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.

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

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, and its capacity to generate significant values.

General competences

CG1: Know the theoretical principles of music and have developed adequate skills for recognising, understanding, and memorising musical material.

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

CG4: Recognise musical materials through auditory skills and apply this ability in professional 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.

CG24: Develop capacities for self‑training throughout professional life.

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

Specific competences

IN5: Communicate, as a performer, musical structures, ideas, and materials with rigour.

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

Learning outcomes (general objectives)

1. Broaden musical and professional horizons and complement overall training through familiarisation with an instrument.
2. Develop versatility and adaptability to diverse situations, as well as the capacity for ongoing self‑training.
3. Expand knowledge of the instrument’s literature, especially the most important works for professional practice (solo, chamber, and orchestral).
4. Acquire criteria and a broad perspective for programming and interpreting repertoires according to the elements present in each situation.
5. Assimilate major theories and practices of musical interpretation according to the historical period and relevant texts.
6. Apply this knowledge in appropriate contexts.

Contents

Particularities and repertoire of the instrument, adapted to each student’s needs. Interpretative criteria applied to the instrument’s repertoire. Conceptual elements varying according to study modality or context. Constructive elements and basic principles of technique. Application of historical criteria to interpretation. Instrumental techniques applied to the global understanding of the specific musical field. Sight‑reading. Deciphering works from different periods. Reasoned application of acquired knowledge to corresponding repertoires and contexts. Relationships between text and interpretation: critical reading of manuscripts and Urtext editions.

Teaching methodology

Individual lessons focused on monitoring student progress.
Autonomous work involving study and preparation of works.
Semi‑collective lessons centred on group or individual musical practice.
Autonomous work involving personal study and practice.

Assessment systems

Continuous assessment based on diagnostic evaluation and formalised through summative evaluation leading to the final grade.
Continuous assessment is carried out through class progress and the performance of auditions or concerts.