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PEDAGOGICAL OPPORTUNITIES FOR INCREASING STUDENTS'
CREATIVE ACTIVITY THROUGH SINGING ACTIVITIES
SamDPI, “Musiqa ta`limi” kafedrasi dotsent
p.f.f.d.Pardayev Sobit Abdivali o‘g‘li
sobitpardayev@70gmail.com
Mirzayeva Dilfuza Bahodir qizi
SamDPI, (Vokal san’ati, an’anaviy xonandalik) yo‘nalishi 1-bosqich
talabasi
Abstract: This article describes the methods of increasing students'
creative activity through singing activities. It is explained how young students
interpret various images in their independently created works of simple songs,
learned dances, and movements.
Key words: Music, culture, education, singing skills, perception, activity,
youth, formation, musical creativity, melody, rhythm, timbre, register, tempo,
dynamics.
INTRODUCTION.
Musicologists pay special attention to the activity of
singing in the musical education of young students. After all, in the formation and
development of the musical culture of each person, the ability and skill of singing
occupy a very important place. No matter what activity a young student performs in
class, he or she, having perceived music, expresses its artistic characteristics in
practical activities.
The educational significance of singing activity is especially emphasized in
the science of musical culture. Folk songs and ballads, reflecting the national spirit,
help young students to feel and perceive the world artistically, to enjoy it. It is
important to depict various movements and dances corresponding to musical images,
and various images in the game. Because movement is very important in the
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formation and physical development of musical abilities. The artistic content and
mood of the work are reflected in the movement. Moving the arms, legs, and div
in accordance with the music, feeling the nuances of melody, rhythm, timbre,
register, tempo, and dynamics, provides an integral connection between musical,
aesthetic, and physical education.In the formation of singing skills of fifth-sixth
grade students, colorful melodies played on musical instruments, especially Uzbek
musical instruments, introduce young students to the sonorous sound of words. They
experience positive emotional states such as surprise, delight, and joy. The content
of the program includes tasks such as introducing musical words, as well as teaching
them to perform simple performance techniques using percussion instruments and
musical toys appropriate to their age.
In the formation of singing skills of fifth-sixth grade students, the first buds
of the student's musical creativity begin to appear. Talented young students emdiv
simple songs, learned dances, and movements in their independently created works,
interpret various images in new ways, invent impressive features in circle games,
enjoy and are satisfied with their creative achievements. Such steps of independence
in musical activity encourage our young students to enjoy the magical world of art
from a young age, enjoy beautiful melodies, love music with love, and demonstrate
their abilities.
LITERATURE ANALYSIS AND METHODOLOGY
Holiday tales are one of the forms of artistic education of young students.
The purpose of holiday tales is to introduce young students to the world of elegance,
to create wonderful vivid impressions in them: to create the necessary festive mood
in young students, to give them joy and the pleasure of creativity.
Creative approach Properly organized holidays and festive events (games,
concerts, parades, askiya, hours of laughter, hours of elegance, various theatrical
performances, interesting games, sports competitions) serve to make young students
understand the essence of entertaining games and holiday tales from an early age, to
receive spiritual nourishment, and to enrich their imagination
.
In the formation of
singing skills of fifth-sixth grade students, the content of holiday fairy tales and
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organized games and entertainments appropriate to the age and level of perception
of each group is reflected in the educational content. The music director not only
gives knowledge to young students, but also takes them into a new wonderful world
- the world of music, interests them in art, teaches them to love it. A well-organized
musical education process helps to raise young students as well-rounded people. In
this work, the participation and activity of the pedagogical team in the process of
forming singing skills of fifth-sixth grade students is also important. It is the
pedagogical duty of the kindergarten management and educators to actively
participate in organizing and holding mornings and holiday events, while protecting
the health of young students and meeting hygienic requirements. The upbringing of
a harmonious personality has always been considered the most important area in
which the conclusions of human intelligence and educational science are focused.
The scientific and educational significance of the specific art of music in this area is
highly appreciated. Classes on the formation of singing skills of fifth-sixth grade
students not only have a positive effect on the students, but also have an effective
effect on the formation of their musical taste and musical worldview. Therefore, the
complex of musical knowledge provided in the appropriate content and
methodology fosters a stable interest in music in students, and most importantly,
they learn to distinguish good music, genres, folk and classical music.
The results of the study showed that the formation of singing skills in fifth-
sixth grade students began to sing with interest, listen to music, and get acquainted
with the life of composers. Even students who initially disregarded music lessons
eventually begin to come to music lessons with enthusiasm, eager to learn
something new.The formation of singing skills in fifth-sixth grade students has
increased their interest and desire for various activities within the subject of
"Music". Most students have developed the skills of a literate, that is, conscious
approach to the processes of singing, singing, and performing rhythmic
movements.
RESULTS
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The issue of forming and developing music listening activities through
singing in general secondary schools is one of the most important and basic tools
for listening to music. Vocal and choral performance is especially important in the
creative development of musical literacy of fifth-graders. In this case, the ability
to interest students in singing largely depends on the teacher's beautiful singing of
each exercise or song they learn. Because young people are used to singing, and
vocal and choral work with them is often based on imitating the teacher's voice.
Therefore, the teacher should regularly work on his or her pleasant voice. When
implementing vocal and choral work, the teacher should clearly know the sounds
(sol1 - lya1) that are convenient for singing in the primary sounds of the voice
range (do1 - do2) and the working range (mi1 -fa1 -sol1) of senior students in the
process of teaching voice tuning.
In the “Music Culture” lessons, teaching a song is carried out in several
stages, however, in the process of teaching this song, music listening activities are
also carried out:
- attracting students' attention to the song;
- the teacher's introduction to the song (briefly telling about the
songwriters, the content of the work, its historical features);
- analyzing the song (determining the content of musical means, rhythm,
character through conversation);
- teaching the song into musical phrases (breathing correctly, delivering
the phrase to the end, working on performance qualities);
- achieving artistic performance of the song (summarizing the method of
conducting a short conversation about children's impressions of the song). Singing
is a complex psychological and physiological process. Vocal and choral work in
the lessons of "Musical Culture" is the most active form of teaching, moral and
aesthetic education of students. Singing strengthens the attention of students,
develops their memory, speech, expands the vocal range, cultivates musical
reading, mutation passes easily, and their worldview is formed from year to year.
Vocal and choral skills play an important role in the formation of music lessons.
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Especially in choral classes, students' attention, awareness and activity increase,
musical memory develops well, and a feeling of pleasure arises when performing
learned songs. When singing, creative performance cooperation strengthens and
unites into a friendly team. With the help of vocal-choral skills, students deeply
perceive the meaning of the words and the melody of the song and learn life
through the content of the work. In order to achieve the results described above, it
is necessary to form the following vocal-choral skills and strictly adhere to them
when singing in a choir. Because only with the help of vocal-choral skills can a
pleasant and harmonious, pure choral sound be achieved. Vocal-choral skills are
divided into 6 (six) types. They are: listening to each other while singing in class;
feeling the singing breath; producing and hearing the sound; tuning;
listening to the ensemble and singing together after listening to the musical
work performed by the ensemble; pronunciation.
Singing posture refers to the sitting and standing position of students in
class. It consists of explaining to students how to hold their heads, arms, and legs
when singing while sitting or standing, and constantly monitoring and reminding
them.
The rules of this skill include maintaining proper posture, not leaning on
the back of the desk when singing while sitting, slightly arching the shoulders, not
raising the chin too much, holding the neck and head correctly, lowering the arms
and placing the palms lightly on the knees without bending, and singing freely
with the feet shoulder-width apart. Feeling the breathing of a singer. It is known
that there is a certain difference between the breathing in singing and physiological
breathing. Physiological breathing begins to act naturally from the day a child is
born and occurs at a certain rhythm at a certain time interval. Breathing in singing,
on the other hand, occurs quickly, at short intervals, depending on the nature of
the song. Inhalation and exhalation are extended depending on the length, pace
and expression of the character of the song. Artificial breathing is used by actors,
speakers and singers. Also, breathing taken according to need is called singing
breathing.
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Creating a voice and hearing it. The emergence of a voice is a complex
psychological and physiological process. It is formed by the combined operation
of the vocal apparatus (larynx, larynx) and the two cone-shaped vocal cords inside
it, the breathing (lungs, trachea, chest) and the hearing apparatus. The sound
produced in the throat is weak and hissing, and its vibration through the speech
apparatus, especially the larynx, increases and acquires a unique timbre and
resonance. The sound that is set to a musical tone in the interaction of the four
organs - breathing, voice, speech and hearing - is called the singing voice. Soz
means that each student clearly perceives the given musical sound and sings his
voice in tune with it, preserving it. In other words, it means singing a sound of a
certain pitch with precise intonation. This is an important skill, because in the
upper grades, as the mutation period approaches, the voice of students becomes
thicker and more hoarse. Therefore, one of the main goals of vocal and choral work
for students in grades 5-6 is to achieve pure unison (singing in pure unison).
Therefore, from the first lesson, systematic work is carried out on the
development of tuning skills in children. Particular attention is paid to children
with poorly developed musical perception. They are encouraged to join the
teacher's voice, the sound provided by the instruments for the words, and the
voices of gifted children, and to equalize the pitch, to achieve intonation purity and
to sing at the same pitch through exercises.
DISCUSSION
Listening to a musical work performed by an ensemble and singing it
together. Ensemble is a French word that means together. It is one of the laws of the
arts of music, ballet, and architecture. In music, the joint performance of several
performers is called an ensemble. For example: an ensemble of Uzbek folk musical
instruments, a dance ensemble, a vocal ensemble, etc. In a choir, the unity of voice,
tempo of performance, rhythm-style, and dynamic harmony of all singers is called a
vocal-choral ensemble. An ensemble is divided into private and general types. When
all performers in a choir are tuned to one voice and all sing in one melody as an
ensemble, in two or three voices, it is called a general ensemble. Each voice sings
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separately and sings separately and sings in a private ensemble. The harmony of
voice and ensemble requires a long process of work, and only then can we achieve
pure unison, which is the main goal.
Pronunciation. Pronunciation in singing differs
from speech in pronunciation. Pronunciation in singing is carried out through the
active coordination of the articulation organs (lips, tongue, jaw). Children's speech
is weak, unclear, and as a result of straining the vocal apparatus, there are defects in
shouting and singing in chorus. Such students should be given increased attention
and worked with individually for a long time, encouraged to speak and sing freely,
without rushing. It is necessary to teach them to stretch vowels and sing consonants
in small parts, while taking the right breath and bringing the sentence to the end. In
this, great importance should be attached to the shape of the mouth, movements and
changes of the tongue. Most importantly, children should be taught to pronounce the
text of exercises and songs in accordance with their vocal styles.
CONCLUSION
In conclusion, it should be said that dance, musical games and musical
movements are of great importance in the mental and physical development of
fifth-sixth grade students in the formation of singing skills. At the same time,
students' musical perception, especially memory and sense of rhythm, are well
developed with the help of movements appropriate to music. The formation of
students' musical perception based on the performance of musical-rhythmic
movements in the process of singing musical works, the development of students'
cognitive skills in the process of singing musical works, the connection of the
content of the lesson with life, the students' verbal skills, knowledge and readiness
for the lesson when giving musical works to sing, and analyzing them, determined
the quality of the lesson. In addition, it further increases their interest in musical
art and achieves positive results during the lesson. In particular, it allowed them to
arouse enthusiasm for organizing singing activities, and to establish a sense of
respect for national melodies through singing. At the same time, as a result of the
research conducted, I came to the following conclusions.
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