UDC 376-056.24:793.32:615.825(045)
DOI: https://doi.org/10.59694/ped_sciences.2026.20.135
RHYTHM AS A MEANS OF ART THERAPY IN CHOREOGRAPHIC TRAINING OF STUDENTS TO WORK WITH CHILDREN IN AN INCLUSIVE EDUCATIONAL SPACE
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RAZVODOVA Marina Valeriyevna
Doctor
of Philosophy, teacher-methodologist of choreography
of the highest qualification category of the Municipal
Institution «Balta Pedagogical Professional College».
ORCID іD: https://orcid.org/ /0000-0003-4339-5383
Abstract:
The article substantiates the relevance of the problem of training future teacherschoreographers to work with children of primary school age with special educational needs in an inclusive educational space. Rhythm is considered as an effective means of art therapy, combining artistic, developmental, corrective and socializing potential. The essence, varieties and forms of art therapy are analyzed, the psychological and pedagogical significance of the system of musical and rhythmic education of E. Jacques-Dalcroze for the psychomotor, cognitive and emotional development of children is revealed.
The specifics of the use of rhythm as a non-verbal means of communication and self-regulation for children with speech disorders, autism spectrum disorders and attention deficit hyperactivity disorder are outlined.
A set of methodological recommendations for students is proposed, which includes the principles of diagnosis, variability, priority of process over result and the use of game metaphors.
The author’s methodological development is presented - the choreographic etude «Pogodna Orkestrova Mandrivka» (Good Weather Orchestral Journey), its purpose, structure and principles of adaptation for different categories of children with OOP are described in detail.
It is proven that the systematic introduction of art-therapeutic elements of rhythm into the professional training of choreographers is an important factor in the humanization of education and improving the quality of work in inclusive groups.
The conducted study allows us to conclude that rhythm, integrated into the educational process as a means of art therapy, is a powerful tool in working with children of primary school age in inclusion conditions. Its use contributes not only to the psychophysical and emotional development of children, but also to their successful socialization and adaptation. The inclusion of relevant theoretical knowledge and practical methods in the program of choreographic training of students of pedagogical colleges forms key professional competencies in them, in particular empathy, flexibility, the ability to individualize the educational process and create a psychologically safe environment. Systematic training of future teachers to use the art-therapeutic potential of rhythmics is an important step towards improving the quality of inclusive education in Ukraine.
Keywords: rhythmics, art therapy, inclusive education, children with special educational needs (SEN), choreographic training, primary school age, students of pedagogical colleges.
References:
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