Formation of Ukrainian speech culture of students on scenic speech lessons

Referring to the modern studies of Russian and foreign philologists, art historians, linguodidacts, as well as to the personal experience in teaching the stage language, the author of the article attempts to characterize the most effective, professionally directed methods of the formation of Ukrainian students' speech. The content of the speech exercises and complex tasks with the text are described in detail. After the diagnosis of the voices of the first-year students begins painstaking training work, aimed at the formation and development of the voice characteristics. The technique of performing the classroom exercises, demonstrated by the teacher at the first lessons, is assimilated by the students automaticity - then each of them conducts a warming-up in the group. The article also gives an example of a complex task for working with a text, offered to first-year students in such the classes as: "The main trends in the formation of norms of the scenic language." For students of the specialty of Performing Arts, the artistic text has a special meaningful and aesthetic content: every text proposed for work in the classroom is perceived by future actors as an object of stage interpretation. That is why the selection of artistic texts, which are the material for study assignments, is especially thorough. The author considers the criteria for such a selection: 1) the mastery of the author's idea, the transparency of the presentation and the depth of the content of the text (the author's subtext); 2) subordination to the requirements of the genre, a clear rhythmic-melodic drawing of the work, melodic language of the text; 3) a variety of means of artistic (aesthetic) expressiveness of the language. The materials of the classes presented in the article are of practical importance for the work of the university teacher. The text of the article proves that the training text ensures the successful implementation of the practical approach in education. Presented by the author, the results of checking the progress and quality of students' knowledge of the Ukrainian language testified the positive dynamics. The author sees the prospects of research in creating methodological support for the teaching practice of students in cultural centers.