STAGE INTERPRETATION OF MUSIC AND STAGE CULTURE: TOWARD THE TRAINING OF MUSIC TEACHERS

Abstract

The purpose of this article is to substantiate the role of stage creativity in the professional training of future music teachers. The objectives are to outline the intersection of the concepts of stage interpretation and stage culture for teacher-musicians, intending to optimize stage performance training as an integral part of future music teachers’ overall professional training. To establish the connection between these concepts, methods of theoretical analysis and synthesis of aesthetic, musicological, psychological, and pedagogical sources are used, along with comparison methods.
Definitions related to the concept of “stage” in teacher-musicians’ training are analyzed, including stage interpretation, performance interpretation of music, performance culture, stage performance mastery, and stage culture. The interconnection and interdependence of these phenomena are emphasized. The importance of a comprehensive approach to the category of “stage” is explained, along with the optimization of stage training as part of the overall professional training of future music teachers. The significance of stage training for professional artistic communication with future students is highlighted. The common factors among these phenomena are revealed, such as the meaningful expression and decoding of the artistic imagery in music, co-creation with the composer while preserving the performer’s artistic autonomy. Emphasis is placed on the concentration in the stage interpretation of musical work on the performer’s worldview, technical performance skills, interpretive musicological and evaluative abilities, general stage mastery, and essential personal qualities and culture unique to the performer. The impact of the stage performance situation on the interpretation of a musical piece is noted.
A logical sequence of “stage” phenomena in the context of teacher-musicians’ training is argued: music interpretation – performance interpretation and preparation – stage activity and stage interpretation – stage culture. This sequence within the comprehensive professional training of future music teachers serves as a guarantee for successful artistic-pedagogical communication with students.