CC BY
3
УДК 378:78
Ilhomov M.A.
Tashkent State Pedagogical University Uzbekistan, Tashkent city MUSICAL EDUCATION AS A NECESSARY ASPECT OF THE
DEVELOPMENT OF A PERSON'S PERSONALITY Abstract: In this article, music education is seen as a necessary aspect of the development of a person's personality
Keywords: Musical education, musical education, world outlook, personality
The impact of music on a person was said at all times. Music plays an important role in human life. All ancient teachings of the terrestrial civilizations contain such statements and experience accumulated by millennia, the impact of music on animals, plants and humans. Even in the time of ancient thinkers, there was a firm conviction that music contributes to the diversified development of the individual. Probably, for this reason, all known historical figures, not only scientists, but also outstanding military commanders and statesmen, were trained in music and other arts, not only in ancient Rome and ancient Greece, but also in the ancient East, in the Old and the New light. Most ancient Egyptians cultivated musical arts and well understood their influence on the human spirit. In the oldest sculptures and carved works we find scenes where musicians play various instruments. Music was used to treat nervous disorders. The ancient Greeks also thought about the role and influence of music on man. For Aristotle, Plato, the Pythagoreans, music was a means that balanced the outer side of the course of life with the psychological state of man himself. Imitating this or that affect with the help of rhythm, melody, timbre, or the sound of a musical instrument, music, according to the ancients, evokes in the listeners the same affect to which it imitates. In accordance with this provision, classical classifications of frets, rhythms, and musical instruments were developed in ancient aesthetics, which should be used to educate the personality of an ancient citizen of the corresponding character traits. In the XVI century, music was first used during surgical operations. In the XVII - XVIII centuries in the works of musicians philosophers (among which can be called Kunau, Kircher, Matteson). The German theorist Atanasius Kircher explained the nature of musical tastes from the point of view of their correspondence to the natural temperament of man and believed that melancholics love a serious, not interrupted sad harmony, sanguine people are always attracted by the dance style due to the mild excitability of blood vapor. To the same harmonious movements, the choleric people tend, in which the dances lead to a strong inflammation of the bile. Phlegmatic women are touched by subtle female voices. According to the observations of the famous Russian surgeon Academician B. Petrovsky, under the influence of music the human body begins to work more harmoniously, and therefore he necessarily used music during complex operations. In the twentieth century, interest in the influence of music on the formation of the spiritual world and on the human psyche has increased
dramatically throughout the world. More and more doctors, psychologists and teachers tried to convey to people the importance of musical education for cultural life in general. Great merit in this direction belongs to VM Bekhterev. He believed that with the help of musical rhythm, one can establish a balance in the activity of the human nervous system. In the second half of the XX century, music began to be used as an independent form of therapy (music therapy) in different countries. In Russia, at the beginning of the twentieth century, a large number of works on musical psychology come from Teplov BM and Vygotsky LS Today, music education is not compulsory, and not as prestigious as in the past. Previously, it was customary to send children to music schools massively: great importance was attached to musical education. Now the priorities have shifted a little, and learning music is considered a whim rather than a necessity. But in vain: the musical education of children is an important element of their harmonious development. Naturally, not all children after the "musician" will choose the musician's profession. Some will forget all that they taught for several years. They are ordinary pupils who attended the music school without enthusiasm, and teachers kept such children for extra workload. It may seem to the parents that the years spent at the music school were in vain. In fact, music education is not only learning to play a certain instrument, but also the development of logic, memory and assiduity. But how can music develop logic and mental abilities? In our age of digital technology, the surplus of unnecessary information of the body, radio broadcasting, the Internet, social networks, entertainment industry, is designed for the undemanding taste of the consumer. Those who are at the head of the commercial entertainment market are concerned only with money. There is a process of forcible planting of bad taste. In the 21st century, too little time is devoted to the development of the spiritual world of the younger generation. Education and musical education are an integral part of the overall process aimed at the formation and development of the human person. Therefore, we can not consider them as a separate branch of knowledge.
It is established that schoolchildren who are perfectly engaged in music successfully study in general subjects, and life repeatedly confirms the presence of gifted musicians of outstanding abilities in general. The extreme poles in the system of children's musical education are special music schools for gifted children and general education schools, and between them - children's music schools (DMS) of general music education and art school (DShI). Their appointment is a general musical education and upbringing, carried out in addition to the programs of general education schools. The real task of the music school is to help students identify the measure of their talent and make a choice. After all, not always the scale of talent and the desire to make music a profession are revealed in the first years of training. Musical education is one of the central components of aesthetic education. It plays an important role in the development of the child's personality. In addition, music classes develop the child's diligence, perseverance, excellent coordination of movements, which is useful not only in music, but also in other professions and spheres of human activity. Musical art is
the most effective means of aesthetic education. But not only that. For example, art schools are a necessary supplement to general education, which contributes to the harmonious development of the individual. Therefore, in our country there is a huge number of not only music schools, but also art schools. In modern conditions, the music school is one of the main bases for the wide dissemination of musical culture. The goal is to make music available to not only gifted children, who will choose her profession, but also all those who study at school. Serious musical education should be given to middle-aged children, as each of them can become a true music lover-a listener, a participant in music making.
It is these signs (in the presence of musical data) that should be decisive in determining the age suitable for starting the training. Teaching and educational tasks, which are decided by the teachers of music school, are basically uniform for all subjects. Unity and interrelation are caused by the peculiarity of musical studies, in which music acts both as an object of cognition, as a means of education, as well as norms of communication with it (listening, analyzing, performing) and with sufficiently wide possibilities of applying knowledge and skills of some subjects while mastering others. Knowledge of music plays a very important role in education and training, giving the aesthetic development of schoolchildren an educational breadth and ideology. The system of musical education of children and youth is aimed both at revealing talents and talents, and at raising the cultural level of the younger generation. With all its diversity, the system of aesthetic education is reduced to several main areas that are relevant in music education: 1. Expansion of musical horizons. 2. Education of the world outlook and moral qualities. 3. Education of will and character. 4. Education of interest in creative work and the ability to work. 5. Education of relevance and discipline. 6. Education of grace and nobility of gestures and posture. 7. Education of respect for elders and a sense of camaraderie. 8. Education of the culture of speech. Musical education is a unique means of forming the unity of the emotional and intellectual spheres of the child's psyche, since it exerts a tremendous influence on the development of musical taste, analytical thinking and the overall musical development of the child. Music classes allow the child to develop in a balanced way. In the modern world, a colossal stream of information collapses on a young teenager and a child who does not have sufficient experience of life. The child comprehends the world through television, computer, at the same time his emotional inner world is very complex and multifaceted at such a young age. Music allows the child to perceive the surrounding world more vividly and sharply, it is better to comprehend good and evil, sincerity and falseness of the surrounding world. A child deprived of the necessary emotional education, it is possible, will develop into a cold closed personality.
Literature:
1. Крюкова В. Музыкальная педагогика. Ростов-на-Дону: Феникс, 2002. — 281 с.
2. Петрушин В. Музыкальная психология. М: Академический проспект, 2006. — 399с.
