Jean and Alexander Heard Library

Social/Musical identity:
male female
courtesan composer theorist singer instrumentalist patron
actor/actress audience amateur courtier bourgeois professional
child adolescent adult apprentice journeyman master
beginner advanced student expert choir boy/girl novice monastic

court city/urban village rural monastery
cathedral local/native traveler foreigner outsider (religious minority/restricted group)

general education music as a liberal art philosophies of education
music as a social skill music as a source of income literacy
Teaching of composition:
chant rhythm proportions modes counterpoint composition
Teaching of performance:
lessons apprenticeship household instruction fairs repertory improvisation ornament
Music in religious practice:
organ chaplain monastic congregation educational aspects of religion
Music in formal education structures:
grammar school university choir school/maitrise Lutheran schools finishing schools

Materials of music:
music prints treatises student notebooks performance guides scores/tablatures
manuscripts instruments marginalia non-music books images textbooks

Flourished (Dates for the people, the encounter, the treatise, etc.):
medieval 1450s 1460s 1470s 1480s 1490s
1500s 1510s 1520s 1530s 1540s 1550s 1560s 1570s 1580s 1590s
1600s 1610s 1620s 1630s 1640s 1650s

Geographic region discussed:
General (no specific area or more than 3 areas)
Ancient World
British Isles France Germany Iberia Italy
Switzerland Low Countries Eastern Europe Scandinavia Americas Other

Illustrations/primary source type:
ms illuminations woodcut sculptures notation and scores
treatise extracts legal/financial documents contracts letters/diaries
wills manuscripts incunabula (early printed books) dedications
lesson book instrument teacher

Jean and Alexander Heard Library  Anne Potter Wilson Music Library
Blair School of Music  Vanderbilt University
Copyright © 2007 Jean and Alexander Heard Library, Vanderbilt University

MIML is funded through the generous support of the National Endowment for the Humanities.
The recommendations provided in this website reflect the judgement of the authors and do not
necessarily represent the opinion of the National Endowment for the Humanities.