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THE CONTENT OF THE EDUCATIONAL PROCESS IN DEVELOPING AND
IMPROVING STUDENTS' MUSICAL SENSE.
Ibodo Ok am Rasulo ich
Teache o he Depa men o "Music Pe o mance and Cul u e" o Bukha a S a e Uni e si y
Abs ac : Music lessons se e as a key ac o in explaining o s uden s he high a is y o music,
in oducing hem o he con en and essence o musical wo ks, cul i a ing musical as e, and
de eloping musical sensi i i y.
Keywo ds: musical ac i i y, lis ening o music, na ional musical alues, lis ening s age, na ional
musical he i age, a is ic as e, music educa ion
In music lessons, i se es as a key ac o in explaining o s uden s he high a is y o music,
in oducing hem o he con en and essence o musical wo ks, cul i a ing musical as e, and
de eloping musical sensi i i y. In de eloping and o ming p ima y eelings and hough s in s uden s,
i is impo an o pay a en ion o he age and psychological and physiological cha ac e is ics o
s uden s, s a ing om he ini ial s ages o educa ion.
The e o e, in his pa o ou wo k, we ied o highligh he educa ional p ocess ha should be ca ied
ou in he educa ional p ocess in g ades 1-7. The ounda ion o music lessons is laid in he i s g ade.
The e o e, he main ask is o ac i ely in e es hem in he lesson, o be able o pe cei e music, o
de elop hei musical abili ies, o each musical li e acy, o each hem. To implemen hese asks, he
eache mus lo e child en, p epa e well o he lesson, be able o use all me hods and p inciples
co ec ly, be a mas e o wo d skills, and o sing songs ha a e cha ac e is ic o child en beau i ully,
gen ly, and in une wi h he child en's oice, e ealing he meaning o he melodies. Due o he
psychological and physiological cha ac e is ics o 1s g ade s, hei memo y is no ully de eloped o
a ce ain ex en , hei a en ion span and ocal appa a us a e no ully o med, so hei ocal co ds a e
hin and weak. Child en o his age ge acquain ed wi h a in kinde ga en h ough ele ision, adio,
puppe hea e and ca oons. A he same ime, hey a e ac i e, play ul, and imi a i e. Taking in o
accoun hese cha ac e is ics, musical wo ks included in he epe oi e should be di e se in con en
and subjec ma e . These wo ks should exp ess hei eelings, as well as e lec e e yday li e and
na u e.
The eache should explain, based on he s uden s' li e expe iences, ha each piece o music e lec s
ce ain eelings and hough s. F om he i s lessons, he should alk abou he ac ha musical wo ks
do no appea spon aneously, bu ha someone has o wo k ha d and c ea e hem. To do his, he should
ask he ques ion "Who c ea es music?", "Who pe o ms i ?", "Who lis ens o i ?". I he cha ac e o
he wo k being s udied is exp essed igu a i ely, child en will unde s and i and clea ly explain i s
con en . I is known ha 1s g ade s uden s ha e a gene al unde s anding and knowledge o music o
a ying deg ees. Howe e , hei imp essions and musical expe iences om e e yday musical li e a e
close o each o he .
The eache should use his o uni e he class eam. Based on he en ichmen o child en's imp essions
and expe iences in connec ing he con en o he lesson wi h li e, he le el o knowledge abou he
simples laws o music is expanded. 1s g ade s uden s should ha e he ollowing knowledge abou
music: Child en's a en ion is d awn o he exp essi e means o music - melody, egis e , empo, gen e
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and keys. Knowledge abou he ules o singing, ules o playing on claps and musical ins umen s;
mo emen s app op ia e o music, knowledge abou he na u e and s uc u e o he gen e o songs.
They should b ie ly ge acquain ed wi h he pe cep ion o music, compose , pe o me , lis ene .
The eache should use his o uni e he class eam. Based on he en ichmen o child en's imp essions
and expe iences in connec ing he con en o he lesson wi h li e, he le el o knowledge abou he
simples laws o music is expanded. 1s g ade s uden s should ha e he ollowing knowledge abou
music: Child en's a en ion is d awn o he exp essi e means o music - melody, egis e , empo, gen e
and keys. Knowledge abou he ules o singing, ules o playing on claps and musical ins umen s;
mo emen s app op ia e o music, knowledge abou he na u e and s uc u e o he gen e o songs.
They should b ie ly ge acquain ed wi h he pe cep ion o music, compose , pe o me , lis ene .
In subsequen g ades, his knowledge u ns om a ela i e concep in o a speci ic one. Thus, in
he 1s g ade, child en acqui e gene alized knowledge and ela i e concep s abou he cha ac e and
images o music, i s simple laws, which is condi ionally called he pe iod be o e he no e. The
elemen s o music a e mainly hand mo emen s, pi ch, leng h, and sho ness o sounds; he eache 's
in oduc ion o he song (b ie desc ip ion o i s au ho s, some his o ical ea u es, i al signi icance,
e c. h ough a s o y o con e sa ion); pe o ming he song o lis ening o i in a g amophone eco d;
de e mining he musical cha ac e o he song, i s means o exp ession and con en h ough a
con e sa ion, and de e mining some pe o mance s yles; eaching he song in o musical ph ases,
wo king on he quali ies o pe o mance; pe o ming he song and holding a b ie con e sa ion abou
he child en's imp essions o he song, ha is, gene aliza ion.
The music lesson is planned based on he p og am, using isual aids, o al, p ac ical, compa a i e
me hods o eaching music, in ol ing s uden s in he lesson, playing dance elemen s, musical games,
s epping o he music, clapping and singing so ly and exp essi ely, and is conduc ed based on
me hodological equi emen s. The con en and me hodology o eaching music in he 2nd g ade.
Acco ding o hei psychological and physiological cha ac e is ics, 2nd g ade s uden s a e simila o
1s g ade s uden s. Thei a en ion span is also no well o med. Because hey a e mo e in e es ed in
hings ela ed o he game. Due o he delicacy, agili y, and incomple e o ma ion o he ocal
appa a us, hei oices sound in he alse o ype. The olume o he oice is abou (do1-do2).
Inc eased a en ion is paid o he ocal-cho al culmina ion wo k.
In o ma ion, skills and quali ica ions abou musical hy hm, speech, melody, empo, dynamics,
measu e a e ans o med in o conc e e heo e ical knowledge. In o de o mas e he music lesson, i
is necessa y o ely on he knowledge gained in he 1s g ade. The e o e, i is necessa y o adhe e o
he p inciple o cohe ence and sys ema ici y when eaching he lesson o musical cul u e. Lis ening
o music is conside ed he leade o musical ac i i y. A e all, all musical ma e ials used in he lesson
a e mas e ed mainly by lis ening.
Lis o used li e a u e
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МЕТОДОВ ПО СФЕРЕ МУЗЫКИ // Scien i ic p og ess. 2021. №4. URL:
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(дата обращения: 26.10.2023).
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3. Ибодов, У. Р. (2021). РОЛЬ КЛАССИЧЕСКОЙ МУЗЫКИ В УРОКАХ
МУЗЫКАЛЬНОЙ КУЛЬТУРЫ. Academy, (2), 68-70.
4. Ибодов, У. Р. (2021). музыкальные формы на основе индивидуальной модели
композиции. Scien i ic p og ess, 2(4), 236-241.
5. Ражабов Тухтасин Ибодович, Ибодов Уктам Расулович ОБЕСПЕЧЕНИЕ
НАЦИОНАЛЬНОГО НАСЛЕДИЯ В ОБУЧЕНИИ ПЕСНЯМ БУХАРСКОГО ДЕТСКОГО
ФОЛЬКЛОРА НА УРОКАХ МУЗЫКИ // Вестник науки и образования. 2020. №21-2 (99).
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