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Abstract: The modern development of literary education involves the search for innovative methods of work with texts of fiction – this, in turn, determines the urgency of this study, as well as the need for humanization of education, spiritual and moral improvement of the senior secondary school student with the aim of upbringing a socially responsible and practically oriented person. The problem of using interpretation tools in analyzing a literary work is especially urgent, and this includes various ways of introducing musical interpretations into the structure of literature lessons, so a detailed consideration of musical interpretation as a means of lyric text analysis is necessary. In particular, this is due to the vision of the poetry of Russian symbolism as a separate category that uses the principle of “musicality” as a basis and requires clarification in the framework of school curriculum. The experimentally obtained data have confirmed the relevance of the topic chosen and have allowed outlining prospects for further research in this area. This article describes the use of musical interpretation, integrated into a comprehensive system of comparative and intertextual analysis, with reference to certain works of Russian symbolism and its philosophical concept, explicated by the activating means (symbols) designed to carry out the systematic inclusion of “conceptual content”. In the 11th grade, each particular student or the whole group of students have an individual understanding of the text through musical interpretations. This is combined with the developmental and psychological characteristics of secondary school students, who tend to improvise in the choice of various musical interpretations of the poem. Taking personal characteristics of senior secondary school students into consideration, it is necessary to pay special attention to what own musical interpretations a student can offer or create in the learning process. On a theoretical level, the article presents a variant of realization of a musical interpretation while working with K. D. Balmont’s poem “I am a wild wind, I blow eternally...” (1897) within an optional course designed for secondary school students with a humanitarian bias. The practical part presupposes testing the materials available and evaluating the empirical data.