International Journal of Pedagogics
112
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue01 2025
PAGE NO.
112-114
10.37547/ijp/Volume05Issue01-31
Basic principles, content, and essence of theatrical
pedagogy
Gulnoza Axmedova
Lecturer at Urgench State Pedagogical Institute, Uzbekistan
Received:
27 October 2024;
Accepted:
29 December 2024;
Published:
30 January 2025
Abstract:
The article examines the pedagogical conditions for developing the artistic and creative abilities of
students in higher scientific institutions through theatrical pedagogy. There is much to learn in the theater.
Pedagogical practices that find an educational resource in theater form a special system known as theatrical
pedagogy. Today, it addresses many challenges in education. Theatrical pedagogy (as part of artistic pedagogy)
offers the creation of an open creative environment for dynamic communication. The principles and content of
theatrical pedagogy are explained, emphasizing its essence. The system of artistic education includes training
based on humanistic and cultural foundations, as well as the introduction of theatrical pedagogy methods.
Keywords:
Pedagogy, artistic education, artistic culture, educational process, teaching methods, innovative
technologies, theatrical pedagogy, creativity, abilities, personality.
Introduction:
Theatrical pedagogy (as a branch of
artistic pedagogy) offers the creation of an open
creative environment for lively interaction. In this
artistic and creative space, discussions can cover any
topic
—
from science to religion
—
but their ultimate goal
is to shape a holistic worldview while simultaneously
developing students' artistic and creative abilities.
Based on research into the principles of theatrical
pedagogy and drawing from the French experience, I
have formulated the following three key principles:
1.
The Principle of Events
–
During training,
something
transformative
must
happen
for
participants. Before experiencing an event, one may
think, feel, or act differently. Development occurs
through lived experiences.
2.
The Principle of Existence
–
A phenomenon
cannot simply result from external conditions; it must
be an outcome of personal experience and discovery.
Education in theatrical pedagogy becomes an area of
individual creative activity. Creative freedom during
learning may be gradually shaped by proposed
situations, challenges, and obstacles to overcome, but
not by prohibitions. By following this principle, students
achieve personally meaningful discoveries.
3.
The Principle of Improvisation
–
A defining
characteristic of theatrical pedagogy. A good actor
must act before thinking. These qualities enable
children to unlock their potential, yet they are often
stifled by traditional education systems.
Theatrical pedagogy provides a new perspective on
education through the lens of theatrical art. Its value
lies in transcending classroom boundaries. The aim of
theatrical pedagogy principles is to ensure that what is
done in class remains relevant and personally engaging
for students. If students perceive the subject not
merely as part of a curriculum but as a conversation
about life, they will read books, watch films, and attend
theater performances beyond their lessons.
How Does Theatrical Pedagogy Contribute to
Education?
Theater-based conditions make education both
engaging and humane. It is hard to imagine an actor
learning to perform simply by reading or listening to
others. Actors learn by performing. Teachers should
embrace this aspect of theater
—
leading engaging
lessons that capture every student's attention.
Furthermore, directors have long recognized that
studying acting fundamentals helps students acquire
skills valuable beyond the stage. They overcome
psychological barriers, enhance their motivation for
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
learning, develop an appreciation for artistic imagery,
and strengthen their communication skills.
Therefore, education should integrate tools developed
for training actors to address complex pedagogical
challenges.
There is much to learn in the theater. Pedagogical
practices that find a source of educational tools in the
theater
form
a
distinctive
system
—
theatrical
pedagogy. Today, it continues to address various
educational challenges.
Theatrical pedagogy is inherently based on play. When
discussing theatrical pedagogy, we primarily refer to
play with images.
Let us illustrate this with a simple example. A traditional
game of "tag" may not initially seem connected to
theatrical pedagogy. However, it can be transformed
into a theatrical exercise, such as the "Magic Wand"
game. The transformation is simple: each participant
holds an imaginary magic wand. By touching another
person with it, they can "turn" them into someone else.
Students then take on the role of a designated
character. If their portrayal is convincing, they succeed,
and the game continues. If not, they are eliminated
from the game.
Theatrical pedagogy structures lessons not according
to the laws of free children's play but according to the
principles of art. Psychologists argue that free play is
often ineffective, lacking clear spatial and temporal
boundaries. Theatrical performances, on the other
hand, represent a conscious creative process, aimed at
producing a final artistic product within well-defined
spatial and temporal limits. Each session results in a
concrete achievement, captured within an artistic
image.
For instance, a lesson could culminate in a project
exhibition on "Ancient Egyptian Pyramids," a
choreographed representation of shifting galaxies, an
autobiographical collection of insect life stories, or a
vibrant musical performance imitating a steel factory
orchestra.
These principles define theatrical pedagogy as an
approach that creates a holistic image, integrating role-
playing, collective creativity, and artistic expression.
Each era has contributed to the development of
theatrical pedagogy.
One children's author once said that "silver bells are
hidden deep in the hearts of every child. We must find
and touch them, so they ring with a kind and joyful
chime, brightening the child's world."
Every educator aspires to make students' lives
meaningful, engaging, and creative. We all seek new
methods for aesthetic education and artistic-creative
development, aiming to cultivate students' individual
artistic talents.
Literature Analysis
Theater is a synthetic form of art. As Voltaire once said,
“Theater teaches in a way that no thick book ever can.”
By incorporating elements of theatrical pedagogy in the
learning and educational process, we introduce
children to the world of literature, music, visual arts,
and other forms of artistic expression. Students
develop effective interactions with both large and small
social groups, acquiring creative competencies.
Through this approach, we fulfill one of the most crucial
educational tasks
—
developing artistic and creative
abilities and competencies. Therefore, it can be
confidently stated that theatrical pedagogy serves as
an excellent tool for shaping well-rounded individuals.
What is theatrical pedagogy? Theatrical pedagogy is a
method of personality development through education
and training that involves play or stage movement,
where personal growth progresses from freedom of
choice to the joy of self-expression through
responsibility. The primary language of theatrical art is
action, and its key characteristics are dialogue and play.
These features make theater particularly appealing to
students, as communicative play feels natural to them,
allowing them to feel at ease and comfortable.
Elements of theatrical pedagogy can also be applied in
extracurricular activities, such as clubs, competitions,
events, celebrations, and classroom lessons that
incorporate theatrical games and stage performances
at various stages of instruction.
By preparing for performances and extracurricular
activities, young actors engage in different types of
speech activities, including listening and speaking. They
acquire various competencies:
•
Social competence includes the ability to act
according to social norms and rules in life situations. To
achieve this, children learn to play both positive and
negative characters and, most importantly, analyze
their behavior. The implementation of this competence
within group learning fosters the development of
interpersonal
communication
culture,
tolerant
behavior, and moral values.
•
Civic competence is aimed at acquiring
knowledge and understanding of society and
homeland. Given that ecological education is included
in the curriculum, theatrical pedagogy provides an
excellent means to explore the specifics of human-
nature interaction.
METHODOLOGY
By
interacting
with
characters
in
theatrical
performances, children learn behavioral norms,
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
friendship skills, and effective communication. They
integrate essential abilities and skills that contribute to
ethical behavior, which is an integral part of a healthy
lifestyle.
Most importantly, theatrical pedagogy aligns with
traditional lessons. It plays a vital role in developing
students' communication skills, artistic creativity, and
linguistic abilities. Therefore, it is safe to say that
theatrical pedagogy can be incorporated into every
lesson.
Considering the characteristics of students' artistic
thinking, it is essential to engage their emotional
interest in the subject matter. The methods, forms, and
content of theatrical exercises serve three primary
purposes: they immerse children in a unique play
environment, reduce the intensity of lessons, and
foster creativity. Many educators use puppets and
artistic characters to teach behavioral norms, introduce
the concept of "magic words," and explain school rules.
Theatrical games and dramatizations enhance
comprehension, develop dialogue skills, and create
engaging moments for physical education.
Observations of students using theatrical pedagogy
reveal the following outcomes:
•
It creates essential conditions for the well-
rounded development of a child’s personality.
•
It enhances attention, thinking, memory, and
independence.
•
It expands students’ knowledge.
•
It sharpens language skills.
•
It fosters a creative atmosphere.
•
It develops students’ artistic and creative
abilities.
•
It provides children with a unique opportunity
for self-expression and personal growth.
CONCLUSIONS
Analysis shows that in foreign pedagogy, various forms
of theater in education are more widespread and
developed. In recent years, the use of theatrical
pedagogy in the educational process has been
associated with the concept of continuous and holistic
development. The goal of this educational approach is
not only to impart scientific knowledge but also to
foster
students’
personal
growth,
shape
a
comprehensive worldview, enhance psychological
well-being, and develop artistic and creative
competencies. Various theatrical practices integrated
into the educational process provide solutions to
numerous challenges.
Thus, in foreign pedagogy, theater has long been used
as a multidimensional tool for education, development,
and socialization, extending beyond specific academic
subjects. This explains the diversity of theatrical
practices abroad, where children and adolescents
creatively reinterpret themselves, academic material,
social reality, and political issues.
In Russian educational practice, theater is less
frequently utilized, as its functions are mainly limited to
moral education and cultural enrichment. Additionally,
in school theater productions, the selection of
storylines, role distribution, and overall design are
typically determined by the teacher. This approach
significantly
enhances
the
pedagogical
and
developmental potential of theater in education,
elevating it to the level of a reproductive educational
technology.
Thus, incorporating theatrical practices into our
educational system requires a thorough examination of
approaches and their integration into the educational
process.
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