Abstract:

The article examines the potential of information about traditional epic dastans in musicological and music-pedagogical practice. The research considers dastans not only as literary or folklore texts but also as complex cultural phenomena reflecting historical memory, ethical ideals and musical traditions of the peoples of Central Asia. Particular attention is paid to the role of epic narratives in the formation of cultural identity and in the educational process connected with musical and historical disciplines.

The methodological basis of the study combines historical-cultural analysis, comparative research and elements of interdisciplinary interpretation. The novelty of the article lies in the attempt to systematize information about dastans from the perspective of its use in musicological and pedagogical practice. Such an approach allows epic tradition to be considered not only as a subject of folklore research but also as a valuable educational resource.

The results of the research demonstrate that epic narratives possess considerable potential for interdisciplinary teaching, integrating musicology, folklore studies, cultural history and pedagogy. The article concludes that the study of dastans may significantly enrich courses in music history and traditional culture.

Dastans represent a complex cultural phenomenon combining narrative art, performance practice and historical memory. The present article has attempted to demonstrate that information about dastans can be effectively used in teaching musicological and cultural disciplines.

Further research may focus on deeper analysis of musical aspects of epic performance and on the development of methodological approaches for integrating epic traditions into music education.

Keywords: dastan, epic tradition, oral culture, musicology, music pedagogy, folklore, Central Asian culture.

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