Статья посвящена комплексному анализу роли и места фортепианных сочинений С.С. Прокофьева в современной системе высшего музыкального образования. На основе широкой выборки учебных программ ведущих музыкальных вузов проведено исследование частоты включения произведений композитора в репертуар студентов-пианистов. Изучены особенности педагогической интерпретации фортепианного наследия Прокофьева с точки зрения развития исполнительских компетенций обучающихся. Определены ключевые стилистические черты прокофьевского пианизма, требующие особого методического подхода при освоении. В результате исследования выявлен значительный дисбаланс между художественной и педагогической ценностью фортепианных произведений Прокофьева и их реальным присутствием в учебном репертуаре. Установлена корреляция между уровнем методической разработанности отдельных произведений и частотой их включения в программы обучения. Обосновано, что целенаправленное расширение прокофьевского репертуара в учебных программах способствует формированию профессиональных компетенций, необходимых для исполнения музыки XX-XXI веков. Предложена модель репертуарной политики, позволяющая органично интегрировать различные фортепианные произведения Прокофьева в образовательный процесс с учетом уровня подготовки и индивидуальных особенностей студентов.
The article is devoted to a comprehensive analysis of the role and place of Prokofiev's piano compositions in the modern system of higher musical education. Based on a wide sample of curricula from leading music universities, a study was conducted on the frequency of including the composer's works in the repertoire of piano students. The features of the pedagogical interpretation of Prokofiev's piano legacy from the point of view of the development of students' performing competencies are studied. The key stylistic features of Prokofiev's pianism that require a special methodological approach to mastering are identified. The study revealed a significant imbalance between the artistic and pedagogical value of Prokofiev's piano works and their real presence in the educational repertoire. A correlation has been established between the level of methodological elaboration of individual works and the frequency of their inclusion in training programs. It is proved that the purposeful expansion of the Prokofiev repertoire in educational programs contributes to the formation of professional competencies necessary for the performance of music of the XX-XXI centuries. A model of repertoire policy is proposed that makes it possible to organically integrate Prokofiev's various piano works into the educational process, taking into account the level of training and individual characteristics of students.
The article is devoted to a comprehensive analysis of the role and place of Prokofiev's piano compositions in the modern system of higher musical education. Based on a wide sample of curricula from leading music universities, a study was conducted on the frequency of including the composer's works in the repertoire of piano students. The features of the pedagogical interpretation of Prokofiev's piano legacy from the point of view of the development of students' performing competencies are studied. The key stylistic features of Prokofiev's pianism that require a special methodological approach to mastering are identified. The study revealed a significant imbalance between the artistic and pedagogical value of Prokofiev's piano works and their real presence in the educational repertoire. A correlation has been established between the level of methodological elaboration of individual works and the frequency of their inclusion in training programs. It is proved that the purposeful expansion of the Prokofiev repertoire in educational programs contributes to the formation of professional competencies necessary for the performance of music of the XX-XXI centuries. A model of repertoire policy is proposed that makes it possible to organically integrate Prokofiev's various piano works into the educational process, taking into account the level of training and individual characteristics of students.