Rosegarden and Labyrinth: A Study of Art Education , by Seonaid M. Robertson. London: Routledge & Kegan Paul, 1963; New York: Barnes & Noble, 1963; Lewes: Gryphon, 1982p*; Dallas: Spring Publications, ed.2 1982p* (216 + xxx, incl. 6-p. index, 6-p. bibl., 106 illus., 2-p. foreword by Herbert Read in ed. 1, foreword by Peter Abbs in ed.2).
Convinced that the arts play an absolutely vital role in life, especially among young people who are seeking a new and more deeply rooted life in the context of an increasingly more vulnerable planet Earth, Robertson tells of her exploratory approach to teaching the visual arts.
She describes her intuitive response to Jung's ideas, particularly his theories of symbols and archetypes, which she gained during years of study of psychology, and her study of Maud Bodkin's research on archetypal images in poetry.
Following her account (amply illustrated) of experiences in the classroom and a commentary on gardens and labyrinths, she appends a brief summary of the arts of early history relevant to her study.
Wagner's Ring and its Symbols: The Music and the Myth , by Robert Donington. London: Faber & Faber, 1963; ed.2 1969 +p; ed.3 1974* +p*; Toronto: British Book Service, 1963; New York: St. Martins Press, 1963; ed.2 1969; ed.3 1974p* (342, incl. 13-p. index, 13-p. bibl.).
Indebted both to the fundamental discoveries of Freud's depth psychology and to the crucial amplification of them by Jung, music critic Donington offers fresh insights into certain aspects of Wagner's meaning in Der Ring des Nibelungen by analyzing the poetical and musical symbols that Wagner brought into artistic consciousness.
Following an introductory discussion of the relations of myth and music, he interprets the prelude to Das Rbeingold and then the tetralogy of human dramas (Das Rheingold, Die Walkiire, Siegfried, and Götterddmmerung). Appended are some musical examples and a chart of selected leading motives.
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