TRADITIONAL TECHNIQUES OF THEATRE PEDAGOGY IN THE TRAINING OF FUTURE ACTORS AND DIRECTORS

Abstract

The article examines the role of traditional theatre pedagogy techniques in the professional preparation of future actors and directors and outlines the ways they can be integrated into the educational process of contemporary higher theatre education. The study is based on the analysis, synthesis, generalization, and systematization of scholarly sources, as well as on terminological, conceptual-structural, and comparative-logical analysis. The findings indicate that traditional theatre pedagogy techniques remain pedagogically valuable in current professional training. They link theoretical instruction with practical stage experience and support the development of students’ professional readiness. Their educational value lies in their broad influence on the formation of qualities essential for future theatre professionals. In actor training, these techniques help develop psychophysical organicity, stage expressiveness, and the ability to transform into a role. In director training, they facilitate the understanding of stage action, the shaping of mise-en- scène, the interpretation of dramatic conflict, and the coordination of performers’ interaction. Traditional techniques are implemented across the content of professional training and may be integrated into specialized disciplines, practical classes, training sessions, etude work, and the rehearsal process. They constitute an effective basis for training, through which future actors learn to act organically on stage, while future directors learn to think through stage action and create an artistically coherent production. The novelty of the study lies in substantiating the significance of these techniques in the training of future actors and directors and in generalizing the ways and levels of their implementation. Further research should specify the methodology of implementing traditional techniques in actor and director training.