Moskva, Moscow, Russian Federation
This article examines the educational potential of school theater as a space for existential choice, which is the foundation of a person's moral development. Based on an analysis of modern research and theoretical approaches (activity-based education, the concept of "doubled" reflection), the mechanisms of value development in theatrical activity are revealed. A conceptual model is proposed that describes the relationship between the sources of values (theme, reference group, communication methods, teacher, character) and the educational effects of school theater. The model includes four components: content-thematic, communicative-activity-based, reflective, and value-oriented. This article is intended for researchers in the field of education, practicing teachers, and school theater directors.
school theater, educational potential, existential choice, value orientations, activity-based education, "doubled" reflection, conceptual model
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