LINGVOSTYLISTIC RELEVANCE OF ARTISTIC IMAGES AND MEANS IN POETRY FOR CHILDREN UNDER THE PROJECT “INTELLECT OF UKRAINE”

Abstract

The article examines the linguistic and stylistic features of artistic images and means in poetry for children under the project “Intellect of Ukraine” (for 5th grade). Based on the typological classification of perception by one of the senses, visual, auditory, tactile, kinetic, thermal, gustatory, olfactory images in poetry for children, provided by the project “Intellect of Ukraine” for 5th grade students. It is proved that the fixed poetic images motivate young readers to see, but not to recognize poetic realities. These are visual images of red viburnum, poplar, green grove, Dnieper, wide steppes and fields, dense forest, silver-blue air, etc.; olfactory images of fragrant spring, fragrant wind; auditory images of wind, rain, etc. Young readers have found that hyperbole combines two poles: the ordinary, the natural and the impossible, the unreal. They reveal the exceptional characteristics or qualities of people, natural phenomena, events, things. Hyperbole as a stylistic device performs the following dominant functions: increasing the expressiveness of language or emotional impact on the reader, highlighting certain bright details of the depicted phenomenon. Artists use hyperbole to encourage readers to rethink what is depicted in order to feel its significance. It is emphasized that in program poetry children record comparisons of expanded or unexpanded form as an artistic means. The structural components of the comparative construction interact semantically and, creating a new poetic imagery. The transfer of human signs and properties to wildlife – birds – has been recorded. This confirms that children are introduced to the anthropocentric model of perception of the world through the images of birds. Linguistic and stylistic load of personification gives the text imagery, emotionality, awakens associations. This is felt through the content and tasks: “names”, “remember”, “imagine”, “prove”, “think”. It is emphasized that the isolated artistic means represent the expressiveness of the text, deepen the semantics of expression; condense and compress many values within one concept; affect the mentality of fifth graders.