Features of Chinese students’ mastery of the theory of musical form in classical vocal art at Russian music teacher education universities

Abstract

The study aims to identify the specific difficulties Chinese students encounter in mastering the theory of musical form in classical vocal art while studying at Russian music teacher education universities and to develop pedagogical solutions that enhance understanding of the logic of European musical form and its interpretation in vocal practice. The objective is to determine the structure of knowledge and skill deficits, relate them to features of educational paradigms, and propose an adapted teaching methodology. The empirical base was formed in 2022-2025 at the Gnesin Russian Academy of Music and Moscow Pedagogical State University (MPSU); the study involved 92 students from the PRC and 75 Russian students (years 1-3). Methods included pedagogical observation, questionnaires and interviews, ascertaining (baseline) and formative experiments, expert appraisal, and analysis of student work; diagnostics comprised tests on form identification, analysis of the tonal-harmonic plan, delimitation of sectional boundaries, and thematic relationships; statistical processing was performed in SPSS (Student’s t-test, Pearson correlation). The baseline assessment confirmed a systemic lag: the mean final score of the Chinese group was 4,82 versus 8,14 for the Russian group (a 40,79% difference), with the largest gap in analysis of the tonal-harmonic plan and elevated variance of indicators. The developed instructional package (form visualisation, comparative cultural analysis, integration of theory into the voice studio) raised the mean score to 7,21 (49,59%), reducing the intergroup gap to 1,62 points; a strong association was established between theoretical preparation and interpretive coherence, r=0.78. The most persistent difficulties remain in analysing the transition section and modulations in sonata form. The discussion points to the key role of differences in pre-university preparation and cognitive-cultural barriers; the effectiveness of differentiated, adaptive instruction is demonstrated. The practical significance lies in the applicability of the methodology for adjusting course syllabi and developing teaching aids; prospects include expanding digital tools, gamification, and extending the approach to other groups of international students.