Organizational and pedagogical conditions for a child’s development in a school theater

Abstract

The recent attitude towards school theater can be described as a revival of its traditions in Russian pedagogy. The purpose of a school theater is to create conditions for the comprehensive development of a child’s personality based on the child’s natural capacity for dramatization. New tasks of the school theater are reflected in the documents of the Ministry of Education, which emphasize the need to create a theater in every school: Order of the Ministry of Education of the Russian Federation on the issues of creating and developing school theaters in educational organizations of the subjects of the Russian Federation (dated February 17, 2022, No. 83), Protocol of the Ministry of Education of Russia on the formation of the list (register) of school theaters (dated May 6, 2022, DG–1067/06). The school theater, becoming a component of the educational process, requires the development of a new model of functioning, in which the target orientation and effectiveness shift from focusing on staging performances and children's participation in holiday productions to the harmonious development of the personality, taking into account their needs, satisfying demands, and addressing the goals of the educational standard. The outcomes of a school theater’s activity correspond to personal, meta-subject, and subject-specific (arts and technologies) learning outcomes at each stage of a child’s development. New prospects for the development of school theaters in accordance with socio-cultural demands require consideration of organizational and pedagogical conditions when establishing them in a modern school. The organizational and pedagogical conditions for the functioning of a school theater include consideration of the characteristics of the modern generation of schoolchildren; the subject–subject nature of interpersonal interaction in theatre classes; development of educational programs for school theatre in accordance with the education quality and learning outcomes requirements of the Federal State Educational Standard (FGOS); integration with other components of the educational process, such as academic activities (subject areas), extracurricular activities, out-of-school activities, and social partnership; application of theatrical, game-based, interactive, problem-based, and project-based methods of work at all stages of education; ensuring that the teacher in the theatre specializes in artistic education with a theatrical profile; availability of methodological and material–technical resources for the school theater; and openness of the educational process in constant dialogue with society, including the recognition of consumer satisfaction as an indicator of success and effectiveness.