Traditional Music of Peoples of the World in Modern Education: Comparative Analysis of American and Russian Experience

The article focuses on the comparative analysis of American and Russian experience of multicultural music education. The author regards the main stages of its formation in USA and in Russia. American multicultural education is characterized by more, than 70 years’ experience of its conceptualization, elaboration of pedagogical tools and its introduction on the different levels of education; by interdisciplinarity of ethnomusicological approach; by rich methodological support with teaching and learning materials; by orientation on multiethnic composition of the classes and its use as the potential for pedagogic work; by widespread implementation of computer technologies. The particular qualities of Russian experience of multicultural music education are connected with development of music culture studies within the conservatory education that is distinct by high level of specialist training. In teaching this aspect some extent of isolation from other humanitarian directions gradually was overcome. It was possible through elaboration of authorial courses of culture study, musical­psychological and musical­pedagogical orientation and implementation of civilizational and axiological approaches to teaching world musics through discovering ethnic spiritual values and deep meanings of existence. For further development of multicultural music education in the USA and in Russia the actual aims of music teachers are the following: wider and more multifaceted authenticity of ethnic music represented in the classroom; methodological support of courses on the levels of primary, middle and higher education; the necessity of further overcoming of Eurocentric approach in education, as well as preparation and advanced training for music teachers.

Abstract licence: CC BY

A person counts once a day per paper. We keep no cookie and no address: a reader is a hash that changes every day. Any month under five reads shows no number.