Competences developed in the course

Transversal Competences

CT7: Use communicative 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: Seek excellence and quality in professional activity.

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

CG1: Understand the theoretical principles of music and demonstrate appropriate skills for recognising, understanding and memorising musical material.

CG2: Demonstronstrate adequate skills for musical reading, improvisation, creation and re‑creation.

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

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

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

CG8: Apply appropriate working methods to overcome challenges in personal study and collective musical practice.

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.

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

Specific Competences

CO9: Critically understand and assess the main trends in performance across a wide repertoire of different periods and styles.

DI8: Understand the most recent trends in musical creation, with the ability to assess them by examining their notation and interpretative implications.

IN1: Perform significant choral repertoire from the Renaissance to the present day, appropriately addressing the aspects that identify it within its stylistic diversity.

IN2: Construct a coherent and personal interpretative approach.

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

IN4: Express oneself musically with the voice, grounded in vocal technique, acoustic and organological knowledge, and stylistic awareness.

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

IN6: Argue and verbally express viewpoints on interpretation, and respond to the challenge of facilitating the understanding of the musical work.

IN7: Develop skills for musical reading.

IN8: Adequately assume different subordinate, participatory or leadership roles within a collective musical project.

IN9: Understand choral working processes and resources, mastering sight‑reading, showing flexibility towards conductor indications and demonstrating strong group integration.

IN10: Understand the scenic implications of professional activity and be capable of developing their practical applications.

PE3: Understand the constitutive elements of music, demonstrating high mastery in auditory perception, reading, analysis and writing, and interrelating these skills in professional practice.

PG6: Possess deep knowledge of historical and recent repertoire across diverse practices and styles, with special attention to recent trends in creation and performance.

PG7: Be familiar with historical, musicological and critical literature related to various musical genres and styles.

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

SO4: Develop creative and cooperative attitudes that complement and enhance the activities of other music and arts professionals.

SO7: Understand techniques and procedures for supporting musical, sonic and audiovisual creative processes.

SO9: Use tools and devices to support or complement processes of capturing, recording, creating, manipulating and disseminating sound and musical material.

SO10: Integrate art, technology and science with sufficient flexibility to adapt to multiple and changing environments.

SO11: Understand the scenic implications of professional activity and be capable of developing their practical applications in the workplace.

Learning outcomes (general objectives)

1. Develop the values and capacities required for ensemble performance—including sight‑reading and ensemble control—in small or large groups, with or without conductor, to an acceptable level of competence.
2. Demonstrate interpretative experience in a broad and varied repertoire of classical and contemporary music, including compositions emerging from the immediate environment.
3. Apply the most appropriate collective interpretative criteria according to genres and periods, with solid stylistic and historical awareness.
4. Assume and control one’s role within the ensemble, coordinating effectively with other members and with the conductor when applicable.
5. Master collective working mechanisms and apply them to rehearsal and performance.

Contents

Elements that enable and optimise communication through collective performance. Elements of collective work. Constructive and critical debate on collective rehearsal techniques and interpretation. Coordination and auditory control of collective performance and of one’s own part within the ensemble. Collective performance of classical and contemporary concert repertoire—vocal, instrumental or mixed—including recent repertoire and free improvisation. Chamber and ensemble performance. Development, refinement and adaptation of articulation and emission techniques.

Teaching methodology

Teaching–learning methodology is based on ensemble music work, either in small or large groups. Autonomous work includes studying and preparing the works to be rehearsed in class, as well as rehearsals with group members.

Assessment systems

Continuous assessment 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 activities such as progress in class and the performance of auditions or concerts.