Professional Documents
Culture Documents
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CONTENTS
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Figures
Preface Pers 2 0 2 0 - 0
Abbreviations
ce.
Some Types of Music Research
p ro d u
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Things to Consider
Research Process
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Music Research Process
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General Research Process
Research Tools 2 0 2 0 - 0
Music Research Tools
Evaluation Checklist
Suggested Readings
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CHAPTER 3 Music 20
Encyclopedias and Dictionaries
Comprehensive Music Encyclopedias and Dictionaries
Music Encyclopedias and Dictionaries by Language
Music Encyclopedias and Dictionaries for Specific Geographical Places
Special Music Encyclopedias and Dictionaries
Biographical Encyclopedias and Dictionaries
Dictionaries of Musical Terms
Encyclopedias and Dictionaries of Musical Instruments
Encyclopedias and Dictionaries of Opera and Musical Theater
o d uce.
Encyclopedias and Dictionaries of Performance Practice
e p r
o n ot r
Encyclopedias and Dictionaries of Jazz, Rock, and Popular Music
, d
e onl y
Miscellaneous Music Encyclopedias and Dictionaries
s
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Person - 0
Evaluation Checklist
Suggested Readings 2 0 2 0
CHAPTER 4 Periodical Indexes and Article Databases
Major Music Periodical Indexes
Retrospective Music Periodical Indexes
Other Music Periodical Indexes
Ceased Music Periodical Indexes
Periodical Indexes for Related Disciplines
American History
Business
p ro d u ce.
Education
, d o n ot re
Humanities
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Language and Literature
Performing Arts 2 0 2 0 -
Science and Medicine
Social Sciences and Psychology
Major General Periodical Indexes
Major Newspaper Indexes
Finding Online Journals
Evaluation Checklist
Suggested Readings
CHAPTER 5
ro duc e.
Indexes to Music Dissertations, Theses, Conference Papers, and Festschriften
Dissertations and Theses
not r e p
n l y, do
Indexes of Dissertations and Theses
o
r s o n a l use - 0 8 -30
Music-Specific Indexes of Dissertations and Theses
Pe 20 2 0
General Indexes of Dissertations and Theses
Conference Papers and Congress Reports
Indexes of Conference Papers and Congress Reports
Music-Specific Indexes of Conference Papers and Congress Reports
General Indexes of Conference Papers and Congress Reports
Festschriften
Indexes of Festschriften
Music-Specific Indexes of Festschriften
General Indexes of Essays
Evaluation Checklist
p ro d u ce.
ot re
Suggested Readings
, d o n
CHAPTER 6 Thematic Catalogs
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na Catalogs 20-08-30
PersofoThematic
Bibliographies
20
Single-Composer Thematic Catalogs
Examples of Single-Composer Thematic Catalogs
Guides and Locators for Single-Composer Thematic Catalogs
Thematic Catalogs for Particular Repertories
Examples of Thematic Catalogs for Particular Repertories
Collections, Archives, Libraries, and Publishers
Evaluation Checklist
Suggested Readings
e p ro d uce.
not r
CHAPTER 7 Indexes to Music in Complete Works Editions, Musical Monuments, Historical Sets, and Anthologies
n l y, d o
e oEditions
Complete Works Editions
o n a l
Examples of Composers’ Complete u sWorks
8 -30
P
Musical Monumentse r
and sHistorical Sets 202 0 - 0
Examples of Musical Monuments by Place
Examples of Historical Sets by Style Period
Additional Examples of Sets and Series
Anthologies
Examples of Anthologies
Indexes of Complete Works Editions, Musical Monuments, Historical Sets, and Anthologies
Evaluation Checklist
Suggested Readings
p ro d u ce.
not re
CHAPTER 8 Music Histories, Source Readings, and Chronologies
Music Histories
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e r s al us 0 - 0 8-30
Multi-Volume Music Histories
o n
P 2 0 2
Music History Series (W. W. Norton and Prentice Hall)
General Music History Texts
Music Appreciation Texts
Study Guides and Outlines of Music History
Important Earlier Music Histories
Historiography
Special Topic Histories
Music Source Readings
General Music Source Readings
Special Topic Music Source Readings
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Music Chronologies
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General Music Chronologies
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Special Topic Music Chronologies
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Suggested Readings 2 0 2 0 - 0
CHAPTER 9 Bibliographies of Music and Music Literature
Bibliographies of Music
General Music Bibliographies
Bibliographies for Particular Repertories
Bibliographies of Music Literature
General Bibliographies of Music Literature
Special Topic Bibliographies of Music Literature
Bibliographies of Both Music and Music Literature
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International Inventory of Musical Sources (RISM)
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Composer Bio-Bibliographies, Guides to Research, and Other Bibliographies
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Person
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Examples of Single-Composer Bibliographies-30
Evaluation Checklist 20
Suggested Readings
CHAPTER 10 Discographies
Bibliographies of Discographies
Comprehensive and Historical Discographies
Recommended Recordings and Buyer’s Guides
Library and Sound Archive Catalogs
Local Libraries
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Library Consortia
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National Libraries
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Bibliographic Utilities
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Special Topic Discographies
Discographies for Instruments and Ensembles
Opera Discographies
Jazz Discographies
Rock Music Discographies
Folk and World Music Discographies
Discographies of Women in Music
Single-Composer Discographies
Schoenberg, Arnold
uce.
Stravinsky, Igor
Wagner, Richard
e p ro d
Performer Discographies
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Recording Label Discographies
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American Music Discographies
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Canadian Music Discographies
Recording Reviews and Indexes to Reviews
Evaluation Checklist
Suggested Readings
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Schubert, Franz
0 2 0 - 0 8-30
2
Schumann, Robert
Stravinsky, Igor
Verdi, Giuseppe
Wagner, Richard
Evaluation Checklist
Suggested Readings
uce.
General Writing Books
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Comprehensive Guides
Editing
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Grammar, Punctuation, and Spelling
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Style and Rhetoric
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Writing and Publishing Process
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Music-Specific Writing Books
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Compiling Bibliographies
Concert Programs and Program Notes
Evaluation Checklists
Suggested Readings
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University of Chicago Press Style (Chicago Style)
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American Psychological Association Style (APA Style)
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Modern Language Association Style (MLA Style)
Person
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Music-Specific Style Manuals
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2
Reference Management Tools
Using Sources
Evaluation Checklist
Suggested Readings
Appendices
A: Library of Congress Classification: Class M Outline
B: Search Tips
Boolean Search Terms
Nesting Search Terms
Truncation and Wildcards
r e p ro duce.
Phrase and “String” Searches
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Proximity
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s o
C: Composers Included as Examples in This Text
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D: Chicago Style at Your Fingertips 20
Bibliographic Citation Formats
Footnote/Endnote Citation Formats
Encyclopedia Articles
Author-Date System
E: APA Style at Your Fingertips
Reference List
Reference Citations in the Text
F: MLA Style at Your Fingertips
List of Works Cited
Parenthetical Text Citations
Glossary
Index
p ro d u ce.
, d o ot re
FIGURES
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se onl y
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Person 2 0 2 0 -0
Figure 2.1. University of London Libraries Catalog
Figure 2.2. OhioLINK Consortium Library Catalog, Basic Search
Figure 2.3. Library of Congress Online Catalog, Advanced Search
Figure 2.4. Explore the British Library, Basic Search
p r odu ce.
Figure 2.5. Europeana Music Home Page
t r e
Figure 2.6.
o n l y, do no
WorldCat (the OCLC Online Union Catalog), Advanced Search
Figure 3.1.
s o n a l use
Grove Music Online (part of Oxford Music Online), Modify Your Search
- 0 8 - 30
Figure 4.1.
Figure 4.2. P e r 2 0
Music Index, Advanced Search Screen with Results
20
Music Periodicals Database, Advanced Search
Figure 5.1. Doctoral Dissertations in Musicology, Basic Search Screen
Figure 5.2. ProQuest Dissertations & Theses A&I, Basic Search
Figure 6.1. Excerpt from James B. Sinclair, Descriptive Catalogue of the Music of Charles Ives (New Haven, CT: Yale
University Press, 1999), 235
p ro d u ce.
ot re
Figure 6.2. Excerpt from Dorfmüller, Gertsch, and Ronge, Ludwig van Beethoven: Thematisch-bibliographisches
,
Werkverzeichnis (Munich: G. Henle, 2014), 295
d o n
Figure 6.3. Themefinder Search Screen
l u s e only
Figure 6.4.
Person
a
SoundHound Mobile App, Results Screen
2 0 -0 8 -30
Figure 6.5. 20
RISM (Répertoire International des Sources Musicales), Advanced Search
Figure 7.1. Index to Printed Music (IPM), Advanced Search Screen
Figure 7.2. Grove Music Online, Schubert Article, Editions Section
Figure 7.3. Grove Music Online, Schubert Entry, Songs of Introduction
uce.
Figure 7.4. Grove Music Online, Schubert Entry, Excerpt of Works List for “Gretchen am Spinnrade”
e p ro d
ot r
Figure 9.1. Oxford Bibliographies Online, Beginning of “American Minstrel Music” Research Guide
Figure 9.2.
, d o n
RISM Catalog Entry for Vecchi Motets (1579)
y
Figure 10.1.
u se onl
British Library Sound & Moving Images Catalogue, Advanced Search
l
Figure 10.2.
Person
a
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Excerpts from James H. North, New York Philharmonic: The Authorized Recordings, 1917–2005 (Lanham, MD:
0
2
Scarecrow Press, 2006), 111
Figure 11.1. RIdIM Database, Advanced Search
Figure 12.1. Naxos Music Library (NML) Mobile App, Recent Additions Screen
Figure 12.2. Open Music Library (OML), Archives
Figure 15.1. Chicago Manual of Style Online, Homepage
o duce .
Figure 15.2. ZoteroBib Home Page
ot r e p r
Figure B.1. “Music AND Society” Boolean Search
o n l y, do n
Figure B.2.
r s o n a l use
“Flute OR Recorder” Boolean Search
- 0 8 - 30
Figure B.3.
P e 2 0
“African NOT American” Boolean Search
20
PREFACE
e p ro d uce.
l y , d o not r
l u s e on
r s a
n made me reflect2on0the
ohas - 0 8-30in music research in the years between the first edition, the
Usecond, and now the third. When I was2 writing the first edition, Google Translate was new. I remember students using
P e
pdating this textbook
0 changes
copy and paste to enter text for translation from foreign language reference resources. By the time the second edition was
published, Google Translate was available as a mobile App. At that point, students could point their phones at text in other
languages to get a rough translation to English. In 2016, as I was revising it again, we have the first reference tool with Google
Translate integrated, MGG-Online. Now students at subscribing institutions can translate the original German encyclopedia
into over 100 languages.
Research tools are improving all the time, and I hope you are as excited about the current possibilities as I am. Given the
rapid pace of change, please remember that this text’s companion website will have updates much more quickly than the next
edition of the book. The third edition includes updates through the end of
August 2018.
p ro d u ce.
, d o n ot re
I have been happy to heed the advice, suggestions, and corrections received from colleagues, reviewers, and students.
onl y
Chapters 2 and 3 have been switched in order. Since library catalogs are such an important gateway for many databases and
se
a l u 8-30
Person
services, it makes sense to cover them sooner. Catalogs are now in Chapter 2 and encyclopedias are next in Chapter 3. The
2 0 2 0 -0
chapter devoted to music directories has been discontinued. Most directories have ceased publication, because Google has
eliminated the need for them. Reviewers and students alike asked for more on the research process and more about writing. As
a result, more information on research is included in Chapter 1. Chapter 12, previously titled “Online Music Content” is now
“Digital Media” in reflection of the increased number of streaming media resources available today. A new chapter, 14, has
been added specifically to cover writing about music. Despite these changes, the book still has fifteen chapters. Appendix D,
listing all the volumes of RISM, has been deleted, because more and more of RISM becomes available online. The Appendices
on citation formats (now D, E, and F) have been updated to comply with new editions of the Chicago Manual of Style (17th
edition) and the MLA Handbook (8th edition).
I want to publicly thank everyone who adopted the first and second editions of Music Research. You have my sincerest
ce.
gratitude. I was deeply honored to win the Vincent Duckles Award from the Music Library Association for this book. And I
p ro d u
have been humbled to have so many colleagues and students respond with such positive enthusiasm. You have made this new
edition possible.
, d o n ot re
l u s e only
Audience
P e rsona 2 0 -0 8 -30
20 and research classes and may also work for some upper-
Music Research is designed for graduate-level music bibliography
level undergraduate classes. The primary target audience is master’s students, though doctoral students and undergraduates will
also find it a helpful supplement.
Approach
The overriding goal for Music Research is to be as useful as possible for music bibliography classes. With that in mind, this
textbook focuses on teaching the research process and points students toward the most important music research tools.
Pedagogical aids are included to enhance teaching and learning. This book is informed by the information literacy movement,
u c e.
which is broader than traditional bibliography classes or bibliographic instruction. Music Research emphasizes learning
ro d
d o n o t rep
research skills, critically evaluating information, writing effectively, and properly citing sources. It is based on over twenty
only,
years of experience teaching graduate music bibliography at the University of Colorado Boulder.
a l u s e 30
Other books strive to list music research tools comprehensively. In comparison, Music Research is a handbook rather than a
n -
P e r s o 2 0 - 0 8
20
bibliography and emphasizes major research, writing, and citation tools that graduate music students need to know. Some of
the titles included are most appropriate for master’s-level students, while others are included specifically with the doctoral
student in mind.
Contents
The book is divided into two main parts. The first (Chapters 1 through 12) is devoted to research process and tools. The second
(Chapters 13 through 15) is devoted to resources on writing about music, style manuals, plagiarism, and citation of sources. In
addition, a number of appendices, a glossary, and an index are provided.
p ro d ce.
Part One is arranged by the type of research tool, for example, music encyclopedias, periodical indexes, and discographies.
u
ot re
The arrangement is from general to specific, following the typical research process. Each chapter includes a discussion about
, d o n
the general uses of the tools and an annotated bibliography pointing out the purpose, scope, strengths, and weaknesses of each
y
u se onl
individual research tool. Both print and electronic resources are included.
l
Person
a 0 -0 8-30
The most important general music research tools in English, French, German, Italian, and Spanish are covered. Examples
0 2
2
were selected, in part, to apply to as many music libraries as possible. Additional common topics have been included
throughout, such as resources in the broad disciplines of musicology, ethnomusicology/world music, theory, and music
education. Narrower topics include specific groups of musicians (e.g., women and African Americans), individual significant
composers (see Appendix C), common performance media and instruments/voice (e.g., chamber music and piano), and genres
and styles (e.g., jazz and opera). Further, topics likely to be of interest to the target audience—those devoted to the music of the
United States, Great Britain, and Canada—are also covered.
Following the format established with research tools, Part Two presents major guides in writing and citation. Chapter 13
offers general writing tools and resources. Chapter 14 covers typical music writing assignments. All three major style guides
are included in Chapter 15.
p r o d u ce.
Features
, d o n ot re
s e
• Music Research is a handbook designed for classroom use,
u nlythan a bibliography intended for use by librarians and
orather
r son a l -0 8 -30
scholars.
P e 20
• Although selective, the most important music research tools 2 0
are included. Emphasis is on titles in English, but the major
French, German, Italian, and Spanish resources are included as well.
• Most entries are annotated and include review citations.
• Stays current through updates on the companion website maintained by the author and hosted by Oxford University Press,
http://www.oup.com/us/musresearch.
• Provides evaluation checklists for each type of research tool to help students develop critical evaluation skills.
• Suggested readings are given in each chapter.
• Offers advice for students researching and writing theses or other formal scholarly projects.
e.
• Includes a section on avoiding plagiarism, with examples.
ro d u c
t rep
• Includes appendixes with music citation examples for Chicago, APA, and MLA style in a variety of formats.
•
d o n o
Includes a glossary and combined author, title, and subject index.
l u s e only,
e r s o n a 0 - 0 8 -30
Ancillaries
P 20 2
One of the major challenges with a text on research is keeping it current. The companion website hosted by Oxford University
Press assists with this goal in addition to providing supplemental information. The website will be updated regularly, at least
once a year before the beginning of each fall semester. The website also provides additional information, including a list of
major music associations and journals. Visit this text’s website at http://www.oup.com/us/musresearch.
For Students
Several features of Music Research are intended to help as you develop your research and writing skills in music. In each
chapter you will find a discussion of the uses of the particular type of research tool. In addition, you will learn how to find
ep ro d uce.
more using Library of Congress subject headings and classification numbers. The annotated bibliographies evaluate and
l y, d not r
describe the research tools. Look for the stars (★) indicating the major music research tools that you should be familiar with.
o
e on
The dollar sign ($) indicates an online resource that is not free. The Evaluation Checklists will assist you in thinking critically
n a l u s - 30
about the research tools as well as the materials you find researching topics of interest. The Appendices, especially the citation
o 8
P e r s 20 2 0 -0
format guides, will help you document your research. Use the Glossary to look up terms and concepts that are unfamiliar.
Finally, check the companion website for updated information.
For Faculty
One of the overriding goals for this text was to be as useful as possible for instructors, both music librarians and music faculty,
teaching a bibliography class. For that reason, it includes pedagogical aids that I hope you find useful, especially if you have
not taught music bibliography before.
Because you may wish to customize your instruction of research process, writing, and documentation style, the chapters on
those topics (1, 13, 14, and 15) present the major existing resources. This will allow you to personalize your instruction while
oduce.
p ro d u ce.
ot re
exposing students to alternative approaches. As throughout the book, these chapters include tips on finding resources on these
, d o n
only
topics and include recommendations in the bibliographies. Plagiarism is discussed, and examples of proper and improper usage
of sources are provided.
a l u s e -30
Person 2 0 -0 8
To get the most from this text, terms included in the Glossary appear in boldface type when they are first discussed in the
20
text. The figures and illustrations give an introduction to major resources before students try them out for the first time. Titles
marked with a star (★) are major research tools that you might emphasize in class. The dollar sign ($) indicates an online
resource that is not free.
The Suggested Readings are useful as assignments before a class session on the relevant tools and can serve as a
touchstone for in-class discussion. The reading introductions may help you in selecting among those included. The Suggested
Readings have been updated to include recent writings, research tools, and methodologies.
The Evaluation Checklists included in each chapter could be used in class as exercises or perhaps as assignments. For
instance, students (individually or in groups) could be asked to fill out a checklist for a particular title, or the lists could be used
as worksheets for comparing resources.
ro d u c e.
If you are a music faculty member teaching the class, you will probably find that, in addition to the information in this
d o n o t rep
book, meeting with your music librarian is very helpful. Although the research tools selected for inclusion are widely held,
l u s only,
your library may not have them all. This is especially true for expensive online subscription resources. Even if your library
e
Person
a
2 0 - 0 8 -30
subscribes to a title (e.g., RILM Abstracts), you will need to determine which version your students have access to. You may
20
also need to help your students find local call numbers (especially if your library does not use Library of Congress
classification numbers), authenticate for remote access to online subscription resources, and so on.
The fifteen chapters correspond closely to a typical semester. This text was designed to proceed in the order reference tools
are often used by students in the research process. For instance, encyclopedias and dictionaries appear before periodical
indexes. However, there are many ways to approach research. You may want to begin with searching periodical indexes and
databases (Chapter 4) instead. Or you may wish to introduce Digital Media (Chapter 12) sooner. Another approach would be to
use Part Two (on writing, citation formats, etc.) earlier. The chapters can be used in any order you choose, but you may wish to
begin with Chapter 1, because it discusses research process, types of sources, and other basic information. Appendix B
presents basic search tips useful for many research tools. Yet another approach might be to organize your course topically. For
example, the focus on representative composers is included throughout and could serve as an orientation for a composer-
specific approach to research.
ep ro d uce.
l y, d o not r
The following suggestions might help when teaching groups other than master’s and DMA students. For undergraduates,
n a l u se on
you might focus on the major sources in each chapter. The most important research tools are marked with a star (★). For more
- 30
P e r s o 2 0 -0 8
advanced students, the reviews could be assigned as additional readings, and sources mentioned in the text could also be
explored. 20
A few words about my methodology are in order. I have personally examined the vast majority of sources included in the
bibliographies or mentioned in the text. I have tried to include the most useful sources available and those that are most widely
held by libraries. In most cases, the two goals are complementary. One exception is iconographies; the high cost of many of the
best titles makes their purchase prohibitive for many libraries. In some chapters (for example, Chapter 12 on Digital Media),
representative examples were included. In this case, additional resources are included on the companion website.
The categories of topics, such as music of the United States, Great Britain, and Canada, were selected in hopes that they
would be most relevant for the students using the book. The major composers selected for inclusion throughout were chosen
with the same goal (see Appendix C). Additional topics on broad disciplines (e.g., musicology, ethnomusicology/world music,
uce.
theory, and music education) as well as narrower subjects (e.g., opera, jazz) were chosen on the basis of my experience of
ep ro d
ot r
common topics selected for research by graduate students.
, d o n
Whenever possible, review citations were included in the annotations. These are not exhaustive; the reviews cited were the
y
u s e onl
most detailed and informative. When more than one is listed, it is because they either express a different evaluation of the title
l
Person
a 0 -0 8-30
at hand or, alternatively, more than one review was considered outstanding. The selection was subjective. Whenever possible,
0 2
2
reviews in English were chosen rather than those in another language.
pr o d u ce.
• The order of some chapters has been changed to flow in a more logical progression.
not re
n o t r e pro
l0y-, 0d8o-30
The chapter formerly titled Internet Resources for Music is now “Digital Media” and it has been heavily revised to reflect
•
se o n
2
al u 20
the dramatic growth of streaming audio and video services.
•
e r s o n
The Appendices on citation formats (D, E, and F) have been updated to reflect new editions of the three major style manuals
P
(Chicago, APA, and MLA).
• More tips have been added to the writing chapter, including a checklist for students to use before submitting an assignment.
• The Suggested Readings have been reviewed and updated, as appropriate. Additions include digital humanities, Open
Access publishing, and ORCID IDs.
• The Figures have been revised and updated.
• The dollar sign ($) was added to denote online resources requiring a subscription.
Acknowledgments
ep ro d uce.
l y, d not r
Over the twenty years I have been teaching graduate-level music bibliography, I have watched many students develop their
o
n a l u se on
research skills by using the sources and methods included in this text. While not all of those students were excited about taking
- 30
P e r o 2 0 - 8
the course, by the end of the semester most were much more comfortable finding information and evaluating it. I have learned
s 0
20
something from each and every student, and they have all contributed to the creation of this book. I thank them all.
I need to thank former Executive Editor Jan Beatty from Oxford University Press, who first suggested this book to me.
Jan’s patience and kindness during difficult periods kept me working on the first edition.
Thanks to current Executive Editor Richard Carlin, Assistant Editors Jacqueline Levine and Grace Li, and Production
Editor, Holly Haydash.
I would like to thank the reviewers of this edition: Judith Bowman, Duquesne University; Caroline Ehman, University of
Louisville; Paul Ellison, San Francisco State University; Sara Nodine, Florida State University; Linda Pohly, Ball State
University; James E. Shearer, New Mexico State University; John D. Spilker, Nebraska Wesleyan University; Jennifer
Thomas, University of Florida; Joan Titus, University of North Carolina at Greensboro; Scott Warfield, University of Central
uce.
Florida; Richard Wetzel, Ohio University; Mary Wischusen, Wayne State University.
ep ro d
Also, thanks to the reviewers of the second edition: Stacey Davis, University of Texas-San Antonio; Holly Gardinier,
d o n ot r
Claremont McKenna College; Vicki Stroeher, Marshall University; Gerald Szymanski, University of Rochester; and Cheryl
,
s e onl y
Taranto, University of Nevada-Las Vegas. Finally, I would like to acknowledge and thank the reviewers of the first edition:
a l u 8-30
Person 0 -0
Steve Gerber, George Mason University; Alan Green, Music/Dance Library, Ohio State University; Rebecca Littman, Golda
2 0 2
Meir Library, University of Wisconsin-Milwaukee; Erin Mayhood, University of Virginia; Bruce MacIntyre, Brooklyn
College; Scott McBride, Morehead State University; Ruthann McTyre, Rita Benton Music Library, University of Iowa; Jane
Penner, Music Library, University of Virginia; Carl Rahkonen, Indiana University of Pennsylvania; Jennifer Thomas,
University of Florida; Pantelis Vassilakis, DePaul University; Liza Vick, Loeb Music Library, Harvard University; Daniel
Zager, Sibley Music Library, Eastman School of Music, University of Rochester.
Much of this text is based on models provided by Karl Kroeger and Deane Root. Kroeger was my predecessor at the music
library at the University of Colorado Boulder, and he left me his course materials—including the beginnings of this text—
when he retired in 1994. I took music bibliography from Deane Root at the University of Pittsburgh at the beginning of my
doctoral work in musicology there. Many ideas and approaches included here were inspired by Kroeger and Root.
So many others assisted me that it would be impossible to thank them all individually. Thank you to all the colleagues,
publishers, vendors, and editors who answered my questions so helpfully. At the University of Colorado Boulder, I would like
to thank my colleagues in the musicology department of the College of Music. Warm thanks to my family and friends for their
helpful support. Special thanks to my husband, Donald Puscher, for indexing and proofing and more (again!).
Once again, I alone take responsibility for any errors or omissions present in this text. And, as always, I will gladly accept
corrections and suggestions from faculty, students, and other readers.
ABBREVIATIONS
e p ro d uce.
l y, d o not r
n a l u s e on -30
P e r so 2 0 - 0 8
A&I 20Index
Abstracts and
AAS American Antiquarian Society
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Bibliotèque Nationale de France
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p ro d u ce.
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Consejo Superior de Investigaciones Científicas
s e
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Person
CUNY City University of New York
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DMS Dissertationsmeldestelle
DOAJ Directory of Open Access Journals
e p ro d uce.
not r
DOI Digital Object Identifier
l y, d o
e on
DRAM Database of Recorded American Music
DTB
o n a l u s -30
Denkmäler der Tonkunst in Bayern
8
DTÖ P e r s 20 2 0 - 0
Denkmäler der Tonkunst in Österreich
EEBO Early English Books Online
EMC Encyclopedia of Music in Canada
ERIC Education Resources Information Center
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H Hoboken (Haydn thematic catalog)
HRAF Human Relations Area Files
p ro d u ce.
ot re
HTI Hymn Tune Index
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HWV Händel Werke Verzeichnis
IAML
a l u s e
International Association of Music Libraries, Archives, and Documentation Centres
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ILL Interlibrary Loan
IMS International Musicological Society
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IMSLP
d o n ot rep
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Index to Printed Music
l u
IR
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Institutional Repository
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ISAM 20
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ISMIR International Symposium on Music Information Retrieval
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JSTOR Journal Storage Project
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LC Library of Congress
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MGG
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MIR
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RILM
o t rep
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d o n
RIPM
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nourishing food and the avoidance of all debilitating morbid
conditions would indicate the principles of therapeutic management.
HYPERÆMIA—CONGESTION OF THE
SPLEEN.
Four hours after full meal in splenic diastole. In well fed, high conditioned. From
obstruction of splenic or portal vein or vena cava, heart, liver, or pulmonary
disease, inhibition from encephalon acting through splanchnics or vagi, microbes,
ptomaines, toxins, paresis, albuminoid diet. Spleen may be seven times its normal
weight. Lesions: simple blood engorgement: proliferation of pulp cells: increased
friability; rupture; dark color; hyperplasia of trabeculæ—hypertrophy. Symptoms:
none; or colic; palpation in ruminants; tenderness. Treatment: directed against the
causative disease; quinine, cinchonine, eucalyptus, ergot, cold douche, electricity,
puncture.
Considerable hyperæmia of this organ takes place physiologically
in connection with active digestion in the first four or five hours after
an abundant meal, and especially at intervals of a minute, during
what may be called the diastole of the viscus. The supply of blood is
also much greater in the well fed animal, than in the emaciated and
impoverished one.
Pathological hyperæmias of a passive kind may occur as the result
of obstructions in the veins leading from the spleen, such as the
splenic veins, the posterior vena cava, or that part of the portal vein
comprised between its junction with the splenic and the liver.
Diseases of the right heart or its valves, of the lungs (emphysema), or
of the liver which hinder the onward flow of blood and increase the
blood tension in the vena cava or portal vein have a similar action.
Perhaps we should include inhibition of the nerves (splanchnic, vagi)
and nerve centres (medulla oblongata, cerebral cortex) which preside
over the contraction of the splenic vascular walls, and of the capsular
and trabecular muscles. There is reason to believe that the ptomaines
and toxins of several microbian diseases, operate through these
centres, while other such microbes and toxins operate directly on the
spleen itself.
Active congestions of the spleen are most commonly associated
with microbian diseases and may be attributed partly as above stated
to the action of the toxic products on the contraction nerve centres,
and on the splenic vessels and parenchyma, but also in no small
degree on the active proliferation of the germs themselves in the
splenic pulp, and of the splenic cells. Among the most notable
instances of this kind are, in man, malarious, yellow and typhoid
fevers, and, in animals, anthrax, and Southern cattle fever. In most
febrile diseases, however, there is a tendency in this direction, which
may be fairly attributed to the paresis of the organ and the delay of
the blood in its pulp channels and spaces with the consequent local
increase of microbes and toxins. The microörganisms can usually be
found abundantly in such cases, in the liquid of the pulp, and in the
interior of the leucocytes and other cells that go to make up its solid
constituents.
It has been long recognized by veterinarians that acute congestion
often arises in connection with a sudden transition from a poor or
insufficient diet to an abundant and nutritious one and especially to
one that is rich in albuminoids (beans, peas, vetches, lucerne,
sainfoin, clover, trefoil, in the fresh or preserved condition). If these
are not in themselves the direct causes of acute and fatal
engorgements of the spleen, they at least contribute in no small
degree to the overdistension of the pulp spaces, the paresis of the
organ and its successful invasion by pathogenic microbes.
The acute congestion attendant on specific microbian infection
may be estimated by the increase in weight of the spleen. In the
Southern Cattle fever this organ, which is normally 1.45 ℔., is
habitually 2 to 5 ℔s., and may reach 8 or 10 ℔s. and in anthrax an
equal increase may be noted.
Lesions. In such cases the organ may appear as if there were a
simple blood engorgement, and this is largely the case in the early
stages, but with the persistence of the disease there occurs an active
proliferation of the splenic cells and especially those of the pulp.
With the hyperæmia the consistency of the organ is diminished, and
still more so with the cell hyperplasia, so much so that in extreme
cases rupture may ensue. The color is always darker (purple or blue),
but this is only in part due to the abundance of blood and in part to
the thinness of the splenic capsule. If the condition persists a
hyperplasia of the capsule and trabeculæ ensues, and the condition
becomes essentially one of hypertrophy.
Symptoms. In the slighter congestions there are no appreciable
symptoms. In the more severe there may be more or less violent
colic, but this is usually marked to some extent by the profound
depression attendant on the specific fever which is the cause of the
congestion. Palpation of the spleen is impossible in the horse. In
ruminants it may sometimes be felt along the upper border of the
rumen just behind the last rib on the left side. It is soft and yielding
retaining the indentation of the finger. If manipulation produces
signs of pain it is all the more significant.
Treatment. As a rule this is the treatment of the fever which
determines the hyperæmia. Apart from this, laxatives, quinia other
alkaloids of cinchona bark, eucalyptus, a current of cold water
directed to the region of the spleen, or induction currents of
electricity to the same region are also decided stimulants to
contraction. Ergot has been used with alleged advantage. In cattle
acupuncture of the spleen has been put in practice in anthrax.
CHRONIC CONGESTION OF THE SPLEEN.
HYPERTROPHY.