Bridging Voices: A Mini Review of Bel Canto’s Pedagogical and Cultural Integration in China Universities

Abstract

This mini review critically examines the evolution and pedagogical transformation of the Bel Canto singing method within Chinese university music programs. While Bel Canto, rooted in Italian opera, has long symbolized vocal refinement, its integration into Chinese higher education raises complex questions of cultural translation, artistic authenticity, and pedagogical ownership. Drawing on empirical and theoretical studies published between 2020 and 2025, this paper synthesizes interdisciplinary perspectives spanning acoustic science, technological mediation, intercultural pedagogy, and decolonial music education. Findings reveal that Bel Canto’s adaptation in China extends beyond technical imitation to a transcultural process of negotiation. Digital tools such as AI and IoT technologies have enhanced vocal precision and feedback mechanisms, yet their value depends on educators’ capacity for ethical and culturally responsive application. Gender-sensitive and personality-oriented pedagogies further demonstrate the need for individualized, inclusive learning practices. The paper conceptualizes Bel Canto as a transcultural pedagogy of voice: a framework that interweaves embodied technique, dialogical culture, ethical reflexivity, and technological mediation. Through a micro–meso–macro analysis of classroom, institutional, and policy levels, the study proposes a model for culturally sustainable vocal education that bridges Western and Chinese traditions while fostering mutual enrichment rather than assimilation.