Methodological approaches to the integration of the Russian opera repertoire into the curricula of Chinese music universities: overcoming linguistic and technical barriers

Abstract

In the light of the active development of international relations in the field of music education and the deepening of cultural exchange between Russia and China, the systematic inclusion of the Russian classical opera repertoire in the curricula of Chinese music universities is becoming increasingly relevant. This article is devoted to the creation of a methodological model that is not only theoretically grounded, but also aimed at practice. Its key goal is to help Chinese students overcome the specific difficulties encountered in studying Russian opera (from language barriers to technical problems (range, endurance, stylistic interpretation). An analysis of the programs of leading universities in China and Russia has revealed gaps in the Chinese training system and the lack of a holistic approach to mastering the Russian opera repertoire. In response, an integrative methodological model is proposed. It is based on the synthesis of several approaches (integrated, communicative-activity, stepwise, contextual-cultural and interdisciplinary). The developed educational and methodological plan is based on the individual level of the student, adapts the repertoire according to complexity and ensures the coordinated work of vocal, Russian language and stagecraft teachers. The article visually presents the key elements of this model, including the stages of its implementation and the interaction of all components. The scientific novelty of the work consists in the transition from disparate methods to a systematic organization of education that takes into account the interdisciplinary aspects of vocal training in a foreign language context. The practical value lies in the fact that the proposed model can serve as a basis for the development or updating of educational programs, the creation of elective courses and teaching aids for Chinese conservatories. In conclusion, the prospects for further work are outlined: the testing of the model in pilot universities, the training of new types of teachers and the development of specialized educational materials.