About

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

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. His musical foundation includes a Bachelor’s degree in Composition and Arranging and a Postgraduate degree in Orchestration and Film Scoring from Taller de Músics / Polytechnic University of Catalonia in Barcelona, where he also studied piano and bass. This builds upon his earlier formal studies in Classical Double Bass at Lisbon’s Academia de Música and Jazz Bass at the Hot Clube de Portugal. Following his Master’s degree, 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 teaching composition, improvisation, and creative musicianship, offering specialized instruction in double bass, bass guitar, and harmony at the piano. Grounded in a practice-based approach, his teaching connects composition with performance, encouraging students to develop an individual artistic voice alongside a strong sense of craftsmanship.

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 environments in which fellow artists, performers, and peers develop independent and critically engaged practices.