Historical-Theoretical Analysis of Concepts for Teaching Music Literacy in Global Pedagogy and Their Implementation in Uzbekistan’s Education System

Abstract

This study is dedicated to the historical-theoretical analysis of concepts for teaching music literacy in global pedagogy and their implementation within Uzbekistan’s education system. The research examines the history of the development of the concept of music literacy and analyzes leading global pedagogical concepts - such as the Kodály, Orff, Dalcroze, Suzuki, and Kabalevsky systems, among other approaches. It explores the theoretical foundations, methodological principles, and practical applications of these concepts, highlighting both their common features and unique characteristics. The practical significance of the work lies in the fact that its conclusions serve to improve the music education system, update curricula, and enhance teacher qualifications.