Ukrainian School Research Articles

Psychological – pedagogical aspects of providing a formative assessment to the control and evaluation activities of primary class teachers in the conditions of NUSH

The psychological-pedagogical aspects of the primary school teacher’s control and assessment activities are analyzed through the prism of the formative approach, which is becoming dominant in the conditions of the NUSH (New Ukrainian School). The main content of the concepts of control, assessment, educational achievements is revealed. Assessment is the stimulus for learning, dominating the elementary grades in the form of motivated evaluative judgment. The values of the main functions and principles of formative assessment are analyzed. Attention is drawn to the age-related psychological characteristics of children of primary school age and the formation of basic neoplasms, the so-called metacognitive skills, which are manifested through reflection, self-evaluation, and mutual evaluation. The teacher’s use of detailed evaluative judgments in teaching first-graders in order to establish positive feedback is described. The need for teachers to understand that objectivity, impartiality of evaluation, positive feedback, self-evaluation and mutual evaluation of educational activities are important tools based on partnership pedagogy, which is one of the main directions of modernization of primary education, is emphasized. The combination of daily control with self-assessment, the use of verbal assessment in the form of motivated pedagogical judgments, which is a positive psychological aspect of the implementation of formative assessment, is substantiated. The key competence is highlighted – the ability to learn, which is based on the development of personal assets of primary school students. For this purpose, an analysis of the main stages of the algorithm of the teacher’s activity during the application of the formative approach, as a process of such control and evaluation activity, which would contribute, first of all, to the development and formation of the student’s personality, was made. The algorithm for determining educational goals emphasizes the expediency of applying the SMART principle, positive feedback, reveals the importance of reflection as a factor in the formation of self-evaluation and mutual evaluation of elementary school students. Emphasis is placed on the creation of a «situation of success» in the control and evaluation activities of primary school teachers during the use of formative evaluation. Keywords: control, formative assessment, educational results, personal assets, self-assessment, mutual assessment, evaluative judgments, reflection, positive feedback, activity algorithm.

Особливості функціонування системи початкової освіти в Галичині (міжвоєнна доба)

The article is devoted to the theoretical study of the functioning of primary school institutions in Galicia during the interwar period. Based on the study of the historical and pedagogical sources, four components of the formation of the national system of primary education are distinguished. These components have been identified to highlight the peculiar features of the functioning of primary schooling in Galicia at that time. The authors of the article characterize the activities of the leading pedagogical societies and conclude that the development of private schools was the main idea of the awakening national consciousness in Galicia of the interwar period. The study highlights important aspects of the functioning of primary education in Galicia in the historical context. Among those the establishment of a network of private educational institutions as a result of the cooperation between the Polish government and the Ukrainian public is mentioned. The authors substantiate the reasons why the Ukrainian public organizations were forced to create their own schools and defend their autonomy and identity. The influence of the political and economic factors on the functioning of primary education is analyzed. It is stated that the educational policy of Polish government was aimed at the cultivation of Polish culture in Galicia; therefore education in public schools was characterized by many difficulties that complicated the process of formation of the national education system. The authors emphasize the importance of training candidates for teaching as an integral factor in the process of advocating the idea of developing national culture. The significance of the development of primary education for the formation and implementation of the pedagogy of national education in general is indicated. It is stated that the pedagogy of national education and the possibility of studying in the Ukrainian language are the influential factors in the formation and functioning of primary schools. The development of Ukrainian educational values in difficult historical periods is emphasized and the effects of the socio-political dynamics of the states (Austria-Hungary and the Polish-Lithuanian Commonwealth) on the functioning of primary education in Galicia are characterized. On the basis of historical and pedagogical research, the scholars reveal the essence of national schooling as the most significant component of Ukrainian statehood. They specify the development and functioning of the primary education system in Galicia during the interwar period. Keywords: national education system, pedagogy of national education, primary education of Galicia, teacher profile, Ukrainian schooling.

УКРАЇНСЬКА ТЕМАТИКА В РАННІЙ ТВОРЧОСТІ ЮЛІУША СЛОВАЦЬКОГО

The article pays attention to the fullest possible identification of the content background of the early work of Juliusz Słowacki “Ukrainian Duma”, dated [Vilno, August 26, 1826], which literary experts consider to be part of the Vilnius-Kremenets creative period. Emphasized attention is paid to the fact that the poet begins his work at a time when the Ukrainian trend, later defined as the “Ukrainian school” in Polish romantic writing, has already clearly manifested itself in the work of its leading representatives. It is emphasized that the poem contains elements of folk songs that were sung throughout Ukraine in the 16th – 18th centuries. Consistency with the persuasive arguments of Ukrainian folklorist R. Kyrchiv is asserted, namely: the novice author does not imitate, adapt or rephrase Ukrainian folk songs, but only interprets them as material for a poetic synthesis; he also does not use those song texts on which B. Zaleski’s poetry is based. It is emphasized that the author of “Ukrainian Duma” testified to his early interest in Polish and Ukrainian folk song primary sources. It is speculated that J. Słowacki looked closely at Polish translations of Ukrainian song texts, their reprints and various kinds of adaptations, and also showed interest in Stavropol literature and the works of contemporary poets, in particular A. Malczewski. Typological parallels with shades of poetry by A. Czahrowski and B. Zimorowicz are given. Attention is drawn to the artistic features of “Ukrainian Duma” – interestingly composed, as for a novice poet, and sufficiently original integral work written in a rhythmic language (choreated eight-syllable). In the sylabotic system, the two-syllable foot, in which the rhythmic accent falls on the first syllable, is usually odd. The poem has 195 lines and has all the appropriate plot elements. The textual canvas of the “Ukrainian Duma” by J. Słowacki was analyzed and interpreted according to its conventional division into two parts: “I. Farewell” and “II. Despair”, the unfolding of which is accompanied by a narrator who forms the structure of the story and ensures the integrity of the composition; he performs the roles of narrator, observer and witness. In order to pay more attention to the plot-compositional organization of the poem, a division into separate fragments with conventional names corresponding to each aspect is also applied. Three fragments are included in the first part: “Runko and Hanka – narrator’s presentation of the characters”, “Farewell of lovers”, “Attack of the Tatars”. The following six fragments are included in the second part: “Runka’s Path to Hanka”, “Despair”, “Reflections on the Fate of a Cossack”, “Despair”, “Sad News...” and “Afterword”. The specified type of narration, used by the writer, that is, he belongs to the omniscient objective auctorial narrator who conducts the story and intervenes in it: dialogue with the characters in the form of questions-answers, reasoning, reflections, evaluations, comments and summaries. It is about the clothes and musical instrument (bardon) of the main character Runka. The research cites reviews of Polish and Ukrainian scientists, as well as individual fragments of translations of the “Ukrainian Duma” from Polish to Ukrainian by M. Zisman and R. Lubkivskyi. The author of the article is inclined to see in the poem “Ukrainian Duma” by J. Słowacki, which has overcome a difficult path to the reader (first published in 1866), as inspired student sketches of poetry for later mature lyrical and dramatic texts, which are full of glorious and tragic pages of past events and visions of the future of Poland and Ukraine.

ДОСЛІДЖЕННЯ ВПЛИВУ ПСИХОЛОГІЧНОГО ЗДОРОВ’Я ПЕДАГОГА НА ПСИХОЛОГІЧНУ ГОТОВНІСТЬ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

The article is devoted to establishing the regularities of the impact of a teacher's psychological health on his/her readiness for creative professional activity. The author identifies the structure of psychological health and the psychological readiness of teachers for professional activity. Psychological health is defined as a multi-level formation that represents a harmonious state of the individual, based on the balance between the spiritual, social, intellectual, emotional, volitional and bodily substructures of the personality, as well as harmony between the individual and the world. The structure of psychological health is represented by a hierarchy of spiritual-semantic, social, mental and psychosomatic components. The psychological readiness of a teacher is a psychological quality based on the unity of pedagogical motivation and pedagogical abilities. The components of psychological readiness are: value-motivational, moral-communicative, creative-cognitive and emotional-volitional. The article describes the features of the state of psychological health and psychological readiness of modern teachers of the New Ukrainian School (NUS). The study revealed that 70% of the NUS teachers have a high level of psychological readiness for creative pedagogical activity. However, 17% of them have a low level of psychological health. Using the methods of mathematical statistics, the author established the patterns of the impact of the state of psychological health of teachers on their readiness for professional creativity. The results of this survey pointed to the following: the higher the level of psychological health of a person, the more pronounced his/her psychological readiness for pedagogical activity; the lower the level of psychological health, the less capable the teacher is of professional and pedagogical creativity. An important factor of development in a teacher’s psychological readiness is the flexibility of thinking and a positive emotional state. The researcher has experimentally proved that the psychological health of a teacher is the basis for the effectiveness of his/her professional activity.

Створення навчальної екскурсії «Подорож до природних та культурних об’єктів міста Барвінкове»

The article examines the history of the development of excursion and local history work in a Ukrainian school, analyzes the classification of school excursions, elaborates organizational and safety requirements for conducting school excursions. The selection of objects and the planning of the route of the school geographical excursion: "Journey to the natural and cultural objects of the city of Barvinkove" on the territory of the city of Barvinkove (Kharkiv region) were carried out.

Formation of innovative competence future teacher of the new Ukrainian school

Formation of innovative competence future teacher of the new Ukrainian school

Assessment of educational achievements of younger schoolchildren in the New Ukrainian School setting

Assessment of educational achievements of younger schoolchildren in the New Ukrainian School setting

NEW PROFESSIONAL ROLES OF A TEACHER AND THEIR NAMES: TERMINOLOGY ANALYSIS

In the modern world multitasking is a professional feature of specialists working in various fields. It also applies to teachers. Difficult conditions of forced remote education during pandemic, remote and mixed learning under conditions of martial law require teachers to acquire new skills and perform roles that often go beyond the traditional idea of a teacher. The concept of the New Ukrainian School refers to a teacher who is no longer the only mentor and source of knowledge, but is at the same time a coach, facilitator, tutor, moderator, mentor, consultant, instructor, manager and leader in the individual educational trajectory of the child. Recent years saw many borrowings in pedagogical terminology, first of all, these are anglicisms, less frequently – borrowings from classical languages that functioned in other terminological systems and acquire a new meaning in pedagogy. The dominance of foreign terms in computer or economic science has become something common both for linguists and ordinary speakers, but anglicisms in the educational field seem to be an artificial and undesirable phenomenon. A comprehensive study of borrowings in pedagogical terminology is extremely relevant, as the number of new terms of foreign origin in the educational environment is constantly growing. It is necessary to find out whether borrowing is justified, or it is just the fashion for new words and unwillingness to look for the Ukrainian counterparts or create new ones. The article analyzes the latest terms that have appeared in pedagogy from the point of view of the expediency of their use. The meaning and origin of such terms as coach, facilitator, tutor, mentor, moderator, advisor and supervisor have been clarified. Based on the translation and explanatory dictionaries of pedagogical terms, all possible correspondences for these foreign names were selected. The article describes how the semantics of the latter is superimposed on the definition of the functions performed by modern teachers. The most appropriate substitutes, actually Ukrainian and those of foreign origin, which exist in the Ukrainian language, are proposed. It is concluded that in the case when a specific term has the same meaning as the borrowed one, it should be fixed as a single normative variant or as a synonym along with the term of foreign origin, as the national terminology should absorb the world heritage of a certain science (terminology), while preserving its nationally identity.

THE MAIN BASIS OF HIS ACTIVITY IS UKRAINIANISM (To the political beliefs of Stepan Smal-Stotsky)

The foundations of the formation of Stepan Smal-Stotskyi's national beliefs are considered, in particular, his fascination with national ideas, his involvement in active work in the field of Ukrainianism in his student years, his participation in political and educational activities, as well as his serious pursuit of scientific and teaching work. Emphasis is placed on his expertise in the pedagogical field, energetic cooperation in the social, political and cultural and educational life of Bukovyna. His great contribution to the development of schooling in the region, in significant economic support to the Bukovyna peasantry, was noted. The ambassador's Diet and parliamentary activity in defending the national and political interests of Ukrainians of Bukovyna, in particular in supporting and strengthening the national forces, unity, independence of the Ukrainian people, expanding democratic freedoms and the network of Ukrainian schools, free education in all educational institutions, was emphasized. Emphasis is placed on the participation of S. Smal-Stotskyi in the creation of a political party, his journalistic and editorial work, his understanding of the Ukrainophiles movement, the outline of the tasks and theoretical foundations of the Ukrainophiles, and answers to the most pressing questions of the Ukrainian national movement.It has been asserted about his irreconcilable position towards Moscophiles, their harmfulness to the Ukrainian movement, his rejection of any possibility of class struggle for Ukrainians, opposing it to national liberation. The scientific achievements of the professor are highlighted, in particular, regarding the introduction of phonetic spelling in Ukrainian educational institutions of Galicia and Bukovyna, regarding the study of the history of the native region, the publication of a number of socio-political works. Emphasis is placed on close ties with Ukrainian and foreign scientists, cultural and educational figures. Particular attention is paid to the great national awareness and cultural and educational work of S. Smal-Stotsky among the Ukrainian prisoners of war of the Russian army in the camps of Austria-Hungary and Germany during the First World War. His work during the ZUNR period, at the Ukrainian Free University, in the creation of the Museum of the Liberation Struggle of Ukraine, and his participation in the work of various Ukrainian public and cultural organizations in the 1930s are revealed. Keywords: Stepan Smal-Stotskyi, Bukovyna, Ukrainian language, scientific work,cultural and educational activity, SVU (The Union for the Liberation of Ukraine).

Students work on portrait TV stories in the context of European values

The article discusses the specifics of students’ work on portrait stories in practical and laboratory classes in TV journalism. The study of the peculiarities of creating materials in the stated genre is considered in the context of European integration processes within the media and education. The authors relied on theoretical research by scholars who focused on analyzing portrait interviews and television stories. The purpose of the study was to outline the technologies for creating one’s own media product in the context of European values, including respect for human dignity, freedom, as well as democracy. The scientific problem is considered in two dimensions. Firstly, future TV journalists themselves are guided by the values outlined above. Secondly, the characters in the TV stories «work» to strengthen and implement values by reflecting on topics from their personal and public lives. One of the authors’ tasks was to demonstrate a two-sided media production approach. Another task is to highlight the technologies of creating a portrait story in view of the challenges that require adaptation and reconsideration of the experience of the Ukrainian school of TV journalism. An important point in mastering the topic is to analyze the achievements of media professionals since the 1990s. A critical analysis of samples of portrait interviews and TV stories from different periods helps to comprehend the evolution of the genres. However, the value framework of media content during this period has been humanism. Therefore, it is primarily about direct articulation and focus on the values that unite the European community. Implementing the educational potential of television, students find and show heroes with whom the viewer already shares values or discovers new horizons in their worldview. The cooperation of students and teachers in its multi-stage nature covers the entire process of creating a portrait TV story, which is outlined in the article.

System of pedagogical partnership in Ukrainian school education

System of pedagogical partnership in Ukrainian school education

ДЕФІНІЮВАННЯ ФЕНОМЕНУ ТВОРЧОСТІ В ПЕДАГОГІЧНІЙ ТЕОРІЇ Й ПРАКТИЦІ

The article is devoted to the construction of a definition of the phenomenon of creativity of future teachers, using the essence of the scope and content of the concepts, generic relations and specific features of the concept of ″creativity of the future teacher″, rules for defining the concept, etc., since the socio-economic situation puts forward new requirements for the process of training future specialists in institutions of higher education. We associate this with the fact that acquiring only subject knowledge in modern society does not make graduates competitive on the labor market. And that is why the New Ukrainian School requires creative, creative teachers of the modern generation. Today, the development of creativity of future specialists in the educational process of pedagogical higher education institutions due to the lack of flexible plans, programs, textbooks, insufficient use of innovative technologies occurs spontaneously, does not encourage students to professional creativity and reorients the components of the current educational system on the basis of modern concepts extremely slowly. It is established that modern psychological and pedagogical science considers this concept in various aspects (general foundations of creativity, mechanisms of creative thinking, creativity as a type of intellectual behavior, ″self-actualization″ in connection with creativity, the special nature of the motivation of creative activity, reflection of creativity and creative productivity at scientific employees, etc. Some methodological inaccuracies and improprieties during the modeling of various processes in educational activity, caused by differences in the interpretation of the concept of creativity in philosophical, scientific, methodical and psychological-pedagogical literature, are outlined. In addition, the publication presents a critical analysis of a significant number of approaches to the formulation of the definitions of the concepts ″creativity″, ″teacher's creativity″, ″creativity of future teachers″, etc. Key words: definition, creativity, pedagogical university, future teachers, gender relations.

УКРАЇНСЬКІ ЖІНКИ У ТВОРЕННІ УКРАЇНСЬКОГО КУЛЬТУНОГО ПРОСТРУ ЗА КОРДОНОМ В УМОВАХ РОСІЙСЬКОЇ АГРЕСІЇ

It is shown that the war unleashed by the Russian Federation is directed against the Ukrainian people and, as with any genocide, the Russian Federation is primarily trying to erase Ukrainian identity. Unfortunately, children also suffer from this aggression. Currently, it is impossible to even imagine the long-term consequences of this demographic catastrophe for Ukraine, which has already experienced four waves of forced migration, but we have not yet known such a number of refugees among the female and child population. In view of that, many efforts should be directed to preserve Ukrainian identity abroad and to preserve life and future for our children. Women took a big role in this, mostly on a volunteer basis. The volunteer movement, primarily its forms and methods in Ukraine, should be of particular interest to researchers. Volunteer experience is an important factor in the development of non-formal education in Europe and Ukraine, as noted by Maya Dernova, Doctor of Pedagogical Sciences, Visiting Professor of the Department of Adult Education and Lifelong Education at Augsburg University (Germany). It is emphasized that today the whole world understands how important the language of cultural diplomacy is becoming in order to oppose the pro-Russian narrative. In this information war, it is culture that becomes a soft but effective weapon. Telling about the unique qualities of Ukrainian culture and history, it unites the whole world around Ukraine, leaving no chance for the aggressor to escape responsibility. The importance of ensuring the functioning of Ukrainian schools abroad as a factor of Ukrainian cultural creation, preservation of Ukrainian identity and connection with Ukraine has been proven. The main thing is that after the victory, it is easy for the children to return and adapt to the Ukrainian education system, for the sake of their own future.

EFFICIENCY OF USING AUTHENTIC MATERIALS IN THE EDUCATIONAL PROCESS

The article considers the study of using authentic materials during the foreign language teaching in comprehensive schools. Special attention is given to the study of features and methods of using authentic materials for the reading and listening skills development among primary school students. The work uses a multidisciplinary approach with the involvement of relevant general scientific and linguistic research methods, that allowed considering the “authentic materials” concept in the methodological discourse and defining this material as a key tool for teaching English, which contributes to increasing the students’ motivation level to learn a foreign language. In frames of the analysis of the authentic materials main types in the teaching English process, printed texts and video materials with audio are studied. Based on the analysis, the authentic texts and video materials influence on students’ reading and listening skills of a foreign language is revealed. Corresponding to the theoretical material, an empirical study was carried out. Its task was to improve the foreign language proficiency level among the 4th grade students of a comprehensive school levels I through III, who became subjects. A set of listening exercises was developed on the basis of authentic video material in order to assess the knowledge and understanding level of the text by students. The empirical study results prove that viewing, assimilating the video material and completing the tasks after viewing contribute to the listening skills improvement and contributes to the students’ acquisition effectiveness of foreign language communicative competence. The conducted empirical research also helped to determine and formulate the main tasks and recommendations for the further using authentic materials combined with exercises during the foreign language teaching to students of comprehensive Ukrainian schools.

ENGAGING MUSIC-PEDAGOGY STUDENTS IN ONLINE COURSE

The article examines the current problems of providing learning online for music teacher students studying at pedagogical universities in the speciality 014 Secondary Education (Musical art). A review of the latest research in the context of the adopted educational standards and the implementation of the ideas of the New Ukrainian School requires the search for effective ways of working with students through digital education. The training of music teacher students based on the principles of integrated learning takes into account the didactic skills associated with the involvement of specialists of musical specialities in artistic and creative activities based on the didactic module (perception-performance, creation and evaluation of the results of artistic activity). The work presents the method of teaching students online based on modular structure. The methodology was implemented in the conditions of online learning on the example of students mastering the integrated course “Methodology of teaching “Art” at school”. Taking into account the specifics of this educational discipline, which reveals modern integrated approaches to teaching art at school, we structured the stages of its study according to the levels of student involvement in working with digital tools (cognitive- developmental, constructive and creative). An attempt was made to offer students at each stage of education the performance of professionally oriented situations. “Lecture-consilium” is defined as an effective form of working with a student audience in synchronous mode, using ICT for the presentation of creative projects in integrated “Art” lessons. A separate place is given to examples of conducting a review and advisory session, in the form of a flex model. The method of teaching students through the means of telecommunication with the use of graphic and symbolic means is presented. It included working with electronic textbooks, using the tools “Саnva”, “LearningApps”, “Сubase 12”. According to the goals of the work, the effectiveness of the methodology of learning online during the assimilation of integrated course using criteria that determine the level of integration and pedagogical skills of future music teachers has been proved. Also, a preliminary analysis of the impact of the online method on motivation of music-pedagogy students and the increase of creative motivation in the performance of art (instrumental, vocal, choral creativity) using innovative learning technologies has been done. Learning outcomes were studied through successful completion of professionally-based tasks, which included designing art lessons, creating art projects, and digital tools. In order to obtain preliminary results and check the effectiveness of the method of teaching online students of pedagogical universities majoring in 014 Secondary Education (Musical Art), the study was conducted in groups of the full-time and part-time students of the H.S. Skovoroda Kharkiv National Pedagogical University in the Department of Musical Art. Three criteria were selected: informational and motivational demonstrated a degree of awareness in the information environment, the ability to perceive artistic information on the Internet, complete professionally-based assignments via online resources. Analytical and active criterion is students’ ability to create art projects and conducting lessons during pedagogical practice online. Active-transformative, which reflected the manifestations of the creative motives of the applicants during artistic and creative activities (perception-performance-creation-evaluation of work) in online education. The results show that online learning method for music-pedagogy students described here is likely to be provided as a basis for modern methods of online learning.

Суспільно-історичні передумови формування вітчизняної системи освіти в період кінця XVI-початку XVII ст.

The article describes the social and historical preconditions for the formation of the Ukrainian schooling in the period of the 16th–early 17th centuries. The special focus is placed on the Western European Renaissance and the Reformation, as well as the influence of these epochs on the formation of the Ukrainian educational model in the specified time period. It is argued that the Union of Lublin (1569) was an important historical factor which made it possible for ethnically Ukrainian territories to enter the European context. As a result of the Union, most Ukrainian lands became a part of the Polish-Lithuanian Commonwealth, thus falling under the influence of Western culture. At the initial stages of mentioned period, Ukrainian education did not have the appropriate means to conduct an equal dialogue with the opponent whose intellectual culture had been improved over centuries in colleges and universities. The national education had the resourses inherited from the preceding Greco-Byzantine tradition, which played a positive role as a translator of educational and scientific experience within the eleventh and fifteenth centuries, but by the beginning of the sixteenth century they proved to be insufficient and inappropriate for the actual time period. At this stage, Ukrainian pedagogy was confronted with the urgent task of establishing its own national education system, based on previous historical and cultural experience, but, at the same time, the one that met social needs and the best Precisely within the chronological framework of the late sixteenth and early seventeenth centuries the national school as an institution was formed and the public demand for this institution was established. It is concluded that Ukrainian pedagogy, through refraction of the Slavic cultural tradition and certain duration in time, chose the path of the development that met the existing social demands – the path of synthesis of two main types of culture of that time – Latin and Greco-Slavic. This synthesis was reflected in the structural organization and practice of educational institutions that began their activities in the Ukrainian lands in the 16th – 17th and later in the 18th centuries. This also determined the vector of the development of national education in the next era. Keywords: social and historical conditions, Ukrainian cultural and educational space, Greek and Slavic educational tradition, Western European educational model, educational institutions, school, education, culture.

TATYANA MEDVID – MASTER OF UKRAINIAN THEATRICAL DESIGNER OF THE SECOND HALF OF THE 20TH CENTURIES

The topic of the Study is dedicated to highlighting the phenomenon genesis parameters and place of work of the Ukrainian theatrical designer T. D. Medvid in the national, artiStic and sociocultural space the Stages of creative development, the principles of her artiStic method and their influence on the modern theatrical design of Ukraine are outlined. Tetyana Dmytrivna Medvyd can be considered a representative of three Ukrainian schools of scenography: the theatre department of the Kharkiv Art InStitute, the workshop of the experienced scenographer and teacher Borys Kosarev (1960–1965); maStering the philosophical principles of the “method of transformation”, the laws of theatrical synthesis and director’s theater, which were practically explored in mock-up laboratories by the artiSts of “Berezіl” (1974–1978) in the position of chief artiSt, communicating with colleagues and students of Les Kurbas and V. Meller; Studying in the creative workshop of D. Lider (1978–1982). In her work, Tetiana Medvid united three main scenographic schools of Ukraine: Kurbas-Meller’s “Berezіl” laboratories, B. Kosarev’s school, and Danylo Lider’s scenographic classes. The article examines the creative activity and achievements of T. D. Medvid in temporal, spatial, effective and creative development, the noted theatrical designer projects of T. Medvid, realized in the T. Shevchenko Kharkiv Academic Theatre “Berezil” and some other theatres of the region. The author proved that T. Medvid was a prominent creator of monumental effective theatrical designer in Ukraine at the end of the 20th – beginning of the 21St century, a bright representative of the conStellation of theatre artists of the laSt quarter of the 20th century, who created theatrical design projects in the syStem of art direction.

MYKHAILO HAVRYLKO: ARTIST-CARVER, POET, PATRIOT

The article examines the formation of Mykhailo Havrylko as a national artist, a conscious Ukrainian citizen, the beginnings of his revolutionary activities, his fascination with the creative works and liberating ideas of Taras Shevchenko, and his ardent desire to embody the image of the Kobzar in sculpture. Emphasis is placed on the «burning hatred» of the young artist towards the despised Russian autocracy, his participation in the organization of the Ukrainian Sich Riflemen Legion at the beginning of World War I. The cultural and educational work of the sculptor among Ukrainian prisoners of war in the Fraystadt camp is highlighted, as well as his uncompromising stance on national issues, sharp confrontation with Muscovites in their actions and propaganda among the prisoners. The participation of the patriot in combat actions within the ranks of the the Ukrainian Sich Rifl emens, including battles on various fronts in Galicia, as well as his work in the Press Quarter of the Riflemen, is highlighted. His national-conscious work among the population of Volhynia under the auspices of the Bureau of Cultural Aid for the Population of Occupied Territories, his significant contribution to the establishment of Ukrainian schools in the Volhynian region, and subsequent work among the riflemen are revealed. Attention is focused on the carver’s struggle within the ranks of Ukrainian armed formations in defense of Ukrainian statehood in the Naddniprianshchyna region, his establishment of a partisan detachment, and his tragic death in the struggle against the Bolsheviks. Keywords Mykhailo Havrylko, woodcarving, Shevchenkiana, SVU, national-conscious work.

Modern innovative forms of teaching law at other schools in Ukraine

The article is devoted to topical issues of modernization and improving the quality of higher legal education in Ukraine in the context of its European integration. Particular attention is paid to innovative technologies of legal education faculties. The article examines innovative teaching methods used in the modern educational system process Characteristic features of means, forms and methods of innovative education are determined, revealed the specifics of their use in the interactive educational environment of higher education institutions of Ukraine.

PROJECT WORK WITH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AT FOREIGN LANGUAGE LESSONS IN TERMS OF NEW UKRAINIAN SCHOOL DEVELOPMENT

The article examines the peculiarities of project work using modern information and communication technologies in foreign language lessons. This article is aimed at analyzing the specific features and possibilities of project work using information and communication technologies in foreign language lessons in the context of the development of the New Ukrainian School. A theoretical analysis of the scientific literature on the outlined issues was carried out. The expediency of project work for teaching elementary, middle and high school students is substantiated. The effectiveness of the use of various information and communication technologies in the students’ project work is analyzed and their main functions that contribute to the implementation of the educational project are indicated. The types of projects that can be used in the implementation of project work using information and communication technologies in foreign language lessons are characterized. Emphasis is placed on the main functions and possibilities of applying project work using information and communication technologies in foreign language lessons. Difficulties that may arise for schoolchildren during project work in foreign language lessons are indicated. Attention was drawn to the fact that project work with the use of modern information and communication technologies in foreign language lessons should not be implemented on a regular basis, such activity should be auxiliary. The materials of this article can be used by teachers who deal with the problems of learning foreign languages in modern educational institutions. The content of the article can serve as an auxiliary methodical and didactic material in the context of the professional activity of teachers of general secondary education institutions.