EFFECTIVE WAYS OF USING FOLK ORAL LITERATURE MATERIALS IN THE DEVELOPMENT OF ARTISTIC AND AESTHETIC ABILITIES

Аннотация

This article analyzes the pedagogical potential of using samples of oral folk art to develop the artistic and aesthetic abilities of primary school pupils. It highlights modern requirements for aesthetic education, the didactic functions of folklore genres, and the mechanisms for their integration into the educational process. The study describes ways to foster figurative thinking and aesthetic sensitivity through dramatic expression, visual activities, and creative writing. The inclusion of folk art is substantiated as a relevant methodological direction for competence-based education. Keywords: oral folk art, aesthetic education, artistic and aesthetic abilities, primary education, figurative thinking, pedagogical approaches, competence- based learning, dramatic expression, visual activity In the 21st century, the development of human capital is becoming increasingly linked not only to technical or economic knowledge, but also to oneʼs inner world, aesthetic worldview, cultural thinking, and artistic taste. In this regard, aesthetic education must be seen as an integral component of the general education system, carrying not only educational but also cultural, moral, and civic significance. At the primary education stage, it serves as a foundation for the formation of figurative thinking, intrinsic appreciation of art, and evaluative attitudes, since it is during this period that the child learns not only to perceive the surrounding beauty but also to express, evaluate, and reflect it creatively. Aesthetic education is regarded as a means of guiding the child toward human perfection, and it is closely connected not only with pedagogical methodology but also with sociocultural conditions, the system of national values, and the artistic richness of the educational environment. The fact that this process is regulated at the level of state policy further emphasizes its relevance. In particular, the Presidential Decree of the Republic of Uzbekistan dated October 8, 2019, No. PF-5847, “On the Concept for the Development of the Higher Education System until 2030,” identifies the integration of innovative approaches, learner-centered pedagogy, aesthetic education, and national values as strategic priorities at all stages of education. The conceptual framework outlined in this document sets comprehensive requirements for primary education as well. Specifically, the development of artistic and aesthetic thinking in young learners, the cultivation of a conscious attitude toward national culture, 151 MODELS AND METHODS IN MODERN SCIENCE International scientific-online conference the ability to understand oneself through art, the enrichment of the inner world, and the nurturing of evaluative aesthetic skills are acknowledged as core directions of the national education policy. Modern curricula and teaching programs approved by the Ministry of Public Education of Uzbekistan recommend the wide implementation of activities based on oral folk art within subjects such as “Reading Literacy,” “Visual Arts,” and “Music,” which contribute to aesthetic education. This approach serves, on the one hand, as a means of transmitting the historical and cultural heritage of the people to students, and on the other hand, as a rich source for the development of figurative thinking, expressive speech, and aesthetic taste. Such methods call for a reevaluation of oral folk art as a didactic, aesthetic, and moral resource. In working with primary school pupils, aesthetic education can be effectively implemented not only through visual or musical media but also through the artistic imagery, symbolism, and moral content of oral folk art. Through tales, riddles, proverbs, and epics, children enrich their worldview with aesthetic means and begin not only to perceive beauty but also to reflect it in their speech, expression, and attitudes. Oral folk art is a living mirror of national consciousness, reflecting centuries of artistic-aesthetic views and moral values passed down through generations. The imagery, plots, dramatic conflicts, moral conclusions, and symbolic structures contained within these texts reflect the aesthetic ideals and ethical norms formed in the public consciousness. Therefore, oral folklore materials should be considered not only as historical-cultural sources but also as pedagogical tools serving didactic, moral, and aesthetic purposes today. Each genre—fairy tale, epic, proverb, riddle, legend through its poetic structure, emotional depth, and meaningful content, leads the child to perceive beauty, reflect morally, expand imagination, and activate artistic thinking and aesthetic sensitivity. From a pedagogical point of view, oral folk art provides effective support for integrative, multifaceted, and activity-oriented education, enabling the harmonious development of perception, emotional engagement, and social attitudes in learners. The integration of these materials with modern pedagogical technologies particularly intera