Plastic interpretation of musical works in art lessons at general secondary education institutions: cognitive aspects
DOI:
https://doi.org/10.32405/2308-8885-2026-1(119)-31-39Keywords:
interpretation, plastic interpretation, plastic interpretation of a musical work, cognitive processes, body plasticity, art lessonAbstract
The article substantiates the pedagogical potential of plastic interpretation of musical works within the context of art education in general secondary education institutions. The concept of “plastic interpretation of a musical work” is clarified as an integrative process that combines emotional perception, recognition of general (image, emotions, mood) and expressive (meter, tempo, rhythm, timbre, structure, genre, style) characteristics of music, and their embodiment through body plasticity as a form of creative self-expression.
The role of cognitive processes (such as perception, imagination, association, awareness, analysis, synthesis, and generalization) is emphasized as an essential component of musical interpretation. It is demonstrated that integrating these processes with body plasticity ensures holistic emotional-motor perception and deeper understanding of music.
The author proposes a methodology for applying plastic interpretation, which can be implemented at art lessons in secondary education. This methodology is based on the interrelation of cognitive and motor actions and on the interaction between musical content and bodily expression. The stages of plastic musical cognition are identified: plastic improvisation, free conducting, plastic etudes, creating images, selecting and testing of movements, and their compositional integration. It is shown that body plasticity is an effective means of reproducing both general and specific characteristics of a musical work, while elements of musical language (meter, rhythm, melody, timbre, dynamics, form) correlate with corresponding movement parameters.
The article provides some examples of plastic interpretation of musical works for educational practice, including the use of video materials. Research results indicate that implementing plastic interpretation contributes to the activation of students’ cognitive activity, the development of emotional sensitivity and creative self-expression, and the formation of holistic artistic thinking and emotional intelligence. The proposed methodology fosters individualization and variability of the learning process and enhances students’ motivation for music perception and deeper comprehension of its expressive means.
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