Skip to main content

Box 21

 Container

Contains 22 Results:

New Music forum, correspondence, musicians, 1994 - 1995

 File — Box: 21, Folder: 21
Identifier: M161.03
Scope and Contents From the Series:

Schwartz’s teaching files and course materials are in the Subject Files series. Most of the series is topical subject files on composers, classical music eras, twentieth-century music, and other topics that are the subject of Schwartz’s music classes at Bowdoin. Some files were grouped together following course number by Schwartz while others are more assorted resources on a particular theme. The series makes up most of the collection and is arranged alphabetically.

Dates: 1994 - 1995
Found in: George J. Mitchell Department of Special Collections & Archives, Bowdoin College Library, Brunswick, Maine 04011 / Elliott Schwartz papers / Subject Files

New Music, Tom Johnson, 1978

 File — Box: 21, Folder: 22
Identifier: M161.03
Scope and Contents From the Series:

Schwartz’s teaching files and course materials are in the Subject Files series. Most of the series is topical subject files on composers, classical music eras, twentieth-century music, and other topics that are the subject of Schwartz’s music classes at Bowdoin. Some files were grouped together following course number by Schwartz while others are more assorted resources on a particular theme. The series makes up most of the collection and is arranged alphabetically.

Dates: 1978
Found in: George J. Mitchell Department of Special Collections & Archives, Bowdoin College Library, Brunswick, Maine 04011 / Elliott Schwartz papers / Subject Files

Acknowledgment of non-neutrality

The George J. Mitchell Department of Special Collections & Archives, like all archives and special collections libraries, is the creation of human beings who have collected, organized, and described things in ways that reflect personal, cultural, societal, and institutional biases. Although we strive to preserve and present collections in a manner that is respectful to the individuals and communities who create, use, and are represented in the collections, we acknowledge that our systems are neither neutral nor perfect. We encourage you to let us know if you encounter materials, descriptive language, or practices that are offensive or harmful, particularly those for which inadequate context or warning is offered. We are committed to modifying and updating our descriptive practices to use respectful and inclusive terminology and appreciate your help in this work. We look forward to supporting you in your research and learning together.