Психолого-педагогический потенциал использования сценических форм в образовательном процессе

the article deals with psychological and pedagogical potential of theater and stage forms from school performance to public presentation. Special attention is drawn to the terms «theatricalization» and «dramatization» which are often interpreted ambiguously both in pedagogical environment and in the sphere of theater practice. In the light of philosophic ideas of XX century, such as dramatization (adaptation for the stage) of literary work in educational process is regarded as interpreting reading which is actual for post-classic education. Relying on the ideas of Erikson's epigenetic conception, the author gives special attention to adolescence and early adulthood periods as the actualization time for the role and gender establishment of personal identity. In connection with M. Bachtin's and other scholars ideas on society carnivalism, the importance of theater practice for personality development of adolescent, especially of mail gender is underlined. Against the background of related to theater psychological-social and psychotherapeutic practices comparison, the possibility of use of different theatric forms in modern education is viewed within the frames of communicative and conflictological competence formation. For the theory development, these reflections may be accepted as a basis for further complex study of theatrical forms in education from the perspective of psychology, conflictology, and pedagogy.