Competences developed in the course

Transferable skills: 

CT9: To integrate appropriately into multidisciplinary teams and diverse cultural contexts. 

General competencies: 

CG1: To know the theoretical principles of music and to have adequately developed skills for the recognition, understanding and memorisation of musical material.  

CG2: Demonstrate appropriate skills for musical reading, improvisation, creation and recreation.  

CG3: Correctly produce and interpret the graphic notation of musical scores.  

CG4: Recognise musical materials through the development of aural skills and be able to apply these skills in professional practice.  

CG6: Master one or more musical instruments at a level appropriate to their main field of activity.  

CG7: Demonstrate the ability to interact musically in different types of participatory musical projects.  

CG8: Apply the most appropriate working methods to overcome challenges that arise in the field of personal study and collective musical practice.  

CG9: Be familiar with the specific characteristics of one’s principal instrument, in relation to its construction and acoustics, historical development, and mutual influences with other disciplines.  

CG11: Be familiar with a broad and up-to-date repertoire, centred on their specialism but open to other traditions. Recognise the stylistic features that characterise this repertoire and be able to describe them clearly and comprehensively.  

CG17: Be familiar with the different musical styles and practices that allow them to understand, in a broader cultural context, their own field of activity and enrich it.  

CG22: Possess a broad and diverse musical repertoire to be able to create or adapt musical pieces, as well as improvise in different contexts, based on knowledge of diverse styles, formats, techniques, trends and languages.  

CG24: Develop the capacity for self-directed learning throughout their professional life.  

CG25: To know and be able to use study and research methodologies that enable the continuous development and innovation of one’s musical activity throughout their career. 

Specific competencies: 

IN1: Interpret the significant repertoire of their specialism, appropriately addressing the aspects that define it in its stylistic diversity.  

IN2: Construct a coherent and personal interpretative concept.  

IN3: Demonstrate the ability to interact musically in all types of participatory musical projects, from duos to large ensembles.  

IN4: Express oneself musically through one’s instrument or voice, grounded in knowledge and mastery of instrumental and bodily technique, as well as in acoustic, organological and stylistic variations.  

IN5: Communicate, as a performer, musical structures, ideas and materials with rigour.  

IN6: Argue and express one’s viewpoints on interpretation verbally, as well as respond to the challenge of facilitating understanding of the musical work.  

IN7: Develop skills for reading and improvising on musical material.  

IN8: Appropriately assume the various subordinate, participatory or leadership roles that may arise in a collective musical project.  

IN9: Be familiar with the processes and resources of orchestral and other ensemble work, demonstrating adequate sight-reading, flexibility in response to the conductor’s instructions and the ability to integrate into the group.  

IN10: To understand the stage implications of their professional activity and be able to develop their practical applications. 

Learning outcomes (general objectives)

1.Develop the values and abilities that enable communication in ensemble performance, with or without a conductor, in diverse and representative line-ups. 

2.Apply the elements that enable and optimise collective interpretation in a coordinated and contextualised manner. 

3.Apply the correct criteria to collective interpretation, with a solid command of the ensemble and an aural control that guarantees complete sonic and stylistic blending, taking on differentiated roles with one’s own instrument within the ensemble. 

4.Possess an individual control of the ensemble that allows for taking the necessary initiatives and following those of the other group members. 

5.Extend and apply stylistic awareness to a broad and varied group repertoire. 

6.To apply interpretative criteria most appropriate to the styles in a coordinated manner.

Contents

Improvisation within collective interpretation. Standard groups. Characteristic roles of the different instruments and sections in each group and style. Usual repertoire. Diversity of repertoire. Elements for collective interpretation. Elements for communication through collective interpretation. 

Group rehearsal techniques, general and style-specific. Ensemble performance in diverse and representative line-ups. Performance of repertoire, both established and new. Improvisation within group performance. Aural and stylistic blending. Aural control of the ensemble performance and of one’s own role within it. Adaptation to specific stylistic requirements. Sound shaping of the group according to various parameters. Initiative and adaptability to the collective task. 

Teaching methodology

The teaching-learning methodology in classes involves ensemble work, either in small or large groups. Autonomous work involves the study and preparation of the pieces to be worked on in class, as well as rehearsals with the group’s members. 

Assessment systems

The assessment system is continuous assessment, based on diagnostic assessment and materialised in a summative assessment which leads to the final grade. Continuous assessment is carried out through various assessment records derived from specific assessment activities such as progress in class and the performance of recitals or concerts.