Pedagogical specifics of implementation the Russian musical tradition in the vocal art of China

Abstract

Introduction. The cultural and pedagogical study of the processes of interaction between Russian (Soviet)-Chinese (late XIX century – XX century) relations in the field of education is most vividly presented in this study on the example of cooperation in the field of music and musical, vocal pedagogy. Russian Russian vocal repertoire is characterized by the pedagogical specificity of the implementation, characterized by the acceptance and appropriation of samples of culture and art, in particular, the principles of the Russian musical tradition, the Russian vocal school and the Russian, European vocal repertoire. The pedagogical implementation of the principles, methods and organizational forms of teaching of the Russian vocal school is objective in nature, due to the goals and objectives of teaching and educating Chinese musicians, vocalists.Goal. The aim of the study is to determine the mechanism of influence of the Russian musical tradition on the formation of the Chinese vocal school by the method of implementation.Materials and methods. The influence of the Russian vocal school on the formation of Chinese vocalism is highlighted in the works of: Li Xiaoying, Zhang Qingyun, Wang Zhshen, Yang Zhou, Li Jian, Guo Wanjin, Lu-xin, A. Kayeva, I. Kolesnitskaya, L. Pushkareva, L. Zemlyanova, Riftin, Yang Zhou, V. I. Klimova. Practical research methods are represented by a survey, interviewing, analysis and comparison of the information received on the research topic.Results and discussion. The application of the systematic method allows us to consider the historical and cultural heritage in this area as one of the elements of culture as a whole, and the practice of preserving and updating Russian-Chinese cooperation in the field of culture and education as an element of a systemic phenomenon – the development of the musical sphere. Historiographical and historical-cultural approaches in the study of the problem of this study allowed us to determine the socio-cultural mechanisms and stages of international cooperation between the Russian Federation and the People's Republic of China.Conclusion. The format of the international dialogue contributed to the emergence of the Soviet-Chinese educational cluster, which is currently being studied from interdisciplinary positions: historical science, sociology, cultural studies, art studies, musicology, music pedagogy, ethnopedagogy. The study allows us to conclude about the interpenetration of two musical traditions that have enriched the national culture of China and preserved the features of cultural identity.

Keywords

• russian musical tradition
• international cooperation
• chinese vocal school
• pedagogical specifics of implementation