Competences developed in the course

Transversal Competences

CT3: Solve problems and make decisions that respond to the objectives of the work undertaken.

CT6: Exercise self‑criticism regarding one’s professional and interpersonal performance.

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 spheres, and its capacity to generate meaningful values.

General Competences

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

CG2: Demonstrate appropriate skills for musical reading, improvisation, creation and re‑creation.

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

CG4: Recognise musical materials through the development of auditory capacity and apply this ability in professional practice.

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 the most 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, recognising its stylistic traits and describing them clearly and comprehensively.

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

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

CG21: Create and shape personal artistic concepts, developing the ability to express oneself through assimilated techniques and resources.

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

Specific Competences

PE3: Understand the constituent elements of music, demonstrating high proficiency in auditory perception, reading, analysis, writing, improvisation and musical creation, and interrelate these skills for appropriate application in professional activity.

PE4: Acquire technical mastery and expressive capacity in interpretation and in leading vocal and instrumental ensembles, as a basis for improvisation, creation and experimentation with one’s instrument, voice and body in specific teaching/learning situations.

Learning outcomes (general objectives)

1. Broaden musical and professional horizons and complement overall training through familiarisation with the voice.
2. Develop versatility and adaptability to diverse situations, fostering continuous self‑learning.
3. Assimilate and practically apply all conceptual, theoretical and methodological elements specific to one’s musical practice with the voice, deepening its specific interpretative aspects.
4. When applicable, accompany and facilitate the assimilation and practical application of diverse technical contents, and support access to individual study of all types of classical and contemporary repertoires.
5. Use improvisation—free or in traditional styles—as a valuable expressive medium in diverse musical situations beyond the vocal tradition in which the voice is inserted.
6. Demonstrate mastery of the techniques and idiomatic traits most common in improvisation within the vocal musical tradition, when applicable, and apply them to the instrument.
7. Possess the techniques and agility necessary to use improvisational patterns appropriate to each situation.
8. Develop versatility and spontaneity with the voice, as well as coordination skills with other performers through improvisation.
9. Assume the soloist or accompanying role within vocal performance and recognise its elements.
10. Acquire awareness of the essential role of the voice and its use in communication, particularly in musical interpretation and pedagogy.
11. Progress towards achieving a spoken‑sung voice that constitutes an imitable model in all non‑professional singing contexts.
12. Demonstrate mastery of vocal technique.
13. Improve towards achieving a voice that can serve as a model for students.
14. Demonstrate competence in various vocal techniques and apply them as appropriate.

Contents

Elements of oral communication. Components of the voice. Elements of vocal technique. Language, speech and singing. Oral communication. Application of vocal technique. Breathing, emission and articulation of spoken and sung voice. Various vocal techniques. The voice in our culture and in other cultures. Diverse and appropriate repertoires. Analysis of vocal models. Oral communication in diverse contexts. Contextualised application of various vocal techniques from different cultural traditions. Practical application of vocal resources to repertoire. Knowledge of repertoire categorised according to vocal criteria.

Teaching methodology

Teaching–learning methodology includes lectures (topic presentations), debate and discussion sessions, group work sessions and student presentations.

Assessment systems

Continuous assessment based on diagnostic evaluation and formalised through summative assessment leading to the final grade. Continuous assessment is carried out through different evaluation records derived from specific activities such as progress in class and the performance of auditions or concerts.