Competences developed in the course

Transversal competences:

CT7: Use communication skills and constructive criticism in teamwork.

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

CT12: Adapt, under competitive conditions, to cultural, social and artistic changes and to advances occurring in the professional field, and select appropriate pathways for continuing education.

CT17: Contribute through professional activity to raising 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.

CG3: Produce and correctly 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.

CG10: Argue and verbally express points of view on diverse musical concepts.

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

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

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

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

CG15: Have extensive knowledge of the most representative works of historical and analytical musical literature.

CG17: Be familiar with different musical styles and practices that allow the student to understand their own field of activity within a broader cultural context and enrich it.

CG18: Communicate, both in writing and orally, the content and objectives of professional activity to specialised audiences, using appropriate technical and general vocabulary.

Specific competences:

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

Learning outcomes (general objectives)

1. Develop an attitude and methodology for studying and approaching the musical work 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. Become familiar with the main analytical methodologies and assess their strengths and limitations in relation to the works being studied.

3. Observe the various ways in which sound material has been organised in relation to the intellectual trends of each period and its contribution to the musical phenomenon.

4. Participate in guided spaces for debate and dialogue on the different methods and approaches through which musical form and construction are developed in the works, composers or trends under study. Describe the origin, instrumental or vocal composition, style, period, composer or school of any highly complex musical fragment through auditory observation.

5. Recognise and describe the different melodic, rhythmic, harmonic, timbral and formal parameters contained in a highly complex composition through listening.

Contents

Structural and formal analysis of works from different periods of tonal music without significant chromatic content. Observation and analysis of the different elements and procedures used in the development of musical works. Relationship between the construction of the work and the intellectual trends of each period.

Teaching methodology

The teaching-learning methodology in classes includes lectures (presentation of topics) and debate and discussion sessions focused on students’ interpretations. Independent work involves preparing each session and presenting one of the sessions.

Assessment systems