Specialistų ir nespecialistų įgyvendinamas šokio ugdymas pradinėse klasėse

LTStraipsnyje analizuojami specialistų ir nespecialistų taikomų ugdymo strategijų raiškos požymiai pradinių klasių šokio pamokose. Sprendžiama, kokie yra šokio pamokos kokybės požymiai ir principai, kokias ugdymo strategijas šokio pamokose taiko specialistai ir nespecialistai ir kaip (ar) specialistai ir nespecialistai siekia tų pačių meninio (šokio) ugdymo tikslų. Interviu su specialistais (šokio pedagogais) ir nespecialistais (pradinių klasių mokytojais), jų ugdomosios veiklos stebėjimas atskleidė pedagogo kompetencijų, dalykinių žinių ir šokio veiklos kokybės svarbą organizuojant pradinių klasių mokinių šokio pamokas. [Iš leidinio]Reikšminiai žodžiai: Pradinės klasės; Specialistai ir nespecialistai; Šokio pamoka; Dance lesson; Primary forms; Specialists and non specialists; Specialists and non-specialists.

ENAccording to the data of the Lithuanian National Agency for School Evaluation, schools allocate insignificant attention to theoutcome of creation and their creative activities are insufficiently addressed. One of the main problems of dance education is encountered, when the development of mastery in dance and not certain procedures that grow into the forms and content of dance in the course of time, becomes the goal of the lesson. According to the procedure of educational system, which is currently in force, the process of dance education in primary forms may be organised and implemented both by primary teachers (non-specialists) and by dance teachers (specialists). There is no comprehensive description or specific framework for educational strategies to be applied by a teacher during lessons of dances to ensure quality and to create favourable environment for expression of each personality’s individual abilities. Therefore, conducting the research, the following problem questions were raised: what are the features and principles of the quality of a dance lesson? What educational strategies are applied by specialists and non-specialists during lessons of dances? How/(do) specialists and non-specialists seek the same goals of artistic (dance) education? The article presents the data of the research on educational activities of specialists (teachers of dance) and non-specialists (primary teachers), penetrates into the expression of the teacher’s competencies, knowledge and the quality of artistic activities organising lessons of dances in primary forms.