ACADEMIC TEXTS REPOSITORY

Summary

The scientific-methodological article outlines the theoretical foundations of using elements of playback theater as a form of situational learning in literature education. It defines the methodological conditions for the formation of a competent reader through theatrical improvisation techniques. The dominant features of playback theater as a particular form of theatrical art are identified. The didactic possibilities of realizing the artistic-pedagogical potential of playback performance in the process of studying a literary work in school are analyzed. The appropriateness of introducing the idea of playback theater into the literary education process, based on the dramatization of character stories, impressions from the text, or the atmosphere of the narrative, is established. The essential characteristics of playback theater are considered, including: the integration of three conceptual ideas-values: art, social interaction, and ritual; interactive communication among participants in the format of psychological improvisation; clear structuring of the theatrical performance into: audience storytelling, reflection (“return”) of these stories by actors through dramatization and artistic generalization (narrative); the presence of permanent components of the performance (conductor, musical accompaniment); and the leading characteristics of acting performance. The optimization of integrating playback theater elements as a form of situational learning in literature education is substantiated through: considering the value potential of playback theater; adherence to playback performance principles/rules; integration of tools for developing students’ acting skills into the educational process; algorithmization of preparation and execution of dramatized literary study; and reliance on proven techniques and methods for using playback theater in the process of forming a competent reader. Playback forms for studying Lesya Ukrainka's drama-fairy tale The Forest Song are proposed, based on techniques of reflection, ritualization, and improvisation. For the first time, integrated theatrical-educational situations in literary lessons are viewed through the lens of optimizing the reading activity of students in the New Ukrainian School.