Abstract

This study examines the pedagogical transmission of Mongolian folk singing through a qualitative case study of Saiyin Bilige, a nationally recognized master of the Horqin long-tune tradition. The research aims to explore his vocal techniques and teaching practices within the broader context of cultural preservation and indigenous knowledge transmission. The data were collected through fieldwork conducted in Inner Mongolia from March 2024 to March 2025, using in-depth interviews, participant observation, audio-visual documentation, and document analysis. A thematic analysis was applied to interpret patterns in technique, pedagogy, and cultural meaning.

The findings reveal that Saiyin Bilige’s vocal style is rooted in traditional Mongolian aesthetics, marked by expansive melodic phrasing, the use of the “Nogula” vibrato, glissando, and a deep connection to the pentatonic scale. His pedagogical methods rely heavily on oral transmission, embodied demonstration, and cultural storytelling rather than written notation. His lessons integrate symbolic interpretation and community knowledge, fostering a strong sense of cultural identity and emotional expression among his students. Moreover, he incorporates modern strategies such as university-based curricula and digital media to enhance accessibility and sustain the tradition.

The study highlights the intersection of tradition and innovation in music education. Saiyin Bilige’s approach offers a model of culturally responsive pedagogy that not only preserves an endangered musical heritage but also provides insights into integrating indigenous teaching methods into contemporary educational frameworks.

This work is licensed under a Creative Commons Attribution 4.0 License.