Introductory Undergraduate Course Research Articles

Statistics and Society. Data Collection and Interpretation.

Revised and updated (first edition, 1972) textbook for an introductory undergraduate course for non-mathematics majors illustrates how statistics and society interact, as well as statistics' relationship to mathematics and computer science. Includes end-of-chapter problems and an appendix with exami

The Current Ethnomusicology Curriculum in Canadian Universities

review of the programs in ethnomusicology offered at Canadian universities early in 1972 yields an impression of a threefold division in the quality of academic activity. Firstly, there are very few universities which offer major graduate and undergraduate courses in ethnomusicology, and these few will be listed below in a primary category. Secondly, there is a group of universities across Canada where the formal music history programs may be extensive and where the sodio-cultural context of music is considered without specific use of ethnomusicological data. In others only one or two courses may be offered in Canadian folk music or in folk music related to the resident ethnic minorities of Canada. Moreover, at some universities one can find introductory undergraduate courses in communication, music and culture, and folklore, while references to ethnomusicology may be interwoven, at the discretion of the instructor, with other courses in anthropology, sociology, and fine arts. It is here, within such diverse programs, that one would like to see a fuller development of ethnomusicology as a discipline. At these universities instruction in musical instruments could be broadened to include

A Prep School Experiment in Art-History

Art-historians responsible for teaching college undergraduate introductory art-history courses in the United States have the common experience of facing students who have previously had insufficient exposure, or none at all, to significant or important works of art. The majority of incoming college students are not yet able to recognize the first-rate in most creative categories of human endeavor. In literature they may occasionally have begun to possess enough familiarity with original works of importance to have a foundation on which to build useful and rewarding standards of judgment, and to nourish an awakening capacity for enjoyment. But in the areas of architecture, sculpture, painting, and the so-called lesser arts, their ignorance constitutes an unmapped wilderness almost wholly unexplored.

A Prep School Experiment in Art-History

Art-historians responsible for teaching college undergraduate introductory art-history courses in the United States have the common experience of facing students who have previously had insufficient exposure, or none at all, to significant or important works of art. The majority of incoming college students are not yet able to recognize the first-rate in most creative categories of human endeavor. In literature they may occasionally have begun to possess enough familiarity with original works of importance to have a foundation on which to build useful and rewarding standards of judgment, and to nourish an awakening capacity for enjoyment. But in the areas of architecture, sculpture, painting, and the so-called lesser arts, their ignorance constitutes an unmapped wilderness almost wholly unexplored.