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Training preschool educational institutions on the
performance of uzbek folk instruments
Muslimbek MUKHAMMADIEV
1
Namangan State University
ARTICLE INFO
ABSTRACT
Article history:
Received February 2021
Received in revised form
28 March 2022
Accepted 20 April 2022
Available online
15 May 2022
This article provides detailed information on the use of
methods by educators in preschool education to engage
children in Uzbek folk instruments, the study of various songs
through the words of the instrument, the use of music in
determining the temperament of children given.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss4/S-pp295-301
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
law,
decision,
reform,
theater,
spiritual and enlightenment
culture,
art,
music,
innovation,
museum,
decree,
heritage,
history,
status,
document,
national,
kindergarten,
instrument,
temperament.
1
Teacher of Namangan State University. E-mail: muhammadiyevmuslimbek5@gmail.com.
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Maktabgacha ta’lim
muassasalari tarbiyalanuvchilarini
o
‘
zbek xalq cholg
‘
u sozlari ijrochiligiga o
‘
rgatish
ANNOTATSIYA
Kalit so
‘
zlar:
qonun,
qaror,
islohot,
teatr,
ma’naviy
-
ma’rifiy
madaniyat,
san’at,
musiqa,
innovatsiya,
muzey,
farmon,
meros,
tarix,
maqom,
hujjat,
milliy,
bog
‘
cha,
cholg
‘
u,
temperament.
Mazkur maqolada maktabgacha ta’lim tashkilotlarida
tarbiyachilar tomonidan bolalarni o‘zbek xalq cholg‘u
asboblariga qiziqtirishda turli metodlardan foydalanish, cholg‘u
sozlari orqali turli xil qo‘shiqlarni o‘rganish, bolalarning
temperamentini aniqlashda musiqadan foydalanish haqida
to‘liq ma’lumot berilgan.
Обучение
дошкольных образовательных учреждений
исполнению на узбекских народных инструментах
АННОТАЦИЯ
Ключевые слова:
закон,
постановление
,
реформа,
театр,
духовно
-
просветительская
культура,
искусство,
музыка,
новаторство,
музей,
указ,
наследие,
история,
статус,
документ,
национальный,
дошкольное учреждение
,
инструмент,
темперамент.
В данной статье дана подробная информация об
использовании воспитателями в дошкольном воспитании
методики занятия детей игрой на узбекских народных
инструментах, изучении различных песен через слова
инструмента, использовании музыки в определении
темперамента детей.
After gaining independence, the Republic of Uzbekistan has been implementing a
number of major projects to restore and study the rich cultural heritage of our people [1].
For a child, music is a world of joyful experiences. In his early childhood, toddler
distinguishes music from the sounds and noises around him. He focuses on the melody he
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is listening to, is silent for a while, listens to it, responds to it with a smile, a murmur,
some movement, shows a “complex of animations”
. Older children will have more
developed psychological abilities. That is, as a child grows up, his consciousness
develops, his physical and mental activities increase, and his musical interests develop:
he begins to show an interest in one or another type of activity, a genre of music.
Preschools focus on music lessons, children’s behavior, and learning and creative
assignments. They are slowly acquiring executive skills. They badiha simple melodies and
try to perform metrorhythmic movements, applause and dances to these tones. The full
development of the child’s personality, aesthetic upbringing is achieved through its
integral connection with moral, mental and physical upbringing.
A well-designed and age-appropriate program is essential to achieve the desired
ideological and ethical results. Cognitive and intellectual activities are active in children
during music lessons. If you play music on any musical instrument, the children will
listen to the music attentively. In this case, children listen to music, react to the character
of the work, and form a kind of musical image in the imagination of the music played on a
musical instrument. If the child is given the opportunity to listen to music attentively, the
child will naturally express his or her emotional response to the music. These expressed
emotional relationships enrich and expand the child’s feelings and experiences, giving
them awareness [2].
In order to develop and develop musical aesthetic education for preschool children, it
is possible to achieve this in the use of all types of music that are understandable to children,
all the capabilities of the growing person. Music educators working in preschools should not
abuse each child’s unique c
haracter and impact. The art of music, its unique features, allows
the music director to solve a number of specific tasks:
1. Nurture a love and interest in music.
2.
Enrich children’s impressions by introducing them to a variety of musical works
and the means of expression used in them, using a specific approach system.
3. Introduce children to the basics of musical literacy by developing the simplest
performance skills in the field of rhythmic playing, singing, and engaging them in a
variety of musical activities.
4.
To develop children’s general musical ability (hearing, sense of rhythm), to form
a singing voice and expressive movements.
5. Helping to improve the taste of elementary music.
6.
To develop children’s creative attitude to music, first of
all, by applying new
combinations to musical games and dance movements that are suitable for such activities [3].
These tasks help children identify their desire to play a musical instrument, sing,
or dance. Of course, the manifestation of these aspirations is more typical for middle and
older children of preschool education. In preschool, the music teacher introduces
children to music from the earliest years of their lives, giving them the experience of
listening to the simplest melodies (sung or played on children’s musical instruments) and
encouraging them to respond with sound or movement. lays the groundwork for active
music activities. At the same time, the child begins to develop basic musical skills:
emotional attitude to music, ability to listen to music, sense of rhythm.
The development of a child’s musical ability is based on listening, distinguishing,
and repeating the four basic characteristics of sound: thickness, length, timbre, and
power. Research analysis shows that the foundations of music perception appear in the
first months of a child’s life; when a child perceives sounds of a certain thickness, he
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responds to them emotionally, comes to life significantly: smiles, listens to the simplest
song, melodies attentively. Without a child's emotional response, there can be no
question of music education. In order to achieve the goal of the dissertation, to teach
students in preschool organizations to perform any musical instrument, the music
director of the organization must have the following basic knowledge and skills:
1.
Good knowledge of children’s psychology in terms of age.
2. Preschool education organization must have certain musical performance skills
provided by the music director, must be familiar with piano and folk instruments.
3. Be able to attach each of the children in the group to a specific instrument based
on their mental and physical condition.
4. Be able to choose the right repertoire, taking into account the age and group of
students.
5. It is permissible to arouse the affection of the pupils attached to this or that
instrument for the instrument.
This is one of the most fun activities in music lessons. This activity encourages
children to be creative. Every child is interested in live sound toys on musical
instruments
. The rhythmic accompaniment of claps and children’s musical instruments
plays an important role in deepening the understanding of the characters and images of
music, in creating the appropriate emotional feelings, especially in the development of
children
’s creative abilities. The use of children’s musical instruments in music lessons
gives positive results, as well as increases children’s motivation, interest, musical
reading, memory, sense of rhythm and speech.
It is known that the future of preschool children in our country depends on such
issues as their proper and healthy upbringing. In accordance with the Decree of President
Shavkat Miromonovich Mirziyoev dated September 30, 2017 PD
–5198 “On measures to
radically improve the management of preschool ed
ucation” and the decision of the
Cabinet of Ministers of the Republic of Uzbekistan, a number of tasks are loaded. The
tasks set out in this decree and resolution have been put into practice. As far as we know,
the period from 3 to 7 years is the period of kindergarten age. Considering that there will
be very rapid qualitative changes in the psychology of preschool children, there are
3 periods: 3-4 years of preschool age; 4-5 years of age in preschool to high school age;
We can divide 6-7 years and older preschoolers into older adults. It is necessary to
properly organize the training of each child in preschool education in the performance of
a particular instrument. For this we; To study the age categories of children in preschool
education institutions in Uzbekistan, to know the abilities and capabilities of children
according to their age, to study the stages of development of children in the same period,
and to take into account children's temperaments. one trainee should be attached to
specific instrumental words. In preschools, groups are divided into 4 age groups.
1. Small group
–
this group includes children from 3 to 4 years old.
2. Middle group
–
in this group from 4 to 5 years.
3. Large group
–
5 to 6 years old.
4. Pre-school group
–
children from 6 to 7 years old. In each of these periods, we
will look at how to teach students how to play an instrument, and in order to achieve
good results, we will first look at the abilities and capabilities of preschoolers according
to their age:
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•
1-year-old children
–
According to the data collected by psychologist
A.
Lyublinskaya, the baby’s hearing begins to work on days 10
-12. A two-month-old baby,
on the other hand, is silent when he hears music. At 4-5 months, the baby begins to look
in the direction the sound is coming from. From an early age, infants develop a personal
attitude toward the sounds of music. By the end of the first year, the child’s general sense
of hearing is formed. The child listens to different types of music from adults and sings it
with a special intonation (making similar sounds). Expressing an emotional attitude to
music, the development of auditory senses, serves to implement musical education from
early childhood.
•
2-year-olds
–
children show bright emotions in perceiving music. The sense of
hearing is differentiated: the child can distinguish between high and low, high and low
sounds, and even timbre. The child’s first singing skills are consciously formed; the child
begins to sing along with the adult. The child is able to perform simple musical
movements such as clapping, kneeling, and spinning under music.
•
3-4 year olds
–
individual hearing loss. For example, they can play a simple song
clearly. Words can now be used in conjunction with words that used to be used
interchangeably. There are also significant changes in their thinking. Demonstrative-
action thinking becomes visual-imaginative thinking. Children of this age are able to
move independently and dance and play independently.
•
5-year-olds
–
chil
dren actively ask “why?”, “Where?”.
is a time when questions
like The child begins to understand the connections between events and happenings and
begins to generalize them in a simple way. Children are able to observe, especially when
the music is happy or sad, when the sounds are loud or low, and when the instrument is
played. They begin to understand how to play a song and what actions to take. During
this period, children’s voices become resonant and bright. The intonation of the voice
becomes stagnant, but it still needs the help of adults. At this age, the ability to hear is
formed. During this time, they begin to master the basic types of movements, such as
walking, running, and jumping. Children may choose one type of activity based on their
individual characteristics and abilities.
•
6-7 year olds
–
this is the time when children start preparing for school. Based on
the knowledge and impressions gained during the music lessons, children will be able to
comment on musical works, identify the means of expression of music, and distinguish
the signs of musical mood. During this time, children develop and go through several
stages of development:
1. Emotional development
–
a sharp or vivid emotional reaction to simple musical
sounds;
2. Development of emotion, perception and hearing
–
from individual perception of
musical sounds, whole, conscious and active perception, perception of the characteristics,
pitch, timbre, dynamics, rhythm of sound;
3. Relationship
–
the transition from unstable interests to stable interests, needs,
the emergence of the first aspects of musical taste;
4. Performance
–
imitation of visual activities, musical rhythmic and singing activities.
Preschool education should be designed with the same developmental stages in mind [4].
As I mentioned above, in teaching preschoolers to play folk instruments, it is
advisable to teach children to perform certain musical instruments, taking into account
the temperament and age groups of children. In addition, one of the main objectives of
the dissertation is to consider the impact of folk instruments on the consciousness and
development of children, their mental and physiological state.
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Accordingly, we will consider the effect of instruments on the child’s consciousness
and temperament.
I. Sanguine: Sanguine children are cheerful, active, mobile, cheerful, and prone to
leadership. They rarely get upset, and outdoor activities work best for them. These
temperamental children lack patience and perseverance. Such children need constant
supervision.
II. Phlegmatic: Children with this type of temperament are immobile, calm, self-
controlled, and a little emotionless. Such children prefer quiet games. They take a long
time to adapt to new conditions. It is necessary to try to activate such children, to
diversify their leisure time, to teach agility and mobility.
III. Choleric: such children love noisy and active games, have leadership qualities,
quickly perceive and remember material. They adapt very easily to new conditions and
sleep less. Such children need to be energized.
IV. Melancholic: Children with a melancholic temperament are calm, self-
controlled, less outgoing with their partners, smart, and unhurried. Such children get
tired quickly, are not confident in their abilities, but are very sensitive and pleasant to
communicate. It’s about caring and paying atten
tion to temperamental kids. They should
be encouraged to take every initiative and be careful in communicating with them.
Many pedagogical scholars have developed methodological guidelines for teaching
preschoolers to perform folk instruments. Scientific work, experiments and research
were conducted. After the independence of our country, great attention was paid to the
performance of Uzbek folk instruments. In 1996, based on the idea of a skilled teacher,
musicologist, Honored Worker of Culture of Uzbekistan, Professor Anvar Khakimovich
Leviev, the masters of the laboratory were able to perform the Uzbek national music for
preschoolers. the 1st sample of the instruments was created. By the year 2000, based on
the level of executive demand, the 2nd model of the complex was created.
Complex 1: Consists of nay, kanun, rubab, afghan rubobi, dutor, tanbur, drum, box
and gijjak, while in complex
2: law, tanbur, dutor, kashkar rubobi soz, doyra, drums, safoil and wooden boxes.
A.Liviyev created and published a special manual for these complexes. Of course,
the media and the general public also take part in such events [5].
We can also use this special guide to teach children how to play an instrument.
Differences between musical instruments created for preschoolers and those performed
by adults; when these devices are designed to be small in size, taking into account the
height of the children, the length of the arms and legs. In addition, the instruments are
made in a small range, depending on the ability of children to perform. This will make it
easier for the children to perform. The 3rd model of these complexes has been created
and is used in some preschool educational institutions of the republic. Given the role of
music in the development of the child, in particular, the performance of musical
instruments, it would be expedient to teach pupils in all preschool institutions of the
country to perform musical instruments. Knowledge of children’s musical instruments
and their performance style is especially important in teaching students to play musical
instruments. Children's musical toys and musical instruments are divided into certain
groups according to sound production and sound quality. Basically into two groups;
melodic instruments for children with high volume, as well as percussion instruments
that do not have a clear pitch, ie non-melodic instruments. There are also toys for the
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smallest groups of preschoolers. The teaching of these instruments takes into account the
abilities and capabilities of children according to their age, stages of development, mental
and physical condition, children’s temperament and the impact of folk instruments on the
mental and physiological state of children. joiz. So we
’re going to look at children’s music.
In this process, we
summarize the impact of instruments on children’s health, taking into
account age groups in preschools and children’s temperaments.
REFERENCES:
1.
Topildiev Odiljon Rakhimjonovich, Mirkhakimova Feruza Kholdorjon kizi.
Reform in the field of culture and art in the Republic of Uzbekistan. Web of scientist:
International scientific research journal. ISSN: 2776-0979, Volume 3, Issue 5, May., 2022.
–
PP. 196
–
198.
2.
Toshpulatova
I. “Traditional instrumental performance”.
Study guide. Toshkent
2017.
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P. 52.
3.
Begmatov
S. “The art of memorization”.
Study guide. 2007.
–
P. 64.
4.
Sharipova M.G. Music and its teaching methods.
–
T.: “Turon iqbol”, 2006. –
P. 41.
5.
Mirhakimova F.K. (2021). The state museum of history and culture of namangan
region past and today. Asian Journal of Multidimensional Research, 10(8), 84
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