Volume 04 Issue 11-2024
312
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
312-316
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article analyzes the theoretical foundations and methodology of pedagogical diagnostics of the musical education
process. The role and importance of diagnostic processes aimed at identifying and developing students' knowledge,
skills and competencies in musical education are highlighted. The effectiveness of using modern technologies and
innovative approaches in pedagogical diagnostics of musical education is also substantiated. The article contains
scientific and analytical recommendations on pedagogical diagnostics methodology, content of musical education and
assessment criteria.
KEYWORDS
Musical education, pedagogical diagnostics, educational process, assessment criteria, modern technologies,
innovative approach, students' qualifications, development.
INTRODUCTION
The process of musical education plays an important
role in familiarizing students with art and culture,
forming their aesthetic taste and developing creative
abilities. In the modern educational process, the
development of scientific and methodological
foundations of pedagogical diagnostics for the
qualitative formation of musical knowledge and skills is
one of the urgent issues. Pedagogical diagnostics
allows
assessing
the
knowledge,
skills
and
qualifications of students in the educational process,
identifying their individual abilities and selecting
appropriate teaching methods.
Today, the introduction of modern approaches to the
education system, improving the quality of musical
education and using innovative technologies is an
important task. Therefore, the issue of in-depth study
of the importance of pedagogical diagnostics in
musical education, the application of its modern
Research Article
METHOD OF PEDAGOGICAL DIAGNOSTICS OF MUSIC EDUCATION
Submission Date:
November 20, 2024,
Accepted Date:
November 25, 2024,
Published Date:
November 30, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-61
Nurdinov Qamardin Patidinovich
Teacher Of Andijan State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
313
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
312-316
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
methods and tools is a necessary direction for
research. This article analyzes the theoretical and
practical aspects of pedagogical diagnostics of musical
education, and also gives recommendations on the
integration of effective methods into the pedagogical
process.
The art of sounds is characterized by a unity of
opposites - almost unlimited possibilities of emotional
clarification are faced with the lack of objective
imagery, the chronology of events that requires
associative filling of figurative content. Observations
of sociologists, psychologists, musicologists, teachers
give grounds to evaluate the art of music as a very
effective educational tool that contributes to the
liberation of a person's spiritual abilities in all areas of
his activity.
Naturally, there is a need to study the methods of
implementing the educational function of music,
methods of its use in the conditions of the pedagogical
process. Taking this into account, it is recommended to
resort to scientifically based criteria for analyzing the
level of qualitative communication of the subject with
music, which will allow to observe the dynamics of the
musical development of the individual, pay attention to
individual
shortcomings
and
determine
the
appropriate scheme of pedagogical robots in the right
direction.
To develop criteria as indicators of the effectiveness of
the educational process, first of all, there should be a
clearly defined "standard" of measurement that
corresponds to the highest "ideal" level of
effectiveness of music teaching. It should be based on
modern requirements of artistic education and take
into account the content of the subject, the sequence
of the system of presenting the material, the general
and specific goals of personality development.
Recently, in the pedagogical literature, the question of
pedagogical diagnostic criteria for students of
different ages has been increasingly raised. Despite
some differences, the general rule for all theoretical
and methodological developments in music teaching is
the theory of the influence of musical art on the
spiritual world of the subject of the educational
process, on his personal qualities and professional
skills. Summarizing pedagogical works, it is possible to
distinguish three aspects of studying the level of
musical development of students:
the
dynamics
of
the
emotionally
occupied
personality's attitude to music;
the level of development of relevant knowledge and
skills;
creative nature of musical activity .
Such a choice confirms the methodological principle of
the subject's relationship with music, which is always
characterized by the unity of knowledge, emotions and
creative independence. The organic connection of
these components determines the adequacy and
depth of the study of musical works, the effectiveness
of conducting various educational activities, the
effectiveness of the influence of music on the spiritual
development of a person.
The basis of communication with music is an emotional
attitude to it, which determines the importance of
students' artistic interests and diagnostics, their
motivation for turning to art. Consequently, the
established parameters of pedagogical diagnostics
Volume 04 Issue 11-2024
314
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
312-316
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
allow us to identify such criteria for the musical
development of students.
Value directions that characterize the artistic and
aesthetic worldview of the subject, the experience of
communicating with art, the specificity of musical
interests and needs, the specifics of behavior in various
situations of musical activity. To study value directions,
methods of collecting information about the
classroom
and
extracurricular
activities
of
schoolchildren, their musical leisure are used. The most
important indicators of value directions are:
general musical aesthetic knowledge of students;
musical thesaurus (active fund of specialized
knowledge);
frequency of contact with works of art;
selection of individual musical tastes (favorite works,
composers, types of musical activity, media
transmission);
activity of schoolchildren in the process of educational
activities;
independent creative activity.
Aesthetic assessment, which includes information
about the cognitive and intellectual abilities of
students, the ability to emotionally empathize and
analyze music, their penetration into the artistic world
of the author, and the creative interpretation of the
figurative content of the work. This information is
obtained using methods of studying the individual
characteristics of the musical activity of schoolchildren.
Indicators of aesthetic assessment:
emotional attitude to music;
the ability to reveal the semantic essence of musical
language elements;
the presence and nature of associations;
the validity of evaluative judgments;
the integrity and completeness of the study of the
work;
the ability to correlate oral and performance
interpretation of music .
Students' attitude to music, their self-esteem as a
subject of musical activity, as well as their ability to
creative self-expression, which is studied by
introspection methods, make it possible to determine.
Indicators of self-esteem:
readiness for self-knowledge of their musical
impressions;
preparation for communication with music;
tendency to self-awareness of existing internal
contradictions;
ability to determine and plan the further development
of the "I" under the influence of musical impressions.
Value orientations, aesthetic assessments and self-
assessment are inextricably linked as a whole
functional education. Value orientations, on the one
hand, are formed in the process of aesthetic evaluation
of specific musical works, in the process of direct
contact with them. On the other hand, they
themselves direct the selective evaluative attitude to
music, determine the formation of the so-called
"axiological centers" of its study. In addition, the
development of value orientations and aesthetic
Volume 04 Issue 11-2024
315
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
312-316
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
assessments, in turn, is interconnected with the
readiness of the subject of musical activity to self-
evaluation and its place in the socio-cultural situation
of artistic communication, its tendency to self-
correction, since an evaluative attitude to a work of art
always requires a certain departure from it, the ability
to rise "above" it, this is a higher level of reflection. The
foundation that unites all the identified criteria is the
category of worldview. Indeed, in the process of
communication with art, not a world of individual
images, but a holistic artistic image of the world opens
up to a person.
Consider the pedagogical diagnostic methods that are
most appropriate in studying the effectiveness of
musical education. To study the value orientations of
students, as a rule, questions are used, in the answers
to which they are invited to explain how they
understand the artistic value of musical works, what is
the effectiveness of the influence of the musical image
on the individual, and name the main means of musical
expressiveness.
The answers obtained can be divided into three
groups: incorrect, incompletely formal and relatively
independent. The first group consists of the most
primitive statements about music, in which its
importance in the development of human spiritual
culture is denied or only the entertainment and
practical functions of this art form are emphasized.
Incompletely formal answers are characterized by
correct, but general and one-sided judgments, devoid
of determining a personal attitude to music. Relatively
independent answers indicate the tendency of
respondents to express their own point of view, to
convey the feelings and thoughts that musical works
evoke in them, to analyze the process of their personal
aesthetic experience and awareness.
In addition, to confirm the conclusions, it is necessary
to determine the students' interest in specific genres
and types of music. For example, they can be offered
to evaluate folk, classical (instrumental, vocal, choral,
opera and ballet), popular music genres on a ten-point
system and divide them into stages that are important
for them.
For respondents with some experience in working with
music, it is more effective to study the area of more
specific "favorite" works, which are called in the
questionnaires
or
determined
using
"sound
questionnaires", that is, fragments of individual
musical works that the student must listen to and
express his attitude to them. In this case, he identifies
in his imagination a specific pattern of musical sound
with a certain genre, which allows the researcher to
determine the genre taste in general.
Selective attitude to music indicates not only the
knowledge of respondents (the cognitive component
of value orientations), but also individual hobbies and
tastes (the emotional component), which is very
important for pedagogical research in the field of art.
Sometimes understanding the values of musical art, its
social role does not correspond to real behavior. The
transition from general knowledge and ideas about
music to independent artistic activity does not always
occur. Therefore, a necessary component of the study
of value orientations is the analysis of the degree of
activity of the main forms of realization of students'
musical needs: listening to and performing works,
attending concerts, collecting background images,
getting acquainted with music criticism, etc.
The system of value orientations, which should be
considered as the basis for determining human activity,
Volume 04 Issue 11-2024
316
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
312-316
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
his consciousness and behavior, primarily determines
the relationship with music. However, information
about value orientations should be supplemented by a
detailed and in-depth study of specific works and the
direct process of aesthetic evaluation.
In addition, students are offered a specific
questionnaire
–
a set of adjectives, combined into eight
parts and characterizing various qualities of feelings.
While listening to music, schoolchildren should
highlight those that best correspond to the emotional
coloring of the work. This method has significant
advantages over arbitrary descriptions of students'
musical impressions. Thus, you can avoid long,
sometimes insignificant, "literary" exercises of young
music lovers. In addition, it helps to familiarize
schoolchildren with the various gradations of
emotional states that are repeated in music, with the
accuracy of their verbal descriptions. Therefore, the
use of the "qualitative circle" expands the vocabulary
of respondents, which is an important factor in their
musical development.
CONCLUSION
The process of pedagogical diagnostics of music
education plays an important role in educating
students and developing the necessary knowledge,
skills and qualifications in them. This study made it
possible to draw important conclusions on the analysis
of the theoretical foundations of pedagogical
diagnostics in music education, the introduction of its
modern methods and tools into practice.
It was found that the use of modern technologies in
the diagnostic process, ensuring an individual
approach and developing students' creative abilities
are effective methods for improving the quality of
education. It was also noted that regular assessment of
the level of knowledge of students, monitoring the
dynamics of their development and determining
assessment criteria are important for the effective
organization of the pedagogical process.
In the future, to further improve diagnostics in the
process of music education, it is necessary to widely
introduce innovative approaches, diversify assessment
criteria and develop methods based on in-depth study
of the individual characteristics of students. This
approach will serve to bring music education to a
higher quality level.
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