Development of the Tajik composer school in the 20th–21st centuries

Relevance. This article explores the development of the Tajik compositional school in the 20th–21st centuries as a core part of national musical culture. Its significance lies in understanding the formation and evolution of professional musical art in Tajikistan, its role in strengthening cultural identity, and the transmission of musical traditions within contemporary educational and cultural spaces. The findings can be applied in university courses on Tajik music history and in scholarly research on the compositional school. Purpose. To identify the historical stages of the Tajik compositional school, trace patterns of its development, and assess its current state in the republic’s cultural and educational context. Objectives. To examine the foundations of musical education, the contributions of early Tajik graduates from Soviet music schools, the characteristics of pedagogical schools in the second half of the 20th century, and trends in modernization and musical language renewal in the 21st century. Methodology. Based on historical-genetic and comparative-analytical approaches, relying on scholarly publications and contemporary research in Tajik music and pedagogy. Results. The Tajik composer school developed through a synthesis of folk and academic traditions. In the post-Soviet era, composers modernized genres, embraced digital technologies, and experimented with new forms while retaining national melodic roots. Conclusion. Emphasizes that the Tajik composer school represents a living and evolving system in which tradition and innovation form a continuous line of cultural development.