TECHNOLOGIES FOR FORMING STUDENTS' AESTHETIC EDUCATION THROUGH ANALYSIS OF ARTISTIC TEXT IN LITERARY EDUCATION

This article explores the role of art samples in the aesthetic education of students within the general secondary education system, aiming to enhance their creativity and nurture well-rounded individuals — a primary goal of modern education. It discusses the requirements for art teachers, the importance of interdisciplinary connections, and the integration of fine arts and cinematography in literature lessons. The author analyzes the character of Qabil Baba from Abdulla Qahhor’s story “The Thief” and explains how the use of visual arts can better convey his emotional experiences to students. This article examines the crucial role of artistic works in fostering aesthetic education among students within the framework of general secondary education. It highlights how incorporating art into literary education not only enhances students' creative abilities but also supports the holistic development of their personalities — a key objective of contemporary educational standards. The study discusses the evolving demands placed on art and literature teachers, emphasizing the necessity of interdisciplinary approaches that integrate fine arts, cinematography, and other visual art forms into the literature curriculum. Through detailed analysis of Abdulla Qahhor’s story “The Thief”, particularly the characterization of Qabil Baba, the article illustrates how the use of visual and cinematic materials can deepen students' emotional understanding and engagement with literary texts. The findings suggest that such integrative methods enrich students’ aesthetic experience, encourage critical and empathetic thinking, and contribute to nurturing well-rounded, culturally aware individuals. The article also proposes practical strategies for teachers to effectively incorporate artistic resources into literature lessons, thereby transforming traditional literary education into a more interactive and meaningful process