Carolyn Wilson Digital Collections (Lipscomb Univ.)
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Ashcroft School Building
No full textColor picture of the front entrance, 24th Ave. North, of the Ashcroft School Building at the Nashville Christian Institute, which was acquired from the city of Nashville in 1939.https://digitalcollections.lipscomb.edu/nci_build/1007/thumbnail.jp
Childress, Robert
No full textRobert Childress was far more than the custodian for the David Lipscomb Campus School building from 1946 until retiring in 1976. He was one of the reasons students and faculty alike enjoyed coming to school each day. Described as one of the humblest people on campus, he was always courteous, friendly, unassuming, loyal, and dependable. He was diligent and consistent in his work. His smile was infectious, and no task could challenge his positive attitude or his smile. Actions do speak louder than words: By influence he was as effective as any of the most highly trained teachers at Lipscomb.https://digitalcollections.lipscomb.edu/legends/1042/thumbnail.jp
Johnston, David O.
No full textDr. Johnston joined the Lipscomb faculty as assistant professor of chemistry in 1963 and taught until his retirement in 1991. He earned a reputation for excellence through imaginative and innovative teaching methods, motivating students to excellence and teaching them to think critically. He was remarkably successful in guiding students into graduate study, including medical and professional schools. He co-authored numerous chemistry textbooks, advanced to the rank of Justin Potter Distinguished Professor of Chemistry, and exhibited his strong Christian principles in every endeavor. His students often echoed this common refrain: “He was undoubtedly the best teacher I ever had.”https://digitalcollections.lipscomb.edu/legends/1024/thumbnail.jp
Nance, W. Ralph
No full textDr. Nance was among a core of professors responsible for building Lipscomb’s heritage of excellence in science instruction. He joined the physics faculty in 1956, rising to the rank of professor, and also served as assistant to the president and admissions counselor. He personified excellence yet was noted for his kindness, patience, willingness to help struggling students who wanted to achieve, and his support of Bison athletics. He encouraged students to pursue Christlikeness in his classes and through leadership at Natchez Trace Church of Christ. He was a true “student’s friend.” He retired in 1992, after which he continued to teach as an adjunct professor.https://digitalcollections.lipscomb.edu/legends/1016/thumbnail.jp
Pittman, S. P.
No full textFrom setting foot on campus as a student in 1892 until his death in 1965, S. P. Pitman was an almost constant fixture on the Lipscomb campus. He spent his life teaching oratory and Bible to such Lipscomb students as B. C. Goodpasture, Charles R. and G. C. Brewer, and H. Leo Boles. Respected among colleagues as a thorough scholar, he always had time to talk with a student and often helped students in financial need from his own pocket. Free from envy, malice, and possessing a forgiving spirit, S. P. Pitman was a shining light to Lipscomb students, faculty, staff and alumni.https://digitalcollections.lipscomb.edu/legends/1012/thumbnail.jp
“Duet Me”: Music Theory Pedagogy in the Age of Social Media
Get PDFIn this article, I outline a possible use of social media platforms in the music theory and ear-training classroom using a model assignment on (but not exclusive to) TikTok. I show how students can work collaboratively and musically in a platform they may use in everyday life to promote collaboration and engagement with musics and people outside the walls of the university. From this study, I extrapolate themes that illustrate both the benefits and pitfalls of social media use (pedagogically and otherwise). The first section situates social media platforms among the variety of technologies used in theory classrooms in the last seven years (2017–2024). I then present the assignment called “Duet Me\u27\u27 that I designed and implemented in theory courses that asks students to engage with creators on TikTok in a creative and collaborative setting. With the extensive number of examples I have collected over two years, I interpret the results into three large categories—parody, improvisation, and new composition—and discuss the learning outcomes, musical choices, and student feedback. I conclude with a discussion of the role of social media broadly as it relates to student engagement and online music-making, to show how technology and media can play a role in carefully crafting public and/or community-minded musical experiences for our students and bring forth opportunities for conversations and collaborations concerning identity and race
The Heyman Project: A Multimedia Anthology for the Undergraduate Classroom
Get PDFThe Heyman Project is a multimedia anthology designed for flexible use throughout the undergraduate core music theory curriculum. It is also appropriate for use in high school music theory classes. Featuring music by American composer Katherine Ruth Heyman (1872-1944), the resource consists of four pdf documents: a student packet and a sample worksheet/lesson, along with instructor’s editions of the same documents. The student packet contains sheet music for 13 songs, each preceded by a brief note giving historical and/or theoretical background. The worksheet, designed for a first-year theory class, features the song “Elysion,” and focuses on diatonic modes, melodic construction, and embellishing tones, with a review of chord identification. The documents are accompanied by a supplementary website that houses the following: audio files with world-premiere recordings of all 13 songs, a spreadsheet listing theoretical concepts in the songs, a biography of the composer, and information about the recordings and performers. The instructor score packet, available by request, adds annotated versions of the same pieces and more detailed notes about how each piece might be used in the classroom
Applications of Information Literacy to Teaching Independent Music Analysis
Get PDFUndergraduate and graduate music students learn many tools beneficial for music analysis, and they practice applying these tools to music in their music theory classes. However, they often struggle to perform useful analysis on their own without the guidance of an instructor. They can have trouble understanding that analysis should communicate their personal interpretation of a work, and they may not realize that independent analysis usually requires some preparatory work (analytical research),such as discovering if others have analyzed the work and learning new analytical methods. This article shows that there is a strong connection between various steps in the music-analytical process and information literacy, as presented in the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education(“Framework”). It takes several tenets from information literacy and demonstrate show they map onto analysis and analytical research, using the Framework to structure this discussion. Eight short, practical mini- lesson plans are included, along with brief discussions of their purposes and student feedback regarding their effectiveness
The Ktisis of the Early Christian Kourion: The Cosmic Symbolism of the Mosaics in the House of Eustolios and the Emergence of Christian Kourion
Get PDFThis 2024 Doctor of Philosophy with a Concentration in Ancient Near Eastern Archaeology dissertation at Lipscomb University discusses how the fourth and fifth centuries AD comprise a crucial transitional period in the history of Western Civilization. With the legalization and triumph of Christianity, the Roman Imperial world was, in time, entirely transfigured in all sectors of human life – the religious, the social, the political, and the economic. For the archaeologist in particular, the changes to the configuration and orientation of the urban space of the classical cities that abundantly dotted the shores of the Eastern Mediterranean are high upon this list of transformations. During these centuries, the classical city or polis of antiquity would begin to fade, giving way to the emergence of the Episcopal city that would long last into the Middle Ages.
Amidst this period of transition resides the ancient city of Kourion, located on the southern coast of the island of Cyprus. Having been destroyed in the late fourth century AD by an earthquake(s) and subsequently revitalized at the beginning the fifth century AD, the ancient city of Kourion uniquely stands as a site in which the transition of the city occurred swiftly, taking place within a matter of decades; in contrast to other cities in the Eastern Roman Empire, which experienced a gradual transformation in their composition and arrangement over the course of several centuries.
Arguably, one of the key monuments and sources of historical information concerning this period of transition at Kourion are the House of Eustolios and the opulent mosaics and tessellated inscriptions that adorn its floors. As this dissertation argues, these mosaics provide, from the perspective of the Christian inhabitants, a narrative of the transition of the city of Kourion from a classical city centered around Apollo Hylates and his nearby sanctuary to a Christian (or Episcopal) city centered around Christ and His Church. As such, the ultimate aim of this dissertation is to understand this stone-laid narrative by undertaking a contextual analysis of ix these mosaics and inscriptions through both archaeological and historical source material. By placing the House of Eustolios and its mosaics in their archaeological, historical, theological, and cosmological context, the narrative and symbolic intent behind the mosaics will be revealed; thereby providing insight into the manner in which the inhabitants of Kourion perceived the transformation of their city as well as providing a better understanding of the choices behind the marked and symbolic changes to the urban landscape of Kourion in the fifth century AD