STYLISTIC CULTURE OF MUSIC PERFORMANCE: ESSENCE, STRUCTURE, FUNCTIONS IN THE ACTIVITY OF A MUSICIAN

Abstract

The article deals with the problem of the stylistic culture of performing music as a personal professional quality of a music teacher.  The stylistic culture of the performer implies his ability to reproduce the system of imaginative and formative thinking of the composer in unity with the expression of his own personal attitude to the content of musical images. The stylistic culture of the music teacher also expresses a willingness to convey the content of artistic images in the completeness of the composer's intentions to young listeners, to capture them with their own individual-emotional attitude to music. The structure of stylistic culture is presented, which includes motivational-stimulating, cognitive, evaluative-emotional, initiative-reproductive and communicative-pedagogical components. In unity and interaction, structural components ensure the integrity of the functional actions of the music teacher.  The importance of the teacher's developed motivation for deep understanding of the author's style is emphasized. 

The essential role of awareness of the teacher-performer in different styles of musical culture, the awareness of the national basis, the historical conditionality of style features, the genre specificity of a musical work is emphasized. The performing teacher must be able to objectively evaluate the content of the music images created by the composer, based on their deep subjective experience. Thus, the stylistic culture of the artist does not deny the use of creative and initiative approach to the interpretation of musical images. Particularly significant characteristic of the culture of style is the ability of the teacher-performer to express a strong emotional attitude to musical images in the process of performance. 

Only under this condition can the style of teacher’s culture become a kind of regulator of the aesthetic tastes and ideals of the students.