Genre-style paradigm as a musicological and pedagogical problem

Abstract

The article analyzes musicological and pedagogical studies of genre and style. It is noted that the genre-style paradigm is a complex and multifaceted phenomenon that combines genre and style features of musical creativity. It is established that a full-fledged study of genre and style is possible on the basis of determining the unity of their typological features. The purpose of the article is to consider significant approaches to the definition of genre and style as musicological and pedagogical categories. It was determined that the genre-style paradigm is a concept related to the analysis of various musical styles and genres, including knowledge of their typical features. It is emphasized that the genre-style paradigm helps students to better understand musical art. It was determined that the understanding of genre and style is one of the basic skills of students of art education. They are necessary for the transfer of artistic content, the student's orientation in the historical and cultural situation, the main aspects of the composer's creativity, and the manifestation of one's personality. It should also be noted that the understanding of genre and style is necessary for the teacher to solve educational tasks during the educational process with students and transfer this knowledge to students. The complex of expressive means reflecting the genre-stylistic specificity of the musical text requires musicians and choreographers to understand the figurative and pictorial features of musical compositions.