Competences developed in the course

Transversal competences:

CT7: Use communication skills and constructive criticism in teamwork.

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

CT13: Seek excellence and quality in professional activity.

General competences:

CT7: Use communication skills and constructive criticism in teamwork.

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

CT13: Seek excellence and quality in professional activity.

Specific competences:

CO9: Critically assess and understand the main trends in the field of performance within a broad repertoire of different periods and styles.

DI8: Know the most recent trends in musical creation, with the ability to assess them through a deeper understanding of their notation and performance implications.

IN1: Perform the significant repertoire of the speciality, appropriately addressing the aspects that define it within its stylistic diversity.

IN2: Construct a coherent and personal interpretative concept.

IN3: Demonstrate the ability to interact musically in all types of participatory musical projects, from duos to large ensembles.

IN4: Express oneself musically through the instrument/voice, based on knowledge and mastery of instrumental and bodily technique, as well as acoustic and organological characteristics and stylistic variations.

IN5: Communicate, as a performer, musical structures, ideas and materials with rigour.

IN7: Develop skills for reading and improvising on musical material.

IN8: Adequately assume the different subordinate, participatory or leadership roles that may arise in a collective musical project.

IN9: Know the processes and resources involved in orchestral and ensemble work, mastering sight-reading appropriately, showing flexibility towards the conductor’s indications and the ability to integrate into the group.

IN10: Know the stage-related implications of professional activity and be able to develop their practical applications.

MU4: Master one or more instruments appropriate to the main field of activity.

PE4: Acquire technical mastery and expressive ability in the performance and direction of vocal and instrumental ensembles, as a basis for improvisation, creation and experimentation with the instrument, voice and body in specific musical teaching/learning situations.

PG5: Master one or more instruments at a level appropriate to a possible field of specialisation and become familiar with ensemble music practice, both in its artistic and organisational aspects.

PG6: Have in-depth knowledge of historical and recent repertoire from diverse musical practices and styles, with particular attention to the most recent trends in the fields of creation and performance.

SO1: Know the musical structure of works from different repertoires of the Western tradition and other musical traditions, with the ability to assess their expressive, morphological, syntactic and sonic aspects, and to describe their characteristics.

SO11: Know the stage-related implications of professional activity and be able to develop their practical applications within the field of work.

Learning outcomes (general objectives)

Classical and Contemporary

1. Develop the values and skills of ensemble performance — including sight-reading and ensemble control — in small or large groups, with or without a conductor, reaching a high level of professional competence.
2. Demonstrate performance experience in a broad and varied repertoire of classical and contemporary music, including works originating in the local environment.
3. Apply the most appropriate criteria to ensemble performance according to the genres and historical periods of the works, with a solid awareness of historical and stylistic practice.
4. Assume responsibility for one’s own part within the ensemble and be able to control it, coordinating effectively with other group members and, where applicable, with the conductor.
5. Master the mechanisms of collective work and apply them to rehearsal and performance.

Jazz and Modern Music

1. Develop the values and skills that enable communication in ensemble performance, with or without a conductor, in a variety of representative formations.
2. Apply in a coordinated and contextualised manner the elements that enable and optimise ensemble performance.
3. Apply the correct criteria to ensemble performance, with a solid command of the group and listening control that ensure complete sonic and stylistic cohesion, taking on differentiated roles within the ensemble on one’s instrument.
4. Maintain individual control within the ensemble, enabling the performer to take necessary initiatives and respond to those of other group members.
5. Broaden and apply stylistic awareness to a wide and varied group repertoire.
6. Apply, in a coordinated way, the most appropriate interpretative criteria for each style.

Traditional Music and Flamenco

1. Develop the values and skills that enable communication in ensemble performance, with or without a conductor, in a variety of representative formations.
2. Apply in a coordinated and contextualised manner the elements that enable and optimise ensemble performance.
3. Apply the correct criteria to ensemble performance, with a solid command of the group and listening control that ensure complete sonic and stylistic cohesion, taking on differentiated roles within the ensemble on one’s instrument.
4. Maintain individual control within the ensemble, enabling the performer to take necessary initiatives and follow those of other group members.
5. Broaden and apply stylistic awareness to a wide and varied group repertoire.
6. Apply, in a coordinated way, the most appropriate interpretative criteria for each style.

Contents

Classical and Contemporary

Elements that make ensemble communication possible and optimise it through collective performance. Elements of collective work. Constructive and critical discussion on ensemble rehearsal techniques and on performance practice. Coordination and auditory control of ensemble performance and of one’s own part within the group. Collective performance of works from the classical and contemporary concert repertoire, vocal, instrumental or mixed, including the most recent repertoire as well as free improvisation. Chamber music and ensemble performance. Development, improvement and adaptation of articulation and sound production techniques.

Jazz and Modern Music

Improvisation within ensemble performance. Standard groups. Characteristic roles of the different instruments and sections in each ensemble and style. Common repertoire. Diversity of repertoire. Elements for ensemble performance. Elements for communication through ensemble performance.

Group rehearsal techniques, both general and style-specific. Ensemble performance in varied and representative formations. Performance of both original and existing repertoire. Improvisation within group performance. Sonic and stylistic cohesion. Auditory control of ensemble performance and of one’s own role within the group. Adaptation to specific stylistic requirements. Sound reinforcement of the ensemble according to different parameters. Initiative and adaptation to collective work.

Traditional Music and Flamenco

Improvisation within ensemble performance. Standard groups. Characteristic roles of the different instruments and sections in each ensemble and style. Common repertoire. Diversity of repertoire. Elements for ensemble performance. Elements for communication through ensemble performance.

Group rehearsal techniques, both general and style-specific. Ensemble performance in varied and representative formations.

Performance of both original and existing repertoire. Improvisation within group performance. Sonic and stylistic cohesion. Auditory control of ensemble performance and of one’s own role within the group. Adaptation to specific stylistic requirements. Sound reinforcement of the ensemble according to different parameters. Initiative and adaptation to collective work.

Teaching methodology

The teaching-learning methodology in class involves ensemble music work, whether in small groups or large groups. Independent work includes the study and preparation of the pieces to be worked on in class, as well as rehearsals with the other members of the group.

Assessment systems

The assessment system is continuous assessment, based on a diagnostic evaluation and culminating in a summative assessment that determines the final grade. Continuous assessment is carried out through different evaluation records derived from specific assessment activities, such as progress in class and participation in auditions or concerts.