Структурно-функціональна модель поетапного формування художньо-творчого досвіду майбутніх викладачів хореографії

Розглядається проблема підготовки майбутніх викладачів хореографії до здійснення професійно-хореографічної діяльності і до формування художньо-творчого досвіду як цілісного, складного, неперервного і поетапного процесу. Розроблено структурно-функціональну модель поетапного формування художньо-творчого досвіду майбутніх викладачів хореографії в прoцесі фаховoї підготовки. Обґрунтовано структуру формування художньо-творчого досвіду майбутніх викладачів хореографії в сукупності взаємопов’язаних компонентів: мотиваційного, емоційного, когнітивного та рефлексивного.

In the global educational field, modern transformation processes are causing new developing tendencies in the training of future art specialists, particularly in the field of choreographic education. For the further implementation in the field of the choreographic art, the modern educator must possess artistry, which has a multifaceted nature. Meanwhile, the acmeological approach, in our opinion, acquires a system-forming meaning in the professional training of future choreographers. Our model is based on the implementation of innovative and creative approaches. The process of forming the artistic-creative experience of future choreography teachers reveals that their effective implementation requires adherence to fundamental pedagogical research principles. It is a continuous process, implemented in stages. The operational technological component of the model covers the content and organizational block and is implemented through the gradual formation of the artistic-creative experience of future pedagogues. Analysis of recent studies and publications. The issue of professional training of specialists in the field of arts education has a solid global scientific foundation. However, in choreographic education specifically, it emphasizes the challenges of improving the professional training of future choreographers. Of particular scientific interest are studies by national scholars devoted to the specifics of training future choreography teachers, which draw attention to the importance of combining pedagogical, performing and creative activities. On the other hand, in our opinion, analysis of scientific articles shows that despite the existence of a significant number of studies, the problem of holistic understanding of the structure of artistic and creative experience has not been investigated and its role as an important component of professional development of a choreographer-teacher capable of independent artistic thinking, interpretation of choreographic images, and implementation of innovate approaches in the educational process has not yet been adequately justified. Accordingly, special attention should be drawn to studying the structure of creative and artistic experience with the aim of modeling it for the effective professional training of future educators. The aim of this article is to provide a theoretical justification and develop a structural-functional model for the gradual formation of artistic-creative experience of future choreographic pedagogues in the process of their professional training. Analyzing scientific and pedagogical approaches that serve as strategic guidelines in forming the artistic and creative experience of future choreography teachers reveals that their effective implementation requires adherence to fundamental pedagogical research principles. The operational technological component of the model covers the content and organizational block and is implemented through the gradual formation of the artistic-creative experience of future pedagogues. Conclusion. Consequently, the system formed by its core structural-functional model of stepwise formation defines pedagogical conditions that ensure the creation of an appropriate educational creative environment and contribute to effective establishment of artistic-creative experience of future educators of choreography. The developed and presented structural-functional model of a stepwise formation of artistic-creative experience of future choreographic pedagogues in the process of professional training allowed us to: determine the structure of organization of the process of forming the artistic-creative experience of future choreography teachers; update and develop the specified process, taking into account contemporary requirements for the professional training of future specialists; justify and select the optimal diagnostic tool for determining the levels of artistic creativity of the future choreography teachers in the process of mastering the professional disciplines.