Competences developed in the course

Transversal Competences

CT7: Use communicative skills and constructive criticism in teamwork.

CT8: Develop ideas and arguments in a reasoned and critical manner.

CT9: Integrate effectively into multidisciplinary teams and diverse cultural contexts.

CT13: Seek excellence and quality in professional activity.

CT17: Contribute, through professional activity, to social awareness of the importance of cultural heritage, its impact across different domains, and its capacity to generate significant values.

General Competences

CG1: Understand the theoretical principles of music and demonstrate appropriate skills for recognising, understanding and memorising musical material.

CG2: Demonstrate adequate skills for musical reading, improvisation, creation and re‑creation.

CG3: Produce and correctly interpret the graphic notation of musical texts.

CG4: Identify musical materials through developed auditory skills and apply this capacity in professional practice.

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

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

CG8: Apply appropriate working methods to overcome challenges in personal study and collective musical practice.

CG9: Understand the characteristics of one’s main instrument regarding construction, acoustics, historical evolution and interdisciplinary influences.

CG11: Be familiar with a broad and updated repertoire, centred on one’s speciality but open to other traditions. Recognise the stylistic features that characterise this repertoire and describe them clearly and comprehensively.

CG17: Be familiar with different musical styles and practices that enable understanding of one’s own field within a broader cultural context and enrich it.

CG22: Possess broad and diverse musical resources to create or adapt musical works and to improvise in different contexts, based on knowledge of various styles, formats, techniques, trends and languages.

CG24: Develop capacities for self‑directed learning throughout one’s professional life.

CG25: Understand and be able to use study and research methodologies that enable continuous development and innovation in musical activity throughout one’s career.

Specific Competences

IN1: Perform the significant repertoire of one’s speciality, appropriately addressing the aspects that identify it within its stylistic diversity.

IN2: Construct a coherent and personal interpretative approach.

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

IN4: Express oneself musically with the voice, grounded in vocal and bodily technique, acoustic and organological knowledge, and stylistic awareness.

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

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

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

IN8: Adequately assume different subordinate, participatory or leadership roles within a collective musical project.

IN9: Understand choral working processes and resources, mastering sight‑reading, showing flexibility towards conductor indications and demonstrating strong group integration.

IN10: Understand the scenic implications of professional activity and be capable of developing their practical applications.

Learning outcomes (general objectives)

Classical and Contemporary

1. Develop the values and capacities required for ensemble performance—including sight‑reading and ensemble control—in small or large groups, with or without conductor, to a high level of professional competence.
2. Demonstrate interpretative experience in a broad and varied repertoire of classical and contemporary music, including compositions emerging from the immediate environment.
3. Apply the most appropriate collective interpretative criteria according to genres and periods, with solid stylistic and historical awareness.
4. Assume and control one’s role within the ensemble, coordinating effectively with other members and with the conductor when applicable.
5. Master collective working mechanisms and apply them to rehearsal and performance.

Early Music

1. Develop the values and capacities required for ensemble performance, with or without conductor, across diverse and representative formations.
2. Apply, in a coordinated and contextualised manner, the elements that enable and optimise collective performance.
3. Apply correct interpretative criteria to collective performance, demonstrating solid ensemble mastery and auditory control that ensures full sonic and stylistic cohesion, assuming differentiated roles with one’s voice within the group.
4. Possess individual control within the ensemble that enables taking necessary initiatives and responding to those of other group members.
5. Expand and apply stylistic awareness to a broad and varied group repertoire.
6. Apply, in a coordinated manner, the most appropriate interpretative criteria for each style.

Contents

Classical and Contemporary

Elements that enable and optimise communication through collective performance. Elements of collective work. Constructive and critical debate on collective rehearsal techniques and interpretation. Coordination and auditory control of collective performance and of one’s own part within the ensemble. Collective performance of classical and contemporary concert repertoire—vocal, instrumental or mixed—including recent repertoire and free improvisation. Chamber and ensemble performance. Development, refinement and adaptation of articulation and emission techniques.

Early Music

Improvisation within collective performance. Standard groups. Characteristic roles of different instruments and sections in each group and style. Usual repertoire. Repertoire diversity. Elements for collective performance. Elements for communication through collective performance. General and style‑specific group rehearsal techniques. Collective performance in diverse and representative formations. Performance of external and original repertoire. Improvisation within group performance. Sonic and stylistic cohesion. Auditory control of collective performance and of one’s own role. Adaptation to specific stylistic requirements. Group sound projection according to various parameters. Initiative and adaptation to collective tasks.

Teaching methodology

Teaching–learning methodology is based on ensemble music work, either in small or large groups. Autonomous work includes studying and preparing the works to be rehearsed in class, as well as rehearsals with group members.

Assessment systems

Continuous assessment based on diagnostic evaluation and formalised through summative assessment leading to the final grade. Continuous assessment is carried out through various evaluation records derived from specific activities such as progress in class and the performance of auditions or concerts.