The possibilities of symbols as means of implementing an interdisciplinary approach in teaching music and literature in primary education is the topic examined in this publication. This is a topic that is developed relatively rarely in pedagogical literature. In the theoretical aspects of this publication, the main parameters of the interdisciplinary approach, applicable to the education of students in 1st – 4th grades, which can be realized through literary and musical symbolism, are examined. Arguments supporting statements regarding the essence of symbols and the possibility of them functioning as denotation for one of the criteria for the manifestation and functioning of linguistic and musical intelligence, included in H. Gardner's Theory of Multiple Intelligences, are brought forth. The focus is on the essence of the two types of symbols – literary and musical as means of forming and developing the respective types of intelligence. The publication also examines some practical and applied aspects, the main emphasis being fairy tales as a literary genre and program music, which are rich in symbolism. Specific approaches to pedagogical interaction are listed such as “building musical characterization of a literary symbol”, “making sense of a specific musical work with the help of literary symbols”, “using literary symbols to realize musical content”. In this way, it is proven that they are a real basis for the implementation of an interdisciplinary educational approach in the education of primary school students.

The purpose of this publication is to conduct a theoretical and applied study of some technological practices through which to work on emotional intelligence in terms of musical education with children with special educational needs. The object of our study are some technological practices developing children's emotional intelligence.In the theoretical part are examined views of a number of authors related to the nature of emotional intelligence and the specific features of children with special educational needs. The normative basis for pedagogical interaction in this direction is presented. The views of some authors on the specifics of pedagogical activity related to children with special educational needs are discussed. The main parameters of inclusive education are also outlined.Some of the technological possibilities of musical training have been studied in practical aspects. In contrast to empathy in general, artistic empathy requires a particular art language, comprehensible for the individual. Therefore, in order to develop emotional intelligence of children with special educational needs, it is important that specific technological methods are applied, through which their musical experience is developed. The main focus of the publication is the presentation of a copyright educational training aid, related to the development of emotional intelligence of children with special educational needs through the means of art. Its creation and development is based on the theory of artistic emotions (Holopova, 2009).It is applicable in pedagogical activities with children with special educational needs, both in elementary school and kindergarten. It is possible to work through different types of art - music, literature, fine arts. The publication presents a way to use art based on music.

This paper addresses the problem of preventing aggression in school through artistic means. It was written with a focus on the idea of offering theoretical and practical assistance to students in pedagogical disciplines, teachers and other professionals in the educational field. The paper discusses the issue in various aspects.The first aspect presents the functions of art and the socio-environmental model as a possible framework for the prevention and overcoming of negative behaviors. The choice of this model is dictated by a consideration related to the possibilities for realization of artistic activity at several levels - individual, interpersonal, educational and social. In this way, a broader spectrum of pedagogical interaction is developed, aimed at responding to the use of "hate speech".With regard to the teacher's role in pedagogical activities related to counteracting aggression in school, emphasis is placed on communication. It is essential to focus on the creative process rather than the product, which makes the use of any type of assessment unacceptable.Practical activities that help the teacher are presented through different types of art. They focus on both prevention and response to aggression and negative behaviors in school environment. The activities under consideration are based on musical, visual and theatrical art.The content of this paper is aimed at those who are interested in topics related to art’s possibilities in reacting and preventing aggression and negative behaviors in educational institutions. An approach based on the active participation of pedagogical specialists and students in artistic activities, which has been tested in a real school environment, is presented.

The research problem addressed in this paper is to substantiate the most optimal forms and methods of teaching the law disciplines both in Russian and in English in a law school in the context of the introduction of digital forms of learning into traditional educational environment of a law school. The research applies the methods of the concept of professional training in advocacy. Professional training in advocacy is one of the practice-oriented areas of advocacy that includes the methodology of training students in a law school covering the statistical method, systematic method, historical and legal method, method of participatory observation, method of analysis and synthesis. The paper describes new areas of work and new opportunities that have become available to students in 2020–2021, including new master’s programs and additional in-person and online courses of students’ practice-oriented training. The paper examines how students of Kutafin Moscow State Law University (MSAL) can acquire necessary knowledge and practice skills in order to pass the qualification examination for the status of an advocate and be able to practice law in the Russian Federation and abroad. The authors of the paper believe that the development of digital technologies has made it possible to move to a qualitatively new level of teaching. Along with classical teaching methods, the faculty have started implementing digital technologies in the learning process, focusing on practice-oriented types of work, including practice-oriented projects. A partial transition to distance learning has contributed to creation and development of the common educational environment that will enable international cooperation in student education and development of other digital environments, such as an integrated information system for the Russian Advocacy as well.

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