Abstract
The article summarizes the authors’ long-term experience of teaching special piano to the Chinese students. The study is based on the results of a survey conducted among the Chinese graduates. The paper proposes methodological recommendations concerning repertoire policy, interaction with the students and influence of the Chinese intonation patterns on intoning techniques. For the first time in domestic musical education methodology, the paper raises the problems of discrepancy between the stereotypes of the Chinese students and the actual contingent of learners at the Russian higher education establishments.
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