Presentation on the theme "Ode as a genre of lyric poetry" - download presentations on literature. Odes of Mikhail Vasilievich Lomonosov

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(1711 - 1765) MIKHAIL VASILIEVICH LOMONOSOV

"Ode to the Day of the Ascension ..." Why is the X VIII century considered the century of enlightenment in Russia? In this lesson, you will get acquainted with the work of a genius man - M.V. Lomonosov, a great scientist, public figure and poet-reformer. You will learn about the theory of "three calmness", developed by the poet, get acquainted with the genre of ode, which occupies a large place in his work, and read one of them - "Ode on the day of her Majesty's accession to the throne of Her Majesty Empress Elizabeth Petrovna, 1747".

Life and work of MV Lomonosov Mikhail Vasilievich Lomonosov is the first Russian natural scientist of world importance. Everyone knows the versatile talents of this man, his many discoveries, the breadth of his activities (research in the field of chemistry and physics, navigation and navigation, astronomy, history, law, philology).

In 1757, Lomonosov wrote a preface to his collected works "On the Use of Church Books in the Russian Language", in which he expounded the famous theory of "three calm". The division of styles into "high", "medium" and "low" has existed in poetics since antiquity. The essence of Lomonosov's research was that the dependence of the style of speech on the number of Church Slavonic words in it was shown. The Three Calms Theory

The analysis of Ode's ode can be called “typical” for Lomonosov. It is written with iambic tetrameter, consists of 3 parts: in the first, the poet addresses the empress and calls on the muses for help; the second part - the largest - is devoted to the actual glorification of Elizabeth; and in the third, Lomonosov asks the empress for help. This is a traditional odic composition dating back to the ancient hymn.

Conclusion In this lesson you learned: that MV Lomonosov was a genius Russian scientist, writer and poet; about the genre of the ode and the rules by which it was built; about the "theory of three styles", which allows you to classify a work of art as a low, medium or high style.

Test 1. Lomonosov's work belongs to ... a) classicism b) sentimentalism c) romanticism 2. In Moscow, MV Lomonosov entered ... a) the Theological Seminary b) Slavic-Greek-Latin Academy c) Navigation School

3. For training in mining Lomonosov is sent to ... a) University of Cambridge b) University of Eton c) University of Marburg 4. In Russia Lomonosov served in ... a) Academy of Sciences b) Academy of Arts c) Military Academy

On the subject: methodological developments, presentations and notes

M.V. Lomonosov. Ode on the day of Her Majesty Empress Elizabeth Petrovna's accession to the All-Russian throne in 1747

The purpose of this lesson: Consolidation of information about the biography of M.V. Lomonosov, his role in literature. Working with the concept of "ode", with ...

Integrated lesson. Study of an excerpt from "Ode on the Day of Her Majesty Empress Elizabeth Petrovna's Accession to the All-Russian Throne in 1747".

An integrated lesson in geography and literature dedicated to M.V. Lomonosov “Study of an excerpt from“ Ode on the day of accession to the All-Russian throne of Her Majesty Empress Elisa ...

"Ode to the day of the ascension .." Features of the ode genre.

In literature class, you can apply game design. Children remember the genre of the ode, which is inherent in it, and then they themselves write the ode ...

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"Ode on the day of Her Majesty Empress Elizabeth Petrovna's accession to the All-Russian throne in 1747" In the ode, the poet is disinterested: he does not rejoice at the insignificant events of his own life, he does not complain about them, he broadcasts the truth and the court of Providence, triumphs about the greatness of his native land, interferes with the Peruns in comparison, blesses the righteous, curses the monster. V.K. Küchelbecker

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Ode genre - Lomonosov's favorite genre Lomonosov wrote 20 large-scale solemn odes. They laid the foundation for engaged poetry, custom poetry, poetry of government service. The idea of ​​the state crowned a system of views that found expression in odes. Monarchs were glorified because they personified the state, heroes - because they served the state, geographical expanses - because they testified to the power of the state, peace - because it contributed to the prosperity of the state.

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Lomonosov's ideal was an enlightened monarchy, the ideology of which took shape in Western Europe during the era of absolutism at the turn of the 17th and 18th centuries, and the ideal hero was Peter 1. Empress Elizaveta Petrovna was too unlike her father. Despite the fact that the ode was composed in connection with some official event - a military victory, the next anniversary of the accession to the throne of a reigning person, etc., Lomonosov always found an opportunity to talk about what worried him, what was especially important for Russia. His praises to Elizabeth were instructive in nature and were, rather, praises not for what the empress had done, but for what she should have done in the interests of the state, science, and education.

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Analysis of the ode When and in connection with what was the ode written? The day of accession to the throne was central to the annual cycle of court holidays. 1747 marked the fifth anniversary of Elizabeth's accession to the throne. But this ode was written on one more specific occasion: the Russian Academy of Sciences was "granted" a new charter. Lomonosov pinned great hopes on him in the spread of education in Russia.

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Analysis of the ode What mood and intonation should be used to color the reading of the ode? Patriotic delight, appeal, etc.) What poetic meter does Lomonosov choose? Iambic tetrameter. According to Lomonosov, iambic enhances the nobility and sublimity of the content, contributes to the best expression of thought.

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The content of the ode This ode can be considered a classic in content and form. Pay attention to 3-4 verses, read. These stanzas are especially characteristic of the classical ode. What topics are touched upon in the ode, which of them do you consider the main, leading? Pictures of a peaceful life; Praise of Elizabeth (Why does the poet glorify the Empress?); Hymn to Peter (What is the attitude of Lomonosov to Peter1? What is credited to him?) Description of the boundless expanses and riches of Russia; Appeal and appeal to young people - to master the sciences. This is both the structure of the ode and its main themes.

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The main theme of the ode What is the main theme of the ode? The main theme of the ode is Russia, its prosperity. The stanzas glorifying the onset of peace, "beloved silence" as a condition for the flourishing of Russian sciences, necessary for the development of the wealth of their native land, for preparing Russian youth for scientific and practical activities useful for the whole people for the glory of the motherland, become a kind of introduction to the disclosure of the topic. Peace is the main condition for the success of education. This is how Lomonosov approaches his main idea, which determines the main pathos of the ode ... The lyrical development of this theme constitutes the content of the central part of the ode, which thematically disintegrates into several parts.

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The main idea of ​​the ode What kind of internal logic can be seen in this "lyrical disorder"? Peace is a condition for the prosperity of a state and a necessary prerequisite for the success of education. Peter 1 for Lomonosov is a national hero, famous for his victories on land and at sea, who realized the need for the development of science and education. In Elizaveta Lomonosov wants to see the successor to his father's affairs. The great riches of Russia can be discovered and mastered with the help of science, to the study of which the Russian youth should turn. This is the guarantee of the Russian state.

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The Idea of ​​the Ode What can you say about the central part of the ode? The theme of the enlightened monarch is highlighted, whose role in the spread of education in the country, according to the classicist poets, is very significant. Such a transformation of the traditional themes of a laudatory ode, characteristic of Russian classicism, is the great merit of Lomonosov, whose personal feelings and experiences are merged together with national, civic interests.

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The image of Elizabeth Petrovna Let us compare the portrait of the Empress with her description in the ode. Lomonosov's praises to the Russian empress are traditional for one character. These praises are combined with the mandate to be an enlightened ruler, to expand science, to take care of the welfare of society. The idea of ​​the Russian classicists about the ideal enlightened monarch, who has no equal neither on the battlefield nor in the peaceful work of transforming the country, was embodied in the image of Peter 1.

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Drawing up an ode plan 1. Introduction. Peace is the basis for the good of the state. 2. The main part. The greatness of Russia, its prosperity: a) praise to the bounty of Elizabeth; b) the merits of Peter 1 to the people of Russia; c) wealth, beauty of Russia; d) an appeal to young people to master the sciences; e) science and its role in Russian society. 3. Conclusion. Gratitude to the monarch for the deed for the good of Russia.

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Conclusion The plan convinces that a majestic, monumental and at the same time simple and harmonious composition corresponds to the civic pathos and the content of the Lomonosov ode. Freely developing themes, "lyrical disorder" are subordinated to the main theme, which creates the ideological and artistic unity of the whole ode. Moreover, all independent topics have the same structure.

The poet sees the merit of the empress in the fact that she “put an end to the war” and cares about the “happiness of the Russians”. It would seem that a completely idyllic picture of the prosperity of the Russian nation is depicted. However, this is only an indispensable condition, an approach to the main idea. Russia is flourishing, but it could be even more beautiful, even more enlightened, if the empress carried out transformations in the spirit of WHO? Peter the Great

The ode can be called "typical" for Lomonosov. It is written with iambic tetrameter, consists of 3 parts: in the first, the poet addresses the empress and calls on the muses for help; the second part - the largest - is devoted to the actual glorification of Elizabeth; and in the third, Lomonosov asks the empress for help. This is a traditional odic composition dating back to the ancient hymn.

Lomonosov's merit The praiseworthy ode under Lomonosov's pen has ceased to be an "official genre", that is, a genre only laudatory, only glorious. Lomonosov is not worried about Elizabeth's merits, but the present and future of Russia. The odic poet speaks on behalf of the entire nation and recognizes himself as the spokesman for the national point of view. Poetry becomes, in his understanding, a great national force, equal in importance and power to the supreme power.

Lomonosov uses not only visual representations. What artistic means, clearly calculated for an aesthetic effect, is used in the following lines: Pluto is crumpled in the crevices, That Drago is giving up his metal from the mountains to the Rosss ... sound writing

Mikhail Vasilievich Lomonosov (1711-1765 )

Public lesson in Russian literature in 8 "B" grade

Mikhail Vasilievich Lomonosov. Features of the composition "Odes on the day of the accession to the All-Russian throne of Empress Elizabeth Petrovna, 1747". Images of Elizabeth and Peter I in the work.

Short lesson plan I. Motivational start of the lesson. Knowledge tree II.Historical warm-up. III. Literary parade IV. "Conceptual warm-up" V. Messages. Vi. "Literary Lotto". Vii. Explanation of the new material VIII. Work with text. Analysis of "Oda ..." IX. "Thin and Thick Questions and Answers." XII. Lesson summary. Plus-minus-interesting. XIII. Homework. XIV. Self-assessment of activity in the lesson. Reception "Zigzag »: 1-2 ; 1-6 ; 4- 6 -12 ; 4-1-12. Individual, steam room, group, collective

II . Historical warm-up . XVIII century

II . Historical warm-up . XVIII century

Peter I 1682-1725 - reign of Peter I , 1700-1721 - North War , 1703g .- foundation of St. Petersburg, 1707-1708yy .- peasant war led by K. Bulavin , 1725g - death of Peter I, foundation of the Academy of Sciences in Russia.

Elizaveta Petrovna 1741-1761 - the reign of Elizabeth, 1755 - foundation of Moscow University, 1756-1763gg - Seven Years War, 1756-1761gg .- foundation of a public theater in Russia, 1757g .-foundation of the Academy of Arts in Russia

Catherine II

• 1762-1796 .-

reign of Catherine II,

• 1768-1774gg .-

Russian-Turkish war

• 1773-1775 -

peasant war

under the leadership of

E. Pugacheva

• 1787-1791 –

war between Turkey and Russia.

Paul I 1796-1801 - reign Paul I , 1799-1815gg- Napoleonic Wars

III. Literary parade

The first decade of the 18th century presents an amazing picture of an explosion of creativity, energy, and enterprise. The old world is cracking and crumbling. Europe, which was waiting for something completely different, looks in horror and fear at the emerging Russia.

A.N. Tolstoy

Prokopovich Kantemir (1681-1736) (1709-1744)

Trediakovsky Lomonosov (1703-1769) (1711-1765 )

Sumarokov Kheraskov (1717-1777) (1733-1807 )

Maikov Fonvizin (1728-1778) (1744-1792)

Derzhavin Radishchev (1743-1816) (1749-1802)

Krylov Karamzin (1768-1844) (1766-1826)

How these concepts are related

with literature of the 18th century?

• Exposure of vices

• Old Russian literature
• Russian folklore
• Ancient literature

Repetition of the theory of literature. "Conceptual warm-up"

Traditions

classicism

Innovation

classicism

• Exposure of vices
• Hero - Russian, Orthodox
• New Russian satire, drama, prose.
• Ideas of statehood and education

• Old Russian literature
• Western European literature
• Russian folklore
• Ancient literature

Name this literary movement. An artistic direction that originated in the second quarter of the 18th century in the work of the founders of new literature. " Focus on absolute monarchy (in France - Louis XIV (XVII century), in Russia - Peter I (XVIII century).

An artistic direction that originated in the second quarter of the 18th century in the work of the founders of new literature. The focus is on absolute monarchy (in France - Louis XIV (XVII century), in Russia - Peter I (XVIII century).

Classicism - artistic direction (trend) in art and literature of the 17th - 18th centuries. Translated from Latin- "exemplary". This trend is based on the recognition of ancient art as the highest model, the cult of reason, rationalism, imitation of nature, a strict plot-compositional organization.

Decipher these keywords. What concept can be used to combine them?

• 1.Nature.
• 2. Antique art.
• 3. Simplicity of composition.
• 4. Social issues. 5. Kings, generals, statesmen.
• 6. Submission to genres.
• 7. "Three Calms".
• 8. Good and bad characters.
• 9, 10. Possessor of virtue or vice. 11. "Trinity".

Aesthetic principles of classicism

1. The principle of "imitation of nature". 2. Orientation to antique art. 3. Simplicity, harmony, consistency of the composition of the work. 4. Patriotic topics and social, civic issues. 5. The main heroes are kings, generals, statesmen. Interest in Russian history. 6. A strict hierarchy of genres. 7. The theory of "three calms". 8. A clear division of heroes into positive and negative. 9.Selection of one leading trait in the character of the hero. 10. "Role system". 11. The Rule of Three Unities.

• High :

• Average :

• Low :

High - Medium - Low.

The main genres of classicism

• High : tragedy, ode, epic.

• Average : scientific poetry, elegy, message.

• Low : comedy, fable, satire.

"Role system". Heroes of classicism .

Heroes of classicism

"Role system". Heroes of classicism.

Servant (heroine's assistant)

The ideal heroine

Deceived father

Resoner

Heroes of classicism

Second lover

(Jonah)

Lover Hero

• The action develops ...
• The author must not carry over the action from ...
• …… ... line, quantity ……… .. is limited (5-10).

The Rule of Three Unities

• The action develops no more than a day
• The author must not reschedule the action from one place to another.

• One storyline line, quantity actors limited (5-10).

Time 1 day

Place 1

Action 1 conflict

The first half of the 18th century is the beginning of the development of Russian classical culture, literature and poetry. Special start: powerful, energetic,

which gave impetus to the rapid movement of scientific and artistic thought.

Theory and practice, science and poetry coexist harmoniously in one creative personality. This can be seen on the example of life and creative path.

M.V. Lomonosov .

1. Information about the life and work of M.V. Lomonosov. Lomonosov's reform activities in the field of the Russian language and literature.

MV Lomonosov made a significant reform in the field of linguistics.

His works: "The Teaching about Three Calms", "On the Use of Church Books in the Russian Language", "A Letter on the Rules of Russian Poetry ».

Three groups of words

I (high) II (medium) III (low )

• I open my hand (open) for now, only
• Glory I call (I call) I say
• Now the right hand (hand) stream

• I - about important matters, significant events

• II - scientific compositions, poetic messages to friends

• III - comedies, songs, friendly messages.

The Three Calms Theory

Vocabulary

Genres

High: Church Slavicisms

Average: common words

High

Average

Short: colloquial, common words

Rarely, without breaking style

Low

2.The reform of versification

The reform of versification is the most important event in the history of literature of the 18th century.

In the writings of Trediakovsky "A new and concise way to compose Russian poetry" and Lomonosov "Letter on the rules of Russian poetry" the possibility of organizing a short verse with an ordered stress is described in more detail .

“ Lomonosov described everything

with a clean and intelligible syllable "

A.N. Radishchev.

Delight the sudden mind captivated,

Leads to the top of a high mountain,

Where the wind in the woods forgot to make noise,

There is deep silence in the valley.

Listening to something, the key is silent,

Which always murmurs

And with a noise it tends to go down.

Lavrovs wind crowns there,

There the rumor rushes to all ends;

Far away the smoke in the fields smokes

• . M.Yu. Lermontov. "Gifts of the Terek"

Te-rek howling wild and evil-ben

(trore)

M.V. Lomonosov Vos-bargaining out-of-zap-ny mind pl-nil (iambic )

"Open to me the former, about antiquity, times »

3.Ode as a genre of heroic civic lyrics .

Strict regulations:

• “ high style of speech ”,
• many Church Slavs,
• ten-verse stanza with a solid rhyme pattern - ababvvgddg
• Oh yeah – a solemn lyrical poem, glorifying the majestic in life and in nature, glorifying the heroic past. The ode was written on solemn occasions of court life. Lomonosov created a genre of program ode - ode-recommendations.

• What is the creative legacy of Lomonosov?

• It is believed that Lomonosov's poetic heritage is diverse in genre. Give specific examples.
• What are the main themes from Lomonosov.
• It is true that "Ode on the day of the accession to the throne of Empress Elizabeth Petrovna, 1747" was written by order of the yard?

• 1. The structure of the work is fully consistent with the laws of the poetics of classicism and has a clear three-part division:
• introduction, main part and conclusion. At the same time, the introduction and conclusion are connected both in content and in form and form a single "frame" into which the main part of the ode is "inserted". 2. In the introduction (1-2 stanzas) the word-image "silence" is cut off. Why is the silence “the joy of kings and kingdoms”, “the bliss of the villages”, “hedges with a fence”? The word-image has a "double character", since the word "Elizabeth" in translation into Russian means "silence"

• 3. The main part is divided into two independent segments: the first - stanzas 1-14, the second - stanza 14 - before the conclusion. The composition of the first section of the main part is made according to a linear-step principle, based on comparison and a logical figure Elizabeth - Peter I - Elizabeth ... The first 14 stanzas have a classic three-part form: thesis - proof - conclusion.

• Tezi c: Elizabeth is an enlightened monarch.

• D rendering : comparing it with the ideal in the person of Peter I.

• Output: "Glory be unto you ...".

• 4. The structure of the second section of the main part also has a clear outline. : problem - thesis - development of proof - conclusion ... The main idea - a hymn to science - is repeated twice: at the beginning and at the end of the section .

• 5. The conclusion consists of one stanza: praise back to the Empress.

• Composition of the ode as a whole
• very solid and well thought out.

Text Analysis Plan

on the proposed fragments

• Selective recitation of a fragment from an ode.
• Topic in suggested snippet
• Lyrical plot
• Problems
• Composition.
• Lyrical hero. Basic images.

VIII. Work with text. Ode analysis

Group work plan:

1.Analysis from stanza 1 to stanza 13 .

2.Analysis from stanza 14 on the 23rd.

3. Analysis of the final stanza

IX. Blitz poll "Thin and thick questions and answers"

Subtle questions - subtle answers

• 1. How is the ode built?

• 2. What is Russia like?

• 3. What goals does the author set for Elizabeth's reign?

• 4. What does the author sing about?

Thick and thin questions - thick answers

• 5. By what means is the unification of the two "complete" parts into a single whole achieved?

7. Why does the ode dedicated to Elizabeth sound solemn when it comes to Peter I?

• 8. How would you define the main theme of the ode?

• truncated word forms("The lyre is delighted", "the head of the wedding", "Russia will be trampled", "The Neva is fortified and surrounded", "new fruits", "works are useful");

• Slavicisms("Hochet", "diligence", "nothing sword in hand", "builds", "Zizditel", "this", "this");

• comparisons(“Lena, like the Nile, will make the nations drink”);

• epithets ( in the fields bloody, fiery sounds; divine sciences, purest mind, deep crying, happy citizenship).

• 3. "Publication of illustrations of the ode" (guessing the stanzas). 4. Write a mini essay "Appeal to Lomonosov", which would answer the following questions:

• What was interesting for you in the 18th century?
• What surprised you, made you think?
• What question would you, a person of the 21st century, ask MV Lomonosov?
• 5. Writing your ode.

1.Filling the associative table - comparing the images of Elizabeth and Peter I.

Images

Lexical chain

Elizabeth

Associations

Her marshmallow soul is quieter

took with her the kindness of her beautiful face!

“He sent to Russia a Man, which had not been heard from ages.

Elizabeth

He lifted up the head, victories crowned, Russia, rudely trampled, lifted up to heaven with him "

your generous will "

Hard worker

Tranquility

Generosity

"Mercy source", "Oh, angel of our peaceful years",

Reformer

General

"Your life blessed with the number of your bounty will compare"

Generosity

• 1-3. Beloved silence - quiet soul - silence and monarch . 4-6. The beautiful face of the monarch - her generosity - Elizabeth.
• 7-9. A man who has not been heard from the ages - a sword in Peter's hands and a Russian flag - Peter I and divine sciences.
• 10-13 .deep lamentation - the path of the blessed spirit - Peter I - the great Petrova's daughter and the door to happiness - a deplorable lingering groan of the people, the army for the emperor.
• 14-21. Happy citizenship - miracles in the northern country - miracles performed by man - the generous will of the monarch - Columbus of Russia - The river is like the Ocean - silver, gold and precious metal from the mountains of the Riphean tops.
• 22-23. Platons and Newtons of the Russian land - sciences.
• 24 .The bounties of an angel of peaceful years.

• XII. Lesson summary .

• "A plus- minus- interesting

• What are the new facets of M.V. Lomonosov opened for you acquaintance with his work?

• XIII. Homework ... Memorize the poem of MV Lomonosov that you like.

XIV. Self-assessment of activity in the lesson

• 1.In the lesson I worked active / passive 2. By my work in the lesson, I satisfied / not satisfied 3.The lesson seemed to me short / long 4. Per lesson I'm not tired / tired 5 my mood got better / got worse 6.Material of the lesson to me was

• understandable / not understandable useful / useless interesting / boring easy / difficult

7 homework seems to me interesting / not interesting