Topic: The loneliness of the hero, his desire for liberty - features of a romantic personality (based on M.Yu. Lermontov's poem "Mtsyri")
On this topic:
The poem "Mtsyri" as a romantic work. The originality of the poem. The image of the main character.
Lesson Objectives:
1) characterize Mtsyri, penetrate the author's intention, identify ways to reveal the image of the main character
2) draw conclusions about the features of the poem "Mtsyri" as a romantic work
DURING THE CLASSES
IStudent survey.
How did Mtsyri live in the monastery?
The character and dreams of a young novice.
Teacher's comment.
Lermontov does not give a detailed description of the monastic life of Mtsyri. Monastic life meant, first of all, a departure from people, from the world, a complete rejection of one's own personality, "service to God", expressed in uniformly alternating fasts and prayers. The main condition of life in a monastery is obedience. Those who have taken monastic vows are forever cut off from human society; the return of a monk to life was forbidden.
For the hero, the monastery is a symbol of bondage, a prison with gloomy walls, "stuffy cells." To stay in a monastery meant for him to give up his homeland and freedom forever, to be doomed to eternal slavery and loneliness (“to be a slave and an orphan”). The author does not reveal the character of the boy who ended up in the monastery: he only draws his physical weakness and fearfulness, then gives a few strokes of his behavior, and the personality of the highlander prisoner emerges clearly. He is hardy (“He languished without complaints - even a weak groan did not fly out of children’s lips”), proud, distrustful, because he sees his enemies in the surrounding monks, he has known unchildish feelings of loneliness and longing from an early age. There is also a direct author's assessment of the boy's behavior, which reinforces the impression - Lermontov speaks of his mighty spirit, inherited from his fathers.
What is the purpose of the escape? What does it mean for Mtsyra to be free? Find answers in the text.
A) I thought a long time ago B) I lived a little, and lived in captivity,
Take a look at the distant fields, Such two lives in one,
Find out if the earth is beautiful, But only full of worries,
Find out, for freedom or prison I would trade if I could.
We were born into this world.
B) My flaming chest D) ... I have only one goal
To press with longing to the breast another, To pass into the native country
Though not familiar, but native. Had it in my soul.
We conclude:
The idea of freedom is associated with Mtsyra's dream of returning to his homeland. To be free means for him to escape from the monastic captivity and return to his native village, to escape from the “alien family”. Living in a monastery, the young man did not stop seeing "living dreams":
About dear friends and relatives,
About the will of the wild steppes,
About light, mad horses,
About alien battles between rocks...
The image of an unknown but desired "wonderful world of worries and battles" constantly lived in his soul.
IIWork on the image of Mtsyra.
1 Word of the teacher.
The poem is romantic. His hero is not like the people around him, he denies their life values, strives for something else. Prove this idea with lines from Mtsyri's confession.
I knew only one thought power,
One, but fiery passion:
She, like a worm, lived in me,
It gnawed at the soul and burned it.
She called my dreams
From stuffy cells and prayers
In that wonderful world of anxiety battles.
The main passion of the hero is the desire to live fully, in a world of struggle and freedom, outside the walls of the monastery, in a distant beloved homeland.
2 Working with text.
What did Mtsyri see and what did Mtsyri learn about life during his wanderings?
The answer is in chapter 6, half 9, 10, 11.
We conclude:
Mtsyri's personality, his character is reflected in what pictures attract him and how he talks about them. He is struck by the richness and diversity of nature, contrasting with the monotonous monastic setting. And in the close attention with which the hero looks at the world, his love for life, for everything beautiful in it, sympathy for all living things is felt.
In romantic works, an exceptional hero acts in exceptional circumstances. Reread the passage from chapter 6. Prove that the poet painted a romantic landscape.
(From the words “I saw piles of dark rocks” to the words “In the snows, burning like a diamond, the gray-haired, unshakable Caucasus.”)
This landscape, of course, can be called romantic, because each of its details is unusual, exotic, - "mountain ranges, bizarre, like dreams" smoke at dawn; along the banks of the mountain stream - "heaps of dark rocks", the snowy peaks of the mountains are hidden in the clouds.
At the beginning of the lesson, we talked about Mtsyri, a captive who lived in a monastery. Even then, he was a strong, proud young man, possessed by a "fiery passion" - love for the motherland and freedom. But it is important to note that then, in the monastery, he himself did not know much about himself, because only real life tests a person and shows what he is.
What did Mtsyri learn about himself when he found himself free?
At liberty, Mtsyri's love for his homeland was revealed with renewed vigor, which merged for the young man with the desire for liberty. If in the monastery the hero only languished with the desire for freedom, then in the wild he knew the “bliss of liberty” and strengthened in his thirst for earthly happiness. After spending three days at large, Mtsyri learned that he was brave and fearless. Fearlessness, contempt for death and a passionate love for life, a thirst for struggle and readiness for it are revealed in the battle with the leopard. "Fiery passion" Mtsyri - love for the motherland - makes him purposeful and firm. He refuses possible happiness, love, overcomes the suffering of hunger, in a desperate impulse he tries through the forest for the purpose of "passing to his native country." The death of this dream gives rise to despair in him, but in a desperate impulse Mtsyri appears not as weak and defenseless, but as a proud and courageous person who rejected pity and compassion. Mtsyri is hardy. Tortured by the leopard, he forgets about his wounds and, having gathered the rest of his strength, again tries to get out of the forest.
What artistic means does the poet use when drawing his hero? Give examples.
Hyperbolas : Oh, I'm like a brother
I would be happy to embrace the storm!
With the eyes of the clouds I followed
I caught lightning with my hand ...
Metaphors : I have this passion in the darkness of the night
Nurtured with tears and longing,
I gnawed the damp breast of the earth ...
Comparisons: I myself, like a beast, was a stranger to people,
He crawled and hid like a snake.
Detailed comparisons of Mtsyri with a horse and a greenhouse flower.
Epithets: But free youth is strong
And death seemed not terrible.
IIIFeatures of Mtsyri as a romantic poem.
Where does the poem take place?
In the Caucasus, among the free and powerful Caucasian nature, kindred to the soul of the hero. But the hero languishes in the monastery.
Landscape paintings, mention of wind, storm, birds, animals are very important in the poem. What is the role of pictures of nature in the works?
They are related to the hero, and the call of freedom turns out to be irresistible, like the call of nature - a fish sings a love song to him, "like a brother" he is ready to embrace the storm, "like a beast" he is a stranger to people. And, on the contrary, nature is alien and hostile to the monks of the monastery: Mtsyri runs away "... at the hour of the night, a terrible hour, when a thunderstorm frightened you, when, crowding at the altar, you lay prostrate on the ground."
The plot of the poem seems to be the usual romanticism - the hero, the seeker of freedom, flees from the world of bondage. We will meet with such a situation in The Prisoner of the Caucasus and The Gypsies. But there is a turn in Lermontov's poem that radically changes the traditional situation. The prisoner and Aleko break ties with their familiar environment and go to a foreign, exotic world of freedom (to the Caucasus, to the gypsies), while Mtsyri flees from a strange world, forcibly imposed on him, into his native, natural world.
Why do you think the poet changes the traditional situation?
Lermontov embodied in Mtsyri the passionate dream of a hero, a proud, free and strong man, opposing his “shamefully indifferent” contemporaries, for whom “freedom” and “homeland” mean the same thing. A person must choose his own path - such is the poet's credo.
Why did Lermontov choose the form of confession?
It helps the poet to psychologically plausibly reveal the inner world of Mtsyri in the system of images - experiences. To understand the character of Mtsyri, it is necessary to experience everything with him: the monastic bondage, the joy of freedom, the ecstasy of the battle with the leopard, the despair of not getting to his native country; hopelessness when he returns to his prison again. Mtsyri's confession occupies almost the entire textual space of the poem (it is only interrupted by a brief author's note) and is addressed to a certain character - an old monk, whom Mtsyri calls first with aloof hostility "old man", then in Christian - "father". The author's point of view on what is happening is not presented, it disappears after a brief exposition. The old monk does not utter a word in response to Mtsyri's confession. Thus, the reader sees everything that happens to the hero only through his eyes, which contributes to the subjectivity characteristic of the romantic narrative. Confession is an important plot-forming element.
Conclusions:
1. Lermontov's romanticism was not a departure from the modernity surrounding it, but, on the contrary, meant a thirst for its change and was an expression of the advanced ideals of the time.
2. The pathos of the romantic poem "Mtsyri" was the assertion of the need for freedom for man and the denial of slavery and humility.
3. In the center of the poem "Mtsyri" is not a complete individualist, but a strong man, longing for happiness and life.
4. The poet sings not so much of the hero himself as of his ideals.
5. Both the character of the hero and the setting of the action were exceptional and at the same time artistically truthful.
IVTest.
1 The epigraph to the poem "Mtsyri" is taken from:
A) epics B) ancient Russian chronicles
B) Bibles D) poems by Horace
2 What is the purpose of the epigraph?
A) rebellion against fate, against God
B) repentance, infinite humility
C) protection of human rights to freedom
3 Determine the genre of the work.
D) the scene corresponds to the romantic orientation of the poem
13 What is the main idea of the work?
A) denial of the religious morality of asceticism and humility
B) longing for will
C) affirmation of the idea of fidelity to ideals in the face of death
D) a call to fight against any manifestation of despotism
VSummary of the lesson, homework.
Prepare for an essay-review based on the poem "Mtsyri".
Municipal budgetary educational institution
secondary school No. 25 named after N.K. Krupskaya, Ulyanovsk
"The rebellious spirit of Mtsyra".
The theme of freedom in the poem by M.Yu. Lermontov.
Synopsis of a literature lesson in grade 8.
Prepared by Dmitrieva Elena Anatolyevna,
teacher of Russian language and literature.
Lesson type: combined
Equipment: Microsoft Power Point presentation, students' drawings for the poem "Mtsyri", portrait of M.Yu. Lermontov; musical accompaniment - "The Four Seasons" by W.A. Mozart.
Lesson Objectives:
Educational: the formation of the ability to reveal the ideological content of the poem, its artistic originality, to characterize the literary hero; formation of commented reading skills; preparation for writing.
Developing: the development of creative, speech and mental activity, interest in the subject based on linguistic and aesthetic impressions.
Educators: the formation of the moral qualities of students, aesthetic taste; instilling a culture of speech communication.
During the classes.
1. Statement of problematic questions of the lesson.(Slide #2)
I want to start today's lesson by getting acquainted with the statements of famous people:
Freedom is not easy, ... freedom is difficult, it is a heavy burden. And people easily give up freedom in order to relieve themselves ... (Nikolai Berdyaev)
The bird can be caught. But is it possible to make the cage more pleasant to her than free air? (Gothold Lessing)
Freedom is like the sea: it either lifts you up or devours you, depending on the wind.
(Carmen Silva)
What is the theme of these statements? (The theme of freedom).
What thoughts do they encourage, what questions do they raise? (What is freedom, what does it give a person, is it achievable, does a person need freedom).
These are the questions we will be discussing in class today.
2. Formulating the topic of the lesson, setting the goals of the lesson.
What is the topic of the lesson? Let's write it in a notebook (Slide number 2).
What are the objectives of the lesson? (slide number 3)
3. Vocabulary work.
In order to work effectively in the lesson, it is necessary to repeat some terms. There are crossword puzzles in front of you. Solve them within 3-5 minutes.
1. A quotation placed at the head of an essay or part of it in order to indicate its spirit, its meaning, the attitude of the author towards it.
2. Artistic exaggeration.
3. The moment of the highest tension in the development of the action of a literary work, when a turning point occurs, a decisive clash of the depicted characters and circumstances, after which the plot of the work moves to completion.
4. Transferring the properties of one object (phenomenon or aspect of being) to another according to the principle of their similarity.
5. Collision, struggle, on which the development of the plot is built.
6. Figurative definition
7. The general main meaning of the work.
8. A turn of poetic speech, in which, for expressiveness, directly opposite concepts, thoughts, character traits of the characters are sharply contrasted.
9. Type of lyrical-epic work; poetic storytelling.
4. Checking the crossword puzzle (slide number 4).
5. Analysis of the poetic text.
The romantic hero is an extraordinary person. Is the protagonist of the poem by M.Yu. Lermontov an ordinary or extraordinary person?
When does the strangeness begin to appear? (From childhood - a contradictory personality - weak in body, but strong in spirit: “shy, weak”, but “powerful spirit”, “proud”. Unchildish feelings of loneliness and longing own him).
Does Mtsyra have a dream, and what is it? (return home).
What does not suit him in the monastery? (lack of freedom, does not want to be "a slave and an orphan").
What does it mean to become a monk? (withdrawal from people, from the world, renunciation of one's own personality, service to God, submission of one's own personality to the rules).
What is the meaning of life in a monastery? (self-denial, peace, renunciation of the joys of earthly existence in the name of eternal life after death).
6. Work in pairs (slide number 5).
Write out contextual synonyms for the word lack of freedom from the text of the poem.
captivity
dark walls
stuffy cells
foreign land
monastery
7. Musical illustration (slides No. 6 - 9).
And now we are waiting for a meeting with another kind of art - music. I propose to listen to an excerpt from the work of W. A. Mozart in modern rock arrangement with bass guitar and violin. The violin is played by Vanessa Mey, known for her modern arrangements of classical music. Listen and think, can this fragment be considered a musical illustration for the poem "Mtsyri"?
What episode would this piece fit into and why? (Mtsyri's escape from the monastery - tension, intensity, tempo, impetuosity, strength, emotionality of the music corresponds to the state of mind of the hero and the state of nature).
We listened to Mozart's The Four Seasons. The fragment was called "Thunderstorm".
8. Analysis of the poetic text.
What element of the plot is, in your opinion, Mtsyri's escape from the monastery and why?
(the climax, because his dream comes true, and during a thunderstorm the hero could die).
So, the plot is based on a traditional romantic situation: escape from captivity. This theme permeates all the work of the poet. Both the lyrical hero of many of his poems and the heroes of many dramatic works bear the stamp of a fugitive.
What is the purpose of Mtsyra's escape? Read out (the text of the poem, ch. 8).
Did you find answers to these questions? (I saw the world, nature in all its diversity, experienced the joy of communicating with it).
Why is Mtsyra's entire previous life in the monastery devoted to 3 chapters, and about 3 days spent outside the walls of the monastery - 20 chapters? (the time spent in the monastery is just a semblance of being; for 3 days spent in the wild, Mtsyri lived a whole life: he was a child in his parental home, a warrior, a hunter, in love. He experienced a lot, overcame a lot).
And what did Mtsyri learn about himself? What qualities that you may not have suspected?
(fearlessness, contempt for death, endurance, purposefulness, he is at home in the world of wildlife. And most importantly, he strengthened himself in a thirst for liberty and earthly happiness).
9. Implementation of homework for the lesson.
What artistic and visual means does the author use to show these qualities of his character?
. Epithets - “but free youth is strong”, “timid and dumb”, etc.
. Hyperbole - "Oh, I'm like a brother, I would be glad to embrace the storm!...", etc.
. Metaphors - “I gnawed the damp breast of the earth”, “the heart suddenly lit up with a thirst for struggle and blood”, etc.
. Comparisons - “I myself, like a beast, was a stranger to people”, “I, like a desert leopard, am angry and wild”, etc.
What is the significance of these pictorial means for characterizing the image of Mtsyra? How do they characterize it? (They convey the depth of feelings, experiences of the hero. Mtsyri is an extraordinary person, he can handle everything).
So, Mtsyri is free. What does freedom mean to him?
But first, how do you understand the meaning of this word?
(The definition of the word freedom is posted on the board - an individual task)
Freedom is one's own will
space
independence
10. Work in pairs. (slide number 10)
Write in the second part of the table contextual synonyms for the word freedom.
wonderful world of worries and battles
fields
hills
mountain ranges
father's house
native country
What does it mean for Mtsyra to be free? (to escape from the monastic captivity and return to his native village, to escape from a "foreign country" to the environment where he was born. Life in a foreign land does not make any sense for him).
For the sake of an instant merger with his homeland, he is ready for the greatest sacrifice. What? (loss of the immortality of the soul - ch. 25.) Freedom for Mtsyra is the highest good, the main value, the meaning of life, this is life itself.
And what does it mean for Mtsyri to live freely? (to be in constant search, anxiety, fight and win).
A life
=
Search
wrestling
victory
11. Implementation of homework for the lesson.
How do pictures of nature help in revealing the character of the protagonist? What artistic means, characteristic of a romantic landscape, does the author use?
. Epithets - "lush fields", "pale light", etc.
. Metaphors - “hills covered with a crown”, “gray Caucasus”, etc.
. Comparisons - "in the snows, burning like a diamond", "mountain ranges, bizarre, like dreams", etc.
. Personifications - “thoughts of rocks”, “curls of vines curled, showing off between trees”, etc.
. Alliteration - "lush", "noisy", "fresh"; "piles", "mountain ranges", etc.
The surrounding nature is given through the perception of Mtsyri, i.e. becomes a means of characterizing him: he has a sublime, poetic soul. The romantic hero also sees nature as unusually beautiful. The variety of visual means of the work expresses the richness of the experiences and feelings of the lyrical hero.
But is nature always related to the hero, is it always a source of strength? (nature and a harbinger of failure, imperceptibly it changes its appearance, turning from a friend into an enemy - ch.15).
What do you think will be the next question? (Why didn't I find my way home?)
How does Mtsyri himself explain this? (Ch. 21 - "the prison left its seal").
In the spirit of romanticism, the hero's life is determined by fate, fate. Mtsyri's path to his homeland turned out to be a movement in a circle. The hero tried to overcome fate, the predestination of "God's world", he knew freedom.
But what did it cost him? (he needed to leave the world of people, overcome himself, his desires, feelings, overcome his human nature).
Do you think this kind of freedom is needed? (loneliness, loss, absolute freedom cannot be).
Why doesn't the hero have a name? (due to the fiery desire for freedom, the human disappears: weaknesses, desires (“like a beast”). This is a kind of spirit, a bundle of energy striving for freedom. Therefore, freedom in the poem is also developed as a desired ideal, something superhuman, perhaps unattainable.
12. Creation of syncwine.
What two words were used most often in class? (freedom, Mtsyri).
Create a cinquain with any of these words.
13. Conclusions on the lesson.
What is the idea of the poem? (glorification of courage, the eternal desire for freedom and struggle, no matter how tragic results they may lead a person. The tragic loss, loneliness of the hero who got lost in search of his homeland, does not devalue either the meaning of the goal or the meaning of the search, but expresses the real consciousness of generation M. Yu. Lermontov).
14. Homework. (Slide number 11)
Write an essay on one of the following topics:
1. What does happiness mean in the understanding of Mtsyri?
2. Which pages of Mtsyri's confession particularly touched you and why?
15. Reflection. Putting marks.
So, have we reached the goals set at the beginning of the lesson?
What work was done? (continued work on developing the skills of analyzing a work of art, learned to characterize a lyrical hero, identified ways to reveal the image of Mtsyra, made a conclusion about the importance of freedom in Mtsyra's life).
Continue your introspection by completing the reflection sheets.
Put the pros or cons in the table:
F.I. student __________________________ 
The purpose of the lesson:
Educational -generalize the knowledge gained in previous lessons, develop the skills of a holistic analysis of a work of art.
Educational - develop analytical thinking in the discussion of a work of art.
Educational - develop an aesthetic sense, the ability to understand and appreciate poetry.
Lesson objectives:
- Recall the main features of romanticism as an artistic method.
- Determine the role of figurative and expressive means in the poem.
- Analyze the poem from the point of view of romanticism.
- To conclude that Lermontov's poem is a romantic poem.
Method: heuristic.
Receptions: teacher's word, analytical conversation, text analysis, commented reading, expressive reading by heart, listening to audio recordings.
Equipment: projector, presentation, audio recordings.
During the classes
(Slide 1)
Introductory part.
An excerpt from a symphonic poem by the Hungarian romantic composer Franz Liszt and an excerpt from a romantic poem by M.Yu. Lermontov:
Chapter 3
I lived little, and lived in captivity.
Such two lives in one
But only full of anxiety
I would change if I could.
I knew only one thought power,
One - but fiery passion:
She, like a worm, lived in me,
It gnawed at the soul and burned it.
She called my dreams
From stuffy cells and prayers
In that wonderful world of worries and battles,
Where rocks hide in the clouds
Where people are free as eagles.
I am this passion in the darkness of the night
Nurtured with tears and longing;
Her before heaven and earth
I now loudly acknowledge
And I don't ask for forgiveness.
- We heard an excerpt from Franz Liszt's symphonic poem "Prometheus" and a passionate, agitated excerpt from Lermontov's poem "Mtsyri". What do you think unites them?
(construction, rhythm, pathos)
Why is it possible to compare musical and literary fragments?
(both of these works are romantic)
Teacher: Our task today is to understand through the poem the artistic method that Lermontov resorts to in his work - romanticism. And then, through the understanding of romanticism, rediscover the poem.
So, the topic of our lesson: "Mtsyri" M.Yu. Lermontov as a romantic poem.
As an epigraph to the lesson, I took lines from a wonderful poem by M.Yu. Lermontov "Sail":
And he, rebellious, asks for a storm,
As if there is peace in the storms!
- Speaking about the lyrics of Lermontov, we have already become a little familiar with the concept of romanticism. What types of art, from your point of view, embody the ideas of romanticism to the highest degree?
(music and painting)
(Slide 3)
Listen to the "anthem" of romanticism - "Revolutionary Etude" by Frederic Chopin. And, imbued with romantic sounds, think about which of the three proposed paintings could become a hymn of romanticism in painting?
(Slide 4)
Student responses
(Slide 5)
Teacher: Of course, since the main prerequisite for the development of romanticism at the turn of the 18-19 centuries. the events of the Great French Revolution became the banner of romanticism in painting was the painting by Eugene Delacroix “Liberty Leading the People”. Here she is in front of you.
What ideals of romanticism does it embody? What are the ideals of romanticism?
(boundless freedom, the desire to feel like a person - an exceptional person of strong passions and high aspirations)(Slide 6)
Main part.
Teacher: The glorification of such an exceptional person, his strong rebellious personality, the cult of human feelings, the cult of freedom is the destiny of the art of the word, i.e. literature.
"Mtsyri" - the last romantic poem by M.Yu. Lermontov, and therefore its composition, style, language, idea associated with the image of the protagonist, should help us to reveal the concept of romanticism as the leading artistic method.
What can you say about the title?
(Mtsyri - in Georgian means "non-serving monk", something like "novice")
Slide 7
What was the original name?
(“Bery.” Berry is a monk in Georgian)
Why Lermontov abandoned the original name?
(“Mtsyri” - translated from Georgian is also an alien, a stranger, a lonely person - in the very name one can hear the loneliness of the hero, his rejection, and hence the conflict of the hero with the world.)
Conclusion 1: The name can be attributed to the features of romanticism.(write in notebook)
When does the poem take place?
(indefinite past, almost mystical, fabulous time)
1 chapter
A few years ago
Where, merging, they make noise,
Hugging like two sisters
Jets of Aragva and Kura,
There was a monastery. Because of the mountain
And now he sees a pedestrian
Collapsed gate pillars
And the towers, and the church vault;
But does not smoke already under it
Incense burners fragrant smoke,
Can't hear singing at a late hour
Praying monks for us.
Now one old man is gray-haired,
The ruins guard half-dead,
Forgotten by people and death,
Sweeps the dust off the tombstones
Which the inscription says
About the glory of the past - and about
How, dejected by his crown,
Such and such a king, in such and such a year,
He handed over his people to Russia.
Where does the action take place?
(in the Caucasus, among the free, powerful nature)
Watching a video about the Caucasus and reading:
What does the word "romanticism" mean in French? Why did the Caucasus become the scene of action?
(from French Romanticism - strange, picturesque, fantastic.)
The Caucasus is exotic for the Russian person, for the Russian eye, for the Russian consciousness: mountains, sea, sky, unusual colors, outlandish plants.
Chapter 6
I saw mountain ranges
Weird like dreams
When at dawn
Smoked like altars
Their heights in the blue sky
And cloud after cloud
Leaving your secret lodging,
Run directed to the east -
Like a white caravan
Passing birds from distant lands!
In the distance I saw through the mist
In the snows burning like a diamond
The gray-haired unshakable Caucasus ...
Slide 8
Conclusion 2: Time and place of action (later, in high school, you will learn that in literary criticism, thanks to Bakhtin, the time and space of a literary work are called such a literary term as chronotope), acquiring a fabulous, fantastic form, they embody the features of romanticism.(tagged)
(Slide 9)
How do we see the Caucasus in the poem? Why so much attention is paid to landscape sketches?
(- nature is not just a background: the personality of Mtsyri, his character is displayed in what pictures amaze him;
The powerful nature of the Caucasus is akin to the soul of the hero; akin to the elemental forces of nature and the soul of the hero)
Expressive reading of the poem:
Chapter 6
Do you want to know what I saw
At will? - lush fields,
Crowned hills
Trees growing all around
Noisy fresh crowd,
Like brothers in a circular dance.
I saw heaps of dark rocks
When the stream separated them.
And I guessed their thoughts:
It was given to me from above!
………………………………………
Chapter 10
Down deep below me
A stream reinforced by a thunderstorm
Noisy, and its noise is deaf
Got it. Although without words
I understood that conversation
Silent murmur, eternal dispute
With a stubborn pile of stones.
Then he suddenly subsided, then stronger
It resounded in the silence;
And so, in the misty sky
The birds sang, and the east
got rich; breeze
Raw stirred the sheets;
Sleepy flowers died,
And like them, towards the day
I raised my head...
………………………………………….
Chapter 11
God's garden blossomed all around me;
Plant rainbow outfit
Kept traces of heavenly tears,
And curls of vines
Curled, showing off between the trees
Transparent green sheets;
And the clusters are full on them,
Earrings like expensive ones,
They hung magnificently, and sometimes
A shy swarm of birds flew towards them.
And again I fell to the ground
And began to listen again
They whispered through the bushes
As if they were speaking
About the secrets of heaven and earth;
Merged here; did not ring out
In solemn praise hour
Only a man's proud voice.
Conclusion 3: Before us is a romantic landscape, powerful and majestic, but harmonious and beautiful. As Belinsky said, "The Caucasus took full tribute from the muse of our poet."(tagged)
(Slide 10)
And by what means of expression is such a fabulous, exotic, romantic picture achieved?
(epithets, metaphors, comparisons, personifications are examples of artistic means from the text of the poem)
Conclusion 4: The speech of the hero is poetic, sublime, saturated with numerous figurative and expressive means. Those. Lermontov's poetic language is also romanticized - he expresses the ardent, freedom-loving, spiritualized nature of the hero.(tagged)
But nature, despite Mtsyra's ardent desire to merge with the world native to his soul, also remains alien to the hero: according to Yuri Mann, imperceptibly changing its appearance, nature turns from friend into enemy. When? Prove it. What does this indicate?
(about the loneliness of the hero, about his restlessness, about the constant conflict in which the hero is)
14 - 15 chapters
And here is the straight road
He set off, timid and dumb.
But soon in the depths of the forest
Lost in sight of the mountains
And then he started to go astray.
In vain in a rage at times
I tore with a desperate hand
Blackthorn tangled with ivy:
All the forest was, the eternal forest around,
Terrible and thicker every hour;
And a million black eyes
Watched the darkness of the night
Through the branches of every bush.
My head was spinning;
I began to climb trees;
But even at the edge of heaven
It was the same jagged forest.
Then I fell to the ground;
And sobbed in a frenzy,
And gnawed at the damp breast of the earth,
And tears, tears flowed
In it with combustible dew ...
In conflict with whom, with what does the hero primarily exist?
(with the whole world: with nature, with the monastery, with the monks)
(Slide 11)
Conclusion 5: The confrontation of the hero with the whole world, hostile to him, expresses the romantic conflict in the poem.(tagged)
What technique does Lermontov use to portray the conflict in the poem?
(antithesis, opposition)
slide 12
What is opposed to what?
(the world of the monastery is “the world of stuffy cells and prayers”, where humility and obedience become the main condition of life, and the world of freedom, will - “the wonderful world of worries and battles”, close to the soul of the hero)
Conclusion 6: We cannot fail to note the romantic “two worlds”, which symbolically embodies the classical opposition of “prison” and “freedom” for romanticism.(tagged)
(Slide 13)
And finally, the most important thing is the hero of the poem, the nameless novice Mtsyri. Not wanting to put up with imposed orders, with lack of freedom, the hero decides to ...?
(escape; escape is a protest)
When does Mtsyri run away? What personality traits does the escape scene embody?
(in a thunderstorm, a thunderstorm helps to reveal the rebellious essence of the hero; the escape scene is built on exaggeration - hyperbole, because the unthinkable power of an exceptional personality is embodied here)
Chapter 8
And at the hour of the night, a terrible hour,
When the storm scared you
When, crowding at the altar,
You lay prostrate on the ground
I ran. Oh I'm like a brother
I would be happy to embrace the storm!
With the eyes of the clouds I followed
I caught lightning with my hand ...
Tell me what's between these walls
Could you give me in return
That friendship is short, but alive,
Between a stormy heart and a thunderstorm? ..
Is it possible to say that we have a special, exceptional hero? List the features of the hero's exclusivity.
(the hero is a runaway monk, he is a rebellious soul, he is a rebel who does not want to put up with circumstances, he values freedom above all else)
What conclusion can we draw?
Conclusion 7: Mtsyri is a romantic hero - an exceptional person in exceptional circumstances.(tagged)
Teacher: The exceptional circumstances of the hero's life, i.e. romantic plot - this is the subject of our further conversation. In the meantime, let's once again turn to those features of romanticism that we noted in the poem:
romantic title
Romantic time and place
romantic landscape
romantic language
romantic conflict
Romantic "two worlds"
romantic hero
Output.
Can we already conclude that Mtsyri Lermontov is a romantic poem?
And if so, what is the romantic pathos of the poem?
What is M.Yu Lermontov's attitude to life?
(Slide 14)
Try to do a little lexical work and draw a conclusion about what Lermontov's romanticism is:
The poet claims ……………., …………………. attitude to life. Constant search, …………….., …………… (primarily with oneself) and, most importantly, the feeling of absolute ………………….., the ability to experience the bliss of the “liberty of the saint” - that’s what lies the inner pathos of the poem.
And here is the point of view of the researchers of Lermontov's work:
slide 15
The poet affirms an active, active attitude to life. Constant search, anxiety, struggle (primarily with oneself) and, most importantly, a feeling of absolute freedom, the ability to experience the bliss of the "liberties of a saint" - this is what the inner pathos of the poem is.
Did it almost fit? Well done!
Homework.
Think about two questions, the answers to which are the material of our next lessons:
- Why does the poem only tell about three days in the hero's life?
- Where is the climax of the poem and how does it help to reveal the ideas of romanticism?
Literature lesson Grade 8
"The image of the protagonist of the poem "Mtsyri" and the means of its creation"
Prepared by:
Russian teacher and
literature
MBOU secondary school No. 11 p. Novotersky
Mineralovodsky district
Stavropol Territory
Kozina Elena Ivanovna
2013 - 2014
Goals: develop text analysis skills, characteristics of characters; identify ways to reveal the image of the protagonist of the poem; give an initial concept of romanticism, romantic hero, romantic conflict.
Methodical methods: work on drawing up a citation plan; lecture by the teacher, expressive reading, text analysis, conversation on questions, teacher's comments, vocabulary work, group work.
Equipment: reproductions of paintings by I. Aivazovsky, O. Kiprensky; fragments of works by romantic composers; illustrations for the poem.
Epigraph:
“... what a fiery soul, what a mighty spirit, what a gigantic nature this Mtsyri has!”
(V. G. Belinsky)
During the classes
№ P / P
I.Homework implementation
1.Individual tasks - showing electronic presentations on the proposed topics:
"The era in which Lermontov lived"
"The most important facts from the life of the poet"
2. Analysis of presentations
How many years did Lermontov live?
What era did he live in?
What was it about politically?
On what "three pillars" was the government of the country based in this era?
What was the position of the advanced people of Russia at that time?
What are the most important facts of the poet's life do you know?
3. Micro output
The poet lived and worked in one of the darkest periods of Russian history - in the 30s - 40s of the 19th century. Tsar Nicholas 1 was at the head of the state. Leo Tolstoy called this tsar "Nikolai Palkin". The tsar set as his main task the fight against the revolutionary ideas of the century both within the country and throughout the world. Frightened by the Decembrist uprising, he considered the organization of police supervision in the country an important matter of state. Ruthlessly cracking down on the noble revolutionaries - the Decembrists, who wanted to abolish serfdom and overthrow the autocracy, he made his main assistants: the chief of the gendarmes Count Benckendorff, who pursued Pushkin all his life, General Dubelt - the head of the secret tsarist police, Count Uvarov - the Minister of Education, who hated Russian literature and once, in a fit of anger, exclaimed: “I want, finally, Russian literature to cease to exist, then at least I will sleep peacefully”; Prince Golitsyn, who was under Alexander 1 Ober - Prosecutor of the Holy Synod.
The government of the country rested on three grounds formulated by Count Uvarov:
Orthodoxy is the spiritual enslavement of the people with the help of religion;
Autocracy - the political enslavement of the people by tsarist power with the help of soldiers' bayonets and gendarmes;
Nationality - the devotion of the peasants to the tsar and landowners, unquestioning humility and humility, which were supposedly the "original" qualities of the Russian people.
The position of advanced, free-thinking people, and especially writers, was extremely difficult. It was impossible to think freely, speak freely, write freely. In the words of Herzen, life was like "torment with a handkerchief in his mouth." And such a censorship rule raged over literature that his contemporaries themselves failed with "cast iron."
Despite this, in the 1930s and 1940s, such remarkable fighters for the people's cause as Belinsky, Herzen, Ogaryov and Pushkin's successor, the great poet M. Yu. Lermontov, acted.
3. Work on the composition of the poem
In what year was the poem written?
- What is the theme of the poem?
Image of a strong, courageous, rebellious man taken prisoner. Growing up in the gloomy walls of a monastery, suffering from oppressive living conditions and deciding, at the cost of risking his own life, to break free at the very moment when it was most dangerous:
And at the hour of the night, a terrible hour,
When the storm scared you
When, crowding at the altar,
You lay prostrate on the ground
I ran.
What is the composition of the poem?
The main part of the poem is Mtsyri's confession; it is preceded by a long introduction. In which a description of the ruins of a Georgian monastery is given, the story of the imprisonment of a “captive child” in a monastery, his disappearance from it and the new placement of Mtsyri, sick, half dead. To the cloister.
What is the reason for the hero's escape from the monastery?
Dreams of a free, stormy life and homesickness.
How many days did Mtsyri spend in the wild?
How was the first day of the hero in the wild?
On the first day in the wild, Mtsyri enjoys the beauty of nature and gives herself up to vague memories of her father's house and relatives.
Second day?
On the second day, Mtsyri wakes up on the edge of the abyss. Around him "God's garden bloomed."
He lived through an exciting meeting with a young Georgian woman; at night, wandering in the forest, met with a leopard. The hero emerged victorious from the deadly battle, but was severely torn by a mighty beast.
Third day?
In an unconscious state, the hero is placed in a monastery. "The world of God slept in a deaf stupor." The dying delirium is depicted by the poet in the Song of the Fish.
What does Mtsyri's will say?
Mtsyri bequeathed to bury himself in the garden, where "two white acacia bushes" bloomed:
From there you can see the Caucasus:
Perhaps he is from his heights
Greetings farewell will send me.
Was Mtsyri happy in the wild?
“And my life without these three blessed days would be sadder and darker than my powerless old age.”
4. The story of students about the character and dreams of a young novice "Soul of a child, fate of a monk."
5. Reading a quote plan drawn up at home.
Sample quote plan:
1) “A few years ago ... / There was a monastery ...”
2) “Once a Russian general / Passed from the mountains to Tiflis; He was carrying a prisoner child ... "
3) “But after that he got used to captivity ...”
4) “Suddenly one day he disappeared…”
5) “He was found in the steppe without feelings ...”
6) “And his end was near…”
7) “Two lives for one, / But only full of worries, / I would trade if I could ...”
8) “And I, as I lived, in a foreign land / I will die a slave and an orphan”
9) “And it became in my memory / The past is clearer, clearer ...”
10) “And I remembered my father’s house…”
11) “I myself, like a beast, was a stranger to people / And crawled and hid like a snake.”
12) “God’s garden bloomed all around me…”
13) "Georgian along a narrow path / Went down to the shore."
14) "The desert is an eternal guest - / Mighty leopard."
15) "Fight boiled, mortal battle!"
16) "... understand / I could not for a long time, that again / I returned to my prison ..."
17) "I was tormented / Deathly delirium."
18) “So I was found and raised…”
19) "Farewell, father ... give me your hand ..."
20) “From there you can see the Caucasus!”
II. Consolidation of the studied material
teacher's word
Lermontov does not give a detailed description of the monastic life of Mtsyri. Monastic life meant, first of all, a departure from people, from the world, a complete rejection of one's own personality, "service to God", expressed in uniformly alternating fasts and prayers. The main condition of life in a monastery is obedience. Those who took a monastic vow were forever cut off from human society; return to life was prohibited.
For the hero, the monastery is a symbol of bondage, a prison with gloomy walls and "stuffy cells." Staying in a monastery meant forever giving up your homeland and freedom, being doomed to eternal slavery and loneliness (“to be a slave and an orphan”). The author does not reveal the character of the boy who ended up in the monastery; he only sketches his physical weakness and fearfulness, and then gives a few strokes in his behavior, and the identity of the mountaineer prisoner emerges clearly. He is hardy (“Without complaints, he / / He languished, even a weak groan / / Didn’t fly out of children’s lips ...”), proud, distrustful, because he sees his enemies in the surrounding monks, he is familiar from the earliest years not childish feelings of loneliness or longing . There is also a direct author's assessment of the boy's behavior, which reinforces the impression - Lermontov speaks of a powerful spirit inherited from his fathers.
Work on the image of Mtsyra
The attention of readers is attracted by the unusual title of the poem. "Mtsyri" in translation from Georgian is a non-serving monk, an alien, a stranger, a stranger.
Which of the interpretations of this word most accurately defines the character of the hero? (Discussion).
Mtsyri is a “natural person”, living not according to the far-fetched laws of the state, which suppress human freedom, but according to the natural laws of nature, which allow a person to open up, to realize his aspirations. But the hero is forced to live in captivity, within the walls of a monastery alien to him.
The plot is based on a real fact. Traveling in the Caucasus, the poet met with an old lonely monk. After talking, he learned from him the story of his tragic life. The monk was a mountaineer by birth. As a child, he was taken prisoner by General Yermolov during his military expedition to the Caucasus. The general took him with him, but the boy fell ill on the way and was left in the monastery. Here he grew up, but he could not get used to monastic life. More than once he made attempts to escape to the mountains. One of these attempts caused him a severe and prolonged illness, after which he resigned himself and remained forever in the monastery. Lermontov changed the ending of the story about the fate of the monk.
Why did Lermontov change the ending of the story?
Why is the name of the hero not known to the reader?
Was it only in the monastery that Mtsyri felt like a stranger?
How can you explain his words:
And then I vaguely understood
That I will never lay a trace on my homeland”?
What was the purpose of the escape? What does it mean for Mtsyra to be free?
Select quotes to answer questions.
Quotes:
a) ... My flaming chest // Press with longing to the chest of another, // Though unfamiliar, but dear.
b) A long time ago I thought / To look at the distant fields, / To find out if the earth is beautiful, / To find out, for freedom or prison / We will be born into this world.
c) I lived a little, and lived in captivity. // Such two lives in one, // But only full of worries, // I would trade if I could.
d) ...I have one goal - //Go to my native country - // I had in my soul.
Mtsyri's idea of freedom is associated with the dream of returning to his homeland. To be free means for him to escape from the monastic captivity and return to his native village, to escape "from a strange family." Living in a monastery, the young man stopped seeing "living dreams":
About dear neighbors and relatives,
About the will of the wild steppes,
About light, mad horses,
About wonderful battles between the rocks ...
(The image of the unknown but desired "wonderful world of worries and battles" constantly lived in his soul.)
What did Mtsyri see and what did Mtsyri learn about life during his wanderings?
What episodes of Mtsyra's three-day wanderings do you consider especially important? Why?
The character of Mtsyra is revealed both through the pictures that attract him, and through the feeling with which he speaks about them. He is struck by the richness and diversity of nature, which contrasts with the monotony of monastic existence. In close attention to the surrounding world, one feels love for life, for everything beautiful in it, sympathy for all living things.
Why did Mtsyri die?
Lermontov showed the struggle of the hero with the environment and his death in an unequal struggle. Mtsyri died physically broken, but spiritually undefeated, with an unsatisfied longing for the ideal.
Did Mtsyri find the answer to the questions, “Is the earth beautiful”? Why does a person live on earth?
Mtsyri saw nature in herdiversity, experienced the joy of communicationwith her. Yes, the world is beautiful! - this is the meaning of Mtsyri's story about what he saw. His monologue is a hymn to this world. And the fact that the world is beautiful, full of colors and sounds, full of joy, gives Mtsyri answer to the second question: why man was created, why helives: man is born for the will, and not for prison.
III. Learning new material
1. Students' messages on the topic "Romanticism"
Romanticism is an artistic movement in literature that expresses the idea of a discord between dreams, ideals and reality.
Romanticism gained recognition in Russian literature after the Patriotic War of 1812.
In the 20-30s of the XIX century, the very word "romanticism" excited the minds of people, made some irreconcilable enemies, others - friends and comrades for life. The critic Belinsky described the literary situation of that time as follows: "Classicism and Romanticism - here are two words that he announced Pushkinsky period of our literature; here are two words ... with which we fell asleep and woke up, for which we fought to the death, about which we argued to tears in the classrooms, and in the living rooms, and in the squares, and in the streets!
The followers of Karamzin were often called romantics, who argued that the most valuable thing is the human personality, and who created strong, courageous, active, noble heroes, inspired by one great goal, ready to make any sacrifices for its implementation.
The world in which romantic heroes live is far from gray everyday life. These are exotic countries, a glorious past, real or created by folk fantasy. To match the landscape: the sea, mountains - symbols of greatness, freedom, rebellion.
Romantic writers tried to be unusual in everything: in the choice of characters, bright, outstanding, in the construction of the plot, as a rule, intricate, shrouded in a haze of mystery, in the language and style of their works. They were worried about the fate of the Fatherland, interested in folklore, literary monuments (at the end XVIII century was found "The Tale of Igor's Campaign"), the history of the motherland. Romanticism flourished in other forms of art: in music (V. Verstovsky, L. Rubinstein), in painting (O. Kiprensky, I. Aivazovsky).
Having appeared, romanticism has never left the literary scene, then subsiding, then again loudly declaring itself.
2. Ways to create the image of Mtsyra
Features of "Mtsyri" as a romantic poem
Where does the poem take place?
In the Caucasus, among the free and powerful Caucasian nature, kindred to the soul of the hero. But the hero languishes in the monastery. This creates a contrast, a conflict is indicated.
Landscape paintings, mention of wind, storm, birds, animals are very important in the poem. What is the role of pictures of nature in the work?
Nature is akin to the hero, and the call of freedom turns out to be irresistible: a fish sings a love song to him, “like a brother”, he is ready to embrace the storm, “like a beast”, he is a stranger to people. And on the contrary, nature is hostile and alien to the monks of the monastery: Mtsyri runs away at one o'clock in the night, a terrible hour, // When a thunderstorm frightened you, // When, crowding around the altar,// You lay prostrate on the ground.
The plot of the poem seems familiar to romantic works - the hero, the seeker of freedom, flees from the world of bondage. We will meet with such a situation in the "Prisoner of the Caucasus" and "Gypsies" by A.S. Pushkin. But there is a turn in Lermontov's poem that radically changes the traditional situation. The prisoner and Aleko break ties with their familiar environment and go to a strange, exotic world of freedom (to the Caucasus, to the gypsies), while Mtsyri flees from a strange, violent world imposed on him into his native, natural world.
Why do you think the poet changes the traditional situation?
Lermontov embodied in Mtsyri a passionate dream of a proud, free and strong man, opposing his “shamefully indifferent” contemporaries, for whom “freedom” and “homeland” mean the same thing. A person must choose his own path - such is the poet's credo.
The role of the landscape
The landscape in the poem plays a significant role: it is given in the perception of the hero, which means that it becomes a means of characterizing Mtsyra.
Reread the description of the morning from chapter 11. What is special about you? What can be said about a person who perceives nature in this way?
We read the text from the words “God's garden bloomed around me ...” to the words “I am in it with my eyes and soul. // Drowning..."
The landscape is unusually beautiful, for the hero it is doubly attractive because it is the first morning in the wild for Mtsyra. From this morning, knowledge of the world begins for him, and a romantically inclined young man inhabits it with fantastic invisible creatures who know the secrets of "heaven and earth." In the blue and purity of heaven, the hero is ready to see the "angel of flight." A poetically exalted soul and a desire for freedom allow Mtsyri to compare free life, wild nature with paradise. Before death, this comparison becomes even more rebellious, rebellious. Mtsyri is ready to exchange “heaven and eternity” after death for the realization of his dream, for “a few minutes // Between steep and dark rocks.”
Reread the excerpt from the 6th chapter of the poem "Mtsyri". Prove that the poet painted a romantic landscape. (Read chapter 6.)
This is a romantic landscape: each of its details is extraordinary, ethical, belongs not only to reality (“lush fields ... hills ... piles of dark rocks”), but also to the realm of dreams, fantasy, the divine (“mountain ranges, bizarre, like dreams” , “smoked like altars”; “through the fog, // In the snows, burning like a diamond, // The gray-haired, unshakable Caucasus ...”, “secret voice”.
Analysis of artistic techniques
The language of the poem is in full accordance with its content and the character of the hero. Belinsky wrote: “This iambic tetrameter with only masculine endings ... sounds and abruptly falls, like a blow of a sword striking its victim. Elasticity, energy and sonorous, monotonous fall are in amazing harmony with the concentrated feeling, the indestructible strength of a powerful nature and the tragic position of the hero of the poem.
1. Discussion of the issue
What artistic means did M.Yu. Lermontov in the description of the landscape?
Expanded metaphors when describing pictures of nature:
God's garden blossomed all around me.
Plant rainbow outfit
Kept traces of heavenly tears.
And curls of vines
Curled, showing off between the trees
Transparent green sheets;
And the grapes are full on them.
Earrings like expensive
They hung magnificently. And sometimes
A shy swarm of birds flew towards them.
Metaphorical epithets: silvery voice, sweet moon, golden sand, sleepy flowers, lush fields, fresh crowds, stone hugs, secret lodging, sweet anguish, sacred words, mighty spirit, blessed days, terrible hour.
Metaphors:
I nourished this passion in the darkness of the night with tears and anguish;
I gnawed at the damp breast of the earth;
The world of God slept in a stupor of deaf despair in a heavy sleep;
And the sun through the crystal of the moon shone sweeter than the moon;
But what? - As soon as the dawn rose, its scorching beam burned the bred flower in prison;
a crown of trees, piles of rocks;
personifications - thoughts of rocks, a gray-haired mandate;
comparisons - trees, like brothers in a circular dance,
in the snows burning like a diamond;
mountain ranges as bizarre as dreams; smoked like altars, their heights;
clouds, like a white caravan of stray birds.
The visual impressions that arise in the reader through these artistic means are enhanced by sound ones. Alliteration for hissing conveys the noise of the forest (lush, overgrown, noisy, fresh). Rolling "r" emphasize the power of the rocks and the roar of rolling and falling stones (heaps, mountain ranges, smoked like altars). Soft sonorous "l" denote the lightness and tenderness of dreams (stray, distant, far away, easy).
2. Work in groups
Task: find examples of the use of artistic means and
explain their role in creating the image of the hero.
Note: you can assign to each group the search for one of the artistic
means or analyze from this point of view the chapters of the poem.
Examples:
Epithets:“But free youth is strong, / And death, it seemed, is not terrible!”
Hyperbolas:“Oh, I’m like a brother / I would be glad to embrace the storm! // I followed the clouds with my eyes, // I caught the lightning with my hand...».
Metaphors, personifications:“I nourished this passion in the darkness of the night with tears and longing”, “I gnawed at the damp chest of the earth ...”
Comparisons:“I myself, like a beast, was a stranger to people // And crawled and: hid like a snake.” Etc.
The richness of visual and expressive means is closely connected with the richness of the hero's inner world. “It can be said without exaggeration,” Belinsky wrote, “that Lermontov took the colors from the rainbow, the rays from the sun, the shine from lightning, the roar from thunders. The rumble of the winds - that all nature itself carried and gave him materials. when he wrote this poem.
3. Analysis of episodes
The task for the groups is to analyze the episodes:
a) Escape from the monastery, an attempt to find the way to his native land.
b) Meeting with a Georgian woman.
c) Fight with a leopard.
IV . Lesson summary
The feeling of happiness in Mtsyra is caused not only by what he saw, but also by what he managed to accomplish. Flight from the monastery during a thunderstorm gave me the pleasure of feeling the friendship “between a stormy heart and a thunderstorm”; communion with nature brought joy (he "it was fun to breathe ... the night freshness of those forests"); in a battle with a leopard, he knew the happiness of struggle and the delight of victory; the meeting with the Georgian woman caused "sweet anguish". Mtsyri unites all these experiences in one word - life! .. “What did I do in the wild? // Lived.
What does it mean to live for a hero?
To be in constant search, anxiety, to fight and win, and most importantly, to experience the bliss of the "liberty of the saint." In these experiences, the fiery character of Mtsyri is very clearly revealed. Only real life tests a person and shows what he is.
What did Mtsyri learn about himself when he found himself free?
On theMtsyri's love for his homeland was revealed with renewed vigor, which merged for the young man with the desire for liberty.And if in the monastery the hero only yearned for freedom,then in freedom he knew the "bliss of liberty" and strengthenedin their thirst for earthly happiness.
Living three days freede, Mtsyri learned that he was bold and fearless. Fearlessness, contempt for death and passionate love for life, thirst forstruggle and readiness for it is revealed in the battle with the leopard"Fiery passion" Mtsyri- love for the motherland - makeshis purposeful and firm. He refuses tothe possible happiness of love, overcomes suffering, hunger,in a desperate impulse, he tries to break through the forest for the sake of the goal - "to go to his native country."
Mtsyri is hardy. Tortured by the leopard, he forgets about his wounds and, having gathered the rest of his strength, again tries to get out of the forest.
The death of this dream gives rise to despair in him, but even in a desperate impulse, Mtsyri appears not as weak and defenseless, but as a proud and courageous person who rejects pity and compassion.
Why did Mtsyri run during a thunderstorm without any preparation?
Why didn't Mtsyri go after a Georgian woman in a hut, to free people, whom he had been striving for all his life?
Why did Mtsyri fight the leopard, because he could freely leave until the leopard sensed him?
Why did Mtsyri die? Why, despite the death of the hero, do we not perceive the poem as a gloomy work, filled with despair and hopelessness?
Origins of the tragedyMtsyri - in the conditions that surrounded the hero since childhood.The circumstances in which he found himself from childhood deprived him ofhis connections with people, practical experience, knowledge of life, onput their seal on it, making it a “dungeon flower”,and caused the death of the hero. His last wish is to beburied outside the monastery walls, once again feelthe beauty of the world, to see the native Caucasus. It can't be calledreconciliation with the fate and defeat of the hero. Such a defeatat the same time, there is a victory: life doomed Mtsyri toslavery, humility, loneliness, and he managed to know freedom,experience the happiness of struggle and the joy of merging with the world. Bythis death, for all its tragedy, causes the readerbody's pride in Mtsyri and hatred for the conditions that deprivehis happiness.
What was the significance of the poem in the era of M. Yu. Lermontov?
The whole poem represents a passionate call to the struggle for freedom, it calls not to put up with the slave conditions of existence that tear a person away from nature. From native people. From the motherland and dooming him to vegetation, to a passive attitude to life. The feelings and experiences of Mtsyri are the feelings and experiences of Lermontov himself and his advanced contemporaries.
V. Homework
Prepare an expressive reading by heart of an excerpt from the poem "Mtsyri".
Mtsyri as a romantic hero
(Literature lesson in grade 8)
Teacher of Russian language and literature
MOU "Secondary School "Leskolovsky Education Center",
Vsevolozhsky district, Leningrad region
Dudnikova Lyubov Semyonovna
The world is perfect and beautiful as an idea and imperfect as an embodiment.
The idea of dual world
I lived little, and lived in captivity.
Such two lives in one
But only full of anxiety
I would change if I could.
M.Yu. Lermontov "Mtsyri"
Lesson Objectives:
Educational:
- to acquaint students with the history of the creation of the poem "Mtsyri", to identify the structural features of the work; give an initial concept of romanticism, romantic hero, romantic conflict
Developing:
Develop emotional susceptibility, skills of expressive reading of a lyric poem, continue to work on improving the ability to build a monologue statement, compare, draw your own conclusions.
Educators:
- educate interest in the work of the poet
Lesson type: formation of knowledge and skills.
Equipment: portrait of M.Yu. Lermontov by the artist P. Zabolotsky, illustrations for the poem “Mtsyri”, cards with didactic material, textbook: V.Ya. Korovin “Literature” Grade 8, Moscow: Enlightenment, 2010, presentations “The poem “Mtsyri”, “General characteristics of romanticism as a literary trend”
Lesson plan
1. Organizational moment.
Good afternoon! The topic of our today's lesson is "Mtsyri as a romantic hero." Today in the lesson we will identify ways to reveal the image of the protagonist of the poem, we will continue to work on developing text analysis skills, the characteristics of heroes, we will get acquainted with the concept of romanticism as a literary trend, and I hope that each of you in today's lesson will discover something new in the work of M.Yu. Lermontov.
2.Checking home building.
Questions:
– What would you say is the main mood of the poem?
What are the most memorable scenes in the poem?
- How do you imagine the main character?
2.1 Message "History of the creation of the poem" Mtsyri ".
2.2 Working with the presentation "Poem" Mtsyri ".
Questions:
– The epigraph reveals the idea of the work. Message "Interpretation of the epigraph to the poem"
Initially, Lermontov wanted to choose the French saying “There is only one Motherland” as an epigraph to the poem.
– Why do you think the poet abandoned such an epigraph and turned to the Bible? (“Eating, I tasted little honey, now I die”)?
– How does the epigraph relate to the theme of the work?
– Define an idea.
– Determine the lexical meaning of the word "confession".
Presentation 2 Poem by M.Yu. Lermontov "Mtsyri" (Repetition of literary concepts, application of concepts in the analysis of the poem "Mtsyri")
Poem- a large poetic work with a detailed plot. Poems are usually attributed to lyrical-epic works, since, talking about the fate of the heroes, drawing pictures of life, the poet expresses his own thoughts, feelings, experiences in the poem.
Topic- an image of characters and situations taken by the author from reality and in a certain way transformed in the system of this artistic world. (What the author is talking about)
The theme “Mtsyri” is an image of a strong, courageous, rebellious man who was taken prisoner, grew up in the gloomy walls of a monastery, suffers from oppressive living conditions and decided, at the cost of risking his own life, to break free at the very moment when it was most dangerous:
And at the hour of the night, a terrible hour.
When the storm scared you
When, crowding at the altar,
You lay prostrate on the ground
I ran.
The theme of the poem echoes the theme of the biblical legend, raises questions: is a person free to dispose of himself, his life, does he have the right to independence?
Idea- the main generalizing thought in a work of art, reflecting the author's attitude to reality and acting through the entire system of images. (The position of the author, what the author writes for, what thought he claims)
The idea is the fight for freedom. Better 3 days of real life in the wild than many years of confinement within the walls of a monastery. Where a person does not live fully, but exists. For a hero, death is better than life in a monastery.
Plot- the main episodes of the event series of a literary work in their artistic sequence, which is provided for by the composition of this work.
Composition- the construction of a work of art, the structure of the connection of individual parts into one whole.
The composition is very original: after a short introduction, depicting the view of an abandoned monastery, in a small chapter 2, the life of the hero is told, his confession to the black man. Thus, the author told about the life of the hero in 2 chapters, and a whole poem was written about the three days spent in freedom. And this is understandable, since three days of liberty gave the hero as many impressions as he had not received in many years of monastic life. Such a composition is called a "frame".
Mtsyri - translated from Georgian: a non-serving monk, an alien, a stranger, a stranger.
The word "confession" has the following meaning:
1. repentance for sins before a priest; a frank confession of something;
2. communication of your thoughts, views.
3. The image of Mtsyra as a romantic hero.
- Briefly describe the content of the work
a) flight from the monastery, an attempt to find the way to his native land.
b) meeting with a Georgian
c) fight with a leopard
Presentation 3 General characteristics of romanticism
1. Romanticism is an artistic direction in literature, characteristic of the literature of European countries, Russia and the USA and expressing the idea of a discord between dreams, ideals and reality. In Russian literature, romanticism gained recognition after the Patriotic War of 1812.
2. The world in which romantic heroes live is far from gray everyday life. These are exotic countries, a glorious past, real or created by folk fantasy.
3. Romantic landscape: sea, mountains - symbols of greatness, freedom, rebellion.
4. Romantic writers are unusual in everything:
Themes of romantic works: the fate of the fatherland, monuments of literature, folklore
Heroes are bright, outstanding personalities
The plot is confusing, fanned by a haze of mystery
Unusual language and style of romantic works.
5. The main value of a romantic hero is his freedom and ideals. The romantic hero is inseparable from the author's "I" and is the bearer of a truly human author's principle, which reality lacks.
6. Romantic dual world: the desire of a romantic hero for an ideal world that is beyond the bounds of the earthly. From a dull, dull, boring "here" to a charming "there".
Message "Mtsyri" is a romantic hero.
8. Reflection.
A) Digital dictation
Do you agree that:
1. The scene of the poem is the Caucasus, since the nature of the Caucasus is akin to the nature of the protagonist?
Yes 1
No -0
2. The plot of the poem is made up of the external motives of the hero's behavior.
Yes 1
No - 0
3. The events of the three-day wanderings of Mtsyra are shown only through communication with nature.
Yes 1
No - 0
– What number did you get? (100) So, you learned the topic of the lesson today by 100%.
B) Exercise “Unfinished sentences”:
To what extent and in what way was the lesson useful for you?
Are you satisfied with how the lesson went?
Which part of the lesson did you like the most?
9. Organization of homework:
Prepare a retelling of “The life of Mtsyri in the monastery. The character and dreams of a young novice.” (1 group)
Find landscape sketches. Determine their meaning. (Group 2)
Mark the artistic techniques used by Lermontov when depicting his hero. (group 3)
Learn your favorite passage by heart (1 chapter)
