Characteristics of the Belarusian method of teaching fortepiano to Chinese school students

with the development of internationalization in music education, Belarusian piano teaching methods have provided new recommendations for reforming secondary education in China. A comparative analysis revealed that the Belarusian teaching methodology is based on the concept of “integration of technique and art”, and its systematic approach to curriculum development and “collective-individual interaction” model contrast sharply with the traditional Chinese approach, which focuses on “skills priority”. This study focuses on the entire period of teaching in educational institutions and aims to provide an in-depth examination of the adaptation and application strategies of the Belarusian piano teaching methodology in the author's private lessons for Chinese schoolchildren. Based on a comparative analysis of Chinese and Belarusian piano teaching methods, an analysis of differences in concepts, goals, methods, and assessment systems, and taking into account the actual conditions of teaching in private lessons for Chinese schoolchildren, the study examines specific ways of localizing Belarusian methods. The study found that cultural transmission training and improvisation are uniquely important for the development of intercultural musical perception among Chinese schoolchildren. In addition, the “step-by-step” approach to localization proposed in this study, which involves paying special attention to technique (cultural education) at the initial stage and deepening the artistic aspect (innovative integration) at the intermediate and advanced stages, provides valuable recommendations for the development of piano education in China.

piano teaching methodology, pedagogy, difference, Belarus, strategy, Chinese school students, teaching concept, private lessons