Ethnomusicologists by Ethnomusicologists

Total Page:16

File Type:pdf, Size:1020Kb

Ethnomusicologists by Ethnomusicologists Volume 48, Number 2 Spring 2014 Ethnomusicologists by Ethnomusicologists Features Ethnomusicologists x At the 2013 Annual Meeting of the Society for Ethnomusicology, Mark Slobin was Ethnomusicologists awarded a Lifetime Membership, the Society’s highest honor. A former president of SEM, Mark is undoubtedly one of the Society’s great citizens; an indefatigable scholar of broad Mark Slobin interviewed by reach, theoretical acumen, and great generosity (ask any of his students or advisees). Gage Averill [pp. 1, 4] I was fortunate to work with Mark at Wesleyan for 7 years in the 1990s, and I have al- Ethnomusicology ways viewed him as a model intellectual. But I can also relay the terror that his insightful Globally queries and comments could instill in colloquium presenters at Wesleyan. For instance, President Beverly Diamond in my job talk there in 1990, I had just run through a copious set of examples of how [pp. 3, 5] music was used to buttress powerful interests but also to criticize and castigate leaders, when Mark raised his hand and asked, “So are you just saying that music can be a tool SEM for good and evil?” If I recall, my first answer was something along the lines of “Uh…” Kay Shelemay presented a wonderful encomium for Mark at the 2013 Annual Meeting, Announcements and this is printed in the last issue of the SEM Newsletter. Have a look if you haven’t Sound Matters [6] seen it yet. Our Newsletter editor, Gordon Thompson, inquired if I would be willing to in- From the Field [6] terview Mark as a follow-up to the award. And so, with that as my excuse, I approached SEM Deadllines [7] Mark, and what follows is our short-and-snappy exchange. Chapter and Section “I’m naturally drawn to issues of interaction and agency” News [8] A short interview with Mark Slobin, by Gage Averill • Gender and Sexualities Taskforce GA: In your early work and studies, what was the best advice that you ever got from a • Popular Music Section more senior ethnomusicologist? MS: Bill Malm taught me to sweat the details and then let the data speak to you. David News McAllester offered the lesson of listening very hard to the Member News: Alorwoyie; people whose musical life you’re sharing. Cooley; Friedson, Trainor, GA: I understand you’re now working on a musical eth- & Cross; Gray, Hnaraki, nography of Detroit. Looking back, how has being from Manabe, Saeji, Thompson Detroit affected your view of music and how has it helped [9] to form you as an ethnomusicologist, if at all? Other Announcements MS: Growing up in several micromusics within a major in- ACMR Pian Prize, Center dustrial metropolis offered a lesson in overlapping worlds. for World Music, AIIS, East- Musical training in a first-rate multicultural public school man World Music Institute, system taught the importance of enlightened egalitarian- ARSC Awards, Asia Pacific ism. Dance Festival [9, 12] GA: What is the most embarrassing fieldwork incident that you ever experienced? In Memoriam: Carolina Robertson [10-11] MS: Sorry, nothing comes to mind. GA: You’ve worked on a very wide range of musical topics—is there a connective tis- sue? Can you characterize or pinpoint a theme or themes that link your work over time? Our Back Pages If not, what has changed for you? Conference Calendar MS: From Afghanistan on, I’ve always been attracted to the interaction of small musical [14-16] systems with larger social formations and with each other. I’m naturally drawn to issues Ethnomusicology of interaction and agency, an inclination that bridges the spatial and temporal distance of Internet Resources [17] my varied research sites. GA: Speaking of Afghanistan, you were among a small group of western-trained eth- nomusicologists to work in Afghanistan before the Soviet invasion and occupation. I can imagine that the tragedies and wars of the past 35 years have shaped your views of global politics, but have they also shaped your views on the relationship of music to politics? [Continued on page 4] The Society for Ethnomusicology, SEM Newsletter Gordon Ross Thompson, Editor, SEM Newsletter SEM Membership Department of Music, Skidmore College he object of the Society for Ethnomusicology is the Saratoga Springs, New York 12866 USA advancement of research and study in the field of (Tel.) 518-580-5322, (fax) 518-580-5340 T ethnomusicology, for which purpose all interested per- [email protected] sons, regardless of race, ethnicity, religion, gender, sexual he SEM Newsletter is a vehicle for the exchange of orientation, or physical ability are encouraged to become Tideas, news, and information among the Society’s members. Its aims include serving the membership and members. Readers’ contributions are welcome and should society at large through the dissemination of knowledge be sent to the editor. See the guidelines for contributions concerning the music of the world’s peoples. The Society, on this page. incorporated in the United States, has an international membership. The Society for Ethnomusicology publishes the SEM Newsletter four times annually in January, March, June, Members receive free copies of the journal and the and September, and distributes issues free to members of newsletter and have the right to vote and participate in the the Society. activities of the Society. _______________ Back issues, 1981-present [vols. 14-18 (1981-1984), 3 times a year; vols. 19-32 (1985-1998), 4 times a year] are Student (full-time only) (one year) ................................$40 available and may be ordered at $2 each. Add $2.50/order Individual/Emeritus (one year) for postage. • income $25,000 or less ............................................$60 Address changes, orders for back issues of the SEM • income $25,000-$40,000 .........................................$75 Newsletter, and all other non-editorial inquires should be • income $40,000-$60,000 ......................................... $85 sent to the Business Office, Society for Ethnomusicol- • income $60,000-$80,000 ......................................... $95 ogy, Indiana University, Morrison Hall 005, 1165 East 3rd • income $80,000 and above .................................. $105 Street, Bloomington, IN, 47405-3700; (tel) 812-855-6672; (fax) 812-855-6673; (email) [email protected]. Spouse/Partner Individual (one year) ...........................$35 Life membership .......................................................$1400 Society for Ethnomusicology Spouse/Partner Life ................................................. $1600 Board of Directors Sponsored (one year, including postage) ..................... $49 Overseas postage (one year) .......................................$14 Beverley Diamond (President) School of Music, Memorial University For institutional memberships, please visit the University St Johns, Newfoundland A1C 3S5, Canada. of Illinois Press website at Harris M. Berger (Past President) http://www.press.uillinois.edu/journals/ethno.html Department of Performance Studies Texas A&M University College Station, Texas 77843-4240 Guidelines for Contributors Zoe Sherinian (Secretary) Send articles and shorter entries for consideration to the School of Music, University of Oklahoma editor by email. Norman, Oklahoma 73019 Copy deadlines: Gregory Barz (Treasurer) Winter Issue (15 Dec.) Summer Issue (15 May) Blair School of Music, Vanderbilt University Spring Issue (15 Feb.) Fall Issue (15 Aug.) Nashville, Tennessee 37212-3499. Margaret Sarkissian (First Vice President) Advertising Rates Department of Music, Smith College The Newsletter accepts digital files (e.g., jpg) for advertis- Northampton, Massachusetts 01063 ing. Anne K. Rasmussen (Second Vice President) Full page: $200 1/3 page: $60 Music Department, College of William and Mary 2/3 page: $145 1/6 page: $40 Williamsburg, Virginia 23187-8795. 1/2 page: $110 Tina K. Ramnarine (Member-at-Large, Prizes) Department of Music, Royal Holloway Ethnomusicology: Back Issues University of London, Egham Hill, EGHAM TW20 0EX Ethnomusicology, the Society’s journal, is currently United Kingdom. published three times a year. Back issues are available Andrew Weintraub (Member-at-Large, Groups) through the SEM Business Office, Indiana University East Department of Music, University of Pittsburgh 3rd Street, Bloomington, IN 47405-3700; (tel.) 812-855- Pittsburgh, Pennsylvania 15260 6672; (fax) 812-855-6673; (email) [email protected]. ISSN 0036-1291 2 Ethnomusicology Globally: Part 1 by Beverley Diamond, SEM President his is the first of a short series of columns on SEM in On the institutional level, SEM’s membership is cur- Trelation to the global growth of the discipline and the rently 73% U.S. and 27% “international.” Of course some new opportunities that affords our North American-centred international members may be American citizens and/or organization. Here I will focus on communication, the American-trained. Still others lead lives that are interlocal, challenges of translation, and the need to listen anew to residing and working in different countries on a regular ethnomusicology from beyond the North American acade- basis. Our relationships to place and the impact of place- my. In a subsequent column I will comment on some joint based knowledge and experience are diverse and deep. initiatives that are currently in the planning stages. The ways in which this has an impact on the Society for When I’ve had conversations with ethnomusicologists Ethnomusicology and other disciplinary organizations are who participate in SEM as well as in ethnomusicologi- changing in part as a result of these
Recommended publications
  • SEM Newsletter Ethnomusicology Volume 51, Number 3 Summer 2017
    the society for SEM Newsletter ethnomusicology Volume 51, Number 3 Summer 2017 Music, Social Justice, and Resistance Jeffrey A. Summit, Research Professor, Tufts University Department of Music n 5-7 May 2017, a group of colleagues held a confer- this conference as a way to launch projects that would Oence entitled Music, Social Justice, and Resistance engage additional colleagues and work with established in Tiverton, RI. The conference, organized by Jeffrey A. initiatives and interest groups committed to the role of Summit (Tufts University) and sponsored by The Depart- music in social justice and advocacy. Funding and space ment of Music, Tufts University and The Tufts Jonathan constraints limited participation in this initial gathering and M. Tisch College of Civic Life, was hosted and funded by we welcome the future involvement of our colleagues who philanthropists and activists Dr. Michael and Karen Roth- are committed to these issues and already engaged in man. This meeting’s framing impactful projects, nation- question was “Taking into ally and globally. account the current politi- Coming out of this meet- cal direction in our country, ing, we see opportunities and rising authoritarian to expand and deepen tendencies globally, how can national and international we—as musicians, activists, engagement with music and scholars—leverage our and social justice by work- research, teaching, per- ing within the established formance, and activism to structures of academic develop and intensify social and professional organiza- justice initiatives with local tions. An important goal of and global impact?” our retreat was to begin This small gathering of discussing and develop- seventeen colleagues, musi- ing projects that could cians, and activists had am- have a significant national bitious goals.
    [Show full text]
  • An Approach to the Pedagogy of Beginning Music Composition: Teaching Understanding and Realization of the First Steps in Composing Music
    AN APPROACH TO THE PEDAGOGY OF BEGINNING MUSIC COMPOSITION: TEACHING UNDERSTANDING AND REALIZATION OF THE FIRST STEPS IN COMPOSING MUSIC DOCUMENT Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts in the Graduate School of The Ohio State University By Vera D. Stanojevic, Graduate Diploma, Tchaikovsky Conservatory ***** The Ohio State University 2004 Dissertation Committee: Approved By Professor Donald Harris, Adviser __________________________ Professor Patricia Flowers Adviser Professor Edward Adelson School of Music Copyright by Vera D. Stanojevic 2004 ABSTRACT Conducting a first course in music composition in a classroom setting is one of the most difficult tasks a composer/teacher faces. Such a course is much more effective when the basic elements of compositional technique are shown, as much as possible, to be universally applicable, regardless of style. When students begin to see these topics in a broader perspective and understand the roots, dynamic behaviors, and the general nature of the different elements and functions in music, they begin to treat them as open models for individual interpretation, and become much more free in dealing with them expressively. This document is not designed as a textbook, but rather as a resource for the teacher of a beginning college undergraduate course in composition. The Introduction offers some perspectives on teaching composition in the contemporary musical setting influenced by fast access to information, popular culture, and globalization. In terms of breadth, the text reflects the author’s general methodology in leading students from basic exercises in which they learn to think compositionally, to the writing of a first composition for solo instrument.
    [Show full text]
  • The History of the Louisiana State University School of Music
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1968 The iH story of the Louisiana State University School of Music. Charlie Walton Roberts Jr Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Roberts, Charlie Walton Jr, "The iH story of the Louisiana State University School of Music." (1968). LSU Historical Dissertations and Theses. 1458. https://digitalcommons.lsu.edu/gradschool_disstheses/1458 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. This dissertation has been microfilmed exactly as received 68-16,326 ROBERTS, Jr., Charlie Walton, 1935- THE HISTORY OF THE LOUISIANA STATE UNIVER­ SITY SCHOOL OF MUSIC. Louisiana State University and Agricultural and Mechanical College, Ed.D., 1968 Music University Microfilms, Inc., Ann Arbor, Michigan THE HISTORY OF THE LOUISIANA STATE UNIVERSITY SCHOOL OF MUSIC A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Education i n The Department of Education by Charlie Walton Roberts, Jr. B.Mu.Ed., Louisiana State University, 1957 M.A., Louisiana Polytechnic Institute, 1964 May, 1968 ACKNOWLEDGMENT The author acknowledges with gratitude the assistance of Dr. William M. Smith, his major professor, for his guidance throughout this study and his graduate program at Louisiana State University.
    [Show full text]
  • Music Associate of Arts Transfer Degree
    Music Associate of Arts Transfer Degree The Associate of Arts for Transfer (AA-T) in Music develops a well-rounded musician. Students who pursue this degree will have guaranteed admission to a California State University (CSU) campus upon successful completion of the specified program requirements. This degree provides students with transfer preparation and pre-professional training. Students should consult with a counselor to determine whether this degree is the best option for their transfer goals. The Associate in Arts for Transfer (AA-T) or the Associate in Science for Transfer (AS-T) is intended for students who plan to complete a bachelor's degree in a similar major at a CSU campus. Students completing these degrees (AA-T or AS-T) are guaranteed admission to the CSU system, but not to a particular campus or major. To earn a music AA-T degree, students must complete the following Associate Degree for Transfer requirements: • completion of the following major requirements with grades of C or better; • completion of a minimum of 60 CSU transferable semester units with a grade point average of at least 2.0; and • certified completion of the CSU General Education-Breadth (CSU-GE) or Intersegmental General Education Transfer Curriculum (IGETC) for CSU, which requires a minimum of 37-39 units. It is highly recommend that students complete courses that satisfy the U.S. History, Constitution, and American Ideals requirement as part of CSU-GE or IGETC before transferring to a CSU. Students planning to transfer to a baccalaureate institution and major in Music should consult with a counselor regarding the transfer process and lower division requirements.
    [Show full text]
  • School of Music 1
    School of Music 1 specific degree requirements below) and the foundation general School of Music education courses (a First Year Seminar, taken in the first semester, a quantitative reasoning course, and students must fulfill the university- wide writing requirement consisting of the completion of 4 Writing Mission Enhanced courses along the course of the degree completion). At The School of Music is committed to teaching students to... the end of the sophomore year, each student's record is reviewed by the faculty to determine eligibility for junior status; students must • become critical thinkers, effective leaders and literate, competent pass a sophomore decision jury at that time in order to be eligible for musicians; upper division study in their performance area. An oral competency • exhibit significant proficiency in areas of specialization, developed examination is also taken at the sophomore decision jury, which must through individualized study; be passed or replaced by taking an approved oral communications • work collaboratively with faculty and peers in experiences centered class. All students complete a senior recital or a senior project specific on student needs, goals and aspirations; to their major. • embrace enriching life values and ethical practices; and Recitals • practice individual responsibility for lifelong learning and for supporting and participating in the arts, artistic endeavors and Music majors must appear in general student recitals at least once artistic entities. each semester, with the exception of the
    [Show full text]
  • A History of the School of Music
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1952 History of the School of Music, Montana State University (1895-1952) John Roswell Cowan The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Cowan, John Roswell, "History of the School of Music, Montana State University (1895-1952)" (1952). Graduate Student Theses, Dissertations, & Professional Papers. 2574. https://scholarworks.umt.edu/etd/2574 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. NOTE TO USERS Page(s) missing in number only; text follows. The manuscript was microfilmed as received. This reproduction is the best copy available. UMI A KCSTOHY OF THE SCHOOL OP MUSIC MONTANA STATE UNIVERSITY (1895-1952) by JOHN H. gOWAN, JR. B.M., Montana State University, 1951 Presented In partial fulfillment of the requirements for tiie degree of Master of Music Education MONTANA STATE UNIVERSITY 1952 UMI Number EP34848 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction Is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, If material had to be removed, a note will Indicate the deletion.
    [Show full text]
  • Musical Explorers My City, My Song a Program of the Weill Music Institute at Carnegie Hall for Students in Grades K–2
    Weill Music Institute Musical Explorers My City, My Song A Program of the Weill Music Institute at Carnegie Hall for Students in Grades K–2 Student Guide Weill Music Institute Musical Explorers My City, My Song A Program of the Weill Music Institute at Carnegie Hall for Students in Grades K–2 Student Guide WEILL MUSIC INSTITUTE Joanna Massey, Director, School Programs Jacqueline Stahlmann, Manager, Elementary School Programs Marie Ortinau, Administrative Assistant, Elementary School Programs PUBLISHING AND CREATIVE SERVICES Jay Goodwin, Managing Editor, WMI Carol Ann Cheung, Senior Editor Evelyn Ochoa, Graphics Manager CONTRIBUTORS Daniel Levy, Consultant Sophie Hogarth, Illustrator Scott Lehrer, Audio Production Weill Music Institute at Carnegie Hall 881 Seventh Avenue | New York, NY 10019 Phone: 212-903-9670 | Fax: 212-903-0758 [email protected] carnegiehall.org/MusicalExplorers Lead funding for Musical Explorers has been provided by Ralph W. and Leona Kern. Major funding for Musical Explorers has been provided by the Charles Haimoff Endowment, E.H.A. Foundation, and The Walt Disney Company. Additional support has been provided by the Ella Fitzgerald Charitable Foundation. Musical Explorers is also made possible, in part, by an endowment gift from The Irene Diamond Fund. © 2014 The Carnegie Hall Corporation. All rights reserved. 1 Welcome to Our Musical Trip! Welcome, Musical Explorers! I’m your conductor, and I’ll help you explore our musical city. Together, we’ll meet our singers and hear their songs and stories. Come along with me and make your discoveries! Subway map © 2014 and MTA New York City subway logo ™ Metropolitan Transportation Authority. Used with permission.
    [Show full text]
  • Music Schools
    The 2020-21 Guide to September MUSIC SCHOOLS 2020 With special pandemic-related questions Editor’s Note MUSIC SCHOOLS The Guide to Music Schools is always a substantial undertaking as well as a challenge to For those schools in the listings, you’ll find detailed information on degrees offered, available areas of study, numbers of track down the right people who have the right answers to our (many) questions. students and teachers, career and post-graduate assistance, and links to social media and financial information. We also asked each institution to describe its most “distinguishing characteristics.” We relied on the schools to tell their own stories. And that’s under normal circumstances. Academy of Vocal Arts .................................................................2 New World Symphony, America’s Orchestral Academy ..............24 Needless to say, we are not in normal circumstances. Looking into what is still a very cloudy Arizona State University School of Music .....................................2 Northeastern University Department of Music .........................25 crystal ball, we have added a few practical, pandemic-caused questions this year: Will you Bard College Conservatory of Music ............................................3 Oberlin Conservatory of Music ...................................................25 Bienen School of Music ...............................................................3 Ohio State University School of Music .......................................26 be starting in the fall as planned?
    [Show full text]
  • Music Education Handbook
    Music Education Handbook INTRODUCTION AND STATEMENT OF PURPOSE This handbook is prepared to introduce you to the UNLV School of Music curriculum and policies. If, after reading this material, you have any questions you may meet with either Eugenie Burkett, Coordinator of the Music Education program or your advisor. Please feel free to contact them at any time for an appointment. The activities of the Music Education program are designed to support the mission of the School of Music, the College of Fine Arts, the College of Education, and the mission of the University in general, by insuring that its graduates successfully meet the standards for effective teaching as prescribed by the Nevada School of Education at http://www.doe.nv.gov/. This will be accomplished by providing learning experiences incorporating classroom, laboratory, workshop, seminar, and field/practicum formats, which are designed to achieve the educational objectives. The standards are available at http://www.doe.nv.gov/standards/standarts.html. The curriculum for the Bachelor of Music Degree in Music Education at UNLV has two very specific objectives: 1) to help the student become an effective teacher in the music classroom through the acquisition of a basic traditional and contemporary knowledge, practical teaching techniques, and the opportunity to observe and work under successful members of the music teaching profession; and 2) to help the student become eligible for licensing to teach music in a public school. CURRICULUM The Bachelor of Music Degree with a concentration in Music Education requires 143 -147 credits for graduation. The minimum number of semester credits required for a bachelor’s degree for a student graduating is 120.
    [Show full text]
  • Music Education Suites
    Music Education Suites National Clearinghouse for Educational Facilities Wayne Kemp Practice rooms should be situated so that they can be National Clearinghouse for Educational Facilities shared by all disciplines of the music program. Many 2009 schools arrange them along a hall that separates the instrumental and choral rehearsal rooms. This This publication describes options for designing and arrangement makes sharing convenient, and provides equipping middle and high school music education the necessary sound insulation between the two suites, and suggests ways of gaining community support rehearsal rooms without a great deal of structural for including full service music suites in new and enhancement. However, it is difficult to supervise, and renovated school facilities. may create a prime destination for vandals and others who have no legitimate reason to be there. It is better, The Basic Music Suite therefore, to place offices and storage between the rehearsal rooms and locate practice rooms where they Middle and secondary school music instruction is can be supervised. Any trafficked area, even along a typically divided into choral, band, and orchestral common area near the music suite, is better than a disciplines. Because the acoustics for bands and secluded hall. If a secluded area is the only option, then orchestras are similar, these ensembles can share a put the practice rooms under lock and key. Scheduling space. Choirs require their own space, as choral continuous activity in practice rooms located away from acoustics differ significantly from instrumental. normal circulation will reduce the possibility of Therefore, a minimum of two large rehearsal rooms with misbehavior as well as relieve personnel of the burden accompanying office and storage space is necessary for of locking and unlocking rooms.
    [Show full text]
  • Teacher Guide
    TM WAYS TO BRING ‘BOUNCE BACK’ INTO 6 YOUR CLASSROOM MUSIC BASED CLASSROOM IDEAS 1 SING ALONG FUN Singing is a fantastic way to start, or even end the day. Use these Bounce Back resources to get the whole class learning the song. RESOURCES Music Video: an easy way for your Lyric Sheet: a print-out everyone can take home to learn the class to learn the song with the words, or use to explore the song in class Rocksteady Band as the words are Audio Without Singing: feeling confident your class know the highlighted on screen words? Or perhaps they want to write their own chorus or verse Karaoke Lyric Video (Instrumental): (see Idea 4), well the instrumental version of the song is perfect Once you've mastered the tune, sing And don’t forget, there’s the full 30-minute Bounce Back along to the on screen lyrics Assembly Video where you’ll find all the dance moves, which the children can do sitting down! 2 THE BEAT GAME WHAT IS IT? HOW TO START A fun interactive listening game Play Bounce Back and begin counting along, out loud, in time to develop rhythm and musical with the beat: 1-2-3-4, 1-2-3-4. understanding, focusing on the all-important Beat #1. Perfect for Ask the children to join in, then pause and ask the children: a 5 minute brain break. Q: Which beat do you think is the most important when we WHY IS IT USEFUL? count 1-2-3-4… which ONE could it be? A: Yes, well done… beat number 1! Beat #1 is where most chord changes happen.
    [Show full text]
  • BGSU Music Faculty, 1914-2014
    MUSIC FACULTY, 1914-2014 ADLER, SAMUEL Visiting Professor of Musicology/Composition/Theory (Composition) Bowling Green State University, 1995-99. ALBONETTI, MARCO Instructor in Music Performance Studies (Saxophone) Bowling Green State University, 2001-02. ALEXANDER, WILLIAM DON Professor of Music Education B.S.M., Mount Union College; M.S., North Texas State College; Violin student of Mischa Mischakoff; ‘Cello student of Arthur Bachman. Taught at New Mexico A and M College, North Texas State College, and Western Kentucky Teachers’ College. Music supervisor, Greentown Ohio centralized schools. Bowling Green State University, 1946-80. ALLEN, WARREN S. Professor of Music Performance Studies (Voice-Bass) B.M., Southwestern College, Kansas; M.M., University of Michigan; Student of Martial Singher, Juilliard School of Music. Bowling Green State University, 1946-82. ALLESHOUSE, RICHARD. Instructor of Music (Part-Time) B.S., Bowling Green State University; M.A., Ohio State University. Bowling Green State University, 1965-66. ANDERSON, ALFRED L Instructor in Music (Voice-Baritone) A.A., East Central Junior College; B.M.E., Mississippi College; M.M., Indiana University. Bowling Green State University, 1970-72. ANDERSON, KELLY Instructor in Music Performance Studies (Voice) Bowling Green State University, 2007-08. ANTHONY, DOUGLAS Instructor in Musicology/Composition/Theory Bowling Green State University, 2001-02. ARCHER, KIM Instructor in Musicology/Composition/Theory Bowling Green State University, 2003-04. ARDIZZONE, MATTHEW Instructor in Music Performance Studies (Guitar) Bowling Green State University, 2001-06. ASHMORE, LANCE Adjunct Assistant Professor of Music Performance Studies (Voice-Baritone) Bowling Green State University, 2010- . ASSIMAKOPOULOS, NINA Assistant Professor in Music Performance Studies (Flute) Bowling Green State University, 2004-11.
    [Show full text]