1,053 research outputs found
The later orchestral works of William Walton: a critical and analytical re-evaluation
No full textAlthough the British twentieth-century composer William Walton enJoys a continuing presence in the international canon, the body of scholarship that seriously engages with his life and work is small. The post-war music, which includes the Cello Concerto (1956), Second Symphony (1961), Variations on a Theme of Hindemith (1963), Improvisations on
an Impromptu of Benjamin Britten (1969), and the film score for Battle of Britain (1969), has been particularly underrepresented in critical and analytical writing. In this thesis, I give detailed analyses of these scores, alongside an investigation of the contemporary critical
climate and reception history of these works.
I argue that the series of significant lifestyle changes that Walton underwent in the years immediately following the Second World War - including exchanging the busy musical life of London and a series of affairs with high-profile figures for the 'dolce far niente' of an isolated Italian island and a stable marriage - are suggestive of a broad shift in the composer's social and cultural values with consequent changes in musical attitudes and compositional tendencies. Walton's later music is differentiated from the pre-war works by the presence of octatonic, twelve-note, hexatonic and other non-diatonic harmonic constructions in the foreground, and a change from teleological to network-based or rotational background structures. My analyses adopt a deliberately eclectic range of analytical strategies, combining aspects of set-class approaches alongside tools from the tonal tradition. This methodological pluralism reflects my argument that the vitality of these scores derives from a tension between modernist and traditional tendencies. I argue that
Walton appropriates a wide range of influences, including to some extent that of the European avant garde, in contradistinction to the assertion prominent in contemporary
reception literature that his music had stagnated into a single outmoded and rarefied style.
I conclude that although Walton's post-war music was indeed conservative in comparison to that of several of his younger contemporaries, his music engages, through opposition and assimilation, with many of the most characteristic trends of twentieth-century concert
music. Nevertheless, I argue that the temptation to label Walton as a 'modernist' should be avoided; his works should be judged on their own terms and not according to the
regressive--progressive axis prominent in much of the contemporary reception literature. These scores may not have been progressive, but they have a distinctive sound-world and an invigorating vitality that makes them exceptionally engaging both as works of art and
objects of study
Walton, Geoff and Pope, Alison (Eds.): Information Literacy. Infiltrating the Agenda, Challenging Minds.
No full textReview of the book "Walton, Geoff and Pope, Alison (Eds.): Information Literacy. Infiltrating the Agenda, Challenging Minds
Information literacy: infiltrating the agenda, challenging minds
No full textFocusing on important information literacy debates, this new book with contributions from many of the main experts in the field highlights important ideas and practical considerations. Information Literacy takes the reader on a journey across the contemporary information landscape guided by academics and practitioners who are experts in navigating this ever changing terrain.
Key Features: diversity of content from authors with national and international reputations; shows professionals how to operate at a strategic level to engender institutional change and have a direct practical application for their teaching and learning practice; many of the chapters are based on empirical research ensuring innovative approaches to information literacy
Reading by Jo Walton
No full textAward-winning author and Mythopoeic Fantasy Award finalist Jo Walton will read from her works and answer questions from the audience
Online peer assessment: helping to facilitate learning through participation
No full textThe focus of this paper is on the combination of enquiry-based learning, information literacy and e-learning and how they are embedded in an online peer assessment exercise. What it shall present is a structure and strategy that aids student learning in the short and long-term. Ninety eight students completed a questionnaire before and after a three-week online peer assessment exercise during a first year undergraduate research and study skills module. The results demonstrate that a significant number of students valued the design of the exercise and the benefits it can have on their future learning and development. The paper concludes by suggesting that new and innovative ways of assessment are needed to keep engaging students and develop their learning in different ways
Health literacy, patient information and combating misinformation
No full textIn this chapter, we will explore definitions of health literacy in relation to individuals and wider society. We will examine which groups in society are more likely to be affected by low health literacy and describe how having low health literacy impacts on a person’s health and wellbeing and the services that support them. We will set out tools and techniques that can help people with low health literacy and promote health literacy in practice. Finally, we will outline the context for work by health library and knowledge specialists in promoting health literacy
PARKES, DAVE y WALTON, GEOFF (eds.). Web 2.0 and libraries: impacts, technologies and trends
No full textWeb 2.0 y Bibliotecas: Impactos, Tecnologías y Tendencias es parte de la serie Chandos Information Professional y está editado por David Parkes y Walton Geoff (Universidad de Staffordshire) con contribuciones de Helen Walmsley y Jenny Yorke. (Universidad de Staffordshire), Liz Hart (ex integrante de la Universidad de Staffordshire), Marck Hepworth (Universidad de Loughborough), Brian Kelly (UKOLN) y David Ley (Becta). Se analiza la influencia de los servicios y recursos Web 2.0 en el entorno de la enseñanza y el aprendizaje en la educación superior.....
Review of \u3ci\u3eWeb 2.0 and Libraries: Impacts, Technology and Trends\u3c/i\u3e, Dave Parkes & Geoff Walton, eds.
No full textBusy library professionals will appreciate the practical and user-friendly information in this book edited by Dave Parkas and Geoff Walton. Both are Staffordshire University (UK) librarians with experience working in and with technology of all types. The book is divided into four parts that cover specific aspects of Web 2.0 and libraries. While it focuses on academic libraries, the data and information could translate to special academic libraries and may be of interest to some public libraries. ... This book would be a useful addition for librarians interested in the details and effects of Web2.0
Information literacy is a subversive activity: developing a research-based theory of information discernment
No full textThe theory of information discernment discussed here is very firmly based on models, research and scholarship of information literacy coupled with theory and research in information behaviour. This paper will explore the original research conducted by Walton and Hepworth (the pilot study was reported in the very first edition of this journal in 2007) and how this work has developed over the last 10 years. The account will also examine how this research has led to the emergence of the concept of information discernment and how Foucault’s discourse analysis theory was used to further critically analyse its application. This paper will also show how this research has been applied in a range of contexts from enabling first year 6th formers in the UK carry out better research for their extended project qualification (EPQ), to prospective students to undergraduates in various disciplines. This research will then be synthesised to create a new theory of information discernment and argue that it informs the ACRL (2016) key threshold concept that authority is constructed and contextual and that it should be included in future notions of information literacy. An examination of attendant psychological notions of worldview, misinformation, confirmation bias, motivated reasoning and epistemic beliefs will be explored to determine how these articulate and enrich this new theory. There will also be an exploration of how this can be applied in practice beyond the learning environment and argue that ultimately information literacy is a subversive activity which challenges received notions of the construction communication and exchange of knowledge
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