Competences developed in the course

Transversal Competences

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

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

General Competences

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

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

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

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

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

Specific Competences

CO1: Understand the main repertoires of the Western tradition and other musical cultures, and acquire them with the capacity to fully appreciate their expressive, syntactic and sonic aspects.

CO3: Analyse the construction of musical works across all structural aspects and levels.

CO10: Verbally convey a well‑structured theoretical, analytical, aesthetic and critical judgement, beyond its application to strictly compositional contexts.

Learning outcomes (general objectives)

1. Develop an attitude and methodology for studying and approaching musical works from an analytical and musical perspective, and critically assess the main analytical methodologies and their strengths and limitations in relation to the characteristics of the work under study.
2. Recognise the constructive and organisational elements of different works and trends of the 20th century in Catalonia, and evaluate the constructive and organisational elements used throughout the century, observing the consequences of their application.
3. Observe the various ways in which sound material has been organised in relation to the intellectual currents of the time and its contribution to musical practice.
4. Identify the different styles, schools, technologies and musical practices—minority and popular—of the period, situated within their cultural context, and analyse their processes of transformation and dissemination.
5. Understand musical phenomena as an activity conceived within the social and cultural life of a community, including the different conceptions of music, its functions and contexts of use, and the social attitudes and values it may convey.
6. Share guided spaces for debate and dialogue on the various methods and approaches through which musical form and construction develop in the works, authors or trends under study.
7. Evaluate research work and develop working methodologies in the fields of theory, composition and musical analysis based on dialogic and cooperative critical models.

Contents

History and periodisation of musical activity and thought in Catalonia during the 20th and 21st centuries, based on written musical creation and its social and cultural context. History of historiography and analytical procedures developed in Catalonia during the same period. Composers, schools and trends. Compositional styles and their processes of transformation. Research methodologies specifically aimed at this period and geographical context, and corresponding documentary, material and historiographical sources.

Teaching methodology

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

Assessment systems

Assessment is continuous, based on diagnostic evaluation and formalised through summative assessment leading to the final grade. Continuous assessment is carried out through various evaluation records derived from specific assessment activities such as participation and work in class, presentation of assignments, completion of compositions, analyses and/or readings outside class, submission of written work, or written, oral or listening tests.