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y^K 374.48.26
Dzhalilov E.K., Senior Lecturer of the Department ""Music
Education""Samarkand State University
ACTUAL PROBLEMS OF CHILDREN'S MUSIC EDUCATION
Annotation: This article discusses the actual problem of musical education.
Keywords: music, learning, education, culture
In the modern world, musical art is considered as part of the general world culture. At the same time, it acts as an integral element of the general process of knowledge of the world, as part of the general development of human culture and at the same time is a specific form of aesthetic activity. The specificity of art in general, among other characteristics, has such an important one: by its nature it is "a multifunctional subsystem of artistic culture that synthetically satisfies the diversity of human needs and embodies the diversity of manifestations of human life activity". Indeed, music is by its nature polyfunctional and in relation to man is an instrument of knowledge and self-knowledge, a means of communication and value orientation, as well as a source of pleasure and an instrument of spiritual and practical change in reality. Metaphorically, one can say that "music is a miniature of the harmony of the whole universe, because the harmony of the universe is life itself, and man, being a miniature of the universe, demonstrates harmonious or inharmonious chords in his heartbeat, in heartbeats, in his vibration, rhythm and tone ". In the science of herbs - pharmacognosy - there is the term synergism, that is, the cumulative effect when a particular medicine created on herbs is not reproducible by artificial chemical synthesis of its constituent elements. Obviously, the effect of music on a person has this cumulative effect, and the functions listed above are "decomposed" only for their theoretical understanding. It is characteristic that even representatives of the exact sciences have recently pronounced the praises in honor of musical education and are temperamentally formulating the fundamental general pedagogical principles, so important for aesthetic education. For example, English teacher Roy Sleck draws attention to the thought of the philosophers of the ancient world that "music is really educative, because it develops the brain and, moreover, it develops and refines feelings." It is easy to see that these integrative ideas are based on about the meaning and characteristics of the impact of music lies the idea of Pythagoras about the musical space, where everything sounds and everything is fine.Now, in the conditions of unpredictably stormy entry of Russia into the information civilization and market economy, despite all the inconsistency of these tasks with real regional conditions - the priority pedagogical task of society is to implement human education tasks in the education system and its structure for the formation and preservation of the components of spiritual culture. But from declaring a task, the distance to practical implementation is great.The musical education of children is precisely that peculiar phenomenon, which is characterized by its special role in the development of the child's personality. Of course, today we can't talk about mass musical upbringing of children, as was previously assumed
in the framework of a comprehensive school, in the spirit of the ideas of Soviet musical pedagogy and its main ideologist D. Kabalevsky, just as the Hungarian version of universal music education is unacceptable in modern conditions , realized thanks to the social reorganization of society and such Hungarian musicians as B. Bartok and Z. Kodai. This was achievable only under the condition that such a task became a state one, which today cannot become a reality for many objective reasons.It is also impossible not to take into account the fact that overloading children in a secondary school has become an urgent problem of Russian pedagogy. In this regard, it is necessary to provide a reasoned justification for the very special mission of music schools and art schools, which should be able to meet new requirements imposed by the state, society, parents. Today, no one doubts the assertion that education and upbringing are the main things that society gives a person. The process of development of society requires the preservation and transfer of accumulated knowledge, as well as experience in obtaining it. One of the traditional concepts in this regard is the content of education as a combination of the qualities and attitudes of the educational process that are necessary for relaying the accumulated practical and spiritual experience. Behind the content of education is always a model of a person - the ideal carrier of the desired education. Meanwhile, in the process of developing education in our country, at a certain stage, the need to create specific models for posing problems and solving them arose. All this has received the name of the scientific paradigm of education. The scientific paradigm, in turn, has limited the number of disciplines and areas that, according to its criteria, meet the concepts of educational discipline and scientific direction.
Today we celebrate the crisis of the music school as a social institution, a certain part of the reasons for which lies in the field of finance and economics, but the main reason is associated with the conceptual features of this unique type of education. For a complete picture, a holistic, ever-changing and deepening analysis of all activities is needed. Traditionally, the "efficiency" of any educational system implies a certain correspondence of the goals and results of the educational organization, and the "quality" of education assumes the conformity of its content and forms to a certain ideal level. In determining the quality of pedagogical "products", it turned out to be easier to use the mediated and external signs of the dynamics of the process. The volume and quality of knowledge gained during the lesson were established as such convenient indicators. However, both of these concepts are difficult to define and check when applied to music education, firstly, because both the community, and goals, and values are heterogeneous, and secondly, the ideal level of something is conditional.In a traditional music school, nothing depends on a student except for one thing - he can be "awarded" if he plays according to the generally accepted rules and, despite the proclaimed humanization, remains led, not leading. Imperceptibly, a substitution of goals took place, and the child lost the individual approach necessary in musical education. On a limited, narrow period of time and activity of the child, the transfer of knowledge on the subject acquired self-sufficient significance and became an end in itself.The unified pedagogical process was divided into little dependent subsystems. If the substitution
of a goal by means took place in the practice of only individual mediocre teachers, it would be half the trouble. Not all nature, intuition is given the wisdom, strength and responsibility of a holistic, balanced attitude to the personality of the child. But when generalizing the teaching practice, the mistake was laid in the basis of the empirically developing system of music education.In my opinion, the most constructive way today lies at the intersection of times and allows synthesizing invaluable pedagogical achievements of past years, which have not lost their practical significance even today, the pedagogical discoveries of musicians, practicing teachers seeking to modernize the outdated learning model.It is no secret that one of the reasons for the current crisis of music schools in the Yaroslavl region is the inertia of teaching staff and a significant gap between the quality of the "product" and the growing demands on it from the personality of students, parents, the regional labor market and society. With the fact that today admission to the first class is maintained (2,200 people are admitted to art education institutions annually), less than 40% is brought to the senior class. This fact shows the need for further scientific analysis of the situation at the regional level. The key task that managers and pedagogical teams have to tackle is the ability to react adequately and promptly to changes in the external environment and to provide quality education in the context of a shortage of budget funding and a reduction in the number of students. The reduction in the number of students in educational institutions associated with the demographic situation continues, which leads to a rise in the cost of education for one child in them. According to the Department of Education, the reduction in primary school students in the city of Yaroslavl reaches 20%, and in the region - up to 30%. Under these conditions, the individual, private needs of the child, his family are the main source of an order for the educational activities of the music school.The main task and goal of aesthetic education (according to L.Vygotsky) is to introduce the child to the aesthetic experience of mankind: bring it close to monumental art and through it include the child's psyche in the common global work that humanity has been doing for thousands of years, sublimating its psyche in art. Vocational training in any kind of art should, accordingly, be combined with such lines of education as the child's own creativity and the culture of his artistic perceptions. But the difference between learning and the subjective development of personality is not mutually exclusive, contradictory processes. Their relationship is similar to the relationship of tactics and strategy. Identifying the necessary conditions for supporting the child in the process of his self-determination, self-realization (providing the child with opportunities for self-movement to his own interests and free choice) and the purposeful creation in practice of a special educational environment is a strategy. Mastering any skill is a tactic.To assess the effectiveness it is necessary to highlight the psychological and pedagogical essence of these two processes and their optimal fit:-Psychological and pedagogical support of the free choice of the interests of the child, his life and professional self-determination;-the subordination of the pedagogical influence (training tactics) to the subject-subject, partnership relations between the teacher and the child.
Использованные источники:
1. Лукин Ю.А. Искусство как информационная система. М., 1995. С. 6.
2. Х. Инайят Хан. Мистицизм звука. М., 1997. С. 188.
3. Фейнберг Е. Обыкновенное и необыкновенное // Новый мир. 1985. № 8. С. 228-229.
УДК 374.48.26
Dzhalilov E.K., Senior Lecturer of the Department "Music Education "Samarkand State University FEATURES MUSIC EDUCATION
Abstract: This article examines the basic principles of music education
Keywords: music, principle, methodology, method, pedagogy, musical training
Musical pedagogy (eng. Music Pedagogy) is a branch of pedagogical science (pedagogical discipline) that deals with the transfer of the entire range of musicological knowledge to students, and studies and develops the most effective ways, methods, forms of organization and methods of musical education and training, and the formation and development of creative skills , experience and practical skills in various areas of musical art.The object of musical pedagogy is the process of musical education and personality education, and its subject should be considered the combination of all forms of organization, methods, means and other tangible and intangible attributes of musical education and training, which form an integral, unified complex of professional training and the formation of the personality of a musician.Musical pedagogy should be distinguished from individual methods of musical education and upbringing, since it is an integrated, holistic science, the content of which is aimed not only at developing individual musical abilities of a person and developing his knowledge and skills in the industry chosen by the musician, but and on the formation of his personality as a whole.
Musical education is the process of transferring and mastering the musical knowledge and skills provided by the curriculum. Musical education is aimed at mastering such knowledge, skills and skills of practical musical and aesthetic activity, which would meet a certain level of musical education. Musical education is carried out both by state institutions and non-state or private institutions, as well as by individuals. In accordance with this, musical education is divided into amateur (non-professional) and professional.Musical education is the process of transferring and mastering musical knowledge and skills aimed at developing and shaping musical inclinations, abilities, tastes, ideals that inspire a person to practical musical and aesthetic activities. Musical education in the general pedagogical context belongs to the system of compulsory educational work of a modern comprehensive school. According to the legislative acts of many countries on education, the musical education of pupils is implemented at school in music lessons and is included in the
