The main components of the formation of creative personality of future director-teacher in a theater group

Abstract

The purpose of the article is to highlight current approaches to the problematics of educational process in higher school, focused on the formation of creative person, search for the effective conditions, which ensure the performance of the educational system of higher education institution as an open interacting body, oriented to the development of an indi­vidual as a dynamic formation and his spatial and time interactions with the environment as a source of subjectivity in its highest manifestation - creativity. Methodology. Research methodology consists of application of analytical, functional, comparative, art, cultural, systematic and axiomatic methods of research of the main components of the creative person of future director-teacher of a theater group, justification of unity of pedagogical conceptual provisions, principles and some methods of general scientific and theatrical pedagogy, etc. Scientific novelty. Scientific novelty lies in the development of theoretical models of a creative personality of future teacher-director, general structure of which includes substructures: orientation of the individual, individual culture of personality (experience) and characterological capabilities and qualities of personality. Conclusions. As a result of this research we can make the following conclusions, first - a complete system of theatrical theory, methodology and directing techniques in conjunction with the theory of art, school of acting, scientific generalization of directing practice has not only artistic value but also educational and cultural one. In this respect, this research considers the problem of development of creative personality of the future teacher-directer, able to perform a wide range of artistic and creative theatrical, educational and socio-cultural activities. Secondly, the modern approach towards the training of the specialists of socio-cultural sphere focuses on the formation of creative personality regarding new prac­tices and development of trends of higher liberal education. Finally, training of creative personality requires restructuring of the training system of future directors-teachers. However, prevailing for long time in higher school subject-technocratic approach facilitated the absorption of a certain amount of professionally relevant knowledge and skills, forming reproduc­tive and executive way of thinking and behavior and did not contribute to the development of self-reliance, initiative and individual creativity of students, especially in work with theater companies.