СINEMATIC ART AS A TOOL FOR ENHANCING THE TEACHING OF WORLD LITERATURE IN SECONDARY SCHOOLS: SPECIFICS OF APPLICATION

Abstract

The article addresses the pressing issue of improving the effectiveness of teaching world literature in grades 5–11 of general secondary education institutions. Drawing on examples of literary and cinematic texts recommended by the world literature curriculum for grades 5–9 (developed under the supervision of O. Nikolenko), the study outlines a consistent approach to integrating various types of films – adapted to the students’ age characteristics – into the educational process. Such an approach fosters the development of analytical and interpretive skills essential for a deep and meaningful understanding of literary works. It is demonstrated that the world literature curriculum for grades 10–11 (standard level) also actively encourages the inclusion of feature films, documentaries, and popular science productions in the study of writers’ biographies, literary texts, and the cultural and historical context of different epochs. This enriches both the literary and cultural dimensions of students’ engagement with world literary heritage in the senior grades. The article proposes a two-stage algorithm for teachers of world literature to work with cinematic materials – during lesson preparation and in the course of studying the literary text in class. This methodological approach helps to form the foundations of students’ literary education: the ability to compare works of different art forms, to grasp key concepts of literary theory, and to engage deeply with texts. Moreover, the use of film in literature lessons stimulates students’ interest, enhances motivation, and facilitates more effective comprehension of educational content. Different types of films recommended by the curriculum authors serve as an effective means of activating cognitive and creative activity in literature classes. They help students to perceive and interpret literary works within the broader cultural context of their time, to visualize the interplay between literature and cinema, and to develop comparative analytical skills. The inclusion of cinematic works in the educational process nurtures a genuine interest in reading, an appreciation for aesthetic experience, and the capacity for thoughtful reflection on the texts studied.