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THE EDUCATIONAL VALUE OF MUSICAL CULTURE AND ART
Omarova.A
Assistant teacher of the Department of “Musical Education” of the Nukus State Pedagogical
Institute named after Ajinyaz
https://doi.org/10.5281/zenodo.15391640
Abstract.
This article discusses the educational significance of musical culture and art.
Keywords:
music, culture, art, education, national.
Uzbek musical culture has an ancient and rich heritage. Its content vividly reflects the
national spirit of our people, their high human qualities, artistic spirituality, struggle for
independence and independence, and their dreams and hopes. Also, excellent schools have been
formed on the methodology of Uzbek music education. In national traditional music pedagogy,
there are the following methods of music education:
1. Popular folk music pedagogy. It is expressed in the daily life of the people, in family
ceremonies, in the process of work, etc., and is carried out naturally and involuntarily. At
weddings, In the funerals, popular genres of music are performed individually and collectively.
In this process, new melodies and songs are created. This is an invaluable factor in the artistic
and musical development of the people, in enriching our musical heritage, especially in the
moral and artistic education of the younger generation.
2. The methodology of professional music education has an excellent school. In its
practice, the scientificity, continuity and consistency of education are logically connected. The
content of education is rich due to the virtues and refinement of the profession and oriental moral
upbringing. In this, the experience of the teacher in the practice of the teacher-student, especially
his skillful performance and spiritual wealth, play an important role. Young artists are allowed to
serve the people only after years of perfect theoretical and practical study of music, receiving the
white blessing of their teachers. Professional music teachers produce skilled performers -
instrumentalists-halfas, dostonkhons and maqomists. At the same time, many of them also learn
from the science of composition, enriching our musical heritage.
Folk and professional music pedagogy are practically interconnected and enrich each
other.
3. In national Muslim schools and madrasas, music is taught in an appropriate way in
connection with philosophy, theology and literature education. This is more so in the process of
literacy and reciting the surahs of the Holy Quran, individual, group and collective work is
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carried out on the expressiveness of pronunciation and musical melodiousness (clarity, logic,
sound formation and voice rhythms, breathing patterns, etc.) using specific methods.
The teaching of literature as an art has also been inextricably linked with music since
ancient times. In this, poetry and musical meters were studied together on the basis of aruz
measures. Therefore, many writers and scientists have made a significant contribution to the
development of music science. The unique artistic education in madrasas has had a positive
impact on the development of our musical heritage. This, more influenced by the teachings of
Sufis, played an important role in the development of philosophical ideas in the musical and
artistic content of maqoms and dervishes, zikrchi and qalandarism.
The fact that music was taught as a subject in Uzbek schools during the Soviet era was, of
course, a positive development. Certain experiences were achieved in this, special personnel
were trained. However, these measures were not sufficiently capable of forming the musical
culture of the younger generation. This was due to the following problems:
The content and methodology of the theory and practice of music education were based
on the programs and teaching methods of Russian schools in the narrow communist ideological
mold, and were not inextricably linked with national music pedagogy;;
The subject of music was considered a secondary subject, with few teaching hours
allocated to it, the necessary conditions were not created, and methodological and material
support were weak;
The reasons for this are the same-size and one-size-fits-all education of economically and
economically disadvantaged children in music, the lack of necessary conditions in kindergartens
and schools for the development of the talents of gifted children and students, the lack of various
types of special music and art schools for gifted children;
the fact that children's musical folklore has hardly been studied, collected, and published,
and national children's musical instruments have not been created; our composers and
musicologists have been content mainly with creating children's songs, and small and plot-based
instrumental and musical stage works have hardly been created;
the fact that there is a shortage of and poor-quality music teachers, and their theoretical
and practical knowledge and skills in general and national music have been shallow.
Each of the above has become an urgent problem today. The only and correct way out of
this crisis is to rebuild music education on the basis of national and cultural traditions, improve
the material and methodological support of schools, and provide them with specialized
personnel. So that music education can “make a worthy contribution to the rise of our spiritual
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culture, which calls the nation to a higher goal, inspires its representatives with a sense of
confidence in the future, and promotes creative and innovative activity.”
According to the new Concept of Music Education, the goal of music education is to raise
the younger generation to the level of cultured people who are able to perceive and appreciate the
universal musical wealth, inheriting our national musical heritage. To this end, the main task of
school music education is to develop the musical talent of each student, increase their love and
passion for the art of music, form the necessary knowledge and practical skills in music, and
create the necessary conditions for the musical development of talented students.
In implementing this higher goal and task, the main task is to view the subject of "Music"
as a socially developing factor, rely on the creativity of teachers in solving problems, and
improve the methodology of music teaching based on the results of comprehensive scientific and
methodological research and best practices.
Chapter 3 of the Concept of Music Education is called “Content, Structure and
Stratification in Music Education”. Music lessons are important as an educational, forming
artistic thinking of a person. It aims to cultivate feelings of refinement, as well as to form high
human qualities in the younger generation. In this, it is necessary to rely on national and
universal music education and teaching methods. In the content of music education and
education, our national musical heritage occupies a key place. Familiarization with the laws of
our national music and universal musical culture, in comparison with the laws of our national
music, that is, adherence to the “priority of universal and national-cultural values in education”,
is an important didactic direction of music education.
The educational process is carried out in two forms - in the form of lessons and
extracurricular (as well as extracurricular) musical activities. The main and necessary form of
education for all students is music lessons. Therefore, the use of various forms of lesson
structures and teaching methods and the discovery of new lesson structures and methods in the
process of experimentation is an urgent issue. In this regard, the study of national and Eastern
music pedagogy and its effective use are important factors.
The theory and practice of music education are based on advanced experience, its content
is based on programs developed on the basis of the general laws of musical art and a musical-
thematic system. It adheres to the harmony of education and upbringing, and it is envisaged that
school graduates, along with all subjects, will form positive skills in the field of musical art and
acquire general knowledge necessary for cultural life.
The content of music education is as follows:
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Primary school (grades I-IV). In primary school, the main foundation of educational
music culture is formed. However, preschool education acquires an independent significance as
an important, responsible period of the formation of the human personality. Because it is a
preparatory stage for primary education. Therefore, increased attention is paid to the opening of
mixed state (partially paid) and private (paid) musical and artistic training groups (art, speech,
ethics, natural science, arithmetic) for children who do not attend kindergartens.
In primary school music lessons, simple musical knowledge, concepts and skills are
formed that correspond to the norm of children's mental development.
Through listening to music, singing, playing simple instruments, artistic perception,
telling about their impressions of music, what they know, artistic evaluation of the work, and the
development of musical creativity skills, students are instilled with a love of music and an
artistic need.
Music lessons are considered an equal subject at school and are taught two hours a week,
written work, ratings, and mandatory and optional exams are introduced into the school
curriculum and programs.
Talented and enthusiastic students are artistically developed in optional classes, music
clubs, and other activities depending on their artistic needs. Necessary opportunities are created
for differentiated education in order to develop students' musical skills, satisfy their artistic
needs, and positively develop talented students.
The concept provides information about the following forms of differentiated education.
A school (classes) that deeply study music will be opened; For gifted children, various
music clubs and studios in the homes of students and networks of children's music schools will
be expanded; in schools with qualified specialists and the necessary conditions, group and
individual lessons in instrumental music, dance, singing, etc., and with the consent of parents and
the decision of the school pedagogical council, half-paid or full-paid individual and group music
lessons will be organized.
Research will be conducted to meet the artistic needs of gifted students, studying the
experiences of developed countries. Colleges and lyceums that study music in detail will be
opened, and opportunities will be provided for the development of networks of private art
schools.
Programs for all forms of music education are developed on a scientific basis, and new
textbooks, teaching and methodological manuals are created. A competition is announced for the
best programs and textbooks.
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Thus, the adoption of the Concept of Music Education in Secondary Schools of the
Republic of Uzbekistan is one of the issues of important cultural and educational importance.
This document outlines the prospects for the development of music education in the system of
public education of the Republic, the improvement of the quality of teaching of music culture,
the organization of educational and musical work based on the objectives of music education,
and the further improvement of the professional training of music teachers. Today, teachers of
music culture and future specialists in this field must diligently study the new Concept of Music
Education in the Republic, deeply understand and comprehend the essence of the chapters
explained in it, and apply them in their pedagogical activities.
References:
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Omarova A. ŞAIR ACINIYAZ VE ONUN AYDINLANMA YOLU //Modern Science
and Research. – 2024. – Т. 3. – №. 9. – С. 67-69.
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Omarova A. SCHOOL CHEERS THROUGH MUSIC PROFESSIONAL DIRECTION
//Modern Science and Research. – 2023. – Т. 2. – №. 10. – С. 151-156.
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Qıslawbayevna O. A. Umumiy ORta TaLim Maktablarida Sinfdan Tashqari Musiqa
ToGaragining Maqsadi Va Vazifalari //Miasto Przyszłości. – 2023. – Т. 40. – С. 105-107.
