This article discusses the effectiveness of using interactive methods of teaching for mastering musical
language in comparison of stylistic systems. The investigation aims to integrate Kazakh “besik” music and
international music associated with this musical stream in order to stimulate interpretative, critical and creative
thinking among students. The pedagogical experiment lasted the academic year and included 120 students from
experimental and control groups of three music schools of Almaty. The treatment group participated in an
interactive curriculum that included comparative studies, utilization of digital tools, and performance-based
activities to contrast various styles - e.g., Kazakh kuy vs. Baroque fugue - for enhanced musical understanding.
A mixed methods design, which included quantitative measures, participant observations, and structured
interviews was used. The experimental group gained significantly better melodic literacy, stylistic recognition,
and performance quality than the control groups. They were also more flexible in their improvisation and more
engaged in classroom development and had higher interest in discovering different types of musical genres.
The results validate implementation of interactive, stylistically contrastive approaches as an effective
strategy for revitalizing music education within the context of cultural patrimony. This allows for technical
fluency and adds a cultural level to their preparation in a globalized musical world. Finally, the paper offers
suggestions for scaling the approach to wider educational contexts, integrating teacher training packages and
creating digital resources to support sustained practice. It represents a sustainable model that combines
innovation with tradition in teaching music.