Postmodern Principles in Integrated Teaching of Foreign Languages and Fine Arts to Primary Learners in the New Ukrainian School
DOI:
https://doi.org/10.18662/rrem/13.4/499Keywords:
foreign languages, fine arts, integrated teaching, postmodern education, primary learners, primary school teachersAbstract
The article deals with the issue of integrated teaching of foreign languages and fine arts to primary learners in the New Ukrainian school that seeks to overcome postcolonial and modernist traditions of education and gradually implements postmodern education principles. In this regard, the article highlights the use of such postmodernist trends as simulation, free interpretation, and establishment of personal associative connections in integrated teaching of foreign languages and fine arts. Such a need is based on the hypothesis that primary learners are extremely sensitive to the above-mentioned trends and can enrich their vocabulary via consecutive study-visualization of foreign language words and their denotations. Research methods include theoretical analysis of relevant sources, pedagogical modelling of stages, special methods of integrated teaching of foreign languages and fine arts, prognostic methods. The article presents the step-by-step process of integrated teaching of foreign language and fine arts. It proves that integrative teaching in primary school thematically and methodically coincides with the three-stage process of acquiring the basics of foreign languages and fine arts. Besides, the article contains practical recommendations on the organization of integrated teaching of foreign languages and fine arts. The international relevance of the article lies in projecting the postmodern education principles on didactic realities of developing countries that need to learn the experience of educational transformation based on Ukraine’s example, as well as in implementing these principles in integrated teaching of foreign languages and fine arts.
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