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  1. 2 Kwartalnik Pedagogiczny

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  1. 2 Zaorska M.

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O wolności tworzenia w pedagogicznych poszukiwaniach Stanisławskiego

100%
Zaorska M.
Kwartalnik Pedagogiczny
|
2016
|
issue 1(239)
17-35
EN
The article is devoted to one of the most important dilemmas of the training of an actor, which for Konstantin Stanislavsky was the issue of freedom of creation within the school stage. According to the author of the “system,” precisely the very lack of freedom of creation is one of the greatest threats lying in wait for a young artist. The author of the present article remarks that passing on knowledge of artisanal nature, expressed in the strife for the result – examination at all costs or the result – diploma spectacle, frequently becomes a priority of education on stage. In the first part of the article, K. Stanislavsky’s ideas on the freedom of creation will be made closer. Also, the opinions of the Russian and Soviet theatre pedagogues – continuators of thought voiced by the author of the “system” will be a significant voice in the considerations presented below. The second part will be devoted to the main arguments which contribute to the rejection by K. Stanislavsky of the old model of work on the spectacle and role and which influenced the elaboration of the so-called method of the analysis of play and role in action (Rus. действен- ный анализ пьесы и роли).
2
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O wolności tworzenia w pedagogicznych poszukiwaniach Stanisławskiego

100%
Zaorska M.
Kwartalnik Pedagogiczny
|
2016
|
vol. 61(1 (239))
17-35
PL
The article is devoted to one of the most important dilemmas of the training of an actor, which for Konstantin Stanislavsky was the issue of freedom of creation within the school stage. According to the author of the “system,” precisely the very lack of freedom of creation is one of the greatest threats lying in wait for a young artist. The author of the present article remarks that passing on knowledge of artisanal nature, expressed in the strife for the result – examination at all costs or the result – diploma spectacle, frequently becomes a priority of education on stage. In the first part of the article, K. Stanislavsky’s ideas on the freedom of creation will be made closer. Also, the opinions of the Russian and Soviet theatre pedagogues – continuators of thought voiced by the author of the “system” will be a significant voice in the considerations presented below. The second part will be devoted to the main arguments which contribute to the rejection by K. Stanislavsky of the old model of work on the spectacle and role and which influenced the elaboration of the so-called method of the analysis of play and role in action (Rus. действен- ный анализ пьесы и роли).
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