Competences developed in the course

Transversal Competences

CT7: Use communication skills and constructive criticism in teamwork.

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

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

General Competences

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

CG11: Be familiar with a broad and updated repertoire, centred on the student’s speciality but open to other traditions; recognise its stylistic features and describe them clearly and comprehensively.

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

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

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

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

Specific Competences

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

Learning outcomes (general objectives)

1. Differentiate the main styles, schools, and approaches to musical dramaturgy from the origins of opera to the present day.
2. Situate composers and performers of opera history within their social and historical contexts; relate the social context of women across the different spheres of operatic production.
3. Relate the processes of transformation of opera to corresponding social changes.
4. Situate opera within the broader context of different forms of musical theatre.
5. Know the most significant historical and historiographical testimonies as well as the main documentary sources.

Contents

History and periodisation of opera within a broader geographical and aesthetic framework. Schools and compositional and interpretative styles and their transformation processes. Documentary, object-based, and historiographical sources specific to the study of different periods. Analysis of contemporary documents on musical activity and its environment. Processes of classifying musics according to political, social, and cultural criteria in each period. Research methodologies specifically aimed at the study of musical dramaturgy.

Teaching methodology

The teaching–learning methodology includes lecture sessions, debate and discussion sessions, group work, 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 evaluation leading to the final grade. Continuous assessment is carried out through various records derived from specific activities such as class participation and work, presentations, assignments, compositions, analyses and/or readings outside class, submission of written work, or written, oral, or listening tests.