The Role of Music Pedagogy in the Effective Teaching of Music in the 5th-7th Grade of General Secondary School

Ma’rufjon Ashurov Abdumutalibovich

doi:10.47134/jpn.v1i3.264

Authors

Ma’rufjon Ashurov Abdumutalibovich Andijon Davlat Pedagogika instituti

DOI:

https://doi.org/10.47134/jpn.v1i3.264

Keywords:

music education, music pedagogy, musical world, musical life, music lessons, music literacy, musical movements, independent singing

Abstract

This article is based on the results of the pilot test of the dissertation, in which the role of music pedagogy in the effective teaching of music in 5-7 grades of general secondary schools is highlighted. The methodology encompasses a blend of descriptive, categorical, declarative, and instructive approaches. This paper will examine key aspects of music pedagogy, the basic principles of music teaching, and methods and techniques that will help create effective and interesting music teaching.

References

Abdullin, E. B. (1983). Theory and practice of music teaching in secondary schools. Moscow.

Barbeau, A. K. (2019). Music Performance Anxiety and Perceived Benefits of Musical Participation Among Older Adults in Community Bands. Journal of Research in Music Education, 66(4), 408–427. https://doi.org/10.1177/0022429418799362 DOI: https://doi.org/10.1177/0022429418799362

Basu, M. (2022). Does musical training affect neuro-cognition of emotions? An EEG study with Indian Classical Instrumental Music. Proceedings of Meetings on Acoustics, 46(1). https://doi.org/10.1121/2.0001624 DOI: https://doi.org/10.1121/2.0001624

Berger, N. (2004). Modern concept and methodology of teaching music. In Modernization of General Education (p. 129). St. Petersburg.

Berkutova, L. S. (2006). Information technologies in the training of mid-level professional specialists: a practical aspect. In Libraries and information resources in the modern world of science, culture, education and business: Proceedings of the 13th International Conference “Crimea 2006” (pp. 169-174). Moscow: GPNTB of Russia.

Bershadsky, M. E. (2006). Possible directions for the integration of educational and information-communication technologies. Pedagogical Technologies, 1, 29-50.

Bezborodova, L. A., & Aliev, Y. B. (2002). Methods of teaching music in educational institutions: A textbook for students of music departments of pedagogical universities. Moscow: Academy.

Branovsky, Y. S., & Molchanov, A. S. (1996). Pedagogical information innovations (Introduction to pedagogical informatics): Textbook. Stavropol: SGPU.

Bruns, A. (2023). Emotions of subject and object affect beauty differently for images and music. Journal of Vision, 23(13), 6. https://doi.org/10.1167/jov.23.13.6 DOI: https://doi.org/10.1167/jov.23.13.6

Campbell, P. S. (2019). World music pedagogy, volume VI: School-community intersections. World Music Pedagogy, Volume VI: School-Community Intersections, 1–204. https://doi.org/10.4324/9781315157924 DOI: https://doi.org/10.4324/9781315157924-1

Chen, Y. C. (2022). Does Background Music Affect Silent Dining Emotions? An Empirical Study of Restaurants during COVID-19. Behavioral Sciences, 12(11). https://doi.org/10.3390/bs12110434 DOI: https://doi.org/10.3390/bs12110434

Chung, F. M. Y. (2021). The Impact of Music Pedagogy Education on Early Childhood Teachers’ Self-Efficacy in Teaching Music: The Study of a Music Teacher Education Program in Hong Kong. Asia-Pacific Journal of Research in Early Childhood Education, 15(2), 63–86. https://doi.org/10.17206/apjrece.2021.15.2.63 DOI: https://doi.org/10.17206/apjrece.2021.15.2.63

Coppola, W. J. (2020). World music pedagogy, volume VII: Teaching world music in higher education. World Music Pedagogy, Volume VII: Teaching World Music in Higher Education, 1–209. https://doi.org/10.4324/9780429278617 DOI: https://doi.org/10.4324/9780429278617-1

Correction statement for “Adult listening behaviour, music preferences and emotions in the mobile context. Does mobile context affect elicited emotions?” (Cogent Engineering, (2019), 6, 1, 10.1080/23311916.2019.1597666). (2020). Cogent Engineering, 7(1). https://doi.org/10.1080/23311916.2020.1787690 DOI: https://doi.org/10.1080/23311916.2020.1787690

Costa, V. S. (2022). Clinical benefits of music-based interventions on preterm infants’ health: A systematic review of randomised trials. Acta Paediatrica, International Journal of Paediatrics, 111(3), 478–489. https://doi.org/10.1111/apa.16222 DOI: https://doi.org/10.1111/apa.16222

Fabio, R. A. (2019). Adult listening behaviour, music preferences and emotions in the mobile context. Does mobile context affect elicited emotions? Cogent Engineering, 6(1). https://doi.org/10.1080/23311916.2019.1597666 DOI: https://doi.org/10.1080/23311916.2019.1597666

Gual, L. G. (2020). School textbooks, didactic material and a new approach in music teaching in catalonia with the opening of the school of musical pedagogy – ireneu segarra method. History of Education and Children’s Literature, 15(2), 183–198.

Halpern, A. R. (2019). Voluntary auditory imagery and music pedagogy. The Oxford Handbook of Sound and Imagination, Volume 2, 391–407. https://doi.org/10.1093/oxfordhb/9780190460242.013.49 DOI: https://doi.org/10.1093/oxfordhb/9780190460242.013.49

Hobeika, L. (2020). Why do music-based interventions benefit persons with neurodegenerative disease? Music and the Aging Brain, 333–349. https://doi.org/10.1016/B978-0-12-817422-7.00013-4 DOI: https://doi.org/10.1016/B978-0-12-817422-7.00013-4

Kogan, L. N. (1981). Artistic taste. Moscow: Education.

Konen, V. T. (1984). The birth of jazz. Moscow.

Krasnov, S. V., & Artemkina, E. V. (2000). Problems of introducing modern information technologies in the educational process of a university. Vestnik Volzh. un-ta. Ser.: Informatics, 1, 190-191.

Krasnova, G. A. (2001). New information technologies in education. Problems of theory and teaching methods, 5, 39-42.

Lévêque, Y. (2022). Tonal structures benefit short-term memory for real music: Evidence from non-musicians and individuals with congenital amusia. Brain and Cognition, 161. https://doi.org/10.1016/j.bandc.2022.105881 DOI: https://doi.org/10.1016/j.bandc.2022.105881

Lomakina, N. S. (2006). Formation of listening musical culture of teenage schoolchildren. Abstract of the dissertation for the scientific degree of candidate of pedagogical sciences. Moscow.

Lomakina, N. S. (2006). Listening culture as a multicomponent quality of a teenager’s personality. In Culture. Education. Pedagogy of art: Collection of scientific papers. Issue 3 (pp. 121-129). Moscow: RIC MGOPU named after M.A. Sholokhova.

Lorenz, A. (2002). Development and distribution of Internet education throughout the world. Higher education today, 7/8, 42-45.

Markhasev, L. (1986). In the light genre: Essays and notes. Leningrad.

McBride, N. R. (2023). Finding “Otherness” in Music and Pedagogy: A Critical Ontological Analysis of an Immersive International Music Education Exchange Program. Journal of Music Teacher Education, 32(2), 42–56. https://doi.org/10.1177/10570837221120771 DOI: https://doi.org/10.1177/10570837221120771

Mozgot, V. G. (1992). Formation of an individual’s artistic taste. Rostov-on-Don: R.G.U.

Navarro, J. (2023). How does background music affect drivers’ behaviours, emotions and mood behind the wheel? Transportation Research Part F: Traffic Psychology and Behaviour, 98, 47–60. https://doi.org/10.1016/j.trf.2023.08.003 DOI: https://doi.org/10.1016/j.trf.2023.08.003

Polat, E. S. (1999). New pedagogical and information technologies in the education system. Moscow: Academy.

Rapatskaya, L. A. (2022). SPIRITUAL ANALYSIS OF MUSIC IN THE CONTEXT OF PEDAGOGY OF MUSIC EDUCATION: THEORY AND PRACTICE. Musical Art and Education, 10(1), 9–24. https://doi.org/10.31862/2309-1428-2022-10-1-9-24 DOI: https://doi.org/10.31862/2309-1428-2022-10-1-9-24

Román-Caballero, R. (2022). Please don’t stop the music: A meta-analysis of the cognitive and academic benefits of instrumental musical training in childhood and adolescence. Educational Research Review, 35. https://doi.org/10.1016/j.edurev.2022.100436 DOI: https://doi.org/10.1016/j.edurev.2022.100436

Ryzhov, V. P. (2003). Music as an information system. In Music in the information world: The science. Creation. Pedagogy: Collection of scientific articles (pp. 79-101). Rostov-on-Don: Publishing house of the Rostov State Conservatory named after S. V. Rachmaninova.

Sedikides, C. (2022). The psychological benefits of music-evoked nostalgia. Psychology of Music, 50(6), 2044–2062. https://doi.org/10.1177/03057356211064641 DOI: https://doi.org/10.1177/03057356211064641

Shkolyar, L. V., Krasilnikova, M. S., Kritskaya, E. D., Usacheva, V. O., Medushevsky, V. V., & Shkolyar, V. A. (1998). Theory and methods of music education for children. Moscow: FLINT - SCIENCE.

Siljamäki, E. (2020). Mapping visions of improvisation pedagogy in music education research. Research Studies in Music Education, 42(1), 113–139. https://doi.org/10.1177/1321103X19843003 DOI: https://doi.org/10.1177/1321103X19843003

Vallejo, J. M. (2019). Revitalising language through music: a case study of music and culturally grounded pedagogy in two Kanien’ke:ha (Mohawk) language immersion programmes. Ethnomusicology Forum, 28(1), 89–117. https://doi.org/10.1080/17411912.2019.1641124 DOI: https://doi.org/10.1080/17411912.2019.1641124

White, R. (2021). Authentic learning in senior secondary music pedagogy: An examination of teaching practice in high-achieving school music programmes. British Journal of Music Education, 38(2), 160–172. https://doi.org/10.1017/S0265051720000297 DOI: https://doi.org/10.1017/S0265051720000297

Zaitseva, L. A. (2006). The use of information computer technologies in the educational process and the problems of its methodological support. Internet magazine "Eidos". Link

Zhao, H. (2021). Critical thinking of music educators as a factor in creative music pedagogy. Thinking Skills and Creativity, 41. https://doi.org/10.1016/j.tsc.2021.100884 DOI: https://doi.org/10.1016/j.tsc.2021.100884

Zhivaikin, P. (1999). Musical programs. Home computer, 7/8, 30-31.