TEACHING THE DRAMA “SOHIBQIRON” THROUGH INTERACTIVE METHODS

Аннотация

This article provides recommendations for teaching Abdulla Oripov’s drama “Sohibqiron”, which is included in the 9th-grade Literature textbook.Teaching the Drama “Sohibqiron” in 9th Grade Using Interactive Methods Teaching the drama “Sohibqiron” through interactive methods in the 9th grade serves to deepen students' understanding of the content, develop their critical thinking skills, and make the lesson more engaging. Below are effectivemethods for teaching this drama interactively: 1.Role-play Students are assigned different characters from the play and perform a selected scene. They analyze each character’s motivation, emotional state, and objectives. This method helps studentsunderstand theconflicts in thedramaand feel thehistorical context. 2. HotSeatTechnique One student takes on the role of Amir Temur, while the rest ask him various questions (e.g., “Why did you make that decision?”). Through these questions and answers, the psychological depth of thecharacters isexplored. 3. CinquainMethod Students are assigned to write a five-line poem (cinquain) for the main characters of the drama. This method helps to briefly describe and better understand thecharacters' traits. 4. CreatingaCluster Map A cluster (mind map) is created around the key themes in the drama (such as justice, patriotism, courage). Students find their own examples related to these ideas and analyze the dramaaccording to its thematicelements. 5. Debate For example, a class debate can be organized on the topic: “Do you consider Amir Temur’s decisions to be fair?” Students are divided into groups and defend their positions with supportingarguments from the play. 6. Reconstructingthe Historical Context page485 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue07,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai Students are given tasks to work with historical sources to study the historical foundations ofthedrama. They compare events from “Sohibqiron”with actual historical facts. The connection between the beginning and end of a dramatic work helps develop a comprehensive understanding of the play. It is crucial to draw the class’s attention to the time period covered in the drama. What we see on stage always occurs in a specific moment. The audience's time and the dramatic action’s time align, but the events and actions can span days, weeks, or even years. The emergence of a problem, its root causes, the basis of existing relationships, and the origin of certain signs are often linked to real-life events outsidethe dramaitself. Choosing events to read in class depends on the goals of both studying the entire drama and analyzing specific actions. This selection is determined during the teacher’s preparation for teaching the whole play. At this stage, the teacher decides during which lessons and for what reasons to focus onspecific events. Additionally, during the preparation process, the teacher must determine when to use audio recordings, what and why students will read, and whether reading aloud is appropriate. However, it is especially important to encourage students to imagine what is happening on stage. One of the methodological approaches that encourages students to engage with the dramatic text is the creation of imaginary scenes—in other words, during analysis, students are invited to imagine how characters might be positioned at a certain point in the action, including their posture, gestures, and movements. At the same time, the teacher must ensure that when students are working on an individual scene, they perceive it as part of a whole, understanding its role in the development of the action and in transitioning to the drama’s finale. To help them grasp how the main elements of the plot unfold and are prepared within individual actions, the teachershould guide students to identify: Exposition Risingaction (plot) Climax Students’ ability to track the development of the action should be inseparable from their deep engagement with the characters. As they observe how characters behave and what they experience in various dynamic situations, students gradually begin to grasp the essence of different character traits. In the process of analyzing the drama, identifying the meaning of the characters’ speech plays a crucial role. Working on uncovering the subtext of characters’ dialogue requires special attention in grades 9–11. In the final lessons, it is advisable to complete the study of dramatic works by visiting a theatre, watching a film adaptation, or attending a school performance. Discussing the drama also requires including information about the stage history of the studied work and drawing from the history of Uzbek theatre. In the final lessons, students can be introduced to the most significant facts in Uzbek theatre history. elivering this content through lectures that includethestudyof dramatic literature iseffective. page486 INT