Volume 11 - Issue 57
/ September 2022
145
https://www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.57.08.15
How to Cite:
Portnova, T.V. (2022). Investigation of scientific results of practical and theoretical works of phd students of choreographic
programs in the area of humanities integration. Amazonia Investiga, 11(57), 145-151. https://doi.org/10.34069/AI/2022.57.08.15
Investigation of scientific results of practical and theoretical works of
phd students of choreographic programs in the area of humanities
integration
ИССЛЕДОВАНИЕ НАУЧНЫХ РЕЗУЛЬТАТОВ ПРАКТИЧЕСКИХ И
ТЕОРЕТИЧЕСКИХ РАБОТ АСПИРАНТОВ ХОРЕОГРАФИЧЕСКИХ
НАПРАВЛЕНИЙ В ОБЛАСТИ ИНТЕГРАЦИИ ГУМАНИТАРНЫХ НАУК
Received: October 2, 2022 Accepted: November 5, 2022
Written by:
Таtiana V. Portnova47
https://orcid.org/0000-0002-4221-3923
Author ID: 413631
Abstract
Integration of humanitarian knowledge into the
training of sportsmen and dancers is very urgent
today. We considered the domestic and
international experience in this issue and
revealed the insufficient spreading of
humanitarian disciplines in the sphere in
question. This topic is not examined well and this
defines the purpose of its investigation – to study
the results of research activity of PhD students of
choreographic programs in the area of
humanities integration.
The problem of combining choreographic
programs with training in the area of humanities
is considered in this article.
A special attention is paid to investigations and
scientific-methodological elaborations of PhD
students and leading practicing teachers in the
field of spreading the program of studying
humanitarian disciplines.
The multi-vectorness of choreographic
education, which can be considered as a
metadisciplinary area is analyzed in the article,
consequently, the teaching technique can be
flexible.
The main investigation methods were as follows:
comparative analysis, dialectic materialism,
analogies and synthesis of the collected
information.
The following characteristic features were
revealed as a result of actualizing knowledge in
humanitarian disciplines: the growing interest of
the graduates in the mastered profession,
extended outlook spectrum, accumulated
additional pedagogical skills.
47
Doctor of art history professor of department of art history, Kosygin State University of Russia, Russian Federation.
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The results can be used in training specialists in
choreography.
Keywords: choreographic education, integration
of humanities, staff training, personality
development, interdisciplinary links.
Introduction
Considering the system of education in
choreographic educational institutions, many
researchers agree that graduates are lacking all-
round development. The most part of students
focus on practical activities and do not care about
obtaining knowledge in humanities. At the same
time, the government of the Russian Federation
sees a lot of perspectives in this program on
culture development and replication; this, in turn,
means a broad spectrum of patriotic, cultural-
educational and even historical-literal events.
Besides, when working with talented students it
is important to broaden their knowledge in
historical and cultural areas, i.e. in humanities.
The graduates should not only be good
choreographers but represent an example for
their future students, hence to be interesting as
personalities, and, on the one hand, correspond to
the social requirements, and, on the other hand,
preserve inner stability and equilibrium.
Especially urgent are the issues of spiritual and
moral upbringing of children, their education and
outlook broadening due to studying humanitarian
disciplines.
The topic significance is conditioned by modern
tendencies when, on the one hand, choreography
is cultivated, students see splendid images of the
winners of different dancing contests and hope to
win as well, and, on the other hand, there isthe
opposite side when talented graduates are not
turned to historical and cultural values or do not
have knowledge in humanities.
The latter is important since it is revealed in
literacy, proper conduct, creates the integral
personality. If this field of knowledge is not paid
sufficient attention to, a human can be too
shallow-brained that will destructively affect his
or her life perspectives, even if the person is
talented.
Different musical and dance shows serve as the
confirmation that dancing is easy and does not
require special talent. But even they demonstrate
that the most interest is sparked by educated, all-
round personalities. Consequently, when
addressing the issue of teaching students of
choreographic program it is necessary not only to
teach them to dance but also pay sufficient
attention to other fields of knowledge.
The purpose of this researchis to consider
theoretical and practical results of investigations
of PhD students of choreographic program in the
field of humanities application in the educational
process.
Literature review
The group of authors: Gorbunova I.B.,
Marchenko E.P., Tovpich I.O. point out in their
work that choreographic education is not only
training and constant practical classes for
studying dancing styles, it is also the interaction
between the teacher and students. The latter
requires a high degree of training from
choreographic teachers. A future teacher should
acquire the skills not only of interaction with
younger generation but also should spark interest
in them, convey the beauty of music and dance,
show them the artistic and imaginative side, and
lay the foundation of musical literacy. Moreover,
in the attempts to spark interest in students a
teacher should apply different methodologies of
work with children and also apply knowledge in
such disciplines as psychology, religious and
cultural studies, etc. But for such approach a
future teacher should be all-round that is only
possible with in-depth study of humanitarian
disciplines (Gorbunova, Marchenko & Tovpich,
2015).
At the same time, the training of such teacher is
the challenge of XXI century, since the
availability of traditional choreography teaching
standards force out any ideas of student-centered
approach in teaching Manzheles, 2019a). And if
we take into account that young teachers are
targeted at earning money but not at developing
the creative potential of their students, we can
Portnova, T.V. / Volume 11 - Issue 57: 145-151 / September, 2022
Volume 11 - Issue 57
/ September 2022
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come across such problem as the
depersonalization of a dancer and godlessness of
a musician, as Manzheles L.V. indicated
(Manzheles, 2019b).
E.S. Babaeva points out that only due to the
system approach based on metadisciplinary links
and diversity of methodological techniques it is
possible to foster a universal specialist able not
only to teach to dance but also to cultivate
spiritual and moral bases in students (Babaeva,
2017).
However, there is another opinion, in dissertation
investigations of (Nikitina, 2007; Yurieva, 2010;
Bulankina, 2016) we can find the idea that any
educational system assumes the implementation
of the main idea – all-round development of a
personality. It is achieved due to a number of
characteristics, such as activity (inactivity) and
freedom (dependence), emotionality (restraint),
dominance (followership), etc. Moreover, the
goal is set by the society itself, which needs to be
filled with some or other elements (personality
types). And, ofcourse,
theeducationresultisalsoambiguous. A teacher
can possess all necessary qualities to convey
knowledge but certain difficulties arise
depending on the audience. People are not able to
borrow knowledge due to the upbringing
peculiarities, emotional perception,
development, etc. Therefore, the education result
is, on the one hand, the result of interaction
between the teacher and student; but, on the other
hand, it is the teacher’s responsibility towards the
students as his or her duty includes mobility, i.e.
he or she should adapt to the audience and refer
to such notions and phenomena, which will be
clear and easy to understand for this particular
student. And it should be pointed out that for a
choreographic teacher this process passes
through mastering the students’ inner world,
who, due to the technologies involved, can
immerse themselves in the world of music and
dance with the teacher’s help.
There is also no common opinion on this topic in
the scientific society. In ХХcentury already
numerous researchers, such as Taneeva S.I.,
Skrebkova S.S., Yarovskoy B.L. and others
noted that training in choreography should be
based on the technical support of classes. The
authors asserted that being behind the time the
teacher cannot spark interest of the audience in
one or another period in the musical genre
history, one or another style of dance
(Derekhovskaya, 2016).
But the researchers of XXI century, including
Zalivadny M.S., Samsonova O.V., Semenov S.S.
and others, indicate that in teaching
choreography it is necessary to move away from
the orthodox approachand select the individual
approach to each student. The arrangement of
groups by interest also facilities the teacher’s
task, since it allows singling out students from
the group who would like to learn certain dancing
styles. This is essentially connected with drawing
upon the natural qualities of a human, with the
maturity of his or her acoustic, visual and
muscular-kinetic apparatuses. And if something
is missing, the teacher should correct the
student’s activity direction. At the same time,
Zainutdinova A.R. points out that the teacher in
this process means even more than the parents as
the teacher should initiate and motivate. And
exactly in educational institutions the
understanding is obtained that going to theaters
cannot be accompanied with nibbling sunflower
seeds on the balcony, and extracurricular
attendance of the concert is not the punishment
but a special event, and going there the kid
supports his or her co-students who are not afraid
to perform before the motley audience
(Zainutdinova, 2016).
Besides, a number of researchers are of the
opinion that the teacher’s personality should
attract, and this is not only respect to the past
merits or fright of the authority. The teacher
should be an integral, interesting and versatile
personality, only then the students will listen to
his or her opinion and not only adopt the
experience. For this, as Babansky Yu.K.,
Skatkin M.N., Usova A.V. and others point out,
it is necessary to train graduates of choreographic
HEIs on the basis of metadisciplinary teaching,
paying attention both to professional and
humanitarian disciplines. And this is the essence
of integrative processes in education (Egerev,
2021; Zharkovskaya, 2018).
It is important to emphasize that today more and
more researchers drift toward the
acknowledgement of importance of integration in
education. Bezrukova V.S., Berulava M.N.,
Chapaeva N.K. and others indicate that only due
to integrative processes new areas of knowledge
became accessible, which were studied only
formally before. The integration resulted in
extending the interdisciplinary links that, first,
correspond to the requirements of time towards
the graduation of qualified specialists, and,
second, provide the interaction between different
study programs (Bordovskaya & Rozum, 2017).
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Foreign authors are also of the same opinion
about the training of choreographers. Thus,
Bannerman K. (England) and Andrzejewski
(USA) point out that training of choreographers
should be all-round but with much emphasis on
theory, then eventually we will have an all-round
specialist who during the practical training will
be able to master the required skills and abilities.
Gilbert А. (USA) states that integrative processes
in education will allow the choreographic
teachers not only to be good specialists in the
field of dancing art but also to be all-round
personalities attracting students with their
knowledge (Ashworth & Saxton, 1991;
Vernigora, 2014).
Thus, both domestic and foreign specialists have
different positions in the issues of training
highly-qualified choreographic teachers. At the
same time, the idea of all-round education based
on the integration of humanities into the applied
character of specialists’ training has been
considered in the scientific society from the last
century. And if during the Soviet period
humanities were equated with the knowledge of
national importance, today this position has lost
its significance, and the decadence of the moral
and cultural image of the society has been
revealed together with it. Consequently, the
actualization of humanitarian disciplines in the
process of training choreographic teachers is a
key one.
Materials and methods
To achieve the goal set in the work and complete
the tasks, it is necessary to apply a number of
research methods. The following methods are
applied in this work:
− comparison and analogy method;
− analysis and synthesis of the collected
information;
− material systematization and data
comparison.
At the first stage of the research methodology we
drew upon the theoretical analysis of pedagogical
and art study literature similar to the indicated
topic, the study of the relevant state of
application of humanitarian cycle of disciplines
in the educational process of artistic university or
choreographic faculty was assessed. Then the
research initial parameters were defined: subject,
hypothesis, methods, scientific apparatus.
At the second stage, the model of the application
process as a means of theoretical mastering of art
study disciplines by students in their integrative
form, the formation of system of special tasks on
courses including their various combinations, the
methodology for diagnosing the dynamics of
intellectual and artistic potential of students
while mastering humanitarian disciplines were
developed.
At the third stage, the pilot testing of
implementing the model of the application
process as a means of mastering artistic
professional disciplines by students was carried
out, the important components of which were:
the forming experiment, processing and analysis
of its results, correction of the developed model.
Results and discussion
Considering the issue of humanities integration
into the choreographers’ training, it is necessary
to get acquainted with the results of PhD
students’ investigations in this area.
Summarizing the work carried out, we can
distinguish the following methodologies of
studying the issue in question:
Questionnaire survey. In the frameworks of the
investigations the students were given tests to
reveal the level of knowledge, literacy, skills to
work in public, skills to control and direct big
teams, and their communicative skills were
evaluated as well. At the same time, to maintain
the experiment integrity the groups with different
level of knowledge in humanities were taken as
the basis, for this the students were divided into
“A”, “B” and “C” students.
The detailed analysis demonstrated that
graduates do not have extensive knowledge or
cannot use it. But in general, only the group of
“B” students proved themselves as the most
advanced and perspective specialists. “A”
students appeared to be reserved and drew upon
knowledge tests; on the contrary, “C” students
tried to attract attention to them and revealed
good organizational skills but failed literacy and
general knowledge tests. At the same time, all
groups of students indicated that only
choreography is the activity basis for them, both
educational and practical. Probably such
approach limited the knowledge of the test
students (Kocheshkova, 2014; Paliley &
Bondarenko, 2017).
The comparison of teaching techniques. Taking
the teaching techniques of choreographic
disciplines as the basis: show dance, classical
dance and dances of the peoples of the world
revealed scientific-theoretical and practical
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components. Thus, all disciplines are targeted at
forming dancing skills but in the frameworks of
teaching classical dance and dances of the
peoples of the world the meta disciplinary
connection with other disciplines is seen: history,
etiquette, social studies, literature, etc. That is,
during the study process the students are offered
to get entirely wrapped up in the world of dance
with its history, bases and emotional messages.
This allows more deeply studying the main
dancing moves and extending the students’
outlook (Antipin, 2018; Verkholyak, 2016;
Kushov & Batalova, 2019).
Curriculaanalysis. Using the data of research and
educational center, the data by curricula of HEIs
graduating choreographers in Russia were
obtained. The comparative analysis was carried
out to reveal the amount of hours provided for
studying humanities or cognate disciplines
(Table 1). The analysis demonstrated the
following: the absolute majority of educational
institutions prefer traditional teaching forms
based on practical approach. The share of
theoretical hours for studying humanitarian
disciplines is minimum and they are taught in the
first years of studies without exact specialization.
The following years of studies are based on
practical and laboratory classes. Moreover, only
those disciplines, which are taught from the first
semester till the completion of studies, are
interdisciplinary (Buksikova & Klimova, 2017;
Vasyagina, 2018; Khutorsky, 2017).
Table 1.
Average index of disciplines in curricula of institutes of culture and choreography defined by the author.
Names of disciplines, professional
modules, interdisciplinary courses
Maximum
study load of
a student
Individual
study load of
a student
Total
Period of studies
Federal component of secondary
(complete) general education
2163
721
1442
1-6 semesters
Basic educational disciplines
1158
386
772
1-4 semesters
Profile educational disciplines
1005
335
670
1-6 semesters
General humanitarian and social-
economic cycle
735
245
490
3-8 semesters
Mathematical and general natural
scientific cycle
114
38
76
3-4 semesters
General professional disciplines
495
165
330
4-8 semesters
Artistic and creative activities
2931
977
1954
1-8 semesters
Pedagogical activities
568
189
379
3-8 semesters
Organizational and managerial activities
339
113
226
5-8 semesters
Variable part of the cycles of main
professional study program (MPSP)
215
72
143
4-8 semesters
Total amount of hours by MPSP cycles,
including the federal component of
secondary (complete) general education
7560
2520
5040
By 36 per
semester
Thus, the investigation confirmed the idea that in
the absolute majority of choreographic HEIs the
teachers keep the traditional teaching forms, and
the students themselves believe that it is non-
compulsory to study other disciplines apart from
practical and applied dancing activity. Besides,
the teaching personnel see the necessity in
metadisciplinary links only in those cases when
the discipline is taught during the whole period
of studies.
Such situation in the sphere of choreographers’
training can have negative effect.
Discussion of results
Considering the PhD students’ works in
revealing the integration of humanitarian
disciplines into the education and training of
choreographers, it can be pointed out that many
investigations are based on seeking for
innovations in this area, however, they are not
available today. Even under the condition that all
HEIs complying with the governmental decision
are revising the standards of study programs and
redistributing the hours, the traditional teaching
forms prevail and this position is protected by
both by practicing teachers and students.
We can agree with the opinion that traditional
teaching of choreographers is somewhat outdated
and does not correspond to the demands of times.
But, at the same time, it should be pointed out
that today the teaching system itself in the sphere
of art graduates specialists who define the
cultural development. Therefore, the general
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decay of traditional values, in perspective, can
transform into new traditions and values. In this
light it will be enough to realize interdisciplinary
linksand generalize humanities at the initial
stages of studies.
Consequently, the main obstacle to the
integration of interdisciplinary links and
humanities into the process of choreographers’
training is the traditionalism of choreographic
education. This indicates the necessity in forming
new teaching methods and forms, which, if they
are implemented, will be introduced by a new
generation of choreographers.
Due to the fact that the development of
choreography is one of the national priorities
based on the Russian government strategy of
culture and education development, the
perspectives of perfecting the educational system
in the area of choreography are defined by the
integration of humanities. (Decree No. 660,
2001; International Society for Technology in
Education, 2000). Hence, further examination of
the integration of theseknowledge areas will
continue and extend the list of humanities, which
can serve the perfection of specialists’ training
process.
Conclusions
Thus, finalizing the work done, we can
summarize the conclusions made:
− both domestic and international specialists
cannot reach common ground in the issues
of training highly-qualified choreographic
teachers. However, the idea of all-round
education connected with the integration
processes in education has been already
considered in the scientific society,some
way or another, from the last century. And if
during the Soviet period humanities were
equated with the knowledge of national
importance, today this position has lost its
significance, and the decadence of the moral
and cultural image of the society has been
revealed together with it. Consequently, the
actualization of humanitarian disciplines in
the process of training choreographic
teachers is a key one;
− issues of humanities integration into the
choreographers’ training plan have been
discussed for quite a while, however, still
there is no clear and solid opinion on the
topicas the positions of theoreticians and
practitioners differ greatly. On the one hand,
humanitarian disciplines actually serve the
outlook broadening and integral personality
formation, but, on the other hand, a teacher
should be able to teach but not discuss
unrelated matters. But both positions are
imperfect and ambiguous. Therefore, it is
not surprise that the issue of humanities
integration into choreographers’ education is
one of the key ones in the disputes on further
development of choreography;
− today, independently from the indicated
course to the integration in education,
choreographic HEIs keep the traditional
teaching forms. The students themselves,
despite of the problems in the knowledge on
a number of humanitarian disciplines,
believe that they need only the basics of
knowledge in choreography in their practical
activity. And the teachers see the need in
metadisciplinary links only in those cases
when the discipline is taught during the
whole period of studies;
− today choreography is considered one of the
priority directions in art development, so, it
is possible to study the topic of humanities
integration into choreographers’ education
in more detail. In compliance with the
Russian government strategy of culture and
education development, the perspectives of
perfecting the educational system in the area
of choreography are defined by deeper study
of disciplines in art, history and culture. This
indicates the implementation of national
priorities in the frameworks of further works
on the studied topic.
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