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METHODS AND TECHNIQUES FOR ORGANIZING MUSIC
EXTRACURRICULAR ACTIVITIES IN GENERAL
SECONDARY SCHOOLS
G.D. Dos mukhammedo a
Independen Resea che , Jizzakh S a e Pedagogical Uni e si y
h ps://doi.o g/10.5281/zenodo.17538651
Abs ac . This a icle examines me hods and echniques o using music clubs o enhance
he p o essional de elopmen o seconda y school s uden s.
Keywo ds: music, educa ion, school, s uden , club, p o essional aining, ins umen ,
singing, a .
In oduc ion. I has been scien i ically es ablished ha he eaching o he subjec
"O ganiza ion o Music Clubs," which is pa o he music educa ion p og am a highe educa ion
ins i u ions in he epublic specializing in pedagogy, demons a es he need o a undamen al
e o m and e hinking o i s con en . Gene al educa ion schools in he epublic o e a a ie y o
ins umen al, singing, and subjec -speci ic music clubs: music, cho al, ocal, adi ional singing,
pop singing, olklo e, olk ins umen o ches as, b ass ins umen , pop clubs, song and olk
ins umen ensembles, and o he s. Ou esea ch aims o c ea e a di e se se o me hodological
suppo o enhancing he p o essional de elopmen o u u e music eache s. The mos common
ypes o music clubs, song and olk ins umen ensembles, and he olk song and adi ional singing
ensembles ha ha e de eloped om hem, as well as music clubs, a e he mos common in he
epublic's comp ehensi e schools.
The e idence clea ly shows ha ensembles playing na ional s ing ins umen s ( he
Kashga ubab, du a , A ghan ubab, anbu , gijak, e c.) include ano he ype o pe cussion
ins umen — he d um—while he olk ins umen ensemble includes wo ypes o ins umen s: he
acco dion and he chang-konun. Obse a ions con i m ha s uden s show g ea in e es in hese
wo ensembles. In pa icula , an inc ease in he numbe o s uden s wishing o lea n o play olk
ins umen s, along wi h adi ional ins umen s, can be no ed.
Along wi h na ional ins umen s, which ha e a long his o y and a e cons an ly e ol ing,
pe o mance aining has acqui ed an o ganized o m, including h ough clubs in comp ehensi e
schools. The musical wo ks pe o med in hese clubs ha e a b oad a is ic impac and a e a
uni e sally belo ed a o m. They os e he gene al cul u e o hose in ol ed in music, co ec
beha io , and make mo emen s elegan , p ecise, beau i ul, and g ace ul.
Main sec ion. By s udying Uzbek olk music, s uden s in comp ehensi e seconda y
schools become amilia wi h he ich a is ic c ea i i y o hei people, hei colo ul melodies,
hy hms, and cos umes. The con en o hese musical wo ks is also di e se: some desc ibe he
labo p ocess, while o he s celeb a e a li e ull o he oism and cou age. S uden s in comp ehensi e
seconda y schools lea n ha music does no consis o meaningless melodies, bu ha each melody
acqui es i s own meaning because i is subo dina ed o a speci ic idea, a speci ic composi ion.
I is impo an o cla i y ha e e y hi d club in he epublic's comp ehensi e seconda y
schools is o ganized a ound a olk ins umen ensemble. This ype o ensemble has a e y ancien
his o y and consis s o a g oup o Uzbek ins umen s. P e iously, hese ins umen s included s ing
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ins umen s, he kemancha, pe cussion ins umen s o dapa, doi a, d um, and damla. Nowadays,
all Uzbek olk ins umen s a e widely pe o med in ensembles. Undoub edly, s uden s in
comp ehensi e schools play a signi ican ole in hei popula iza ion and widesp ead pe o mance.
In gene al, much a en ion is paid o he c ea ion o music (by ype) and singing (by gen e) clubs
in seconda y schools. Fi s , le 's alk abou music (by ype). They a e usually g ouped as ollows:
1. S ing (bowed) ins umen s: kashka ubabi, a ghan ubabi, du a , soz, ud, o , gidzhak,
akon, ud;
2. Wind ins umen s: lu e, sibizik, koshnay, umpe , su nay;
3. Pe cussion ins umen s: doi a, dap, da , d um, d um;
4. Keyboa d ins umen s: piano, acco dion, bu on acco dion, syn hesize .
I goes wi hou saying ha i is impossible o ecommend he use o olk ins umen s in all
comp ehensi e schools acco ding o a uni o m sys em. E e y hing depends on he condi ions in
he comp ehensi e school. One comp ehensi e school may ha e a s ong demand o one ype o
ins umen , while o he local comp ehensi e schools may ha e a g ea e in e es o need o
ano he . We emphasize ha any music club's a educa ion p og am should amilia ize s uden s
wi h he music and i s his o y. The e o e, we conside ed i app op ia e o p o ide a b ie his o ical
o e iew o Uzbek olk ins umen s [2].
Howe e , when p epa ing his wo k, we conside ed i app op ia e o p ac ice playing all
ins umen s and ocal pe o mance in an ensemble. To implemen his ac i i y, i is necessa y o
c ea e ample oppo uni ies wi hin he eaching o he subjec "O ganiza ion o Music Clubs" in
highe educa ion ins i u ions. In o he ci cums ances, i is ad isable o in oduce musical wo ks o
a ious gen es du ing he en i e cou se, pe o ming he hy hm o a piece se e al imes in a ci cle,
amilia izing all club pa icipan s wi h i s hy hmic speci ics and de eloping hei awa eness and
musical hinking. The pe o mance o musical wo ks s udied du ing he club should no be limi ed
o pe o mances o compose s' wo ks.
On he o he hand, s uden s in comp ehensi e schools ha e excellen oppo uni ies o
obse e singing and pe o mances o musical g oups. Collec i e, o ches al, and ensemble
pe o mances also o e simila ad an ages. They de elop he a is ic hinking no only o he
ensemble membe s and pe o me s o he musical hy hm, bu also o he audience. This will help
s uden s lea n o lis en, inc ease audi o y sensi i i y, os e he de elopmen o hei senses and
musical abili ies, hone hei a is ic as e, and in oduce hem o a ious a o ms. Music clubs can
achie e all his i hei wo k is s uc u ed acco ding o a speci ic sys em and led by highly quali ied,
expe ienced specialis s.
I is widely suppo ed by da a ha i mus be acknowledged ha he o ganiza ion o music
clubs in he epublic's seconda y schools, as well as he o ma ion and unc ioning o ins umen al,
ocal, and scien i ic music clubs, including olk ins umen and song ensembles, s ing playe s,
pe cussionis s, singe s, and music club ensembles, is o en pe unc o y, and hei o e all numbe
and le el o pe o mance do no mee es ablished equi emen s.
In mos cases, olk ins umen ensembles a e ep esen ed by only h ee ha monies, one o
wo doi as, a kashka - ubab, a du a , a anbu , an A ghan ubab, one s ing ins umen , one eed
ins umen , a lu e, an acco dion, and o he s, depending on he s uden 's pe o mance, and in some
cases, e en one o hese ins umen s. Fo example, o ches as and ensembles ope a ing in
comp ehensi e schools ha e only a limi ed numbe o musical ins umen s. Ob iously, he
pe o mance ac i i ies o such ensembles, as well as hei aes he ic and educa ional impac , a e
limi ed [1].
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I is gene ally ecognized ha such ensembles no only con ibu e o a one-sided inc ease
in in e es in music and a among club membe s and s uden s bu also o en se e o ein o ce i .
Ano he main eason o his si ua ion is a negligen a i ude owa d eaching his subjec .
Seconda y schools o en en us he leade ship o ins umen al, ocal, and music clubs o andom,
unquali ied indi iduals.
The e is a g owing consensus ha adding and managing li e a y, dance, and ac ing clubs
o o he clubs o ganized in he ield o musical a s will help us achie e he desi ed esul s in
p ac ice. Un o una ely, in all o hem, h ough music clubs, we we e able o iden i y s uden s'
in e nal and ex e nal musical compe encies no only in he con ex o hose o ganized in seconda y
schools. In seconda y schools, i is ypically di icul o selec clubs whose epe oi e e lec s he
li e o a seconda y school and mee s he pedagogical equi emen s o age-app op ia e lessons.
The melodies and songs pe o med by club pa icipan s a e usually aken om kuichang
p og ams— olk musical pe o mances.
This epe oi e con en in music clubs o ganized in seconda y schools impac s he
ideological and aes he ic de elopmen o s uden s. This phenomenon has been he subjec o
c i icism om he na ional musical communi y. The o ganizing an ins umen al ensemble begins
wi h selec ing pa icipan s. When o ganizing a olk ins umen and song club in a seconda y
school, olk ins umen s a e played by hose who can o wan o lea n o sing ( o , Kashka ubab,
A ghan ubab, du a , anbu , doi a, lu e, gidzhak, chang, e c.). When o ganizing a olk ins umen
and song club, i is necessa y o de e mine he s uden s' abili ies and ap i udes. The clubs conduc
a ious ac i i ies, including o ganizing he selec ion and lis ening o melodies and songs,
p o iding heo e ical in o ma ion abou music, and amilia izing hem wi h he schedule o
pe o mances a conce s, c ea i e e enings, e c.
I is c ucial o acknowledge ha u u e music eache s in comp ehensi e schools a e guided
by pe o mance adi ions. Much depends on his issue. S uden s' musical pe o mance depends
on he desi e and consen o hei eache s. S uden s' musical as es and desi es de e mine he ype
o music hey p e e . The e o e, add essing a numbe o issues in eaching he subjec
"O ganiza ion o Music Clubs" equi es de eloping cu icula o o ganizing each club acco ding
o he ins umen s hey play.
In a educa ion, special a en ion should be paid o allowing s uden s o na u ally exp ess
hei eelings h ough singing, music, and ins umen al pe o mance, as i is impossible o impose
pe o mance o ms on s uden s, which is di icul and common among adul s [3]. In ac , his
explains why igno ing hese equi emen s leads o a decline in he numbe o people in e es ed in
a pa icula g oup o olk ins umen s. I is no wonde ha cases o igno ing olk ins umen
pe o mance adi ions in music clubs in comp ehensi e schools in he epublic a e e y a e. A e
all, s uden s a music uni e si ies s udy adi ional na ional ins umen s in music lessons in gene al
educa ion schools and in ex acu icula educa ional ins i u ions, such as child en's music and a
schools.
Du ing a me hodological analysis o he eaching o music clubs, i was e ealed ha he
only obs acle o mas e ing he subjec was he lack o ins uc ion ailo ed o s uden s' in e es s and
meaning ul in ol emen in his ac i i y. This e e s o a small eed ins umen , widely used in
adi ional o olk ins umen ensembles. Such cases once again con i m he allacy o igno ing he
speci ics o s uden s' cogni i e ac i i y and hei abili y o exp ess hei eelings and expe iences
[4]. By s udying esea ch and d awing on ou own p ac ice, we concluded ha his a i icial ba ie
can only be o e come h ough close con ac wi h s uden s. Mo e comp ehensi e in o ma ion will
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help p ope ly guide s uden s' c ea i e abili ies and guide hem in he co ec choice o a pa icula
ype o musical c ea i i y—ins umen al, ocal, o scien i ic.
I is b oadly accep ed ha s uden s' musical pe o mance abili ies, and mo e b oadly, hei
in e es in musical gen es, mani es hemsel es in su p ising ways. Some a e in e es ed in a
pa icula ins umen , o he s in music, o he s in playing s ing o wind ins umen s, and s ill o he s
in pe cussion.
Among s uden s, he e a e hose who a e eady o lea n o play musical ins umen s. This
conclusion has been con i med, in pa icula , by expe imen al s udies conduc ed in comp ehensi e
schools. When de e mining he numbe o s uden s p o icien in musical ins umen s in he same
comp ehensi e school, hose who a e eady o lea n o play he ha monium and ha monic
ins umen s s and ou compa ed o o he ins umen s. This conclusion, in pa icula , is ha among
u u e music eache s, a ious na ional ins umen s indeed cons i u e he majo i y. This is a
consequence o he widesp ead popula iza ion o pe o mance ac i i ies. Uzbek olk ins umen s,
na ional adi ional ins umen s, and hei means o in luencing lis ene s, including s uden s in
comp ehensi e schools, a e showcased in ele ision and adio p og ams, demons a ing he
inexhaus ible musical po en ial o hese ins umen s [5].
The mos i uoso acco dion pe o me s a e M. Mi zae , T. Alima o , A. Ismoilo , and
Abdulakha Abdu ashido , enowned no only in Russia bu also in many o eign coun ies. Music
clubs a e equi ed o play samples o wo ks pe o med by hese pe o me s [1]. Since hese
ins umen s o m he basis o olk ins umen ensembles, as in he olk ins umen and song
ensemble club, he wo k conduc ed in hem does no di e signi ican ly. Howe e , his applies o
he ini ial s age o he wo k; la e , he di e ences will become mo e p onounced.
A e s uden s a e assigned o g oups, hey begin p ac ical wo k: he wo k is conduc ed
using a uni o m me hodology, in oducing musical ins umen s, he speci ic ea u es o musical
ins umen s, heo e ical knowledge o ha mony, and he me hod o selec ing melodies, as well as
u he de eloping he complexi y o ha mony g oups wi h musical ins umen pe o mance. In
gene al educa ion schools, as pa o o ganizing music clubs, i is necessa y o o ganize musical
ins umen clubs wi h he help o p o esso s and eache s wo king in he pe o ming a s
depa men s. In such cases, a e en s o a ious kinds, om s uden selec ion o discussions o
demons a ion pe o mances, he bes gene al educa ion schools should s i e o o ganize music
p og ams and guide his a o m om a specialis pe spec i e. The club di ec o 's connec ion wi h
he eaching s a is also c ucial. This is explained by he ac ha any musical, ocal, and a is ic
e en is linked o he educa ional p ocess.
I depends on he club di ec o how alen edly and as e ully hey e lec he na ional
cus oms and adi ions o he Uzbek people, he ib an aspec s o hei he oic li e, in he
o ganiza ion and design o music clubs. When u ning o olk music, an expe ienced leade s udies
olk cus oms and adi ions in dep h and sha es hem wi h club membe s be o e beginning wo k
on he music. The abili y o connec wi h music equi es in ellec ual abili y om a s uden . Ha ing
mas e ed he elemen s o music, s uden s should unde s and melody and analyze and comp ehend
musical accompanimen . Fu he mo e, young musicians should isualize he low o mo emen
ha c ea es a pic o ial image, somewha eminiscen o he explosion o a ms and legs [4].
I is commonly unde s ood ha well-es ablished clubs pay special a en ion o hese aspec s
o in oducing s uden s o music. Speci ically, as pa o an in oduc o y heo e ical cou se, club
membe s a e in oduced o he his o y o music and he lexibili y equi ed o he body's muscles,
which is clea ly illus a ed using special diag ams. Wo k is also conduc ed on mas e ing indi idual
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musical elemen s, e c. I is pe inen o men ion ha each music club, along wi h gene al concep s,
has i s own speci ic musical gen es and ypes o wo k ela ed o o ganizing ins uc ion on a
pa icula musical ins umen . Based on he abo e, he ollowing conclusions can be d awn:
among he ine a s and music clubs ope a ing in he epublic's seconda y schools, olk
ins umen and song ensembles, as well as pe o me s on s ing, bowed, eed, and pe cussion
ins umen s, and he music clubs c ea ed on hei basis, a e he mos popula and well-lo ed.
he main eason o he sho comings in he wo k o music clubs is he low p o essional
and pedagogical le el o hei leade ship, he lack o a musical no a ion sys em, and he absence
o na ional musical li e acy.
he selec ion o s uden s o music clubs is poo ly o ganized, and he e a e se ious
sho comings in he pedagogical guidance o clubs and he de elopmen o hei ensembles'
epe oi es, which is de e mined, abo e all, by he esponsible a i ude o club leade s o esol ing
hese issues and he pe sis ence o close ela ionships.
dialogue be ween comp ehensi e schools and seconda y comp ehensi e schools on
a ac ing s uden s o music clubs equi es u he popula iza ion o expe ience in his a ea. The
lis ed sho comings also include he inco ec p ac ice o appoin ing andom indi iduals and non-
specialis s as club leade s, as well as he lack o musical epe oi e o s uden s and he necessa y
pedagogical and me hodological li e a u e [5].
Conclusion. I has been conclusi ely de e mined ha he c ea ion o sample musical
no a ions o he pe o mance o wo ks in ins umen al pe o mance clubs, as well as he
schema iza ion o musical ins umen s o music pe o mance, is an impo an pedagogical issue.
Posi i e expe ience has been accumula ed in comp ehensi e schools, indica ing ha he
o e all s a e o music clubs in comp ehensi e schools is a a ai ly high le el. Based on his
expe ience, he wo k o ins umen al, ocal, and subjec -speci ic music clubs, a e p o iding hem
wi h expe ienced leade s and app op ia e pe sonnel, is as ollows:
1). Fo he olk ins umen ensemble and o ches a:
- selec and analyze a ious musical wo ks, de e mine how hey can be used o pe o m he
selec ed wo k;
- amilia ize pe o me s wi h he heme, cha ac e , hy hm, olume, and dynamic p ope ies
o he selec ed melodies;
- in o m pe o me s abou ways o di ide he s udied melodies in o pa s and wo k on hese
pa s sepa a ely;
- wo k on music as a whole, selec well-known and popula musical wo ks, in o m
pe o me s abou hei con en , olume, hy hm, dynamic p ope ies, and educa ional alue;
- conduc wo k on s udying he pe o mance o a wo k, supe ise he pe o mance o wo ks
included in he epe oi e, and o ganize join exe cises be ween pe o me s and he olk ins umen
ensemble;
- o ganize lis ening o samples o ins umen al wo ks o he Uzbek and a e nal peoples
and wo k on pe o ming he hy hms o he p epa ed musical wo k;
- o ganize pe o mances by ins umen al ensembles and o ches as a conce s, e enings,
mee ings, e c.
2). In he con ex o ins umen al pe o mance:
- p o iding in o ma ion on ha mony, in oducing s uden s o ins umen al pe o mance;
- conduc ing wo k on s udying simple melodies;
- in oducing s uden s o he heo e ical ounda ions o playing ins umen s;
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- p o iding in o ma ion on he con en , cha ac e , olume, and o he cha ac e is ics o he
melodies selec ed o s udy;
3). In he con ex o pe cussion pe o mance:
- p o iding gene al in o ma ion on he his o y o pe cussion ins umen s and he c ea ion
o he doi a ensemble;
- p o iding heo e ical in o ma ion on hy hm, musical di ision, and o he heo e ical
in o ma ion;
- eaching simple a is ic ins umen al melodies (indi idual);
- achie ing collabo a i e pe o mance o musical hy hms by he ensemble;
4). In he music club:
- p o iding gene al in o ma ion abou music and i s his o y;
- conduc ing wo k on p ac icing a m, leg, and head mo emen s;
- amilia izing s uden s wi h schema ic ep esen a ions o indi idual musical elemen s;
- amilia izing s uden s wi h he ans e o musical elemen s o musical no a ion using
selec ed no a ional diag ams;
- conduc ing wo k on he synch onized pe o mance o indi idual musical elemen s wi h a
musical pe o mance;
- compiling a musical epe oi e p epa ed o he ac i i ies o a comp ehensi e school and
including i in he cu iculum o he subjec "O ganiza ion o Music Clubs."
I is easonable o asse ha he p oposed op ions o he con en and o ganiza ion o ou
esea ch wo k on he opic "O ganiza ion o Music Clubs" can be conside ed inal, and u he
esea ch in his a ea is necessa y o de elop he scien i ic p inciples analyzed in he s udy o i s
deepening and imp o emen . This is a signi ican pedagogical, pe o mance, and p o essional-
pedagogical need.
REFERENCES
1. Ib okhimo O.A. "Uzbek Folk Musical C ea i i y" (me hodological ecommenda ions, pa
I), Tashken , 1994. – P. 62.
2. Ka oma o F.M. The He i age o Uzbek Folk Music. // 20 h Cen u y. Te ma, Yalla, Ka sak,
In oduc o y A icle. Tashken , G. Gulom Li e a u e and A Publishing House. 1985. pp. 2-
23
3. K. B. Pandzhie . Uzbek Folk Songs. Tex book. Tashken , 2022. p. 274.
4. G. D. Dos mukhamedo a. "O ganiza ion o Music Ci cles." Tex book. Tashken , 2024.
5. G. D. Dos mukhamedo a. "Me hodology o O ganizing Classes in a Piano Ci cle."
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