THE MASTER AND STUDENT EXPERIENCE IN UZBEK DUTAR PEDAGOGY

Abstract

This article examines the foundational ustoz-shogird (master-student) relationship as the central conduit for transmitting the art of the Uzbek dutar. Moving beyond the mere instruction of technique and repertoire, it explores this pedagogical bond as a holistic, lifelong dialogue that shapes the musician’s artistic, ethical, and spiritual identity. The analysis traces the experiential journey from initial discipleship - characterized by strict imitation (qattiq taqlid) and disciplined practice (mustahkam mashq) - toward the cultivation of the student’s own interpretive voice (far) within the authoritative framework of the maqom tradition. It highlights the master’s role in guiding not only the hand and ear but also the student’s understanding of context, poetry, and emotional resonance (hol). Furthermore, the article illuminates how learning extends beyond formal lessons into communal settings and daily observance, embedding the art within a fabric of social and ethical values. Ultimately, it argues that this relational pedagogy, culminating in the symbolic granting of permission (ijozat), is essential for the authentic preservation of the dutar tradition, ensuring the living continuity of its technical nuances, aesthetic philosophy, and spiritual depth from one generation to the next.