S. N. Shumakova PhD in Arts,
Senior Lecturer at the Department of Art Direction,
Kharkov State Academy of Culture,
Today, vocational education is one of the main topics for discussion, because the level of education at the moment is fundamentally determinative for the individual. Let's try to outline the specific features of vocational education in the context of professional training in the field of theatrical art.
Pedagogical efforts should appeal to the introduction into the fabric of educational activities of innovative technology training of professionals in the field in the field of theatrical art, able to seek solutions to professional problems in the new historical conditions, able to create knowledge and make decisions in the situation of insufficient information and lack of knowledge that prompts the development of perspective models of training professionals, the approval of a new educational paradigm focused on modern educational goals. At the same time, educational tasks should include rethinking the content of vocational education and pedagogical technologies, forming modern principles, goals, mechanisms and tools for its implementation.
Consequently, the pedagogical technologies of professional training in the field of theatrical art should outweigh the challenges of modern times in the education of a competitive specialist capable of responding to the needs of the present. From the author's point of view, in the exposition of teaching technology in the light of the improvement of methodological tools, the search for innovative mechanisms for the provision of knowledge that determines the integrity of professional consciousness in the field of theatrical art, one should distinguish the a priori preemption of theoretical luggage on creativity with the aim of extrapolation to the problem area of future professional activity, comprehension of creative identification in the plane of the creative mode of action.
Consequently, the pedagogical technologies of professional training in the field of theatrical art should be aimed at the education of a competitive specialist capable of meeting the needs of the present. From the author's point of view, in the presentation of teaching technology, taking into account the improvement of methodological tools, the search for innovative mechanisms for the provision of knowledge that determines the integrity of professional consciousness in the field of theatrical art, it is necessary to distinguish a priori advantage of the theoretical baggage of creativity practice with the aim of extrapolation into the problem area of future professional activity, understanding creative identification in the plane of creative mode of action.
The variability of the zone of comprehension in the field of theatrical art as a non-trivial phenomenon in the sense of the capacious forms of its artistic expression reveals the voluminous, heterogeneous layers, various semantic components, interdisciplinary "dimension" and, as a consequence, the expansion of educational technology updates, the organization of disciplinary contents of the courses taught as output beyond the boundaries of disciplinary-minded points of view.
The analysis of the content of education in terms of the qualitative result of students' specialization in the field of theatrical art, it should be noted that in the context of educational innovation, capable of radically reorganizing the content of learning, which must be flexible and easy to adapt to the requirements and demands of the market, educational the process should be considered from the content-technological positions of the formation of specialists, endowed with creative thinking.
Accordingly, the educational technologies for the preparation of students in the field of theatrical art should focus on the preparation of creative thinkers of art projects, what can be realized in the context of the urgent need to formalize progressive methods of teaching, innovative approaches to the essence of vocational education as an unprecedented influence on the formation of a didactic toolkit that includes innovations for unity knowledge, process and the result of integrative knowledge.
Actually, this can be done by introducing new educational integrated programs, when disciplinary fields explain the conceptually categorical apparatus and methodological correlation strategies and the cross-cutting effect of disciplinary discourses. This can be the inclusion in the methodological "polyphony" of the integrity of the educational material on the principle of an organic combination of methodological positions, in essence, as a whole range of effective searches for innovations in pedagogical technologies.