DYNAMICS OF STUDENT COMPETENCE FORMATION IN THE PROCESS OF STUDYING DRAMA IN FOREIGN LITERATURE CLASSES IN GRADES 8–11

Abstract

Based on foreign literature curricula (the model curriculum for 8–9 grades prepared by the authorial team led by O. Nikolenko; the curriculum for grades 10–11 – standard level) and methodological materials from practicing teachers, the article highlights the systematic formation of general and subject competencies of basic and senior school students during the study of plays by Molière, H. Ibsen, B. Shaw, and M. Maeterlinck in grades 8–9, and B. Brecht, F. Durrenmatt, and E. Ionesco in grades 10–11. The article elucidates the role of various methodological approaches, teacher-student collaboration, the incorporation of writers’ critical works (including in the original language) into the educational process, comparative aspects of studying the works of foreign and Ukrainian authors, essential characteristics of 19th-century drama and the “New Drama,” and inter-art content for forming systematic knowledge about the cultural-artistic era, the world literary process, characteristic features and the progression of world drama, as well as traditions and innovations in stage art. The article asserts the expediency of studying dramatic works by B. Brecht, F. Durrenmatt, and E. Ionesco in specialized school. This logically continues the historical-literary line of studying world literature (specifically drama) defined by the model curriculum, optimizes the practice of competence formation, and facilitates the systematic study of drama in specialized school within a cultural-historical context, as well as the mastering of concepts from literary theory. The article substantiates the expediency for developers of curricula for elective integrated or interdisciplinary courses (with a culturological or inter-art dominant) in specialized school to appeal to approaches already successfully tested in senior school: concentric (expanding and deepening the study of previously known material); genre-thematic (relevant themes and genres); and multicultural (presentation of the most striking literary phenomena of different times and nations within the cultural context, the dialogue of cultures through time).