Educational value of theatre practices

Abstract

Relevance. The Ministry of Education of the Russian Federation has issued guidelines for ensuring a school theatre operating in every school. The task arising out of these guidelines for the researches of theatre practices in education is to find sociocultural deficits which can be eliminated by the means of theatre projects and to provide practical theatrical forms for solving the issues. The relevance of the study is defined by the need for clear directions on how to implement drama in education. The aim of the article is to provide psychological and pedagogical analysis of theatre practices in education as well as to highlight their educational value. Objective. The purpose of the work is to present a psychological and pedagogical analysis of the educational resource of theatrical and pedagogical practices. To achieve this goal, the article provides a phenomenological description and analysis of three implemented theatrical educational projects. Sample. The material for the analysis was the graduation qualification projects of undergraduates of the programme ‘Theater Pedagogy and Directing the Educational Environment’ of Moscow City University. In this analysis, particular attention was given to the description of the goals and results of the projects. Graduates of 2022 whose works belong to three different types of educational situations were selected as respondents. Projects of the three types were involved: a project implemented in general education, a project of extra education, and an educational project implemented in professional theater Methods. In preparing the work, the method of free interview was used, which made it possible to collect information about the projects implemented by undergraduates. It is important that this type of interview allows you to use not only the researcher's own conclusions, but also the experience of people directly related to the subject of research. Results. The results of this work are presented in the form of case studies considered in the advanced training courses for teachers and in the master's classes in the profile: ‘Theater Pedagogy and Directing the Educational Environment’ of Moscow City University. It is planned to further formalize the results of the study in the form of methodological recommendations for teaching staff. Conclusions. The article presents a general analysis that allows us to draw a conclusion about the existing socio-cultural deficits that impede the development of personal and meta-subject competencies of students of different ages, as well as a description of specific areas of possible psychological and pedagogical work of theatre practices in education.