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Will Marion Cook (1869-1944): Shows List And Songs And Instrumental Numbers, Peter M. Lefferts

Glenn Korff School of Music: Faculty Publications

The present material supplements my on-line document “Chronology and Itinerary of the Career of Will Marion Cook.” That put into some kind of order a number of biographical research notes, principally drawing upon newspaper and genealogy databases. It is one in a series ---“Chronology and Itinerary of the Career of”---devoted to a small number of African American musicians active ca. 1900-1950. In those other documents, compositions were interleaved with other kinds of references following a chronological sequence. Instead of doing the same for Cook, his shows and songs and instrumental numbers, spanning a creative career of almost a half century …

Chronology And Itinerary Of The Career Of Will Marion Cook: Materials For A Biography, Peter M. Lefferts

Glenn Korff School of Music: Faculty Publications

Will Marion Cook (1869-1944) devoted his creative life to the musical stage as composer, conductor, arranger, orchestrator, producer, director, violinist, pianist, librettist and lyricist, as well as making important contributions as an author and educator. One of the foremost American musicians of his generation, and regarded by many in the African American community of his day as its leading composer, he was, in contemporary eyes, an eccentric, irascible genius of great heart. This document assembles a chronology of the principal public events of his life.

A biography of Will Marion Cook by Marva Carter, Swing Along (2008) is an excellent …

Practical And Philosophical Reflections Regarding Aural Skills Assessment, Stanley V. Kleppinger

Glenn Korff School of Music: Faculty Publications

Assessment in aural skills courses is a tricky intersection of instructors’ expectations, students’ skills in audiation, students’ perceptions and anxieties regarding assessment and performance, and the peculiarities of evaluative instruments. After several years in my teaching position at a large university, I became increasingly dissatisfied with assessment in the second-year aural skills program I coordinate. In short, I was displeased both with the nature of the student activities we evaluated and with the ways in which success on those activities was measured. Students’ and instructors’ frustrations convinced me of the need to make assessment more obviously relevant, less intimidating to …