SAN’AT VA MADANIYAT AXBOROTNOMASI
Maqolalar · 2026/3

ХОРЕОГРАФИЯ САБАҚЛАРЫНДА СТУДЕНТЛЕРДИҢ ДӨРЕТИЎШИЛИК ҚӘБИЛЕТИН РАЎАЖЛАНДЫРЫЎДЫҢ ПЕДАГОГИКАЛЫҚ УСЫЛЛАРЫ

  • Xalilayeva Almagul Dauletmuratovna - dotsent v.v.b. O‘zbekiston davlat san’at va madaniyat instituti Nukus filiali O‘zbekiston davlat san’at va madaniyat instituti Nukus filiali
DOIhttps://doi.org/10.66900/cdf70p31
Kalit so‘zlar

xoreografiya, raqs bilimi, ijodkorlik, improvizatsiya, kompozitsiya, tana orqali o‘rganish, refleksiya, talabaga yo‘naltirilgan o‘qitish

Annotatsiya

Maqolada xoreografiya darslarida talabalarning ijodiy qobiliyatini

rivojlanishning nazariy va metodik asoslari tahlil qilinadi. Jismoniy o‘rganish improvizatsiya, kompozitsion topshiriq, hamkorlikda ijod qilish va refleksiyaning o‘zaro bog‘liqligi ochib beriladi. Ilmiy adabiyotlarni integrativ sharhlash asosida "Nazorat - tadqiqot - kompozitsiya - ijro - refleksiya" nomli besh bosqichli pedagogik model tavsiya etiladi. Model texnik mahorat bilan bir qatorda obrazli fikrlashni, musiqiylikni, milliy raqs materialini ongli o‘zgartirishni va talabaning mualliflik pozitsiyasini qo‘llab-quvvatlashga yo‘naltirilgan. Natijalar xoreografiya o‘qituvchilariga dars mazmunini talabaga yo‘naltirilgan tamoyillar asosida tashkil etishga metodik asos bo‘la oladi.

Adabiyotlar

  1. 1. UNESCO. Framework for Culture and Arts Education. – Paris: UNESCO, 2024. – 10 p. URL:
  2. https://www.unesco.org/sites/default/files/medias/fichiers/2024/02/WCCAE_UNESCO%20Framework_EN.
  3. pdf
  4. 2. Sööt A., Viskus E. Contemporary Approaches to Dance Pedagogy – The Challenges of the 21st
  5. Century // Procedia – Social and Behavioral Sciences. – 2014. – Vol. 112. – P. 290–299. DOI:
  6. 10.1016/j.sbspro.2014.01.1167.
  7. 3. Harrington C. Choreographic pedagogies: towards an embodied practice // International Journal for
  8. Lesson and Learning Studies. – 2014. – Vol. 3, No. 1. – P. 100–124. DOI: 10.1108/IJLLS-09-2013-0047.
  9. 4. Amado D., Sánchez-Miguel P. A., Molero P. Creativity associated with the application of a
  10. motivational intervention programme for the teaching of dance at school and its effect on both genders //
  11. PLOS ONE. – 2017. – Vol. 12, No. 3. – e0174393. DOI: 10.1371/journal.pone.0174393.
  12. 5. Engdahl C., Lundvall S., Barker D. ‘Free but not free-free’: teaching creative aspects of dance in
  13. physical education teacher education // Physical Education and Sport Pedagogy. – 2023. – Vol. 28, No. 6. –
  14. P. 617–629. DOI: 10.1080/17408989.2021.2014435.
  15. 6. Ørbæk T. Bodily Learning Through Creating Dance: Student Teachers’ Experiences From
  16. Norwegian Physical Education Teacher Education // Frontiers in Sports and Active Living. – 2021. – Vol. 3.
  17. – 758944. DOI: 10.3389/fspor.2021.758944.
  18. 7. Konstantinidou E. Creative dance studies in elementary schools: a systematic search and a narrative
  19. review // Research in Dance Education. – 2023. – P. 1–35. DOI: 10.1080/14647893.2023.2177266.
  20. 8. Southam A., Costley J. The role of modelling during instruction in collaborative creativity //
  21. Thinking Skills and Creativity. – 2024. – Vol. 54. – 101660. DOI: 10.1016/j.tsc.2024.101660.
  22. 9. Rothmund I. V. Student-centred learning and dance technique: BA students’ experiences of learning
  23. in contemporary dance // Research in Dance Education. – 2026. – Vol. 27, No. 2. – P. 187–206. DOI:
  24. 10.1080/14647893.2023.2230135.
  25. 10. Schwender T. M., Rudi H., Stortz S. Creating, framing, reflecting—dance as embodied reflective
  26. practice in professional development for physical education teachers // Frontiers in Education. – 2025. – Vol.
  27. 10. – 1542371. DOI: 10.3389/feduc.2025.1542371.
  28. 11. Silang R., Zhou W., Gao X. Learner-centered versus teacher-centered dance pedagogy and dance
  29. learning and related outcomes: a systematic review // Frontiers in Psychology. – 2026. – Vol. 17. – 1840900.
  30. DOI: 10.3389/fpsyg.2026.1840900.