The article presents practicing pianists and teachers` recommendations and advice on how to form the process of the conceptual foundation of students of higher education institutions. Scherzo No. 1 in B minor op. 20 F. Chopin is one of the brightest masterpieces of the romantic piano repertoire was chosen as an example. In the tradition of Russian music pedagogy, the authors encourage the young pianist to work on the Scherzo from the idea of composing it to details and nuances connected with professional aspects of the artistic conception; they want to encourage the constant striving for thoughtful, comprehensive rich content and perfect form of the performed opus. Thus, to actualize students' personal, cognitive and creative potential, the teacher facilitates the process of acquiring their unique interpretations of a given musical opus. Such a method of facilitation is in demand in Western pedagogy; it was actively developed by such scientists as C. Rogers, J. Freiberg, F. Flemming, T. Kaiser, and others. The main ideas of facilitation are reflected in the pages of their works “Freedom to Learn” [1], “Transformative Dialogues” [2], ” Mining Group Gold: How to Cash in on the Collaborative Brain Power of a Team for Innovation and Results ” [3] and many others. The “Methods” section presents a detailed model to analyze the musical form of the Scherzo, the problems on the content and artistic image that is based on a thorough study of the musical text and its sound embodiment through.