ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF ACTING SKILLS OF STUDENTS OF PROFESSIONAL HIGHER EDUCATION BY USING TRAINING

The article substantiates the organizational and pedagogical conditions for the formation of acting skills of students of professional higher education through training. It has been established that acting is daily creative work that requires a willingness to expand one’s knowledge and improve practical skills systematically. In the author’s interpretation, acting is a special state of experiencing a role, which can be achieved through constant training. The organizational and pedagogical conditions are presented as the circumstances of the learning process, which result from the selection, design, and use of content elements, forms, methods, and teaching techniques to achieve didactic goals. The complex organizational and pedagogical conditions that will contribute to the successful formation of acting skills of applicants for professional higher education in the specialty 026 Performing Arts is characterized: 1) the development of a model of the studied process based on cultural and poly-artistic approaches and its implementation; 2) implementation of an individual approach and consideration of students’ age characteristics in the process of acting skills formation; 3) creation and development of the cultural and educational environment of the college. The implementation of the first organizational and pedagogical condition required the development of a model of the studied process, which was based on cultural and poly-artistic methodological approaches. The structural components of the developed model were the goal-oriented (goal, objectives, principles), content (components of the formed acting skills, academic disciplines, special course “Training in acting skills”), procedural (forms, methods, teaching aids) and resultant (criteria, indicators, and levels of acting skills) blocks. Implementing the second organizational and pedagogical condition was ensured through an individual approach and consideration of students’ age characteristics, which made it possible to develop their personal and creative potential and realize the meaning of future professional activities. The third organizational and pedagogical condition involved the creation of a special cultural and educational environment of the college, taking into account the poly-artistic approach, which focused on the simultaneous use of different types of art.