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PEDAGOGICAL POSSIBILITIES OF IMPROVING PROFESSIONAL-
COMMUNICATION SKILLS OF STUDENTS OF MUSIC EDUCATION
Ashurova Zulaykho Erkinovna
Independent researcher
https://doi.org/10.5281/zenodo.16627706
Annotation
: This article analyzes the pedagogical possibilities of forming
and improving professional-communication skills of students studying in the
field of music education. It justifies the need to develop students' communicative
competence in the process of musical education. Also, special attention is paid to
the formation of a professional-communication culture in the pedagogical
process through interactive methods, creative tasks, collective musical activities
and role-playing games. The article analyzes such aspects of professional
communication skills as listening, questioning, and expressing one's opinion
clearly in professional speech as an important tool in musical-pedagogical
activities.
Keywords
: Music education, professional communication, pedagogical
opportunities, communicative competence, interactive methods, creative
activity, student.
Introduction
.
In the modern educational process, along with the formation of musical
literacy, the development of students' professional communication skills is also
recognized as an integral part of the pedagogical process. In particular, the
formation of a culture of communication among students-teachers studying in
the field of music education is of great importance in establishing an effective
pedagogical relationship in their future professional activities. Because a music
teacher is not only a person who gives knowledge, but also stands out for his
speech, emotional expression, and the ability to inspire the listener.
Professional communication skills are understood as the ability of a student
to express his professional knowledge, engage in pedagogical dialogue with
children, interpret musical works, answer students' questions in an
understandable way, create a positive psychological environment in the
audience, and freely convey his thoughts. If these skills are not strong, the
student, no matter how talented, may not be able to convey his knowledge
correctly.
There are a number of pedagogical tools for developing professional
communication skills in the process of music education. In particular, it is
possible to revive classroom communication through role-playing games,
develop initiative in students through interactive activities, and form the habit of
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expressing opinions through group analysis of musical works. In particular,
students test their oratory skills through stage performances, conducting
concerts, and teaching practices. Such experiences help them to strengthen their
self-confidence and be free in communication.
In addition, modern ICT tools - recording video lessons, participating in
online classes, conveying one's thoughts to the audience through musical
webinars and seminars - serve to form students' multi-factor communication
competence. Especially in the field of art, tools such as emotion, tone of voice,
and physical expression (facial expressions and movements) play a special role
in communication.
Therefore, the development of professional communication skills in the
process of music education should be considered not only as an educational
necessity, but also as a professional approach. How a student communicates in
class, how he influences through music, what impression he makes with his
speech is one of the criteria for his future success. After all, in music pedagogy,
“hearing” and “listening”, “understanding” and “explaining” are a living process
in the dialogue between the teacher and the student.
Methodology
:
The main basis of any scientific research is its methodological approach.
After all, the accuracy, reliability and practical significance of the research
results depend on the chosen methods and the level of thoroughness in their
application. The issue of forming professional communication skills of students
studying in the direction of music education requires a multifaceted, integrative
and complex approach. Therefore, it was considered important to work in
harmony with theoretical, practical and diagnostic methods in this study.
First, through the method of theoretical analysis, existing literature,
advanced pedagogical experiences, scientific views in the field of communication
psychology and music pedagogy were studied. In particular, concepts such as
communicative competence, speech culture, and professional competence were
thoroughly analyzed. Through this approach, the theoretical basis of the study
was strengthened and existing problems were identified.
Secondly, through empirical observations and pedagogical experiments,
students' participation in communication in music education lessons, their
freedom to express their opinions, and indicators of participation in questions
and answers were observed. In particular, the communication style, facial
expressions, tone of voice, pedagogical position, and ways of addressing the
audience in the process of teaching practice were taken into account. Based on
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these observations, the real situation was analyzed and areas for improvement
were identified.
Thirdly, the current level of communication skills, problematic aspects and
needs among students and their teachers were identified using questionnaires,
interviews and diagnostic tasks. Through such methods, the internal thoughts,
views and experiences of the participants were involved in the study.
Also, interactive methods (cluster, aquarium, role-playing) were introduced
into music lessons and their effectiveness in stimulating communication was
tested. These methods not only taught, but also developed in students the skills
of free self-expression, active communication, teamwork, and overcoming
psychological barriers. The methodological basis was the theory of
constructivism, the communicative approach and the concept of person-
centered education. These approaches provide for the development of the
student as a person, recognizing his individuality, and the formation of
professional communication.
Literature review:
The issue of developing professional communication skills in the field of
music education has become an increasingly relevant topic in pedagogical and
psychological research in recent years. The analyzed literature shows that this
issue is not limited to only technical or theoretical aspects of music pedagogy,
but is also interpreted as an integral part of personal development, speech
culture and social interaction skills.
The works of Uzbek scientists A. Yuldoshev, N. T. Tokhliyeva, G. K.
Kholbekova, M. M. Ergasheva emphasize the role of the educational environment
in the formation of the speech and professional culture of the music teacher.
Their research notes that musical communication is carried out not only through
spoken words, but also through intonation, mimicry, emotional impact and
expressive means in the performance process.
Based on the scientific views of E. F. Sabzi, Sh. A. Alimov and M. A. Rasulov
on the competency approach, professional communication skills are considered
as a component of communicative competence. They emphasize the importance
of interactive approaches, collaborative tasks and practical exercises in the
lesson process to form solid professional communication skills in students.
The views of foreign researchers G. Hymes, J. Bruner and M. Byram on
communicative competence, social speech culture and socialization through
language can be directly applied in the field of music education. In particular, the
theory of "communicative competence" put forward by Hymes is the basis for
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preparing students not only verbally, but also psychologically, culturally and
emotionally.
The results of the analysis show that in most literature, the development of
professional communication skills in the process of music education directly
depends on the personality of the teacher, and in this regard, it is noted that
person-oriented approaches, pedagogical trainings, communication simulations,
and creative tasks are of great effectiveness.
Also, although national methodological manuals provide a more theoretical
approach to the issue of professional communication, their practical
presentation has not yet been sufficiently enriched. Therefore, in new research,
an important task is to conduct analyses based on interactive, experimental
methods, while ensuring the harmony of theory and practice.
Discussion
:
In the context of modern music education, the development of professional
communication skills of future teachers is considered not only an important
factor in their personal growth, but also in achieving high quality in the
educational process. Based on observations, interviews and experiments
conducted during the study, it was found that many students, although they have
musical knowledge and technique, have problems with skills such as clearly and
effectively conveying their thoughts, interacting with the audience, and
communicating while maintaining emotional balance in a particular situation.
One of the main aspects that caused the discussion is that, although many
educational programs focus on professional knowledge and practice, there are
not enough special classes aimed at forming a culture of communication. This, in
turn, prevents the student from behaving freely during classes in the classroom,
during concerts and performance activities, or in musical conversations. In
particular, voice control, speech expression on stage, answering problematic
questions, and establishing a warm psychological connection with children -
these skills are formed through practical exercises and pedagogical training.
According to the results of the analysis, professional communication skills
include not only verbal speech, but also factors such as the teacher's actions,
facial expressions, listening skills, and emotional impact. From this perspective,
in music education, not only language is a means of communication, but also a
musical work, voice, timbre, rhythm, melody, and even div movement are
forms of communication.
Through interactive methods - role-playing, collective creative tasks,
musical debates, and stage performances, students learn to be active in
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communication. These methods encourage them not only to listen, but also to
express their opinions, defend their point of view, listen to and understand the
audience. This leads to significant positive changes in the development of
communicative competence. Digital technologies also play a significant role in
the development of communication skills. Through online lessons, video lessons,
and musical blogging, students were able to express their speech in an audio-
visual environment. This helped them work on their voice control, diction, and
emotional expression.
Another important aspect is that professional communication is important
not only in the student-student or teacher-listener relationship, but also in the
social communication between student-student and student-team. This helps to
achieve effective results in group work, exchange of ideas, and creative
cooperation.
In conclusion
, the formation of professional communication skills in music
education is not only a part of the pedagogical process, but also a means of
establishing effective communication with society through musical art. These
skills determine the formation of a student as a successful teacher, active
creator, and cultural promoter in the future.
List of references:
1.
Yoldoshev A. H. Pedagogical skills. – T.: Uqituvchi, 2005. – 144 p.
2.
Khulbekova G. K. Music education methodology. – T.: Muharrir, 2020. –
180 p.
3.
Ergasheva M. M. Pedagogical technologies and interactive methods. – T.:
Iqbol, 2019. – 192 p.
4.
Sabzi E. F. Competency-based approach: theory and practice. – T.: Iqtisod-
Finance, 2018. – 208 p.
5.
Hymes D. On communicative competence // Sociolinguistics. –
Harmondsworth: Penguin, 1972. – P. 269–293.
6.
Byram M. Teaching and Assessing Intercultural Communicative
Competence. – Clevedon: Multilingual Matters, 1997. – 138 p.
