Competences developed in the course

Transversal Competences

CT6: Exercise self‑criticism regarding one’s professional and interpersonal performance.

CT13: Seek excellence and quality in professional activity.

General Competences

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

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

CG19: Understand the pedagogical and educational implications of music at different levels.

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

CG25: Understand and use study and research methodologies that enable continuous development and innovation in musical activity.

CG26: Link musical activity with other scientific, humanistic and artistic disciplines, enriching professional practice with a multidisciplinary dimension.

Specific Competences

PE4: Acquire technical mastery and expressive capacity in interpretation and in leading vocal and instrumental ensembles, as a basis for improvisation, creation and experimentation with one’s instrument, voice and body in specific teaching/learning situations.

PE5: Be capable of developing an educational‑musical practice as an artist and musical educator oriented towards the community.

PE8: Engage actively in educational‑musical projects through cooperative work and assume responsibility for developing the musical education profession as a collective task.

Learning outcomes (general objectives)

1. Acquire a use of the body appropriate to the demands of the chosen instrument.
2. Apply all acquired communicative capacities to interpretation in a personalised manner.
3. Acquire knowledge and mastery of the body and one’s own personality.
4. Develop expressive and communicative capacity through rhythm, bodily movement and music.

Contents

Self‑awareness, sensory self‑perception, relationship with the group and with the musical instrument. The performer on stage: management of musical communication through sound, presence, listening, attitude and emotion in performance and teaching contexts. Bodily attitude with the instrument and in context. Economy of effort, fluidity and coordination of movement for sonic and musical creation with the instrument. Exploration and creative relationship with the instrument. Resources for dealing with stress, tension and stage fright. Use of regular psycho‑physical practices in the individual process as support for professional musical practice. Metacognition and personal knowledge of the music professional. Basic knowledge of bodily design to function with maximum efficiency and naturalness. Organicity and integrated adaptation of breathing to action. Diverse instrumental formations: specific needs. Promotion of healthy practices and attitudes.

Teaching methodology

In individual classes, teaching–learning methodology involves monitoring student progress and providing guidance. Autonomous work includes personal study and preparation of pieces to be worked on in class.
In collective classes, methodology includes group work sessions, collective practice and body‑awareness classes. Autonomous work involves applying these contents to instrumental practice.

Assessment systems

Continuous assessment based on diagnostic evaluation and formalised through summative assessment leading to the final grade. Continuous assessment is carried out through different evaluation records derived from specific activities such as class participation and work, presentation of assignments, completion of tasks and/or readings outside class, submission of written work or written and oral examinations.