American Journal Of Social Sciences And Humanity Research
361
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue05 2025
PAGE NO.
361-363
10.37547/ajsshr/Volume05Issue05-74
24
Specific Features of Improving Sanogenic Musical
Education Technology for Primary School Students
M. I. Umbarova
Independent Researcher, Tashkent State Pedagogical University named after Nizami, Uzbekistan
Received:
31 March 2025;
Accepted:
29 April 2025;
Published:
31 May 2025
Abstract:
This article highlights the specific aspects of improving the technology of sanogenic musical education
for primary school students. It explores how music can be used to support students’ emotional development,
foster their musical perception and literacy, and shape their attitudes toward national values. The psychological
and pedagogical foundations of organizing learning activities based on a sanogenic approach are analyzed. The
article presents educational technologies involving choral singing, music listening, rhythmic movement, and
instruction based on folk music.
Keywords:
Sanogenic, musical education, attitude, perception, national music, choir, rhythm, psychological
approach, methodology, musical literacy.
Introduction:
The Role of Sanogenic Musical Education
in Primary School: Psychological Foundations and
Developmental Perspectives
The education and upbringing received during
childhood play a pivotal role in shaping human
development. The stage of primary education lays the
groundwork for children's intellectual, moral, and
aesthetic growth. In particular, musical education
fosters not only artistic taste and creativity in learners
but also enriches their emotional world, helps balance
their psychological state, and supports healthy
personal development. In recent years, increasing
attention has been paid to sanogenic (health-
promoting) approaches within the pedagogy of music
education. Sanogenic musical education refers to
strengthening students’ emotional and psychological
well-being through musical activity, developing self-
regulation skills, and acquiring musical knowledge,
skills, and competencies in a health-oriented
environment.
In Uzbekistan, the humanistic organization of the
educational process and the goal of nurturing every
learner as a harmoniously developed individual are
among the most pressing issues in education. Music
serves as a key means for enriching the spiritual world
of the younger generation and for providing aesthetic
education, and it is supported at the level of state
policy. The subject “Musical Culture”, taught in general
education schools, is designed to develop students'
abilities to perceive music and to form an emotional
connection with it. Therefore, improving the
technology of musical education in the primary
grades
—
especially through the implementation of
sanogenic approaches
—
is of particular relevance.
Psychological Foundations of Sanogenic Musical
Education
Music is widely recognized as an art form with a strong
influence on the human psyche. Young learners are
especially sensitive to melodies and rhythms, which
allow them to express their emotions and develop
empathy by understanding others' feelings. Research
shows that engaging in musical activities enhances
emotional intelligence, builds social skills, and
positively affects students’ academic achievements.
Sanogenic musical education builds upon these
aspects. Musical engagement is directed toward
emotional development, aiming to cultivate such
capacities as empathy, emotional regulation, and
creative thinking.
During music classes, students learn to express
American Journal Of Social Sciences And Humanity Research
362
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
emotions, relieve stress, and reduce anxiety. Songs and
melodies can comfort students and alleviate mental
tension. Singing or listening to favorite songs helps
them achieve a sense of calm and strengthens their
self-regulation skills.
Scientific studies have shown that specially designed
musical programs significantly improve executive
functions (such as attention and memory) and self-
regulation in young students. Thus, music supports
cognitive development and helps maintain equilibrium
in mental processes. The psychological foundation of
the sanogenic approach lies in the view of the
educational process as an emotionally supportive
environment for the learner. Within this framework,
the teacher plays an essential role in monitoring
students' emotional states, inspiring them, and
encouraging enjoyment of music.
Replacing traditional authoritarian teaching styles with
a sincere and trusting classroom atmosphere is
considered crucial. Under authoritarian pressure,
students may lose creative initiative and interest in
music, whereas in a free and supportive environment,
they receive emotional nourishment from musical
activities and can fully realize their creative potential.
Integrating elements of music therapy into the learning
process
—
i.e.,
applying
the
health-promoting
properties of music
—
unlocks the sanogenic potential
of primary school students and optimizes the overall
process of music education. In this way, by properly
aligning the psychological foundations of music
education, it becomes possible to support students'
emotional development in a healthy and sustainable
manner.
Methods and Lesson Structure of Sanogenic Musical
Education in Primary Grades
In lessons dedicated to sanogenic musical education,
various forms of musical activities are integrated
harmoniously. To make the educational process
engaging and psychologically appropriate for students,
multiple types of activities are incorporated within a
single session. The main types of musical activities
typically applied in primary school lessons are
interrelated and complement each other:
Musical perception (listening): Students attentively
listen to different melodies and songs, learning to sense
their tone, rhythm, and character, and to express the
emotions evoked by music. In the classroom, students
are exposed to simple and pleasant melodies, after
which discussions about the mood of the musical piece
prove to be effective. Through this listening activity,
students develop focused attention and an aesthetic
relationship with music.
Choral singing (group performance): Through choral
singing, students are actively engaged in the music-
making process, and their vocal abilities are cultivated.
Group singing helps develop skills such as attention,
auditory coordination, and musical unity. At a young
age, students feel more comfortable participating in
choir performances and begin to acquire basic stage
presence.
Playing musical instruments: Using simplified rhythm
instruments or traditional national instruments,
students accompany songs. For instance, while singing,
students may keep the rhythm using a doira (frame
drum) or similar instruments. This enhances their
rhythmic sensitivity and introduces them to cultural
musical instruments. Group accompaniment provides
initial performance experience and adds enjoyment to
the lesson.
Music literacy exercises: Every lesson includes at least
a brief component on music theory. In primary grades,
students are gradually introduced to the staff, note
names, pitch, and duration. Visual aids and interactive
methods (such as magnetic boards or digital programs)
are used to engage learners and foster interest in
reading music. These tools also encourage independent
learning.
Movement-based musical games: These include
coordinated
movements
to
music,
rhythmic
gymnastics, and music-themed didactic games, which
are essential parts of the lesson. By moving in time with
the music
—
marching, clapping, or dancing
—
students
internalize rhythm and tempo. Such eurhythmic
activities are especially appealing to young children and
promote both physical activity and musical sensitivity.
Structure of a Sanogenic Music Lesson
Typically, sanogenic music lessons are conducted once
a week for 45 minutes, according to the school’s
academic schedule. Efficient organization of activities
within this limited time is crucial. A typical lesson might
follow this structure:
Introductory part (5 minutes): To gather students'
attention and create a positive emotional tone, a brief
musical greeting activity is conducted. For example, the
teacher may play a simple tune on the piano, while
students clap rhythmically and greet one another. This
serves as a mental and emotional warm-up.
Main part (30 minutes): Several key activities are
implemented in sequence. Students begin by listening
to a new melody or song and discussing its mood and
characteristics (listening activity). Then, they transition
to singing the piece together as a group (choral
activity). During the singing process, some students
accompany the rhythm using percussion instruments
or clapping (performance activity). Throughout the
American Journal Of Social Sciences And Humanity Research
363
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
lesson, short didactic pauses are used for questions and
discussions about the song’s structure, rhythm, or
lyrics. Simple music literacy tasks are also introduced
—
such as identifying note symbols and terms
—
to
reinforce basic musical knowledge.
Concluding part (10 minutes): At the end of the lesson,
students engage in a calming activity that helps them
relax and reflect. This may include listening to soft,
tranquil music with eyes closed, imagining peaceful
scenes, or performing gentle breathing exercises. This
relaxation segment helps consolidate the emotional
experience of the lesson and restore emotional
balance.
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