RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4149710.22363/2313-1683-2024-21-1-177-202VJOVANPERSONALITY IN INTERCULTURAL COMMUNICATIONЛИЧНОСТЬ В МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИResearch ArticleTheoretical and Methodological Foundations for Developing University Students’ Intercultural Competence by Means of Traditional Music of the Peoples of the WorldТеоретико-методологические основы развития межкультурной компетентности студентов средствами традиционной музыки народов мираhttps://orcid.org/0000-0003-4718-64153993-1385OvchinnikovaYulia S.ОвчинниковаЮлия Сергеевна

Ph.D. in Cultural Studies, Associate Professor, Department of Comparative Study of National Literatures and Cultures, Faculty of Foreign Languages and Regional Studies

кандидат культурологии, доцент, доцент кафедры сравнительного изучения национальных литератур и культур, факультет иностранных языков и регионоведения

ovchinnikovajs@my.msu.ruLomonosov Moscow State UniversityМосковский государственный университет имени М.В. Ломоносова10112024211VOL 21, NO1 (2024)ТОМ 21, №1 (2024)17720210112024Copyright ©; 2024, Ovchinnikova Y.S.Copyright ©; 2024, Овчинникова Ю.С.2024Ovchinnikova Y.S.Овчинникова Ю.С.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/41497

The need to take into account cultural diversity in music education is recognized today in scientific communities of different countries. A relevant area of foreign research is the conceptualization of multicultural music education and the methodology for developing students’ intercultural competence. Despite the fact that the multicultural focus of music educational programs has been outlined at the international and national levels, the theoretical and methodological foundations for developing students’ intercultural competence through the study of music of different nations remain underdeveloped. Most foreign studies reveal either the conceptual focus of multicultural music education, or the experimental one, showing the developing potential of a multicultural approach to teaching music in individual cases. The accumulation of positive experience in intercultural interaction through ethnomusical dialogue in world practice necessitates its further theoretical and methodological understanding. The author of this article compares and generalizes foreign and domestic experience in using different methods for developing students’ intercultural competence by means of music, as well as to typologize the tested methods within the framework of four fundamental approaches, namely ethnomusicological (musical-cultural), subject-activity, anthropological (musical-psychological) and personality-oriented (humane-personal) ones. Considering that there are very few studies to date that demonstrate the effectiveness of these approaches in multicultural music education, the author also attempts to theoretically substantiate them based on foreign and domestic experience. In addition, the article offers a number of conceptual and theoretical justifications for the comprehensive application of these approaches in developing students’ intercultural competence by means of multicultural music practices. Systematization of international experience will make it possible to consider the construct of intercultural competence in an expanded, integrative dimension with regard to multicultural music education, which creates a basis for building theoretical and methodological relationships between educational categories of different levels: from conceptual and methodological approaches to methods of their implementation and the expected result, i.e., the development of various components of intercultural competence.

Необходимость учитывать культурное многообразие в музыкальном образовании сегодня признается в научных сообществах разных стран. Актуальным направлением зарубежных исследований выступает разработка концепции поликультурного музыкального образования и методологии развития межкультурной компетентности студентов. При том, что поликультурная направленность музыкально-образовательных программ была обозначена на международном и национальных уровнях, теоретико-методологические основы развития межкультурной компетентности студентов через изучение музыки разных народов остаются недостаточно разработанными. Большинство зарубежных исследований раскрывают либо концептуальную направленность поликультурного музыкального образования, либо экспериментальную, показывающую на примере отдельных кейсов развивающий потенциал поликультурного подхода к преподаванию музыки. Накопление в мировой практике положительного опыта межкультурного взаимодействия посредством этномузыкального диалога обусловливает необходимость в его дальнейшем теоретико-методологическом осмыслении. В исследовании предпринимается попытка сопоставить и обобщить зарубежный и отечественный опыт применения разных методов в развитии межкультурной компетентности студентов средствами музыки, а также типологизировать апробированные методы в рамках четырех фундаментальных подходов - этномузыкологического (музыкально-культурологического), субъектно-деятельностного, антропологического (музыкально-психологического) и личностно-ориентированного (гуманно-личностного). Учитывая то, что на сегодняшний день исследований, обнаруживающих доказательную эффективность применения этих подходов в поликультурном музыкальном образовании, крайне мало, автор предпринимает попытку их теоретического осмысления. Предлагается ряд концептуальных обоснований для комплексного применения этих подходов в развитии межкультурной компетентности студентов средствами межкультурных музыкальных практик. Систематизация зарубежного и отечественного опыта позволяет взглянуть на конструкт межкультурной компетентности в расширенном, интегративном измерении применительно к поликультурному музыкальному образованию, что создает основу для выстраивания теоретико-методологических взаимосвязей между образовательными категориями разных уровней - от концептуально-методологических подходов к методам их реализации и ожидаемому результату - развитию различных составляющих межкультурной компетентности.

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