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| 1 | In recent years, schools in Kyrgyzstan have placed considerable emphasis on educational work. However, such activities are often unstaffed and are carried out by school administrations on a voluntary basis. This situation is exacerbated by the lack of a unified state program for extracurricular activities and clear requirements for their organization. Extracurricular activities in the subject area “Art” combine the content of many academic disciplines and are easily organized in each school and integrated into a unified educational environment. The aim of this study is to develop a program for an integrated extracurricular activity course in “Art” for Russian-language schools in Kyrgyzstan. The integrative approach is considered by the authors as a process of interpenetration of various components (these can be ideas, concepts, principles, approaches, directions, academic disciplines and subject areas) and aimed at forming a voluminous and systematic set of scientific ideas among schoolchildren (pupils). Integration in the program is provided in the subjects of literature, musical art, fine arts, history, fundamentals of spiritual and moral culture. This approach can be traced on several levels: synthesis of arts based on a single figurative nature; cultural and historical aspect of art; ideological unity; interdisciplinary connections. The theoretical and methodological basis for this study was formed by pedagogical research on the integration and organization of extracurricular activities in schools, an analysis of scientific and methodological literature, and online resources, which allowed for the study of the best pedagogical practices of practitioners. An analysis of the needs of the target audience of Russian-language classes in Kyrgyzstan was conducted, which resulted in the formulation of key competencies for teachers. Implementing the developed integrative extracurricular course “Art” in Russian-language schools in Kyrgyzstan may face certain challenges: organizational and systemic difficulties, resource limitations, as well as substantive and cultural ones. However, despite these challenges, the prospects for its implementation are clear and positive. The practical significance of this study lies in providing Russian-language schools in Kyrgyzstan with an integrative extracurricular course “Art,” including both mandatory and optional sections (emphasizing regional components). Keywords: extracurricular activities, integration, integrative course, art | 4 | ||||