“Unity in Diversity, Antiquity in Contemporary Practice? South Indian Music Reconsidered” by Ludwig Pesch (Amsterdam) in Gardner, Matthew; Walsdorf, Hanna (Hrsg.). Musik – Politik – Identität / Music – Politics – Identity. Göttingen: Universitätsverlag, 2016 (Musikwissenschaften) | Abstract and contents >>
Sittrarangam is discussed in the chapter on Indian theatre architecture together with Kalakshetra and Kerala Kalamandalam in: The Oxford Companion to Indian Theatre edited by Ananda Lal (New Delhi: Oxford University Press, 2004), pp. 18-19 http://www.worldcat.org/oclc/470139309
This course material was originally produced for – and used by – teachers and students at Kalakshetra College of Fine Arts, today known as Rukmini Devi College Of Fine Arts | Learn more >>
“Thinking and learning in South Indian Music” by Ludwig Pesch, chapter 4 in: Markus Cslovjecsek, Madeleine Zulauf (eds.) Integrated Music Education – Challenges of Teaching and Teacher Training
Peter Lang Publishers, Bern, 2018. 418 pp., 29 fig. b/w, 2 tables MOUSIKÆ PAIDEIA Music and Education/Musik und Bildung/Musique et Pédagogie. Vol. 1 pb. ISBN 978-3-0343-0388-0
This book was presented during the 33rd ISME World Conference for Music Education (isme2018.org) | Find a library copy on Worldcat.org >>
Contents & contributors
Starting point. The school’s disciplinary learning scaffold : a challenge for integrated education / Rudolf Künzli ; The intertwining of music, education, and integration / Madeleine Zulauf & Markus Cslovjecsek Step 1. Approaching integrated music education by exploring distant horizons. Integrating arts performance and education in communities of practice : a Brazilian experience / Joan Russell ; Thinking and learning in South Indian music / Ludwig Pesch ; Making connections : avant-garde visual artists and Varèse / Colleen Richardson Step 2. Encountering integrated music education: where school meets life. Cooperative learning in music : music education and the psychology of integration / Frits Evelein ; Music/arts/language interdisciplinary intervention : cultural, linguistic, and artistic development in Francophone minority communities / Anne Lowe & Monique Richard ; Promoting spirituality through music in the classroom / Diana Harris Step 3. Uncovering school models in integrated music education. Interdisciplinarity based on a deep understanding of disciplinarity : benefits for students’ self-development / Dagmar Widorski ; Considering frameworks for integrating music and the arts / Kari Veblen; Cross-curricular approaches in music teaching / Jonathan Barnes Step 4. Becoming familiar with integrated music education activities in the classroom. Activities which use and unveil cultural artifacts / Smaragda Chrysostomou, Colleen Richardson & Joan Russell ; Activities which explore links between music and one other subject / Markus Cslovjecsek, Ludwig Pesch & Joan Russell ; Activities which develop from the learners’ presence / Anke Böttcher, Frits Evelein & Diana Harris Step 5. Being invited into the minds of people engaged in integrated music education. Conceptions of integrated music education : models in dialogue / Madeleine Zulauf & Peter Gentinetta ; When teachers meet specialists : retrospect on the symposium ‘Practice and research in integrated music education’ as a form of professional development / Hermann Gelzer & Helmut Messner
About this book Schools are generally oriented towards discipline-based programmes and therefore students often accumulate fragmented knowledge, disconnected from real life concerns. The eighteen contributors to this work suggest that music offers a highway to developing a more appropriate integrated education. They present a range of views on Integrated Music Education rooted in various cultural traditions, based on several interdisciplinary models and integrated arts curricula, inspired by psychological concepts and referenced to recent teaching experiments as well as original research. In this innovative book, the reader is invited to go beyond the dichotomy between ‘education in music’ and ‘education through music’, exploring the opportunities put forward by Integrated Music Education thanks to a constant movement from the theoretical roots through a precise description of teaching activities to the benefits for students in terms of integration of knowledge, personal development, and social and cultural belonging. Lastly, there are some new and interesting ideas for training teachers. Audio file: Lakshmi and Marma talas combined in an original rendition by Thrikkamburam Krishnan Marar, a hereditary temple musician in Kerala. Recording location: Natanakairali Irinjalakuda; described in the present publication: Vaitari: Syllable-based rhythm exercise from Kerala by Ludwig Pesch (pp. 290-4), Ch. “Activities Which Explore Links between Music and One Other Subject”
Audio file: Lakshmi and Marma talas combined in an original rendition by Thrikkamburam Krishnan Marar, a hereditary temple musician in Kerala. Recording location: Natanakairali Irinjalakuda; described in the present publication: Vaitari: Syllable-based rhythm exercise from Kerala by Ludwig Pesch (pp. 290-4), Ch. “Activities Which Explore Links between Music and One Other Subject”
Thema: Wir Europäer assoziieren Indien eher mit Fernweh als mit Heimat, seine Musik mit dem wunderbaren Klang exotischer Instrumente, auch wenn diese erst relativ spät ihren Weg nach Indien fanden. Kann ein fernes Land mit einem so „anderen“ materiellen wie immateriellen Kulturerbe jemals ganz zu einer persönlichen (zweiten) Heimat werden? Und: Gibt es Bereiche, die uns, wie schon von den Grössen der Romantik erhofft, dem universellen Ideal von Einheit und Verständigung näherbringen? Das moderne Indien von Computerfachleuten und „Bollywood“ fordert dazu heraus, solche Fragen anhand konkreter Erfahrungen erneut zu ergründen. Mit ihrer langen Geschichte und lebendigen Aufführungspraxis bildet Indiens Musik einen interessanten Ausgangspunkt für die Erkundung der eigenen musikalischen Heimat. So können sich neue Einsichten und Perspektiven ergeben (www.sam.mimemo.net). Kinder und Jugendliche, denen der Weg zum gemeinsamen Musizieren nicht verbaut wurde, fühlen sich dabei überraschend schnell „wie zu Hause.“ Diskutant: Prof. Dr. Alfred Höfler, Theologe, Dozent für Ethik und Religion, Pädagogische Hochschule FHNW, Aarau (angefragt) Aus der Information zum Vortrag am Do. 11. Okt. 2007 an der Pädagogischen Hochschule der Fachhochschule Nordwestschweiz in Aarau
Ein Referat von Ludwig Pesch, Musikologe und Flötist, Amsterdam
Aktualisierte Version mit Quellenangaben (2022)
Ein Beitrag aus der Konzert- und Kolloquiumsreihe „Musik & Mensch“ – Zyklus 2007/2008 HEIMAT, Uhr Pädagogische Hochschule FHNW, Aarau (Schweiz)
Wir sollen heiter Raum um Raum durchschreiten, An keinem wie an einer Heimat hängen, Der Weltgeist will nicht fesseln uns und engen, Er will uns Stuf‘ um Stufe heben, weiten.
„Stufen“ von Hermann Hesse (4. Mai 1941) Ein Gedicht, das für viele vertraut klingt: Deutschlandfunk Kultur >>
On rights, peace and reconciliation. And peaceful co-existence. Rights, Peace and Reconciliation Tamils, Sinhalese, Muslims Everybody living with dignity That’s the true meaning of Rights. Celebrate each others’ rights That’s the true meaning of Peace. Race, language, caste, difference Living in harmony. Agnus dei, qui tollis pecatur mundi, Miserere domini. O Lamb of God, who takes away the sins of the world, have mercy upon us. Speaking: So, it’s been possible to talk peace. Indeed, live in peace. There is an alternative to war and destruction. Everyone remember these three words. They may not be religious mottos, but important for the future of Sri Lanka. Important for the future of this unfair world. Rights, Peace and Reconciliation.
Gathe Gathe para gathe paragadhi Gathe Bodhi swaha. Gone gone all gone beyond Gone into Buddha nature. This is the first preaching of Buddha after his enlightenment under the Bodhi tree.
