Competences developed in the course

Transversal Competences

CT3: Solve problems and make decisions aligned with the objectives of the work being carried out.

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

CT13: Seek excellence and quality in professional activity.

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

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

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

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.

CG9: Know the characteristics of the main instrument, including construction, acoustics, historical evolution, and mutual influences with other disciplines.

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.

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

SO6: Know musical instruments from Western and other cultures, their physical, acoustic, and musical characteristics, timbral and expressive possibilities, and promote their expansion through technological resources or design virtual instruments.

SO7: Know techniques and procedures for creation and support of musical, sonic, and audiovisual creative processes.

SO10: Be capable of integrating art, technology, and science, with sufficient flexibility to adapt to multiple and changing environments.

SO11: Know the stage implications of professional activity and be able to develop their practical applications within the working context.

Learning outcomes (general objectives)

1. Develop versatility and adaptability to diverse situations and the possibility of continuous self‑training.
2. Assess the possibilities of interactive music created with computers and synthesizers from the 1960s to the present.
3. Identify and classify different possible models of real‑time performance and composition.
4. Explain the basic functioning of various types of sensors.
5. Use several possibilities offered by software for interactive composition and performance.
6. Perform pieces with new instruments and interfaces that approximate the student’s main instrument.
7. Design and build personal instruments.
8. Use a programming language oriented towards real‑time performance and composition.
9. Design and program applications for real‑time performance and composition.

Contents

History of interactive music. Models of composers and performers. MIDI instruments, sensors, applications, and programming languages for interactive music. Use of electronic instruments in various compositional environments. MIDI and sensor design. Programming techniques for interactive music. Design of personal instruments using different types of sensors. Interactive musical programming. Creation of interactive compositions.

Teaching methodology

Lecture sessions and group work sessions. Practical sessions combine project implementation, performance practice, and presentation of completed projects.

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, readings, submission of written work, or written or oral tests.