Journal archive

Abstract: The article discusses the problem of teaching regents in the Urals on the example of regent office of the Ekaterinburg theological seminary. The article focuses on the Russian orthodox music and the features of its structure and playing from the viewpoint of regent activity, which are determined by "a capella" performance, special sound esthetics connected with specifics of the Church Slavonic language in which the church service is carried out, by orientation to church singing tradition determining the speed, length and dynamic shades of pieces of music, etc. The main idea of this article is a description of a number of regulations on specifics of regent’s education (most important of which is the ability of orthodox liturgical singing following the church singing tradition), the requirements to vocational training of regents, which depend on the structure and the content of educational process of a certain educational institution (academic subjects in the curriculum), features of its basic musical repertoire and the complex of the applied all-pedagogical methods and methods of music education. The article presents an analysis of the documents regulating the contents of the educational program (the curriculum, work programs of subjects) in the Ekaterinburg theological seminary; the methods necessary for effective training of future regents are revealed. The article describes the content of the following modules of the curriculum for regents – heads of church choirs: musical and theoretical, conductor's and choral, church and singing, church and historical, liturgical (theological) and pedagogical. The authors come to the conclusion that educational process of regent schools promotes comprehensive immersion of students in pieces of the Russian Orthodox music. The effect of "immersion" is reached, first, due to the fact that the content of subjects in educational modules (including the disciplines of liturgical module) is focused on the study of various fields of the Russian orthodox music, secondly, due to broad application of the method of cross-disciplinary interaction of subjects.