Education and Performing Activities: Synergy of Artistic Knowledge
DOI:
https://doi.org/10.32405/2308-8885-2023-3(109)-13-17Keywords:
musical performance, educational and performing activities, general art education, specialized art education, professional training of a musician, synergistic effect, artistic communicationAbstract
The article deals with the phenomenon of performing (educational and performing activities), inherent in the so-called performing arts that require a mediator between the artistic text and the audience-listener. Musical performance was chosen for analysis from various types of art as the most common in art education for students of institutions of general art education, specialized art education, and art pedagogical education. The purpose of the article is an attempt to systematize the peculiarities of musical educational and performance activities in institutions of various types in the context of artistic knowledge. The specifics of performance as one of the types of knowledge of musical art are outlined. The multifaceted art tasks facing the performer as a co-author and interpreter of the composer’s text are emphasized. The aspects of performance as artistic communication, educational activity, and stage performance as a presentation of achievements are singled out. The specifics of performance in music education of students of specialized art (music) schools, in training professional musicians and music teachers, where performance is the core of training, are considered. In addition, the specifics of performance in the system of general art education in the context of the conceptual foundations of its reform are described, where performance is a component of students’ artistic and creative activities and, at the same time, an equal type of their musical activity at lessons, inseparable from the perception and analysis-interpretation of works. Concerning the education of students in secondary schools, the risks of violating the integrity of artistic knowledge in the case of a one-sided interpretation of the musical performance of school students at art lessons in the context of students’ artistic and creative activities are emphasized. The role of performance as a tool of musical cognition, which integrates such understanding into a holistic process with a synergistic effect, is shown.
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