Международный научно-образовательный электронный журнал «образование и наука в XXI веке». Выпуск №13 (том 1)

Foydalanilgan adabiyotlar 
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ФИО автора: 
Ismoilova Mokhira Takhirovna (School No. 29 of Ellikkala district of 
the Republic of Karakalpakstan "Music Culture" teacher) 
Название публикации: «
DEVELOPING MUSICAL LITERACY IN STUDENTS 
IN MUSIC CULTURE CLASSES» 
Annotation: 
This article provides advice on how to increase music literacy in students 
in music culture classes. General concepts on music theory are given. 
Keywords:
music culture, music theory, literacy, education system, chord, note 
placement. 
The formation of musical literacy concepts in music culture classes is of 
particular importance. Because a child learns basic music literacy in elementary school. 
It is no exaggeration to say that this is especially true of the art of music. Because music 
is our companion, our companion in our daily lives. At the same time, there are a 
number of complex situations in our cultural life related to the patterns of music at 
different levels and levels, as well as their unique performance art. Musical literacy 
plays an important role in shaping music culture by helping students understand music. 
The elementary theory of music aims at the study of musical literacy, the basic 
concepts of music, and especially the study of melody. In this field, including the 
characteristics of musical sound, the technology of its expression in the text of the note, 
the main means of expression of music: meter, rhythm, fret, harmony, the ratio of two 
sounds (interval), the ratio of three or more sounds (chord) and the musical content : 
The possibilities of expressing musical content of lad tones are analyzed analytically. 
The artistic image is reflected in the music in a unique way, that is, as a synthesis of 
certain sounds and tones. In music, form and content are important as complementary 
elements. In the course of elementary music theory, the word sound has two meanings: 
the first is the sound in the physical state; the second is the sound in the intuitive state. 
Group lessons are the main form of music literacy training for music culture 
classes. Nowadays, it is very important to develop music literacy in general secondary 
school students. Because without the knowledge of music literacy it is impossible to 
understand the essence of music. Students should first have an understanding of notes, 

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whole note length, number, half note length, number, quarter note length number, octal 
or hexadecimal notes. should be able to explain the location of notes, pauses, octaves 
well. There are three types of musical sounds: height, hardness, and vibration. The 
student should have an idea of the location of the note on the 5 main lines and on the 
additional lines below and above and the octaves, the names of the strings on the 
instrument, the location of the note, adjustable, in which octave the strings of the 
instrument are performed and must explain fluently. for a student who has just begun 
to organize playing on a musical instrument, taking it in conjunction with music 
literacy and sorcerejio lessons will further enhance the student’s knowledge. The 
success of a musical literacy student depends on his or her ability and literacy. The 
student should hold the body during the performance so that it is comfortable for all 
movements of the performer. In addition, it is necessary to achieve a beautiful 
appearance of the trunk and the grip of the instrument. Each instrument has a different 
style of performance. Musical literacy plays a key role in a musician's performance, 
and musical elements such as note length, measurements, loudspeaker, rhythm, meter, 
pauses, dynamic signs, and melodies play an important role in improving performance 
skills and effective performance. In particular, the position during the performance 
should be comfortable in all respects, and the posture should be kept free. The task of 
developing a student's ability to perform tirelessly for a long time does not arise 
spontaneously. This ability can be developed through regular training. Musical sound 
properties. One of the most popular forms of art is music. In it, the artistic content is 
expressed through sounds (melodies) and is based on certain rules that connect the 
specific means of expression of music. These rules and traditions are the result of 
centuries of experience in folklore and classical music (maqoms and maqom songs). 
To play or sing any musical instrument, it is important to know the literacy of the 
music. Therefore, the teaching of this subject initially involves the performance of 
musical works and the acquisition of knowledge about the relationship of sounds and 
intervals present in them. Music of any form and content is made up of colorful 
components and is divided into several disciplines, such as musical literacy - 

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elementary theory of music, harmony, analysis of musical works, polyphony and 
instrumental studies. 
Teaching to listen and listen to music puts a number of tasks in front of a 1st 
grade teacher. The first step is for the teacher to explain how music differs from other 
arts. It is important to be able to listen to music in order to feel, understand, understand 
it. To do this, children need to know about the means of expression of music - the 
movement of the melody, rhythmic image, the importance of the expressiveness of the 
registers, speed, dynamics, tones (major and minor), and more. Basically, listening to 
music is done in the following four conditional stages: 
1. Introduction. 
2. Execution of the work. 
3. Conversation about the listened work. 
4. Listen again. 
It is no coincidence that these steps are conditional. Depending on the course 
structure, the content and the essence of the work, these stages can also be shortened 
or expanded. The formation of singing skills in the first grade is directly related to the 
development of musical listening skills. Singing in pure intonation consists of clear 
perception and clear performance of the heard sound. Sometimes there are students 
who understand musical sounds correctly but can't sing them correctly. Because there 
are children in the class with different characteristics and habits, the teacher should use 
methods that are appropriate for all children. When learning to sing a song, they 
achieve their goal by counting the rhythm of the song, using the methods of slow 
repetition, the correct pronunciation of vowels and consonants. Given that children 
often imitate the student, the teacher should perform the song himself before the 
students sing. The teacher works on the melody, pronunciation, ensemble, lyrics during 
the singing. To do this, students need to look at the teacher's hand and make sure they 
start and end the song at the same time. Singing any sound beautifully, without 
shouting, with proper breathing and adding vowels to the consonants gives good 
results. When breathing - it is important to take (N.Grodzenskaya), as if smelling a 
flower. Students should be able to hear not only themselves but also their classmates 

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singing. Students will be introduced to music literacy as they do in the process of 
singing and listening to music. 
Although students in grades 1-2 have many things in common - perception, 
imagination, memory, interests, there are significant differences between them. First, 
a 2nd grader is more experienced than a 1st grader in terms of how to behave in class, 
discipline, and adaptability to the agenda. Although the will is not sufficiently formed 
in the 2nd grader, they can overcome some difficulties compared to the 1st graders. A 
2nd grader will be able to read and write. This, in turn, will help to expand the 
knowledge of music. All of this is based on the knowledge that students develop in 1st 
grade. Organized, goal-oriented, fun lessons taught students to listen to music together, 
share their impressions, sing as a group, and listen to each other. Usually, 2nd graders 
are not as curious as 1st graders. However, the teacher should try to keep their interest. 
To do this, the teacher must be more attentive to students who do not have musical 
ability, and in the future, attach their abilities to students and give them a special task. 
In the process of learning, the teacher should be able to move from easy to complex, 
from bottom to top. Music lessons in the primary grades are an integral part of the 
system of art education and aesthetic education of students in general education 
schools. Although there is little difference between the first and second grades, the 
second graders are experienced students, well-versed in the rules of the school, and 
focused. Frequent switching of class activities in music culture classes further increases 
their interest in music. Listening to instrumental music is an effective way to intensify 
this process. Listening to music is a leading type of musical activity. After all, all the 
musical materials used in the lessons are transferred to practical activities (singing, 
playing, dancing, stepping), mainly through listening and mastering. Students' first-
grade knowledge is strengthened and deepened in the second grade. They get an idea 
of marsh music, ceremonial music, and learn about the genres and types of music. The 
genre of song and dance is taught in the same way. Grade 2 children also differ little 
from first graders in the physiological characteristics of the vocal apparatus, i.e., the 
thinness and fragility of the vocal cords, which are not fully formed. The development 
of the musical abilities of 2nd graders depends on the quality and essence of the lessons 

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taught in the first grade. Effective, fun-organized classes with students in Grade 1 
increase students' ability to listen to music, express their impressions of a song, and 
sing with a choir.
In particular, children learn about the three main genres of music (song, march 
and dance): each genre has its own variety, the three genres are integrated into major 
works, and they have a singing, dancing and marching character. Through these genres, 
they understand what music is "talking about" and how it is expressed. The knowledge 
and skills gained from these topics will be summarized in four quarters. The experience 
of experts in the field of music pedagogy shows that second-graders are ready to 
participate in music lessons based on their interest in music on their psychological, 
physiological and musical skills. Students of this age are introduced to the art of music 
in the first grade, in the family, through radio and television broadcasts. In the 
classroom, children become more interested in listening to merry melodies and songs, 
singing and dancing, and playing claps and musical instruments.