Lectures on the course "World Artistic Culture". Leskova I.A.
Volgograd: VGPU; 2009 - 147 p.
A course of lectures is presented, in which, through world art, the fundamental principles of the development of the artistic culture of Europe, Russia and the countries of the East are revealed. For students, undergraduates, graduate students of art specialties.
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CONTENT
Lecture 1. World artistic culture as a subject of study 3
Lecture 2. Basic concepts of world artistic culture 7
Lecture 3. The archetypal basis of the artistic culture of the West 18
Lecture 4. Archetypal basis of the artistic culture of the East 30
Lecture 5. Categories of space and time in artistic culture 42
Lecture 6 Categories of space and time in the artistic culture of antiquity and the Middle Ages 47
Lecture 7. Categories of space and time in the artistic culture of the Renaissance 54
Lecture 8. Categories of space and time in the artistic culture of the New Age 64
Lecture 9. Categories of space and time in the artistic culture of modern times 88
Lecture 10. Artistic culture of Russia 108
The history of world artistic culture dates back millennia, but it becomes an independent object of scientific analysis only by the 18th century. The process of study was based on the idea that this area of the spiritual activity of society is a simple set of art forms. Philosophy, aesthetics, historical sciences, art criticism, and literary criticism studied artistic culture mainly from an intra-artistic perspective: the ideological aspects of art were analyzed, the artistic merits of works, the professional skills of their authors were revealed, and attention was paid to the psychology of creativity and perception. In this perspective, the world artistic culture was defined as a set of artistic cultures of the peoples of the world that have developed in various regions throughout the historical development of human civilization.
Many discoveries made along this path led to the formation of an idea of world artistic culture as an integral process with its own dynamics and patterns. This idea began to take shape already by the beginning of the 20th century. and fully manifested itself already in the first half of the last century in the studies of O. Benes, A. Hildebrand, G. Wölfflin, K. Voll, M. Dvorak and others. languages of various types of art, and the world artistic culture began to be considered as a way of intellectual and sensual reflection of being in artistic images.
The material was prepared by a teacher of Russian language and literature
MKOU "Secondary School No. 10", Shadrinsk
Gubanova Valeria Alekseevna
MHK lesson in modern school.
World art culture (hereinafter referred to as the WCC) as an independent subject arose relatively recently. This is a young subject, its history goes back about twenty to thirty years. The course “World Artistic” Culture differs from other subjects of the school curriculum in that its methodological requirements are still being formed and systematized. As a result of this, we can conclude that the poor development of the methodology and requirements for the MHK lesson makes the subject of the MHK “faded” and uninteresting in relation to other subjects of the school curriculum. Therefore, the teacher of the MHC and the school administration will have to solve these problems.
World art culture as a subject belongs to the educational field "Art".
The MHK lesson in a modern school is designed to form a holistic harmonious personality. The most effective way to achieve this are communicative forms of work with students. In my work I use frontal, group forms of work with students. It is communicative forms that imply not just an exchange of statements, remarks about this or that object of art, but a holistic organization of the exchange of opinions, in which, I emphasize, these opinions are not imposed on anyone. Thanks to such a purposeful and orderly exchange, the modern student forms his own vision of an object of art: whether it is a reproduction, a book, an architectural monument or an excerpt from a piece of music.
Art lessons, in my opinion, are best done in the form of discussions, seminars, creative workshops, small theatrical performances. It is these forms of organization of the lesson that contribute to better assimilation and memorization of the material by students.
The teacher should not forget about the interdisciplinary connections of the MHC school subject with other disciplines that are taught at school. So we all know that art is closely connected with history, geography, literature, music. Therefore, at the MHC lesson, it is imperative to draw parallels to these subjects. But I will note right away that the modern schoolchild does not know or knows history and literature poorly. So at one of the lessons of the Moscow Art Theater, working with slides that depicted an architectural monument of the 16th century, I asked the students the following question: “Who ruled the state at this point in time?” And what struck me was that only one of the seventeen students answered.
Talking about the monuments of literature at the lessons of the Moscow Art Theater, one can say that the modern schoolchild does not know or does not know the authors of the works, and the works themselves, although in the lessons of literature literature teachers study in depth with students both poets and writers. From this follows the conclusion that the MHC teacher must have knowledge about a particular subject that he wants to discuss in class with students. We, teachers, not only need to draw parallels, connections with other subjects of the school course, but also teach our students to do this themselves at the MHC lesson.
At the MHK lesson in a modern school, under the guidance of a teacher, students should learn to independently and creatively organize their activities, search for and systematize material in various sources and convert it into knowledge, use computer technology to design creative and homework.
I want to emphasize that the art lessons should also include students' project activities. It should be focused on the development of interest in independent creative work,the ability to work with text, highlight the main thing, make presentations, analyze, summarize what has been learned. The teacher here should act as a mentor, a mentor. Project activity can act as an independent form of organizing a lesson.
Thus, the MHC lesson in a modern school should not only reveal to us a holistic, harmonious personality, but also educate it.
The new social demands reflected in the Federal State Educational Standard define the main goal of education as the general cultural, personal and cognitive development of students, which provides such a key competence of education as “to teach to learn”.
How to build lessons of the Russian language and literature in order to implement the requirements of the Second Generation Standards? To do this, it is necessary to know the criteria for the effectiveness of the lesson, the requirements for its preparation and conduct, analysis and self-analysis of the activities of the teacher and students.
It is known that along with general approaches to planning lessons in all subjects (thought out goals and objectives; optimal methods, techniques and forms of working with the class; competent use of new pedagogical technologies, including ICT; cooperation between a teacher and a student based on problem-search forms of work, etc.) the teaching of each subject has its own specifics, its own characteristics. In the context of the introduction of the Federal State Educational Standard of basic general education, the problem of the activity model of the lesson, which contains certain structural and content stages, is becoming increasingly relevant in school education.
Concerningliterature lessons , then the requirements for their construction, in principle, are not outdated: the trinity of goals (teaching, developing and educating) is an indispensable component of any lesson, including a lesson in literature. However, modern reality makes its own adjustments to the methodology of teaching literature. To make the lesson interesting for children, the teacher has to master new methods of presenting material, use non-standard techniques and innovative technologies in his practice.
When analyzing M. Bulgakov's story "Heart of a Dog", I used materials from T.V. Ryzhkova's book "The Way to Bulgakov".
Abstracts of literature lessons based on the story of M.A. Bulgakov "Heart of a Dog"
Lesson Objectives:
1. Educational: conducting a compositional and stylistic analysis of the text of the story; comparison of the images of Sharik and Sharikov; comprehension of the author's concept.
2.Developing: developing the skill of working with a literary text; development of skills to characterize the characters of the story; improving the skill of group and independent work; improvement of logical and creative thinking.
3. Educational: understanding what education and self-education means, culture, traditions in the life and destiny of a person and society; formation of a system of values.
Forms of work: collective, group, individual
Type of lesson: discovery of new knowledge
Lesson number 1 The argument about the dog's heart.
Purpose of the stage : the inclusion of students in activities at a personally significant level.
Creation of installation for the analysis of the work.
slide 1 (portrait of the writer, title of the story)
teacher's word .
For today's lesson, you have read M. Bulgakov's story "Heart of a Dog".
March 1925. Mikhail Bulgakov is finishing work on the satirical novel Heart of a Dog. He wrote it by order of the Nedra magazine. But the story came to the reader in our country only in 1987 ...
slide 2
How do you think,why was the story written in 1925 published in Russia only in 1987? What was it about this story that the government of the Soviet Union did not like?
Students make assumptions (forbidden to print because the story is a satire on modernity)
Teacher: Indeed, the Soviet era was persecuted by dissent, and even from the high stands it was ironically said:“We are for laughter, but we need kinder Shchedrins and such Gogols so that they don’t touch us.” Bulgakov's view of modernity was very sharp, satirical attacks were considered seditious. M.A. Bulgakov wrote:
Slide 3: “In the wide field of Russian literature in the USSR, I was alone - the only literary wolf. I was advised to dye the skin. Ridiculous advice. Whether a dyed wolf or a shorn wolf, he still does not look like a poodle. The well-known critic, researcher of the writer's work Vsevolod Ivanovich Sakharov (born in 1946, member of the Writers' Union of Russia, Doctor of Philology) gave the following assessment of the story:
Slide 4:
"Heart of a Dog" is a masterpiece of Bulgakov's satire.
Bulgakov's satire is smart and sighted." V. Sakharov
These words will be the epigraph for today's lesson.
Choose a contextual synonym for the wordsighted.
Students: (honest )
UUD: personal, meaning formation
Stage 2 Updating knowledge
Purpose of the stage
Consolidation of the concept of satire, overcoming the unambiguity in the perception of characters and events.
Teacher: Indeed, satire is always honest, but rarely permitted. Let's remember what satire is.What is satire directed at? What is the source of satire?
Student responses
Teacher opens the slide, students check their answers with the correct one
Slide number 5.
(Satire - kind of comic. The subject of satire are human vices.
Source of satire - the contradiction between universal human values and the reality of life.)
Let's try to figure out what human vices and contradictions between universal values and real life have become the subject of M. Bulgakov's satire.
UUD: cognitive
Stage 3 Statement of the learning task
The purpose of the stage: setting the goals of educational activities, choosing the means of their implementation.
Teacher : The story was considered seditious in 1925 and banned.
However, in 1988, the film directed by V. Bortko "Heart of a Dog" was released, which the audience still watches with pleasure, and theaters do not stop staging performances based on Bulgakov's story.
Why does the story attract film and theater directors?
Students: Suggested answers:
The story is very modern. Our time and Bulgakov's time are similar.
Teacher: So, the story is relevant in our time, because it is read, films are made and performances are staged in theaters. Let's assume that the problems that worried the writer are not indifferent to us. What are these problems?
Students: Suggested answers:
The Sharikovs live among us, and the writer warned how dangerous they are.
Animals are being cloned now and people are talking about cloning.
Teacher: Maybe you're right. Let's try to figure it out.
Modeling a problem situation and approaching the problem of the lesson.
Enable movie clip from the film directed by V. Bortko "Heart of a Dog", where Bormental argues with Professor Preobrazhensky.
What do you think the topic of today's lesson will be?
Students.
Suggested answers: Dog heart dispute.
Teacher: Write down the topic of the lesson: "Dispute about a dog's heart."
Let's think about what is the main problem we should solve in the lesson?
Students. Who is right: Dr. Bormental, who believes that Sharikov has a dog's heart, or Professor Preobrazhensky, who claims that Sharikov has "precisely a human heart"?
Teacher: Can we answer this question right away?
No.
What goals of our future actions do we need to identify in order to answer this problematic question?
Students.
Analyze the text and compare the images of Sharik and Sharikov.
Understand what answer the author of the story would give to this question, what the author thought, what disturbed him.
UUD: regulatory (goal setting, planning); communicative
(ability to listen, engage in dialogue)
Stage 4 Building a project for getting out of difficulties
Purpose of the stage
Analytical conversation.
a) Reception of "immersion in the text".
Teacher: The story opens with pictures of Moscow in the mid-20s. Imagine and describe Moscow. Through whose eyes do we see life?
Students: a city where wind, blizzard and snow reign, embittered people live. It will help to concretize the general picture by referring to the details of the text, which could confirm the impressions formed by the students (the canteen of normal food and the bar, the fate of the "typist" and her lover, the cook and the porter, the history of the Kalabukhov house).
Teacher: Is there anything in the story that resists this chaos and hatred?Students : storyhabout the apartment of Philip Philipovich, where comfort, order, human relations reign.Butthis life is under threat, because the house committee, headed by Shvonder, seeks to destroy it, to remake it according to its own laws.
Teacher: what connects these two worlds?
Students: This is Sharik, who was picked up by Professor Preobrazhensky. Thanks to Philip Philipovich, the dog was transferred from the world of hunger and suffering, the world that doomed him to death, to the world of warmth and light.
Teacher: M. Bulgakov continued the traditions of Russian satirists M.E. Saltykov-Shchedrin and N.V. Gogol. From Saltykov-Shchedrin, Bulgakov took the topical sound, from N. Gogol - his teacher, the fantastic plot, images, and even the compositional structure of the work.Doing your homework, you should have observed the composition of the story.What is the composition of the story?
b) Pupils present a presentation prepared at home , in which the division of the story into two parts is obvious
part 2 | |
1 ch. The world through the eyes of a dog, meeting with a professor, choosing a name. 2 ch. A ball in the house on Prechistenka: "dressing", receiving patients, visiting the house committee 3 ch. A ball in the house on Prechistenka: lunch, "clarification" of the owl, "collar", kitchen, preparation for the operation. 4 ch. Operation. | Chapter 5 Diary of Dr. Bormenthal: transformation. Chapter 6 Sharikov in the house on Prechistenka: the professor's conversation with Sharikov, the choice of a name, Shvonder's visit, the "explanation" of the cat. 7 ch. Sharikov in the house on Prechistenka: lunch, reflections of the professor. 8 ch. Sharikov in the house on Prechistenka: registration, theft, drunkenness, the professor's conversation with Bormental (search for a way out), "the attempt on Zina." Chapter 9 Disappearance of Sharikov, Sharikov and the "typist", denunciation of the professor, operation Epilogue: "presentation" of Sharikov, Sharik after the operation, the professor at work. |
(The composition is symmetrical. Ring composition: Sharik became a dog again.)
Teacher: what arethe reasons for such a construction of the work?
Students conclude: the mirror composition of the story emphasizes the changes taking place in the professor's house and in the people who inhabit it. The conclusion is written in a notebook.
c) Reception "verbal drawing"
Teacher : so, Bulgakov gives many events of the first part through the eyes of a dog, perhaps in order tocompare Sharik and Sharikov. Imagine that you are making illustrations for a story. How would you portray the meeting of the dog and the professor? What should be done to more accurately draw an oral illustration?
Students : necessaryreread chapter 1 . Re-reading, clarifying the details. Possible description:
In the foreground is a dark doorway, a blizzard snakes. In the distance we see a street from the gateway, a brightly lit store and a piece of a poster blown by the wind. A man in a dark coat has just left the store, he is moving towards the doorway in a “blizzard column”. A dog crawls into the street in the gateway. This is a skinned mongrel, she has dirty matted hair, a terrible scalded side. It can be seen that the movement is given to the dog with great difficulty. His head is raised, he is watching a person walking towards him.
Teacher: — Which qualities of Sharik do you like, which ones do you not?
Students : intelligence, wit, observation, his irony, hatred of the proletarians, janitors and porters; the ability to both sympathize and hate, lackey obsequiousness.
UUD: cognitive - general educational (semantic reading, information search), logical (analysis, classification, choice of bases for comparison); personal (moral - aesthetic evaluation); communicative.
Stage 5 Independent work
Purpose of the stage: improving the skill of independent work and the ability to build cooperation in a group.
The work of students in groups (independent analysis of the text). Run time - 5-8 minutes. Each group prepares a speaker, the response time is 2 minutes.
I group , analyzing chapters 1-3, should answer the question:
What does Sharik notice in the reality around him and how does he react to it?
2 group , analyzing chapters 2-3, answers the question:
- What does Sharik like in the house of Professor Preobrazhensky and what - not?
3 group , working with the same chapters, prepares an answer to the question:
- How does the dog perceive the inhabitants of the apartment?
4 group (same chapters):
How do the inhabitants of the apartment treat Sharik?
5 group (same chapters):
Students (desired responses):
I group:
- The dog is very observant, he knows life well, especially that in it that is connected with nutrition. He knows that the world is divided into hungry and well-fed. The one who is “eternally full”, “is not afraid of anyone”, therefore “will not kick with his foot”. Dangerous are the hungry, those who "themselves are afraid of everything." Sharik hates toadies. He says that "human purifications are the lowest category." But he also sympathizes with people who are deceived, who are mocked by those who have recently gained power.
II group:
- Sharik likes the professor's house, although after receiving patients he calls the apartment "obscene." But it's warm and calm. After a conversation between Philip Philipovich and Shvonder, Sharik becomes convinced that the professor has great power. Sharik decides that he will be completely safe here: “Well, now you can beat me as you like, but I won’t leave here.” The dog likes the fact that in the house he is fed well and tasty, they do not beat him. The only thing that annoys him is the owl. The dog is afraid of hunger and evil people, but in the house the opposite is true. Sharik's favorite place is the kitchen: food is cooked there, and a fire burns there.
III group:
- After Sharik realized that in the professor's house he had nothing and no one to be afraid of, since his owner was not afraid of anyone, he decided that the professor was "a wizard, magician and magician from a dog's fairy tale." During dinner, Philip Philipovich finally received the title of a deity. As already mentioned, food, warmth and security are the main thing for Sharik, and he is ready to serve faithfully to the one who gives it to him. Sharik studied the professor's call, met him with a bark.
He quickly conquered Darya Petrovna, the cook. The kitchen is "the main branch of paradise" for Sharik. And so he sucks up to the cook. He treats Zina dismissively, calling her "Zinka"; he does not love her, as she scolds him all the time and says that "he ate the whole house." The dog calls Dr. Bormenthal "bitten" and does not communicate with him at all.
IV group:
- Professor Preobrazhensky generally pities Sharik: he orders him to be fed properly, saying that "the poor fellow is hungry"; he treats him affectionately because he believes that affection is "the only way to treat a living being"; he never hits Sharik, even when he "clarified" the owl. For Zina, Sharik is the cause of the eternal mess in the house. She believes that the professor is spoiling Sharik too much and offers to tear off the dog. She does not understand why Sharik receives such courtesies. For her, he is an ordinary mongrel. And Darya Petrovna at first called Sharik "a homeless pickpocket" and did not let him into the kitchen, but the dog "won her heart."
Teacher: What is the value system of an unusual dog?
Students : The main thing for Sharik is food, warmth and safety. This is what determines his attitude towards people. In general, he "sells his soul" for a piece of Krakow sausage. Sharik’s attitude towards people is determined by the same: the professor is the owner, and Sharik is ready to please him, Daria Petrovna is the “queen of the kitchen”, the dog fawns over her, Zina is the servant in the house, and Sharik believes that she should serve him too. Dr. Bormental is in no way connected in the mind of the dog with food and warmth, and since the bite of his leg went unpunished, the doctor simply turns into a "bite".
Teacher : Do you like this philosophy of life? Why? What word would you call her?
Students : Slave
Group V identified the stages of Sharik's change:
- Firstly, Sharik has changed outwardly. The professor picked up a dying dog, with a scalded side, with dirty matted hair, emaciated from hunger. In a week, he turned into a shaggy and "surprisingly fat" "handsome dog." Secondly, he also changed internally: at first he was worried: “Why did the professor need me?” (his experience told him that no one does anything for nothing). Having just got into the house, he thought that he found himself in a "dog clinic", and defended his life - he has a very developed self-preservation instinct. But when he sees that nothing threatens him, but, on the contrary, he is being fed and caressed, Sharik begins to be afraid of losing all this and thinks: “Beat, just don’t kick him out of the apartment.” He decides that Philip Philipovich chose him for his beauty. He glares at his eyes. Quickly evaluating the collar, because all the dogs he meets are madly jealous of him, he comes to the conclusion that the collar is a kind of pass to a better world and gives him certain rights, for example, to lie in the kitchen. He forgets that recently he was an ordinary homeless mongrel, and no longer doubts that nothing will deprive him of warmth and food, and he is finally convinced that he is an “incognito dog prince”. Hungry and full of dangers, he exchanged freedom for a well-fed, calm life, and pride - for lackey obsequiousness.
Teacher : What associations does the dog's story evoke in you?
Students : Suggested answers:
After the revolution, many people who lived in poverty and hunger were drawn to a warm and well-fed life, believed many promises, decided that they would instantly "become everything." The revolution is an experiment that the Bolsheviks put on the whole people.
UUD: cognitive (search for information, the ability to build a speech statement); communicative (the ability to cooperate in a group, enter into a dialogue), personal (knowledge of moral standards and the ability to highlight the moral aspect of behavior)
Stage 6 Reflection
Purpose of the stage: self-assessment by students of the results of their educational activities
Let's summarize the lesson:
Teacher : Has your attitude to the ball changed? How? Why? (This is a written question.)
Students conclude:
Sharik's inner speech, his assessment of events, reflections, together with the author's description of his behavior, create for the reader a complete picture of the dog's inner world.
Teacher :
- Have we answered the problematic question of the lesson: who is right: Dr. Bormental, who believes that Sharikov has a dog's heart, or Professor Preobrazhensky, who claims that Sharikov has "precisely a human heart"?
Students: - No.
Teacher: What questions did we get answered?
Students: - We compared the images of Sharik and Sharikov, saw what changes had taken place, understood through what methods the author expressed his attitude to the character and what worried him.
Teacher: the next lesson will be the next step in resolving the problem situation identified by us in this lesson, and for this you must work on the homework questions. What questions would you like to ask me or classmates?
UUD: regulatory (assessment), personal (self-determination), cognitive (problem solving), communicative (ability to participate in a collective discussion)
Homework:
1. Highlight the stages of Sharik's transformation into Sharikov and the stages of Sharikov's formation by preparing an electronic presentation (task for the whole class).
2. Compare the behavior of Sharik and Sharikov in episodes I and II of parts: choosing a name (individual task), lunch (individual), house committee visiting the apartment (individual).
3. What, in your opinion, in Sharikovo from the dog, what from Chugunkin? Justify your opinion with examples from the text (general task).
4. What is the role of Shvonder in the upbringing of Sharikov? Why does Professor Preobrazhensky say that "Shvonder is the most important fool"? (Individual task, it is performed by 3-4 people.)
Lesson #2
Subject: Dog Heart Argument (continued)
Stage 1 Motivation for learning activities
Purpose of the stage : the inclusion of students in activities at a personally significant level. Create an installation for the analysis of the work.
Viewing a fragment of the film "The transformation of Sharik into Sharikov" , an excerpt from the film adaptation of the story directed by Bortko.
Teacher : before we answer the key question, think about why M. Bulgakov needed to introduce into the story, to make the transformation of a dog into a man a spring of intrigue. If only the qualities of Klim Chugunkin appear in Sharikov, then why shouldn't the author "resurrect" Klim himself? However, before our eyes, the “gray-haired Faust”, busy looking for means to restore youth, does not create a person in a test tube, does not resurrect him from the dead, but turns a dog into a person.
Stage 2 Updating knowledge
Purpose of the stage : preparation of students' thinking, their awareness of their inner need for the construction of educational actions and the fixation of individual difficulties in each of them.
Teacher : Difficult to answer?
I remind you of Dr. Bormental's diary (I exacerbate the problem situation with an additional question):
Why is it Dr. Bormenthal who keeps the diary, and not Professor Preobrazhensky?
Search activity students looking for real explanations:
“We can see from the notes how excited the doctor is. At first, he rejoices at the success of the operation and the new discovery. Then he is horrified by what the apartment has become. He admits that he does not understand much.
- Philipp Philippovich has no time to keep a diary, he is much more busy than the doctor .. After all, it is not by chance that the professor needs an assistant, that is, an assistant. Then Philip Philipovich, much less than Bormental, realized that the new creature was related to Klim. Bulgakov does not want to solve the riddle ahead of time - we also do not know anything about Klim. And if a professor kept a diary, it would not be so interesting.
- Dr. Bormenthal puts forward his hypothesis in his diary: "Sharik's brain in the canine period of his life accumulated an abyss of concepts," and, of course, writes down not only his assumptions on this matter, but also the opinion of the professor. And the professor would not write down Bormenthal's hypothesis, since he is absolutely sure that he is right. And there would be no problem. We would also believe the professor, but there are some doubts
The students, together with the teacher, come to the conclusion:
- The "elimination" of the author and the transfer of the narration to a young scientist who does not have the experience and insight of his teacher, who has bright hopes for the result of the experiment, create a new and at the same time central opposition to the story (what is Sharikov - a dog that has changed its external form or "resurrected" Klim? ), enhance the reader's interest, keep him in suspense, giving him the opportunity to build his own guesses about the events and results of the operation.
Checking homework.
Demonstration of an electronic presentation with the results of the assignment: Highlight the stages of Sharik's transformation into Sharikov and the stages of Sharikov's formation.
(swearing (“all the swear words that exist in the Russian lexicon”);
smoking;
seeds (uncleanliness);
balalaika at any time of the day or night (disregard for others);
vulgarity in dress and behavior;
immorality;
drunkenness;
theft;
denunciation;
attempt.)
The list is corrected, together with the teacher the conclusion is made:The formation of the “new man” is the loss of humanity, the growth of immorality, that is, not evolution, but degradation.
Checking individual assignments.
Compare the behavior of Sharik and Sharikov in similar situations. (One student shares his observations with classmates, others supplement him if necessary. No more than 2 minutes are allotted for the message, about which the guys are warned in advance). Suggested answer:
— A typist first called a dog a ball. The dog himself does not agree with this name: “Sharik means round, well-fed, stupid, eats oatmeal, the son of noble parents,” and he is “shaggy, lanky and torn, a fried hat, a homeless dog.” For the second time SharikPhilip Philipovich calls the dog, probably because it is an ordinary dog name: Sharik, Tuzik ... And the dog accepts this name: “Yes, call it whatever you want. For such an exceptional act of yours (for sausage). He really doesn't care what they call him, as long as they feed him.
- "Laboratory Creature" demands a document from Flipp Philippovich for himself. Then the question of his name arises. Now the name is chosen not by the "creators" of the new creature, but by itself, but on the advice of the house committee. The new power brings new names to the world. For Philipp Filippovich, the name Polygraph Poligrafovich sounds wild, "but the laboratory creature" defends its rights. Most likely, the students will not notice the parodic roll call - let's draw their attention to some similarity between the names of Sharikov and his creator, which consists in duplicating the name itself with a patronymic. Sharikov creates his name on the advice of the house committee, but by analogy with the name "dad".
- After the first dinner in the professor's house, Sharik promoted him to the rank of "supreme deity." The dog has a dope in his head from a variety of smells. Of course, he hears what the professor and the doctor are talking about, but the main thing for him is food. When he had eaten, he fell asleep. He is now well and calm. "Hounded respect" for the professor is growing all the time and is not subject to doubt. The only thing that worries Sharik is if this is all a dream.
For Sharikov, lunch, on the one hand, is an opportunity not only to eat tasty and a lot, but also to drink. but on the other hand, it is torture: he is taught and educated all the time. And if Sharik respects Philipp Philippovich, then Sharikov seems to be laughing. He says that the professor and the doctor are "torturing themselves" with some stupid rules. He does not at all want to become cultured and behave decently, but he is forced to do this, because otherwise he will not be allowed to eat (this is how animals are trained in the circus!). Sharik sat at the professor's feet and did not disturb anyone, only Zina was angry, and Sharikov was a stranger at this table. Bulgakov writes that "Sharikov's black head sat in a napkin like a fly in sour cream" - both funny and disgusting. Sharikov and the professor exchange all the time sidelong glances.
UUD: cognitive (process, systematize information and present it in different ways, the ability to build a speech statement, the ability to analyze and draw conclusions); personal (sense formation); communicative (ability to listen, engage in dialogue).
Stage 3 Building a project for getting out of difficulties
Purpose of the stage : students' choice of a way to solve a problem situation.
Improving the ability to conduct a compositional analysis of the text, activating the imagination and attention of students to the details of the text through verbal drawing, developing the ability to characterize the hero and give a moral assessment of his actions.
Characteristics of Sharikov.
Watching a movie clip directed by V. Bortko "Heart of a Dog" - an episode of the conversation between Sharikov and Philip Filippovich. (In Bulgakov, the corresponding fragment begins with the words: "Philip Filippovich was sitting at the table in an armchair.")
Analytical conversation.
Teacher : compare the image of Sharikov, created by the actor and director in the film, with Bulgakov's description.
- Was this how Sharikov seemed to you when you read the story?
What did the filmmakers keep and what did they “forget” about?
Suggested answers :
- outwardly, Sharikov in the film is exactly the same as Bulgakov's, that the actor plays his role very talentedly, but the film is not in color. Maybe the authors decided to do this because the dog does not have color vision. But Bulgakov's Sharik could distinguish colors. The story says: "The ball began to learn from flowers." The lack of color in the film did not allow the authors to convey the absurdity of Sharikov's costume.
- In the film, Sharikov constantly makes excuses, he is even sorry. Indeed, the professor attacks and attacks him. And in the book, Sharikov is confident, and sometimes harsh: he does not justify himself, but attacks himself: "A cheeky expression caught fire in the little man."
Bulgakov's Sharikov is often ironic, but in the film he is stupid. And yet, when you read the story, it's funny, but in the film everything is somehow serious. It's hard to explain why.
(if the students do not see this important detail, the teacher will be able to lead them to it with additional questions. The “claims” of the students are weighty and solid: they caught the stylistic and semantic discrepancy between V. Bortko’s interpretation and Bulgakov’s text. The film really lacks colors, and that’s the point not only because it is black and white, but because the whole film is decided in a serious and very boring way: it lacks Bulgakov's irony, humor, sarcasm - shades of meaning!
And what did Sharikov inherit from Klim Chugunkin? What do we know about Klim from the text of the story?
3) Work with the block diagram.
The great operation was accomplished, and who became the donor for the creation of a new person?
(Klim Chugunkin)
What can you say about this person? Read out.(end of ch.5, p.199)
(“Klim Grigoryevich Chugunkin, 25 years old, single. Non-party, single, sued three times and acquitted: the first time due to lack of evidence, the second time the origin saved, the third time - suspended hard labor for 15 years. Theft. Profession - playing the balalaika by taverns.
Small in stature, poorly built. The liver is enlarged (alcohol) The cause of death is a stab in the heart in a pub ("Stop-Signal" at the Preobrazhenskaya outpost).
From Dr. Bormental's diary, we learn that the new creature has adopted all the worst qualities of its donors (Sharik and Klim Chugunkin). Find and read the description of the new creature.
( Bad taste in clothes: a poisonous sky-colored tie, a jacket and trousers are torn and soiled; lacquered boots with white spats. ch.6, p.203)
In addition, it constantly speaks after its mother, smokes, littering with cigarette butts, catches fleas, steals, loves alcohol, is greedy for women ...(p.194, 195)
Teacher: but this is only an outward manifestation. Is there anything left of Sharik's moral position? What determined Sharik's behavior and what was most important for Sharikov?
Suggested answers : - The instinct of self-preservation. And balls defends the right to its own existence. If anyone tried to deprive Sharik of his "well-fed life", he would have known the power of dog teeth. Sharikov also "bites", only his bites are much more dangerous.
Conclusion: the ball did not die in Sharikovo: we discovered all its unpleasant qualities in a person.
Conversation
Teacher : Let's try to figure out why the professor was a model and force for Sharik, and Shvonder for Sharikov? Why does the professor say that "Shvonder is the most important fool"? Does he understand who he's dealing with?
Students: Sharikov's brain is very poorly developed: what was almost ingenious for a dog is primitive for a person: Sharik turned into a man, but did not receive human experience.Shvonder takes him for a normal adult and tries to inspire the ideas of Bolshevism.
Teacher: Why is it so dangerous?
Students: Usually, when a person develops in a natural way, he gradually gets acquainted with the world, they explain to him what is good and what is bad, teach him, pass on the accumulated experience and knowledge. The more a person learns, the more he can understand on his own. But Sharikov knows practically nothing: he only wants to eat, drink and have fun. Shvonder indulges him, talking about rights, about the need to share everything. Shvonder himself ardently believes in what he preaches, he himself is ready to give up blessings and comforts in the name of a bright communist future.
Filipp Filippovich and Dr. Bormental are trying to educate, instill normal human manners in Sharikov, therefore they are constantly forbidden and pointed out. Sharikov is extremely annoying. Shvonder does not forbid anything, but, on the contrary, tells Sharikov that he is oppressed by the bourgeoisie.
Teacher: Are Shvonder himself and the representatives of the House Committee highly developed personalities?
Students: Obviously not.
Teacher: Does Shvonder really understand complex political and ideological issues?
Students: Already from the first conversation between the members of the house committee and the professor, it is clear that these people in their development did not go much further than Sharikov. And they strive to share everything, although they cannot really manage the work of the house committee: there is no order in the house. You can sing in chorus (no matter what Philipp Philippovich says, but he himself often sings in a false, rattling voice), but you can’t sing in chorus instead of your main work.
Teacher: Why Sharikov and Shvonder so quickly find a common language?
Students : Shvonder hates the professor, because, feeling the hostility of the scientist, he is unable to prove it and “explain” his true anti-revolutionary essence (and here Shvonder cannot be denied intuition!) For Shvonder, Sharikov is an instrument of struggle with the professor: after all, it was Shvonder who taught Sharikov to demand housing , together they write a denunciation. But for Shvonder, this is the right thing to do, and denunciation is a signal, because the enemy must be brought to light and destroyed in the name of a future happy life. Shvonder's poor head does not fit in any way, why a person who, according to all signs, is an enemy of the Soviet regime, is under its protection!
So, the “godfather” of Polygraph Poligrafovich inspires his pupil with the ideas of universal equality, fraternity and freedom. Once in the mind, which is dominated by bestial instincts, they only increase the aggressiveness of the "new man". Sharikov considers himself a full-fledged member of society, not because he did something for the good of this society, but because he is "not a NEP man." In the struggle for existence, Sharikov will stop at nothing. If it seems to him that Shvonder takes his place under the sun, then his aggressiveness will be directed at Shvonder. “Shvonder is a fool,” because he does not understand that soon he himself will be able to become a victim of the monster that he “develops” so intensely.
Teacher: Who is right in the dispute - Professor Preobrazhensky or Dr. Bormenthal?
Students: it is obvious that both scientists are only partly right: it cannot be said that Sharik's brain is only "the unfolded brain of Sharik", but it cannot be said that we have before us only the revived Klim.Sharikovo combined the qualities of a dog and Chugunkin, and Sharik's slavish philosophy, his conformism and self-preservation instinct, combined with Klim's aggressiveness, rudeness, drunkenness, gave birth to a monster.
Teacher: Why did scientists make a mistake in their assumptions?
Students: by the will of the writer, his characters did not know about Sharik what the author himself and his readers know.
Expected results:
These final conclusions resolve the problematic situation of the 2nd lesson, in comprehending which the students had to understand the role of composition, master Bulgakov's language, learn to realize the importance of details in the story, compare the characters' images; comprehend the author's concept. In addition, the method of comparing a work with its interpretation in another art form allows students to concretize their impressions.
UUD: cognitive (logical - analysis, synthesis, building cause-and-effect relationships; general educational - creating models, semantic reading, the ability to build a statement); communicative; personal (moral and aesthetic orientation); regulatory (correction).
Stage 4 Reflection
Exercise "Interesting".
Fill in the table:
In the “plus” column, students write down what they liked in the lesson, information and forms of work that caused positive emotions or may become useful to them. In the column "minus" they write down what they did not like, remained incomprehensible. In the column "interesting" write down all the interesting facts. If there is not enough time, this work can be done orally.
UUD: regulatory (assessment)
Homework for the next 2 lessons will be like this:
1. Come up with a title for the 4th chapter of Heart of a Dog.
3. Draw up the "code of honor" of Professor Preobrazhensky.
4. State the theory of education according to Professor Preobrazhensky and Dr. Bormental.
5. Describe the professor in the scenes of receiving patients, visiting the house committee, at dinner. Prepare an expressive reading of these scenes.
Lesson summary MHK Grade 10
According to the program of Danilova G.I.
MHC and music teacher
Amursk
Khabarovsk Territory
INTRODUCTION TO THE SUBJECT MHK.
GENERAL CONCEPT OF CULTURE. FORMS OF SPIRITUAL CULTURE
Goals :
expansion of ideas about the concept of "culture";
consideration of the evolution of this concept in the historical aspect;
development of the ability to justify one's own aesthetic assessment;
developing the ability to tolerate alternative judgments.
Type lesson : introductory lesson.
The beautiful awakens the good.
D. Kabalevsky
During the classes
Organizing time.
Getting to know students lesson requirements.
II. Introduction to the topic of the lesson.
SLIDE
From today you will start studying a new interesting subject - MHC. In the lessons, we will “travel” around a variety of countries, get acquainted with the culture of different countries. But we will not travel in present time, but will return many centuries and even millennia ago, we will find out how mankind lived at the dawn of its existence.
Many thousands of years ago, a primitive creature living on the outskirts of dense forests already felt the need to improve, change the conditions of its existence; in order to hide from the cold and heat, to have constant food, the savage learned to build dwellings, sew clothes, create tools. In order to warn his own kind about impending danger, to call for battle or to express the joy of victory, he learned to pronounce certain combinations of sounds - battle cries, melodic sounds, etc .; learned to draw or scrape primitive icons and drawings on rocks and cave walls.
But, creating an artificial environment for existence in a complex world fraught with many dangers, the primitive being simultaneously began to change himself. The herd has become a society. The beast became a man.
And now a man has been living on Earth for many millennia, and his creations have existed for the same amount. Everything that a person has created - whether it is tools, housing, clothing or music, theater, fine arts, language - is the culture of society.
The subject that we will study is called "World Artistic Culture".
Let us analyze what this name means, and thus find out in general terms the content of the subject.
III. Learning new material.
Let us clarify the meaning of the concept of "culture".
Questions:
What is culture?
What is a cultured person?
What types of human activity can you attribute to culture?
How should a cultured person relate to nature, to life?
SLIDE
Albert Schweitzer - German scientist, prominent humanist XX century, believed that culture is doomed to decline if it loses the perception of any life as a great value. "I am the life that wants to live." The principle of "reverence for life" is determined by the humanistic connection of culture with nature as an area of living being.
So the culture - an integral part of the life of a civilized person. It manifests itself in everything that he created and creates. We are talking about the culture of work and production, the culture of communication, the culture of speech, the culture of everyday life.
Thus, culture characterizes the most diverse aspects of human life.
It is known that the more complex and multifaceted a phenomenon is, the more difficult it is to characterize its essence, the more definitions it generates. Something similar happened with the concept of "culture". This
The concept is so multifaceted that there is still no single definition of it. American scientists A. Kerber and K. Klakhohn already in 1964 selected 257 definitions; it is believed that by now their number has increased by 2 times.
To better understand the meaning of this word, let's look at its origin.
original latin word cultura meant "care of the land", "cultivation of the land" and was opposed to the meaning of the word "nature", i.e. nature ("uncultivated land").
Thus, in its original meaning, this term means the processing of natural raw materials; "Culture" - transformation, improvement of something produced in the process of expedient activity.
Later, this term began to be used in close meanings: initially - improvement, transformation, then - education, development, improvement.
Thus, "culture" means everything that is created by human labor as a result of material and spiritual development. This is not only the result, but the very process of people's creative activity.
SLAID
Culture is a process of spiritual and material activity of a person, as well as the results of this activity, which form a set of socially significant values that determine both the external conditions of human life and the formation of a person himself.
P Therefore, culture does not exist outside of human activity. The history of human society is the history of world artistic culture.
Let's analyze what the structure of culture is, what types of human activity belong to the concept of "culture".
SLIDE
Culture is usually divided into world and national, material and spiritual.
Such a division, of course, is very conditional. Due to the close relationship between material and spiritual values, it is often difficult to unambiguously attribute many phenomena to either material or spiritual culture. What place, for example, should be assigned to science, which is both a form of social consciousness and a direct productive force, or book production, or the mass media? The criterion for the difference between them can be considered the dependence on what needs are satisfied in this case - material or spiritual.
For example, the Egyptian pyramids can be quite attributed to the spiritual culture, because the main purpose of their construction was to inspire ordinary people with awe and horror before the greatness of the pharaoh, as the vicar of God on earth.
Discussion on topic : “Culture today. Does modern man need it?
SLIDE
Conclusion : culture is a product of man, society. In the animal world, this concept does not exist. The beast is controlled by instinct. Man is governed by morality, moral values, this is his main difference from the beast. The task of our generation and yours is to ensure that these levers that control consciousness work correctly. Otherwise, a person risks turning into an animal.
IV. Summary of the lesson.
SLIDE
Questioning.
1. My wishes for the lessons of the MHC (i.e. what, in my opinion, should the lessons of the MHC be)
2. What does studying MHC give me?
3.Do I need this item?
Bibliography:
Valchyats.A.M. Variations of beauty. World art culture: workbook: study guide. M .: Firma MHK LLC, 2000.
Gatenbrink. R. Mysteries of the Egyptian pyramids. Moscow: Veche, 2000
Ancient Egypt, Sumer Babylonia. Ancient Greece: texts / compiled by G.N. Kudrin, Z.N. Novlyanskaya.-M.: INTOR, 2000
World art culture: textbook. allowance for students of secondary pedagogical educational institutions. -M.: Publishing center "Academy", 1999
elite-home.narod.ru
Multimedia textbook for the course "World Artistic Culture"
Federal Agency for Education
SEI HPE "Magnitogorsk State University"
Egorova M.A., Matvienko L.V.
World Art
Lecture notes
Magnitogorsk,
2.1. Introduction to Artistic Culture 3
2.2. Art in the system of artistic culture. Morphology of art. 6
2.3. History of artistic culture: artistic culture of primitive society. 26
2. 4. Artistic culture of the Ancient East 48
2.5. Artistic Culture of Antiquity 65
2. 6. Artistic culture of the Middle Ages 90
2.7. Artistic culture of Ancient Rus' 101
2. 8. Artistic culture of the Renaissance 144
2.9. The Artistic Culture of the Baroque Era 164
2.10. Age of Enlightenment. Main trends in art 181
2.11. Artistic culture of Russia in the XYIII century 202
2. 12. Western European artistic culture of the XIX century. 226
2.13. Artistic culture of Russia Х1Хв 243
2.14. Artistic culture of the XX century: currents, directions, styles 277
^
2.1. Introduction to artistic culture
The place of artistic culture in culture as a whole is determined by significant differences between the material, spiritual and artistic forms of activity. However, none of them is only and purely material, the other is only and purely spiritual, the third is neither material nor spiritual. Undoubtedly, the products of spiritual activity must be materialized, and spiritual goals, plans, models are embodied in material activity. The essence of the matter, however, is that in these layers of culture the ratio of the material and spiritual principles diametrically opposed: material culture is material in its way of functioning and its content, spiritual culture in these respects is spiritual. In artistic creativity, spiritual and material penetrate each other, forming something third, for they do not simply unite, as in the spheres of material and spiritual production, but organically merge, are mutually identified. Artistic creativity should be interpreted not as a material embodiment of the results of the work of his thinking, inherent in the fruits of a person’s spiritual activity, but as thinking in the material. That is why such thinking cannot be recoded, i.e. translated into another material language, it is impossible to retell either in a word or in the language of another art form.
^ Art culture is a set of artistic values, as well as a historically defined system of their reproduction and functioning in society. The term is sometimes used as a synonym "art".
They enter into artistic culture, at the same time determining its specificity:
the totality of available artistic values inherited from predecessors and acting as a prerequisite for the reproduction and development of artistic culture;
a complex of artistic values of a given historical era, identified with it (for example, the art of the era of Pericles - Greece in the 19th century BC, the artistic culture of post-reform Russia in the 19th century);
a set of formed and consciously accepted norms and "technologies", canonized in "sacred" samples, declared in manifestos and programs, theoretically comprehended and presented in the method of artistic creation;
groups of direct creators of artistic values - artists united according to professional or ideological principles in corporations, brotherhoods, circles (for example, the "Mighty Handful" in Russia, the Pre-Raphaelites in England);
a public that understands and appreciates art, whose contingent, depending on the social class structure of society, may be limited to the “salon” or coincide with the people;
a system of aesthetic values that provides an understanding of art.
Art Functions:
socially transformative;
cognitive - aesthetic;
artistic - conceptual;
anticipation function;
informational - communicative;
educational.
Starting from the ХУ111 c. aesthetic thought struggles to comprehend those principles that determine the specific division of artistic and creative activity, trying to consider art as a system of species, and not a set of randomly formed and mechanically coexisting forms of creativity. This problem still cannot be considered solved. For example, the American theorist T. Munro referred to the types of art not only literature, painting, choreography, etc., but also animal husbandry, plastic surgery, cosmetics, perfumery, cooking, winemaking, tattooing, etc., in total he counted about 400 species. This expansion of the boundaries of art has a long tradition. So, Abu-Nasra Mohammed Farabi (870 - 950) considered weaving, medicine, rhetoric, etc. to be arts. In fact, this is not artistic creativity proper, but different ways, forms and spheres of mastering the world, in which there is also an aesthetic element, since they are based not only on the laws of expediency, but also on the laws of beauty.
The artistic development of mankind includes two counter processes. On the one hand, separate types of art are formed from the syncretic, undifferentiated existence of art, on the other hand, there is a reverse process of art synthesis.
