Musicking Conference Call for Proposals

Early Music Con­fer­ence “Musick­ing: Per­for­mance, Pol­i­tics & Personalities”

CFP Dead­line: Novem­ber 15, 2015

Con­fer­ence Dates: April 12–16, 2016

Uni­ver­sity of Ore­gon School of Music and Dance, Eugene, Oregon

The Uni­ver­sity of Ore­gon Col­legium Musicum ensem­ble is delighted to present its first annual con­fer­ence: “MUSICKING: PERFORMANCE, POLITICS, & PERSONALITIES” to be held in the UO, School of Music and Dance in Eugene, OR (loca­tion: Col­lier House, at Uni­ver­sity and 13th Streets), from 12 to 16 April, 2016. Through schol­arly pan­els, edu­ca­tional per­for­mance classes, and pub­lic per­for­mances, this con­fer­ence will unite the indi­vid­ual per­son­al­i­ties that com­prise our per­for­mance and aca­d­e­mic cul­tures and encour­age cross-collaboration in the spirit of musicking.

The goal of this con­fer­ence is to stim­u­late stu­dent and com­mu­nity inter­est in early music and his­tor­i­cal per­for­mance prac­tice stud­ies by offer­ing five days of aca­d­e­mic schol­ar­ship, edu­ca­tional per­for­mance classes, and a vari­ety of per­for­mances that will be free and open to all stu­dents and com­mu­nity mem­bers. This year, paper ses­sions will be orga­nized around five spe­cific top­ics: Music and Rhetoric; What is Ital­ian in Ital­ian Music?; Math­e­mat­ics, Sci­ence, and Instru­men­tal Music; Roman­ti­cism and His­tor­i­cal Per­for­mance Prac­tice; and Alessan­dro Stradella’s Ora­to­rio, San Gio­vanni Bat­tista. Appli­cants are encour­aged to blur the aca­d­e­mic dis­tinc­tions of musi­col­ogy, eth­no­mu­si­col­ogy, music the­ory, edu­ca­tion, mod­ern per­for­mance prac­tices, his­tor­i­cal per­for­mance prac­tice, and other aca­d­e­mic fields, and con­sider the con­fer­ence top­ics through a lens of Musick­ing, in all its pos­si­ble facets.

The Con­fer­ence Com­mit­tee wel­comes indi­vid­ual paper pro­pos­als: abstracts of no more than 250 words should be sub­mit­ted. Pro­pos­als should include two files: an anony­mous sub­mis­sion includ­ing a title and the abstract; and a sec­ond file includ­ing the title, author’s name and a short (5-line) biog­ra­phy of the pre­sen­ter. The abstract should spec­ify the thesis/main topic of research, the state of research and sources used, and the rel­e­vance of the author’s the­sis to the con­fer­ence pur­pose and top­ics. Please send abstracts and pro­pos­als by Sun­day, Novem­ber 15, 2015. Notices of accep­tance will be sent by Tues­day, Decem­ber 1, 2015. Mate­ri­als should be sub­mit­ted directly through the con­fer­ence web­site

For more infor­ma­tion and a detailed sched­ule of con­fer­ence events please visit

Presentation Opportunity at the Research Commons

Are you a grad­u­ate stu­dent or post­doc can­di­date look­ing for oppor­tu­ni­ties to present your research? Do you need feed­back on your pre­sen­ta­tion style? Sub­mit a pro­posal BY SATURDAY, OCTOBER 30th for the next Schol­ars’ Stu­dio, Thurs­day, Novem­ber 19th, 4:00 — 6:00 pm at Pre­sen­ta­tion Place in the Research Commons.

This quarter’s theme is Trans­late.  Think about trans­lat­ing words or lit­er­a­ture into music, field record­ings into dig­i­tal schol­ar­ship, teach­ing into per­for­mance, and more.

See our Call for Pro­pos­als 

Join us for the Active Learning Classroom Open House, 11/19, 3:30–4:30pm

Curi­ous about active learn­ing at UW? Want to chat with instruc­tors expe­ri­enced in using the Active Learn­ing Class­rooms? Join us for the Active Learn­ing Class­room open house in Ode­gaard Library. Instruc­tors from across cam­pus will share their expe­ri­ences and active learn­ing strategies.


Who:     Michelle Aver­ill, SPH 381, Depart­ment of Envi­ron­men­tal & Occu­pa­tional Health Sci­ences / Nutri­tional Sciences

Ali­son Crowe, BIOL 401, Biology

Steve Groen­ing, C LIT 397, Com­par­a­tive Lit­er­a­ture, Cin­ema & Media

Sara Lopez, EDUC 210, Education

Linda Martin-Morris, BIOL 355, Biology

Nicole McNi­chols, PSYCH 445, Psychology

When: Thurs­day, Novem­ber 19, 3:30 to 4:30PM

Where: Ode­gaard Library Active Learn­ing Class­room 136

Co-sponsored by Ode­gaard Library, the Cen­ter for Teach­ing & Learn­ing, and UW-IT Learn­ing Technologies.

ALC instruc­tors will lead infor­mal con­ver­sa­tions on teach­ing top­ics of inter­est, such as devel­op­ing stu­dent team­work and pre­sen­ta­tion skills and fos­ter­ing equi­table stu­dent par­tic­i­pa­tion. Bring your device and your active learn­ing ques­tions; par­tic­i­pants can try out the ALC tech­nol­ogy and talk with rep­re­sen­ta­tives from CTL, UW-IT LT and Ode­gaard Library. Refresh­ments will be served. RSVP here (while RSVPs are not required, they are appreciated).

About the ALCs: Ode­gaard Under­grad­u­ate Library fea­tures two state-of-the-art Active Learn­ing Class­rooms, which hold 63 stu­dents and 90 stu­dents. The ALCs are designed to pro­mote peer learn­ing, stu­dent engage­ment, and increased student-instructor contact.

Local Curator Launches Huge Online Index of Innovative Female Composers and Musicians

Way­ward Music cura­tor and Seat­tle musi­cian Steve Peters has cre­ated a web­site ded­i­cated to doc­u­ment­ing women in avant-garde/experimental music and other sonic dis­ci­plines. Titled Many Many Women, the site is a huge and ever-growing resource forexplo­ration and consciousness-raising—and tal­ent book­ing, should you be in the show-promotion busi­ness. It’s also a refu­ta­tion to those who think there’s a dearth of female com­posers and performers.”

Read the full story on the SLOG.

Digital Resources in Musicology

Our friends at Stan­ford Uni­ver­sity have put together a web­site that pro­vides links to sub­stan­tial open-access projects of use to musi­cians and musi­col­o­gists. With a bur­geon­ing num­ber of dig­i­tal resources avail­able, remem­ber­ing titles of sites and path­ways to them can be dif­fi­cult. Dig­i­tal Resources in Musi­col­ogy (DRM) is orga­nized top­i­cally and pro­vides a rapid search tool for spe­cial­ties within het­ero­ge­neous col­lec­tions. Nei­ther the links or their descrip­tions are exhaus­tive. Older projects pre­dat­ing the devel­op­ment of the inter­net are listed at ADAM: Archive of Dig­i­tal Appli­ca­tions in Musi­col­ogy. Curated dig­i­tal and hybrid edi­tions are item­ized at EVE: Elec­tronic and Vir­tual Edi­tions. Harvard’s Online Resources for Music Schol­ars offer a some­what dif­fer­ent, largely com­ple­men­tary mix of projects.

View the full resource.

Register Now for the Essential Research Skills for Music Graduate Students Online Workshop

The Music Library would like to invite you to reg­is­ter for our online Essen­tial Research Skills for Music Grad­u­ate Stu­dents work­shop, Octo­ber 19–23.  The work­shop is designed to walk you through the research process for the exam with a topic of your choice.  Each attendee will come out of the work­shop with a plan of action for prepar­ing for their research.  The work­shop is self-paced over five days and enrollees typ­i­cally spend an hour per mod­ule on the work­shop.   Librar­i­ans will offer per­son­al­ized feed­back on work­shop activ­i­ties so you can get research advice from experts.  Reg­is­tra­tion for the work­shop is open now and will close on Sat­ur­day, the 17th at mid­night.  There are 25 slots avail­able for the work­shop.  You may reg­is­ter at   We look for­ward to see­ing you online.

Can we date revolutions in the history of literature and music?

Human­ists know the sub­jects we study are com­plex. So on the rare occa­sions when we describe them with num­bers at all, we tend to pro­ceed cau­tiously. Maybe too cau­tiously. Dis­tant read­ers have spent a lot of time, for instance, just con­vinc­ing col­leagues that it might be okay to use num­bers for exploratory purposes.”

For the full story, please see The Stone and the Shell.

Visualizing applause in the PennSound archive

What if you could iden­tify the applause in every record­ing in the PennSound archive? With that infor­ma­tion, you might ask who receives the most applause, which poems by a given author are most likely to spur an audi­ence response, and which venues lend them­selves to the warmest recep­tion. In the fol­low­ing we present our ini­tial work toward using machine learn­ing to answer just such questions.”

For the full story, please see Jacket2.