Competences developed in the course

Transversal competences:

CT3: Solve problems and make decisions that respond to the objectives of the work being carried out.

CT6: Carry out self-criticism regarding one’s own professional and interpersonal practice.

CT8: Develop ideas and arguments in a reasoned and critical manner.

CT13: Pursue excellence and quality in professional activity.

CT15: Work autonomously and value the importance of initiative and entrepreneurial spirit in professional practice.

CT17: Contribute through professional activity to social awareness of the importance of cultural heritage, its impact in different areas, and its capacity to generate significant values.

General competences:

CG1: Know the theoretical principles of music and have adequately developed skills for the recognition, understanding and memorisation of musical material.

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

CG3: Correctly produce and interpret the graphic notation of musical texts.

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

CG9: Know the characteristics of the main instrument in relation to its construction and acoustics, historical development and mutual influences with other disciplines.

CG11: Be familiar with a broad and updated repertoire, focused on one’s speciality but open to other traditions. Recognise the stylistic features that characterise this repertoire and be able to describe them clearly and comprehensively.

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

CG21: Create and shape one’s own artistic concepts, having developed the ability to express oneself through them based on assimilated techniques and resources.

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

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

CG24: Develop capacities for lifelong self-directed learning.

CG25: Know and be able to use study and research methodologies that enable continuous development and innovation of musical activity throughout one’s career.

CG26: Be able to link one’s own musical activity to other disciplines of scientific and humanistic thought, to the arts in general and to other musical disciplines in particular, enriching professional practice with a multidisciplinary dimension.

Specific competences:

IN2: Build a coherent and personal interpretative concept.

IN4: Express oneself musically through one’s instrument/voice, based on knowledge and mastery of instrumental and bodily technique, as well as acoustic, organological characteristics and stylistic variants.

IN6: Argue and verbally express one’s points of view on interpretation, as well as respond to the challenge of facilitating understanding of the musical work.

Learning outcomes (general objectives)

1. Assume the role of soloist or accompanist within instrumental performance and recognise its elements.
2. Critically analyse the concept of traditional music and the notions and values historically associated with it.
3. Identify the main characteristics and recognise the sound organisation models of traditional music in the Catalan area. Locate and use historical documentation sources and archives that allow their study. Relate their functions and meanings to other musical expressions from the Mediterranean.
4. Recognise the sound organisation models of ancient oral tradition through oral sources, recordings and graphic notation.
5. Critically assess, in relation to their intended objectives, edited materials and historical documentation. Critically evaluate musical activity carried out under the name “Catalan traditional music” and analyse its significance as a social and musical phenomenon.
6. Develop criteria and a broad perspective in order to have access to diverse repertoires according to the elements involved in a specific situation.
7. Gain an overview of the repertoire of traditional music from the Catalan Countries, allowing a broader understanding of this musical phenomenon.
8. Recognise the historically, aesthetically and formally significant features of the sources of traditional music.
9. Become aware of the essential role of the voice and its use in communication.
10. Become aware of the essential role of dance and its elements, typologies, models and geographical aspects.

Contents

Historical overview of the general repertoire. Historical-stylistic perspective. Concepts and values surrounding the idea of “traditional music”, placed within their corresponding context. Sound organisation models of the various types of oral music. Geographical variants and classification. Sources of traditional music. Analysis and auditory and interpretative experimentation of different sound organisation models. Practical application of the characteristics studied through specific examples (recordings, musical notation, fieldwork). Use of specialised bibliography and other types of sources. Critical listening, analysis and reading, from a global perspective, of works and versions from the repertoire of traditional music of the Catalan Countries. Elements of oral communication. Elements shaping the voice. Elements of vocal technique. Language, speech and singing. Elements of traditional dance, typologies, models and geographical aspects.

Teaching methodology

The teaching-learning methodology in individual classes involves monitoring the student’s progress. Autonomous work involves the study and preparation of topics and works to be addressed in class. The teaching-learning methodology in semi-collective classes involves theoretical work and group musical practice. Autonomous work involves personal study and practice.

Assessment systems

The assessment system is based on continuous assessment, founded on diagnostic evaluation and specified through summative assessment leading to the final grade. Continuous assessment is carried out through different assessment records derived from specific assessment activities, such as progress in class and the completion of assignments and auditions.