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Abstract: The article deals with the principles and techniques of theater pedagogy which can be used at literature lessons. The author proceeds from the basic notion of aesthetic game uniting the child’s artistic and playing activity, as a result of which new reality (images) are modeled. The author characterizes the following components of the lesson as an aesthetic game: creation of an imaginary situation, assuming the role of another person, correlation of one’s own impression of an object with that of other persons, and creation of visual interpretation of the text (its tempo, rhythm, and spatial model). The article contains conclusions about the heuristic potential of theater pedagogy techniques for achieving both disciplinary and personal, and super-disciplinary outcomes of learning.