Nuno Torres Marques is a composer, performer, and educator based in The Hague.

His work is rooted in jazz, while extending into a broader compositional practice that includes chamber music and interdisciplinary collaboration. Across his projects, composition functions as an exploratory process in which structure, sound, and improvisation develop in close interaction.

He graduated with a Master of Music in Jazz Composition from the Royal Conservatoire The Hague, where he was taught by composers including Guus Janssen and Marco C. de Bruin. Following his studies, he continued working closely with de Bruin as a composer’s assistant, gaining insight into professional compositional practice.

As a composer and performer (bass), he has developed projects that move between notated and improvised contexts. His album Vortex, for jazz quintet, represents a central work in his output. He is currently completing a second album, Mandala, a project for jazz quintet exploring composition as a circular process in which structure, improvisation, and sound unfold in dynamic relation.”

Alongside his artistic practice, Nuno has extensive experience as an educator, teaching composition, improvisation, and creative musicianship in both institutional and independent contexts. His teaching is grounded in a practice-based approach, where listening, experimentation, and critical reflection play a central role.

He works with students on developing an individual artistic voice, while building a strong sense of craftsmanship and awareness of musical context. His approach connects composition with performance, encouraging students to engage with music as both a conceptual and embodied practice.

Having lived and worked in the Netherlands for many years, he is actively connected to the Dutch and international music field. He brings this perspective into his work as both artist and educator, engaging with composition as a form of artistic research and supporting collaborative, project-based learning environments in which students develop independent and critically engaged practices.