Literature project 2. The most interesting topics for the project

TRAINING PROJECT

Subject: “Russian folk tale “The Crane and the Heron”

School: MBOU "Secondary School s. Krasnoarmeyskoe

Kalininsky district, Saratov region"

2015/2016 academic year

Introduction

Methodological passport of the project

Project Description

Conclusion

Applications

Introduction

All people in the world love fairy tales. And this love begins in childhood. Magical, everyday, about animals - they can be funny, scary, funny, but always interesting. But fairy tales contain not only interest, not only entertainment. “A fairy tale is a lie, but there is a hint in it, a lesson for good fellows,” wrote A.S. Pushkin. Indeed, there is always a lesson in a fairy tale, but the lesson is very gentle, kind, and most often it is friendly advice. The fairy tale teaches us to distinguish good from evil, good from bad. Eternal fairy tales are folk tales, they contain magical power.

Methodological passport of the project

Project name- “Russian folk tale “The Crane and the Heron”

Project developer– Tupikova Tatyana Vladimirovna

Name of educational institution– School: MBOU “Secondary School with. Krasnoarmeyskoe"

Year of development of the educational project–2015/2016 academic year

Experience of use– intended to be used in educational activities during a literary reading lesson

Problem situation– learn to distinguish an author’s fairy tale from a folk tale and learn the literary heritage of Russian folklore.

Project problem– the project is based on the desire of the students

• deepen your knowledge by getting acquainted with folk tales

  get acquainted with different ways of learning new things

  master the primary skills of search and research activities

Target– present your research in a variety of forms (fairy tale model, cover model, dramatization), allowing you to use these results in educational activities

Tasks-stages-methods of solution –

Study literary material from the perspective of the goal

Connect the material read to students’ social experiences and life observations.

Analyze the collected material and systematize it

Present the results of the work in the form of a presentation, dramatization, models of a fairy tale and a book cover.

Present the prepared material in front of the class, during a literary reading lesson

Children's organization form– individual and group work

Leading activity– search – research

Scope of application of the results–study of Russian folklore

Technologies used– creation of printed and electronic versions of the work

Project activity presentation form– multimedia presentation, group report from designers, dramatization.

How to combine results in a presentation-report

Types of presentation– computer-demonstrating

Class and age of children– 2nd grade (8 years old)

Number of participants– 4 students

Subject area– literature

List of participants– classmate

Nature of coordination– explicit

21. Topics of the curriculum- Folklore

22Operating time–2 lessons

23The purpose of training, development, education:

Instilling search skills

Gaining new knowledge on the features of literary fairy tales

Application of information technologies for presentation of the results obtained

Development of students' speech and observation skills

Formation of communication skills in groups

Fostering love for the culture of the Russian people

1. Starting level of training and development of knowledge and specific skills–

Knowledge of theoretical material about the features of folk tales

Skill in reading and primary analysis of a literary work

25.Increase in knowledge and specific skills –

Expand students' horizons

Summarize students' knowledge about oral folk art

Develop students' speech and interest in reading

Develop critical thinking and creative imagination

Develop the ability to work in groups

Develop the ability to accurately answer questions asked

Develop high moral principles: honesty, decency, compassion, hard work.

Expand students' vocabulary

To instill love and respect for the cultural heritage of our people.

26Operating mode– lesson

27.Technical equipment –

Computer for material processing

Video camera, camera for recording work stages

28. Educational and methodological equipment –

Educational and reference materials

29.Staffing- classroom teacher

Description of the project.

1.The project is based on the Russian folk tale “The Crane and the Heron”

Work on the project was based on the following plan:

Formulation of the problem

Distribution of work on a fairy tale

Designation of goals and objectives for each

Primary collection of information on topics

Processing of collected material, systematization

Progress report

Carrying out project defense

Design of printed works, computer presentations

Project protection

Each of the guys chose a topic for their work based on their interests and capabilities. Each was given a goal and research tasks were determined.

1st student – ​​Drogachenko Sasha

Work theme : Illustration on fairy tale cover models

Target : Convey with the picture on the cover what this fairy tale is about

Tasks-stages-methods of solution :

View the illustrations presented

Illustrate

2 students - Tsikaeva Seda

Topic: “Model of a fairy tale cover”

Target : Create a fairy tale model

Tasks-stages-methods of solution :

What geometric figure represents fairy tales?

What color do we paint it with?

Where is the name written?

5 The end result is a model of a fairy tale

3 students – Nurmanova Dinara, Ryabokonenko Vlada

Topic: “Staging a Fairy Tale”

Target : Show knowledge of the fairy tale, convey the voice and intonation of the heroes of the fairy tale.

Tasks-stages-methods of solution :

Write down those words and phrases that are necessary when dramatizing

Systematize the selected material.

re-enactment

4. Conclusion.

Student activities while working on the project:

We read the fairy tale and made a conclusion.

2. Learned to defend the project

5. Applications

1. student work

Project evaluation criteria (score sheet) Sasha Drogachenko

Criteria

Grade

Did you accomplish what you set out to do?

Did you have sufficient knowledge and skills or did you have to learn something?

sufficient

What were the stages of the project?

formulation of the problem,

distribution of work, progress report, project defense.

What was easy to do and what did you have difficulty with?

when drawing birds

What comments did you receive regarding the completed project?

Everyone worked very actively and fruitfully

How can the project be improved?

Literary reading project “My favorite foreign writer-storyteller”

Performed

2nd grade student

mou sosh no. 28

Chitaeva Veronica

Head Ionova N.V.

primary school teacher

• The goal of the project: to get acquainted with the work of Charles Perrault.
• Project objective: to study the biography and works of Charles Perrault.

Charles Perrault - French writer, poet, critic

• Charles Perrault was born on January 12, 1628 in Paris, in the family of the famous judge Pierre Perrault and was the youngest child among seven children.
• He studied at a university college, which he dropped out of without finishing his studies. After this, he bought a lawyer's license, but soon left this position and became an employee of his brother, the architect Claude.

• Perrault began writing his fairy tales at the age of 65 and published them not under his own name, but under the name of his son Perrault d'Armancourt. Why did the writer hide his name? Everything is very simple. At that time, writing fairy tales was considered an unworthy activity for an adult. But already in the second edition, justice was restored: the author’s real name was on the cover.
• In the twentieth century, a discussion arose about the authorship of fairy tales, during which they tried to prove that the fairy tales were actually written by Perrault the Son, but the authorship was not confirmed.

• In 1697, he published the collection “Tales of Mother Goose, or Stories and Tales of Bygone Times with Instructions.”
• The collection contained 9 amazing fairy tales. This:

The opera and ballet “Cinderella” by Sergei Prokofiev were created based on the plots of Perrault’s fairy tales.

ballet "The Sleeping Beauty" by Pyotr Tchaikovsky

Preview:

MBOU secondary school No. 3 in Usman, Lipetsk region

Student 2 "B" class

Dankovtsev Nikita

MBOU secondary school No. 3

Project Manager:

Lomakina L.M.

year 2014.

1. Goals and objectives of the project….3

2. Rhyme is...4

3. Methods of rhyming...5,6

4. Independent task...7

5. Final part...8

Formation of the concept of rhyme;

Development of creative potential;

Forming interest in the work done;

Enriching parent-child relationships with the experience of joint activities.

Introduce your child to different types of rhymes;

Teach children to use reference books, popular science literature, and modern sources of information;

Give parents and children the opportunity to demonstrate the results of their joint activities;

Improve children's level of cumulative practical skills.

Rhyme - this is the consonance of the endings of poetic lines.

Even in ancient times, people composed rhymes and composed poems. Songs were composed based on poems.

For example:

Shop – orange

Snowball - berehok

Showcase – ink0

Pie - curd

Pie - cottage cheese.

Here's what I got:

Mom bought cottage cheese

And baked a pie.

Mom asks for an orange

I had to run to the store.

I see a shop window

It has black ink.

I forgot about the pie

I bought myself a pie.

Rhyming - the order of alternation of rhymes in a verse, their relative arrangement.

Rhyming methods:

1. Adjacent or paired rhyme– (scheme: AABB),

the first line rhymes with the second, the third with the fourth.

There is a stupa with Baba Yag Ouch

She walks and wanders on her own Ouch ;

There is King Kashchei over the gold gasp;

There's a Russian spirit... There's Russia there gasp!

(A.S. Pushkin)

2. Cross rhyme– (scheme: ABAB),

the first line rhymes with the third, the second with the fourth.

There is a green oak near the Lukomorye young ;
Golden chain on oak t ohm :
And day and night the cat learns young
Everything goes around in circles oh...

(A.S. Pushkin)

3. Girdle (ring) rhyme– (scheme: ABBA),

the first rhymes with the fourth, the second with the third.

And there I danced, and honey I silt;

I saw a green oak tree by the sea young ;

The cat sat under him and learned young

Tell me your fairy tales il.

(A.S. Pushkin)

4. Idle rhyme– (scheme: ABCB),

the first and third lines do not rhyme, the second and fourth -

rhyme.

The grass is green ,
The sun shines it ,
Swallow from the spring oh
In the shadow of us years it.

(A. Pleshcheev)

Individual creative project

on literature

completed by a fifth year student

Scientific adviser:

Ph.D. cultural studies

Vologda, 2002

Plan

Chapter 1. Introduction………………………………………………………..2

Chapter 2. Psychological and pedagogical rationale……………………….18

Chapter 3. The originality of lyrics as a type of literature………………………22

3.1. General approaches to the study of a lyrical work…………...23

("1") 3.2. Techniques for analyzing a lyrical work in high school......24

3.3. Difficulties in studying a lyric work……………….27

Chapter 4. Practical part…………………………………………….28

4.1. Approximate plan for analyzing a poem…………………………….28

4.2. Approximate analysis of the poem……………………………………29

4.3. Lesson planning……………………………………………………………..32

4.4. Lesson plan………………………………………………………………...35

Conclusion…………………………………………………………………………………..44

Bibliography………………………………………………………………….

Applications…………………………………………………………………………………..

Chapter 1. Introduction_______________________________________________

1.1. General description of work________________________

Until recently, due to the ideological and political situation in our country, the literary period of the late XIX - early XX centuries. V. was a closed topic both for the general reader and for study at school. For this reason, almost no research work has been carried out in terms of teaching methods on this topic for a long time. Until the early 1960s, any significant works on Acmeism created by literary historians also did not appear.

After the official “discovery” of the culture of the Silver Age, the literature of modernism began to be widely studied by cultural scientists, linguists, literary scholars, and methodologists. At the same time, for the first time, works that had never previously been studied in school were introduced into the curriculum for general education institutions.

Today, the study of the cultural layer called the Silver Age is an integral part of all literature programs (see 1.2.). Unfortunately, we still cannot say that a single work has been created that would be complete from both a literary and methodological point of view.

Thus, the relevance of the work is due to addressing a topic that has not been sufficiently developed in the methodological literature.

The difficulties of studying a lyrical work at school predetermined research interest in methods and techniques for analyzing poems in high school. As a result, we not only studied the psychological and pedagogical characteristics of the age of high school students, but also tried to combine them with the goals and objectives of the educational process.

The object of the work was a consideration of acmeism as an ideological and artistic movement of the 20th century, and the subject was a consideration of the study of this topic in high school.

Methodological basis of work

In accordance with the chosen topic and assigned tasks, the methodology of this work is based on the following principles:

(“2”) system analysis, which is based on observation of a lyrical work from the point of view of the specificity and functionality of its elements; interpretation as a fundamental principle of hermeneutics, which involves deciphering and translating the meanings and symbols of a work of art into the language of objective knowledge; comparative analysis, applied in this work both to artistic statements themselves and to methodological developments; a method of extrapolation of psychological studies of the age of high school students (work, etc.) into the scope of their practical application.

Novelty of the work consists in considering the topic “Modernism” through the prism of one ideological and artistic direction (Acmeism), in concretizing this phenomenon and the features of its application

theoretical knowledge from the point of view of a practicing teacher.

The practical significance lies in the description of the mechanism for analyzing a lyrical work, in modeling the topic, in the possibility of using materials in the practice of teaching a course in the 11th grade of a secondary school.

The work presents all the necessary materials for conducting lessons on the topic “Acmeism” in grade 11: lesson planning, lesson notes - lectures, texts of works for analysis, analysis diagram,

approximate analysis of the poem, index of names, dictionary of concepts on the topic, bibliography.

In this regard, the practical part can be useful for beginning teachers and interesting for experienced teachers.

Testing of the work was carried out from 09.17.01 to 10.28.01 on the basis of the 11th grade of gymnasium No. 2 in Vologda.

Work structure

An individual creative project consists of:

- introductions where, firstly, a general idea of ​​the work is given (the relevance of the problem, the object and subject of the work, the methodological basis, the significance of the study), and secondly, the methodological justification for the choice of topic (analysis of the main programs on literature and methodological literature on the study of lyrical works and, in particular, the theme “Acmeism”);

· psychological and pedagogical justification works where the features of the mental development of high school students are identified, an attempt is made to choose pedagogical techniques and methods taking into account these features;

· chapters on the uniqueness of lyrics as a form of literature, in which we presented general approaches to the study of a lyrical work, examined the internal logic of its analysis, and identified the difficulties in studying a lyrical work in high school;

- practical part, where we offer an approximate plan for analyzing the poem, a possible version of the analysis, planning three lessons on the topic “Acmeism” and a summary plan for one lesson;

· conclusions, where the results of the work done are summed up, ways of further research in the field of this problem are outlined;

· applications, consisting of texts of poems for analysis, a dictionary of concepts, an index of names, and a bibliography.

Volume of work: 55 pages, bibliography contains 32 titles.

("3") 1.2.Methodological justification of the work

The topic “Acmeism” is studied in grade 11 in overview and in monographic topics. In programs for general education institutions, this topic is presented with slight variations in the section “Silver Age of Russian Poetry.” Authors such as

They offer a review of this topic with an analysis of selected poems (based on the works of N. Gumilyov).

in the section “Literature of the 30s” he reviews the life and work of Osip Mandelstam, and in the section “Literature of the 40s” - Anna Akhmatova.

The program implements the principle of variability, i.e. the teacher is invited to vary the proposed program himself. Here, in the section “Silver Age of Russian Poetry” for consideration

the problem of traditions and innovation in the literature of the beginning of the century is proposed (using the example of studying the poems “Captains”, “My Readers”, “Don Juan”, “The Old Conquistador”, “Lake Chad”, “Answer Me, Cardboard Master” by N. Gumilyov and poems M. Tsvetaeva).

In our opinion, the program is quite interesting. In the section “Decadentism in Russian literature at the turn of the 19th-20th centuries. V." The most striking literary movements are presented: symbolism, acmeism, futurism. Acmeism is considered as a national form of neo-romanticism. When studying the lyrics of N. Gumilev, it is proposed to focus on the aesthetic perfection of his poetry, to show the heroic and life-affirming pathos of his poetry (“Captains”, “Sonnet”, “Don Juan”, “The Sixth Sense”, “The Lost Tram”). In the early poetry of A. Akhmatova, such definitions as psychologism (“Song of the Last Meeting”, “Clenched Hands Under a Dark Veil”) and poetic form (“The Gray-Eyed King”) are offered for consideration.

The program involves studying this topic in the section “Literature of Russian Modernism” and invites consideration of a wider range of authors. Along with the works of N. Gumilev, A. Akhmatova - poems by O. Mandelstam, S. Gorodetsky, M. Kuzmin. The program has certain advantages over the above: when working with it, there is no need to compile an index of literary terms or search for the necessary literature - all this is presented in the program.

Having analyzed the data from the literature program for secondary schools, we came to the conclusion that all methodologists offer an overview of the topic “Acmeism”, devoting 1-2 academic hours to it (in one of the latest programs of 2001, ed.

1 hour is given). Ultimately, the number of lessons is determined by the specifics of the school, class, the interest of the teacher and students in the topic, and the teacher’s annual plan.

It seems that a review study of this topic is quite appropriate. The review topics provide a description of the literary and cultural life of the country in a certain historical period; They broaden students’ horizons and teach them to consider the interconnection of phenomena.

When studying such topics, the teacher faces the following tasks:

- educational:

1) recreation of the spiritual atmosphere of the era, generalization of information on the history of literature of a given period;

2) identification of traditions and innovations in the development of literature,

3) acquaintance with the creativity and individual works of representatives of this period;

4) formation of associative thinking of students in the field of artistic culture;

- educational:

1) education of students’ aesthetic taste;

- didactic:

(“4”) 1) creating an attitude towards studying or reading works independently;

2) formation of students’ reading interests, development of the ability to independently navigate the literature of a certain period.

All these problems must be solved when studying the topic “Acmeism” in grade 11.

Classification of lessons

There are different approaches to classifying lessons. Depending on what features and aspects of the lesson are taken as a basis, different types of lessons are distinguished.

lessons in the study of works of art; lessons in studying the fundamentals of theory and history of literature; speech development lessons.

Lessons for initial mastery of new material;

combined lessons; lessons on consolidating the material learned; lessons of repetition, systematization and generalization of the studied material; lessons for testing and assessing knowledge.

In our work, we used almost all types of lessons.

The typology of lesson forms adopted in didactics has found its application in the teaching of literature.

divides lessons based on the main way they are conducted and identifies seven types:

lessons in the form of lectures; lessons in the form of a conversation; (“5”) lessons-excursions; film lessons; lessons for independent work of students; lessons with various types of lectures; laboratory classes.

We suggest using a lecture lesson with student reports and an independent work lesson.

Lyrics lessons

Lessons on the study of lyrics can be considered in connection with their form and content.

By shape lessons can be classified as follows:

1) Lesson-lecture

In modern pedagogy, the concept of “lecture” means not just reading a prepared summary, but an oral presentation of a significant amount of material using techniques for activating students’ cognitive activity. Sometimes during lessons the teacher limits himself to analyzing one poem indicated in the syllabus. Hence the paucity of evoked associations, the inability to see poetry as a whole behind a poetic work. Often, work on poetic speech, on a verbal image, comes down to only listing epithets, metaphors or comparisons.

In general, lessons about poetry need a certain atmosphere of festivity. Painting and music help create such an atmosphere (see 22; Chapter 8).

The methodological part we offer contains three lessons on the topic “Acmeism”, one of which is a lecture with student reports.

The lecture helps students develop independent thinking, develops the ability to select and interpret the presented material, and build a system of knowledge. The teacher’s exemplary speech contributes to the formation of the skill of logical presentation and literary structure of speech. The lecture provides a strict detailed plan of presentation; it saves learning time and therefore is one of the most effective methods in terms of perception of information content.

in his article “Lecture in a lesson in high school” (9:37) offers his classification of lecture options:

introductory lectures preceding the course; review lectures preceding the analysis of a literary work; general lectures summing up the study of a work or monographic topic; lectures related to issues of literary theory.

A lecture in the broad sense of the word is a combination the following stages:

(“6”) organizational moment, goal setting, updating knowledge, communicating knowledge and assimilating it by students, generalizing and systematizing knowledge, determining homework.

a) the lecture itself

In this lesson, the teacher talks about the life and creative path of the author, the history of creation; a sample analysis is given.

b) lesson-novel

The lesson is based on the principle of a narrative about the writer and the work. Only a work that is small in volume and has an interesting and important history of creation for the analysis of the work can serve as material for the lesson. A short story lesson is a teacher’s monologue, but it differs from a regular lecture in its plot content, special intonation, and most importantly, the imagery of the story, reminiscent of a work of art.

c) lesson-trip into the world of the poet

In this lesson, the teacher tries to make a journey with his students that will lead from the events and impressions of life to the personality of the poet, and through it to creativity itself (see 10).

d) lesson - lecture with student reports

In these classes, the teacher's lecture alternates with pre-prepared student messages. This type of lesson is discussed in the practical part of this work.

2) Lesson-conversation

The analysis of the lyrical work takes place in the form of a conversation between the teacher and students; It is based on a well-thought-out system of questions, which presupposes their logical connection and promotes the assimilation of knowledge in the system. In terms of content and form, questions must correspond to the level of development of students, since easy questions do not stimulate active cognitive activity.

The conversation can be reproductive or heuristic in nature. A conversation of a heuristic nature (partially search) is aimed at students’ research activities and solving problem situations, while a conversation of a reproductive nature presupposes the conscious assimilation of knowledge by students (the criterion for assimilation is the correct reproduction of knowledge).

The success of the conversation depends on contact with the class. notes that “... conversation is an uneconomical and complex method of teaching. It requires time, effort, appropriate conditions, as well as a high level of pedagogical skill” (25; 340).

3) Lesson-seminar

Work in the lesson is a group or individual activity of students. It is advisable to conduct seminar lessons on topics where the student must not only learn certain information about the lyrical work in question, but also find a solution to the problem. Thus, a feature of this type is the problematic formulation of the question.

Articles_

1.Gertsik A. Akhmatova at literature lessons. XI grade // Russian literature No. 6.- pp. 20 – 29.

The article proposes a system of lessons on the work of A. Akhmatova:

Poetic introduction to the topic. The early work of the poetess. A. Akhmatova and Pushkin. Post-October lyrics by Akhmatova. The drama of the poet and the people and its reflection in the poem “Requiem”. War and post-war years. Results of life and creativity. "A Poem without a Hero."

From this article, when studying the review topic “Acmeism,” we recommend using the material from the first lesson and the proposed analysis of Akhmatova’s poem “Song of the Last Meeting.”

("10") 2. About the poetry of A. Akhmatova. XI grade. Reading experience. // Literature at school. – 1997. - No. 6. - With. 80-88.

The article makes an attempt to analyze A. Akhmatova’s collections “Evening” (1912), “Rosary” (1914), “White Flock” (1917), “Plantain” (1921), “Anno Domini” (1922). The material can be used as an example in preparation for lessons, both when studying the review topic “Acmeism” (early collections), and in lessons on the work of the poetess.

3. Lekmanov O. The concept of the “Silver Age” and Acmeism in the notebooks of A. Akhmatova // New Literary Review. – 2000. - No. 6. - With. 216-230.

The article is interesting for its unusual look at the problem of the existence of Acmeism as an ideological and aesthetic school. The author tries to use the material from Anna Akhmatova’s notebooks to understand the following questions:

“...why was the Acmeist theory so helplessly and clumsily formulated?”; “...how does this theory relate to the wonderful works of the Acmeist poets?”; “...is it worth seriously talking about Acmeism as a poetic school?”

Chapter 2. Psychological and pedagogical substantiation of the topic______

High school age, or the age of early adolescence, is the period of a person’s life from 15 to 17 years old, which falls on the 10th – 11th grades of high school.

A large number of psychologists (, etc.) have been and are now engaged in the problems of the psychology of adolescence. Let us present the results of studies of some of them.

believes that “the psychology of adolescence is one of the most complex sections of developmental psychology. Youth is the period of completion of a person’s physical maturation, the rapid growth of his self-awareness, the formation of a worldview, the choice of a profession and the beginning of a new life” (11:3).

In high school, the development of cognitive processes reaches a high level. Graduates can think logically and engage in theoretical reasoning. High school students are able to assimilate scientific concepts in lectures and use them in the process of performing certain tasks in class, since they have developed theoretical and verbal-logical thinking. Therefore, we can say that adolescent students are ready to master quite complex theoretical concepts in literature lessons on the topic “Acmeism”, for the comprehension of which schoolchildren’s ability to generalize particular phenomena and the ability to think abstractly are especially important. The perception of high school students is characterized by purposefulness, attention - by arbitrariness and stability; Logical memory is actively developing.

Students of adolescence use memorization techniques, drawing up plans and diagrams of texts, notes, and highlighting main ideas more widely than teenagers. Schoolchildren improve their ability to switch attention.

Psychologists note that high school students develop the ability to simultaneously listen to the teacher’s explanation, record the lecture, and monitor both the content and form of their answer. Therefore, in literature lessons, students are ready to perceive the material in the form of a lecture.

For the active perception of the presented materials, the teacher’s ability to give his presentation an exciting character, to make it lively and interesting, is of great importance.

The study of lyrical works contributes to the development of personality.

“The greatest thing that lyrics can do is enrich the soul and complicate the experience,” wrote A. Blok. It seems to us that the new generation urgently needs this now. In adolescence, schoolchildren strive for self-improvement, search and acquisition of knowledge, which is facilitated by the desire to become an interesting, educated person.

The main psychological acquisition of early youth is the discovery of one’s inner world. At this time, interest in the inner world of other people awakens, and “eternal” problems are attracted: the meaning of life, happiness, love, duty, personal freedom. Therefore, high school students are interested in works that help build their belief system.

Studying the topic “Acmeism” in the section “Silver Age of Russian Poetry” affects the formation of the personality of high school students, since schoolchildren of this age are close to the attention of artists of this period to the inner world of a person, to the state of his soul.

The textbook draws attention to the fact that “...by the eleventh grade, the cognitive processes of schoolchildren acquire such qualities that make them perfect and flexible. Young men can already think logically, engage in theoretical reasoning, self-analysis, reading, monologue and written speech are actively developing, general intellectual abilities are being formed, especially conceptual theoretical thinking. Students can form hypotheses, explore and compare different alternatives when solving the same problems, and the desire for self-analysis develops.”

(“11”) In accordance with these developmental features in adolescence, the study of literature in high school is proposed to be built on a historical and literary basis. On the one hand, students develop a concept of the historical and literary process, and on the other, a high level of mental operations. Thus, the ability to compare is improved by comparing different eras and worldviews of writers and poets, their destinies, as well as by trying to find similarities and differences in the interpretation of images, in the themes and issues of works.

At this age, the natural relationship between reader and writer is restored and developed. For schoolchildren of early adolescence, we do not just give an encyclopedic certificate, but try to evoke in their minds memories of the works they read and the emotions associated with them.

Correct and systematic study of lyrical works contributes to the development of semantic, figurative and associative memory in high school students. This, in turn, forms independent thinking, and also helps the student to realize himself as a social person, to feel his connection with history.

Main the purposes of studying a work of art in school we see the following:

educational:

formation of the spiritual world of students; nurturing the aesthetic taste of students; education of the civil and moral ideal as a universal human value;

Creating conditions for the formation of the individual’s internal need for self-improvement, for the realization of one’s creative potential; educational:

formation and development of creative, i.e. aesthetic reading skills; the formation of associative, abstract thinking in the field of fiction; development of the ability to conduct independent scientific research (selection of material, its initial analysis); formation of an idea of ​​world literature and the world literary process; the focus is not on the quantitative accumulation of facts, but on the formation of a holistic and multifaceted vision of the literary process.

Chapter 3. The originality of lyrics as a type of literature_

Much has been written about the characteristics of the lyrical genre of literature; We will try to reduce all these features to several points.

1) lyrical image – this is an image – experience, direct reflection of thoughts and feelings;

2) features of the plot organization of a lyrical work; lyrical plot as the development of experience, thought;

3) lyrical hero as a specific character, a special connection between him and the author;

“In lyric poetry, the analogue of the narrator (a more or less conventional figure) can be recognized as the lyrical hero... The term “lyrical hero”... helps to distinguish the diverse ways of expressing the author’s consciousness in the lyrics” (2;43).

("12") 4) maximum generality ideas, embedded in the text (compared to prose and its implementation on minimum verbal space;

5) special role context in a verse that changes the meaning of a word used in a poetic text compared to its meaning in ordinary speech; 6) inseparability plan expressions from the content plan, the significance of all elements of the verse for understanding the general idea:

7) features of poetic language, in which even sounds have meaning, determining the musicality of the verse.

“Music has its own paradox. The most subjective kind of literature, it, like no other, strives for the general, for the depiction of mental life as universal.” (L. Ginzburg) (8; 8).

3.1.General approaches to the study of a lyric work

To understand and empathize with the poetic meaning of a poem, it is necessary to take into account the special laws of lyricism, different from the laws of epic and drama. Compared to them, the lyrics are less informative; they are focused on the nuances of moods, experiences, and in this way are close to music. Like a piece of music, a poem cannot be retold without loss. The lack of clarity and ambiguity of lyrical images, laconicism, and lack of an external plot interfere. What is needed here is the reader’s response, a certain reading culture that helps to open up new boundaries of the work.

Poetry has its own language, its own laws. Poems express such deep, complex human feelings that cannot always be “translated” into the language of prose. They contain words and expressions that carry a much broader meaning than in ordinary speech. Lyrics require thoughtfulness and reading; only then can the meaning of the poem be revealed, and not just indicated.

When analyzing a single poem, one cannot take it out of the context of the poet’s work. At the same time, it is necessary to take into account that the poet, talking about himself, about his experiences and reflections, shares his own experience with us, and the main interest for us is in comprehending this spiritual experience.

sees the goal of studying a lyric work as follows: “The main goal of the teacher when studying poetry is to achieve empathy and co-reflection with the poet, to reveal the strength and depth of feeling and thought, to put a building block in the formation of the reading qualities necessary for a full perception of the lyrics:

emotional responsiveness, figurative associative thinking, aesthetic reaction to the artistic word” (10;17).

3.2. Techniques for analyzing a lyrical work ____________

In literature classes in high school, when analyzing a lyrical work, the following can be used: techniques:

on questions proposed by the teacher; according to the analysis scheme for independent analysis; with the involvement of critical and literary articles; using interdisciplinary connections; comparison of different versions of a particular poem by one author; comparative analysis of two poems with the same motifs by different authors; comparative analysis of the idea of ​​a poem and a painting; “intertextual (comparison of a given poem with a previous tradition)” (3; 4); (“13”) a comparison of different points of view of the authors of critical and literary articles regarding one lyrical work; compiling a dictionary of a poem, etc.

The term “techniques of analysis” in relation to lyrics needs a reservation, since the analysis of a lyric work is individual, and sometimes represents a mixture of methods and techniques. The lesson methodology, in our opinion, is primarily determined by the artistic originality of the work. In this sense, the text is the main teaching aid for the teacher.

“The traditional analysis of a work of art on the scale of “theme”, “problem”, “idea”, “images” does not bring schoolchildren closer to its comprehension, but makes it formal, alienating it from the life of the literary text. These concepts are important, but, as in the case of scientific literature, it is better to “go” to them, rather than from them, so that they become a natural generalization of thinking” (32; 15).

The intention and concept guiding the analysis may vary. However, “in any case, the main task of the analysis is to identify the most significant semantic elements, themes and ideas of the poem” (31; 13).

There are certain aspects to analyzing lyrics:

Genre aspect; compositional aspect; individual-author (“following the author”).

in the article “Immanent Analysis of a Poetic Text” examines immanent analysis in contrast to its contextual one. “Immanent analysis – does not go beyond the material of a given poem. Intertextual analysis - taking into account third-party material: subtextual references to other poems, draft versions, originals for translations and objects for parodies...” (3; 3).

Immanent to a greater extent are formal analysis, structural analysis and the so-called “slow reading”. “In the school version, immanent analysis is, first of all, an analysis that does not go beyond the material of a given poem. It can be implemented in conditions of both formal and structural analysis, as well as in conditions of “slow reading”. “Slow” reading is based on the static principle, stopping: the reader stops after each phrase (line, stanza) in order to understand what new information it gave him and how it rearranged the old one.”

An important condition for the implementation of the tasks of immanent analysis is awareness of the features of a poetic text in contrast to prose.

In the course of such analysis, the theme and main idea of ​​the poetic text is discovered. Typically, students mix up the concepts of topic and idea. In this case, it is important for the teacher to explain that in a poetic text there are concepts: “about” and “about what” in relation to the topic. An idea is a certain perspective on a topic.

One has to turn to the immanent analysis of a poetic text in literature classes in both middle and high schools.

Regardless of the chosen aspect, the analysis must have an internal logic.

The beginning of work on a lyrical work can be a repetition of what has been studied previously. The purpose of this stage is to test students’ knowledge, systematize and consolidate it. The next stage could be the expansion and deepening of students’ knowledge both in the field of the historical and literary process and in the field of literary theory. As a result of the work, students are expected to master the analysis algorithm (scheme), as well as understand that the scheme is not universal and is subject to revision in each individual case.

A characteristic feature of studying a lyric work in high school is the necessary consideration of a poem or group of poems in the context of the author’s work or in the context of a certain era (literary movement).

3.3.Difficulties in studying a lyric work

(“14”) Studying the literature course as a whole in the senior class presents certain difficulties, which are solved with the help of the pedagogical skills of the teacher and on the basis of knowledge of the psychological characteristics of schoolchildren. The study of literature in the 11th grade is based on the consideration of a work of art on a historical and literary basis.

When analyzing a lyrical work at school, you should remember some of the difficulties that the teacher may encounter. This is an overly sociological approach to the poem, on the one hand, and an overly formal analysis, on the other; simplification of poetic thought and at the same time uncertainty in terminology and conclusions.

in the book “Studying Lyrics at School” he also says that many poems will not be understood without appropriate comments, while many are designed for an instant emotional response from the reader. ()

This should certainly be kept in mind when preparing for a lesson on lyrics.

Despite certain difficulties, analysis of a lyrical work in school is possible and even necessary. After all, a small volume of material allows you to tell the reader much more than it seems at first glance. During analysis, the teacher can demonstrate the structural unity of the work, the inseparability of form and content in it.

“Analyzing poetry means discovering the harmony of sounds, feelings and thoughts, seeing that the depth of thought and the power of feeling in a lyrical work can only be understood by pondering the word” (10; 34).

Each age has its own specific features of perception of lyrics. In high school, a shift occurs in the aesthetic preparation of students. Under the influence of non-standard methods of school analysis, the criteria for evaluating lyrical works become deeper and more multifaceted.

Chapter 4. Practical part_______________________

The practical part contains material used in conducting lessons on the topic “Acmeism” in 11th grade.

4.1. Approximate plan for analyzing a lyric work____________

tropes (metaphor, comparison, epithet, personification) sound writing (alliteration, assonance) stylistic figures (special structure of speech that enhances the expressiveness of the literary word): antithesis, oxymoron, anaphora, inversion, rhetorical question.

4.2.Exemplary analysis of the poem______________________________

("15") 1. The poem “She” was first published in Nikolai Gumilev’s book of poems “Alien Sky” in 1912. This is a book of N. Gumilyov’s departure from the symbolism that was characteristic of him earlier to a new worldview. It is this book that critics consider the first truly Acmeistic collection. According to A. Akhmatova, the poem is about her.

2. The main theme in the poem is the theme of love of the lyrical hero. The idea is to understand that love for a woman is always mysterious and inexplicable. The narration is told from the 1st person (lyrical hero). We can talk about the maximum rapprochement between the author and the lyrical hero. The poem presents the image of a heroine-beloved, she has no name, she appears as a “woman”. Throughout the entire narrative, the image of the heroine appears before us. We understand that she is a poetess (“Her soul is open greedily / Only to the copper music of verse”), and the poetess is very talented, since the lyrical hero goes to her “To learn wise sweet pain / In her languor and delirium.” The heroine is described with tenderness, love, and reverence: “You can’t call her beautiful, / But all my happiness is in her.”

Compositionally, the poem consists of three parts:

1-3 stanzas, 4 stanzas, 5 stanzas.

We believe that this is how the text can be divided thematically.

3 . The key words in the poem are the words that most clearly characterize the heroine: “silence”, “fatigue”, “languor”, “flickering pupils”, “soul”, “wise, sweet pain”.

3.1. Since the text is poetic, it presents means of artistic expression:

epithets (“mysterious twinkling”, “rosary dreams”, “paradise, fiery sand”); comparisons (“her dreams are as clear as shadows”); hyperbole (“holds lightning bolts in hand”); metaphors (“bitter fatigue”, “copper music of verse”, “wise, sweet pain”).

Let's try to understand the metaphor “the soul is open greedily”:

soul -1) the inner world of a person;

2) character traits;

open– 1) lift something;

2) make it accessible;

3) expose;

greedily – 1) the desire to satisfy any desire;

("16") 2) stinginess, self-interest.

Analysis of metaphors allows us to better understand the text of the poem, feel its mood, and help reveal the depth of the heroine’s image.

3.2. Alliteration is observed in lines: 3 (t), 7 (d), 12 (c, n), 13 (g, d), 17 (t, l), 20 (n). The sound [t] when used frequently gives the text a sensual tone due to its explosive nature. Sonorous sounds are bright, sunny, they define the earthly hypostasis, express earthly joys.

Assonance. Having analyzed the composition of vowel sounds in the poem, we found out that 2 sounds dominate: [o] and [a]. The sound [a] is associated in the mind with directness, sincerity, openness of statements (which is typical for program acmeists), and the sound also gives the text melody. Two main sounds in the text are also fixed in its title: [o] n [a].

3.3. With the help of the same word (forms): her, in her, in her, she, a connection is made in the text at the lexical level. The poem is also united by the image of the lyrical hero: “I know a woman,” “my happiness,” “I thirst for self-will,” “I am going to her.” All the vocabulary of the text works for the deepest psychological disclosure of the image of a woman.

4. The poem is written in iambic tetrameter, most of the rhyme is accurate, alternating male and female rhymes; cross rhyme.

5. With the help of carefully selected lexical means, sound writing, figurative artistic means, clarity of composition, and rejection of spectacular rhymes, Gumilyov achieves that height of language, its purity and accessibility, which, according to Acmeists, should become the basis of new poetry.

6 The answer to this question depends on the spiritual experience of the student, on whether he is familiar with the feeling of love, on his emotional state.

4.3.Planning lessons on the topic “Acmeism”

("18")

4.4. Plan - lesson notes on literature___________________________

subject:Acmeism and Acmeists

lesson objectives:

Educational - give an idea of ​​the literary movement of Acmeism, introduce students to its main representatives; educational - to arouse students’ interest in the literary movement being studied, its representatives through a story about their creative destiny, through their poems, to educate a literate reader; developmental – to develop students’ lecture note-taking skills and the development of emotional responsiveness.

lesson type: lecture with student reports.

methods: - reproductive (lecture);

heuristic conversation; research (student reports).

epigraph for the lesson: “Acmeism is a longing for world culture”

(O. Mandelstam).

4.4. Plan – lesson summary on the topic “Acmeism and Acmeists”

("19")

Conclusion_____________________________________________

In this individual creative project, we examined the topic “Acmeism” in the following substantive and didactic aspects.

We are convinced that in Acmeism as an ideological and artistic direction the qualitative characteristics of modernism are most fully represented.

In addition, the historical and cultural approach proposed in the selection of material contributes to the formation of a holistic and multifaceted vision of the history of artistic culture of the 20th century.

There is no doubt about the presence of a similar topic in the school course. However, the selection of both the works themselves, the authors, and the form of conducting the lesson remains a subjective choice of the teacher. In our opinion, the most acceptable form of lesson is a review lecture with elements of conversation.

In the lesson we used the following kinds activities: taking notes of the lecture, drawing up its plan, student reports, working with literary terms, working on the epigraph. Techniques: exemplary reading, teacher’s story, answers to questions using textbook material, analysis of the work, taking into account the specific features of the lyrics.

Thus, we tried to find a lesson form that is immanent in the spiritual world of the selected authors, correlating it with the need to analyze the work.

Bibliography__________________________________________

1. Active forms of teaching literature. - M., 1991.

2. Baranov art and analysis of a literary work / Textbook for a special course. - Vologda, 1998.

3. Belova analysis of poetic text in literature lessons at school / Analysis of a literary work. - Vologda: Rus

4. In the one hundred and first mirror. – M.: Enlightenment. – 1987.

6.Galyuk E. Symbolism of the rose by Nikolai Gumilyov / Literature. Supplement to the newspaper “September 1” -2000. – No. 45.- p.8-9.

7.Gertsik A. Akhmatova at literature lessons in the 11th grade. // Russian literature. – 2001. - No. 6. – p.20-29.

8. About the lyrics. 2nd edition - M., 1974.

9. Ilina in high school lessons // Literature at school.

1986. - No. 3. – p.36-41.

("20") 10. Karsalova, the living speak for themselves. Book for teachers. From work experience. - M.: Enlightenment

11.Kon of adolescence: Study guide for

pedagogical institutes. - M., 1979.

12. Lesson notes for literature teachers: 11th grade. The Silver Age of Russian Poetry: in 2 parts / Ed. – M.: Vlados. – 2000.

13.Kudryashev teaching methods in literature lessons:

Teacher's manual. – M.: Enlightenment

14. Lekmanov O. The concept of the Silver Age and Acmeism in the notebooks of A. Akhmatova // New Literary Review. – 2000. - No. 6. –

15. Lyrical work in literature lessons. - Vologda: Rus

16. A literary work is the subject of analysis // Meleshko creating a feat of his life. - Vologda. – 1993. – p. 66-76.

17. Lotman and prose / Poetry. Reader. Comp. - M.: Flint. The science

18.Mader of poetic text in literature lessons. M., 1996.

20. About the poetry of A. Akhmatova. XI grade. Reading experience // Literature at school. – 1999. - No. 6. - With. 80-88.

21., Chirkovskaya study of literary

Works at school: A manual for teachers. - M.: Enlightenment

22.Medvedev lyrics at school. - M.: Enlightenment

23.Dictionary of foreign words. – 15th edition, rev. – M.: Rus. language

. – M.: Rus. language

("21") 25. Podlasy. - M.: Enlightenment. Vlados

26. Revision of a lyric poem in high school. . Prophet / The art of analyzing a work of art. – M.: Enlightenment. – 1971. – p. 106-123.

27. Lyrics rehearsal at school. - L.: Enlightenment

28.Dictionary of foreign words. – 15th edition, rev. – M.: Rus. languageStrashnov poetry of the 20th century. in the graduating class: A book for teachers / – 2nd ed. – M.: Enlightenment. – 2001.

30.Sytova art and children: aesthetic and moral aspects of education / Abstract of the dissertation for the degree of candidate of art history. - Yaroslavl

31. Titova, idea, plot of a lyrical poetic work: to the problem of definition./ Analysis of a literary work. - Vologda: Rus

32.Cherobai lesson “Analysis of a literary text” // Russian literature No. 1. - pp. 15-21.

Applications__________________________________________

Giraffe

Today, I see, your look is especially sad,

And the arms are especially thin, hugging the knees.

Listen: far, far away, on Lake Chad

An exquisite giraffe wanders.

He is given graceful harmony and bliss,

And his skin is decorated with a magical pattern,

Only the moon dares to equal him,

Crushing and swaying on the moisture of wide lakes.

In the distance it is like the colored sails of a ship,

And his run is smooth, like a joyful bird's flight.

("22") I know that the earth sees many wonderful things,

When at sunset he hides in a marble grotto.

I know funny tales of mysterious countries

About the black maiden, about the passion of the young leader,

But you've been breathing in the heavy fog for too long,

You don't want to believe in anything other than rain.

And how can I tell you about the tropical garden,

About slender palm trees, about the smell of incredible herbs...

You are crying? Listen, far away, on Lake Chad

An exquisite giraffe wanders.

N. Gumilev

She

I know a woman: silence,

Fatigue is bitter from words

Lives in a mysterious flicker

Her dilated pupils.

Her soul is open greedily

Only the copper music of verse,

Before a long and joyful life

("23") Arrogant and deaf.

Silent and unhurried,

Her step is so strangely smooth,

You can't call her beautiful

But all my happiness is in her.

When I crave self-will,

And brave and proud - I go to her

Learn wise sweet pain

In her languor and delirium.

She is bright in the hours of languor

And holds lightning in his hand,

And her dreams are as clear as shadows

On the heavenly fiery sand.

A. Akhmatova

Song of the last meeting

My chest was so helplessly cold,

But my steps were light.

I put it on my right hand

Glove from the left hand.

("24") It seemed that there were many steps,

And I knew - there are only three of them!

Autumn whispers between the maples

He asked: “Die with me!”

I'm deceived by my sadness,

Changeable, evil fate."

I replied: “Darling, darling!

And me too. I will die with you..."

This is the song of the last meeting.

I looked at the dark house.

Only candles were burning in the bedroom

Indifferently - yellow fire.

A. Akhmatova

“I came to visit the poet...”

I came to visit the poet.

It's exactly noon. Sunday.

Quiet in the spacious room,

And it's frosty outside the windows

And crimson sun

("25") Above the shaggy blue smoke...

Like a silent owner

Looks at me clearly!

His eyes are like that

What everyone should remember.

I better be careful

Don't look at them at all.

But the conversation will be remembered,

Smoky afternoon, Sunday

In a gray and tall house

At the sea gate of the Neva.

O. Mandelstam

"Unspeakable sadness..."

Unspeakable sadness

She opened two huge eyes, -

Flower woke up vase

And she threw out her crystal.

The whole room is drunk

Exhaustion is a sweet medicine!

("26") Such a small kingdom

So much was consumed by sleep.

A little red wine

A little sunny May -

And, breaking a thin biscuit,

The thinnest fingers are white.

O. Mandelstam

"Insomnia. Homer. Tight sails..."

Insomnia. Homer. Tight sails.

I read the list of ships halfway through:

This long brood, this crane train,

That once rose above Hellas.

Like a crane's wedge into foreign borders, -

On the heads of kings there is divine foam, -

Where are you sailing? Whenever Elena

What is Troy alone for you, Achaean men?

Both the sea and Homer - everything is moved by love.

Who should I listen to? And now Homer is silent,

And the black sea, swirling, makes noise

("27") And with a heavy roar he approaches the headboard.

Dictionary of basic concepts when studying the topic “Acmeism”

Adamism- one of the names of Acmeism, means “a courageously firm and clear outlook on life.”

Acmeism- modernist movement in literature of the early 20th century. The term was derived from the Greek. the words “acme”, which translated means “the highest degree of development of something, flourishing.”

« Hyperborea» – magazine and publishing house of acmeists. The ancient Greeks called the legendary people who lived in the far north, patronized by Apollo, Hyperboreans.

Decadence- from lat. decadentia - decline. A trend in the culture of the late 19th – early 20th centuries, associated with the crisis of the ideals of the previous period, marked by sentiments of hopelessness, rejection of life, and individualism.

Clarism- from French clarie – clarity, one of the names of Acmeism. The term was introduced into use, requiring from the artist rigor and accuracy of the poetic image, clarity and consistency in conveying meaning.

Modernism- from French modern - the latest, modern. This is the direction of artistic life of the late 19th – early 20th centuries, focused on modern trends in the spiritual life of society, uniting various literary movements.

Index of names_______________________________________________

Akhmatova Anna (real name Gorenko). Years of life: 1889 – 1966. Poetess, translator, author of a series of lyrical portraits, memoir essays; Her contribution to Russian Pushkin studies is significant. She was a member of the Acmeist circle “Workshop of Poets”. Sergey Gorodetsky (1st year), one of the founders of the “Workshop of Poets” circle, Acmeism theorist, poet, playwright, prose writer, translator. Gumilyov Nikolai (1886 - 1921), one of the founders of the “Workshop of Poets” circle, Acmeism theorist, poet, playwright, literary critic, prose writer, traveler. Ivanov Vyacheslav (1886 - 1949), symbolist poet, prose writer, publicist, philosopher, scientist - historian. His apartment in St. Petersburg, the “tower” on Tavricheskaya Street, became a meeting place for writers, philosophers, scientists, and one of the most vibrant literary and social circles. Ivanov Georgy (1894 - 1958), poet, prose writer, literary critic, translator, employee of the magazines Apollo and Sovremennik. Kuzmin Mikhail (1872 - 1936), poet, prose writer, critic, musician, composer, translator, theorist of Acmeism. Makovsky Sergei (1877 - 1962), poet, art historian, editor of the Apollo magazine, memoirist. Mandelstam Osip (1891 – 1938), poet, prose writer, translator, at one time joined the Acmeists, collaborated in the magazines “Apollo” and “Hyperboreas”. Vladimir Narbut (1888 – 1938), poet, prose writer, member of the Acmeist circle “Poets Workshop”, publisher.

Project on the topic “Why are we interested in going to the library” by Kirill Aseev, a student in grade 2 of school No. 4

The main entrance to the library. The library I go to is located at the address: Engels-19, 1st block, building 1. Opening hours: from 10.00 to 18.00, closed on Sundays.

The library I visit is quite old. Last year she celebrated her 60th anniversary. Initially, the library selected books that were included in the school curriculum. Such selectivity helps to decide on works that are not only necessary, but also interesting to read. The library has a children's subscription and a reading room.

Reading room. The reading room will not lend books to take home. There are encyclopedias, reference books, and dictionaries. Anyone can ask for these publications, everyone reads them, so they should be in place.

Reading room. There are encyclopedias: universal, in which you can find answers to all industry questions, that is, on certain topics. In the reading room of our library there is a “Children's Encyclopedia” in 12 volumes, “What is. Who is this?” Encyclopedia about animals and others.

Reading room. In the reading room of our library you can also learn about the history of your native land and famous fellow countrymen.

Children's subscription. The children's subscription includes children from grades 1 to 9. Here I can take a book that interests me home. The books that I take home must be returned after 2 weeks, as other children are waiting for them.

Children's subscription. In addition to books, the library also contains periodicals. For example, we can read the following magazines: Young naturalist Svirelka Cool magazine Vinnie and his friends Murzilka Misha Children’s adventures and detective stories from the “Black Kitten” series are especially popular among children.

Children's subscription. From grades 1 to 3, the books are arranged in thematic sections. For example: Fairy tales About you guys Books about nature Poems For middle-aged and older children, books are arranged alphabetically.

Children's subscription. In the library, I can choose a book myself or ask the librarian for help.

Children's subscription. You can get acquainted with books through book exhibitions. Currently in the library there are thematic exhibitions about the writers of the day: Vera Chaplina, Vitaly Bianchi, Charles Perrault, Alexander Sergeevich Pushkin and others.

Children's subscription. On Saturdays, the library runs a “Homemade Workshop” club. Here you can draw a picture or make a craft with your own hands.

The library is an important place for a student. I am interested in going to the library because: in the library you can read interesting books, you can find books on any topic, learn how to choose books yourself, draw a picture, make a craft, take part in competitions, events and just chat with friends

Thank you for your attention!