Competences developed in the course

Transversal competences

CT1: Organise and plan work efficiently and in a motivating way.

CT2: Gather significant information, analyse it, synthesise it and manage it appropriately.

CT3: Solve problems and make decisions that respond to the objectives of the work being carried out.

CT4: Use information and communication technologies efficiently.

CT6: Carry out self-criticism regarding one’s own professional and interpersonal practice.

CT7: Use communication skills and constructive criticism in teamwork.

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

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

CT10: Lead and manage working groups.

CT11: Develop, in professional practice, a professional ethic based on aesthetic, environmental and diversity appreciation and sensitivity.

CT13: Pursue excellence and quality in professional activity.

CT16: Use available means and resources responsibly towards cultural and environmental heritage.

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

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.

CG4: Recognise musical materials through the development of auditory skills and know how to apply this ability to professional practice.

CG5: Know the technological resources specific to the field of activity and their applications in music, preparing to assimilate new developments in this area.

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

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

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

CG13: Know the foundations and structure of musical language and know how to apply them in interpretative, creative, research or pedagogical practice.

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

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

CG18: Communicate, both orally and in writing, the content and objectives of professional activity to specialised audiences, using appropriate technical and general vocabulary.

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

CG20: Know the classification and acoustic, historical and anthropological characteristics of musical instruments.

CG21: Create and shape one’s own artistic concepts, having developed the ability to express oneself through them using assimilated techniques and resources.

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

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

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

Specific competences:

PE2: Develop, select, apply and evaluate musical teaching/learning activities, materials and resources according to the demands of each educational context, being versatile in the use of instruments and other musical resources and applying new technologies functionally.

PE3: Know the constituent elements of music, demonstrating a high level of mastery in auditory perception, reading, analysis, writing, improvisation and musical creation, and being able to interrelate all these aspects in order to apply and use them appropriately in the development of one’s own activity.

Learning outcomes (general objectives)

1. Select, design and apply activities for the teaching‑learning of music and the materials necessary for their development.

2. Demonstrate autonomy in continuing to learn and in developing pedagogical work, selecting and producing teaching materials according to appropriate criteria and established objectives.

3. Possess and use sufficient knowledge and technical resources to harmonise, orchestrate, adapt and arrange musical pieces from different genres, styles and periods.

4. Create musical pieces, fragments formal and contrapuntal processes in different styles and genres.

5. Assess the interest and suitability of creating musical pieces with specific educational objectives and use them as tools for pedagogical intervention.

Contents

Techniques of harmonisation, orchestration, adaptation and arrangement of musical works. The most common harmonic, formal and contrapuntal processes in different styles and genres. The most common rhythmic patterns in music from different styles and genres. Idiomatic aspects of the instruments and ensembles for which music is written. Composition techniques applied to pedagogy. Use of harmonisation, orchestration, adaptation and arrangement techniques for the creation of musical scores. Use of different composition techniques with pedagogical applications. Relationship between composed materials, teaching methodology and intended objectives.

Teaching methodology

The teaching-learning methodology in classes includes lectures (presentation of topics), discussion and colloquium sessions, group work sessions and student presentations of topics.

Assessment systems

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