Суспільно-історична обумовленість театрального мистецтва в розвитку професійної майстерності вчителів (1946-1980 рр.)

Abstract

У статті обґрунтовано розвиток професійної майстерності вчителів засобами театрального мистецтва; з’ясовано суспільно-історичну зумовленість театрального мистецтва в розвитку професійної майстерності вчителів у 46-х – 80-х рр. ХХ ст.; відображено вплив політики радянського уряду на художньо-творчий процес у школах; здійснено аналіз нормативно-правових документів з питань шкільної системи освіти; акцентовано увагу на удосконаленні професійної майстерності вчителів радянського періоду; охарактеризовано художньо-естетичне виховання учнів у загальноосвітніх навчальних закладах.

The article substantiates the development of professional skills of teachers by means of theatrical art; the social-historical determinants of theatrical art in the development of the professional skills of teachers in the 46's and 80's of the twentieth century were determined; reflects the influence of the politics of the Soviet government on the artistic and creative process in schools; the analysis of legal documents on the school system of education was carried out; the emphasis was on improving the professional skills of the teachers of the Soviet period; the artistic and aesthetic education of students in general educational institutions is described. It was indicated that in the educational process teacher’s use of means of performing arts depended on enactments, decisions, tasks managed by the authorities. It caused the inhibition of the process of teacher professional skills development by means of performing arts (including psychology of art and theatre creative work during educational process and teacher pedagogical activity), and gradual shift from schools to extracurricular studios and the Pioneers’ Palaces. It was indicated that such changes were caused by the development of the Soviet command and control pedagogy that differed by performing arts manipulation as a mean of totalitarian propaganda and influence on the formation of pedagogue communist consciousness. Such kind of pedagogy was characterized by the authorities strengthening and education political engagement. Performing arts as a didactic mean 12 was hardly ever used in the educational process of school (1950–1970). The searching of ways how to combine pedagogical and special tasks of theatre students’ teaching was indicated. This is concerning with patronizing of professional artists over the artistic and creative process in general educational institutions of Ukraine (1946–1980); popularizing V.Shatalov’s, Sh.Amonashvili’s, Ye.Ilin’s activities who were innovative teachers and combined pedagogical activities with artist one (1970–1980).