FORMATION OF STUDENTS’ AESTHETIC COMPETENCE ON THE BASIS OF LINA KOSTENKO’S CREATIVE WORK

The purpose of the article is to investigate the possibilities of using Lina Kostenko’s creative work to form the aesthetic competence of students in higher education institutions. To achieve this goal, several tasks have been set: to consider how Lina Kostenko’s work can be integrated into the educational process; to investigate how linguistic and visual solutions in Lina Kostenko’s work can serve as a tool for enriching the cultural and aesthetic experience of students; to emphasize the importance of integrating literature in the formation of a fully developed personality of students of higher education institutions. Research methodology. In the course of the scientific research, a set of methods was used: bibliographic, analysis and synthesis to study psychological and pedagogical literature (theoretical). The monographic method was used for the logical presentation of the results. Results of the study. It has been established that aesthetics is a fundamental philosophical discipline that examines the sensual aspects of human experience through the prism of the criterion of beauty and ugliness. The role of literature as one of the most accessible and influential art forms is determined, being a powerful means of artistic exploration of the world through the word and aesthetic education of students. It is proved that the work of Lina Kostenko is often characterized as “poetry of thinking”, which emphasizes her deep philosophical approach to the poetic word. The definitions of the terms “aesthetic activity”, “psychology of art”, “sociology of art”, “artistic creativity”, “metacategories” are analyzed and formulated. It is established that the thematic layers of Lina Kostenko’s lyrics relate to aesthetic categories, including metacategories, categories of aesthetic activity, psychology and sociology of art. It is emphasized that the formation of aesthetic competence through the work of Lina Kostenko consists in developing students’ ability to feel, comprehend and evaluate the aesthetic qualities of works of art. Conclusions. It is important that the student’s aesthetic culture is formed through the understanding and assimilation of the aesthetic values promoted in Lina Kostenko’s works, since the integration of aesthetic education through literary works significantly expands the horizons of learning. Prospects for further research may include methods of implementing the aestheticization of the educational process in higher education institutions using the creative work of Lina Kostenko. Key words: aesthetic education, aesthetic competence, aesthetic culture, institution of higher education, student, formation, professional disciplines.