EDUCATION OF VALUES OF STUDENTS-DANCERS IN THE PROCESS OF TEACHING HISTORY OF CHOREOGRAPHY
Abstract
The article deals with the issue of value-educational content of primary specialized art education, which is considered by the example of teaching history of choreography as a component of training students-dancers of art schools.
The purpose of the article is to substantiate the logic of knowledge of history of dance art by students of modern art choreographic schools in the value-educational aspect.
Methods of theoretical analysis and synthesis of aesthetic-philosophical and psychological-pedagogical sources were used to establish the connection between the concepts of choreographic education, teaching history of dance, personal artistic values; methods of comparison and clarity were used to specify how to selectartistic material as optimal for the formation students’ artistic and value sphere.
The algorithm of introduction of the historical and art component in the holistic choreographic education of teenagers is verified that can be a significant help to teachers of this educational subject. The synthetic nature of the art of dance is emphasized, which is directed at the mastery of its history by students as well as it provides a syncretic perception of the artistic picture of the world. The importance of appealing to students’ experiences from various fields of knowledge and connection of dance with life for a complete immersion in the artistic choreographic image is explained. The practice-oriented approach to teaching art history and the initial methodological support on the emotional perception of works as a basis for the formation of personal artistic values are revealed.
The main tasks of teaching art history of modern students (activation of creativity; development of poly-artistic thinking; systematic comparison of the content with contemporary phenomena of teenagers’ value orientations; involvement in virtual artistic communication with the introduction of new forms of communication and self-presentation; involvement in educational activities based on the formation of communicative culture). The core value orientation of the educational process is determined by national identity through knowledge of the art of dance in the dialogue of universal and national values, in particular regional and artistic ones.
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