Formation of creative thinking among students in the process of stage speech training

this article is devoted to studying the process of forming creative thinking in students within the context of stage speech instruction. The introduction outlines the relevance of the problem, as modern education requires not only the transmission of knowledge but also the development of the ability for unconventional thinking, which is especially important in the field of performing arts. The author substantiates the necessity of integrating stage speech methodologies into the educational process as a tool for stimulating the creative potential of learners. The Methods section describes the principles and research techniques. The study employed a comprehensive approach, including an analysis of educational programs, the experimental implementation of innovative teaching methods, and a subsequent analysis of their impact on the development of students' creative thinking. Qualitative methods (in-depth interviews with educators and participants in the educational process) were combined with quantitative assessments, allowing for an objective evaluation of changes in students' thinking patterns and creative outcomes. The research results demonstrated that integrating elements of stage speech into the curriculum contributes not only to the enhancement of communication skills but also to the development of students’ creative potential. It was found that regular stage speech classes stimulate the development of associative and divergent thinking, increasing the capability to generate new ideas and creative solutions in various professional fields. The analysis of the data highlighted the main factors influencing the successful development of creative thinking: active student participation in improvisational tasks, the use of role-playing techniques, and the creation of conditions for free self-expression. The discussion of the results emphasizes the practical significance of implementing stage speech as an interactive means of educational impact. The author points to prospects for further research in this direction, considering the possibility of adapting these methodologies for various disciplines and educational levels. The conclusion emphasizes that the use of modern pedagogical approaches based on stage speech fosters the comprehensive development of students, which is a key condition for successful professional and creative realization in a dynamically changing world.

formation, creative thinking, students, education, stage speech