Score and context in educational practice with students

Abstract

Musical instrument professional training appeals to the musical text. Educational practice shows learner’ common insufficient attention to score containing concentrated information of the piece itself, and often of the author, of the composer’s school, of certain epoch (the degree of the information density can vary). The current paper offers some ways of solving the task of conscious and deep perception of the musical text from the very beginning of the acquaintance with it. The gist in the professional approach implies the following: 1) forging the skill of adequate sound reproduction of the whole text system – notes as such, the author’s remarks, as well as dynamic and tempo signs and other means of musical expressiveness; 2) providing some of the basic educational principles – from the simple to the complex – to acquire the skill of gradual solving performance tasks, step by step. The paper considers and gives comparative analysis of various concepts of the musical text, covered in different sources. It also demonstrates practice-based educational process of revealing the piece context, bringing the performer’s subcontext to light. The article also illustrates the mechanism of the detailed penetration into the score as a fundamental condition for the substantial, insightful interpreting of the musical piece.