VISUALIZATION AND CINEMATIC INTERPRETATION OF LITERARY TEXTS IN LITERATURE CLASSES IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article highlights the essence and pedagogical value of visualizations and film interpretations of literary and artistic works in the teaching of literature in general secondary education institutions; it describes the possibilities of integrating cinema and visualization into the school literature curriculum. Undoubtedly, modern education is increasingly oriented towards visual and symbolic formats for presenting information, which align with the cognitive characteristics of students in the digital generation. Students live in a world of multimedia images, interactive platforms, and visual content, including cinematic interpretations of literary works. Therefore, the visualization of learning and the use of cinematographic achievements in teaching the school literature course are not only relevant but also pedagogically significant. The authors of the scientific study argue that, amid the rapid spread of visualization across professional and personal life, there is a need to develop educational strategies that reach a broad, diverse student community. The article focuses on how the use of film interpretations and visual elements in literature classes creates an interactive learning environment in which students are actively involved in studying, analyzing, and interpreting literary and artistic works from Ukrainian and foreign literature. The authors note that the use of collages, cross-sensations, book trailers, video poems, infographics, and interactive maps makes it possible to create new conditions for a deeper and more multifaceted perception of the art of the word, giving students the opportunity to comprehend what they have read in different ways and develop the ability to convey ideas and images through various media products. Visualizations and film interpretations of literary works in school literature courses contribute to an in-depth analysis of the characters, plot, and symbolism of the work, as well as to the disclosure of the context in which the events unfold. The authors of the article also provide examples of the use of visualizations and cinematic interpretations of literary works in general secondary education classrooms.