Dan R. MacDonald: Individual creativity in the Cape Breton fiddle tradition
Bibliographic record
Abstract
This thesis is an examination of the life of Cape Breton, Nova Scotia born composer Dan Rory MacDonald (1911-1976). The focus is on his life story, using it as a jumping off point for examining the evolution of the Cape Breton tradition over the last one hundred years. The introduction sets the stage for this examination by outlining the motivational factors behind my interest in Dan R. MacDonald and also outlines my efforts to uncover source material for this thesis. -- Chapter one examines the evolution of folklore collecting within the Cape Breton idiom, focusing on the historical lack of attention paid to instrumental traditions. Chapter two defines the Cape Breton fiddling tradition within which Dan R. was active, first by probing the roots of the tradition in Scotland then following its evolution within a New World context. -- The main body of the thesis, chapters three through seven, consists of detailed examinations of each distinct period of Dan R's life. This material chronicles his formative years as a fiddler and follows him as he makes his initial compositional contributions to the idiom. After four and a half years in Scotland during World War II, subsequent to his return to Cape Breton in the 1960s, the setting shifts to Dan R's time in The Boston States and Ontario. Finally, I chronicle his rise to a position of note within the tradition following his return to Cape Breton after years employed as an Ontario autoworker. Two constants run through each distinct period in Dan R's life, his passion for his native Island's traditional fiddle music and his obsession for composing within that tradition. -- Chapter 8 shifts focus from a detailed overview of Dan R's life to concentrate on understanding his passion for composing. I also place Dan R's compositional output into the context of his life via a descriptive and analytic examination detailing how he re- combined the building blocks of tradition into new compositions. The thesis concludes by discussing Dan R.'s role within the wider umbrella of the traveling musician and attempts to identify the reasons for the popularity of his compositions beyond the fact that they are simply good tunes. -- Appendices A and B play an important role in further establishing Dan R's significance to the tradition. Appendix A is a thirty-nine page tune listing of all known Dan R. MacDonald compositions at the time of submission. In the notes associated with each composition I have attempted to provide the extra-musical association for the title Dan R. gave his composition. -- Appendix B is the first extensive discography compiled of recordings upon which a Dan R. composition has been recorded. The discography is meant to give the reader further insight into just how integral Dan R. MacDonald's compositions have become within the Cape Breton tradition and also establish the distances his tunes have traveled since his 1976 death.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.006 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".