"I.S. Nikitin "Morning", A

(Illustration: Sona Adalyan)

Analysis of the poem "Swallows"

Apollon Nikolaevich Maikov was not a tribune or an accuser. Brought up in an environment of love for art, he was a continuator of the tradition of anthological poetry by K. N. Batyushkov and N. I. Gnedich.

The images he creates are distinguished by plasticity of form, clarity and humanism. Maikov understood and sympathized with the liberation movement of the Garibaldians in Italy (the poem “Palazzo”), enthusiastically accepted the reforms of 1861 (the poems “Picture”, “Fields”, “Niva”), but distanced himself from the revolutionary democratic movement, preferring “art for art’s sake.” "

Artistic epicureanism and landscape lyricism, which was distinguished by watercolor precision of images, naivety and contemplation, remained the basis of the poet’s work until the end of his life. Nevertheless, V.G. Belinsky, pointing out the narrowness of the ideological content of Maykov’s works, discerned in him “a genuine and remarkable talent.”

The poem “Swallow” fully reveals the poet’s idealistic perception of the world. Shades of sadness caused by the sight of a fading garden, an empty swallow's nest and irritation from the “autumn sunshine” mean regret about the past carefree youth and the beginning of a new stage in life, which does not promise joy, just like autumn, which will certainly be followed by winter.

Genuine envy of the freedom of birds (“ They're on the other side..."), who can enjoy the sun, even in a foreign land, comes through in the last stanzas of the poem, ending with a pipe dream (“ Oh, if only I had wings!”). The poet's awareness of his own powerlessness in the face of change and the inability to change the nature of things gives the poem an atmosphere of lyrical sadness and some hopelessness.

And this is the whole point of Apollo Maykov, who left behind himself beautiful poetic landscapes, unencumbered by social brushstrokes, and delivering aesthetic pleasure.

The poem “Swallows” was written by A. Maykov in adulthood (1856), when the man developed as a poet. He started writing back in adolescence, but at first he did not take the poetic “craft” seriously. Later works amaze with their masterful interweaving of landscape and philosophical motifs, as demonstrated by the analyzed poem.

Several themes are revealed in “Swallows”: the autumn withering of nature, the transience of life, loneliness. The author shows that life cannot be wasted, as it passes quickly. He also claims that close people have true value in human life, nature itself tells us about this.

The poem begins with a landscape sketch, which reflects the lyrical hero’s observations of the withering of nature. In the first stanza, A. Maikov does not indicate what time of year he depicts, but one can guess that it is autumn. A dull landscape opens before the reader: a rumpled and empty garden with lonely nasturtiums blooming. This picture sets the atmosphere, which is maintained in the following lines.

In the second quatrain, the lyrical hero is more frank. He admits that autumn makes him sad. Nature does not attract him with its beauty, but, on the contrary, irritates him. Even Sunbeam cannot awaken joy in him. Apparently, the mood of the lyrical hero is associated with the realization that human life fades just like his garden.

The man's attention is drawn to the swallows' nest. His memories take him back to spring, when the birds were fussing over their nest, and then little swallows appeared in it. The author compares them to children. One day the nest remained empty, which is why the lyrical hero feels lonely. In the story about the birds, the author also hints at human fate, because each of us sooner or later leaves our father’s house.

The composition of A. Maykov's poem is simple. The text can be divided into two semantic parts: a description of the garden and a story about swallows. Both parts implement philosophical motives. Formally, the work consists of seven quatrains with cross rhymes. The poetic meter is amphibrachic trimeter.

To reveal themes and implement ideas in a poem, artistic means are used. There are few metaphors in the text: “I don’t hear swallows speaking in it,” “five small, quick heads began to peek out from the nest.” The predominant epithets in the work are: “fire bush”, the garden is “bruised”, “broken”, “empty”, “late grasshoppers”, work is “cheerful”, “dexterous”. The author uses only one comparison: “talkers like children.” In the penultimate quatrain, the author places paronyms one after another (paronomasia), adding childish mischief to the story: “the flyers flew away.”

Additional means for reproducing the mood of the lyrical hero are intonation and alliteration. Delight, joy and disappointment are expressed using exclamatory sentences. The alliteration “p”, “s”, “sh” conveys sadness in the first stanzas; the flight of swallows is conveyed by stringing words with a smooth “l”.

Erniyazova Raigul Kanagatovna

City (locality):

Kazalinsk, Kyzylorda region

I.S. Nikitin “Morning”, A.N. Mike "Swallows". The relationship between man and nature in poems by poetsXIX century.

Target:

To introduce students to the poetry of I.S. Nikitin and A.N. Maykova; consider the relationship between man and nature in their poems, identify the originality of images of nature;

Develop skills in analyzing poetic works; improve the ability to use the concepts of literary theory when analyzing poetry; practice expressive reading skills;

To cultivate an aesthetic sense and reading culture.

During the classes

I. Organizational stage

II. Update

1. Presentation of illustrations and tales about Frost the Voivode.

2. Expressive reading of poetry by students.

3. Creative work.

Let's write down the topic and invite students to conduct a small experiment. The teacher names the word, and the students silently write down the poetic associations that arise in them. Then students read their notes aloud.

When we think of poetry and say the word nature , What is the first thing we remember?

What do we imagine when we speak? spring Summer Autumn Winter ?

Comparing notes, we will see that for many students the names of the seasons evoke similar thoughts and memories.

Make sentences about nature that relate to our association work. Write these sentences in your notebook.

In poetry, autumn, winter, spring and summer have long meant something more than ordinary seasons. They acquired stable images associated with the awakening of vitality, moods of joy and fun, sadness and sadness.

Nature in folklore, and later in literature, was depicted not just as a background against which a person’s life and activity takes place, but as part of his soul.

It is very important that work on poems is accompanied by music. To do this, you can use the album “Seasons” by P.I. Tchaikovsky.

III. Formation of new concepts and methods of action.

1. The teacher's word.

Nature in all centuries has been perceived by people poetically. The inspiring power of nature was sung by outstanding artists, musicians, and poets. And now I will read you a poem by I.S. Nikitin "Morning". Please observe how the rhythm and intonation of the poem changes.

Fifth graders have not yet studied the meter of a verse, but you can draw their attention to the meter using rhythmic pronunciation (in the rhythm of a waltz):

The stars are dimming and going out. In the fire about-la-ka.

One-two-THREE, one-two-THREE, one-two-THREE, one-two-THREE.

One can immediately note the metaphor: “The clouds are on fire,” i.e. The scarlet light of dawn is compared to fire, in which the clouds look scarlet, as if they were burning.

What does the poet want to convey to us: a description of the morning, his impressions of the summer morning, the impressions of people, the actions of people? Explain your answer.

Note: the first eight lines are descriptive, the second part of the poem is narrative (there are almost no epithets in it, there is a story about the events of a summer morning). The second part is highlighted graphically - indented (one line late).

What sensations do we have when we hear Nikitin’s poem? How do we feel?

In the poem by I.S. Nikitin “Morning” we calmly admire the beauty of a quiet morning, and then together with the author and the heroes of the poem (fishermen, plowman) we greet the sun.

Did I manage to convey this mood?

What does this piece look like?

Children feel the poem's closeness to folk song. But there are features that distinguish the text from folklore, for example, not permanent, but author’s epithets.

Find and write down epithets from the first eight lines of the poem.

White steam(i.e. fog; the epithet is part of a metaphor), along mirror water, scarlet light, sensitive reeds, dewy path, silvery dew.

The poem contains repetitions of words characteristic of folklore: wrinkles and ripples, burns and flares up. Let us pay attention to the common form of reflexive verbs: hiddenXia , awakenedXia .

Does V. Polenov’s painting “Overgrown Pond” correspond to Nikitin’s poem? Tell about the picture in the lines of a poem.

About the painting “Overgrown Pond” by V. Polenov we can say this:

The sensitive reeds are dozing.

Silence and solitude all around.

The dewy path is barely noticeable.

If you wish (if you have time and opportunity), you can describe the picture “Overgrown Pond”.

2. Conversation.

Let us now try to analyze the language of the poem. So, imagine that one day you found yourself with the poet on the shore of a lake in the pre-dawn time.

"The stars fade and go out."

What do these words mean, what picture do they paint?

We would say “dawn appears in the sky,” but the poet said differently: “clouds on fire.” Before us is a whole picture, bright and imaginative.

“White steam spreads across the meadows”

Why is there steam and why does it spread out?

The poet compares the fog to steam, which, like a magic blanket, spreads across the grass.

Have you ever looked at a river or pond on a clear early morning? What kind of water is there? Why did Nikitin call it mirror-like?

“The sensitive reed is dozing.”

What image does the technique of personification create in this line?

"There was a breeze..."

Why did you pull and not blow? There was “silence, solitude”, but now? The water is no longer mirror-like, “the water wrinkles and ripples.”

The poet told us not only about what you see, but also what you hear:

“The ducks flew by with noise...”, “The birds are waiting for the sun, the birds are singing songs...”, “A plowman is riding with a plow, he is riding and singing a song...”

What is happening now in heaven?

"And the east..."

And the forest? Why is he smiling? Can the forest smile?

The technique of personification shows the state of nature and the mood of a person.

But here comes the sun. We say “the sun is rising.” What about Nikitin?

“Golden streams poured in.”

Why golden streams? And what does the word “gushed” mean?

How many parts can this poem be divided into?

In four parts. The first three talk about the gradual awakening of nature, and the fourth talks about the feelings of the plowman.

Read the poem to yourself.

Pay attention to the words it ends with: “Hello, sun and cheerful morning!” That is, “Hello, life!”

How did nature change from the first predawn minutes to full sunrise?

She became more and more joyful, more cheerful.

The revival and joy of life that comes to earth with the rising of the sun cannot but affect the poet. Look how affectionately he talks about nature: the sun, the birds, the breeze, the path. This is the eternal property of nature - to return the joy of life to a tired person. So Nikitin, a peasant poet, almost self-taught, who dedicated many poems to peasant children, could not help but write about nature.

In his difficult life - and he experienced a lot of grief - nature helped him keep his soul alive and brought him comfort

3. Expressive reading of the work by students, in which, with the help of intonation, logical stress and pauses, a deeper understanding of the analyzed text should be reflected.

4. Teacher reading a poem by A.N. Maykova "Swallows". Conversation.

What mood is at the beginning of the poem?

What picture is being painted before us?

What place does the “fire bush” occupy in it?

What picture is painted in the poem?

What gives a poem its extraordinary expressiveness?

Give examples of epithets, metaphors, comparisons used by the author?

What time of year is shown?

What does the lyrical hero feel? What is this connected with?

Sadness, sadness, loneliness, emptiness. The lyrical hero yearns for distant countries that he cannot visit. Autumn here acts as an image of passing time, passing joys. The sparkle of the autumn sun, the last bright bush remind the lyrical hero of past days of happiness and therefore irritate him.

IV. Application. Formation of skills and abilities

1. Workbook, task 87. Use arrows to match the concept and its definition.

2. Workbook, task 88. Copy from I. Nikitin’s poem “Morning”

personifications

epithets

V. Homework information stage

1. Reading the textbook article, pp. 171-174.

2. Learn a poem by heart (optional).

3. Prepare a retelling of the biography of H.K. Andersen.

VI. Reflection stage

Lesson summary literary reading

A.N. Maikov “Swallows”

Goals and objectives of the lesson:

Introduce students to A.N. Maykov’s work “Swallows”

Practicing the skills of expressive reading of a work with comprehension of the elements of verbal and artistic structure and understanding of the ideological and aesthetic intent of the work

In the dialogue: reader - literary text - author, reveal moral, aesthetic, cognitive values ​​that allow the child to formulate his value attitude to life in the world of knowledge and action

Enriching the student with emotions through empathy
1. Organizational moment.

2.Checking homework.

What passages have you learned from K.D. Ushinsky’s works “Autumn”, in which he talks about the life of birds in autumn?

We see with what attention, love, tenderness Ushinsky observes changes in his native nature, the flight of birds.

3.New material.

Nature did not leave many Russian poets indifferent at different periods of time. And today we will get acquainted with the work of Apollo Nikolaevich Maykov “Swallows”.

Information about the author: A. Maykov’s early childhood years are spent in the village of Nikolskoye near Moscow. Even then, Maikov fell in love with the nature of the rural landscape. The family moves to St. Petersburg. Doctors discover that A. Maykov's vision is deteriorating, and he is forbidden to draw. What to do? After all, this was his favorite thing. And then Maikov begins to write poetry. Everyone can see what the poet is talking about, but for this you need to be able to see and be able to hear, you need to live one life with nature. Maykov is worried about the most ordinary, familiar events: the arrival of spring, a thunderstorm, summer rain, the onset of autumn, the flight of birds...

The teacher reads a poem.

Who found this poem unusual? How?

What did you see or hear in this poem?

To comprehend this poem is to truly understand the meaning and the author’s intention; your co-creation is necessary, guys.

4. Analytical reading of the poem

Reading 1 stanza aloud by the student

What time of year are we talking about?

Through whose eyes do we see the garden?

How does he appear to us?

Who has seen nasturtium bloom?

Why does Maikov highlight this flower?

Reading stanza 2

- Tell me, what is autumn like here?

Beautiful?

What kind of light does the sun send to the earth?

What did Maykov fix his gaze on?

And what feeling of the poet breaks through?

How is it reinforced in the text?

Reading stanza 3

Is this stanza a logical continuation of 2?

What is Maikov talking about here?

Where does the swallow build its nest?

Reading stanza 4

Can we say that the poet is the master of time?

What time of year did he transport us to so quickly?

How can one say in a pose what is being said in this stanza?

Why does Maikov tell us about this in such detail?

What does Maikov attach great importance to?

Reading stanza 5

Is this stanza a logical continuation of 4?

Why did they need a house?

What feelings is the stanza filled with?

Reading stanza 6

What does Mike call the swallows?

What can swallows talk about?

Reading stanza 7

Is this an autumn owl?

What does "the nest is lonely" mean?

Where are the swallows now?

Why does a person need wings?

Maikov worked hard on his poems, carefully selecting every word.

Let's try to find the poet's main idea in the poem, to find the climax.

Work in pairs:

Exposition (1st and 2nd stanzas)

Plot (3rd stanza)

Development (4th stanza)

Climax (5th stanza)

Denouement (6 and 7 stanzas)

What worried the author most at the time of writing the poem?

The climax is characterized by a break in rhythm.

“..How they loved it when

Five little quick heads

They began to peek out from the nest"

(photo of Maykov's daughter)

Work on reading expressiveness.

Art trails

Now let's talk about those figures of speech that convey inner world Maykova.

(personification, metaphor, epithet, comparison) Children work with the text, finding bad things in it. trails.

Let's pay attention to the rhythm and rhyme in the poem.

The rhythm in the poem is in the alternation of rhymes, in the fact that each of the 7 stanzas is a complete quatrain in the correct distribution of pauses between and within the lines.

As we read, we remember the “law of the line.”

What is the rhyme in the poem?

What does it mean?

Give an example of male and female rhyme.

Children read a poem.

5. Homework

What kind of homework would you like?

The task of poetry is to say as briefly as possible, but at the same time, as voluminously and more openly as possible, about good and evil, about fidelity, about life, about love.

Lesson in 5th grade on the topic: “The image of autumn in A. N. Maykov’s poem “Swallows.” Analysis of poetic text."

The purpose of the lesson: teaching analysis of poetic text using the example of a poem by A.N. Maykova "Swallows".

Tasks:

Educational:

• systematize students’ abilities to analyze a lyric poem;

  repeat the learned means of expression using reference diagrams;

  introduce the work of A.N. Maykov;

  work on expressive reading of lyric poetry;

Developmental:

• develop creative imagination;

  broaden the horizons of students.

Educational:

• to develop in students the ability to understand and see beauty;

  create a sense of patriotism.

Lesson type: a lesson in learning new knowledge.

Material for the lesson: poem from a 5th grade textbook. V. I am Korovina A.N. Maykova "Swallows".

Equipment: portrait of A. Maykov, student presentation about the poet, cue cards, multimedia installation, copied tables.

DURING THE CLASSES

I. Organizational moment

II. Checking homework.

Hello, dear guys! Today we will once again plunge into the world of beauty - into the world of poetry. In previous lessons, we started talking about how nature is an integral part of human life. We got acquainted with poems by Russian poets of the 19th century about our native nature. They talked about how the images of the seasons: winter, spring, summer are presented in poems. And the homework was to learn one of the poems to choose from. (Students recite poems by heart)

III. Subject message.

In today’s lesson, we will talk about how the image of autumn is presented in A.N. Maykov’s poem “Swallows”, and we will continue to work on developing the ability to analyze a poetic text. (Students write down the topic of the lesson in notebooks).

IV. Warm up.

It’s winter outside, frosty, and I suggest you move to another time of year - autumn. So, autumn. Write down this word in your notebook, and next to it write down the associations that it evokes in you. (Students write down and then read out).

You've read your associations, you're all right, it's all autumn. And this is how the poet Apollo Nikolaevich Maikov sees autumn in his poem “Swallows”. But before listening to this poem, let's get to know the poet himself. (Speech by a prepared student with a presentation).

V. Analysis of the poem.

Now let’s listen to an expressive reading of the poem “Swallows”. Your task is to understand what mood this poem is painted in, and a group of artists will also try to depict the mood with the help of paints. (Reading of the poem by a previously prepared student).

Answers from students, work with a group of artists.

Yes, the mood is sad. The lyrical hero is sad. But why? Prove based on the text. Indicate words and expressions, epithets and metaphors that convey the state and emotions of the lyrical hero. (Students' answers).

You will record all your observations in a table, working in pairs. Completing the table will help you write a mini-essay at the end of the lesson. (Printed tables are on everyone’s desks)

conclusions

Phonetics: alliteration r-l

The singing of swallows resembles a chirp, which ends with a characteristic trill. Let's assume that Maikov uses alliteration so that we hear this trill of swallows.

Vocabulary (tropes): fire nasturtium bush - metaphor, autumn shine, empty nest - epithets. Talkers, flyers

The poem is not rich in tropes. But even a small number of them adds imagery to the poem and makes it beautiful. In the words of the talker and flyer, the poet expresses his attitude towards birds.

Morphology: in the first part the verbs are in the present tense, in the second - in the past

Verbs help us understand the present, past and future of the lyrical hero.

Syntax: abundance of exclamatory sentences, sentences with ellipses.

The abundance of exclamatory sentences in the second part is explained by the admiration and joy that the lyrical hero experienced in watching the swallows. The ellipsis is the poet’s thoughts, sadness. Because the pauses are longer.

How many stanzas are there in a poem? (7)

How many parts do you think can be distinguished in the composition of a poem? Name them. (Three: the first is sadness from the withering of nature and the onset of autumn, the second is memories of summer, about a happy, busy family of swallows, and the third is the poet’s regret that he cannot fly away from autumn like a bird).

Determine in what tense the verbs are used in these parts. (Write in the table)

What are the temporal characteristics (past, present, future) of each part?

Pay attention to the characteristics of sentences according to the purpose of the statement. What proposals are there here? What do the ellipses mean?

What are the last lines about? (The author is sad that summer is over and he had to part with the swallows. He regrets that he does not have the opportunity to fly after his friends, whom he is used to. The lyrical hero is ready to fly after the birds, but this is not given to him) .

– Apollo Nikolaevich Maikov uses the image of a bird in his poem as a symbol of freedom. What words help us understand the lyrical hero’s attitude towards birds? (Talkers, flyers).

VI . Mini-essay. Now, using the material from the table, write a short essay about this poem according to the proposed plan. (Time to complete the task is 5-8 minutes)

VII. Physical education minute.

The swallow sat on its feet.
Got ready to charge.
Turned left, right,
She squatted nicely
She crushed the fluff with her beak.
And quickly plop at your desk.

VIII . Message about swallows.

What do you know about swallows? (The swallow is a migratory bird, so in the fall it leaves its nesting sites and goes south. The swallow feeds on flying insects. This different kinds flies: hoverflies, house flies, as well as mosquitoes and butterflies. The swallow, with the exception of nesting, leads a collective lifestyle. During the breeding season it lives in pairs. At this time, the pair guards their small territory around the nest. Often several pairs nest under the common roof of a barn or threshing floor. The mating season for swallows begins in May. While building the nest, both birds collect small balls of dirt and moisten them with saliva. From this material, the female forms a cup-shaped nest, which is furnished by both parents. The chicks hatch after 13-18 days. Both parents provide food for them. In a favorable year, killer whales nest two or even three times.)

Name a fairy tale where a swallow couldn’t fly south, and if it weren’t for... Guessed it? (Thumbelina by H.H. Andersen)

Maybe someone will call folk signs related to swallows?

IX. Our writings.

– This is such a sad autumn for A.N. Maykova, autumn, when migratory birds fly south. But autumn is not only a time of sadness and sadness...Golden autumn is A.S.’s favorite time. Pushkin, remember, “ It's a sad time! Ouch charm!"). Some students from our class also wrote poems about autumn. Let's listen to them and see what kind of autumn they have - a sad time of year or a time to admire? (Reading poems that the children composed themselves.)

Birds are gathering in flocks again

They will fly on a long journey.

The leaves are quietly falling into my palms,

Seeing off an unprecedented summer.

Outside the window the autumn rains are knocking,

Evoking sadness, despondent melancholy.

I'll light a fire in the old fireplace,

I remember a wonderful, beautiful summer.

And in the morning the sun is cheerful

From behind the dark clouds it will flash furtively,

And it will give you a new mood,

The breath of autumn is cool in it.

Nudnov Eduard

Autumn is my inspiration

This is a natural creation.

Autumn is my disappointment

Plants and trees are wilting.

Autumn - rain from the sky,

The wind drives the clouds away.

Autumn is old leaf fall,

The wind is to blame for this.

Autumn is a sad time.

I always agree with this.

Shcherbakova Galina

X. Lesson summary.

Let's summarize the lesson. What did we do in class? What new did you learn? What have you learned? (Students' answers)

Complete the sentences: “What I liked most was...”, “The main thing for me in the lesson was...”, “I’m leaving the lesson...”, “I’ll tell my parents about...”.

Homework. Find and learn a poem about autumn, where the mood of the lyrical hero matches your mood, using Internet resources.

Works of 5th grade students.

“A. Maykov’s poem “Swallows” talks about autumn. There is a mood of sadness, grief, regret that the swallows have flown away. The poem consists of seven stanzas, but compositionally it can be divided into three parts. The entire poem can be divided into time periods: past, present and future, we are told about this by the verbs that are used in the present tense in the first part and in the past tense in the second part. The constantly repeated consonant sounds r, l in the second part help us hear the singing of swallows. The beauty of poetic lines is helped to see by the following tropes: the metaphor “fiery nasturtium bush”, the epithets “autumn shine”, “empty nest”, the comparison “like children”. The last lines of the poem speak of the lyrical hero’s regret that he cannot fly, he has no wings. The lyrical hero of this poem seems to me kind and sad. The poet uses the image of a bird in the poem as a symbol of freedom.” (Mishina Anna)

“Today in class we got acquainted with A. Maykov’s poem “Swallows”. At home I read this poem, but it did not make the same impression on me as it did after the lesson. During the lesson we tried to understand the poet’s intention and look a little into his soul. It was so interesting to speculate, reason, find paths, and draw conclusions. The poem is dedicated to autumn. Although it consists of 7 stanzas, it is conditionally divided into 3 parts: the present, the past and the future. The verbs used in the present and past tense helped us in this. The lyrical hero speaks about the present with sadness and even with some irritation: “It annoys me...”. I realized that he was annoyed by autumn, he was sad that his swallow neighbors had flown away. It was much more pleasant to read about the past. The lyrical hero seems to come to life, we hear a lot of joy in his story. This is evidenced by the presence of exclamatory sentences. There are six of them in this part. The future is given only one stanza, or rather one line. The verb is used in the subjunctive mood, which indicates impossibility. “Oh, if only I had wings!” We assumed that the image of swallows is symbolic, because They have something that humans don’t have – flight, freedom. The metaphor created by the poet is very beautiful: “the nasturtium in it is a fire bush.” The color of nasturtiums is compared to flames. There are few epithets here (“autumn shine”, “empty nest”), but they also help us enjoy the poetry of this poem. We also found a comparison “like children.” The poet compared swallows to us; we also love to chat. The words “talkers, flyers” hint at the good attitude of the lyrical hero towards swallows. I liked the poem, despite the sadness in it. I would like to tell the hero not to be sad. Winter will pass, and the talkative neighbors will again fuss under the roof of his house.” (Shcherbakova Galina)