Development of value-semantic literacy of students in artistic and figurative activity, methodological and pedagogical foundations

the aim of the study is to substantiate the methodological and pedagogical foundations for the development of value-semantic literacy (VSL) in students through artistic and figurative activity. In this work, VSL is interpreted as the mastery of a system of sequentially formed actions of semantic activity: value problematization, semantic expression, interpretation, value-based self-determination, and reflection. The main objectives include the development of a pedagogical model of VSL, the design of a technology for semantic expression in modal forms (word, sound, image), and the creation of a level-based assessment system for the formation of the corresponding actions. The methodological basis of the research includes the ideas of the cultural-historical approach (L.S. Vygotsky), the theory of visual thinking (R. Arnheim), the concept of extended mind (A. Clark, D. Chalmers), and the activity-based approach to functional literacy (A.V. Khutorskoy). Special attention is paid to the logic of exteriorization as a principle of transition from internal comprehension to external semantic action. The results of the study can be applied in the practice of arts and humanities education to design meaning-oriented educational formats aimed at developing students’ subjectivity and overcoming semantic disorientation.

value-semantic literacy, artistic and figurative activity, semantic expression, interpretation, self-determination, reflection, exteriorization, subjectivity, pedagogical model