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Organizing Trumpet Music

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Organizing Trumpet Music Organizing Trumpet Music Presentation Transcript

  • Organizing Trumpet Music Patricia Becker-Sabik
  • The Dilemma To organize my teenage son’s trumpet practice area.
  • Why Organize?
    • My son is involved in many trumpet activities:
      • School wind symphony/jazz ensemble and labs
      • Loudoun Symphony Youth Orchestra
      • Church
      • National Trumpet Competition and other similar venues
      • All-District/All-State
      • His own brass quintet
      • His own private lessons
      • His job teaching trumpet to young students
  • Current State of Collection
    • Stacked in piles on shelves that topple over easily
    • Scattered on floor, bed and tabletops
  • Importance of Organization
    • Music is expensive – re-purchasing something that already exists in the collection (but could not be found) is costly and inhibits true growth of the collection
    • Music is difficult and sometimes impossible to replace
    • Music is often on loan from an organization and needs to be returned to owner (i.e., school music, LSYO, church, etc.)
  • Users
    • Mom
      • Secondary User
      • Responsible for maintenance of the collection
      • Adds to collection through necessary purchases for school and competitions
      • No weeding responsibilities
    • Son
      • Primary user
      • Maintenance responsibilities will shift to him as he matures
      • Adds to collection through gifts, instruction tools, and personal amusement
      • Minimal weeding foreseen
  • What to Organize
    • Technique books
    • Repertoire books
    • Sheet music
    • Music on loan from community ensembles, instructors and school
    • CD trumpet recordings – both for accompaniment and enrichment
    • MP3 trumpet recordings
    • His own digital compositions
  • Organization Project Sample
    • I selected a cross-section of materials for this project
      • 10 sheet music pieces
      • 10 CDs
      • 10 Technique books
      • 10 Repertoire books
    • All of these items represent a variety of genres and include older and newer material
  • Not Included in Initial Selection
    • Digital material
      • Reside on computer and are not co-located with rest of collection
      • Mostly for recreational use or self-education
    • Items on loan
      • Assumed that they would ultimately be returned to their owners
      • Ironically, these are the items that require attention the most since replacement of these items would be difficult and costly
  • Goals
    • To physically organize and co-locate his music collection
    • To create database to facilitate access and show relationships
  • Physical Organization
    • Multi-media collection requires several storage methods
      • Reuse old 2-drawer file cabinet
      • Purchase color-coded file folders and tabs
      • Purchase hard covered CD case and color-coded stickers and tabs
      • Store plastic CD cases in attic to minimize clutter and make tidying up easier
  • Classification System
    • Color-coding agreed upon by both users
      • Easier to implement and maintain than Dewey Decimal System or Library of Congress Classification System
      • Simple color-coding is more practical for a user group of two
    • File cabinet and CD case would work in sync
    • Database could eventually be color-coded also
  • Access Database Organization
    • To provide search capabilities
    • To facilitate sorting data by genre, artist, composer or title
    • To identify relationships between works and expressions
    • MARC records were not considered to be feasible because of the minute level of detail they provide and the knowledge required for creation. This was not practical for my son, who will ultimately become responsible for maintenance.
  • Subject Headings
    • Color-coded Simple Subject Headings
      • Technique includes practice routines and instructional materials
      • Classical includes baroque, romantic, nationalism, etc.
      • Jazz includes cool, freestyle, improvisation, etc. along with pop
    • 4 th Heading was unique
      • Brass Quintet includes classical, jazz and pop
        • Decided that system should be flexible to provide for how the collection will be utilized
        • Decided that the conductor’s score would be co-located with 1 st trumpet part to facilitate easy access
  • Access Points for Physical Organization System
    • Alphabetized labels using:
      • Composer’s last name for paper music
      • Arranger’s last name for books
      • Artist’s last name for CDs
    • Name authority similar to AACR2 because I chose to use the name as it appears on the piece of music
    • Items that contain more than one composer, arranger or artist are placed in the beginning of the section
    • Items that spanned different genres were placed in the technique section
  • Access Database Project
    • Developed access database schema with advice from “techie” husband
      • I gained experience designing a database schema
      • Populating database put on hold, though
      • Recognized that physical system needed to be in place before we began populating the digital environment
      • Actual music required attention before the creation of surrogate records and cataloguing could be performed
  • Database Schema
  • Physical Organization Plan Changes
    • Instead of filing and labeling each piece of sheet music, I resorted to purchasing color-coded binders and slipping the sheet music in plastic sheet protectors
    • What is lost in access is gained through better preservation and ease of upkeep
    • A separate filing box, uniquely color-coded, now serves as the container for the borrowed items
  • Lessons Learned
    • Difficult to complete a physical and digital organization simultaneously
    • Difficult to create desired level of detail and relationships between items
    • Recognized the benefits of being familiar with subject matter and understanding user’s behaviors and needs
    • Respect the challenges that libraries have in order to provide access of materials to so many users