Problems of pedagogical interpretation of cultural heritage (by the example of song-game folklore)

Forms and methods of including traditional folklore in the practice of modern musical education require rethinking. Teachers in their work replicate methodological developments that do not reflect the deep meanings of the folklore worldview. The textbooks are dominated by heavily deformed samples of oral folk art subjected to pedagogical censorship. The article provides examples of such a transformation, defines taboo semantic zones, touches upon the problems of differences in the communicative position.