FOCUS ON LITERATURE

Работа с поэзией на уроках английской литературы

Одной из задач в преподавании английской литературы является развитие у учащихся навыков и умений анализа поэтических произведений на языке оригинала. Это способствует глубокому пониманию искусства, развитию художественного вкуса и творческих способностей – неотъемлемой части гуманитарной составляющей образования.
Среди множества применяемых мною методов и технологий работы с поэзией хочется выделить следующий: анализ образов и художественных приёмов одного стихотворения и создание собственных по аналогии. Этот способ оказался продуктивным и интересным для учащихся. Подобная работа повлекла за собой не только осознание и создание отдельных художественных образов и использование литературных приёмов, но и сочинение учащимися полноценных поэтических произведений на английском языке. Так, в рамках проекта международного Шекспировского общества GlobeLink учащиеся послали на его сайт венок из 14 написанных ими сонетов на английском языке. Стихи ряда учащихся школы 1208 на английском языке напечатаны на американском сайте www.poetry.com. Прилагаю краткий план двух уроков с использованием подобных приёмов и с применением проектной технологии, т.е. работой в командах. Вторую часть урока – креативную – можно проводить и с индивидуальными заданиями.

1. Анализ стихотворения: содержание и форма (строфика, размер, рифма, приёмы – игра слов, эффект обманутого ожидания, антитеза, градация, снижение образа, анафора, аллитерация и др. – и их роль.)

2. Работа команд: сочинение образов по аналогии с представленными в стихотворении с использованием подобных приёмов.

I. SHORT-TERM PROJECT (10th Form)

1. Analysis of the poem “NO!” by Thomas Hood.

a. Content, ideas, message;
b. Form: prosodic design, images and literary devices such as pun, the reversal, antithesis, anticlimax, bathos, anaphora, parallelism, alliteration.

2. Team work: image-creating skills development.

Task: to produce images analogous to those in the poem under discussion using the devices given in the poem.

NO!

No sun – no moon !
No morn – no noon –
No dawn – no dusk – no proper time of day –
No sky – no earthly view –
No distance looking blue –
No road – no street – no “t’other side the way” –
No end to any Row –
No indications where the Crescents go –
No top to any steeple –
No courtesies for showing ‘em –
No travelling at all – no locomotion,
No inkling of the way – no notion –
“No go” – by land or ocean –
No mail – no post –
No news from any foreign coast –
No Park – no Ring – no afternoon gentility –
No company – no nobility –
No warmth, no cheerfulness, no healthful ease,
No comfortable feel in any member –
No shade, no shine, no butterflies, no bees,
No fruits, no flowers, no leaves, no birds, –
November!

GLOSSARY:

t’other side the way smb. grumbling in the street

Row a street with a long line of shops

steeple a tall tower on top of a church

‘em them

Park Hyde Park

Ring traditional walking route for groups of aristocrats in the afternoon

Thomas Hood (1799–1845) was a well-known English poet, recognized by major contemporary men of letters and artists, e.g. by Ch. Dickens, J. Reynolds; now principally remembered as a versifier with a special liking for puns. Hood had a few rivals in English for comic verbal skills.

Production

(results of the creative part)

II. ANALYSIS. COMPOSING ANALOGOUS IMAGES (10th Form)

1. Analysis of the sonnet “How Do I Love Thee” (collective discussion)

How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday’s
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with a love I seemed to lose
With my lost saints – I love thee with the breath,
Smiles, tears, of all my life! – and, if God choose,
I shall but love thee better after death.

By Elisabeth Barrett Browning

2. Class micro-project “HOW DO I LOVE THEE?”

Task: to create new images expressed by different figures of speech to continue the line “How do I love thee? Let me count the ways.”
Time: 5 minutes.
Participants: 4 teams.

Collective Production

“How do I love thee? Let me count the ways...”

Приложение 1: АКРОСТИХ

(способы написания акростиха изучаются в курсе английской и американской литературы)

ODE TO BEAUTY IN HONOUR OF
WOMEN “BEAUTY IS POWER”

Beauty can really save the world,
Even being valued not as highly as gold.
A ray of hope that helps us to strive
Under the bondage of our hopeless life;
The source of love, and joy, and madness, too.
You can survive in sea of life due to

Ideals of beauty hidden in a girl.
So now we praise this happy day for soul.

Perhaps it’s time for you to understand
Our excellence over the humble man:
We should be treated with tenderness and care,
Else all the beauty shall turn into despair...
Rebel?..

Written by N. Morokhova,
10th form, School No. 1208

Приложение 2: СОНЕТ О ВЕСНЕ

(структура сонета, его философия и логика изучаются в программе)

SONNET TO SPRING

The winter days are gone, and spring is here;
The sky is singing blues to the happy sun;
The world can truly feel that love is near,
That nights of winter darkness now are gone.

The morning is at hand, and you will know
That crowds of birds have come to sing the spring,
That birds have come to sing away the snow,
The birds, this breed of joy, of song, of wing.

The truth today will overcome the lie,
Which is to vanish with the winter frost;
You’ll see a brightly coloured butterfly
And feel that our spring is not the worst.

Today you’ll see the melting winter ice,
And from today on your life shall be just nice.

Written by M. Bokshtein,
10th form, School No. 1208

Submitted by Natalya Mikunis,
School No. 1208, Moscow