Ana Lucía Frega – författare

Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, often considered abstract and irrelevant, is often absent from the daily life of music instructors. In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucia Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere, demonstrating that philosophy offers a way of navigating the daily professional life of music education and proving that critical inquiry improves, enriches, and transforms instructional practice for the better. Questioning every musical practice, instructional aim, assumption, and conviction in music education, The Oxford Handbook of Philosophy in Music Education presents new and provocative approaches to the practice of teaching music. Bowman and Frega go deeper than mere advocacy or a single point of view, but rather conceive of philosophy as a dynamic process of debate and reflection that must constantly evolve to meet the shifting landscapes of music education. In place of the definitive answers often associated with philosophical work, Bowman and Frega offer a fascinating cross-section of often-contradictory approaches and viewpoints. By bringing together essays by both established and up-and-coming scholars from six continents, Bowman and Frega go beyond the Western monopoly of philosophical practice and acknowledge the diversity of cultures, instructors, and students who take part in music education. This range of perspectives invites broader participation in music instruction, and presents alternative answers to many of the fields most pressing questions and issues. By acknowledging the inherent plurality of music educational practices, the Handbook opens up the field in new and important ways. Emphasizing clarity, fairness, rigour, and utility above all, The Oxford Handbook of Philosophy in Music Educationwill challenge music educators all over the world to make their own decisions and ultimately contribute to the conversation themselves.

Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, often considered abstract and irrelevant, is often absent from the daily life of music instructors. In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucía Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere, demonstrating that philosophy offers a way of navigating the daily professional life of music education and proving that critical inquiry improves, enriches, and transforms instructional practice for the better. Questioning every musical practice, instructional aim, assumption, and conviction in music education, The Oxford Handbook of Philosophy in Music Education presents new and provocative approaches to the practice of teaching music. Bowman and Frega go deeper than mere advocacy or a single point of view, but rather conceive of philosophy as a dynamic process of debate and reflection that must constantly evolve to meet the shifting landscapes of music education. In place of the definitive answers often associated with philosophical work, Bowman and Frega offer a fascinating cross-section of often-contradictory approaches and viewpoints. By bringing together essays by both established and up-and-coming scholars from six continents, Bowman and Frega go beyond the Western monopoly of philosophical practice and acknowledge the diversity of cultures, instructors, and students who take part in music education. This range of perspectives invites broader participation in music instruction, and presents alternative answers to many of the fields most pressing questions and issues. By acknowledging the inherent plurality of music educational practices, the Handbook opens up the field in new and important ways. Emphasizing clarify, fairness, rigor, and utility above all, The Oxford Handbook of Philosophy in Music Education challenges music educators around the world to make their own decisions and ultimately contribute to the conversation themselves.

Music education thrives on philosophical inquiry, the systematic and critical examination of beliefs and assumptions. Yet philosophy, often considered abstract and irrelevant, is often absent from the daily life of music instructors. In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucía Frega have drawn together a variety of philosophical perspectives from the profession''s most exciting scholars. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere, demonstrating that philosophy offers a way of navigating the daily professional life of music education and proving that critical inquiry improves, enriches, and transforms instructional practice for the better. Questioning every musical practice, instructional aim, assumption, and conviction in music education, The Oxford Handbook of Philosophy in Music Education presents new and provocative approaches to the practice of teaching music. Bowman and Frega go deeper than mere advocacy or a single point of view, but rather conceive of philosophy as a dynamic process of debate and reflection that must constantly evolve to meet the shifting landscapes of music education. In place of the definitive answers often associated with philosophical work, Bowman and Frega offer a fascinating cross-section of often-contradictory approaches and viewpoints. By bringing together essays by both established and up-and-coming scholars from six continents, Bowman and Frega go beyond the Western monopoly of philosophical practice and acknowledge the diversity of cultures, instructors, and students who take part in music education. This range of perspectives invites broader participation in music instruction, and presents alternative answers to many of the fields most pressing questions and issues. By acknowledging the inherent plurality of music educational practices, the Handbook opens up the field in new and important ways. Emphasizing clarify, fairness, rigor, and utility above all, The Oxford Handbook of Philosophy in Music Education challenges music educators around the world to make their own decisions and ultimately contribute to the conversation themselves.

El Manual Oxford de Filosofia en educacion musical, editado en ingles por los prestigiosos Wayne D. Bowman y Ana Lucia Frega, del cual esta obra presenta un compendio en espanol, intenta mostrar como una Filosofia en la educacion musical parte desde las practicas mismas y permite tomar conciencia de las ideas esteticas, culturales, antropologicas, eticas y politicas que alli operan consciente o inconscientemente. Este recorrido propone "e;poner en cuestion"e; las practicas, los objetivos de ensenanza y las convicciones en la ensenanza musical. A traves de la reflexion de numeros especialistas de primer nivel mundial, ofrece perspectivas novedosas y provocativas que desafian el quehacer tanto en la educacion formal como no formal, tanto en la formacion escolar general como aquella impartida en los Conservatorios. Alejandose de todo dogmatismo, el Manual busca poner en juego la accion del filosofar. Evita asumir posiciones que clausuren la busqueda, propone una mirada critica sobre el etnocentrismo y valora positivamente la aparicion de divergencias entre los capitulos, ya que de esta forma se promueve el debate racional, critico y creativo. Al reconocer el caracter plural de las practicas en educacion musical se abre el campo a nuevos e interesantes caminos que busca recorrer con claridad, justicia, rigor y, ante todo, utilidad. El Manual Oxford de Filosofia en educacion musical. Un compendio constituye un desafio para los educadores musicales de distintas latitudes, una invitacion a construir propuestas solidas de ensenanza y a dar lugar al intercambio fertil entre colegas.

"e;Escrita con sencillez y sabiduria, como corresponde a la vocacion docente y a la pasion por la musica de la autora, esta obra revela una historia desconocida que devuelve su lugar primordial a la mujer como guia y orientadora de los hijos propios y ajenos, como interprete y compositora. El recorrido arranca en los origenes del pais cuando confluyen las tradiciones musicales de los pueblos originarios (que se expresaban en las melopeas tradicionales que las indigenas cantaban a voz en cuello), con las traidas por los conquistadores. Estas se difundieron gracias a las guitarras y viguelas ejecutadas por manos femeninas que incorporaban los cantares importados de Europa. La accion de las mujeres fue ineludible en la generacion de formas musicales mestizadas. Tambien resulto necesaria la mediacion femenina para que en los salones se dieran a conocer los nuevos compositores y las nuevas concepciones esteticas. Ana Lucia Frega nos entrega, junto a un libro sobre la relacion entre las mujeres y el arte, una vision de conjunto de la actividad musical en la Argentina"e; (Maria Saenz Quesada).

''Borges, fuente inacabable de posibles miradas y comprensiones. Jorge Luis Borges, el autor, el notable de la palabra, de su uso, las variadas combinaciones, los temas, el estilo en prosa y en verso. La entrada, el pre, el antes, la preparación, es la música. No porque Borges haya sido músico en sentido profesional, o hubiera sido auditor especializado. Sino porque su obra rezuma música, es en y por la música. ¿Siempre? No me animo a decirlo. ¿Muchas veces? Sí, e intento mostrarlo y demostrarlo''.Con estas palabras Ana Lucía Frega emprende en esta obra la exquisita tarea de reconocer (en el doble sentido del término) la dimensión musical de la producción literaria borgeana. Una aproximación a Jorge Luis Borges original y osada a la vez. Osada porque de él se ha dicho que ''no tenía oído'', que no asistía regularmente a conciertos, que no le gustaba la ópera... Pero Borges, que tantas veces se ha preguntado a lo largo de su vida acerca del sentido y del significado de la música, comprendía su ser más profundo, se interrogaba acerca del valor y sentido de la palabra frente a la posibilidad expresiva de la música, dominaba en plenitud el profundo significado musical de la imagen, de la alusión, de la retórica. Su propia producción era, en los sentidos que esperamos el lector pueda descubrir, ''música''.Gracias a una tarea de investigación que comportó años de trabajo y culminó con tres conmovedoras conferencias impartidas en Buenos Aires (dos de ellas en la sala Raúl Cortázar de la Biblioteca Nacional), Ana Lucía Frega nos propone un recorrido en detalle, profundo y luminoso, por momentos íntimo, sobre toda la obra escrita y publicada de Jorge Luís Borges.