The Petersburg text and visual arts: interdisciplinary approaches to the synthesis of arts in secondary school literature education

this article addresses the methodology for teaching the Petersburg Text in upper secondary education through the integration of literature and visual arts. The relevance of the study is conditioned by the decreasing motivation for reading among high school students and the urgent need for interdisciplinary approaches that make literary texts more accessible within the cultural experience of adolescents. The methodological framework relies on the principle of the synthesis of arts and on comparative analysis as a tool for correlating literary and visual sources. The empirical corpus encompasses canonical works by A.S. Pushkin, N.V. Gogol, F.M. Dostoevsky, A.A. Blok, A.A. Akhmatova, I.A. Brodsky, among others, as well as a wide range of visual materials from the 18th to the 21st centuries (engravings by A.F. Zubov, watercolors by L.P. Premazzi, graphics by A.N. Benois, M.V. Dobuzhinsky, A.P. Ostroumova-Lebedeva, M.M. Shemyakin, etc.). The article proposes a step-by-step methodological model for working with grades 9–11, which includes comparative assignments, micro-projects, research practices, and the application of digital tools. The results of the pedagogical experiment confirm that the integration of visual arts into the study of literature enhances students’ motivation, fosters the development of cultural and reading competencies, and contributes to the acquisition of 21st-century skills. The prospects of this methodology lie in expanding the range of arts incorporated into literature classes and in its adaptation for supplementary education programs.

synthesis of arts, Petersburg Text, comparative analysis, literary education, secondary school, reading motivation, cultural competence, interdisciplinary approach, project-based learning, digital pedagogy