turn of the century. While this new approach to instrumental music has certain points of similarity with the later concept of "absolute" music, it is significant that Eduard Hanslick expunged several key passages advocating idealist thought when he revised both the first and second editions of his treatise Vom Musikalisch-Schönen. The concept of "absolute" music, although real enough in the mid-nineteenth century, is fundamentally anachronistic when applied to the musical thought and works of the decades around 1800.


PMLA ◽  
1917 ◽  
Vol 32 (2) ◽  
pp. 163-200
Author(s):  
Lily B. Campbell

Stage history has generally been regarded by the student of the arts as a thing apart. It has been assumed that the stage has developed its own art, influenced only by the art of the stage in other lands or in other times. In general, this assumption seems to me unjustified. Rather, the stage should, I believe, be regarded as giving expression in its art to the dominant artistic theory of the time. It is only in its medium of expression that the art of the stage differs from the other arts; its fundamental artistic theory is that held in common with the other arts. Certainly, it seems to me, it is only in this fashion that one can account for the changes in the theory of dramatic presentation that came about within the compass of the eighteenth century. It is my purpose in this paper, therefore, to show the development of the theory of acting in England in the eighteenth century, and to show that in its development the theory of acting followed the general artistic theory of the day.


PMLA ◽  
1953 ◽  
Vol 68 (2) ◽  
pp. 13-23
Author(s):  
Margaret Mead

Among the variety of contributions which modern anthropological research might be able to offer to members of this Association, I plan to stress only one, that which anthropological studies of whole cultures can make to those whose task it is to cherish and cultivate the arts, and especially literature, in the contemporary world. Just because we, the anthropologists, specialize in primitive, usually quite small, societies and take as our focus communities of a few hundred people with an oral tradition which can be no more elaborate than the memories of those few, we are able to include within our study many aspects of human experience which the scholar dealing with a period or trend within a complex high civilization accepts on authority or takes for granted. Yet, to the extent that the scholar who works with the eighteenth century in England must so take for granted the economic arrangements of agriculture or the methods of child care in the nursery, he or she is cut off from watching the intimate interplay between the way a farm laborer is paid or a child rebuked and the images of sophisticated literature, within which these experiences of the poor or immature may be represented by a chain of transmuted images or an explicit counterpoint which cuts them off from the developed consciousness of the small literate elite who inherited and cultivated the literary tradition of the past. Short of time, and very often short of materials, historians have only recently thought it worth while to consider the “short and simple annals of the poor” or the life of children who were neither the subjects of later literary elaboration by a Samuel Butler or a Proust, nor had even the dubious claims of a Daisy Ashford.


Sign in / Sign up

Export Citation Format

Share Document