Зміст загальноосвітньої підготовки вчителів хореографії в університетах США
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2015
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Статтю присвячено висвітленню особливостей загальноосвітньої підготовки вчителів хореографії в університетах США. Для прикладу розглянуто програму Бойєрського коледжу Темпльського університету, який очолює десятку найкращих університетів, що готують учителів хореографії (за даними Національної асоціації танцювальних шкіл). Охарактеризовано головні компетентності, визначені програмою, а саме: критичну, міжпредметну, контекстуалізаційну, комунікативну, науково-математичну, громадянську, інформаційну компетентності й навчання впродовж життя.
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.
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.
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підготовка вчителів хореографії у США, загальноосвітня підготовка, блок загальноосвітніх дисциплін, загальні компетентності вчителя хореографії, опис компетентностей, Choreography teachers’ training in the USA, general educational training, general education program, choreography teacher’s general competencies, competencies’ description
Бібліографічний опис
Сало, Л. В. Зміст загальноосвітньої підготовки вчителів хореографії в університетах США [Текст] / Л. В. Сало // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 5 (49). – С. 51–58.