Trends in the Development of Higher Choreographic Education in the PRC in the Conditions of Globalization

Abstract

The issues of organizing higher education are relevant all over the world, which is fully faced with the challenges of organizing distance learning and the extreme need for classroom work in the training of certain specialties, which led to the popularization of the blended learning format. This was a challenge for the higher choreographic education of the People's Republic of China (PRC). The article reveals the influence of modern rapidly developing media technologies, creating favorable conditions for the implementation of innovations and progress in choreographic art, on higher choreographic education in the PRC. Among the trends in the development of higher choreographic education, there is an increase in demand for choreographic education among the population of the country and the training of future specialists in choreographic art; organization of blended learning for future choreographers (lectures, practical classes, organization of assessment, practice, independent and extracurricular work); the use of digital services and tools in the process of professional training of future choreography teachers; preservation of cultural values of state choreographic traditions. The purpose of the article is to characterize the development trends of higher choreographic education in the People's Republic of China in the context of globalization. To achieve the purpose, the following research methods were used: theoretical and systemic. Results. In the work, the authors analyzed the influence of the development of the Internet on the organization of choreographic education in the PRC, which contributes to the development of databases and cooperation between educational institutions, fruitful communication through the organization of videoconferencing, and the integration of information and communication technologies into the learning process. The Internet provides a wide promotion of information technologies in choreographic education; active use of cloud technologies and mobile Internet; creating a networked, digital, intelligent, personalized and safe environment for education and teaching choreography. Conclusions. The positive factors of the use of Internet resources in choreographic education are revealed: expanding the content of education; development of creative and divergent thinking among applicants for education; improving the effectiveness of training; creation, preservation and distribution of video recordings; the emergence of an open platform for the exchange of information; motivation of educational and cognitive activity of future choreographers; development of independence, lack of restrictions in temporary space.