Diagnosing Levels of Dance Composition Skills in the Study Process

Abstract

DIAGNOSING LEVELS OF DANCE COMPOSITION SKILLS IN THE STUDY PROCESS SUMMary Introduction. Both the rapid cultural processes in the world and in Europe and the high empirical level of the art activities in the society have developed preconditions for the analysis of dance composition in the correlation between theoretical and empirical findings (Луговая, 2008). It has cleared the way to the research of dance composition skills within the study process. Development of dance composition skills is one of the most significant tasks of the study process in the education of dance teachers and choreographers. It stimulates personality development and creative skills of students in the development of socially significant art objects. Diagnosing levels of dance compositions skills gives wide possibilities for the development of such skills by using the experience and abilities of each individual student. The Aim of the Study. To develop an approach of diagnosing levels of dance composition skills based on the developed dance composition structure, grounded in theory and practice in order to ensure a targeted organization of the study process. Materials and Methods. Theoretical methods: analysis of scientific literature. Empirical methods: analysis of students’ creative work, pedagogical observation. Processing of the statistical data. Results. An approach to the diagnosis of dance composition skills during the study process based on theory and practice. Conclusions. By analyzing the conducted experiment we can conclude that with the help of skill diagnosis one can: 1) Discover the development level of skills in various study stages; 2) Establish the development of dance composition skills from the reproductive to the productive level. Diagnosing the levels of dance composition skills makes the study process targeted, stimulates the development of students’ individual abilities.