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1 Педагогічні науки: теорія, історія, інноваційні технології

1 2015

1 Сало Л.

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ЗМІСТ ЗАГАЛЬНООСВІТНЬОЇ ПІДГОТОВКИ ВЧИТЕЛІВ ХОРЕОГРАФІЇ В УНІВЕРСИТЕТАХ США

100%

Сало Л.

nr 5(49)

51-58

The article deals with the peculiarities of general educational training of choreography teachers in the US universities. The program of Boyer College of Music and Dance at Temple University is considered as an example as this college heads the list of ten best universities training choreography teachers (according to National Academy of Dance schools). The curriculum consists of three blocks, the first of which – general education – is analyzed more detailed. The General Education Program serves as liberal education requirements for all undergraduate students and provides a foundation for learning and development practices that help students succeed academically and professionally. In order to become a teacher of choreography, the student can choose one of two paths: to receive the University diploma in «Bachelor» specialty «Choreography», «Dance» or something similar to them with further training in School/College of education that gives the right to teach dance, or to receive the University diploma of bachelor on specialty «Education» and receive a certificate in «Choreography». The main competencies determined by the program, are characterized: critical, interdisciplinary, contextualizing, communicative, scientific & quantitative, civic, information competencies and lifelong learning. The General Education Program attempts to foster the development of such skills through its curriculum by providing students multiple opportunities to exercise, in multiple contexts and settings, their communication, critical thinking, and problem-solving skills by helping students make connections from academic knowledge to experience. The General Education curriculum introduces students to nine areas of learning and a total of eleven courses, divided into Foundation courses and Breadth courses. The first group is oriented at mastering the competencies inherent to every specialist regardless his major. The second group is oriented at offering the student an opportunity to master the qualities he needs in different spheres of life, not only in academic and professional.