Audio Theatrical: Communication Educational Aspect

Abstract

The article examines the issues caused by the current situation in Ukraine and proposes the updating of the aesthetical of the educational process of high school students using audio theater communication. Having productively understood certain historical stakts  of the process of aesthetic education, the author outlines a range of problems that require immediate resolution. Among them: the dominance of visual media over text media and, hence, speech negligence, which harms positive communication and the way people interact.

Hypothetically, a powerful means of overcoming this picture can be the audio-media space, in particular audio theatrical communication, which relies on such means of expression as vocal contrasts, shades, semitones and so on, helping students to hear through the voice of a person, his destiny, and creatively realize the values ​​of real life. Empathy is conditioned by relevant life experience, already developed kindness and sensitivity of emotional feeling. It is important that the student's empathetic field is ready to understand the other, is able to identify himself with the other person, realizing the need to treat the other as it is desirable that he should treat him.

One of the modern ways of verbal aesthetic communication can hypothetically be media space, namely audio theatrical communication. We write hypothetically, since the sensory sphere, as is well known, poorly or generally does not lend itself to formalization and simply cannot be perceived and assimilated by an individual other than by means of figurative, metaphorical cognition.

Observing the schoolchildren during their reading aloud, we saw that 70% of the boys and girls were quite restrained, not to say indifferent to the characters' experiences. And together with this "picture" another one was revealed: gaps not only in the emotional sphere, but also in speech - vague pronunciation in diction (manner of pronunciation), orthoepic (knowledge of standardized phonetics of the national language - stress, acoustics, articulatory qualities of sounds) and phonetic and phonological levels.

This proves the possibility of using such a way to prevent the child from succumbing to the "incarnation" of the word, breaking its unity with feelings, and thus the extinction or non-emergence of the cultural environment in the person himself. Do not stamp consumers of media culture in the future, but use a reflexive trajectory directed through the word to yourself. And, of course, pay attention to speech. This work is very fruitful for mastering sound images that will help to form and decorate a juicy native language.