Developing emotional intelligence of future choreography teachers in the practice of creating multimedia stories

Problem and goal. Modernization of higher education opens up new prospects for the use of digital technologies to improve the quality of training choreography teachers. The use of services that support multimedia content (PowerPoint, Piktochart, Tilda, etc.) satisfies both the requirements for training programs for specialists engaged in choreography and the requirements for the level of the developed skills that form the basis of the personal emotional intelligence. The authors investigate the problem of substantiating the effectiveness of including digital storytelling in choreographic education. The purpose of the research is to study the impact of choreography teachers’ participation in the development of multimedia stories on the development of their emotional intelligence. Research methods. Multimedia storytelling is considered as an innovative narrative practice based on creating emotional stories using digital technology. Software support is the Tilda constructor. 64 students of the Vyatka College of Culture took part in practical developing stories (Russian Federation). The training program is Folk Art. The N. Hall’s test is used to diagnose and assess the formed emotional intelligence. Statistical data processing was performed using Pearson's χ2 (chi-squared) criterion. Results. Stories were developed and used in the courses “Computer Science”, “Educational and methodological support of the educational process” according to the plan: studying the service that supports multimedia content, its capabilities; defining the concept; collecting and analyzing information; creating a story and implementing it in the digital format; presenting and subsequent use in practice. The peculiarity of the program is adaptation of its content to the specifics of the field of study. Statistically significant differences were revealed in the quantitative changes that took place in the pedagogical system (χ2 = 6.990; p < 0.05). The conclusion states that the development of multimedia stories contributes to the development of emotional intelligence due to the social nature of the activity, the multilayered and non-linear treatment of them while designing the plot, multimodality, and support for an emotionally comfortable atmosphere. Difficulties are also highlighted: low initial level of digital skills; different motivation; specialization in dancing.