The Mysteries of Musical Content in Russian Pedagogy
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Abstract
The Russian musical culture has been traditionally
marked by an interest towards the categories of content
and semantics. While harmony, counterpoint and musical
form have been developing in the West, the discipline of
study of musical content appeared most prominently at the
turn of the 20th century in Russia and took a hundred
years to mature to its well-developed present status. In
order to introduce subjects pertaining to the theory of
musical content into Russian musical educational system,
the Russian Ministry of Culture made an appropriate
Recommendation on 17 May, 1999. In various Russian
cities the instruction of this subject has begun on all levels:
in children's musical schools, in colleges, in institutions
of higher education, graduate programs and in
departments of post-graduate study.
The methodology of analysis of musical content supports
itself on the category of intonatsia developed by
Boris Asafiev; it is applied to such concepts as «musical
image,» «emotion,» «dramaturgy,» «genre,» «style,» and
«performance interpretation.» The instruction in theory of
musical content is marked by its focus on artistic creativity.
This quality of theory of musical content translates
into a broad range of applications — from teaching
musicians and music pedagogues to enlightening the wide
circles of music listeners.
Keywords: musical pedagogy, educational program,
musical content
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