Peculiarities of Teenagers’ Emotional Experience in the Process of Theatrical Education

The main purpose of artistic as well as theatrical education at school is to develop students’ aesthetical cognition. Art is such a sphere of human activity where emotional experience plays an extremely important role. Theatrical art embraces two dimensions: horizontal – the world of feelings and emotions, and vertical – the world of mind and intellect. It means that actor’s skill consist of his/her ability to convey both the feelings and the ideas. In adolescence young people undergo a period of confusion of roles and search for their identity. At the same time they are open for new experience, therefore it is greatly important for them to learn self-confidence and have a teacher/educator they can trust. Such peculiarities of emotional experience as sence of pleasure during theatrical education classes, communication with fellow actors on stage and with the audience, lack of self-confidence or, vice versa, excessive self-reliance often bring teenagers to theatrical education. Emotional experiences that predominate in theatrical education have immeasurable influence on the inner world of the teenager; they bring him/her closer to the secret of theatrical art and give sense to their activity.Švietimo akademijaVytauto Didžiojo universiteta