GLOSSARY the Following Terms and Concepts Are Studied in Analytical Techniques I and II. in General, the Items in Bold Typeset

Total Page:16

File Type:pdf, Size:1020Kb

GLOSSARY the Following Terms and Concepts Are Studied in Analytical Techniques I and II. in General, the Items in Bold Typeset GLOSSARY The following terms and concepts are studied in Analytical Techniques I and II. In general, the items in bold typeset are discussed in Analytical Techniques II, while the items in regular typeset are studied in Analytical Techniques I. Aggregates (in 12-tone technique) Allen Forte’s List (set-theory) Altered dominant chords Altered predominant chords Altered transition (in sonata form) Answers: real vs. tonal (in fugue) Ars Antiqua Ars Nova Augmentation (rhythmic) Augmented dominant chords Augmented-sixth chords: 3 types Augmented-sixth chords: voice leading Axis System Baroque period Basso continuo Binary form Bitonality Cadences (in Medieval and Renaissance music) Cadences (in tonal music) Cadence rhyme (in binary form) Cadential episode (in fugue) Cadenza (in classical concerto) Caesura Canon vs. imitation Cantus firmus Cantus firmus mass Centric vs. Tonal music Chaconne Change of mode Changing meter Character pieces (Romantic period) Chorale prelude Chords of addition Chords of omission Chromatic mediants: 3 types Chromatic modulation Chromatic scale Church modes Circle-of-fifths progression Closely related keys Closing (in sonata form) Coda Codetta Color (in isorhythmic technique) Combinatoriality (12-tone) Common-tone augmented chord Common-tone diminished chord Common-tone dominant chord Common-tone modulation Compound melody Compound ternary form Concertato Concerto form Concerto grosso Continuous variation Counter-exposition (in fugue) Counterpoint Counter-reformation Crab canon Cross rhythm Da capo Dance suite (Baroque period) Derived series (set-theory) Development (in sonata form) Developmental episode (in fugue) Diminution (rhythmic) Dominant prolongation Double Double counterpoint Dual modality Dyad Eingang Elastic notation Enharmonic equivalence Enharmonicism Episode (in fugue) Exposition (in fugue) Exposition (in sonata form) Expressionism Extended techniques (modern music) Extended tertian chords Figured bass First Viennese School Free atonality Free tonality Fugato Fughetta Fugue Golden mean (Golden section) Golden ratio Graphic notation Hauptstimme (Hauptsatz) Hemiola Homophonic vs. contrapuntal texture Hypermeasures Impressionism (music) Indeterminacy (aleatory, chance music) Integer notation Intermedi, intermezzi, intermedio Internal exposition Interval vector (set-theory) Interval-class content (set-theory) Inversion (set-theory): TnI Inversional symmetry (set-theory) Invertible counterpoint Irregular (asymmetrical) meter Isorhythm L’homme armé Leitmotif Linear cadences Linear chromaticism (chromatic voice leading, late Romantic) Madrigal Madrigal cycle Magic square matrix (12-tone) Mass (the Ordinary) Medial caesura (in sonata form) Medieval period Mensuration Metric modulation Metric strata Minimalism Mixed-interval chords Modal borrowing (mode mixture) Modes (in Medieval church music) Modulation Modulo-12 system Monophonic vs. polyphonic texture Motet Music Drama Musica ficta Musique concrete Nationalism Neapolitan-sixth chord Nebenstimme Neoclassicism Neoromanticism Nonaccentual meter Nonfunctional harmony Nonharmonic tones Normal form (set-theory) Nota cambiata Octatonic scale Octave equivalence Odd meter Open-fifth chords Optional dances (in Baroque suite) Ordered pitch-class intervals (set-theory) Organum (duplum, triplum, quadruplum) Ostinato Ostinatos Palindrome Pandiatonicism Parallel chords (chord planing) Parsimonious voice leading Passacaglia Pedal point (in fugue) Pedal tone Pentatonic scale Period vs. double period Phrase/direct modulation Phrygian-half cadence Pitch class (set-theory) Pitch interval (set-theory) Pitch-class intervals (set-theory) Pitch-class sets (set-theory) Pivot/common chord modulation Pointillistic texture (modern music) Polychords Polymeter Polyrhythm Polytonality Post-Romantic period Prima pratica vs. Seconda pratica Prime form (set-theory) Primitivism Progressive aspects of Brahms Prolongation (of a harmony) Protestant Reformation Quartal chords Quintal chords Recapitulation (in sonata form) Recitative Re-exposition (in fugue) Refrain Regression vs. progression Renaissance period Retransition (in sonata form) Ripieno Ritornello Ritornello form Romantic period Rondo (3-, 5-, 7-part) Rounded binary Scale degree names Second Viennese School Second Viennese School composers Sectional variations Secundal chords Segmentation (set-theory) Sequence Serialism Set-class (set-theory) Seven modes (twentieth century practice) Shifted accents Solmization Solo, soli Sonata form Sonata-rondo form Sonatina (sonatine) Sound mass Sprechstimme Stock bass, ground bass Stretto (in fugue) Strophic (vocal music form) Subject (in fugue) Symmetrical chords Symmetrical scales Symphonic poems Synthetic scales Talea (in isorhythmic technique) Tenor (in Medieval/Renaissance music) Ternary form Tertian chords with added notes Text painting Text setting (3 types) Third-relationship cadences Third-relationship chords TOARB (form) Tonally closed vs. open (in binary) Total serialism Transition (in rondo form) Transition (in sonata form) Transposition: Tn (set-theory) Transpositional symmetry (set-theory) Trio sonata Triple counterpoint Trough-composed (vocal music form) Tutti Twelve-tone rows (4 types) Twelve-tone technique Unordered pitch-class intervals ( in set-theory) Well-Tempered Clavier Whole-tone chords Whole-tone scale X-section Z-relation (set-theory) .
Recommended publications
  • 4. Non-Heptatonic Modes
    Tagg: Everyday Tonality II — 4. Non‐heptatonic modes 151 4. Non‐heptatonic modes If modes containing seven different scale degrees are heptatonic, eight‐note modes are octatonic, six‐note modes hexatonic, those with five pentatonic, while four‐ and three‐note modes are tetratonic and tritonic. Now, even though the most popular pentatonic modes are sometimes called ‘gapped’ because they contain two scale steps larger than those of the ‘church’ modes of Chapter 3 —doh ré mi sol la and la doh ré mi sol, for example— they are no more incomplete FFBk04Modes2.fm. 2014-09-14,13:57 or empty than the octatonic start to example 70 can be considered cluttered or crowded.1 Ex. 70. Vigneault/Rochon (1973): Je chante pour (octatonic opening phrase) The point is that the most widespread convention for numbering scale degrees (in Europe, the Arab world, India, Java, China, etc.) is, as we’ve seen, heptatonic. So, when expressions like ‘thirdless hexatonic’ occur in this chapter it does not imply that the mode is in any sense deficient: it’s just a matter of using a quasi‐global con‐ vention to designate a particular trait of the mode. Tritonic and tetratonic Tritonic and tetratonic tunes are common in many parts of the world, not least in traditional music from Micronesia and Poly‐ nesia, as well as among the Māori, the Inuit, the Saami and Native Americans of the great plains.2 Tetratonic modes are also found in Christian psalm and response chanting (ex. 71), while the sound of children chanting tritonic taunts can still be heard in playgrounds in many parts of the world (ex.
    [Show full text]
  • Tese Correções Defesa-23-7-16
    ! ALEXANDER SCRIABIN THE DEFINITION OF A NEW SOUND SPACE IN THE CRISIS OF TONALITY Luís Miguel Carvalhais Figueiredo Borges Coelho Tese apresentada à UniversidadeFiguiredo de Évora para obtenção do Grau de Doutor em Música e Musicologia Especialidade: Musicologia ORIENTADORES: Paulo de Assis Benoît Gibson ÉVORA, JULHO DE 2016 INSTITUTO DE INVESTIGAÇÃO E FORMAÇÃO AVANÇADA ALEXANDER SCRIABIN THE DEFINITION OF A NEW SOUND SPACE IN THE CRISIS OF TONALITY Luís Miguel Carvalhais Figueiredo Borges Coelho Tese apresentada à Universidade de Évora para obtenção do Grau de Doutor em Música e Musicologia Especialidade: Musicologia ORIENTADORES: Paulo de Assis Benoît Gibson ÉVORA, JULHO DE 2016 INSTITUTO DE INVESTIGAÇÃO E FORMAÇÃO AVANÇADA iii To Marta, João and Andoni, after one year of silent presence. To my parents. v ACKNOWLEDGEMENTS I would like to express my gratitude to my friend Paulo de Assis, for all his dedication and encouragement in supervising my research. His enthusiasm, knowledge and always-challenging opinions were a permanent stimulus to look further. I thank Benoît Gibson for having accepted to co-supervise my work, despite my previous lack of any musicological experience. I extend my gratitude to Stanley Hanks, whose willingness to supervise my English was only limited by the small number of pages I could submit to his advice before the inexorable deadline. Thanks are also due to my former piano teachers—Amélia Vilar, Isabel Rocha, Vitaly Margulis, Dimitri Bashkirov and Galina Egyazarova—for having taught me everything I know about music. To my dear friends Catarina and André I will be always grateful: without their indefatigable assistance in the final assembling of this dissertation, my erratic relation with the writing software would have surely slipped into chaos.
    [Show full text]
  • Automated Analysis and Transcription of Rhythm Data and Their Use for Composition
    Automated Analysis and Transcription of Rhythm Data and their Use for Composition submitted by Georg Boenn for the degree of Doctor of Philosophy of the University of Bath Department of Computer Science February 2011 COPYRIGHT Attention is drawn to the fact that copyright of this thesis rests with its author. This copy of the thesis has been supplied on the condition that anyone who consults it is understood to recognise that its copyright rests with its author. This thesis may not be consulted, photocopied or lent to other libraries without the permission of the author for 3 years from the date of acceptance of the thesis. Signature of Author . .................................. Georg Boenn To Daiva, the love of my life. 1 Contents 1 Introduction 17 1.1 Musical Time and the Problem of Musical Form . 17 1.2 Context of Research and Research Questions . 18 1.3 Previous Publications . 24 1.4 Contributions..................................... 25 1.5 Outline of the Thesis . 27 2 Background and Related Work 28 2.1 Introduction...................................... 28 2.2 Representations of Musical Rhythm . 29 2.2.1 Notation of Rhythm and Metre . 29 2.2.2 The Piano-Roll Notation . 33 2.2.3 Necklace Notation of Rhythm and Metre . 34 2.2.4 Adjacent Interval Spectrum . 36 2.3 Onset Detection . 36 2.3.1 ManualTapping ............................... 36 The times Opcode in Csound . 38 2.3.2 MIDI ..................................... 38 MIDIFiles .................................. 38 MIDIinReal-Time.............................. 40 2.3.3 Onset Data extracted from Audio Signals . 40 2.3.4 Is it sufficient just to know about the onset times? . 41 2.4 Temporal Perception .
    [Show full text]
  • Stockhausen's Cosmic Pulses
    Robin Maconie: Stockhausen’s Cosmic Pulses 2009–14 (copyright) 1 Stockhausen’s Cosmic Pulses ROBIN MACONIE Some people chase tornados; others go after black holes. From the late 1950s Stockhausen was fascinated by the idea of sounds in rotation and how to realise them in a technical sense, by means of an array of loudspeakers. Completed in 2007, Cosmic Pulses is Stockhausen’s final electronic composition.1 For a number of reasons I believe the composer knew it would be his last. The work was completed in a rush. In many ways, notably in terms of the sound material, which is very basic, it remains a sketch. The music can be described as a massive rotating sound mass, composed in 24 separately spinning frequency layers. The work thickens gradually to 24 layers, then reduces symmetrically upward in an ascending spiral that ends quite abruptly. An audience may experience the sensation of falling headlong into a black hole, or, if one is an optimist, of being carried aloft on the whirlwind like Dorothy in The Wizard of Oz. A tornado is an effect of a natural imbalance between temperature layers in the atmosphere, tipped into motion by the earth’s rotation, which moves progressively faster toward the equator. The rotating air mass that results spirals upwards and generates a powerful electrical charge. A black hole by comparison is an effect of gravitation creating an imbalance in spacetime. The rotational process that results spirals downward or inward and leads to the extinction of reality as we know it, or again, if one is an optimist, creates a wormhole leading either into another universe, or into our own universe at Robin Maconie: Stockhausen’s Cosmic Pulses 2009–14 (copyright) 2 another point in time.
    [Show full text]
  • Models of Octatonic and Whole-Tone Interaction: George Crumb and His Predecessors
    Models of Octatonic and Whole-Tone Interaction: George Crumb and His Predecessors Richard Bass Journal of Music Theory, Vol. 38, No. 2. (Autumn, 1994), pp. 155-186. Stable URL: http://links.jstor.org/sici?sici=0022-2909%28199423%2938%3A2%3C155%3AMOOAWI%3E2.0.CO%3B2-X Journal of Music Theory is currently published by Yale University Department of Music. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/yudm.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Mon Jul 30 09:19:06 2007 MODELS OF OCTATONIC AND WHOLE-TONE INTERACTION: GEORGE CRUMB AND HIS PREDECESSORS Richard Bass A bifurcated view of pitch structure in early twentieth-century music has become more explicit in recent analytic writings.
    [Show full text]
  • 21-Asis Aktualios Muzikos Festivalis GAIDA 21Th Contemporary Music Festival
    GAIDA 21-asis aktualios muzikos festivalis GAIDA 21th Contemporary Music festival 2011 m. spalio 21–29 d., Vilnius 21–29 October, 2011, Vilnius Festivalio viešbutis Globėjai: 21-asis tarptautinis šiuolaikinės muzikos festivalis GAIDA 21th International Contemporary Music Festival Pagrindiniai informaciniai rėmėjai: MINIMAL | MAXIMAL • Festivalio tema – minimalizmas ir maksimalizmas muzikoje: bandymas Informaciniai rėmėjai: pažvelgti į skirtingus muzikos polius • Vienos didžiausių šiuolaikinės muzikos asmenybių platesnis kūrybos pristatymas – portretas: kompozitorius vizionierius Iannis Xenakis • Pirmą kartą Lietuvoje – iškiliausio XX a. pabaigos lenkų simfoninio kūrinio, Henryko Mikołajaus Góreckio III simfonijos, atlikimas • Dėmesys tikriems šiuolaikinės muzikos atlikimo lyderiams iš Prancūzijos, Vokietijos ir Italijos Partneriai ir rėmėjai: • Intriguojantys audiovizualiniai projektai – originalios skirtingų menų sąveikos ir netikėti sprendimai • Keletas potėpių M. K. Čiurlioniui, pažymint kompozitoriaus 100-ąsias mirties metines • Naujų kūrinių užsakymai ir geriausi Lietuvos bei užsienio atlikėjai: simfoniniai orkestrai, ansambliai, solistai Festivalis GAIDA yra europinio naujosios muzikos kūrybos ir sklaidos tinklo Réseau Varése, remiamo Europos Komisijos programos Kultūra, narys. The GAIDA Festival is a member of the Réseau Varése, European network Rengėjai: for the creation and promotion of new music, subsidized by the Culture Programme of the European Commission. TURINYS / CONTENT Programa / Programme.......................................................................................2
    [Show full text]
  • Pitch-Class Set Theory: an Overture
    Chapter One Pitch-Class Set Theory: An Overture A Tale of Two Continents In the late afternoon of October 24, 1999, about one hundred people were gathered in a large rehearsal room of the Rotterdam Conservatory. They were listening to a discussion between representatives of nine European countries about the teaching of music theory and music analysis. It was the third day of the Fourth European Music Analysis Conference.1 Most participants in the conference (which included a number of music theorists from Canada and the United States) had been looking forward to this session: meetings about the various analytical traditions and pedagogical practices in Europe were rare, and a broad survey of teaching methods was lacking. Most felt a need for information from beyond their country’s borders. This need was reinforced by the mobility of music students and the resulting hodgepodge of nationalities at renowned conservatories and music schools. Moreover, the European systems of higher education were on the threshold of a harmoni- zation operation. Earlier that year, on June 19, the governments of 29 coun- tries had ratifi ed the “Bologna Declaration,” a document that envisaged a unifi ed European area for higher education. Its enforcement added to the urgency of the meeting in Rotterdam. However, this meeting would not be remembered for the unusually broad rep- resentation of nationalities or for its political timeliness. What would be remem- bered was an incident which took place shortly after the audience had been invited to join in the discussion. Somebody had raised a question about classroom analysis of twentieth-century music, a recurring topic among music theory teach- ers: whereas the music of the eighteenth and nineteenth centuries lent itself to general analytical methodologies, the extremely diverse repertoire of the twen- tieth century seemed only to invite ad hoc approaches; how could the analysis of 1.
    [Show full text]
  • The Lowdown on the Octatonic Scale by Frank Horvat
    The Lowdown on the Octatonic Scale By Frank Horvat Within the last year, RCM Examinations has revised its Theory Syllabus. A number of new topics have been added to the course of study. In Grade One Rudiments, scale types such as the octatonic scale are now expected to be part of a student's knowledge base. An octatonic scale includes eight pitches per octave arranged in a pattern of alternating semitones and whole tones (for example: c c# d# e f# g a a# c). Octatonic scales can start on any pitch and do not require a key signature. Although the concept of the octatonic scale might be foreign to some, one does not have to look too far for musical examples. One of the first composers to use this scale was Rimsky-Korsakov who looked to "exotic" non-Western scales as a basis for some of his melodic ideas. It was Rimsky-Korsakov who would introduce it to the next generation of Russian composers including Skryabin & Stravinsky who used it in a variety of their compositions in the early 1900s. Bartok also used the octatonic scale in a number of his works including pieces within the Mikrokosmos. Look to Nos. 101 & 109 for clear examples of usage. Later in the 20th century, Messiaen would use it in works as a basis for his tone rows, as part of his philosophy of integral serialism. In order to help your students grasp this scale, here are a few activities that you can try in your studio: • Draw the scale on manuscript paper assigning a variety of starting notes • Have them sing or play it so they can hear the uniqueness of the set of pitches • Sight read pieces from excerpts of Bartok's Mikrokosmos • Suggest that they compose or improvise a short piece based on a melody constructed from the notes of an octatonic scale.
    [Show full text]
  • Teaching Post-Tonal Music to Twenty-First- Century Students Author(S): Miguel A
    Department of Music Theory, Jacobs School of Music, Indiana University A Pedagogical and Psychological Challenge: Teaching Post-Tonal Music to Twenty-First- Century Students Author(s): Miguel A. Roig-Francolí Source: Indiana Theory Review, Vol. 33, No. 1-2 (Summer 2017), pp. 36-68 Published by: Indiana University Press on behalf of the Department of Music Theory, Jacobs School of Music, Indiana University Stable URL: https://www.jstor.org/stable/10.2979/inditheorevi.33.1-2.02 Accessed: 03-09-2018 01:27 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms Indiana University Press, Department of Music Theory, Jacobs School of Music, Indiana University are collaborating with JSTOR to digitize, preserve and extend access to Indiana Theory Review This content downloaded from 129.74.250.206 on Mon, 03 Sep 2018 01:27:00 UTC All use subject to https://about.jstor.org/terms A Pedagogical and Psychological Challenge: Teaching Post-Tonal Music to Twenty-First-Century Students Miguel A. Roig-Francolí University of Cincinnati ost-tonal music has a pr problem among young musicians, and many not-so-young ones. Anyone who has recently taught a course on the theory and analysis of post-tonal music to a general Pmusic student population mostly made up of performers, be it at the undergraduate or master’s level, will probably immediately understand what the title of this article refers to.
    [Show full text]
  • Download Music Theory IV Syllabus 2018
    MUSC 212 Prof. Tim Tollefson Music Theory IV Office: YFAC 206 Spring, 2018 [email protected] MWF 10:30-11:20 AM Office Phone: 382 Course Description This is the final course in a series (MUSC 111, 112, 211, and 212) that is designed to give the student a firm grasp of the concepts and practices commonly found in Western art music. Music of the 19th and 20th centuries will be the primary focus. Contemporary music (late 20th century and early 21st century) will also be discussed, although not in as much detail. The initial focus will be on the increased use of chromaticism and enharmonic chords, and then later we will study some of the new methods of music composition that came to the fore when the traditional tonal system broke down. This course supports the music department's overall objective for music theory, composition and music skills, which reads as follows: Students will be able to create, manipulate and analyze musical structures typical of the major historical periods, utilizing the many elements of musical language such as melody, harmony, rhythm, form, timbre, and notation. (Program Learning Outcome 1) Learning Outcomes for Music Theory IV: A student who gets an “A” in this course will be able to: --explain the numerous musical terms covered in the course --do a Roman numeral analysis of musical compositions involving the various types of chords covered in Music Theory I-IV --label embellishing tones in a tonal composition --recognize, create and use doubly augmented 4th chords, enharmonic diminished 7ths, enharmonic German
    [Show full text]
  • A Study of Compositional Elements in Ciclo Brasileiro by Heitor Villa- Lobos
    A STUDY OF COMPOSITIONAL ELEMENTS IN CICLO BRASILEIRO BY HEITOR VILLA- LOBOS Maria Eduarda Lucena Vieira A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF MUSIC August 2017 Committee: Gene Trantham, Advisor Yu-Lien The ii ABSTRACT Gene Trantham, Advisor Heitor Villa-Lobos, a well-known Brazilian composer, was born in the city of Rio de Janeiro, in 1887, the same place where he died, in 1959. He was influenced by many composers not only from Brazil, but also from around the world, such as Debussy, Igor Stravinsky and Darius Milhaud. Even though Villa-Lobos spent most of his life traveling to Europe and the United States, his works always had a Brazilian musical flavor. This thesis will focus on the Ciclo Brasileiro (Brazilian Cycle) written for piano in 1936. The premiere of this set was initially presented in 1938 as individual pieces including “Impressões Seresteiras” (The Impressions of a Serenade) and “Dança do Indio Branco” (Dance of the White Indian). The other pieces of the set, “Plantio do Caboclo” (The Peasant’s Sowing) and “Festa no Sertão” (The Fete in the Desert) were premiered in 1939. Both performances occurred in Rio de Janeiro. Also in 1936 he wrote two other pieces, “Bazzum”, for men’s voices and Modinhas e canções (Folk Songs and Songs), album 1. My thesis will explore Heitor Villa-Lobos’ Ciclo Brasileiro and hopefully will find direct or indirect elements of the Brazilian culture. In chapter 1, I will present an introduction including Villa-Lobos’ background about his life and music, and how classical and folk influences affected his compositional process in the Ciclo Brasileiro.
    [Show full text]
  • A Symphonic Poem on Dante's Inferno and a Study on Karlheinz Stockhausen and His Effect on the Trumpet
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2008 A Symphonic Poem on Dante's Inferno and a study on Karlheinz Stockhausen and his effect on the trumpet Michael Joseph Berthelot Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Music Commons Recommended Citation Berthelot, Michael Joseph, "A Symphonic Poem on Dante's Inferno and a study on Karlheinz Stockhausen and his effect on the trumpet" (2008). LSU Doctoral Dissertations. 3187. https://digitalcommons.lsu.edu/gradschool_dissertations/3187 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. A SYMPHONIC POEM ON DANTE’S INFERNO AND A STUDY ON KARLHEINZ STOCKHAUSEN AND HIS EFFECT ON THE TRUMPET A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agriculture and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The School of Music by Michael J Berthelot B.M., Louisiana State University, 2000 M.M., Louisiana State University, 2006 December 2008 Jackie ii ACKNOWLEDGEMENTS I would like to thank Dinos Constantinides most of all, because it was his constant support that made this dissertation possible. His patience in guiding me through this entire process was remarkable. It was Dr. Constantinides that taught great things to me about composition, music, and life.
    [Show full text]