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THEORETICAL FOUNDATIONS FOR DEVELOPING STUDENTS’ SCRIPTWRITING
SKILLS THROUGH CLASSROOM INSTRUCTION
Mamatkasimova Nodira Eshkuvatovna
Senior Lecturer, Uzbekistan State Institute of Arts and Culture
Abstract:
This article explores the theoretical foundations for developing students’ scriptwriting
skills through in-class instruction. It provides an analytical review of both local and international
experiences and studies, leading to relevant conclusions. The article also identifies students’
knowledge and competencies in scriptwriting acquired through classroom activities.
Keywords:
script, scriptwriting, scriptwriting skills, pedagogy, educational process, knowledge,
competence, proficiency.
Introduction.
Within the global education system, various models of instruction aimed at
strengthening students’ professional and personal qualities – such as practical skills, creative
abilities, individual potential, professional performance, and decision-making – are being
implemented. One of the core principles of the international education agenda outlined by the
World Education Forum, the “2030 Education Concept,” is to “ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all” [1]. To realize this goal,
the integration of art technologies into teaching processes has become crucial for developing
students’ scriptwriting skills.
In this regard, the need for new pedagogical approaches that enhance students’ artistic and
creative thinking as well as their intellectual capacity is especially pressing. It is vital to
modernize the forms and methods of instruction that focus on the individual learning trajectories
of students, develop their scriptwriting competencies, and foster their artistic and aesthetic taste
through systematic methodological support.
In contemporary higher education, classroom instruction – including lectures, practical classes,
seminars, and individual sessions – is regarded as the primary organizational form of the
educational process. It ensures a structured and time-bound interaction between students and
instructors. In the process of delivering classroom instruction, it is essential to consider each
student's individual characteristics, focus on developing their scriptwriting abilities, organize
lessons in alignment with current demands, and continually update modern knowledge and
teaching strategies.
Literature review and methodology.
All forms of instruction – both within and beyond the
classroom – require a high degree of responsibility. As noted by researcher Q.B.Panjiyev: “It is
especially important to begin from the early years by teaching students how to independently
refine their knowledge, skills, and professional competencies” [11, p. 202].
Modern pedagogical technologies and interactive teaching methods that enhance students’
professional competencies and address scriptwriting skills through contemporary educational
approaches have become fundamentally important.
In acquiring scriptwriting knowledge and skills, students are actively engaged through interactive
learning methods. These methods stimulate students to use their creative and intellectual
potential to solve complex problems. Interactive approaches are closely aligned with learner-
centered paradigms, positioning both students and educators as subjects of the learning process.
In this context, the educator serves not only as the organizer and facilitator of the learning
process but also as a guide who creates conditions for student initiative and ensures their active
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participation.
Various scholars have explored contemporary forms and methods of organizing effective
classroom instruction. For instance, O.T.Ergashev analyzed specific instructional strategies for
organizing cultural events in the classroom. His work highlights creative interactive methods that
encourage collaborative engagement among students, particularly methods that focus on
developing students’ creative abilities by structuring lessons around the stages of prologue,
climax, and epilogue [4].
In his research on improving the stage speech skills of student-actors, R.T.Kadirov draws
attention to the specific characteristics of art education within classroom instruction. The
researcher classifies the educational technologies used in classroom activities into two categories.
The first group includes adapted educational technologies, referring to general teaching
technologies that have been tailored for art education – particularly for teaching the subject
“Stage Speech.” The second group includes specific educational technologies, which are
instructional strategies for the “Stage Speech” course developed and implemented based on
pedagogical experimentation and practice. According to the study, classroom instruction for
enhancing the stage speech skills of student-actors was conducted primarily using traditional
teaching methods and within the framework of the "master-apprentice" model [9].
Researcher A.A.Isaqov has explored the methods of incorporating digital technologies into
classroom instruction for visual arts courses [2], while D. R. Farsakhonova has studied the forms,
methods, and tools used in lecture, seminar, and practical sessions aimed at the moral and ethical
education of students in pedagogical higher education institutions. She has also examined
improvements in the methodology for teaching the subject “Methods of Educational Work” [5].
In addition, British scholars P.Benton [2], C.Clark, and A.Foster [3] have investigated the
reading habits and preferences of secondary school students, as well as motivational techniques
used in modern reading practices among children and youth. E.D.Hirsch’s research has
demonstrated that a student’s knowledge is a primary factor in the development of a culture of
reading [6], while C.G.Hodges has conducted studies focused on promoting children's readership
[7].
Discussion and Results.
It is well known that lectures play a significant role in developing
students’ scriptwriting skills. As one of the fundamental organizational forms of instruction that
consistently guides students’ learning activities, lectures contribute to
the acquisition of
theoretical knowledge necessary for developing scriptwriting competencies.
The theoretical aspects of scriptwriting skill development form the starting point of the didactic
cycle within classroom instruction. They serve as a solid scientific and theoretical foundation
that enables students to assimilate the subsequent stages of the learning material. In this regard,
the views of researcher Kh.G.Najmutdinov are particularly relevant. He emphasizes that a
teacher’s level of knowledge plays a primary role in ensuring the quality of lecture-based
instruction:
“The volume of classroom instruction is increasing daily. While higher education systems in
Europe and the United States focus on teaching students how to independently seek information,
systematize it, and analyze it, in our country, the approach is often centered on delivering large
amounts of ready-made material through direct instruction. In such a model, graduates acquire
minimal practical skills. Furthermore, there is a shortage of modern libraries with free access to
up-to-date books and various international publications. The collections of educational literature
are becoming outdated. Under these conditions, the quality and diversity of lecture-based
instruction delivered by university professors becomes one of the most pressing and important
issues” [10].
Based on the opinions of researchers and the academic investigations conducted during this
study, it must be emphasized that classroom instruction holds primary and fundamental
significance in developing students’ scriptwriting skills. All forms of extracurricular activities
and independent work are structured around the foundation laid in classroom sessions.
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In order to ensure the high quality of classroom instruction aimed at developing students’
scriptwriting skills, it is essential to analyze the relevant State Education Standard (for the
respective field), qualification requirements, academic curricula, and course syllabi.
Through classroom instruction, students develop the knowledge, skills, and competencies
necessary for scriptwriting in the context of cultural events (see Figure 1).
Figure 1. Students’ acquired knowledge, skills, and competencies in scriptwriting based on
classroom instruction
Conclusion.
This study examined the theoretical, practical, and creative processes involved in
the development of students’ scriptwriting skills. Based on the conducted research, the following
conclusions were drawn:
Developing students’ scriptwriting competencies, improving the existing teaching methodology,
scientifically justifying creative approaches and processes in scriptwriting, and ensuring the
integration of theory and practice create the conditions for establishing a comprehensive model
for skill development in this field.
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The core essence of this model lies in transitioning from amateurism to professionalism. It
represents a pedagogical – and specifically didactic – process that systematically forms and
advances students’ professional competencies through the lens of scriptwriting.
References:
1. Inncheon Declaration. Education 2030: Towards inclusive and equitable quality education
and lifelong learning for all. World Education Forum, May 19–22, 2015. Incheon, Republic
of Korea.
2. Benton, P. (1995). Conflicting cultures: Reflections on the reading and viewing of secondary
school pupils. Oxford Review of Education. – 256 p.
3. Clark, C., & Foster, A. (2005). Children’s and young people’s reading habits and
preferences: The who, what, why, where and when. London: National Literacy Trust. – 95 p.
4. Ergashev, O.T. (2025). Technology for developing students’ artistic thinking in the context
of cultural events(Doctoral dissertation in pedagogical sciences). Uzbekistan State Institute
of Arts and Culture. – 154 p. (in Uzbek).
5. 5Farsaxonova, D.R. (2020). Improving the methodology of moral and ethical education of
students in pedagogical higher education institutions (Doctoral dissertation in pedagogical
sciences). Tashkent State Pedagogical University. – 190 p. (in Uzbek).
6. Hirsch, E.D. (2003). Reading comprehension requires knowledge—of words and the world.
American Educator, Spring. – 241 p.
7. Hodges, C.G. (2009). Children as readers. London: Education. – 162 p.
8. Isaqov, A.A. (2022). Improving the methodological foundations for the use of digital
technologies in visual arts classes (Abstract of doctoral dissertation). Namangan State
University. – 53 p. (in Uzbek).
9. Kadirov, R.T. (2024). Technologies for improving student-actors’ knowledge and skills in
stage speech (Doctoral dissertation in pedagogical sciences). Uzbekistan State Institute of
Arts and Culture. – 129 p. (in Uzbek).
10. Najmudinov, Kh.G. (2022). Methods for conducting interactive lectures in higher education
institutions. Modern Education, (4), 21–22. (in Uzbek).
11. Panjiyev, Q.B. (2022). Improving the professional preparation of future music teachers
through Uzbek folk songs (Doctoral dissertation in pedagogical sciences). Tashkent State
Pedagogical University. – 354 p. (in Uzbek).
