The Aesthetic Formations of Dialogism in the Structure of Theatrical Text Directed to the Child

Abstract

Abstract:

The dialogic theory, formulated by the great Russian scholar and theorist Mikhail Bakhtin, is one of the most influential critical and theoretical concepts of the twentieth century. It offered a radical alternative to the monologic perspective that dominated literary and artistic texts at the time. In its essence, dialogism is not merely a stylistic technique signifying the increasing number of dialogues between characters; rather, it is a philosophical and aesthetic vision of existence itself. It posits that meaning is not born in isolation or within a closed, individual consciousness, but is formed in the intersubjective realm—that is, within the space of interaction and debate between multiple, diverse, and sometimes even contradictory voices. Bakhtin developed his theory primarily within the context of novel analysis, but his concepts have transcended the novel genre to encompass other genres. From it, it appears in general and in children's theater in particular, where the dialogue is revealed in specific aesthetic forms and the nature of the child recipient and his shaped awareness. This research came in four chapters, the first of which, i.e. (the formal framework), prevents the research through the following question: (What is dialogue and what are the aesthetic formations in children's theater texts?), and the chapter also includes the basics of the research and the need for it (where the study of the light on dialogue and its aesthetic formation within so far, and how the texts will develop after the emergence of the new dialogue, and that the two are considered among the most important innovations in the modern century, leading to the derived goal, which is to distinguish on (dialogue and its aesthetic formation in the structure of the text directed to the child) As for the scope of the research, it was limited spatially to Iraq (Baghdad) and temporally (2023 in addition to defining the terms. As for the second chapter (the theoretical framework), it included two sections, the first of which dealt with studying (dialogic conceptually), and the second section came with studying (dialogic in the structure of the text directed to the child.