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DIDACTIC POSSIBILITIES OF USING MULTIMEDIA IN MUSIC
LESSONS
Abilova Gulbakhar Jalgasbaevna
head of the Department of data transmission systems and networks of Nukus
State Technical University, p.f.d. DSc, associate professor
Abdullayev Azatbay Khudayarovich
Nukus teacher of the Department of "folk
instruments" specialized school of culture
https://doi.org/10.5281/zenodo.15489861
Abstract.
This article covers the didactic possibilities of using multimedia
in music education. The article also covers the methods of improving the
effectiveness of music education lesson processes today with the help of modern
information and communication technologies, as well as the role and
importance of multimedia tools in the development of an aesthetic worldview in
students.
Key words:
music, multimedia, didactic, creative, artistic-aesthetic,
competence, information communication, education, upbringing, audio,
videovisual, worldview.
Annotatsiya.
Mazkur maqolada musiqa ta’limida multimedia vositalaridan
foydalanishning didaktik imkoniyatlari yoritilgan. Shuningdek, maqolada
bugungi kunda musiqa ta’limi dars jarayonlarini zamonaviy axborot-
kommunikatsion texnologiyalari yordamida samaradorligini oshirish usullari
hamda multimedia vositalarining o‘quvchilarda estetik dunyoqarashni
rivojlantirishdagi o‘rni va ahamiyati haqida fikrlar yoritilgan.
Kalit so’zlar:
Musiqa, multimedia, didaktik, kreativ, badiiy-estetik, layoqat,
axborot kommunikatsiya, ta’lim, tarbiya, audio, videovizual, dunyoqarash.
Аннотация.
В данной статье освещаются дидактические возможности
использования мультимедийных средств в музыкальном образовании.
Также в статье освещаются способы повышения эффективности уроковых
процессов музыкального образования сегодня с помощью современных
информационно-коммуникационных технологий, а также размышления о
роли и значении мультимедийных средств в развитии эстетического
мировоззрения учащихся.
Ключевые слова:
музыкальные, мультимедийные, дидактические,
творческие,
художественно-эстетические,
компетентностные,
информационно-коммуникативные, образовательные, воспитательные,
аудио -, видеовизуальные, мировоззренческие.
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Today, as in all areas of the educational sphere, the use of modern
information and Communication Technologies is becoming more important in
music education. Especially in the development of the creative competence of
the student in the course of the lesson, in expanding their artistic and aesthetic
worldview, the presentation of knowledge inherent in the art of music to
students with the help of multimedia tools makes it possible to achieve positive
results. As a result of the use of multimedia in music lessons, the knowledge
inherent in the art of music offered to students becomes intuition. With the help
of such modern pedagogical technologies, students manage to quickly perceive
the presented educational materials. Along with this, multimedia tools like this
increase students ' interest in music, serving to broaden their aesthetic
worldview, developing a culture of musical perception and hearing.
Multimedia it is a set of technologies that summarize various types of
information in a single system, such as text, graphics, audio, video, animation.
Multimedia tools are also a set of technical and software tools that make it
convenient to use motion capture, image graphics, texts, animation, etc., to
communicate with computer technology, to perceive certain information in the
educational sphere through the use of hearing, vision, motion image, animation,
drawing, etc[1].
Multimedia technology ( Multi-multi, Media environment ) allows you to
use several methods of presenting information at the same time[3].
I.Akhtamov's research work covers the importance of using multimedia
tools in the process of formation and development of music literacy, the benefits
of multimedia tools, their functional tasks in improving music literacy, and
experiences of application in Practice[4]. Today, multimedia is a rapidly
developing technology of modern information and their artistry in video games.
Its characteristic and important expressive qualities, distinguishing features
include:
- different types of information (information, knowledge): traditional text,
tables, decorations, drawings, musical animation, figurative actions, etc;
- original speech, music, excerpts from videomaterials, telekadrs, animation,
etc.
The concept of Multimedia entered the 90s of the XX century. There are
different interpretations of it. According to experts, multimedia is a holistic
embodiment of the delivery of educational matireals to students based on the
effects of the movement of audio, video, text, graphics, animation objects in
space on the basis of software and technical means of infarmatics.
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In developed countries, such a method of teaching is currently widely used
in all areas of Education. It has even reached a level where not every family can
stand without having fun with multimedia tools. Computers currently on sale
cannot be tasted without multimedia tools.
Practice shows that teaching students on the basis of multimedia tools first
of all, music education serves to ensure the effectiveness of the educational
process. And the second gives the opportunity to make good use of time. The
organization of lesson processes on the basis of Multimedia tools can save up to
30% of lesson time, in contrast to the usual traditional teaching processes, as
well as direct students to creativism. At such a time, the knowledge provided to
students with multimedia tools will remain in memory for a long time. If
students are given thesn receive matireals based on view ( video) memory
storage increases by 25-30% from normal. This will be given additional
educational materials embodied in the form of audio, video and graphics, in
which the retention of educational matireals of artistic and aesthetic content by
students in memory will increase by up to 75%.
One of the most important features of multimedia technology is that its
interactivity is considered to be able to exert a strong influence on the user
when working in an information environment. Over the past years, many
multimedia software data have been created - these are instructional software,
video games, multiplicative shows, computer presentations, etc.
In lecture, conversation, presentation information and other types of
education, the use of posters, educational-methodological developments, image-
figurative videos, animations as a means of showing usually gives a good result.
Diaproectors, codoscopes, slides that display graphic images on the screen are
used for this purpose.
The use of multimedia presentations in music education processes makes it
possible to concentrate the attention of students on one point. In such processes,
students promote the perception of musical knowledge directly and in artistic
emotional, figurative experiences, its perception in live action and appearances.
Readers will see the musical knowledge of the artistic and aesthetic content
presented and, having received it by hearing, will be able to use the sheet,
episode, excerpt and parts of their interest, allowing them to be able to see again
when necessary[2]. Receiving and viewing information does not require a lot of
work and time. He, in turn, also brings a lot of comfort for the teacher. The
following didactic possibilities of using multimedia in music lessons are
available:
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-
influencing students through musical visual materials:
in this,
students 'vision and hearing are activated together, and students' interest in
music widens their aesthetic, emotional and creative worldview. In this process,
students are able to gain a deeper understanding of musical works not only by
hearing them, but also by seeing them. Also, this kind of exhibitionism in
students (slides, notes, scores) is necessary for students to effectively master
new knowledge. When musical visual materials are used in students along with
hearing, the level of emotional knowledge of students increases, manages to
deeply perceive educational materials of the presented artistic and aesthetic
content. For example: the display of a folk dance plate corresponding to that
melody, together with the broadcast of some national melody, serves to form a
cultural-aesthetic concept in students.
- the formation of independent learning skills in students:
the
possibility of working on oneself on online platforms. In doing so, students will
be able to acquire, analyze, improve and apply their musical knowledge and
skills to practice independently of the teacher. It is considered important for
students to form such skills, especially in music education, where creativity,
listening culture, sensitivity and deep musical thinking require the individual to
develop a permanent self.
- activation of musical knowledge:
this requires students to increase
interest in the lesson through more interactive exercises (for example: musical
quizzes, socrates method, pantomime methods). This is the process by which
students take the processes of understanding, hearing, understanding and
observing musical knowledge into a conscious, active and consistent state. The
activation of this activity serves to shape the reader as an observant, reflective,
sensitive and creative person.
- acquaintance with cultural heritage:
didactic opportunities like this
serve to acquaint students with rich samples of national and world music, to
analyze them in a cultural context through various musical vidematerials.
In contrast to other forms of musical knowledge presentation, a musical
multimedia presentation can store several tens of thousands of pages of text,
thousands of images, and images, audio and video recordings that can last for
several hours, animation, three-dimensional graphics inside itself, and,
nevertheless, provide a lack of visual movements and a long shelf life. The
organization of classes using multimedia technologies in music culture lessons,
mastering theoretical and practical knowledge in students, preserving and
strengthening this knowledge in their memories, along with love for the
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motherland in them, love of music serves to make it feel artistic emotional,
develop an artistic-aesthetic taste, thinking and worldview.
We know that in music culture classes, three characteristics are organized
on the basis of competence. These are:
- listening to music;
- singing as a team;
- music basket activities.
On the basis of these activities, the main task is to increase students '
interest in music lessons and general music, to compose their musical taasurots
and to form their necessary, musical manifestations. The fact that music training
is organized in a more playful form gives children aesthetic pleasure, if
computer-illustrated animated, i.e., action process is used in the activities of
performing movements corresponding to music movements and singing a lesson
as a choir, it is achieved that the quality and efficiency of students ' learning is
much higher.
In conclusion, the use of multimedia in music education not only serves to
organize classes fun and efficiently, but also occupies an important place in the
development of students ' musical taste, hearing, aesthetic worldview.
Therefore, it is important that the teacher of music education is able to skillfully
apply modern technologies in each lesson and adapt them to the age
characteristics and needs of students, making extensive use of the didactic
capabilities of modern pedagogical technologies, which serve to achieve the
results of the effectiveness of music education.
References:
1.
U.Khodjayev.Multimedia vositlari turlari va ta`lim tizimida qo`llanishi.
2016-yil, multiurok.ru
2.
Shоmurоdоv J.О. О‘quvсhilаrning bаdiiy-estetik mаzmundаgi о‘quv
mаteriаllаrini kоgnitiv qаbul qilish lаyоqаtini rivоjlаntirish mexаnizmlаri ped.
fаn. fаlsаfа dоk. (PhD) diss. - T:. 2023. - 156 b.
3.
S.Beknazarova. Multimedia texnologiyalarining asosiy xususiyatlari.
2017-yil,infoCOM.UZ.
4.
I.I.Axtamov. Musiqa savodi faoliyatida multimedia vositalaridan
foydalanishning amaliy ahamiyati "Science and Education" Scientific Journal /
www.openscience.uz April 2025 / Volume 6 Issue 4
