Building a music culture assessment system based on Chinese and Russian experience: theoretical basis and development of tools

the article presents a comprehensive approach to building a system for evaluating the musical culture of adolescents based on the integration of Chinese and Russian pedagogical experiences. The theoretical foundations for assessing components of musical culture, including cognitive, emotional, and activity aspects, are examined. A three-component assessment model has been developed that takes into account the peculiarities of national musical traditions and educational systems of both countries. The results of experimental work on testing this model in a Chinese general education school are presented, including diagnostics of the initial level of musical culture of adolescents and assessment of the assimilation of various elements of the integrative program. The peculiarities of perception of musical traditions of Russia and China are revealed, and the most effective assessment tools for each component of musical culture are determined. The developed system can serve as a methodological basis for improving the process of music education in a multicultural context.

musical culture, assessment system, Chinese experience, Russian experience, cognitive component, emotional component, activity component, integrative program, assessment criteria, multicultural music education