The principles of the developing training in musical pedagogics

In the article are considered some basic principles, following which it is possible to achieve the effective developing training. The major principle is increase in volume of the material used in educational and pedagogical work, expansion of a repertoire framework at the expense of the appeal to bigger quantity of pieces of music, a bigger circle of the art and style phenomena. This principle is primary in meaning for general musical development of the student, enrichment of his professional consciousness, musical and intellectual experience. Acceleration rate of passage of a certain part of a training material, refusal of unreasonably long terms of work on pieces of music, setting on mastering necessary performance skills in the squeezed intervals of time - such is the second principle conditioned by the first and coexisting with it in idissoluble unity. The third principle directly concerns the content of a lesson in the performing class, and also ways of its conducting. Increase in a measure of theoretical capacity of classes of musical performance, in other words, refusal of narrow-shop interpretation of classes, the use during the lesson possibly wider range of data of musical and theoretical and musical and historical character, enrichment of consciousness of the person playing the musical instrument by the developed systems of representations and concepts connected with the concrete material presented in the performing repertoire - all this also reflect the existence of the mentioned principle. The fourth principle demands departure from the passive ways of activities having a broad practice in the students' environment. This principle emphasizes the need of such work with material at which with the maximum completeness would be shown independence, a creative initiative of the student-performer. Such are the major principles, based on which the learning of music, specifically musical performance, can become really developing on its character.

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