Listening to Students: On the Power of Invective

Autor/in	Sanders, Harlow Stewart
Titel	Listening to Students: On the Power of Invective
Quelle	In: Change: The Magazine of Higher Learning, 43 (2011) 6, S.60-62 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2011.618084
Schlagwörter	Stellungnahme; Music; Artists; Perspective Taking; Western Civilization; World History; Context Effect; Attitude Change; Reputation; Music Teachers; Teacher Student Relationship; Teacher Effectiveness; Role of Education; Transformative Learning; Musical Composition; Criticism; Validity + Suchen Sie Ihr Suchwort? Musik; Artiste; Artist; Künstler; Künstlerin; Zukunftsperspektive; Weltgeschichte; Attitudinal change; Einstellungsänderung; Music; Teacher; Teachers; Musiklehrer; Teacher student relationships; Lehrer-Schüler-Beziehung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsauftrag; Pädagogische Transformation; Komponieren; Kritik; Gültigkeit
Abstract	In this article, the author shares his experience with Burent Arel, an established composer of orchestral, chamber, and classical electronic music. At first, the author found the music of the 20th century deeply disturbing. Yet, Professor Arel converted him and his skepticism into evangelical fervor. Finally understanding the role of the artist in the late-20th-century Western world under the tutelage of Professor Arel, the author became a champion of modern music, painting, sculpture, architecture, and literature to the same skeptics with whom he had been for so long smugly "at home." He argues that if educators give their several disciplines the respect--indeed, the veneration--they're due, they have every right to expect equal regard for them from their students. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10