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This thesis implements Milton Babbitt's time-point system for music composition via the creation of a computer software application for the Macintosh computer. This system asks the composer to enter musical information, which is used to calculate pitch, duration, articulation, texture, octave, and silence, for the time-point composition. The application generates a file of musical information that is compatible with a performance application; the performance application will execute the composition communicating with MIDI-compatible musical instruments.The purpose of this project was to create a compositional tool that would implement the time-point system by reducing hours of hand calculation and tedium, and would provide an accessible and efficient approach to time-point composition. It is intended that this application be used to assist both the serious composer as well as the student of music composition. / School of Music

This essay examines the specific uses of literature and the implications of the expression det allmänmänskliga (what is common to all mankind) emphasized in the subject of Swedish in the curriculum for the Swedish upper secondary school, GY 2011. Using discourse analysis as a method, this essay shows that the phrase det allmänmänskliga suggests teaching literature as a way to emphasize universal experiences over time and place, thus revealing an implication of the nineteenth-century idea of World Literature. Furthermore, this essay shows that the challenges inherent in the phrase det allmänmänskliga, and its implications for World Literature, require new didactic strategies and approaches to designing courses and teaching literature. In relation to this, the essay examines theories that focus on approaches to teaching World Literature and the uses of narration as a means to understand and emphasize the specifics of World Literature and the universal experiences. The final part of this essay examines the recent use of the concept of narrativ kompetens (narrative competence) emphasizing interaction and key elements of the reading experience as a specific way to understand and approach fiction. This essay concludes that the inherent benefits of narrativ kompetens combined with approaches to teaching World Literature, seem to offer great possibilities fulfilling the obligations and the specific uses of literature suggested in the curriculum for the Swedish upper secondary school.

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