The writings are arranged chronologically, beginning with “Indiana Street,” a vivid autobiographical account of the artist’s early years in Kansas City, Missouri. Have I Reasons includes reflections on Morris’s own site-specific installations; transcripts of seminars he conducted in conjunction with exhibitions; and the textual element of The Birthday Boy, the two-screen video-and-sound piece he installed at the Galleria dell’Accademia in Florence, Italy, on the occasion of the five hundredth anniversary of Michelangelo’s David. Essays range from original interpretations of Cézanne’s Mont Sainte-Victoire paintings and Jasper Johns’ early work to engagements with one of Morris’s most significant interlocutors, the philosopher Donald Davidson. Have I Reasons conveys not only Morris’s enduring deep interest in philosophy and issues of resemblance and representation but also his more recent turn toward directly addressing contemporary social and political issues such as corporate excess and preemptive belligerence.
Virginia Anderson edits the first published collection of these conversations. She pairs each interview with a contextual essay by a contemporary expert that shows how the composer's discussion with Childs fits into his life and work. Together, the interviewees cover a broad range of ideas and concerns around topics like education, notation, developments in electronic music, changing demands on performers, and tonal music.
Innovative and revealing, Interviews with American Composers is an artistic and historical snapshot of American music at an important crossroads.
This study of education for freedmen following Emancipation is the definitive treatment of the subject. Employing a wide range of sources, Robert C. Morris examines the organizations that staffed and managed black schools in the South, with particular attention paid to the activities of the Freedman’s Bureau. He looks as well at those who came to teach, a diverse group—white, black, Northern, Southern—and at the curricula and textbooks they used. While giving special emphasis to the Freedmen’s Bureau school program, Morris places the freedmen’s educational movement fully in its nineteenth-century context, relating it both to the antislavery crusade that preceded it and to the conservative era of race relations that followed.
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