Comparative study of pedagogical priorities in training violinists: Russian and Chinese models

the article is devoted to a comparative analysis of pedagogical priorities in the professional training of violinists in Russian and Chinese educational models. The research aims to identify key differences and points of contact between the two national systems of violin education. The methodological foundation of the work consists of a systematic approach, content analysis of educational and methodological documentation, expert interviews, and participant observation of the educational process. It has been established that the Russian pedagogical system emphasizes the development of performance individuality and artistic-imaginative thinking of the musician, while the Chinese model is characterized by the priority of technical perfection and the formation of stable performance skills. The study reveals features of repertoire policy in both countries: in Russia, it is oriented toward stylistic diversity and revealing the performer's individuality, while in China, it focuses on virtuosic pieces that demonstrate technical mastery. The research substantiates the prospects for integrating the strengths of both models to create a more holistic system of violinist training. The results of the study can be used to optimize the professional training of violinists and improve violin teaching methods.

professional training, violin education, performance individuality, artistic imaginative thinking, technical perfection, pedagogical system, repertoire policy, Russia, China