epics It is one of the oldest genres of literature. These are ancient tales in which people's memories of the distant past have been preserved: about wars with enemies of the people, about the struggle of three heroes known to us all against monsters and robbers, about legendary heroes who performed feats in the name of the people.
Read epics to kid more difficult, than other genres of literature: fairy tales, poems, stories. Let us immediately explain why this is so: in these legends (unlike other genres) there is no dynamics, i.e. they are designed for slow, relaxed reading. There is a very thoughtful text structure here, too detailed description Total. And the child loves a quick change of actions. The child has KLIPO CONSCIOUSNESS, i.e. he thinks in pictures. Therefore, in order for him to have a picture of what is happening in a fairy tale, one phrase is enough. For example, “a hen laid an egg” - and immediately an image! Is not it? And in order for an image to arise when reading an epic, much more words will be needed:
"In the capital city in Kyiv,
And at the affectionate prince at Vladimir,
An honorable feast was started at the prince
And for many princes, for boyars
And all the clearings are remote.
Everyone got drunk at the feast,
Everyone ate at the feast,
Everyone is at the feast and drunk and cheerful "...
It also follows from this that the child does not like to read works of this genre, for him it is difficult and uninteresting. The question arises:
How to read epics?
1) need to saturate them with images so that the child gets used to their complex language!
2) everything needs to be done!!! incomprehensible words and expressions. Indeed, in epics, many obsolete words are used to create images of antiquity, and now these words are not used. The child must understand what we are talking. And for this you need to understand the words.
Only by working through these steps will the child be ready for full reading and perception of epics.
How to do it:
- The first reading of the epic should be exemplary (either an adult reads, or the speaker's reading sounds).
- Find and explain all incomprehensible words and expressions.
Auxiliary material when working with epics:
1. Draw pictures: heroes, prince, troops, etc. But before that, read those lines that will help us present this picture, and then formulate the idea in simpler words understandable to the child, so that an image immediately arises.
2. You can sculpt the heroes of the story from plasticine.
3. You can prepare drawings for the child, and let him choose which lines they fit. And if these drawings are black and white, let him decorate them too!
4. Try to arrange home performance from toys to epic. To voice the speech of the characters, first simplifying it, and then as it is, with complex turns. This, by the way, will help in the development of your child's speech.
5. Play role play, for example: "You are a hero, and I am the Nightingale the Robber." This will help make the story more dynamic.
6. In addition to all of the above, after reading the epic, for easier understanding of it, watch its film adaptation (cartoon) with your child.
All these ways will help you bring your child closer to the world of literature and show him how exciting such a genre as epics is!
And for dessert, I prepared this picture for you: Proverbs and sayings about heroes.
Russian folklore is rich in myths, epics and legends, which in complex historical moments gave strength to the people and gave confidence in victory. Heroes were the main characters of UNT, so proverbs about heroic strength are very common and well-known today.
These are amazing characters that still cause controversy among historians. Many say that the heroes - real characters who lived in a certain era and did great things. The other part of historians does not agree and believes that the heroes are mythical characters or ancient deities.
Be that as it may, proverbs about heroic strength are alive to this day. And this is easy to explain - the people love their heroes, their heroes.
A bit of history
It is impossible to name the exact time of the origin of the proverbs in which the heroes were the key characters. Since at first they were transmitted orally, the older generations passed them on to the younger ones. And, of course, proverbs were decorated every time with a variety of details - everything depended on the narrator's imagination. It was only in the 19th century that they began to be written down. Below are the most famous of them.
- Just as a rich man is not immortal, so a hero is not eternal.
- You will recognize heroic strength in battle.
- Everyone is a hero for himself.
- The hero will die, but he will not take glory with him - he will remain on earth.
- The bogatyr is famous for his strength, not for his origin.
The secret of heroic strength
Proverbs about heroic strength spread very quickly. And the fault, so to speak, is love. common people to your heroes. To heroes who were not afraid of either the enemy or wild animals and were always ready to help. Therefore, proverbs about heroic strength are still relevant today, as they raise the morale of the people and allow them to find strength and cope with problems and enemies.
Students get acquainted with oral poetry in the 4th grade. Courageous Heroes fairy tales and epics excite schoolchildren in high formation human feelings and aspirations, form a moral and aesthetic ideal. Oral folk poetry is inextricably intertwined with the works of Russian folk and classical music, folk visual arts, ancient architecture.
In opening talk for the study of oral folk poetry the teacher tells the students that the people create not only wonderful literary works, but also music, songs, embroideries, carpets, dishes, toys, furniture, decorated with carvings and inlays.
You can show students some samples folk art, invite them to collect art reproductions. We recommend that the teacher pick up books, issues of the magazine " decorative arts USSR”, where there are bright and expressive pictures of objects of arts and crafts. This can be used as an illustrative material, helping to better consolidate artistic images oral poetry.
4th grade. In the 4th grade, two fairy tales are studied according to the program - “Ivan - a peasant son and a miracle Yudo” and “The Frog Princess”. In the very first conversation about fairy tales, it is necessary to find out which fairy tales the children know, which ones they especially like and why. You can invite students to tell this or that fairy tale. Gradually, the conversation will turn into the teacher's story about the fairy tale, why it is called that, etc. The fairy tale lives among the people thanks to the storytellers who create it and distribute it. You can show portraits famous storytellers I. Semenov, A. Baryshnikova, M. Golubkova.
It is advisable to tell the children that oral folk art was highly valued by such word artists as A. S. Pushkin, N. A. Nekrasov, A. M. Gorky.
A. S. Pushkin lovingly collected Russian folk tales, wrote them down, for long winter evenings I listened with enthusiasm to the tales of my nanny Arina Rodionovna. Together with the class, you can recall the poet's tales ("About the Fisherman and the Fish", "About the Golden Cockerel", "About Tsar Saltan", "About the Sleeping Princess and the Seven Bogatyrs", etc.).
A. M. Gorky wrote several fairy tales for children (“Sparrow”, “Samovar”, etc.).
The teacher expressively and emotionally reads the fairy tale "The Frog Princess", conducts a conversation about its content, then the students, under his guidance, draw up a plan for the fairy tale, work on its language. Children remember the main characters, describe the main events of the fairy tale, determine it main point. They easily share actors on positive and negative, note the excellent human qualities Ivan Tsarevich and Vasilisa the Wise, their fight against evil (Kashchei the Deathless) and victory over it.
By the end of the work on the fairy tale (in the third lesson), when students are already well versed in its content and form, you can show reproductions from the paintings by V. Vasnetsov “The Frog Princess” and “Kashchei the Immortal”. "Reading" them develops not only speech, but also aesthetic thinking. At the same time, it is very important to form in children a steady interest in painting, to teach them to distinguish between artistic and figurative means pictorial and literary works.
At the beginning of the conversation, it is necessary to explain to the students what the word reproduction means. A conversation, designed for 15-20 minutes, can be carried out approximately according to the following plan: 1. A short story of the teacher about the artist V. Vasnetsov and his work on paintings on fairy tales. 2. Analysis of pictures.
In a conversation, one should reveal the ideological and artistic similarity of the paintings with the fairy tale. You need to start with the usual simple questions: what heroes from the fairy tale do you see in reproductions? Where is the action taking place?
Students correctly answer that one reproduction shows Vasilisa dancing at a feast, the other shows Kashchei with the princess in a gloomy dungeon.
The whole appearance of Vasilisa, the expression on her face, gestures, the dance that she performs, indicate that the princess is lively, in happy mood. Children notice that it is light and festive around her.
- Why do you think so?
Cheerful and elegant not only Vasilisa, but also the musicians who inspiredly play a cheerful dance. (With the help of the teacher, the children call them musical instruments harp, balalaika, horn).
Students notice that there are smiles on the faces of the musicians, lips sing a cheerful tune, figures sway to the beat of the music, and legs are ready to start dancing.
- What else creates the impression of a joyful mood?
The whole environment surrounding the princess. Vasilisa dances on a bright veranda, decorated with carved wooden posts and bright images of birds, fruits, and berries. The children see the stairs that lead to the lake, and the luminous white birch trunks, and the crowd of festively dressed peasants on the opposite bank of the lake. They also pay attention to the fact that far, far behind the huts and the yellowing field, a narrow strip of dark forest is visible. And over this whole picture stretched a light blue sky with white swans flying in it.
- What colors (paints) does the painter use to create this joyful mood?
- Used here light colors, mostly warm tones: yellow, orange, red, brown.
The teacher draws the attention of the class to the reproduction of Kashchei the Immortal.
- Who is in the picture?
Vasilisa and Kashchei the Deathless sit on a high throne. Students describe the appearance, gestures, clothes of the princess and Kashchei.
- What colors does the artist use when creating the image of Kashchei?
The painter uses paints of cold tones: green, purple, black, gray, and this gives a gloomy sound not only to the appearance of Kashchei, but to the whole picture. Students describe the environment of the Kashcheev kingdom: huge, iron-forged chests with locks and keys, a lone candle, low vaults of a dungeon, on the walls of which a field, a dim sun, a sky and a pale silhouette of a swan are depicted in dull black-gray and blue-green tones.
- What did the artist want to say with the image of Kashchei and his surroundings?
Summarizing the answers of the children, the teacher will add that V. Vasnetsov, in the form of a skinny, hunched old man with a disheveled beard, a hooked nose like an owl's, showed evil, cruelty that must be destroyed.
- What feelings do Vasilisa and Kashchei evoke in us?
The children answer that the attitude towards them is the same as towards the heroes of a fairy tale: we rejoice when Ivan Tsarevich defeated Kashchei and saved the princess.
- But what is the difference between a fairy tale and a picture? With the help of a teacher, schoolchildren will understand this difference: in a fairy tale, events and heroes are narrated in words, while painting depicts these same events with lines and colors on the canvas.
If the teacher does not find reproductions from the paintings of V. M. Vasnetsov, they can be replaced by illustrations by S. Malyutin ("Kashchei the Immortal") or I. Bilibin ("The Frog Princess" and "Vasilisa the Beautiful"). Here it is necessary to draw the attention of students to the bright, decorative form, Russian intricate ornaments illustrations by I. Bilibin. And another one important feature illustrations, which must be emphasized, is the transmission subtle humor, sharp irony of Russian fairy tales. You can ask one or two questions that will help students understand the comic essence of the images created by I. Bilibin:
- How did the artist depict the tsar and the boyars?
Students give these images a negative response. A fat, funny and stupid tsar sits on a high throne, around the same stupid and funny boyars. Opening their mouths in amazement, they watch the beautiful Frog Princess dance, and white swans fly out of her sleeves.
- Why do you think they are funny and stupid?
Children respond that their facial expressions and gestures speak about this.
It is helpful to encourage students to prepare at home for oral story or write short essay about the content of the picture. Depending on the level of preparation of the class and the availability of time, the composition can be class or home. In the 4th grade, it is necessary to give a plan for such a story.
In conclusion, you can show the children the filmstrip “The Frog Princess”, which will visually fix the beautiful fabulous images. During the demonstration, have the students comment on individual frames of the filmstrip. It is necessary to select from the filmstrip the most expressive episodes, connect them so that they correspond to the goal of the lesson that the teacher sets, and would be built along the line from the known to the unknown, causing growing interest in children. After getting acquainted with the fairy tale "The Frog Princess", according to approximately the same plan, students study the fairy tale "Ivan - a peasant son and a miracle Yudo." At the lessons, you can show, at the choice of the teacher, reproductions of paintings by V. Vasnetsov, M. Vrubel, illustrations by I. Bilibin, E. Polenova.
In addition, it would be nice to listen from " children's album» P. Tchaikovsky's play "Baba Yaga" - the only work fairy tale genre in album. The image of Baba Yaga is usually associated with other negative characters fairy tales - witches, Kashchei the Immortal, Leshim, etc., so children quite easily determine musical image Baba Yaga. But in order for them to understand it more deeply, they need to listen (10 minutes) and compare two quick pieces "The Game of Horses" and "Baba Yaga". Schoolchildren usually explain correctly: where the boy is riding a horse, the music is fast, but even, calm and cheerful. In "Baba Yaga" the music is restless, as if Baba Yaga is running around, angry, throwing herself in one direction or the other.
The theme of the fairy tale can be deepened and supplemented in the lessons of speech development or extracurricular reading.
At one of the lessons of extracurricular reading, the teacher will acquaint students with classical musical works for fairy tales. The children are interested to learn about the opera "Kashchei the Immortal". It was written before the Russian Revolution of 1905 by the composer N. Rimsky-Korsakov. Kashchei, one of the central images, is not just fairy tale character With negative traits, he is the personification of oppression, violence. All the music of the opera is permeated with the main idea - liberation from oppression. Not without reason, first staged in Moscow, it caused a storm of applause, revolutionary slogans, and the audience was removed from the hall with the help of the police. Composer A. Lyadov created small symphonic pieces "Baba Yaga", "Kikimora", "Magic Lake", excerpts from which can be listened to in the lesson of extracurricular reading.
Particularly interesting is the main part of the play "Baba Yaga" (4 min.), where the composer depicts the swift flight of Baba Yaga. The music is filled with rustling and rustling, whistling and clicking sounds. Children themselves will determine the dry, sonorous and at the same time clicking sound that creates the idea of a “bone leg”.
The study of proverbs, sayings, riddles based on musical rhythm, vivid metaphor in the lessons is always lively. These small genres folk art in an entertaining way they help schoolchildren to comprehend the phenomena of the reality around them, to develop an aesthetic vision of the world. Pupils willingly memorize proverbs, guess and solve riddles, orally compose riddles on topics given by the teacher (clock, radio, sun, etc.), they themselves come up with them on any topic.
You can use puzzles in drawings, musical works, for example, comic jokes, sayings (“Bom, bom, bom! The cat’s house caught fire!”), As well as texts related to ancient agricultural rituals and nature (“Frost”, “Rain , rain, for uncle's wheat ", etc.).
In this conversation, which introduces students to the diverse world of folk art, you can show them the wealth of not only oral folk poetry, but also decorative and applied art.
5th grade. Epics occupy a special place in oral folk art, of which “Ilya Muromets and the Nightingale the Robber” is studied in the 5th grade.
In the first lesson, dedicated to the epic, students recall the main features of folklore, fairy tale characters, their desire for goodness, justice and freedom.
This material needs to be linked to the story of Ancient Rus', about its people, who waged a tense struggle for their independence against numerous enemies in the East and West, tell about the invasion of the Mongol-Tatars, about folk wrestling and liberation of the Russian land.
These milestones the history of our country was reflected in the art of that time. At the same time, it must be emphasized that, despite the cruel control by the church, ancient Russian artists, architects, and storytellers managed to express the spirit of their time, to reveal lofty patriotic ideas.
In the same historical period(X-XII centuries) artists from the people created works that have an enduring aesthetic value. These are epics about Volga and Mikul, Dobryn Nikitich, Ilya Muromets, Sadko and Vasily Buslaev, these are outstanding architectural monuments Ancient Rus' - Saint Sophia Cathedral in Kyiv (1037); Church of the Intercession on the Nerl (1165); Demetrius Cathedral in Vladimir (1193-1197) with magnificent wall paintings inside.
Photos of the listed cathedrals can be posted on the board. It is advisable to have a conversation (10-12 minutes) about St. Sophia Cathedral in Kyiv, based on the information that fifth-graders have learned in the lessons of history, literature, and fine arts. The teacher talks about the components of the architectural image: size, shape, decoration, coloring of the building. Then he draws the children's attention to the form and decoration of St. Sophia Cathedral: the originality of the composition, the richness of the mosaics and frescoes. Big interest present fresco paintings that convey scenes of princely life, entertainment, hunting, and also recreate images of people different professions, life and customs of Ancient Rus'.
The teacher emphasizes that the St. Sophia Cathedral, which towered in the central part of the city and struck with its massiveness and some heaviness of forms, affirmed the idea of greatness. Kievan Rus. This glorification of the motherland, its power and beauty was also characteristic of epics.
Talking about epics, the teacher will emphasize that in the image of the hero-defender of the Russian land, the people put their ideas about the best qualities of a person, endowing him with an boundless feeling of love for the motherland, enormous physical and moral strength, nobility, courage, courage, true humanism - the desire to protect more weak - and hatred for the enemy. Bogatyrs are depicted not only in the fight against the enemies of the motherland, but also in everyday life, in relation to each other, to comrades in the struggle. Students should pay attention to the fact that epic heroes are not specifically historical, real personalities, and artistic images are types created by folk fantasy. They revealed the moral and aesthetic ideals of the Russian people, their progressive aspirations.
Epics were not written down, but were transmitted orally (“said”) for many centuries by talented singer-storytellers. Hence the special nature of the presentation: epic slowness, song musicality, bright, emotional coloring of the images. You can show children portraits of outstanding storytellers - T. Ryabinin, I. Fedosova, M. Kryukova.
The epic epic is the most valuable heritage, the pride of our culture. That is why epics inspired Russian writers - G. Derzhavin, A. Radishchev, I. Krylov, A. Pushkin, N. Nekrasov; classical composers A. Borodin, N. Rimsky-Korsakov, A. Lyadov; Russian and Soviet artists V. Vasnetsov, M. Vrubel, V. Surikov, E. Kibrik.
Most popular hero many epics - Ilya Muromets. Acquaintance with this hero can begin with a story about his illness, healing and obtaining heroic strength, using the epic "Healing of Ilya Muromets."
An expressive reading of the epic about "Ilya Muromets and the Nightingale the Robber" always leaves strong impression. Usually students express their opinion, admire the courage, courage epic hero. Then they read the epic in parts. The teacher explains new words and concepts, conducts a conversation about what has been read, and collectively draws up a plan.
The main stage of work on the epic is a detailed acquaintance with the main character - Ilya Muromets. In this lesson, you can use easel painting- paintings by V. Vasnetsov, dedicated to the heroic images of epics, - "Guslyars", "Knight at the Crossroads", "Bogatyrs".
At the lesson dedicated to the image of Ilya Muromets, the children characterize the hero, tell that he did many good deeds for the people: he saved Chernigov from the enemy, destroyed the Nightingale the Robber, helped poor people, etc. But characterizing moral qualities Ilya, fifth-graders find it difficult to describe his appearance. Therefore, the teacher suggests considering the painting by V. Vasnetsov "Heroes" and builds a conversation about the picture, approximately, according to this plan:
1. Time and place of action.
2. Characteristics of Ilya Muromets and two other heroes (facial expression, posture, clothing, weapons, etc.).
3. The role of the landscape in the picture.
4. Visual means of painting (drawing, paints).
5. The value of the color harmony of the picture for the disclosure of its ideological design.
6. The ideological meaning of the name of the painting "Heroes".
After examining the picture, the fifth graders concretely imagine the heroes, easily and freely holding the “forty pounds of damask club”, their clothes, weapons and the heroic “horse good”.
Students give a detailed description of the appearance of Ilya Muromets. A calm expression on his face, a direct and firm look, a strong seat in the saddle - everything speaks of his confidence in his abilities, his readiness to meet the enemy. He is well armed. Together with the teacher, the children examine the picture of a club, shield, spear, chain mail, etc. Then they describe the appearance of two other heroes - Dobrynya Nikitich and Alyosha Popovich.
- What character traits did the artist emphasize in each of them?
Students will note the cheerfulness of Alyosha Popovich, the severity and restrained strength of Ilya Muromets, the nobility and kindness of Dobrynya Nikitich.
- Where are the heroes? What surrounds them? Summarizing the answers of the students, the teacher will say that against the backdrop of the boundless steppe, which seems to have no end or edge, the knights-bogatyrs stand guard over the borders. The artist, trying to show the beauty and immensity of the earth itself, builds a picture so that this earth is far visible: it seems that it goes up, to the very sky, and a feeling is born of the boundless, endless expanse of the earth's expanse. The figures of heroes, located in the foreground, as if growing out of the ground, testify to inseparable connection heroes from their homeland.
- What means does the painter use to tell about the three heroes?
Children usually name paints. The teacher adds that before applying paint, V. Vasnetsov made a drawing that conveyed the volume, recreated the shapes of the depicted objects: the faces and figures of heroes, hills, feather grass, horses, clouds, etc. Drawing the appearance of mighty and strong knights, with wide chest, well-built figure, confidently sitting on “good and heroic” horses, already gives the viewer a sense of their strength.
- Are the heroes far from us? The teacher explains that depending on whether the objects in the picture are close or far from the viewer, they appear different in size and shape. In this case, the riders are in the foreground. This creates the impression of impressiveness and monumentality. So, the teacher concludes, not only the drawing of the object, its shape (in this case, the figures of heroes), but also their location in the picture are important for disclosure. ideological sense works.
In addition, V. Vasnetsov deliberately somewhat raises the horizon line (the teacher points to it), we, as it were, look from below at the heroes who stand out against the bright sky. This technique of the artist also enhances the impression of the indestructible power and greatness of the Russian knights.
Drawing is the basis of the picture, its foundation. Now you can pay attention to the colors, color. The teacher offers to look at the picture again.
- What gives people and objects depicted on the canvas a special liveliness and persuasiveness?
The teacher will complete the answer. Color, colors in painting convey all the richness and beauty of the world. Color is the soul of painting; painting does not exist without color. The artist, or rather the painter, sculpts with color, revealing the shape of objects, the material and its qualities.
- What are the main colors that the artist uses in the picture.
The guys will name a combination of juicy and bright colors: green, brown, red and white, black, blue.
- What did the painter depict on the canvas with these paints? With the help of paints, the artist showed a wide steppe, dark hills, juicy greenery of young fir trees, yellowed grass. The paints recreated the courageous face of Ilya, his beard, sparkling with silver, a gray strand that had escaped from under the helmet; the blond hair of Dobrynya Nikitich and the delicate features of his face: Alyosha Popovich's sly and sly smile; the bright brilliance of the weapons of the heroes. When the children tell fully and exhaustively about the color ratio, when they see familiar objects in a new way - fabrics, metal, landscape, people, animals - you can ask them:
- What mood does the whole picture leave? Students will easily answer “joyful”.
- Why do you think?
- The colors are all light, there are no gloomy, dark tones. The teacher, confirming the answer, will say that the combination of colors in a work (light or dark) is called color (from Latin - paint, color). Coloring or color harmony, just creates general mood paintings.
It is advisable to inform the children that V. Vasnetsov painted this picture for about twenty-five years and finished it in the famous Abramtsevo (near Moscow). V. Vasnetsov did not create illustrations for certain epics, but a collective type of heroes - knights. His canvases on these topics belong to the so-called easel painting, that is, they are specially designed for museums, exhibitions, art galleries.
In the same approximately plan, you can consider the painting "The Knight at the Crossroads."
Paintings on the themes of the epic epic were also created by M. Vrubel. The language of his creations is unusual and original. M. Vrubel showed the inextricable organic connection of man with the real world, nature. This is the main difference between the heroes of M. Vrubel and the epic images in the works of V. Vasnetsov. No matter how harmoniously the images in V. Vasnetsov’s paintings “Heroes”, “The Knight at the Crossroads” blend with the surrounding nature, the landscape here acts as an illustrative background, emotionally revealing and complementing the main idea of the work. The characters of M. Vrubel seem to come out of the environment that surrounds them, they organically grew together with it.
Analyzing the epic "Volga and Mikula", you can use illustrations Soviet artist E. Kibrika, distinguished by great truth of life, the authenticity of the nature of the era. He especially succeeded in the image of a hero - a kind, generous and cheerful person.
On the extracurricular activity we recommend supplementing the study of the epic epic with an acquaintance with popular prints. Especially many of them are dedicated to Ilya Muromets. An interesting splint depicting Ilya Muromets and the Nightingale the Robber in the chambers of Prince Vladimir.
Students will describe the content. In the center - the Nightingale the Robber in a peasant dress. By order of Ilya Muromets, he whistles “like a nightingale”, shouts “like an animal”. Ilya Muromets covers Prince Vladimir and the princess with fur coats, who came to listen to the Nightingale the Robber. From this whistle they fall nearby standing people. This scene accurately reproduces the text of the epic.
Children will immediately notice that the popular print correctly conveys the sympathies and antipathies of the people for epic characters. As in the epic, Ilya Muromets is portrayed as fearless folk hero, the intercessor of all offended and oppressed. He bravely fights with opponents, emerging victorious from all battles.
Students should pay attention to feature lubok: several scenes are depicted in one picture at once; the plot of the epic is given, as it were, in development.
Interesting splint and artistic features. For example, a horse is given in rapid motion, with a characteristic bend of the neck.
In the same extracurricular activity, since acquaintance with the popular print will take a little time (15-18 minutes), it is advisable to familiarize students with symphonic musical works dedicated to the epic epic. These are, first of all, the symphonies of A. Borodin.
A. Borodin entered the history of Russian music as a representative of the heroic-epic trend. The main theme of the composer's work was the Russian epic with its heroes-heroes, embodying the strength of the people.
The theme of the Russian epic sounded especially bright and deep in the 2nd symphony of A. Borodin, which V. Stasov called "Bogatyrskaya". The composer liked this definition, and he wrote it on the score of the symphony.
All the music of the "Bogatyrskaya" symphony is distinguished by epic breadth, smoothness and grandeur. This is an epic, the content of which is expressed by means of music.
It is especially interesting, in our opinion, to listen to the first part of the symphony (Allegro, 6 min.), which significantly complements the epic and picturesque appearance of the Russian hero. Here the composer unfolds musical characteristic Russian heroes. A courageous and severe string melody sounds, bow group orchestra (violins, violas, cello, double bass).
Children (with the help of a teacher) determine (by tempo, rhythm, sometimes smooth, sometimes abrupt, by the melody, sometimes singsong, sometimes intermittent) that the music tells about the life of heroes, about their hot battles, valiant prowess and the joy of victory. Truly heroic music A. Borodina had a huge impact on the next generation of composers. In creations Soviet composers: Y. Shaporina (cantata "On the Kulikovo Field", oratorio "The Legend of the Battle for the Russian Land"), R. Glier (symphony "Ilya Muromets"), S. Prokofiev (cantata "Alexander Nevsky") created heroic-epic images, developing musical traditions of A. Borodin.
If it is not possible to listen to the first part of A. Borodin's symphony, we recommend that you familiarize the children with excerpts from N. Rimsky-Korsakov's operas Sadko or The Legend of the Invisible City of Kitezh.
The Russian composer N. Rimsky-Korsakov, an unsurpassed "storyteller-gusler", devoted all his bright talent to the fabulous epic epic. The fairy-tale themes of his operas are very broad. Students are already familiar with some of them, they can name the operas "Kashchei the Immortal", "The Tale of Tsar Saltan", "The Snow Maiden".
The composer himself compiled the libretto of the opera Sadko, taking many texts directly from epics, introducing into it traditional verbal turns typical of epic speech, and most importantly, he created a special epic recitative. All this, taken together, made his opera the most original work of Russian opera classics.
The composer wrote: “.. what distinguishes my “Sadko” from a number of all my operas, and maybe not only mine, but operas in general, is an epic recitative. This recitative is not colloquial, but, as it were, conditionally an epic tale or chant ... Passing like a red thread through the entire opera, this recitative informs the whole work of that national, byle character that can only be fully appreciated by a Russian person.
The majestic orchestral introduction "Ocean-Sea is Blue" is also the leitmotif of the entire opera. After listening to this introduction, students will feel the general tone and direction of the opera. We recommend listening to one or two popular parts of Sadko, in which the hero’s struggle against the oppressors of the poor Novgorod people, his love for hometown, for example, the aria "If only I had a gold treasury." The first part of Sadko's recitative-monologue is excited and hot. The second part is more melodious, lyrical. But the whole monologue retains a strict epic regularity. This epic chant also permeates the choral episodes. Sadko sings the expanse Russian song “Height, heavenly height”, she is picked up by the squad and the people; the orchestra enters, the song expands and grows stronger, leading to a jubilant, mighty finale.
In terms of the epic-epic style of music and singing, the opera The Tale of the Invisible City of Kitezh is close to Sadko. Brings together their plot, which is closely intertwined historical basis with fantasy. According to legend, the city of Kitezh was saved from devastation by the Tatars "by the will of God": it became invisible and became an ideal place, according to folk notions, earthly life. "The Tale of Kitezh" is an opera legend. One of the strongest passages in the opera is the symphonic picture The Slaughter at Kerzhents, an example of Russian program music. We recommend listening to it. Students prepared short story teachers about opera, will be able to characterize what they heard. Here musical means tells about the battle of the Russians with the Tatars. The guys will talk about the fact that they hear the clanging of swords, the wheezing of horses, the sound of falling bodies, groaning, etc. Then there seems to be a lull, the slaughter stops and only echoes of the receding wild race are heard - these are the Tatars running.
Students need to explain that instrumental music, created on a specific topic (the name of which is necessarily displayed in the title of the work, as in this case), is called program music. The peculiarity of this kind of music lies in the fact that in it musical visual means evoke certain sound and visual representations in the listeners, for example, the cries of fighting warriors, the ringing of weapons, gusts of wind, the clatter of horses, etc. You can remind children of the same music in play by A. Lyadov "Baba Yaga" (knock " bone leg”), N. Rimsky-Korsakov’s opera The Tale of Tsar Saltan, in Bogatyrskaya Symphony by A. Borodin.
The world of the Russian folk tale, legend, epic epic served as the basis for the opera by N. Rimsky-Korsakov, therefore, when studying oral poetic creativity You can't do without his music. If possible, it is very good to listen to N. Rimsky-Korsakov's opera in the theater with the whole class. Music combined with picturesque scenery, dancing, poetry produces great impression evokes strong aesthetic feelings.
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Everyone knows what creative legacy from ancient ancestors, every country has. For any nations, it can be safely put on top cultural heritage of all times, because here the wisdom of generations and even the self-consciousness of the people as a whole is manifested to the greatest extent.
origins
As is known, works of art attributable to a single author no.
Its author is the people passing on different knowledge from generation to generation. What is most interesting is that this includes music, theatrical performances, and the so-called catchphrases, and sayings, and proverbs, and riddles, and songs, and epics, and fairy tales. Often folk wisdom in the works of oral folk art is associated with the concept, we will now consider in more detail.
The concept of folklore
In general, the very concept of folklore comes from English word folklore, which is a combination of two terms - folk (folk) and lore (knowledge, wisdom). From this it becomes clear that, in essence, folklore means folk wisdom, and no matter in what art form it is expressed.
What are the manifestations of beauty and folk wisdom in the works of oral folk art
Russian folklore in the world is considered one of the most unique and rich in terms of the heritage that our ancestors left us. Judge for yourself: no matter what kind of work you take - it always has a moral like fables. But only in this case, you need to look much deeper, read between the lines, in order to fully understand what exactly folk wisdom is expressed in the works of oral folk art. Proverbs or the same catchphrases with sayings, for example, are some instructive elements of the creativity of the people.
By by and large it can be said that they the main idea as if it warns us against wrong actions. Often such statements take on a certain allegorical form and do not always have a literal meaning, for example, as in the phrase that, without making efforts, you will not catch a fish.
Let's take, for example, famous expression: - shallow water in a reservoir). It is clear that initially it really was applicable to avoiding danger when fording a reservoir. However, over time, it has acquired a broader meaning associated with the fact that in advance to think over the outcome of any situation, so that it does not end badly. Similar folk wisdom in the works of oral folk art can be traced in the phrase "Measure seven times ...". And there are many such examples. For example, it is clear that a phrase stating that you need to give time to business, and an hour to fun, in understanding boils down to the fact that until you finish all the work, you can’t rest, or that you first need to finish what you started, and only then relax .
What can be learned from folklore
The wisdom of generations can teach a lot. One more element looks very interesting, which includes in the works of oral folk art. Epics, tales or legends, for example, are works that combine literary and musical aspects. Very often they were performed by wandering storytellers.
For the most part, they describe some historical events or the hopes of the people for better life. Thanks to such works, one can even study the history of a particular people. Although the plot or images of the main characters can be greatly embellished, but nevertheless, the main idea or move historical events remain unchanged. One of the most important assets of Russian folklore is considered to be "The Tale of Igor's Campaign".
In almost all genres, you can also find some associations that help to understand why some phrases used in everyday life arose. Bogatyrs have always been considered strong as oaks in Rus'. Well, it’s not for nothing that people came up with such a comparison about the invincibility of their heroes? Sometimes good fellows compared with eagles (sometimes with drakes), and the red girl - with a swan or a dove.
Conclusion
In terms of teachings, folk wisdom in the works of oral folk art carries more deep meaning than people think about it. Many believe that the same fairy tales are just fiction. Eh no! Although they contain animated animals, birds, plants, objects or elements, as well as heroes and phenomena that do not exist in nature, the people themselves say about them that although a fairy tale is a fiction (lie), it contains a hidden hint that should serve as a lesson for the future.
If you think about it carefully, it really is. At the same time, it is not necessary to perceive works folklore literally. Here you need to delve into the very hidden essence of the story. The most interesting thing is that many classics of literature adopted this technique of comparative allegories from folklore.
