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CRITERIA AND FACTORS OF FORMATION OF VOCAL
PERFORMANCE SKILLS IN PRIMARY GRADE STUDENTS
Sobirova Nasiba Aliyor kizi
2
nd
year doctoral student at Tashkent State Pedagogical
University named after Nizami
https://doi.org/10.5281/zenodo.15165157
Annotation
: This thesis covers the pedagogical and psychological
foundations of the formation of vocal performance skills in primary school
students. The criteria for selecting age-appropriate vocal exercises for children,
developing musical hearing, breathing techniques, and expressive singing skills
are analyzed on a scientific basis. The main factors influencing the formation of
vocal performance are also studied - teacher skills, musical environment,
methodological approaches in the lesson process, and the role of individual
approaches. According to the results of the study, a systematic, step-by-step
approach is important for the development of vocal abilities in primary school
students.
Keywords
: vocal performance, musical education, singing ability,
methodological approach, vocal exercises, children's voice, expressive
performance, breathing techniques.
Introduction.
One of the powerful tools that moves the human soul, awakens feelings and
educates the psyche is music. Music, especially in childhood, plays an important
role in the formation of a person's aesthetic worldview, taste and speech culture.
In particular, a child who is familiar with the art of vocal performance from a
young age achieves significant achievements not only in terms of musical, but
also in terms of general development. Therefore, the formation of vocal
performance skills in primary school students is recognized as one of the urgent
tasks of today's educational process.
In modern music education, the need to open up vocal possibilities, teach
singing techniques and direct them to expressive performance on the basis of an
individual approach to each child is increasingly increasing. Because in today's
globalization environment, the development of aesthetic education, musical
culture and creative thinking of children serves their socialization, self-
confidence and the formation of communicative competencies. Especially at the
stage of primary education, the gradual and scientifically based development of
vocal performance skills creates a solid foundation for their subsequent musical
activity. This thesis is aimed at highlighting the theoretical and practical aspects
of this issue, namely, identifying the criteria and factors that serve to form vocal
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performance skills in primary school students. This is intended to introduce
modern approaches to the educational process and increase the effectiveness of
the pedagogical process. The relevance of the thesis is that it enriches the
content of the musical education process and allows children to discover their
inner world through musical expression. Primary school is an important stage
not only in acquiring knowledge, but also in the comprehensive formation of a
person. It is during this period that the child's musical worldview, listening
culture and vocal abilities are rapidly and actively formed. Vocal performance
serves as the heart, the central element of this process. Because through singing,
the child expresses his feelings, boldly steps into the world of sounds, learns to
hear and make himself heard. Vocal performance is not just singing, but the art
of expressing thoughts in harmony with deep inner feelings, technical skills and
music. These aspects are especially important when working with primary
school students. This is because they are still at the initial stage of developing
their vocal cords and are very fragile physically and emotionally. In such
conditions, the right approach, careful methodology and the personality of a
teacher who is kind to musical education are decisive factors in developing their
vocal abilities. In the formation of vocal performance, it is necessary to pay
attention to several criteria. First of all, this is to determine the natural vocal
capabilities of the child, that is, his vocal range, intonation accuracy, and breath
control skills. Secondly, the ability to hear and repeat music, develop a sense of
rhythm, and play the melody correctly. Thirdly, expressive singing, that is, the
ability to create an image through a musical text and convey it through feeling.
Each of these criteria requires its own approach and training. For example,
special breathing exercises should be used to develop the child's ability to
breathe correctly and use it in the voice. To work on intonation, it is advisable to
conduct training through games and songs on hearing and distinguishing
musical intervals. The most important thing is to arouse interest in these
processes in the child and to instill a love of music.
At the same time, there are also key factors that influence the development
of vocal performance. These are the professional level and taste of the teacher,
the methodological organization of music lessons, the family and social
environment, as well as the school's attitude to cultural life. If a child is brought
up in an environment where he feels free, supported and oriented towards
creativity, then vocal performance skills will naturally form. So, the formation of
vocal abilities in primary school students is not a simple process - it is a complex,
but extremely enjoyable path consisting of a combination of musical,
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EDUCATION SYSTEM
International scientific-online conference
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pedagogical and psychological approaches. Each child has his own inner musical
world, and opening this world is in the hands of us teachers. And vocal classes
are one of the most elegant doors that open to this world.
Discussion
:
Today, the importance of music, and in particular vocal performance, in the
educational process is increasing. Because musical education, especially vocal
classes, directly affect the child's spiritual world, forming his aesthetic taste,
speech culture, ability to hear and feel. From this perspective, the effective
implementation of vocal performance activities in primary school requires not
only professional skills from each teacher, but also love for children, deep
devotion to music.
The study confirmed the need for a systematic approach to developing
vocal performance skills in students. At the initial stages, the most important
thing for a child is to be able to freely express himself through music. After all,
vocal performance is not only the art of singing correctly, but also the art of
expressing the inner world through melody. It is in primary school that children
learn to play with their voice, breathe in tune, and create an image. In this
process, the teacher's guidance, motivating approach, and correct
methodological applications play a decisive role.
Discussions show that the main factors that positively affect the
development of vocal abilities are the individual approach of the teacher, the
suitability of the exercises used for the age of the children, the emotional
richness of the lessons, and the presence of a creative environment. On the
contrary, working in the wrong style, not taking into account the child’s vocal
capabilities, a harsh approach, or criticism of mistakes can extinguish their
interest in vocals. Therefore, not only technical skills, but also pedagogical
sensitivity are very important when working with children. Another important
aspect is that children’s success in vocal performance does not depend only on
the knowledge gained at school. This process is also strongly influenced by the
family, environment, and cultural activities of children. In particular, factors
such as the parents’ attitude to music, listening to music at home, and involving
the child in cultural activities have a positive effect on his or her vocal activity.
Thus, the formation of vocal performance is not just teaching singing, but also
educating the child's soul, giving it the opportunity to feel, express and create.
This requires a new approach from modern educators, along with musical
knowledge, love from the heart. Vocal performance is a form of childhood
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dreams transformed into melody, and its preservation and development is in
our hands.
Conclusion
.
Music is the language of the soul, and vocals are one of the most expressive
means of this language. It is in the primary school years that a child learns to
hear music with his heart, to express words in melody. He begins to express his
feelings, joy, surprise and even sadness through singing. This is a true miracle of
musical education - the gradual formation of vocal performance skills. The above
observations and analyses show that the development of vocal performance
skills is a complex, but extremely enjoyable and creative process. The success of
this process depends on many factors: the characteristics of the child's voice, the
level of musical hearing, the ability to breathe correctly, the quality of
methodological training, the teacher's approach, and most importantly - the
child's interest and enthusiasm. Not every child may be born with a unique vocal
talent, but every child has an inner need to sing, a desire to express it. The task
of the teacher is to be able to see this need, to guide it with love and develop it
through modern methodological approaches.
Vocal training not only increases musical potential, but also forms
confidence, stage culture, teamwork, emotional thinking and creative thinking in
the child. All this creates the basis for the child's development as a person.
Therefore, the formation of vocal performance skills in the process of primary
education is extremely important, as it serves not only musical goals, but also
general educational and developmental goals. In short, every child has a world
hidden in a musical melody. It is up to us, the teachers, to listen to it, hear it and
help it open. Through vocal performance, the child finds himself, and his voice
expresses the life in his soul.
List of used literature:
1.
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2.
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Yusupova, R. (2017). Didactic conditions for the formation of vocal culture
in students. // Scientific and Practical Journal of Music and Art, No. 2, pp. 23–28.
4.
Davronova, N. (2022). Modern approaches to the formation of vocal skills
in music lessons. // Journal of Modern Education, No. 3, pp. 36–41.
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