This study presents the results of an ongoing investigation into the current status of musical analysis in Higher Artistic Education in Music in Spain. The ultimate goal is to establish the foundations for a competence-based model applicable to this field. Within the broader European context, which promotes competence-oriented education, the position of musical analysis in Spanish curricula is notably heterogeneous in terms of legislative basis, curricular organisation and teaching practices across higher conservatoires.

The first phase of the research involved a thorough analysis of the legislation governing higher music education in Spain at a regional level. The results revealed substantial differences in the temporal distribution, workload and competence formulation of the subject of analysis, highlighting the absence of a coherent and unified national framework. A subsequent documentary analysis of the course guides from higher conservatories examined objectives, competences, contents, methodologies, and assessment systems. The data show a strong reliance on traditional content-driven and lecture-based approaches, with limited explicit integration of competence-based learning or active methodologies.

The qualitative phase, currently in progress, includes surveys for students and teachers, semi-structured interviews and a focus group. Its aim is to describe actual teaching practices, identify training needs and analyse teachers' perceptions regarding the role of musical analysis in higher music education. The results of this phase will be presented and discussed during the communication session.

Based on legislative, documentary and empirical diagnoses, this communication puts forward the conceptual foundations of a competence-based model for teaching musical analysis at higher conservatoire level. This model focuses specifically on the competences associated with the Interpretation specialisation for several reasons. Firstly, students specialising in Interpretation constitute the majority within Spanish higher conservatoires, making this specialisation particularly relevant when assessing the formative impact of musical analysis. Secondly, a comparative analysis of regional legislation reveals that the greatest inconsistencies occur in relation to competences specific to the Interpretation specialisation: in several autonomous communities, the competences formally assigned to the Analysis subject do not align with those defined for the specialisation; in some cases, they even draw from other degree pathways, indicating a misalignment at the curricular level. Finally, focusing on specific competences enables the subsequent methodological model to be meaningfully connected to interpretative practice, ensuring a more useful, relevant and coherent pedagogical approach for performers.

The main purpose of this communication is to provide an accurate and current diagnosis that will contribute to rethinking the teaching of musical analysis within the European Higher Education Area, as well as advancing towards pedagogical approaches aligned with the twenty-first century's competence-based paradigm.