FEATURES OF COMMUNICATIOAN WITH NATIONAL POPULAR CULTURE IN GENERAL EDUCATION SCHOOL

Abstract

In modern education, folk culture should not be understood as a mechanically reproduced, absolute, or intangible set of behaviors and judgments. Rather, it is a dynamic process, continuously interpreted, recreated in new manifestations, and adapted to evolving life situations.

Since the development of communication culture progresses from the past to the present, educational standards in general education schools serve as both a reflection of contemporary behavior and a means of interacting with culture. As life conditions and realities change, folk culture adapts, giving rise to innovations that, in turn, become distinctive traditions, continuing the process of cultural development.

This article discusses the peculiarities of teaching decorative and applied art in schools, considering psycho-pedagogical conditions and the role of communication with national folk culture. It examines:

1. Activities and psychological characteristics of students;

2. Existing challenges in their development and formation;

3. The use of modern art education tools, including decorative and applied art.

The purpose of the article is to highlight the role of decorative and applied art as a tool for modern art education. The study builds on prior research while incorporating modern information technologies, focusing on art activities that facilitate both cultural understanding and creative development.