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            <title>Questionnaire: "Art" (1 of 2)</title>
            <author>Viola Muse</author>
            <respStmt>
               <resp>Transcription</resp>
               <name>Zariah Grant</name>
            </respStmt>
            <respStmt>
               <resp>Encoding and edition</resp>
               <name>Ethan Pinder</name>
            </respStmt>
            <respStmt>
               <resp>Edition</resp>
               <name>Laura Heffernan</name>
            </respStmt>
            <respStmt>
               <resp>Edition</resp>
               <name>Tru Leverette</name>
            </respStmt>            
            <respStmt>
               <resp>Edition</resp>
               <name>Clayton McCarl</name>
            </respStmt>
         </titleStmt>
         <publicationStmt>
            <p>This document was produced as part of the Viola Muse Digital Edition, based at the University of North Florida.</p>
            <!-- URL of page for this item on Omeka -->
            <ab>https://violamuse.unfdhi.org/items/show/38</ab>  
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         <sourceDesc>
            <msDesc>
               <msIdentifier> 
                  <country>USA</country>
                  <region>Florida</region>
                  <settlement>Jacksonville</settlement>
                  <repository>Jacksonville Historical Society</repository>
                  <collection>Viola Muse Collection (1959-18)</collection>
                  <idno>Folder 6, item 2</idno>
               </msIdentifier>
               <msContents>
                  <summary>Questions and instructions for gathering information related to artistic production in African American communities</summary>
               </msContents>
               <physDesc>
                  <objectDesc>
                     <p>Handwritten, two pages</p>
                  </objectDesc>
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           <p>Document transcribed and encoded following the criteria of the Viola Muse Digital Edition (violamuse.unfdhi.org), based at the University of North Florida.</p>
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      <body>     
             
         <pb n="1" facs="../images/jhs-195918-06-02-01.jpg"/>
         
         <p> Are there any <choice>
               <orig>Art</orig>
               <reg>art</reg>
            </choice><choice>
               <orig>Galleries</orig>
               <reg>galleries</reg>
            </choice>or<choice>
               <orig>Museums</orig>
               <reg>museums</reg>
            </choice> in<lb/> your district?<lb/> 
            </p>
         <p>What part has Negro population contributed<choice><sic>?</sic><corr/></choice><lb/>
            in <choice><orig>Museums</orig><reg>museums</reg></choice> or <choice><orig>Art</orig><reg>art</reg></choice> <choice><orig>Galleries</orig><reg>galleries</reg></choice> in your district?<lb/> 
         </p>
         <p>
            What kind of art do you find?<lb/>
         </p>
         <p>
            Classify groups: <choice><orig>&#8212;</orig><reg/></choice> <hi style="underline">drawing</hi>, <hi style="underline">painting</hi>, carving,<lb/>
            moulding, designing, <hi style="underline">sculpture</hi>, <hi style="underline">hammered brass</hi>,<lb/> 
            <hi style="underline">raise leather</hi>, <hi style="underline">cut work</hi> <choice><orig>&#8212;</orig><reg>,</reg></choice> <hi style="underline"><choice><orig>free hand</orig><reg>freehand</reg></choice> lettering</hi><choice><orig/><reg>,</reg></choice><lb/>
            <hi style="underline">mechanical drawing</hi><choice><orig/><reg>,</reg></choice> weaving, beading, stencil<lb/> 
            designing and cutting, embroidering<choice><orig>;</orig><reg>,</reg></choice> other
            lines.<lb/> 
            </p>
         <p>
         Is <choice>
               <orig>Art</orig>
               <reg>art</reg>
         </choice> taught in the <choice><orig>Public</orig><reg>public</reg></choice> <choice><orig>Schools</orig><reg>schools</reg></choice>? If so<choice><orig/><reg>,</reg></choice><lb/> 
            to what extent? If not<choice><orig/><reg>,</reg></choice> what outside stimulus<lb/>
            is responsible for latent talent taking root<lb/> 
            and growing?<lb/> 
            </p>
         <p>
            What is the attitude of the teachers toward children<lb/> 
            who are artistically inclined<choice><orig>.</orig><reg>?</reg></choice><lb/>
         </p>
         <p>
            <choice><orig/><reg>Are the children given encouragement in
               trying to develop the tendency toward art?
               </reg></choice><note type="contextual" subtype="general">In the manuscript, this sentence appears at bottom of page, with an arrow relocating it here.</note>
         </p>
         <p>
            Are there any outstanding pieces of art in the<lb/> 
            district? If so, are they displayed in public places or<lb/> 
            hidden<choice><orig/><reg>,</reg></choice> so to speak?<lb/> 
         </p>
         <p>
            What trend do they seem to follow<choice><orig>.</orig><reg>?</reg></choice><lb/> 
         </p>
            <p>
               Does the desire  seem to be from within<choice><orig/><reg>,</reg></choice> or<lb/> 
            is some outside factor responsible for<lb/> 
            a large number of cases<choice><orig>.</orig><reg>?</reg></choice><lb/> 
            </p>
         <p>
               <del>What is the attitude of the teachers<lb/> 
                  toward children
            who are artistically<lb/>
                  inclined<choice><orig/><reg>?</reg></choice></del><note type="transcription">In the document, the last two words of this sentence are not crossed out, but we are including them in the struck material since the intention seems to have been to eliminate the entire sentence.</note>
            <note type="contextual" subtype="general">The manuscript contains here a sentence that was struck, presumably because the same sentence already figures above: "What is the attitude of the teachers toward children who are artistically inclined[?]" (see transcription).</note><lb/> 
         </p>
         <p>
         <choice><orig>
               Are the children given encouragement in<lb/>
            trying to <sic>develope</sic> the tendency toward art.
            </orig><reg/></choice>
               <note type="transcription">An arrow in the original indicates that this sentence was to follow the sentence above about teachers' attitudes toward artistic children.</note><lb/>
         </p>
            <pb n="2" facs="../images/jhs-195918-06-02-02.jpg"/>
        <p> 
           What unusual examples of Negro <choice><orig>Art</orig><reg>art</reg></choice> can<lb/> 
           you discover in your district?<lb/> 
        </p>
         <p>
            Are there any new or heretofore <choice><orig>unheard of</orig><reg>unheard&#8211;of</reg></choice><lb/> 
           lines found in your district<choice><orig>.</orig><reg>?</reg></choice> Example<lb/> 
           as found in <choice><abbr>Jax</abbr><expan>Jacksonville</expan></choice><choice><orig> &#8212; </orig><reg>:</reg></choice> "Tin can artist<choice><orig/><reg>.</reg></choice>" <lb/>  
         </p>
         <p>
         What can you learn concerning that which<lb/> 
            inspired the art from its incipiency<choice><orig>.</orig><reg>?</reg></choice><lb/> 
         </p>
         <p>
         Is the particular art a creation within<lb/> 
           the Negro race?<lb/> 
            </p>
         <p>
           
         Have the Negroes <choice><orig>^</orig><reg/></choice><add type="caret">in your district</add> trail blazed in any line <lb/> 
           of art? If so<choice><orig/><reg>,</reg></choice> has it become a recognized<lb/> 
         fact?<lb/> 
         </p>
         <p>
         Is the particular kind of art of any commer<choice><orig>&#8211;</orig><reg/></choice><lb break="no"/>cial 
            value?<lb/>
         </p>
         <p>
         Have any exhibits been made of any line of<lb/> 
         art <choice><orig>^</orig><reg/></choice><add type="caret">in</add> your district? <lb/> 
            </p>
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