Публикация «The need to study modern pedagogical technologies of music lessons»
The need to study modern pedagogical technologies of music lessons.
Ma’rufjon Ashurov Abdumutalibovich
Andijan State University, Faculty of Art History,
Associate Professor of Music Education
mail: maruf79@bk.ru
Annotation: The subject of music art and culture, like other subjects in general secondary education, serves for comprehensive education and the formation of a well-rounded person. The student achieves the set goal using a variety of content, methods and forms in order to develop the spiritual and moral culture of the students, using the effective educational power of music.
The article highlights the need to study the modern pedagogical technology of teaching music culture.
Keywords: music culture lessons, fine arts, complex aspects, music art, cultural subject, educational process, interactive methods, innovative technologies, pedagogical information technologies, educational process.
Introduction. Music is an art form that plays an important role in shaping the human personality, which plays an important role in our cultural life.
Music education is one of the main and complex aspects of fine arts education. It teaches us to understand and appreciate the beautiful things around us. Music education classes in secondary schools play an important role in educating students.
Students learn to understand and appreciate the secrets of art, to enjoy art, first of all in schools.
The subject of music art and culture, like other subjects in general secondary schools, serves for comprehensive education and the formation of a well-rounded person. The student achieves the set goal using a variety of content, methods and forms in order to develop the spiritual and moral culture of the students, using the effective educational power of music.
There is a growing interest in the use of interactive methods, innovative technologies, pedagogical information technologies in the educational process.
One of the reasons for this is that while traditional education has so far taught students only to acquire ready-made knowledge, modern technologies have taught them to search for and draw conclusions from the knowledge they have acquired.
Each teacher can change the methodology of the teaching process, which can be carried out using pedagogical technologies, depending on the conditions of their subject and the capabilities of students, and on this basis use their own methods of teaching.
When using the proposed technologies and interactive methods, the teacher should plan to use these technologies in whole, in part or in principle, depending on the purpose, content and characteristics of their subject. Otherwise, you may not be able to achieve any results in increasing the effectiveness of the lesson.
Each object has its own characteristics. The main features of music culture and art lessons are related to the following activities:
- Acquire the skills of singing by singing vocal and choral exercises
-Learn and sing songs
- Listening to and understanding music
- Music literacy (reading notes and identifying simple melodies)
- Perform dance and rhythmic movements in accordance with the description of the musical work
- Knowledge of music, its creators, performers and listeners.
It can be seen that the exercises and singing, dancing and rhythmic movements according to the descriptions of the melody are performed simultaneously with the participation of all students in the class. When a piece of music is playing, everyone's attention is on it, and they are busy feeling, understanding, and enjoying it.
It is also less likely to work in groups during these processes. Music literacy, that is, elements of note writing, solo, violent, can be divided into groups using "boomerang", technology, "network" method, "cluster", "scarab" technology, "brainstorming" and other interactive methods.
The teacher looks for convenient methods and tools for the purpose and activities of the lesson.
The simplified procedure for the use of non-traditional and traditional lessons based on innovative pedagogical technologies based on the analysis and generalization of the accumulated experience can be explained as follows.
To reinforce students' musical memory, students can be shown pictures of the works they have listened to and asked which music they have listened to according to the picture (according to the description).
The student tries to remember the musical works he / she listens to and select them according to the content of the picture.
It also reinforces, reinforces, and generalizes the topic and encourages students to express their ideas on the topic in a graphic way. Students should be able to find and say the words that match a piece of music: a song, a melody, an instrument, and so on.
Boomerang Technology - This technology focuses on the in-depth study of a learning material during a session and the creative acquisition of creative comprehension. It is suitable for a variety of content (study of different content topics, including written and oral forms of work, and the performance of different tasks by each participant during one session, in turn the student and the teacher being in the role allows you to score the desired score.
Boomerang technology allows students to think critically: it develops the ability to express ideas, opinions, and evidence in written and oral forms.
In addition to education, this method allows you to perform a number of tasks of an educational nature:
- team work,
–Treatment,
-Happiness,
- aspiration,
-Respect for the opinion of others,
–Activity,
- Formation of leadership qualities,
- Approach to creative work, etc.
Skarabey (brainstorming) technology is an interactive technology that allows students to develop intellectual connection, logical memory, and the ability to express themselves openly and freely in solving a problem.
Such opportunities in the art of music serve as a unique and unique source of educating the new generation, their harmonious development. In music art and culture classes, it is important to be able to perform musical works on Uzbek folk instruments along with the piano. The teacher must be creative in his / her work and teach according to the requirements of the program. The new content of music education, based on state educational standards, not only improves students' musical knowledge and skills, but also develops in them such qualities as observation, memory, image, creativity, independence, initiative, artistic and musical taste. 'he says. Therefore, the new content of music art and culture education envisages the upbringing of the younger generation as a cultured person who can inherit our national musical heritage and realize the richness of universal music. The main goal is for students to learn the art of music in all its nuances, to develop their musical skills: artistic perception of music, solo and group singing, dancing and creative skills.
The art of music is a powerful tool for knowing life and educating people. But the level of his service in education and upbringing depends on the power of aesthetic and artistic influence on a person.
The so-called "Eastern or Muslim Renaissance" period in the history of Oriental studies in the VII-XII centuries is the peak of all the developments in the Middle Ages in the East. Abu Yusuf Yaqub Ibn Ishaq al-Kindi, Abu Nasr Ibn Muhammad al-Farabi, Abu Ali ibn Sina and others were great representatives of this period.
Ibn Sina wrote about music in five of his works. This is the music section of the multi-volume encyclopedia Kitab ash-shifo (The Book of Healing). Ibn Sina’s tarifha is a science of art, including music. Hence the essence of art, "perception with the mind" or "knowledge of things." Ibn Sina emphasized the educational value of music. It focuses on cultivating aesthetic taste through the medium of art. The great scholar emphasizes that in order for a person to develop in all respects, it is necessary to interact through physical exercise, music and other arts for spiritual development.
At the heart of innovative technology is the study of existing educational institutions in the world, their activities and the effectiveness of teaching, and their introduction in the classroom. World news, the process of their development, the introduction of lesson plans, and most importantly, the introduction of the effective use of time in the classroom are also considered in the application of this technology. When the term "late for work" is not used in Japan, it means that no one is late for work and saves time. People who value such time will have no problems in their work.
All students studying in European countries are independent thinkers, who easily understand the knowledge and skills imparted by the teacher in the classroom and are free to discuss and debate. In other words, there is a basis for their independent thinking, and the teachers of such students can, of course, have a thousand times more knowledge and professional skills than their students.
We also have independent-thinking students who can be active in the classroom and make the lesson fun and interesting. The head of state's interpretation of the fact that today's child has an independent opinion also encourages teachers to strive for innovation and technological progress:
“Independent thinking not only enhances the perception of music, but also the ability to speak. "Especially with the study of moral norms, the child's desire for perfection, the expansion of knowledge, the sense of life increases."
In independent thinking, I would like to emphasize that it is necessary to form independent education among students, which is important today in educational institutions. This is because teachers may not be able to achieve their goals through an hour-long lesson or extra-curricular activities, and they need to be taught independently to practice more freely and to think independently.
Conclusion. These technologies, mentioned in our article above, allow students to accurately assess the quality of independent learning, to determine the perception of the subject under study. Scarab technology is easily accepted by students because it is designed with the thinking and cognitive characteristics of the activity in mind. It involves the use of student experience, reflexive observations, and opportunities for active creative research and intellectual experimentation.
List of used literature:
1. A.Khasanov “Singing at school” T :. 1981
2. I.A. Akbarov. Dictionary of music. T:. 1985
3. N.A.Kushaev. Fundamentals of Aesthetic Education T:. 2002
4. Sh.Roziyev “Chorus” T :. 1987
5. T.E. Solomonova. History of Uzbek music. T:. Teacher Publishing House, 1981
