УДК 37.022
WORKSHOP PRINCIPLES IN EDUCATIONAL PRACTICE
Ilya S. Gomonov1
1 Siberian Federal University, Krasnoyarsk, Russia.
gomonov.ilya00@mail.ru
Abstract. The workshop format is a new but already developed topic among researchers. Despite the fact that the theoretical work that focuses on the structure and conduct of the workshop is mainly devoted to general provisions and options for a wide range of specialties, the application of the workshop in the field of culture and art is no less relevant and useful. The basis for this study is Klaus Vopel’s work “Effective Workshop. Dynamic Learning”, as well as studies on the problems of conducting workshops (on the material of practical classes) by Russian and English-speaking authors. In this article, in the process of analyzing the sources devoted to the study of workshop, a working definition of this term was formed. It sounds as follows: a workshop is a format of intensive and active training that emphasizes the practical component, which, in turn, implies group work in which the decisive factor is the acquisition of dynamic knowledge about the subject under study, as well as about oneself and others. The principles by which the workshop is conducted, as well as an approximate structure and framework, have also been identified. The main principles are: the dynamism of the knowledge gained, the emphasis on practice, the empathic component (emotional experience of the process is necessary) and reciprocity of participants, reflection of participants after the end of the session. The workshop structure is based on three parts, namely: “relaxed attention”; “immersion in an integrated experience” and finally reflection. The framework within which the activity takes place does not have a clear temporal or spatial boundary. On the basis of this research, a number of conclusions were formulated: workshop success is possible only in the presence of group creative (in the broad sense) work, as well as mandatory reflection on the part of the participants. Another specific feature of the workshop as a class format implies a creative attitude to the activity not only on the part of the participant, but also on the part of the facilitator.
Keywords: pedagogy, workshop, educational process, Vopel
For citation: Gomonov, I. S. Workshop principles in educational practice. Digitalization. 2024, 5 (1), pp. 47–55. [in Russian]. EDN UBIQPQ.
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