THE PROBLEM OF MUSICAL THINKING IN PIANO PEDAGOGY

Abstract

The article examines the processes of musical thinking from the standpoint of modern neurophysiological data. An attempt is made to study specific musical thinking based on the research results of modern authors. The necessity of rethinking the principles of organizing the creative and pedagogical environment, which should contribute to the creation of conditions for the most effective functioning of musical thinking, is substantiated. The specificity of the three-level structure of musical thinking is revealed: the level of sensations (auditory, motor, tactile) and perceptions, the level of meanings (the emotional-semantic essence of sound structures) and the communicative level (public performance). Understanding this specificity in piano pedagogy will allow to optimally organize the pedagogical process, taking into account the individual characteristics of students at all levels of music education.