The sounds of capitalism : advertising, music, and the conquest of culture / / Timothy D. Taylor

• Record Nr.: UNINA9910956159403321
• Autore: Taylor Timothy Dean
• Pubbl/distr/stampa: Chicago ; ; London, : University of Chicago Press, 2012
• ISBN: 9786613766120; 9781280994517; 1280994517; 9780226791142; 0226791149
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (367 p.)
• Classificazione: LC 87610
• Disciplina: 306.48420973
• Soggetti: Music in advertising - United States; Advertising - United States - History - 20th century; Mass media and music - United States
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Frontmatter -- Contents -- List of Illustrations -- List of Examples -- Acknowledgments -- Introduction: Capitalism, Consumption, Commerce, and Music -- 1. Music and Advertising in Early Radio -- 2. The Classes and the Masses in the 1920s and 1930s -- 3. The Great Depression and the Rise of the Radio Jingle -- 4. Music, Mood, and Television: The Use of Emotion in Advertising Music in the 1950s and 1960s -- 5. The Standardization of Jingle Production in the 1950s and After -- 6. The Discovery of Youth in the 1960s -- 7. Consumption, Corporatization, and Youth in the 1980s -- 8. Conquering (the) Culture: The Changing Shape of the Cultural Industries in the 1990s and After -- 9. New Capitalism, Creativity, and the New Petite Bourgeoisie -- Notes -- References -- Index
• Sommario/riassunto: From the early days of radio through the rise of television after World War II to the present, music has been used more and more to sell goods and establish brand identities. And since the 1920s, songs originally written for commercials have become popular songs, and songs written for a popular audience have become irrevocably ; associated with specific brands and products. Today, musicians move flexibly between the music and advertising worlds, while the line between commercial messages and popular music has become increasingly blurred. Timothy D. Taylor tracks the use of music in American advertising for nearly a century, from variety shows like The Clic" Club Eskimos to the rise of the jingle, the postwar upsurge in consumerism, and the more complete fusion of popular music and consumption in the 1980s and after. The Sounds of Capitalism is the first book to tell truly the history of music used in advertising in the United States and is an original contribution to this little-studied part of our cultural history.

Perceptual Vignettes. Phenomenological Reflective Thinking and Professional Attitude : A Study and Practice Guide / Ulrike Barth, Angelika Wiehl

• Record Nr.: UNINA9910898679603321
• Autore: Barth Ulrike
• Pubbl/distr/stampa: Bad Heilbrunn, : Verlag Julius Klinkhardt, 2024
• ISBN: 3-7815-6124-0
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (243 p.)
• Soggetti: Teacher training; teacher education; professionalisation; anthroposophy; phenomenology; perception; curative education; education; pedagogical ethos; inclusion; ability to reflect; empathy; Goethean phenomenology
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Preface to the English edition ............................................................................. 9 1 Perceptual vignettes in teacher education. Introduction.............................. 11 Acknowledgements............................................................................................. 16 Part I Perceptual vignettes as phenomenological method in education 2 Phenomenological-methodological foundations of working with perceptual vignettes............................................................................... 19 2.1 The ‘things themselves’: phenomenological reduction and givenness (Husserl, Marion)................................................................................... 23 2.2 The givenness of bodily selfhood in intuition (Husserl, Marion)............. 27 2.3 ‘Being-with’ and bodily existence (Heidegger, Merleau-Ponty, Böhme)...................................................... 29 2.4 Attention generates horizon (Husserl, Merleau-Ponty, Waldenfels)......... 33 2.5 Understanding and recognition of alienness and otherness (Heidegger, Husserl, Lévinas, Waldenfels).............................................. 36 2.6 Intentional or misleading empathy? (Fuchs, Breithaupt, Breyer)............. 40 2.7 Goethean phenomenology – a path of development. Excursus............... 42 3 Perception and observation: two phenomenological approaches ................ 47 3.1 Atmosphere as the primary object of perception..................................... 49 3.2 Perception as open, intentional attending with all senses........................ 54 3.3 Observation as attentive turning to the world......................................... 61 3.4 Exercises in perception, observation and thinking ................................. 68 3.5 Perceptual vignettes show traces of attention.......................................... 77 4 Wonder as a phenomenological-pedagogical capacity of ‘being-with’ ............................................................................................... 81 4.1 Everyday wonder in the work with perceptual vignettes......................... 83 4.2 Philosophical excursus: wonder is beginning ......................................... 90 4.3 Wonder and alienation in children......................................................... 93 4.4 Widening the pedagogical horizon with wonder .................................... 98 4.5 Wonder precedes knowledge. An outlook ............................................ 100 5 Writing perceptual vignettes – a creative phenomenological method ....... 104 5.1 ‘I examined the writing’....................................................................... 105 5.2 Problems and system of phenomenological description........................ 107 5.3 Perceptual vignettes as body-oriented phenomenological descriptions............................................................. 111 5.4 Do phenomenology and creativity contradict or complement each other?................................................................... 113 5.5 Using the four-stage model for the phenomenological, creative writing of perceptual vignettes................................................. 118 5.6 Variations of phenomenological texts: phenomenological descriptions, vignettes, anecdotes, memory pictures and perceptual vignettes ........................................... 124 5.7 Writing perceptual vignettes ................................................................ 130 Part II Using perceptual vignettes in (special needs) education 6 Developing a professional pedagogical attitude ........................................ 135 6.1 Attitude – habitus – beliefs – ethos ...................................................... 136 6.2 Beliefs versus attitude .......................................................................... 140 6.3 Professional attitude in (special needs) education ................................. 141 6.4 Professional pedagogical attitude and ; inclusion ................................... 144 6.5 Professionalizing pedagogical attitude .................................................. 147 6.6 Exercises for developing pedagogical ethos .......................................... 150 7 Perceptual vignettes as media of reflection ................................................. 161 7.1 Reflection in the discourse on education ............................................. 162 7.2 Reflective capacity vs reflective competence/reflexivity ......................... 164 7.3 Excursus: from analysis to synthesis ..................................................... 165 7.4 Preliminary conclusion and starting point for our actions .................... 167 7.5 Implications for training or teacher education ..................................... 167 7.6 Excursus: a working model based on biographical theory .................... 170 7.7 Levels of reflection with perceptual vignettes ....................................... 170 7.8 The reflection spiral of the perceptual vignette method ........................ 173 7.9 Examples of reflective processes ........................................................... 174 7.10 Excursus: phenomenology in relation to inclusion and exclusion – ableism ....................................................................... 184 7.11 Reflection in training: outlook ............................................................. 186 8 Perceptual vignettes in preparatory exercises for diagnostic competence........................................................................... 188 8.1 Diagnostic competences in transition..................................................... 188 8.2 Sympathetic diagnosis vs categorization.................................................. 192 8.3 Perceptual vignettes complementing the ‘child conference’..................... 195 8.4 Phenomenology in diagnosis.................................................................. 197 8.5 Perceptual vignettes as a medium of sympathetic diagnosis..................... 198 8.6 Exercises in pedagogical diagnosis........................................................... 200 8.7 The potential of perceptual vignettes in pedagogical diagnosis. Outlook ................................................................................................ 211 9 Perceptual vignettes for innovative professionalism in education. Outlook ....................................................................................................... 213 Indices .............................................................................................................. 221 Quoted perceptual vignettes and other descriptive texts................................. 221 Bibliography.................................................................................................. 223 The authors ...................................................................................................... 243
• Sommario/riassunto: Perceptual vignettes are the result of a phenomenological method applied in pedagogical practice and research. This method includes perception, description and phases of reflection and supports the development of a professional inclusive attitude and diagnostic competence. The process-based way of working with perceptual vignettes asks us to defer ideal-typical patterns, categorizations of all kinds, judgements and prognoses and to look more closely at each person’s situation. The book is intended as a study and practice guide and includes theoretical foundations and the practical application of the method as well as themebased exercises in perception, writing and reflection.