Abstract:

The article attempts to substantiate an integrated approach to the formation of interpretative competence of future choreography teachers. The substantiation of an integrated approach to the formation of interpretative competence of future choreography teachers depends to some extent on: mastery of the method of compositional construction of a choreographic work; objectivity in the interpretation of works of choreographic art; professional and practical experience of the interpreter; the intellectual and creative nature of the director’s activity; the level of development of artistic and creative thinking of the teacher-choreographer.

In the context of the subject field of our study, we believe that the interpretive competence of the future teacher of choreography is knowledge and experience that stimulates the complex communicative process, the artistic interpretation of the author’s work or folk traditions on the basis of the hermeneutic theory of knowledge, the process of reproduction of the semantic storyline taking into account genre, stylistic, composite and rhythmic features, the result of which is the emergence of new dance compositions or works of choreographic art. In this approach, the task of the interpreter is to help the participants in the choreographic event understand the author’s intention, the meaning and meaning of the work, to depict in the dance the act or character, to translate a certain idea on the basis of the true expression of feelings.

The choice of methodology, method and methods of interpretation must always be motivated and proceed from both the nature of the work and the purpose of the interpretation. Choreographic interpretation is a multifaceted artistic phenomenon, which takes place on the basis of the integration of a number of factors contributing to the formation of new dance compositions that interact with each other and promote the creative development of the choreographic skill of the interpreter, the formation of the interpretive competence of the future teacher of choreography. Among these factors one should distinguish: possession of a method of compositional construction of a choreographic work; objectivity in the interpretation of works of choreographic art; professional and practical experience of the interpreter; the intellectual and creative nature of the director’s activity; the level of development of artistic and creative thinking of a teacher-choreographer.

Keywords: integrated approach, interpretive competence, future teachers of choreography, professional and practical experience, intellectual and creative activity, artist ic and creative thinking.

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