Національна фортепіанна школа як феномен музичної освіти

Abstract

У статті розглядаються деякі особливості функціонування фортепіанної школи як музично-педагогічної галузі в системі наукового пізнання. Автором виокремлено низку особливостей школи в мистецтві: наслідування майстерності вчителя в безпосередньому професійному спілкуванні з ним; проведення конкурсів, фестивалів для вияву талановитої молоді; зосередження учнів навколо лідера школи, особистості талановитого педагога; домінантність традиції; спільний для всіх членів колектива школи стиль діяльності; відсутність конфронтації програм окремих лідерів завдяки відкритості тощо. Усі ці особливості безпосередньо відображаються у фортепіанній школі. Автор статті привертає увагу до діяльності В. Барвінського, одного з блідерів Львівської фортепіанної школи.

The article describes some features of the functioning of the school as a piano musical education sector in the system of scientific knowledge. This problem has been studied art theory on the example of the outstanding Ukrainian musicians, pianists V. Barvinskyi, G. Beklemishev, F. Blumenfeld, R. Horowitz, D. Levitskyi, T. Leshetitskyi, N. Lysenko, P. Lutsenko, A. Luferov, K. Mikhailov, L. Munzer, W. Puchalskyi, B. Reingbald, S. Rumshinskyi, R. Savitskyi, E. Slivak, M. Starkova, V. Topilina, M. Tutkovskyi, B. Jaworskyi, F. Yakymenko. School is a phenomenon of science (including art history), by which is determined and transmitted complex theoretical ideas, technological methods, student personal incentive and the process as a result of the operation system, which raises the general conclusion that the school – this is not only a source of ideas, but also to forge people. There are a number of features in art school: - in the process of acquiring a specific craft skills in teaching and creative workshops (art, theater), music classes the school serves as a form of organization and inheritance of teacher skill in direct professional contact with him; - competitions and festivals to identify talented young people; - the concentration of students around the school leader, the identity of a talented teacher; - the dominance of tradition, which contributes to the continuation of promising ideas through the activities of students, outdated methods and principles are not always die, but continue to evolve, transforming and renewing; - common to all members of the school community style of activity is not only desirable, as in the scientific school, and is quality schools and manifests itself in the author’s style, and the style of the personal conduct of the teacher; - the absence of confrontation program due to the openness of individual leaders, thereby attracting more people to the circle of creativity, etc. All these features directly reflect a piano school. A prime example of one of them is an activity of V. Barvinskyi, one of the leaders of the Lviv piano school, who continued the ideas of his teacher (W. Kurz, J. Golfeld, V. Novak). Vasily Barvinskyi went down in history of Ukraine as a Doctor of Arts, a distinguished composer, pianist and teacher – the leader of the author’s piano school. The source of his Musical talents and education were: mother’s musical education, schooling of K. Mikuli, the continuation of Musical Education (as a pianist) in W. Kurtz and J. Golfeld. Talented person, which was V. Barvinskyi, created on this basis. This author’s technique based on W. Kurtz’s pedagogical principles and methods. Its key position was «melodic» idea. Barvinskyi’s pupils continued and updated position of their teacher with them their own vision for the development of piano school.