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.

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.

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.

CG10: Argue and express verbally one’s viewpoints on diverse musical concepts.

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.

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

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

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

CG18: Communicate in writing and verbally the content and objectives of one’s professional activity to specialised audiences, using appropriate technical and general vocabulary.

CG23: Value musical creation as the act of giving sonic form to a rich and complex structural thought.

Specific Competences

IN1: Interpret significant repertoire of one’s speciality, addressing appropriately the aspects that identify it in its stylistic diversity.

IN2: Construct a coherent and personal interpretative idea.

IN6: Argue and express verbally one’s viewpoints on interpretation, responding to the challenge of facilitating understanding of the musical work.

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

Learning outcomes (general objectives)

1. Differentiate the main styles, schools and musical practices of Catalan music in the 19th and 20th centuries and analyse them in relation to their immediate cultural context.
2. Evaluate and explain the main historical movements of musical activity, as well as the centres, schools, composers and performers involved, situating them in their corresponding historical and social moment.
3. Relate the processes of transformation of Catalan music in the 19th and 20th centuries to corresponding social changes.
4. Situate Catalan music of the 19th and 20th centuries in relation to the wide variety of styles and lines of thought in Western music of the same period.
5. Know the historical and historiographical testimonies for the study of Catalan music of this period, as well as the main documentary sources.

Contents

History and periodisation of Catalan music of the 19th and 20th centuries in relation to a broader geographical and aesthetic framework. Schools and compositional and interpretative styles and their processes of transformation. Documentary, material and historiographical sources specific to the study of Catalan music of the mentioned chronological period. Analysis of contemporary documents on musical activity and its environment. Processes of classifying musics according to political, social and cultural criteria in each period. Research methodologies specifically aimed at this period.

Teaching methodology

Teaching–learning methodology includes lectures (topic presentations) with space for debate and discussion, and student presentations. Autonomous work includes written assignments, individually or in groups.

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 class participation, presentation of assignments, completion of tasks, analyses and/or readings outside class, submission of written work and written examinations.