Comparative analysis of traditional and modern approaches to teaching piano art in various cultural contexts

Abstract

In the modern educational space, there are many methodological approaches to teaching piano art, which vary depending on cultural, social and pedagogical factors. The study of such methodologies is of particular importance in the context of globalization and cultural diversity. This article provides a comparative analysis of traditional and modern approaches to teaching piano art in various cultural contexts in Russia. To achieve this goal, qualitative and quantitative research methods were used, including the analysis of scientific literature, interviews with experts, as well as the study of pedagogical practices in music educational institutions. Based on the results of the study, an attempt was made to systematize and categorize the available methodologies, key trends and challenges facing teachers and students were identified, and possible ways to overcome them were proposed. The systematization of existing methodologies allows us to distinguish two main categories: traditional and modern. Within the framework of the traditional approach, which dominated in Russia until the 1990s, preference was given to rigid methods. For example, in 1975 at the Moscow Conservatory 95% of traditional methods were applied in teaching piano art, which were based on the doctrine of "master-student". In the following decades, with the increasing availability of information technologies, modern methodologies began to be actively applied in Russia. In 2019, 60% of the educational process at the St. Petersburg Conservatory was based on modern methods, including the use of computer programs for analyzing musical compositions and interactive technologies.