FROM THE LITERARY TEXT TO MUSICAL IMPROVISATION

ИГРОВИЯТ ПОДХОД В КОМПОЗИЦИОННИЯ ПРОЦЕС

Abstract

The perception of literature and musical art is regarded as one of the most complex and abstract cognitive experiences in human consciousness. The combination of verbal text and sound creates a new, multi-layered experience, whether through song form, improvisation, or similar creative means of expression. The cultivation of such a culture in early childhood has been demonstrated to contribute to the development of imagination, flair, and creativity. The creation of instrumental or vocal interpretations based on literary works has been demonstrated to facilitate the development of tonal thinking in children. This phenomenon is not perceived as the conventional practice of "composing" music, but rather as a spontaneous and natural form of expression that manifests through play. One of the educator's tasks is to guide, develop, and direct this perception, thereby establishing it as the foundation for fostering sonority, intuition, and hearing.

Musical improvisation constitutes a pivotal element within the framework of contemporary music education. The pedagogical approach in question has been demonstrated to engender independent reasoning, resourcefulness, and spontaneous expression in students. Furthermore, it has been shown to enhance students' capacity to generate and adapt complex musical imagery in real time. Finally, it has been demonstrated to cultivate confidence and a sense of freedom in music creation. The integration of poetic content serves as a foundational element, introducing nuanced dimensions that facilitate interpretation and expression. Consequently, the lyrics serve not only as a source of musical inspiration but also as a catalyst for emotional engagement and intellectual depth, thereby fostering a more meaningful relationship with the music.