Problems Of Implementing Of Distance Learning Technologies In Classical Choreographic Education

Special choreographic disciplines in the classical system of professional training of ballet dancers are traditionally studied exclusively through the contact work of teachers with students, which is determined by the need for direct demonstration of the studied elements and immediate correction of incorrect performance. In the context of the introduction of restrictive anti-epidemic measures, the forced introduction of distance learning requires the search for optimal ways to implement classical choreographic education without losing the quality of training. An experimental study of the possibilities of correcting the organizational and pedagogical conditions of choreographic education when using distance learning tools at the Moscow state Academy of choreography allows us to identify the best ways to implement the educational process with elements of electronic distance learning technologies.The study uses theoretical methods - analysis and generalization of the data obtained, the method of classification of research results; empirical methods - monitoring the process of organizing and conducting distance learning, interviewing participants in the educational process, expert evaluation, methods of statistical analysis of the data obtained.As a result of the research, it is revealed that when implementing special choreographic disciplines using distance learning technologies, optimal learning results are achieved only with partial or alternating inclusion of elements of distance learning technologies in the educational process, and both teachers and students recognize that the frontal use of distance learning tools in the development of special choreographic disciplines is counterproductive.The study proves that distance learning technologies in choreographic education bring maximum results when implemented in the format of "mixed learning", a complex system of traditional and digital pedagogical tools. The analyzed experience shows that the key conditions for maintaining the high quality of classical choreographic education in the context of the introduction of distance technologies are a specially organized material and technical base, improving the information technology competencies of teachers and students, as well as correcting the teaching methodology and structure of special educational disciplines. The General humanitarian component of the educational process can be transferred to a distance format without losing the quality of education.