Keyword: «visual art»

The paper considers the parallels and interconnections between avant-garde art and cinema of the early twentieth century, traces the development of artistic and aesthetic techniques and characteristics of art perception in art and film of this period.

The article discusses the organization of a school exhibition dedicated to the interaction of Mayakovsky's poetry and fine art.

The relevance of the study is determined by a profound value-normative crisis in youth legal consciousness, manifested in the spread of legal nihilism, vulnerability to manipulative influences, and weakly developed citizenship. At the same time, the digital transformation of the educational environment and the "visual turn" in culture necessitate adapting pedagogical methods to the cognitive preferences of the "digital generation," which predominantly processes information through multimodal formats. Traditional dogmatic approaches to legal education, focused on rote memorization of norms, fail to engage the emotional-value sphere of personality and prove insufficient for developing holistic legal culture as an integrative quality encompassing cognitive, affective, and behavioral components. The aim of the article is the theoretical substantiation and methodological design of an artistic case model as an innovative pedagogical support for fostering legal culture among students. The leading approaches employed are systemic (considering legal culture as an integrated whole), interdisciplinary (synthesizing jurisprudence, pedagogy, art history, and cultural studies within the "Law and Art" paradigm), and competency-based (interpreting legal culture as a transdisciplinary competence). For the first time in Russian pedagogical science, the concept of "artistic case" has been operationalized as a didactic construct that integrates literary text, visual art, and media content into a unified semantic structure focused on a moral-legal dilemma. A three-level structural-functional model has been developed, comprising a core (dialogue of arts based on semantic resonance), a contextual-methodological shell (historical-cultural commentary and a system of problem-based tasks), and a toolkit of pedagogical cues. A universal five-stage analytical algorithm has been proposed–from emotional perception to conscious legal positioning–sequentially developing all components of legal culture. The typology of pedagogical cues for decoding multimodal content has been substantially expanded. Theoretical significance lies in creating a holistic conceptual framework for integrating art into legal education, thereby bridging the gap between humanities and jurisprudence. Practical value is determined by the model's readiness for immediate implementation in the educational process without additional resources, with its reliance on available cultural artifacts, and its adaptability across diverse educational contexts, including legal education within foreign language instruction.

The article talks about the art of Soviet posters. Using the example of Great Patriotic War posters, the role of propaganda graphics as a means of mass media and propaganda is shown. A classification of wartime posters is given, examples of the features of poster art in different periods of the war are given, and an analysis of the means of artistic expression of posters and their impact on the population is carried out. The importance of studying posters of the Soviet period for future specialists in the field of advertising is shown.