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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

The Form and the Contents of the Scenic Art in Primary School Age 772

Staragina I.P.
PhD in Psychology, The head of the research department, independent educational and research centre “Developmental Learning”, Moscow, Russia
e-mail: staragina@mail.ru

Abstract
The article discusses the scenic art as a cultural form that allows a person to open a source of meaning within him/her-self. In primary school age the scenic art is possible in the form of adult-child community. The article shows that this form is a “producing” one: it produces meanings. The meanings are manifested in the actor’s expressiveness, which is regarded as the content of the scenic art. This article describes the mechanism of meaning extraction from a situation of action: dramatization (the situation of the meaning) - discussion of options for dramatization (the situation of uttering the meaning) – transformation of dramatization into a written statement (the situation of uttering the meaning of the utterance). The search of the means of expression in improvisation and the subsequent discussion on degree of expression for the meaning manifestation allows children to draw attention to their own expression that becomes a functional organ of identification of own meanings.

Keywords: scenic art, form and content, meaning, expressiveness of an actor, a whole creative organism, a written statement, the mechanism of meaning extraction, situation of meaning, situation of uttering the meaning, situation of uttering the meaning of the utterance

Column: Psychology Of Art

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