Kateryna I. Kukhar1, Natalia V. Bilous2
1Kyiv State Ballet College, Kyiv, Ukraine. Email: kateryna_kukhar@edu-knu.com
2Branch of Museum of Kyiv History, Serge Lifar Museum, Kyiv, Ukraine. Email: bilous0712@gmail.com
Received 15 January 2022, modified 17 May 2023, accepted 20 May 2023, first published 14 June 2023.
Rupkatha Journal, Vol. 15, Issue 2, June 2023. https://doi.org/10.21659/rupkatha.v15n2.10
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Abstract
This article aims to determine the most optimal pedagogical techniques and methods for influencing students to develop motivation in teaching classical dance. The article reveals the essence of the concept of motivation and examines the factors that affect the reduction of motivation during classical dance lessons. In the empirical part of the study, the author analyzes the self-determined level of motivation of students of Kyiv State Ballet College. The authors of this article used the Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2) adapted to the issue under the study, the technique for determining the level of learning motivation in students developed by Ginzburg, and the technique for diagnosing learning motives developed by Badmaeva. The study shows that the level of motivation is growing among senior college students due to the improvement of their formed competencies and an increase in responsibility for learning outcomes. It was also studied that the self-motivation to dance was stronger than demotivation among the respondents. In the final part of the study, the authors of this article suggest various approaches and techniques to increase the motivation of students, activate their creative potential, and thereby enhance the effectiveness of the educational process. The study also highlights psychological and pedagogical conditions for increasing the motivation level to succeed in teaching classical dance.
Keywords: classical dance, motivation, demotivation, pedagogical techniques, methods of influence.
