Music and Time Annotation << Back From Mentor to Apprentice: the ‘Ustod–Shogird’ Tradition and Contemporary Methods for Training Master Performers and Connoisseurs of Shashmaqom in Tajikistan A.A. Abdurashidov This article is devoted to the analysis of contemporary approaches to teaching the classical art of Shashmaqom in the context of the cultural transformation of the 21st century and the dynamic renewal of musical education traditions in Tajikistan. Special attention is given to the activities of the Maqom Academy – the fi rst specialized institution aimed at preserving, studying, and developing the national musical heritage. The Academy combines the traditional mentorship system of ustod–shogird with innovative pedagogical technologies and modern methods of musical notation, recording, and performance analysis. The aim of the study is to identify, systematize, and theoretically substantiate the pedagogical approaches applied in the learning process, which are focused on the practical mastery of the rhythmic, modal, and pitch systems of Shashmaqom. The article examines the conceptual mission of the Maqom Academy, which is oriented toward cultivating a new generation of master performers capable of authentic and meaningful reproduction of the classical repertoire, as well as its contemporary interpretations. The novelty of the study lies in the comprehensive systematization of the pedagogical experience of the Maqom Academy and in the theoretical justification of the necessity to preserve classical principles of teaching within the context of modern educational and cultural policies. The results obtained can be used in the development of professional training programs for musicians, in the study of traditional musical systems, and in the formulation of strategies for safeguarding the intangible cultural heritage of Central Asia. Keywords: Shashmaqom; Modern teaching methods, Maqom Academy, Ustod-shogird, Mentorship tradition, Training of masters, Aruz, Tanbur, Cyclical form. DOI: 10.25791/music.12.2025.1390 Pp. 32-44.