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.

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

CT13: Strive for excellence and quality in professional practice.

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 meaningful values.

General Competences

CG1: Know the theoretical principles of music and demonstrate well-developed abilities in the recognition, understanding, and memorisation of musical material.

CG2: Demonstrate appropriate skills in music reading, improvisation, creation, and re-creation.

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

CG4: Recognise musical materials through the development of aural skills and apply these abilities in professional practice.

CG6: Achieve an appropriate level of mastery of one or more musical instruments within the principal field of activity.

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

CG8: Apply the most appropriate working methods to overcome challenges arising in individual study and collective musical practice.

CG11: Be familiar with a broad and up-to-date repertoire focused on the chosen specialisation while remaining open to other traditions. Recognise and clearly describe the stylistic features of this repertoire.

CG17: Be familiar with different musical styles and practices in order to understand and enrich one’s own field of activity within a broader cultural context.

CG22: Possess broad and diverse musical resources to create or adapt musical works and improvise in different contexts through knowledge of styles, formats, techniques, trends, and musical languages.

CG24: Develop lifelong learning skills throughout professional life.

CG25: Know and apply study and research methodologies that support the continuous development and innovation of musical practice throughout a professional career.

Specific Competences

IN1: Perform the significant repertoire of the chosen specialisation while addressing the stylistic characteristics that define its diversity.

IN2: Develop a coherent and personal interpretative approach.

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

IN4: Express oneself musically through one’s instrument or voice based on solid technical, physical, acoustical, organological, and stylistic knowledge.

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

IN6: Explain and justify interpretative decisions verbally and facilitate audiences’ understanding of musical works.

IN7: Develop music reading and improvisation skills.

IN8: Appropriately assume subordinate, participatory, or leadership roles within collective musical projects.

IN9: Understand the processes and resources involved in orchestral and ensemble performance, demonstrating strong sight-reading skills, flexibility in responding to the conductor, and effective integration within the ensemble.

IN10: Understand the stage-related implications of professional performance and apply them effectively.

PG5: Achieve proficiency on one or more instruments appropriate to the intended field of specialisation and become familiar with ensemble performance from both artistic and organisational perspectives.

PG6: Acquire an in-depth knowledge of the historical and contemporary repertoire of a wide range of musical practices and styles, with particular attention to recent developments in composition and performance.

SO1: Understand the musical structure of works from the Western tradition and other musical cultures, evaluating and describing their expressive, morphological, syntactic, and sonic characteristics.

SO4: Develop creativity and collaborative attitudes that complement and enhance the work of other music and arts professionals.

SO7: Understand techniques and procedures that support musical, sonic, and audiovisual creative processes.

SO9: Be able to use tools and technologies to support or complement the capture, recording, creation, manipulation, and dissemination of sound and musical material.

SO10: Be capable of integrating art, technology, and science, demonstrating the flexibility required to adapt to multiple and changing environments.

SO11: Understand the performance-related implications of professional activity and apply them effectively within the relevant field of work.

Learning outcomes (general objectives)

1. Develop the values and abilities required for effective communication in ensemble performance, with or without a conductor, in a variety of representative settings.
2. Apply, in a coordinated and contextualised manner, the elements that enable and enhance ensemble performance.
3. Apply appropriate interpretative criteria in ensemble performance, demonstrating solid ensemble awareness and aural control to achieve complete stylistic and sonic cohesion while assuming differentiated roles within the group.
4. Develop sufficient individual awareness of the ensemble to take initiative when appropriate and respond effectively to the initiatives of other members.
5. Broaden and apply stylistic awareness across a wide and varied ensemble repertoire.
6. Apply the interpretative criteria most appropriate to different musical styles in a coordinated manner.

Contents

Standard ensembles. Characteristic roles of the different instruments and sections within various ensemble types and styles. Standard repertoire. Repertoire diversity. Elements of ensemble performance. Communication through ensemble performance. General and style-specific rehearsal techniques. Ensemble performance in representative groups of different configurations. Performance of both original and existing repertoire. Stylistic and sonic blend. Aural control of the ensemble performance and of one’s own role within the group. Adaptation to specific stylistic requirements. Ensemble sound reinforcement according to different parameters. Initiative and commitment to collaborative work.

Teaching methodology

The teaching and learning methodology is based on ensemble performance in both small and large groups. Independent study includes preparing the repertoire to be rehearsed in class and participating in rehearsals with fellow ensemble members.

Assessment systems