Hossein-Hadisi-Phd-Commentary

Total Page:16

File Type:pdf, Size:1020Kb

Hossein-Hadisi-Phd-Commentary UNIVERSITY OF SOUTHAMPTON FACULTY OF LAW, ARTS & SOCIAL SCIENCES SCHOOL OF HUMANITIES Portfolio of compositions and commentary by Mohammad Hossein Karim Hadisi Portfolio of compositions and commentary for the degree of Doctor of Philosophy January 2012 Portfolio of Compositions and Commentary Hossein Hadisi Preface The spiritual journey of many greatly influential figures throughout history has been subject to physical journeys. The enlightening visions and experiences that prophets, poets and thinkers have witnessed have given birth to new intellectual horizons that might not have been achieved, but for the challenges and adventures entwined with the nature of migration. The musical journey of my life, too, has been affected by the physical and spiritual journey I have made by leaving Iran. The nature of Persian music, also, takes one on a mystical journey of self-analysis and awareness. Inevitably, my music is the product of the culture I was raised in and the ones I have had the privilege of living in. My interpretation of these cultures, hermeneutics of humanities and understanding of music, is also strongly influenced by my personality and psychological characteristics. As a composer, I have always refrained from commenting on my own music. I find the experience somewhat challenging, yet amusing, non-musical, yet poetic and unnecessary, yet fruitful. In writing this commentary, I have re-visited some of the most intimate compositional experiences I have had and I am grateful for the depth of insight provided by this experience. 2 Portfolio of Compositions and Commentary Hossein Hadisi Table of Contents PREFACE ........................................................................................................................................ 2 TABLE OF CONTENTS ...................................................................................................................... 3 LIST OF TABLES AND ILLUSTRATIONS .......................................................................................................... 5 LIST OF ACCOMPANYING MATERIAL ........................................................................................................ 10 ACKNOWLEDGEMENT ................................................................................................................... 12 NOTE ............................................................................................................................................ 13 1. INTRODUCTION ..................................................................................................................... 15 2. WINE OF THE MYSTIC: ............................................................................................................ 19 I.I. BI KHABARAN ............................................................................................................................. 19 I.II. HICH ........................................................................................................................................ 21 I.III. DAM ....................................................................................................................................... 22 I.IV. MEY-E NAAB ............................................................................................................................ 23 I.V. SAMA ....................................................................................................................................... 33 I.VI. KOOZEH ................................................................................................................................... 35 II.I. AFSOOS .................................................................................................................................... 41 II.II. FATVAA ................................................................................................................................... 46 II.III. SOVAR ................................................................................................................................... 54 II.IV. PAYAN-E SOKHAN .................................................................................................................... 56 III.I. RANJ-E BIHOODEH .................................................................................................................... 59 III.II. HAST ..................................................................................................................................... 62 III.III. NIST ..................................................................................................................................... 63 III.IV. GHAFELEH ............................................................................................................................. 65 III.V. ASRAAR-E AZAL ....................................................................................................................... 70 IV.I. GHAM ..................................................................................................................................... 71 IV.II. EBRAT .................................................................................................................................... 71 IV.III. MAST ................................................................................................................................... 73 IV.IV. NI AMADAMI ......................................................................................................................... 73 IV.V. NI SHODAMI ........................................................................................................................... 75 IV.VI. NI BODAMI ............................................................................................................................ 77 3. APPENDIX A – RUBAIYAT ....................................................................................................... 81 4. APPENDIX B – INSTRUMENTATION ........................................................................................ 85 TAR ................................................................................................................................................... 85 TOMBAK ............................................................................................................................................ 85 DAF ................................................................................................................................................... 86 DAYEREH ............................................................................................................................................ 88 5. APPENDIX C – INDEX OF SYMBOLS AND TRANSLITERATIONS ................................................. 91 6. APPENDIX D – PERCUSSION NOTATION ................................................................................. 93 7. APPENDIX E – THE TAR FRETTING ........................................................................................... 95 8. APPENDIX F – CONCERT PROGRAMME FOR THE PREMIÈRE .................................................... 97 3 Portfolio of Compositions and Commentary Hossein Hadisi 9. APPENDIX G – CALLIGRAPHY AND GRAPHIC NOTATION ....................................................... 101 10. APPENDIX H – ARTWORK ................................................................................................... 117 ALBUM ARTWORK: ............................................................................................................................ 117 SCORE ARTWORK: .............................................................................................................................. 117 STAGE LAYOUT: ................................................................................................................................. 118 11. APPENDIX I – OMAR KHAYYÁM ......................................................................................... 121 12. APPENDIX J – OTHER PIECES .............................................................................................. 125 12.1 NOTATED PIECES .................................................................................................................... 125 12.2 SONAR SCORES ...................................................................................................................... 135 12.3 IMPROVISATORY PIECES .......................................................................................................... 137 13. APPENDIX K – AUDIO CDS .................................................................................................. 141 CD I: WINE OF THE MYSTIC ................................................................................................................. 141 CD II: OTHER WORKS ......................................................................................................................... 141 CD III: SAMPLES FROM PERSIAN MUSIC ................................................................................................ 142 14. ENDNOTES ......................................................................................................................... 143 14.1. ............................................................................................................................................... 143 14.2. ............................................................................................................................................... 143 14.3. ..............................................................................................................................................
Recommended publications
  • Musical Structure, Musical Nation, C. 1800–1950
    6 Musical Structure, Musical Nation, c. 1800–1950 While the Qajar Dynasty would eventually reunite most Safavid territory under their control by the very end of the eighteenth century, the first writings about Qajar music apparently come somewhat later, in the mid-nineteenth century. And even the earliest of these writings document new concepts of musical structure that would ultimately underpin the emergence of the radif-dastgah tradition. Early writings about music associated with the Qajar court describe idiosyncratic models of procedural musical structure. They alternately referred to twelve dast- gah or four shadd, which might also be called dastgah. But in both cases writ- ings described a unique, separate procedure of musical development that defined each shadd or dastgah.1 There was not one shared superstructure unifying the organization of all dastgah: each one required a separate explanation of how it worked, from the beginning of a performance to the very end. While authors ini- tially described varying numbers and terminology for these performance-based structures, seven dastgah eventually become a common framework for this pro- cedural concept of musical structure. Descriptions of seven dastgah suggest the musical procedures of each dastgah could relate specifically to how instruments were played. Following this logic, a text dated 1912 from an observer named Mirza Shafi Khan described the melodic progression of seven different dastgah in terms of different tunings for strings and changing hand positions over the duration of a performance. This referred to how the music could be played on the tar (tār), a specific long-necked, fretted lute.2 However many dastgah there were in the early to mid-nineteenth century, musicians took the seven dastgah of the late nineteenth century and made changes to this particular tradition in the twentieth century.
    [Show full text]
  • Universidade Estadual De Campinas Rodolfo Vilaggio
    UNIVERSIDADE ESTADUAL DE CAMPINAS RODOLFO VILAGGIO ARILHO ESTUDO INTERPRETATIVO DA OBRA VARIAÇÕES RÍTMICAS OPUS 15 DE MARLOS NOBRE CAMPINAS 2018 UNIVERSIDADE ESTADUAL DE CAMPINAS RODOLFO VILAGGIO ARILHO ESTUDO INTERPRETATIVO DA OBRA VARIAÇÕES RÍTMICAS OPUS 15 DE MARLOS NOBRE Tese de Doutorado apresentada a Pós- Graduação do Instituto de Artes da Universidade Estadual de Campinas como parte dos requisitos exigidos para a obtenção do título de Doutor em Música. Área de concentração: Música: Teoria, Criação e Prática. Orientador: Prof. Dr. Fernando Augusto de Almeida Hashimoto Este exemplar corresponde à versão final da tese defendida pelo aluno Rodolfo Vilaggio Arilho, e orientado pelo Prof. Dr. Fernando Augusto de Almeida Hashimoto. CAMPINAS 2018 15 Agência(s) de fomento e nº(s) de processo(s): Não se aplica. Ficha catalográfica Universidade Estadual de Campinas Biblioteca do Instituto de Artes Silvia Regina Shiroma - CRB 8/8180 Arilho, Rodolfo Vilaggio, 1979- Ar42e AriEstudo interpretativo da obra Variações Rítmicas opus 15 de Marlos Nobre / Rodolfo Vilaggio Arilho. – Campinas, SP : [s.n.], 2018. AriOrientador: Fernando Augusto de Almeida Hashimoto. AriTese (doutorado) – Universidade Estadual de Campinas, Instituto de Artes. Ari1. Nobre, Marlos, 1939-. 2. Percussão (Música). 3. Instrumentos de percussão. 4. Música brasileira. 5. Música - Interpretação (Fraseado, dinâmica, etc.). I. Hashimoto, Fernando Augusto de Almeida, 1972-. II. Universidade Estadual de Campinas. Instituto de Artes. III. Título. Informações para Biblioteca Digital
    [Show full text]
  • Vocabulaire Des Musiques Latino-Américaines
    JORGE ANTUÑES ISABELLE LEYMARIE CHRISTOPHE PIRENNE VOCABULAIRE DES MUSIQUES LATINO-AMERICAINES Minerve Musique Ouverte AVANT PROPOS L'immense espace géographique qui va de la Terre de Feu au Sud du Texas et des côtes du Chili aux Petites Antilles fut le théâtre sublime et sanglant d'une histoire marquée par d’incessants mouvements migratoires qui débutèrent au XVIe siècle, avec la colonisation. La diversité et l’ampleur de ces flux d'hommes de toutes races, de toutes provenances et de toutes croyances est à l'origine d’un univers culturel complexe, dont la principale caractéristique est le métissage. Les rencontres entre les indiens et les occidentaux, entre les indiens et les noirs africains, entre les occidentaux et les africains, entre les nombreuses races africaines... ont été à l'origine de phénomènes d'acculturation complexes et variés. Les musiques indigènes, européennes et africaines ont été réinterprétées, recréées pour aboutir à des formes inédites variant selon les régions ou le degré d’influence de chacune des sources. À côté des chocs brutaux résultant des génocides ou de la succession de colonisateurs, les différentes phases de colonisation de certaines régions se sont opérées tantôt par une lente maturation des acquis (lorsque ces régions connaissent une relative stabilité), tantôt "naturellement" (dans les régions les plus hostiles certains indigènes ont préservé leur culture). La collecte de ce répertoire traditionnel est, le plus souvent, très récente, et de nombreuses analyses ont porté sur des descriptions plutôt que sur des sources sonores ou de la musique écrite. Dans le cas de certaines civilisations précolombiennes (Aztèques, Mayas, Incas) l’archéologie, de même que la conservation de certains codex ou, comme au Pérou, le témoignage de colons avisés tels que Garcilaso de la Vega et Felipe Guaman Poma de Ayala, ont permis de combler certaines lacunes.
    [Show full text]
  • Pandeiro 1 Pandeiro
    Pandeiro 1 Pandeiro Pandeiro Other names Pandeiro, drums Classification hand percussion Playing range High sound of jingles, plus some have a skin with a lower sound. Related instruments Riq, Buben, Dayereh, Daf, Kanjira, Frame drum The pandeiro (Portuguese pronunciation: [pɐ̃ˈdejɾu]) is a type of hand frame drum. There are two important distinctions between a pandeiro and the common tambourine. The tension of the head on the pandeiro can be tuned, allowing the player a choice of high and low notes. Also, the metal jingles (called platinelas in Portuguese) are cupped, creating a crisper, drier and less sustained tone on the pandeiro than on the tambourine. This provides clarity when swift, complex rhythms are played. It is held in one hand, and struck on the head by the other hand to produce the sound. Typical pandeiro patterns are played by alternating the thumb, fingertips, heel, and palm of the hand. A pandeiro can also be shaken to make sound, or one can run a finger along the head to create a "rasp" noise. The pandeiro is used in a number of Brazilian music forms, such as Samba, Choro, Coco, and Capoeira music (see Capoeira songs). The Brazilian pandeiro derives from the pandeireta or pandereta of Spain and Portugal. Some of the best-known pandeiro players today are Paulinho Da Costa, Airto Moreira, Marcos Suzano, Cyro Baptista, and Carlinhos Pandeiro de Ouro. Artists such as Stanton Moore use it non-traditionally by tuning it low to sound like a floor tom with jingles, mounting it on a stand and integrating it into the modern drum kit.
    [Show full text]
  • Relationship with Percussion Instruments
    Multimedia Figure X. Building a Relationship with Percussion Instruments Bill Matney, Kalani Das, & Michael Marcionetti Materials used with permission by Sarsen Publishing and Kalani Das, 2017 Building a relationship with percussion instruments Going somewhere new can be exciting; it might also be a little intimidating or cause some anxiety. If I go to a party where I don’t know anybody except the person who invited me, how do I get to know anyone else? My host will probably be gracious enough to introduce me to others at the party. I will get to know their name, where they are from, and what they commonly do for work and play. In turn, they will get to know the same about me. We may decide to continue our relationship by learning more about each other and doing things together. As music therapy students, we develop relationships with music instruments. We begin by learning instrument names, and by getting to know a little about the instrument. We continue our relationship by learning technique and by playing music with them! Through our experiences and growth, we will be able to help clients develop their own relationships with instruments and music, and therefore be able to 1 strengthen the therapeutic process. Building a relationship with percussion instruments Recognize the Know what the instrument is Know where the Learn about what the instrument by made out of (materials), and instrument instrument is or was common name. its shape. originated traditionally used for. We begin by learning instrument names, and by getting to know a little about the instrument.
    [Show full text]
  • Ancient Iranian Music And
    index ʿAbbasid Caliphate, 6, 25, 35, 42, 98; ancient ʿAlizadeh, Hossein, 210–11 Iranian music and, 171; Graeco-Arabic writ- ʿamal [ʿamal] (practice), 34, 35, 50, 59, 63; musica ings on music, 29; patronage of musicians, practica and, 17; poetry and, 186 36; slow decline of, 36 Amir Khan Gorgi, 32, 45, 88, 99, 187; Ramal ʿabd Allah Qutb Shah, 45 rhythmic cycles according to, 33; song ʿAbdullah, Mirza, 113–14, 124, 126, 133, 143, 178; collection of, 95–98 authentic Iranian tradition and, 180, 181; Amuli, Muhammad ibn Mahmud Shams al-Din, instrumental radifs and, 189; radif-dastgah 40, 49 tradition and, 179, 209; Saba as student of, 183 Anatolia, 25, 38 Abd al-shāmel melody, 149 al-Andalus (Muslim Spain), medieval, 13 Abu-ʿAta (abū ʿaṭāʾ) avaz-dastgah, 107, 136, 148; Anglo-Persian (later, Anglo-Iranian) modal interpretations of, 107–8; tonic of, 109 Oil Company, 117, 122 Abu Bakr (companion of Muhammad), 68, 69 animal vocalizations, 56, 85 Abūl melody, 140 anthropology, 13, 18, 219 Achaemenid Empire, 1, 171, 203 Āqādeh melody, 148 acoustics, 143 Arabic language, 8, 11, 53, 59, 187; ʿaruz (ʿaruż) adwar [adwār] (theory of scale creation), 27, 28, poetic meter and, 31; decline of standing in 30, 44, 143, 146 Safavid Empire, 35; documentation of twelve- Afghan invasion (1722), 86, 88, 101, 116 maqam system in, 26; ghazal genre and, 185; Afshari (afshārī) avaz-dastgah, 107, 138, 141; as Islam and, 37, 65; medieval writing on music, matin, 150; modal interpretations of, 107–8; 10; on morality of instruments, 70; music new music of Iran and, 161;
    [Show full text]
  • Sobre Los Panderos Y Los Panderos Cuadraos
    Gracies a un asuntu planteáu nel esapaecíu foro del grupu del Gabinete de Estudios Etnográficos sobre l’usu de panderos cuadraos, y col pruyimientu d’afondar y conocer más sobre la hestoria y desendolque de los instrumentos musicales, animéme a escribir un artículu qu’espero sirva pa tratar el tema dende más puntos de vista. Cualaquier datu que tengáis qu’amestar o proponer, sedrá bienveníu. SOBRE LOS PANDEROS Y LOS PANDEROS CUADRAOS Por DANIEL GARCÍA DE LA CUESTA [email protected] www.facebook.com/dani.garciadelacuesta a 6 d’abril del 2006, actualizao y con revisión de los enllaces consultaos el 12.9.2013 De mano, camiento que ye imprescindible decir que, al tratar l’estudiu de los instrumentos, dalgunos autores arreyen les investigaciones dende la denominación d’un vocablu en concretu a un tipu de instrumentu concretu, ensin tener en cuenta qu’esto da pie a munchos enquívocos, empobinándonos munches vegaes a caminos ensin salida que non apurren igües al estudiu del so espoxigue y que non mos da desplicación al so asitamientu nun llugar, o pervivencia dende tiempos antiguos. Un panderu con forma cuadrá, rectangular, o romboide, nun tien porque llevar un nome que lu identifique esclusivamente, ye más, nesti casu, y pa estremalu anguaño, tenemos que pone-y un adxetivu calificativu xiométricu que non llevaba hasta hai pocu. Kurt Sachs comentaba na so Historia de los instrumentus musicales, qu’estremaos nomes non teníen porque denominar estremaos instrumentos y qu’estremaos instrumentos non teníen porque llevar nomes estremaos. Esto tien una desplicación cenciella, que ya desendolqué n’otros trabayos sobre instrumentos musicales como les harpes, lires, violes, bandurries, rabeles, tambores, panderos, etc..., y que resumo na idea de que la gran mayoría los vocablos con que se denominen a los instrumentos musicales, tán direutamente venceyaos a dalgún material utilizáu na so costrución, ya dende la llingua d’orixen, colos cambios de tou tipu que pasen por inculturización y aculturización.
    [Show full text]
  • Music of a Thousand Years a New History of Persian Musical Traditions
    Music of a Thousand A NEW HISTORY OF PERSIAN Years MUSICAL TRADITIONS ANN E. LUCAS Luminos is the Open Access monograph publishing program from UC Press. Luminos provides a framework for preserving and reinvigorating monograph publishing for the future and increases the reach and visibility of important scholarly work. Titles published in the UC Press Luminos model are published with the same high standards for selection, peer review, production, and marketing as those in our traditional program. www.luminosoa.org The publisher and the University of California Press Foundation gratefully acknowledge the generous support of the Joan Palevsky Imprint in Classical Literature. Music of a Thousand Years Music of a Thousand Years A New History of Persian Musical Traditions Ann E. Lucas UNIVERSITY OF CALIFORNIA PRESS University of California Press, one of the most distinguished university presses in the United States, enriches lives around the world by advancing scholarship in the humanities, social sciences, and natural sciences. Its activities are supported by the UC Press Foundation and by philanthropic contributions from individuals and institutions. For more information, visit www.ucpress.edu. University of California Press Oakland, California © 2019 by Ann E. Lucas This work is licensed under a Creative Commons CC BY-NC license. To view a copy of the license, visit http://creativecommons.org/licenses. Suggested citation: Lucas, A. E. Music of a Thousand Years A New History of Persian Musical Traditions. Oakland: University of California Press, 2019. DOI: https://doi.org/10.1525/luminos.78 Library of Congress Cataloging-in-Publication Data Names: Lucas, Ann E., 1978- author.
    [Show full text]
  • Research Article Special Issue
    Journal of Fundamental and Applied Sciences Research Article ISSN 1112-9867 Special Issue Available online at http://www.jfas.info CALCULATION OF PITCH FOR THE IRANIAN TRADITIONAL MUSIC GENRE CLASSIFICATION STUDIED ON TWO STRINGED INSTRUMENTS THE TAR AND THE SETAR S. Firouzfar1,*, M. A. Layegh2 and S. Haghipour3 1Azarbaijan Shahid Madani University, Faculty of Information Technology 2Department of Electrical Engineering, Urmia University, Urmia, West Azarbaijan Province, Iran 3Department Of Biomedical Engineering,Tabriz Branch,Islamic Azad University Published online: 15 February 2016 ABSTRACT Audio signal classification system analyzes the input audio signal and creates a label that describes the signal at the output. These are used to characterize both music and speech signals. The categorization can be done on the basis of pitch, music content, music tempo and rhythm. A musical sound is said to have four perceptual attributes: pitch, loudness, duration and timbre. These four attributes make it possible for a listener to distinguish musical sounds from each other. Pitch is a perceptual and subjective attribute of sound and plays an important role in the human understanding of sound. Although the pitch estimation of monophonic sound is well resolved, the polyphonic pitch estimation has been proved to be a very difficult task. Here, the main purpose is to calculate pitch for classification of The Radif of Mirzâ Ábdollâh which has been played by two famous stringed instruments the Tar and the Setar . Keywords: Pitch; Radif; Tmbre; Monophonic Author Correspondence, e-mail: [email protected] doi: http://dx.doi.org/10.4314/jfas.v8i2s.454 Journal of Fundamental and Applied Sciences is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
    [Show full text]
  • O Adufe Contexto Histórico E Musicológico
    UNIVERSIDADE DO ALGARVE Faculdade de Ciências Humanas e Sociais e Campo Arqueológico de Mértola O Adufe Contexto Histórico e Musicológico Ana Carina Marques Dias Mestrado em Portugal Islâmico e o Mediterrâneo Área de História FARO 2011 UNIVERSIDADE DO ALGARVE Faculdade de Ciências Humanas e Sociais e Campo Arqueológico de Mértola O Adufe Contexto Histórico e Musicológico Ana Carina Marques Dias Dissertação Orientada por Prof. Dr. Cláudio Torres 2011 AGRADECIMENTOS Ao longo destes três anos de recolha de informação, foram muitas as pessoas e instituições que contribuíram com a sua ajuda e que gostaríamos aqui de agradecer. O orientador Prof. Cláudio Torres, pela partilha de conhecimento e interesse na temática, a Prof. Susana Martinez e o Prof. Luís Oliveira pela ajuda teórica e estruturante da dissertação e formação. À Universidade do Algarve e ao Campo arqueológico de Mértola e a sua Biblioteca de onde se destacam Filipa Medeiros e Armanda Salgado. Aos professores que ao longo da componente lectiva contribuíram com a partilha da informação sobre as temáticas abordadas no presente estudo: Santiago Macías, Maria Filomena Barros, Manuela Barros, Maria Cardeira da Silva, Christoph Picard e Juan Aurelio Macías. Gostaria de agradecer igualmente a inter-ajuda entre colegas de formação destacando Ana Azevedo, Ana Paula Penedo, Luís Maçarico, Pedro Carlos, Rolando Rosa e Sandra Cavaco. Exteriores ao núcleo formativo gostaríamos de destacar, pertencendo às diversas áreas: Carlos Pedro Alves pela grande motivação e partilha de informação essencial
    [Show full text]
  • The Processes of Creation and Recreation in Persian Classical Music
    The Processes of Creation and Recreation in Persian Classical Music Volume One Thesis Submitted for the Degree of PhD Laudan Nooshin Goldsmiths' College University of London March 1996 Abstract This thesis presents a critical examination of the processes of creativity in the performance of Persian classical music. Using current literature, information from musicians, and detailed musical analyses, the thesis endeavours to reach an understanding of what creativity means in the Persian context, and to examine the ways in which creativity takes place and the factors which affect it. A consideration of the nature of human creativity in general is followed by a critique of the concepts and terminology of creativity used within (ethno)musicology. Several areas are subsequently explored for their potential contribution to an understanding of creative musical processes. There is a consideration of possible parallels between musical and linguistic creativity, as well as an exploration of theories about the psycho-physiological determinants of musical creativity. With specific reference to Persian classical music, various aspects of the basic canonic repertoire, the radif, are examined, and this is followed by a discussion of the processes by which the radif is learnt, this being a crucial stage in laying the foundations of musical creativity. There is also a consideration of the concepts of creativity in this musical tradition, as well as changes to such concepts in recent years. The musical analyses focus on a number of performances and versions of the radif, primarily from dastgah Segah. There is an examination of the sectional organisation of both performances and radzfs, as well as of compositional procedures, typical melodic patterns, and including specific focus on the ways in which material from the radif is treated in performance.
    [Show full text]
  • Naqmey-E Sahar (The Melody of Dawn) a Piece for Solo Violin, Woodwinds, Percussions and Strings
    Naqmey-e Sahar (The Melody of Dawn) A Piece for solo violin, woodwinds, percussions and strings by Ali Montazerighahjaverestani, B.S., M.A. A Doctoral Project in Composition Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirement for the Degree of Doctor of Musical Arts Approved Dr. Mei-Fang Lin Chair of Committee Dr. Peter Fischer Dr. David Forrest Dr. Mark Sheridan Dean of the Graduate School December 2016 Copyright 2016, Ali Montazerighahjaverestani Texas Tech University, Ali Montazerighahjaverestani, December 2016 Acknowledgments I wish to express my gratitude to Dr. Mei-Fang Lin for all her kindness, time and encouragement. Dr. Lin taught me many things about composition and contemporary musical styles. Completing this dissertation would not have been possible without the support of Dr. Peter Fischer who offered his expertise both in composition and in pedagogy. Additionally, Dr. Michael Stoune was particularly generous with his consideration and instructions about the process of graduation. I owe a great debt to Dr. David Forrest for agreeing to be one of my committee members. I also want to thank all my friends and classmates from whom I learned a lot. This piece is dedicated to my parents, who supported me all my life, especially after I left my homeland in 2011. ii Texas Tech University, Ali Montazerighahjaverestani, December 2016 Table of Contents Acknowledgments……………………………………………………..………………….ii Abstract…………………………………………………………………………………...iv Chapter 1: Introduction……………………………………………………………………1
    [Show full text]