The plan for analyzing the lyric poem for grades 7-11. An analysis of Pushkin's lyrical poem

In literature lessons, the teacher often asks the children to draw up a plan for analyzing the lyric poem and write, based on it, a detailed analysis of a certain work. What should the pupil do in this case? What key features should I pay attention to? Let's answer these questions together and in practice we will fix what we first say in theory.

Pay attention to the biographical information of the creator

Given that poetry is a reproduction of the subjective mood, feelings, thoughts of the author, a complete analysis of the poem can not be thought of without taking into account the specific historical circumstances that took place in the life of the writer when creating the work. However, the plan for analyzing the lyrical poem (grade 11 and others) should include biographical information and facts only with the reservation that first they will be critically interpreted. After all, not all information is of immediate importance for a particular poem.

Usually a historical and biographical comment includes a description of the author's personal life (the situation that at the time of writing took place in his family, with close people, friends, comrades, in relation to others, etc.) and the situation in the country (connection of the poem with The epoch is especially characteristic for times of turning points in the development of the state, for example, public and political motifs are widely present in the lyrics of the poets of the Silver Age, on whose share the meeting with the breakdown of the old system and birth, literally from blood and pla Meni, the New World).

Genre category and genre originality

Further, the plan for analyzing the lyrical poem requires the definition of a poem as a work of a certain genre. For the lyrics, which, along with drama and epic, is one of three kinds of literature, the following genres are characteristic:

• Ode is a solemn, laudatory poetic work, which is traditionally written in a high syllable with predominance of book lexicon and is dedicated to exceptional events.
• Epigram is a small, lyrical work of a satirical nature, which is intended to ridicule a certain person.
• Madrigal is a comic-complimentary or amorous musical-poetic poem, also small in volume.
• Romance is a small poetic creation, which, due to its melody, can be superimposed on music; Traditionally the romance reflects the mood, feelings and experiences of the lyric hero.
• Elegy - a poem, characteristic style features of which are the predominant motives of sadness and sad meditations. In their content, elegy is usually deeply philosophical, imbued with sorrow, disappointment, doom.
• Sonnet is a work of poetic creativity, which differs from other genre "fellows" by a certain system of construction and approved stylistic rules and laws. So, the Italian sonnet always consists of 14 lines (verses): 2 quatrains (quatrains) + 2 triads (tercets). The English sonnet includes 3 quatrains and the final couplet.
• The epitaph is a short saying, which is usually composed in verse form in case of death and is placed on the tombstone as a memorial inscription.
• Message - a letter of a poetic nature, addressed to a specific person or group of addressees. The genre has subspecies and is divided into love, satirical, friendly, lyric and other messages.
• The hymn is a glorifying song, created in honor of the gods, heroes, winners, key events in the history of the people. The initial elements of the genre were a request, an epiclease (sacred name) and aratology (a special part of the epic kind). One of the most famous works of the genre is Gaudeamus - an international anthem of students.
• The song is a medium-length lyric work that serves as the basis for subsequent musical processing and in its traditional form consists of a number of verses and a repeating chorus.
• The lyrical poem itself is a small poetic creation created by the author from his own person or from the person of a fictional lyrical hero. It is for this genre that schoolchildren sometimes need an analysis plan. Lyrical poem (9th grade and in general the high school guys know this) is practically not in junior school. This is a genre in which writers describe the varied spectra of feelings, emotions, contradictions of the inner world of man, and so on. Therefore, he is typical for high school and is designed for more mature, thoughtful personalities.

Does the plan for the analysis of the lyrical poem end on the definition of the genre? Of course not! We can say that we are still at the very beginning of the journey!

Subject

The terms "subject" and "idea" are often difficult to perceive not only by students, but also by adults, for whom philology is not a matter of all life. In order to create at least a plan for analyzing the lyrical poem (class 8 and similar), one should understand that the topic has a more general, abstract, global meaning and answers the question: "What is this poem about?". It can be about love (love poetry), about friendship, about philosophy, about nature (landscape), about the place of poet and poetry in society, can be a work of confession, etc.

Idea

The idea is the perception of the topic and in its essence it is not only individual, but also more concrete, concrete, oriented to practice. The plan for analyzing the lyric poem can not be considered complete if the reader does not understand the idea. To achieve this goal, you can refer to support questions:

1. Why, why did the author create such a work? What did he want to convey to the reader, than to share with him what to say?
2. What does a new person learn by reading this poem?

Semantic content

In the same section, the analysis of the lyrical poem provides for the analysis of the title in terms of the initial formation of expectations, assumptions, and the construction of a certain mental vector of content development. Does the title reflect the essence of the poem? Usually this question can be answered in the affirmative, but this is far from a constant. Quite often writers resort to receiving deceived expectations, opposing (the antithesis) of the title and inner filling of the verse. All this the author did consciously, and, therefore, in the analysis such essential details can not be missed. Semantic content can also be understood through the activation of perception channels. To do this, it is sufficient to answer a few questions:

• What poem allows you to see, hear, feel?
• What associations and thoughts does it cause?
• What mood does it create?
• How, from the point of view of the peculiarities of linguistic design and use of artistic paths, does the author seek to create a certain atmosphere?

Next, we proceed to a detailed analysis of the art form.

Form as a frame for content

If we are talking about a plan for analyzing the lyrical poem in literature, then we should never forget about the existence of a unity of content and form. The writer does not accidentally use certain techniques, a certain structure, strophek, rhythm and size - all this is subordinated to the general plan. Therefore, it will be expedient to analyze the work from the point of view of its membership in the literary direction, in the aspect of composition, or division into semantic components (it is linear, annular, parallel, etc.) and syntactic and stanzaic division.

Rhythm, or periodic repetition in the poem of homogeneous elements, dimensional dimension (whether the work is written iambic, horei, anapest, amphibrachia, dactyl, spondee or pyrrhic), rhyme (rich or poor, male or female) and rhyme (cross, pair, girdle) - all these are indispensable elements of analysis in the case when the goal is a good auxiliary plan for analyzing the lyrical poem (Grade 7 and beyond) and, as a consequence, an exhaustive examination of the work itself.

Analysis of Lyric poem by Pushkin: key moments

In order to show how a competent analysis should look, let's take the poem "Anchar", created by Alexander Sergeyevich in the period from September to November 1928. An analysis of Pushkin's lyric poem begins with biographical information of importance for creation.

It was created already after the poet returned from exile in Mikhailovskoye. By this time, his hopes for free creativity were completely destroyed. The work was based on semi-legendary stories about the poisonous tree of Anchar, supposedly growing on the island of Java. This lyrical poem, however, the presence of an explicit plot line brings him to a lyric-epic genre - a ballad.

Analysis of Pushkin's lyrical poem requires consideration of the composition. It consists of 2 parts, which include 5 and 4 stanzas. In the verses of the first part, the reader becomes an observer of a lifeless picture of the world, in the center of which is a "menacing sentry". Time here seemed to stop, and the space of bare, empty territories opened up and occupied the whole universe. In the second part we are transferred to the realm of human relationships between the "ruler" and the "slave".

How does the form in "Anchara" help express the essence?

The size of the poem is four-legged iambic with pyrrhic, i.e. Omission of stress in the foot. Iamb, Pushkin's favorite size, was associated with the poet with maximum freedom in versification. That is why here, in a work that reflects the social injustice of the world order, where the theme of freedom and tyranny is so clearly raised, the poetic size and other details reveal to the reader one of the key ideas of Pushkin's genius: active disagreement, an obvious, loud protest against the unlimited power One person over another.

To complete the analysis of this work, relating to the civic lyrics, you can own thoughts, polemic or agreement with the author's position.