International Journal of Pedagogics
154
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
154-157
10.37547/ijp/Volume05Issue04-41
The Role of National Values in Forming Musical Culture in
General Schools
Rahimov Shavkat Normatovich
Associate Professor of Tashkent State Pedagogical University named after Nizami, Uzbekistan
Received:
25 February 2025;
Accepted:
21 March 2025;
Published:
24 April 2025
Abstract:
This article analyzes the role of national values in the process of forming musical culture in secondary
schools. It reveals the educational potential of folk oral art, traditional instrumental art and national songs in
educating students' aesthetic taste, forming a spirit of respect for our national musical heritage and guiding the
younger generation to understand national identity. It also highlights the mechanisms for increasing students'
musical literacy, strengthening their cultural identity and developing patriotism and spiritual and moral qualities
among them by instilling nationality in the process of music education at school.
Keywords:
Musical culture, aesthetic education, folk oral art, national songs, musical literacy, patriotism, spiritual
heritage, pedagogical approach.
Introduction:
In the process of globalization, changes in
the socio-cultural life of society today are increasing
the need to form and strengthen national identity,
respect for historical and cultural heritage, and
aesthetic thinking, especially among young people. This
situation creates the need for a deep analysis of the
process of forming musical culture at all stages of the
education system, especially in secondary schools, and
its improvement.
Music education is a complex psycho-pedagogical
process that not only forms practical skills, but also
educates students in an aesthetic worldview, moral
qualities, cultural identity and civic consciousness.
Within the framework of this process, the effective use
of the didactic potential of national values - folk oral
art, traditional musical instruments, national melodies,
rituals and customs, is manifested as an important
factor in the development of students' musical and
aesthetic taste.
It is worth noting that the formation of musical culture
through national values is based on the idea of
developing the younger generation as a person based
on universal human values such as self-awareness,
national pride, patriotism, humanism, tolerance. In
accordance with the pedagogical requirements put
forward in the Law of the Republic of Uzbekistan "On
Education" and the "National Program", the
harmonization of the principles of nationality in the
educational process is recognized as an urgent
scientific and practical problem today. In this regard,
this article provides an in-depth analysis of the didactic
and methodological possibilities of national values in
the formation of musical culture in secondary schools,
their integration into the pedagogical process, and
their role in the formation of aesthetic and moral
consciousness in students. The scientific significance of
the study is that it serves to enrich the content of music
education, improve the national education system, and
develop the professional competence of a modern
teacher.
The formation of musical culture in secondary schools
is a purposeful and systematic educational process
aimed at developing students' musical taste, aesthetic
worldview
and
national
consciousness.
The
effectiveness of this process largely depends on the
content of the curriculum, pedagogical approaches
and, most importantly, the level of attention paid to
national values in the educational process.
National values are a set of ideas that emdiv the
moral, aesthetic, social and cultural views of the people
formed over the centuries and serve the harmonious
development of the individual. It is these values that
enhance the educational impact of music on students.
International Journal of Pedagogics
155
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International Journal of Pedagogics (ISSN: 2771-2281)
For example, folk songs, epics, traditional melodies,
with their content, musical structure and expressive
means, instill the national spirit in the student's heart
and enrich musical thinking.
Integrating folk songs such as "Lazgi", "Tanovar",
"Bayot", "Segoh" into music lessons brings students
closer not only to musical knowledge, but also to the
spiritual world, historical heritage and aesthetic ideals
of their people. This fulfills not only the theoretical, but
also the educational task of music education.
The use of didactic materials based on national values
in music education ensures the active participation of
students. For example, interactive methods such as
analytical tasks based on listening to melodies,
performance exercises, and dramatic performances
(staging) increase students' interest and participation
in music lessons.
An integrated approach is important in the formation
of musical culture. For example, discussing the period
of creation, creator, and socio-spiritual background of
national melodies in music lessons in connection with
history, literature, and geography forms a culture of
understanding and appreciation of music in students.
The following mechanisms are effective in forming a
musical culture based on national values:
Inclusion of national repertoire in curricula: For each
grade level, age-appropriate folk songs, epic melodies,
maqom fragments, and national holiday songs should
be selected.
Visual aids and listening materials: To develop students'
listening and analysis skills, it is advisable to use tools
that provide information about national musical
instruments, their timbre, and expressive means.
Circles and folk art festivals: Developing national
musical creative activities within the framework of
extracurricular activities increases students' interest in
music and helps to reveal their talents.
Cooperation with parents and the community: The
roots of national values are formed in the family and in
the community environment. Therefore, involving
parents in the process and ensuring their creative
participation through music lessons and events will
have a positive effect.
In the formation of musical culture, the teacher's taste,
level of musical knowledge and worldview regarding
national values are decisive factors. Only when the
teacher conveys national music not only with
knowledge, but also with feelings and personal beliefs,
respect for music and nationality is instilled in the
hearts of students. Therefore, the cultural and
emotional competence, communicative potential, and
innovative approaches of the teacher determine the
effectiveness of music education.
Literature analysis
An analysis of existing scientific and literary sources on
the role of national values in the formation of musical
culture shows that this issue is being studied
extensively and systematically. Scientific research on
this topic is being analyzed from the perspective of
pedagogy, music art, cultural studies, and psychology.
First of all, the well-known pedagogical scientist Q.Kh.
Yuldasheva, in her research on issues of aesthetic
education in music education, emphasized the didactic
importance of using national melodies and samples of
folk oral art. According to him, the formation of an
aesthetic worldview based on folk music is a key factor
in the spiritual elevation of students' personalities
(Yuldasheva Q.Kh., 2018).
In his analysis of the influence of national values on the
formation of musical culture, studied by S. Jo'raev, it is
substantiated that ancient musical instruments,
maqom art, epic poetry, and folk melodies are
manifested as a means of understanding national
identity. The
author
puts
forward
practical
recommendations for the formation of musical culture
through methodological approaches based on folk art
in the education system (Jo'raev S., 2020).
Researchers such as E. Eshnazarova and N. Karimova
have paid attention to the issues of enriching the
content of music education with national values and
increasing the professional competence of music
teachers. Their work substantiates the need for the
pedagogical personality to be combined with musical
taste,
cultural
awareness,
and
educational
responsibility. At the same time, the need to select
national music samples in accordance with children's
psychology is especially noted (Eshnazarova E., 2019;
Karimova N., 2021).
In foreign literature, in particular, such prominent
representatives of music pedagogy as D. Elliott and B.
Reimer, in their works, reflect on the role of music
education in the formation of cultural identity. Elliott's
study “Music Matters” proposes to understand music
not just as performance or listening, but as a process
that expresses the cultural connection of an individual
with society (Elliott D., 1995). Reimer, on the other
hand, places special emphasis on studying the
connection between aesthetic feelings and cultural
values through musical experience (Reimer B., 2003).
Another important source is the Resolution of the
President of the Republic of Uzbekistan dated February
19, 2021 "On the Formation of a Sense of Patriotism in
Youth Based on National Values" and the Law "On
Education" that establishes the issues of forming
International Journal of Pedagogics
156
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International Journal of Pedagogics (ISSN: 2771-2281)
musical culture and instilling national culture in the
minds of youth at the level of state policy, which further
strengthens the relevance of this research topic.
In general, the analysis of the literature shows that
national values are the main supporting factor in the
formation of national consciousness, aesthetic taste
and cultural identity in students through music
education. However, in the existing literature, specific
pedagogical technologies, methodological tools and
measurement indicators of this process at the level of
secondary schools have not been fully developed.
Therefore, this article offers scientific and practical
foundations that serve to fill this gap.
DISCUSSION
The formation of the aesthetic worldview and cultural
consciousness of the younger generation in modern
society requires not only the provision of knowledge,
but also a comprehensive approach aimed at personal
and spiritual development. This is especially important
in such emotionally and aesthetically sensitive areas as
music education. Music is not only a type of art, but also
an expression of the national psyche, historical
memory and cultural identity, which has a strong
impact on the student's consciousness. Therefore, the
role of national values in the formation of musical
culture in secondary schools never loses its relevance.
National values are the spiritual wealth embodied in
the centuries-old cultural traditions, customs, folk art,
melodies,
musical
instruments,
holidays
and
ceremonies of the Uzbek people. These values
encourage the younger generation to understand their
identity, respect the spiritual heritage of their
ancestors, and cultivate patriotic feelings. Music serves
as a means of conveying these values in the most
effective and convenient form.
Unfortunately, sometimes music lessons remain
limited to teaching notes, playing melodies, or
completing test tasks. This limits the student's ability to
feel the deep meaning and educational essence of
music. Therefore, a music teacher must fully organize
the lesson not only methodologically, but also
spiritually and aesthetically. In particular, by using folk
melodies, maqoms, Bakhshi art, epics and other
examples of oral musical heritage in the lesson process,
the student can be introduced to the national musical
environment. This will form his taste, awaken aesthetic
pleasure and strengthen his spiritual immunity.
One of the important aspects that is causing discussion
is the need to approach the formation of students'
national identity through music education. This issue
depends on the creativity, didactic skills of each
teacher, as well as his personal cultural level. If the
teacher himself deeply understands national melodies,
enjoys listening to them and confidently looks at their
educational essence - this will be positively transmitted
to the student. Otherwise, the music lesson will be
perceived as a simple subject, far from emotional
memory.
From this point of view, music education today sets
itself the task of not only teaching art, but also
educating the individual in a socio-cultural context.
National values are emerging as a fulcrum, a spiritual
pillar in this process. Today, at a time when
technologies are rapidly developing and the influence
of global culture is increasing, paying attention to the
national musical heritage and introducing it into the
teaching process is one of the most effective ways to
strengthen the consciousness of young people. In the
formation of musical culture in secondary schools,
relying on national values, it is possible to lead students
to spiritual perfection. For this, each music teacher
must approach his work creatively, perceiving it not
only as a profession, but also as an ambassador of
national culture.
CONCLUSION
The formation of musical culture in secondary schools
is an important pedagogical process that serves not
only to develop artistic skills, but also to instill in the
minds of students a sense of national identity, aesthetic
taste, moral qualities and the spirit of patriotism.
National values occupy a central place in this process.
Because the folk musical heritage - melodies, songs,
maqoms, epics, traditional instruments - is a symbol of
the historical memory, spiritual world and moral
criteria of the Uzbek people.
The analysis shows that an approach based on national
values forms a positive attitude towards music in
students, encourages them to be active, creative and
creates a basis for personal and aesthetic development.
To this end, the following concluding suggestions can
be put forward:
1. Enriching the content of music education with
national values - it is necessary to develop lesson
materials based on folk songs, maqom fragments and
epic melodies suitable for each grade level.
2. Updating pedagogical approaches - teachers should
ensure the active participation of students in music
lessons through interactive methods, staging, listening
analysis, and performance exercises.
3. Developing the personality and competence of the
teacher - training music teachers who have a deep
knowledge of the national musical heritage and pay
attention to aesthetic education and moral maturity is
a requirement of the time.
4. Integrating music lessons with other subjects -
International Journal of Pedagogics
157
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
interpreting musical materials in connection with
subjects such as literature, history, and geography
forms cultural thinking in students, along with musical
thinking.
5. Systematization of extracurricular activities - it is
possible to increase students' interest in music through
folk art festivals, national instrument ensembles, and
epic recitation circles.
In conclusion, an approach based on national values in
the formation of musical culture in secondary schools
is not only a means of aesthetic education, but also an
effective pedagogical mechanism for educating the
younger generation in the spirit of national ideals,
spiritual heritage, and patriotism. Therefore, further
deepening the work carried out in this direction,
improving methodological support, and increasing the
professional potential of teachers are urgent tasks.
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