QCGU Style&Research Guide2009

Queensland Conservatorium
Style and Research Guide
7th edition by
Olga Lipsky (Educational Products & Services)
& Catherine Hodgson (EP&S)
Contributors:
Gregg Howard
Kathy Watson
Information Services
Griffith University
2009
Table of Contents
KEY REFERENCE SOURCES ...................................................................... 1

BASIC SOURCES ........................................................................................................................1
BIBLIOGRAPHIES OF MUSIC LITERATURE ..........................................................................29
BIBLIOGRAPHIES OF MUSIC ..................................................................................................31
THEMATIC CATALOGUES ......................................................................................................35
MUSIC RESEARCH...................................................................................................................37
LIBRARY CATALOGUE.............................................................................. 43
TIPS ..........................................................................................................................................43
BROWSE IN INDEX .................................................................................................................43
SEARCH FOR KEYWORDS ......................................................................................................45
ADVANCED SEARCH ..............................................................................................................45
REFINE SEARCH .....................................................................................................................46
MARKING RECORDS ..............................................................................................................47
MUSIC SEARCHES USING OPUS NUMBERS OR THEMATIC INDEX NUMBERS.................48
OTHER LIBRARY CATALOGUES............................................................................................48
JOURNAL ARTICLES ................................................................................. 49
WHY USE JOURNAL ARTICLES? ............................................................................................49
JOURNALS ................................................................................................................................49
MAGAZINES ............................................................................................................................49
WHAT JOURNALS DOES THE CONSERVATORIUM LIBRARY HAVE? .................................50
HOW DO I FIND JOURNALS IN THE LIBRARY?....................................................................50
HOW TO LOCATE JOURNAL ARTICLES ................................................................................51
OTHER SOURCES OF JOURNAL ARTICLES ...........................................................................51
DATABASES ............................................................................................... 52
WHAT ARE DATABASES? .......................................................................................................52
ACCESS.....................................................................................................................................52
RESEARCH FOR ASSIGNMENTS ............................................................. 63
PATHFINDER TO INFORMATION ..........................................................................................63
DEVELOPING A SEARCH STRATEGY ...................................................................................65
DIRECTIVE WORDS................................................................................................................65
CONCEPTS AND KEYWORDS ................................................................................................67
TRUNCATION ..........................................................................................................................68
BOOLEAN LOGIC, AND, OR, NOT ...................................................................................69
MODIFYING A SEARCH STRATEGY ......................................................................................70
THINKING BROADLY ABOUT SEARCH RESULTS ................................................................70
EVALUATING RESOURCES ....................................................................................................70
EFFECTIVE READING ................................................................................ 72
ACTIVE READING ..................................................................................................................72
EFFECTIVE READING STRATEGIES .....................................................................................72
CRITICAL READING ...............................................................................................................73
NOTE TAKING ............................................................................................ 74
WHY TAKE NOTES?...............................................................................................................74
WHAT SHOULD YOU NOTE?................................................................................................74
ORGANISING YOUR NOTES .................................................................................................75
CONCEPT MAPS ......................................................................................................................75
NOTE TAKING AT LECTURES ...............................................................................................76
NOTE TAKING FROM WRITTEN SOURCES..........................................................................77
KEEPING A RECORD..............................................................................................................77
ACADEMIC WRITING ................................................................................. 78
ANALYSE THE QUESTION .....................................................................................................78
IDENTIFY THE MAIN ELEMENTS OF THE QUESTION .......................................................79
DEVELOP YOUR POSITION OR ARGUMENT .......................................................................79
DEVELOP A WRITING PLAN .................................................................................................80
ORGANISE YOUR IDEAS........................................................................................................80
DEVELOP AN ESSAY OUTLINE.............................................................................................80
STYLE GUIDE ............................................................................................. 83
ASSIGNMENT PRESENTATION ..............................................................................................83
PLAGIARISM ............................................................................................................................86
APA STYLE .............................................................................................................................87
MUSIC EXAMPLES ................................................................................... 102
USES OF MUSIC EXAMPLES .................................................................................................102
LAYOUT .................................................................................................................................102
LABELLING ...........................................................................................................................103
MUSIC COPYRIGHT ................................................................................. 104
COPYRIGHT AND MUSIC .....................................................................................................104
UNAUTHORISED COPYING .................................................................................................104
TYPES OF MUSIC COPYRIGHT ............................................................................................104
DURATION OF COPYRIGHT ................................................................................................105
FAIR DEALING .....................................................................................................................105
MORE INFORMATION ..........................................................................................................105
INDEX ........................................................................................................ 106
Key Reference Sources
This chapter will examine some of the more important music reference sources to be
found in the Reference Collection of the Queensland Conservatorium Library.
The Reference Collection is a small collection of materials, mainly books, which are
designed to provide convenient and ready access to information. Material in the
Reference Collection is not for loan.
This chapter will divide the material into three types:
• basic sources;
• bibliographies of music literature;
• bibliographies of music.
Basic Sources
Dictionaries and Encyclopedias
• These are reference works in which subjects are arranged alphabetically.

• Dictionaries are helpful as quick references for basic information at the start of a
research project or assignment.
• Although generally derivative, dictionaries often differ in their factual
information as well as in their breadth of coverage. Reference to various
dictionaries is advisable.
• The usefulness of a dictionary is judged mainly on its factual detail,
completeness of coverage, and clarity of presentation.
There are different categories of dictionaries. This chapter will examine some of those
that deal with:
• biographical information;
• terms;
• miscellaneous.
The New Grove Dictionary of Music and Musicians

The most famous musical dictionary in the English language is:
Sadie, S. (Ed.). (2001). The new Grove dictionary of music and musicians (2nd ed., Vols 1-29).
London: Grove.
1
Key Reference Sources Style and Research Guide
• This remarkable work aims to bring together in one alphabetical order all of the
most important information on music history, theory and practice, instruments
and terms.
• The longer biographical entries include lists of works and extensive
bibliographies to lead you to further information.
• The New Grove Dictionary of Music and Musicians is available online via
Databases and is called Grove Music Online.
Biographical
entry
2
Style and Research Guide Key Reference Sources
The “Works” list provided at the end of many biographies vary from basic lists of works
to quite extensive tables. The tables provide a wealth of information about the works
they list depending on the composer and type of music.
Table of works
3
Bibliography
Features of the second edition include:
• 29 volumes including an index volume;

• over 9000 newly commissioned articles;
• extensive coverage of world musics;
• jazz, rock, popular and light music;
• new 20th century performers.
4
Baker's Biographical Dictionary of Musicians

Baker, T. (1992). Baker's biographical dictionary of musicians. Revised by Nicolas Slonimsky
(8th ed.). New York: Schirmer.
Baker's is the most authoritative and extensive biographical dictionary in English.
It focuses mainly on musicians and musical figures in the world of "art music", e.g.
composers, performers, scholars, critics etc.
Biographical
entry
Bibliography
Because Baker's Biographical Dictionary of Musicians is only updated every ten

years or so, it does not include the most contemporary information.
5
International Who's Who in Classical Music

International Who’s Who in Popular Music
International who's who in classical music. (2006). (22nd ed.). London: Europa.
International who's who in popular music. (2006). (8th ed.). London: Europa.
The International Who's Who in … is published yearly in two volumes. Volume 1

covers the classical and light classical fields. It includes:
• information on over 8,000 musicians, musicologists, music critics, managers,

publishers, librarians, and others in the field;
• addresses of people covered;
• Australians are included;
• appendices include festivals, major competitions and awards.
6
Australian
biographical
entry
Contact
address
Volume 2 covers popular music contains information on over 5,000 individuals in the
fields of pop, rock, folk, jazz, blues and country music. It includes:
• addresses of people covered;

• information about Australians;
• appendices include music publishers management companies and agents and
festivals.
7
The Harvard Dictionary of Music

Randel, D. M. (Ed.). (2003). The Harvard dictionary of music (4th ed.). Cambridge, MA:
Belknap Press of Harvard University Press.
This is the standard reference work in English for information about terms, and
provides accurate and pertinent information on all musical topics.
Term
8
The Oxford Dictionary of Music

For comparison, look at
Kennedy, M. (1994). The Oxford dictionary of music (2nd ed.). Oxford: Oxford University
Press.
You will see how much briefer this entry is...
Term
Both dictionaries are useful. It just depends on what you need.
Many music dictionaries are organised around a single subject or interest. There are
specialist dictionaries focusing on jazz or popular music, opera, instruments or the
music of particular countries.
9
Rhinegold Dictionary of Music in Sound
Bowman, D. (2002). Rhinegold dictionary of music in sound (Vols. 1-2 + 3 CDs). London:
Rhinegold.
Definitions of musical terms (v.1) illustrated with examples from scores (v.2) and
recorded extracts (3CDs).
Term
10
The following section will examine examples of specialist dictionaries in the following
areas:
• popular music;
• jazz and blues;
• opera;
• music of a particular country;
• world music.
Popular Music
Works in this genre have increased quite dramatically over the last few years as more
research is done in the area. Major works are:
Shepherd, J., Horn, D., Laing, D., Oliver, P., & Wicke, P. (Eds.). (2003). Continuum
encyclopedia of popular music of the world (Vols. 1-12). London: Continuum.
Larkin, C. (Ed.). (2006). The encyclopedia of popular music (4th ed., Vols. 1-10). London:
Muze U.K.
Gammond, P. (1991). The Oxford companion to popular music. Oxford: Oxford University
Press.
Continuum Encyclopedia of Popular Music of the World

A comprehensive encyclopedia, to be completed in twelve volumes. Contains

information on individuals, groups, musical instruments and performance styles and
techniques.
Some volumes still to be published.
11
Bibliography
12
The Encyclopedia of Popular Music

Muze U.K.
The Encyclopedia of Popular Music contains entries on significant people, groups,

terms, musicals etc., of the period from the '20s to the present day, with perhaps a
greater emphasis on the post '60s era.
• It includes jazz.
• It lists albums.
• Names of people mentioned elsewhere in the dictionary are highlighted.
• There is reference to further reading.
Biographical
entry
13
People with
entries in
Encyclopedia of
Popular Music
Albums
Further
reading
NOTE: This resource is available online from University networks. Please refer to p.55
for information about the electronic version of this resource.
14
The Oxford Companion to Popular Music

Press.
The Oxford Companion to Popular Music is a good tool for brief information on
musical theatre, folk-music, jazz and pop music. It has particularly useful indexes to
people, groups, shows, films, songs and albums referred to throughout the book.
Song title
15
The number beside the song title 'Sound of Silence' refers to the page number.
Song title
Page number
16
Jazz and Blues
The New Grove Dictionary of Jazz
Kernfeld, B. (Ed.). (2002). The new Grove dictionary of jazz (2nd ed., Vols. 1-3). London:
Grove.
The New Grove Dictionary of Jazz is the first truly scholarly dictionary on jazz. The
dictionary includes a comprehensive treatment of terminology and theory, articles on
musical instruments, record labels, festivals, venues, films and institutions.
• It focuses on jazz but not on related popular and commercial music.

• It covers the period from the genesis of jazz music - principally from black
Americans at the turn of the 20th century - to the present.
• There are bibliographies for almost every article.
• There are selected lists of recordings.
• All entries are signed.
17
Biographical Bibliography Recordings

entry
Signed entries
18
Encyclopedia of the Blues

Komara, E. (Ed.). (2006). Encyclopedia of the blues (Vol. 1-2). New York: Routledge.
The Encyclopedia of the Blues is an authoritative encyclopedia on the blues as a

musical form. It covers performers, musical styles, regions, record labels and cultural
aspects of the blues, including the issues of race and gender.
Bibliography Signed entries
19
Opera
The New Grove Dictionary of Opera
Sadie, S. (Ed.). (1992). The new Grove dictionary of opera (Vols. 1-4). London: Macmillan.
This dictionary, like its parent, The New Grove Dictionary of Music and Musicians:
• contains both terms and biographical information;

• is an interesting departure from the other Grove dictionaries in that it includes
entries on particular works, which give historical information and a plot outline;
• biographical articles have bibliographies at the end.
20
Opera title
Historical Plot outline

information
21
Biographical
entry
Bibliography
22
Chamber Music
Cobbett’s Cyclopedic Survey of Chamber Music
Cobbett, W. W. (Ed.). (1963). Cobbett's cyclopedic survey of chamber music (2nd ed., Vols. 1-3).
London: Oxford Unversity Press.
Critical, historical and analytical survey of chamber music (for three to nine solo
instruments). Includes biographical and subject coverage
Music example
Contributor
23
The Literature of Chamber Music
Cohn, A. (1997). The literature of chamber music (2nd ed., Vols. 1-4). London: Oxford
University Press.
Encyclopedia A-Z by composer. Analyses of chamber music from Baroque to present

day.
Composer
24
Music of a Particular Country
The Oxford Companion to Australian Music

Bebbington, W. (1997). The Oxford companion to Australian music. Melbourne: Oxford
University Press.
The first comprehensive reference book on Australian music, The Oxford Companion
to Australian Music, combines an account of music in Australia with biographical
information on its musicians. At the end of many of the entries there are references to
further reading, notes and recordings
.
Biographical
entry
Bibliography
25
Currency Companion to Music & Dance in Australia
Whiteoak, J., & Scott-Maxwell, A. (Eds.). (2003). Currency companion to music & dance in
Australia. Sydney: Currency House.
A general reference work on music and dance in Australia, rather than Australian music
and dance. Arranged alphabetically by subject. Each article includes a bibliography.
Further
reading
26
World Music
The Garland Encyclopedia of World Music

There are a number of reference sources for world music, most notably among them:
Nettl, B., Stone, R., Porter, J., & Rice, T. (Eds.). (1998-2002). The Garland encyclopedia of
world music (Vols. 1-10). New York: Garland.
The Garland Encyclopedia of World Music is a scholarly and comprehensive 10

volume work covering an extensive range of world cultures. Each chapter is written by
experts in their field. The music of each region is discussed within the cultural context
of that region. This work is indispensable for students of world music. Each volume
except volume 10 includes a CD of musical examples referred to in the text.
Chapter title
Chapter author
Chapter
coverage
This resource is also available online from University networks.
27
Music in Latin America and the Caribbean: An Encyclopedic

History
Kuss, M. (Ed.). (2004). Music in Latin America and the Carribean: An encyclopedic history
(Vols. 1-4). Austin: University of Texas Press.
A comprehensive history, to be completed in four volumes, of the music of the peoples

of Central America, Mexico and the Caribbean.
28
Bibliographies of Music Literature

Music bibliography is the study and description of musical documents and of the
literature about music.
In this section we will look at the literature about music. Such works can cover a wide
variety of areas: writings about a particular period in music, about individual composers,
about music education, or about the music of a particular country, just to give a few
examples.
It would be impossible to include all these resources here, so we will examine three
selected works in constant use.
Annotated Bibliographies
An annotated bib is a bib in which each citation contains a brief description or summary
of rhe contents.
Music Analyses: An Annotated Guide to the Literature

Diamond, H. J. (1991). Music analyses: An annotated guide to the literature. New York:
Schirmer.
The principal use of this book is to find analyses on particular compositions of Western
art music.
• The arrangement is by composer and then by work.

• Music Analyses: An Annotated Guide to the Literature cites and describes
analytical literature.
• It includes books, periodicals, and dissertations.
• Dissertation numbers are provided.
29
Citation Composer Journal title
Book title
Description
Works
Dissertation
number
30
Bibliographies of Music
This section deals with bibliographies of musical scores as distinct from the literature about
music.
These sources are designed for the musician who has a specific objective in view;
namely, the selection of material for performance purposes, whether for solo or
ensemble use.
Orchestral Music: A Handbook

Daniels, D. (2005). Orchestral music: A handbook (4th ed.). Lanham, MD: Scarecrow Press.
Orchestral Music: A Handbook contains not only information about music for
orchestra, but also music for chorus, solo voices and solo instruments.
• Entries are arranged by composer.

• Each entry gives information on instrumentation, duration and publisher.
• Particularly useful are the lists of works by instrumentation.
• Included are lists of orchestral works by duration, and lists of composers by
nationality or ethnic group
31
Composer Publisher
Instrumentation
Duration
32
Repertoire for the Solo Voice: A Fully Annotated Guide to

Works for the Solo Voice Published in Modern Editions and
Covering Material from the 13th Century to the Present Day
Espina, N. (1977). Repertoire for the solo voice: A fully annotated guide to works for the solo voice
published in modern editions and covering material from the 13th century to the present day
(Vols. 1-2). Metuchen, NJ: Scarecrow Press.
The Repertoire for the Solo Voice... is one of the most useful tools for singers.
Entries include information on:
• source of text;
• vocal range;
• difficulty of accompaniment;
• general style and musical and vocal requirements of the song.
33
Source of text
Vocal range Difficulty of Musical style and

accompaniment vocal requirements
34
Thematic Catalogues
A thematic catalogue (also known as a thematic index) is an index or guide to a body of
musical works, such as the collected works of a composer. It is a systematic
arrangement (often in chronological order) of the published and unpublished works of
the composer.
Each work is given a unique identifying number. This can be an opus number, e.g.
op.25, or an alphanumeric code, e.g. K.466, BWV565, etc.
Op.25 Opus = work (Latin)
K.466 The alphabetic character may denote the first letter of the compiler’s name.
e.g. K. = Köchel (Mozart’s compiler)
466 = Piano concerto no.20 in D minor.
BWV565 The first letter represents the composer’s surname.

e.g. B = Bach
WV = Werke Verzeichnis (German)
565 = Toccata in D minor for organ
TWV32:3 e.g. T = Telemann

WV = Werke Verzeichnis (German)
32:2 = Solo in C for harpsichord
A thematic catalogue usually includes some of the following features:
• Title;
• Incipits (= opening notes – Latin) of each movement of work;
• Instrumentation;
• Date(s) of composition;
• Performance date(s);
• Manuscript sources;
• Publication date(s);
• Dedication;
• Related works;
• Literature.
35
Thematic Catalogues in Music: An Annotated Bibliography

Brook, B. S., & Viano, R. (1997). Thematic catalogues in music: An annotated bibliography.
Annotated reference tools in music no.5 (2nd ed.). Stuyvesant, NY: Pendragon
Press.
36
Music Research
Music Reference and Research Materials: An Annotated
Bibliography
Duckles, V. H., & Reed, I. (1997). Music reference and research materials: An annotated
bibliography. Michael A. Keller, advisory editor. Indexed by Linda Solow Blotner
(5th ed.). New York: Schirmer Books.
A comprehensive guide to over 3,500 key reference sources, it is categorised by source

into chapters. Sources include: dictionaries and encyclopedias; histories and
chronologies; sources of systematic and historical musicology; bibliographies of music,
music literature and music business; catalogues of libraries and musical instrument
collections; discographies, yearbooks, directories and electronic resources.
37
Historical Sets, Collected Editions and Monuments of Music:

A Guide to Their Contents
Heyer, A. H. (1980). Historical sets, collected editions and monuments of music: A guide to their
contents (3rd ed., Vols 1-2). Chicago: American Library Association.
A guide to the contents of principal anthologies of music, including the complete works
of prolific composers and the content of sets, including publisher’s series.
38
Sourcebook for Research in Music

Crabtree, P. D., & Foster, D. H. (2005). Sourcebook for research in music. Revised and
expanded by Allen Scott (2nd ed.). Bloomington IN: Indiana University Press.
Information about music resource materials, such as bibliographical tools, dictionaries,

encyclopedias, research journals and online sources. Emphasis is on English language
resources, although other essential resources in other languages are included.
39
Oxford History of Western Music

Taruskin, R. (2005). The Oxford history of western music (Vols 1-6). Oxford: Oxford
University Press.
Taruskin’s provides a scholarly, yet individual and critical perspective of the history of
Western music. Volumes 4-5 concentrate specifically on the history of music in the 20th
Century. Volume 6 contains an index, chronology and bibliography.
40
Reference List
The following key reference sources were used to illustrate this chapter:
Baker, T. (1992). Baker's biographical dictionary of musicians. Revised by Nicolas Slonimsky

(8th ed.). New York: Schirmer.
Bebbington, W. (1997). The Oxford companion to Australian music. Melbourne: Oxford

University Press.
Bowman, D. (2002). Rhinegold dictionary of music in sound (Vols. 1-2 + 3 CDs). London:
Rhinegold.
Brook, B. S., & Viano, R. (1997). Thematic catalogues in music: An annotated bibliography.
Annotated reference tools in music no.5 (2nd ed.). Stuyvesant, NY: Pendragon
Press.
Cobbett, W. W. (Ed.). (1963). Cobbett's cyclopedic survey of chamber music (2nd ed., Vols. 1-3).
London: Oxford Unversity Press.
Cohn, A. (1997). The literature of chamber music (2nd ed., Vols. 1-4). London: Oxford
University Press.
Crabtree, P. D., & Foster, D. H. (2005). Sourcebook for research in music. Revised and
expanded by Allen Scott (2nd ed.). Bloomington IN: Indiana University Press.
Daniels, D. (2005). Orchestral music: A handbook (4th ed.). Lanham, MD: Scarecrow Press.
Diamond, H. J. (1991). Music analyses: An annotated guide to the literature. New York:
Schirmer.
Duckles, V. H., & Reed, I. (1997). Music reference and research materials: An annotated
bibliography. Michael A. Keller, advisory editor. Indexed by Linda Solow Blotner
(5th ed.). New York: Schirmer Books.
Espina, N. (1977). Repertoire for the solo voice: A fully annotated guide to works for the solo voice
published in modern editions and covering material from the 13th century to the present day
(Vols. 1-2). Metuchen, NJ: Scarecrow Press.
Press.
Heyer, A. H. (1980). Historical sets, collected editions and monuments of music: A guide to their
contents (3rd ed., Vols 1-2). Chicago: American Library Association.
International who's who in classical music. (2006). (22nd ed.). London: Europa.
International who's who in popular music. (2006). (8th ed.). London: Europa.
Kennedy, M. (1994). The Oxford dictionary of music (2nd ed.). Oxford: Oxford University
Press.
41
Kernfeld, B. (Ed.). (2002). The new Grove dictionary of jazz (2nd ed., Vols. 1-3). London:
Grove.
Komara, E. (Ed.). (2006). Encyclopedia of the blues (Vol. 1-2). New York: Routledge.
Kuss, M. (Ed.). (2004). Music in Latin America and the Carribean: An encyclopedic history
(Vols. 1-4). Austin: University of Texas Press.
Muze U.K.
Nettl, B., Stone, R., Porter, J., & Rice, T. (Eds.). (1998-2002). The Garland encyclopedia of
world music (Vols. 1-10). New York: Garland.
Randel, D. M. (Ed.). (2003). The Harvard dictionary of music (4th ed.). Cambridge, MA:
Belknap Press of Harvard University Press.
Sadie, S. (Ed.). (2001). The new Grove dictionary of music and musicians (2nd ed., Vols 1-29).
London: Macmillan.
Sadie, S. (Ed.). (1992). The new Grove dictionary of opera (Vols. 1-4). London: Macmillan.
Taruskin, R. (2005). The Oxford history of western music (Vols 1-6). Oxford: Oxford
University Press.
Whiteoak, J., & Scott-Maxwell, A. (Eds.). (2003). Currency companion to music & dance in
Australia. Sydney: Currency House.
42
Library Catalogue
The Library catalogue contains records for all items held in all campus libraries. It is
available at:
www.griffith.edu.au/ins/catalogue/
and then click in the navigation bar.
Alternatively, from the Griffith University home page click Library and computing
services. Then, from the Information Services home page, click Library Catalogue.
There are a number of options for searching for information in the catalogue: browsing,
keyword searching, refining a search, e.g. for a particular format, such as scores, sound
recordings, etc.., and advanced search options.
Tips
When searching for authors, enter surname first, then other names, e.g. Stolba, K.
Marie.
When searching for titles, omit the first word if it is a definite or indefinite article, such
as ‘A’, ‘The’, “La’ ‘Le’, etc. For example use:
Well-tempered clavier
and not:
The Well-tempered clavier.
For more information about searching the catalogue, placing and cancelling holds,
renewing loans etc., click , then click Help Topics for a list of
help options.
Browse in Index
Browse searching enables you to search for headings that start with the word or phrase
entered. An alphabetical list of matching headings is displayed. You can browse by
title, author, subject, series, call number or course code.
43
Library Catalogue Style and Research Guide
To limit search by campus:

Open the library catalogue.
Click to display the Choose Collection page.
Click the required campus.
To browse the catalogue:

Click to display the Browse page.
Click to display a drop down list of browse options and select the required
option.
Type the required term and click .
A list of results matching the browse criteria is displayed.
From the displayed result list, click the required reference to display more
information.
Figure 1: Record Display
44
Style and Research Guide Library Catalogue
Search for Keywords

To search by keywords:
Click to display the Simple Keyword Search page.
Click to display a drop down list of fields and select the required field.
A list of results matching the search criteria is displayed.
information.
Advanced Search
The advanced search option enables you to combine searching in different fields, such
as author and title.
To use advanced search options:

Click to display the Simple Keyword Search page.
Click to display the Advanced Keyword Search page.
Type the required term.
Click to display a drop down list of Boolean options: and, or not. Select the
required option.
information.
45
Figure 2: Advanced Keyword Search
Refine Search
It is also possible to further refine a search by language, date or material type.
To refine a search:
Enter a search.
Click to display the Refine Search options.
Type the required date in the Date window or
click in the Language window to select the required language or
click in the Material window to select the required material.
Click ..
information.
46
Style and Research Guide Library Catalogue
Figure 3: Refining a Search
Marking Records
You can mark items from the results list by clicking .
Click to deselect unrequired items.
Marked items can then be saved, printed or mailed as required.
To save marked records:

Open the library catalogue and run a search as required.
Mark required records then click .
Click .
Select File, Save As to display the Save dialog box.
Specify a location for the file and click .
To print marked records:

Click .
Select File, Print to display the Print dialog box.
Click .
47
To e-mail marked records:

Click .
In the E-Mail Address window, type the e-mail address to send the information.
Click .
Music Searches using Opus Numbers or Thematic

Index Numbers
When searching for musical items (scores, CDs, etc.) with an opus number (e.g. op.25)
or thematic index number (e.g. BWV 565), first limit the search by campus to the
Conservatorium, then use the advanced search option to search by composer and
number. The results can then be refined by restricting the search by material (see
Example 3 on p. 39).
NOTE: Thematic index (catalogue) number = the unique number given to each work
by the person who systematically numbered a composer’s works e.g.
BWV 565 = Bach Werke Verzeichnis 565 (German for Bach Works Index [no.]
565)
K.466 = Köchel [name of Mozart’s indexer] [no.] 466
NOTE: opus = Latin for ‘work’ i.e. op. 25 = work 25 of a composer’s output.
Other Library Catalogues

Links to access the catalogues of other libraries, such as the State Library of
Queensland, are available at:
www.griffith.edu.au/ins/catalogue
48
Journal Articles
When researching for your assignments you will be expected to use a variety of
materials. Among these materials are journal articles.
Why use Journal Articles?

Journal articles are an excellent source of current scholarly information.
The material found in journals often represent the most recent scholarship available in a
discipline. Journals often contain information that may not be found in other sources
such as books.
Journals
Journals are known by several names. They may be referred to as periodicals or serials
but they are best known in the academic world as journals.
Journals are distinguished by their scholarly content. Journals are often of a specialist
nature and articles focus on specific aspects of a discipline.
Journals are published according to a regular schedule, e.g.: monthly, quarterly, annually
or even less frequently.
Examples of scholarly journals are:
• The Journal of Singing

• Bach: Journal of the Riemenschneider Bach Institute
• Ethnomusicology
• Journal of Music Therapy
Magazines
Magazine articles can be a useful source of information although they tend to be of a
less academic nature than journals. Magazine articles are not usually written in a
scholarly style nor do they tend to use academic language. Articles appearing in
magazines are usually written to appeal to the general public or hobbyists. Magazines
cover a broad subject interest within a discipline.
49
Journal Articles Style and Research Guide
Magazines are published more frequently than journals, e.g.: weekly, fortnightly or
monthly.
Examples of popular magazines are:
• National Geographic
• New Scientist
• Gramophone Magazine
• Studio Sound
What Journals does the Conservatorium Library

have?
Queensland Conservatorium Library has a broad selection of journals and magazines
covering almost all aspects of music relevant to the subjects taught at the
Conservatorium.
In addition to subject specific journals, the Library holds many journals and magazines
of general interest to instrumentalists and singers.
In addition to the journals held in the Queensland Conservatorium Library, there are a
large number of journals of interdisciplinary interest held at other campuses of Griffith
University. All students of the Conservatorium have access to these either when visiting
other campus libraries in person or by requesting copies of articles via the Interlibrary
Loan & Document Delivery Services.
How do I find Journals in the Library?

All journal titles are listed in the catalogue although articles within journals are not. The
best way to find a specific journal title in the catalogue is by using the title search option.
Journals are located in the Periodical Collection and new issues of each journal are
displayed on the New Periodical display. Browsing new journals is an excellent way of
keeping up to date with developments in your fields of interest. Journals are not for
loan.
50
Style and Research Guide Journal Articles
How to Locate Journal Articles

There are several ways to locate journal articles.
Journals may be browsed issue by issue, however this is not an efficient way of
searching for articles and is not recommended.
Another way of locating journals is to search through the contents pages found at the
beginning of each issue. Upon completion of each volume, indexes are often published
listing the entire contents of the volume.
The third and most efficient way of locating journal articles is to use a database, which is
discussed in the next chapter.
Other Sources of Journal Articles

Besides contents pages, indexes and literature databases, references to journal articles
may also be found in the bibliographies located in books.
The bibliographies provided at the end of Grove dictionary articles may also be a useful
source of references to journal articles.
51
Databases
What are Databases?

Databases are vast stores of information that allow you to access articles in journals
(both abstracts and full texts), books, encyclopedias, newspapers, government reports,
statistics, etc.
Databases can be general (covering a wide range of subjects) e.g. Expanded Academic
Database, or specific e.g. International Index to Music Periodicals.
Searches can be done on specific authors, titles, subjects, etc. or by entering keywords.
Access
On Campus Access
Library databases are available via the web at:
www.griffith.edu.au/library
Alternatively, from the Griffith University home page click Library then
Databases.
You can also access the databases from Learning@Griffith. From the
Learning@Griffith web site, click Library, then Databases.
Library Proxy
Griffith University Library uses a proxy service to provide users with access to restricted
subscription resources, such as databases, e-journals, e-books and web-based resources.
Many of the electronic resources provided through the Griffith University Library are
licensed to be used only by current students and staff.
If you are off campus and you click a link to a licensed resource you will be prompted to
log into the Griffith University network, using your ‘s’ number and password.
Licensed library resources available via the Library Proxy service will not incur
individual NetCheck costs. Licensed library resources not available via the Library
Proxy service will incur individual NetCheck costs.
52
Style and Research Guide Databases
More information on the Library Proxy is available at:
www.griffith.edu.au/ins/collections/libraryproxy/
Off Campus Access
VLink Software
As not all databases are covered by the Library Proxy, you may still need to install
VLink software by following the instructions on the VLink web site:
www.griffith.edu.au/ins/remoteaccess/vlink/
Selecting a Database
Once in the library databases page you can select a database by:
• Title;
• Database Title by Keyword;
• Full Text;
• Subject.
Title: Click on the alphabetical letter.

Database Titles by Keyword: Enter one or more words in the database title window, e.g.
music.
Full Text (i.e. complete texts of articles in journals): Click on the title of a database.
Subject: Click on the subject under the subject listings e.g. music.
Searching a Database
Databases can be searched in a variety of ways. You can usually search by:
• Author
• Title
• Subject
• Keywords
You can also refine searches by specifying language/dates etc. and by indicating peer
reviewed journals only (i.e. journals reviewed by experts in the particular subject field).
53
Databases Style and Research Guide
Citations and Abstracts only of Articles

Not all articles in databases have the full text. Often, the reference to the article
(citation) and an abstract is all that is given. This will list:
• Author of article
• Title of article
• Title of journal
• Volume number, issue or part number if there is one
• Year of publication (often includes month)
• Page numbers
• Abstract or summary of article
Example:
Priore, Irna. The compositional techniques of Messiaen’s “Le Merle Noir”
Flute talk 20:8 April 2001, p.11-13
Discusses and analyses Messiaen’s work for flute and piano…
When the database search produces citations and abstracts (summaries) only of articles,
you have to check the library catalogue to see if the journal is held by the library, e.g. for
the above example, enter ‘Flute talk’ under ‘Title’ in the library catalogue. This journal is
held in the Periodicals (Journals) section (prefix Per=Periodicals) at Per ML935.F68.
Mark/E-mail/Print/Save Articles
You can mark articles, e-mail them to yourself or others, or print and save.
Music and Journal Article Databases at QCGU
• A+ Education (Same coverage as Australian Education Index, but includes full

text from 2000 onwards)
• APAIS [Australian Public Affairs Information Service] (General database

but includes Australian music content)
• Arts and Humanities Citation Index (Multidisciplinary citation index of the

arts and humanities)
• AusStage (Database on Australia’s performing arts heritage)
• Australia/New Zealand Reference Centre (General database focussing on

Australian and New Zealand specific magazines, newspapers and reference
books. Includes music. Full text)
• Australian Digital Theses (Digital versions of theses in Australian universities)
54
• Australian Education Index (Education database – useful for music in

education)
• Australian Journals Online (the National Library of Australia’s database of

Australian electronic journals, newspapers, magazines, webzines, newsletters and
e-mail fanzines)
• Australian Music Centre (For Australian composers – biographies and lists of

works and some articles – www.amcoz.com.au)
• Australian Newspapers Online (Major Australian newspapers. Useful for

concert reviews, interviews, etc.)
• Classical Music Library [also known as Classical.com] (Comprehensive

database of CDs for listening online. Classical repertoire. Does not include
popular music, jazz, world music)
• CrossSearch (Searches across a broad collection of online resources including

databases and library catalogues – www.griffith.edu.au/ins/eresources )
• Current Contents Connect (Current awareness services covering leading

scholarly journals and books)
• Encyclopedia Britannica (General database – useful for historical background

and biographical information)
• Encyclopedia of Popular Music (Contains entries on significant people,

groups, terms, musicals, etc. of the period from the ‘20s to the present day.
Refer to p.12 for information about the hard copy of this resource)
• ERIC [Education Resources Information Center] (Education database –

useful for music in education)
• Expanded Academic Index (Humanities database with some music content)
• Factiva (Newspaper database – both local and international coverage. Useful

for concert reviews, interviews, etc.)
• FirstSearch (Access to a vast international network of library catalogues and

databases. Access available to postgraduates and staff only. Password
information at Reference Desk)
• Garland Encyclopedia of World Music Online (A scholarly and

comprehensive work covering an extensive range of world cultures. Refer to
p.27 for information about the hard copy of this resource)
• Google Scholar (General database of scholarly articles on all subjects, including

music – scholar.google.com)
55
• Griffith Research Online (Griffith University’s collection of published

research. Aim at making important research available to the widest possible
audience. Contains full text articles, conference papers, and other material
published after 2000)
• Grove Music Online [New Grove Dictionary of Music and Musicians]

(Comprises full text of:
The new Grove dictionary of music and musicians, 2nd ed, 2001
The new Grove dictionary of opera, 1992
The new Grove dictionary of jazz, 2nd ed, 2002)
• International Index to Music Periodicals (Articles in music journals, both

abstracts and full text)
• JSTOR (Electronic archive of articles in all subject areas, including music. Full
text, going back to earliest dates. Does not include current volumes. Select
“Advanced” or “Expert” search, then select “Music”)
• Music Index Online [MIO] (Articles in music journals, both abstracts and full
text)
• MusicAustralia (Service developed by the National Library of Australia and the

National Film and Sound Archive. Includes music scores, sound recordings and
other music-related material)
• MusicQueensland (Digital music collection of the State Library of

Queensland. A contributor to the MusicAustralia database)
• Naxos Music Library (The whole catalogue of the Naxos CD label. Covers
classical, popular, jazz, world music, film music and nostalgia)
• Naxos Music Library Jazz (Comprehensive collection of Jazz music available

online. Includes thousands of titles of the Fantasy catalogue and Naxos Jazz)
• Neue Mozart Ausgabe (Complete works of Mozart online. Available via the
library catalogue)
• Oxford English Dictionary Online [OED] (The complete OED, with regular
updates)
• Encyclopedia of Popular Music (via Oxford Music Online) (Covers

popular music of all genres and periods from 1990 to the present, including jazz,
country, folk, rap, reggae, techno, musicals, and world music)
56
• Oxford Reference Online Premium Collection (Includes English dictionaries

and thesauri , bilingual dictionaries, quotations, maps and flags, encyclopedias,
subject reference books e.g. select Performing arts, which include:
The Oxford dictionary of dance,
The concise Oxford dictionary of music,
The Oxford companion to music,
The concise Oxford dictionary of opera,
Who’s who in opera,
The concise Oxford companion to the theatre)
• ProQuest (multiple databases) (Indexing around 10,000 journals – full text is

available for approximately half – it covers a range of subject areas)
• ProQuest Dissertations and Theses – Full Text (Database of over 2.3

million dissertations and theses – includes music content)
• ProQuest Education journals (Full text for nearly 400 education journals. For
music in education)
• ProQuest Research Library. Arts module (Covering arts, cinema, dance,

music and theatre)
• RILM Abstracts [Répertoire International de Littérature Musicale] (Index

to journal articles, books, conference proceedings, dissertations, etc. Abstracts,
with links to some full text articles)
• RISM [Répertoire Internationale des Sources Musicales] (Documents

sources of music manuscripts (e.g. specific libraries) and covers dates 1600-
1850)
• Science Direct (Scholarly – includes music from a scientific aspect e.g.

musicians and repetitive strain injury)
• Taylor & Francis online journals (Online access to over 1000 journals
published by the Taylor & Francis group, including Carfax, Routledge and Spon)
• Web of Knowledge (Includes Web of Science – see below)
• Web of Science (Includes the arts and humanities)
More Information about Databases
Grove Music Online
The works of an artist may be listed in a complex table that can be saved and
manipulated in Microsoft® Word® as required.
First, the required article must be copied or e-mailed.
57
Figure 4: Grove Music Online article
To copy and paste an entry from Grove Music Online:

Locate and display the required article.
Select Edit, Select All.
Select Edit, Copy.
Open a new Word document.
Select Edit, Paste.
To e-mail an entry from Grove Music Online:

Locate and display the required article.
Click to display a new window.
Enter information as required.
NOTE: Only the “Email this entry to” and “Sender’s name” fields must have
information entered. The other fields are optional.
Ensure the “Send as HTML” option is checked .
Click .
58
When the article has been received via e-mail, it can then be copied into Word and
manipulated as required.
To copy and paste an entry from an e-mail message:
Open the e-mail with the Grove Music Online article.
Select Edit, Select All.
Select Edit, Copy.
Open a new Word document.
Select Edit, Paste.
Manipulating Information from Grove Music Online in Word
When the text has been pasted into Word, it can be manipulated like any other table of
information.
To delete a row:
Position the cursor in the table row to be deleted.
Select Table, Delete, Rows.
To merge table cells:

Select the cells to be merged.
Select Table, Merge Cells.
To convert a table to text:

Click in the table to be converted to text.
Select Table, Convert, Table to Text to display the Convert Table to Text
dialog box.
Select an option to separate the contents of the table cells, such as tabs or
commas.
Click .
To apply automatic formatting options to a table:
Select the table to be formatted.
Select Table, Table AutoFormat to display the Table AutoFormat dialog box.
Select the required options, then click .
Sibelius Music Scores
The Sibelius Group produces software for writing, teaching and publishing music,
including Scorch, which can be used to view, print, customise and listen to Sibelius
scores on the World Wide Web. Scorch can be downloaded from the Sibelius site for
free and is installed automatically when it is downloaded.
59
To download and install Scorch:

Open Internet Explorer and go to http://www.sibelius.com to display the Sibelius
home page.
Click and select Australia.
If required, click and select the required language.
Click to display a new page.
Click to display the Products page.
Scroll down and locate Scorch, then click .
A new page is displayed with a blank image.
A security warning window is displayed. Click to install Scorch.
Another security warning window is displayed. Click again to
confirm installation.
A new page is opened. Enter your name and e-mail address, then click
to return to the page with the blank image.
When installation is complete, the blank image is replaced with a score.
NOTE: If Windows XP Service Pack 2 is installed, the instructions are slightly different
to allow for the service pack’s security features.
To download and install Scorch if Windows XP Service Pack 2 is installed:
Open Internet Explorer and go to http://www.sibeliusmusic.com to display the
Sibelius Music home page.
Click and select Australia.
If required, click and select the required language.
Click to display a new page.
Click to display the Products page.
Scroll down and locate Scorch, then click .
A new page is displayed with a blank image.
The Information Bar dialog box is displayed. Click to close the
dialog box
Click on the yellow information bar and select Install ActiveX Control.
A security warning window is displayed. Click to install Scorch.
Another security warning window is displayed. Click again to
confirm installation.
A new page is opened. Enter your name and e-mail address, then click
to return to the page with the blank image.
When installation is complete, the blank image is replaced with a score.
60
To view Sibelius scores with Scorch:

Open Internet Explorer and go to http://www.sibeliusmusic.com to display the
Sibelius Music home page.
Type a search term in the Search window and click to display a list of scores
matching the search term.
Click the name of the score to display it.
To change the view of the score:
Display the required score.
Click next to display the View Mode list.
Select the required view and click .
Figure 5: Scorch toolbar
Function Button Function Button Function Button
Previous Page Pause Tempo
Next Page Stop Transpose
Choose Playback Rewind Print

Device
Play Fast forward Scorch

Website
To change the tempo of the score:

Display the required scored.
Move the cursor over (Tempo) and drag to the left to slow or
drag to the right to speed up.
To transpose the score:
Click (Transpose) to display the Transpose dialog box.
Select required options and click .
To print Sibelius scores with Scorch:
Click (Print) on the Scorch toolbar to display the Print dialog box.
Select required options and click .
61
EndNote: Importing from RILM Abstracts of Music Literature
References from the Repertoire International de Litterature Musicale (RILM) Abstracts

of Music Literature database can be exported directly into an EndNote library.
To save references from RILM Abstracts of Music Literature database:
Go to RILM Abstracts of Music Literature database and execute the required
search.
Mark the required references.
Click to go to the Save or Export Records page.
Select and then click
.
EndNote is started up and the Select a Reference Library dialog box is
displayed.
Locate and select the required library and click .
The successfully imported references will be displayed in the library window.
EndNote: Importing from RISM Inventory of Music Sources
References from RISM, the International Inventory of Musical Sources database can be
exported directly into an EndNote library.
To save references from RISM database:
Go to RISM database and execute the required search.
Mark the required references.
Click to go to the Output page and select required options.
Click to display the Record Export Instructions window.

Click to display the File Download dialog box.
Click .
EndNote is started up and the Select a Reference Library dialog box is
displayed.
Locate and select the required library and click .
The successfully imported references will be displayed in the library window.
62
Research for Assignments
There are several steps involved in researching an assignment topic and you will need to
allocate plenty of time for each step. Begin working on your assignment as soon as
possible.
These are the main steps in researching an assignment.
• Analyse your topic.

• Identify directive words, main concepts and keywords.
• Prepare a search strategy.
• Search the library catalogue and literature databases.
• Collect together the materials you will need from the Library.
• Place holds on library materials that are already on loan.
• Evaluate your resources.
Pathfinder to Information
The research process should be thorough and consistent. At tertiary level research
should cover a wide variety of materials including journal articles and specialist books.
There is a hierarchy of information from the general to the specific. This hierarchy of
information may be thought of as a pathfinder to information. The following is an
outline of the pathfinder.
Specialist Dictionaries and Encyclopedias

Use these to find:
• definitions of terms or phrases;

• background information;
• historical information;
• biographical information.
For a detailed description of specialist dictionaries, encyclopedias and other reference

sources held in the Conservatorium Library, see the chapter “Key reference sources.”
Lecture Notes and Textbooks

Use these to find:
• general information about a topic.
63
Research for Assignments Style and Research Guide
Internet Documents
Use these for:
• repertoire lists;
• discographies;
• music analysis;
• biographical information;
• historical information.
Published Reviews
Use these for:
• performance practice information;

• music analysis.
Scores, Sound and Video Recordings
Use these when you need to:
• analyse music.
Booklet notes included with CDs, DVDs, etc. can also be useful for background
information and music analysis.
Specialist Books
Use these for:
• specialised information about a subject;

• detailed historical information;
• music analysis;
• detailed biographical information.
Journal Articles
Use these for:
• specialist information about a subject.
Bibliographies
Bibliographies are specialist reference tools focusing on specific subjects or individuals.
Bibliographies usually contain such information as:
• writings by the individual who is the focus of the bibliography;

• writings about the individual including books and articles;
• lists of works including writings and compositions;
• discographies.
Bibliographies can also be found at the end of dictionary or encyclopedia articles, book
chapters and books and at the end of journal articles.
64
Style and Research Guide Research for Assignments
Developing a Search Strategy

Before commencing research it is advisable to develop a research plan. This is called a
search strategy.
Read through the assignment topic. Are there any terms or concepts you are unfamiliar
with? If so you will need to consult a dictionary or ask your lecturer for clarification.
Think about the topic and decide what sort of information is needed and where the
information might be found (see “Pathfinder to information”).
Identify the directive word/s and list main concepts and keywords. Think which
combinations of words and phrases are most likely to help you find material on the
topic. It can be helpful to write some combinations down especially if Boolean
connectors or truncation is being used (see “Boolean logic, AND, OR, NOT” and
“Truncation”). These combinations are called search statements.
Be prepared to modify your search strategy if necessary.
Directive Words
When you have read the assignment topic carefully, identify the directive words.
Directive words are those words that tell you exactly what you must do to address the
topic. Some assignment topics are quite complex requiring you to address a number of
issues. Be careful to keep the directive words in mind when writing an essay as it is
quite easy to write around an assignment topic without actually answering it.
The following is a list of directive words and their meanings,
Analyse Show the essence of something by breaking it down into its component
parts, examining each part in detail and attempting an explanation.
Argue Present the case for and/or against a particular proposition.
Comment Make critical observations about the subject matter; be careful not to
write in too many generalisations.
Compare Look for similarities and differences between propositions.
Contrast Look for similarities and differences between propositions concentrating

on dissimilarities.
Criticise Give your judgement on the merit of theories or opinions, on the

“truth” or “facts” and substantiate by a discussion of evidence.
Define Set down a precise meaning of a word or phrase; show that the
distinctions inferred in the definition are necessary.
65
Describe Investigate or examine an argument; sift and debate the topic; give
reasons for or against the central argument.
Discuss Present a point of view, that of others and/or your own. This is likely to
entail thorough description and an emphasis on the most important
points.
Enumerate List or specify and describe one by one.
Evaluate Appraise the worth of something in the light of its apparent “truth” or
utility; test for assumptions.
Examine Consider in depth and investigate implications.
Explain Assign meanings, interpret and make clear the cause, origin or reasons.
Illustrate Explain and clarify with examples, data and/or diagrams.
Interpret Bring out the meaning, clarify and make explicit. This usually involves
judgement and evaluation.
Justify Defend or show adequate grounds for decisions or conclusions.
List Provide an itemised series or tabulation, which may often be expressed

in point form.
Outline Give the main points or general principles of a topic, omitting minor
details and emphasising structure and relationship.
Prove Confirm or verify. You should establish something with certainty by

citing and evaluating evidence, or by logical reasoning.
Relate Show how things are connected to each other and to what extent they
affect each other.
Review Survey and examine critically the topic and the logic of the argument.
State Formally set forth a position or declare definitely.
Summarise Give a concise account of the chief points or substance of a matter,

omitting details and examples.
Trace Identify and describe the development or course of a topic, present a

history from some point or origin (Maddox, 1967, pp. 119-120).
66
The following is an example of an assignment topic, the directive word is highlighted.
How does “Hallot Kisero” (funeral music of the Romanian Gypsies)

illustrate the musical style and cultural context of its tradition?
Directive word
Concepts and Keywords

Concepts and keywords are used to construct search statements that can be used to
search the library catalogue or databases.
Concepts
Having identified the directive word/s in an assignment topic, the next step is to
identify the main concepts. Main concepts are the major elements of the topic. They
may be identified as significant words or phrases.
Returning to the assignment topic,
How does “Hallot Kisero” (funeral music of the Romanian Gypsies)

The following may be identified as main concepts:
• Hallot Kisero;
• funeral music;
• Romanian Gypsies;
• musical style;
• cultural context.
Keywords
From the main concepts, a list of keywords may be derived. Keywords describe the
main concepts, usually in a single word.
Keywords are used to search the library catalogue and databases.
The following is a list of keywords derived from the main concepts listed above,
67
Concepts Keywords
Romanian Gypsies Romanian Gypsies

Gypsies
Romany
Romanies
funeral music funeral music

funerals
funeral
Hallot Kisero Hallot Kisero
musical style music
cultural context culture

tradition
religion
society
NOTE: Concepts may also be regarded as keywords.
Truncation
Truncation is the act of shortening words in order to find variations on those words.
Truncation may occur at the beginning, within or at the end of a word.
Words are truncated by replacing letters with a truncation symbol. Truncation symbols
vary between databases but the most common truncation symbol is the asterisk ( * ).
All the keywords derived from the main concepts listed above may be truncated, e.g.,
Romanian can be truncated to Roman*
Roman* will find Romanian

Romanians
Romania
Romany
Romanies
When truncating words be aware of the wider implications. In addition to the words
listed above, Romanian truncated to Roman* will also find such words as Roman,
Romans, romance, romantic, romanticism etc. and so may therefore be of limited use.
68
Gypsy can be truncated to G*psy
G*psy will find Gypsy

Gipsy
Gypsy can also be truncated to Gyps*
Gyps* will find Gypsy

Gypsies
Culture can be truncated to cultur*
Cultur* will find culture

cultural
cultures
Boolean Logic, AND, OR, NOT

Boolean logic is used to include or exclude words or terms from a search statement.
Boolean logic uses three terms, AND, OR, NOT, these are called Boolean operators.
Using the keywords Gypsy and culture, Boolean operators are best explained as follows.
AND
A search for Gypsy AND culture will find materials about Gypsy culture.
Searches using the Boolean operator AND are very specific. Most searches will use the
AND operator.
OR
Gypsy OR culture will find materials about Gypsies and it will find materials about
culture. Only a very small amount of the material will be about Gypsy culture. Most of
the material will be unrelated to Gypsy culture.
Gypsy OR culture is too broad a search to be useful.
NOT
Gypsy NOT culture will find materials on Gypsies but will exclude materials on Gypsy
culture. Searches using the Boolean operator NOT are very specific. The operator
NOT should be used with caution.
69
The following is an example of a search statement using truncation and Boolean logic.
Roman* AND Cultur* AND Music*
Modifying a Search Strategy

If you have conducted one or more searches and have found the results to be
inadequate or inappropriate you should consider modifying your search statement.
Modify your search statement by substituting keywords for broader terms, or by
reducing the number of keywords in the search statement.
The search statement:
Roman* AND Cultur* AND Music*
could be modified as follows:
Gyps* AND Cultur*
Thinking Broadly about Search Results

Although assignment questions usually focus on a particular topic, it will not always be
possible to find specific materials related to the topic. This is often the case when
searching for journal articles.
Sometimes it will be necessary to use more generalised materials from which it will be
possible to draw inferences and conclusions. A general book about Gypsies may
contain information about Romanian Gypsies, and Gypsy religion and Gypsies in
general. The book may not have information specifically about the funeral music of
Romanian Gypsies, yet by reading the text and by thinking broadly about the
information it contains, the book may prove to be quite useful.
Evaluating Resources
Not everything appearing in print or on the Internet is of equal importance or deserving
of credibility. As you review the literature you have collected during the course of your
research you should apply evaluation criteria. The following are a few guidelines to
assist you evaluate your materials.
Books and Journal Articles
When using books or journal articles consider the following questions.
70
About the author:

• What are the author's academic credentials?
• Is the author a well-known and respected authority on the subject?
• Have they written other books or journal articles on the subject?
About the content:

• What sources of information has the author used?
• Has the author used primary documents?
• Have they used articles from scholarly journals?
• Are their resources reliable?
• Has citation been used?
• Is the work written in a scholarly style?
• Is there a list of references or a bibliography at the end of the work?
• Is the work indexed?
• If they have used statistics or survey results, where did they get their data?
• Was the data up to date at the time of writing?
• Has more recent data been published elsewhere that would be of greater use to
you?
• If surveys were used, are there samples somewhere in the work?
• Were the surveys used valid or are they open to different interpretations?
Internet Documents
Great discernment should be used when using information taken from the Internet.
These are three basic points to remember when using information taken from the
Internet.
• Anyone may post information on the Internet.

• There is no way of controlling the quality of information posted on the Internet.
• Information posted on the Internet may be subjective, inaccurate, biased,
plagiarised or false.
Apply the same criteria to Internet documents as you would to books or journals. In
addition, consider the following questions.
• On what sort of site does the document appear, e.g., personal, commercial or
academic? If this is unclear the URL will indicate the type of site.
• Does the document give the author’s name?
• Is there a date on the document?
• When was the document last updated?
• What is the context of the document?
Reference List
Maddox, H. (1967). How to study. London: Pan.
71
Effective Reading
Your academic subjects will involve high reading demands. There are a number of
reading strategies that can be used depending on your purposes for reading. Effective
reading is all about determinin98
g a clear purpose and adjusting the way you read for different purposes.
Active Reading
Active reading means you focus your reading and use strategies to keep your mind on
the text.
Using a highlighter, underlining or annotating text as you read can help you focus on the
text. This technique also emphasises information and helps you review important
points after you’ve finished reading. Never mark library books or books belonging to
others as such markings are usually meaningless to other readers and disrupt the flow of
their reading.
Always determine how deeply you need to study a text before you begin reading. The
following are some strategies you can use while reading at university.
• Know your purpose for reading. Why are you reading a text? Are you
reading to find evidence for an assignment? Do you need to remember
what you are reading for an exam?
• Ask questions, then read to find the answers. Turn your assignment
question into many questions. Create questions out of your weekly lecture
topics or assigned readings. What do you need to understand? Asking
questions helps determine a clear reading purpose.
• Use your prior knowledge. Integrate new information with old

information by ‘chunking’ or ‘grouping’ information to relate or compare to
other information you already know. What do you need to remember?
Effective Reading Strategies

To read at an appropriate depth for your purposes learn how to skim, scan or survey the
materials. Knowing your purpose for reading will help you decide which reading
technique is appropriate. A quick survey of the text will help determine how deeply you
need to read.
Practice pacing your reading to increase speed. Increase your eye span from single
words to phrases or key words, survey sentences, paragraphs or whole pages of text.
72
Style and Research Guide Effective Reading
Three Reading Strategies

Skim search for overall picture, key words, chapter headings.
Read with a general purpose and locate relevant information.
Scan read to understand the basic structure of material. Read

for specific pieces of information. Read the abstract or
introduction and conclusion of an article or chapter to get a good
idea of the author’s argument.
SQ3R is a useful strategy, especially for material that must be thoroughly

understood or remembered for an exam.
S Survey includes reading the title, author information, foreword,
table of contents, introduction and conclusion to gain an
overview of the text.
Q Question set questions for yourself and read to find the answers.
R Read your purpose is to understand the author’s intentions.
R Review check your understanding of material, the author’s purpose,

and the answers to your questions.
R Recite organise notes into summaries and/or discuss with others to

reinforce your understanding.
Critical Reading
Effective readers are critical readers who question, evaluate and judge everything they
read. As you read, evaluate the authors’ intentions and arguments. Is sufficient
evidence provided to support their arguments? Is the evidence valid? Are the authors’
conclusions justified by clear argument and supporting evidence?
More critical reading strategies you can apply to make your reading more satisfying and
productive, are available at:
mind.phil.vt.edu/www/1204crs.html
73
Note Taking
Note taking is an important part of any university subject whether reading or listening to
a lecture or to a musical recording. Your purpose for taking notes will determine the
form of your notes.
Note taking needs to be systematic so that your notes are easily retrieved. Keep your
notes simple, neat and useful.
Why Take Notes?

There are many purposes or reasons for taking notes:
• Record the main ideas or structure of an argument.

• Record specific information such as quotes, definitions, names, dates, events,
lists or characteristics.
• Compare musical style, harmony, rhythm, melody, form.
• Group ideas and relate them to a larger framework of information.
• Help in the understanding of a topic that will be summarised later.
• Support, review, recall and revise for exams.
What Should You Note?

How do you know what is important to note? This is always determined by your
reasons or purpose for note taking.
Although there are differences between reading and listening, common elements exist
when note taking in both situations. The sorts of things to note are:
• definitions, features, effects, characteristics;

• central ideas or information and how they relate to form an argument;
• conclusions or summaries of information;
• author’s or musician’s purpose, explicit and implicit;
• examples or illustrations of key points;
• relevant supporting details/facts supporting key points;
• comparisons: similarities and differences;
• themes that may emerge over a period of time;
• sources and references;
• questions you need to find answers for.
74
Style and Research Guide Note Taking
When taking notes consider whether the material is new and will be examined which
will require full notes, or if summary is adequate which will require brief notes. It is
important is to find a balance between careful listening and useful notes.
Organising Your Notes

Notes should be organised in an intelligible form so they can be easily retrieved and
quickly revised.
The following are some practical ways to order your notes, or establish a format for
note taking.
• Identify your notes with topic heading, date and number the pages.
• Leave wide margins or write on one side of the paper.
• Note phrases, key points or concepts rather than full sentences.
• Number points and sub-points clearly, use colours to categorise.
• Develop abbreviations, underline or circle important points.
• Use diagrams/patterns, pictures or concept maps to categorise ideas and show
relationships between concepts or issues.
• Use concept maps as a useful strategy to show the relative importance of
information when preparing for a research assignment or exam.
Concept Maps
Concept maps are visual representations showing the relationships and relative
importance of information and ideas to a main topic.
Concept maps can be used to:
• summarise information;
• consolidate information from different sources;
• organise complex information;
• show the overall structure of a subject.
The following is an example of how a concept map might be constructed.
75
Note Taking Style and Research Guide
For more information about concept mapping see the Web page, Improving Note Taking
with Concept Maps at:
www.mindtools.com/mindmaps.html
Note Taking at Lectures

It is important for students new to the lecture environment to learn to take notes
quickly and efficiently.
All lecturers have different lecturing styles and all speak at different speeds with
differing levels of clarity. When taking notes in lectures, look for structures in the
lecture, these will help provide structures and boundaries for your notes.
Your notes will vary depending on the requirements of a subject. Consider whether the
materials will be examined (full notes) or whether a summary (brief notes) is adequate.
Most important is to find a balance between careful listening, reading and useful notes.
The following points will help you take notes efficiently.
Before the lecture:

• Review the subject outline.
• Read ahead to build up a basis of knowledge on the lecture topic.
• Review previous materials and try to determine the place of this topic in a
broader framework.
• Create questions from your subject outlines that you expect the lecturer to
address.
During the lecture:

• Listen carefully, try to avoid distractions.
• Be prepared to ask questions at the end of the lecture.
• Seek clarification on issues you didn’t understand.
• Use your own system of short hand for note taking to avoid missing important
facts.
• Overhead transparencies can be useful for establishing points of reference and
structures. Not everything presented on a transparency needs to be copied.
Sometimes information being delivered in the lecture can be missed while
transparencies are being copied.
After the lecture:

• Edit notes as soon as possible after the lecture to ensure accuracy.
• Fill in any knowledge gaps by referring to texts books or talk to the lecturer.
• Summarise or expand, underline, and review your notes.
• Ask questions and talk about the ideas you have noted with other students.
Study groups are useful for clarifying, sharing and talking about information in
your notes.
Many of these points also apply when listening to musical recordings.
76
Style and Research Guide Note Taking
Note Taking from Written Sources

When taking notes from books, journal chapters or other written sources, you will need
to note both information and argument. Look for arguments, topic sentences in
paragraphs, lists of key points, diagrams or summaries to help you identify information
worth noting. Locating the 'topic sentence' is very useful because it states the key point
or main idea of a paragraph. Scan the material to determine the author’s argument,
evidence and conclusions. Use appropriate reading strategies to focus your attention to
read specifically for your purposes.
Some practical ideas for recording information from a book or journal article include:
• Always record the author’s name, date, page and full citation details.
• Summarise the argument, key ideas, evidence and conclusions/summary.
• Use an outline form to note issues, concepts or important points.
In summary, note taking needs to be systematic so they are easily retrieved. Keep in
mind that the purpose for your note taking is to provide resources for your assignments
or exams. Keep your notes simple, neat and useful. Quality is more important than
quantity.
Keeping a Record
It is a good idea to keep a record of all resources you have quoted from or found useful
during the course of your research. Among these are the materials you have quoted
from, disagreed with and the materials that helped you form your opinions. Also include
in your record keeping scores, sound and video recordings.
Keeping an accurate record of the materials you have used is necessary when you need
to write footnotes/endnotes and reference lists. Your records will also be useful if you
need to refer back to your original sources.
77
Academic Writing
Academic writing is different from other types of writing and has distinctive purposes
and structures. Academic writing seeks to critically respond to controversial questions.
Research assignments require the writer to convince a reader that an argument or
position is logical and reasonable based on valid evidence. Students write essays to
persuade a reader that a particular position, viewpoint or argument is defensible and
convincing.
The following concept map summarises the process of academic writing.
Analyse the Question

Understanding and analysing your assignment topic helps you to determine the main
focus of the question. Your analysis of the topic reveals components of that question.
Ask yourself the following questions:
• What is the question asking me to do?

• What does the question mean?
Many students make the mistake of not reading or understanding the assignment
question correctly and therefore loose marks or even fail for not specifically addressing
the assignment topic.
78
Style and Research Guide Academic Writing
A few hints:
• use a dictionary/encyclopaedia to find definitions
• if unsure, discuss requirements with your lecturer or tutor
• keep the essay question in front of you
Identify the Main Elements of the Question

Assignment questions usually have three types of words to help you analyse the
question:
• Concepts and keywords words – Highlight the area or topic to be addressed.

Topic words may include the topic or subject to be addressed, concepts issues
or themes.
• Limiting/qualifying words – Give the boundaries
• Directive words – Indicate the way the information is to be presented, including

words such as: analyse, discuss, explain, evaluate.
These main elements may be illustrated by referring to the assignment question used in
the chapter “Research for assignments”.
Keyword/s Concept Concept
How does “Hallot Kisero” (funeral music of the Romanian gypsies)

Directive word Concept Concept
For more information about analysing and researching assignment topics, refer to the
chapter “Research for assignments”.
Develop Your Position or Argument

After extensive research and reading, determine your clearly defined position or
argument. This is the stand you take regarding the assignment topic. Your position or
argument should be designed to convince the reader that your conclusions are valid
based on evidence from authoritative sources.
Your assignment question will provide insights to possible positions by the way the
question is stated. You will often be required to analyse or evaluate the work of a
composer, or explain how certain pieces of music illustrate a musical style, or examine a
composer’s contribution to the music of a particular period.
79
Academic Writing Style and Research Guide
The following table may be useful when you are asked to analyse or evaluate.
Analyse Evaluate
Examine component parts and explain Make judgements about information, use
motives or causes criteria to verify quality
Keywords: Keywords:
categorise, classify, compare, contrast, criticise, defend, judge, determine, measure,
simplify, distinguish, relationships, rate, prioritise, compare, assess, appraise
themes, conclusions
Develop a Writing Plan

At this point you need to develop a writing plan. Consider the purpose of your essay.
You might include several of the following types of information to support your
position or argument:
• informative presents facts and opinions;

• persuasive organised to convince or defend a position;
• explanatory answers given questions and presents a conclusion;
• historical records events and gives evidence of work carried out.
Organise Your Ideas

What framework will you use to organise your ideas? Consider a framework that helps
you develop your position. A few ideas to consider when determining a framework for
your position follow. Will you:
• compare and/or contrast?

• show cause and effect?
• discuss a problem and solution?
Develop an Essay Outline

Develop an outline for your essay to argue your position using the four essential parts to
academic writing: introduction, body, conclusion or summary and references. Each part
is briefly described here:
80
Style and Research Guide Academic Writing
Introduction
The introduction should include information to answer the following questions.
• What is the purpose of the essay?

• What is your topic and limits or scope?
• What is the argument you intend to discuss?
Body
The purpose of the body of an essay is to provide a discussion that clarifies, expands
and supports your position or argument. The following features should appear in the
body of the essay:
• A logical order of key points, issues, and background information.

• Evidence and examples to support the key points of your position.
• Evidence to justify, explain or develop your argument.
• Supporting evidence from a wide variety of sources e.g.: journals, books, and
musical scores.
• Clarification of your main ideas, explicitly linked back to the argument.
It is essential to connect ideas within and between paragraphs to establish a logical,
flowing and coherent argument.
Conclusion
The conclusion does not include any new information. The conclusion should:
• summarise your position/argument;

• bring all main points together;
• relate directly back to the question.
References
A reference list should contain all the items cited in the body of the essay.
Inadequate referencing and poor referencing style can result in the loss of marks.
Good referencing:
• ensures intellectual work of others is acknowledged

• shows the information you have used is not stolen or plagiarised
• enables reader to easily find the material you used
For more information about citation and referencing refer to the “Style Guide” chapter
on page 83.
81
Academic Writing Style and Research Guide
Assessment
Students are expected to demonstrate an ability to critically analyse a question and the
literature, then present a coherent argument supported by authoritative evidence.
Academic writing is generally assessed in five areas: relevance to the set topic, critical
use of resources, a reasoned argument, competent presentation and referencing.
For additional assistance, contact:
Academic Skills
Learning Services
Griffith University
Phone: 3735-6452
E-mail: academicskills@griffith.edu.au
Website: www.griffith.edu.au/ins/learningservices
82
Style Guide
Assignment Presentation
Assignment presentation is an important aspect of academic writing. This style guide
outlines all aspects of assignment presentation. The second part of this style guide
focuses on citation and referencing. A substantial collection of citation and reference
examples of particular relevance to music students is included. An index to these
examples with cross references is provided.
Assignment Cover Sheet
All assignments should be accompanied by an assignment cover sheet. Fill out the
cover sheet legibly and supply all the information required. The cover sheet is attached
to the front of the assignment.
Assignment cover sheets are available on the Web at:
www.griffith.edu.au/ins/assignments
Select Forms from the navigation bar of the Off Campus & Assignment Handling
Service web page, and then select OCAHS Assignment Cover Sheet to display a PDF
copy ready for printing.
Printed copies of the cover sheet are also available from the library.
Title Page
Attach a title page at the beginning of your essay. Include such information as:
• your name
• university membership number
• course code
• title of the assignment
• word count
Paper Size
Use high quality white bond paper in A4 only.
83
Style Guide Style and Research Guide
Spacing
Assignments should be typed and double-spaced. This means that there should be one
clear line of space between each line of typed text.
Long quotes are single-spaced.
Reference lists should be single-spaced with one clear line of space between each
citation.
Use one side of each page only.
Margins
Word processing applications have automatically set margins. This includes the top,
bottom and right margins of 2.5cm and a left margin of 4cm.
Font
The font size should be no smaller than 12 pt. This document is formatted in 12 pt.
Serif fonts are easier to read than non-serif or “sans serif” fonts. This document is
largely formatted in Garamond which is a serif font.
Page Numbering
Pages should be numbered sequentially, preferably at the top centre or top right corner
of each page. The first page is not numbered but subsequent pages are numbered from
2 onwards.
Your name should be placed at the top right corner of each page.
Binding
Do not bind your essay or place it in a plastic cover.
Your essay should be securely stapled in the top left corner when submitted.
84
Style and Research Guide Style Guide
Proofreading
Proofread your work several times before submission, if possible, ask someone else to
proofread it for you.
When proofreading check for the following points:
• Have you answered the question?

• Have you expressed yourself clearly so that another reader will understand you?
• Is your spelling, grammar and punctuation correct?
• Does the layout of your essay conform to the conventions outlined in this style
guide?
• Have you cited all your quotes?
• Do your citations and references conform to a referencing style such as the one
presented in this guide?
Spell-checks
Be aware that spelling varies between usages. Word processing applications have a
selection of national usages including US, British and Australian usages. The Australian
usage is to be preferred when available otherwise the British usage should be used.
Do not rely on the spell-check function to pick up all your spelling errors. If you are
not sure of the spelling of a word, use a dictionary. Spell-checks will not pick up
grammatical errors or incorrect use of words.
Grammar-checks
The grammar-check option is a useful option to help you write clearly. Grammar-
checks highlight sentences that are too long or clumsy, or that are unfinished.
Grammar-checks also indicate places that might require punctuation.
Grammar-checks are not a proofreading devices, always proofread your essays for
spelling and grammatical errors
Appendices (APA Manual, Section 3.90, pp.205-206)
Appendices should be included sparingly. Each appendix should have a title. Include in
appendices such material that will not fit conveniently into the text of an assignment
without detracting from its continuity. Material such as large music examples, statistical
tables or diagrams which although relevant to the assignment may not be essential to the
text. Material not directly relevant to the text should not be included in an appendix.
Label a single appendix as: Appendix. If adding multiple appendices, label each with a
capital letter, e.g. Appendix A, Appendix B, etc.
85
In the text, cite appendices by their labels, e.g.:
Reviews of both performances are included (see Appendices A and B).
Plagiarism
On 2 March, 2000 Academic Committee, Griffith University approved the Policy on
Academic Misconduct of which the following abridged material on plagiarism forms a
part.
Students must conduct their studies at the University honestly, ethically and in
accordance with accepted standards of academic conduct. Any form of academic
conduct which is contrary to these standards is academic misconduct, for which the
University may penalise a student.
Specifically it is academic misconduct for a student to:
• present copied, falsified or improperly obtained data as if it were the result of

laboratory work, field trips or other investigatory work;
• include in the student's individual work material which is the result of significant
assistance from another person if that assistance was unacceptable according to
the instructions or guidelines for that work;
• assist another student in the presentation of that student's individual work in a

way that is unacceptable according to the instructions or guidelines for that
work;
• cheat; (Cheating is dishonest conduct in assessment);
• plagiarise; (Plagiarism is knowingly presenting the work or property of another

person as if it were one's own.);
Examples of plagiarism include:
• Word for word copying of sentences or paragraphs from one or more sources
which are the work or data of other persons (including books, articles, thesis,
unpublished works, working papers, seminar and conference papers, internal
reports, lecture notes or tapes) without clearly identifying their origin by
appropriate referencing.
• Closely para-phrasing sentences or paragraphs from one or more sources

without appropriate acknowledgment in the form of a reference to the original
work or works.
• Using another person's ideas, work or research data without appropriate

acknowledgment.
86
• Submitting work which has been produced by someone else on the student's
behalf as if it were the work of the student.
• Copying computer files in whole or in part without indicating their origin.
• Submitting work which has been wholly or partially derived from another
student's work by a process of mechanical transformation. For example,
changing variable names in computer programs.
Penalties
On determination that academic misconduct has taken place, the penalty which may be
imposed on the student is one or more of the following:
a. a reduced or nil result for the assessment item affected by the academic
misconduct
b. a fail grade for the course in which academic misconduct occurred
c. exclusion from enrolment in the program for a specified period
d. exclusion from the program; readmission to the program is at the discretion
of the Faculty based on consideration of the student's case for readmission
Where a student has been found guilty of academic misconduct on more than one
occasion and has previously been penalised as set out in above a. - c., the penalty shall
normally be exclusion from the program as set out in d., unless in the opinion of the
relevant Assessment Board there are mitigating circumstances.
The full Policy on Academic Misconduct may be found on the Griffith University
Policy Library at:
www.griffith.edu.au/policylibrary
Search for “academic misconduct”.
APA Style
APA citation style is based on:
American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: APA.
Another useful reference is:
Perrin, R. (2007). Pocket guide to APA style (2nd ed.). Boston: Houghton Mifflin.
87
In-text References (APA Manual, Sections 3.94-3.103, pp.207-214)
Direct Quotation of Sources - Fewer than 40 Words
Quotations of less than 40 words should be included in the text and enclosed with
double quotation marks. The quotation is followed by a reference to the author, the
publication year and the page number and these elements must be enclosed in
parentheses, either together or separately. A complete reference should be included in
the reference list at the end of your assignment.
The following examples are three different citation styles representing the same
information. Select one style and use it consistently throughout the assignment.
Examples with one author:
Example 1
Stolba (1998, p. 74) states, “When the Cathedral of Notre Dame was being constructed,
a school of composers in and around Paris was producing polyphonic liturgical music”.
Example 2
Stolba (1998) states that at the time “the Cathedral of Notre Dame was being
constructed, a school of composers in and around Paris was producing polyphonic
liturgical music” (p. 74).
Example 3
Stolba states that at the time “the Cathedral of Notre Dame was being constructed, a
school of composers in and around Paris was producing polyphonic liturgical music”
(Stolba, 1998, p. 74).
Examples with more than one author:
Example 1
Grout and Palisca (1988, p. 5) state, “Greek music resembled that of the early church in
several fundamental ways”.
Example 2
Grout and Palisca (1988) stated, “Greek music resembled that of the early church in
several fundamental ways” (p. 5).
Example 3
“Greek music resembled that of the early church in several fundamental ways” (Grout
& Palisca, 1988, p. 5).
Example 4
Porter, Ullman and Hazell (1993, pp. 107-108) identified that “Strayhorn and Ellington
were delighted when listeners couldn’t tell their works apart”.
Example 5
Porter, Ullman and Hazell (1993) identified that “Strayhorn and Ellington were
delighted when listeners couldn’t tell their works apart” (pp. 107-108).
88
Example 6
“Strayhorn and Ellington were delighted when listeners couldn’t tell their works apart”
(Porter, Ullman & Hazell, 1993, pp. 107-108).
Indirect Quotation of Sources - Fewer than 40 Words
In an indirect quotation the ideas of another author are paraphrased i.e. the writer
restates another writer's ideas in different words. No quotation marks are used.
Examples:
Example 1
Stolba (1998, p. 74) states that a school of composers was producing polyphonic
liturgical music around the time of the construction of the Cathedral of Notre Dame.
Example 2
Stolba (1998) states that a school of composers was producing polyphonic liturgical
music around the time of the construction of the Cathedral of Notre Dame (p. 74).
Example 3
Stolba states that a school of composers was producing polyphonic liturgical music
around the time of the construction of the Cathedral of Notre Dame (1998, p. 74).
Direct Quotation of Sources - More than 40 Words
For quotations of more than 40 words, use a free-standing "block quotation" on a new
line, indented five spaces and omit quotation marks.
Examples:
Example 1
Stolba (1998, p. 487) identified the following:
In Italy during the nineteenth century, musical interest was centered on opera. To
many Italian composers, success in music meant success in opera. Most Italian
composers wrote a good deal of church music, secular songs, and some
instrumental works, but they either turned to composition in other genres after
having a career in opera or considered other genres of lesser importance.
Example 2
Stolba (1998) identified the following:
In Italy during the nineteenth century, musical interest was centered on opera. To
many Italian composers, success in music meant success in opera. Most Italian
composers wrote a good deal of church music, secular songs, and some
instrumental works, but they either turned to composition in other genres after
having a career in opera or considered other genres of lesser importance (p. 487).
89
In-text Citation of Electronic Documents
Cite electronic documents in the same way as print documents. If the electronic
document has an author and date of publication, cite these in the text. If the electronic
document has no obvious author, title or date, then cite the document’s address.
Example
This web site (http://www.abcxyz.com) provides an alternative perspective.
If no page numbers are given, use paragraph or section numbers.
Example
(Smith, 2007, Conclusion section, para. 1)
Citation of a Work Discussed in a Secondary Source
Give the secondary source in the reference list.
For the in-text citation, name the original work, and give a citation for the secondary
source, e.g. if Morrow’s book is cited in Jones and you did not read the original work
cited (i.e. Morrow’s book), list the Jones reference in the reference list. In the text, use
the following citation:
In-text citation (original work):
Morrow’s book Concert life in Haydn’s Vienna: Aspects of a developing musical and social
institution (as cited in Wyn Jones, 1995).
Reference list entry:
Wyn Jones, D. (1995). Beethoven's pastoral symphony. Cambridge music handbooks.

Cambridge: Cambridge University Press.
Abbreviations
The AGPS Style Manual (2002) identifies the following abbreviations for Australian
states:
Table 1 Abbreviations for Australian States and Territories

State Abbrev State Abbrev
Australian Capital Territory ACT New South Wales NSW
Northern Territory NT Queensland Qld
South Australia SA Tasmania Tas
Victoria Vic Western Australia WA
The Publication Manual of the American Psychological Association (2001) identifies the
following abbreviations for US states:
90
Table 2 Abbreviations for US States and Territories

State Abbrev State Abbrev State Abbrev
Alabama AL Alaska AK American Samoa AS
Arizona AZ Arkansas AR California CA
Canal Zone CZ Colorado CO Connecticut CT
Delaware DE District of Columbia DC Florida FL
Georgia GA Guam GU Hawaii HI
Idaho ID Illinois IL Indiana IN
Iowa IA Kansas KS Kentucky KY
Louisiana LA Maine ME Maryland MD
Massachusetts MA Michigan MI Minnesota MN
Mississippi MS Missouri MO Montana MT
Nebraska NE Nevada NV New Hampshire NH
New Jersey NJ New Mexico NM New York NY
North Carolina NC North Dakota ND Ohio OH
Oklahoma OK Oregon OR Pennsylvania PA
Puerto Rico PR Rhode Island RI South Carolina SC
South Dakota SD Tennessee TN Texas TX
Utah UT Vermont VT Virginia VA
Virgin Islands VI Washington WA West Virginia WV
Wisconsin WI Wyoming WY
The Publication Manual of the American Psychological Association (2001) also identifies the
following common abbreviations:
Table 3 Common Abbreviations

Term Abbrev Term Abbrev Term Abbrev
Chapter chap. edition ed. revised edition Rev. ed.
Editor (Editors) Ed. (Eds.) Translator(s) Trans. no date n.d.
page (pages) p. (pp.) Volume Vol. Volumes Vols.
Number No. Part Pt. Technical Report Tech. Rep.
Supplement Suppl.
E-mail Messages (APA Manual, Section 3.102. p. 214)
According to APA, e-mail messages from individuals should be cited as personal

communications.
Personal communications include letters, memos, electronic communications (e.g. e-

mail, messages from nonarchived discussion groups or bulletin boards) personal
interviews, telephone conversations and the like.
APA discourages the inclusion in the Reference List of communications that are not
archived anywhere and thus cannot be retrieved for verification.
91
Example of an in-text reference to a personal e-mail:
M. Page (personal communication, May 10, 2004) informed me of his research in the
area.
Reference List (APA Manual, Sections 4.01-4.16, pp.215-281)
For books:
Details required in the following order:
1. Author(s) / editor(s) / compiler(s) / institution responsible

2. Year of publication (in parenthesis)
3. Title of publication; subtitle if there is one (titles/subtitles italicised)
4. Edition (other than the first) (in parenthesis)
5. Place of publication
6. Publisher
Capitalisation
For book titles and article titles capitalize the first word in the title and the first word
after a colon or dash (i.e. the first word of the subtitle) e.g.
The development of western music: A history
For journal titles capitalize significant words in the title e.g.
Journal of Voice
Order of Reference List
Arrange in alphabetical order, letter by letter, by the surname of the first author.
Alphabetise the prefixes M', Mc, and Mac letter by letter and not if they were all spelled
Mac e.g. MacAdam precedes McAdam, and MacNeil precedes M'Carthy.
Alphabetise surnames that contain articles and preposition (de,la, du, von, van, etc.)
according to the rules of the original language, e.g. if you know the prefix is commonly
part of the surname, alphabetise by the prefix e.g. DuBois. If the prefix is not used (e.g.
Beethoven not van Beethoven), place the prefix following the initials e.g. Beethoven, L.
van.
Alphabetise entries with numerals as if they were spelled out.
92
Books
Single Author
Stolba, K. M. (1998). The development of western music: A history (3rd ed.). Madison, WI:
Brown and Benchmark.
Two to Six Authors
All authors are cited.
Uszler, M., Gordon, S., & Smith, S. M. (2000). The well-tempered keyboard teacher (2nd ed.).
New York: Schirmer Books.
More than Six Authors
Cite the surnames and initials of the first six authors then follow with the abbreviation
et al (followed by a full stop) e.g.
Smith, G., Jones, T., Brown, J., Davies, M., Hill, S., Harris, D., et al. (2001). Pretend styles.
London: XYZ Press.
No Author / Editor
Enter under title e.g.
APAD: Australian performing arts directory. (2000). North Sydney: Performance Media.
Translation of a Book
Bach, C. P. E. (1974). Essay on the true art of playing keyboard instruments (W. J. Mitchell,
Trans.). London: Eulenberg Books. (Original work published 1753 (Pt. 1) and
1762 (Pt. 2)).
Edited Book
Bergeron, K., & Bohlman, P. V. (Eds.). (1992). Disciplining music: Musicology and its canons.
Chicago: University of Chicago Press.
Jones, D. (Ed.). (1996). Meaty beaty big & bouncy! Classic rock and pop writing from Elvis to
Oasis. London: Hodder & Stoughton.
Latham, A. (Ed.). (2002). The Oxford companion to music. Oxford: Oxford University Press.
Edition
Gridley, M. C. (2000). Jazz styles: History and analysis (7th ed.). Upper Saddle River, NJ:
Prentice Hall.
93
Series
Ralls-McLeod, K., & Harvey, G. (Eds.). (2000). Indigenous religious musics. SOAS
musicology series. Aldershot: Ashgate.
Chapter or Article in Book
Herlinger, J. (2002). Medieval canonics. In T. Christensen (Ed.), The Cambridge history of

western music theory (pp. 168-192). Cambridge: Cambridge University Press.
Encyclopedias, Multi-volume Works
Fallows, D. (2001). Diminuendo. In S. Sadie (Ed.), The new Grove dictionary of music and
musicians (2nd ed., Vol. 7, pp. 351-352). London: Grove.
Brochures
Queensland Conservatorium Griffith University. (2006). Concerts and events calendar 2006
[Brochure]. Nathan, Qld: Griffith University.
Scores
Britten, B. (1975). Death in Venice: An opera in two acts, op.88. [Vocal score]. Libretto by M.
Piper, based on the short story by T. Mann. (C. Henneberg and H. Keller,
German Trans.) Piano reduction by C. Matthews. London: Faber Music.
Brophy, G. (2002). Concerto in blue: For guitar and orchestra. [Score]. Composer's autograph.
Grosvenor Place, NSW: Australian Music Centre.
Davies, P. M. (1998). Time and the raven: Concert overture for orchestra. [Miniature score].
London: Chester Music.
Mercury, F. (2000). Bohemian rhapsody: For 16 horns (or 8 horns and 8 Wagner tubas), drums,
piano, bass. [Score and parts]. Arranged by R. Bissell. London: Cala Music.
Theses
Cundith, S. (1995). A study of the music used for receptive experiences in music therapy and the
factors influencing the choice of this music. Unpublished honours thesis. Griffith
University, Brisbane.
Newspaper Articles
Kelly, P. (2004, February 16). Informal touch to a real treat. The Courier Mail, p. 13.
94
Journal Articles
The order of details required:
1. author (s)
2. year of publication (in parenthesis)
3. title of article
4. title of journal (italicised and significant words capitalized)
5. volume number (italicised)
6. issue or part number for journals without continuous pagination
7. page number(s)
Examples:
Music, D. W. (2003). The larger sacred choral works of Alan Hovhannes. Choral Journal,
44(4), 9-21.
The above example refers to volume 44, number 4, pages 9-21. The pagination does not
continue but starts at p.1 for each issue.
The following example refers to volume 1, number 3 but the issue number is not
included because of continuous pagination from issue to issue.
Colton, R. H. (1987). The role of pitch in the discrimination of voice quality. Journal of
Voice, 1, 240-245.
Reviews
Identify the type of medium reviewed in square brackets. If the review is untitled, use
the review note in square brackets as the title.
Freeman, J. W. (2000). [Review of the opera Der Rosenkavalier by Richard Strauss]. Opera
News 64(10), 92-93.
Thomas, R. (2000). [Review of the CD Whale spirit rising, by Roddy Elias, Chandos,
CHAN9748]. Gramophone 78, 62, 64.
Electronic Resources – Databases and Websites
Journal Article Retrieved from a Database
Braun, W. R. (2002). One saint in three acts. Opera News, 67(3), 46-51. Retrieved
November 19, 2003, from International Index to Music Periodicals database.
Crory N. (2007). Opera at home: “Don Giovanni” [Review of the opera Don Giovanni by
Wolfgang Amadeus Mozart]. Opera Canada, 48, 195. Retrieved February 4, 2007,
from International Index to Music Periodicals database.
95
Abstract of a Journal Article Retrieved from a Database
Schuring, M. (2002). Oboe reeds at altitude. The Double Reed, 25(2), 34. Abstract retrieved
Article from a Website
Peter Sculthorpe: The music. (n.d.). Retrieved November 19, 2003, from
http://www.nla.gov.au/epubs/sculthorpe/collection.html.
Article from an Online Dictionary or Encyclopedia
Wolf, E. K. (2003). Mannheim style. In L. Macy (Ed.). Grove music online.

Retrieved January 26, 2004, from http://www.grovemusic.com.
Software
Do not italicise software titles. Software manuals should be referenced the same way as
software.
Rudolph, T. E., & Leonard, V. A. (2002). Finale: An easy guide to music notation
[Computer software and manual]. Boston, MA: Berklee Press.
Thomson. (2006). EndNote (Version X.0.2) [Computer Software]. Retrieved from

https://www79.secure.griffith.edu.au/03/softwaredownload/
Audiovisual Material
According to the APA publication manual, when citing audiovisual material, list the
name and function of the originator or primary contributor. This is usually identified as
either the director or producer or both. However, in the context of music study and
research, the primary contributor is often the composer, rather than the director. It may
be more appropriate to identify the composer as the primary contributor, rather than
the director or producer.
CDs
The APA publication manual indicates the song’s performer need only be included if
different from the song’s writer. However, in the context of music study and research,
the performer is an important piece of information, and should also be included.
If the recording date is different from the copyright date, add the recording date to the
end of the reference.
Davis, M. (1986). Kind of blue [CD]. [Performed by Miles Davis]. New York: Columbia.
(1959)
96
Debussy, C. (1987). Children’s corner [CD]. [Performed by Michael Beroff]. London: EMI.
Recordings for A history of Western music, Vol I, Medieval, Renaissance, Baroque (1988). [CD].
New York: Sony Music Special Products and W. W. Norton.
Single Song on CD
Byrd, W. (1988). Tu es Petrus [Performed by the Kings College Choir]. On Recordings for
A history of Western music, Vol I, Medieval, Renaissance, Baroque [CD]. New York: Sony
Music Special Products and W. W. Norton.
Booklet Notes to CDs, DVDs, Videos, etc.
Julien, J-R. (1987). Children’s corner [Booklet notes]. In C. Debussy, Children’s corner
[CD]. [Performed by Michael Beroff]. London: EMI.
Videos
The following reference identifies the composer as the primary contributor, rather than
the producer.
Handel, G. F. (1984). Julius Caesar [Conducted by Charles Mackerras] [Videotape].

London: RM Arts in association with Channel 4.
Television Series
Burns, K. (Producer). (2000). Jazz. [Television series]. Washington, D.C.: WETA.
Single Episode from Television Series
Burns, K. (Producer). (2000). Gumbo [Television series episode]. In Burns, K.

(Producer) Jazz. Washington, D.C.: WETA.
DVDs
Appell, G. [Producer] (2001). Long way to the top: Stories of Australian and New Zealand rock
n' roll [DVD]. [Sydney, NSW]: Australian Broadcasting Corporation.
Monsaingeon, B. [Producer]. (2001). The art of violin [DVD]. United States: NVC Arts.
The following reference identifies the composer as the primary contributor, rather than
the producer.
Mozart, W. A. (1998). Don Giovanni [Produced by Carlo Battistoni] [DVD]. Chicago, Il.:
Home Vision.
Artwork
Turner, W. (Artist). (1973). Sunrise between two headlands [Painting as reproduced in

Kenneth Clarke, The romantic rebellion: Romantic versus classic art]. London: Futura.
97
EndNote
EndNote is a reference management application that enables you to:
• save information from bibliographic databases;

• easily generate citations and a reference list in Microsoft® Word® documents.
Griffith University has adopted EndNote as its recommended software for managing
references. More information is available at:
www.griffith.edu.au/ins/endnote
EndNote is installed in all common use labs and learning centres. Training resources
and workshops are offered by Learning Services.
Endnote can be downloaded via Software Services' Software Downloads page at:
Alternately, you can obtain software by completing the Endnote Home Use form
(available from either the Lending or InfoServices Desks in any campus Library) and
hand in when borrowing the software.
EndNote includes a bibliographic style file for formatting references according the APA
5th Edition. However it does not take into account all the types of references that are
used by members of the Conservatorium.
To enable Conservatorium members to make use of EndNote, a modified version of

EndNote’s APA style file has been made available from the website above.
Reference List
American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.) Washington, DC: APA.
APAD: Australian performing arts directory. (2000). North Sydney: Performance Media.
Appell, G. [Producer] (2001). Long way to the top: Stories of Australian and New Zealand rock
n' roll [DVD]. [Sydney, NSW]: Australian Broadcasting Corporation.
Bach, C. P. E. (1974). Essay on the true art of playing keyboard instruments (W. J. Mitchell,
Trans.). London: Eulenberg Books (Original work published 1753 (Pt. 1) and
1762 (Pt. 2)).
Bergeron, K., & Bohlman, P. V. (Eds.). (1992). Disciplining music: Musicology and its canons.
Chicago: University of Chicago Press.
Braun, W. R. (2002). One saint in three acts. Opera News, 67(3), 46-51. Retrieved
98
Britten, B. (1975). Death in Venice: An opera in two acts, op.88 [Vocal score]. Libretto by M.
Piper, based on the short story by T. Mann. (C. Henneberg and H. Keller,
German Trans.) Piano reduction by C. Matthews London: Faber Music.
Brophy, G. (2002). Concerto in blue: For guitar and orchestra [Score]. Composer's autograph
Grosvenor Place, NSW: Australian Music Centre.
Burns, K. (Producer). (2000). Gumbo [Television series episode]. In Burns, K.

(Producer) Jazz. Washington, D.C.: WETA.
Burns, K. (Producer). (2000). Jazz. [Television series]. Washington, D.C.: WETA.
Byrd, W. (1988). Tu es Petrus [Performed by the Kings College Choir]. On Recordings for
A history of Western music, Vol I, Medieval, Renaissance, Baroque [CD]. New York:
Sony Music Special Products and W. W. Norton.
Colton, R. H. (1987). The role of pitch in the discrimination of voice quality. Journal of
Voice, 1, 240-245.
Crory N. (2007). Opera at home: “Don Giovanni” [Review of the opera Don Giovanni by
Wolfgang Amadeus Mozart]. Opera Canada, 48, 195. Retrieved February 4, 2007,
from International Index to Music Periodicals database.
Cundith, S. (1995). A study of the music used for receptive experiences in music therapy and the
factors influencing the choice of this music. Unpublished honours thesis. Griffith
University, Brisbane.
Davies, P. M. (1998). Time and the raven: Concert overture for orchestra [Miniature score].
London: Chester Music.
Davis, M. (1986). Kind of blue [CD]. [Performed by Miles Davis]. New York: Columbia.
(1959)
Debussy, C. (1987) Children’s corner [CD]. [Performed by Michael Beroff]. London: EMI.
Fallows, D. (2001). Diminuendo. In S. Sadie (Ed.), The new Grove dictionary of music and
musicians (2nd ed., Vol. 7, pp. 351-352). London: Grove.
Freeman, J. W. (2000). [Review of the opera Der Rosenkavalier by Richard Strauss]. Opera
News 64(10), 92-93.
Gridley, M. C. (2000). Jazz styles: History and analysis (7th ed.) Upper Saddle River, NJ:
Prentice Hall.
Grout, D. J. & Palisca, C. V. (1988). A history of Western music (4th ed.) London, J. M.
Dent & Sons.
Handel, G. F. (1984). Julius Caesar [Conducted by Charles Mackerras] [Videotape].

London: RM Arts in association with Channel 4.
99
Herlinger, J. (2002). Medieval canonics. In T. Christensen (Ed.), The Cambridge history of

western music theory. (pp. 168-192). Cambridge: Cambridge University Press.
Jones, D. (Ed.). (1996). Meaty beaty big & bouncy!: Classic rock and pop writing from Elvis to
Oasis. London: Hodder & Stoughton.
Julien, J-R. (1987) Children’s corner [Booklet notes]. In C. Debussy, Children’s corner
[CD]. [Performed by Michael Beroff]. London: EMI.
Kelly, P. (2004, February 16). Informal touch to a real treat. The Courier Mail, p. 13.
Latham, A. (Ed.). (2002). The Oxford companion to music. Oxford: Oxford University Press.
Mercury, F. (2000). Bohemian rhapsody: For 16 horns (or 8 horns and 8 Wagner tubas), drums,
piano, bass [Score and parts]. Arranged by R. Bissell London: Cala Music.
Monsaingeon, B. [Producer]. (2001). The art of violin [DVD]. United States: NVC Arts.
Mozart, W. A. (1998). Don Giovanni [Produced by Carlo Battistoni] [DVD]. Chicago, Il.:
Home Vision.
Music, D. W. (2003). The larger sacred choral works of Alan Hovhannes. Choral Journal,
44(4), 9-21.
Perrin, R. (2007). Pocket guide to APA style (2nd ed.). Boston: Houghton Mifflin.
Peter Sculthorpe: The music. (n.d.). Retrieved November 19, 2003, from
http://www.nla.gov.au/epubs/sculthorpe/collection.html.
Porter, L. Ullman, M. & Hazell, E. (1993). Jazz: From its origins to the present. Englewood
Cliffs, N.J.: Prentice Hall.
Queensland Conservatorium Griffith University. (2006). Concerts and events calendar 2006
[Brochure]. Nathan, Qld: Griffith University.
Ralls-McLeod, K., & Harvey, G. (Eds.). (2000). Indigenous religious musics. SOAS
musicology series. Aldershot: Ashgate.
Rudolph, T. E., & Leonard, V. A. (2002). Finale: An easy guide to music notation
[Computer software and manual]. Boston, MA: Berklee Press.
Schuring, M. (2002). Oboe reeds at altitude. The Double Reed, 25(2), 34. Retrieved
Smith, G., Jones, T., Brown, J., Davies, M., Hill, S., Harris, D., et al. (2001). Pretend styles.
London: XYZ Press.
Stolba, K. M. (1998). The development of western music: A history (3rd ed.). Madison, WI:
Brown and Benchmark.
100
Style manual: For authors, editors and printers. (2002). (6th ed.). Milton, Qld: John Wiley &
Sons.
Thomas, R. (2000). [Review of the CD Whale spirit rising, by Roddy Elias, Chandos,
CHAN9748]. Gramophone 78, 62, 64.
Thomson. (2006). EndNote (Version X.0.2) [Computer Software]. Retrieved from

Turner, W. (Artist). (1973). Sunrise between two headlands [Painting as reproduced in

Kenneth Clarke, The romantic rebellion: Romantic versus classic art]. London: Futura.
Uszler, M., Gordon, S., & Smith, S. M. (2000). The well-tempered keyboard teacher (2nd ed.).
New York: Schirmer Books.
Wolf, E. K. (2003). Mannheim style. In L. Macy (Ed.). Grove music online.

Retrieved January 26, 2004, from http://www.grovemusic.com.
Wyn Jones, D. (1995). Beethoven's pastoral symphony. Cambridge music handbooks

Cambridge: Cambridge University Press.
101
Music Examples
Uses of Music Examples

Music examples may be used to illustrate a point being made about the piece being
discussed or to draw attention to a particular quality of the music or for comparison.
Music examples should be directly relevant to your discussion. The following is an

example of how Claude Samuel has used music examples to illustrate his analysis of
Sergei Prokofiev’s Piano Concerto No. 3.
It is not necessary to include a copy of music set as an assignment topic as it may be

assumed that the person marking the paper will already be familiar with it.
Layout
Music examples should appear directly below the points they are intended to illustrate.
Further references to the same example may be made using a brief note.
The text should be separated from the music example by two lines of space placed
before and after the example.
Music examples may be “left justified”, i.e. aligned along the left margin or “centre
justified”, i.e. aligned in the centre of the page as in the example above.
102
Style and Research Guide Music Examples
Labelling
Music examples should be labelled as clearly and as fully as possible.
The label should include the composer’s name and the title of the work. Other relevant
information should be included as appropriate, eg. opus number, movement, aria,
thematic catalogue number and bar numbers
If more than one example is used, they should be numbered consecutively. The number
is preceded by the word “Example” or the abbreviation “Ex.”, eg. Example 2, or Ex. 2.
One line of space should separate the label from the example.
The following illustrates how an instrumental music example may be labelled.
Ex. 1. Purcell, H. (1976). Sonata 1, bars 1-4. In M. Tilmouth (Ed.), The works of Henry
Purcell. (Vol. 5 Twelve sonatas of three parts). Borough Green, Kent: Novello.
The following illustrates how a vocal music example may be labelled.
Ex. 2. Mozart, W. A. (1961). Aria: A chi mi dice, bars 13-19, Act 1, Scene 5. In
Don Giovanni. Libretto by Lorenzo Da Ponte (pp. 32). New York: Schirmer.
103
Music Copyright
As the future creators and performers of musical works, it is extremely important that
you think carefully about how you currently act in relation to copyrighted material. Do
you ever photocopy a whole score in order to save buying it? Do you burn a CD, so
you can listen to it away from the library? If the answer is yes, then you are infringing
copyright and should stop doing so. In a few years from now, you might be the
copyright owner, and will expect others to respect your rights.
Copyright and Music

Music copyright exists as a means to encourage creativity and to protect the artistic and
intellectual efforts of the originators of musical works. For this purpose there is a
Copyright Act, which provides a legal framework granting composers/authors of
original material certain exclusive rights over their work.
The Copyright Act recognises the need for the public to be able to access and use
material in various ways, either with or without payment to the composer/author. It
also attempts to strike a balance between the needs of the user and the rights of the
owners of the copyright, the composer or author.
Unauthorised Copying
The unauthorised copying of a “substantial part” of a musical work infringes copyright.
A library/university can be held liable for the actions of its users, where it has not
provided adequate warning of the limits to copying and permitted dealings under the
Act e.g. the display of notices on all copying equipment.
A “substantial part” can be as brief as a few seconds if the idea of the original work can
be conveyed in that time e.g. the opening bars of Beethoven’s 5th Symphony. A recent
example, taken from an actual court case, is the opening bars of the theme from “Pretty
Woman”. This was found to be a substantial and integral part of the whole song and
required permission from the copyright owner.
The most usual infringements are those done in the reproduction of a work, such as
photocopying or recording.
Types of Music Copyright

Types of music copyright include: the musical work; the lyrics or words of a song; and
the published edition.
There may be two or more separate copyrights in a sound recording, e.g. one for the
musical work and another for the recording.
104
Style and Research Guide Music Copyright
Duration of Copyright
The duration of copyright varies. If copyright exists on January 1 2005 onwards:
• In a musical work, it exists from the time it is first fixed in a material form, to 70
years from the end of the year in which the creator died.
• Lyrics or words – as for a musical work, 70 years after the death of the author.
• In the publisher’s edition, up to 25 years from the date of publication.
Fair Dealing
The Copyright Act recognises the need to balance the interest of the owner of the
copyright and those wishing to access the work, and provides for the reproduction of a
limited part of a work. This is known as “fair dealing” and allows for the copying of a
reasonable part of a work. This is defined as 10% of an edition of more than ten pages
in length, or up to one chapter of a work that is divided into chapters.
In some instances licences can be obtained, usually with a fee attached, where a blanket
permission is given to copy certain items. At Griffith University, such an agreement
exists for the copying of off-air recordings, which are then placed in the library.
More Information
Griffith University has a University Copyright Officer. Further information on the
observance of copyright law at Griffith University is available at:
www.griffith.edu.au/ins/copyright
There are also information sheets available from the Australian Copyright Council’s
website at:
www.copyright.org.au
If you are interested in learning more about copyright, the following is a very useful
book.
Gerdsen, T. J. (1996). Copyright: A user's guide. Melbourne: RMIT.
105
Index
Baker's Biographical Dictionary of Musicians Music Analyses: An Annotated Guide to the

............................................................... 5 Literature ....................................... 29–30
BWV........................................................ 48 Music in Latin America and the Caribbean
Citations........................................... 87–90 An Encyclopedic History .......................28
Music Reference and Research Materials: An
Cobbett’s Cyclopedic Survey of Chamber
Annotated Bibliography .........................37
Music.................................................... 23
New Grove Dictionary of Jazz ............ 17–18
Continuum Encyclopedia of Popular Music
...................................................... 11–12 New Grove Dictionary of Music and
Musicians ........................................... 1–4
Copyright......................................... 104–5
New Grove Dictionary of Opera.......... 20–22
Currency Companion to Music & Dance in
Australia .............................................. 26 Opus Numbers ......................................48
Encyclopedia of Popular Music............ 13–14 Orchestral Music: A Handbook.......... 31–32
Encyclopedia of the Blues............................ 19 Oxford Companion to Australian Music....25
EndNote ................................................. 98 Oxford Companion to Popular Music.. 15–16
Garland Encyclopedia of World Music....... 27 Oxford Dictionary of Music .........................9
Harvard Dictionary of Music....................... 8 Oxford History of Western Music ..............40
Historical Sets, Collected Editions and Repertoire for the Solo Voice: A Fully
Monuments of Music Annotated Guide to Works for the Solo
Voice Published in Modern Editions and
A Guide to Their Contents ................... 38
Covering Material from the 13th Century
In Text References ......................... 87–90
to the Present Day .......................... 33–34
International Who’s Who in Popular Music
Rhinegold Dictionary of Music in Sound.....10
...........................................................6–7
Sourcebook for Research in Music...............39
International Who's Who in Classical Music
...........................................................6–7 Thematic Catalogues .............................35
Köchel..................................................... 48 Thematic Catalogues in Music: An Annotated
Bibliography ..........................................36
Literature of Chamber Music..................... 24
106
ADDENDUM
New Music Databases
Classical Scores Library (Collection of digitised scores)
International Music Score Library Project [IMSLP] (A free

virtual library of digitised public domain scores)
Rock’s Backpages (Over 13,000 rock music articles from the

1950s to the present)
Smithsonian Global Sound (A comprehension collection of

recordings of world music)

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Style and Research Guide

KEY REFERENCE SOURCES ...................................................................... 1

Key Reference Sources

This chapter will divide the material into three types:

• These are reference works in which subjects are arranged alphabetically.

The New Grove Dictionary of Music and Musicians

Features of the second edition include:

• 29 volumes including an index volume;

Baker's Biographical Dictionary of Musicians

Baker's is the most authoritative and extensive biographical dictionary in English.

Because Baker's Biographical Dictionary of Musicians is only updated every ten

International Who's Who in Classical Music

The International Who's Who in … is published yearly in two volumes. Volume 1

• information on over 8,000 musicians, musicologists, music critics, managers,

• addresses of people covered;

The Harvard Dictionary of Music

The Oxford Dictionary of Music

You will see how much briefer this entry is...

Both dictionaries are useful. It just depends on what you need.

Rhinegold Dictionary of Music in Sound

Continuum Encyclopedia of Popular Music of the World

A comprehensive encyclopedia, to be completed in twelve volumes. Contains

Some volumes still to be published.

The Encyclopedia of Popular Music

The Encyclopedia of Popular Music contains entries on significant people, groups,

The Oxford Companion to Popular Music

Jazz and Blues

The New Grove Dictionary of Jazz

• It focuses on jazz but not on related popular and commercial music.

Biographical Bibliography Recordings

Encyclopedia of the Blues

The Encyclopedia of the Blues is an authoritative encyclopedia on the blues as a

Bibliography Signed entries

The New Grove Dictionary of Opera

• contains both terms and biographical information;

Historical Plot outline

Cobbett’s Cyclopedic Survey of Chamber Music

The Literature of Chamber Music

Encyclopedia A-Z by composer. Analyses of chamber music from Baroque to present

Music of a Particular Country

The Oxford Companion to Australian Music

Currency Companion to Music & Dance in Australia

The Garland Encyclopedia of World Music

The Garland Encyclopedia of World Music is a scholarly and comprehensive 10

This resource is also available online from University networks.

Music in Latin America and the Caribbean: An Encyclopedic

A comprehensive history, to be completed in four volumes, of the music of the peoples

Bibliographies of Music Literature

Music Analyses: An Annotated Guide to the Literature

• The arrangement is by composer and then by work.

Citation Composer Journal title

Orchestral Music: A Handbook

• Entries are arranged by composer.

Repertoire for the Solo Voice: A Fully Annotated Guide to

Entries include information on:

Vocal range Difficulty of Musical style and

Op.25 Opus = work (Latin)

BWV565 The first letter represents the composer’s surname.

TWV32:3 e.g. T = Telemann

A thematic catalogue usually includes some of the following features:

Thematic Catalogues in Music: An Annotated Bibliography

A comprehensive guide to over 3,500 key reference sources, it is categorised by source

Historical Sets, Collected Editions and Monuments of Music:

QCGU Style&Research Guide2009

QCGU Style&Research Guide2009