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METHODS OF USING PRACTICAL METHODS IN MUSIC CULTURE
LESSONS IN HIGH SCHOOLS
Abduraimov Sherzod Zokir o’g’li
Namangan davlat pedagogika instituti o’qituvchisi
https://doi.org/10.5281/zenodo.11561072
Annotation:
this article provides detailed information about reforms in
the field of culture, art, and music in our country, methods of using various
methods in music culture classes in secondary schools.
Keywords:
method, lesson, student, skill, practical method, theoretical
knowledge, music, musical literacy, skill.
Annotatsiya:
mazkur maqolada yurtimizdagi madaniyat, san’at, musiqa
sohasidagi islohotlar, umumta’lim maktablarida musiqa madaniyati darslarida
turli xil metodlardan foydalanish usullari haqida batafsil ma’lumot berilgan.
Kalit so’zlar:
metod, dars, o’quvchi, malaka, amaliy metod, nazariy
bilimlar, musiqa, musiqiy savodxonxonlik, ko’nikma.
Аннотация:
в данной статье представлена подробная информация о
реформах в сфере культуры, искусства и музыки в нашей стране, методах
использования различных методов на уроках музыкальной культуры в
общеобразовательных школах.
Ключевые слова:
метод, урок, ученик, умение, практический метод,
теоретические знания, музыка, музыкальная грамотность, навык.
Over the past period, the Republic of Uzbekistan has adopted a number of
normative and legal acts on the development of culture and arts[1]. 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 makom”, of May 30, 2019 “On the organization of the activities of the
state museumreserves Sarmishsay”, “Shakhrisabz”, “Termez” and “Kokand”
Resolution of the Cabinet of Ministers of the Republic of Uzbekistan No. 443 of
April 21 [2] , 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 [3].
One of the most urgent tasks of the personnel training system is to prepare
students studying in higher educational institutions, including music teachers,
who have thorough professional training and are skilled masters of their
profession, based on the requirements of modern science and education. It is
necessary to pay attention to their development. Practical methods consist of
various activities of students in the form of exercises, as well as laboratory and
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practical work. [4] These methods are used to acquire new knowledge and
previously obtained. It can serve to consolidate knowledge, but its main task is
to teach how to apply the acquired knowledge in practice in different situations
and to create skills and competencies in students.[5] By means of practical
methods, it is used to form students’ vocal and choral skills, to analyze the
structure and means of expression of music, to determine its genres and forms,
and to learn notation. For example, in the development of vocal and choral skills,
in learning notation or stepping to music, the practice method is used more
often, and they are used in various types of activities. We noted above that
practical methods include exercises.
In their implementation, not only verbal or visual perception of
educational information takes place, but also direct application of the received
theoretical knowledge in practice. It is very important to choose a structure of
exercises that allows to fully ensure the practical application of the theoretical
knowledge gained when using the method of practical exercises. If, for example,
the rules of notation are being mastered from music literacy in the first grades,
then the exercise system should fully cover the practical application of all these
rules.
In this, the rules of writing the style (staff) of the note, the rule of writing
the head part, the rule of writing the head and the style, the rule of writing the
flag, and the rule of writing the three parts of the note are provided. In addition
to integrity, the system of exercises also requires logical consistency, which
means, for example, writing exercises such as writing notes between staves, on
bars, under the first bar, above the fifth bar, on additional bars, each previous
exercise leads to the mastery of the next exercise requires placement to aid
preparation.[6]
Violation of logical consistency leads to a decrease in the effectiveness of
knowledge acquisition and consolidation. When performing exercises, it is
necessary to observe the following rules that ensure the effectiveness of using
this type of training methods. Students should be given the clear purpose of the
exercises: what knowledge to apply during the exercises, what to strengthen,
what knowledge and skills need to be formed during the exercise. In vocal-choir
work, methods and techniques for developing singing breath, voice production,
pronunciation, pitch and ensemble skills are widely used. This includes
conducting a piece of music, singing songs over and over again, comparing
pieces in terms of musical structure, singing a song, vocal exercises, etc. In the
practical method of teaching, vocal-choral skills are formed through the
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repertoire of songs specified in the music science program and through special
vocal-choral exercises that set a narrow goal. Most of the time, singing teachers
do not consider vocal-choir exercises as a waste of time, they think that the work
on the song alone is enough to give students vocal education. It is impossible to
agree with such views. The more creative a music teacher is in choosing a special
exercise, the faster he will achieve his goal. [7] Vocal-choir exercises should take
a certain place in every music lesson. These exercises can be very different, but
always take into account the age characteristics of the child. Vocal-choir
exercises and practice-singing are important means of practical training.
Laboratory and practical work consists of very diverse types of independent
activities performed by students under the guidance of the teacher. It can be
conducting experiments in physics and chemistry classes, performing various
assignments on the spot from geography, geometry. In music lessons, students
can also learn independently about the ways to perform movements to the
music or the tactics of conducting a musical game. Musical play works best in
elementary grades. Small musical games are learned in the classroom, and the
tunes and songs learned in the classroom and which require a large space are
practiced in extracurricular activities.
The main condition of the practical method is the analysis of completed
exercises, practical work and their assessment. There are positive and negative
aspects of musical learning skills and competencies in the lesson. It also shows
typical mistakes that students make. But it is necessary to demonstrate good
work in the classroom. Teaching by positive example is preferred. Students,
especially teenagers, are very upset when the mistakes of their work are shown
to the whole class as a bad example. If the conditions of skill formation are
observed, practical methods of teaching lead to successful acquisition of
educational materials.
References:
1. Mirkhakimova Feruza Kholdorjon kizi. Activity of Mutal Burkhanov House
Museum. CENTRAL ASIAN JOURNAL OF SOCIAL SCIENCES AND HISTORY
VOLUME: 03 ISSUE: 11 | NOV 2022 (ISSN: 2660-6836). 76-81 pp.
https://scienceweb.uz/publication/4566
2. 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., 2022.196-198 pp.
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3. Mirhakimova, F. K. (2021). The state museum of history and culture of
Namangan region past and today. Asian Journal of Multidimensional Research,
10(8), 84-89.
4. Sharipova G. Music teaching methodology. TDPU, 2004. .- P.25.
5. Boymirzayev H. “Methodology of learning music”. - T.: “Teacher” publishing
house, 1995 .- P.43.
6. Kadirov. P. “Singing loudly in elementary school”. - T.: “Teacher” publishing
house, 1997.- P.15.
7. Solomonova T. History of Uzbek music. T. 1981.- P.46.
8.Music teaching methodology and school repertoire. Educational and
methodological complex of science. - SamDU, 2011.- P.16.
