Emotional reinforcement by art: technological modes

Abstract

The article represents the working out of technological modes which promotes the improvement of the development of senior pupils’ personal artistic values at the lesson of art to the text-book “Art. 10-11” by O.A.Komarovska, N.E.Myropolska, S.A.Nychkalo, I.V.Rudenko.

Language as a cultural phenomenon can be considered to be a huge instrument given that the national characteristics of culture and art cannot be more evidently manifested than in language.      Three groups of  technological modes connected with the using of foreign language terms – idiomatic “incrustation” of the lessons; the art of literatury - artistic translation (refers the world theatre and poetry); dialogue of cultures have been given.

Art terms can be considered as a source of knowledge that can shape students’ cultural orientation, build their intercultural skills, teach to understand values and develop their ability to communicate in a foreign language.

Idioms as a stylistic device expand students’ vocabulary and broaden their outlook, make their speech more colorful, powerful, dynamic and creative. But unlike terms, idioms are appellative in nature, their use is affected by various extralinquistic, social and psychological factors. Idioms can be successfully used as an artistic expressions aimed to impress the listeners and embody the main aim of communication, in case the people involved in communication understand the figurative meaning of the idiom and think that it is suitable to the particular situation.

Intrinsically translation is conceived as an act of communication when translators, who play the role of “intercultural mediators”, remake a text from a source language to a target language. Translation does not merely involve two languages but it includes the people and the cultures of both languages and in this sense translators translate cultures.

         Due to translators the heroes of the greatest works of literature began to speak other languages enriching worldwide culture and developing native languages.

The dialogue of cultures is based on the idea of a diverse brotherhood of people, where key aspects are: remembering your own culture, knowing it and continuing to deepen the knowledge, create in result new spiritual values, understand the other, and learn to live together. Culture exists in unity of both one’s own culture and another’s culture; it is a space that gives a rise to new meanings, fosterers exchange of ideas which strive to be conveyed in another culture. Therefore, dialogue is characterized by the interconnection between those that speak and listen to, by promotion of incentives and mutual benefits for them.

  Represented  new technological modes are based on their correlation with traditional, the organization of the pupils’ creativeness, “favorable resonance” of the lesson the result of which is the understanding of art’s sign in its common and contextual meaning.

   The technological modes of the transformation into the pupils’ life both as norms and values of art and man’s values, the understanding the language of art as a paradigm of the life of human spirit have been represented.