Abstract:

The article examines the problem of axiological competence of the teacher-choreographer, defines its essence, content and structural components. It has been proven that the axiological competence of a teacher-choreographer is a personal integrated formation, which is characterized by a high level of professional skill on the basis of a deeply motivated axiological attitude. In his work, axiological competence acquires a leading importance, since the understanding of choreographic art begins with the interpretation of his works, with the ability of the individual to perceive them emotionally-sensually, and then intellectually through the prism of the aesthetic ideal.

To form the axiological competence of the future teacher of choreography, a methodical model of choreography training has been developed, which contains a conceptual and structural-content aspect and is aimed at forming, on the one hand, the personal qualities of future teachers of choreography, and on the other hand, the acquisition of knowledge, abilities and skills necessary for further pedagogical activity. The structure of axiological competence of a teacher-choreographer includes motivational-targeted, cognitive-argumentative, interpretive-creative and emotional-reflective components.

Keywords: teacher-choreographer, axiological competence, model of axiological competence, value orientations, art education.

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