Scholarly record

VISUAL TEXT AS A COMMUNICATIVE TEACHING UNIT AT THE RUSSIAN LANGUAGE LESSONS: THE COGNITIVE-AESTHETIC APPROACH

L. Mardieva, T. Ju. Shchuklina

Abstract

One of the important goals set up by school is the formation of communicative-aesthetic, cognitive and creative abilities of students. Moreover, Russian schools have practically no specialization subjects (apart from the lessons of drawing and singing) aimed at the solution of this problem, hence, the skills and forms of aesthetic understanding the world and aesthetic communication are actively developing in the process of the Russian language studying. In this situation visual texts, namely the reproduction of fine works, presented in school textbooks of the Russian language, play a special part in linguo-didactic practice of a methodologist. They ensure personal contact of the student with the artistic and aesthetic values being the means of communicative activities implementation and the student audience involvement in the process of aesthetic education. You should not also forget the leading role of schools in developing the cultural competence of the future person. Furthermore, school is the main social institution that forms the body of precedent (pre-existing) texts. The latter present the embodied form of cultural collective memory of the given communicative community rendering enduring values and function as the "markers of identity" in the communication process. First of all, the studies revealed the character of visual texts used in the textbooks of the Russian language: they are mostly art reproductions of paintings in the genres of landscape, still life and portrait made by painters of the late ?I? -early ?? century. Secondly, it is proved that visual texts represent communicative-didactic unit, able to create a special type of developing communicative and aesthetic environment and, consequently, to intensify the aesthetic forms of reality perception, to stimulate mental processes intrinsic to this form of perception and mental-creative activity of pupils, to enrich their aesthetic experience and cultural competence. It was also demonstrated that visual texts are means of communicative - verbal skills in aesthetic communication. It seems, however, that the school should more actively promote contemporary art, mindful of its mission in the precedent texts of verbal and nonverbal semiotic nature, and hence, the foundations of the cultural identity of the society members. I would also like to invite the textbook authors to use not only paintings in a realistic style (positivism), but in other styles, for example, abstract art. This kind of pictures devoid of the real objects representation contributes to the development of imagination and creative activity of students. By and atour, the list of tasks associated with visual texts should comprise rubrics aimed at obtaining information of encyclopedic nature (information of the social-historical context in which the painter lived and worked, his ideological position) such kenning can stimulate discussion of aesthetic information, engage into exchange of opinions and impressions and therethrough be aimed at teaching aesthetic communication in dialogic forms.

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DOI resolver: doi.org/10.5593/sgemsocial2017/32/S14.140

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