Analysis of the “theatrical activity” concept from the standpoint of school theater pedagogy

Importance. The content of the “theatrical activity” concept based on the basic principles of school theater pedagogy developed by O.A. Antonova is analyzed. The relevance of such an analysis is due to a terminological problem: the formulated variants of the “theatrical activity” concepts in the theory of preschool education belong to the category of formal concepts that fix the most common distinctive and unsystematic features of it.Research Methods. “Theatrical activity” is defined as a meaningful concept, based on eight aspects of school theater pedagogy, which make it possible to effectively build organizationalpedagogical and synthetic-technological as a game part of theatrical activity. In this regard, the leading research methods in this work are theoretical analysis, the generalization method, and also distributional analysis as one of the terminological methods.Results and Discussion. Based on the basic provisions of school theater pedagogy, it is proved that the scope of the “theatrical activity” concept is much broader than the “theatricalization” idea, due to the subject-subject component – the joint creativity of the teacher-director and the playing child.Conclusion. Theatrical activity involves the creation of a school performance in compliance with certain laws of the theater, step-by-step work adapted to the specifics of school education.

theatrical activity, school theater pedagogy, theatricalization, school performance, theater, artistic activity, terminology