Арт-технології як засіб реалізації соціокультурної змістової лінії на уроках української мови

Abstract

У статті порушено проблему формування культуромовної особистості учня, зокрема акцентовано увагу на посиленні виховного потенціалу уроків української мови на основі активізації соціокультурної зміс тової лінії програми з української мови. З-поміж провідних шляхів реалізації соціокультурної змістової лінії виокремлено креативні технології, а саме арт-технології, в основі використання яких на уроках української мови лежить гармонійне поєднання слова й різних видів мистецтва. В роботі конкретизовано різновиди арт-технологій (драмотерапія, казкотерапія, музикотерапія, образотворче мистецтво, бібліотерапія) відповідно до соціокультурної змістової лінії, а також розглянуто приклади застосування арт-технологій на уроках з лексикології в 5 і 10 класах закладів загальної середньої освіти. The article raises the problem of forming a cultural linguistic personality of a student, namely, the enhancement of the educational potential of the Ukrainian language lessons based on the use of creative and developmental technologies. The educational goal of the Ukrainian language lessons in the curriculum is represented by the socio-cultural content line, which aims at providing the common cultural literacy of a modern student. The problematics of the socio-cultural content line forms the textual basis for the assimilation of language material and, at the same time, provides students’ immersion in the space of the Ukrainian culture. Among the main ways of activating the socio cultural content line, the art technologies were singled out. Accordingly, the following tasks were solved in the article: 1) to substantiate the role and place of art technologies in the presentation of educational material in the lessons on subjects of the humanitarian cycle; 2) to describe and illustrate art techniques and methods as a means of implementing the socio-cultural content line in the Ukrainian language lessons. Along with theoretical research methods, the method of linguadidactic modelling, as well as the observation of the educational process and the study of the products of students’ activity were used. Within the framework of the first task, the concept of art pedagogy and art technologies with emphasis on the achievements of modern psychology, pedagogy and linguistics was specified. Art pedagogy develops methods, techniques and technologies of teaching and educating by means of different arts. The basis of the use of artistic and creative technologies in the lessons of the Ukrainian language is a harmonious combination of words and different types of art, which allows students to demonstrate the cognitive, aesthetic, emotional, historical and cultural functions of the language. In order to provide students with lingual and cultural information in the Ukrainian language lessons, it would be advisable to use certain elements of different arts as a means of organizing students’ cognitive activity. The article specifies varieties of art technologies (drama, fairytale therapy, music therapy, fine arts, bibliotherapy (art of words)) in accordance with the sociocultural content line of the Ukrainian language curriculum, and provides some examples of the use of art technologies in the lexicology lessons in the fifth and tenth forms of secondary schools. As a result of the study, the author concluded that the activation of the sociocultural content line by means of various arts helps to adjust students to perceive linguacultural material, to provide it in an accessible form, to provide an exchange of views, “feeling” of linguacultural scripts, which facilitates transformations of the obtained information in language, history, folk studies into beliefs, worldviews, students’ ideals.