CONTROLLING ROLE OF IMAGINATION AS THE BASIS OF THE EFFECTIVENESS OF THE THEATRE-PEDAGOGICAL SPEECH TECHNOLOGIES
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792.028.3
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Information about authors: Prokopova Natalya Leonidovna, Dr of Culturology, Associate Professor, Dean of Faculty of Directing and Acting Arts, Kemerovo State University of Culture (Kemerovo, Russian Federation). E-mail: n_prokopova@ kemnet.ru Magdalena Zaorska, Associate Professor, PhD of Art History, University of Warmia and Mazury (Olsztyn, Poland). E-mail: magzaorska@gmail.com
Annotation: The relevance of the themes associated with the positioning the theatre-pedagogical speech technologies based on the control role of imagination. It discusses historical, theoretical and methodical aspects of theatre- pedagogical speech technologies. The purpose of the article relates to the argument of originality and effectiveness of theatre-pedagogical speech technologies based on the control role of imagination. Tasks related to the consideration of basic methodological grounds mentioned technologies, with a justification for their originality, with proof of their effectiveness, with the reasoning of their borrowing directions of preparation do not belong to the sphere of art. The originality of technologies based on a management role, justified through the facts of History, Theater Arts and Theatre Pedagogy. Focuses on the primacy of these theatre-pedagogical speech technologies, on their property to intensify the process of creativity. It considered theatre-pedagogical speech technologies, based on a management role, being positioned as the opening of a new strategy in theatre education. It presents method of integrated effects and methods of mediated effects on voice and speech and reveals the principles of construction of exercises of theatre-pedagogical speech technologies and criteria for their implementation. Effectiveness of theatre-pedagogical speech technologies is proved by their borrowing the humanities training areas. Specific examples of the use of theatre-pedagogical speech technologies are in the practice of speech therapists. The possibility of their use in practice of speech therapists is argued by the presence of common positions among the theatre-pedagogical and logopedic technologies. It presented and formulated their main characteristics in modern theatre-pedagogical technologies. It explains the reason for the effectiveness of the use of techniques of theatre pedagogy mediated effects and proved the effectiveness of their application in speech therapy. The feasibility of adapting theatre-pedagogical speech technologies in speech therapy relies on the arguments extending remedial teaching methods, practical methodology.
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DOI:
Article ID in the RSCI:
Article file: Download
Information about authors: Prokopova Natalya Leonidovna, Dr of Culturology, Associate Professor, Dean of Faculty of Directing and Acting Arts, Kemerovo State University of Culture (Kemerovo, Russian Federation). E-mail: n_prokopova@ kemnet.ru Magdalena Zaorska, Associate Professor, PhD of Art History, University of Warmia and Mazury (Olsztyn, Poland). E-mail: magzaorska@gmail.com
Annotation: The relevance of the themes associated with the positioning the theatre-pedagogical speech technologies based on the control role of imagination. It discusses historical, theoretical and methodical aspects of theatre- pedagogical speech technologies. The purpose of the article relates to the argument of originality and effectiveness of theatre-pedagogical speech technologies based on the control role of imagination. Tasks related to the consideration of basic methodological grounds mentioned technologies, with a justification for their originality, with proof of their effectiveness, with the reasoning of their borrowing directions of preparation do not belong to the sphere of art. The originality of technologies based on a management role, justified through the facts of History, Theater Arts and Theatre Pedagogy. Focuses on the primacy of these theatre-pedagogical speech technologies, on their property to intensify the process of creativity. It considered theatre-pedagogical speech technologies, based on a management role, being positioned as the opening of a new strategy in theatre education. It presents method of integrated effects and methods of mediated effects on voice and speech and reveals the principles of construction of exercises of theatre-pedagogical speech technologies and criteria for their implementation. Effectiveness of theatre-pedagogical speech technologies is proved by their borrowing the humanities training areas. Specific examples of the use of theatre-pedagogical speech technologies are in the practice of speech therapists. The possibility of their use in practice of speech therapists is argued by the presence of common positions among the theatre-pedagogical and logopedic technologies. It presented and formulated their main characteristics in modern theatre-pedagogical technologies. It explains the reason for the effectiveness of the use of techniques of theatre pedagogy mediated effects and proved the effectiveness of their application in speech therapy. The feasibility of adapting theatre-pedagogical speech technologies in speech therapy relies on the arguments extending remedial teaching methods, practical methodology.
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