• Abstract

    The objective of this article is to analyze higher art education in ballroom choreography through an examination of current educational trends and a forecast of their utilization. The work employs methods such as comparative analysis, generalization, corporate-pedagogical analysis, analytical-interpretative method, and forecasting modeling. The results assess the specificities of the American experience in teaching ballroom dancing within higher education, European experiences in ballroom dancing instruction, and the primary trends in the development of this choreographic field. Using the gathered information, a theoretical model for teaching ballroom choreography in higher education institutions is formulated, aiming for demonstrably high training outcomes. Innovative stimulation technologies have proven effective, suggesting that their ongoing evolution will significantly impact the advancement of higher choreographic education overall. These cutting-edge sports fitness technologies are poised to play a pivotal role in the training of ballroom dancers, serving as a potent resource to enhance the physical fitness levels of choreographers. The effectiveness of fitness techniques is demonstrated through various aerobic methods, including cardio training and cyclic exercises, as well as distinct dance techniques like Latina, Zumba, oriental dance, among others. Additionally, neurohumoral methods contribute to their effectiveness. In conclusion, it is emphasized that further somatic training, currently utilized in leading European countries, will play an important role.

  • References

    1. Androshchuk, L., Medvid, T., Blahova, T., Zhyrov, O., & Bykova, O. (2023). Training of Choreographers in Higher Education Institutions. Harmonia: Journal of Arts Research and Education, 23(1), 14–27. https://doi.org/10.15294/harmonia.v23i1.43559
    2. Artemov, D. (2017). Ballroom dances, as a parallel of past and present and their importance in the folklore of different countries of the world: Sports ballroom dances. Paradigm of Knowledge, 6(26). https://doi.org/10.26886/2520-7474.6(26)2017.8
    3. Bashkir, O., Zhukova, O., & Yun, B. (2022). The Competence Paradigm of the Future Teacher of Choreography: the Experience of the PRC. Professional Education: Methodology, Theory and Technologies, (16), 43–58. https://doi.org/10.31470/2415-3729-2022-16-43-58
    4. Bazela, D., Pavliuk, T., Babych, O., Batieieva, N., & Kyzim, P. (2022). Contemporary global trends in choreographic art development at the beginning of the 21st century. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 60. https://doi.org/10.6018/sportk.536581
    5. Bejan (Chiripuci), D. (2022). “Online” Choreography Versus “Real” Choreography. Symbolon, 23(SI), 47–55. https://doi.org/10.46522/s.2022.s1.5
    6. Bidyuk, D. (2016). Using web-based technologies and tools in future choreographers’ training: British experience. Comparative Professional Pedagogy, 6(3), 49–56. https://doi.org/10.1515/rpp-2016-0033
    7. Bidyuk, D. (2018). Professional training of choreography students in european universities. Comparative Professional Pedagogy, 8(4), 39–46. https://doi.org/10.2478/rpp-2018-0052
    8. Bigus, O., Bazela, D., Pidlypska, A., Bilash, O., Yefanova, S., & Khodakivska, N. (2022a). Choreography in the art education system: modern Ukrainian and world practice. SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 4. https://doi.org/10.6018/sportk.535211
    9. Bonavolontà, V., Greco, F., Sabatini, U., Saavedra, F. J., Fischetti, F., Baldari, C., Guidetti, L., Vaccaro, M. G., & Emerenziani, G. P. (2021). Effects of ballroom dance on physical fitness and reaction time in experienced middle-aged adults of both genders. International Journal of Environmental Research and Public Health, 18(4), 2036. https://doi.org/10.3390/ijerph18042036
    10. Brannigan, E. (2022). Dance and Minimalism. In Choreography, Visual Art and Experimental Composition 1950s–1970s (p. 86–131). Routledge. https://doi.org/10.4324/9781003253556-4
    11. Byczkowska-Owczarek, D. (2019). Performing on the boundary of art and sport: The case of competitive ballroom dancers. Czech Sociological Review, 55(3), 369–392. https://doi.org/10.13060/00380288.2019.55.3.471
    12. Grosz, M. P., Lemp, J. M., Rammstedt, B., & Lechner, C. M. (2021). Personality change through arts education: A review and call for further research. Perspectives on Psychological Science, 174569162199185. https://doi.org/10.1177/1745691621991852
    13. Gumenyuk, T., Kushnarov, V., Bondar, I., Haludzina-Horobets, V., & Horban, Y. (2021). Transformation of professional training of students in the context of education modernization. Estudios De Economia Aplicada, 39(5) https://doi.org/10.25115/eea.v39i5.4779
    14. Karoblis, G. (2019). Ballroom dance in its golden age. Dance Chronicle, 42(2), 255–258. https://doi.org/10.1080/01472526.2019.1624488
    15. Keba, M., Zhuravlova, A., Yatsenko, O., Lytvynenko, V., Hres, O., & Nebesnyk, A. (2022). Traditions and innovations in the choreographic art of Ukraine of the XX century. International Journal of Human Movement and Sports Sciences, 10(6), 1293–1301. https://doi.org/10.13189/saj.2022.100620
    16. Krys, A. (2022). Dramaturgy of stage ball choreography in ballet-musicals. Intellectual Archive, 11(3). https://doi.org/10.32370/ia_2022_09_5
    17. Mattingly, K. (2022). Modern and Postmodern Dance. In Milestones in Dance History (p. 108–133). Routledge. https://doi.org/10.4324/9781003185918-5
    18. Mova, L., Churpita, T., Putilina, T., Tymchula, A., Lukianenko, P., & Soloviova, I. (2022). Peculiarities of training choreographers by applying information technologies in conditions of distance learning. Journal of Higher Education Theory and Practice, 22(18). https://doi.org/10.33423/jhetp.v22i18.5712
    19. Pavliuk, T. S. (2022). Ballroom choreography of the XX century in the Baltic countries. Culture of Ukraine, (76), 104–110. https://doi.org/10.31516/2410-5325.076.11
    20. Rakhimov, T., & Mukhamedie, M. (2022). Peculiarities of the implementation of the principles of the education of the future analysis of the main dilemmas. Futurity Education, 2(3), 4–13. https://doi.org/10.57125/FED/2022.10.11.29
    21. Ridei, N. (2021). Analysis of professional competencies in the characteristics of the teacher of the future: global challenges of our time. Futurity Education, 1(1), 22–32. https://doi.org/10.57125/FED.2022.10.11.3
    22. Sanetra, B., & Małodobry, Z. (2022). Toward a postclassical paradigm for the education of the future. Futurity Education, 2(1), 13–19. https://doi.org/10.57125/FED/2022.10.11.20
    23. Seheda, N., Panchenko, H., Chervonska, L., & Uskova, A. (2019). Developing Creative Abilities of Future Musical Art Teachers by Means of Choreography: An Experimental Study. Journal of History Culture and Art Research, 8(2), 293. https://doi.org/10.7596/taksad.v8i2.2006
    24. Silva, F. V. d., & Vitiello, J. Z. (2019). Modern dance. Revista dos Trabalhos de Iniciação Científica da UNICAMP, (26). https://doi.org/10.20396/revpibic262018446
    25. Stevens, K., & Huddy, A. (2016). The performance in context model: A 21stcentury tertiary dance teaching pedagogy. Research in Dance Education, 17(2), 67–85. https://doi.org/10.1080/14647893.2016.1178714
    26. Sun, Y. (2022). Teaching of dance choreography course based on multimedia network environment. Journal of Environmental and Public Health, 2022, 1–10. https://doi.org/10.1155/2022/8627822
    27. Trach, Y., Tolmach, M., Chaikovska, O., & Gumeniuk, T. (2020). Problems of cultural heritage preservation in the context of the armed conflict growth. In IFIP advances in information and communication technology (p. 31–44). Springer International Publishing. https://doi.org/10.1007/978-3-030-48939-7_4
    28. Tsekhmister, Y. (2022). Education of the future: from post-war reconstruction to EU membership (Ukrainian case study). Futurity Education, 2(2), 42–52. https://doi.org/10.57125/FED/2022.10.11.28
    29. van der Merwe, M. F., & Pedro, M. (2022). Teacher perspectives on blended learning in a changing educational landscape. In Digital education and learning (pp. 141–164). Springer International Publishing. https://doi.org/10.1007/978-3-030-97656-9_8
    30. Vasiutiak, I., Babych, O., Shoptenko-Ivanova, O., Zhuravlova, A., Myroniuk, N., & Nebesnyk, A. (2021). The role of sports dance in ensuring the motor activity of students. International Journal of Human Movement and Sports Sciences, 9(6),1299-1305. https://doi.org/10.13189/saj.2021.090625
    31. Volbea, B. (2018). Contemporary Dance Between Modern and Postmodern. Theatrical Colloquia, 8(1), 307–315. https://doi.org/10.2478/tco-2018-0011
    32. Wells, M., & Yang, F. (2021). Ballroom dance as a form of rehabilitation: A systematic review. Biomechanics, 1(3), 307–321. https://doi.org/10.3390/biomechanics1030026
    33. Yu, L., & Buck, R. (2022). Competition in tertiary ballroom dance education in China: ‘a double-edged sword’. Research in Dance Education, 1–19. https://doi.org/10.1080/14647893.2022.2114447

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) 2023 Malque Publishing

How to cite

Bazela, D., Keba, M., Vakulenko , O., Yefanova, S., Batieieva , N., & Shestopal , L. (2024). Higher artistic education in ballroom choreography: Forecast of educational trends. Multidisciplinary Reviews, 6, 2023spe009. https://doi.org/10.31893/multirev.2023spe009
  • Article viewed - 153
  • PDF downloaded - 59