ХОРЕОГРАФІЧНА ОСВІТА ОНЛАЙН: ЗА І ПРОТИ
СHOREOGRAPHIC EDUCATION ONLINE: PROS AND CONS

Summary/Abstract: The purpose of the article is to analyse the latest findings regarding the advantages and prospects of online education with a projection on choreographic education. The research methodology is based on the use of a number of methods and approaches integrated from pedagogy, art history, social communications, and computer science. The use of general scientific methods of analysis, synthesis and generalisation enabled to better understanding of the main directions of modern research on online education and its advantages. The scientific novelty of the study consists in substantiating the possibilities of online choreography learning, in particular with the use of digital technologies. Conclusions. Choreographic education does not often lend itself to technological innovations and is characterised by traditional individual or frontal group classes. However, the potential of new technologies to improve student achievement and learning – if used appropriately – has long been recognised. Information technology makes learning effective, attractive, inspiring, motivating, increases productivity and helps to consolidate and retain knowledge. That is, the usual learning space simply needs to be expanded with the help of digital technologies to create authentic and exciting learning projects even for the usual classes of choreographic students, especially when it comes to online learning, when digital didactics can take advantage of both physical natural interaction and immersion into a virtual environment. The use of virtual reality, computer games in synergy with traditional teaching methods can improve learning in terms of active listening, attention, and time, showing great potential in the educational field. Besides, in the conditions when the use of online education is necessary, one of the important factors for improving art education, in particular choreographic, can be focus on the common interests, needs, intentions of teachers and art critics. These comprise mutual support, exchange of ideas in virtual communities, transparency, equal access to developments, peer review, and collaborative work in online educational communities.

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