KIRGIZİSTAN VE ÇİN'DE MÜZİK ÖĞRETİM UYGULAMALARINDA GELENEKSEL MÜZİK ENTEGRASYONUNUN KARŞILAŞTIRMALI ANALİZİ

Öz

Çalışmanın amacı, Çin ve Kırgızistan'da geleneksel müzik unsurlarının resmî müzik eğitimine dahil edilmesinin özelliklerini analiz etmek ve karşılaştırmaktır. Metodolojik olarak çalışma, devlet standartları, müfredat, yüksek ve ortaokul programları dahil olmak üzere her iki ülkeden eğitim belgelerinin sistematik bir analizine dayanmaktadır. Uluslararası kuruluşların analitik raporları ve eğitim yoluyla somut olmayan kültürel mirasın korunmasını belgeleyen projeler de incelenmiştir. Çalışmanın sonuçları, Çin'de geleneksel müziğin entegrasyonunun kurumsallaştığını ve ilkokuldan uzmanlaşmış müzik kurumlarına kadar tüm eğitim seviyelerini kapsadığını göstermiştir. Uygulama mekanizmaları arasında dijital teknolojilerin kullanımı, kitlesel açık çevrimiçi derslerin oluşturulması, disiplinlerarası yaklaşımlar ve geleneksel "usta-öğrenci" sisteminin modern bir formata uyarlanması yer almıştır. Devlet kurumlarının aktif desteği ve tanınmış kültürel figürlerin katılımı, geleneksel müziğin gençler arasında yüksek popülaritesine katkıda bulunmuştur. Buna karşılık, Kırgızistan'da üniversitelerin ve kamu vakıflarının katılımıyla uygulanan projeler de dahil olmak üzere yerel girişimlerin rolü giderek artmaktadır. Ancak geleneksel müziğin resmi eğitime entegrasyonu parçalı, bölgesel dağılım açısından eşitsiz ve büyük ölçüde öğretmenlerin bireysel faaliyetlerine bağlı kalmaktadır. Kırgızistan'daki temel zorluklar, maddi ve teknik kısıtlamalar, yetersiz personel nitelikleri ve merkezi bir kültür ve eğitim politikasının eksikliğiyle ilgilidir. Çalışmanın pratik önemi, geleneksel müziğin eğitim programlarına etkili bir şekilde entegre edilmesi için öneriler geliştirmektir.

Anahtar Kelimeler

• Kültürel kimlik
• pedagojik stratejiler
• etkileşimli öğrenme
• özgün uygulamalar
• yorumlama

COMPARATIVE ANALYSIS OF TRADITIONAL MUSİC INTEGRATION IN MUSİC TEACHING PRACTICES IN KYRGYZSTAN AND CHINA

Abstract

The aim of the study was to analyse and compare the peculiarities of incorporating elements of traditional music into formal music education in China and Kyrgyzstan. Methodologically, the study was based on a systematic analysis of educational documents from both countries, including state standards, curricula, higher and secondary school programmes. Analytical reports by international organisations and projects documenting the preservation of intangible cultural heritage through education were also studied. The results of the study showed that in China, the integration of traditional music is institutionalised and covers all levels of education, from primary school to specialised music institutions. Implementation mechanisms included the use of digital technologies, the creation of massive open online courses, interdisciplinary approaches, and the adaptation of the traditional “master-student” system to a modern format. Active support from government agencies and the participation of recognised cultural figures have contributed to the high popularity of traditional music among young people. In turn, Kyrgyzstan has seen a growing role for local initiatives, including projects implemented with the participation of universities and public foundations. However, the integration of traditional music into formal education remains fragmented, uneven in terms of regional distribution, and largely dependent on the individual activity of teachers. The main challenges in Kyrgyzstan are related to material and technical constraints, insufficient staff qualifications and the lack of a centralised cultural and educational policy. The practical significance of the work lies in the development of recommendations for the effective integration of traditional music into educational programmes.

Keywords

• Cultural identity
• pedagogical strategies
• interactive learning
• authentic practices
• interpretation

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