Theatrical reading at the lessons of studying the novel “Oblomov” by I.A. Goncharov

The relevance of the work is due to the lack of elaboration of the issue of using the potential of theatrical reading in the process of school study of literature, despite its widespread use in modern culture and the keen interest of teenagers and high school students in it. In conditions of low motivation of schoolchildren to read and analyze voluminous texts, it is necessary to stimulate students’ reading activity. Theatrical readings are considered as a valuable resource for introducing students to the reading of curriculum classical works. The purpose of the article is to present the case study of managing theatrical readings in the process of studying I.A. Goncharov’s novel “Oblomov” in Grade 10 within testing a theoretically sound methodological model for using theatrical readings in the study of Literature in high school. The proposed model comprises three stages: 1) preparatory stage (identification of perception, text analysis, rhythmic and vocal elaboration); 2) public presentation; 3) discussion of the reading. Based on the theoretical analysis of scientific literature and current theatrical practices, generalization of pedagogical experience in using theatrical techniques and teaching expressive reading, including reading by roles, it is determined that the theatrical reading is not a simplified staging, but a methodological tool the use of which actualizes the status of literature as the art of the sounding word. We interpret the theatrical reading as an effective method of analyzing a literary work aimed at activating the co-creation of a student reader which is used along with other techniques (analysis of composition and style, study of the creative history of the creation of a work, etc.), as well as a way of interpreting the text. The article reveals the methodological potential of the theatrical reading to overcome the difficulties of working with a major epic work, primarily for managing its reading.