Intercultural Approaches in Vocal Training: Methods of Teaching World Music Repertoires

The article discusses the relevance of introducing intercultural approaches to vocal training in the context of the globalization of art education. The purpose of this article is to analyze intercultural approaches to teaching vocal art, to make a comparative review of methods of teaching musical repertoires of the world, and to identify effective pedagogical strategies that contribute to the formation of intercultural competence of future vocalists. The methodology is based on an interdisciplinary approach that combines musicological analysis, cultural aspects, and pedagogical practices. Case studies, questionnaires, interviews, and control vocal auditions were used. The study was conducted within the framework of the experimental course "Vocal Traditions of the World", which included modules on the study of European, African American, Eastern, Latin American, and Ukrainian vocal traditions. The results demonstrated a statistically significant improvement in the students' vocal adaptability, interpretative creativity, accuracy of pronunciation in the source language, and understanding of the cultural context, compared with the control group. These results indicate improved intercultural vocal competence and greater awareness of stylistic and cultural characteristics, rather than mastery of the relevant vocal traditions. The qualitative analysis confirmed the increase in students' emotional expressiveness, tolerance, openness to cultural diversity, as well as the development of their ability to creatively interpret unusual material. It is proposed to integrate intercultural modules into curricula, expand methodological support, use digital resources to access authentic samples, and improve the qualifications of teachers in the field of intercultural music education. The results should be interpreted in light of the study's limitations, including the fact that it was conducted at a single institution, the relatively small sample size, the quasi-experimental design, and the limited duration of the intervention, which may restrict the generalizability of the results.