SYNERGY OF ARTS IN THE PROFESSIONAL TRAINING OF TEACHERS OF UKRAINIAN LITERATURE: THE LITERARY-ARTISTIC MEETING AS A FORM OF EDUCATION IN HIGHER EDUCATION INSTITUTIONS

Abstract

The peculiarities of the literary-artistic meeting as a form of preparation of the future teachers of Ukrainian literature are considered in the article. The author of the article characterizes its current functions, in particular: sociocultural, self-realization and selfaffirming, communicative, entertaining, stimulating, integrative, hedonistic, educational, developmental, design, cognitive-competence, empathic, singular, facilitative, creative, emotional.

The author proposes classifications of literary-artistic meeting as a form of organization of the educational process in higher education institutions: for didactic tasks (introductory, thematic, review, final); according to the method of presenting educational material it is possible (problematic, visual, binary, dialogues, polylogues, discussions); in terms of literary-artistic
meeting’s content (historical and literary, theoretical and literary, theoretical, artistic and analytical); depending on which artistic blocks included in the living room dominate (literarymusical, literary-picturesque, literary-graphic, literary-theatrical, literary-cinematic and complex); through the ancestral prism of works that are studied textually (poetic-artistic, epicartistic, dramatic-artistic meeting).

S. Zhila proves that the specificity of the literary-artistic meeting room is that it allows you to enhance the cognitive activity of students through the use of methods with inter-artistic orientation. The optimal selection and combination of methods and techniques of inter-art orientation contributes to the comprehension of future teachers of literature of art material, the acquisition of skills and abilities to interpret and create different texts. 

The article focuses on the skill and creative approach of the teacher to the organization and conduct of the literary-artistic meeting, especially on the dominance of the lesson, the selection of epigraphs to it, the development of «script». The author presents an approximate plan of the literary and artistic living room based on the early works of Pavel Tychyna.