What feelings the young king was able to express. Analysis of Pushkin's "tale of the dead princess and the seven heroes"

Sections: Literature

The concept of the work. Setting diagnostic goals, distributing material by lessons.

The age of the students, the recommendation of the program, the literary analysis make it possible to create a general methodological concept: by reading and analyzing the work of M.Yu. Lermontov, we can reveal the connections of fiction with the historical past of Russia and folklore, showing the value of the paintings of the 16th century life and the reflection of folklore traditions in the author's representations of the heroes and the form of the work.

The focus will be on the issue of duty, honor and human dignity. We will consider this problem as a test of a person, traditional for Russian fiction. Let us reveal the position of the author, who admired the common man of the people, before whose feat both time and power are powerless.

Based on the concept of the poem and the peculiarities of its artistic form, taking into account the characteristics of the students, we form diagnostic goals, answering the questions:

1. What can students learn from our lessons?
   They learn that the fate of M.Yu. Lermontov is similar to the fate of A.S. Pushkin, not only in terms of irreconcilability with the autocracy and arbitrariness of the authorities, but also in terms of the attitude of the authorities towards them. They learn that M.Yu. Lermontov - the only one in the literature of the 19th century - recreated the image of Ivan the Terrible and his era from folk songs; on the role of oral folk art in creating the characters and form of the work. Learn about the life, way of life, customs of Russia in the 16th century; that the poet, dissatisfied with modern reality (XIX century), takes us to the distant past, in order to "look for life there, which he does not see in the present."
2. What concepts will the students learn in the classroom or will they continue to learn?
   They will continue to improve literary concepts: theme, idea, composition of a work of art, features of a poem. They will master the concepts: lyric-epic genre; author's attitude and ways of its expression in the poem; continues to master artistic means of expression (epithets, comparisons, repetitions), epic verse.
3. What will they learn? What skills will you master?
   Working with the text of the poem, they will learn:

• to compare the heroes not only with each other, but also with the works of artists, and on this basis, penetrate into the depths of the characters' characters, taking into account the author's view;
• determine the character of the heroes by their actions, attitude towards other characters;
• to determine the author's attitude towards heroes.

Will improve:

• the ability to visually concretize the images of characters, the place of action;
• the ability to determine the topic, problematics, idea of ​​the work; correlate the title of the work with its idea;
• the ability to expressively read and in the reading intonationally convey the feelings of the characters and their attitude to each other.

1. What independent activity of students will manifest their knowledge, understanding and skills? What can they do during and after class at home?
   As a result, students will be able to:

• answer the questions: “Why M.Yu. Lermontov called his work "Songs ..."? "Why are the names in the title arranged in this order?", "Why the conflict between Kalashnikov and Kiribeyevich could not be resolved peacefully?"
• create verbal portraits of heroes;
• convey the idea of ​​the work in verbal form and explain which elements of the plot help Lermontov to express it;
• highlight the elements of the composition of the poem, its features and explain their role;
• explain why there are so many old words, constant epithets, comparisons, repetitions in the poem;
• expressively read the dialogues of the heroes;
• accurately characterize each character, reveal their relationship to each other.

Lesson system on the topic:

1. Secrets of Ancient Russia.
2. "Yes, there were people in our time, A mighty, dashing tribe ..."
3. Folklore traditions in "Song ..."

The first lesson in the system plays the role of creating a reading mindset. Since M.Yu. Lermontov is a regular author in school textbooks, students know many facts of his biography. By the 7th grade, we are already familiar with such works as "Borodino", "Three Palms", "Cliff", "Leaf", in which the main motives of his work are presented: a feeling of loneliness and longing, a thirst for struggle and freedom, the love of a poet - an exile for abandoned homeland, admiration for the feat of the Russian soldier. Now the students will have to get acquainted with a historical song that reveals the conflict between the authorities and an ordinary person doomed to death.

TO first lesson the students were offered, on the basis of memoirs and memoirs of contemporaries, a story about M.Yu. Lermontov and answer the questions: “What is the similarity of the fate of Lermontov with the fate of Pushkin? How can you explain this similarity? " (facts of despotism and autocratic arbitrariness, which caused an angry protest of poets).

In order to create a certain emotional mood before studying the topic and orient children towards the perception of the poem, we will introduce them to the historical material: "The history of the Russian state" N.М. Karamzin, "A course of lectures on Russian history" by V.O. Klyuchevsky, excerpts from "Domostroi" and works of "related" arts: paintings by I. Repin "Ivan the Terrible kills his son", V. Vasnetsov "Ivan the Terrible", illustrations depicting old Moscow by I. Bilibin, B. Kustodiev, P. Korovin , depicting the harsh ruler of Russia and his unforgettable time, important for understanding the ideological content and images of the "Song ...".

Before starting to read the poem, let's find out the meaning and role of old words and expressions. Next, we need to define an educational task that will dictate to us the methods of working with the text and the types of activities of students. As a problematic question, we will choose the following: "Could the conflict between Kalashnikov and Kiribeyevich be resolved peacefully?" Reflections of children on this issue will lead students to the idea of ​​\ u200b \ u200bthe work.

What episodes and artistic elements of the work will help us come to its idea? First of all, we must identify the conflict and the features of its artistic embodiment. To do this, let us single out the elements of the composition: exposure, the plot of the action, episodes of the development of the action, the climax and the denouement. The author's focus is first on Ivan the Terrible, then his faithful oprichnik Kiribeyevich, behind them - Alena Dmitrievna, the merchant Kalashnikov, and then again the tsar, Kiribeevich, Kalashnikov. In the climax, Kiribeyevich dies, in the roundabout - Kalashnikov. But in the poem there are also characters - guslars, with the mention of which each chapter begins and ends. Although they are conventional narrators, it is their feelings and attitudes that help determine the author's position in relation to the heroes and the genre of the work.

In the poem, in addition to the conflicts "Kiribeyevich - Kalashnikov family" and "Kalashnikov - Tsar", there is one more - the conflict between a worthy person and the crowd, which in this case took the form of historical social psychology. The fact that the head of the dishonored family killed the "offender by free will" should be known to everyone. This will wash away the stain of shame from the family.

Our task is to realize what qualities the author values ​​in people, what unites the Kalashnikov family and what distinguishes them from the world of people in power. Thus, in the center of the second lesson is the analysis of the images of "Song ..."

2nd lesson. Lesson project "Yes, there were people in our time, A mighty, dashing tribe ..."

Created on the basis of the literature program for the 7th grade, ed. V. Ya. Korovina, a textbook-reader and guidelines. In the 1st lesson, the students got acquainted with historical materials, painting, depicting the life of old Moscow, as well as with the facts of the biography of M.Yu. Lermontov, largely explaining why he turned to the distant past. We got acquainted with the text "Songs about Tsar Ivan Vasilyevich, a young oprichnik and daring merchant Kalashnikov"

Lesson objectives:

• in the lesson, students will continue to form and improve their skills to compare heroes, to determine the characters of the characters by their speech and actions;
• they will understand what role the composition plays in the embodiment of the author's position and what means help the author in creating heroes;
• intonationally convey the feelings of the characters and their relationship to each other; to compare literary images with the images of artists.

During the classes

1. Stage of revealing perception (conversation).

What feeling did you have after reading the poem?

What pictures of old Moscow and its life does the poet draw? Do they help explain the behavior of the characters?

Who is the real hero in "Song ..." and why?

Why are the heroes of "Songs ..." in the title in this order: "about Tsar Ivan Vasilyevich, the young oprichnik and daring merchant Kalashnikov"?

What do you see as the main problem of the poem?

Homework check... (For the lesson, the children had to re-read the poem again, highlighting the elements of the composition in it and create a slideshow of the work, using illustrative material and Internet resources).

Reproduce the content of the poem with a slide show in strict accordance with the development of the action (Figures 1-9), highlight the elements of the composition (Appendix 1), identify conflicts.

Why the conflict between Kalashnikov and Kiribeyevich could not be resolved peacefully? (this will be the educational task).

2. The stage of analysis of the work, or work with the text. (Image analysis).

In the exposition "Feast in the Tsar's Chambers" the central place is given to the Tsar. How does M.Yu. Lermontov and how do artists see him?

a) Comparison of the description of Tsar Lermontov and V. Vasnetsov, I. Repin. (Verbal drawing).

What comparisons and epithets does the guslar use to characterize the king?

What artistic details do you think are particularly expressive? Can Ivan the Terrible be called wise and fair?

Lermontov's tsar smiles, he seems to be cheerful ..., but let's take a closer look: don't “blue clouds” run into the “red sun” too often?

What makes Ivan Vasilyevich frown?

Whom does the king pay more attention to at the feast? Why?

What do you know about the guardsmen? How does the king feel about them? How is this manifested in the poem?

b) Oral story about Kiribeevich.

What is the oprichnik sad about?

Why does he tell the tsar about Alena Dmitrievna, but does not say that she is a married woman?

Would the king help him if he knew this?

c) Characteristics of Alena Dmitrievna with the use of illustrations by P. Korovin.

Does Alena Dmitrievna love her husband?

Why was Kalashnikov surprised not to find his wife at home? How to explain the words with which a husband meets his wife? What do you remember about Domostroy?

How does the character of Alena Dmitrievna reflect popular ideas about the ideal woman - wife?

How is Kiribeyevich and Kalashnikov's love for Alena Dmitrievna manifested?

d) Comparative analysis. Kiribeevich - Kalashnikov (slideshow: "The merchant Kalashnikov in the shop", "Fist fight" (artists I. Bilibin, B. Kustodiev), "Death of the oprichnik", "Kalashnikov answers before the king", "Farewell of the merchant to the brothers") ...

Why did each of them fight? To whom do the heroes bow before the battle? Why?

e) Expressive reading on the roles of the dialogue between Kiribeyevich and Kalashnikov before the fight.

Do the pictures of the harsh life of the 16th century have any significance for revealing the characters of the heroes? What qualities do you think a person should have in order to dare to defend his honor in front of all the people under these conditions? Are the concluding lines of Borodino in the title of the topic of our lesson applicable to the heroes of Songs ...?

Expressive reading of lines about the death of Kiribeyevich and Kalashnikov.

What feeling are they imbued with? How do you explain this feeling?

How do Kiribeyevich and Kalashnikov die? What memory does everyone leave about themselves?

f) Comparison of an excerpt from Lermontov's poem with an excerpt from a folk song about Stepan Razin "Bury me brothers ...", "They buried him behind the Moscow River ..."

What are the similarities? Which passage is more poetic? What are they convincing?

3. The final stage.

In the third chapter we meet again with the king.

What is his role in the poem? After all, the main clash is between Kalashnikov and Kiribeevich.

Why did the king order the execution of the winner of the fist fight? Did he do the right thing?

What is the genre of this piece? Why M.Yu. Lermontov calls him "Song ..."? Does this clarify the author's position?

The theme and plot "Song ..." is connected with the 16th century.

Why did the poet turn to the distant past?

Did he manage to convey the flavor of that era? What is it?

What folk traditions does the poet continue in his work?

4. Homework:

• memorize an excerpt from the poem "Dawn Rising ...";
• select musical themes for the characters of "Song ...";
• write on cards examples of visual means, old words, expressions. (for Game).

On final lesson dedicated to folklore traditions in "Song ...", it is important to find out that M.Yu. Lermontov did not imitate oral folk poetry, he was imbued with its spirit and, relying on its features, created a peculiar, original work, where every image, every scene of the poem is marked by a mighty Lermontov talent. Comparisons of "Songs ..." with epics (about Stavr Godinovich) and folk songs will help us in this. A literary game, with the help of which we will show the features of the use of tropes in the poem, its connection with folklore, we will discuss the problem of duty and honor, will be the final chord in the lesson system, after which the children will write essays on the poem.

What feelings of the young tsar the actor was able to express In the words of Peter I appeal to the politician

Answers:

What story? understood nothing

Similar questions

• Ben comes from a small place in England. Now he is in London. What does he think of the English capital? Example: London is (big) than his place. London is bigger than his place. The houses in London are (high) than in his place. The streets are (long) than in his place. The squares are (big). The hotels are (cozy) than in his place. The cars are (good) than in his small town. The shop windows in London are (beautiful) than in his place. The parks in London are (interesting) than in his small town. The weather in London was (sunny) than in his place. In the cafs he could eat (good) food than in his place. But soon he saw that the people in his town are (pleasant). When Ben was home from the capital, he was (happy) than in London. translate pliz I beg

Children, young people, adults and the elderly - most of us know many of the works of Alexander Sergeevich Pushkin. One of the most famous, beloved and fascinating works of Pushkin is. The plot of this verse is quite simple to understand, but very exciting. A child and an adult, reading this work, present a vivid picture, where actions are transformed in their own way, the appearance of the character appears in their own way. But absolutely everyone singles out for himself the actions of evil and good and, therefore, a bad and positive character.

Positive heroes include:

Tsar Saltan- the sovereign of his kingdom. On the one hand, the king is a real warrior, courageous and strong, who is ready to fight for his state. On the other hand, he is a kind character who has a gentle character. From the actions that this hero performs, it becomes clear that he is an unforgettable and even simple, naive character, and because of this, some readers may think that he is a weak-willed king. In fact, this is absolutely not the case. Just because of his good nature, he did not punish the evil and insidious sisters in any way, but, on the contrary, forgave them.

Prince Guidon- the son of the queen and tsar Saltan. Throughout the verse, he manifests himself as a brave and strong hero. This character prefers to prove his courageous character with actions rather than actions. In addition to courage, strength and masculinity, he shows hospitality and determination, which readers really like.

Swan princess- a reasonable and beautiful sorceress, sister of 33 sea heroes and at the end of the tale becomes the wife of Prince Guidon. Being one of the main characters, she also belongs to kind characters, because she personifies generosity, wisdom and honesty.

Queen- this is one of the first girls with whom the reader meets in the first lines of the tale. In the future, become the queen and mother of a wonderful hero. Like the king himself, she is a very positive character, because she is kind, honest, patient and kind-hearted. Thanks to these qualities, the queen sympathizes with many readers.

Negative heroes:

Weaver- the sister of the Queen and the cook. Her actions say that this is a very envious, evil and negative character. In addition, she is very touchy and vindictive, which is why she turns insidious actions.

Cook- the sister of the weaver and the Queen. Like the weaver, the cook is a bad character, because she has such qualities as envy, rancor, deceit and selfishness.

Svatya Baba Babrikha- refers to a negative character, as it has such negative character traits as hatred, toughness and vindictiveness. Because of these qualities, many readers dislike her.

The story "Shulamith" consists of 12 parts. Its main characters were Tsar Solomon, his wife Astiz and Shulamith, a commoner whom the Tsar fell in love with.

First, the author talks about the reign of the great king, his wisdom and wealth, for which he was famous far beyond the borders of his country. Then it talks about which women Solomon preferred. He had a huge number of wives and concubines, as well as many dancers and slaves. In addition, Solomon entered into a close relationship with Queen Balkis, who was considered the most beautiful woman in the world. God gave the great king not only wisdom, fame and wealth, but also a beautiful body and some extraordinary abilities. No woman could resist Solomon.

Once the king fell in love with a simple but very beautiful girl named Shulamith. The girl worked in one of the royal vineyards, helping her brothers. It was there that Shulamith and Solomon met and immediately fell in love with each other. Solomon introduced himself to a new acquaintance as a royal cook, and then made an appointment with her at night. When, finally, their meeting took place, Solomon confessed to his beloved who he really was. Shulamith moves to the palace.

While the king is enjoying love with a new concubine, one of his wives, Astiz, is present at the sacrifice in the temple of Isis. The legal spouse is enraged that the king chose a commoner over her. Astiz wants to kill the girl. For these purposes, she chose the chief of the royal guard named Eliav. The prudent queen knows that Eliav has been in love with her for a long time, which means that she will fulfill what she demands of him. Astiz promises the chief of the guard to make him king over himself. Eliava doesn't take long to persuade. The assassin is sent to the royal chambers.

On her last night, Shulamith is sad and does not respond to the king's caresses. When Solomon tries to find out what is happening to her, the girl confesses that she feels impending death. Shulamith tries to get up from the bed, but at this moment Eliava's sword pierces her. The killer was found and executed. The king found out who had ordered the crime and expelled Astiz from his country. Having punished the conspirators, Solomon could not be comforted. He was all the time next to the body of his beloved and did not talk to anyone.

Characteristics of the characters

King Solomon

The great king is, of course, a historical person. How this man actually looked, and what his character was, modern historians can only guess. Solomon is traditionally described using superlatives: the most beautiful, the most powerful, the richest. Kuprin did not deviate from this tradition either.

Solomon's image is perfect. The king was a just ruler and judge, did good deeds, understood the languages ​​of animals and birds, and possessed the gift of healing. In addition, he knew how to seduce women and be a skillful lover. The author sympathizes with his character, talking about him with pleasure, viewing him from different angles, like a precious stone. Solomon managed to please both God and people.

The young lover of the king is only 13 years old. The character of the girl changes during the development of the plot. When Solomon first sees Shulamith, a naive, slightly frightened girl appears before him.

But love changes the main character. Her first "adult" act was the sale of silver earrings, which were the girl's only wealth. With the money she received, she bought myrrh, an aromatic resin, to anoint her body with it for the first date with her beloved. This small sacrifice testifies to the enormous strength of a new feeling for Sulamith, to which she gave herself up without a trace, without thinking about the consequences. The girl was rewarded for her sacrifice with a week of love in the arms of the king.

After spending very little time with the wise Solomon, Shulamith changed. She acquired the wisdom characteristic of her beloved and the mystical gift of divination. In just a week, from a naive girl, the main character turned into an experienced sensual woman, becoming even more desirable for the king.

Queen Astiz

Astiz is the owner of an unnatural beauty that quickly bored Solomon. The author describes her as follows: whitewashed, rouged, blue hair, eyes, "like an animal." Only the eyes, which cannot be hidden under the paint, reveal the essence of the queen. Greedy, cruel and depraved Astiz does not tolerate rivals.

Beauty and age

The new beloved wife is much younger than the queen. Astiz can bypass Shulamith in origin and upbringing, but not in age. She will not be able to restore youth for any jewelry.

Solomon had many concubines and wives. But Astiz was jealous of Shulamith. The commoner got a rare beauty and so much attention from the greatest of kings. In order to get rid of her rival, the queen is ready to become the mistress of the head of the royal guard. For Astiz, the end always justifies the means.

Love is the treasure of our life. The author develops this idea throughout the story. Solomon got all the riches of this world. The king had so much gold that he gave it to make shields for the guards. Silver during his reign was worth no more than an ordinary cobblestone. The king could afford any whim.

However, Solomon's main wealth was the ability to love and be loved. Many great kings, having received power and wealth, ceased to appreciate simple human joys. Formidable rulers hardened soul. Women became for them an ordinary object of carnal pleasures. Solomon is able to respect every woman, regardless of her origin. This attracted the fair sex to the king. Each beloved Solomon felt unique and unique in his arms.

Analysis of the work

Biblical verses and legends were inspired by Kuprin's "Shulamith". A summary of this work can be summed up in just a few words. However, the meaning inherent in the "Shulamith" by the author can be understood only after a complete reading.

The development of the plot does not begin at the very beginning of the narrative. The beginning of the drama takes place only in the fourth chapter. Prior to this, the author describes the life and deeds of King Solomon, talking about his tastes and passions. The purpose of the first three chapters is to acquaint the reader with the personality of the greatest of kings as best as possible.

The story very realistically depicts everyday life in the army, injustice in relation to junior ranks and the general inhumanity and cruelty in the army.

Our next article is devoted to the story, the main theme of which is eternal, pure and selfless love.

Kuprin does not strive for historical accuracy. If the names Shulamith (Shulamite) and Solomon can be found in the Bible, the name Astiz does not appear in the sources. The author wanted to create a work about love and jealousy. He chose the legendary king as the main character. The biblical legend inspired Kuprin to create a continuation of the story. He takes Shulamith to the palace, dresses her in silk and gold, and endows her with the prophetic gift, thanks to which the girl anticipates her death. Astiz was sent to the temple of Isis, where, during the sacrifice of the priests, she conceived the murder of her rival.

The falsification of facts, which the author allowed himself, not only does not distort the meaning of the story, but on the contrary, makes it even more exciting. Perhaps no Astiz existed. However, the role of this character is to create a tragedy that could touch the soul of the reader.

Over Moscow great, golden-domed,

Over the Kremlin white stone wall

Because of the distant forests, because of the blue mountains,

Playfully along the plank roofs,

The gray clouds are accelerating,

The scarlet dawn rises;

I scattered the golden curls,

Washes with crumbly snow,

Like a beauty looking in a mirror

He looks at the clear sky, smiles.

Why did you, scarlet dawn, wake up?

What joy did you play out for?

How did they get together?

Daring fighters Moscow

To the Moscow River, to a fist fight,

Take a walk for the holiday, have fun.

And the king came with a retinue,

With boyars and guardsmen,

And he ordered to stretch the silver chain,

Pure gold soldered in rings.

They cordoned off a place twenty-five fathoms,

For hunting combat, solo.

And then Tsar Ivan Vasilyevich ordered

“Oh, where are you, good fellows?

You amuse our king, father!

Come out into a wide circle;

Whoever beats whom, the king will reward;

And who will be beaten, God will forgive him! "

And a daring Kiribeyevich comes out,

Silently bows to the king in the belt,

She takes off her velvet fur coat from her mighty shoulders,

Supported on the side with the right hand,

He straightens another scarlet hat,

He expects his opponent ...

Three times a loud cry was called -

Not a single fighter moved,

They only stand and push each other.

The oprichnik walks in the open,

He makes fun of bad fighters:

“You have calmed down, I suppose, have become thoughtful!

So be it, I promise, for the holiday,

I will release the living with repentance,

I will only amuse our king, father. "

Suddenly the crowd was heard in both directions -

And Stepan Paramonovich comes out,

A young merchant, a daring fighter,

Nicknamed Kalashnikov,

First bowed down to the terrible king,

After the white Kremlin and the holy churches,

And then to all the Russian people.

His falcon eyes are burning,

He looks at the guardsman intently.

Opposite him, he becomes,

He pulls on his handguards,

Stretches mighty shoulders

Yes, he strokes his curly beard.

And Kiribeyevich said to him:

"And tell me, good fellow,

What kind of tribe are you,

What is your nickname?

To know for whom the requiem to serve,

To have something to brag about ”.

Stepan Paramonovich answers:

“And my name is Stepan Kalashnikov,

And I was born from an honest father,

And I lived according to the law of the Lord:

I did not dishonor another man's wife,

I did not rob in the dark at night,

Did not hide from the light of heaven ...

And you said the true truth:

For one of us they will sing a requiem,

And no later "like tomorrow at noon;

And one of us will brag

Feast with daring friends ...

Don't joke, don't make people laugh

I have come out to you now, son of a basurman,

I went out for a terrible battle, for the last battle! "

And hearing that, Kiribeyevich

Has turned pale in the face, like autumn snow:

Fights his eyes clouded over,

Frost ran between strong shoulders,

The word froze on the open lips ...

Here they both disperse in silence,

The heroic battle begins.

Then Kiribeevich swung

And hit the first merchant Kalashnikov,

And hit him in the middle of his chest -

The young man's chest cracked,

Stepan Paramonovich staggered;

A brass cross hung on his chest

With holy relics from Kiev,

And the cross bent and pressed into the chest;

As dew from under him the blood dripped;

And Stepan Paramonovich thought:

“What is destined to be will come true;

I stand for the truth to the last! "

He contrived, made himself ready,

Gathered with all my might

And hit your hater

Straight to the left temple from the entire shoulder.

And the young oprichnik groaned slightly,

Rocked, fell dead;

He fell on the cold snow,

On the cold snow, like a pine tree,

Like a pine tree, in a damp forest

Under the gummy root hewn.

And seeing that, Tsar Ivan Vasilievich

Angry with anger, stomped on the ground

And frowned black eyebrows;

He ordered to seize Udov's merchant

And bring him before your face.