The Technique of Formation of Valuable Attitude for Amateur Theatre by Future Leaders

Irina V.  Borzenko; Irina B.  Ignatova; Natalia M.  Ilyenko; Natalia I.  Lyubimova; Natalya N.  Nikulina

doi:10.6000/1929-4409.2020.09.218

Authors

Irina V. Borzenko Department of Actor's Art, Belgorod State Institute of Arts and Culture, 7 Koroleva str., Belgorod, 308033, Russia
Irina B. Ignatova Department of Pedagogy and Methods of Professional Training, Belgorod State Institute of Arts and Culture, 7 Koroleva str., Belgorod, 308033, Russia
Natalia M. Ilyenko Department of Theory, Pedagogy and Methodology of Primary Education and Fine Arts, Belgorod State National Research University, 308015, Belgorod, Victory Street, 85, Russia
Natalia I. Lyubimova Department of Professional Training and Socio-Pedagogical Disciplines, Belgorod State Agrarian University, 308500, Belgorod Region, Belgorod District, p. Maysky, Vavilova str. 1, Russia
Natalya N. Nikulina Department of Professional Training and Socio-Pedagogical Disciplines, Belgorod State Agrarian University, 308500, Belgorod Region, Belgorod District, p. Maysky, Vavilova str. 1, Russia

DOI:

https://doi.org/10.6000/1929-4409.2020.09.218

Keywords:

Amateur theatre, the phenomenon of the national culture, the head of the Amateur theater group, a values-based approach, the pedagogic model.

Abstract

The dynamic development of theater culture in Russia, including the culture of Amateur theater, the growing popularity of Amateur theater in modern society, and the awareness of Amateur theater as a phenomenon of Russian national culture makes it urgent to improve the training of managers of Amateur theater groups in institutions of arts and culture. The study of literature, generalization of practical experience, and experimental research data led the authors to the conclusion that the direction of this improvement is to educate students in a value attitude to Amateur theater and their chosen profession. The functions of value attitude education: epistemological (knowledge), axiological (value), regulatory-normative and creative. Components of the pedagogical model: adaptive-diagnostic, planned-correctional, informational-activity, variative-creative, evaluative-effective. The results of the chosen pedagogical model gave positive results, which makes it possible to consider the proposed way to improve the training of specialists correct and appropriate.

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