Competences developed in the course

Transversal competences:

CT13: Seek excellence and quality in professional activity.

CT15: Work autonomously and value the importance of initiative and entrepreneurial spirit in professional practice.

General competences:

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

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

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

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

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

CG9: Know the specific characteristics of the main instrument, in relation to its construction and acoustics, historical development and mutual influences with other disciplines.

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

CG23: Value musical creation as the act of giving sound form to a rich and complex structural thought.

Learning outcomes (general objectives)

1. Broaden the musical and professional horizon and complement one’s overall training through familiarity with an instrument.

2. Develop versatility and the ability to adapt to different situations, as well as the capacity for lifelong self-training.

3. Reduce on the keyboard a score from any period and for any ensemble formation, deepen fluent sight-reading skills, and apply the different reduction techniques selectively, with judgement and agility, according to the situation and repertoire.

4. Apply the main elements of harmony to the practice of accompaniment and improvisation in group contexts.

Contents

Characteristics and repertoire of the instrument, adapted to the needs of each student. Interpretation criteria applied to the instrument’s repertoire.

Application of historical criteria to performance. Instrumental techniques applied to the overall understanding of the specific musical field. Sight-reading. Appropriate use of the secondary instrument in different situations and contexts. Elements of rhetoric and declamation.

Criteria for reduction: hierarchy and synthesis. Limits, possibilities and uses of score reduction. Processes involved in score reduction. Keyboard realisation of works from different periods, written for instrumental, vocal or mixed ensembles. Application of constructive elements and procedures to score reduction.

Teaching methodology

The teaching-learning methodology in individual classes involves monitoring the student’s progress. Autonomous work involves the study and preparation of the works to be addressed in class.

The teaching-learning methodology in semi-group classes involves mainly musical practice, either individually or in groups. Autonomous work involves personal study and practice.

Assessment systems

The assessment system is based on continuous assessment, founded on a diagnostic evaluation and implemented through a summative evaluation that determines the final grade.

Continuous assessment is carried out through different assessment records derived from specific assessment activities, such as progress in class and participation in auditions or concerts.