come across such problem as the
depersonalization of a dancer and godlessness of
a musician, as Manzheles L.V. indicated
(Manzheles, 2019b).
E.S. Babaeva points out that only due to the
system approach based on metadisciplinary links
and diversity of methodological techniques it is
possible to foster a universal specialist able not
only to teach to dance but also to cultivate
spiritual and moral bases in students (Babaeva,
2017).
However, there is another opinion, in dissertation
investigations of (Nikitina, 2007; Yurieva, 2010;
Bulankina, 2016) we can find the idea that any
educational system assumes the implementation
of the main idea – all-round development of a
personality. It is achieved due to a number of
characteristics, such as activity (inactivity) and
freedom (dependence), emotionality (restraint),
dominance (followership), etc. Moreover, the
goal is set by the society itself, which needs to be
filled with some or other elements (personality
types). And, ofcourse,
theeducationresultisalsoambiguous. A teacher
can possess all necessary qualities to convey
knowledge but certain difficulties arise
depending on the audience. People are not able to
borrow knowledge due to the upbringing
peculiarities, emotional perception,
development, etc. Therefore, the education result
is, on the one hand, the result of interaction
between the teacher and student; but, on the other
hand, it is the teacher’s responsibility towards the
students as his or her duty includes mobility, i.e.
he or she should adapt to the audience and refer
to such notions and phenomena, which will be
clear and easy to understand for this particular
student. And it should be pointed out that for a
choreographic teacher this process passes
through mastering the students’ inner world,
who, due to the technologies involved, can
immerse themselves in the world of music and
dance with the teacher’s help.
There is also no common opinion on this topic in
the scientific society. In ХХcentury already
numerous researchers, such as Taneeva S.I.,
Skrebkova S.S., Yarovskoy B.L. and others
noted that training in choreography should be
based on the technical support of classes. The
authors asserted that being behind the time the
teacher cannot spark interest of the audience in
one or another period in the musical genre
history, one or another style of dance
(Derekhovskaya, 2016).
But the researchers of XXI century, including
Zalivadny M.S., Samsonova O.V., Semenov S.S.
and others, indicate that in teaching
choreography it is necessary to move away from
the orthodox approachand select the individual
approach to each student. The arrangement of
groups by interest also facilities the teacher’s
task, since it allows singling out students from
the group who would like to learn certain dancing
styles. This is essentially connected with drawing
upon the natural qualities of a human, with the
maturity of his or her acoustic, visual and
muscular-kinetic apparatuses. And if something
is missing, the teacher should correct the
student’s activity direction. At the same time,
Zainutdinova A.R. points out that the teacher in
this process means even more than the parents as
the teacher should initiate and motivate. And
exactly in educational institutions the
understanding is obtained that going to theaters
cannot be accompanied with nibbling sunflower
seeds on the balcony, and extracurricular
attendance of the concert is not the punishment
but a special event, and going there the kid
supports his or her co-students who are not afraid
to perform before the motley audience
(Zainutdinova, 2016).
Besides, a number of researchers are of the
opinion that the teacher’s personality should
attract, and this is not only respect to the past
merits or fright of the authority. The teacher
should be an integral, interesting and versatile
personality, only then the students will listen to
his or her opinion and not only adopt the
experience. For this, as Babansky Yu.K.,
Skatkin M.N., Usova A.V. and others point out,
it is necessary to train graduates of choreographic
HEIs on the basis of metadisciplinary teaching,
paying attention both to professional and
humanitarian disciplines. And this is the essence
of integrative processes in education (Egerev,
2021; Zharkovskaya, 2018).
It is important to emphasize that today more and
more researchers drift toward the
acknowledgement of importance of integration in
education. Bezrukova V.S., Berulava M.N.,
Chapaeva N.K. and others indicate that only due
to integrative processes new areas of knowledge
became accessible, which were studied only
formally before. The integration resulted in
extending the interdisciplinary links that, first,
correspond to the requirements of time towards
the graduation of qualified specialists, and,
second, provide the interaction between different
study programs (Bordovskaya & Rozum, 2017).