Artistic translation as a hermeneutic skill of a music teacher

Abstract

The work aims to identify the essence of the artistic translation phenomenon and determine the possibility of using this type of creative activity as a method of forming hermeneutic skills of future teachers of music art on the basis of a hermeneutic approach, a literary interpretation of the phenomenon of artistic translation, a systemic and structural approach to the phenomenon of hermeneutic skills, a method of scientific analogy in interpreting the phenomenon of artistic translation, an empirical method of observing the educational process. It is argued that a necessary quality of modern music teacher is a free orientation in the practice of world art, the ability to understand complex art works of the past, style directions and trends of the present.An important component of the readiness of a modern teacher for professional activity is his hermeneutic skills, that is, the ability to perceive, understand and explain to students the artistic content of musical works. The most problematic component of this complex skill (“hermeneutic competence”) is the verbal interpretation of the perceived meanings and sense of a musical text. Therefore, the formation of verbal-rhetorical skill is a difficult task for the system of training teachers of musical art. One of the ways of forming this component of hermeneutic competence, as the author suggests, is: a) performing an artistic translation of the literary basis of a vocal work; b) creating an artistic analogue of a musical composition using other types of art. The teacher’s work on translating a text from one national language to another contributes to a deep penetration into the meaning of a verbal text, an active search for lexical and syntagmatic equivalents for each text element, which affects the quality of thoughts and verbally expressed artistic and aesthetic impressions. Creating an analog art form by means of free gesticulation with the possible use of the lexical system of conductor gestures, principles of eurythmy and vocabulary of various choreographic styles focuses attention on the procedural side of the musical work, promotes awareness of subtle modifications of tempo-rhythm, structural relationships between syntactic and compositional units of the text. Application of graphic analogues of musical form develops the ability to perceive, realize and explain the meaningful effects of linear development (melody), texture and spatial aspects of the form architectonics. All possible options for implementing an artistic translation of a musical work expand the lexical thesaurus of the future teacher, his ability to subjectively accurate and expressive expression regarding the nuances of the figurative (aesthetical) meaning of art works and the phenomenon of artistic meaning formation process.