Abstract
The article examines cognitive approaches to identifying authorial stance in the teaching of Kazakh literature at the secondary school level within the framework of the integration of literature and art. The study is closely aligned with the priorities of Kazakhstan’s contemporary educational system, including learner-centered instruction, the development of functional literacy, and the cultivation of emotional intelligence. It is argued that within traditional content-structural analysis, students’ emotional responses and individual interpretations have often remained peripheral; in addressing this limitation, the potential of art forms as cognitive and emotional instruments is substantiated.