Exploring ways to develop Chinese adolescents' emotional literacy through the integration of Chinese and Russian musical traditions

the article presents the results of the research on the development of emotional literacy of Chinese teenagers through the integration of musical traditions of Russia and China. The study was conducted during two academic years (2022-2024) on the basis of the First Secondary School of Nangong City, Hebei Province, with the participation of 398 students in grades 7-8. The level of development of the emotional component of musical culture was assessed using the adapted methodology of T.D. Dubovitskaya and A.V. Krylova. Analysis of the results of the experiment revealed significant positive dynamics: the share of students with a high level of the emotional component increased from 10.7% to 28.0%, and with the basic level decreased from 51.5% to 19.4%. Especially noticeable progress was observed in the development of emotional responsiveness to music and the formation of a valuable attitude to the musical art of different cultures. The paper reveals the mechanisms of cross-cultural development of emotional literacy, including comparative study of emotional connotations in the works of different musical traditions, practical mastering of ways of emotional self-expression through performing and polyartistic activities. Practical recommendations for the integration of musical traditions of Russia and China into the educational process for the effective development of emotional intelligence and cultural empathy in adolescents are formulated.

emotional literacy, music education, Chinese adolescents, Russian musical traditions, Chinese musical traditions, cross-cultural integration, emotional responsiveness