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КОНСОЛІДАЦІЙНИЙ ПІДХІД: ОСОБЛИВОСТІРЕАЛІЗАЦІЇ В ХОРЕОГРАФІЧНО-ПЕДАГОГІЧНІЙ ОСВІТІ

100%
Єременко О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 8(72)
3-12
EN
The article reveals the peculiarities of implementation of the consolidation approach in the preparation of masters-choreographers. In order to achieve this goal, a set of research methods was used: analysis, synthesis, abstraction and generalization, which had provided the definition and highlighting the peculiarities of implementation of the consolidation approach in choreographic-pedagogical education. It is proved that introduction of the consolidation approach is the theoretical basis for ensuring the effectiveness of training specialists at the master level in the field of choreographic pedagogy in the interaction of the executive- professional, pedagogical-practical and research directions, if the content of each of them is preserved. In this context, one of the ways to realize the unity of the executive-professional, pedagogical-practical and research directions of master’s training is mastering by the future specialists of the method of artistic-pedagogical interpretation of music. The ability of masters to artistic-pedagogical interpretation of music as a specific kind of performing-pedagogical activity shows a higher degree of professionalism in the field of choreographic education. The results of conducted work show the necessity and timeliness of considering the problem of providing consolidation processes in choreographic education and allow elucidating a number of issues concerning the study of specific features of the implementation of these processes during masters’ choreographic training. It is emphasized that the presented publication does not update the whole range of issues in the context of the chosen topic. Further scientific development need the issues of technological support for the implementation of a consolidation approach in the process of training masters of choreographic art, ways of ensuring the affinity of stylistic patterns of creating performing images in the direction of developing artistic tastes.
2

ТЕОРЕТИЧНІ ОСНОВИ ІННОВАЦІЙ У КОНТЕКСТІ СТАНОВЛЕННЯ ХОРЕОГРАФІЧНО-ПЕДАГОГІЧНОЇ ОСВІТИ

84%
Андрощук Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 3(57)
292-300
EN
The modern system of education requires activation of finding innovative approaches to training future teachers. After the end of the XX-th and the beginning of the XXI-st century the most valuable commodity have become creative ideas and technologies that are the product of creative personnel in all areas of human activity. Only creative teacher can develop creative skills of the students in the educational process. The priority of modern education system is the development and innovation to ensure the realization of creative potential, creation of the conditions for the development and self-development of the students in the educational process of higher educational institution. The theoretical foundations of innovations in the context of developing choreographic-pedagogical education are considered in the article. The theoretical analysis of innovations as a social educational phenomenon is presented. The results of the investigation are the following: 1) the historical path of innovations in education and the role of personalized paradigm of humanistic educational concept in the modern innovative preparation of the future teacher in the system of choreographic-pedagogical education are analyzed; 2) the preconditions of the introduction of innovations in the preparation of modern specialists in choreographic-pedagogical education are disclosed; 3) the essence of the notions «innovation», «pedagogical innovation»; the classification of innovations, the conditions for their realization in the choreographic-pedagogical education are reviewed. As a result of investigation we have concluded that modern society requires rethinking of the educational content and determining the principles of training a new generation of teachers. Innovations in choreographic-pedagogical education are provided with a transition to a new level of training of future teachers of choreography. They are divided into scientific and pedagogical and educational and creative. The implementation of innovations in choreographic-pedagogical education is possible due to creating the right conditions. Training of future teachers on the basis of personalized paradigm is the foundation of innovation activity in choreographic-pedagogical education. We are going to study the innovative model of preparation of future teachers of choreography based on the paradigm of personalized education in the system of choreographic-pedagogical education in the future.
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