Open AccessEvaluation of the melodic-intonation structure of I.A. Brodsky’s poem “Almost an Elegy” in the 11th grade
Author(s) -
L.A. Leybel
Publication year - 2020
Publication title -
literatura v škole
Language(s) - English
Resource type - Journals
ISSN - 0130-3414
DOI - 10.31862/0130-3414-2020-4-106-118
Subject(s) - poetry , intonation (linguistics) , melody , linguistics , elegy , creativity , lyricism , competence (human resources) , psychology , sentence , style (visual arts) , literature , computer science , musical , art , philosophy , social psychology
The article aims to describe a lesson that represents one of the stages of studying the melodic-intonation structure of poems by I.A. Brodsky in high school. The creation of this method is due to the need to develop an integral concept of school study of poetry, the individual features of which are largely determined by the special sound of the lyricism of the poet’s philosophy-centered creativity. The concept is based on the structural and interdisciplinary approaches to the poetry evaluation, as well as on the works of scholars and teachers who have systematized the experience of studying lyric poetry by schoolchildren, including the sound side of the poetic speech. The analysis of the works of researchers who study the phenomena of melody and intonation of the poetic speech, has aimed at the need to form a multidimensional understanding of I.A. Brodsky’s lyric poetry by schoolchildren. The concept has been developed on the basis of the theoretical, socio-pedagogical and experimental research methods, which allowed to conduct diagnosing, training and control experiments, which revealed an increase in the level of students’ interpretative competence. The step-by-step study of I.A. Brodsky’s poetry in the 11th grade involves schoolchildren’s moving from the intuitive perception of the author’s style to mastering the skills of independent intonation interpretation of the poet’s works, which are based on the ability to isolate the elements from the text of the poem that create its intonation and determine their semantic function. The described lesson implements the second part of the stage of the intuitive perception of I.A. Brodsky’s poetry when the transition is made from an elemental acquaintance with the sound of the poet’s work to clarifying the features of the sound of a particular poem and forming students’ deeper awareness of the correlation between the intonation and ideological interpretations of the poetic work.