DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
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DIRECTIONS FOR DEVELOPING KNOWLEDGE OF THE HISTORY OF
UZBEKISTAN MUSIC IN FUTURE MUSIC TEACHERS
Mirzaaxmedova Yulduz Jamshid qizi
Fargʻona davlat universiteti tadqiqotchisi
Orcid ID: 0009-0004-6534-7491
https://doi.org/10.5281/zenodo.15623315
Abstract:
The article studies the theoretical and methodological
foundations of developing knowledge about the history of Uzbek music among
future music teachers, the parameters of developing knowledge about the
history of Uzbek music among future music teachers, the effectiveness of
developing knowledge about the history of Uzbek music among future music
teachers. Also, the pedagogical implications of developing knowledge about the
history of Uzbek music among future music teachers are analyzed.
Key words:
music, history of Uzbek music, music education, technology,
competence, improvement, pedagogical, technological, model, didactic, form,
method, tool, evaluation, creative thinking, reflexivity, creativity, preservation of
national musical heritage, formation of musical culture.
Introduction
In modern educational practice, it is difficult to imagine music lessons
without the use of specialized technical equipment. Properly equipping music
classrooms with instruments and visual-auditory teaching tools helps establish a
creative atmosphere and fosters the necessary emotional and aesthetic mood for
students. Various instruments, technological devices, and visual aids
significantly contribute to the success of a lesson when used effectively and in a
timely manner. Nowadays, music classes increasingly rely on audio recordings
and digital resources that allow students to familiarize themselves with
orchestral, ensemble, and choral performances, including different
interpretations of musical pieces. These recordings assist teachers in engaging
students, deepening their understanding, and improving their performance.
Furthermore, the availability of tools such as tape recorders allows students to
listen to their own singing, promoting self-evaluation and improvement. In
addition to audio resources, visual materials such as paintings, landscapes, and
still-life images, corresponding to the lesson's topic, enhance students’ ability to
perceive and emotionally connect with music.
Literature Review and Methods
The preservation of national musical heritage, the development of musical
culture, and the cultivation of axiological (value-based) attitudes towards the
diverse musical traditions of various nations have been studied by scholars such
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
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as D. Karomatli, T. Levin, E. Abdulin, Ye. Bodina, O. Bochkareva, E. Burzina, N.
Ivanov, S. Bulatov, B. Azimov, S. Annamuratova, O. Vasilchenko, Sh. Janaydarov,
F. Juraev, D. Kamolova, H. Nurmatov, F. Khalilov, R. Abdullaev, S. Begmatov, T.
Vizgo, O. Ibrohimov, F. Karomatov, I. Rajabov, T. G’ofurbekov, and A. Hasanov.
This research employs a combination of qualitative methods, including
content analysis of existing literature, classroom observation, and teacher
interviews, to examine the integration of technological and visual aids in music
education. Methodologically, the study emphasizes the structured application of
music teaching principles, the use of national music as a cultural tool, and
pedagogical strategies aimed at increasing emotional engagement and musical
competence among primary school students.
Results and Discussion
The use of technical and visual teaching aids should not overshadow the
primary educational goals of music instruction. Instead, these tools must be
thoughtfully and appropriately integrated into the learning process. Successful
music education requires a creative approach from teachers, along with strong
subject knowledge, pedagogical skills, and teaching experience. When
implemented effectively, music lessons can emotionally influence students,
awaken their interest in music, and cultivate a sustained desire for musical
interaction.
An axiological attitude toward national musical heritage is formed through
active musical engagement—singing, listening, and rhythmic activities. These
activities provide students with the foundational skills necessary to understand,
interpret, and express musical content. The more dynamic and engaging the
musical activities in class, the more students' creative and musical capacities
develop, along with their cultural tastes and aesthetic needs.
However, engaging in musical activities alone does not automatically
ensure the achievement of educational and developmental goals. Successful
music instruction, especially in developing a cognitive appreciation for national
heritage, requires a set of pedagogical conditions, including:
Structuring each lesson around clear axiological goals.
Carefully selecting music content, teaching strategies, and tools aligned
with these goals.
Maintaining logical and consistent educational continuity aimed at
fostering value-based attitudes toward national musical traditions.
Harmonizing the educational and moral dimensions of instruction to
ensure scientific, accessible, and enduring learning outcomes.
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Developing music perception in primary school students is a complex task.
Children often perceive music as a general mood (e.g., "happy–sad," "fast–slow")
and can recognize contrastive elements such as song, march, or dance. However,
many struggle to listen attentively throughout an entire piece. Therefore, one of
the teacher's main goals is to train students to listen to and comprehend a
musical work from beginning to end.
Children should be encouraged to understand how music conveys emotion
through repeated motifs, dynamic changes, and expressive elements. Listening
tasks may include questions such as:
1.
“What title would you give this musical piece?”
2.
“You will listen to M. Mirzaev’s
Spring Waltz
. Why do you think the
piece is named this way?”
3.
“Does the music express one mood or multiple moods?”
Such questions help activate emotional engagement and encourage deeper
perception of musical expression.
Additional effective strategies to develop emotional-musical perception
include:
Presenting familiar works in new interpretations.
Comparing different performances of the same piece (e.g., ensemble vs.
choral versions).
Teacher’s live performance.
Pre-listening verbal preparation by the teacher.
Use of high-quality audio and CD recordings.
Localized vocalization of instrumental themes.
In the process of teaching music, especially in teacher training institutions,
the subject “Methods of Teaching Music” plays a central role. It prepares future
teachers for educational settings ranging from preschools to upper-grade
classrooms. As an independent field within music education, this subject
explores content, methodologies, laws of musical development, and the
formation of musical taste. It fosters pedagogical competence among future
music teachers, enabling them to preserve national musical heritage and convey
its value to the younger generation.
Conclusion
Music education in general schools is not merely about teaching songs or
melodies—it is a vital means of fostering aesthetic appreciation, cultural
continuity, and emotional intelligence. When conducted with thoughtful
integration of technical tools, culturally relevant content, and pedagogical
DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN
MODERN SCIENCES
International scientific-online conference
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creativity, music lessons become a powerful influence on students’ personal
development. Teacher preparation programs must emphasize both
methodological rigor and emotional insight to prepare educators capable of
shaping students' understanding of music as a deeply expressive and culturally
rooted form of art.
References:
1.
Omanqulova, Sh. (2020). Improving the professional competence of future
music education teachers based on modular teaching technologies. Oriental Art
and Culture, (3) III, p. 64.
2.
Panjiyev, Q., & Azizov, R. (2018). Estrada singing as a spiritual means of
educating young people. Zamonaviy Ta'lim (Modern Education), No. 7, p. 12.
3.
Rahim, Sh. (1926). 30–35 Years on the Path of Music. Yer Yuzı, No. 10, pp.
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Turg’unova, N. (2013). The tradition of Yalla singing in art. In Spiritual and
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Sharipova, G. (2006). Music and its Teaching Methods. Tashkent, p. 137.
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Yuldoshev, U.Yu. (2021). Developing the Creative Thinking of Future Music
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