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46CONTENT FEATURES OF VOCALISTS' PROFESSIONAL TRAINING IN THE SYSTEM OF HIGHER MUSIC EDUCATION OF CHINA AND UKRAINE: A COMPARATIVE ANALYSIS
Zhang Lianhong
Postgraduate Student Sumy State Pedagogical University named after A.S. Makarenko
Sumy, Ukraine
Abstract
The article presents a comparative analysis of the content features of vocalists' professional training in the system of higher music education in China and Ukraine. The common and distinctive features are singled out. They cover such aspects as the curriculum and the subjects studied; practical goals of vocal training; exams and tests; qualification of graduates of music universities; graduates and employment; teaching methods in art institutions of higher education.
Keywords: vocalists, professional training of vocalists, content features, system of higher music education, China, Ukraine.
Introduction. In modern conditions of society development, higher music education occupies an important place both in the field of cultural achievements of developed countries and in the world political arena, as the degree of development of the country is determined primarily by its cultural level. In our opinion, a special role is played by vocal art. We are convinced that it opens wide opportunities for cooperation between countries and peoples in the field of culture, which is confirmed by the popularity, demand and prestige of international vocal competitions. Therefore, training of vocal art specialists at a level that meets modern requirements allows to solve important socio-cultural problems.
Our article is aimed at conducting a comparative analysis of the content features of vocalists' professional training in the system of higher music education of China and Ukraine.
Research results. Based on the study of specialized scientific literature on the problem of research, we can say with confidence that higher professional vocal education in these countries currently has a number of significant differences.
1. Curriculum and subjects studied. It is undeniable that the curriculum determines the quality of vocal training and affects the further development of professional education.
In China, there are three types of higher education institutions that train vocal art specialists: conservatories, pedagogical higher education institutions, and non-pedagogical higher education institutions. In Ukraine, there is a state standard of higher education in the specialty 025 "Musical Art" in the field of knowledge 02 "Culture and Art" for the first (bachelor's) level of higher education [2], which includes vocalists training. This standard applies to all HEIs that have such a specialty. In turn, Chinese conservatories have their own standards in this specialty, which are slightly different from the requirements of a Chinese university. However, it should be noted that in conservatories and universities, Chinese students - future vocalists study for 4 years, after which graduates receive a bachelor's degree. Moreover, in China, a bachelor's degree is considered a complete higher education.
In this article, we have decided to compare the curriculum of the specialty "Academic Singing". To do this, we took the curricula of the University of Science and Technology Liaoning (China) [7], the Central Conservatory of Music (China) [10], MHEI "M. Glinka Dnipropetrovsk Academy of Music" [6] and the Ukrainian National Tchaikovsky Academy of Music [8]. It should be noted that in China, as well as in Ukraine, the status of the diploma of these HEIs is equivalent.
All considered curricula divide the studied disciplines into three categories: general humanities, general professional and special disciplines. General humanities in Ukraine exist to ensure that students have a broad humanities erudition. While in China, students must not only acquire the necessary minimum of humanities knowledge, but also cultivate a worldview. However, it should be noted that in the system of higher music education of both countries there are common subjects, namely native history, foreign language, law. At the same time, there are no such disciplines as philosophy, history of world culture and music, ethnomusicology, etc. in the institutions of higher music education in China. Accordingly, Ukraine does not teach disciplines related to the history of the Chinese state, the theory of military affairs, politics, etc. Therefore, we can say with confidence that the curricula in the studied countries take into account the national character.
As for special subjects of the professional cycle, in Ukraine they include: "History and theory of music", "Solo singing (specialty)", "Analysis of musical works", "Methodology of music education", "Fundamentals of vocal methodology", "Orchestra class", "Opera class", "Choir class", "Ensemble class (or vocal ensemble class)" and so on. Among the special subjects in Chinese conservatories, students study "Chamber singing", "Opera class", "Makeup", "History of vocal art", "Pedagogy", "Basics of vocal speech", "Opera theater", "Study of opera parts", "Listening to vocal music", "Choir and conducting" and so on.
In the context of this study, we also consider it necessary to pay attention to the number of hours devoted to mastering the program of the first (bachelor's) level. Thus, in Ukraine, 7200 hours are allocated for vocal training in the system of higher music education,
while in China - 2348 hours. Moreover, we would like to note that in China the main form of training is a lecture, and independent, individual, practical and seminar classes are given much less time. Instead, in Ukraine training is conducted in the form of lectures, practical, seminar, individual classes and independent work.
There are also differences in internships. Thus, in Ukraine, students undergo two types of internships during their undergraduate studies: performing and teaching. And in China there is an additional curriculum of professional practice, which includes 7 internships: military training, community service, review (achievements), art practice, undergraduate practice, thesis.
2. Practical goals of vocal training. First of all, we want to dwell on similar features of training vocalists in China and Ukraine, namely the pedagogical orientation, i.e. most graduates of higher music education institutions become teachers in secondary schools and music schools. But at the same time there are distinctive features, namely: the compulsory subjects of Ukrainian music institutions of higher education include pedagogy, psychology, methodology, teaching practice. And in China, training of secondary education teachers (including music) is carried out only in conservatories and art institutions of higher education. Instead, there are higher education institutions that support the traditional model of vocalists training, which in fact ignores the specifics of pedagogical departments and faculties.
3. Exams and tests. In Chinese higher education institutions, the most important stage of obtaining a diploma is a written test, which includes open and closed test tasks and short essays. Moreover, which is very interesting, the results of these tests are presented in the diploma. As for Ukraine, nowadays, along with the test form of the exam, domestic teachers are actively using the oral form with examination cards.
It should be noted that some of the performing subjects (for example, singing, piano, etc.) in both countries are very similar and must take the form of an exam on the program. In Ukraine there is a final certification. For vocalists - it is a solo concert program. In China, there are also exams for graduates (the so-called "Bachelor's exams"). Each HEI chooses exam subjects, usually solo singing, music history and harmony.
4. Qualification of graduates of music universities. Graduates of the Ukrainian higher education institutions receive several qualifications. For example, graduates of the Ukrainian National Tchaikovsky Academy of Music receive the educational qualification "Bachelor of Musical Arts" and the professional qualification "Artist-Vocalist (chamber soloist). Artist of the ensemble. Vocal tutor. Teacher of art schools", MHEI "M. Glinka Dnipropetrovsk Academy of Music" - bachelor of musical art, conducting, concertmaster class, Lviv National Music Academy named after M. V. Lysenko - teacher, concert-chamber singer, opera singer. In China, this specialty is divided into three separate specialties: opera singing - after graduating from the conservatory, academic singing - after graduating from the regular HEI and teacher of academic singing - after graduating from the pedagogical institute.
It is traditionally believed that if an ordinary person has several qualifications, he will not be able to be
a professional in each. The Chinese specialty "academic singing" implies the qualification "Concert-chamber singer".
5. Graduates and employment. It is interesting that in China the system of employment of the higher education institutions graduates has been constantly changing since 1949. It is known that its development has gone through two stages:
Stage I (1949 - 1985) - the state distributed graduates to available vacancies, and graduates had to follow this distribution.
Stage II (1985 - present) - there are three employment scenarios: 1) applies to students studying on a state budget basis. They can choose a job under state governance, with the HEI recommending the job, and employers choosing the best of the proposed candidates; 2) is implemented for students studying on a contract basis. Under this scenario, the employer instructs the higher education institution to train the employees it needs, and graduates must return to the primary institution under contract; 3) applies to commercial students who study with full reimbursement of tuition fees, these students after graduation can find a job themselves or on the recommendation of HEI.
In Ukraine, most students usually work as teachers in a music school, in a theater choir, as soloists. Accordingly, many of them remain in the same jobs after graduation.
Note that after graduation, Chinese students face the problem of choice: to be a singer or a singing teacher. These professions in China are well paid. The most popular specialty today is "Teacher of academic singing".
It should be emphasized that in Ukraine the employment of graduates of pedagogical HEIs has three main directions: first, the most talented graduates can stay to work in the same institution of higher education. Secondly, they can get a job at a music school or music college (usually after receiving a master's degree). Finally, they can get a job as a music teacher in secondary schools.
In the context of this study, we consider it appropriate to highlight the use of methods of vocalists' training in the learning process. Thus, speaking about the methods of training vocalists in the system of higher music education, we should pay attention not only to the methods that allow vocalists to reveal individual characteristics in performing vocal works, but also to those methods that are equally effective in training all vocalists, take into account the laws of the process of vocal art specialists training. "The theory and methodology of vocal art with all the urgency raises the most important question: what is common and typical among outstanding singers in the properties of their voice and singing technique, despite their obvious individual differences. Because only knowing these general basic indicators of vocal perfection, a kind of standards of perfection, it is possible to meaningfully and purposefully build a strategy and tactics of pedagogical work to improve any singing voice, taking into account its inherent individual advantages or disadvantages. And these individual advantages and disadvantages can be identi-
fied and evaluated only in comparison with some general and unconditional norms or samples of vocal perfection" [5, p. 347].
When it comes to vocal training, the term "method" is more often used instead of the term "methodology". By methodology, most researchers understand a set of techniques, methods of teaching something, methods of appropriate work, process, or practical implementation of something. The methodology involves a certain logic of activity. The Dictionary of the Ukrainian language provides two meanings of the term: 1) a set of interconnected methods and techniques of appropriate conducting of any work; 2) the doctrine of teaching methods of a particular science, subject [4].
In the 1920's, the discipline of "vocal methodology" appeared in some pedagogical higher education institutions of China; in the 1950's, China focused on recommendation and dissemination of personal pedagogical experiments, emphasizing the leading role of teachers in singing, as the main method of teaching was considered to be the transfer of vocal knowledge and techniques from a teacher to a student.
Since 1980, vocal methodology has become a "hot topic" in the study of music education. The methodology of vocal art specialists training in China is implemented in the following sequence: 1) in junior vocal training courses it is based on breathing exercises, then mastering the skills of using legato and non-legato techniques, then preliminary control of breathing flow and the possibility of solo performance; 2) the middle course is characterized by repetition of acquired knowledge and mastery of ensemble singing skills (duet and trio); 3) for the senior course the analysis and performance of vocal works is required [11, p. 42-46].
Nowadays in China the following general musical methodologies are often used in vocal training:
1) "Experimental methodology", when through the experience of sensory perception awakens interest in learning vocals. It includes 2 means: enjoyment of music, for which the teacher in the classroom creates an environment in which students feel the objectivity of things with the help of specific pedagogical materials. For example, learning the Neapolitan song "Santa Lucia", the teacher will show a video about the sea, the moon. The second is a demonstration. That is, the teacher can illustrate how to sing, sometimes with the help of audio and video media to show students how another professional singer sings. This tool is considered the most effective in teaching vocals.
2) "Practical methodology". It is believed that the most important thing in learning is musical practical activity. The teacher leads the students, the students themselves participate in various musical practices and gain performance experience. Here it is important to correctly select the exercises through which students try to apply the accumulated theoretical knowledge in practice, embodying the idea in the performance of a particular vocal work.
3) "Language methodology" includes lecture, conversational and discussion methods. This methodology is more suitable for demonstrating open lessons and workshops, where more emphasis is placed on theoretical aspects.
4) "Research methodology". The teacher organizes educational and research activities of students aimed at observation, analysis and comparison of musical materials. This method is one of the most effective, because the most important thing a teacher can teach is the ability to learn independently. In this case, the educational process does not end after graduation, but becomes a way of life, and the vocalist is constantly improving his professional skills [3].
As for Ukraine, the traditions of vocal education in the country were formed over many centuries in spiritual and secular culture under the influence of four most important factors: 1) folk singing traditions (performance of ritual and calendar songs, works of kobzars and lyre players); 2) church canons and chants (echoes (znamenny) chanting, the emergence of polyphony, part choral singing); 3) the activities of the Glukhiv School of Singing, among the graduates of which are D. Bortnianskyi, M. Berezovskyi and A. Vedel; 4) the influence of Russian, German and Italian vocal schools [1].
In addition, the activities of church-parish, monastery, brotherhood schools, schools of the Zaporizhzhia Sich, collegiums, which became the main educational and cultural centers of Ukraine, played an important role in the development of vocal education. The Glukhiv School of Singing (1738) contributed to the pro-fessionalization of vocal education in the Ukrainian lands, although its main function was to train professional singers mainly for music groups in St. Petersburg and Moscow. The educational process was based on the traditions of church part singing. It was the first domestic specialized music institution, which laid the foundations of vocal and choral methodology of teaching singing and which contributed to the development of Ukrainian and Russian musical culture [1].
In the first half of the 19th century, there is a transition from a purely church system of education to secular, which contributed to combining religious and secular forms of education: choral and solo singing, church singing in churches, conductor-choir and concert-performing activities, participation in literary and musical evenings [1].
In the second half of the 19th century, significant changes took place in the structure of the Russian Empire, which affected the system of vocal education in Ukraine and had both positive and negative consequences. On the one hand, the network of education institutions expanded; education institutions for women were opened; public schools became accessible to all segments of the population; public organizations and individuals were given the right to open education institutions; new types of education institutions were created, in which students received incomplete secondary education (gymnasiums with a 4-year term of study) [1].
In Ukraine, a set of experimental methods and approaches, presented below, will help develop in the student all the necessary skills:
- voice-based method of imitation;
- method of awareness of muscular actions;
- method of explanation;
- method of vocal-technical and artistic search;
- method of exercise that accompanies the learning process along its entire duration and is used in the practice of each musician even after graduation;
- method of independent search during the whole period of study.
Conclusions. Thus, generalization of the above mentioned has made it possible to distinguish the common features between vocal artists training in the systems of higher music education in China and Ukraine. There are many similarities between Ukrainian and Chinese conservatory programs, which relate to both special and general humanities and general professional subjects. Both in Ukraine and China graduates of the conservatory have the right to work as soloists in theaters, philharmonics and other musical associations. State exams in the specialty "Academic Singing" at the conservatory are taken in individual or concert form, as is traditionally accepted in the Ukrainian higher education institutions, with the same set of special subjects. After graduating from the conservatory, Ukrainian graduates receive the qualification of an opera singer, chamber or concert-chamber performer and so on, as well as the possibility of carry out pedagogical activities, while Chinese graduates do not receive any qualification, they receive only a diploma of graduation from higher education institution in this specialty.
Among the distinctive features we have identified the differences in the programs of Ukrainian and Chinese higher education institutions, despite the fact that the specialty is the same - "Academic Singing". Chinese higher education institutions do not have a common state standard for all HEIs with the same specialty as in Ukraine.
References
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