INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 12, issue 1, June 2025
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MUSIC EDUCATION IN PRIMARY SCHOOL
Tojimurodova Nihola
Student of Group 06,
Primary Education Department,
Faculty of Pedagogy,
Tashkent University of Applied Sciences
@tojimurodovanihola10@gmail.com
Annotation:
This article explores the role and methodology of teaching music in primary
school education. It emphasizes the importance of listening activities as a key component in
developing students’ musical perception, emotional intelligence, aesthetic appreciation, and
creative thinking. The study employs personality-oriented and artistic-pedagogical approaches,
along with the theory of emotional intelligence, to highlight how carefully structured music
lessons can foster a love for music and shape students’ personal and intellectual development.
The article also outlines stages of listening-based activities and the teacher’s role in making
music meaningful and engaging for young learners.
Keywords:
music education, primary school, music listening, emotional intelligence, aesthetic
development, teaching methodology, student engagement, creativity, music perception,
pedagogical approaches.
Introduction
The main task of the teacher is to awaken children's interest in music, develop their
aesthetic taste, and broaden their musical worldview. Through listening to and singing music,
children not only step into the world of art but also gain the opportunity to express their inner
feelings and grow emotionally. Therefore, in every lesson, the teacher should strive to convey
the beauty of music and the depth of its emotions and ideas to the students.
Through music and songs, children perceive the outside world, understand the beauty of
nature, human emotions, and noble concepts such as kindness, friendship, and compassion.
Music also plays a significant role in developing children's imagination, memory, auditory
perception, sense of rhythm, and the ability to distinguish between different sound pitches.
The activity of listening to music should be carried out systematically and step by step
during the lesson. By exposing children to various genres of music — folk songs, children's
melodies, classical pieces, and contemporary tunes — their musical awareness and appreciation
will increase. Organizing discussions about the pieces, listening to students’ impressions, and
connecting music to visual or emotional imagery make music lessons more engaging and
meaningful.
Moreover, the teacher can use music as a tool to foster students’ respect for national
values and instill a sense of patriotism. Each song contains its own meaning and educational
message, and delivering these messages effectively depends on the teacher’s methodological
skill and creativity.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 12, issue 1, June 2025
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In general, the main goal of music education is to contribute to the comprehensive
development of a child’s personality, to nurture musical culture, and to instill a love for the arts.
That is why the teacher must work to ensure that music lessons are enjoyable, impactful, and
productive for every student.
Analysis of Literature and Methodology
This article applies artistic-pedagogical and personality-oriented approaches, as well as
the theory of emotional intelligence. The research methods include the analysis and
generalization of experiences in teaching music literacy. In the process of music education,
theoretical knowledge and practical skills in music literacy are closely linked to listening
activities, which play a critical role in helping students analyze musical compositions. Music
lessons influence students' ability to acquire knowledge and develop critical thinking skills.
In general secondary schools, music lessons are held once a week. During these sessions,
children engage in several types of activities. Music, above all, nurtures students’ aesthetic taste,
moral awareness, and ethical values. Key components of music education—musical literacy,
choral singing, listening, and creative activities—are conducted in an interconnected, sequential
manner. Among these, the activity of listening to music plays a special role in stimulating
reflective thinking in students.
In this activity, the music teacher selects appropriate compositions based on the theme of
the lesson. These may be performed live on a musical instrument or played using technological
aids available in the classroom. For example, in middle school classes, when teaching about
traditional Uzbek classical music, students may listen to various forms of maqom and songs,
followed by a joint analysis with the teacher. This process contributes significantly to the
intellectual development of the student, training them to perceive and interpret music on a
deeper level.
Comprehensive musical development is only possible when all components of a music
lesson—singing, listening, and music theory—are naturally and organically integrated. As
noted by music education specialists, the primary school years are the most sensitive period for
developing auditory perception, which lays the foundation for future creative development.
The process of working with a musical piece for listening can be divided into four
conditional stages:
-The teacher’s introduction,
-A pre- and post-listening discussion,
-Analysis, and
-Repetition of listening.
The introduction should help students understand and prepare for the piece by engaging
their interest. It must be concise, vivid, and captivating. The teacher introduces the background
or theme of the piece, explains the lyrics if applicable, and sometimes even clarifies the
meaning of the title. For instance, when studying the works of foreign composers, students may
be introduced to the polyphonic and fugue compositions of Johann Sebastian Bach. These
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
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218
works require high levels of concentration and reveal how different voices combine to create a
complex musical narrative.
In music listening activities, students are trained to perceive a composition’s mood, pitch,
rhythm, and timbre. Later, in discussion with the teacher, they analyze the general content and
meaning of the piece. Such practices help develop students’ musical thinking and emotional
intelligence. For example, before listening to Beethoven’s “Minuet,” students can be told that
the minuet is an old French dance, known for its smooth and elegant movement. Similarly,
when listening to Edvard Grieg’s “Kobold” or “Dance of the Elves,” the teacher should explain
that kobolds are mischievous forest spirits and elves are graceful, fairy-like creatures that flit
from flower to flower. These characterizations guide students’ imagination and understanding.
Sometimes, instead of a monologue, the teacher may start a dialogue with students to
prepare them for the piece. For instance, they may ask, “What mood do you think composer D.
Kabalevsky was trying to convey in The Clowns?” or “How do Prokofiev’s March and Fairy
Tale differ in character?” (and then listen to both). Well-structured questions like these help
develop students’ auditory perception and critical listening skills.
Teachers may also tell stories about the creation of specific songs or compositions to
further enrich students' emotional engagement. This narrative technique fosters humanistic
values and develops pride, empathy, and respect for others and nature.
Another important phase in music listening is the presentation of the musical work itself.
At this stage, the teacher must organize the classroom in a way that encourages focused and
attentive listening. Students should be taught to sit quietly, listen carefully, and analyze the
piece for its emotional content, meaning, and the mood it expresses. Instrumental works—often
more challenging than vocal compositions—require high-quality audio playback and
professional delivery by the teacher, maintaining the correct tempo, rhythm, and stylistic
character.
Thus, listening to music is not a passive activity but an essential part of the learning
process that promotes emotional, intellectual, and artistic development. The careful selection of
repertoire, methodological planning, and the teacher’s skill in guiding student responses all
contribute to a meaningful and impactful musical education.
Conclusion
In conclusion, music listening activities play a vital role in the holistic development of
students by enhancing their emotional intelligence, aesthetic appreciation, and cognitive
abilities. When integrated effectively into music lessons, listening helps students develop an
understanding of musical elements such as rhythm, melody, and timbre, while also encouraging
critical thinking and cultural awareness. The teacher's role is pivotal in guiding students through
the stages of listening, analysis, and reflection. By selecting appropriate repertoire and applying
pedagogical strategies, music educators can transform the classroom into an engaging
environment where students not only learn about music but also connect with it on a personal
and intellectual level. Thus, listening to music becomes a powerful educational tool that
contributes significantly to shaping students’ artistic and moral values.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 12, issue 1, June 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
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219
References:
1. Formation of student aesthetic competition by teaching the works of russian classic
composers in music culture classes T Ismailov, D Karimova - Интернаука, 2021;
2. Karimova, D. A. (2022). Musiqa darslarida bolalar musiqa tuyg ‘usini takomillashtirish.
Oriental renaissance: Innovative, educational, natural and social sciences, 2(Special Issue 4-2),
288-294
