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    • From "Harry Potter" to Kafka: how literature is studied in schools around the world.

    20.04.2019
    Interrelationships of domestic and foreign literatures in the school course Lekomtseva Nadezhda Vitalievna

    3 Foreign literature in school curricula of the 90s of the XX century

    Foreign Literature in School Curricula of the 1990s

    The democratic transformations in the Russian community that began back in the mid-1980s subsequently had a serious impact on school curricula. With the abolition of ideological prohibitions, the best examples of world literature began to be included in the programs of all types of schools to a greater extent.

    Solid methodical publications by S.V. Turaeva, D.L. Chavchanidze, A.S. Chirkova, V.M. Pushkarskaya, F.I. Prokaeva, I.V. Dolganova, B.V. Kuchinsky, G.N. Boyadzhieva, K.M. Nartova, V.G. Marantsman, V.S. Vakhrusheva, S.E. Shamaeva, E.A. Bykova, L.K. Olander, L.P. Smolyanova, S.M. Petrova and others, which made it possible to build a school course of Russian literature in conjunction with foreign classics. These methodological manuals, which revealed in detail the methods of studying the works of Homer, Dante, Shakespeare, Cervantes, Rabelais, Molière, Goethe, Byron, Balzac, Brecht, B. Shaw, Hemingway and others, contained a variety of detailed materials: information from the biography of the authors, literary interpretation of the plot basis of literary texts, approximate lesson planning, problematic questions and assignments, explanations on the theoretical and literary aspects of the writers' work, evaluative statements of critics and writers' contemporaries.

    Since the 1990s, foreign classics have taken a firm place in the programs of all types of schools. From now on, the course of literature in secondary educational institutions began to express an understanding of the literary process as a reflection of a single cultural and progressive development of the entire human civilization. The school literature course, including the literary heritage of Russian writers as a basic component, was significantly expanded by the peak phenomena of the world classics and the works of national writers of Russia.

    Foreign classics were presented in significant volumes in literature programs (under the editorship of L.M. Predtechenskaya, A.G. Kutuzov, G.I. Belenky, T.F. Kurdyumova, K.M. Nartov, A.I. Knyazhitsky etc.) Taken together, these programs reflected the process of intensive integration of Russian culture into Western culture. The parameters for comparing works of domestic and foreign literature in these programs were: literary method (direction, trend); ideological and aesthetic position of the author; ideological pathos of the writer; problem-thematic similarity (at the level of the plot, characters, conflict); stylistic originality (at the level of emotional tone, artistic detail, form, etc.)

    The creators of various concepts of philological education at school began to take into account the artistic consonances of Russian and Western classics to a greater extent. In particular, in the program for the 11th grade, ed. A.G. Kutuzov, it was proposed to hold a reader's conference on the topic: "The image of Don Juan in the work of A. Blok, K. Balmont, V. Bryusov, M. Tsvetaeva." The program of V.G. Marantsman put forward the problems "The era and the life of the soul in the poetry of A. Akhmatova and in world literature (Catullus)"; “The Development and Interpretation of Biblical Plots and Images in World Literature Christ in M. Bulgakov and Ch. Aitmatov; Mephistopheles in Goethe and Pushkin; Gogol's "unclean spirit" and M. Bulgakov's Woland). Program ed. A.I. Knyazhitsky drew attention to the mythological correspondences in the cultures of different peoples (myths of creation, heroic, eschatological); offered written tasks of a research and comparative plan, such as: “Winners and losers in the stories of E. Hemingway“ The Old Man and the Sea ”and V. Astafiev“ Tsar-Fish.

    Having given 20% of the allotted time for experimentation (conducting lessons "at one's own discretion"), the programs ed. G.I. Belenky, T.F. Kurdyumova and A.G. Kutuzov opened up new opportunities for teacher creativity. In essence, at the present stage, it was classes in foreign literature that became experimental lessons, which is confirmed by the latest materials of the journal Literature at School, provided by practicing teachers (lessons on the work of Aeschylus, D. Defoe, E.T.A. Hoffman, G. Heine, G.-X. Andersen, P. Merime, D. London, M. Metterlinck, A. Saint-Exupery, R. Bradbury, etc.).

    As it turns out, today the program of the final year of study is the most difficult in practice. Both teachers and methodologists are wondering what works of foreign literature of the 20th century can be recommended for consideration in the classroom and for independent reading by students. In our opinion, this problem is solved more constructively in programs for gymnasiums and lyceums in the humanities, for schools teaching the course "World Artistic Culture" and in the program for national schools. It indicates not only the list of authors, but also a range of problems that should be discussed with students in the final class. The principle of variability is introduced in the selection of works for textual consideration in the student audience.

    It is quite natural that the most complex paradigm of comparable phenomena may arise in the schools of the national regions of the country. According to the compilers of the program, Russian literature, which has the richest humanistic and artistic traditions, plays an important role in the national school: “Being a global phenomenon, it allows students who speak Russian to become familiar with world spiritual values.” Acquaintance with the peak phenomena of world, Russian and native literature instills in the student "a humane attitude towards people of different nationalities, respect for national characteristics, a sense of the unity of mankind."

    The triple parallel of compared works (on the basis of typological connections) is considered in the dissertation research by S.M. Petrova "Interrelated study of Russian, native, foreign literature in the Yakut school". On the example of a school literature course, she shows the possibility of correlating the works of multinational authors (Byron - Pushkin - Tallan Bure; Balzac - Gogol - A. Kulakovsky; Goethe - Turgenev - P. Oyunsky; Hugo - Korolenko - E. Eristin, etc.). The idea of ​​intercultural communication in literature lessons is also considered by other methodologists. In the manual V.S. Vakhrushev "Lessons of World Literature" includes materials for comparing the content of the suras of the Koran with Pushkin's lyrics and Saint-Exupery's documentary prose. In the anthology V.G. Marantsman for the 9th grade, a list of problematic issues is given to compare the tragedies of Aeschylus "Prometheus Chained" and the Bashkir writer M. Karim "Do not throw fire, Prometheus!". In the Syktyvkar gymnasium of arts V.A. Limerova conducted an experiment on the study of Schiller's lyrics in the Komi school (Schiller - Nekrasov - I. Kuratov). Students of the Udmurt University tested the possibilities of studying the works of foreign authors in the Udmurt school (Shakespeare - G. Sabitov; Dickens - P. Blinov; Heine - Lermontov - M. Petrov; Kafka - G. Krasilnikov, etc.).

    With the development of humanitarian schools (with in-depth study of foreign languages ​​and historical and philological disciplines), fragments from the works of foreign authors and small lyrical texts began to be considered in the originals at foreign language lessons (in the textbooks of I.L. Bim, E.I. Passova, L.N. Yakovleva, E.G. Kakhova). For schools of a philological profile, programs of optional classes (in Russian) were developed in American and English literature (N.P. Mikhalskaya), German literature (K.M. Nartov). Since fiction covers a variety of universal problems, teaching according to the above programs and methodological materials contributes to the formation of the sociocultural outlook of high school students.

    The experience of the interconnected study of domestic and foreign classics is gaining wide popularity. The qualitative stages of the general trend of convergence of domestic and foreign literatures within the framework of the educational characteristics of the world literary process in secondary school can be defined as follows:

    1) Parallel study of works of domestic and foreign literature, in which literary parallels arise naturally, by association.

    2) Understanding the relationship between domestic and foreign classics on the basis and at the level of literary theory, when the commonality of the literary method or genre is realized.

    3) Acquaintance with individual works of foreign literature in connection with the study of domestic literature (Goethe - Zhukovsky; Byron, Mickiewicz - Pushkin, etc.), when the similarity is only indicated.

    But a more effective understanding of the problem of the interaction of national literatures within the framework of the school course is associated, first of all, with the formulation of the following questions:

    1. Awareness and characterization of the unity of the world literary process.

    3. Types of interethnic literary relations. Contacts. Typological convergence as a special form of affirming the unity of the world literary process.

    4. The assertion of the national identity of each literature as a necessary element of world literature.

    It is quite obvious that this group of questions cannot be tied to the study of any one topic and considered in full. The principle of the interconnection of literatures should permeate the entire program and be reflected in the content of most sections of the relevant textbooks. In this case, you can count on a positive result.

    The problem under consideration is extremely important in the proper pedagogical sense. The almost generally accepted practice of an extremely isolated approach to the study of works of foreign literature, without any connections and correspondences with Russian literature, as well as an isolated acquaintance with native literature, are not very productive in educational terms. The disclosure of the concept of the unity of the world literary process, if possible, a systematic approach to its study, allows us to solve the most important pedagogical task: to form an understanding of the unity of the world-historical process of the development of human society and the history of world literature inseparable from it.

    One of the means of increasing the effectiveness of literature lessons can be an interconnected study of literature, aimed at the formation of a spiritually rich, harmoniously developed personality with high moral ideals and aesthetic needs, and carried out on the basis of studying outstanding works of Russian, national and foreign classics in high school.

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    Russian Literature of the 1920s–1990s: Basic Patterns and Trends In the late 10s and 20s of the 20th century, literary scholars sometimes counted the latest Russian literature from 1881, the year of Dostoevsky's death and the assassination of Alexander II. It is now generally accepted that in

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    Mikhalskaya N.P. M69 Foreign Literature. Grades 5-11: Program for educational institutions of the humanities. - M.: Bustard, 2003. - 64 p. ISBN 5-7107-7147-3 The author's program of N. P. Mikhalskaya is intended for schools and classes with in-depth study of the subjects of the humanities cycle. The program is included in the curriculum for foreign literature, which consists of textbooks for grades 5-7, grades 8-9 and grades 10-11. The books are published by the Drofa publishing house and are certified by the Ministry of Education of the Russian Federation.

    Program

    on foreign literature

    (grades 5-11)

    Explanatory note

    The range of subjects studied in a modern secondary school includes the literature of foreign countries, which contributes to the expansion and deepening of the humanitarian knowledge of schoolchildren, opening up prospects for a clearer understanding of the world literary process and the role of domestic literature in it. The temporal and spatial horizons of literary development in different countries are expanding, the opportunity opens up to acquaint children with the work of writers whose works have become the property of all mankind. This program is intended for schools and classes with in-depth study of the subjects of the humanities cycle, gymnasiums, lyceums, where foreign literature can be studied as a holistic course. The program can also be used when reading elective courses. In accordance with the program, the study of foreign literature is built on the basis of an integrated approach that includes aspects of the historical-literary, literary-theoretical and cultural study of works and gives priority to the consideration of literature as an art form. The goals of the subject "Foreign Literature" correspond to the main goals of literary education. They consist in the formation of moral positions and the enrichment of the spiritual world of the individual, in the development of the aesthetic taste of students, the ability to freely express themselves in speech and determine their attitude to what they read, in preparation for the perception of the works of writers from different countries in the context of world literature. tour process. To achieve these goals, the following tasks are set: to expand students' understanding of the literary process; to teach to identify the common and the special in the work of writers from different countries belonging to a single literary movement; to instill the skill of a comparative approach to the phenomena of national literatures; introducing the student into the artistic world of the writer, to teach to perceive the text of the work as an integral artistic system, due to the peculiarities of the author's worldview; pay attention to the continuity of traditions and their renewal; reveal the humanistic nature of the writers' work, manifested in the interest in the personality of a person, his spiritual world, in the conditions of life and the formation of character; to promote the development of skills in the analysis of works of art of various literary types and genres; use the possibilities of literature for the moral and artistic education of students. The works presented in the program are considered in a general literary context, taking into account the interaction of Russian and foreign literature, as well as interdisciplinary connections (literature and history, literature and artistic culture). The periodization of the literary process is given: ancient literature, literature of the Middle Ages, literature of the Renaissance, literature of the 17th, 18th, 19th, 20th centuries. Acquaintance with foreign literature and its study are carried out in several stages, at each of which the development of literature is considered in the movement from antiquity to subsequent eras, which allows you to see the connection of times, the connection of literatures of different countries and correlate the material under consideration with the phenomena of Russian -sky literature. Grade 5 Concepts are revealed artisticnaya literature, foreign literature. The origin of literature is studied (mythology - folklore - literature). There is an acquaintance with myths, works of oral folk art (traditions, ballads, fairy tales), literary works (literary fairy tales, stories, novels, etc.) are studied. 6-9 grades. Literature as the art of the word is being studied. Literary genera And genres are considered in development from antiquity to the present. Works of epic, lyrical, dramatic genres, features of literary trends are studied (classicism, sentimentmentalism, romanticism, realism). Students get acquainted with the phenomena of the interethnic community of literatures. 10-11 grades. Concepts are revealed worldliterature, world literary process, whetherliterary classic, classic of literature. The artistic world of the writer and the artistic world of a literary work are studied in connection with other types of art (theatre, music, painting, cinema), the significance of fiction and the role of mass culture in the modern world are determined. At each stage of studying foreign literature, students acquire certain knowledge and skills. The first stage (grade 5). By the end of the school year, the student should know what is the difference between literature and folklore, what literature is called foreign. He must learn the content of the myth of Prometheus, folk and literary tales (two or three), Astrid Lindgren's stories (optional), titles, names of characters and partly the content of Mark Twain's novels, know by heart a folk ballad (optional) ). The student must know the content of the myths about the Trojan War and its participants, be able to expressively tell a folk (English, Japanese, American, etc.) and literary fairy tale (Andersen, Perrault, Kipling, etc.), give examples of the similarity of Russian of a folk tale with a fairy tale of another people, to compare a literary and folk tale (theme, heroes), to compare the images of a hero from a Russian epic and a hero of Irish sagas (Kukhulin), to tell about the adventures of Mark Twain's heroes, to highlight the fabulously wonderful and vital truthful in the works of Astrid Lindg-ren, explaining why this writer is called "Andersen of our days." The second stage (in-9 classes). The student must know the definitions of literary types and genres, the features of literary movements (classicism, sentimentalism, romanticism, realism) in their conditionality of the historical and cultural situation in foreign countries; names of poets and playwrights of antiquity, writers of the Renaissance and subsequent periods, titles, problems, genres of their main works, the connection of their work with the literary trends of the era; know the features of the hexameter, the rules for constructing a sonnet. He must know by heart the opening lines of the Iliad and the Odyssey (10 lines each), a sonnet by Shakespeare, Petrarch (optional), a poem by Byron, Burns (optional), a fragment from Longfellow's Song of Hiawatha (three initial stanzas from intro or another fragment of your choice). The student should be able to identify the common and particular in the work of writers belonging to the same literary movement (classicists, sweats of English sentimentalism), writing in the same genre (fabulists Aesop, La Fontaine, Krylov; animal painters London and Seton-Thompson; science fiction writers J. Versne and Wells) ; be able to compare the varieties of genres, highlighting their similarities and differences (historical novel, historical adventure, science fiction); be able to understand the meaning of concepts eternal image, comedy of characters, Robinsonade, Byronism, confirming their judgments with examples from works of literature; give examples of the use of allegory (allegory0, grotesque, contrast) by writers, explaining the features of these artistic techniques and their purpose; give statements by Russian writers about writers from other countries (Pushkin about Byron, Dostoevsky about Dickens, etc.), name the translators of Homer's poems "Iliad" and "Odyssey", Horace's odes "I erected a monument imperishable copper ...", poems by Dante, Longfellow, Shakespeare's sonnets, Schiller's ballads, poems by E.Po. The third stage (grades 10-11). The student must know the meaning of concepts world literature, world-howling literary process, classic writer,the artistic world of the writer, artisticny world of works, literary masterpieces, popular literature. He should be aware of the judgments of foreign writers about the significance of Russian literature, the work of L. Tolstoy, Dostoevsky, Chekhov, and the contribution of Russian classics to the development of world literature. The student should know about the peculiarities of the perception of "Hamlet" and "Faust" in Russia, read by heart Hamlet's monologue "To be or not to be ...", two monologues of Faust - "I have gone carelessly through all my life ..." and "The swamp stretches along the mountains ..." (both from part two, act five of "Faust"), poems by poets of the 20th century (two or three of your choice). The student must be able to analyze a work of art, determine its place in the literary process, reveal its significance for his time and subsequent eras, substantiate his opinion, show the connection of a literary work with other types of art; define the genre of tragedy, explain the content of concepts tragic, catharsis, hamletism; to determine the features of symbolism as a literary trend, to compare the role of the symbol in the poems of French and Russian symbolist poets. He should be able to express his opinion about why writers often make young people, teenagers, children the heroes of their works; explain why writers have been turning to ancient myths and legends for centuries and in the modern era. At the lessons of foreign literature, as in the study of Russian literature, theoretical concepts are formed and developed, similar terms are used. Coincidences are inevitable, which can be fruitfully used when comparing similar phenomena in Russian and foreign literature. At the lessons of foreign literature, poems, fairy tales, fables, stories, fragments of novels, poems, plays included in the textbook-reader are studied. Large volume works are studied at the teacher's discretion and at his choice (depending on the level of the class and the availability of books). A list of works for independent reading is given at the end of the textbook-reader. The school course of foreign literature is built on the basis of one hour per week, which is 32, maximum 34 hours per academic year.

    Fifth grade

    (30 hours + 2 hours for counter, lessons)

    Introduction to the school course of foreign literature (1h). General characteristics of the course content, determination of the place of foreign literature among other school disciplines and connection with the study of Russian literature. Periodization of the literary process. Mythology and folklore (12 hours) The concept of myth and mythology as a generalization of ideas about the world. Myths of Ancient Greece and their heroes. Prometheus and his deeds. Myths about the Trojan War and its heroes. Achilles. Odysseus and his cunning plan to take Troy. Folklore. Works of oral folk art as one of the most important sources of fiction. Folk legends, reflection of the events of history in them and connection with fairy tales. Scandinavian legends about elves, gnomes and norns. Folk ballads, features of their content and construction. English ballads about Robin Hood. German ballads ("Lorelei", "Peasant and Knight-Tsar"). Tales of the peoples of the world. Fairy tales, fairy tales, fairy tales about animals. General and special in the fairy tales of the peoples of different countries. Saga, its features. Irish sagas of Cuchulainn. "Fight Cuchulain with Ferdiad". Images of the main characters of Irish sagas and Russian epics. Literary tale (12 hours) The concept of a literary fairy tale. The role of folklore in its origin. C. Perrault."Tales of My Mother Goose, or Stories and Tales of Bygone Times with Moral Instructions". The French writer of the 17th century, Charles Perro, is one of the founders of the literary fairy tale. Motifs and Images of Folklore in Perrault's Tales of My Mother Goose, or Stories and Tales of Bygone Times with Moral Instructions. Artistic features of the fairy tale "Sleeping Beauty" by Perrault. The fabulous image of the sleeping beauty in Russian poetry and music. Brothers Grimm."Children's and domestic fairy tales". Interest in folk tales of writers of the 19th century. The significance of the activities of collectors and researchers of folk tales. German folklorists brothers Jacob and Wilhelm Grimm (collection "Children's and Household Tales"). Simplicity and conciseness of the presentation of the plots of folk tales. "The Tale of the Fisherman and His Wife" as one of the sources of "The Tale of the Fisherman and the Fish" by A. S. Pushkin. V. Gauf.“Cold heart”, “Caliph-stork”, “Little My k”. The connection of the fairy tales of the German writer Wilhelm Hauff with the folklore of European countries and the countries of the East. Cycle "Caravan". Fantasy and reality in Gauf's fairy tales: "A fairy tale becomes a reality, reality becomes a fairy tale." X. K. Andersen. Fairy tales. The great Danish storyteller Hans Christian Andersen. Andersen's life. The plots and the hero of his fairy tales "The King's New Dress", "The Steadfast Tin Soldier", "Thumbelina". The power of creative imagination and the skill of depicting life situations. Reception of personification in the fairy tales "Teapot", "Pen and inkwell". Images and motifs of folk tales in the works "Wild Swans", "Swineherd". Affirmation of the ideals of kindness. L. Carroll. Alice in Wonderland, Alice Through the Looking Glass. The fairy tale world of the English writer and scientist Lewis Carroll. concept nonsense. The element of the game is mind games, language games, fun games. R. Kipling. Tales and poems. Fairy tales and poems by the English writer Rudyard Kipling. "The Jungle Book" and the story of Mowgli. The world of animals and the laws of the jungle. Kipling's Animal Tales. “Why does the Camel have a hump”, “Elephant”, “Where does the Whale have such a throat”, “The cat that walked by itself”. The poem "The hump of a camel." Novels and short stories (5 hours)M. Twain."The Adventures of Tom Sawyer", "The P rick and I of Huckleberry Finn". American writer Mark Twain is the creator of the novels The Adventures of Tom Sawyer, The Adventures of Huckleberry Finn, The Prince and the Pauper. The world of children and the world of adults in the novels of Mark Twain. The image of the cheerful, energetic visionary and inventor Tom Sawyer, his fun and adventure. Tom and Aunt Polly. Tom and Sid. Tom and Becky. Tom and Huck Finn. A provincial town, the customs of its inhabitants. Humor by Mark Twain. Pictures of harsh reality in The Adventures of Huckleberry Finn. The hard fate of Ge-ka. The image of the black slave Jim. The desire of the heroes of Mark Twain for freedom and justice. A. Lindgren. Tales. Fairy tales and novels by the Swedish writer Astrid Lindgren. The fusion of the fantastic and the real, the truth of life and fiction in Lindgren's works, the fascination of the stories she told and the brightness of the images she created. The humanistic nature of the work of the writer-woman, called "Andersen of our days." "Baby and Carlson, who lives on the roof", "Pippi Longstocking", "Mi oh, my Mi oh!". The story "Rasmus the tramp". Children are the main characters of Lindgren, who defends the right of every child to a decent life and happiness. An amazing story of the orphan Bosse, who dreams of a father, and a description of his journey to the magical Far Land, where the meeting of father and son takes place (“Mio, my Mio!”). The extraordinary girl Pippi, who lives alone, without parents, her amazing strength and resilience in difficult circumstances, her ability to be needed by other children. The story of the orphan boy Rasmus, his meeting and friendship with Oscar, which changed his fate. The image of the native home acquired by Rasmus.

    In this publication of the "School Curriculum" series, we will show what works of foreign authors are studied in secondary school according to the program of the Ministry of Education and Science of Ukraine. This checklist will help your child prepare for the next year of school during the summer holidays. After all, sometimes there is no time left to read considerable works during the school season, right?

    5th grade

    folk tale

    • Fairy tale as a genre of folklore. The image in it of the life, views and character of peoples, dreams, desires and hopes of its creators. The struggle between good and evil is the main conflict of the folk tale. Real and fantastic in it.
    • The fairy tale about animals is one of the oldest varieties of fairy tale.
    • Brothers Grimm. "Ms. Metelitsa"
    • The Brothers Grimm are famous collectors of German folk tales. Accuracy of fixation, careful attitude to the original.
    • Glorification of love for work and other human virtues in the fairy tale "Lady Metelitsa".

    Alexander Pushkin (1799-1837)

    • Introduction to the poem "Ruslan and Lyudmila"
    • A. Pushkin is an outstanding Russian poet, a fan of folk tales. Glorification of the folk tale in the introduction to the poem "Ruslan and Lyudmila".

    Charles Perrault (1628-1703)

    • "Cinderella"
    • Perrault as the founder of the European literary fairy tale. Collection "Tales of my Mother Goose, or Stories of bygone times with teachings" and its most popular stories. "Cinderella". Poeticization of diligence and modesty, the idea of ​​reward for human virtues and suffering, faith in the victory of good over evil.

    Samuil Marshak (1887-1964)

    • "Twelve months"
    • Fairy-tale motifs in the play. Contrasting the images of the stepdaughter - on the one hand, and the stepmother and her own daughter - on the other, as the embodiment of the conflict between good and evil. Toadying subordinates and unlimited power are the main reasons for the distortion of the character of the princess. features of a dramatic work. Dialogue as a means of revealing the content and ideas of the play.

    Rudyard Kipling (1865-1936)

    • "Mowgli"
    • The story of Mowgli, the bred of the jungle. Fairy tale characters and their characteristics. The main law of the jungle and the world of people.

    Alcman. Johann Wolfgang Goethe. Mikhail Lermontov

    • “All mountain peaks are sleeping…”
    • Johann Wolfgang Goethe (1749-1832). "Night Song of the Wanderer"
    • Mikhail Lermontov (1814-1841). From Goethe ("Mountain peaks...")
    • Depiction of nature by different poets: common and different in descriptions. The relationship between the state of the human soul and the description of nature.
    • "Humanization" of nature in poetry.

    Fyodor Tyutchev (1803-1873)

    • “I know in the autumn time…”
    • The subtle lyricism of Tyutchev's poetry. Admiration for autumn nature and mastery of poetic expression.

    Matsuo Basho (1644-1694)

    • Haiku.
    • The spiritualization of nature is a characteristic feature of Japanese culture. Nature as a source of inspiration, and its image as a means of expressing the feelings of the Japanese. Characteristic signs of haiku.

    Robert Burns (1759-1796)

    • "Honest Poverty"
    • Glorification in the poem of real human virtues. Faith in the world brotherhood is the main idea of ​​the work. Antithesis as the basis of its structure.

    Mark Twain (1835-1910)

    • "Adventures of Tom Sawyer"
    • Sunny, joyfully mischievous world of childhood in the story. Tom Sawyer and Huckleberry Finn. Childhood values ​​and their fate in adulthood. The influence of the adult world on children's relationships.

    Children's literature of the XX-XXI centuries.

    • Children's literature of the XX-XXI centuries. (review).
    • Famous writers and popular works for children.

    6th grade

    Myths about the origin of the world among different peoples

    • Reasons for the appearance of similar elements in the myths of different peoples. The interconnected and parallel occurrence of these elements.

    The myth of Prometheus

    • The greatness of the feat of Prometheus, his self-sacrifice for the sake of people. Glorification of civilization in myth. Reasons for the popularity of the image of Prometheus.

    Myths about Hercules

    • (1-2 myths of the teacher's choice)
    • Hercules is the favorite hero of the ancient Greeks. The reasons for the extreme popularity of his image.

    Aesop. Jean de La Fontaine. Ivan Krylov

    • Aesop (VI century BC). "The Wolf and the Lamb", "The Raven and the Fox", "The Ant and the Cicada", "The Farmer's Children"
    • Jean de La Fontaine (1621-1695). "Plague Beasts"
    • Ivan Krylov (1769-1844). "Wolf and Lamb"
    • Fable as a genre of literature and its features.
    • The allegorical and instructive meaning of the fable, the reflection in it of the laws of people's lives, folk wisdom: condemnation of arbitrariness and violence, various human vices; glorification of diligence, mind, kindness and other human virtues.

    Anton Chekhov (1860-1904)

    • "Chameleon", "Thick and Thin"
    • Ridicule of sycophancy, self-humiliation, servility, zeal and cowardice in the work. The main means of creating the comic and their role in the characterization of the characters and the disclosure of the idea of ​​the work. Functions of artistic detail in Chekhov's prose. Antithesis as an artistic means and compositional device.

    Charles Dickens (1812-1870)

    • "A Christmas Carol in Prose"
    • Humanistic meaning and high humanity of the work. The life of a destitute Cratchit family. Scrooge's journey on Christmas night through time and space as an opportunity to comprehend his life. Reasons for the degradation of Scrooge's personality. The rebirth of Scrooge as a consequence of understanding his life. Real and fantastic in the story. Happy ending as a feature of the Christmas story. The composition of the work.

    Daniel Defoe (c. 1660-1731)

    • "Robinson Crusoe"
    • A hymn to a civilized pragmatic man and his work. Adventure and exoticism in the novel. Defoe's novel as the beginning of "Robinsonade".

    Jules Verne (1828-1905)

    • "Captain at fifteen"
    • The glorification of the strength of human character in the work. The attractiveness of the image of Dick Sand. The image of Hercules in the novel. condemnation of slavery. The romance of travel, the greatness of science and knowledge as the main pathos of J. Verne's works.

    Jack London (1876-1916)

    • "Lust for Life"
    • Strong human character in an extreme situation. The anonymity of the protagonist of the story and its connection with the idea of ​​the work. Features of the plot and ideas of the story. The environment in relation to the protagonist of the work.

    Sandor Petofi (1823-1849)

    • "When you are a man, be courageous...". Glorification of human dignity, self-respect and courage, condemnation of humiliation and internal slavery in the verses of S. Petofi.

    Robert Lewis Stevenson (1850-1894)

    • "Treasure Island "
    • Romance of travel and adventure in the novel Treasure Island. Glorification of courage, resourcefulness, decency (Jim Hawkins and his comrades). Condemnation of the thirst for enrichment, betrayal, deceit (pirate Silver and his minions.

    Ray Douglas Bradbury (1920-2012)

    • The author's despondency in the future of technocratic civilization. Destruction of nature, civilization and culture as a result of spiritual scientific and technological progress. The tragic optimism of the writer: the symbolic meaning of the finale of "Smile" (child, morning - symbols of the Future). An unexpected ending as a formal sign of the novel.

    Antoine de Saint-Exupéry (1900-1944)

    • "A little prince"
    • The Little Prince is a philosophical allegorical tale-parable. Poeticization in it of the beauty of pure human relationships. The meaning of the Little Prince's journey through the universe. Allegorical images. The main life values ​​in a fairy tale.

    7th grade

    Old Russian epics about Ilya Muromets

    • The legendary history of Kievan Rus as the plot basis of epics. The embodiment in them of ideas about patriotism, heroism, ideal folk heroes.

    Ballads of Robin Hood

    • Folklore ballads about Robin Hood (at the choice of the teacher). The legends of the noble robber Robin Hood are the embodiment of the dream of the English people about a defender from injustice. Historical background of ballads. The versatility of the image of Robin Hood, his friends and enemies.

    Serbian folk ballad "Death of the mother of the Yugoviches"

    • Serbian folk ballad "Death of Yugovich's mother", its restrained intense drama. Signs of a folklore ballad in the work. Serbian epic songs and Ukrainian Cossack thoughts.

    Francois Viyon. The ballad will take

    • literary ballad. Francois Villon (between 1431-32 - after 1463). "The ballad will accept." Features of the literary ballad genre.

    Johann Christoph Friedrich Schiller "Glove"

    • Johann Christoph Friedrich Schiller (1759 - 1805). "Glove". The assertion of the inherent value of human life in Schiller's ballad "The Glove".

    Johann Wolfgang Goethe. forest king

    • Johann Wolfgang Goethe (1749-1832). "Forest King" Interweaving of psychological, fantastic and real in Goethe's ballad.

    Alexander Pushkin. "Song of the Prophetic Oleg"

    • Alexander Pushkin (1799-1837). "The Song of the Prophetic Oleg". Poetization of the ancient Russian past in Pushkin's ballad "The Song of the Prophetic Oleg".

    Robert Louis Stevenson. "Heath honey"

    • Robert Louis Stevenson (1850-1894). Stevenson's Heather Honey as a heroic ballad. The glorification in it of the feat in the uncompromising struggle against foreign invaders. Folklore elements in the work.

    Adam Mickiewicz. "Alpujara"

    • Adam Mickiewicz (1798-1855). "Alpujara" (from the poem "Konrad Wallenrod"). Courage and inflexibility in front of the enemy as the main idea of ​​the ballad.

    Walter Scott. Ivanhoe

    • Walter Scott (1771-1832). "Ivanhoe". W. Scott as the founder of the historical novel genre. The image in the novel "Ivanhoe" of the struggle of the Anglo-Saxons with the Normans in the XII century. and the strife of the Normans. A wide panorama of life in medieval England.
    • The history and fate of man: Ivanhoe, his devotion, honesty, nobility. The idea of ​​tolerance. Rowena and Rebecca are two different destinies. Historical flavor and romance of adventure in the work.

    Nikolay Gogol. "Taras Bulba"

    • Nikolai Gogol (1809-1852). Taras Bulba. Gogol and Ukraine. Images in the story of love for Ukraine, heroism, courage and military prowess of the Ukrainian people in the struggle for their native land. Combat society, life and customs of the Cossacks. The embodiment in the image of Taras Bulba of the best features of the Zaporizhzhya Cossack. Ostap and Andriy. Pictures of nature in the work.

    Rainer Maria Rilke. "Song of Truth"

    • Rainer Maria Rilke (1875-1926). "Song of Truth" Rilke and Ukraine. The glorification of the struggle for independence in the work. The role of the folk song in the story. Ukraine and its history through the eyes of the Austrian Rilke.

    Jonathan Swift. "The Travels of Lemuel Gulliver"

    • Jonathan Swift (1667-1745). "The Travels of Lemuel Gulliver" (Part I). Satirical depiction in the story of English reality of the 18th century. Lilliput - England through the miniature glass of satire. State structure, laws and customs of Lilliput. The war between Lilliput and Blefuscu, its causes and consequences.

    Arthur Conan Doyle (1859-1930). "The Hound of the Baskervilles"

    • A captivating intrigue is the basis of a detective work. Sherlock Holmes and Dr. Watson are a classic detective duo. The worldwide popularity of works about Sherlock Holmes.

    O. Henry (1862-1910). "Last page"

    • Mutual understanding and the desire to do good to another as a means of overcoming life's troubles. The embodiment in the image of Berman of the best human traits: readiness for nondescript self-sacrifice and love for one's neighbor. The humanism of the work.

    James Aldridge (born 1918). "The Last Inch"

    • The originality of the solution of the problem of parents and children. Formation of Devi's character in extraordinary circumstances. The need to fight "to the last inch", as well as overcoming the "last inch" that separates people, is the leading opinion of the story.

    Alexander Tvardovsky (1910-1971). “I was killed near Rzhev ...”, “Do not put me on a notch until now ...”

    • Poeticization of the feat in the Great Patriotic War of ordinary soldiers who lay down "in the nameless swamps", "on the nameless heights", but saved the Motherland and humanity from fascism.
    • The problem of historical memory and moral responsibility to those who went to war (“Don’t put me on the notch until now ...”).

    Heinrich Bell (1917-1985). "Traveler, when you come to Spa..."

    • Condemnation of war in Bell's work. The hero of "The Wayfarer" as a victim of the war. High anti-war and humanistic pathos of the work.

    Mikhail Sholokhov (1905-1984). "Destiny of Man"

    • The tragic fate of one person as the embodiment of the tragedy of the entire nation during the Second World War. Andrei Sokolov's ability to remain a real person and patriot in the most difficult and most dramatic life trials.

    Rudyard Kipling (1865-1936). "If…"

    • The glorification of a strong personality, capable of remaining a Human under any conditions and circumstances, resisting the worthless tastes and opinions of the crowd, remaining worthy in relations with those in power, doing good deeds without boasting about it.

    8th grade

    William Wordsworth. "To the beautiful"

    • Glorification in the sonnet "To the beautiful" of the enormous power of "holy art". Wordsworth's verse as a hymn to artistic creativity, adoration of Art, capable of "giving grace" to man and humanity.

    Vedas, Bible, Quran

    • The place of national literatures in the world literary process, their interaction and mutual influence.
    • Vedas (from 2 thousand BC), the Bible (from 12 centuries BC), the Koran (from 610-632).

    Antique (ancient Greek and Roman) literature

    • Antique (ancient Greek and Roman) literature is the initial basis of European literatures.
    • The chanting of man and his world as one of the leading themes of ancient literature.
    • The most famous cycles of ancient Greek myths: Trojan, Theban, about the Argonauts.

    Homer. Iliad, Odyssey

    • "Iliad": Chorus (song 1, verses 1-10), "Shield of Achilles" (song 18, verses 478-608), "Duel of Achilles and Hector" (song 22, verses 139-411), "Priam at Achilles" (song 24, verses 469-670)
    • Homer is the legendary founder of European literature. The humanistic pathos of the Iliad is the condemnation of war and its cruelty, sympathy for human grief, respect for man, poeticization of its heroism and feat. Resentment of Achilles and Hector as the personification of the ideal of man, hero, warrior.
    • "Odyssey": Chorus (song 1, verses 1-21), "Aed Demodok" (song 8, verses 486-520), "Odysseus and the Cyclops Polyphemus" (song 9, verses 181-566), "Odysseus in Corky" (song 10, verses 91-399)
    • Adventure, fairy tale and everyday elements of the Odyssey. Exaltation of the human mind, ingenuity and curiosity. Condemnation of lawlessness, stupid unjust force (Cyclops Polyphemus), as well as self-confidence and arrogance of a person (Odysseus's conflict with Poseidon). The image of Odysseus: warrior, leader, father, son, man, traveler, patriot.

    Tirtaeus (mid. VII century BC). "It's good for him to die..."

    • Types of ancient Greek lyrics (declamatory: elegy), its influence on the worldwide literary process.

    Archilochus (mid. VII century BC). "Heart, heart ...", "My bread is kneaded on a spear"

    • Ancient Greek lyrics as a synthesis of poetry and music. Merging in it the personal feelings and experiences of the poet with the realities of life, the assertion of the self-worth of the human person.
    • Types of ancient Greek lyrics (declamatory: iambs), its influence on the worldwide literary process.

    Sappho (VII - VI centuries BC). “Like the gods…”, “The lot fell to me like this…”

    • Ancient Greek lyrics as a synthesis of poetry and music. Merging in it the personal feelings and experiences of the poet with the realities of life, the assertion of the self-worth of the human person.

    Anacreon (c. 570-487 BC). “Bring water…”, “Golden-haired Eros…”

    • Ancient Greek lyrics as a synthesis of poetry and music. Merging in it the personal feelings and experiences of the poet with the realities of life, the assertion of the self-worth of the human person.
    • Types of ancient Greek lyrics (song: solo and choral), its influence on the worldwide literary process.

    Aeschylus (c. 525 - c. 456 BC). "Prometheus Chained"

    • Theater in Ancient Greece. The emergence of tragedy and comedy. Aeschylus as an outstanding ancient Greek tragedian. The chanting of man and his inner world in ancient Greek tragedy.

    Sophocles (497 or 495-406 BC). "Antigone". Song of the choir "There are many strange miracles in the world"

    • Theater in Ancient Greece. The emergence of tragedy and comedy. Sophocles as an outstanding ancient Greek tragedian. The chanting of man and his inner world in ancient Greek tragedy.

    Publius Virgil Maron (70-19 BC). "Aeneid"

    • The poem "Aeneid" as a literary adaptation of the Roman legend about the Trojan Aeneas - the founder of Rome. Creative imitation of Homer's poems: "Odyssey" of Aeneas' wanderings and "Iliad" of his battles. Poeticization of Roman valor, patriotic service to the state, the greatness of Rome as the leading instructions and the main pathos of the poem.

    Quintus Horace Flaccus (65-8 BC). "To Melpomene", "To Manlius Torquata"

    • Ode "To Melpomene" by Horace as the beginning of the tradition of the poet tallying up the end of his creative path. The motive of perpetuating the memory of the poet in his creative work, which will be needed by future generations.

    Publius Ovid Nason (43 BC - c. 18 AD). "Metamorphoses" ("Four Generations of People"), "Sad Elegies" ("Winter in a Foreign Land")

    • Ovid and his famous poem Metamorphoses. The mythological basis of the section "Four generations of people". The elegy "Winter in a foreign land", the embodiment of the emotional experiences of the poet in it.

    Li Bo (701-762). “I enter the river ...”, “Sadness on the jasper porch”, “Volcano of poetry”

    • Li Po, refinement and subtle lyricism of his poetry. Freshness and suddenness of poetic associations in the verse "I enter the river ...". Elegiac motifs of the poetry "Sadness on the Jasper Porch".

    Du Fu (712-770). “At a month I remember my brother”, “Song of bread and silk”, “Wild geese return”

    • The lyrics of the Chinese poet Du Fu, its problems. Condemnation of the war in the verse "At the month I remember my brother." Poeticization of peaceful labor in the poetry "The Song of Bread and Silk", its associative connection with the biblical metaphor of the need to "forge swords into ralas". The motive of nostalgia of the poet-traveler abroad in the poetry "Wild Geese Return".

    Persian-Tajik lyrics: Rudaki, Omar Khayyam, Gafiz

    • Rudaki (c. 860-941). Gazelle, rubaiyat, beyti. Omar Khayyam (c. 1048 - after 1122). Rubai. Hafiz (about 1325-1389 or 1390). Gazelle (poems for the choice of teacher and students).
    • Attention to the inner world of a person, the most subtle shades of his feelings, the chanting of a woman, love as characteristic features of the Persian-Tajik medieval lyrics.
    • Leading figures of the Persian-Tajik lyrics, allegorical ambiguity of the images of their works. Features of versification.

    Western European Poetry: Jaufre Rudel, Bertrand de Born

    • Creativity of Provencal troubadours, its genre-thematic and stylistic richness, ideological and artistic features.
    • Jaufre Rudel (among. XII cent.). Canzona ("To me during the May days ...").
    • Bertrand de Born (c. 1140 - c. 1215). "Sirventa" ("I love the May daylight hours ...").
    • The works of Jaufre Rudel and Bertrand de Born as the embodiment of the worldview of a significant part of the Western European chivalry.

    Lyrics of the Vagants: "Order of the Vagantes", "Poor Student", "Carefree Song"

    • The originality of the poetry of the Vagantes, its leading themes.

    "Song of Roland" (X cent.)

    • The Song of Roland is a French heroic epic. Historical truth (the campaign of Charlemagne in 778 for the Pyrenees) and fiction in the poem. The struggle against foreigners and infidels for the homeland is the leading theme of the poem.
    • Roland is the main character of the epic. Karl as an ideal of statesmanship. The traitor Ganelon is the opposite of Karl and Roland. The consonance of the "Song of Roland" with the heroic epics of other peoples of the world.

    Dante Alighieri (1265-1321). "The Divine Comedy"

    • The poem "The Divine Comedy" is a philosophical and artistic synthesis of medieval culture. Dante's dream during the Easter week of 1300 and the compositional structure of the poem. Vision of the world in the poem, its allegorical content.

    Francesco Petrarch (1304-1374). "Book of Songs"

    • “Book of Songs”: “Blessed is the day, month, summer, hour ...”, “If this love is not hot, what an ailment ...”, “Blessed and joyful herbs ...”, “Where the look is tender, where the magical view ...”, “Neither starry skies traveling choirs ... ".
    • Petrarch is an outstanding Italian humanist poet. The richness of the human soul, the beauty and sincerity of human feelings, the chanting of love in the "Book of Songs".
    • Petrarch's love for Laura as the source of his intimate lyrics. The image of Laura in the works of Petrarch. Artistic and psychological originality of Petrarch's lyrics.

    Giovanni Boccaccio (1313-1375). "Decameron"

    • Boccaccio as the initiator of new European prose. A collection of short stories "The Decameron", its composition and thematic richness, the glorification in it of the best spiritual qualities of a person.

    Miguel de Cervantes Saavedra (1547-1616). "Don Quixote"

    • The difficult fate of the writer. The novel "Don Quixote" is a parody of chivalric romances and the tragicomic epic of Spanish life. The wanderings of Don Quixote in search of justice.
    • Expected and real consequences of his actions. The romanticism of Don Quixote and the sober judgment of Sancho Panza. Don Quixote is an eternal image of world literature.

    William Shakespeare (1564-1616). "Hamlet"

    • Shakespeare is a brilliant English playwright and poet of the Renaissance.
    • Tragedy "Hamlet", its philosophical and moral motives.
    • Hamlet is an eternal image of world literature. The versatility of Shakespeare's characters.
    • Deepening into human psychology, poeticization of a person and the beauty of her feelings, glorification of love and friendship in Shakespeare's sonnets.

    Grade 9

    Pedro Calderon. "Life is a dream"

    • Baroque as the first pan-European artistic movement. European and Ukrainian baroque. Pedro Calderon (1600-1681). "Life is a dream."
    • Pedro Calderon is an outstanding playwright and poet of the Spanish Baroque. "Life is a dream" as the embodiment of the ideological and artistic principles of the Baroque. Philosophical and moral conflict of drama. Causes and consequences of the evolution of the image of Sehismundo.

    Molière. "The tradesman in the nobility"

    • Classicism as an artistic trend in the literature of the 17th century. Philosophical and aesthetic basis of classicism. Basic rules of classicism. Molière (1622-1673). "The tradesman in the nobility".
    • The incarnation in "The Philistine in the Nobility" is the figure of a classic comedy (the hero is the bearer of one passion). Ridicule of the unfounded claims of the bourgeois Jourdain for aristocracy, intelligence and education. Means of creating funny in comedy. The educational potential of the work.

    Voltaire "Simple"

    • The Enlightenment as a Literary Age. A variety of manifestations of literary life: the emergence (sentimentalism) and development (classicism, realism) of artistic trends, new genres (philosophical story, etc.). Voltaire (1694-1778). "Simpleton".
    • The ideological content and artistic structure of the philosophical story "Simple", the meaning of its title. The conflict between the "natural man" Huron and French society as central to the work. Anti-monarchist and anti-clerical motifs of the work. Huron and Gordon in the Bastille. The tragedy of the fate of Mademoiselle de Saint-Yves and Huron.

    Johann Wolfgang Goethe. "Faust"

    • Johann Wolfgang Goethe (1749-1832). "Faust" (I part), the last monologue of Faust (II part). The tragedy "Faust" is the pinnacle of Goethe's work and one of the greatest works of world literature. History of creation, composition and problems.
    • The image of Faust as the embodiment of the dynamism of the new European civilization. The search for the meaning of life and the purpose of man. Opposition Faust - Mephistopheles, dialectical solution of the problem of good and evil. Faust and Marguerite.

    Johann Schiller. "William Tell"

    • Johann Christoph Friedrich Schiller (1759-1805). "William Tell". The folk drama "William Tell", the poetization in it of the struggle for national independence and individual freedom.
    • The symbolic meaning of the scene on Rütli. Gesler and Wilhelm Tell: the causes and nature of the confrontation. Features of the dramatic conflict in the work and its artistic embodiment.

    Ernst Theodor Amadeus Hoffmann. "Little Tsakhes, nicknamed Zinnober"

    • Features of romanticism as an artistic direction, its aesthetic principles. The specificity of the romantic worldview. The richness and diversity of the literature of romanticism, its artistic discoveries and outstanding representatives.
    • Ernst Theodor Amadeus Hoffmann (1776-1822). "Little Tsakhes, nicknamed Zinnober." "Little Tsakhes" is a masterpiece of a romantic fairy tale novel. The confrontation between the artist and the philistine is her main conflict.
    • The satirical and metaphorical meaning of the work. The specificity of Hoffmann's romanticism: the interweaving of reality and unbridled fantasy, the contrast of the high, the beautiful and the grounded, everyday, ugly. Irony and grotesque in the work.

    Heinrich Heine. "Books of Songs"

    • Heinrich Heine (1797-1856). From the “Book of Songs” (“Why are roses as if lifeless”, “When two people part”, “I don’t know what happened to me ...”, “Evening rays are clear”, “People and years are dying”, “I would like to say the only …”).
    • Heine is a German romantic poet. The Book of Songs is an outstanding phenomenon of German romanticism. Love is the fundamental principle of life. Images of nature as a means of seeing and knowing the world and one's own soul.

    George Byron. Poetry

    • George Noel Gordon Byron (1788-1824). “My spirit is like night…”, “Prometheus”, “Mazeppa”. Byron is an English romantic poet, the founder of Byronism. Leading motives and dominant moods of his work.
    • The Byronic Hero and the Moods of "World Sorrow" in the Poet's Poems. The poem "Mazepa", the historical basis and the romantic myth. Features of a romantic hero in the image of Mazepa.

    Adam Mickiewicz. "Crimean Sonnets"

    • Adam Mickiewicz (1798-1855). "Crimean Sonnets" (No. 4 "The Tempest", No. 6 "Bakhchisaray", No. 8 "Tomb of Pototskaya", No. 14 "Pilgrim"), "Dzyady", Konrad's monologue (scene II, Improvisation).
    • The work of Adam Mickiewicz is the apogee of Polish romanticism. Stay in Russia and Ukraine, reflection of impressions in his poetry (cycle "Crimean Sonnets"). The motive of the unity of nature and man. Patriotism and nostalgia for a distant homeland as the leading mood of the Crimean Sonnets.

    Alexander Pushkin. "Eugene Onegin", poetry

    • Alexander Pushkin (1799-1837). "Eugene Onegin", "To the Sea", "I loved you...", "I remember a wonderful moment...", "I erected a monument to myself not made by hands...". A. S. Pushkin is a great Russian poet.
    • "Eugene Onegin" is a socio-psychological novel in verse. The spiritual world of its main characters. Genre-thematic variety of Pushkin's lyrics.

    Mikhail Lermontov. "Hero of Our Time", poetry

    • Mikhail Lermontov (1814-1841). “And it’s boring and sad…”, “I go on the road alone…”; "Hero of our time". Motives of freedom and loneliness, pessimism of Lermontov's poems.
    • A Hero of Our Time is a moral and psychological novel about the fate of a generation after the defeat of Decembrism. Features of the composition and its role in revealing the character of Pechorin.
    • Pechorin and the Byronic hero. Pechorin and Onegin. The female characters in the novel. Maxim Maksimovich - the image of the "little man". Romantic and realistic elements in the poetics of the work.

    Nikolay Gogol. "Overcoat"

    • Mikola Gogol (1809-1852). "Overcoat". Gogol is a Russian and Ukrainian writer. The influence of Ukrainian culture on the development of his work.
    • The high humanism of the writer in the depiction in the story "The Overcoat" of the tragic fate of the "little man". The combination in the work of elements of romanticism and realism.

    Grade 10

    Stendhal "Red and Black"

    • The life and work of the writer. Synthesis of romanticism and realism in his work. The novel "Red and Black", a combination of socio-political and psychological aspects in it.
    • Sharp criticism of the Restoration regime. The conflict of the protagonist Julien Sorel with society as the plot core of the novel.
    • The inner drama of the hero as a consequence of this conflict. Women's images of the novel. Psychologism of Stendhal's creativity.

    Honore de Balzac. "Gobsek"

    • The life and work of the writer. Balzac and Ukraine. Balzac is a French writer, the founder of the social realist novel. The combination of realistic and romantic elements in his artistic system.
    • The Human Comedy is a grandiose encyclopedia of the life of France in the first half of the 19th century, its problems and structure.
    • The power of gold and its philosophy in the story "Gobsek". Romantic and realistic features of the ambiguous image of the "philosopher and miser" Gobsek. Comparison of images of Fanny mallow and Anastasi de Resto. The role of Derville in the development and reproduction of the events of the story. Composition and style of the work.

    Charles Dickens. "The Adventures of Oliver Twist"

    • The life and work of the writer. Dickens' work as one of the pinnacles of English literature, realistic and romantic tendencies in his prose.
    • The place of the novel "The Adventures of Oliver Twist" in the creative heritage of Ch. Dickens. The humanism of the writer, his sympathy for the humiliated and disadvantaged, especially for children. Condemnation of the greed, cold calculation and lack of spirituality of society. Debunking the "deromantization" of the underworld.
    • Accuracy characteristics of various social strata of England in the 30s of the XIX century Leading means of individualization of characters. Dickens as a master of irony and sarcasm. The social effectiveness of Dickens' creativity.

    Fedor Dostoevsky. "Crime and Punishment"

    • The life and work of the writer. Creativity of Dostoevsky as one of the pinnacles of Russian and world literature. Philosophical, ethical and aesthetic views of the writer and their embodiment in works of art.
    • The novel "Crime and Punishment" as the embodiment of a new, polyphonic type of artistic thinking. Philosophical, social, psychological and moral and ethical ideas of the work. The evolution of the image of Raskolnikov and the debunking of the theory of a strong personality, "superman".
    • Disclosure of the complexity and inconsistency of the spiritual world of man. The system of images of the novel, the meaning and symbolism of its title.

    Leo Tolstoy "Anna Karenina"

    • The life and work of the writer. Creativity of Leo Tolstoy as a manifestation of the possibilities of realistic literature. Spiritual and creative searches and achievements of the writer.
    • The novel Anna Karenina. Images-characters of the novel, plasticity of the image and psychological depth. Contradictory image of Anna. The image of Levin, his autobiographical component. Parallelism in the composition of the novel, style features. "Dialectics of the Soul" of Tolstoy's Heroes.

    Poetry of Nikolai Nekrasov

    • Nikolai Nekrasov (1821-1877). “I turned off at six yesterday…”; “Reflections at the front door”, “Troika”, “On the death of Shevchenko”.
    • The life and work of the writer. Nekrasov as a "singer of the sufferings of the people", a roll call with Shevchenko.
    • Nekrasov's poetic innovation: the combination of poetry with prose, the approximation of poetic language to colloquial intonation.

    Poems by Walt Whitman

    • Walt Whitman (1819-1892) (Poems at the teacher's choice)
    • The life and work of the writer. Whitman is an American poet and pioneer. The connection of his poetry with romantic traditions and transcendentalism.
    • Collection "Leaves of Grass", its leading themes and motifs. Appeal to free verse (ver libre). "Song of Myself" is the program work of the poet.

    The poetry of Charles Baudelaire

    • Charles Baudelaire (1821-1867). "Albatross", "Correspondences", "Evening Harmony".
    • The life and work of the writer. Baudelaire, French poet of the second half of the 19th century, late romantic and one of the founders of symbolism.
    • Worldview and aesthetic views of Baudelaire and the collection "Flowers of Evil". The opposition of reality and ideal as a semantic-figurative axis of assembly. The search for "modern beauty", "obtaining beauty from evil" in Baudelaire's poetry.
    • The traditional and original solution to the problem of "the poet and the crowd" in the poetry "Albatross.
    • The filigree of poetic technique, the formal perfection and suggestibility of the poem "Evening Harmony".
    • Interpretation of objective images as "visible signs" of ideas, feelings, mental states ("Correspondences").

    From the Poetry of French Symbolism: Paul Verlaine and Arthur Rimbaud

    • Symbolism as a literary trend in the last third of the 19th - early 20th centuries. Basic aesthetic principles and poetic innovation of the symbolists.
    • Paul Verlaine (1844-1896). "Forgotten ariets", "So quietly the heart cries ..." Poetic art. Arthur Rimbaud (1854-1891). "Feeling", "Drunken Ship", "Voices".
    • The concept of a symbol as the main means of poetic self-expression, its interpretation by the French symbolists: spontaneity of appearance, vagueness and ambiguity, “prompting” of meanings and space for guessing.
    • Suggestion (suggestion) as an important artistic technique of symbolist poetry. Removing the informational-narrative function of poetic language.

    Emile Zola. "The Career of the Rougons"

    • The life and work of the writer. E. Zola is a French writer, theorist of naturalism.
    • The cycle of Zola's novels "Rougon-Makkari" is "a natural and social history of one family in the era of the Second Empire. The novel "Career of the Rougons" as an introduction to the cycle, defining its leading themes and motives in it.

    Oscar Wilde. "The Picture of Dorian Grey"

    • The life and work of the writer. Wilde is an English early modernist writer. Wilde's aestheticism, impressionistic style.
    • "The Picture of Dorian Gray" as the focus of the writer's work, philosophical, aesthetic and moral problems of the work. Features of the intellectual novel.

    Grade 11

    Franz Kafka "Reincarnation"

    • The life and work of the writer. Kafka is an Austrian modernist writer. The originality of the worldview and its artistic embodiment in the story "Reincarnation". Gregor Samzam and his family.
    • Features of Kafka's style, the specificity of the combination of reality and myth-making in his grotesque artistic world.

    James Joyce "Giacomo Joyce"

    • The life and work of the writer. Joyce is an Irish modernist writer. Characteristic features of the poetics of Joyce's modernist works: "stream of consciousness", an element of parody and irony, pronounced intertextuality.
    • Psychological essay "Giacomo Joyce", its autobiographical character.

    Michael Bulgakov. "Master and Margarita"

    • The life and creative path of the Russian writer M. Bulgakov. Bulgakov and Kyiv.
    • The creative path of the writer to "internal emigration". The novel "The Master and Margarita" as the pinnacle of his work. Problems and system of images of the work. Personality and power, various aspects of the interpretation of the problem. The tragedy of the fate of the artist (master). "The Master and Margarita" as a novel-myth, its origins, the transformation of mythical motifs.
    • The combination of reality and fantasy in the novel. "Moscow" and "Yershalaimsk" sections of the work and artistic means of their connection. Features of the composition of the work - "a novel within a novel".

    Rainer Maria Rilke. "Orpheus, Eurydice, Hermes", "Here the tree came down ..."

    • The life and work of the writer. Synthetic manifestation of the latest trends and trends in the poetry of the Austrian poet R. M. Rilke.
    • Expression of the tradition of human alienation in a dehumanized world. Nostalgia for the lost unity of man with the world.
    • Rilke and Ukraine, Ukrainian motives in his work.

    Guillaume Apollinaire. Lorelei, Mirabeau Bridge, Slaughtered Dove and Fountain

    • The life and work of the writer. The evolution of the French poet Guillaume Apollinaire from neo-romanticism to cubo-futurism.
    • A reaction to symbolism, an appeal to the real, object-sensory and its expression in a "straight word".
    • Change of position in life, assertion of an active-creative attitude towards it.

    Alexander Blok. "Unknown", "Spring, spring, without borders and without edge ...", "Scythians"

    • Alexander Blok (1880-1921). "Unknown", "Spring, spring, without borders and without edge ...", "Scythians"
    • The life and work of the writer. A. Blok is the greatest poet of Russian symbolism.

    Anna Akhmatova. “You gave me a difficult youth”, “Requiem”

    • Anna Akhmatova (1889-1966). “Around the yellow evening lay down”, “You gave me youth, you are sutuzhny”, “Requiem”
    • The life and work of Anna Akhmatova. Acmeism, its aesthetic principles and poetics in her work.
    • Late poetry of Akhmatova ("Requiem"). Anna Akhmatova and Ukraine.

    Bertolt Brecht. Life of Galileo

    • The life and work of the writer. Brecht as an innovative playwright. Brecht's "Epic Theatre", its theoretical foundations and creative practice.
    • The problem of the moral responsibility of scientists for the consequences of scientific research in the drama "The Life of Galileo". The ambiguity of the image of Galileo. The intellectual nature of the drama.

    Albert Camus. "Plague"

    • The life and work of the writer. Camus is a French writer and Nobel laureate. His philosophical and aesthetic views. Camus and existentialism.
    • Absurdity and tragic stoicism in the novel "The Plague". The problem of choosing a person in a borderline situation and personal responsibility for this choice. Composition and style of the work.

    Ernest Miller Hemingway. "The Old Man and the Sea"

    • The life and creative path of the American writer, Nobel Prize winner Hemingway, features of his poetics and style.
    • "The Old Man and the Sea" is a story-parable about a man. "Lifelike" plot and philosophical and symbolic meaning of the work. Hemingway's influence on the development of artistic prose of the twentieth century.

    Gabriel Garcia Marquez. "Old Man with Wings"

    • The life and work of the writer. G. Garcia Marquez is a famous Colombian writer, Nobel Prize winner.
    • An organic combination of the ordinary and the fantastic as the characteristic features of "magical realism" in the story "The Old Man with Wings". The meeting of people with an angel, its symbolic meaning. Tragicomic depiction of people's attitude to a miracle.

    Milorad Pavic. "Damaskin"

    • "The first writer of the third millennium" Serbian M. Pavic. Embodiment in the story "Damaskin" features of postmodernism. The possibility of choosing ways to read a work at its two "crossroads" (including on a computer) as a manifestation of the writer's game with the text and the reader, characteristic of postmodern literature, "renunciation of the author's monopoly right to truth."
    • Intensive use of the facts of Byzantine and post-Byzantine culture ("virtual historicism") as a characteristic feature of M. Pavic's work.
    Alena Baltseva | 01/18/2016 | 20007

    Alena Baltseva 18.01.2016 20007


    If there is a schoolboy in your family, this is a great occasion to re-read with him the best books included in the literature program. We can bet that many works will open up to you from an unexpected angle and become an occasion for frank conversations on important topics.

    Everyone knows that in the novel "Fathers and Sons" Turgenev touches on the topic of generational conflict, but this work is much deeper. Here is not only the story of the relationship between an eccentric son and elderly parents who do not have a soul in him and at the same time are afraid of him. This small book is about the conflict of worldviews, human values, the meaning of life.

    Perhaps, rereading "Fathers and Sons" with your child, you will recognize each other there. Why not a great opportunity to call the child to an open discussion and learn from the mistakes of others, albeit literary ones?

    A censored novel written behind prison bars that caused a real storm in the Russian Empire and beyond - it seems that this is enough to intrigue a teenager, doesn't it?

    In many ways, this philosophical work of Nikolai Chernyshevsky is a response to Turgenev's Fathers and Sons. In Notes from the Underground, his ideas were challenged by Fyodor Dostoyevsky. And Lenin and Mayakovsky, for example, admired him.

    So what is the mystery behind this book? Is the new society about which Chernyshevsky wrote possible? Try to figure this out together.

    “I am a trembling creature, or do I have a right?” - this question tormented not only Raskolnikov, but at certain moments of life it also arises before each of us. Is evil acceptable for good? Does the offender have a chance for redemption and forgiveness? The teenager must find answers to all this first of all with his parents. Read "Crime and Punishment" together.

    Be honest: did you master all four volumes of War and Peace at school without missing a single line about the war? If you answered in the affirmative, your endurance can only be envied!

    In fact, Tolstoy's epic novel has only two drawbacks that scare away schoolchildren - this is an abundance of quotations in French and an impressive volume. Everything else is all virtues: a fascinating plot (love for girls, war for boys), dynamic narration, bright characters.

    Help your child see the beauty of this piece. And to make reading more fun, add an element of competition: who will finish the first volume faster? And second? How about reading the whole book to the end? You will not regret that you decided to re-read the great work.

    “The less we love a woman, the easier she likes us”, “We all learned a little something and somehow”, “We honor everyone with zeros, and ourselves with ones”, “But I am given to another and I will be faithful to him forever "- the list of catchphrases from this poem can be continued indefinitely. No wonder Pushkin considered this work one of the most significant works of his own composition.

    In this book - the story of the first unrequited love of a romantic girl, the story of the idle life of a young dandy, the story of loyalty and self-denial. All this will appear in colors before your eyes if you arrange family readings on the roles of this masterpiece of Russian literature.

    Fonvizin's hysterically funny play about the Prostakov family won instant success on the day of its premiere at the end of the 18th century and continues to amuse readers at the beginning of the 21st. They say that Grigory Potemkin himself praised Fonvizin with the following words: “Die, Denis, you won’t write better”.

    Why did this play fall into the category of immortals? Thanks to at least two quotes:

    • “I don’t want to study - I want to get married!
    • "Here are the worthy fruits of wickedness."

    As a maximum - thanks to a biting satire that exposes ignorance. Another brilliant story about the relationship between parents and children.

    Quoting Griboedov, "happy hours are not observed." Especially when they hold “Woe from Wit” in their hands, because reading it is a real pleasure. As Pushkin predicted the work, almost half of the poems passed into the category of proverbs.

    This brilliant tragicomedy only superficially touches on the love theme, denouncing sycophancy and servility. Important questions for every person, whether he is 15 years old or 40.

    Gogol's most famous novel is a reference example of Russian ironic prose, a kind of "Odyssey" describing the journey of the enterprising landowner Chichikov through the Russian provinces, an encyclopedia of archetypes.

    To learn how to recognize plush, manila, boxes in life, you should read Dead Souls in your youth. And in order not to “lose your knack” - re-read it in adulthood.

    The plot of this ironic, witty novel is obscenely simple: for the most part, the main character lies on the couch in an old dressing gown, occasionally distracted by attempts to arrange a personal life. Despite this, "Oblomov" is read easily and with interest.

    Unfortunately, "Oblomovism" affects not only lazy bachelors a little over 30, but also respectable fathers of the family already over 40, and is born - in the minds of spoiled children under 18. In order to prevent this acute disease - read Goncharov with the whole family!

    Unlike Ilya Ilyich Oblomov, the heroes of Chekhov's plays are quite active, but the result is the same - indecision and mental anguish, which in the end does not lead to anything good. To cut down the garden or not to cut down? To lease the land or not?

    Indeed, what would you do if you were the main character of Ranevskaya's play? Good topic for family discussion.

    Orest Kiprensky, "Poor Lisa"

    This dramatic novel is a good occasion to discuss with a teenager the ethics of relations with the opposite sex, to talk about male decency and girlish honor. The story of poor Liza, who committed suicide because of the betrayal of the young man who seduced her, unfortunately, is repeated too often in real life in various variations to be considered just a literary fiction.

    An epic work, the main character of which is the classic "bad guy", skeptic and fatalist Pechorin. A Hero of Our Time is inspired by the romantic works of Walter Scott and Lord Byron, as well as Pushkin's Eugene Onegin.

    The gloomy protagonist will seem in many ways close to a teenager, and to an adult who has seen the views too.

    Enrich your vocabulary with Ella Shchukina's concise phrases, learn to beg in several European languages, get a master class on turning skins of dubious quality into Shanghai leopard fur, learn 400 relatively honest ways to extort money? Easy!

    While a schoolboy is likely to see only a sparkling humorous story in the novel of a talented writing duo, his parents will appreciate the subtle irony of the authors.

    Another work, literally dispersed into quotes. Re-read the brilliant satire of Mikhail Bulgakov to remind yourself and explain to the child that "devastation is not in the closets, but in the heads."

    The study of foreign literature in elementary and high school as a means of forming communicative universal actions (from work experience).

    Litvinova E. A., teacher of Russian language and literature

    MOU secondary school No. 84 of the Central district of Volgograd

    H.G. Wells, who visited Russia in 1920, wrote: “In this incomprehensible Russia, at war, cold, hungry, experiencing endless hardships, a literary undertaking is being carried out, unthinkable now in rich England and rich America ... hundreds of people are working on translations, books , translated by them, are printed and will be able to give the new Russia such an acquaintance with world literature, which is inaccessible to any other people.

    In Soviet times, the study of foreign literature was given great importance. So, the program of the senior classes in 1927 was built according to the epochs of style. Each topic, from grade VIII, covered some important stage in the development of literature. We must pay tribute to the consistency with which the People's Commissariat of Education included Western classics in the school curriculum of those years.

    In subsequent years, the increase in program material did not make it possible to restore foreign literature to its former volume. The quantitative reduction of the material gave rise to a misconception about the place and significance of world literature in the system of secondary education in general.

    Thus, the most important direction of teaching Western European literature at school should be the study of its monuments in direct connection with Russian literature, since the latter did not develop in isolation from the world literary process, but was its organic part.

    Russian literature has been included in the European literary process since about the middle of the 18th century, and already in the 19th century. it is impossible to imagine Russian and European literature isolated from each other. It is worth noting that the Russian classics themselves understood this well.

    In one of the recently published letters of K. I. Chukovsky to V. A. Kaverin there is an important observation: “Let's not forget that Dostoevsky knew two foreign languages ​​perfectly, Turgenev - three, Herzen - four, Tolstoy - five, and all the literature in these languages they have studied the originals.” And not without reason, K. I. Chukovsky concludes from this: “All of them are great writers because they were introduced to world culture.”

    In connection with the foregoing, some features of the study of the work of foreign writers at school should be emphasized.

    With a sparing selection of names, it is very important to make a concentrated, rich use of the time allotted by the program and to consider in the first place such questions that cannot be posed on the material of only Russian literature. After all, the task is not for schoolchildren to receive extra information, remember five more names and learn the content of five more works.

    These names are designed to help introduce students to the world historical and literary process, to make them feel some broad patterns, so that everything learned in the lessons about Russian literature fits into this process. The study of foreign authors should be arranged in such a way that it becomes obvious to everyone - both teacher and student - that without these five names there will be an impoverished understanding of schoolchildren about literature in general. As a result of these lessons, a new concept of "world literature" will be learned.

    Therefore, the very structure of a lesson on the work of a Western writer should be fundamentally different from the usual scheme of a lesson on Russian literature. The lesson should be aimed at solving the main problem formulated above - familiarization with the concept of world literature.

    Now let's turn to the content of the lesson. What to study?

    It should be noted that students are interested in foreign literature, however, first of all, even the most active and inquisitive students have very fragmentary and largely random information about modern foreign literature. Many have read S. Lem, R. Tolkien, R. Zelazny, K. Simak, but might not have heard of B. Brecht. You also need to take into account the fact that with special interest the guys read works where the fate of their peers is affected.

    So, I finish the study of literature in the 5th grade with a quiz lesson based on Mark Twain's novel "Tom Sawyer". The lesson involves preparation. I divide the class into 4 groups, and I try to do it according to the list. Further, I propose to choose a captain in each group, since they will have to play for the team in the spelling contest (I propose to write complex names from the novel). 2 weeks before the lesson, I suggest that each group choose an excerpt from the work for dramatization. As a rule, the lesson does not go smoothly. Since students are just learning to work in groups. Therefore, I invite them to evaluate the performance competition themselves and express their point of view: what they liked and why, whose performance was more interesting. But the most important thing is still a conversation about their peer Tom Sawyer, his adventures, about good and evil, about love, friendship, nobility.

    In the 6th grade, in addition to the proposed works, I conduct a lesson on the story of D. London "Where the paths diverge." It is not always possible for students to answer the question: is Hitchcock right in rescuing a girl from a tribe and thereby putting his friends in danger. I put this question beforehand for consideration. As a rule, the class is divided into two groups, those who condemn Hitchcock, and those who consider his act to be right. I help each group in advance to formulate their pros and cons of Hitchcock's act and to formulate their questions to each group. During the discussion, I try tocTi them to a single solution. I help the guys to find out that the argument and the discussion are not the same thing. Discussion is a process that changes under the influence of new information. Be sure to follow the rules of the discussion.

    In this form, I conduct a lesson in the 6th grade based on the novel by Cervantes "Don Quixote". I bring up the question for discussion: "Who is he, Don Quixote - a madman or a sage?" No less interesting and controversial for sixth graders is the question of whether Matteo Falcone did the right thing by killing his ten-year-old son, Fortunato, for treason.

    In the 9th grade, a lesson on the study of the tragedy "Hamlet" by Shakespeare can be held as a debate and discuss the questions: What is the character of Hamlet? Do you consider him a strong or weak-willed, active or passive person? Does Hamlet love Ophelia? If he loves, then why does he behave so strangely with her? Also, problematic issues can be proposed for discussion when studying Goethe's Faust. Why does Mephistopheles consider Margarita a sinner, whose place is in hell, and the Voice from above justifies her? How does Mephistopheles make you feel? If sympathy, then why? Explain the meaning of the "Prologue in the Theatre". What requirements for the theater and dramaturgy does Goethe put into the mouths of his interlocutors? Which of them do you think is right?

    The works of foreign literature, and above all "Faust", allow us to more fully reveal the concept of convention in art. Schoolchildren, who paid most attention to realistic works, were accustomed to highly appreciate the persuasiveness of motivation (for example, social conditions, psychological situations, etc.), usually dealt with a consistent depiction of the course of events, and therefore with a more or less accurate depiction of the passage of time and correlation of historical time with events in the life of the hero. In Faust they will meet with a conventional time and a conventional place of action; here the motivations will also be different (in comparison with the motivations in the literature of the 19th century), to a certain extent, the characters and circumstances are conditional here.

    The foreign section of the program leads us to the origins of "eternal images" - Hamlet, Faust, and if we recall what was passed in the 6th grade, then to Don Quixote.

    Literature in 11th gradeXXV. The scientific and pedagogical approach to the study of the multifaceted literature of different countries of the world should be manifested in the fact that it will be presented to students as an example of creativity that does not have complete analogies in Russian literature.

    With the smallest amount of information, this will help students to join the artistic world of other peoples, to understand that artistic consciousness is not standard, that there are different ways of aesthetic exploration of reality. On the other hand, students should also feel the common features of all the wonderful works of world literature: humanistic orientation, imagery, the desire to cover the problems of their time.

    In my opinion, it is more expedient after studying the literature of the Silver Age to get acquainted with the work of F. Kafka, Remarque and Hemingway. When studying F. Kafka's novel "The Metamorphosis", I offer 4 groups 4 different points of view on the "transformation" of Gregor Samza: D. Zatonsky, A.V. Karelsky, V. Nabokov and Daniel Burt. I suggest that each group choose the wording with which they agree, to argue their answer. As a result of the discussion, we come to the conclusion that all 4 reading options are possible, since the symbol-metaphor is always polysemantic and involves many interpretations.

    It goes without saying that acquaintance with the work of several Western European writers in the classroom does not solve the problem of familiarizing schoolchildren with the treasures of world literature. Therefore, it is very important that these lessons are supplemented by a whole series of activities, primarily on the organization of extracurricular reading. It is necessary that the design of the school literature classroom should include the presence of world classics.

    A useful form of familiarization with world literature is the holding of evenings associated with the next anniversaries.

    Much has been written about the enormous merits of the project method, in which the student himself obtains information, selects the most significant, sets goals, and so on. At the same time, the teacher becomes the organizer of joint work with students, facilitating the transition to real cooperation in the course of mastering knowledge. During the study of foreign literature, I propose such a form of the project as a cover for a book. Covers can be created individually or in pairs. Usually these are the final lessons in which students learn to defend their work. I use many covers in handwritten books. So, together with the students, they worked on the handwritten book “Through the Pages of Favorite Books”, where a considerable share was occupied by works of foreign literature. In addition to covers, such a project as creating a poster is interesting. In the 8th grade, I give two weeks for such work after reading the comedy-ballet by J.-B. Molière "The tradesman in the nobility." Before such work, we usually consider well-known posters using the resources of the Internet, or I suggest that students independently consider the posters of the Youth Theater, the Youth Theater. That is, work is underway on what the poster should contain.

    Working on a personal project, students have the opportunity to realize a cognitive motive by choosing topics related to their hobbies. So, in the 8th grade, a student prepared a computer presentation about Japan (a lesson on the study of haiku). These can be presentations about the life of Goethe, Shakespeare, and so on. In the 11th grade, for a lesson on creativity, F. Kafka offered to make a slide show about painting at the beginning of the 20th century.

    Thus, the study of foreign classics and modern foreign writers opens up great opportunities for expanding the theoretical horizons of schoolchildren, helps to raise the level of understanding of literature as an art and, undoubtedly, will create the basis for a deeper understanding of native literature, which is an integral part of the world literary process. And this approach is enshrined in the "Concept of School Philological Education", which refers to the importance of studying, along with domestic classics, works of foreign literature.



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