The problem of getting involved in art. The role of self-education in introducing art

From sentence 34, write down the phraseological unit.

(4) Of course, art reveals itself more quickly and willingly to those who themselves give it strength, thought, time, and attention.

(5) Sooner or later, everyone may feel that he is in an unequal position among his acquaintances and friends. (6) They, for example, are interested in music or painting, but for him they are books with seven seals. (7) The reaction to such a discovery is possible in different ways.

(8) When I became a student at the Institute of History, Philosophy and Literature, many things immediately connected me with my new comrades. (9) We seriously studied literature, history, and languages. (10) Many of us tried to write ourselves. (11) As if sensing how short our student life would be, we hurried to do as much as possible. (12) Not only did they listen to lectures in their courses, but also attended lectures given to senior students. (13) We made it to seminars for young prose writers and critics. (14) We tried not to miss theater premieres and literary evenings. (15) I don’t know how we managed to do everything, but we did. (16) I was accepted into their midst by students who were a year older than ours. (17) It was an interesting company.

(18) I tried to keep up with her, and I succeeded. (19)3a with one exception. (20) My new comrades were passionately interested in music. (21) One of us had a great rarity for those times: a radio with a device for turning records - there were no long-playing records yet - which made it possible to listen to an entire symphony, concert or opera without interruptions. (22) And a collection of chamber, opera and symphonic music.

(23) When this indispensable part of our evening began, my comrades listened and enjoyed, but I was bored, languid, tormented: I did not understand music, and it did not bring me joy. (24) Of course, it was possible to pretend, pretend, give a proper expression to your face, and say after everyone: “Wonderful!” (25) But it was not our custom to pretend, to portray feelings that we did not experience. (26) I huddled in a corner and suffered, feeling excluded from what meant so much to my comrades.

(27) I remember well how the turning point occurred. (28) In the winter of 1940, the author’s evening of the then young D. D. Shostakovich was announced - the first performance of his piano quintet. (29) Friends took a ticket for me too. (Z0) They presented it solemnly. (31) I realized: what is coming is an event!

(32) I will not claim that that evening I was immediately and forever cured of my immunity to music. (33) But a decisive and important turn took place. (34) How grateful I am to my friends from those long ago years that they didn’t give up and didn’t exclude me from listening to music - and there was no need to exclude me; with my youthfully vulnerable pride at that time, an ironic remark would have been enough to make me feel like I was among them , understanding and knowledgeable, superfluous. (Z5) This didn't happen.

(Z6) Many years have passed. (37) For a long time now, serious music has been a necessity, a necessity, a happiness for me. (38) But it was possible - forever and irreparably - to miss her. (39) And destitute yourself.

(40) This did not happen. (41) Firstly, I did not take the pose of a person who, not understanding something, says out loud or mentally: “Well, don’t!” (42) And because I didn’t want to pretend, pretending that I understood when I was still very far from it. (43) And most of all - thanks to my friends. (44) It was not enough for them to enjoy themselves. (45) They wanted to include me in their understanding, in their joy. (46) And they succeeded!

(According to S. Lvov*)

* Sergei Lvovich Lvov (1922-1981) - prose writer, critic, publicist, author of articles on Soviet and foreign literature, works of biographical and children's literature.

(3) And whoever once puts his own efforts into one of these matters will be rewarded over time.

Which of the statements correspond to the content of the text? Please provide answer numbers.

1) Art is more likely to be revealed to those who first of all strive to know it themselves.

2) In the society of students, it was not the custom to pretend and portray feelings that you do not experience.

3) Friends tried to introduce their friend to musical culture.

4) All outstanding artistic discoveries and masterpieces of art are based on youthful impressions.

Explanation.

Answer number 1 is confirmed by proposal number 4.

The answer is number 2 - proposal number 25.

Answer number 3 - sentences No. 28-31.

Answers numbered 4 and 5 do not correspond to the content of the text.

Answer: 123.

Answer: 123

Relevance: Current academic year

Which of the following statements are true? Please provide answer numbers.

Enter the numbers in ascending order.

3) Sentences 28-30 present the reasoning.

4) Sentences 37-39 contain a narrative.

Explanation.

1) Sentences 12-14 explain the content of what is said in sentence 11.

2) Sentence 26 contains a description of the narrator’s state.

3) Sentences 28-30 present a narrative, not a reasoning.

4) Sentences 37-39 contain reasoning, not narrative.

5) Sentences 32-34 contain reasoning.

Answer: 125.

Answer: 125

Among sentences 36-42, find one(s) that is related to the previous one using a conjunction, particle and personal pronoun. Write the number(s) of this sentence(s).

Sentence 38 is connected with the previous one using the conjunction A, the particle VEDH and the personal pronoun HER (this is a form of the pronoun SHE)

Answer: 38.

Answer: 38

Rule: Task 25. Means of communication of sentences in the text

MEANS OF CONNECTING SENTENCES IN THE TEXT

Several sentences connected into a whole by theme and main idea are called text (from the Latin textum - fabric, connection, connection).

Obviously, all sentences separated by a period are not isolated from each other. There is a semantic connection between two adjacent sentences of a text, and not only sentences located next to each other can be related, but also those separated from each other by one or more sentences. The semantic relations between sentences are different: the content of one sentence can be contrasted with the content of another; the contents of two or more sentences can be compared with one another; the content of the second sentence may reveal the meaning of the first or clarify one of its members, and the content of the third - the meaning of the second, etc. The purpose of task 23 is to determine the type of connection between sentences.

The task could be worded like this:

Among sentences 11-18, find one(s) that is related to the previous one using a demonstrative pronoun, adverb and cognates. Write the number(s) of the offer(s)

Or: Determine the type of connection between sentences 12 and 13.

Remember that the previous one is ONE ABOVE. Thus, if the interval 11-18 is indicated, then the required sentence is within the limits indicated in the task, and answer 11 may be correct if this sentence is related to the 10th topic indicated in the task. There may be 1 or more answers. Point for successfully completing the task - 1.

Let's move on to the theoretical part.

Most often we use this model of text construction: each sentence is linked to the next one, this is called a chain link. (We will talk about parallel communication below). We speak and write, we combine independent sentences into text using simple rules. Here's the gist: two adjacent sentences must be about the same subject.

All types of communication are usually divided into lexical, morphological and syntactic. As a rule, when connecting sentences into a text, they can be used several types of communication at the same time. This greatly facilitates the search for the desired sentence in the specified fragment. Let us dwell in detail on each of the types.

23.1. Communication using lexical means.

1. Words from one thematic group.

Words of the same thematic group are words that have a common lexical meaning and denote similar, but not identical concepts.

Example words: 1) Forest, path, trees; 2) buildings, streets, sidewalks, squares; 3) water, fish, waves; hospital, nurses, emergency room, ward

Water was clean and transparent. Waves They ran ashore slowly and silently.

2. Generic words.

Generic words are words connected by the relation genus - species: genus is a broader concept, species is a narrower one.

Example words: Chamomile - flower; birch - tree; car - transport and so on.

Example sentences: It was still growing under the window birch. I have so many memories associated with this tree...

Field daisies are becoming rare. But this is unpretentious flower.

3 Lexical repetition

Lexical repetition is the repetition of the same word in the same word form.

The closest connection of sentences is expressed primarily in repetition. The repetition of one or another member of a sentence is the main feature of a chain connection. For example, in sentences Behind the garden there was a forest. The forest was deaf and neglected the connection is built according to the “subject - subject” model, that is, the subject named at the end of the first sentence is repeated at the beginning of the next; in sentences Physics is a science. Science must use the dialectical method- “model predicate - subject”; in the example The boat moored to the shore. The shore was strewn with small pebbles- model “circumstance - subject” and so on. But if in the first two examples the words forest and science stand in each of the adjacent sentences in the same case, then the word shore has different forms. Lexical repetition in Unified State Examination tasks will be considered the repetition of a word in the same word form, used to enhance the impact on the reader.

In texts of artistic and journalistic styles, the chain connection through lexical repetition often has an expressive, emotional character, especially when the repetition is at the junction of sentences:

Aral disappears from the map of the Fatherland sea.

Whole sea!

The use of repetition here is used to enhance the impact on the reader.

Let's look at examples. We are not yet taking additional means of communication into account; we are looking only at lexical repetition.

(36) I heard a very brave man who went through the war once say: “ It was scary, very scary." (37) He spoke the truth: he it was scary.

(15) As a teacher, I had the opportunity to meet young people yearning for a clear and precise answer to the question about higher values life. (16) 0 values, allowing you to distinguish good from evil and choose the best and most worthy.

note: different forms of words refer to a different type of connection. For more information about the difference, see the paragraph on word forms.

4 Similar words

Cognates are words with the same root and common meaning.

Example words: Homeland, be born, birth, generation; tear, break, burst

Example sentences: I'm lucky be born healthy and strong. The story of my birth unremarkable.

Although I understood that a relationship was necessary break, but couldn't do it myself. This gap would be very painful for both of us.

5 Synonyms

Synonyms are words of the same part of speech that are close in meaning.

Example words: be bored, frown, be sad; fun, joy, jubilation

Example sentences: In parting she said that will miss you. I knew that too I'll be sad from our walks and conversations.

Joy grabbed me, picked me up and carried me... Jubilation there seemed to be no boundaries: Lina answered, finally answered!

It should be noted that synonyms are difficult to find in the text if you need to look for connections only using synonyms. But, as a rule, along with this method of communication, others are also used. So, in example 1 there is a conjunction Same , this connection will be discussed below.

6 Contextual synonyms

Contextual synonyms are words of the same part of speech that are similar in meaning only in a given context, since they relate to the same object (feature, action).

Example words: kitten, poor fellow, naughty; girl, student, beauty

Example sentences: Kitty has been living with us for quite some time. My husband took it off poor fellow from the tree where he climbed to escape the dogs.

I guessed that she student. Young woman continued to remain silent, despite all efforts on my part to get her to talk.

These words are even more difficult to find in the text: after all, the author makes them synonyms. But along with this method of communication, others are also used, which makes the search easier.

7 Antonyms

Antonyms are words of the same part of speech that have opposite meanings.

Example words: laughter, tears; hot Cold

Example sentences: I pretended that I liked this joke and squeezed out something like laughter. But tears They choked me, and I quickly left the room.

Her words were hot and burned. Eyes chilled cold. I felt like I was under a contrast shower...

8 Contextual antonyms

Contextual antonyms are words of the same part of speech that have opposite meanings only in a given context.

Example words: mouse - lion; home - work green - ripe

Example sentences: On work this man was gray with the mouse. At home woke up in it a lion.

Ripe The berries can be safely used to make jam. And here green It’s better not to put them in, they are usually bitter and can ruin the taste.

We draw attention to the non-random coincidence of terms(synonyms, antonyms, including contextual ones) in this task and tasks 22 and 24: this is one and the same lexical phenomenon, but viewed from a different angle. Lexical means can serve to connect two adjacent sentences, or they may not be a connecting link. At the same time, they will always be a means of expression, that is, they have every chance of being the object of tasks 22 and 24. Therefore, advice: when completing task 23, pay attention to these tasks. You will learn more theoretical material about lexical means from the reference rule for task 24.

23.2. Communication using morphological means

Along with lexical means of communication, morphological ones are also used.

1. Pronoun

A pronoun connection is a connection in which ONE word or SEVERAL words from the previous sentence are replaced by a pronoun. To see such a connection, you need to know what a pronoun is and what categories of meaning there are.

What you need to know:

Pronouns are words that are used instead of a name (noun, adjective, numeral), denote persons, indicate objects, characteristics of objects, the number of objects, without naming them specifically.

Based on their meaning and grammatical features, nine categories of pronouns are distinguished:

1) personal (I, we; you, you; he, she, it; they);

2) returnable (self);

3) possessive (my, yours, ours, yours, yours); used as possessives also forms of personal: his (jacket), her work),their (merit).

4) demonstrative (this, that, such, such, such, so much);

5) definitive(himself, most, all, everyone, each, other);

6) relative (who, what, which, which, which, how many, whose);

7) interrogative (who? what? which? whose? which? how many? where? when? where? from where? why? why? what?);

8) negative (nobody, nothing, nobody);

9) indefinite (someone, something, someone, anyone, anyone, someone).

Do not forget that pronouns change by case, therefore, “you”, “me”, “about us”, “about them”, “no one”, “everyone” are forms of pronouns.

As a rule, the task indicates WHAT category the pronoun should be, but this is not necessary if in the specified period there are no other pronouns that act as LINKING elements. You need to clearly understand that NOT EVERY pronoun that appears in the text is a connecting link.

Let's look at the examples and determine how sentences 1 and 2 are related; 2 and 3.

1) Our school has recently been renovated. 2) I finished it many years ago, but sometimes I went in and wandered around the school floors. 3) Now they are some strangers, different, not mine....

There are two pronouns in the second sentence, both personal, I And her. Which one is the one paperclip, which connects the first and second sentence? If it's a pronoun I, what it is replaced in sentence 1? Nothing. What replaces the pronoun? her? Word " school" from the first sentence. We conclude: connection using a personal pronoun her.

There are three pronouns in the third sentence: they are somehow mine. The second is connected only by a pronoun They(=floors from the second sentence). Rest do not correlate in any way with the words of the second sentence and do not replace anything. Conclusion: the second sentence connects the third with the pronoun They.

What is the practical importance of understanding this method of communication? The fact is that pronouns can and should be used instead of nouns, adjectives and numerals. Use, but not abuse, since the abundance of words “he”, “his”, “their” sometimes leads to misunderstanding and confusion.

2. Adverb

Communication using adverbs is a connection, the features of which depend on the meaning of the adverb.

To see such a connection, you need to know what an adverb is and what categories of meaning there are.

Adverbs are unchangeable words that denote an action and refer to a verb.

Adverbs of the following meanings can be used as means of communication:

Time and space: below, on the left, next to, at the beginning, long ago and the like.

Example sentences: We got to work. At the beginning it was hard: I couldn’t work as a team, I had no ideas. After got involved, felt their strength and even got excited.note: Sentences 2 and 3 are related to sentence 1 using the indicated adverbs. This type of connection is called parallel connection.

We climbed to the very top of the mountain. Around There were only the treetops of us. Near The clouds floated with us. A similar example of a parallel connection: 2 and 3 are connected to 1 using the indicated adverbs.

Demonstrative adverbs. (They are sometimes called pronominal adverbs, since they do not name how or where the action takes place, but only point to it): there, here, there, then, from there, because, so and the like.

Example sentences: Last summer I was on holiday in one of the sanatoriums in Belarus. From there It was almost impossible to make a call, let alone surf the Internet. The adverb “from there” replaces the whole phrase.

Life went on as usual: I studied, my mother and father worked, my sister got married and left with her husband. So three years have passed. The adverb “so” summarizes the entire content of the previous sentence.

It is possible to use other categories of adverbs, for example, negative: B school and university I didn’t have good relationships with my peers. Yes and nowhere did not fold; however, I didn’t suffer from this, I had a family, I had brothers, they replaced my friends.

3. Union

Communication using conjunctions is the most common type of connection, thanks to which various relationships arise between sentences related to the meaning of the conjunction.

Communication using coordinating conjunctions: but, and, and, but, also, or, however and others. The assignment may or may not indicate the type of union. Therefore, the material on alliances should be repeated.

More details about coordinating conjunctions are described in a special section.

Example sentences: By the end of the day off we were incredibly tired. But the mood was amazing! Communication using the adversative conjunction “but”.

It's always been like this... Or that's how it seemed to me...Connection using the disjunctive conjunction “or”.

We draw attention to the fact that very rarely only one conjunction is involved in the formation of a connection: as a rule, lexical means of communication are used simultaneously.

Communication using subordinating conjunctions: because, so. A very atypical case, since subordinating conjunctions connect sentences within a complex sentence. In our opinion, with such a connection there is a deliberate break in the structure of a complex sentence.

Example sentences: I was in complete despair... For I didn’t know what to do, where to go and, most importantly, who to turn to for help. The conjunction for has the meaning because, because, indicates the reason for the hero’s condition.

I didn’t pass the exams, I didn’t go to college, I couldn’t ask for help from my parents and I wouldn’t do it. So There was only one thing left to do: find a job. The conjunction “so” has the meaning of consequence.

4. Particles

Particle Communication always accompanies other types of communication.

Particles after all, and only, here, there, only, even, same add additional shades to the proposal.

Example sentences: Call your parents, talk to them. After all It's so simple and at the same time difficult - to love....

Everyone in the house was already asleep. AND only Grandma muttered quietly: she always read prayers before going to bed, asking the heavenly forces for a better life for us.

After my husband left, my soul became empty and my house deserted. Even the cat, who usually rushed like a meteor around the apartment, just yawns sleepily and keeps trying to climb into my arms. Here whose arms would I lean on...Please note that connecting particles come at the beginning of the sentence.

5. Word forms

Communication using word form is that in adjacent sentences the same word is used in different

if this noun - number and case
If adjective - gender, number and case
If pronoun - gender, number and case depending on the category
If verb in person (gender), number, tense

Verbs and participles, verbs and gerunds are considered different words.

Example sentences: Noise gradually increased. From this growing noise I felt uneasy.

I knew my son captain. With myself captain fate did not bring me together, but I knew that it was only a matter of time.

note: the assignment may say “word forms”, and then it is ONE word in different forms;

“forms of words” - and these are already two words repeated in adjacent sentences.

There is a particular difficulty in the difference between word forms and lexical repetition.

Information for teachers.

Let's consider as an example the most difficult task of the real Unified State Exam 2016. Here is the full fragment published on the FIPI website in the “Guidelines for Teachers (2016)”

Difficulties for examinees in completing task 23 were caused by cases where the task condition required distinguishing between the form of a word and lexical repetition as a means of connecting sentences in the text. In these cases, when analyzing language material, students should pay attention to the fact that lexical repetition involves the repetition of a lexical unit with a special stylistic task.

Here is the condition of task 23 and a fragment of the text of one of the versions of the Unified State Exam 2016:

“Among sentences 8–18, find one that is related to the previous one using lexical repetition. Write the number of this offer."

Below is the beginning of the text given for analysis.

- (7) What kind of an artist are you when you don’t love your native land, eccentric!

(8) Maybe that’s why Berg wasn’t good at landscapes. (9) He preferred a portrait, a poster. (10) He tried to find the style of his time, but these attempts were full of failures and ambiguities.

(11) One day Berg received a letter from the artist Yartsev. (12) He called him to come to the Murom forests, where he spent the summer.

(13) August was hot and windless. (14) Yartsev lived far from a deserted station, in the forest, on the shore of a deep lake with black water. (15) He rented a hut from a forester. (16) Berg was driven to the lake by the forester’s son Vanya Zotov, a stooped and shy boy. (17) Berg lived on the lake for about a month. (18) He was not going to work and did not take oil paints with him.

Proposition 15 is related to Proposition 14 by personal pronoun "He"(Yartsev).

Proposition 16 is related to Proposition 15 by word forms "forester": prepositional case form, controlled by a verb, and non-prepositional form, controlled by a noun. These word forms express different meanings: the meaning of object and the meaning of belonging, and the use of the word forms in question does not carry a stylistic load.

Proposition 17 is related to sentence 16 by word forms (“on the lake - to the lake”; "Berga - Berg").

Proposition 18 is related to the previous one by personal pronoun "he"(Berg).

The correct answer in task 23 of this option is 10. It is sentence 10 of the text that is connected with the previous one (sentence 9) using lexical repetition (the word “he”).

It should be noted that there is no consensus among the authors of various manuals, What is considered a lexical repetition - the same word in different cases (persons, numbers) or in the same one. The authors of the books of the publishing house “National Education”, “Exam”, “Legion” (authors Tsybulko I.P., Vasilyev I.P., Gosteva Yu.N., Senina N.A.) do not give a single example in which the words in various forms would be considered lexical repetition.

At the same time, very complex cases in which words in different cases have the same form are treated differently in the manuals. The author of the books N.A. Senina sees this as a form of the word. I.P. Tsybulko (based on materials from a 2017 book) sees lexical repetition. So, in sentences like I saw the sea in a dream. The sea was calling me the word “sea” has different cases, but at the same time it undoubtedly has the same stylistic task that I.P. writes about. Tsybulko. Without delving into the linguistic solution to this issue, we will outline the position of RESHUEGE and give recommendations.

1. All obviously non-matching forms are word forms, not lexical repetition. Please note that we are talking about the same linguistic phenomenon as in task 24. And in 24, lexical repetitions are only repeated words in the same forms.

2. There will be no matching forms in the tasks on RESHUEGE: if the linguist specialists themselves cannot figure it out, then school graduates cannot do it.

3. If you come across tasks with similar difficulties during the exam, we look at those additional means of communication that will help you make your choice. After all, the compilers of KIMs may have their own, separate opinion. Unfortunately, this may be the case.

23.3 Syntactic means.

Introductory words

Communication with the help of introductory words accompanies and complements any other connection, adding shades of meaning characteristic of introductory words.

Of course, you need to know which words are introductory.

He was hired. Unfortunately, Anton was too ambitious. On the one side, the company needed such individuals, on the other hand, he was not inferior to anyone or anything, if something was, as he said, below his level.

Let us give examples of the definition of means of communication in a short text.

(1) We met Masha several months ago. (2) My parents had not seen her yet, but did not insist on meeting her. (3) It seemed that she also did not strive for rapprochement, which upset me somewhat.

Let's determine how the sentences in this text are connected.

Sentence 2 is related to sentence 1 using a personal pronoun her, which replaces the name Masha in sentence 1.

Sentence 3 is related to sentence 2 using word forms she her: “she” is a nominative case form, “her” is a genitive case form.

In addition, sentence 3 also has other means of communication: it is a conjunction Same, introductory word it seemed, series of synonymous constructions didn't insist on getting to know each other And didn't try to get closer.

Inga Markarova (Moscow) 15.09.2015 00:54

Sorry, why is 41 sentences not suitable?

Firstly, there is a union (or)

Secondly, the particle(s)

Third, personal pronoun(s)

All the conditions are in both proposals.

Tatyana Yudina

Inga, you are making a grave mistake...Is this how you can search for the necessary conjunctions, or particles, or pronouns?

The presence of the specified words in a sentence does not automatically mean that it is these words that connect the sentence with the previous one. Look here. Sentence 38. “But it was possible - forever and irreparably - to miss her." With her = the music from sentence 37. There is no such connection between 40 and 41... This is the first thing.

Second. The particle -something will never connect anything, since it is always attached to a pronoun.

“The author of the text talks very emotionally about his introduction to art, to real music. The author’s living feeling is conveyed by the following techniques: (A) _______ (“bored, languished, tormented” in sentence 23), (B) _______ (sentences 21-22). Trope (B) _______ (“the fire of creativity” in sentence 2), as well as a lexical device - (D) _______ (“sooner or later” in sentence 5) the author’s intonation of the text.”

List of terms:

1) question-and-answer form of presentation

2) metaphor

3) gradation

4) phraseology

5) parcellation

6) lexical repetition

7) opposition

8) epithets

9) contextual synonyms

Write down the numbers in your answer, arranging them in the order corresponding to the letters:

A	B	IN	G

Explanation (see also Rule below).

“The author of the text talks very emotionally about his introduction to art, to real music. The author’s living feeling is conveyed by the following techniques: (A) GRADATION (“bored, languished, tormented” in sentence 23), (B) PARCELLATION (sentences 21-22). Trope (B) METAPHOR (“fire of creativity” in sentence 2), as well as a lexical device - (D) PHRASEOLOGISM author’s intonation of the text.”

3) GRADATION - arrangement of a number of expressions relating to one subject, in a sequential order of increasing or decreasing) semantic or emotional significance of the members of the series.

5) PARTELLATION - the deliberate division of a text connected intonationally and in writing into several punctuationally independent segments.

2) METAPHOR is a hidden comparison.

4) PHRASEOLOGISM is a stable phrase, extracted from our memory in ready-made form and having an indivisible meaning.

Answer: 3524.

Answer: 3524

Rule: Task 26. Language means of expression

ANALYSIS OF MEANS OF EXPRESSION.

The purpose of the task is to determine the means of expression used in the review by establishing correspondence between the gaps indicated by letters in the text of the review and the numbers with definitions. You need to write matches only in the order in which the letters appear in the text. If you do not know what is hidden under a particular letter, you must put “0” in place of this number. You can get from 1 to 4 points for the task.

When completing task 26, you should remember that you are filling in the gaps in the review, i.e. restore the text, and with it semantic and grammatical connection. Therefore, an analysis of the review itself can often serve as an additional clue: various adjectives of one kind or another, predicates consistent with the omissions, etc. It will make it easier to complete the task by dividing the list of terms into two groups: the first includes terms based on the meaning of the word, the second - the structure of the sentence. You can carry out this division, knowing that all means are divided into TWO large groups: the first includes lexical (non-special means) and tropes; secondly, figures of speech (some of them are called syntactic).

26.1 TROPIC WORD OR EXPRESSION USED IN A FIGUREABLE MEANING TO CREATE AN ARTISTIC IMAGE AND ACHIEVE GREATER EXPRESSIVENESS. Tropes include such techniques as epithet, comparison, personification, metaphor, metonymy, sometimes they include hyperbole and litotes.

Note: The assignment usually states that these are TRAILS.

In the review, examples of tropes are indicated in parentheses, like a phrase.

1.Epithet(in translation from Greek - application, addition) - this is a figurative definition that marks an essential feature for a given context in the depicted phenomenon. The epithet differs from a simple definition in its artistic expressiveness and imagery. The epithet is based on a hidden comparison.

Epithets include all “colorful” definitions that are most often expressed adjectives:

sad orphaned land(F.I. Tyutchev), gray fog, lemon light, silent peace(I.A. Bunin).

Epithets can also be expressed:

-nouns, acting as applications or predicates, giving a figurative characteristic of the subject: winter sorceress; mother is the damp earth; The poet is a lyre, and not just the nanny of his soul(M. Gorky);

-adverbs, acting as circumstances: In the wild north stands alone...(M. Yu. Lermontov); The leaves were tensely stretched downwind (K. G. Paustovsky);

-participles: waves rush thundering and sparkling;

-pronouns, expressing the superlative degree of a particular state of the human soul:

After all, there were fighting fights, Yes, they say, still which! (M. Yu. Lermontov);

-participles and participial phrases: Nightingales in vocabulary rumbling announce the forest limits (B. L. Pasternak); I also admit the appearance of... greyhound writers who cannot prove where they spent the night yesterday, and who have no other words in their language except the words not remembering kinship(M. E. Saltykov-Shchedrin).

2. Comparison is a visual technique based on the comparison of one phenomenon or concept with another. Unlike metaphor, comparison is always binary: it names both compared objects (phenomena, characteristics, actions).

The villages are burning, they have no protection.

The sons of the fatherland are defeated by the enemy,

And the glow like an eternal meteor,

Playing in the clouds frightens the eye. (M. Yu. Lermontov)

Comparisons are expressed in various ways:

Instrumental case form of nouns:

Nightingale vagrant Youth flew by,

Wave in bad weather Joy fades away (A.V. Koltsov)

Comparative form of an adjective or adverb: These eyes greener sea and our cypresses darker(A. Akhmatova);

Comparative phrases with conjunctions like, as if, as if, etc.:

Like a predatory beast, to the humble abode

The winner breaks in with bayonets... (M. Yu. Lermontov);

Using the words similar, similar, this is:

On the eyes of a cautious cat

Similar your eyes (A. Akhmatova);

Using comparative clauses:

Golden leaves swirled

In the pinkish water of the pond,

Like a light flock of butterflies

Flies breathlessly towards a star. (S. A. Yesenin)

3.Metaphor(in translation from Greek - transfer) is a word or expression that is used in a figurative meaning based on the similarity of two objects or phenomena for some reason. Unlike a comparison, which contains both what is being compared and what is being compared with, a metaphor contains only the second, which creates compactness and figurativeness in the use of the word. A metaphor can be based on the similarity of objects in shape, color, volume, purpose, sensations, etc.: a waterfall of stars, an avalanche of letters, a wall of fire, an abyss of grief, a pearl of poetry, a spark of love and etc.

All metaphors are divided into two groups:

1) general language(“erased”): golden hands, a storm in a teacup, moving mountains, strings of the soul, love has faded;

2) artistic(individual author’s, poetic):

And the stars fade diamond thrill

IN painless cold dawn (M. Voloshin);

Empty skies transparent glass (A. Akhmatova);

AND blue, bottomless eyes

They bloom on the far shore. (A. A. Blok)

Metaphor happens not just single: it can develop in the text, forming entire chains of figurative expressions, in many cases - covering, as if permeating the entire text. This extended, complex metaphor, a complete artistic image.

4. Personification- this is a type of metaphor based on the transfer of signs of a living being to natural phenomena, objects and concepts. Most often, personifications are used to describe nature:

Rolling through the sleepy valleys, the sleepy mists lay down, And only the sound of a horse's tramp is lost in the distance. The autumn day has faded, turning pale, with the fragrant leaves curled up, and the half-withered flowers are enjoying dreamless sleep.. (M. Yu. Lermontov)

5. Metonymy(translated from Greek - renaming) is the transfer of a name from one object to another based on their contiguity. Adjacency can be a manifestation of connection:

Between action and the instrument of action: Their villages and fields for a violent raid He doomed to swords and fires(A.S. Pushkin);

Between an object and the material from which the object is made: ... or on silver, I ate on gold(A. S. Griboyedov);

Between a place and the people in that place: The city was noisy, flags crackled, wet roses fell from the bowls of flower girls... (Yu. K. Olesha)

6. Synecdoche(in translation from Greek - correlation) - this a type of metonymy, based on the transfer of meaning from one phenomenon to another based on the quantitative relationship between them. Most often, transfer occurs:

From less to more: Even a bird does not fly to him, And a tiger does not come... (A.S. Pushkin);

From part to whole: Beard, why are you still silent?(A.P. Chekhov)

7. Periphrase, or periphrasis(translated from Greek - a descriptive expression) is a phrase that is used instead of any word or phrase. For example, Petersburg in verse

A. S. Pushkin - “Peter’s Creation”, “Beauty and Wonder of the Full Countries”, “The City of Petrov”; A. A. Blok in the poems of M. I. Tsvetaeva - “a knight without reproach”, “blue-eyed snow singer”, “snow swan”, “almighty of my soul”.

8.Hyperbole(translated from Greek - exaggeration) is a figurative expression containing an exorbitant exaggeration of any attribute of an object, phenomenon, action: A rare bird will fly to the middle of the Dnieper(N.V. Gogol)

And at that very moment there were couriers, couriers, couriers on the streets... can you imagine, thirty five thousands only couriers! (N.V. Gogol).

9. Litota(translated from Greek - smallness, moderation) is a figurative expression containing an exorbitant understatement of any attribute of an object, phenomenon, action: What tiny cows! There is, right, less than a pinhead.(I. A. Krylov)

And walking importantly, in decorous calm, the horse is led by the bridle by a peasant in large boots, in a short sheepskin coat, in large mittens... and from the nails myself!(N.A. Nekrasov)

10. Irony(in translation from Greek - pretense) is the use of a word or statement in a sense opposite to the direct one. Irony is a type of allegory in which mockery is hidden behind an outwardly positive assessment: Why, smart one, are you delirious, head?(I. A. Krylov)

26.2 “NON-SPECIAL” LEXICAL VISUATIVE AND EXPRESSIVE MEANS OF LANGUAGE

Note: In assignments it is sometimes indicated that this is a lexical device. Typically, in a review of task 24, an example of a lexical device is given in parentheses, either as a single word or as a phrase in which one of the words is in italics. Please note: these are the products most often needed find in task 22!

11. Synonyms, i.e. words of the same part of speech, different in sound, but identical or similar in lexical meaning and differing from each other either in shades of meaning or stylistic coloring ( brave - brave, run - rush, eyes(neutral) - eyes(poet.)), have great expressive power.

Synonyms can be contextual.

12. Antonyms, i.e. words of the same part of speech, opposite in meaning ( truth - lie, good - evil, disgusting - wonderful), also have great expressive capabilities.

Antonyms can be contextual, that is, they become antonyms only in a given context.

Lies happen good or evil,

Compassionate or merciless,

Lies happen dexterous and awkward,

Prudent and reckless,

Intoxicating and joyless.

13. Phraseologisms as a means of linguistic expression

Phraseologisms (phraseological expressions, idioms), i.e. phrases and sentences reproduced in ready-made form, in which the integral meaning dominates the meanings of their constituent components and is not a simple sum of such meanings ( get into trouble, be in seventh heaven, bone of contention), have great expressive capabilities. The expressiveness of phraseological units is determined by:

1) their vivid imagery, including mythological ( the cat cried like a squirrel in a wheel, Ariadne's thread, sword of Damocles, Achilles heel);

2) the classification of many of them: a) to the category of high ( the voice of one crying in the wilderness, sink into oblivion) or reduced (colloquial, colloquial: like a fish in water, neither sleep nor spirit, lead by the nose, lather your neck, hang your ears); b) to the category of linguistic means with a positive emotional-expressive connotation ( to store like the apple of your eye - trade.) or with a negative emotional-expressive coloring (without the king in the head - disapproved, small fry - disdained, worthless - despised.).

14. Stylistically colored vocabulary

To enhance expressiveness in the text, all categories of stylistically colored vocabulary can be used:

1) emotional-expressive (evaluative) vocabulary, including:

a) words with a positive emotional-expressive assessment: solemn, sublime (including Old Slavonicisms): inspiration, future, fatherland, aspirations, hidden, unshakable; sublimely poetic: serene, radiant, enchantment, azure; approving: noble, outstanding, amazing, brave; endearments: sunshine, darling, daughter

b) words with a negative emotional-expressive assessment: disapproving: speculation, bickering, nonsense; dismissive: upstart, hustler; contemptuous: dunce, crammer, scribbling; abusive/

2) functionally and stylistically colored vocabulary, including:

a) book: scientific (terms: alliteration, cosine, interference); official business: the undersigned, report; journalistic: report, interview; artistic and poetic: azure, eyes, cheeks

b) colloquial (everyday): dad, boy, braggart, healthy

15. Vocabulary of limited use

To enhance expressiveness in the text, all categories of vocabulary of limited use can also be used, including:

Dialectal vocabulary (words that are used by residents of a particular area: kochet - rooster, veksha - squirrel);

Colloquial vocabulary (words with a pronounced reduced stylistic connotation: familiar, rude, dismissive, abusive, located on the border or outside the literary norm: beggar, drunkard, cracker, trash talker);

Professional vocabulary (words that are used in professional speech and are not included in the system of general literary language: galley - in the speech of sailors, duck - in the speech of journalists, window - in the speech of teachers);

Slang vocabulary (words characteristic of youth slang: party, frills, cool; computer: brains - computer memory, keyboard - keyboard; soldier: demobilization, scoop, perfume; criminal jargon: bro, raspberry);

The vocabulary is outdated (historicisms are words that have fallen out of use due to the disappearance of the objects or phenomena they denote: boyar, oprichnina, horse-drawn horse; archaisms are outdated words naming objects and concepts for which new names have appeared in the language: forehead - forehead, sail - sail); - new vocabulary (neologisms - words that have recently entered the language and have not yet lost their novelty: blog, slogan, teenager).

26.3 FIGURES (RHETORICAL FIGURES, STYLISTIC FIGURES, FIGURES OF SPEECH) ARE STYLISTIC DEVICES based on special combinations of words that go beyond the scope of normal practical use, and aimed at enhancing the expressiveness and figurativeness of the text. The main figures of speech include: rhetorical question, rhetorical exclamation, rhetorical appeal, repetition, syntactic parallelism, polyunion, non-union, ellipsis, inversion, parcellation, antithesis, gradation, oxymoron. Unlike lexical means, this is the level of a sentence or several sentences.

Note: In the tasks there is no clear definition format indicating these means: they are called syntactic means, and a technique, and simply a means of expressiveness, and a figure. In task 24, the figure of speech is indicated by the number of the sentence given in brackets.

16.Rhetorical question is a figure that contains a statement in the form of a question. A rhetorical question does not require an answer; it is used to enhance the emotionality, expressiveness of speech, and to attract the reader’s attention to a particular phenomenon:

Why did he give his hand to insignificant slanderers, Why did he believe false words and caresses, He who comprehended people from a young age?.. (M. Yu. Lermontov);

17.Rhetorical exclamation is a figure that contains a statement in the form of an exclamation. Rhetorical exclamations enhance the expression of certain feelings in a message; they are usually distinguished not only by special emotionality, but also by solemnity and elation:

That was on the morning of our years - Oh happiness! oh tears! O forest! oh life! oh sunshine! O fresh spirit of birch. (A.K. Tolstoy);

Alas! The proud country bowed to the power of a stranger. (M. Yu. Lermontov)

18.Rhetorical appeal- this is a stylistic figure consisting of an emphasized appeal to someone or something to enhance the expressiveness of speech. It serves not so much to name the addressee of the speech, but rather to express the attitude towards what is said in the text. Rhetorical appeals can create solemnity and pathosity of speech, express joy, regret and other shades of mood and emotional state:

My friends! Our union is wonderful. He, like the soul, is uncontrollable and eternal (A.S. Pushkin);

Oh, deep night! Oh, cold autumn! Mute! (K. D. Balmont)

19.Repetition (positional-lexical repetition, lexical repetition)- this is a stylistic figure consisting of the repetition of any member of a sentence (word), part of a sentence or a whole sentence, several sentences, stanzas in order to attract special attention to them.

Types of repetition are anaphora, epiphora and pickup.

Anaphora(translated from Greek - ascent, rise), or unity of beginning, is the repetition of a word or group of words at the beginning of lines, stanzas or sentences:

Lazy the hazy noon breathes,

Lazy the river is rolling.

And in the fiery and pure firmament

Clouds are melting lazily (F.I. Tyutchev);

Epiphora(translated from Greek - addition, final sentence of a period) is the repetition of words or groups of words at the end of lines, stanzas or sentences:

Although man is not eternal,

That which is eternal - humanely.

What is a day or an age?

Before what is infinite?

Although man is not eternal,

That which is eternal - humanely(A. A. Fet);

They got a loaf of light bread - joy!

Today the film is good in the club - joy!

A two-volume edition of Paustovsky was brought to the bookstore. joy!(A.I. Solzhenitsyn)

Pickup- this is a repetition of any segment of speech (sentence, poetic line) at the beginning of the corresponding segment of speech following it:

He fell down on the cold snow,

On the cold snow, like a pine tree,

Like a pine tree in a damp forest (M. Yu. Lermontov);

20. Parallelism (syntactic parallelism)(in translation from Greek - walking next to) - identical or similar construction of adjacent parts of the text: adjacent sentences, poetic lines, stanzas, which, when correlated, create a single image:

I look at the future with fear,

I look at the past with longing... (M. Yu. Lermontov);

I was a ringing string for you,

I was your blooming spring,

But you didn't want flowers

And you didn't hear the words? (K. D. Balmont)

Often using antithesis: What is he looking for in a distant land? What did he throw in his native land?(M. Lermontov); Not the country is for business, but business is for the country (from the newspaper).

21. Inversion(translated from Greek - rearrangement, inversion) is a change in the usual order of words in a sentence in order to emphasize the semantic significance of any element of the text (word, sentence), giving the phrase a special stylistic coloring: solemn, high-sounding or, conversely, colloquial, somewhat reduced characteristics. The following combinations are considered inverted in Russian:

The agreed definition comes after the word being defined: I’m sitting behind bars in dungeon dank(M. Yu. Lermontov); But there were no swells running through this sea; the stuffy air did not flow: it was brewing great thunderstorm(I. S. Turgenev);

Additions and circumstances expressed by nouns come before the word to which they relate: Hours of monotonous battle(monotonous clock strike);

22.Parcellation(in translation from French - particle) - a stylistic device that consists in dividing a single syntactic structure of a sentence into several intonational and semantic units - phrases. At the point where the sentence is divided, a period, exclamation and question marks, and an ellipsis can be used. In the morning, bright as a splint. Scary. Long. Ratnym. The rifle regiment was defeated. Our. In an unequal battle(R. Rozhdestvensky); Why isn't anyone outraged? Education and healthcare! The most important areas of society! Not mentioned in this document at all(From newspapers); The state needs to remember the main thing: its citizens are not individuals. And people. (From newspapers)

23. Non-union and multi-union- syntactic figures based on deliberate omission, or, conversely, deliberate repetition of conjunctions. In the first case, when omitting conjunctions, speech becomes condensed, compact, and dynamic. The actions and events depicted here quickly, instantly unfold, replacing each other:

Swede, Russian - stabs, chops, cuts.

Drumming, clicks, grinding.

The thunder of guns, stomping, neighing, groaning,

And death and hell on all sides. (A.S. Pushkin)

When multi-union speech, on the contrary, slows down, pauses and repeated conjunctions highlight words, expressively emphasizing their semantic significance:

But And grandson, And great-grandson, And great-great-grandson

They grow in me while I grow... (P.G. Antokolsky)

24.Period- a long, polynomial sentence or a very common simple sentence, which is distinguished by completeness, unity of topic and intonational division into two parts. In the first part, the syntactic repetition of the same type of subordinate clauses (or members of the sentence) occurs with an increasing increase in intonation, then there is a significant pause separating it, and in the second part, where the conclusion is given, the tone of voice noticeably decreases. This intonation design forms a kind of circle:

If I wanted to limit my life to the home circle, / When a pleasant lot ordered me to be a father, a husband, / If I were captivated by the family picture for even a single moment, then it’s true that I wouldn’t look for another bride besides you. (A.S. Pushkin)

25.Antithesis or opposition(in translation from Greek - opposition) is a turn in which opposing concepts, positions, images are sharply contrasted. To create an antithesis, antonyms are usually used - general linguistic and contextual:

You are rich, I am very poor, You are a prose writer, I am a poet(A.S. Pushkin);

Yesterday I looked into your eyes,

And now everything is looking sideways,

Yesterday I was sitting before the birds,

All larks these days are crows!

I'm stupid and you're smart

Alive, but I'm dumbfounded.

O cry of women of all times:

“My dear, what have I done to you?” (M. I. Tsvetaeva)

26.Gradation(in translation from Latin - gradual increase, strengthening) - a technique consisting in the sequential arrangement of words, expressions, tropes (epithets, metaphors, comparisons) in order of strengthening (increasing) or weakening (decreasing) of a characteristic. Increasing gradation usually used to enhance the imagery, emotional expressiveness and impact of the text:

I called you, but you didn’t look back, I shed tears, but you didn’t condescend(A. A. Blok);

Glowed, burned, shone huge blue eyes. (V. A. Soloukhin)

Descending gradation is used less frequently and usually serves to enhance the semantic content of the text and create imagery:

He brought mortal resin

Yes, a branch with withered leaves. (A.S. Pushkin)

27.Oxymoron(translated from Greek - witty-stupid) is a stylistic figure in which usually incompatible concepts are combined, usually contradicting each other ( bitter joy, ringing silence and so on.); at the same time, a new meaning is obtained, and the speech acquires special expressiveness: From that hour began for Ilya sweet torment, lightly scorching the soul (I. S. Shmelev);

Eat joyful melancholy in the red of dawn (S. A. Yesenin);

But their ugly beauty I soon comprehended the mystery. (M. Yu. Lermontov)

28. Allegory– allegory, transmission of an abstract concept through a concrete image: Foxes and wolves must win(cunning, malice, greed).

29.Default- a deliberate break in the statement, conveying the emotion of the speech and suggesting that the reader will guess what was unspoken: But I wanted... Perhaps you...

In addition to the above syntactic means of expressiveness, the tests also contain the following:

-exclamation sentences;

- dialogue, hidden dialogue;

-question-and-answer form of presentation a form of presentation in which questions and answers to questions alternate;

-rows of homogeneous members;

-citation;

-introductory words and constructions

-Incomplete sentences– sentences in which any member is missing that is necessary for completeness of structure and meaning. Missing sentence members can be restored and contextualized.

Including ellipsis, that is, omission of the predicate.

These concepts are covered in the school syntax course. That is probably why these means of expression are most often called syntactic in reviews.

Write an essay based on the text you read.

Formulate one of the problems posed by the author of the text.

Comment on the formulated problem. Include in your comment two illustrative examples from the text you read that you think are important for understanding the problem in the source text (avoid excessive quoting). Explain the meaning of each example and indicate the semantic connection between them.

The volume of the essay is at least 150 words.

Work written without reference to the text read (not based on this text) is not graded. If the essay is a retelling or a complete rewrite of the original text without any comments, then such work is graded 0 points.

Write an essay carefully, legible handwriting.

Explanation.

Problems:

1. The problem of true and false.

2. The problem of spiritual impoverishment, loss of interest in culture.

1. Any task is conquered by those who make the effort. These efforts are sure to bear fruit.

2. What is valuable is not the one who is interested in culture, paying tribute to fashion or to please his own ambitions, but the one who is sincerely interested in cultural heritage and enjoys getting to know the new, unknown, and beautiful.

Explanation.

A phraseological unit is a stable phrase that is extracted from our memory in ready-made form and has an indivisible meaning.

In the indicated sentence the phraseological unit is WASHED WITH YOUR HAND.

Answer: waved his hand.

Answer: wave your hand|wave your hand|don’t wave your hand|don’t wave your hand

Relevance: 2016-2017

Difficulty: normal

Codifier section: Lexical meaning of the word

Based on the text, social science knowledge, and your own social experience, give two arguments why a person needs to be introduced to art.
E. A. Maimin in his book for high school students “Art thinks in images” (Maimin E. A. Art thinks in images. M., 1977) writes: “The discoveries that we make with the help of art are not only living and impressive, but also good discoveries. Knowledge of reality that comes through art is knowledge warmed by human feeling and sympathy. This property of art makes it a social phenomenon of immeasurable moral significance.” Leo Tolstoy spoke about the “unifying principle” of art and attached paramount importance to this quality. Thanks to its figurative form, art in the best way introduces a person to humanity: it makes us treat other people's pain and joy with great attention and understanding.
But understanding works of art is far from easy. How to learn to understand art? How to improve this understanding in yourself? What qualities do you need to have for this?
Sincerity in relation to art is the first condition for understanding it, but the first condition is not everything. To understand art, you also need knowledge. Factual information on the history of art, on the history of the monument and biographical information about its creator helps the aesthetic perception of art, leaving it free. They do not force the reader, viewer or listener to a certain assessment or a certain attitude towards a work of art, but, as if “commenting” on it, they facilitate understanding.
Factual information is needed, first of all, so that the perception of a work of art takes place in a historical perspective and is permeated with historicism, since the aesthetic attitude towards a monument is always historical.
Always, in order to understand works of art, you need to know the conditions of creativity, the goals of creativity, the personality of the artist and the era. Art cannot be caught with bare hands. The viewer, listener, reader must be “armed” - armed with knowledge, information. That is why introductory articles, commentaries, and generally works on art, literature, and music are so important.
Folk art teaches us to understand the conventions of art. Why is this so? Why, after all, does folk art serve as this initial and best teacher? Because folk art embodies the experience of thousands of years. Customs are created for a reason. They are also the result of centuries of selection for their expediency, and the art of the people is a result of selection for beauty. This does not mean that traditional forms are always the best and should always be followed. We must strive for something new, for artistic discoveries.

(traditional forms were also discoveries in their time), but the new should be created taking into account the old, traditional, as a result, and not as a cancellation of the old and accumulated. Folk art not only teaches, but is also the basis of many modern works of art.
(D.S. Likhachev)

Art... Perhaps this is the most important indicator of the level of development of society. What does every person need to understand the author’s intention?

How much attention should be paid to detailed independent study of art? It is this problem that S. Lvov is thinking about.

The issue of the need for self-development in art is very relevant, since in our time many young people ignore the great cultural heritage.

This problem is social and philosophical. This conclusion can be drawn due to the fact that art exists

Only in society, and it is through creativity that people try to understand the world. The problem raised is examined through the example of the lives of students at the Institute of History, Philosophy and Literature, who were engaged in self-development.

The author draws attention to the fact that young people received most of their knowledge about art of their own free will, voluntarily attending theaters and literary evenings. S. Lvov notes with disappointment that sometimes a person may feel awkward when talking about a certain type of creativity due to ignorance. However, the author argues that one should not immediately give up when faced with something incomprehensible: by devoting attention and time to one or another type of art, you can learn it on your own.

My position is confirmed by the experience of fiction. Many writers have raised this topic in their works. For example, in R. Bradbury’s book “Faringate 451” art is completely erased from the life of society, but some heroes, thanks to books, have the opportunity to get acquainted with great works on their own.

This is also mentioned in M. Vladi’s work “Vladimir, or Interrupted Flight.” Vysotsky and his wife spent their entire lives visiting exhibitions, museums, concerts, and getting acquainted with art from all over the world.

Thus, in order to study and understand the work of musicians, writers, artists, it is necessary to apply maximum effort and attention. Self-education in art is necessary, because it is through knowledge of culture that a person enriches his inner world.

(1 votes, average: 5.00 out of 5)

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Genuine art has the ability to depict reality, comprehend it figuratively, transform it into a part of spiritual culture, or into a source of knowledge of the world. This is a process through which the inner world of a person is expressed. Real art plays the role of a textbook of Life, and a tool through which a person strives to achieve perfection. K. G. Paustovsky in his work examines the topic of painting and paintings written […]...
Professor Olga Borisovna Sirotinina began searching for an answer to the question regarding what kind of speech can claim to be good. Being a scientist and doctor of philological sciences, she took responsibility for solving the problem of finding criteria by which oral speech is assessed. People tend to evaluate speech differently. Some people regard it as rude and aggressive, others […]...
The past is the beginning of everything present: traditions and customs observed by many generations of our ancestors. It is impossible for the future to happen without the past. What is our life filled with today? Each person has his own habits and adheres to his own principles. Each society has unique traditions and customs. All this has been going on for many years. For example, it is impossible to have a wedding without traditional matchmaking, or [...]
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The most amazing thing that human hands could create is presented in the form of art. Thanks to the fact that our ancestors had the ability to skillfully create masterpieces, we are fortunate today to experience admiration when looking at classical painting, and while reading the works of the great classics: poets and musicians. V. Nekrasov touched upon the topic of the direct influence of works of art on a person. In order to emphasize [...]
Alternatively, there is no point in raising the question regarding the most important form of art. Each type of art has its own attractive sides and characteristics that are capable of touching certain emotional strings of a person. There is one parable that is worth remembering when arguing about the best movie, book, picture or TV show. This is a parable - a story about a singer who […]
A person strives to emerge victorious from any situation. The taste of victory gives confidence and pleasure. Victories can be global and small, daily. Any victory makes us more resilient and stronger. Victory over our own fears and laziness is one of the most significant things in our lives. No one wants to experience defeat, although a person is not always able to gain the upper hand. But even from […]...
Art is presented in the form of all the most beautiful things that were created by human hands and minds. The magnificent natural world is endowed with miraculous beauty, which has impressed man at all times. Consequently, he, possessing talent, perpetuated the uniqueness of life’s moments. When you strive to embrace all the masterpieces with your mind and attention, it takes your breath away, because they were created by geniuses, and their descendants preserved and continued them. […]...
What influence does art, architecture, painting have on a person? How do people feel about cultural heritage? Can we understand what is inherent in works of art by their creators? It was the problem of man’s comprehension of beauty that attracted the attention of the author of this text. The problem raised by V. Soloukhin is very relevant in the modern world. The artist of words reflects on man's perception of art. He writes about […]...
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I believe that art is our gift. Moreover, the important thing is that this is a gift that we can give and that we can accept. Art is not just drawings, melodies or strange sculptures. Art conveys the inner world of a person, the wisdom of people, a piece of truth. A person who is even a little interested in art will always find something to talk about. And talk […]...
Art is a reflection of reality through the eyes of a creative person. Artistic images and sounds excite the soul and fill the heart with happiness. Real art distracts you from everyday life, takes you into the world of dreams and fantasies, and instills faith in miracles. The validity of these words can be supported by specific examples. Since ancient times, theater has delighted the viewer, excited and charged the soul with goodness. No wonder it is considered a temple of art. […]...
Lermontov, on the pages of the work “Hero of Our Time,” posed a question to the reader that many of us are puzzled by: what are the reasons for the most worthy, intelligent and energetic people of his time not finding a use for their talents and remarkable abilities, because because of this in the beginning people fade away in their lives. The writer answers this question by telling the life story of the main […]...
An old house can tell us about the past. He knows the past of other people. For example, the presence of broken toys and pieces of torn wallpaper in the monastery tells us that the house was once filled with children's laughter and voices. An old kitchen and dirty pots tend to remind one of the once good housewife who lived in the house... And thanks to dilapidated trees or dried grass […]...
Sacrificing one's personal interests in order to make the lives of others more prosperous is called self-sacrifice. Man is considered a highly organized being, familiar with such concepts as morality, compassion, kindness and altruism. It is these traits and spiritual qualities that are most often characteristic of a person who voluntarily sacrifices himself. The purpose of self-sacrifice is not all about human well-being. It may […]...
It is very difficult for a person to live with the knowledge that the entire company is out of step and only he, the ill-fated ensign, knows the truth. Especially if this “company” is the entire multi-million people. To remain outside the people was always more terrible for him than to remain outside the truth. That is why this bogeyman - “enemy of the people” - affected the soul of the Russian intellectual so […]...
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Can an artist depict the real feelings of a person who finds himself in war? V. Nekrasov reflects on this problem. Trying to attract the reader to think about this issue, the author of the text recalls his childhood feeling from viewing pictures that depicted the war, and compares these sensations with the real sensations experienced in the war. It was hard to tear yourself away from looking at the pictures in [...]
V. Kataev in his work describes a situation in which a venerable writer gives recommendations to a young aspiring author. After his meeting with I. Bunin, the author came to realize the truth that says that writing poetry should be done not when you see something unusual, but when you are lucky enough to notice something beautiful in everyday life. Exactly at […]...

Russian language

17 out of 24

(1) Introduction to art can take place in a spacious, specially built building, within four walls, or in the open air. (2) Whether the audience is showing another film, whether they are teaching a drama club, an amateur choir or a fine arts group - the fire of creativity must and can live in all this for a long time. (3) And whoever once puts his own efforts into one of these matters will be rewarded over time.
(4) Of course, art reveals itself more quickly and willingly to those who themselves give it strength, thought, time, and attention. (5) Sooner or later, everyone may feel that he is in an unequal position among his acquaintances and friends. (6) They, for example, are interested in music or painting, but for him they are books with seven seals. (7) The reaction to such a discovery is possible in different ways.
(8) When I became a student at the Institute of History, Philosophy and Literature, many things immediately connected me with my new comrades. (9) We seriously studied literature, history, and languages. (10) Many of us tried to write ourselves. (11) As if sensing how short our student life would be, we hurried to do as much as possible. (12) Not only did they listen to lectures in their courses, but also attended lectures given to senior students. (1Z) We made it to seminars for young prose writers and critics. (14) We tried not to miss theater premieres and literary evenings. (15) I don’t know how we managed to do everything, but we did. (16) I was accepted into their midst by students who were a year older than ours. (17) It was a most interesting company.
(18) I tried to keep up with her, and I succeeded. (19)3a with one exception. (20) My new comrades were passionately interested in music. (21) One of us had a great rarity for those times: a radio with a device for turning records - there were no long-playing records yet - which made it possible to listen to an entire symphony, concert or opera without interruptions. (22) And a collection of chamber, opera and symphonic music.
(23) When this indispensable part of our evening began, my comrades listened and enjoyed, but I was bored, languid, tormented: I did not understand music, and it did not bring me joy. (24) Of course, it was possible to pretend, pretend, give a proper expression to your face, and say after everyone: “Wonderful!”
(25) But it was not our custom to pretend, to portray feelings that we did not experience. (26) I huddled in a corner and suffered, feeling excluded from what meant so much to my comrades.
(27) I remember well how the turning point occurred. (28) In the winter of 1940, an author’s evening was announced for the then young D.D. Shostakovich - the first performance of his piano quintet. (29) Friends took a ticket for me too. (Z0) They presented it solemnly. (31) I realized: what is coming is an event!
(32) I will not claim that that evening I was immediately and forever cured of my immunity to music. (33) But a decisive and important turn took place. (34) How grateful I am to my friends from those long ago years that they didn’t give up and didn’t exclude me from listening to music - and there was no need to exclude me; with my youthfully vulnerable pride at that time, an ironic remark would have been enough to make me feel like I was among them , understanding and knowledgeable, superfluous. (35) This did not happen.
(36) Many years have passed. (37) For a long time now, serious music has been a necessity, a necessity, a happiness for me. (38) But it was possible - forever and irreparably - to miss her. (39) And destitute yourself.
(40) This did not happen. (41) Firstly, I did not take the pose of a person who, not understanding something, says out loud or mentally: “Well, don’t!” (42) And because I didn’t want to pretend, pretending that I understood when I was still very far from it. (43) And most of all - thanks to my friends. (44) It was not enough for them to enjoy themselves. (45) They wanted to include me in their understanding, in their joy.
(46) And they succeeded!

(According to S. Lvov)

Show full text

In the text proposed for analysis, Sergei Lvovich Lvov raises the problem of the influence of friends on a person’s life.

To attract readers' attention to the problem posed, the author tells the story of how his friends aroused his interest in music. S. L. Lvov did not understand music and was bored while his comrades listened and enjoyed. Then his friends gave him a ticket to the concert of D. D. Shostakovich. As a result of this event, the author's attitude towards music changed. The author is grateful to his comrades and notes that if it weren’t for his friends who “didn’t give up and exclude him from listening to music,” he could have “forever and irreparably missed out on music.”

The author's position regarding the problem raised is expressed clearly and unambiguously. Sergei Lvovich Lvov leads the reader to the conclusion that friends have an impact for a person's life. They can help in difficult times, and are also able to interest you in something new that was previously incomprehensible or boring.

To prove my point of view, I will give the following literary example. Mikhail Sholokhov in his work “The Fate of Man” showed that friends always try to help each other. When Andrei Sokolov hit a cow, he was

Criteria

1 of 1 K1 Formulation of source text problems
3 of 3 K2

MBOU "Kolontaevskaya secondary school"

Lgovsky district, Kursk region

Learning to analyze the results of task 25

(essays-reasonings)

in the Unified State Exam in Russian

Prepared by the teacher

Russian language and literature

P. Kolontaevka, 2016

Exercise 1.

Read the original text.

Original text.

(4) Of course, art reveals itself more quickly and willingly to those who themselves give it strength, thought, time, and attention. (5) Sooner or later, everyone may feel that he is in an unequal position among his acquaintances and friends. (6) They, for example, are interested in music or painting, but for him they are books with seven seals. (7) The reaction to such a discovery is possible in different ways.

(8) When I became a student at the Institute of History, Philosophy and Literature, many things immediately connected me with my new comrades. (9) We seriously studied literature, history, and languages. (10) Many of us tried to write ourselves. (11) As if sensing how short our student life would be, we hurried to do as much as possible. (12) Not only did they listen to lectures in their courses, but also attended lectures given to senior students. (1Z) We made it to seminars for young prose writers and critics. (14) We tried not to miss theater premieres and literary evenings. (15) I don’t know how we managed to do everything, but we did. (16) I was accepted into their midst by students who were a year older than ours. (17) It was a most interesting company.

(25) But it was not our custom to pretend, to portray feelings that we did not experience. (26) I huddled in a corner and suffered, feeling excluded from what meant so much to my comrades.

(27) I remember well how the turning point occurred. (28) In the winter of 1940, an author’s evening was announced for the then young D.D. Shostakovich - the first performance of his piano quintet. (29) Friends took a ticket for me too. (Z0) They presented it solemnly. (31) I realized: what is coming is an event!

(46) And they succeeded!

(According to S. Lvov)

2. Remember the wording of task 25.

Formulate and comment on one of the problems posed by the author of the text (avoid excessive quoting).

The volume of the essay is 150-300 words.

Work written without reference to the text read (not based on this text) is not graded.

If the essay is a retelling or completely rewritten of the original text, without any comments, then such work is scored zero points.

Write an essay carefully, legible handwriting.

3. Formulate “information about the text” yourself.

Main problems:

4.Read the student’s work carefully; On the right side of the margin, mark all types of errors found in the text.

What role does music play in a person's life? Exactly this problem

S.L. Lvov reflects in his text.

In this text, the narrator talks about how difficult it was for him to sit and

listen to music and have fun. But he did not give up and joined

music and his own patience and friends helped him in this.

D.D. Shostakovich, thanks to this an important and decisive

turn. This is what introduced him to music.

I completely share the point of view of S.L. Lvov. After all, at all times

music played an important role in people's lives.

Let us recall the story by V.G. Korolenko “The Blind Musician.” Through a simple

music by the groom Joachim Petrus, the hero of the story, deprived of sight since birth,

discovered the life of the people, the beauty of his native land, found agreement with himself

yourself and those around you. His eyes remained blind, but his soul was healed.

The hero of Gleb Mekhed's story “The Violinist” Ignatius Semenovich Muzov

a lonely man, an unsuccessful violinist who is trying to escape from prose

life in the world of music. In painful moments for him, he took out of the case

violin and was transported to “a world far from the chaos of life, lost in eternity

music, where wonderful and bright images lived."

In conclusion, I want to say that since ancient times man has created music

as something more than entertainment, and we are still discovering new things in the world

musical works. “Music is a popular need,” so he said

the great German composer and pianist L. Beethoven.

5. Using the assessment criteria table, evaluate the student's work step by step.

6. Check the correctness of your answer using the “Text Information” table.

Main problems:

The problem of comprehending works of art. (Who can comprehend works of art?)

The problem of self-education and self-education. (Who achieves success in self-education and self-education?)

The problem of the role of close people in the development of a person. (Can close people help a person comprehend real art?)

The problem of the role of music in human life. (What does music give people?)

Works of art are comprehended by the person who devotes “strength, thought, time, attention” to this comprehension.

Success in self-education and self-education is achieved by the person who is not disingenuous with himself, can honestly admit to himself that he does not understand something, and tries to understand what was previously understood.

Close people and friends can help a person become familiar with art and develop as a person.

Music plays an important role in people's lives. For many, serious music is “a necessity. Need, happiness."

7.Check that your scores are correct.

8. Justify the scoring by experts in the “Comments” column. To justify this, use the performance evaluation criteria.

Note.

The numbers on the left in the examination paper are needed in order, without rewriting a fragment of the text, to indicate the line number in which any error was made: factual, logical, spelling, punctuation, grammatical, speech, ethical.

Criterion

Most educational programs for schoolchildren and preschoolers contain a block dedicated to art. During the training, children not only master the basic skills of drawing, sculpting, appliqué and other types of creativity, but also get acquainted with the history of fine arts, with famous masterpieces of various times and periods, and learn to see the works of great masters.

The main goal of introducing children to art is the development of their aesthetic perception. Children develop and strengthen interest in various works, their perception and understanding of beauty is formed, and their imagination develops. In addition, through objects of art, children become acquainted with objects and phenomena that are new to them, learn to distinguish between good and evil, and their moral core is formed.

Introducing children to art should begin at a fairly early age. Aesthetic education is included in the program of the junior kindergarten group, which corresponds to the age of three.

In classes with children, the main task of the teacher is to attract their attention to a painting, sculpture or other work and hold it. Children are more willing to be interested in paintings if the teacher manages to awaken their imagination and include the children in the game. For example, you can ask them to imagine themselves in the place of the characters in the picture, discuss what each of them would do in the place of the depicted character, what emotions they would experience, and in what words they would describe their state. In general, get the child to tell you about himself in the situation depicted.

Another technique that can attract children’s attention to a work of art is to organize a competition game. For example, who will notice more details, who will list more familiar colors, shades or objects presented in the picture, and so on. This game develops children's powers of observation, stimulates their cognitive activity, and teaches them to formulate and express their thoughts.

When introducing works of art to young children, it is necessary to remember that a child can only be interested in a work with an interesting plot, and even then not for long. Therefore, for classes on aesthetic development in the younger group, you should choose entertaining pictures, and the lesson itself must be held in a playful way and should not stretch over a long period of time, so that the kids do not get tired and lose interest. The optimal lesson duration is 15-20 minutes.

Children of the next age group, 5-6 years old, are able to hold attention longer and perceive works of art with different subjects, not just entertaining ones. Older preschool children have a better developed imagination, they know more about objects and phenomena. Describing the plot of the picture, they can make their own assumptions about the development of the plot, imagine different directions of further or previous events.

At this age, children actively become acquainted with the surrounding nature and show great interest in landscapes. They can describe the depicted season, the weather, and imagine their feelings. In classes, children 5-6 years old can already answer questions about which colors the artist chose for this or that weather, season, time of day and how his choice can be explained; they are already able to pay attention to the basic techniques that allow them to depict wind, snowfall, sunlight, rain and other similar phenomena. After familiarizing yourself with a work of art, children can be encouraged to use appropriate visual techniques in their drawings.

Classes with 5-6 year old children can last longer - from 30 to 40 minutes and consist of a conversation about a work of fine art. At the same time, to consolidate the impressions, the paintings must be shown repeatedly. By looking at the picture again, children notice more details, which helps to better understand the plot. During the classes, the skills of telling a story about a painting are instilled, children learn to formulate their thoughts, as well as use comparison when describing works, and express their impressions of a particular work.

The teacher’s task in aesthetic education lessons for older preschoolers is to use leading questions to lead children to an understanding of the storyline of the work, visual techniques, and characters’ personalities. In addition, based on the results of the dialogue with the group, the teacher makes a final generalized judgment about the work.

Introducing children to arts and crafts involves familiarizing themselves with traditional household items. Children learn why and how this or that thing was used, and try to use it themselves. In addition, the teacher invites children to examine decorative patterns and explains the symbolic meaning of individual elements of the ornament. You should pay attention to the repeatability of patterns and individual elements on different objects, tell what traditional ways of decorating things are typical for different regions of Russia.

In classes devoted to traditional folk crafts, children master the basic principles of constructing an ornament and learn how to correctly perform repeating elements. Samples for children's modeling and painting can be traditional dishes, toys and other household items.

In addition to educational and creative activities, introducing children to art involves visiting a variety of exhibitions of paintings, sculpture, folk art, and so on. Excursions are available for older children, starting from the age of five. Exhibition exhibits, the viewing of which is accompanied by explanations from the guide, consolidate the knowledge and skills acquired in aesthetic education classes.

Introducing art through reading- expanding knowledge in the field of culture through reading books.

How to join the world of art

Probably, many of us would like to have a better understanding of art and know more about famous composers, artists and literary figures. Such knowledge increases a person’s general cultural level, opens up new worlds and horizons for him, and also represents a source of pleasure and inspiration. But where to start, how to enter these worlds, which, as it sometimes seems, are accessible only to a select few?

It is not necessary to immediately dive into the world of classical music and listen to everything indiscriminately, stomp around the Tretyakov Gallery for hours, after which many paintings can turn into one blurry spot, and the names of artists can get mixed up in your head, or start scrupulously re-reading the classics from the school curriculum. Knowledge that is imparted through a mandatory program, as a rule, lingers in the head for a short time and quickly evaporates. Nothing is holding them back. It’s another matter if this knowledge is supported by the creation of stronger threads and connections, then one thing pulls the other, the third is perfectly attached to the second, and the third is perfectly complemented by the fourth. For example, after reading “Girl with a Pearl Earring” by Tracy Chevalier, you are unlikely to forget the name of the Dutch painter Jan Vermeer, you will certainly want to get acquainted with his works, and maybe you will become interested in the work of other Dutch artists. And Anastasia Tsvetaeva’s book “Memoirs” can open for you not only the work of her sister Marina, but also a whole constellation of names of the Silver Age.

Art in fiction and memoirs

Fiction is a great way for a beginner to get into the world of art. Many fascinating art books have been written about outstanding artists, musicians and sculptors. Of course, fiction always contains a share of the author’s imagination, and yet it provides an opportunity to learn about beauty in a fun way. One name leads to another, and now you wander into Wikipedia, driven by the desire to learn more. Just a week ago you had no idea about these people or knew something vague and foggy about them from a school course, and today the whole life of an outstanding person suddenly opened up before you, you reflect on his fate and with pleasure - out of interest, not “by obligation” – you turn to his work.

Memoirs of outstanding people are also of great value. Often they contain many other names that are worth learning about in more detail; you can discover new wonderful works. And besides, memoirs, as a rule, are also evidence of an era, and a description of everyday life, relationships between people, events that the author witnessed, and about which we only know from history textbooks. Reading a good memoir is like living an extra life, connecting the author’s life experience to your own. In addition, you can often find in them something that you might want to take into your arsenal, something that will inspire you to your own achievements and strengthen your motivation.

Books about artists and sculptors

Irving Stone "Lust for Life" - about Vincent Van Gogh
Irving Stone "Torment and Joy" - about Michelangelo
Romain Rolland "Life of Michelangelo"
David Weiss “Naked I Came” - about Auguste Rodin
Lion Feuchtwanger “Goya, or the hard way of knowledge” - about Francisco Goya
Konstantin Paustovsky "Isaac Levitan"
Hayden Herrera "Frida Kahlo"
Marc Chagall "My Life"
Ilya Repin “Far and Near”
Konstantin Korovin “My Life”
Alexandre Dumas “Ascanio” - about the sculptor Benvenuto Cellini
Nikolay Nadezhdin “Salvador Dali: the story of a genius”
Elena Matveeva “Andrei Rublev. The story of the great icon painter of Rus'"
Kuzma Petrov-Vodkin “Khlynovsk”, “Euclidean Space”
Alexandre Benois "My Memories"

Books about writers and poets

Anastasia Tsvetaeva “Memories”
Konstantin Paustovsky “The Tale of Life”
Anatoly Rybakov “Novel-memory”
Korney Chukovsky “About Writers”
Lydia Chukovskaya “In Memory of Childhood”, “Notes about Anna Akhmatova”
Pavel Basinsky "Leo Tolstoy: Escape from Paradise"
Yuri Tynyanov “Pushkin”, “Kyukhlya”
Ariadna Tyrkova-Williams “Pushkin”
Agatha Christie "Autobiography"
Vladimir Nabokov “Other Shores”
Zinaida Gippius “I’m not afraid of anything”
Irina Odoevtseva “On the banks of the Neva”, “On the banks of the Seine”
Vladimir Khodasevich “Necropolis”
Irving Stone "Sailor in the Saddle" (about Jack London)
Andre Maurois "Three Dumas"
Andre Maurois "Olympio, or the Life of Victor Hugo"

Books about musicians

Alexander Pushkin “Mozart and Salieri”
David Weiss "Mozart"
F. Orzhekhovskaya “Imaginary meetings. Stories about Schumann, Chopin, Liszt, Wagner"
Robert Walker "Rachmaninov"
O.L. Chernikov “The piano and the voices of the great”
Romain Rolland "Life of Beethoven"
O. Kuvshinnikova “Beethoven and Elisa. Tender message"
Stephen Isserlis "All sorts of wonders about Bach and Beethoven"
Nina Berberova “The story of a lonely life. Chaikovsky. Borodin"
Alexander Tkachenko "Bach"
Y.I.Milshtein “Essays on Chopin”
Tatiana Veretennikova “Chopin. Lord of Sounds"
Alexander Vertinsky “The Long Road”
Vladislav Shpilman “Pianist. Warsaw Diaries"

Through reading - to art

Fiction books about outstanding people are easier to perceive, but if you are seriously interested in some artist, writer or musician, then books from the “Life of Remarkable People” series, biographies, and documentaries that can be found on YouTube can also be used. . Now it will be doubly interesting for you to look at an album with the works of this artist or listen to a disc with the compositions of this musician, because now you will know the background and history of the appearance of these masterpieces. You can move harmoniously from one musician/artist/writer to another, because many of them were friends with each other and influenced each other.

Other ways

You can deepen your knowledge of art in other ways. Find out if museums in your city offer lectures. For example, in Moscow the Tretyakov Gallery has an excellent lecture hall tretyakovgallery.ru/ru/education/lectures, where lectures are held for adults and children. Stay tuned for new exhibitions. Visit the nearest museum houses of writers, artists and musicians. They often also host lectures, musical and literary evenings and other events dedicated to important dates of the museum.

Various publishing houses periodically publish magazine collections dedicated to outstanding composers and artists, which include both biographical information and information about their work and samples of their work - music discs or reproductions of paintings.

Ticket to the world of art

You can join the world of art in different ways. Some have been involved in it since childhood, brought up with a love of good literature, music and painting. But even if you were not lucky enough to receive a “ticket” to the world of art as a child, it is quite possible to earn this ticket in adulthood, on your own. To do this, you only need desire, interest and willingness to let art into your soul.

Country first aid kit

The country first aid kit must contain antipyretic and painkillers for children, allergy medications, external antiseptics (brilliant green, hydrogen peroxide), activated carbon, vasoconstrictor nasal drops, as well as a bandage, adhesive plaster, cotton wool and a thermometer.

At what age can you start talking to your child about cultural values and art? Some parents think that this is the school’s business; therefore, it’s not worth trying until the first grade, because the child won’t understand anything anyway. The main thing is that he learns to read, write and count at home.

If a child likes to draw, then there must be paints and brushes in the house. Of course, this is not so. A child must be taught to art, like everything else. And the sooner this process begins, the better. Of course, in the first year of life, the baby is not yet able to appreciate the beauty of the works of Renaissance artists or admire the literary genius of Pushkin. But let's remember what always attracts the attention of a child who cannot yet speak? Items of different colors. What's the best way to lull an unwilling child to sleep? Sing him a lullaby. It turns out that from a very early age a little person is able to react to works of art, albeit in his own way. The task of parents is over time to teach the child to do this consciously and enjoy it.

Someone may ask: why does a child need this at all? The answer is simple and obvious - art is another way of understanding the world. By listening to classical music, a child learns to comprehend harmony; by looking at famous paintings, he perceives color painting and composition; by reading poetry, he discovers new possibilities of language. In addition, art is inextricably linked with the history of mankind. By studying works of art (in the broad sense of the word) based on historical subjects with their child, parents can tell their child about interesting, important facts from the past. This expands the child’s horizons, erudition and vocabulary.

If your child likes music more, then you can enroll him in a music school. Sooner or later the moment will come when the little person will definitely want to move from contemplation to creation. Simply put, he will feel the need not only to admire other people’s paintings, but also to create his own. Not only listen to other people's musical works, but also compose your own. Parents should provide support to their child at this moment. Work with him at home, enroll him in the appropriate club or section. If your child prefers to draw, then the house must have paints, brushes, colored pencils and plenty of paper. You can buy a set of postcards with reproductions of famous artists for your child, look at them together, and ask which paintings your child likes best and why. Of course, we must not forget about the benefits of visiting museums. You just need to explain to the child in advance all the rules of behavior in such a place. Or you can call on the computer and the Internet to help: some museums have long created their own websites that offer excellent virtual excursions.

If your child likes music more, you can enroll him in a music school before entering general education. The main thing is that the child decides on the choice of the instrument he wants to learn to play. At home, among other things, classical music must be played. Sooner or later, the child will decide on his favorite composers, then his parents will be able to tell him the life stories of these great people. Of course, modern musical works will also be present in the baby’s life. But good taste instilled from childhood will allow the child to weed out completely mediocre “creations” and enjoy the professional work of real musicians and authors.

Art is an infinitely important part of our lives, and a child should feel and understand this from childhood.

(4) Of course, art reveals itself more quickly and willingly to those who themselves give it strength, thought, time, and attention.

(According to S. Lvov*)

* Sergei Lvovich Lvov (1922-1981) - prose writer, critic, publicist, author of articles on Soviet and foreign literature, works of biographical and children's literature.

How can close people influence the development of a person’s personality? This complex problem is raised in his text by S.L. Lviv.

Reflecting on the question posed, the publicist uses an example from the life of one young man to show how his environment influenced his life. To do this, the author of the text gives examples of how people have different attitudes towards music: this young man’s comrades loved music very much, but he himself did not understand it, and listening to music was sheer torment for him. The author respectfully says that the young man’s friends, instead of giving him up, really helped him to fall in love with music, for example, they solemnly presented him with a ticket to a Shostakovich concert, which brought the hero awareness of the importance of such an event. That evening a “decisive and important” revolution took place in his life, which contributed to the fact that after some time serious music for him became “a necessity, a need, a happiness.” Therefore, the author of the text reminds us all: a lot in a person’s life depends on how his loved ones treat him.

The author of the text does not directly express his point of view regarding the problem raised, but gradually leads the reader to the idea that close people can greatly influence the development of a person’s personality, contribute to the formation of his habits, outlook on life, and moral values.

My agreement with the author’s position can be substantiated by referring to the epic novel by L.N. Tolstoy "War and Peace". In this work, Count and Countess Rostov are kind and open people. And the same can be said about their children (with the exception of Vera). Why are Natasha, Petya and Nikolai so responsive? If you look at what was just said about their parents, then the answer to this question becomes obvious: they learned this from mom and dad. But you can also learn bad things from your parents, which is easy to see by looking at the Kuragin family. Vasily Kuragin and his wife placed the importance of money very highly in their lives. And the same can be said about their children Helen and Anatole. Helen, for example, married Pierre Bezukhov only because he was rich, Anatole tried to marry Marya Bolkonskaya because she was rich... Thus, in most cases, a person’s worldview, habits and moral values are influenced by his environment.

The idea that a person’s views on life, stereotypes and moral values often depend on his loved ones is also heard in the novel by L.N. Tolstoy's Anna Karenina. In this work, Prince Alexander Shcherbatsky and his wife are presented as highly moral and deeply religious people. But the same can be said about their daughters Kitty and Dolly. They are very kind, caring, loving. In contrast to them, we can cite the Vronskys - the mother and son of Alexei Vronsky. His mother is subject to depravity, moral values mean nothing to her. And for a long time the same description could be given to Vronsky, although in the end he began to think about morality. But, if his mother had been an honest person, thoughts about the importance of moral standards would probably have come to him as early as childhood. Consequently, a person's worldview, values and habits are often influenced by his environment.

In conclusion, it is important to note: of course, not every person copies the behavior of their loved ones, but in the overwhelming majority of cases, many beliefs are instilled in a person precisely by the environment, regardless of whether these beliefs are good or bad.

What do you think?

Format

The problem of getting involved in art. The role of self-education in introducing art

Let's move on to the theoretical part.

23.1. Communication using lexical means.

1. Words from one thematic group.

2. Generic words.

3 Lexical repetition

4 Similar words

5 Synonyms

6 Contextual synonyms

7 Antonyms

8 Contextual antonyms

23.2. Communication using morphological means

1. Pronoun

2. Adverb

3. Union

4. Particles

5. Word forms

Information for teachers.

23.3 Syntactic means.

Introductory words

Let us give examples of the definition of means of communication in a short text.

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