Proceedings of the International scientific and practical conference ―Frontiers of Global Knowledge‖ (July 20-22, 2026) / Publisher website: www.naukainfo.com. – Geneva, Switzerland, 2026. - 122 p.

117 CULTURE AND ARTS UDC 792:82-2 Sherbon Fedir senior lecturer of Acting Drama Directing Department I. K. Karpenko-Karyi National University of Theatre, Cinema and Television Kyiv, Ukraine. Member of the National Union of Theatre Artists, Ukraine ORCID : https://orcid.org/0009-0004-4971-3340 Sherbon Olena senior lecturer General and Specialized Piano Depastmen National Music Academy of Ukraine, Kyiv A COMPARATIVE ANALYSIS OF THE CHARACTER DEVELOPMENT OF MAVKA AND HALKA IN UKRAINIAN DRAMATIC WORKS. THE IDENTITY OF THEIR MORAL QUALITIES. Abstract. In this article, we examine the parallels between the characters of Mavka from Lesia Ukrainka‘s play «The Forest Song» and Halka from Mykyta Hodovanets‘s fable «Halka and the Dog». We also explore their portrayal in student productions staged by the acting class at the Karpenko-Karyi Kyiv National University of Theatre, Cinema and Television. Keywords: event-driven changes, identity of images, actor-student, proposed circumstances, musical accompaniment, moral qualities. The search for characters that embody significant values is always a challenging and long-term process in acting training. How does one select material for mastering the craft? Which dramatic works should serve as the foundation for professional development, effectively uniting a young person‘s spiritual maturation with the gradual acquisition of professional skills? A wide range of issues confronts the director- educator, starting from the students‘ first year of study and continuing through to their final year. Above all, a director-educator must not only possess full mastery of the profession but also be a cultured, sensitive individual—someone immune to the corrupting influence of a harsh social environment. Regardless of challenging life circumstances, the educator must remain a model of high moral conduct for both themselves and their students. Moral behavior serves as an indicator of an individual‘s spiritual maturity. Morality comprises two components: the moral-practical and the moral-conscious. It is important to foster the personal development of moral standards, values, and obligations. Activity in the moral sphere should combine practical aspects with a theoretical, discursive approach. The educational process must be viewed in light of its ultimate goal: shaping the student into a well-rounded, integrated individual. Ultimately, the richness of human interaction depends on the level of moral culture, which manifests itself in mutual respect and goodwill. Morality provides a person not only with theoretical knowledge but, to a greater extent, guides them within the realm of cultural values, focuses their attention on a selective approach to the information landscape, and insists on prioritizing the highest ideals. Moral guidelines are invariably embodied in qualities such as conscientiousness, compassion, sincerity, truthfulness, honesty, justice, and integrity. [2]. The moral component serves as a fundamental basis for both the stage director (educator) and the student. Spirituality in theatrical productions fosters change not only at the intellectual level but also at the level of the subconscious and the heart—with the latter holding greater significance in the context of shaping the audience. In light of this, the aspiring actor must gradually come to realize—through experiencing the proposed circumstances of a dramatic work—the true, ultimate purpose of the art of theater. This practical mastery of the profession must undoubtedly be grounded in works imbued with moral ideals. Only under this condition will the theatrical landscape—once the student completes their university studies—gain an actor who acts as a «preacher.» This form of social influence on the audience remains relevant across all countries and national contexts. In highlighting these aspects, it is important to emphasize that the university administration must create the necessary conditions for the director-educator to carry out