Comparative analysis of music teacher training for choral conducting in China and Ukraine

Abstract

Training music teachers for choral conducting enables future educators not only to professionally lead a choir but also to cultivate musical and social skills in choristers, foster aesthetic taste, and nurture a love for music.

In both the People’s Republic of China (PRC) and Ukraine, music teacher training for choral conducting is conducted at institutions of higher education (universities) and professional pre-university institutions (colleges). A common feature in both countries is the employment of choral singing teachers in specialized schools as well as in the extracurricular sector (extracurricular ensembles, clubs, and sections in schools, higher education institutions, and informal adult education). A unique aspect of a future music teacher’s role as a choir conductor is the necessity to be prepared to work with both professional and amateur singing groups, each with distinct needs and motivations. The purpose of this article is to conduct a comparative study, focusing on the training of music teachers for choral conducting in the PRC and Ukraine.

The article employs several scientific and pedagogical research methods: empirical research methods (observing the development of music education in Ukraine and the PRC, comparing educational programs for training music teachers for choir work); and theoretical research methods (formalization, historical methods to establish the theoretical foundation of the research, abstraction to focus on the preparation of future music teachers for choir work, and analysis to reveal a comprehensive picture of the process in both countries).

The study examines the unique features of music teacher training for choral conducting, analyzes research by Chinese scholars on the role of music education in preparing students and overall national development, and reviews Ukrainian educational programs for training music teachers to work with choirs.