The Methods for Forming Artistic and Creative Experience of the Future Choreography Teacher in the Process of Professional Education
Bibliographic record
Abstract
The article represents an experimental study, which is aimed at forming the artistic and creative experience of the future choreography teacher in the process of professional training. It is noted that questions about rethinking the social purpose of the profession of choreography teacher deserve special attention on the modern development of artistic education and updating its content, because exactly he is able to implement socially significant innovations creatively and respond mobile to the cultural demands of the time. It is emphasized that the formation of artistic and creative experience should be directed to the development of the future choreography teacher the need in communication with works of art through perception and performance interpretation, as well as valuable attitude to them; motivated gain of knowledge in the area of choreographic art and features of its expressive means as a basis for creation of choreographic images; the development of the ability to perceive artistic images in the area of choreographic art and the skills to apply the acquired artistic and creative experience consciously for in-depth mastery of choreographic works, which will contribute to the personal development of the future teacher in the vector of professional activity. Taking into account all these features requires the effective use of creative tasks and active methods, their disclosure as a mean of improving and optimizing the process of professional learning.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".