Relevance and Marginalisation in Scandinavian and European Performing Arts 1770-1860: Questioning Canons reveals how various cultural processes have influenced what has been included, and what has been marginalised from canons of European music, dance, and theatre around the turn of the nineteenth century and the following decades. This collection of essays includes discussion of the piano repertory for young ladies in England; canonisation of the French minuet; marginalisation of the popular German dramatist Kotzebue from the dramatic canon; dance repertory and social life in Christiania (Oslo); informal cultural activities in Trondheim; repertory of Norwegian musical clocks; female itinerant performers in the Nordic sphere; preconditions, dissemination, and popularity of equestrian drama; marginalisation and amateur staging of a Singspiel by the renowned Danish playwright Oehlenschlager, also with perspectives on the music and its composers; and the perceived relevance of Henrik Ibsen's staged theatre repertory and early dramas. By questioning established notions about canon, marginalisation, and relevance within the performing arts in the period 1770-1860, this book asserts itself as an intriguing text both to the culturally interested public and to scholars and students of musicology, dance research, and theatre studies.

Relevance and Marginalisation in Scandinavian and European Performing Arts 1770-1860: Questioning Canons reveals how various cultural processes have influenced what has been included, and what has been marginalised from canons of European music, dance, and theatre around the turn of the nineteenth century and the following decades. This collection of essays includes discussion of the piano repertory for young ladies in England; canonisation of the French minuet; marginalisation of the popular German dramatist Kotzebue from the dramatic canon; dance repertory and social life in Christiania (Oslo); informal cultural activities in Trondheim; repertory of Norwegian musical clocks; female itinerant performers in the Nordic sphere; preconditions, dissemination, and popularity of equestrian drama; marginalisation and amateur staging of a Singspiel by the renowned Danish playwright Oehlenschlager, also with perspectives on the music and its composers; and the perceived relevance of Henrik Ibsen's staged theatre repertory and early dramas. By questioning established notions about canon, marginalisation, and relevance within the performing arts in the period 1770-1860, this book asserts itself as an intriguing text both to the culturally interested public and to scholars and students of musicology, dance research, and theatre studies.

Offering a rich understanding of the nature and roles of wonder in general, this book provides multiple suggestions for how to revive wonder in adults (teachers and curriculum makers) and how to keep wonder alive in children. Its aim is to show that adequate education needs to take seriously the task of evoking wonder about the content of the curriculum and to show how this can routinely be done in everyday classrooms. It presents strong arguments based on either research or precisely described experience for the importance of wonder as a central educational concept, and show how this argument can be seen to work itself out in daily practice.

For many children much of the time their experience in classrooms can be rather dull, and yet the world the school is supposed to initiate children into is full of wonder. This book offers a rich understanding of the nature and roles of wonder in general and provides multiple suggestions for to how to revive wonder in adults (teachers and curriculum makers) and how to keep it alive in children. Its aim is to show that adequate education needs to take seriously the task of evoking wonder about the content of the curriculum and to show how this can routinely be done in everyday classrooms. The authors do not wax flowery; they present strong arguments based on either research or precisely described experience, and demonstrate how this argument can be seen to work itself out in daily practice. The emphasis is not on ways of evoking wonder that might require virtuoso teaching, but rather on how wonder can be evoked about the everyday features of the math or science or social studies curriculum in regular classrooms.

Through the eventful life of a Himalayan Buddhist teacher, Khunu Lama, this study reimagines cultural continuity beyond the binary of traditional and modern. In the early twentieth century, Khunu Lama journeyed across Tibet and India, meeting Buddhist masters while sometimes living, so his students say, on cold porridge and water. Yet this elusive wandering renunciant became a revered teacher of the Fourteenth Dalai Lama. At Khunu Lama's death in 1977, he was mourned by Himalayan nuns, Tibetan lamas, and American meditators alike. The many surviving stories about him reveal significant dimensions of Tibetan Buddhism, shedding new light on questions of religious affect and memory that reimagines cultural continuity beyond the binary of traditional and modern. In Renunciation and Longing, Annabella Pitkin explores devotion, renunciation, and the teacher-student lineage relationship as resources for understanding Tibetan Buddhist approaches to modernity. By examining narrative accounts of the life of a remarkable twentieth-century Himalayan Buddhist and focusing on his remembered identity as a renunciant bodhisattva, Pitkin illuminates Tibetan and Himalayan practices of memory, affective connection, and mourning. Refuting long-standing caricatures of Tibetan Buddhist communities as unable to be modern because of their religious commitments, Pitkin shows instead how twentieth- and twenty-first-century Tibetan and Himalayan Buddhist narrators have used themes of renunciation, devotion, and lineage as touchstones for negotiating loss and vitalizing continuity.