THE DEVELOPMENT OF HIGHER CHOREOGRAPHIC AND PEDAGOGICAL EDUCATION IN THE USA

Abstract

The article is devoted to the study of the historical and social preconditions for the development of higher choreographic-pedagogical education in the USA. The theoretical framework for the retrospective analysis of the formation and development of higher choreographic and pedagogical education in the USA is outlined, focusing on the integration of knowledge from philosophy, anthropology, history, cultural studies, arts, pedagogy, psychology, etc. Based on the analysis of scholarly works by American researchers, various aspects of the development of higher choreographic and pedagogical education are explored, including its evolution, the impact of globalization and integration processes, socio-pedagogical transformations in the content of education, and the digitalization of the educational process.

The periods of the development of choreographic and pedagogical education in the USA are defined as follows: the pre-institutional period; the period of formation and development of educational initiatives; the institutional period; and the globalization-technological period. It was established that during these periods, significant changes occurred in the formation and development of higher choreographic and pedagogical education. Transformational processes were linked to socio-cultural changes, the influence of European artistic traditions, contemporary trends in dance art development, and the institutionalization of dance pedagogy as an independent field of art and academic discipline.

It was concluded that the development of higher choreographic-pedagogical education in the modern stage is characterized by innovations in the use of digital technologies in choreography and pedagogy, including artificial intelligence and virtual reality in dance education; the diversification of educational programs for training teachers, choreographers, and dance therapists; a focus on cultural inclusion and social justice in training content, the formation of dance leadership; and the implementation of green initiatives in choreographic and pedagogical education. At the same time, new challenges of the globalization-technological period were highlighted, such as ensuring the accessibility and quality of educational programs; the need for greater integration of different cultural traditions and perspectives in dance art and education; the marginalization of dance education in schools; insufficient funding for the professional development of dance educators; integration of dance with other academic subjects such as science, mathematics, history, and literature; and the implementation of green transformations in choreographic and pedagogical education.