Применение метода интонационно-смыслового (содержательного) анализа в контексте теории художественного интонирования на фортепиано в процессе музыкально-инструментальной подготовки студентов педвуза

Abstract

The study aims to substantiate the necessity and expediency of using the intonation-semantic (content) analysis method in the process of musical and instrumental training of pedagogical university students. The paper reveals the essence of the intonation-semantic (content) analysis method in the context of the theory of artistic piano intonation. Intonation-semantic (content) analysis is presented as a special method of musical education that allows students to understand the author’s idea of a composition, the logic of musical dramaturgy development, to determine the features of the intonation-sound and analytical-structural organisation of a musical work and to embody all the identified elements in their own performance. Scientific novelty lies in the following: the essence of intonation-semantic (content) analysis is revealed in the context of the theory of artistic piano intonation; the features and pedagogical potential, conditions for the use of intonation-semantic (content) analysis as a productive method in the process of musical and instrumental training of pedagogical university students have been identified and determined. As a result, it has been proved that if intonation-semantic (content) analysis is systematically applied on a regular basis in the process of musical-pedagogical repertoire mastering, then students develop a conscious perception of works of art, students’ broadmindedness, understanding of genres and styles are formed, the quality of knowledge improves, there is a steady interest in musical training and the desire for self-improvement, which undoubtedly affects the expressiveness, emotionality and fullness of one’s own performance.