Psychological traits of students in perspective of acting skills development

Under contemporary conditions, organization of psychological help becomes relevant inhigher school. One of the tasks of psychological coaching of students is development of professional success with account forspecifics of education. It has been recognized that psychological coaching is vital for students of higher schools of art criticism,where future actors study. Psychological coaching of the process of development of acting abilities should be based onindividualization of psychological help for every student. Professional abilities of an actor are formed on the basis of the potentialthat provides development of mental processes according to the requirements of scenic activity. Conditions of work on scene andpreparation of the role during rehearsals present special requirements to the personality of the actor including peculiarities ofsensations, perception, memory, imagination, and thinking. In the combination of potential, abilities, general artistic directedness,intelligence and culture, motivation and super-consciousness the talent of the actor is formed as a superior manifestation of his/hercapability. The objective of the present research is the study of psychological traits of students of Acting Department of the first yearof the Institute of Contemporary Art (Moscow). For psychological diagnosis of personality traits we used methods directed at thestudy of cognitive activity (memory, attention, associative and imaginative thinking), part of which was presented in the traditionalform. Other methods were used in non-standard variants; using them we revealed originality, creativity of future actors.Characterological traits were studied with Leongard-Shmishek Questionnaire, peculiarities of state, level of stress resistance - withLuschers colour test. The results of the research show that most students are characterized by accentuated traits of emotiveness(68%), demonstrativeness (64%), exaltation (52%) and hyperthymia (48%). Application of Luscher test testifies to significantdifferences in realization of relevant needs. In some cases we notice high severity of stressful state, increase of loneliness, socialwithdrawal, discomfort, sensation of extreme tiredness. The research of cognitive activity reflects some problems of creative thoughtdevelopment in students. The results of the research testify to the necessity of psychological help for future actors with account fortheir individuality in aspects of formation of skills of stress resistance, self-regulation, development of voluntary attention, trainingof creativity.

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