A METHODOLOGICAL FRAMEWORK FOR UZBEK VOCAL INSTRUCTION IN HIGHER EDUCATION

Abstract

This article addresses the critical need for structured pedagogical models to facilitate the meaningful integration of world music traditions into Western-centric curricula. It proposes a comprehensive methodological framework for instructing undergraduate students in the sophisticated vocal art of Uzbekistan, with a particular focus on the classical Maqom tradition. The model is built upon three interdependent pillars: Aural-Oral Transmission, which prioritizes immersive listening and precise imitation to master microtonal inflection and specialized timbre; Contextual-Theoretical Integration, which grounds vocal technique in the study of poetic text, modal theory, and rhythmic cycles; and Performative Application, which synthesizes skills through collaborative ensemble work and contextualized lecture-recitals. The article argues that this tripartite framework effectively bridges the gap between the traditional master-apprentice model and the demands of higher education, moving beyond repertoire acquisition to cultivate culturally literate, technically proficient, and intellectually engaged musicians. This methodology not only ensures a respectful and authentic engagement with the Uzbek tradition but also serves as a replicable model for the inclusion of other complex oral traditions within academic settings.