Peter the Great St. Petersburg Polytechnic University has more than 30,000 students and 11 institutes. Founded in 1899, it has a long history of providing technical education in Russia and counts Nobel prize winners among its graduates. In addition to its chamber and symphony orchestras, choirs, music studios, and festivals, it offers Creative and Music Semesters to all engineering students, in which they are taught how to appreciate and listen to classical music. Why should engineers need to learn about Mozart and Tchaikovsky, and how might this foster creativity? What makes these semesters appealing to engineering students, who may never have heard a symphony orchestra before? In a broader sense, how can educational and cultural organisations attract younger audiences to classical music? These were some of the questions that Dina Ivanova discussed with Boris Kondin, Head of the Department of Cultural Programs at Peter the Great St. Petersburg Polytechnic University in Russia.
Boris Kondin graduated in Piano in 1980 from the St Petersburg Conservatory. Over the years he has participated in national and international competitions and festivals as a pianist, and more recently he has performed as an accompanist for leading soloists of the Mariinsky Theatre and other prominent musicians in St Petersburg. Since 2005, Boris Kondin has led cultural programs at Peter the Great St Petersburg Polytechnic University. In 2010 he was awarded the title of «State recognised figure in Culture of the Russian Federation” (an official title awarded by the Russian President).
The scale and variety of cultural initiatives at the St. Petersburg Polytechnic University is truly astounding. Could you please share some more details about the Creative and Music semesters in particular? How did you come up with this idea?
When I came here and saw our beautiful White Hall, I felt that it had to be filled with something fascinating. The White Hall is like the soul of our university, and has been since its very foundation. Back then there were a lot of cultural opportunities offered to students. In the early 20th century concerts were performed in this hall by the student symphony orchestra as well as student operas. We are now restoring the heritage established by the founders of the university, who declared that graduates of the Polytechnic University had to become the engineering elite of Russia. Being elite does not only involve education and analytical skills, but also certain competencies and attributes related to culture and the humanities.
Fortunately, the management of the university and colleagues across different institutes and departments shared my thoughts, as they understood the importance of encouraging interest towards culture among young people. It is necessary to develop not only the technical competencies, but also the ability to think creatively and understand how creativity develops – in a similar way to how composers and poets get their ideas – because the principle of creativity is the same for engineers, musicians, poets and artists.
When we ask students if they like classical music, they often respond: “Of course, not”. When we then ask them if they have heard any before, they say No. Therefore, in the beginning we merely wanted to teach them how to listen to music.
Classical music is a bit of a sacred space for everyone, and we would like to take our graduates into this space. We know that we have two parts of the brain – right and left. One is responsible for logic, mathematics, analytics, the other governs spiritual and creative aspects. When one problem needs to be resolved, all the brain cells switch on from both parts. That is why we start our introduction into these Creative Semesters by saying to our students that this knowledge will benefit them in the future. Those who can only calculate well and know Quantitative Methods, will lose out to those who also know symphonies by Mozart and romances by Tchaikovsky when dealing with some difficult tasks, as a large quantity of all the brain cells will be involved in finding the best solution. Creative potential that is within the students at our university and the system of our technical education can be compared to the potential of conservatory students and creative challenges that they are solving.
How do you liaise with students throughout Creative Semesters?
We introduced this program for all first-year students across every institute and faculty. They come for their lectures at the White Hall, with the symphony orchestra on the stage and a variety of lecturers, including those from the St Petersburg Conservatory, composers etc. At the end of each semester, we conduct a survey which asks, among other questions, whether they saw anything new and interesting and to describe their experience. Quite a lot of students say that this was the first time they had ever seen a symphony orchestra live on stage. We feel that our efforts are not in vain, and that they are developing and growing.
How is the program organised? Are there particular topics and themes for these lectures and concerts?
These are not Music Literature classes, covering the history of composing particular pieces or biographies of composers. Here we talk about creativity. For example, Igor Rogalyov, Professor at the St. Petersburg Conservatory, plays the beginning of Symphony Nr. 40 by Mozart and offers the students a choice of three different continuations of the theme. He then asks which option the students would choose. Students discuss and share their views, and somebody opts for one choice. The Professor replies: “and this was Mozart’s choice too”. They start thinking why it was this way, and how they can create masterpieces in their professional field too.
We start from the basics, from classical harmony and Mozart and finish with Stravinsky. There is also Tchaikovsky, Bach and other composers, and the classes are developed around particular themes. One of the topics we cover is linked to the question: which is most important – the music or the text? For example, we study some classical romances by Tchaikovsky and Dargomyzhsky, and the students read poetry.
Another topic is the composer’s message, what the composer wanted to say through their music. Last year we had the class with IT students in which Haydn’s Symphony Nr. 45 (Farewell) was played. It is the one in which musicians leave the stage one by one until finally only two musicians are left, and as they leave, the symphony ends. We asked them what the composer wanted to say by this. One girl answered: “Being IT people, we like to simplify everything, aiming to get to the binary system of 1 and 0. This process of simplification was right in front of us just now, and, in the end, everything came to the binary system to some extent as all the musicians left. When everything finished, we realised what we lost”. This is how our engineers think, and that is a very interesting reflection that not many conservatory students come up with.
We also tell students about the theremin, an electronic musical instrument, in fact, the ‘parent’ of all electronic musical instruments that was developed right here at our university by Leon Theremin. We have theremin classes for students who want to learn it. There are a lot of initiatives aimed at developing the creative skills of our students. We have our own symphony orchestra with more than 50 people.
Our White Hall is used as an educational space, for scientific conferences and events during the day and as a philharmonic venue in the evening. Students have free entry, regardless of who is performing. We are based in the northern part of the city, and we have become a cultural and educational hub for our local community. On Sundays we used to have concert talks about music for children.
Classical music is played at the entrances into our university. Research showed that wherever classical music is played, it prevents or minimises anti-social behaviour. I hope it has some sort of positive impact on our students too. I am very happy that there is a positive response towards our various cultural initiatives both among students and the local community.
What partners do you deal with throughout this program? Do you work with a particular symphony orchestra or partner with various organisations?
We collaborate with certain people from the Conservatory, the professors, PhD students, music students who come to illustrate the ideas we talk about during our classes. We also deal with different orchestras, and sometimes we have soloists from the Mariinsky Theatre as well as some youth ensembles; it depends on each case and what we can afford. We find the funding for this and get some subsidies to cover the costs. This program has now been running for 7 – 8 years. It was not easy to implement it. It is quite expensive to have a symphony orchestra on stage 5 times a week with a conductor, soloists, presenter etc.
What would you recommend to universities not traditionally linked with arts and culture, who may consider implementing an educational program in this field?
It is crucial to understand the importance and the need to get young people interested in cultural heritage and the linkage with the creativity process. Once the management of the university has this understanding, they should have an incentive to offer this to students. If you have that motivation, you will find the ways to make the life of students more interesting, so that they can talk about music and the part of their brains that is responsible for creativity can work better. There are no definite recipes. It is probably better to start with first-year students. In the beginning, it is very hard as it has to become a habit and once this gradually happens, everybody considers it to be a norm.
What is the most difficult challenge to engage students with this unfamiliar way of listening and thinking?
The hardest thing is something I avoided – the lack of understanding from the top management.
Without this, the challenge of developing creativity within students becomes a lot harder, because to make them creative people, you first need to do this to the top management and convince them of the necessity for such an initiative. One of our founders, Sergey Vitte, the Minister of Finance of the Russian Empire, said that training engineers without providing them with a good education in Humanities is not only immoral, but moreover, harmful for the country.
There is a TV tower in Moscow from which the first public radio and television signals were transmitted in Russia. This tower was built by Russian engineer Vladimir Shukhov in 1922, who said: “Technical thought cannot be separated from the arts. I cannot imagine a good engineer without knowledge of Tchaikovsky, Mozart, Pushkin, Lermontov, etc. If he does not know this, he will achieve nothing. The engineer needs to think in a symphonic way”. This is our guiding principle and the motto for our work.
The youth generation is currently quite overloaded with new technologies, social media, and the flow of information. How can cultural organisations attract them to classical music, opera and ballet?
The main task is to teach them to listen and to see. Each organisation resolves this task in its own way, and we have ours. There are various ways to teach young people to listen. You just need to establish this objective. It does not mean that everybody will fall in love with it straight away. Even the basics are important – for example, to explain the difference between electronic and live sound. One can build different ideas around this topic that can drive interest among young people to hear this live sound. Once they hear live instruments of the symphony orchestra on stage, they know this sound. It would be ideal if young people could see and hear the masterpieces, performed at a high level. Unfortunately, Anna Netrebko cannot sing for everybody and Valery Gergiev cannot play for everyone live.
Of course, when real art is placed next to some surrogate, everything comes to its place straight away. It is important to give that comparison to people. If you want to complete these tasks, you will find the way. I think initiatives like ours can work in bigger cities and all you need is the desire to do it.
Dina Ivanova

Originally from Latvia, spent 20 years in the UK. MBA graduate, obtained her Master in Arts Management at SDA Bocconi. Left the corporate world to follow her passion for Opera and the Arts, keen to share it with people of all ages through education.


















