LEARNING CHOREOGRAPHY FOR ARTISTIC AND PROFESSIONAL GROWTH IN HIGHER EDUCATION

Abstract

This paper explores the role of learning choreography in higher education as a dynamic process that fosters both artistic creativity and professional competence. It examines how structured academic training integrates technical skill development, creative exploration, theoretical study, and interdisciplinary collaboration, resulting in the formation of a distinct artistic identity. The discussion highlights the dual emphasis on artistic growth and professional preparation, illustrating how choreographic education equips students with transferable skills in leadership, communication, project management, and cultural engagement. The integration of research, technological innovation, and intercultural perspectives is analyzed as a key factor in adapting choreographic practice to contemporary contexts. Furthermore, the paper addresses the importance of mentorship, iterative creative processes, and community engagement in shaping students’ readiness for the professional sphere. By linking studio-based practice with scholarly inquiry and real-world experience, higher education in choreography emerges as a comprehensive model for cultivating adaptable, reflective, and socially engaged artists.