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A historical photograph slide show from staff of the Martha Blakeney Hodges Special Collections and University Archives at The University of North Carolina at Greensboro
Gathered Together: A Survey of the Unique and Distinct Collections held by CONULElaine Harrington
In 2015 the CONUL Collections, Preservation & Conservation Sub-Committee began a survey of Unique and Distinct Collections across the CONUL Libraries, with the aim to identify the size of the UDC’s, their age ranges, their accessibility via records and digital surrogate, and their preservation need. With this data we hope to promote the cultural and scholarly value of the collections, and to open discussion about collaborative work packages. Synergies, complementarity and overlaps run through all our libraries where collectively we tell the story of Ireland, its history, its people, and their preoccupations. This paper will present some of the highlights from our survey which we hope will lead to joint projects to expose our rich and valuable resources in new and innovative ways, and provide for their continued preservation.
Historians in Residence in Dublin City: A Unique Public History ProjectCILIP Ireland
Coming under the Council's Decade of Commemorations designation, the Historians in Residence project aims to champion history and to work with communities to make history accessible and enjoyable for all, while also promoting history collections and primary sources. The project is devised and managed by Dublin City Public Libraries. The presentation will outline the aims and objectives of the Historians in Residence project and look at its operation over the past year.
A historical photograph slide show from staff of the Martha Blakeney Hodges Special Collections and University Archives at The University of North Carolina at Greensboro
The Manhattanville community will have the opportunity to learn about the history of the college during the second annual Valiant Week hosted by the First Year Program and First Year Advisory Committee. Valiant Week begins Monday September 16th and will conclude on Friday September 20th. Here is a complete list of Valiant Week events. For more information please visit http://mville.edu/gps.
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State Library of Queensland - a history annaraunik
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This presentation focused on the history of the State Library of Queensland and the services currently provided
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A "Lightning Talk" (Pecha Kucha) on the life and work of the late Ernest Boyer focusing on support required by newly appointed teaching staff and the possible impact of his four scholarships.
State Library of Queensland - a history annaraunik
Libraries for the People: the 11th Australian Library History Forum, was held on 18 and 19 November 2014 at the State Library of NSW.
This presentation focused on the history of the State Library of Queensland and the services currently provided
A Brief History of Music Education in AmericaBrian Ebie
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http://sandymillin.wordpress.com/iateflwebinar2024
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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Swinchoski slideshare
1. Influential British Precursor of American Public
Schools Instrumental Classes
Based on the article by
Robin K. Deverich JRME
Carol Swinchoski
History and Philosophy of Music Education
2.
The Maidstone Movement began in 1897
Popular British method of group violin instruction
Sponsored by a publishing house and instrument
manufacturer:
History of the Maidstone Movement
3.
Mee Pattison, musical advisor for the Murdoch
Company, saw the need for group violin program
for children.
Created an all-inclusive program to bring to schools
which would include:
Teachers
Violins
Teaching Materials
How it Began
4.
The Maidstone School Orchestra
Association (MSOA)
Formed by the Murdoch Company
The National Union of School
Orchestras (NUSO)
Mee Pattison formed this organization to encourage
collaboration in teaching methods and promote joint
concerts.
Two organizations
5.
All Saints’ National School in?
Drum roll please …
the town of Maidstone in Kent, England
The First school to accept?
6.
Teachers received their salaries directly from the
students.
Classes were 30-60 minutes
Lunch time or after school
12-20 students in a class
Offered multiple days of the week to accommodate
student interest.
Performed concerts at times in conjunction with
other MSOA classes in different schools.
Format of School
7.
OBJECTIVES
1. To promote the study and practice of instrumental
music among the school children of the Kingdom, by
encouraging the formation of school orchestras, and
to elevate the musical taste of the nation as a whole.
This encouraged the MSOA to establish classes in Cello,
mandolin, orchestra, brass bands, military bands, drum
& fife bands, bugle bands.
National Union of School
Orchestras (1905)
8.
2. To obtain the best methods of working from
compared experiences of each school in starting and
working its orchestra.
3. To provide means of assuring an adequate supply
of teachers.
4. To establish a periodical (The Young Musician)
with a view to keeping school orchestras in touch
with one another and giving all the experiences of
each together with information of general interest.
Key Objectives
9.
5. To insure by expert supervision that the teaching
is properly done.
6.To provide scholarships by which pupils of
exceptional ability may obtain advanced teaching.
7.To keep in touch with young people after leaving
the Day School by means of Evening Classes and
Orchestral Societies.
This was to provide opportunities for the students once
they graduated from the Day Schools as a bridge to adult
orchestras.
Key Objectives
10.
8. To promote combined practices and local concerts and thus
stimulate the pupils, entertain the elders, and possibly help in local
benevolent works.
Played for orphanages, and charitable institutions
9. To organize an Annual Music Festival to keep the public in touch
with the work of the Union
Concerts on a grand scale!
1905 – 700 Violinists
1914 – 6,650 Violinists
Classes would compete for Silver Challenge Shields!
10. To enlist the help and support of influential men in the musical and
educational world.
Key Objectives
11.
In 1908 prominent American educator, Charles H. Farnsworth,
spoke about his observations of the Maidstone Movement at the
Music Teachers National Association (MTNA)
Inspired Albert Mitchell to travel to England, Observe the
Maidstone Movement, and bring systematic, class violin
training to Boston Public Schools in 1911.
In 1914 class violin was included in the regular curriculum.
The Maidstone Movement in
America!
12.
First instrumental classes in America used the
Maidstone Movement as a model!
Introduced to Boston Public Schools by Albert G.
Mitchell.
1911 Boston School District
13.
In 1920 Boston Public Schools had group instruction:
Cornet, trombone, clarinet, flute, and drum!
Expands beyond Violin!
14.
Weaknesses in Maidstone Movement
Despite the objectives of the NUSO
Teachers varied greatly in experience and quality.
A uniform curriculum was not realized.
Challenges of teaching violin in large groupings was
criticized.
The 1939 evacuation of London left no children to
take lessons or play in the Annual Music Festival.
In 1943, the Murdoch Company dissolved.
The Maidstone Movement falters
15.
THE LASTING IMPACT OF THE MAIDSTONE
MOVEMENT:
Sparked a national interest in instrumental classes!
Demonstrated an economical way for large numbers
of students to learn to play instruments!
American music teachers created their own
instrumental programs!
Instrumental music became a permanent part of
public schools.
Legacy Carries on!
16. Deverich, Robin K. "The Maidstone Movement -
Influential British Precursor of American Public
School Instrumental." Journal of Research in Music
Education 35 (1987): 39-56. National Association for
Music Education. Web. 5 July 2014.
