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.

CT12: Adapt, under competitive conditions, to cultural, social and artistic changes and to advances occurring in the professional sphere, selecting appropriate pathways for continued training.

General Competences

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

CG10: Argue and express verbally one’s viewpoints on diverse musical concepts.

CG11: Be familiar with a broad and updated repertoire centred on one’s speciality but open to other traditions, recognising its stylistic traits and describing them clearly and comprehensively.

CG12: Demonstrate sufficient knowledge of musical phenomena and their relationship with the evolution of aesthetic, artistic and cultural values.

CG14: Understand the historical development of music across its different traditions, from a critical perspective that situates musical art within its social and cultural context.

CG15: Possess broad knowledge of the most representative works of historical and analytical music literature.

Specific Competences

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

Learning outcomes (general objectives)

1. Develop an attitude and methodology for studying and approaching musical works from an analytical and musical perspective, critically assessing the main analytical methodologies and their strengths and limitations in relation to the characteristics of the work under study.
2. Become familiar with the principal analytical methodologies and evaluate their strengths and limitations in relation to the works under study.
3. Observe the various ways in which sonic material has been organised in relation to the intellectual currents of the period and its contribution to musical practice.
4. Share supervised spaces for debate and dialogue on the various methods and approaches through which musical form and construction develop in the works, authors or tendencies under study. Describe the origin, instrumental or vocal composition, style, period, author or school of any complex musical fragment through auditory observation.

Contents

Structural and formal analysis of works from different periods of tonal music without significant chromatic content. Observation and analysis of the various elements and procedures used in the development of the works. Relationship between the construction of the work and the intellectual currents of each period. In‑depth study of the parameters of musical discourse. Implications of musical parameters for style. Styles, periods, authors and schools. Timbres and their combinations. Listening to musical fragments, vocal or instrumental, recorded or live.

Teaching methodology

Teaching–learning methodology includes lectures (topic presentations), debate and discussion sessions, group work sessions and student presentations. Autonomous work includes compositions, study of works and written assignments, individually or in groups.

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, compositions, analyses and/or readings outside class, submission of written work or written, oral or listening examinations.