PROBLEMS OF FORMING VOCAL PERFORMANCE SKILLS IN SPECIALIZED SCHOOL STUDENTS

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 236 PROBLEMS OF FORMING VOCAL PERFORMANCE SKILLS IN SPECIALIZED SCHOOL STUDENTS G.R. Jalilova Master's student of the International Nordic University, Music Education and Art https://doi.org/10.5281/zenodo.17861782 Abstract. This article is aimed at an in-depth analysis of the main problems associated with the development of vocal performance skills in students in the context of specialized schools. These problems are of crucial importance for identifying and solving them and improving the quality of training the next generation of artists. Keywords: vocal, voice apparatus, breathing, performance, stage. Introduction. On April 1, 2024, Presidential Decree No. PF-55, entitled “On Measures to Expand the Network of Specialized Schools and Further Improve Their Activities,” was adopted. The decree establishes a set of strategic initiatives aimed at expanding the network of specialized boarding schools and public schools, ensuring their alignment with international educational standards, and strengthening mechanisms for the accurate identification, support, and development of gifted and talented students. Distinctive Features of the Topic. 1. A specific approach to the specialized educational environment Unlike public schools, pupils in specialized schools are trained in more depth in art, in particular music. Therefore, in the formation of vocal performance, it is essential to apply an individualized approach that takes into account the pupil’s level of talent, voice timbre, and musical hearing abilities. 2. Integration of performance and pedagogy The topic addresses not only the development of vocal technique but also its effective pedagogical application. Particular emphasis is placed on fostering pupils’ performance culture, stage etiquette, emotional expression, and artistic thinking within the educational process. 3. Physiological characteristics of voice formation in childhood According to the learners’ age, the vocal cords, respiratory apparatus, resonators, and articulatory system are not yet fully developed. In consequence, vocal training must be grounded in physiologically sound and scientifically substantiated methods. 4. Integration of national and world vocal schools Introducing students to national vocal traditions (for example, Uzbek folk singing) alongside academic and pop vocal techniques contributes to the expansion of performance culture in specialized schools and enhances pupils’ stylistic versatility. 5. Utilization of Technological Tools In contemporary vocal education, the application of audio and video analysis, sound recording software, and interactive teaching methods significantly strengthens pupils’ auditory perception and performance skills. 6. Relevance of problematic aspects. A number of urgent concerns remain in this field, including insufficient teachers’ training in modern vocal methodologies; pupils’ difficulties in integrating stage confidence, emotional SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 237 expressiveness, and technical mastery; limited application of individualized instruction during vocal lessons; and lack of repertoire selection appropriate to performers’ age and vocal range. 7. Practical significance The results of the present study may serve as a practical basis for the development of methodological guidelines, lesson plans, and continuing professional development courses for teachers in specialized schools. 8. Scientific Novelty The study proposes a new pedagogical model for developing pupils’ vocal performance based on in the integration of national and foreign experience. In addition to this, pupils’ psychological, physiological, and artistic development processes are examined in a comprehensive way. Academic vocal performance is a form of vocal art based on professional voice training and encompasses classical styles such as opera, chamber singing, and choral performance. Its primary objective is to reveal and fully develop the natural potential of the human voice. Vocal training for students in specialized schools is based on the development of proper breathing techniques—particularly diaphragmatic breathing—sound control through resonators, and clear articulation. The increasing demands within the fields of culture and the arts place specialized music schools under the responsibility of training highly qualified vocal performers. However, existing curricula and teaching methodologies do not fully meet contemporary requirements, which has led to the emergence of pedagogical and practical challenges. Main Part. Specialized music schools, unlike public schools, focus on in-depth preparation of pupils for professional artistic careers. Their curricula primarily consist of practical training (solo performance, choir, ensemble) alongside theoretical disciplines (solfeggio, music literature, harmony):  Intensive workload: Students engage in several hours of practical music training daily in addition to general education subjects.  Selective admission: Enrollment is based on rigorous creative examinations that assess pupils’ initial abilities.  High standards: Pupils are expected to meet elevated pedagogical and performance requirements in order to achieve a professional level of mastery. These characteristics, on the one hand, contribute to achieving high artistic outcomes, but on the other hand, they require a more refined and individualized pedagogical approach, as each pupil represents a unique creative personality. Vocal performance skills possess a complex structure comprising several interrelated components. The full development of each of these components is essential for the preparation of a professional vocalist:  Breathing technique: Mastery of diaphragmatic-costal breathing is fundamental for voice control. The stability and depth of breathing ensure the power and sustain of the sound.  Articulation and diction: Clear and precise pronunciation of words is crucial, particularly when singing in foreign languages. Proper articulation contributes to the brightness and correct formation of the sound.  Rhetoric and vocal registers: Expanding the vocal range, smoothly connecting different registers (chest and head), and ensuring the healthy development of the voice.  Use of resonators: Conscious use of facial and cranial resonators to amplify and enrich the vocal tone. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 238  Vocal apparatus: Proper engagement of the vocal folds to achieve acoustic clarity and resonance in sound production.  Aural skills and intonation: Accurate perception of musical notes, sensitivity to pitch and tonality, and control over vocal dynamics.  Artistic interpretation and performance: Conveying the conceptual content of a musical work to the audience while demonstrating emotional depth and stage culture. Problems and Shortcomings In the organization of the educational process and in teaching methodologies, several shortcomings persist that fail to meet modern pedagogical requirements. Outdated curricula: In some schools, vocal performance programs were approved many years ago and no longer reflect the demands of the contemporary music industry and performance disciplines. Insufficient practical training: There is a discrepancy between theoretical knowledge and practical exercises. Pupils have limited opportunities for stage performance, studio recording, and live performance experience. Overemphasis on solo performance: Education often focuses primarily on solo singing, while ensemble, choir, and group collaboration skills receive insufficient attention. Lack of integration with international experience: Modern pedagogical technologies, such as visualizing proper resonator usage, are slowly incorporated into local methodologies. As a result, young vocalists may fail to acquire the skills necessary for international competitiveness. Necessity for individualized approaches: Instead of relying on a single, universal methodology, new approaches should consider each student’s voice type, age characteristics, and cultural environment. Effective vocal training requires knowledge not only of music education but also of physiology, psychology, and modern voice technologies. Complex nature of vocal performance: Vocal performance involves not only technical mastery but also deep emotional and psychological processes. Stage anxiety or lack of motivation can significantly compromise performance quality. Stage fright and perfectionism: Among talented pupils, stage fright (glossophobia) is widespread. High expectations, especially the pursuit of “perfection,” create strong psychological pressure, which can lead to vocal tension and suboptimal performance. Balance of intrinsic and extrinsic motivation: Many students practice primarily due to parental or teacher expectations (extrinsic motivation), while a lack of intrinsic motivation (genuine interest in the art) can result in discouragement in the long-term, demanding process of vocal training. Excessive workload: The imbalance between intensive music lessons and general education subjects can lead to student fatigue, reduced interest in learning, and disruption of proper vocal rest, negatively affecting the vocal apparatus Solutions Teaching Vocal Physiology: By incorporating subjects such as the anatomy of the respiratory muscles and the functioning of the vocal folds into the curriculum, students can learn to manage their vocal apparatus more consciously and effectively. International Masterclasses: Regular online and offline masterclasses should be organized, involving foreign vocal pedagogues and professional performing artists to expose students to diverse vocal techniques and performance practices. Pedagogical Practicum: Teachers should be guided in practical work within recording studios and on-stage settings, and trained in the effective use of technical equipment to enhance their instructional skills. Psychological Skills: Educators should be trained in methodological SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 11 NOVEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 239 approaches for accurately assessing students’ psychological states, addressing stage anxiety, and fostering motivation, thereby supporting optimal vocal and artistic development. Conclusion Teachers must continuously update their knowledge; otherwise, their expertise and methodologies may fall behind the evolving demands of contemporary art. School administrations and relevant ministries should provide both material and moral support to facilitate this process. Addressing the challenges in developing vocal performance skills in specialized schools requires a comprehensive approach. Methodological renewal, technical support, and professional development of staff constitute the primary priority areas. It is essential to integrate modern vocal techniques and diverse genres into the curriculum, invest in sound analysis equipment and acoustic technologies, and pay attention to ensuring students’ psychological stability. Future tasks:  Expanding collaboration with international music educational institutions and implementing joint programs.  Achieving a balanced synthesis between traditional Uzbek vocal art schools and contemporary performance styles.  Establishing mechanisms to support talented graduates in entering professional musical careers. REFERENCES 1. Alimov, I. (2021). The theory and practice of Uzbek vocal art. Tashkent: San’at Nashriyoti. 2. Hasanov, A. (2020). Modern technologies in music pedagogy [Educational manual]. 3. Ruzieva, D. (2022). Didactic foundations of music education in specialized schools [Monograph]. 4. Smith, J. (2019). The psychology of performance: Overcoming stage fright in musicians. Academic Press. 5. Cabinet of Ministers of the Republic of Uzbekistan. (n.d.). Resolution on the improvement of specialized art schools’ activities (by year). 6. Ministry of Public Education of Uzbekistan. (n.d.). Retrieved from https://edu.uz 7. Ziyonet. (n.d.). Retrieved from https://ziyonet.uz