Academic Discipline ‘Samples of Modern Choreography’: Methodological Foundations

Abstract

The purpose of the article is to identify the main methodological approaches to teaching the discipline ‘Samples of Modern Choreography’ in higher education institutions of Ukraine. The research methodology is based on a comprehensive approach that combines analytical, comparative, historical and chronological, and art history methods. The scientific novelty lies in the fact that for the first time the place of the educational discipline ‘Samples of Modern Choreography’ in the system of choreographic education of Ukraine has been analysed, its content has been studied, and methodological approaches to its teaching have been identified. Conclusions. The educational discipline ‘Samples of Modern Choreography’ is the newest among similar disciplines from other types of dance art, closely interacting with educational components on the theory and methodology of teaching modern jazz dance and contemporary dance. The concept of ‘samples’ in relation to dance works is quite subjective, formed at the intersection of the professional opinion of specialists, the individual pedagogical position of the teacher and the dominant aesthetic guidelines of a certain historical period. The presence of significant overlaps in the content of the discipline ‘Samples’ in different institutions of higher education indicates, on the one hand, the recognition of a certain circle of choreographers and works as reference, and on the other hand, the tendency to standardise the content, which at the same time allows for variability in methodological approaches to teaching. The teacher has the right to independently form the content of the discipline, implementing the principle of academic freedom, to select samples that must meet the narrowly professional requirements for the training of a choreographer and the general content and methodological principles of choreographic education, taking into account the limited study time provided for by the educational programme. Adhering to the principles of continuity and sequence, it is most rational to introduce ‘Samples of Modern Choreography’ into the educational process in 2–3 years. The study of examples of modern choreography performs not only an educational and training function, but also a motivational and creative function, stimulating the independent artistic activity of students. The priority in the study of samples of modern dance is not the achievement of an ideal technical form, but immersion in the creative process, understanding the mechanisms of formation of choreographic structure and stylistic features, which corresponds to the process-oriented paradigm of dance art of the 20th and early 21st centuries.