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The choreography of the choreographic art in the formation of value orientations for the students of artistic faculties


Author: Dohotaru Maia
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2019
Scientific adviser: Zoia Guţu
doctor, associate professor (docent), Moldova State University
Institution: Moldova State University

Status

The thesis was presented on the 2 April, 2019 at the meeting of the Scientific Council and now it is under consideration of the National Council.

Abstract

Adobe PDF document0.81 Mb / in romanian

Thesis

CZU 378:7.0 (043.3)

Adobe PDF document 1.70 Mb / in romanian
131 pages


Keywords

choreographic art, choreography, dance, scientific knowledge, impirical knowledge, artistic knowledge, value system, value orientations, artistic orientations, aesthetic orientations, dance-popular dance, classical dance, artistic creativity, sense search, passion, sense of personality

Summary

Thesis Structure: The research includes: introduction, three chapters, conclusions and recommendations, bibliography (177 sources), 110 pages of text, 6 annexes. The text comprises 21 tables and 11 figures. The results of the research are reflected in 9 scient ific papers published in scient ific journals or presented at international conferences and nat ional conferences with international part icipation.

The research domain: University Pedagogy The aim of the research consists in theoretical and methodological substantiation of the valorisation of the choreographic art valences in the formation of aesthetic orientations for the students of the artistic faculties, the choreographies "Choreography" and "Pedagogy of dance".

The objects of the research the analysis of the theoretical approaches wit h reference to values and value orientations from various perspectives; analysis of the choreographic art valences from the perspective of forming value orientations for students; the establishment of the theoretical foundations of forming value orientations for students through choreographic art; elaboration of the Pedagogical Model for the formation of value orientations for choreographers; the experimental validation of the Pedagogical Model for the formation of value orientations in the choreographic students.

The scientific novelty consists of: substantiating the axiological framework of the choreographic art, regarded as an aesthetic paradigm and expression of artistic values from the educational perspective on the dimension of the formation/ development of the value orientations and, in particular, of the aesthetic aspects of the choreographers; the definition of value orientations in the context of their interconnection with the system of values, attitudes and competences from the philosophical-aesthetic, psychological, educational and artistic perspective. In this sense, value orientations represent a unit of values, determined by the axiological valences of choreographic art and which direct the educational activity of training of specialists in the field of choreography, and, conversely, the educational activity is meant to form the value orientations, and, in the first aesthetic line, to the students of the artistic profile; identifying the pedagogical peculiarit ies of forming value (aesthet ic) orientations for students through choreographic art focuses on the integration of scientific knowledge, empirical knowledge and artistic knowledge, on integrating the process of forming the choreographic/ artistic skills and the process of forming aesthetic/ value orientations professional and aesthetic endings; deduction and classification of a set of principles regarding the format ion of values (aesthet ic) orientations for students through choreographic art: psychological principles, pedagogical principles and artistic principles, which constitute theoretical positioning of the value (aesthetic) orientation of choreography students; the teleo logical foundat ion of the values (aesthetic) orientations in the field of choreographic art that is structured on the following dimensions: aspirations/ trends towards beauty in choreographic art, aesthetic perception of choreographic art, orientation towards a certain genre of choreographic art, creation of choreographic works with aesthetic values, aesthetic approaches through the interpretation of choreographic art; the conceptualizat ion of the pedagogical model for the formation of values (aesthet ic) orientations for choreographers, focused on the integration of theories: "the meaning of Eu", "the search for meaning" and "passion", the interpretation of the "scientific", "empirical" "And structured in three compartments: scientific-educational (theoretical-conceptual), orientative-value and creative and three specific aspects of activity: creative perception of the values of choreographic art, creation of own choreographic works with aesthetic and artistic values, aesthetics.

The theoretical significance consists in developing the theory of education by: redefining the concept of "aesthetic orientation" of choreographers; determining the formative valences of the choreographic art on the formation of value orientations for choreographers; the integration of artistic/ aesthetic values within disciplinary curricula; the integration of educational strategies specific to the formation of value orientations for students in the general process of initial professional training of choreographers. The scientific problem of major importance resides in establishing and capitalizing on the choices of choreographic art and educational strategies, which would ensure the formation of aesthetic orientations for students of faculties with artistic profile, choreography and pedagogy of dance as factors determining the quality of their professional trening.

The applicative value of the research: consists in updating the current academic curriculum from the axiological point of view and applying the elaborated methodology of training the value orientations to the choreographers in their professional training process.

Implementation of scientific results: the research was realized through the practical valorisat ion of the formative approach was realized within the Academy of Music, Theater and Fine Arts (AMTAP).