The teacher as a director: models for fostering creative initiative in a performer of a choreographic work

Abstract

Abstract: Given the rapid social and cultural changes, the role of creative activity as a key factor in the development of personality and professional competence is increasing. This is especially relevant for the field of choreography, where artistic talent, technical skill and innovative thinking are combined. The article aimed to substantiate the role of the teacher as a director in the formation of authorial thinking, creative initiative and stage expressiveness of choreographic education applicants. Methods. To achieve the goal, the following scientific methods were applied in the article: theoretical analysis of scientific sources, comparative analysis, synthesis, and generalization. Results. It was established that the professional training of future choreographers is a multidimensional educational process, where all components of educational activity must be implemented in line with modern conditions, which contributes to improving the quality of professional training, in particular, the education of competitive specialists. The priority tasks of the teacher in choreographic education are identified, namely the formation of dance skills and technical skills, the development of flexibility, endurance, improvement of stage expressiveness, activation of creative imagination, fantasy, ability to improvise, etc. The features of the pedagogical activity of the teacher as a director in the process of practical activity of students are analyzed. The psychological aspects of creativity and their influence on the formation of stage expressiveness in choreographers during production activities are studied. It was found that supporting basic psychological needs (autonomy, competence, emotional interconnectedness) increases the level of creativity, helps to overcome excessive perfectionism and forms a willingness to experiment. Methods that stimulate creative freedom, initiative and self-expression of future choreographers are identified: improvisational practices, project work, reflective discussions, analysis and rethinking of famous productions. Conclusions. The use of the methods considered in the article within the framework of an activity approach allows combining technical mastery with individual artistic interpretation, preparing students for work in a modern, competitive artistic environment. Thus, as a result of pedagogical practice, future choreographers acquire the skills of a director who can both transmit technical knowledge and stimulate the creative freedom of performers.