scholarly journals Choreography as the basis for the development of students' creative abilities

2021 ◽  
Vol 1 (118) ◽  
pp. 210-216
Author(s):  
Anna Y. Tikhonova ◽  
◽  
Aleksey A. Beshanov ◽  
Keyword(s):  
Creative Thinking ◽  
Creative Potential ◽  
Professional Activities ◽  
Specific Direction ◽  
Self Development ◽  
Self Actualization ◽  
Creative Abilities ◽  
Creative Self ◽  
Multicomponent Nature ◽  
General Creativity

The article considers the issues of studying and forming creative abilities as a scientific problem. Based on the analysis of scientific developments devoted to students’ creative abilities, it was determined that for the most part the professional and creative formation of a bachelor's personality is studied on the basis of a specific direction of training, quite often – on the basis of the analysis of the work of universities of culture and art, and pedagogical creativity in most cases – on the material of the pedagogical university. It was revealed that insufficient attention is paid by scientists to the analysis of the problems of educating creatively enthusiastic specialists in different areas of training, united by common projects, not always subordinate to future professional activities, but revealing internal individual resources, the creative potential of each and aimed at personal self-development. It was confirmed that the formation of creative abilities should be built on the desire for high achievements, and not on the motivation for the development of the student, while it is important to form such creative abilities that can be implemented in different fields of activity. The article provides a characteristic of general creative abilities and a hypothesis is put forward: the formation of general creative abilities of students is possible on the basis of non-core activities – choreography, in order later to show students the possibility of transferring the mastered skills of mastering general creative abilities to pedagogical activity. The article discusses the problem of using choreography as a means of forming general creative abilities, the multilevel and multicomponent nature of which has not been sufficiently studied. Researchers for the most part associate general creativity in choreographic activity with the development of creative thinking. The student choreographic collective isdefined as an open self-organizing system aimed at creative self-actualization and creative self-development of all its participants, regardless of the profile of training.

scholarly journals Propedeutics of Creative Development of the Future Specialist in the Process of Vocational Training

2018 ◽  
pp. 96-108
Author(s):  
Vitalii Masych ◽  
Svitlana Masych
Keyword(s):  
Vocational Training ◽  
Professional Knowledge ◽  
Preliminary Training ◽  
Creative Potential ◽  
Essential Characteristic ◽  
Creative Development ◽  
Professional Activities ◽  
Self Development ◽  
The Future ◽  
Creative Self

The article is devoted to the problem of the organization of propaedeutic work for the creative development of future specialists in the process of vocational training. The authors noted that arming future specialists with knowledge, skills, experience, providing creative development of the individual, will allow them to adapt more quickly to real professional activity, to be able not only to adapt to the existing conditions of this activity, but also to change them. The benefit of this study is authors’ definitition that propaedeutic work with students for the purpose of their creative development involves: the teacher’s preliminary training, which is to increase its motivation regarding the importance of forming the future specialists’ creative competence; the preparation of methodical support; the activation of a conscious, positive attitude of teachers towards the formation of the students’ creative competence; the acquaintance with its content and structure; the development and elaboration of educational and methodological recommendations for implementation of the methodical system for forming creative competence in the process of future specialists’ professional training. Also the authors underlined the fact that, in the process of working with students, there was the emergence of positive benchmarks for future professional activities and the focus on their mastering a system of professional knowledge, skills and abilities; the formation of the motivation for a creative self-development and self-improvement, the awareness of their own creative potential, the clarification of life and professional sense, goals and plans; the formation of ideas about creative competence as an essential characteristic of the future specialist. Moreover, the authors made a conclusion, that the result of propaedeutics was the identification of positive benchmarks for future professional activities and the focus on the future professionals’ development in the system of professional knowledge, skills and abilities; the formation of the motivation for creative self-development and self-improvement, ideas about the creative competence of future professionals as an essential characteristic of professionalism, the awareness of their own creative potential, the clarification of life and professional sense, goals and plans.

scholarly journals Higher School Teacher’s Integrated Self-Development

2019 ◽  
pp. 40-57
Author(s):  
Mark Vaintraub
Keyword(s):  
Higher Education ◽  
Structural Elements ◽  
Creative Potential ◽  
High Quality ◽  
Integrated Development ◽  
Education Teacher ◽  
Self Development ◽  
Professional Self ◽  
Creative Self

The article deals with the problem of the integrated self-development of the personality, the need for the development of methodological foundations for the personal and professional self-development of higher education teachers. An attempt to create a model (tree) of the personality’s integrated self-development was made on the example of a higher education teacher. The «tree’s root», depicted below the crown, is a necessary basic condition for a self-development, its base area of an actual self-development; among its indicators should be noted here the teacher’s spirituality and moral maturity, without which a successful self-development may not be carried out. The «tree’s body», depicted in the middle of the model, is a system of interconnected structural elements of the higher education teacher’s integrated self-development. The «tree's top» is the continuation of creative self-realization of abilities according to other goals and tasks after the completion of the previous ones. The emphasis is on the introduced concepts of «integrated self-development of a personality», «integrated self-development of a higher education teacher»; the directions that contribute to the continuation of self-development of the formed personalities (higher education teachers), and encourage them to creativity. The researches of the most well-known scientists concerning the personality’s self-development, that does not give an opportunity to extinguish creativity, improves physical, intellectual and moral values, promote interest in life and self-perfection, are analyzed. The article presents the examples of modern prominent Ukrainian and foreign scholars-teachers who, thanks to their integrated self-development, continue their creative search and improve their abilities in various spheres of life. The author notes that it is the absence of the extinction of active social and personal activities, the integrated self-development of a personality, that result in its no fading, so that a person retains a creative potential throughout its life, the realization of all its abilities, maintains a high quality of life. The author of the article gives an example of the considered integrated development of a personality, which is the outstanding Ukrainian scientist, scholar Ivan Andriiovych Ziaziun. The article has a conclusion that, regardless of the sphere of activity, such people continue to be developed, although they have had enormous achievements and regalia; they have had an integrated self-development of various manifestations of their abilities and qualities, an internal need, which required an every day building of their vital reality and transfer their experience to others.

scholarly journals Technological Terms of Monitoring the Readiness of Musician Students for Artistic-Interpretational Activities

2019 ◽  
Vol 7 (1) ◽  
pp. 60-77
Author(s):  
Irina Ye. Molostvova
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Creative Potential ◽  
Full Disclosure ◽  
Knowledge And Skills ◽  
Self Development ◽  
Creative Self ◽  
New Time

The article describes the requirements for a man of the new time, expressed in the need for his personal self-development, the full disclosure of creative potential. The specificity of the professional activity of a teacher-musician as a subject of culture capable of establishing a spiritual level interaction with students is determined, which is based on the actualization of the creative self-consciousness of all subjects of the educational process. The author considers the possibility of the technologization of the process of mastering the teacher-musician artistic and interpretative activities as a necessary component of his professional training, starting with the development of diagnostics of the success of mastering it. For this purpose, the concept of “artistic and interpretational competence of a teacher-musician” is introduced, and the stages of mastering it are defined: motivational-indicative, procedural-activity-related, and effective-corrective. The article proposes a detailed description of these stages in terms of content and diagnosis of the achievement of the appropriate level. In accordance with this, to diagnose the process of forming artistic and interpretative competence, the author proposes a level principle of diagnosis and an exemplary system of tasks that reveal knowledge and skills that are characterized as standard, key or leading.

Features of Self-Actualization of Specialists with Various Professional Orientations

2021 ◽  
Vol 21 (4) ◽  
pp. 439-454
Author(s):  
Zhanna G. Garanina ◽  
Alyona I. Lashina
Keyword(s):  
Statistical Data ◽  
Theoretical Study ◽  
Specific Form ◽  
Creative Activity ◽  
Professional Orientation ◽  
Professional Activities ◽  
Professional Groups ◽  
Self Actualization ◽  
Creative Self ◽  
Test Correlation

Introduction. The article analyzes the problem of self-actualization and professional orientation of specialists in various fields. A theoretical study of the problem of self-actualization has shown that it is a specific form of cognitive creative activity, involving the identification, study and assessment of one’s capabilities and implementation in the profession. Materials and Methods. The article presents the results of an empirical study of self-actualization and professional orientation of specialists of various profiles using a set of methods: the questionnaire “Diagnostics of self-actualization of the personality of A. V. Lazukin” (adapted by N. F. Kalin); test to determine the professional orientation of the personality of J. Holland; methods of diagnostics of socio-psychological attitudes of a person in the motivational-need-sphere of O. F. Potemkina; methods of statistical data processing: Mann – Whitney U-test, correlation analysis. Research Results. Statistically significant differences were revealed between the indicators of self-actualization, motivation and professional orientation among specialists from different professional groups. The correlation relationships between the types of professional orientation and various scales of self-actualization and attitudes in the motivational-need-sphere of representatives of various professional groups have been revealed. It was found that the features of self-actualization, values, motives and needs of specialists are largely due to the specifics of their professional activities and the type of professional orientation. The desire for self-actualization, creativity, spontaneity, self-understanding, contact and flexibility in communication is most pronounced among specialists with a social and entrepreneurial type of orientation, whose activities provide opportunities for creative self-expression. Discussion and Conclusion. The results obtained confirm the assumption that the desire for self-actualization of specialists is largely due to their professional orientation and the specifics of their professional activities.

Development of Students’ Creative Potential in the Framework of Academic Olympics on Engineering and Computer Graphics

2020 ◽  
Vol 8 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Yu. Mishukovskaya ◽  
Tat'yana Usataya ◽  
Lyubov' Deryabina
Keyword(s):  
Computer Graphics ◽  
Professional Competence ◽  
Three Dimensional ◽  
Educational Process ◽  
Creative Potential ◽  
Professional Activities ◽  
Motivation For Learning ◽  
Creative Self ◽  
Development Of Students ◽  
Creative Tasks

Currently, they present design objects in the form of three-dimensional models and drawings. Accordingly, when training students at a technical university, it is necessary to pay attention to design and graphic disciplines. From the first course of study it is necessary show to students the relationship of the studied graphic disciplines with their future professional activities; stimulate their cognitive interest and motivation for learning and creativity with the help of Academic Olympics, that will help to achieve a high level of students' professional competence. So, one of the main tasks for higher education in the context of implementation of modern Federal State Educational Standards is the formation of the necessary professional competencies and improving the quality of students’ engineering training in technical high educational institutions [16; 25]. The use in the educational process of multilevel creative graphic tasks performed by means of three-dimensional computer graphics helps students to perfect themselves in further educational and professional activities. Creative tasks for Academic Olympics contribute to the development of students' creative potential through creative self-realization. Tasks for Academic Olympics are creative problems in engineering graphics with elements of project activities. For creative self-realization in graphic activities, it is important not only to be aware of graphic tasks, but also to find in them personally meaningful sense, which is manifested when a student implements his own ideas in situations that are significant for him and in a familiar, meaningful environment for him. For this, to students are offered Academic Olympics tasks of various types: propaedeutic (developing the students’ general readiness for graphic activity) and creative tasks with elements of project activity, i.e., creative project tasks. It is necessary also to develop Academic Olympics tasks taking into account the students' training program.

scholarly journals The workbook “Adaptation in the labor market”: development and use in training bachelor students

2019 ◽  
Vol 69 ◽  
pp. 00102
Author(s):  
M.V. Shalaeva
Keyword(s):  
Labor Market ◽  
Learning Process ◽  
The Self ◽  
Market Development ◽  
Professional Activities ◽  
Classroom Activities ◽  
Self Development ◽  
Professional Environment ◽  
Creative Abilities ◽  
Independent Work

The experience of development and use of the workbook “Adaptation in the labor market” as a mechanism to increase the effectiveness of independent work of bachelor students is described. The workbook used for extracurricular and classroom activities allows students to form required competencies, individualizes and differentiates the learning process, motivates the self-development and self-education, develops reflection skills and creative abilities. As a result of mastering the discipline “Adaptation in the labor market” using the workbook, students develop clearer ideas about requirements of the modern labor market, professional environment, the need for continuous self-development and self-education, which positively affects their readiness for professional activities and labor functions that meet the requirements of a modern employer

scholarly journals Creativity Formation in the Context of Social and Psychological Adaptation of Preschoolers Aged 5-6 Years

2020 ◽  
Vol 8 (Special issue) ◽  
pp. 79-91
Author(s):  
Larysa V. Zdanevych ◽  
Galyna V. Buchkivska ◽  
Valentyna V. Greskova ◽  
Borys M. Аndriievskyi ◽  
Liudmyla A. Perminova
Keyword(s):  
Emotional Regulation ◽  
High Speed ◽  
Creative Thinking ◽  
Psychological Adaptation ◽  
Emotional Reaction ◽  
Social Adaptation ◽  
Sensitive Period ◽  
Sensory Threshold ◽  
Creative Potential ◽  
Creative Abilities

The aim of the research is to analyze the creativity manifestation in the early stages of ontogenesis; to verify the relationship between creative abilities and social adaptation of preschoolers. The importance of the topic under consideration is determined by the fact that preschoolers’ childhood is the main sensitive period for the formation of creativity as the person’s adaptive re-source. The deficiency of development during this period cannot be compensated later. The examination of the creative abilities of 115 children aged 5-6 years has been conducted. Based on the total result of seven subtests Torrance Tests of Creative Thinking, three groups of children have been distinguished. They include children with high (N=20), medium (N=79), and low (N=16) creative potential. Data on behavior have been collected from 142 parents and 24 teachers who supervised children during communication situations. The adaptation of preschoolers have been analyzed on three sides: as a set of individual be-havioral reactions conditioning cooperation with the environment (A questionnaire of children’s temperament Thomas and Chess); as a social competency – skills in communication with children and adults (expert assessments of teachers based on the open structured supervision), and as an emotional adaptation to life situations (the projective technique of anxiety diagnostics “Choose a face”). In all cases, children with high creative potential demonstrated particular differences. The positive reaction of “approaching” in response to new stimuli, a low sensory threshold, and high speed of adaptation to the change of external terms are a typological profile of a “creative” temperament. Related problems of emotional reaction and the increased anxiety of pre-schoolers have been detected. The development of skills for social competence lags significantly in the group with a low level of creativity. The factorial structure of creative abilities, which presents three types of creativity (subject, verbal, and figurative), and three leading abilities (productivity, originality, and fluency) have been suggested. The particular parameters of creativity corre-late in different ways with the adaptability of preschoolers: the readiness is more successful, and originality is associated with disturbances of emotional regulation. In conclusion, creativity is presented as a natural condition for a child’s adaptation.

scholarly journals Integrative space of a pedagogical university as a qualitative resource for successful self-actualization of future teachers in a city context

2021 ◽  
Vol 98 ◽  
pp. 04009
Author(s):  
Aleksandr Makhinin ◽  
Tamara Kozlova ◽  
Irina Nesterova ◽  
Liliya Shamanina
Keyword(s):  
Additive Model ◽  
Integrated Model ◽  
University Management ◽  
Educational Organizations ◽  
Professional Activities ◽  
Self Development ◽  
Self Actualization ◽  
Strategic Goals ◽  
Professional Self ◽  
The University

In the context of the unstable development of contemporary civilization, attempts to consolidate efforts among the pedagogical community to ensure the proper quality of education in the 21st century are becoming more and more relevant. It seems that the solution to such an urgent problem is feasible by developing an additive integrated model of pedagogical management based on the implementation of the integrative educational space of a pedagogical university (hereinafter – IESPU). According to the authors, the emergence and constant reproduction of relationships between the administration and employees of educational organizations of higher education to achieve the strategic goals of the university should become the main goal of developing such a pedagogical university management model. The methodological basis for the development and implementation of an additively integrated model of pedagogical management is the integrative and spatial approaches that determine the feasibility of designing IESPU and allowing providing access to the formation of teachers’ subjectivity in their own professional activities in the context of continuous personal and professional self-development. The authors consider it appropriate to offer a certain set of areas, essential in their opinion, for planning and developing an additive model of pedagogical management in the context of designing and implementing IESPU, taking into account its qualitative, spatial-temporal, socially-determined, and scientifically-grounded parameters, as well as the urban environment in which pedagogical universities are located.

scholarly journals CRITERIA OF FORMATION OF CREATIVE POTENTIAL OF STUDENTS OF A HUMANITARIAN GYMNASIUM

2020 ◽  
Vol 1 (190) ◽  
pp. 177-182
Author(s):  
Valentyna Voronetska ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Self Esteem ◽  
Creative Activity ◽  
Social Significance ◽  
Creative Potential ◽  
School Students ◽  
Creative Abilities ◽  
The Individual ◽  
Creative Self

The article considers the criteria of the formation of the creative potential of students of a humanitarian gymnasium: motivational-value, cognitive, personal-reflexive and activity-productive. The content of the motivational and value criterion of the formation of the creative potential of the high school students characterizes the motivation for the development of creative abilities, creative aspirations of the individual and its focus on the basic values of creative activity. It is revealed through the following indicators: focus on creative self-realization, desire to succeed in solving creative research problems, formation of internal motivation for creative activity, need for self-determination, belief in the social significance of creative activity. The content of the cognitive criterion of formation of the the creative potential of the high school students reflects a complex system of characteristics that contains knowledge of the basics of the creative process, patterns of creativity, ability to collect and accumulate information, speed and accuracy of mental operations which are necessary for successful creative activity. The indicators of the cognitive criterion of formation of the creative potential of the students of the humanitarian gymnasium are: flexibility, originality, non-standard thinking, critical thinking, ability to make evaluative judgments, ability to extraordinary associations, intellectual-logical skills, intellectual-heuristic skills, communicative and creative abilities. The personal-reflexive criterion of the formation of the creative potential of the high school students combines in its content interconnected creative qualities and abilities, volitional qualities, positive self-esteem, which ensure effective self-realization. Its indicators are: tolerance for the incomprehensible, positive self-esteem, self-confidence, belief in the possibility of success in creative activities, sociability. The activity-effective criterion of the formation of the creative potential of the students of the humanitarian gymnasium reflects the integrative system of skills. The indicators of the formation of activity-effective criterion of the creative potential: the ability to generate new ideas and implement them in practice, the ability to transfer previously acquired knowledge independently , the skills, ways of working in a new situation, the ability to interact constructively in the collective creative activity.

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