Abstract:

The article deals with the problem of forming positive motivation of future teachers of folk choreography for creative activity in the process of professional training. Emphasis is placed on the peculiarities of the teachers’ creative activity in folk choreography. It is noted that the creative activity of a teacher-choreographer is multifaceted, as it combines professional knowledge, skills, personal and professional qualities aimed at creating a new choreographic composition and broadcasting choreographic experience to younger generations. Special attention is paid to the justification of the need for the formation of creative potential and the motivation of future teachers of folk choreography for creative activity.

It was found that various types of educational and cognitive activities contribute to the formation of the motivation of future teachers-choreographers for creative activity: performing, choreographic, rehearsal, pedagogical and scientific. It is argued that one of the ways of forming the motivation of future teachers of folk choreography for creative activity is to involve them in extra-auditory activities (within the scope of practices), for example, participation in the work of an artistic self-activity group, holding evenings of folk creativity, participation in social events, participation in the choreographic compositions in the children's group of the folk dance ensemble in extracurricular educational institutions, etc.

Attention is focused on the need to implement innovative approaches and methods in the conduct of various forms of educational classes (binary lecture, provocation, performance, seminar-observation, seminar-rehearsal, master class, pedagogical workshop, lecture-excursion, classes in choreographic groups), as well as an organic combination of individual and group work, the use of interactive learning methods and technologies (business and role-playing games, round tables, discussions, contextual learning technologies, trainings, "learning through participation", situational modeling), artistic and project activities. It was established that the use of modern digital applications, software (author's methods of teaching folk choreography on the YouTube channel, 3D technology), media resources (animated films, advertising, video plots, folk songs) motivates applicants to search for the necessary information, orientation, critical thinking, production of creative ideas in an open choreographic and educational space, thus contributing to their professional self-development and creative self-realization.

It was concluded that the priority of independent learning, creative cooperation, taking into account the existing dance experience of the students, the use of an individual approach to learning, interactive learning methods contribute to the development of professionally significant needs, interests and motives of creative activity, a positive attitude towards the profession, the formation of the professional and personal image of the choreographer.

Keywords: teacher-choreographer, folk choreography, motivation, creative activity, professional training, creative potential, forms and methods of learning, extracurricular activities.

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