[A1112] In this first year of our course in experimental composition has been increasingly clearly shaping up to be a node (one of many) of the general musical discourse. The actual technical aspect, in its early stages, teaching, learning experience, production-, has only partially characterized, having been given ample space to discussions on music as a semiotic project, as a communicational network society. Both in production 'in the notes' in the speech is also caused and fed outside, it never lacked self-generating time, ie the exploitation of the 'background noise', dell'alea Information offered by the environment in the process of formation and transformation of the discourse itself. One of us has rightly observed that certain compositional exercises, though confined to the problem of identifying semiintuitiva elements 'style', took into account the current situation postcagiana, rather only by the conscious relationship with it drew its meaning. Other articles provide valuable insights on opportunity instead of a compositional approach rather than technically correct as of today from yesterday (perhaps to trace any case where there is interest). Even more action and self-regulating autostrutturante group has been evident in the rapid update the global discourse on music and it nell'affiorare projects 'compositional' involving the entire trajectory of communication, the production phase to the receptive, engaging, that is, a (ideal) audience. Individually each of us I think have heard the conversation turned to the passage through our group: the magnitude of change, the amount of new information produced is not something quantifiable in an absolute sense, but should be viewed in relation to local conditions. If something has been most widely used product or can be produced, it is not possible to recognize here and now, here and now we have only our personal impressions, of which I quote mine as the only one which I have actual knowledge, and the quotes are just from this report, about which there is no trust that by questioning my say-so-students.
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