| Field Qualifications | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 |
| have advanced knowledge about schools and applied techniques in the field. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| comprehend music in such a way that s-he can discuss and orient social, cultural, artistic, political and economic issues in music. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| comprehend the multidisciplinary interaction in order to reach new syntheses. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| contribute to the knowledge and/or to development of the creative practices related to the field. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| develop and document innovative research methods in music by the way of experimental and creative processes. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| have the ability to share distinctive works with society and to assess the results. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| perform distinctive works which are able to review by the scientific and artistic boards. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| engage in activities related to the leading contribution of art to society. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| plan and manage group projects. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| comment on issues related to the field. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| develop new problem-solving ideas and methods about the field. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| realize application which contribute to the development of culture and art. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| be able to communicate with society by the way of distinctive works. | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 3 | 3 | 1 | 3 | 3 | 2 | 2 |
| manage artistic works/studies by the way of communicative methods. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| tell her/his ideas the experts about the field in an effective way. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| initiate and manage academic discussions related to the field. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| communicate and discuss in audio-visual and written way at least in one foreign language. (European Language Portfolio General Level: C1 Level) | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 3 | 3 | 1 | 3 | 3 | 2 | 2 |
| contribute to arts and/or science in accordance with the knowledge and skills attained previously by developing knowledge, methods and techniques with distinctive thinking and research. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| use academic teaching, assessment and monitoring skills in issues related to the field. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
| contribute to process of saving and presenting cultural values. | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 2 | 3 |
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