Robert Cannon – författare

What is opera and how does it work? How has this dramatic form developed and what is its relevance in the modern world? Perfect for music students and opera-goers, this introductory guide addresses these questions and many more, exploring opera as a complete theatrical experience. Organised chronologically and avoiding technical musical terminology, the book clearly demonstrates how opera reflected and reacted to changes in the world around it. A special feature of the volume is the inclusion of illustrative tables throughout. These provide detailed, easy to follow analysis of arias, scenes and acts; visual guides to historical movements; and chronologies relating to genres and individual composers' works. Overall, the book fosters an understanding of opera as a living form as it encounters and uses material from an ever expanding repertoire in time, place and culture.

What is opera and how does it work? How has this dramatic form developed and what is its relevance in the modern world? Perfect for music students and opera-goers, this introductory guide addresses these questions and many more, exploring opera as a complete theatrical experience. Organised chronologically and avoiding technical musical terminology, the book clearly demonstrates how opera reflected and reacted to changes in the world around it. A special feature of the volume is the inclusion of illustrative tables throughout. These provide detailed, easy to follow analysis of arias, scenes and acts; visual guides to historical movements; and chronologies relating to genres and individual composers' works. Overall, the book fosters an understanding of opera as a living form as it encounters and uses material from an ever expanding repertoire in time, place and culture.

First Published in 2000. This is the fourth edition of a handbook that has already become well-known to many academic staff. Its popularity rests on the way it presents ideas about teaching and learning underpinned by research findings, but in a form that provides detailed, helpful advice for teachers in higher education. he Handbook could be used to support any of the many training programmes being introduced into colleges and universities around the world, as indeed previous editions have already done. The various chapters focus on the specific skills that are dealt with in such programmes: large-group and small-group teaching, methods of assessment and so on. They also include advice on how to present conference papers, an area where advice seems sorely lacking.

Since the publication of the first edition of this book in 1983, "A Handbook for Medical Teachers" has established itself as a resource for both new and established teachers in an area where there is very little other support. It combines basic educational principles with a "how-to" approach in a readable way, supported by numerous illustrations and cartoons. This third edition has been extensively revised throughout to reflect the many changes in medical education since the last edition. There is a new chapter on problem-based learning, as well as an appendix on how to keep a teaching portfolio as a support for academic promotion or staff appraisal. This handbook should provide useful reading for all those involved in any area of medical teaching and research.

First Published in 2000. This is the fourth edition of a handbook that has already become well-known to many academic staff. Its popularity rests on the way it presents ideas about teaching and learning underpinned by research findings, but in a form that provides detailed, helpful advice for teachers in higher education. he Handbook could be used to support any of the many training programmes being introduced into colleges and universities around the world, as indeed previous editions have already done. The various chapters focus on the specific skills that are dealt with in such programmes: large-group and small-group teaching, methods of assessment and so on. They also include advice on how to present conference papers, an area where advice seems sorely lacking.

First Published in 2000. This is the fourth edition of a handbook that has already become well-known to many academic staff. Its popularity rests on the way it presents ideas about teaching and learning underpinned by research findings, but in a form that provides detailed, helpful advice for teachers in higher education. he Handbook could be used to support any of the many training programmes being introduced into colleges and universities around the world, as indeed previous editions have already done. The various chapters focus on the specific skills that are dealt with in such programmes: large-group and small-group teaching, methods of assessment and so on. They also include advice on how to present conference papers, an area where advice seems sorely lacking.

First Published in 2000. This is the fourth edition of a handbook that has already become well-known to many academic staff. Its popularity rests on the way it presents ideas about teaching and learning underpinned by research findings, but in a form that provides detailed, helpful advice for teachers in higher education. he Handbook could be used to support any of the many training programmes being introduced into colleges and universities around the world, as indeed previous editions have already done. The various chapters focus on the specific skills that are dealt with in such programmes: large-group and small-group teaching, methods of assessment and so on. They also include advice on how to present conference papers, an area where advice seems sorely lacking.