UDC 37.09:378
DOI 10.20339/AM.05-26.048
Zhanna S. Safronova, Cand. Sci. (Pedagogy), Docent, Associate Professor, Department of Sociology and Human Resource Management, Saint Petersburg State University of Economics; SPIN-код: 6176-1173, AuthorID: 430717, e-mail: shan_safronova@mail.ru
Yuliia V. Verminenko, Doctor of Social Sciences, Docent, Head of Department of Public Relations and Advertising, Herzen State Pedagogical University of Russia, St. Petersburg, SPIN-код: 1600-3111, AuthorID: 287525, e-mail: verminenko@mail.ru
Dmitrii S. Brazevich, Cand. Sci. (Sociology), Docent, Associate Professor, Department of Advertising and Public Relations, St. Petersburg State University of Economics, SPIN-код: 4338-3995, AuthorID: 716154, e-mail: brazevich1986@mail.ru
The purpose of the article is to analyze the pedagogical experience of performance art in higher education, to determine its socio-cultural and pedagogical potential. The authors of the article present performance as a special socio-cultural phenomenon through which subjects of activity have the opportunity to create, challenge, transform the external and internal environment, reproduce their own meanings and adapt reality to it. From the perspective of the authors, performance art provides unique opportunities for students’ personal self-development. For clarity, individual pedagogical practices of the use of performance art in higher education are described. Attention is focused on the conscious application of performance art after basic, scientific and theoretical training in order to provide students with a high-quality education. It is emphasized that performance as an educational technology can be widely used and is an effective tool that contributes to the interiorization of information, turning it into a meaningful experience necessary for the formation of not only competencies, but also business strategies.
Keywords: performance, competence, communication, meaning, reflection, higher education, mastery
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