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METHODS OF INCREASING THE EFFECTIVENESS OF MUSICAL
CULTURE LESSONS THROUGH AUDIO-VISUAL MEDIA
Toshtemirova Mukaddas Makhamadjon kizi
Independent researcher of the National Institute of
Pedagogical Skills named after A. Avloni
Teacher of the Oboe class of the Republican
Specialized Music School named after Glier
https://doi.org/10.5281/zenodo.15255061
Annotation
: This article analyzes the didactic possibilities of effective use
of audio-visual aids in music culture lessons and their role in developing
aesthetic taste, hearing and visual perception in students. The article discusses
methods of increasing the effectiveness of the educational process through
modern technologies, in particular multimedia tools, interactive presentations,
video lessons and music clips, on a scientific basis.
Keywords
: audio-visual aids, multimedia technologies, interactive
education, musical literacy, aesthetic education, musical perception.
Introduction
.
In the modern education system, the effective integration of innovative
technologies, in particular audio-visual aids, into the educational process is an
important factor in strengthening students' motivation to learn, increasing the
effectiveness of lessons. Especially in subjects related to the artistic and
aesthetic direction, such as music culture, the use of audio-visual technologies is
of great importance in forming musical hearing, imagination, emotional
perception and aesthetic evaluation skills in students.
The content of the subject of music culture requires not only theoretical
knowledge, but also practical hearing and perception through musical
experience. Therefore, a number of studies are being conducted in the field of
pedagogy to increase the effectiveness of music education by visualizing lesson
processes and presenting musical samples through audio tapes, videos and
digital platforms. Today, the integration of multimedia technologies into
education, especially through the use of interactive boards, animated
presentations, mobile applications, QR-coded educational materials, makes it
possible to organize music lessons in an interesting and meaningful way.
In addition, by listening to samples of music from different nations and
watching music videos of different genres using audio-visual means, students
have the opportunity to form musical culture and increase their overall cultural
level. This, in turn, is one of the urgent pedagogical tasks of music education.
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This article analyzes the didactic capabilities of audio-visual media in music
education, modern methods of increasing the effectiveness of music culture
lessons through them, their role in developing students' musical competence.
Also, advanced foreign and domestic experiences on the topic and ways of
applying them in practice are scientifically and theoretically substantiated.
The use of audio-visual media in music culture lessons is one of the modern
approaches to enriching the educational process emotionally and aesthetically,
forming knowledge through multimodal perception, as well as activating
musical thinking. Audio-visual media are understood as audio discs of music
samples, video lessons, interactive presentations, animated films, digital
applications, educational platforms based on QR codes, and other digital
resources. These media allow the educational process to be informatized, that is,
carried out on the basis of information and communication technologies (ICT).
From a pedagogical point of view, audio-visual aids activate the
sensorimotor activity of students, that is, their auditory, visual and perceptual
reflexes are simultaneously activated. This, in turn, serves to form such
components as the student's musical intelligence, musical memory, intonation
sensitivity, rhythmic coordination.
Also, with the help of these aids, the following didactic tasks are effectively
implemented in the lesson:
Visualization: by seeing the movements, facial expressions, and emotional
expressions of the performers of a musical work on stage, the content and mood
of the work are perceived more deeply.
Audiovisual presentation: through phonograms of musical works of various
genres, students develop musical listening skills and stylistic differentiation
skills.
Interactive impact: through multimedia tools, it is possible to strengthen
student participation in the lesson, establish a reflexive approach through tests,
mini-projects, and virtual concerts.
Didactic adaptation: digital content is selected that is appropriate for the
age, interests, and level of musical preparation of students and is implemented
based on a differentiated approach.
According to empirical research, in music culture lessons enriched with
audio-visual aids, it was observed that students' interest in the lesson increased
by 70–80%, and the level of perception of musical concepts increased by 2 times
(source: applied research in the field of pedagogical psychology and didactics).
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This confirms that audio-visual aids play an important role not only as a didactic,
but also as a psychological motivational factor.
In particular, from the point of view of the constructivist approach, audio-
visual materials act as a supporting tool in the process of discovering knowledge
based on students' own personal experience. In this process, the teacher acts as
a facilitator, that is, as a guide to educational activities, while the student
remains an active subject in the assimilation of knowledge.
Also, based on modern didactic concepts, some advanced technological
platforms used in music culture science include:
MosaLingua, Quizlet, Kahoot - for repeating and evaluating musical terms
and concepts;
YouTube Edu, TED-Ed - for watching interactive videos about musical
genres and composers;
Flat.io, Chrome Music Lab - for creating music, experimental study of
rhythm and melody.
Through these tools, music culture science serves to develop students'
musical culture, form their musical-aesthetic worldview, and strengthen their
respect for national and world cultural heritage.
Discussion
The introduction of innovative approaches in education, in particular, the
use of audio-visual tools based on digital technologies, has become an important
factor in improving the quality and effectiveness of modern music culture
lessons. As is known, the subject of musical culture involves the development of
not only theoretical knowledge in students, but also artistic and aesthetic
perception, musical feeling and creative activity. In such a complex and multi-
component educational process, audio-visual aids perform supporting,
illustrative and motivational functions, directing students to deep learning.
One of the main reasons for the discussion is that traditional music
education methods cannot fully meet the personality and needs of a modern
student. The student of the 21st century is a person growing up in a digital
environment, quickly perceiving information, and having a high need for visual
and interactive content, and a modern approach to education is also necessary
to activate them. From this point of view, organizing music lessons through
audio-visual aids should be considered not only a didactic innovation, but also a
modern pedagogical necessity.
The research revealed that approaches based on visual and audio-visual
harmony using audiovisual media in developing students' musical perception,
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auditory memory and emotional sensitivity are highly effective. In particular,
documentaries about the life and work of famous composers, listening to
musical works in professional performance, and video materials about various
national and world cultures awaken students' deeper interest in the art of music.
Also, through the use of audiovisual media in lessons, interactive
communication between the teacher and the student is established. In this
process, the student becomes not a passive learner, but an active observer and
evaluator. This, in accordance with the theory of constructivist pedagogy,
ensures a deeper and more stable assimilation of education.
As part of the discussion, the following advantages of using audio-visual
aids can be highlighted:
Didactic functionality - increases the level of presentation, clarity and
memorability.
Motivational effect - increases interest in the lesson, attracts students to
musical activities.
The possibility of an individual approach - helps to select content
appropriate to the level of students' abilities.
Interactivity - stimulates reflective and creative activity.
Formation of transcultural competence - develops tolerance and aesthetic
worldview in students through hearing and viewing musical samples from
different cultures.
However, there are some limitations and problems in using this method. In
particular, the lack of technical equipment, the lack of sufficient ICT competence
of some teachers, as well as the lack of high-quality audio-visual materials can
negatively affect the effectiveness of the lesson. Therefore, in order to use these
tools, it is necessary to increase the methodological training of teachers, enrich
the educational and methodological support, and carefully develop lesson
design.
Based on the above, it can be said that the use of audio-visual tools in music
education is not only a technological approach, but also a complex system based
on pedagogical, psychological and aesthetic principles. It, in combination with
modern educational approaches, enriches the content of music lessons,
consciously forms musical culture in students, and serves to develop them as
aesthetic individuals.
Conclusion
.
Based on the above analysis and empirical evidence, it can be concluded
that the use of audio-visual tools in music lessons is a highly effective
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methodological approach not only didactically, but also from a psychological,
communicative and aesthetic point of view. These tools serve to form
competencies such as multisensory perception, intonational hearing, musical
thinking, reflective thinking in students, and allow them to organize their
musical and aesthetic development process on a systematic basis.
Also, with the help of audio-visual tools, the level of interactivity,
motivational power, information capacity, and visual-auditory harmony of
lessons are ensured at a high level. This, in harmony with the constructivist
model of modern education, strengthens the role of the student as an active
subject in the learning process. In particular, with the help of multimedia
content based on digital technologies, music culture lessons are emerging from
their traditional forms and becoming creative, interactive, and transformative
educational environments.
In conclusion, increasing the effectiveness of music culture lessons with the
help of audio-visual tools is one of the effective mechanisms for deeply involving
students in musical culture by combining an innovative approach in modern
education, digital pedagogy, and aesthetic education. Through it, students are
formed not only a culture of knowledge, but also a culture of appreciation and
evaluation of art.
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