The role of semantic dominant in the reception and analysis of a work of art (on the example of studying the poem by R.I. Rozhdestvensky “The Plane left”)

The article deals with the issue of organizing "multi-layer" reading at the literature lesson. A reader’s practice is proposed, where a hermeneutical approach is implemented, which allows to identify the socio-philosophical dominant of the text and on its basis to comprehend the architectonics of the poem. On the example of studying the poem by R.I. Rozhdestvensky “The Plane left” in the 9th grade, the author shows the evolution of the reader: from variants of everyday understanding of the meaning of the word “fight” to the sociophilosophical level. Going beyond the limits of the studied work allows us to judge the author’s worldview and compare it with the views of other poets of the sixties, which contributes to the development of interpretive abilities of ninth-graders. The poetics of R.I. Rozhdestvensky’s poems is mastered by means of commented reading, which reveals information gaps in the text, and lingo-poetic analysis, which reveals the figurative structure based on the antithesis. The inductive method of comprehending meaning focuses students’ attention on non-linear connections (contextual synonyms, parallelisms) that arise when comparing the semantic dominant with the information flows in the text of the ballad. Successive synesthetic images are transforming the whole complex of realistic paintings in the final symbol of romantic ballads that promotes awareness of the philosophical problem of the significance and fragility of human life, the difficulty of the trials that befell the man of the second half of the twentieth century. In this analysis, it becomes possible to identify significant semantic “nodes” for interpreting the work. The final “convolution” of information about the text of R.I. Rozhdestvensky’s occurs in the interpretive activity of schoolchildren who correlate this work with the work of R.I. Rozhdestvensky’s, which allows us to identify the constancy of his beliefs throughout his life and the dynamics of changes in leitmotif images-symbols in his work. Comparison of the role of socio-philosophical dominant in the work of poets of the sixties contributes to the students’ comprehension of the philosophical category of unity of diversity on the example of literature. Reading practice, combining the relationship between the figurative and logical in the presentation of material and the technological nature of the educational process, provides students with a certain degree of freedom to philosophize in the classroom, and the teacher is guaranteed for the effectiveness of its use.