Stage and Plastic Expression as a Condition for the Development of Creative Abilities in Senior Schoolchildren

Abstract

Purpose. The article explores the theoretical and methodological foundations of applying stage and plastic expression as an integrative tool for developing the creative abilities of senior schoolchildren under the conditions of modernization and implementation of new educational standards. Methods. The study relies on the analysis of the regulatory and legal support of specialized secondary education, the generalization of scientific publications on the problems of theatre pedagogy, choreographic art, and plastic culture, as well as on the systematization of practical experience in developing étude and improvisational tools. Methods of modeling, comparative analysis, and structural-component synthesis were applied. Results. A structural model for the development of senior schoolchildren's creativity by means of stage and plastic expression is proposed, which encompasses four levels: regulatory-target, content-methodological, technological-instrumental, and control-reflective. A comparative analysis of plastic tools has been carried out according to the criteria of their impact on the development of creative thinking and imagination. The classification of creative tasks and the structure of the training course with a volume of 180 hours (6 credits) have been systematized. Conclusions. The systemic introduction of stage and plastic expression into the educational process of senior school allows for the effective development of students' creative potential, the formation of emotional intelligence and non-verbal communication skills, minimizing the consequences of prolonged social isolation. The methodological conditions for the success of this process are the creation of a safe creative environment, the application of improvisational methods, and the implementation of the principles of partnership pedagogy.