Social orientation of postmodern choreographic performance in a post-pandemic society

Today, in a post-pandemic space, all types of art, comprehending, due to their figurative specificity, certain spheres of objective reality, already as a result of this, circumstances have their own, only inherent laws. Using the inexhaustible possibilities of the plasticity of the human body, choreography has refined and developed expressive dance movements for many centuries. As a result of this complex process, a system of choreographic movements arose, that is, a special artistic and expressive speech of plastics, constitutes the creative material of dance imagery. Choreographic art includes various types of arts: music, choreography itself, drama, painting. Each of them, changing in accordance with the requirements of this type of art, becomes a necessary component of choreographic figurative thinking. Each type of art is achieved thanks to its own figurative specificity, patterns and certain pictorial and expressive means. Choreographic activity dictates its own laws of reflection of reality, is based not on the correspondence of life and artistic material, but on the degree of devotion to the metaphorical reflection of life. A comprehensive study of social constituting dance art in today's post-pandemic space is a complex and versatile task, it mainly involves the study of all its components. Moreover, each of them should be considered not in isolation, but in the general system of their internal connections - in the aspect of their rhythmic and metric, that is, motor organization.

FEATURES OF ZOOMORPHISMS IN THE COMPARATIVE CONSTRUCTIONS OF THE ENGLISH, RUSSIAN AND KAZAKH LANGUAGES

This article is devoted to the analysis of zoomorphisms in the composition of comparative constructions and their comparison in different system languages. The article analyzes the most common examples of the use of zoomorphisms in comparative constructions of the English, Russian and Kazakh languages. For linguistic research, the analysis of zoomorphisms in comparative constructions and their comparison in languages of different systems seems to be very relevant. The mysterious nature of zoomorphisms has attracted more and more researchers over time. Zoolexics, which is brighter than any other area of language, reflects the peculiarities of comprehending extra-linguistic reality, when images and names of animals in different languages are projected onto a person. These images go back to the depths of human consciousness and beliefs. The names of animals projected onto humans are often associated with folk and mythical symbols. The roots of this phenomenon go far back in centuries, when tribes worshiped images of animal totems. Zoomorphisms are characterized as comparative expressives with diffuse semantics, i.e. they represent speech forms with double correlation: they link the spheres “animal” (as a function of origin) and “man” (as functional means of creating a characteristic). The study of zoomorphisms in various languages contributes to a vivid description of linguistic imagery, and in the comparative aspect of the study it makes it possible to identify typical associations, recognize and describe the national-cultural specifics of each language. Zoomorphisms in comparative constructions reveal the originality of the historical development of the people, spiritual culture, the peculiarities of everyday life, the specificity of the associative-figurative thinking of native speakers. Zoomorphisms as an object of research deserve special attention also because, obeying the laws of language, they form a specific subsystem, within which their own laws arise that require a special description.

THE USE OF RIDDLES IN PRESCHOOL PEDAGOGICAL DISCOURSE AS A MEANS OF DEVELOPING METAPHORICAL THINKING

Psycholinguistic studies show that the formation and development of a metaphor in a child's speech occurs during active interaction with an adult and in various activities. It is in pedagogical discourse that, when a child and an adult interact, the latter teaches to detect similarities between different objects, demonstrating transference patterns. In all types of activity, the child's experience of replacing one object with another expands. One of the means of developing figurative thinking in pedagogical discourse is a riddle, which is, in essence, a logical task. Pedagogical discourse actively uses the riddle to achieve a discursive goal: the socialization of a new member of society. In pedagogical preschool discourse, the riddle performs various functions, the main of which are pedagogical, informative, cognitive, playful, axiological. The material for the article was the results of studies devoted to the study of the influence of riddles on the development of figurative thinking in preschool children in pedagogical discourse. As the experimental data have shown, children, composing their riddles, build metaphorical models characteristic of their age: coloristic metaphors, parametric metaphors, anthropomorphic metaphors. The pedagogical value of riddles lies in the fact that they acquaint the child with objects and phenomena, their main features, encourage a deeper delve into the meaning of verbal designation, increase thinking ability, etc. At the same time, the developing potential of riddles is determined by the possibilities inherent in them, and the forms of working with them. Each riddle solved strengthens the child's self-esteem, the desire to repeat success.

A lyrical discourse/text as a speech genre crossover

The author of the article understands lyrical discourses/texts as holistic speech acts, generated by inflamed emotions and a wide range of strong emotional affects which are certainly essentially interactive by nature. The notion of an authocommunicative (in a broader sense – lyrical) speech genre crossover embraces literary and colloquial, primary and secondary speech genres in the form of monologues and dialogues. The permanent feature of all of them is their special insightful stylistic expressiveness. Internal speech, in case it is used by a competent user capable of creative figurative thinking, when addressed to the proper addressee turns from the thing in itself to the thing (discourse/text) for those who are entitled and those who know. The proper addressee is a desirable communicative and emotional category which in this case presupposes openness to those whose are ready for a thorough sincere internal dialogue with the given lyrically coloured speech act. Lyrical discourses/texs of a speech genre crossover may be characterized through the universal psychological-semantic triad of attention – joint participation – discovery. Absorbing selflessly into a lyrical text we wire up our attention to the original intonations of the author’s state of mind and mood. This is followed by a noticeably updated personal experience of the addressee, initiating new individual evaluative feelings, directly or indirectly related to the dynamics of the author’s intentions. Eventually, comes the final chord which is able to transfer the discovery of sensory and conceptual author’s intentions. The integral perception of perfect lyrical discourses/texts introduces us to numerous cultural practices of phatic and informational interactions invigoratingly influencing authocommunictive aptitudes of the person, which at long last facilitates their free emotional and intellectual enhancement.

Animation creativity as a factor in the development of children’s giftedness

The main premise of the study is the objective need to find new means for the development of children’s personality in the modern educational process. Scientific and technological progress, the active use of technology and gadgets by children, even young children, the expansion of the use of distance learning and communication, artificial intelligence, and social networks are the realities in which we already live. Therefore, high relevance is gained by the means that are based on information technologies on the one hand but have the potential for the development of children’s personality on the other. What can be considered as one such instrument is animation creativity of children that involves the process of children jointly composing, creating, and discussing a cartoon of their own making. The assumption of the potential effectiveness of animation creativity as a means of developing children’s giftedness is based on the fact that in the process of joint creation of a cartoon, children show and develop several abilities as they create the script, images of characters, their characters and appearances, as they are involved in filming, montage, editing, as well as the presentation and promotion of the finished animated film. Children interact with one another and with technical devices, learn to listen to and hear each other, substantiate their opinion, carry the responsibility for collective work, distribute responsibilities between each other, and bring the creative idea to fruition in the finished product. The goal of the study is to conduct an empirical study to determine the effect of the author’s children’s animation technique on the development of figurative thinking in older preschool-age children. Methods: observation, conversation, measurement, creative tasks, comparative analysis of experimental data.

Storytelling technique as a means of students’ communicative competence development

The article deals with the use of storytelling technique as a means of developing communicative competence of students. The authors define the relevance of the topic, which resulted from the demands of contemporary educational process and recent regulations on school reforms and improvement of education according to European standards. Developed communicative competence of students results in fluent Ukrainian, ability to express thoughts and feelings verbally and in writing, explain facts clearly and reasonably, as well as in love for reading, sense of beauty of the words, awareness of the role of language for the effective communication and cultural self-expression, willingness to accept Ukrainian as a native language in different life situations. Described in the article storytelling technique contributes to the formation of a comfortable psychological atmosphere in the class. It helps to establish trusting relationships between teachers and students of different age. The authors explain the origin of the term “storytellingˮ and identify the benefits of using the technique in teaching. They outline the principles of storytelling, its types, structure and recommended duration, noting that storytelling technique is effective due to its contribution to better knowledge acquisition, memorisation and reproduction of information. The peculiar features of storytelling method are: involvement of figurative thinking and perception while creating and listening to the story; the presence of a hero, whose behaviour changes after overcoming obstacles, moral choices and tasks completing; dynamic story plot; influence of a story on students’ emotional well-being. The use of storytelling technique provides an opportunity to develop such students’ competencies as entrepreneurship and financial literacy, which are indicators of a childʼs readiness for life. Keywords: storytelling technique, communicative competence, rhetorical competence, schoolchildren, primary school, educational process.

VISUAL MODELS AS A MEANS OF TEACHING IN PRIMARY MATH’S EDUCATION: PROBLEMS OF TEACHER TRAINING

The modern teaching of mathematics relies heavily on the modeling method. At the same time, visual models are the most preferred means of teaching mathematics in primary school. Numerous scientific studies suggest methods for improving the practice of teaching mathematics using visual models. However, much less attention has been paid to the problem of preparing a primary school teacher for the use of visual models in mathematics lessons. The purpose of the study is to identify and describe the features of teachers' use of visual models in mathematics lessons, to identify the problems of preparing students for the use of visual teaching models and to propose one of the approaches to its improvement. To achieve the result, various methods were used: theoretical analysis of modern sources on the use of visual models in teaching mathematics; an observation method for identifying the features of the use of visual models by teachers in mathematics lessons, a case method for determining the attitude of future primary school teachers to the use of visual models. As a result of the research, the problems of preparing students for the use of visual models in primary teaching of mathematics are highlighted. One of the main problems of this training is the discrepancy between the verbal‐logical thinking of an adult and the visual‐ figurative thinking of a child. Therefore, when developing the ability to teach using visual models, it is important to start not with mastering the technical aspects of building models, but with understanding and accepting the value of educational modeling by students.