O‘zmu xabarlari Вестник нууз acta nuuz

Literature review.
These passages from pedagogical 
skills textbooks provide the most precise proof of the 
significance of knowing the idiosyncrasies in instructing 
students of creative specializations such as acting, musical 
performance, and teaching. Along with training in the actual 
profession of a “performance” (whether musical or dramatic), 
students at the institutions must study pedagogy and 
psychology, as well as participate in pedagogical practice in 
educational institutions. That is, in addition to their careers as 
musicians and actors, they gain information and abilities that 
will be valuable in the classroom. 
According to N. A. Voitleva, when training a 
specialist musician, a music teacher, it is necessary to take into 
account the following structural components of a student's 
professional and creative development: sensually emotional, 
artistically imaginative, performing [2]. 
When it comes to the creation of a musician, 
especially a music instructor, the development of artistic and 
innovative thinking is critical. Imaginative thinking is at the 
heart of every musical and educational action, as well as an 
essential component of creative thinking in general. 
Research methodology
. Perception is the next key 
characteristic of a musician or acting pupil. It is constantly 
O‘ZBEKISTON MILLIY 
UNIVERSITETI
XABARLARI, 2023, [1/4/1]
ISSN 2181-7324 
 
FILOLOGIYA 
https://science.nuu.uz/
 
Social sciences 

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O‘zMU xabarlari Вестник НУУз ACTA NUUz
 
FILOLOGIYA 
1/4/1 2023 
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linked to comprehension and awareness of what a person sees, 
hears, and feels. The initial stage of every mental process is 
perception. 
To far, it has been empirically demonstrated that using 
emotions may lead to success not just in performing particular 
mental tasks, but also in overall cognitive activity. Emotions 
influence the dynamic aspects of cognitive processes such as 
tone, tempo of activity, and mood for a given level of activity. 
“The emotional component is included in educational 
activities not as an accompanying, but as a significant element 
that affects both the results of educational activities and the 
formation of personal structures. Underestimation of the 
emotional component leads to a large number of difficulties 
and mistakes in the organization of the learning process” [3]. 
Because of the identity of professions related to the 
artistic sphere, the originality of professional training, and the 
individual personal characteristics of young people who 
choose creative activity as a profession, it is obvious that the 
professional identity of students of creative specialties has its 
own specifics. 
One of the most essential characteristics of 
representatives of creative professions is the early 
commencement of professional training of a future employee 
in a specific field of art. In most cases, a proclivity for a 
certain type of creative inventiveness presents itself 
throughout infancy, when visiting various art-oriented circles 
or studying at a specific school (music, art or with in-depth 
study of aesthetic cycle subjects). In this case, the child is in 
the process of self - ideas about oneself as a subject of artistic 
and creative activity begin to take shape and the creative Self 
begins to form [4]. 
The development of the creative self continues in the 
process of studying at an art university, which has a 
pronounced practical orientation, thanks to which students are 
actively involved in creative activities from the first months of 
training. As E.Y. Basin notes, an artistic personality as a 
productive personality is formed “in acts of artistic creativity 
on the basis of appropriation (through psychological 
mechanisms of imitation and empathy) of artistic language, 
artistic culture (modern and inherited)” [5]. Some specific 
features of the professional identification of art workers are 
presented in the work of M. L. Magidovich on the example of 
the artist's profession [6]. It is revealed that the lack of a clear 
definition of the profession of “artist” in the broad sense of 
this term, as well as a number of other factors that generate 
difficulties in the self-determination of art workers. At the 
same time, it is obvious that successful professional 
identification of students of various creative fields is an 
important condition for their successful self-realization in their 
chosen profession.