Terra sebv s acta mvsei sabesiensi s
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The Establishment and Development of Rural Schools in Russia (19 th -21 st Centuries)
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finished in 1903. The first teachers in the village were students of Yakovlev, who took theatrical practices from Simbirsk Chuvash Teacher’s School to educational institutions across Chuvash country. 27 These traditions still live on in the village today. Choir and dramatic collectives and agitprop groups existed well before World War II, back in the twenties. Although they disappeared from time to time, they were invariably re-established again. In 1980, there was a women folk ensemble performing old songs, dances and ancient rituals. Nowadays, according to our research, the most popular rituals staged in this school are Ulakh (a village gathering), Surene (a spring holiday devoted to banishing illnesses from the village), Surkhuri (a New- Year ritual of fortune-telling), Her Sury (a celebration by adult maidens, which translates as “Maiden’s Beer”), Ker Sury (“Autumn Beer” - a celebration of the new hop harvest and commemoration of ancestors), and Shuvarny (Maslenitsa - celebration for the end of winter). In the mid-20 th century, ethnopedagogy, a new academic field, was created. Its founder, G. N. Volkov, often asserted the importance of studying, preserving and passing on folk traditions to the next generation in order to preserve ethnocultural identity - an essential element in the conservation and development of socialcultural and historical heritage and the preservation and strengthening of the integrity of local people’s cultures. Volkov’s contribution to the preservation of cultural legacy and his facilitation of the social development of many nationalities is widely recognised. The influence of his school of thought is not only found within his homeland, Chuvashia, but extends to other regions of Russia and countries beyond, such as Bashkortostan, Tatarstan, Mari El, Mordovia, Kalmykia, Tuva, Yakutia, Kyrgyzstan, Kazakhstan, Belarus and Germany. Modern ethnopedagogy as an academic field is characterised by several tendencies. Issues of ethnocultural education today are explored on the basis of new insights obtained by the combination of ethnography with art history, pedagogy, psychology, culturology and sociology. The term “ethnostaging,” coined by L. M. Ivleva for the research of folk drama, is also pertinent to contemporary ethnopedagogy. The author of this article has spent several years researching the use of ethnostaging in a system of ethnocultural education for rural students. Ethnostaging is understood to mean a historical and cultural phenomenon that reflects certain phases of historical and national-cultural development of the folk. 28
27 Husankay 2003, p. 15. 28 Arestova 2010, p. 3-7. www.cclbsebes.ro/muzeul-municipal-ioan-raica.html / www.cimec.ro V. J. Arestova
38 Folk traditions (rituals, celebrations, games) from which modern theatrical forms have originated, are not only a part of the local culture, but also reflect the spiritual values and social standards of the public. Thus, ethnostaging is a phenomenon that belongs both to the art of staging and to the field of social relationships (including the development of personality), which is directly connected to pedagogy. 29
they take the form of a dramatised collective play where people are transformed through disguise, costume, masks, makeup, movements, mimicry, speech and so on. Examples might be a Christmastide play of disguises, a “Maslenitsa send-off” ritual and Maslenitsa games, wedding ritual, etc. 30
Traditional folk culture creates a people with a certain attitude towards their environment, who display certain characteristics of social relationships in social groups, who have certain motivations for their deeds and adopt a certain system of values. All these are the parts of an indivisible whole, which can be appreciated only on the level of a holistic understanding of traditional culture. In our case this understanding is achieved through exploring the ethnotheatrical activity of participants in the educational process. Using this methodology to study the newest innovative pedagogical activities reveals how theatre is actively used by teachers in the education of the developing generation. Often this type of activity is closely connected to the revival and preservation of folk drama and ritual traditions. For the purposes of this article, ethnotheatrical activity by teachers is of primary concern. Ethnotheatrical teaching is a system of activities that make use of the educational potential of drama and ritual forms of folk culture. 31 Thus
ethnostaging in schools is a pedagogical method that primarily involves the selection of educationally appropriate examples of folklore from the national culture for staging. The goal of ethnostaging is the ethnocultural education of students. Ethnocultural education means assimilation by an individual of the values, moral concepts and moral regulations of the society in which he or she originated and the environment in which he or she lives, fostering a sense of “cultural belonging” to that society. Preparation for playing a role in ethnotheatrical play is a process in which the development of the actor’s personal disposition takes place. A “role” can be understood as a normative system of actions determined by a
29 Arestova 2011, p. 838. 30 Ivleva 1998, p. 180-189. 31 Arestova 2011, p. 838-841. www.cclbsebes.ro/muzeul-municipal-ioan-raica.html / www.cimec.ro Yüklə 12,44 Mb. Dostları ilə paylaş:
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