Methodological approaches to teaching singing in a multicultural environment

Abstract

The article examines methodological approaches to teaching singing in a multicultural environment arising from the growth of students ethnocultural diversity and the constraints of traditional academic practices. It notes the contradiction between a standardized vocal-pedagogical model and the multicultural reality of the classroom, which reduces motivation and fails to account for diverse musical experience. The aim of the study is to theoretically substantiate and empirically test the effectiveness of an original methodology that integrates an ethnocultural component into the structure of vocal instruction. The hypothesis assumes that diversity of modal systems, manners of phonation, and repertoire increases the flexibility of the vocal apparatus and broadens musical horizons without compromising the technical foundation. The study was conducted in 2022-2025 in Moscow schools with a high percentage of migrant children, covering 124 students aged 10-13. Control and experimental groups of 62 were formed; the control used a traditional methodology, while the experimental employed the author s polycultural model. The intervention included vocal material from different peoples, mastery of alternative singing techniques, project-research activities, and meetings with tradition bearers. Measurements covered vocal-technical skills, motivation, and ethnocultural competence; data processing was performed in SPSS using Student s t-test and Pearson correlation analysis. Both groups showed improvement, but the experimental group recorded a statistically significant gain across all skills, averaging 2.91 points versus 0.68 in the control. The greatest changes were observed in intonation accuracy and breath control, confirming the technical viability of the polycultural approach. Ethnocultural competence increased significantly in the experimental group, including knowledge, stylistic analysis, and value attitudes toward other cultures. Motivational indicators also improved: the share of students with high interest reached 91.9%, with substantial growth in independent musical activity and satisfaction with the repertoire. Correlation analysis revealed strong positive relationships between ethnocultural competence and vocal-technical results, as well as interest in classes, with r up to 0.92. This indicates that an atmosphere of cultural acceptance and content diversity serve as mechanisms for strengthening technique, motivation, and personal development. The conclusions justify a paradigm shift in vocal instruction in favor of integrating polycultural practices and confirm the high applied significance of the proposed model for schools and supplementary education institutions.