Music is a content area of the curr

Music is a content area of the curriculum that not only strives for the achievement of facts and skills, but provides all children with learning experiences that are basic to learning in other areas of the curriculum as well. Because of its multisensory demands, music contributes to helping children learn how to both process and react to sensory stimulation. Since most music activities are perceptual motor by nature, these abilities are continually being
developed in the music class and music lesson. The music education curriculum focuses on activities in which children conceptualize through experiencing the elements of music (e.g., melody, rhythm, form, tone, and color), the styles of music, and uses of music in society. In addition, by relating music elements to other art media, the children learn to integrate and synthesize concepts that are common to all the arts. Finally, through active participation in music, children are guided in analyzing music processes by discovering how the various elements of music are combined in composition. If the foregoing experiences have been amply provided, children are able to make musical judgments based not just on arbitrary personal preference, but on aesthetic rationale as well. If we believe a music education is a vital part of the general education of all children, then we must more actively advocate music education programs for special learners. This includes providing an equal opportunity aesthetic education through music that offers the same program options that are available to other children (i.e., classroom music instruction, instrumental lessons, and performance ensembles). The challenge to the music educator teaching special learners is in ensuring that the music experiences provided are not only appropriate to the individual abilities of that child, but faithful to accepted music education goals for all children as well.

Results (Uzbek) 1:

Music faktlar va ko'nikmalarini erishish uchun harakat emas, balki faqat o'quv bir kontent maydoni, lekin, shuningdek o'quv boshqa sohalarda o'rganish uchun asosiy bo'lgan tajribalarini o'rganish bilan barcha bolalarni beradi. Chunki uning multisensory talab, musiqa bolalar qanday jarayon, ham o'rganish va hissiy rag'batlantirish javob yordam hissa qo'shadi. Eng musiqa faoliyati tabiatan sezuvchanlik motor ekan, bu xususiyatlar doimiy ravishda amalga oshirilmoqda
musiqa sinf va musiqa darsda ishlab chiqilgan. musiqa ta'limi o'quv dasturi bolalar jamiyatda musiqa elementlari (masalan, musiqa, marom, shakli, ohang va rang), musiqa jihozlardan, va musiqa foydalanish boshdan orqali conceptualize qaysi faoliyat aratilgan. Bundan tashqari, boshqa san'at ommaviy axborot vositalari uchun musiqa elementlari bilan bog'liq, bolalar integratsiya va barcha san'at uchun umumiy bo'lgan tushunchalarni sintez o'rganish. Nihoyat, musiqa faol ishtirok etish orqali, bolalar musiqa turli elementlari tarkibi birlashgan qanday kashf tomonidan musiqa jarayonlarini tahlil hidoyat topguvchidirmiz. Yuqoridagi tajribalar serob berilgan bo'lsa, bolalar, shuningdek o'zboshimchalik bilan shaxsiy afzal, lekin estetik malomatga emas, faqat asoslangan musiqiy hukm qilish imkoniyatiga ega. Biz musiqa ta'lim barcha bolalar umumiy ta'limi muhim qismidir ishonsangiz, unda biz ko'proq faol maxsus o'quvchilar uchun musiqa ta'lim dasturlarini targ'ib kerak. Bu boshqa bolalar (ya'ni, sinf musiqa ta'lim, instrumental mashg'ulotlar va ishlash ansambllari) mavjud bir xil dastur imkoniyatlari taqdim etadi musiqa orqali teng imkoniyat estetik ta'lim beruvchi o'z ichiga oladi. maxsus talabalarga musiqa tarbiyachisi ostiga taqdim musiqa tajribalar, faqat shu bola individual qobiliyatlarini tegishli, lekin barcha bolalar uchun qabul musiqa ta'lim maqsadlariga sodiq, shuningdek emasligini ta'minlash hisoblanadi.