Aesthetic and Educational Dimensions of Songs and Chants in Children's Theater Performances

Abstract

The present study consists of four sections. Section one tackles the problem statement that revolves around the idea of aesthetic and educational dimensions of songs and chants in children’s theater performances. The significance of the present study is manifested by clarifying the aesthetic and educational dimensions of the musical templates employed in children’s theater performances due to their importance in Communicating those values to the recipient child. The present study aims to identify the aesthetic and educational dimensions of chants and songs employed in the performances of the child’s theater. The section also presents the limits of the present study, and it is concluded by defining the key terms. Section two is subdivided into two subsections. The first subsection is entitled Aesthetics of songs and chants in children’s theater Performance. The researcher studied the spiritual aesthetics included in lyrical and chanting forms in children’s theater performances. The second subsection is entitled The educational dimension of songs and chants presented in children’s theater performances. The researcher studied various educational values involved in lyrical templates employed in children’s theater performances. Section three includes the research sample, its tool and methodology, and an analysis of the selected sample. Section four includes the results, including: 1. The musical templates employed in this show came as an integrated aesthetic educational system rich in values that helped the child develop his/her intellectual and aesthetic spirit, 2. Music positively affected the academic performance of the recipient (the child), helped develop his/her social skills in all its forms, and helped create an outlet for creativity, which is crucial to his/her growth, 3. This sample included the various musical templates that permeated the movement of the actors' bodies and helped to show the educational and aesthetic values of the performances through their sensory components that can be explained through the sense and minds of children, 4. The various musical templates included in this show were presented in a variety of ways in terms of rhythm and melodies, or even in the form of solitary music and moved away from monotony, which prompted them to create an aesthetic distance between them and the child and 5. The rhythmic and melodic diversity in this show is the adjuster for the rhythm of the public show, especially the control of the actor’s movements, which helped develop the child’s sensory and intellectual awareness of the spirit of the show, and thus achieve the theory of broadcasting educational values.