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Liubov Artemova


Urgency of the research. Democratic transformations in Ukraine are fundamentally and progressively making changes in the sphere of education and life of the younger generations. The training of students of creative professions needs a special humanistic transformation. During the period of acquiring professional competencies in higher educational institutions, future actors need a pedagogical direction of their educational activity, based on democratic and humanistic principles of pedagogy of cooperation. It is this approach that will contribute to the discovery and realization of the abilities and talents of young people.

Actual scientific researches and issues analysis. In the process of students preparing for stage skills, the considerable achievements of domestic and foreign classical and modern theater and film schools, innovative techniques of choreographic art are now used, such as M. Kropyvnytskyi, V. Nemyrovych-Danchenko, O. Dovzhenko, K. Stanislavskyi, O. Kovalenko, O. Merlianova, O. Tarantseva and others.

Target setting. Theatrical pedagogy, as a creative level of the pedagogical activity, contains many components that ensure high effectiveness of pedagogical efforts of the teacher and creative successful mastery of professional competencies by students. I consider it worthy of researching the teaching style of the teacher, which determines the effectiveness of any methods and techniques of teaching by the teacher and teaching by the student.

The statement of basic materials. This study examines the advantages and disadvantages of the main 3 styles of teaching: authoritarian, democratic, liberal. To find out their relevance from the students' point of view, they are asked to choose the style that helps them to more successfully master the professional competencies of stage skills. Since the democratic style was chosen by the vast of students majority, the further transformative experiment was carried out by the efforts of teachers convinced of the expediency of this style, who habitually adhered to it in working with students. The focus of their attention and activities are: to adhere to the subject - the subject interaction in teaching students acting and choreography; apply all methods, technologies, trainings, adhering to the specified interaction; to organize the teacher's partnership with students, respectively, to use verbal and non-verbal techniques of theater pedagogy, positive emotional means of expression; conduct all training exercises so brightly that students have fun with them.

Conclusion. As a result of teachers' adherence to a democratic style of interaction with students, their level of attitude to this style has increased. In the control experiment, only a few students appeared - supporters of other styles of interaction. The nature of the interaction between students and teachers has also changed positively: their business relations have become less formal, not tense, emotionally colored. There were more positive emotions in communication, interested in supporting acting achievements, cheering for the success of each student.
Thus, the introduction and constant maintenance of a democratic style of interaction between teachers and students in the process of educational theatrical activities confirmed its positive impact on the development of stage skills in students and the overall creative atmosphere in the student group.

Keywords: teacher, student, theater pedagogy, actor, performing arts, creativity, choreography, style of interaction, authoritarian, democratic, liberal, emotions, communication.


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