METHODOLOGY FOR TEACHING MUSIC-THEORETICAL KNOWLEDGE IN MAQOM EDUCATION BASED ON MATHEMATICAL MODELING
Keywords:
maqom education, music-theoretical knowledge, mathematical modeling, rhythm, meter, note duration, rest, traditional singing, traditional performance, musical competence.Abstract
This article develops the pedagogical and methodological foundations for teaching
music-theoretical knowledge in maqom education through mathematical modeling. The
study analyzes the didactic potential of representing note and rest durations, rhythmic
relationships, meter, and time signatures through fractions, ratios, and simple equations.
A mathematical model is interpreted not as a substitute for the content of a musical
concept but as a didactic tool that helps students visualize, calculate, hear, and connect
theoretical concepts with practical performance. The study considers the characteristics
of Grade 7–11 students’ preparation in maqom education, including 62 students
specializing in “Traditional Singing” and 61 students specializing in “Traditional
Performance,” for a total of 123 students. A methodological model based on the sequence
“musical concept → mathematical model → musical notation → listening → practical
performance → independent analysis” is proposed, with its stages, assessment criteria,
and indicators defined. The methodology is aimed at ensuring the systematic acquisition
of music-theoretical concepts, the analysis of rhythmic structures, and the integration of
theoretical knowledge with performance practice.
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