Stroke-Associated Stuttering

Total Page:16

File Type:pdf, Size:1020Kb

Stroke-Associated Stuttering OBSERVATION Stroke-Associated Stuttering Arthur C. Grant, MD, PhD; Valerie Biousse, MD; Albert A. Cook, MD; Nancy J. Newman, MD Objective: To present patients with stuttering speech had stuttered as a child began to stutter 2 months after a left in association with stroke. temporal lobe infarction, as nonfluent aphasia was improv- ing. Another childhood stutterer, a 59-year-old originally Design: Case series with follow-up for 5 years, or until left-handed man developed severe but transient stuttering the stuttering resolved. with a right parietal infarction. A 55-year-old man with a left occipital infarction had a right hemianopia and an acquired Setting: University and community hospital neurol- stutter, for which he was anosognosic. ogy wards, and ambulatory neurology clinics. Conclusion: The clinical presentation of stroke- Patients: Four patients who developed stuttering speech associated stuttering is variable, as are the locations of in association with an acute ischemic stroke. A 68-year-old the implicated infarctions. man acutely developed stuttering with a large left middle cerebral artery distribution stroke. A 59-year-old man who Arch Neurol. 1999;56:624-627 HE APPEARANCE, “reappear- complained of slurred speech but not of ance,” and disappearance of stuttering. An MRI of the brain 3 days af- stuttering speech in asso- ter the event revealed a lesion in the left ciation with brain injury are frontotemporoparietal region consistent rare and poorly under- with infarction (Figure 1). Four months Tstood. Stuttering has been described as a later the stuttering and sensorimotor symptom of stroke in both the domi- deficits had resolved, leaving only a mild nant1-7 and nondominant2,5,8-10 hemi- dysarthria. spheres, and in all lobes except the oc- cipital. We describe 4 cases of stuttering CASE 2 acquired in association with stroke. Two of the patients were former childhood stut- A 59-year-old right-handed man acutely terers. In another case the only lesion noted developed nonfluent aphasia and mild on brain magnetic resonance imaging right hemiparesis. Workup revealed new- (MRI) was in the occipital lobe. More- onset atrial fibrillation. The aphasia was over, this patient had anosognosia for his characterized by intact comprehension stutter. with impaired naming, repetition, and se- verely impaired fluency. An MRI of the REPORT OF CASES brain 3 days after presentation showed a left posterior temporal and bilateral cer- CASE 1 ebellar subacute infarctions (Figure 2). Over the next few months the aphasia im- A 68-year-old right-handed man presented proved, although normal language was From the Departments of with acute onset of mild right-sided weak- never achieved. Neurology (Drs Grant, Biousse, ness and difficulty speaking. On examina- This patient had stuttered as a child, Cook, and Newman) and tion he was drowsy but responsive. He was but had had normal speech for decades Ophthalmology and Neurosurgery (Dr Newman), dysarthric, with severe stuttering charac- prior to the stroke. Two months after the Emory University School of terized by multiple repetitions and blocks. infarction a severe stutter developed, and Medicine, Atlanta, Ga, and There was no aphasia. On the right there persisted during 5 years of follow-up. It Hospital Saint-Antoine, Paris, was a mild hemiparesis, mild sensory loss was characterized by multiple repeti- France (Dr Biousse). on the arm and face, and brisk reflexes. He tions and blocks predominantly on the first ARCH NEUROL / VOL 56, MAY 1999 624 ©1999 American Medical Association. All rights reserved. Downloaded From: https://jamanetwork.com/ on 09/29/2021 METHODS Language was assessed with repeated bedside evalu- ation of comprehension, fluency, naming, and rep- etition, while speech was assessed during extended periods of casual conversation, and during singing, as indicated. Except as otherwise noted, handed- ness was determined using the 14 items of the Ed- inburgh handedness questionnaire with the highest validity.11 phoneme or syllable of the first word in a phrase. Stut- tering occurred with monosyllabic or polysyllabic words, and with initial vowel or consonant sounds. During sing- ing of a familiar nursery rhyme the stutter was absent. Reading speech could not be tested because the patient was illiterate. CASE 3 Figure 1. Axial T2-weighted magnetic resonance imaging scan from patient 1 three days after his stroke showing increased signal in the left frontal and A 59-year-old man who had stuttered severely as a child parietal lobes. Similar signal changes were seen in the left temporal lobe (not shown). awoke with unintelligible speech and a mild left facial droop. A few hours later he developed a severe stutter with multiple blocks and repetitions almost exclusively on first syllables of both monosyllabic and polysyllabic words. Language function was entirely intact. There was mild left facial weakness. Serial speech assessment re- vealed that by the following day the stutter had im- proved dramatically, and 1 week after the infarction his speech was normal. A computed tomographic scan of the head 2 days after the event demonstrated a small hy- podensity in the right parietal cortex consistent with sub- acute infarction. The patient had been left-handed as a child but was forced to write with his right hand when he entered grade school. As an adult he wrote and held a fork with his right hand, but still used his left hand for other activities. CASE 4 Moments after a nighttime awakening, a 55-year-old right- handed man experienced a “rushing” sensation with tin- gling over the right side of his body, rapid concentric vi- sual loss progressing to tunnel vision, and a bitemporal headache. After 2 minutes the symptoms resolved, except Figure 2. Axial T2-weighted magnetic resonance imaging scan from patient 2 three days after his stroke illustrating increased signal in the left posterior for the peripheral visual loss, which improved toward the parietal lobe. Similar signal changes were seen in both cerebellar left while the right visual field remained “dark.” No cog- hemispheres (not shown). nitive changes, speech abnormalities, or weakness were noted by the patient. Two weeks after the event a frequent stutter char- a congruous, macular-sparing, right homonymous acterized by multiple repetitions was noted on examina- hemianopia. Results of the remainder of his neurologic tion. There were no other speech or language abnor- examination, including ocular motility and pupillary malities. He was unaware of the stutter and was reactivity, were normal. An MRI of the brain 1 week surprised to learn of its presence when asked about it, later revealed signal changes along the medial left but stated that it must have occurred in association with occipital lobe consistent with subacute infarction the presenting event. He had been previously known as (Figure 3). One month after the stroke the stutter had a dynamic and articulate speaker. Visual fields revealed resolved. ARCH NEUROL / VOL 56, MAY 1999 625 ©1999 American Medical Association. All rights reserved. Downloaded From: https://jamanetwork.com/ on 09/29/2021 initially severe, but resolved substantially within days and completely within a few weeks to months. These cases demonstrate that acquired stuttering may occur with or without an associated aphasia or dysarthria, and may be transient or permanent. Patients 2 and 3 had stuttered as children, decades be- fore their respective strokes. Comprehensive analyses of the childhood stutters of these 2 patients were never made. However, the acquired stutter of patient 2 had qualities typi- cal of both developmental12,13 and acquired stuttering. For example, the stutter vanished when the patient sang a fa- miliar nursery rhyme, which is suggestive of developmen- tal stuttering. Both patients 2 and 3 stuttered with mono- syllabic and polysyllabic words, and did not have secondary phenomena features common to acquired stuttering. These 2 cases suggest that some former childhood stutterers with acquired stuttering may have a recurrence of their child- hood stutter, while others may develop a fairly typical ac- quired type of stutter without many features commonly associated with developmental stuttering. In similar cases other authors4,6 have generally as- sumed that a childhood stutter had reemerged with the Figure 3. Axial T2-weighted magnetic resonance imaging scan from patient 4 stroke, as if the stroke “released” a learned inhibition of obtained 3 weeks after his stroke showing increased signal along the medial a lifelong stutter tendency,4,6 despite absence of a for- aspect of the left occipital lobe. mal analysis of the stutter qualities. Indeed, arguments concerning genetics and stuttering, as well as hemi- COMMENT spheric rivalry and dominance, have been made based on just this assumption. Until such detailed and com- As opposed to developmental stuttering,12,13 which af- prehensive analysis is performed on those rare cases of fects as many as 5% of preschool children,12 acquired stut- acquired stuttering in former childhood stutterers, we urge tering is rare. The distinction between acquired and de- caution in assuming that a lifelong stutter tendency is re- velopmental stuttering is phenomenologic: acquired leased in such patients, as opposed to the notion that the stuttering occurs in association with a clear precipitat- 2 events, ie, childhood developmental stuttering and adult- ing event. It has been described most commonly with acquired stuttering, are coincidental. stroke in both adults
Recommended publications
  • An Incredible August Meeting
    et fun me dge and knowle Volume 1, Issue 7 Where Sept 23, 2007 Massachusetts Accordion Association Monthly meetings are www.MAaccordion.com the 4th Sunday of every month……. 1:00—3:30 pm An Incredible August Meeting The Dolphin Seafood The August meeting was an accordion workshop lead by Arthur Restaurant Welch and his wife Sue, owners of Accordion Connection. Covered 12 Washington St. topics included: a Midi System, demonstrated and defined by Natick Ma. Accordion Connection’s own John Leeman on an AccTone electronic (508) 655-0669 accordion with Limex system; Accordion Repair Demo (Professional Upcoming Meetings: work and self-repair items that can be done in an emergency); and Quality levels Sept 23 of accordions, amp options. Arthur also had a state of the art tuning system and October 28 not only demonstrated how an accordion is tuned, but also assisted members in Nov\Dec TBD evaluating their accordions and making some spot-tuning adjustments, if necessary. Due to time constraints, Arthur could not cover all subjects but the handout booklet provided was an excellent supplemental reference for those that attended. The Limex (pronounced Lee-mex, not Li-mex) Midi demonstration given by John Leeman (Accordion Connection technician, Midi and microphone specialist) was done using the Accordion Connection's new line of Acctone accordions. Arthur took the time and defined the treble and bass reeds of an accordion and the importance of their tuning in producing the sounds of the accordion. He also explained the concept of why accordions use wood as an amplifier\resonator for the reeds in producing sound (demonstration example of a music box playing while held and the magnification of the sounds when placed on a wooden surface).
    [Show full text]
  • Arthurs Eyes Free
    FREE ARTHURS EYES PDF Marc Brown | 32 pages | 03 Apr 2008 | Little, Brown & Company | 9780316110693 | English | New York, United States Arthurs Eyes | Elwood City Wiki | Fandom The episode begins with four LeVars looking at seeing riddles in different ways. With one picture, the first one sees it as spots on a giraffe. The second one sees it as eyes and a nose when you turn it around at 90 degrees. The third one sees it as a close-up of Swiss cheese. The fourth one sees it as two balloons playing catch. It all depends on how you look at it. The four LeVars look at a couple more eye riddles. Many people see many things in different ways. Besides having a unique way of seeing things, people's other senses are unique too. LeVar loves coming Arthurs Eyes the farmer's bazaar because he gets surrounded by all kinds of sights, smells, and textures. He challenges the viewers' eyes at seeing Arthurs Eyes of certain fruits and vegetables. The things the viewers see are viewed through a special camera lens. Some people use special lenses to see things, especially when they can't see well. LeVar explains, "I wear glasses, and sometimes I wear contact lenses. A different color blindness, unlike with your eyes, has something to do with your mind. It has nothing to do with what you see, but how you see it. LeVar has a flipbook he made himself. The picture changes each time you turn a page. Flipping the pages faster looks like a moving film.
    [Show full text]
  • Experience and Attitudes of Teachers Towards Stuttering Intervention
    Experience and Attitudes of Teachers Towards Stuttering Intervention, Education, and Resources Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Nikki Jade Placencia, M.A. Department of Education: Physical Activity and Educational Services The Ohio State University 2014 Dissertation Committee: Antoinette Miranda, Ph.D., Advisor Rebecca McCauley, Ph.D. Laurice Joseph, Ph.D. i Copyright by Nikki Jade Placencia 2014 ii Abstract Past research has indicated that teachers play a vital role in supporting the educational development of children who stutter (CWS). Teachers’ attitudes and beliefs regarding stuttering have been shown to influence CWS performance in the classroom. Therefore, teachers need to be appropriately trained and equipped to best serve CWS. Very few studies have focused on teacher training and interest in information regarding stuttering. This current study was designed to support and further the findings of Jenkins’ (2010) study in the hopes of better supporting the interest and needs of teachers to better support CWS. Both studies explored teachers a.) Training in stuttering; b.) Interest in receiving training or information related to stuttering; c.) Awareness of stuttering resources; and d.) Preferred delivery method of stuttering information. Participants included 215 primary and secondary teachers from a large Midwestern school district who completed an on online survey regarding attitudes towards stuttering training and resources. Consistent with Jenkins’ (2010) findings, results indicated teachers had limited to no prior training regarding stuttering; however, the vast majority of teachers expressed interest in receiving stuttering training and resources, with the preferred method for delivery or training being direct contact with speech and language pathologists.
    [Show full text]
  • Midsomer Murders Season 16
    MAY 2020 Midsomer Murders Season 16 Vegas PBS A Message from the Management Team General Manager General Manager Tom Axtell, Vegas PBS Educational Media Services Director Niki Bates Production Services Director Kareem Hatcher Business Manager Brandon Merrill Communications and Brand Management Director Allison Monette VEGAS PBS EXPANDS ESSENTIAL Content Director Cyndy Robbins RESOURCES Workforce Training & Economic Development Director Debra Solt s we navigate through these isolating times in Nevada and around the Engineering, IT and Emergency Response Director world, Vegas PBS remains committed to bringing together the most val- John Turner ued television programming and online health and educational resources to Development Director support families, educators and our loyal members across the state and in Salvador Carrera Southern Nevada. In addition to the insightful news and analysis that you can trust on the PBS SOUTHERN NEVADA PUBLIC TELEVISION BOARD OF DIRECTORS A Executive Director NewsHour and BBC World News, our local public affairs team on Nevada Week contin- Tom Axtell, Vegas PBS ues to cover what Nevadans need to know about this global pandemic. Shows have focused President on managing personal fear and panic, navigating the financial implications of the virus, Tom Warden, The Howard Hughes Corporation filing for small business loans or unemployment insurance, and accessing at home educa- Vice President tional resources. Our production team is also producing TV and online updates with the Clark Dumont, Dumont Communications, LLC factual information and how to access local and national resources and the heroes Secretary who are assisting the most needy in our community. You can watch these at Nora Luna, UNR Cooperative Extension vegaspbs.org/nevada-week.
    [Show full text]
  • Hooray for Health Arthur Curriculum
    Reviewed by the American Academy of Pediatrics HHoooorraayy ffoorr HHeeaalltthh!! Open Wide! Head Lice Advice Eat Well. Stay Fit. Dealing with Feelings All About Asthma A Health Curriculum for Children IS PR O V IDE D B Y FUN D ING F O R ARTHUR Dear Educator: Libby’s® Juicy Juice® has been a proud sponsor of the award-winning PBS series ARTHUR® since its debut in 1996. Like ARTHUR, Libby’s Juicy Juice, premium 100% juice, is wholesome and loved by kids. Promoting good health has always been a priority for us and Juicy Juice can be a healthy part of any child’s balanced diet. Because we share the same commitment to helping children develop and maintain healthy lives, we applaud the efforts of PBS in producing quality educational television. Libby’s Juicy Juice hopes this health curriculum will be a valuable resource for teaching children how to eat well and stay healthy. Enjoy! Libby’s Juicy Juice ARTHUR Health Curriculum Contents Eat Well. Stay Fit.. 2 Open Wide! . 7 Dealing with Feelings . 12 Head Lice Advice . 17 All About Asthma . 22 Classroom Reproducibles. 30 Taping ARTHUR™ Shows . 32 ARTHUR Home Videos. 32 ARTHUR on the Web . 32 About This Guide Hooray for Health! is a health curriculum activity guide designed for teachers, after-school providers, and school nurses. It was developed by a team of health experts and early childhood educators. ARTHUR characters introduce five units exploring five distinct early childhood health themes: good nutrition and exercise (Eat Well. Stay Fit.), dental health (Open Wide!), emotions (Dealing with Feelings), head lice (Head Lice Advice), and asthma (All About Asthma).
    [Show full text]
  • Kids with Asthma Can! an ACTIVITY BOOKLET for PARENTS and KIDS
    Kids with Asthma Can! AN ACTIVITY BOOKLET FOR PARENTS AND KIDS Kids with asthma can be healthy and active, just like me! Look inside for a story, activity, and tips. Funding for this booklet provided by MUSEUMS, LIBRARIES AND PUBLIC BROADCASTERS JOINING FORCES, CREATING VALUE A Corporation for Public Broadcasting and Institute of Museum and Library Services leadership initiative PRESENTED BY Dear Parents and Friends, These days, almost everybody knows a child who has asthma. On the PBS television show ARTHUR, even Arthur knows someone with asthma. It’s his best friend Buster! We are committed to helping Boston families get the asthma care they need. More and more children in Boston these days have asthma. For many reasons, children in cities are at extra risk of asthma problems. The good news is that it can be kept under control. And when that happens, children with asthma can do all the things they like to do. It just takes good asthma management. This means being under a doctor’s care and taking daily medicine to prevent asthma Watch symptoms from starting. Children with asthma can also take ARTHUR ® quick relief medicine when asthma symptoms begin. on PBS KIDS Staying active to build strong lungs is a part of good asthma GO! management. Avoiding dust, tobacco smoke, car fumes, and other things that can start an asthma attack is important too. We hope this booklet can help the children you love stay active with asthma. Sincerely, 2 Buster’s Breathless Adapted from the A RTHUR PBS Series A Read-Aloud uster and Arthur are in the tree house, reading some Story for B dusty old joke books they found in Arthur’s basement.
    [Show full text]
  • Accordion Catalog
    ACCORDION “I NEVER FEEL AS TRULY ALIVE AS WHEN I PLAY MUSIC.” For generations, HOHNER has been dedicated to music for one simple reason: Music is a way of life. In fact, you could say it’s the best way of life. People who aren’t into music simply don’t know what they’re missing. Of course we would say that, wouldn’t we? But like countless musicians all over the world, from beginner to professional, we feel so strongly about music that we want to help open the door to this experience to everyone. With instruments designed to convey the joy and the passion that inspire everybody to improve their skills and develop further. We wouldn’t be where we are now, as world market leader for harmonicas and accordions, if it wasn’t for our passion and our shared commitment to our craft and the traditions that it has inspired. This is a defining element of the HOHNER sound, a key to unlock the world of music. Our mission is to pass this passion on to you, with perfectly crafted instruments that enable you to truly Enjoy music. Get the full experience at HOHNER.DE WHICH ACCORDION TO CHOOSE? There is a variety of accordions with different styles, keys, tunings, and more. It can be quite overwhelming if you’re new to this world. Which is why we have designed a product finder at HOHNER.DE to give you at least some guidance. And if you can’t get online right away, here are the biggest differences explained.
    [Show full text]
  • Arthur WN Guide Pdfs.8/25
    Building Global and Cultural Awareness Keep checking the ARTHUR Web site for new games with the Dear Educator: World Neighborhood ® ® has been a proud sponsor of the Libby’s Juicy Juice ® theme. RTHUR since its debut in award-winning PBS series A ium 100% 1996. Like Arthur, Libby’s Juicy Juice, prem juice, is wholesome and loved by kids. itment to a RTHUR’s comm Libby’s Juicy Juice shares A world in which all children and cultures are appreciated. We applaud the efforts of PBS in producingArthur’s quality W orld educational television and hope that Neighborhood will be a valuable resource for teaching children to understand and reach out to one another. Enjoy! Libby’s Juicy Juice Contents About This Guide. 1 Around the Block . 2 Examine diversity within your community Around the World. 6 Everyday Life in Many Cultures: An overview of world diversity Delve Deeper: Explore a specific culture Dear Pen Pal . 10 Build personal connections through a pen pal exchange More Curriculum Connections . 14 Infuse your curriculum with global and cultural awareness Reflections . 15 Reflect on and share what you have learned Resources . 16 All characters and underlying materials (including artwork) copyright by Marc Brown.Arthur, D.W., and the other Marc Brown characters are trademarks of Marc Brown. About This Guide As children reach the early elementary years, their “neighborhood” expands beyond family and friends, and they become aware of a larger, more diverse “We live in a world in world. How are they similar and different from others? What do those which we need to share differences mean? Developmentally, this is an ideal time for teachers and providers to join children in exploring these questions.
    [Show full text]
  • Accordion (Music Playing) Narrator: Along with the Argentinean Tango
    Accordion (Music playing) Narrator: Along with the Argentinean tango, French musettes, and German polkas, the accordion is one of the defining sounds of Central Texas conjunto bands, as well as Southeast Texas Cajun and zydeco music, country, and western swing. (Music playing) N: With its roots dating back to China thousands of years ago, the popularity of this instrument took off in the early nineteenth century in Europe. N: By the mid 1800s, immigrants had brought the accordion to Texas, where it became emblematic in the way different ethnic groups have shared their musical heritage and influences. (Music playing) N: Patented in 1829 by an Austrian named Cyrill Demian, the accordion spread quickly throughout Europe. N: From Ireland to Russia, versatility and sheer volume of this instrument attracted folk musicians who adapted it to their own style of music. N: However, it was the Germans, Czechs, and French who forever changed Texas music with their use of the accordion. (Music playing) N: German immigrants began moving to Central Texas in large numbers in the 1840s, settling in what became known as the “German Belt,”areas including New Braunfels, Fredericksburg, and Luckenbach. N: German folk songs, with the polka, waltz, and schottische dance steps, were a fundamental part of these immigrant communities, and the accordion was essential to their music. (Music playing) N: By the turn-of-the-century, German Texans and Tejanos were increasingly exchanging musical influences. N: Santiago Jiménez began playing the accordion in 1921 at the age of eight. N: His father, Patricio, had been a successful accordion player in Eagle Pass, Texas, and he encouraged his son to play.
    [Show full text]
  • United Way of Greater Milwaukee & Waukesha County Hosts
    For Immediate Release For more information, contact Rebecca Schimke, Communications Specialist [email protected] 414.263.8125 (O), 414.704.8879 (C) United Way of Greater Milwaukee & Waukesha County Hosts Children’s Writer & Illustrator of Arthur Adventure Series, Marc Brown, to Promote Childhood Literacy Reading Blitz Day also celebrated Reader, Tutor, Mentor Volunteers. MILWAUKEE [March 25, 2015] – United Way of Greater Milwaukee & Waukesha County hosted a Reading Blitz Day to celebrate a 3-year effort of recruiting and placing 4,800+ reader, tutor, and mentor volunteers throughout Greater Milwaukee. The importance of reading to kids cannot be overstated. “Once children start school, difficulty with reading contributes to school failure, which can increase the risk of absenteeism, leaving school, juvenile delinquency, substance abuse, and teenage pregnancy - all of which can perpetuate the cycles of poverty and dependency.” according to the non-profit organization, Reach Out & Read. “United Way recognizes that caring adults working with children of all ages has the power to boost academic achievement and set them on the track for success,” said Karissa Gretebeck, marketing and community engagement specialist, United Way of Greater Milwaukee & Waukesha County. “We are thankful for the agency partners, other non-profits and schools who partnered with us to make this possible.” United Way also organized a book drive leading up to the day. New or gently used books were collected at 13 Milwaukee Public Library locations, Brookfield Public Library, Muskego Public Library and Martha Merrell’s Books in downtown Waukesha. Books from the drive will be donated to United Way funded partner agencies that were a part of the Reader, Tutor, Mentor effort.
    [Show full text]
  • The Accordions
    Chapter 33 The Accordions Program33 Performances 1. Cousin Fuzzy, "Why Don't You Squeeze Me." 2. Tom Marincel, "Croatian Kolo." 3. Richie Yurkovich, "Maricka pegla." 4. Arthur "Zeke" Renard, "A la fete." 5. Louie Bashell, "South." 6. Hank Magayne, "Barking Dog Polka." 7. Jerry Schneider, "Emil's Polka." 8. Tuba Dan and the Polkalanders, "Flutaphone Polka." Accord ion Jamboree or the past fourteen years on the Sunday after Easter, two or three dozen accordion players have gathered at the Chalet St. Moritz, a Swiss restaurant Fsurrounded by dairy farms just west of Middleton. In front of two or three hundred listeners, these men and women spend a long pleasant afternoon taking turns on stage at the Accordion Jamboree. For many years, Rudy Burkhalter, the patriarch of Swiss music in America, was master of ceremonies. The accordions' variety and appearance are striking: little one-row button boxes have big onion­ shaped handles on the stops; two-, three-, and four-row button boxes are encased in gleaming red plastic from Germany or intricate inlaid wood from Slovenia; piano keyboard accordions are bejeweled with rhinestones, with a pha­ lanx of rectangular stops labeled Trumpet, Clarinet, Musette; chromatic button accordions have a dizzying array of black and white dots flanking ribbed bel­ lows emblazoned with a kinetic diamond pattern; electronic cordovoxes are technical wonders running on electricity, not air, the bellows but vestigial reminders of their lineage; and a few other squeezeboxes are not even accor­ dions at all, but concertinas and a bandoneon. The players play only the southern Wisconsin sampling of the diverse ethnicities and musical styles of the accordion world: Swiss landlers, German and Slovenian polkas, Polish obereks, Finnish hoppwaltzes, Irish and Scottish jigs, Norwegian schottisches, French-Canadian reels, Italian operetta overtures, Czech waltzes, a few jazz numbers, and some country and western tunes.
    [Show full text]
  • Sideline Musicians Photo Collection Inventory1 Compiled by Jeannie Gayle Pool, August 20082
    Sideline Musicians Photo Collection Inventory1 Compiled by Jeannie Gayle Pool, August 20082 [If there is more than one picture, the number of images is indicated in parenthesis at the end of the entry.] A Abernathy, Dick, trumpet, 1951 Ableser, Harold, trumpet Adair, Gail, accordion and vocals, 1948 Adams, Marilyn Frances, violin, viola, and French horn, 1948 Adams, Roy, bass guitar, steel guitar, and banjo, 1943 Adams, Rudie, trumpet, 1941 Adkins, Harry B., trumpet and cornet, 1944 (2) Agello, Andy, drums, 1947 and 1949 (4) Agran, Paulette, accordion and vocals, 1947 (2) Ahee, Bill, guitar and trumpet, 1944 Ailman, Suzanne, bass, 1946 Ainslee, Graham, saxophone, 1939 Ajello, Julian, alto saxophone and clarinet Albert, Morrie [Morris A., 1920-2007], violin Albin, Clark, trumpet, 1946 Albrecht, Karl, Jr. [1911-1997], French horn, 1940 and 1946 (4) Alexander, Mike, drums and vibes (2; one photo is damaged) Alexander, William L., bass and tuba, 1948 Allen, Carl, bass, violin and tuba, 1943 Algiere [Allgor], Fred H. [1895-1976], trumpet, saxophones , and clarinet, 1944 Allan, Larry, alto saxophone and clarinet, 1947 Allen, Eddie, guitar and bass (2) Allison, Hugh Louis, drums, 1944 Allyn, Gene, bass, trombone, mandolin, and leader, 1948 Alper, Bernie, piano and accordion Alper, Henry, violin, 1947 Alpert, David, drums and timpani, 1947 Altemus, Jules B. [Alter Skolovsky], violin, 1946 Amendt, Bill, trumpet, 1939 Amendt, John T. [1923-1971], trumpet, 1946 Ament, Charlie, band leader Ames, Bill, drums, timpani, and vibes, 1944 Ams, Emil, Jr., drums, 1948 Amsler, Clyde R. [1914-1998], saxophones and clarinet, 1946 Amsterdam, David, violin and viola, 1939 Anderson, Ernie, guitar, banjo, mandolin, mandola, ukulele, and violin, 1938 Anderson, Ruth, piano, 1951 Anderson, Walter B.
    [Show full text]