Choreographic heritage of Ukraine as a resource for the formation of national consciousness and patriotic values of future choreographers
DOI:
https://doi.org/10.28925/2311-2409.2026.455Keywords:
choreographic heritage, patriotic values, future choreographers, arts education, Ukrainian folk dance, national and cultural identity, professional trainingAbstract
This article is devoted to substantiating the pedagogical potential of Ukraine’s choreographic
heritage as a resource for fostering national consciousness and patriotic values among future
choreographers amid a full-scale armed invasion. The study’s relevance stems from the growing
importance of preserving national and cultural identity and the need to rethink the educational dimension
of higher arts education in the contemporary socio-political context. Based on an analysis of academic
literature and pedagogical practice, three interrelated components of the process of shaping national
consciousness among student choreographers have been identified: cognitive (systematic knowledge
of the choreographic heritage, its origins, regional variations and cultural-historical context), emotionalvalue-
based (a personally meaningful, respectful attitude towards folk dance traditions as a component
of national identity) and activity-based (practical mastery, performance and creative interpretation of folkstage
vocabulary). A system of pedagogical conditions for the effective use of choreographic heritage
in the educational process has been substantiated: the targeted inclusion of regional dance traditions
in the content of academic disciplines; interdisciplinary integration; the systematic application of active
and interactive teaching methods; and the involvement of students in voluntary and cultural-educational
activities. Particular attention is paid to the role of the teacher-choreographer as a bearer and transmitter
of national values, a factor that determines the depth of the educational outcome. The article outlines
methods and forms of working with choreographic heritage in classroom and extracurricular activities,
including immersion in authentic material, contextualisation and comparative analysis, the organisation
of folklore and ethnographic expeditions, and the use of digital technologies to promote Ukrainian folk
dance. The prospects for further research include the development of an original programme for patriotic
education through the means of choreographic art and the study of the influence of wartime experience
on the transformation of the content and forms of educational work in higher art schools.
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References
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