Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 6
62
Acumen: International Journal of Multidisciplinary Research
INTEGRATION OF MUSIC THERAPY INTO EDUCATION IN THE
EXPERIENCE OF FOREIGN COUNTRIES
Shonazarova Mahbuba Abdunabi qizi
Teacher of the Department of “National Singing” of the
Uzbek State Institute of Arts and Culture
Annotatsiya
: Mazkur maqolada AQSH, Germaniya, Janubiy Koreya,
Finlyandiya kabi rivojlangan davlatlar tajribasi asosida musiqa terapiyasining ta’lim
tizimiga integratsiyalashuvi tahlil qilingan. Har bir mamlakatda qo‘llanilgan metodik
modellar, ularning amaliy samaradorligi, psixopedagogik muammolarni bartaraf
etishdagi o‘rni yoritilgan. Tadqiqot solishtirma va statistik usullar asosida olib borilgan
bo‘lib, musiqa terapiyasining O‘zbekiston ta’lim tizimiga bosqichma-bosqich tatbiq
etish imkoniyatlari asoslangan holda taklif etilgan. Ilmiy yangilik sifatida maqolada ilk
bor xorijiy tajriba asosida terapevtik musiqa yondashuvining milliy ta’lim tizimiga
integratsiyasi uchun model va metodik tavsiyalar ishlab chiqilgan.
Kalit so‘zlar
: musiqa terapiyasi, ta’lim tizimi, psixopedagogika, emotsional
barqarorlik, inklyuziv yondashuv, xalqaro tajriba, innovatsion pedagogika, o‘quvchilar
salomatligi
Аннотация:
В данной статье анализируется интеграция музыкотерапии в
систему образования на основе опыта развитых стран, таких как США, Германия,
Южная Корея, Финляндия. Освещены методические модели, используемые в
каждой стране, их практическая эффективность, роль в устранении
психопедагогических
проблем.
Исследование
проведено
на
основе
сравнительных и статистических методов, предложены возможности поэтапного
внедрения музыкотерапии в систему образования Узбекистана. В качестве
научной новизны в статье впервые разработаны модель и методические
рекомендации по интеграции музыкотерапевтического подхода в национальную
систему образования на основе зарубежного опыта.
Ключевые слова:
музыкотерапия, система образования, психопедагогика,
эмоциональная устойчивость, инклюзивный подход, международный опыт,
инновационная педагогика, здоровье учащихся
Abstract:
This article analyzes the integration of music therapy into the
education system based on the experience of developed countries such as the USA,
Germany, South Korea, and Finland. The methodological models used in each country,
their practical effectiveness, and their role in eliminating psych pedagogical problems
are highlighted. The study was conducted based on comparative and statistical
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 6
63
Acumen: International Journal of Multidisciplinary Research
methods, and the possibilities of gradually introducing music therapy into the education
system of Uzbekistan are proposed. As a scientific novelty, the article for the first time
developed a model and methodological recommendations for the integration of the
therapeutic music approach into the national education system based on foreign
experience.
Key words:
music therapy, education system, psych pedagogy, emotional
stability, inclusive approach, international experience, innovative pedagogy, student
health
The modern education system needs new methodological tools to ensure the
psychological stability, emotional health and social adaptation of the younger
generation. Especially in the post-pandemic years, problems such as stress, decreased
motivation, and decreased attention have intensified. In this context, music therapy is
gaining relevance not only as a treatment, but also as an educational and pedagogical
tool. The “New Uzbekistan - 2030 Strategy”, adopted in December 2021, identified the
introduction of digital, innovative and health-enhancing approaches to the educational
process as a special priority. At the same time, Resolution No. 395 of the Cabinet of
Ministers of 2020 noted the need to expand the scope of psychological services aimed
at strengthening the mental health of young students. In this context, music therapy is
gaining particular relevance as an alternative way to create a healthy psycho-
pedagogical environment.
Music therapy is a method aimed at improving the psychological, social and
emotional state through the influence of music on the human psyche. It can serve the
following educational purposes: overcoming stress, developing emotional expression,
social activity, and increasing motivation for classes.
Today's global educational environment is facing several complex problems at
once: stress in students, emotional instability, social isolation, digital fatigue, as well
as the problems of psychological recovery after the pandemic. According to a 2022
UNICEF report, every third child aged 13-18 feels constantly nervous, anxious or
depressed. In such a situation, it is emphasized that traditional educational methods are
not effective enough in eliminating these psychological burdens.
It is in such circumstances that music therapy is being recognized as an
alternative and modern approach with its potential to restore emotional balance,
strengthen mental health, improve social relationships and increase self-confidence in
students. It has been scientifically proven that music can open up emotional expression,
provide active relaxation through hearing, and balance neurological activity through
rhythmic and melodic stimulation. The effectiveness of therapy, especially when
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 6
64
Acumen: International Journal of Multidisciplinary Research
working with adolescents and children with special needs, has been confirmed by
international experience.
Analysis of international experiences
USA: application based on best practices and legislation
Method: In the USA, music therapy has been used in education and clinical
practice since the 1940s. Today, music therapy is formalized under the Individuals with
Disabilities Education Act (IDEA).
Practice: Working with students with special needs, reducing stress in general
classes, restoring attention, developing social and emotional skills.
Result: In 2022, the NSCH report showed that the emotional state of students in
classes where music therapy was used improved by 35%.
Analysis: This indicator shows that music therapy is used not only as a cultural
activity, but also as a scientifically based pedagogical tool. In the US experience, the
level of qualification of therapists and the legislative framework play an important role.
Germany: synthesis of musical expression and psychosomatics
Method: Therapy developed in psychosomatic and special pedagogical
institutes. Music therapy methods are included in pedagogical education programs.
Practice: Students' free self-expression, improving social skills, strengthening
psychological stability.
Result: According to the Berliner Schulprojekt (2021), disciplinary violations in
classes where music therapy was introduced decreased by 28%.
Analysis: This result shows that social discipline can be improved through
music. The German experience serves to develop internal analytical thinking in
students.
Finland: individual approach and emotional hygiene
Method: In primary education, there are music therapy classes in each class.
Music teachers work together with psychologists.
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 6
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Acumen: International Journal of Multidisciplinary Research
Practice: Each student receives therapeutic training in a special room to restore
their emotional balance.
Result: According to the Finnish National Agency for Education (2023),
psychological health improved by 42% through this method.
Analysis: The Finnish model focuses on the individual mental health of the
student. This is a modern method that is being piloted in Uzbekistan.
South Korea: digitally transformed therapy
Method: A music therapy model combined with digital tools (VR, artificial
intelligence).
Practice: Monitoring students' emotional health, individual therapeutic planning.
Result: According to a study by Seoul National University (2021), the level of
self-esteem in VR therapy classes increased by 51%.
Analysis: The South Korean experience is an innovative model for Uzbekistan,
demonstrating an approach based on modern technologies.
Japan: a combination of tradition and technology
Method: In Japanese music therapy, ancient traditional instruments (koto,
shakuhachi) are combined with modern relaxation methods.
Practice: Simple, periodic relaxation music sessions are held in preschool and
primary schools. Music therapy classes have also been organized at “kodomo senta”
— children’s health centers.
Result: A study by Tokyo Gakugei University (2022) found that students’
attention spans increased by 37% in classes where 10 minutes of music therapy was
used before class.
Analysis: The Japanese model develops national consciousness and emotional
stability together by instilling national music in students’ psyches.
Analytical table: adaptation options
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 6
66
Acumen: International Journal of Multidisciplinary Research
Country
Strengths
Adaptability to Uzbekistan
USA
Systematic work with students with
special needs
Gradual introduction in inclusive
education
Germany
Therapeutic methods are available in
teacher training
Opening special courses in higher
education
Finland
Attention to emotional balance in
each class
Introducing "musical rest" in
primary schools
South
Korea
Integration with innovative
technologies (VR, AI)
Implementation through pilot
projects
Recommendations for implementation in Uzbekistan
1. Introduce special courses teaching the basics of music therapy in pedagogical
universities;
2. Develop a "therapeutic music lessons" module in primary education;
3. Develop pilot programs in collaboration with psychologists and music
teachers;
4. Launch digital music therapy projects in pilot schools based on VR
technologies;
5. Develop therapeutic tools based on Uzbek folk melodies and maqoms.
The experience of foreign countries shows that music therapy, becoming an
integral part of the education system, can be an effective tool in restoring the emotional,
psychological and social health of students. As a first step in this regard in Uzbekistan,
it is necessary to harmonize pedagogical methodologies with the national musical
heritage and expand them based on practical experience.
Methodological model of music therapy in education
№
Psychopedagogical
problem
Therapeutic music
method
Expected pedagogical
outcome
1
Stress, nervousness in
students
Listening to classical
music (maqom, baroque,
piano)
Mental relaxation,
normalization of heart rate
2 Inability to concentrate
Instrumental therapy
(stringed instruments,
strings, flute)
Strengthening of attention,
increased cognitive activity
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 6
67
Acumen: International Journal of Multidisciplinary Research
№
Psychopedagogical
problem
Therapeutic music
method
Expected pedagogical
outcome
3
Inability to express
oneself, internal blockage
Singing therapy (vocal
improvisation, folk
songs)
Self-confidence, formation
of creative expression
skills
4
Weakness in teamwork,
social inadequacy
Dance and rhythm
therapy (drumming,
rhythmic movements)
Development of teamwork,
cohesion, and coordination
skills
5
Depression and mental
instability
Musical breathing
exercises, meditative
background music
Emotional stability and
emotional balance restored
6
Students are tired of class,
attendance is reduced
Interactive musical
games (role-playing
dramatic improvisation)
Increases motivation for
lessons, active
participation, and energy
restored
Foydalanilgan adabiyotlar ro‘yxati:
1.
Shonazarova, M. (2024). MAQOM IJROCHILIGIDA XONANDA HADIYA
YUSUPOVA IJODI.
Oriental Art and Culture
,
5
(6), 328-333.
2.
Qoraboyev, S. (2024). MAQOM ASARLARINI SAHNADA IJRO ETISH KO
‘NIKMALARINI MUKAMMALLASHTIRISH.
Oriental Art and Culture
,
5
(5),
337-340.
3.
Bruscia, K.E. Defining Music Therapy. Gilsum, NH: Barcelona Publishers, 2014.
4.
Aigen, K. The Study of Music Therapy. London: Routledge, 2013.
5.
World Health Organization. Music interventions and mental health: a scoping
review. Geneva: WHO, 2022.
6.
NSCH Report. Emotional and Behavioral Health in U.S. Classrooms. 2022.
7.
Berliner Schulprojekt. Musiktherapie und Verhalten. Berlin, 2021.
8.
Finland National Agency for Education. Educational Innovations: Music in
Therapy. 2023.
9.
Seoul National University. The Effects of VR-Based Music Therapy in Korean
Schools. 2021.
10.
Xasanov I. Maqom terapiyasi va estetik ong. San’at va zamon, 2023, №2.
