Introduction. The patterns of development of Russian society and, in general, world trends lead to the conclusion that one of the main tasks of the development of society is the convergence of speakers of different languages, representatives of different nationalities, internationalization, under this term in the field of higher education “means a process in which goals, functions and the organization of the provision of educational services acquire an international dimension” [1, 11]. This justifies the definition by native speakers of their cultural identity, and understanding the culture of native speakers of other languages. It is necessary to preserve and protect the ethnic and cultural identity of peoples, without rejecting or negatively evaluating the desire of peoples to create a unique, inimitable in their culture. Higher education is faced with the task of forming intercultural competence among students, it is necessary to prepare students for the conditions of a multicultural environment so that they can preserve their national culture, understand and accept the uniqueness of the culture of another people. The formation of intercultural competence is possible in the process of mastering choreography. During the period of production and stage practice, both spiritual, mental and aesthetic development takes place, as well as the formation of intercultural competence. If young people are brought up in the spirit of respect for the culture of other peoples, then a holistic process of formation and development of the individual is ensured. The younger generation “represents an increasingly interconnected community that requires intercultural competence (with an emphasis on intercultural communicative competence)” [2, 37]. The purpose of the article: to comprehend the pedagogical potential of choreographic art as a means of forming the intercultural competence of students.

Materials and methods. As the main method of scientific research, the analysis of psychological, pedagogical and art criticism literature on the research problem is used. The study and generalization of pedagogical experience in the formation of intercultural competence among university students, the analysis of educational programs and curricula in order to clarify the presentation of materials, using which one can work on the formation of intercultural competence, was carried out. Currently, there is a search for techniques, methods for solving the problem of the formation of intercultural competence of students in the process of studying choreography.

Results. The signs of the formation of intercultural competence are the following: openness to the knowledge of the culture of speakers of other languages, positive perception of a foreign culture; a positive psychological attitude to interact with representatives of another culture; observance of etiquette norms in the process of communication with representatives of another culture. Intercultural competence is a systemic education, which is a combination of linguistic, cultural and communicative competencies, that is, a person with a formed intercultural competence has a high level of culture of interpersonal communication, a common culture, possessing knowledge, skills, skills that provide him with a comfortable and productive relationship with representatives of another culture. In order to successfully form intercultural competence, a teacher of choreographic art improves the method of working on the material, raises the level of students' interest in studying other cultures in the field of choreography. Work in this direction, of course, will lead to the development and assimilation of intercultural competence through the comprehensive development of the student's personality, through his mastery of the stage ability to translate ideas into dance, through interest in the dance art of the peoples of the world. In the process of this laborious work, students form orientations on the values of choreographic art, motives for studying the dance art of the peoples of the world, which naturally contributes to the formation of dance skills.

Discussion. Folk dances originate from the games of the people, which were associated with labor repetitive rhythmic actions, for example, with weeding, harvesting, grain processing, with religious rites, for example, with the cult of the goddess of fertility, as well as with family holidays. The concept of “historical dance”, used in the theory of choreography, implies a dance that existed in ancient times. The emergence of historical dances is also associated with labor activities, rituals, and religious holidays. Historical dance is characterized by certain music, clothing that reflects the era. Historical dances are a reworking of folklore dance material, reflecting the characteristics of the era. Among historical dances, for example, dances of the 19th century: mazurka, polonaise, polka and others. Folk dances initially had a cultural setting, national specifics. The specificity is justified by the presence in the minds of people of the universal categories of “own” and “alien”. The alien is easier to comprehend through the aesthetics of the alien, for this it must be discovered, understood and accepted. Dance provides these opportunities: it has grace, elegance, beauty, and rhythm. Students are invited to master some folklore dances, which are performed in a certain national manner, have movements, rhythms, and costumes traditional for a certain nationality.

Conclusion. The formation of intercultural competence in the process of studying choreography by university students is a laborious process associated with the acquisition of cultural knowledge in the field of dance art, and the application of this knowledge in dance practice. Dance art has a significant pedagogical potential for the formation of intercultural competence, this potential can be realized if the teaching methodology is correctly chosen by the teacher, and also if the students themselves are interested. The mastering of choreographic art contributes not only to intercultural interaction through dance, but in general enriches the spiritual world of the individual. This contributes to the most effective formation of intercultural competence among students, giving them the opportunity and the right to carry out creative communication with the peoples of the world, understanding and accepting their cultural identity.

Choreography as a subject of study provides the teacher with a pedagogical resource for the formation of intercultural competence of university students.

It is possible and necessary to understand and preserve ethnic and cultural identity using the pedagogical resource of higher education, which should form intercultural competence in a university student, thus giving him certain knowledge, skills for existence in a multinational and multicultural environment, not forgetting about preserving his national culture and understanding the uniqueness of other cultures.

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