Composition, Chromaticism & Developmental… by Henry Burnett

Composition, Chromaticism and the Developmental Process by Henry Burnett, Roy Nitzberg
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Overview: Musicology, having been transmitted as a compilation of disparate events and disciplines, has long necessitated a ‘magic bullet’, a ‘unified field theory’ so to speak, that can interpret the steady metamorphosis of Western art music from late medieval modality to twentieth-century atonality within a single theoretical construct. Without that magic bullet, discussions of this kind are increasingly complicated and, to make matters worse, the validity of any transformational models and ideas of the natural evolution of styles is questioned and even frowned upon today as epitomizing a grotesque teleological bigotry. Going against current thinking, Henry Burnett and Roy Nitzberg claim that the teleological approach to observing stylistic change is still valid when considered from the purely compositional perspective. The authors challenge the traditional understanding of development, and advance a new theory of eleven-pitch tonality as it relates to the corpus of Western composition. The book plots the evolution of tonality and its bearing on style and the compositional process itself. The theory is not based on the diatonic aspect of the various tonal systems exploited by composers; rather, the theory is chromatically based – the chromatically inflected octave being the source not only of a highly ingenious developmental dialectic, but also encompassing the moment-to-moment progression of the musical narrative itself. Even the most profound teachings of Schenker, and the often startlingly original and worthwhile speculations of Riemann, Tovey, Dahlhaus and others, still provide no theory of development and so are ultimately unable to unite the various tendrils of the compositional organism into a unified whole. Burnett and Nitzberg move beyond existing theory and analysis to base their theory from the standpoint of chromatic ‘pitch fields’. These fields are the specific chromatic pitch choices that a composer uses to inform and design a complete composition, utilizing
Genre: Non-Fiction > General

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Developmental Phonological Disorders: Foundations of Clinical Practice, Second Edition


Developmental Phonological Disorders: Foundations of Clinical Practice, Second Edition, is the only graduate-level textbook designed for a competency-based approach to teaching, learning, and assessment. The book provides a deep review of the knowledge base necessary for the competent assessment, diagnosis, and treatment of developmental phonological disorders. Thoroughly revised and updated, the textbook contains learning objectives in each chapter to further support understanding of concepts and carefully designed case studies and demonstrations to promote application to clinical problem solving.

Key Features:

Learning objectives for each chapter subsection.
Includes the how, why and when to apply each assessment and treatment procedure in clinical practice.
62 tables containing clinically relevant information such as normative data to interpret phonological assessment results.
99 figures to support clinical decision making such as recommending a treatment delivery model, selecting treatment targets or choosing evidence based interventions.
35 case studies to support a competency-based approach to teaching and assessment.
35 demonstrations that show how to implement assessment and treatment procedures.

The Second Edition provides a comprehensive overview of seminal studies and leading-edge research on both phonological development and phonological disorders, including motor speech disorders and emergent literacy. This wealth of theoretical background is integrated with detailed descriptions and demonstrations of clinical practice, allowing the speech-language pathologist to design interventions that are adapted to the unique needs of each child while being consistent with the best research evidence. New to the Second Edition:
Updated and expanded section on Childhood Apraxia of Speech.
Updated and expanded sections on the identification and treatment of inconsistent phonological disorder.
Administration and interpretation of the Syllable Repetition Task added.
Administration and interpretation of the Diagnostic Evaluation of Articulation and Phonology added with case studies and demonstrations.
New organization, formatting, and editing to reduce the size of the book.
Case Studies were revised to a single page format.
Improved Table of Contents to ease access to content including norms tables, case studies, and demonstrations.

“.this is an exceptionally useful addition to the body of knowledge regarding articulation and phonology. Rvachew and Brosseau-Lapre present perhaps the most solidly research-based text available and supplement their comprehensive overview of the research literature with practical information that can be easily incorporated into masters and doctoral level education. The practical information will be valuable to practicing clinicians who turn to the text for up-to-date research and application information.” -Lissa Power-deFur, Ph.D., CCC-SLP, ASHA-F, Professor, Communication Sciences and Disorders Director, Longwood s Speech, Hearing, and Learning Services, Longwood University

About the Author
Susan Rvachew, PhD, S-LP(C), worked as a speech-language pathologist in pediatric health care settings for 20 years before taking a position at McGill University, where she is currently an Associate Professor in the School of Communication Sciences and Disorders. Her research is focused on phonological development and disorders and the development of more effective interventions to treat phonological disorders in children and prevent reading disability in this population. She has published over 50 journal articles and book chapters describing the speech perception, speech production, and/or phonological awareness skills of infants, children, and adults.

Françoise Brosseau-Lapré, MSc(A), SLP©, has worked as a speech-language pathologist in pediatric health care settings since obtaining a master’s degree in speech-language pathology in 2002 from McGill University. She is currently a doctoral candidate at the School of Communication Sciences and Disorders at McGill University. Her research focuses on French phonological development and disorders, as well as efficacy of interventions aimed at improving the phonological skills of preschool francophone children with developmental phonological disorders



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