LITERARY THEATER IN THE EDUCATIONAL PROCESS: EXPERIENCE OF THE UNIVERSITY COLLEGE AND TRAINING OF NON-PHILOLOGICAL SPECIALISTS

Abstract

Globalization processes along with a dynamic life inevitably set new challenges for universities. The content of educational programs should be oriented not only to meet the needs of society in the modern world, but also to be predicted for the future. The institution of higher education should be open to the needs of the labour market, innovations and public queries. When preparing a specialist in a particular field of knowledge, the university is supposed to lay the foundations for adoption of innovations, continuous education, etc. One of the means of realizing the set goals is the introduction of the practice-oriented training.
The purpose of the research is to analyze the development of the introduction of the literary theater in the educational process of Boris Grinchenko University of Kyiv. For this purpose, the mission of the Center of Competences «Literary Theater», created at the Department of Ukrainian Literature and Comparative Studies of the Institute of Philology, has been presented; students’ expectations for conducting a series of practical classes at the Center have been studied by using the survey method; meaningful achievements of introduction of the elements of theater pedagogy into the educational process of the University College have been conceptualized; the experience of readings in the course «Theory of Mass Communication in Communication» has been presented. For studying practical experience, empirical methods of pedagogical research have been laid as a basis.
The results of the questionnaire show that in the first year students prefer personal development rather than professional improvement. Most of the answers have to do with the fears students would like to overcome. That is why the work in the Center is designed in a way to facilitate the formation of not only professional competencies, but also interactive skills: organizational, communicative, perceptual, predictive, etc. As a result, it poses the effective implementation of the practice-oriented educational strategy of the institution. The project work has shown that it is important to take videos of performances and intermediate stages of work with the subsequent obligatory analyses of what has been shot by a camera. Given the experience of the University College in the preparation of theatrical excursions, it is worth considering the possibility of touring and festival performances of students as a source of experience in the formation of a specialist. Scenario reading of an unknown text by students is an optimal form of working with students of non-philological specialties. In most cases, staging is merely an element of a practical training; however, it plays its significant part in the building of professional competencies.
Key words: practice-oriented training, competence, literary theater, dramatized performances, reading.