Competences developed in the course

Transversal Competences

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 significant values.

General Competences

CG11: Be familiar with a broad and updated repertoire, centred on the student’s speciality but open to other traditions; recognise its stylistic features and describe them clearly and comprehensively.

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

CG14: Know the historical development of music in its different traditions from a critical perspective that situates musical art within its social and cultural context.

CG15: Possess extensive 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 own field of activity within a broader cultural context.

Specific Competences

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

Learning outcomes (general objectives)

1. Develop an attitude and study methodology for approaching musical works from an analytical and musical perspective, and critically assess the main analytical methodologies and their strengths and limitations in relation to the characteristics of the work under study.
2. Observe the various ways in which sonic material has been organised in relation to the intellectual currents of the period and its contribution to musical practice.

Contents

Relationship between political and social transformations and the evolution of musical style in the 19th century. Composers, schools, and trends. Compositional and interpretative styles and their transformation processes. Teaching and transmission of musical knowledge. Gender issues. Organological aspects. Reception of 19th‑century music from its origins to the present. History and periodisation of musical thought in the century: historiography and analytical procedures. Research methodologies specific to this period and corresponding documentary, object-based, and historiographical sources. Analysis of scores and notation from the period in both early and modern editions. Listening to representative works of the various trends of the period. Analysis of contemporary documents on musical activity and its environment. Placement of 19th‑century musical interpretations within their corresponding cultural traditions. Presentation of major composers as part of a complex and articulated musical and cultural reality, avoiding mythification. Analysis of transformations experienced by pre‑20th‑century music understood as a reflection of the gestation of contemporary culture as we know it today.

Teaching methodology

Lecture sessions, debate and discussion sessions, group work, and student presentations. Autonomous work includes compositions, study of works, and written assignments, individually or in groups.

Assessment systems

Continuous assessment based on diagnostic evaluation and formalised through summative evaluation leading to the final grade. Continuous assessment is carried out through various records derived from specific activities such as class participation and work, presentations, assignments, compositions, analyses and/or readings outside class, submission of written work, or written, oral, or listening tests.