Liudmyla Heorhiivna Tsurkan – personality and pedagogue

The article is devoted to the problems of vocal pedagogics on the example of creative life of outstanding teacher, professor of the Department of solo singing of Kharkiv I. P. Kotlyarevsky National University of Arts Liudmyla Heorhiivna Tsurkan. The goal of an article is to reveal the path of professional growth of L. H. Tsurkan and to systemize her pedagogical principles. The article uses such methods of research as historical, analytical and stylistic. The relevance of the study is due to the lack of generalizing work on the professional development and pedagogical principles of the singer and teacher. Scientific novelty lies in the coverage of previously unknown facts of the biography of L. H. Tsurcan and systematization of its methodological principles. Results for discussion. L. H. Tsurkan is an opera singer who created more than 30 leading images of repertoire for soprano, used her own experience in performance and creative premises in her own pedagogical activity, which she started in 1976 on the Department of Solo signing of Kharkiv I. P. Kotlyarevsky National University of Arts. On several examples, the questions of technology, including methodology of development of vocal apparatus, are researched. She combined fundamental principles of Italian, Russian and Ukrainian schools of singing as well as enriched these methods with new skills and ideas, which help young singers to liberate their creativity, and develop their emotional memory and independence of creative search. On some examples principles of singing are analyzed which were given to the students by L. H. Tsurkan. These are low-rib breath, free state of oropharynx. High position is combined with low breath. The power of voice is coordinated with chest and head resonance or with their combination with dominance of one or another on several parts of the voice. It is stressed that while working on technique and right breath, she always bore music in her mind. A breath is a mean of performers expressiveness. Thus, it has to change according to style of the work. Significant role of diction is stressed, which draw a lot of attention of L. H. Tsurkan. Conclusions. Renowned professor and Master of vocal pedagogics, she created experience and methodical devices which are used not only by her former students, but as well by her colleagues and young pedagogues. These are: relentless and inspired work; indefatigable search for ways and methods of correction of problems, and perfection of already achieved skills; constant development, both cultural and intellectual; ability to play musical instruments and knowledge of theory and history of music; ability to speak foreign languages, which gives an opportunity to learn an incredibly wide variety of musical literature. Not only does this all enrich both spiritually and professionally, but also it is a straightforward path to success and more complete realization of personality. The article uses reminiscences of L. H. Tsurkan’s daughter about life of the pedagogue, video-recordings of master-classes and lessons of the Professor.