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Ways to increase the efficiency of formation of vocal skills
in school students
Shokirjon OTABEKOV
1
Namangan state university
ARTICLE INFO
ABSTRACT
Article history:
Received April 2021
Received in revised form
28 April 2022
Accepted 20 May 2022
Available online
10 June 2022
This article provides detailed information by music teachers
on how to nurture a perfect person by forming a music culture
in school students, increasing students interest in the lesson
through a variety of methods in music lessons.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss5/S-pp2
77-284
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:
music,
culture,
teacher,
school,
skills,
vocals,
pronunciation,
lesson,
tradition,
method,
interest,
community,
student.
Maktab o
‘
quvchilarida vokal ko
‘
nikmalarini shakllantirish
samaradorligini oshirish yo
‘
llari
ANNOTATSIYA
Kalit so‘zlar
:
musiqa,
madaniyat,
o‘qituvchi,
maktab,
malaka,
vokal,
talaffuz,
dars,
Ushbu maqolada musiqa
o‘qituvchilari tomonidan
maktab
o‘quvchilarida musiqa madaniyatini shakllantirish orqali komil
insonni tarbiyalash, musiqa darslarida turli xil metodlar orqali
o‘quvchilarning darsga bo‘lgan qiziqishini oshirish haqida
batafsil ma’lumot berilgan.
1
Teacher, Namangan state university. Namangan, Uzbekistan. E-mail: shokirjonotabekov041@gmail.com.
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an’ana,
metod,
qiziqish,
jamoa,
o‘quvchi.
Пути повышения эффективности формирования
вокальных навыков у школьников
АННОТАЦИЯ
Ключевые слова:
музыка,
культура,
учитель,
школа,
мастерство,
вокал,
произношение,
урок,
традиция,
метод,
интерес,
сообщество,
ученик.
В данной статье дана подробная информация о том, как
учителя музыки могут воспитывать всесторонне развитых
школьников, формируя у них музыкальную культуру, и как
повысить интерес учащихся к урокам с помощью
различных методов на уроках музыки.
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. In
particular, the Center of Islamic Culture of Uzbekistan is being built in Tashkent, and the
International Research Center named after Imam Bukhari is being built in Samarkand.
The Uzbek Center for the Study of Cultural Heritage Abroad and the Center for New
History of Uzbekistan are being set up. Great attention is paid to the development of
reading culture, culture and art, and creative schools and centers named after our great
artists are being established in the regions. Systematic measures are being taken to
further popularize folklore and amateur arts, and to develop innovative areas of culture
and the arts. In this regard, President Shavkat Mirziyoev said, “If culture and art do not
develop in the country, society will not develop. It is important to develop the field of
culture and arts, to increase the prestige of the Uzbek national culture and art in the
world, to realize the potential of young talents. Indeed, when art and culture live, the
nation and the people, the whole of humanity, live in peace”
[1]. Over the past period, the
Republic of Uzbekistan has adopted a number of normative and legal acts on the
development of culture and arts. In particular, the Resolution of the President of the
Republic of Uzbekistan No. PD-
3391 of November 17, 2017 “ On measures to further
develop the art of the Uzbek national maqom”, August 26, 2018
Resolution No. PD
–
3920
“On measures for innovative development of the arts ”, Resolution No. PD–
4038 of
November 28, 2018 “On approval of the Concept of further development of national
culture in the Republic of Uzbekistan”, 2019 Resolution of the Cabinet
of Ministers of the
Republic of Uzbekistan No. 1019 of December 19, 2019 “ On approval of the Program for
improving the activities of museums in the Republic of Uzbekistan in 2020
–2021”,
November 23, 2019 Resolution of the Government of the Republic of Uzbekistan dated
July 26, 2019 “ On approval of the activities of the Erkin Vahidov Memorial Museum and
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the Treasury House-
Museum ” Resolution of the Cabinet of Ministers No. 630 [2]
of May
30, 2019 “On the organization of the activities of the state museum
-
reserves Sarmishsay”,
“Shahrisabz”, “Termez” and “Kokand” Resolution of the Cabinet of Ministers of the
Republic of Uzbekistan No. 443 of April 21 [3], 2020 “On measures to further
increase the
efficiency of the fine and applied arts” Resolution No. PD–4688 of May 26, 2020 “Culture
Decree No. PD-
6000 of May 23 [4], 2020 “On measures to further enhance the role and
influence of the arts in society” Resolution of the Cabinet of Ministe
rs of the Republic of
Uzbekistan No. 325 of June 9, 2021 and “Martyrs’ Memory” Resolution of the Cabinet of
Ministers of the Republic of Uzbekistan No. 357 of February 2, 2022 “On support of the
Moat Fund” The normative legal acts adopted, such as Resoluti
on No. PD
–
112 of the
President of the Republic of Kazakhstan [5] are becoming increasingly important.
Adoption of the above-mentioned normative legal acts is a complex measure to raise the
spiritual and educational level of the people in the Republic of Uzbekistan, to strengthen
the material and technical base of cultural and art institutions, to support the industry.
The attention paid at the state level to the development of national culture in the
construction of a new Uzbekistan is of great importance. In this regard, the President of
the Republic of Uzbekistan Sh. According to Mirziyoyev, “The level of development of our
people is assessed primarily by our national culture. In this sense, culture is the image of
our people, our society. As we begin to create a new image of Uzbekistan, we must begin
with the development of our national culture”
[6].
Vocal skills play an important role in a music culture lesson. Especially in group
singing lessons, students' attention, awareness and activity increase, musical memory
develops well, and a sense of enjoyment arises when performing the songs they have
learned. When the song is sung, the creative collaboration intensifies and unites in a
friendly team. With the help of vocal skills, they have a deep understanding of the
meaning of the song and the tone of the music, and learn about life through the content of
the work. In order to achieve the above results, it is necessary to develop the following
vocal skills and adhere to them when singing as a group. Because it is the vocal skill, the
instrument that can achieve a pleasant sound. Vocal skills are divided into 6 types.
Singing status in class;
Singing breath;
Sound generation;
Adjustable;
Ensemble;
Pronunciation;
Singing.
Singing mode refers to the position of students sitting and standing in
class. It consists of explaining to students how to hold the head, arms and legs when
singing while sitting or standing, and constantly monitoring and reminding them. The
rules of this skill are not to bend the div, to stand up straight, not to lean on the back of
the desk while sitting, to lightly shrug the shoulders, not to lift the chin too much, to hold
the neck and head correctly, to lower the arms freely. lowering the palms lightly on the
knees, sitting without bending, and singing freely with the feet shoulder-width apart.
Respiratory tract. Proper breathing (work) plays an important role in the singer
’
s
singing, that is, in the formation of sound. The phrase
“
the art of singing is the art of using
the breath correctly
”
is a classic phrase. There is a certain difference between singing
breathing and physiological breathing. In physiological respiration, breathing occurs in a
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certain rhythm and at certain intervals. Breathing during singing occurs quickly, in a
short period of time, and exhalation lasts for some time. The rhythm of the breath is a
deeper breath than a physiological breath, depending on the nature of the work being
performed. There are several types of breathing in singing Breathing extending to the
lower ribs; Shoulder extension breathing; Abdominal breathing; Chest breathing; When
singing, it is recommended to use the types of breathing in which the lower ribs expand
and breathing in the abdomen. Diaphragm
–
separates the chest and abdomen in the
human div. Inhalation and exhalation through the lower ribs and diaphragm are
regulated by the diaphragm. How does this happen? The singer breathes as if she smells a
flower. The lungs dilate, pushing the lower ribs outward and the diaphragm lowers. As a
result, the abdominal wall swells forward. In this case, the upper part of the shoulders
and chest does not change. Breathing should be economical, long-lasting, smooth.
Exhalation is controlled by the movement of the abdominal cortex and the air is directed
upwards. As a result, the sound causes the curtains to vibrate. The lower ribs and
diaphragm gradually return to their shell. Sound generation. As mentioned above, sound
is formed as a result of the movement of the respiratory and vocal cords. Sound occurs
when air passes through a closed hole in the air, when the sound curtains vibrate. The
time at which the sound appears is called the Sound Attack.
Depending on the strength and nature of the vocal cords, a sound attack can be a
hard, soft, and post-breathing attack. In a gentle attack of sound, the vocal cords open
with the onset of exhalation. In this case, the outgoing air hits the sound curtains with
great pressure. In a post-exhalation attack, the vocal cords contract after breathing
begins. As a result, a silent “X” is heard when exhaling before the sound. Due to the
additional sounds, the sound loses its purity. The sound curtains become loose. Singers
need to know practically all types of sound attack. However, the preferred “soft sound
attack” is. Adjustment. Adjustment means that each child clearly understands the sound
of a given piece of music and sings his or her own voice accordingly. In other words,
tuning means singing a precise intonation of a sound at a certain pitch. This is an
important skill. Because one of the main goals of vocal work in elementary school is to
achieve pure unison (singing in a pure voice). Therefore, from the first lesson, systematic
work is carried out on the development of tuning skills in children. Particular attention
will be paid to children with learning disabilities. They are encouraged to join the
teacher's voice to the sound of musical instruments and the voice of gifted children, and
to equalize the volume, that is, to achieve a pure intonation, and this is done through
exercises that are sung at the same pitch.
Ensemble.
Ensemble is a French word meaning together. It is called an ensemble,
a joint performance of the laws of music, ballet, architecture. For example: Uzbek folk
instruments, dance instruments, vocal ensemble and others. The ensemble is divided into
private and public types. When singing as a group, all the performers are in unison, all in
unison, and in two or three voices. The sound and ensemble of each sound separately is
called a private ensemble. The harmony of the word and the ensemble requires a long
process of work, and only then can we achieve a pure unison, which is the main goal.
Pronunciation.
The pronunciation in singing is different from the pronunciation
of speech. As a result of active coordination of articulatory organs (lips, tongue, jaw),
ambiguity, squeezing of the vocal apparatus, there are defects in singing. Such children
need to be given more attention and encouraged to work with them alone for long
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periods of time, to speak freely and to sing slowly. It is necessary to learn to breathe
correctly and to finish the sentence, to stretch the vowels, to sing the consonant sounds
burro, piece by piece. At the same time, great attention should be paid to the shape of the
mouth, the movements of the tongue, changes. Most importantly, children should be
taught to practice and pronounce the lyrics in accordance with the vocal style.
Vocal exercises.
Exercises are performed slowly, long, in one breath. The last
sound is prolonged in a convulsive breath and stopped at the teacher's signal. It is
necessary to observe that the syllables consisting of different vowels sound in the same
and higher position. Exercises designed to improve the accuracy of musical
pronunciation from one sound provide the sound length and lightness. Exercises to
create a chain breathing pattern. The exercises are performed with closed and different
vocal sounds. The teacher can change the volume at will. For example: Exercises for the
development of broad breathing exercises for the correct formation of vowels such as the
letters “I”, “ya” Exercises for the development of broad breathing. Play the major maj
or
gamma from top to bottom. Basically, replacing the “Do: tone with a new sound will help
the teacher to teach high-level skills. A high sound, in turn, is not performed in one
breath, as a low sound. In this case, the sound from the lower register should be played
with musical pronunciation in the upper position. This ensures that the lower curtain is
executed in the upper position. The exchange of skills during singing, fluency of singers,
helps to combine mobility and agility. When performing octave notes with staccato skills,
the breath should be flat. Exercises to develop broad breathing and improve the purity of
musical pronunciation. A two-part exercise. Ma, Mo, Mi, and Me, Mu, Ma are performed in
one breath. The exercise should first be performed at a slow tempo. When the
performance is independent, the tempo can be gradually accelerated. Exercises should be
performed in the staccato style of musical pronunciation (in one breath) to make the
chorus sound lighter. Exercises to develop musical pronunciation.
Exercises to improve the purity of the interval in small seconds. This exercise
should be performed in one breath in a high position. Exercises to increase volume. This
exercise is performed in a high position in one breath. Exercises to relax the muscles of
the articulatory apparatus and increase the activity of the singer's lips. Experiment
–
to
determine the results and effectiveness of test work After the declaration of the Republic
of Uzbekistan as an independent state, great attention is paid to the process of reviving
the rich national musical history of our people, as well as in many other areas. In
particular, through the art of music, various contests are held to take care of the spiritual
upbringing of the younger generation, to lead them to maturity, to assimilate the national
idea and expand their thinking.
These performances, in turn, discover new performers. In order to improve the
quality and effectiveness of sound in music culture lessons, it is important that each
student is familiar with the sound system, which is a tool of labor, and feels it at all times.
It is also difficult to impart vocal skills to a student, as it is not enough to just show it. In
this case, the student must not only hear or see the ideas, but also physically perceive
them in terms of his div, sensory organs, biological structure and physiology. Therefore,
special attention should be paid to the student to absorb the physiological and acoustic
bases of sound production. With this in mind, we will talk below about the initial work to
be done with students in this regard.
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Lung and respiratory exercises.
The human lung is located on the inside of the
thorax and consists of two leaf-shaped wings. This leaves the breath from the nose, which
enters the cells in the form of bubbles and
“
supplies
”
the blood vessels that pass through
it with fresh oxygen. At the same time, it is important to be able to differentiate between
the breaths taken in the course of our daily lives and the breaths taken to sing. Three
important conditions can be observed during normal breathing. Breathing in, breathing
out, and stopping before breathing, that is, preparing to breathe. When you breathe in to
sing, you get more air. Some of it is used to support the lungs, while the rest is
concentrated in the abdominal cavity. Once the breath has been collected, special care
must be taken to maintain it. Before using it, it is necessary to stop breathing and create a
base point. The starting point is based on a pause of one second, after which the use of
breathing begins. It is difficult for a student to become accustomed to this process unless
he or she can feel the base and the respiratory reserve.
When you feel it, singing is much easier. According to F. Lamperti, one of the
founders of the Italian school, “The art of singing is the art of breathing”. Breath is the
basis of any singing. So, it is not wrong to call it the foundation of singing, and perhaps
the wall of the building of singing. Vocal experts have found that there are different types
of breathing in the importance of singing. Determining which of them is correct is one of
the factors that ensure effective student singing. We consider it necessary to briefly dwell
on the types of breathing.
Chest breathing.
The breath is taken mainly from the chest.
“
A
student can never sing correctly without relying on one of his characters
”
. Therefore, the
first thing a student is taught is to be able to accumulate the respiratory reserve for
singing and to maintain the pause before spending it.
To clearly imagine the state of accumulation of respiratory reserves, it is necessary
to place the thumbs on the waist and palms on the abdomen. In order to strengthen the
state of respiration, it is necessary to take several breaths and feel the state of
preservation of the reserve. The concentration of the breath made it possible to feel it
through the palms of the hands, to see how perfect it was. The next important process is
to breathe in moderation. This should be practiced in the same way. It is necessary to get
used to holding the breath as long as possible and to use it sparingly.
Chest breathing
–
in which the breath is taken mainly in the upper and middle part
of the lungs. During breathing, chest breathing often rises and falls, and therefore this
leads to rapid fatigue of the singer. In this case, the lower part of the lungs is almost not
used, which limits the ability to perform. At the same time, it is necessary to show and
inform students about breathing, as well as to explain that their practical use does not
allow them to perform. This breath is more common in girls and boys. Subcostal
breathing is mainly characteristic of men, which in turn has a much wider range of
possibilities than the above two types of breathing. Students will need to be informed
that this can be used whenever possible. Diaphragmatic breathing
–
the volume of
respiration is the breath taken around the umbilicus with full use of the lungs. [7]
Such breathing corresponds to the breathing state of skilled singers. At the same
time, the ability to breathe is significantly expanded, and the ability to accumulate
respiratory reserves in the abdominal cavity is also expanded. The breath is deep and
weighty, and it is possible to sing large phrases. Costo-abdominal breathing
–
Costa-rib
and afdomene
–
abdominal breathing is the most accurate method of singing. Full
breathing into the abdomen with the feeling of the lower ribs plays a key role. Although
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this is a kind of “joint” breathing, the main thin
g is to breathe freely into the abdomen
and sing. Kostoobdominal breathing is the most convenient for singing, which allows you
to accumulate a very large respiratory reserve in the abdominal cavity. This allows all the
respiratory organs to participate freely. In determining the correctness of the
costoobdominal breathing position, as mentioned above, it is observed by holding the
abdomen with the palms of the hands with the thumb on the waist and feeling the breath.
The activation of the diaphragm plays an important role in such breathing. The
diaphragm is a round area formed between the lower ribs. The diaphragm includes
organs such as the liver, kidneys, abdomen, intestines, and esophagus, which are located
in the abdominal cavity. In the process of breathing, students should be focused on one
breath and accustomed to the fact that it is necessary to avoid excessive breathing and
congestion.
It is necessary to breathe in such a way that it is possible to adjust the nafs and
activate it. It is reminiscent of a person who suffers from overeating and indigestion, in
both cases it is necessary not to lose the ability to control breathing. After a good breath,
the second important task begins, that is, the process of sound production begins by
directing the breath through the bronchi, airways to the sound-producing apparatus in
the human throat. In this process, the vocal apparatus of the throat plays a key role. It has
vocal cords, which are not used in normal breathing. In order to produce sound, these
vocal cords are tightened, and the air coming through the airways vibrates them, and as a
result, sound is produced in the tense vocal cords [8].
In addition to informing students about this, it is important to note that these vocal
cords are extremely delicate and that their delicate membranes can be taught under a
stronger strain. Particular attention should be paid to the smooth movement of the
muscles in the throat without straining them so that the sound is freely formed. Students
should always be reminded that the formation of sound in the throat, or singing with
force to the vocal cords, can quickly exhaust the singer and gradually lead to difficulty in
the production of sound in the throat. The third important aspect of sound production is
to make the sound echo in the palate, and the breath is to make the sound echo in the
palate by striking the upper palate. It is important to remind students that the sound of
the breath hitting the vocal cords after the sound has been formed and the base point is
formed is an integral process that is interconnected. Special attention will be paid to the
development of students' skills and regular work. Finally, the fourth important task is to
shape the resulting sound, to express it with the help of different vowels, and to ensure
that the sound is expressive through the pronunciation of consonants. In this case, it is
important to pay attention to the correct pronunciation of the voice through the tongue,
teeth, lips. Thus the sound becomes an expressive pronunciation and the melody a song.
Vocal choir skills have been used in singing in Uzbek schools since entering Uzbekistan [9].
Today, vocal and choral skills are used in classes for each class. Love for
Uzbekistan, its land, nature, the peoples living here, the desire to learn more about the
history, culture and traditions of the country, to be proud of the strength and
achievements of the republic, to care for the hardships of our people are multinational. is
an important unifying basis of Uzbek society. The desire for manhood, the need to live
freely, is a human emotion. Only in one's homeland can one live freely and freely. That is
why the struggle for the freedom of the homeland has long been the main theme of the
works of scholars and doctrines that express noble ideas. For example, Hadith Sharif
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states that loving one's country is a matter of faith. In the country where he was born and
raised, a person is surrounded by people who are close to him with their dreams,
aspirations, life aspirations, live a life that he is accustomed to, from childhood. zi
participates in the process of accustomed social relations, speaks a language that has
become a part of his life, and he feels free only in this environment. In a foreign land, he
can't find the environment he’s used to. So even though he has traveled to an
economically developed country, he quickly misses his homeland.
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Tashkent. Uzbekistan Publishing House,
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