Abstract
In the methodology of teaching literature and in school practice, traditionally much attention is paid to the problem of interdisciplinary connections, while the issues of intra-disciplinary interaction of literary material within the school course are not sufficiently developed by methodologists. The presence of this problem is felt especially acute in the study of literature in high school, when students ‘ knowledge is generalized not only at the synchronic, but also diachronic levels. With consistent updating of various levels of artistic communication, the study of the historical and literary course acquires a broad dialogical focus, forming the skills of contextual examination of literary phenomena in students. In this article, we will consider building intra-disciplinary relations in the lessons of studying modern Russian poetry at school. First, various artistic universals (archetypes, mythologems, topos, “eternal” motives) are actualized, which have important methodological significance and allow students to make broad historical and cultural generalizations at the lessons. Holistic comprehension of a work of art in the context of the historical and literary process is determined by the definition of various types of intertext artistic interactions (borrowings, imitations, parodies, reminiscences, citations) reflecting the principle of continuity of literary phenomena. At the same time, it is very important to identify historical and biographical ties, a creative dialogue between contemporary poets and poets of various eras. It can be mentoring, apprenticeship, co-authorship, rivalry, continuity, tradition actualization, “attraction - repulsion” type of relationships, influence, and others.
Highlights
Intra-disciplinary relations links in literature lessons can be actualized primarily through students’ perceptions of the successive connections of modern poetry with previous literature
Exploring the traditional for world, including Russian poetry, the theme of poetry and a monument in Russian classical and modern poetry, pupils choose creativity of poets who most clearly reflected this topic in their creativity
The special interest of pupils is attracted by the themes: “Game as an artistic technique in classical and modern Russian poetry” and “The Role of Parody in Modern Russian Poetry”, which is closely related to the literature of postmodernism
Summary
Intra-disciplinary relations links in literature lessons can be actualized primarily through students’ perceptions of the successive connections of modern poetry with previous literature. The question of tradition is one of the urgent problems of modern cultural studies. Consideration of modern Russian poetry in literature classes in high school in terms of the manifestation of traditions and innovation allows you to successfully prepare for the final exams. 3. Give 2 - 3 examples of poems from the works of modern Russian poets, which represent the image of the House, the hearth shelterin its archetypal sound. 5. Images of the moon and sun in the poetry of Russian classics and modern poets 8. The role of parody in modern Russian poetry. The role of parody in modern Russian poetry This topic allows pupils to join the modern Russian poetry, to get acquainted with the life and work of modern poets of different directions
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