Methodological provision for the formation of textural-stylistic performance skills

Abstract

The study is devoted to methodological aspects of textural-stylistic performance skills formation in future musical art teachers and future piano teachers. The problem of textural-stylistic performance skills is considered in accordance with the piano training of two categories of applicants: in specialties 014 “Secondary Education (Musical Art)” and 025 “Musical Art”. It is shown that in the context of these specialties, such skills are relevant, as they are part of the pianist’s artistic technique, and in addition, they become a means of expressing the main idea and image of the work. The mastery of textural-stylistic performance skills ensures the quality of performance interpretation, makes it possible to teach piano playing competently, and for future musical art teachers, it is an additional resource for pedagogical interpretation of works in the process of their perception by students. The purpose of the article is to present a methodological resource for the formation of texturalstylistic performance skills of future musical art teachers and piano teachers in the process of performance-instrumental training. An analysis of studies containing similar problems and their methodological solution is presented. Pedagogical conditions and methods, which are distributed according to the stages of their formation, are included in methodological provision. The following distribution of pedagogical conditions by stages is proposed: the first stage – setting-reflective – pedagogical condition: stimulation of adequate self-assessment of the artistic-technical performance resource and ways of its improvement; the second stage – performance-mobilization, accumulative – pedagogical condition: purposeful accumulation of experience in the practical application of textural-stylistic standards of the world piano heritage; the third stage – artistic-figurative, interpretive – pedagogical condition: dynamization of artistic-creative attitude to textural-stylistic skills in performing and pedagogical interpretation of piano works. The content of the repertoire takes into account the textural variety of piano works and their correspondence to the artistic style.