ПОТЕНЦИАЛЪТ НА СЛОВЕСНО-ИЗПЪЛНИТЕЛСКИТЕ ДЕЙНОСТИ КАТО УЧЕБЕН МЕТОД В КОНТЕКСТА НА КОВИД-19 ПАНДЕМИЯ
THE POTENTIAL OF VERBAL-PERFORMANCE ACTIVITIES AS A TEACHING METHOD IN THE CONTEXT OF COVID-19 PANDEMIC

Summary/Abstract: The 21st Century has been a period of serious changes and challenges. On one side, there is the process of intensive globalization and cultural exchange, and on the other, we witness the massive spread of information and communication technologies in people's everyday life. Those characteristics of modern reality have created unprecedented possibilities but also times of crises – economical and social. People nowadays face constant challenges and in order to achieve successful personal and professional realization, they need to develop various skills. In this context, the role of education is of basic significance to building strong and healthy societies. Since the beginning of 2020, mankind has been struggling with an omnibus crisis – the Covid-19 pandemic. It has affected the whole world in multiple ways. Fear, insecurity, financial difficulties, continuous restrictions, and social isolation have taken over our everyday reality. The educational field makes no exception – the need to abruptly transform the traditional mode of teaching into a completely online practice has set various challenges to teachers, pupils and parents. Due to different problems accompanying the process, the level of the effectiveness of the pedagogical interaction has dropped significantly. In this situation, it is the responsibility of teachers to find ways to make the transfer of knowledge more intensive and successful. Children need to be provided with instruments to help them work actively and independently. The main purpose of this research is to explore the potential of verbal-performance activities as a teaching method. The specificity of verbal-performance art makes it very suitable for addressing a lot of the problems which arise from the current situation. Verbal-performance practices are easy to apply in the teaching process and are relevant to most of the subjects of the school curriculum. They can facilitate the process of transferring new knowledge, as well as supplement the ways of evaluation. Applying verbal-performance activities is of significant importance to younger children from primary level who are especially troubled by the new way of learning. The current research outlines the interconnections between several common challenges of the present educational reality and the specifics of verbal-performance activities thus clarifying ways of possible teaching interventions with positive outcomes. The study also provides the reader with a detailed description of example learning tasks based on verbal-performance activities which may be directly applied by teachers. The author is convinced that further experiments in authentic environment would reveal the full potential of the method and thus enrich the scope of creative approaches to the process of education.

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