Організаційні особливості підготовки вчителів хореографії у США
DOI:
https://doi.org/10.31499/2306-5532.2.2015.51773Keywords:
підготовка вчителя хореографії у США, організаційні особливості підготовки, Національна асоціація Танцювальних шкіл США, кваліфікаційні рівні підготовки вчителя хореографії у СШАAbstract
Статтю присвячено висвітленню організаційних особливостей підготовки вчителів хореографії у США. Порівняльний аналіз здійснено на прикладі десяти провідних вищих навчальних закладах, акредитованих Національною асоціацією Танцювальних шкіл США. Висвітлено вимоги до американського вчителя хореографії, специфіку кваліфікаційних екзаменів та рівні підготовки, які пропонують провідні ВНЗ США.
Статья посвящена исследованию организационных особенностей подготовки учителей хореографии в США. Сравнительный анализ произведен на примере десяти ведущих высших учебных заведений, аккредитованных Национальной ассоциацией Танцевальных школ США. Рассматриваются требования к американскому учителю хореографии, специфика квалификационных экзаменов и уровни подготовки, предложенные ведущими ВУЗами США.
The article deals with the organizational peculiarities of dance teachers’ training in the US universities. The contrastive analysis is conducted on the example of 10 leading universities, accredited by the US National Association of Schools of Dance. The requirements to the American dance teacher, the specific character of qualifying exams and degrees, suggested by the leading US universities, are described.
The dance teacher in the USA is required first of all to have proper professional training. To get the right to work in public school the choreography teacher should get at least the bachelor’s degree in education.
The first demand to dance teacher in the USA is to get the higher pedagogical education which gives them the right to teach dance in public school. Practical experience is preferable that could be obtained at school practice or internship. One of the important requirements for those who desire to work in dance education is having the certificate. To get the certificate one should keep up with the demands listed above and to pass the PRAXIS tests which are in the list of exams offered by the Educational Testing Service.
The best chances on the labour market have those who have got the master’s degree. They have the right to work in kindergarten and high school, as well as in community college. Master degree program offer art and pedagogical components as well as research component which gives master students the chance to pursue the post-graduate studies and work on their thesis.
The majority of 10 best US universities training dance teachers start with the bachelor-level program (BFA, BA or BS).
References
Department of Dance – The Ohio State University. BFA Program [Electronic Resource]. – Available at: http://dance.osu.edu/undergrad/bfa
Educational Testing Service (ETS) [Electronic Resource]. – Available at: http://www.ets.org/
NYU Tisch. Performance Studies. About the program [Electronic Resource]. – Available at: http://performance.tisch.nyu.edu/page/program.html
PRAXIS series tests [Electronic Resource]. – Available at: http://www.ets.org/praxis
Temple University. Bulletin 2014 – 2015 [Electronic Resource]. – Available at: http://bulletin.temple. edu/undergraduate/boyer-music-dance/dance/bfa-dance/#requirementstext
U. S. Bureau of Labor Statistics [Electronic Resource]. – Available at: http://www.bls.gov/
UCSD Department of Theatre and Dance. Undergraduate program [Electronic Resource]. – Available at: http://theatre.ucsd.edu/academics/undergraduate/
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