Part of a growing group of works that addresses the burgeoning field of sound studies, this book attends not only to theoretical and empirical examinations, but also to methodological and philosophical considerations at the intersection of sound and education. Gershon theoretically advances the rapidly expanding field of sound studies and simultaneously deepens conceptualizations and educational understandings across the fields of curriculum studies and foundations of education. A feature of this work is the novel use of audio files aligned with the arguments within the book as well as the discussion and application of cutting-edge qualitative research methods.

(Technical Reference). More than simply the book of the award-winning DVD set, Art & Science of Sound Recording, the Book takes legendary engineer, producer, and artist Alan Parsons' approaches to sound recording to the next level. In book form, Parsons has the space to include more technical background information, more detailed diagrams, plus a complete set of course notes on each of the 24 topics, from "The Brief History of Recording" to the now-classic "Dealing with Disasters." Written with the DVD's coproducer, musician, and author Julian Colbeck, ASSR, the Book offers readers a classic "big picture" view of modern recording technology in conjunction with an almost encyclopedic list of specific techniques, processes, and equipment. For all its heft and authority authored by a man trained at London's famed Abbey Road studios in the 1970s ASSR, the Book is also written in plain English and is packed with priceless anecdotes from Alan Parsons' own career working with the Beatles, Pink Floyd, and countless others. Not just informative, but also highly entertaining and inspirational, ASSR, the Book is the perfect platform on which to build expertise in the art and science of sound recording.

This uniquely valuable book arose from the author's work with profoundly disabled children in a special needs school. The sensory impairment of the children meant that they were unable to learn from traditional teaching methods as they were unaware of the world around them. Our very first awareness of our surroundings and ourselves come through our senses of smell, touch, taste, sight, hearing and movement, and without them we are isolated. To benefit from the normal school curriculum, children with sensory impairment must learn to develop each of their senses, individually and in combination - a process the non-handicapped child goes through spontaneously and unconsciously. This book outlines a curriculum for each of the senses in turn, using stimuli that can be varied to suit the age of the child or young person. Demonstrating how these can be combined to create a multisensory experience and how this newly developed awareness can be integrated into the rest of the school curriculum. This book was developed from the author's work with profoundly disabled children, their sensory impairment meant that traditional teaching was unsuccessful as they were unaware of the world around them. Flo Longhorn sets out a curriculum for developing each sense, both individually and in combination, using stimuli that can be varied according to the age of the child. This book shows how these techniques can be amalgamated to create multisensory experiences and how this new awareness can be integrated into the rest of the school curriculum.Designed for teachers, and parents, of children with profound multiple disabilities combined with sensory and physical impairment this has become a classic work.

Rahat Naqvi and Hans Smits' edited collection, Thinking about and Enacting Curriculum in "Frames of War" is centered on the theme of how the current global order creates precarious conditions for human life. The contributors respond to the challenges Judith Butler posed about ...

This book contains a broad range of Millers writings and intertwines interpretations of educational theories, events and practices throughout private and public dimensions of Miller's life.

Looks at each of the National Standards for Music Education and breaks them down into concepts that are teachable in any music classroom.

The Christian School represents a break with humanistic education, but, too often in leaving the state school, the Christian educator has carried the state's humanism with him. A curriculum is not neutral: it is either a course in humanism or training in a God-centered faith and life. The liberal arts curriculum means literally that course which trains students in the arts of freedom. This raises the key question: is freedom in and of man or Christ? The Christian art of freedom, that is, the Christian liberal arts curriculum, is emphatically not the same as the humanistic one. It is urgently necessary for Christian educators to rethink the meaning and nature of the curriculum. It should be clear then that whether history, science, mathematics, grammar, literature, ecology, civic duty, or law, every aspect of curriculum must be reconstructed along Biblical lines. The overall objective is for Christian families to prepare and equip themselves for service in the Kingdom of God, and this cannot be done without a rethinking of the philosophy of the Christian curriculum. In this study, Rousas John Rushdoony develops the philosophy of the Christian curriculum. It is the pioneering study in this field, and it is important reading for all Christian educators.