Integration of audio theatrical communication in the art lesson

Abstract

The article is a practical accompaniment to the previously published post "Audio theatrical communication: educational aspect" [4, c.41-45]. Using the examples of the newly developed integration of theatrical audio art in a high school lesson, options for creating an atmosphere of artistic communication among students are presented, which adjust to the perception and development of their own value-aesthetic self-determination.

These ways involve listening and the opportunity to participate in the creation of an audio theatrical product based on the material of the study of the art of African, American, Arab-Muslim, Far Eastern and Indian cultural regions. Creative tasks designed for imitative and interpretive activity of students in the process of individual collective theatrical creativity are proposed.

Theatrical audio art is a relatively new factor in the educational segment of the lesson, which should draw children's attention to perception and the opportunity to carry out the creative process themselves. Therefore, we consider the use of theatrical audio art as an integration of equal among equal types and genres of art, which can motivate students to project onto themselves the main idea embedded in the intonation pattern of characters in dramatic works and create an intellectual-aesthetic aura to fully unite students due to the expansion of the base of pedagogical technologies.

There are, of course, differente options for working with audioplay, for example, staging and audio recording of thi play on your own by creating a competitive environment for casting for acting roles, sound engineer, music designer, audio premiere advertising agents etc. The teacher, as the organizer of artistic education, should orient the educational strategy in such a way that a person tests himself, seeks his place on the basis of appropriate abilities. In this way, namely, performing, we not only popularize the name of the outstanding playwrighters and the performance skills of Ukrainian professionals, but also involve students in independent creativity. (If there are media "savvy" students in the class who understand the problem of sound sampling, then for independent performance of the play, much less "actors" will be enough than the number of characters in plays).

Before recording, the teacher should focus students' attention on punctuation marks - their use in the text will help to make an audio recording of poems competently and figuratively. But, apart from this, the young actor should also express his personal emotional attitude during reading.

The options presented for the integral use of audio theatrical art in art classes emphasize the fact that students are constantly surrounded by masterpieces of world art. United by focusing on certain national artistic-aesthetic aspects of audio art, the options described provide an opportunity to trace the idea of ​​art as creativity, in which the student can participate.

The next step in the process of approbation of the developed concept of integration of audio theater communication in the educational process is the implementation of similar work in the classroom and extra-auditory work of primary and elementary school students.

Pedagogical development requires an exercise in the use of these ideas in the lessons of literature, language, history, etc.