34: The Music of America on Paper [H-55]
7-11 June 2004
1) How useful were the pre-course readings?
1: Very. I had read most of the general histories but was introduced to two new ones. The technical books and articles helped with the most confusing materials. 2: Quite useful. 3: The pre-course readings are a good idea. The music history reading was a good review. Good to have the material fresh in one’s mind. The publishing history readings gave me a good background on which to build. 4: The music history and the instructor’s music bibliography book were excellent. I also appreciated that there were several histories from which to choose. Lehmann-Haupt (The Book in America) was not especially useful to me but would have been good if I had not had a background in book printing. 5: Most all of the pre-course reading were useful, some more relevant than others. For this class, Lehman-Haupt (The Book in America) was much too much. Is there a was to get a concise knowledge of American books? Otherwise, the course bibliography will make for years of continued contemplation. 6: Pretty helpful. At least having a general idea before the course aided in moving through intricacies of details. 7: Course readings were useful. 8: Very good background reading. 9: Provided a good background.
2) Were the course syllabus and other materials distributed in class useful (or will they be so in the future, after you return home)?
1: Oh, yes! The bibliography is fine. More extensive than last year’s and up-to-date. Many things to study later and much to “push” on my colleagues. 2: Yes, very. 3: Course syllabus is good for knowing what will be covered. The bibliography will help with further study. It is good to know that it will be kept up-to-date on the RBS web page. 4: All of the materials have been and will continue to be useful. 5: Very much so. The problem set on dating variants will make a good exercise for my own students, and the handouts were great for visually illustrating major points (e.g., difference between nested and mosaic music type). 6: Yes, they were. Bibliography especially nice. 7: The bibliography is great; examples of different ways to print music very helpful to refer to during class discussion. 8: Yes. 9: The bibliography will be quite helpful in the future.
3) Was the intellectual level of the course content appropriate?
1: Yes. DK knows whereof he speaks, and his years of experience with the publishing world insured an informative course. 2: Yes. 3: I believe the intellectual level was appropriate. It fell within the mission of RBS. It gave us much information on which to build. I can hardly wait to re-look at my institution and personal collections. 4: Yes. There was also ample opportunity to ask questions, to peruse topis that arose in discussion or related to interests of the class members. A good balance was achieved between following the syllabus and allowing for new topics or lines of thought to emerge. 5: It seemed to be. A beginner would certainly have a hard time, but experienced librarians with a basic background in the history of American music seemed to do just fine. 6: Yes. Glad classmates all basically at the same level. No one playing catch-up; no one seemed bored. 7: Could have been more rigorous. 8: Yes. 9: Yes. Although it seemed disjointed at times, by the end of the class an enormous amount of information had been imparted.
4) If your course left its classroom to visit Special Collections or to make other filed trips away from your classroom, was the time devoted to this purpose well spent?
1: I want a Pro-Scope. (That means “yes.”) The one excursion we had was a demonstration of this item by Terry Belanger. 2: Most certainly. 3: The time devoted was adequate. Enjoyed seeing the material from the UVA rare book room. I especially enjoyed the time with TB with the Pro Scope and his explaining lithographic printing. 4: Yes. The demonstration TB presented using the Pro Scope was especially interesting -- I know a good bit already about the illustration process he covered, but the detailed discussion and examination of the samples gave me some new perspective. 5: Comparing Bay Psalm Books was extremely instructive. A wonderful, rare experience. Seeing the Pro Scope work and having TB’s explanation of lithographic processes was extremely valuable.6: Indeed. Found additional teaching from other experts (TB) very useful. 7: Yes, very well spent. 8: Yes. 9: The section with the Pro Scope was quite helpful, particularly TB’s discussion of chromolithography.
5) What did you like best about the course?
1: The examples of the various printing methods. Examining type, seeing and “punching” engraver’s plates, viewing lithographic stones and seeing the results in print help make a subject that I know little about clearer to me. 2: The knowledge of the faculty and the willingness and cheerfulness to impart it to students. 3: Looking at all the music. 4: The approach was not overly narrow -- it did offer a wonderful survey of printing and illustration processes but it also allowed for an understanding of the larger cultural and economic influences and contexts that are recorded in printed music. 5: Examining items close up. Touching, seeing, analyzing. Also, the easy class procedures; ability to discuss and ask questions regularly. 6: Professor easy-going and knowledgeable. Variety of examples very useful. 7: Learning about the different ways to print music, seeing all the tools -- getting to try the tools! -- as well as having it explained step by step. 8: Discussions. 9: The supplementary discussions on printing that TB did; the range of examples; and the chance to practice with the printing materials.
6) How could the course have been improved?
1: There was a “computer glitch” resulting in the wrong materials being sent to the classroom. Some time was spent finding the correct materials, but we made do with other materials in the meantime. 2: I understood the lack of adequate space within the context of a university. That said, it is difficult to stay alert in an un- or under- air conditioned area. 3: It would be fun to hear some of the music. Is there a recording of anyone singing from the Bay Psalm Book? 4: Hard to say! I wouldn’t change it -- I’d add new courses that allow this kind of detailed examination of music of other eras and national origin. 5: Pre-course readings could have been prioritized, especially suggesting best chapters on which to concentrate. 6: Environment in Jefferson Hall clubroom distracting. Bad acoustics, temperature too hot, not enough table space to spread out much. 7: Go through most packets more quickly, try to keep class more focused. 8: Special collections materials -- exhibit smaller number of Bay Psalm books -- highlight the most important in class.
7) We are always concerned about the physical well-being both of the RBS teaching collections and of materials owned by UVa’s Special Collections. If relevant, what suggestions do you have for the improved classroom handling of such materials used in your course this week?
1: Don’t use the plastic clips on the sheet music. 2: I found the materials to be quite well treated. 4: None. 5: N/A. 6: Larger tables would thwart evil accidents such as music sliding off onto the floor. 8: Show some Billings or other early American composers if possible. 9: Better cradles for handling of the Bay Psalm books.
8) If you attended the Sunday and/or Monday night lectures, were they worth attending?
1: I attended Sunday night, which was witty and informative. 3: The Monday night lecture was outstanding. 4: Absolutely -- especially Monday night’s presentation, which was well written and carefully researched. 5: N/A. 6: Yes, certainly, although Sunday a bit tiring after all the food and wine and soft-speaking lecturer. 7: Attended Sunday lecture, which pretty much repeated history of RBS printed in one of the brochures. 9: Yes to both.
9) If you attended Museum Night, was the time profitably spent?
1: Oh yes! Lithographic stones, the Audsley examples, Audubon birds, Pro Scope, these were some of the high points. 2: Yes, however the sections that I will recall more (as I understood more at the time) were the ones when TB was there explaining them. I’m wondering about having TB or another expert provide the “tours”; and, due the number of attendees, have these in a larger area. 3: The time was profitably spent. Might consider a larger space. A bit crowded. But all the exhibits were wonderful to see and handle. 4: Yes -- just wish there was more space available -- it was a bit crowded. 5: N/A. 6: Yes. A real treat for hands-on learning. 7: Yes, I knew very little of how books/music are produced and the explanations with examples are excellent. 8: Yes. 9: I went to the printing surfaces Museum Night, and it was time very well spent since it helped clear up some questions I had about printing.
10) Did you get your money’s worth? Any final thoughts?
1: Yes. 2: I got my money’s worth. Although I brought comfortable and practical clothes, I was ill-prepared for the heat and humidity INSIDE the classrooms. And I’m from Virginia; born and raised nearby. 3: Yes, I got my money’s worth. Teacher is outstanding. Also learned from other classmates. 4: RBS is always a good investment, and this course is unique. Take it! 5: Yes. I think it is a splendid service and would like to come back for other courses in the future. 6: Yes, I believe so. Nice to hear how others are handling similar issues/problems. I think half hour breakfast could be a bit longer. Hospitality tremendous. 8: Yes.
Number of respondents: 9
Percentages
Leave Tuition Housing Travel
Institution Institution Institution Institution
gave me leave paid tuition paid housing paid travel
100% 78% 100% 78%
I took vaca- I paid tui- I paid for my I paid my own
tion time tion myself own housing travel
0% 11% 0% 22%
N/A: self- N/A: Self- N/A: stayed N/A: lived
employed, re- employed, with friends nearby
tired, or had retired, or or lived at
summers off exchange home
0% 11% 0% 0%
There was one rare book librarian (11%), one archivist/manuscript librarian (11%), three general librarians with some rare book duties (33%), one teacher/professor (11%), two music librarians (22%), and one music librarian with some rare book duties who is also a professor of music (11%).