Competences developed in the course

Transversal Competences

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

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.

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

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.

Specific Competences

MU1: Understand the musical structure of works from different repertoires of the Western tradition and others, with the ability to fully assess their syntactic and sonic aspects.

MU2: Understand the artistic, historical and social conditions in which musical creation and interpretative practice have developed.

MU5: Know musical sources and the tools for accessing them, as well as the techniques necessary for their dissemination.

MU8: Argue and express in written and verbal form one’s viewpoints on interpretation, responding to the challenge of facilitating understanding of the musical work.

Learning outcomes (general objectives)

1. Distinguish the main styles, genres and musical languages of 17th‑century music.
2. Know the main composers and works of the century.
3. Relate the principal musical currents and aesthetics with those of other arts and the philosophical and scientific thought of the period.
4. Identify the main issues presented by the music of this era in relation to gender perspective and decoloniality.

Contents

Introduction: periodisation issues; aesthetics, systems and theories. The invention of opera and the nuova musica. The madrigal: eroticism and sensuality. Sacred music: Reformation and Counter‑Reformation. The lament. Instrumental genres: ricercare, fantasia, canzona, sonata, descriptive music, variations, dances. Musical theory: theories of the affections and musical rhetoric. Ibero‑American music.

Teaching methodology

Teaching–learning methodology includes lectures (topic presentations), 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:

• two partial assessments: 25% each;
• participation in debates and discussions: 30%;
• class presentation of topics related to gender perspective and decoloniality in 17th‑century music: 20%.