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MUSIC PEDAGOGY IN A PRESCHOOL EDUCATIONAL INSTITUTION
Shamurodova Medina
Republic of Karakalpakstan.
https://doi.org/10.5281/zenodo.13825118
Abstract. This article talks about the history, theory and methodology of music pedagogy,
music education system in preschool educational institutions.
Key words: music pedagogy, education, musical sounds.
МУЗЫКАЛЬНАЯ ПЕДАГОГИКА В ДОШКОЛЬНОМ ОБРАЗОВАТЕЛЬНОМ
УЧРЕЖДЕНИИ.
Аннотация. В статье рассказывается об истории, теории и методике
музыкальной педагогики, системе музыкального образования в дошкольных
образовательных учреждениях.
Ключевые слова: музыкальная педагогика, образование, музыкальные звуки.
Music pedagogy - studies the history, theory and methodology of the music education
system. Of course, without knowing how the theory and practice of musical education and training
of the young generation has progressed, it is impossible to scientifically solve the issues of their
spiritual education. Music pedagogy was formed and developed in connection with the history of
our nation's culture.
After all, the history of Uzbek music culture is the basis of music pedagogy. Music
pedagogy as a social science approaches the events of historical pedagogy based on the needs of
the times. It clarifies that the theory, practice, and content of musical education differed at different
stages of the period, it shows the socio-cultural essence of advanced musical-educational views
and the path of development.
The main goal of music education and upbringing in preschool educational institutions is
to form the worldview of children from the kindergarten age and to develop their musical taste,
and in the process of teaching music to children, it means that life is reflected in it. It should be
noted that in order to realize the pedagogical goals and tasks set before music lessons, first of all,
it is necessary to regularly develop children's musical skills and abilities.
Children's musical learning and abilities consist of the following activities: - musical
learning (the ability to feel the loudness and lowness of musical sounds); - timbre reading
(distinguishing musical sounds from each other); - a sense of rhythm (moving to the music,
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keeping the music in memory, feeling and expressing it by stepping and clapping). Children's
musical abilities develop regularly during the implementation of all elements of musical training.
The main tasks of music education in kindergartens are as follows:
- developing children's interest in music;
- to enrich children's ideas about music by creating emotional feelings in the process of
introducing them to musical works;
- to develop children's creative abilities with the help of listening to music, singing,
performing rhythmic movements to music, accompanying children's musical instruments;
- nurturing children's voices, teaching and accustoming them to sing songs simply,
fluently, freely, naturally and expressively;
- to enjoy musical works, to develop musical taste and artistic thinking on this basis;
- teaching to express the artistic images of the musical work in the form of games and
dances during music lessons;
- introducing children to our national values in music lessons, teaching them to perform
national musical and rhythmic movements accompanied by national musical instruments; -
connecting the content of music classes with kindergarten life, participating in kindergarten events
with learned tunes and songs. Organization of special mornings and concerts.
During music lessons, the child perceives life and surroundings through musical images.
In the kindergarten, musical education is carried out in an integral connection with fiction
and visual arts. Every music lesson conducted using special methods arouses artistic and aesthetic
pleasure in children, shapes their feelings, develops creative thinking and speech. In addition,
musical games and dances help children develop a sense of rhythm, agility and mobility skills, and
help them grow properly. It is important for the child's mental and physical development. All
musical educational and educational activities carried out in pre-school educational institutions are
considered to be a component of education of refinement in the formation of noble qualities in the
young generation from the kindergarten age.
Music is a reflection of life, reality and time, as well as expressing human feelings.
Therefore, the main criterion in the principles of the music program is "Music and life".
Scientists of music pedagogy say - "In the process of learning music, students easily feel
and understand that life is reflected in it, and that they learn life through it." Based on the students'
life experiences, an understanding is given that each piece of music reflects a certain reality,
feelings and thoughts. This is done only by perceiving the work and its images while performing
various musical activities during the lesson. After all, no matter what musical activity we take in
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a lesson, it is carried out positively after first perceiving the sound of music and understanding its
image and characters.
Therefore, music perception is the main factor of the learning process. Therefore, to hear
music, to enjoy it, to sing, to understand the characteristics of music literacy, to dance, to perform
various rhythmic movements to the sound of music, to clap and play instruments, to accompany
the music rhythmically. activities such as perceiving can be performed. Music perception in the
lesson in two ways - special hearing of musical works (listening to music) and listening and
understanding music and performing various activities in accordance with its character. Today, in
the lesson of modern music culture, music perception plays an important role as a leading activity.
It is done in two cases:
1. a certain work is listened to and perceived, and its artistic descriptions are analyzed in
a simple musical-pedagogical way related to the subject of the lesson. Understanding and
conscious perception of the work through hearing, gaining certain knowledge about the musical
features (genre, structure, means of expression, performance) and artistic content of the work.
2. Musical works are studied by students by listening (perceiving) them carefully, and then
by singing this or that activity more. The features of its artistic content are expressed in practical
activities. For example, the song to be learned is first listened to by the teacher (also on CD) a
couple of times, the features of the piece are discussed, and then the study is started. Dance music
is first listened to, after understanding the description of the melody, the expression of dance
movements is studied. Often, the work is studied in combination of several activities (listening,
singing, dance movements, etc.).
This method of training provides an opportunity for a thorough study of the work and at
the same time for the development of complex skills. In the lesson of music culture, all activities
are logically interconnected under a certain topic. As a result, a logical unity of the lesson is
created. Music literacy is important as a theoretical unifying activity of all activities. No matter
what type of activity (listening, singing, dancing, etc.) is used in the lesson, the work used in its
practice is studied and new concepts are formed about its features (genre, structure, performance,
etc.).
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