FOLK-STAGE DANCE CLASSES AS A BASIS FOR DEVELOPING THE PROFESSIONAL COMPETENCE OF FUTURE CHOREOGRAPHERS

Abstract

Introduction. European integration processes in the system of professional training of students in Ukrainian higher education institutions entail new requirements for the provision of educational and sociocultural services and for the high-quality training of competitive and sought-after specialists in choreography. In this regard, higher education institutions are expected to update approaches to the implementation of innovative teaching methods, technologies, and tools aimed at improving the organization of the educational process and developing the professional competence of future choreography specialists.

Рurpose. The purpose of the article is to examine the role of folk dance in developing the professional competence of future choreographers and to identify the potential of modern methods and techniques for their effective training in higher education institutions.

Methods. Theoretical analysis of scientific literature, systematization and generalization of the collected material, comparison, modelling.

Results. The role of folk-stage dance classes as a basis for the professional training of modern specialists in choreography has been analyzed. It has been established that modern professional training of future choreographers in higher education institutions requires the comprehensive development of a well-rounded specialist based on a competency-based approach to education. The article reveals the role and place of the academic discipline “Theory and Methods of Teaching Folk-Stage Dance” in the professional training of students specializing in choreography. The concept of “professional competence of a choreographer” has been clarified, and it has been established that its main components (types) include performing, choreographic production, pedagogical, art-historical, organizational, and artistic-stage competence. It is noted that the above-mentioned academic discipline comprises four components: theoretical and cultural, performing and technical, artistic and creative, and methodological and pedagogical, each of which is directly aimed at developing a particular type of professional competence of a future choreographer. It has been substantiated that the formation of professional competence of future choreographers is facilitated by the active use of traditional teaching methods combined with innovative ones, including verbal-visual, practical, problem-based and inquiry-based methods, as well as interactive, project-based, digital, and reflective teaching methods. In addition, attention is drawn to the fact that methods of stylistic analysis and creative interpretation are also widely used by teachers in the practice of teaching folk-stage dance. The possibilities of using digital, interactive, and project-based teaching methods in the professional training of future choreographers in higher education institutions have been analyzed. We believe that these methods constitute the basis for the effective development of professional competence of specialists in choreography.

Conclusion. A future choreographer can achieve a high level of performing, choreographic production, pedagogical, organizational, and creative inquiry activities through the development of professional competence, which is based on a combination of the theoretical acquisition and understanding of choreographic knowledge with the development of practical skills and abilities through the effective use of innovative teaching methods and tools, particularly in folk-stage dance classes. Further research is needed into the integration of folk-stage dance with contemporary choreographic art.