Keyword: «story structure»

Modernization of higher education opens up new prospects for the use of electronic resources to improve the quality of training for choreographers. The use of multimedia services (Power Point, Piktochart, AhaSlides, Google presentations, etc.) satisfies both the requirements for training programs for specialists involved in choreographing and the requirements for the level of development of skills that form the basis of personal emotional intelligence. The authors explore the issue of justifying the effectiveness of including digital storytelling in choreographic education. The aim of the study is to examine the potential of using multimedia stories in training choreographers to develop their emotional intelligence. The scientific novelty lies in the fact that the didactic potential of using multimedia storytelling in training choreography specialists for the development of emotional intelligence is validated. Theoretical significance: the identified didactic opportunities are supported by communication in the intercultural educational environment to ensure a favorable, emotionally comfortable climate in the dance group. Multimedia service – MS Power Point. 62 students of the Orel State Institute of Culture were involved. Area of training: 52.03.01 – Choreographic art (bachelor’s degree level). The χ2-Pearson test was used for statistical processing of data. The level of emotional intelligence was assessed based on materials from K. Barchard’s questionnaire. Multimedia storytelling is considered as an innovative narrative practice, which is based on the creation of emotional stories using digital technology. The system of work for creating multimedia stories is described: studying the digital service and its capabilities; concept development; collection and analysis of information; creation of history and its implementation in digital format; presentation and subsequent application in practice. A special feature of the program is the adaptation of its content to the specifics of the training area. The authors conclude that the use of multimedia stories contributes to the development of emotional intelligence due to the social nature of the activity, multi-layered and non-linear treatment, multimodality, and provision of emotionally comfortable atmosphere. Some difficulties are also noted: low initial level of digital skills; different motivation; specialization in dance. The results obtained can be used to update choreographer training programs, advanced training courses, and the content of webinars on choreographic education.