VOCAL SCHOOL OF ALEXANDER IVANOVICH BYSTROV, PROFESSOR OF THE ACADEMIC SINGING DEPARTMENT OF THE SARATOV CONSERVATORY NAMED AFTER L. V. SOBINOV

Abstract

At this time, the interest of the pedagogical community has grown in the history of music pedagogy, the analysis of the creativity of bright gifted teachers who have developed their own effective original teaching system. The purpose of such studies is to identify the most effective methods and forms of training that can be applied in practice at the present time. In this article, based on various sources, memoirs, as well as materials from the archive of the Saratov Conservatory named after L. V. An attempt is being made to recreate the pedagogical principles of teaching Professor Alexander Ivanovich Bystrov, who influenced the design of the principles of the Saratov vocal pedagogical school, and also brought up a whole galaxy of famous singers in his class. The article reveals the features of the professor's methodology. It is determined that he considered the main type of singing breathing to be lower-rib-diaphragmatic, the most popular in professional singing practice. The professor proclaimed the main tasks of voice production: the development of a high position in sound (for this, the student's attention was fixed on vibrational sensations in the head resonators, exercises for "moo" were used); uniformity of timbre, which is achieved by "rounding", "darkening"; lowered position of the larynx during phonation; education of the full range of voice (gamma-like exercises at a fast pace, rounding notes of the transitional register are recommended). Great importance in the methodology of A. I. Bystrov was attached to finding emotional contact between the teacher and the student immediately from the first lessons. Also, from the first lessons, the student was required to work musically and figuratively on the artistic basis of the performed work. The fundamental feature of A. I. Bystrov's pedagogical style was that in the methods of pedagogical influence it came from the individuality of each student, which corresponds to the trends in the methods of modern pedagogy. The analysis of pedagogical methods and priorities identified in this study showed that, in general, the pedagogical system of A. I. Bystrova is fully correlated with the Russian vocal school of M. I. Glinka.