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METHODOLOGY OF IMMUNIZING NATIONAL VALUES THROUGH
FOLK MUSIC HERITAGE IN THE PROCESS OF VOCATIONAL
TRAINING
Rakhimova Aziza Egambergan kizi
Independent researcher at Urgench State Pedagogical Instituteh
ttps://doi.org/10.5281/zenodo.15363235
Annotation:
This article covers the pedagogical and methodological
foundations of using folk music heritage as a means of instilling national values
in students during vocational training. The educational potential of folk music
heritage, especially the issues of forming patriotism, national identity, historical
memory and respect for cultural heritage in the younger generation through the
content-philosophical aspects of melodies and songs, are analyzed.
Keywords:
folk music heritage, national values, vocational training,
methodology, musical education, integration, interactive methods, cultural
heritage.
Introduction
In the current era of globalization and the rapid development of
information and communication technologies, one of the main tasks of the
education system is to educate the younger generation on the basis of national
values, to deeply instill in their minds historical memory, cultural identity and
national pride. In this process, folk oral art, and especially folk musical heritage,
is of particular importance as a powerful socio-educational tool. Folk music is
not only a set of aesthetic and artistic values, but also a musical expression of the
historical thinking, philosophy of life, traditions and moral norms of the people.
The use of folk musical heritage in the pedagogical process is a
methodological approach that serves to form national identity, develop social
consciousness and strengthen professional identification. In particular, by
applying the content layer of folk melodies and songs as didactic material in the
training of future music teachers, it is possible to improve their cultural
competence, aesthetic worldview and national pride.
National values are a socio-cultural indicator that ensures the stability of
society's development, and their strong place in the process of professional
training is one of the main factors determining the socio-pedagogical role of the
teacher. From this point of view, the instillation of national values into the minds
of students through the use of folk musical heritage as a didactic tool should be
carried out in combination with modern pedagogical technologies.
This article analyzes the ways of effective use of folk musical heritage in the
process of professional training, interactive methods used in this process, a
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competency-based approach and integrated pedagogical models on a scientific
and theoretical basis. Also, methodological methods that serve the socio-cultural
socialization of young people through the national musical heritage are
considered.
Methodology:
The issue of forming national values and instilling them in the minds of the
younger generation is constantly in the center of attention as one of the main
directions of pedagogical science. In particular, when creating a methodology for
using folk musical heritage in the process of professional training, it is necessary
to deeply analyze the main directions, approaches and principles of modern
pedagogical methodologies. In this process, first of all, the cultural-historical
approach, the competency-based approach, the integrative approach and the
person-oriented approach are of particular importance.
The cultural-historical approach to the analysis of folk music focuses on its
historical roots, cultural functions and aesthetic significance. Through this
approach, musical heritage is interpreted not only as a source of aesthetic
pleasure, but also as a means of understanding national identity. From this point
of view, the integration of folk songs into the content of professional education
becomes an effective means of restoring national culture and instilling it in the
minds of modern youth.
The competency-based approach is aimed at developing practical skills
along with theoretical knowledge in the development of the professional skills of
a future music teacher. Within the framework of this approach, it is aimed to
form skills such as knowledge of the history of music, analysis of melody
structure, understanding of national styles of expression, and their application
in the teaching process through folk music.
The integrative approach involves teaching folk music in conjunction with
general education subjects, history, literature and art. This plays an important
role in revealing the multifaceted content of national values, deepening the
student's musical thinking. For example, through the analysis of socio-spiritual
ideas expressed in maqom, lapar or epics, a broad socio-cultural worldview is
formed in the student.
In the person-oriented approach, musical and educational methods are
selected based on an individual approach to each student. This approach
involves designing the educational process based on the student's aesthetic
taste, individual musical abilities, and attitude to national identity.
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On this basis, such methods as scientific and theoretical analysis,
experimental observation, pedagogical diagnostics, content analysis, interviews
and questionnaires were used as research methods. These methods helped to
study the didactic potential of folk music heritage, identify existing problems
and develop effective methodological solutions.
In general, the harmony of methodological approaches allows for the
scientific substantiation of the methodology for instilling national values based
on folk music and its application in real educational practice. This enriches the
process of professional training not only with professional knowledge, but also
makes it an integral part of national and spiritual education.
Discussion:
In today's educational process, one of the important tasks is to equip future
music teachers not only with professional knowledge, but also to achieve their
personal and spiritual maturity. In particular, in this process, the formation of
national values through the folk musical heritage is manifested as an extremely
relevant and modern approach. This heritage has absorbed the spiritual world,
historical experience, traditions and spiritual beliefs of the people, and it is not
only a means of aesthetic education, but also a powerful pedagogical resource.
In the discussion process, the main attention is paid to the multifaceted
impact of folk music on the student's personality. The educational function of
music is, first of all, in the conscious and direct expression of concepts such as
social values, moral standards, patriotism, hard work, kindness, and patience
through it. These ideas, which are expressed in folk music samples, affect the
inner world of the student through musical expression, inspire him, and increase
his national pride.
However, there are some problematic aspects in integrating musical
heritage into the educational process. In particular, factors such as teachers'
insufficient familiarity with folk music heritage, insufficient space allocated for
folk melodies and songs in the curriculum, and limited access to modern
technologies can reduce the effectiveness of this direction. Therefore, in order to
eliminate existing problems, it is necessary to enrich the methodology of
teaching folk music with modern pedagogical technologies, such as media tools,
interactive platforms, and QR-code broadcasts.
In addition, by integrating folk music with other subjects, lessons can be
made more meaningful and interesting. For example, listening to musical works
from the period being studied in history, listening to melodies that match the
images described in literature lessons - this helps students to understand the
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content of the lesson more deeply. This not only provides knowledge, but also
awakens emotions and aesthetic pleasure, which provides a deeper impression.
National values, formed on the basis of folk music heritage, also play an
important role in the student's professional self-awareness. As the future
teacher understands the musical thinking of his people, he strives to convey this
heritage to students with pride and to conduct lessons that serve to form a
national identity. As a result, not only musical, but also socially and morally high
personalities are raised. Thus, during the discussion, it was determined that the
folk musical heritage is not just a collection of musical works, but a rich
pedagogical resource with deep educational and methodological potential. Its
application in the educational process based on the correct methodology serves
as the spiritual and moral basis of modern education.
Conclusion
The effective use of the folk musical heritage in the process of professional
training has a great impact not only on the formation of musical knowledge and
skills of future specialists, but also on their personal and spiritual development,
and on their understanding of national identity. Research shows that folk
melodies, maqoms, epics and lapars, by their content and essence, emdiv
ideological and spiritual values that are relevant even for today's generation. By
integrating them into the educational process, the educational potential of
musical education is further enhanced.
Through this methodological approach, students gain a deep sense of
respect for national culture, begin to understand the historical and cultural
heritage of their people, which serves to increase their sense of social
responsibility. In particular, by using rich, artistically mature examples of folk
music in practical exercises, stage performances, and lesson processes, students
develop musical thinking, aesthetic taste, and professional competencies.
Instilling folk musical heritage in the minds of students is a process aimed not
only at remembering cultural heritage, but also at analyzing, appreciating, and
creatively applying it in modern musical activities. Through this approach, we
will have the opportunity to educate not only an educated, but also a spiritually
mature, loyal to national values, and creative generation. Therefore, deep
integration of folk musical heritage into the content of professional training, its
combination with modern pedagogical technologies is one of the urgent and
strategic tasks facing today's education. Scientific and practical research
conducted in this direction serves to strengthen the national and cultural
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foundations of the educational process and make musical and pedagogical
activities more meaningful.
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