Розвиток системно-креативного мислення майбутнього режисера естради та масових свят

Abstract

У статті розглянуто популярні підходи аналізу креативності, наведено практичні поради для стимуляції творчих здібностей студентів, які навчаються режисерської професії.

В статье рассмотрено популярные подходы анализа креативности, даны практические советы для стимуляции творческих способностей студентов, обучаемых режиссерской профессии.

This article is about investigation of most popular approaches for analysis of creativeness, giving practical advices for stimulation of director students creative abilities. Modern society, development of innovative technologies require forming of new field of educational activity. Social demand for creative and proactive graduate who can show himself in different situations, flexibly use knowledge in different life situation has a big influence on upgrading whole educational system. Regarding the director’s profession creativity – is one of the most important measures of specialist’s success. That is why nowadays we can notice a high interest for creativity as in Ukrainian such in other countries pedagogics and psychology. Among popular approaches to creativity analysis we can mark: conception of lateral thinking, in accordance to which all people have vertical (logical) or horizontal (lateral) type of thinking. Their differences are: Vertical thinking allows existence of only one way to solve the problem and denies all other directions. Horizontal thinking compares all possible ways, underscores new ways and always leaves space for new choice Vertical thinking accepts only distinctive consistent steps, while horizontal accepts logical leaps In vertical thinking every human’s step has to be proper, in horizontal only result matters Vertical thinking has tendency to quickly label, horizontal tends to avoid templates and strict schemes Vertical thinking sticks to pre-described easy path, horizontal seeks for other ways, which, at first glance is less promising, but in the end leads to creation of the new original idea. Discussing the result of practical exercise on development of creative thinking, it is not recommended to measure it, but analyze: what is in common and different, what are god and bad sides, nuances, which are noticed by one group and which were not noticed by another one, different aspects of creative determinations, similarities and differences with scientific determinations etc. Teacher has to look after students so they don’t start discussing personalities, give everyone an opportunity to participate, keep the conversation flow in structured manner, without turning lesson into chaos. Working with creative tasks in aspect of creativity trainings allow participants to learn main stages of creative process. In order to make students pay attention to this, before explaining the goals of training task, teacher asks students to pay attention to all conditions that arise, and during the discussion students tell about these conditions, their common characteristics and dynamics. Being creative means combining as much possibilities as possible, being actor and spectator at the same time. Doing, exchanging experiences. Stand away from clichés and static models of thinking. Generalize alternatives and taking new ideas, which can become a staring point in implementation of future plan.