About creativity in real business write and talk now quite a lot. However, the emphasis, as a rule, is on the creative side of things. The place of creativity in the activities of an organization (company) remains, as it were, behind the scenes. At the same time, this aspect is not only interesting, but also useful. If we bring together a few creative people, we will get a lot of interesting, but completely useless ideas. “Ideas, even the most wonderful ones, are useless if they are not used. … Until they are put into practice, they will remain in obscurity.” As you can see, the idea is not everything. In this regard, consider the following concepts modern organization as "creativity", "innovation" and "entrepreneurship" and try to link them together.

1. Entrepreneur (entrepreneur) - citizens and their associations whose activities are aimed at systematic obtaining income from the use of property, the sale of goods, the performance of work or the provision of services.

2. Innovation (innovation) - targeted introduction of qualitative changes that transform real social practice.

3. Creativity (creativity) - the ability to come up with new, non-trivial and at the same time reasonable solutions.

Let's take a closer look at each of these terms.

Usually the word Entrepreneur is associated with the owner. This is natural, it is the entrepreneur-owner who has the decisive rights to all actions related to the business. However, within the organization (company) internal entrepreneurship (intrapreneurship) can take place. Intrapreneurship is the activity of the employees of the enterprise, based on their initiative and activity, carried out within the organization certain types activities in order to increase the efficiency of the enterprise, maximize profits and most fully meet the needs of active employees of the enterprise (intrapreneurs). The possibility of internal entrepreneurship allows us to consider managers of various levels in organizations (companies) as subjects entrepreneurial activity Barancheev, V.P. Innovation management / V.P. Barancheev. - M.: Finstatinform, 2010. - S. 121 ..

Innovation (innovation) can be considered at different levels. Transformational or revolutionary innovations that lead to irreversible changes in the existing order of things on a global scale. Meaningful innovations causing big, but not cardinal changes, and, finally, evolutionary - ongoing changes that occur regularly. It is the latest innovations that are characteristic of the activities of the organization (company). It is important that innovations are differentiated into socio-economic, managerial-organizational and purely technological types. In this regard, the most important areas of innovation in an organization (company) include:

Innovation of goods and services;

Innovation in production technology;

Innovations in organization and methods of work;

Innovations in the ways of delivering goods or services to the customer;

Innovations in the means of informing the client about the product;

Innovations in the ways of managing relationships within the organization Kokurin, D.I. Innovative activity / D.I. Kokurin. - M.: Exam, 2010. - S. 169 ..

Rice. one.

Creation. In 1983, the component theory of creativity was formulated, which is recognized as one of the main theories of creativity of individuals and organizations. The theory has undergone significant evolution since then, but the basic components have remained the same.

Creativity requires the fusion of four components:

1) intrinsic motivation;

2) a high level of industry knowledge;

3) mastery in the use of creative thinking;

4) an environment with a high content of supports for creativity Grachev, M.V. Innovation management / M.V. Grachev. - M.: Delo, 2010. - S. 89 ..

The concepts of creativity, innovation and entrepreneurship are interrelated. An expression linking these concepts may sound like this. An entrepreneur, using creativity as a resource, innovates in order to increase efficiency. The process, even if it is creative, does not matter for the sake of the process.

Center for Youth Innovative Creativity "TechnoArt"

(direction: design technologies, design technologies)

Centre provides equal access to its technologies and equipment for all interested parties - schoolchildren, students of young technicians' stations, creative houses, students of secondary and higher professional institutions, representatives of small and medium-sized businesses.

The main goal of the creation of the CMIT is to provide an opportunity for visitors to the Center to master the process in practice from the birth of an innovative idea to the creation of a practical product. Each visitor to the Center has the opportunityto understand from one's own experience what path an innovative idea goes from its inception to its practical implementation.

The main function of the Center is the development of innovative technical thinking, initial skills innovation activities for students, for which it is proposed to apply training programs aimed at project activities, based on business games, TRIZ, in the format of open innovations.

And it all started in 2011.The management of Perspektiva LLC decided to test a new model of interaction between the Employer and the School. In 2011, a public-private partnership agreement was signed in the field of education between Perspektiva LLC and MBOU secondary school No. 18.On the basis of MBOU secondary school No. 18 was openedCenter for Engineering Design and Design , whose work proved the necessity further development functional links between educational institutions andbusiness entities.

In addition, the implementation of programs for the technological education of schoolchildren showed the need for their training to work on high-tech equipment.

For the development of innovative technical thinking, the initial skills of innovative activity, students are encouraged to apply training programs aimed at project activities, based on business games, TRIZ, in the format of open innovations.

Center Partners

OJSC "Penztyazhpromarmatura"

FGBOU VPO Penza State University

FSBEI HPE Penza State Technological Academy

GBOU SPO Penza Industrial and Technological College.

Center for Youth Innovative Creativity "Step into the Future"

Schools in Penza (cooperation agreements have been signed). List of schools - partners of CMIT TechnoArt - MBOU secondary school No. 18, 50, 51, 27, 9, 17, 27, 58, 11, 12, MBOU LAD No. 3

Target audience of the Center

Students engaged in scientific and technical creativity.

Students of NGO institutions, students of secondary vocational education institutions, university students involved in research activities.

Young people striving to create an innovative business.

Schoolchildren engaged in scientific and technical creativity in circles and studios.

Houses creativity of the city of Penza.

Goals and objectives of creation

Center for Youth Innovative Creativity"TechnoArt"

Target: formation of a high level of engineering and information technology competence among students and youth on the basis of project research activities

Tasks:

Creating fashion for technical creativity, an increase in the proportion of students in technical associations

Development of basic and professional competencies and students' technical skills

Increasing the share of students entering the technical specialties of vocational and higher education

Formation of an environment for the implementation of projects in the scientific and technical field of children and youth, small and medium-sized businesses.

Expansion of network interaction with institutions of VPO, SPO, OU, DOD

Formation of a pedagogical community from among technologically advanced teachers.

The Center has already established itself as an institution actively engaged incareer guidance and educationalactivities of the engineering and technical profile. Two years agoCMIT "TechnoArt" together with CMIT "Step into the Future" initiated and held a competition of business projects "Game is a serious matter": the teams went through the full cycle of board game production (idea, writing a business plan, drawing up technical documentation in the special program Teflex-cad, production of game elements, defense of the project before the investor) Last year, schoolchildren participated in the competition "Ideal workplace modern schoolchild" (from project development to furniture manufacturing).

In addition, TechnoArt CMIT is actively engaged in the development of robotics among schoolchildren.

Areas of activity of CMIT "TechnoArt"

1. Excursion.

Target:familiarization of schoolchildren and youth with the activities, areas of work and achievements of the CMIT.

Tasks:

Presentation of the field of activity of the CMIT and its technical support.

Presentation of the achievements of schoolchildren and youth involved in the CMIT, demonstration of the capabilities of the equipment.

Increase in the number of CMIT users.

Increasing the number of students in technical associations and those who are motivated to technical activities.

Network expansion interaction with educational institutions, CMITs.

Career guidance for schoolchildren.

1. Educational. Lessons, master classes, training seminars.

Target: formation the pedagogical community from among technologically advanced teachers, the formation of the foundations of engineering and information technology competence among students who are motivated to technical activities.

Tasks:

Acquaintance and training of schoolchildren to work on new modern equipment, introduction educational programs aimed, among other things, at developing design thinking, skills in research and project activities, including those based on TRIZ methods.

Selection and training of personnel for work with students and youth from among inventors, engineers of various specialties, designers, entrepreneurs, university teachers and school teachers.

Increasing quantityteachers involved in the development of technological education for schoolchildren.

Increasing quantityteachers and schoolchildren involved in the project activities of the CMIT.

Interdisciplinary interaction of teachers in technical and technological areas.

Career guidance for schoolchildren.

1. Project activity

CMIT provides an opportunity to engage in creativity in favorable conditions, to study in practice the work of modern production machines with digital software, which is especially important for the young "digital" generation, for whom the computer and the Internet are the main channel of communication and an incentive for creativity.

Target:Creation of conditions that allow students and young people focused on scientific and technical activities to effectively and at the modern technological level put into practice the technological chain from the formulation of an idea to its implementation.

Tasks:

Creating a fashion for technical creativity, increasing the proportion of students in technical associations and those who are motivated to technical activities.

Development of basic and professional competencies and skills of students in the technical direction.

Constant expansion Database

Increasing the share of students entering the technical specialties of vocational and higher education.

Network expansion interactions with institutionsVPO, SPO, OU, DOD, CMIT.

Formation, together with organizations of science and industry, of a “bank of innovative topics” for project activities of students and youth.

Active participation in competitive events of a technical nature.

1. commercial activity

CMIT "TechnoArt" is, first of all, not commercial structure. The equipment of the Center for work for children and youth is provided free of charge. The main priority is the request for equipment from students and youth. In its free time, the Center provides equipment or fulfills orders for youth business firms, innovative enterprises.

Commercial activities do not contradict the idea and tasks of the CMIT and can become an equal part of the laboratory's activities given that , which does not create obstacles to open access and the work of other participants of the CMIT.

Target:Ensuring wide and free access of talented youth to modern equipment and modern production technologies, organization of productive communication of young people with highly qualified engineering personnel of various specialties, entrepreneurs, etc.

Tasks:

Formation of the environment for the implementation of projects in the scientific and technical field of children and youth, small and medium-sized businesses.

To form "children-youth-adult" creative teams united on the basis of joint tasks for the manufacture of prototypes and prototypes of products, as well as the practical implementation of youth ideas and projects into products (samples).

Development of a deployment mechanism based on the Center for Youth Entrepreneurial Projects, commercialization of the results obtained, development of innovative youth business.

Constant expansion Database potential staff of technical specialists.

Formation of teams of students of secondary vocational education and students of higher education for the implementation of commercial projects.

Development on the basis of the Center of mechanisms for productive interaction between educational, scientific and industrial innovative enterprises.

Further "building up" (development) of the material and technical base of the CMIT, due to the attraction of funds from extrabudgetary sources, as well as from sponsorship innovative enterprises and scientific organizations.

Favorable territorial location

Accessibility and openness to the Center will be ensured by a small distance from a number of large enterprises and leading technical universities and colleges of the city of Penza. Within walking distance from the second site, MBOU secondary school No. 18, there are 2 universities (Penza State Technological Academy, Penza State University of Architecture and Construction), 3 vocational schools (Penza Automobile and Road College,Federal State Educational Institution of Secondary Vocational Education "Penza State Automobile and Road College" , GBOU SPO Penza Industrial and Technological College), 10 schools, 5 large industrial enterprises (JSC Penztyazhpromarmatura, JSC Penzkhimmash, FSUE PPO EVT, JSC ZiF-Plus, FSUE PPO Elektropribor), which will provide high attendance and full workload of the Center. The Center will ensure the availability of equipment with the possibility of free work for students.Increasing the share of students entering the specialties of vocational and higher education.

The development of the model base and the complication of projects carried out in the houses of creativity and technical circles operating on the basis of schools.

Training to work on high-tech equipment.

Creation of innovative entrepreneurial projects.

Issue of souvenir products.

Fulfillment of orders of enterprises for the design of industrial products.

Getting students the basics of engineering and technical professions.

V.I.Rybakova

It is unlikely that anyone doubts the affirmative answer to the question: is innovation activity a factor in the development of teachers' creativity? The practice of innovative activity of pedagogical teams and individual teachers convincingly proves this.

AT qualifications teachers of the highest and first qualification categories, one of the main conditions is a creative attitude to pedagogical activity, participation in the development and implementation of new projects that contribute to the improvement of the educational process.

According to the results of certification, 34 teachers received the highest category in 1993, 233 - in 1994, 270 - in 1995, 301 - in 1996, this year 1083 teachers apply for the highest qualification category.

The form of qualification tests is increasingly becoming the protection of creative works and copyright projects. Participation in research helps the creative growth of the teacher and improves his qualifications. Experienced teachers practical work systematize and generalize it, competently organize the testing of ideas and evaluation of results.

Heads of institutions, implementing innovative projects, come to an understanding of the managerial aspect of innovative activity. It is the development mode that requires the transition from leadership to management, understanding the program-target approach, creating a concept for the development of an educational institution, mastering scientific foundations management.

Interacting with science, practitioners are included in the real research work improve the skills of analytical and predictive activities.

450 creative works and projects are entered into the database of the information and pedagogical center, most of them are in demand not only in the region, but also outside it, only in 1996 more than 300 people applied for this. The most popular topics and projects among teachers are on new teaching technologies, non-traditional forms of organization of the educational process, correctional pedagogy, rural school, work with parents, Russian national school. Demand also indicates the desire of teachers for creativity.

I believe that not only and not so much the certification process activated the teacher's desire for new knowledge, advanced training, but above all the desire for self-expression, self-realization in solving pedagogical problems, using the opportunity to realize oneself as a creative person, to realize involvement in an important professional work in close cooperation with colleagues.

Despite the severe financial difficulties, the influx of those wishing to take courses does not weaken, only for last year in various forms ah retraining and advanced training was attended by 12 thousand teachers and leaders.

It was innovative activity that aroused the keen interest of teachers in creativity, including a favorable innovative environment in the region, which included:

creation of a favorable regime at all levels of management, expressed in the demand for the initiative and creativity of teachers, the definition of forms of support and practical assistance to them;

formation of personnel scientific potential capable of providing support for emerging and developing programs and experiments;

creation of a management infrastructure specializing in the management of innovation activities at all levels;

formation of support services, the main task of which is the formation of a social order for innovations, ensuring peer review the significance for the region and the prospects of the projects being developed, tracking the results of innovative activities of individual teachers, creative groups, entire teaching teams, municipal management structures;

creation of a system of information and methodological support at all levels that meets the needs of teachers, including replication of the results of activities, conducting scientific and practical conferences etc.;

creation of supporting educational institutions, municipal educational authorities, in a priority order, moving to work in the development mode;

creation of temporary research teams within the framework of an educational institution, the municipal education system and at the regional level;

ensuring the development curricula, programs of the regional component of the content of education and its methodological support;

creating an atmosphere of social significance of innovative processes, ensuring that children and parents are informed about the ongoing changes in the field of education.

The allocation of work with personnel as the main link in the development of innovative activity also contributes to the development of creativity.

One of necessary conditions implementation of the principle of the main link - a set of measures that stimulate the innovative activity of teachers:

material support, expressed in partial financing of projects, allowances in wages, financial incentives in case of competitive selection of the project;

moral support: public recognition of the problems stated in the innovative project; the possibility of realizing oneself as a creative person involved in an important professional business in cooperation with colleagues; the possibility of publishing the results of innovative activities;

professional support: individually oriented assistance, the possibility of training in targeted courses, participation in “ round tables”, organizational and activity games; special attention to innovation in the certification for qualification categories.

One of the important areas of management innovation processes was individually oriented assistance to teachers and assistance to teams in resolving typical problems of the organization creative work. Among these problems, we identified the main ones and outlined ways to solve them.

The lack of sufficiently complete information requires targeted actions to ensure it: the creation of information support structures in management, the expansion of publishing activities based on the results of innovative processes, the organization of information releases and information and methodological banks, the holding of scientific and practical conferences, changes in curricula and advanced training programs for personnel .

Formal acceptance of the principles and declared strategy of the project, selection of a project in a “young”, prestigious direction. The solution to this problem is provided by expert advisory assistance in the design (special study of priorities in the form of tactical and strategic achievements, control and diagnostic procedures, their manifestations, the use of various forms of project consideration - defense, individual interview, presentation, etc.).

The discrepancy between the opinions of the project participants is reduced after collective discussions, modeling of activity processes, acquaintance with educational approaches, conceptual, theoretical and practical and methodological innovations, stimulation of joint multi-level, interdisciplinary applications.

Resistance to innovation by managers and individual employees of teaching staff decreases when collective and individual work is organized to change thinking, develop a new vision and position in the course of advanced training and active group work (interactive seminar, discussion, focus group, collective form advanced training). The change in the situation is facilitated by the inclusion of an indicator of the susceptibility of innovations as qualification requirement to the heads of educational institutions and teachers of higher qualification category with the development of appropriate qualification tests during certification.

Insufficient competence of project executors necessitates the creation of experimental and internship sites in educational institutions and management structures; conducting intensive technological courses, individual consultations, expanding organizational and activity games as a form of work in individual creative groups, entire pedagogical teams of institutions and territorial entities.

The practical results of the introduction of a new model of management of innovative activities of educational institutions in the region include the following facts.

In the 1995-1996 academic year, already 80% of the region's schools had 70 new subjects and courses in their curricula aimed at the humanization of education, the preservation and revival of the national character of the school, pre-professional orientation and training, social adaptation and rehabilitation of students and pupils.

In 20% of schools, early learning of the basics of informatics and computer technology is provided, foreign language, propaedeutic courses in physics, chemistry; in 40% of schools, students have introduced the choice of in-depth study of individual subjects. An integral system of support for talented children is being formed. For children with developmental problems, the network has been expanded social institutions and formed in educational institutions compensatory education classes, leveling classes, medically indicated classes, mixed age groups, groups without basic education in primary institutions vocational education, a home education system is being formed.

Centers for social assistance to children are being set up; methodological and pedagogical schools, psychological services, cultural and educational centers, trust services, etc.

At the regional level, a telecommunications center for distance learning for schoolchildren has been established with branches in six cities and four regional centers; part-time schools of Russian philology and culture, mathematical, physical and technical; the process of including all secondary schools in the international educational telecommunication networks INTERNET continues.

The teacher is an integral part of the process of his professional development. For those who work in the traditional system, it is enough to master the technique, which is a set of teaching skills. This alone will make it possible to carry it out in full and achieve certain successes. However, for the implementation of innovative activities of a teacher, his professional training alone is not enough. At the same time, the readiness of the teacher himself to become on the path of improvement is also important.

Concept definition

What do we mean by innovative activity of a teacher? This is something new, if compared with the previous one, aimed at improving the quality of education. In general, the term "innovation" in its modern sense means the manifestation of new elements or forms. The synonym for this word is "innovation".

The modern teacher is considered somewhat deeper, while having a broader semantic designation. It is understood as the purposeful work of a teacher, based on understanding their own professional experience by studying and comparing the educational process in order to change it and receive a better education.

We can say that the innovative activity of a teacher is a phenomenon that reflects the creative potential of a teacher. If we consider this term from the point of view of its application to the general educational process, then we can talk about its relative youth. And this explains the existence of different approaches to explaining this concept.

On the one hand, pedagogical innovations are understood as various innovations aimed at changing the technology of education and training in order to increase their effectiveness. But sometimes this concept has a different meaning. Innovation includes not only the creation and dissemination of innovations, but also changes and transformations in the style of thinking and in the way of activity that are associated with these innovations. In any case, it is something progressive, useful, advanced, modern and positive.

At present, processes of standardization of all levels of education without exception are taking place in Russia. This led to the creation of the FGOS. The purpose of this work is a certain unification and accessibility for the ubiquitous practical use scientifically supported experimental work in education and training. The innovative activity of the teacher in the context of the implementation of the Federal State Educational Standard is designed to make positive changes in the current education system. This is necessary for Russia to join international market, which offers similar services, and bringing the curricula of schools and preschool educational institutions into line with those that are considered generally accepted around the world.

Signs of innovation activity

The process of introducing various innovations into the educational process largely depends on the potential of the teacher himself. How to determine the teacher's readiness for innovative activity? The potential of the individual in this case is associated with such parameters as:

The presence of a creative ability to generate and produce new ideas and ideas, as well as design and model them in practice;

Readiness for something different from existing ideas, a new one, the basis of which is panorama and flexibility of thinking, as well as tolerance of character;

Education and development in cultural and aesthetic terms;

The desire to improve their activities, as well as the presence of internal methods and means that will ensure it.

The readiness of a teacher for innovative activity is also understood as the presence of a great working capacity, the ability to restrain strong stimuli, a high emotional status and a desire to approach their work creatively. But in addition to personal teacher must have some special qualities. These include knowledge of new technologies, the ability to develop projects, mastering the latest teaching methods, as well as the ability to analyze and identify the causes of existing shortcomings.

Specificity of innovation

The participation of teachers in innovative activities has its own characteristics. It presupposes the presence of the necessary degree of freedom in the respective subjects. Indeed, due to its specificity, the innovative activity of a teacher in a preschool educational institution and in schools is most often carried out as if by touch. The fact is that such solutions are beyond the available experience. It is also worth noting that today the innovative activity of a teacher in the implementation of the Federal State Educational Standard is regulated and controlled only partially. In this regard, one has to trust the innovator, the researcher, assuming that everything that he does in the process of searching for new solutions and truth will not harm the interests of society.

This approach leads to the realization that the freedom of creativity should go along with the high personal responsibility of the teacher involved in innovative activities.

Importance of innovation

Is it so necessary to organize the innovative activity of a teacher? The importance of this direction is due to the fact that in modern conditions the development of education, culture and society is impossible without:

Socio-economic changes, suggesting the need to update the entire education system, as well as technologies and methods for organizing the cognitive process in educational institutions of various types;

Strengthening content humanization curricula, which is expressed in a continuous change in the volume and composition of disciplines, the introduction of new subjects, involving a constant search for improved learning technologies and organizational forms;

Changes in the attitude of the teacher himself to the application and development of innovations;

Entry of educational institutions into the system of market relations, which will form their real degree of competitiveness.

What, ultimately, caused the need to develop the innovative activity of the teacher? main reason In this area is the fierce competition that every team offering services in the field of education faces almost everywhere.

To date, all educational institutions must independently improve their level of work, monitor and be able to predict the situation that has developed in the relevant market, and be a little ahead of everyone else, using the latest scientific and technological achievements.

Signs of innovation

What can we say about the participation of teachers in innovative activities? This question is both complex and simple. On the one hand, it is easy to identify the latest approaches and techniques that the teacher uses. After all, they have differences from those that were used before their introduction. On the other hand, it is very difficult to describe and justify innovative activity. After all, innovation is not just fixing a certain fact. Each of the forms of innovative activity of a teacher is a whole system.

Its description must contain the purpose and content, the timing of implementation, existing problems and their solution. That is, everything that innovation is aimed at. Methods for analyzing the results obtained should also be explained. It is necessary to give an indication of the forms of innovative activity of the teacher.

Classification of innovation

All according to purpose latest implementations in the training system is conditionally divided into:

1. General. These are global concepts available in modern education. They find their manifestation in the optimization of the UVP, the development of humanistic provisions, practical and information technologies, as well as in the organization and management of pedagogical processes.
2. Private. They take place in those cases when the innovative experimental activity of teachers is in the form of author's innovations, developed in accordance with the modern directions of the educational process, and implemented in a separate educational institution.

By belonging to the educational process, innovative activity is associated with:

1. With the introduction into the education system integrated approach. After all, the traditional system of obtaining knowledge is guided by the already achieved level of technology and science and is not able to meet the requirements of a society that is in its dynamic development.
2. With the organization of the entire educational process and the introduction of the latest pedagogical technologies, which are the main factor in the development of innovative methods and means of obtaining knowledge.
3. With specialization and profiling general education. Such directions involve the formation of the necessary conditions for the innovative activity of a teacher with its transition to a system of flexible and open continuous individualized learning of a person throughout his life.
4. With the professionalization of the existing management activities. This is one of the conditions for the effectiveness and success of innovative directions in educational institutions.

Based on the concept of renewal and content educational processes Innovative activity of a teacher is divided into method-oriented, as well as problem-oriented. Let's consider them in more detail.

Methodologically oriented activity

When it is applied, it is supposed to implement one or another technology of education. It could be:

Use of the latest information technologies;

Application of the principle of integration to the content of education.

In addition, based on the experience of the teacher's innovative activity in the framework of method-oriented work, he can use training:

Developing;

differentiated;

Design;

problematic;

Programmed;

Modular.

As part of the application of such technologies, a prerequisite is the preparedness and competence of a teacher who is able to use approaches such as:

1. Person-oriented. It can be achieved by implementing a strategy of support and respect, understanding, assistance and cooperation of the preschool administration in the field of choosing the means and methods of the teacher's work.
2. Essential. It is reflected in the interaction of teachers with students to develop their abilities in order to form essential systemic knowledge and establish interdisciplinary connections.
3. Operational and activity. This approach is based on the positions of the GEF. Students form the ability to act during the educational process, assimilating knowledge through their practical application.
4. Professionally oriented. This is a competency-based approach. It allows students to develop professional attitudes.
5. Acmeological. This approach is closely related to the essential one. It is used in the organization of innovative education with the development of new ones, as well as updating already existing methods and teaching aids. This approach allows students to develop creative thinking and contributes to their self-development, self-improvement, self-education and self-control.
6. Creative development. This approach is designed to form productive thinking. It develops in students a creative attitude to their activities, as well as the abilities and qualities of a creative person, skills and abilities of a scientific and creative nature.
7. Contextual. This approach allows you to bring the content of the subjects of the training program into line with the one developed in the country. state standard education.

Problem-oriented activity

Such innovative processes provide for the solution of a certain type of tasks that are associated with the formation of high degree competitiveness.

At the same time, the activity of the teacher is aimed at developing in students:

Awareness of one's personal and social significance;

The ability to set goals for self-complication of problems and tasks, as well as self-actualization, which is a prerequisite creative development competitive personality;

An adequate sense of freedom and justified risk, which contributes to the formation of responsibility in the decisions made;

The maximum concentration of one's abilities in order to realize them at the most opportune moment, which is called "delayed victory".

One of the most actual problems that the modern education system is trying to solve is the education of a socially competitive person. Such a concept includes professional stability, social mobility of the individual and its ability to carry out the process of advanced training. At the same time, students should be taught receptivity to innovation. This will allow them to easily change the field of activity in the future, and be always ready to move into a new area of ​​​​work, which is more prestigious.

It is possible to form a competitive personality at this stage of the development of society only through the introduction and inclusion of methodological and problem-oriented innovations in the learning process.

Additional classification

Also, the following types of innovations are distinguished in the education system:

1. In terms of scale - federal and regional, national-regional and at the level of educational institutions.
2. By - isolated (local, private, single, that is, not related to each other), modular (a chain of private innovations interconnected), systemic.
3. By origin - improved (modified), combined (attached to a previously known component), fundamentally new.

Problems of introducing innovations

Often, the conduct of innovative activities causes difficulty for teachers. This is what affects the need for scientific and methodological support of their work. The formal nature of the ongoing pioneering work, which can often be observed in the OU, is caused by:

Low level of basic training of teachers;

Formation of the activity environment in the classical, traditional mode;

Low degree of readiness for innovative activity;

Lack of motivation due to overload;

The inability to determine for themselves the most priority direction, which causes dispersion of activities and does not give a tangible result.

At the same time, imagine the operation of a modern OS without innovative methods impossible. But in order to achieve the intended goals, teachers need certain types of support. For some, psychological support is important, for others - individual consultation of a methodologist or a practicing teacher. One of mandatory conditions innovative work is the presence of a sufficient number of special educational literature, as well as the latest material and technical base.

Innovative activity of teachers in modern system education should become a personal category, a kind of creative process and the result of creative activity. It also implies the presence of some degree of freedom in the actions of the relevant subjects.

The main value of the innovative activity carried out by the teacher lies in the fact that it allows you to form a personality capable of self-expression and the use of their abilities simultaneously with creativity. Those difficulties that arise in the process of such work, according to many practitioners, can be resolved on their own.

The main result will be:

Creation that will ensure the study, sustainable development and further implementation of best practices;

Occupation of the leadership position of educational institutions in the field of educational services;

Creation of a positive image of the staff of the educational institution.

Innovation is the search for a new, avant-garde

and support for ideas that are becoming

art is a breath of fresh air.

T. Manasherov, founder

cultural and charitable foundation "U-Art"

[Innovation in Art]

Innovation is “the end result of innovative activity, embodied in the form of a new or improved product, introduced to the market, new or improved technological process used in practice, or in a new approach to social services» [Agarkov et al., 2011, p. 154]. According to P. Stoneman, innovation takes place when new products, processes, raw materials, managerial methods first appear in a new or existing market, or in a non-market environment (education, healthcare, etc.). In addition, when a certain institution applies technologies, processes, methods, developments new to it for the first time in its activities, we are also talking about innovations, despite the fact that other institutions have already applied or used this before. .

The creation of an innovation is a gradual process consisting of three successive stages. First, a person generates a new idea, so an innovation appears (for example, a gadget can be controlled using finger movements on the screen); then this idea finds its embodiment in a specific material object, a technology is created, this is how an innovation appears (the creation touch screen); and only then, when this technology is implemented in a specific device and is accompanied by growing popularity and commercial success, then we can talk about creating an innovation (touch screen phone).

Innovations cover almost all spheres of society: new technologies, products, types of advertising, sales methods appear. For example, Google has created smart glasses, an electronic assistant Google Now, a gigabit optical fiber network Google Fiber; the company "iRobot" presented to the public a robot - a cleaner; "Philips" - a system of "smart" lighting that allows you to adjust the color of lighting and control it using smartphones [Melnik].

Art innovation has a long history. Gradual transitions from parsuna to portrait, from classical art to abstract art, from classical theater to modern theater were accompanied by innovative processes that did not destroy what had been created earlier, but transferred art to a qualitatively new stage.

In the literature, there are various classifications of innovations: production and management; grocery (creation of a new product), technological (use of new technology), process (using new organization production) and marketing (opening new markets and sources of raw materials); radical and improving [Agarkov et al., 2011, p. 57]. However, in relation to the performing arts, the most appropriate, in my opinion, is the classification of innovations according to the form of implementation, according to which all innovations are divided into two types: soft and hard.

Hard - innovations are associated with the creation of material objects, changes in the functional characteristics of the product; such innovations are often expensive to develop and implement. For example, the creation of new machines, the first microprocessor, digital camera. With regard to the theatrical sphere, this can be the improvement of sound, light, scenery, the introduction of live online broadcasts, etc. Here we are talking about the technical side of building a performance, that is, a performance using innovative technologies.

For example, in 2002, an innovative production of the opera Snegurochka was shown at the Bolshoi Theater, in which a video sequence was used using digital technology"High Definition" (for the first time this technology was used by D. Lucas when shooting " star wars"). During the performance, a two-hour video film was broadcast, based on N. Roerich's sketches of scenery [Experimental production of the opera The Snow Maiden ....].

If we are talking about the introduction of innovations in the artistic part of the production, then here we are talking about the introduction of so-called soft - innovations and the staging of an innovative performance.

Soft innovations (soft - innovations) are innovations in products or services that are associated with the impact on the sensory perception and aesthetic appeal of the product, rather than changing it. specifications. Examples of soft innovations include the development and launch of a new clothing line, a new advertising company, new architectural design, introduction of the process of collective composition of the play by Internet users in the theater [Dolzhansky]).

P. Stoneman divides soft innovations into two categories. The first category includes innovations in products that in themselves carry aesthetic value and relate to objects of culture, art or the media industry: music, books, films, fashion objects, etc. The second category includes innovations in industries related to the creation of material products, that have no aesthetic value (examples of such innovations are a new car design, a new air freshener scent, etc.).

Innovations in the artistic part of a theatrical performance are directly related to the first category of soft innovations. The starting point is the work of art itself, and innovation is the creation of new principles for constructing a work of art. An example is the innovations in the Russian ballet of the 19th century, when the choreographer M. Petipa began to create completely unique productions in which the ballet was no longer just a well-performed dance, but was a real theatrical spectacle with a certain plot and emotional component; much attention began to be paid not only to technique, but also to pantomime. Thanks to the innovative approach of M. Petipa, Russian ballet began to be called the best ballet in the world [Marius Petipa: how the Frenchman did ...].

Another example of soft-innovation can be an original reading of a famous work. For example, the Polish theater "Zabrzu" presented a new interpretation of "Don Quixote", in which the heroes of the famous work of M. Cervantes turn out to be ordinary theater workers, and in the evening they perform feats in their dreams [The Perm Theater brought "Pannochka to Cairo ....].

Both hard and soft innovations can be present in a theatrical production. An interesting example is the staging of the classic opera by N. Rimsky-Korsakov "The Woman of Pskov", presented in 2011 by the artists of the Bolshoi Theater in Pskov. The audience was able to see the opera performance directly within the walls of the Pskov Kremlin (in the place where historical events took place). For the first time in Russia, the opera was shown in natural historical scenery and in the open air. Special decorations for boyar houses were brought from Moscow, the most technical modern equipment, as well as invited stuntmen and horsemen [The opera was staged in the Pskov Kremlin ...].

Since innovation involves either creating a new product or improving an existing product and at the same time creating customer value, theaters today (in the face of competition from the entertainment industry and other performing arts organizations) are actively looking for new approaches, ways of constructing a performance and creating innovative productions, for in order to increase its competitiveness and attract the audience. It is extremely important to influence the imagination and emotions of the public through the introduction of innovations, to create a certain atmosphere. The intellectual, emotional or aesthetic experience associated with viewing a certain performance should become a source of emotional satisfaction for the viewer [Kotler, Sheff, 2004, p. 56]. The result of the introduction of innovations, together with the application of marketing principles in theater and concert organizations, is ideally an increase in the competitiveness of the organization and satisfaction of visitors.

Today, there are both experimental theaters with a repertoire of an exceptionally innovative nature (for example, the British theaters Soho Theatre, Camden People's Theatre, Bush, King's Head [The Theater in Shakespeare's Homeland]), and classical theaters that present the audience with innovative productions, along with traditional ones.

It should be noted that innovative productions in the repertoire of the theater are understood as modern productions. In the case of ballet, we should talk about classical and modern choreography, in the case of opera - about the author's (modern) and traditional interpretation (classical) interpretation.

One of the brightest examples of the theater, whose repertoire includes both classical and modern productions, is the Perm Academic Opera and Ballet Theater named after P. I. Tchaikovsky - one of the oldest theaters in Russia, founded in 1870. ballet]. The theater is one of the leading musical theaters in the country, and in 2015 received the largest number of awards compared to other participants - five Golden Masks (National Theater Award) [Triumph of the Indian Queen ...].

In their message to the media, representatives of the theater say that the theater "carefully preserves classical traditions - and at the same time sensitively responds to the challenges of our time" [Message of the Perm Opera and Ballet Theater for the media]. This is also reflected in the theatre's logo - the letter "O" divided into two segments, displaced relative to each other, which symbolizes, firstly, the combination of opera and ballet - two types of performing arts offered by the theater, and, secondly, the combination of tradition and modernity [The Perm Opera and Ballet Theater presented…].

By creating modern opera and ballet productions, the theater creates a kind of innovative cultural products (opera and ballet are considered as innovative products precisely in the cultural and social environment Russia). The Opera and Ballet Theater strives to keep up with the times, speak with the audience in a modern language, and also attract a young audience, which is why it offers the public productions that are fundamentally new for the audience of Perm and the Perm Territory. Examples of modern innovative productions include the following: Don Juan, The Marriage of Figaro, The Duenna, The Indian Queen, Nosferatu, Orpheus, Journey to the Land of Jumblies, The Tales of Hoffmann, La Traviata (opera), The Second Detail, When the Snow Was Falling, The Wedding (ballet). (See Appendix 2).

An interesting example of the introduction of soft innovations is the opera Fidelio, staged by the Perm Opera and Ballet Theater in 2010 at the Perm-36 Museum, a former camp for political prisoners. The action unfolded in various parts of Perm-36, and all participants (orchestra, choir, spectators and actors) moved around the museum in the course of the action. Volunteers selected at the casting were invited to the roles of guards, soldiers, and prisoners. In order to recreate the atmosphere of camp life, the audience was fed buckwheat porridge during the intermission, the guards urged them on with shouts, subjected them to a “search”, stage art installations illustrating the prison regime were placed on the territory [At the premiere of Fidelio at Perm-36… ].

However, despite the wide variety of innovative productions, as well as significant time and financial costs for their creation (for example, 15.5 million rubles were allocated for the creation of the opera Le nozze di Figaro), not all consumers are ready to attend them. So the artistic director of the Perm Opera and Ballet Theater T. Currentzis noted in one of his interviews: “The key to a successful artistic policy is a balance between classics and modern material. This is the formula for success, so we show a classic, golden repertoire, but very well made, as well as modern. Our policy is democratic, we take into account different tastes, we can alternate classical productions with ultra-modern ones, but all of them must be done with taste. And viewers, like gourmets, can choose completely different things” [Interview with T. Currentzis].

Thus, the theater seeks to satisfy the needs of different segments of the audience, offering the public both traditional and modern (innovative) productions.

Since any innovation involves an element of uncertainty, when introducing innovations into a theatrical production, it is advisable to determine how receptive consumers are to innovations - to assess their level of innovation. Accordingly, when introducing innovations into a production, segmentation by the level of innovation (susceptibility to innovation) becomes especially important. Consumers vary in their willingness to accept new ideas and to test and evaluate the merits of a new work first hand, so the theater needs to understand which segment is more conservative in choosing an artistic product, and which is the most receptive to innovation.

Here it is appropriate to refer to the theory of "Diffusion of innovations", created in 1962 by the American sociologist E. Rogers. According to Rogers, each consumer goes through 5 stages in the process of deciding to use (accept) an innovation:

• - Knowledge (acquaintance) - the consumer learns about the innovation, but does not have complete information about it (for example, the consumer heard from friends that a new modern production will soon be shown in the theater);
• - Persuasion (interest) - the consumer shows interest in innovation, searches additional information(the consumer is looking for information about prices, times);
• - Decision (Evaluation) - the consumer evaluates the advantages and disadvantages of the innovation and decides whether it is worth using it for the first time (the consumer evaluates his financial capabilities, time costs and decides whether to buy a ticket or not);
• - Approbation (Test) - the consumer uses the innovation for the first time (the consumer visits the theater and watches the performance);
• - Confirmation (Acceptance) - the consumer evaluates the results of use / application and decides on further use (the consumer draws conclusions, evaluates the production, which in the future may affect his decision to visit another modern production).

However, the time it takes to go through all the stages is different for each consumer, it is determined, firstly, by the main features of the innovation itself, and secondly, by the individual characteristics of the individual. Among the signs of innovation, E. Rogers identifies a relative advantage (how new idea underlying innovation is perceived as better than the idea it replaces/displaces); compatibility (with existing values, needs and previous experience of potential consumers); complexity (for understanding); availability for sampling (can be tested/used on a limited scale); observability (how clearly the results of the innovation implementation are expressed). The receptivity to innovation is higher, the greater the relative advantage, the higher the degree of compatibility, accessibility and observability, and the lower the degree of complexity of the innovation.

Concerning individual characteristics of consumers, E. Rogers identified 5 types of consumers that differ in the rate of adoption of innovations: “innovators”, “early adopters”, “early majority”, “late majority” and “late followers”. Let's look at each of the categories.

“Innovators” (“pioneers”, “experimenters”) are the first 2.5% of consumers (the smallest group) who start using innovations. They are educated, passionate, ready to take risks, open to everything new, have many information sources, a certain level of technical knowledge, and financial resources. They are ready for the problems associated with the initial use, the introduction of innovations.

“Early adopters” (“early adopters”, “leaders”, “local leaders”) are the next 13.5% of consumers who start using innovations. They are community leaders, thought leaders, respected by others, educated, able to think ahead, and eager to use innovation to make a difference. competitive advantage. They receive information provided by "innovators" and based on this information make an informed decision to adopt.

The "early majority" are the next 34% of followers. They are more cautious and reasonable than the “early adopters”, but at the same time they accept innovations earlier than the average followers, they also have many social contacts.

"Late majority" ("skeptics", "conservatives") - the next 34% of followers. They are skeptical about innovation, conservative, low social status. They weigh all the pros and cons for a long time. Sometimes pressure is the determining factor in the adoption of innovations. social group or economic necessity.

“Lagging behind” (“traditionalists”, “late adopters”) are the last 16% of followers who begin to use innovations. They are either attached to traditions, reluctant to accept new things and distrustful of the opinions of those who have already used the innovation, or they are isolated from other members of society and do not have information. The process of making a decision on the use of innovation is the longest for the “lagging behind”. They can begin to assimilate and accept an innovation when it ceases to be an innovation.

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Singling out these types of consumers, Rogers, however, notes that the rate of adoption of innovations by consumers can change, so five ideal types do not exist in their pure form. It should also be noted that in the real situation in the market for consumers of cultural products, some of the five types may be missing, which may be due to the specifics of the market.

Thus, setting himself the task of segmenting consumers, E. Rogers pays attention to how quickly users accept innovations, that is, how susceptible they are to innovations.

It should be noted that in this work, in addition to the segmentation criterion proposed by Rogers (susceptibility to innovation), such a criterion as omnivorism will also be used. Segmentation based on these two criteria will allow developing an optimal program for promoting an innovative product, building an effective communication policy and at the same time avoiding unnecessary financial costs.