The purpose of the article is to outline strategies for using realized texts to model the modern didactic design of literary disciplines. The article uses a complex methodology, which is based on elements of semantic analysis, analysis of scientific literature, understanding and generalization of the fundamental points of the investigated problem; the method of typological comparison, observation of the educational process in classes (auditory, optional, group) . The article considers multimodal learning strategies aimed at the translation of philological knowledge by means of ICT. The authors emphasized that technological changes determined the emergence of new meanings based on the dialogue of various disciplines and replenished the arsenal of technical means of implementing various semiotic codes. The use of realized texts in classes on literary disciplines provides an opportunity to apply visual associations, create spatial images that emphasize the important properties of the object. An important condition for the integration of these technologies into the field of philological education is the formation of information and communication competence both among teachers of higher education institutions and among philological students.The authors noted that the involvement of realized texts in the process of teaching literary disciplines creates a number of advantages, namely: it contributes to the formation of key competencies, in particular, value-semantic, educational-cognitive, communicative, informational; involves various semiotic systems in the perception of educational material, providing the opportunity to absorb information in the most integrated and intensive manner; implements an interdisciplinary approach, encourages systemic project activity; intensifies the process of interaction of the participants of the educational process, contributes to the improvement of the quality of communicative interactions, develops emotional intelligence, arranging for the student a space favorable for personal growth.

The article attempts to clarify the peculiarities of poetics and typology of the sonnet form of the second half of the 19th century. It was established that the sonnets of the second half of the 19th century, as a specific marker of moral, spiritual, cultural, and social codes, expressed the leading literary and artistic concept of the time, and met the aesthetic needs

The purpose of this study is to identify the features of the specifics of the artistic expression of escapism as a form of resistance to Soviet unification based on the prose by Yu. Yanovskyi, O. Dovzhenko, O. Honchar.Methods. The article applies a combined technique based on elements of hermeneutic and semiotic analysis, the method of typological comparison of literary facts. The authors also used the toolkit of structural analysis. Results. It has been established that during the socio-cultural situation of the middle of the twentieth century, when the development of literature was going through politicization, excapism was a specific strategy of self-identification, a form of national and cultural manifestation of a number of artists. The authors emphasized that the leveling of national differences and the eradication of aesthetic pluralism led to the forced transfer of mental markers to the margins and forced mid-twentieth-century artists, who were constantly threatened with various punishments for deviating from the party and government, to balance between official, ideological requirements and their own creative potential to achieve consonance. The circumstances of the monopoly position of socialist realism, the dictates of the norms of creative behavior, the lack of conditions for self-reflection of the artist led to the fact that artistic cognition of the cultural environment, the outline of mental boundaries and semantic matrices of the nation were not possible. This kind of context allows us to consider escapism in these works not only as an escape from the problems of reality, but also as a way to transform the world.Conclusions. The study revealed that due to the presence of artists in the conditions of neutralization of the pro-Ukrainian part of the population, the escapic vector of works allowed to “slip” beyond the socialist-realist canon. Forms of expression of this tendency in the prose of Yu. Yanovskyi, O. Dovzhenko, O. Honchar were orientation to previous historical eras, excursions into the past, accents on cultural national codes. Specific features of artistic modeling of reality in the works “Four Swords” by Yu. Yanovskyi, “Ukraine on Fire” by O. Dovzhenko, “Man and Weapon” by O. Honchar are the appeal to folklore, the rise of national values, the expression of basic ethno-national features in subtextual layers. Such an emphasis on mental matrices undermined socialist realist guidelines, showed opposition to the official artistic tendency, allowed the authors to identify national self-identification and to form appropriate values in the recipients.Key words: escapism, socialist-realist canon, ethno-national features, subtext layers. Мета. Мета статті полягає в тому, щоб з’ясувати специфіку художнього вираження ескапізму як форми мистецького опору тоталітарній системі на матеріалі прози Ю. Яновського, О. Довженка, О. Гончара.Методи. У статті застосовано комплексну методику, в основі якої елементи герменевтичного та семіотичного аналізу, метод типологічного зіставлення літературних фактів. Використано також інструментарій структурального аналізу.Результати. У розвідці спостережено, що внаслідок перебування митців в умовах нейтралізації проукраїнськи налашто-ваної частини населення, ескапічний вектор творів дав змогу «вислизати» за межі соцреалістичного канону і був специфіч-ною стратегією самоідентифікації, формою проявлення творчої позиції Ю. Яновського, О. Довженка, О. Гончара. Авторами акцентовано на тому, що нівеляція національних відмінностей та викорінення естетичного плюралізму призвели до приму-сового переміщення ментальних маркерів на марґінеси. Виявлено, що в обставинах монопольного становища соцреалізму та відсутності умов для саморефлексії митця, ескапізм постає не стільки як втеча від проблем реальності, а й як спосіб трансформації світу.Висновки. Формами вираження ескапізму в прозі були орієнтація на попередні історичні епохи, екскурси в минуле, акцен-ти на культурних національних кодах. Специфічними ознаками художнього моделювання дійсності у творах «Чотири шаблі» Ю. Яновського, «Україна в огні» О. Довженка, «Людина і зброя» О. Гончара є апеляція до фольклорних первнів, піднесення загальнолюдських цінностей, увиразнення базових етнонаціональних ознак у підтекстових пластах. Акцентування на мен-тальних матрицях підривало соцреалістичні настанови, виявляло опозиційність до офіційної мистецької тенденції, давало авторам змогу виявити національну самоідентифікацію. Таким чином, ескапізм у художній картині світу прозових творів митців був специфічною формою протидії процесам стандартизації в мистецтві, які нав’язувалися радянською владою.Ключові слова: ескапізм, соцреалістичний канон, етнонаціональні ознаки, проза, підтекстові пласти.

No abstract

The article deals with multimodal learning strategies aimed at transferring philological knowledge with the help of information and communications technology (ICT). Using ICT makes it possible to apply visual association and create spatial images that express important object properties defined clearly by the means of dynamic visualization (animation). The authors note that using ICT in the sphere is associated with several methodological difficulties, since it requires a philologist-educator who possess a wide range of competences that go beyond humanitarian knowledge. The optimum software that allows creating audio-visual construct (interactive poster, computer animation, tag cloud, cognitive map etc.) is offered for studying process. The paper presents the results of sociological research on the readiness of students of philological specialties in pedagogical universities along with the teachers in different educational units for implementation of multimodal strategies of teaching using ICT. The authors proved the need to introduce an integrative course “Use of ICT in the study of philological disciplines”.