EMPATHY FOR MUSIC AS THE ESSENCE OF MUSICAL EDUCATION
EMPATHY FOR MUSIC AS THE ESSENCE OF MUSICAL EDUCATION

Summary/Abstract: We can define two levels in musical education: theoretical- informative and applicative- formative. At the theoretical- informative level accumulation of knowledge and development of informative-reproductive abilities and skills take. At the applicative-formative level musical education is achieved by direct contact with works of art. The two levels of implementing artistic education – theoretical- informative and applicative-formative- are in a reciprocal relationship supplementing each other. This means that instruction cannot replace but can only ensure a better interception of music. Meanwhile proper contemplation valorizes the virtues of instruction and ensures the realization of the fundamental purpose of education. The communication between the student and musical art does not depend only on the aesthetic value of music but also on the subject’s creative participation in this communication. A psychic communion between the receiver and the artwork, between the conscious and unconscious structures of the student’s personality and the musical artistic message. The main aim of this dialogue is enriching the receiver’s experience and his becoming more sensitive via emotion and empathy. The didactic way of learning music must bear the stamp of art music specificity. Affective empathy for music as an exigency of musical education creates the moment of founding music. An empathy that depends on the student’s cognitive experience, on his psychic and psychophisiological state, on the environment in which it is produced appears in the musical act (of listening/interpretatio/creation). We define empathy for music as a flow of states that appear during the musical act (of listening/interpretation/creation). The products of empathy for music are: musical sensitivity, music perception, musical intelligence, motivation, attitudes. Certain changes depending on the student’s psychic functions and forces are produced during the musical act. Educational valencies of art may be intensified in artistic knowledge that values the empathy and thinking acts that copenetrate, cooperate and complete each other. It is very important to effectively valorize empathy for music during the educational process. Access to the essence of music is facilitated by the convergence of empathy and understanding, of sensitivity and mind, of relish and thinking. The act of musical education cannot be conceived without empathy.

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