From Harry Potter to Kafka: how literature is studied in schools in different countries.

02.05.2019

In this publication of the “School Curriculum” series, we will show which works of foreign authors are studied in high school according to the program of the Ministry of Education and Science of Ukraine. This list will help your child to summer holidays prepare for the next grade of school. After all, sometimes there is no time left to read considerable works during the school season, right?

5th grade

Folk tale

Fairy tale as a genre of folklore. It depicts the life, views and character of peoples, the dreams, desires and hopes of its creators. The fight between good and evil - main conflict folk tale. The real and the fantastic in it.
A fairy tale about animals is one of the oldest types of fairy tales.
Brothers Grimm. "Mistress Blizzard"
Brothers Grimm - famous collectors German folk tales. Fixation accuracy careful attitude to the original.
Glorification of love for work and other human virtues in the fairy tale “Mistress Blizzard.”

Alexander Pushkin (1799-1837)

Introduction to the poem "Ruslan and Lyudmila"
A. Pushkin is an outstanding Russian poet, a fan of folk tales. Glorification of a folk tale in the introduction to the poem “Ruslan and Lyudmila.”

Charles Perrault (1628-1703)

"Cinderella"
Perrault as the founder of European literary fairy tale. Collection “Tales of My Mother Goose, or Stories of Old Times with Teachings” and her most popular stories. "Cinderella". Poeticization of hard work and modesty, the idea of reward for human virtues and suffering, belief in the victory of good over evil.

Samuil Marshak (1887-1964)

"Twelve months"
Fairytale motifs in the play. The contrast between the images of a stepdaughter, on the one hand, and a stepmother and her own daughter, on the other, as the embodiment of the conflict of good and evil. The fawning of subordinates and unlimited power are the main reasons for the distortion of the princess’s character. Features of a dramatic work. Dialogue as a means of revealing the content and idea of the play.

Rudyard Kipling (1865-1936)

"Mowgli"
The story of Mowgli, the child of the jungle. Fairy tale characters and their characteristics. Main Law jungle and the world of people.

Alkman. Johann Wolfgang Goethe. Mikhail Lermontov

"All the mountain peaks are sleeping..."
Johann Wolfgang Goethe (1749-1832). " Night Song wanderer"
Mikhail Lermontov (1814-1841). From Goethe (“Mountain peaks…”)
Depiction of nature by different poets: common and different in descriptions. The relationship between the state of the human soul and the description of nature.
“Humanizing” nature in poetry.

Fyodor Tyutchev (1803-1873)

“I know in the early autumn the time...”
The subtle lyricism of Tyutchev's poetry. Delight autumn nature and mastery of poetic expression.

Matsuo Basho (1644-1694)

Haiku.
The spiritualization of nature is a characteristic feature of Japanese culture. Nature is a source of inspiration, and its image is a means of expressing the feelings of the Japanese. Characteristic signs of haiku.

Robert Burns (1759-1796)

"Honest Poverty"
Glorification of real human virtues in a poem. Belief in world brotherhood is the main idea of the work. Antithesis as the basis of its structure.

Mark Twain (1835-1910)

"Adventures of Tom Sawyer"
The sunny, joyfully mischievous world of childhood in the story. Tom Sawyer and Huckleberry Finn. Childhood values and their fate in adult life. The influence of the adult world on children's relationships.

Children's literature XX-XXI centuries.

Children's literature XX-XX 1st century (review).
Famous writers and popular works for children.

6th grade

Myths about the origin of the world among different peoples

Reasons for the appearance of similar elements in myths different nations. The interconnected and parallel emergence of these elements.

The Myth of Prometheus

The greatness of Prometheus's feat, his self-sacrifice for the sake of people. Glorification of civilization in myth. Reasons for the popularity of the image of Prometheus.

Myths about Hercules

(1-2 myths at the teacher's choice)
Hercules is the favorite hero of the ancient Greeks. The reasons for the extreme popularity of his image.

Aesop. Jean de Lafontaine. Ivan Krylov

Aesop (VI century BC). "Wolf and Lamb", "Raven and Fox", "Ant and Cicada", "Grower's Children"
Jean de La Fontaine (1621-1695). "Plague Beasts"
Ivan Krylov (1769-1844). "Wolf and Lamb"
Fable as a genre of literature and its features.
The allegorical and instructive meaning of the fable, the reflection in it of the laws of human life, folk wisdom: condemnation of arbitrariness and violence, various human vices; glorification of hard work, intelligence, kindness and other human virtues.

Anton Chekhov (1860-1904)

"Chameleon", "Thick and Thin"
Ridiculing sycophancy, self-abasement, veneration of rank, zeal and cowardice in the work. The main means of creating a comic and their role in characterizing the characters and revealing the idea of the work. Functions artistic detail in Chekhov's prose. Antithesis as an artistic means and compositional device.

Charles Dickens (1812-1870)

"A Christmas Carol"
Humanistic meaning and high humanity of the work. The life of the destitute Cratchit family. Scrooge's journey on Christmas night through time and space as an opportunity to comprehend his life. Reasons for the degradation of Scrooge's personality. Scrooge's rebirth as a consequence of reflecting on his life. Real and fantastic in the story. A happy ending as a feature of a Christmas story. Composition of the work.

Daniel Defoe (c. 1660-1731)

"Robinson Crusoe"
A hymn to a civilized, pragmatic man and his work. Adventure and exoticism in the novel. Defoe's novel as the beginning of the Robinsonades.

Jules Verne (1828-1905)

"Captain at fifteen"
Celebrating the strength of human character in a work. The attractiveness of the image of Dick Sand. The image of Hercules in the novel. Condemnation of slavery. The romance of travel, the greatness of science and knowledge as the main pathos of the works of J. Verne.

Jack London (1876-1916)

"Lust for Life"
Strong human character in an extreme situation. The anonymity of the main character of the story and its connection with the idea of the work. Features of the plot and ideas of the story. Environment in connection with the main character of the work.

Sandor Petofi (1823-1849)

“When you are a man, be courageous...” Glorification of human dignity, self-respect and courage, condemnation of humiliation and internal slavery in the poems of S. Petofi.

Robert Louis Stevenson (1850-1894)

"Treasure Island "
Romance of travel and adventure in the novel “Treasure Island”. Celebrating Courage, Resourcefulness, Integrity (Jim Hawkins and His Companions). Condemnation of the thirst for enrichment, betrayal, deceit (the pirate Silver and his minions.

Ray Douglas Bradbury (1920-2012)

The author's despondency in the future of technocratic civilization. Destruction of nature, civilization and culture as a consequence of unspiritual scientific and technological progress. The writer's tragic optimism: symbolic meaning finale of “Smiles” (child, morning - symbols of the Future). Unexpected ending as a formal sign of a novella.

Antoine de Saint-Exupéry (1900-1944)

"A little prince"
“The Little Prince” is a philosophical allegorical fairy tale-parable. It poeticizes the beauty of pure human relationships. The meaning of the Little Prince's journey through the Universe. Allegorical images. The main life values in a fairy tale.

7th grade

Old Russian epics about Ilya Muromets

The legendary history of Kievan Rus as the plot basis of epics. The embodiment in them of ideas about patriotism, heroism, ideal folk heroes.

Ballads of Robin Hood

Folk ballads about Robin Hood (teacher's choice). The legends of the noble robber Robin Hood are the embodiment of the English people's dream of a defender from injustice. Historical background of ballads. The versatility of the image of Robin Hood, his friends and enemies.

Serbian folk ballad “The Death of the Jugovic Mother”

Serbska folk ballad“The Death of the Yugovich Mother”, its restrained, intense drama. Signs of a folk ballad in the work. Serbian epic songs and Ukrainian Cossack dumas.

Francois Villon. The ballad will take

Literary ballad. François Villon (between 1431-32 - after 1463). "The ballad will accept." Features of the literary ballad genre.

Johann Christoph Friedrich Schiller "The Glove"

Johann Christoph Friedrich Schiller (1759 - 1805). "Glove". Affirmation of the intrinsic value of human life in Schiller’s ballad “The Glove.”

Johann Wolfgang Goethe. Forest king

Johann Wolfgang Goethe (1749-1832). "Forest King" Interweaving of the psychological, fantastic and real in Goethe's ballad.

Alexander Pushkin. "Song about the prophetic Oleg"

Alexander Pushkin (1799-1837). "Song about the prophetic Oleg." Poeticization of the ancient Russian past in Pushkin’s ballad “Song of the Prophetic Oleg.”

Robert Louis Stevenson. "Heather honey"

Robert Louis Stevenson (1850-1894). Stevenson's "Briar Honey" as a heroic ballad. It glorifies feats in the irreconcilable struggle against foreign invaders. Folklore elements in the work.

Adam Mickiewicz. "Alpujara"

Adam Mickiewicz (1798-1855). "Alpujara" (from the poem "Conrad Wallenrod"). Courage and indomitability in the face of the enemy are the main idea of the ballad.

Walter Scott. "Ivanhoe"

Walter Scott (1771-1832). "Ivanhoe." V. Scott as the founder of the historical novel genre. The depiction in the novel “Ivanhoe” of the struggle between the Anglo-Saxons and the Normans in the 12th century. and strife among the Normans. A wide panorama of life in medieval England.
The history and fate of man: Ivanhoe, his devotion, honesty, nobility. The idea of religious tolerance. Rowena and Rebecca - two different destinies. Historical flavor and romance of adventure in the work.

Nikolay Gogol. "Taras Bulba"

Nikolai Gogol (1809-1852). "Taras Bulba". Gogol and Ukraine. Images in the story of love for Ukraine, heroism, courage and military valor of the Ukrainian people in the struggle for native land. Military society, life and customs of the Cossacks. The embodiment of the best features of the Zaporozhye Cossack in the image of Taras Bulba. Ostap and Andriy. Pictures of nature in the work.

Rainer Maria Rilke. "Song about Truth"

Rainer Maria Rilke (1875-1926). "Song about Truth". Rilke and Ukraine. Glorification of the struggle for independence in the work. The role of folk song in the story. Ukraine and its history through the eyes of the Austrian Rilke.

Jonathan Swift. "The Travels of Lemuel Gulliver"

Jonathan Swift (1667-1745). “The Travels of Lemuel Gulliver” (Part I). A satirical depiction of English reality in the 18th century. Lilliput—England through the lens of satire. Government system, laws and customs of Lilliput. The war between Lilliput and Blefuscu, its causes and consequences.

Arthur Conan Doyle (1859-1930). "The Hound of the Baskervilles"

Fascinating intrigue is the basis detective work. Sherlock Holmes and Dr. Watson are a classic detective duo. Worldwide popularity of works about Sherlock Holmes.

O. Henry (1862-1910). "Last page"

Mutual understanding and the desire to do good to others as a means of overcoming life’s troubles. The embodiment of the best human traits in the image of Berman: readiness for unprepossessing self-sacrifice and love for one’s neighbor. The humanism of the work.

James Aldridge (born 1918). "The Last Inch"

A unique solution to the problem of parents and children. The formation of Davy's character in extraordinary circumstances. The need to fight “to the last inch”, as well as to overcome the “last inch” that divides people, is the leading opinion of the story.

Alexander Tvardovsky (1910-1971). “I was killed near Rzhev...”, “Don’t put me on the line until now...”

Poeticization of the feat of ordinary soldiers in the Great Patriotic War, who lay down “in nameless swamps”, “on nameless heights”, but saved the Motherland and humanity from fascism.
The problem of historical memory and moral responsibility to those who died in the war (“Don’t put me to death until now...”).

Heinrich Bell (1917-1985). “Traveler, when you come to Spa...”

Condemnation of war in Bell's works. The hero of "The Traveler" as a victim of war. The high anti-war and humanistic pathos of the work.

Mikhail Sholokhov (1905-1984). "The Fate of Man"

The tragic fate of one person as the embodiment of the tragedy of an entire people during the Second World War. Andrei Sokolov’s ability to remain a real person and patriot in the most difficult and most dramatic trials of life.

Rudyard Kipling (1865-1936). "If…"

Glorification of a strong personality, capable of remaining a Human being under any conditions and circumstances, resisting the worthless tastes and opinions of the crowd, remaining worthy in relations with those in power, doing good deeds without boasting about it.

8th grade

William Wordsworth. "Towards the Beautiful"

Glorification in the sonnet “Towards the Beautiful” of the enormous power of “sacred art”. Wordsworth's verse as a hymn to artistic creativity, adoration of Art, capable of “giving grace” to man and humanity.

Vedas, Bible, Koran

Place national literatures in the global literary process, their interaction and mutual influence.
Vedas (from 2 thousand BC), Bible (from 12 century BC), Koran (from 610-632).

Ancient (ancient Greek and Roman) literature

Ancient (ancient Greek and Roman) literature is the original basis of European literatures.
Glorification of man and his world as one of the leading themes of ancient literature.
The most famous cycles ancient greek myths: Trojan, Theban, about the Argonauts.

Homer. "Iliad", "Odyssey"

"Iliad": Chorus (song 1, verses 1-10), "Shield of Achilles" (song 18, verses 478-608), "Duel of Achilles and Hector" (song 22, verses 139-411), "Priam with Achilles" (song 24, verses 469-670)
Homer is the legendary founder of European literature. The humanistic pathos of the Iliad is a condemnation of war and its cruelty, sympathy for human grief, respect for man, poeticization of its heroism and feat. The grievances of Achilles and Hector as the personification of the ideal of man, hero, warrior.
"Odyssey": Chorus (song 1, verses 1-21), "Aed Demodok" (song 8, verses 486-520), "Odysseus and the Cyclops Polyphemus" (song 9, verses 181-566), "Odysseus in Corki" (song 10, verses 91-399)
Adventure, fairy-tale and everyday elements of the Odyssey. Celebrating human intelligence, ingenuity and curiosity. Condemnation of lawlessness, dull, unjust force (Cyclops Polyphemus), as well as the self-confidence and arrogance of man (the conflict between Odysseus and Poseidon). The image of Odysseus: warrior, leader, father, son, man, traveler, patriot.

Tyrtaeus (mid 7th century BC). “It’s good for him to die...”

Types of ancient Greek lyric poetry (declamatory: elegy), its influence on the global literary process.

Archilochus (mid. VII century BC). “Heart, heart...”, “My bread is kneaded on a spear”

Ancient Greek lyrics as a synthesis of poetry and music. The merging in it of the poet’s personal feelings and experiences with the realities of life, the affirmation of the intrinsic value of the human personality.
Types of ancient Greek lyric poetry (declamatory: iambics), its influence on the global literary process.

Sappho (VII - VI centuries BC). “Like the gods...”, “The lot fell upon me like this...”

Ancient Greek lyrics as a synthesis of poetry and music. The merging in it of the poet’s personal feelings and experiences with the realities of life, the affirmation of the intrinsic value of the human personality.

Anacreon (c. 570-487 BC). “Bring water...”, “Golden-haired Eros...”

Ancient Greek lyrics as a synthesis of poetry and music. The merging in it of the poet’s personal feelings and experiences with the realities of life, the affirmation of the intrinsic value of the human personality.
Types of ancient Greek lyrics (song: solo and choral), its influence on the global literary process.

Aeschylus (c. 525 - c. 456 BC). "Prometheus Bound"

Theater in Ancient Greece. The emergence of tragedy and comedy. Aeschylus as an outstanding ancient Greek tragedian. Glorification of man and her inner world in ancient Greek tragedy.

Sophocles (497 or 495-406 BC). "Antigone". Choir song “There are many strange wonders in the world”

Theater in Ancient Greece. The emergence of tragedy and comedy. Sophocles as an outstanding ancient Greek tragedian. Glorification of man and her inner world in ancient Greek tragedy.

Publius Virgil Maro (70-19 BC). "Aeneid"

The poem “Aeneid” as a literary adaptation of the Roman legend about the Trojan Aeneas, the founder of Rome. Creative imitation of Homer’s poems: “Odyssey” of Aeneas’s wanderings and “Iliad” of his battles. Poeticization of Roman valor, patriotic service to the state, the greatness of Rome as the leading instructions and the main pathos of the poem.

Quintus Horace Flaccus (65-8 BC). "To Melpomene", "To Manlius Torquatus"

Ode “To Melpomene” by Horace as the beginning of the tradition of the poet summing up his creative path. The motive is to perpetuate the memory of the poet in his creative work, which will be needed by future generations.

Publius Ovid Naso (43 BC - c. 18 AD). “Metamorphoses” (“Four Generations of People”), “Sad Elegies” (“Winter in a Foreign Land”)

Ovid and his famous poem "Metamorphoses". The mythological basis of the section “Four Generations of People.” The elegy “Winter in a Foreign Land”, the embodiment in it of the poet’s emotional experiences.

Li Bo (701-762). “I Enter the River...”, “Sadness on the Jasper Porch”, “Volcano of Poetry”

Li Bo, the sophistication and subtle lyricism of his poetry. The freshness and suddenness of poetic associations in the verse “I enter the river...”. Elegiac motives of poetry “Sadness on the Jasper Porch.”

Du Fu (712-770). “When it’s month I remember my brother”, “Song about bread and silk”, “Wild geese are returning”

Lyrics of the Chinese poet Du Fu, its problems. Condemnation of war in the verse “When it’s month I remember my brother.” Poeticization of peaceful labor in the poetry “Song of Bread and Silk”, its associative connection with the biblical metaphor about the need to “reforge swords into ralas.” The motive of the poet-traveler’s nostalgia for his homeland in the poetry “Wild Geese Are Returning.”

Persian-Tajik lyrics: Rudaki, Omar Khayyam, Gafiz

Rudaki (c. 860-941). Gazelle, rubai, beyti. Omar Khayyam (c. 1048 - after 1122). Rubai. Hafiz (c. 1325-1389 or 1390). Ghazals (poems chosen by the teacher and students).
Attention to inner world a person, the most subtle shades of his feelings, glorification of a woman, love as characteristic features of Persian-Tajik medieval lyrics.
The luminaries of Persian-Tajik lyric poetry, the allegorical polysemy of the images of their works. Features of versification.

Western European poetry: Jauffre Rudel, Bertrand de Born

The creativity of Provencal troubadours, its genre, thematic and stylistic richness, ideological and artistic features.
Jaufre Rudel (among the 12th century). Canzona (“To me during the days of May...”).
Bertrand de Born (c. 1140 - c. 1215). “Sirventa” (“I love May daylight…”).
The works of Jauffre Rudel and Bertrand de Born as the embodiment of the worldview of a significant part of Western European chivalry.

Lyrics of the Vagants: “Order of the Vagants”, “Poor Student”, “Carefree Song”

The originality of the poetry of the vagants, its leading themes.

“Song of Roland” (X cent.)

The Song of Roland is a French heroic epic. Historical truth (Charlemagne's 778 campaign for the Pyrenees) and fiction in the poem. The struggle against foreigners and people of other faiths for the homeland is the leading theme of the poem.
Roland - main character epic Charles as an ideal of statesmanship. The traitor Ganelon is the antipode of Charles and Roland. Consonance of the “Song of Roland” with the heroic epics of other peoples of the world.

Dante Alighieri (1265-1321). "The Divine Comedy"

The poem “The Divine Comedy” is a philosophical and artistic synthesis of medieval culture. Dante's dream during Easter week 1300 and the compositional structure of the poem. The vision of the world in the poem, its allegorical content.

Francesco Petrarch (1304-1374). "Book of Songs"

“Book of Songs”: “Blessed is the day, the month, the summer, the hour...”, “If not love is this heat, what an illness...”, “Blessed and joyful herbs...”, “Where the gaze is tender, where the magical view...”, “No traveling choirs of the starry skies..."
Petrarch is an outstanding Italian humanist poet. The richness of the human soul, beauty and sincerity human feelings, singing love in the “Book of Songs”.
Petrarch's love for Laura as the source of his intimate lyrics. The image of Laura in the works of Petrarch. Artistic and psychological originality of Petrarch's lyrics.

Giovanni Boccaccio (1313-1375). "Decameron"

Boccaccio as the founder of new European prose. The collection of short stories “The Decameron”, its composition and thematic richness, glorifying in it the best spiritual qualities of a person.

Miguel de Cervantes Saavedra (1547-1616). "Don Quixote"

The difficult fate of a writer. The novel “Don Quixote” is a parody of chivalric novels and a tragicomic epic of Spanish life. Don Quixote's wanderings in search of justice.
Expected and real consequences of his actions. The romanticism of Don Quixote and the sober prudence of Sancho Panza. Don Quixote is an eternal image of world literature.

William Shakespeare (1564-1616). "Hamlet"

Shakespeare is a brilliant English playwright and poet of the Renaissance.
The tragedy "Hamlet", its philosophical and moral motives.
Hamlet is an eternal image of world literature. The versatility of Shakespeare's characters.
Deepening into human psychology, poeticizing a person and the beauty of her feelings, singing love and friendship in Shakespeare’s sonnets.

9th grade

Pedro Calderon. "Life is a dream"

Baroque as the first pan-European artistic movement. European and Ukrainian Baroque. Pedro Calderon (1600-1681). "Life is a dream."
Pedro Calderon is an outstanding playwright and poet of the Spanish Baroque. “Life is a dream” as the embodiment of ideological and artistic principles baroque. Philosophical and moral conflict of drama. Causes and consequences of the evolution of the image of Segismundo.

Moliere. "A tradesman among the nobility"

Classicism as an artistic movement in the literature of the 17th century. Philosophical and aesthetic basis of classicism. Basic rules of classicism. Moliere (1622-1673). "A tradesman among the nobility."
The embodiment of a classic comedy in “A Bourgeois in the Nobility” (the hero is the bearer of one passion). Ridiculing the baseless claims of the bourgeois Jourdain to aristocracy, intelligence and education. Means of creating funny in comedy. Educational potential of the work.

Voltaire "The Simpleton"

Enlightenment as a literary era. Variety of manifestations literary life: the emergence (sentimentalism) and development (classicism, realism) of artistic movements, new genres (philosophical story, etc.). Voltaire (1694-1778). "Simpleton".
The ideological content and artistic structure of the philosophical story “The Simpleton”, the meaning of its name. The conflict between the “natural man” Huron and French society is central to the work. Anti-monarchical and anti-clerical motives of the work. Huron and Gordon in the Bastille. The tragedy of the fate of Mademoiselle de Saint-Yves and Huron.

Johann Wolfgang Goethe. "Faust"

Johann Wolfgang Goethe (1749-1832). “Faust” (Part I), Faust’s last monologue (Part II). The tragedy "Faust" is the pinnacle of Goethe's work and one of greatest works world literature. History of creation, composition and issues.
The image of Faust as the embodiment of the dynamism of the new European civilization. Searches for the meaning of life and human purpose. Opposition Faust - Mephistopheles, a dialectical solution to the problem of good and evil. Faust and Margarita.

Johann Schiller. "William Tell"

Johann Christoph Friedrich Schiller (1759-1805). "William Tell". The folk drama “William Tell”, its poeticization of the struggle for national independence and personal freedom.
The symbolic meaning of the scene on Rütli. Gesler and William Tell: reasons and nature of the confrontation. Peculiarities dramatic conflict in the work and its artistic embodiment.

Ernst Theodor Amadeus Hoffmann. "Little Tsakhes, nicknamed Zinnober"

Features of romanticism as an artistic movement, its aesthetic principles. Specifics of the romantic worldview. The richness and diversity of the literature of romanticism, its artistic discoveries and outstanding representatives.
Ernst Theodor Amadeus Hoffmann (1776-1822). "Little Tsakhes, nicknamed Zinnober." “Little Tsakhes” is a masterpiece of a romantic fairy tale-novel. The confrontation between the artist and the philistine is its main conflict.
The satirical and metaphorical meaning of the work. The specificity of Hoffmann's romanticism: the interweaving of reality and unbridled fantasy, the contrast of the lofty, beautiful and the grounded, everyday, ugly. Irony and grotesque in the work.

Heinrich Heine. "Books of Songs"

Heinrich Heine (1797-1856). From the “Book of Songs” (“Why do roses seem lifeless”, “When two people part”, “I don’t know what happened to me ...”, “Clear evening rays”, “People and years die”, “I would like to say the only word) ...").
Heine was a German romantic poet. The Book of Songs is an outstanding phenomenon of German romanticism. Love is the fundamental principle of life. Images of nature as a means of seeing and understanding the world and one’s own soul.

George Byron. Poetry

George Noel Gordon Byron (1788-1824). “My spirit is like night...”, “Prometheus”, “Mazeppa”. Byron is an English romantic poet, founder of the Byronism movement. Leading motives and dominant moods of his work.
The Byronic hero and the mood of “world sorrow” in the poet’s poems. Poem "Mazeppa" historical background and romantic myth. Traits of a romantic hero in the image of Mazepa.

Adam Mickiewicz. "Crimean Sonnets"

Adam Mickiewicz (1798-1855). “Crimean Sonnets” (No. 4 “Storm”, No. 6 “Bakhchisarai”, No. 8 “Pototskaya’s Tomb”, No. 14 “Pilgrim”), “Dziady”, Conrad’s monologue (scene II, Improvisation).
The work of Adam Mickiewicz is the apogee of Polish romanticism. Stay in Russia and Ukraine, reflection of impressions in his poetry (the cycle “Crimean Sonnets”). The motive of the unity of nature and man. Patriotism and nostalgia for a distant homeland are the leading mood of the Crimean Sonnets.

Alexander Pushkin. "Eugene Onegin", poetry

Alexander Pushkin (1799-1837). “Eugene Onegin”, “To the Sea”, “I loved you...”, “I remember a wonderful moment...”, “I erected a monument to myself not made by hands...”. A. S. Pushkin is a great Russian poet.
"Eugene Onegin" is a socio-psychological novel in verse. The spiritual world of its main characters. Genre and thematic diversity of Pushkin's lyrics.

Mikhail Lermontov. "Hero of Our Time", poetry

Mikhail Lermontov (1814-1841). “It’s boring and sad...”, “I’m walking on the road alone...”; "Hero of our time". Motives of freedom and loneliness, pessimism of Lermontov’s poems.
“A Hero of Our Time” is a moral and psychological novel about the fate of the generation after the defeat of Decembrism. Features of the composition and its role in revealing Pechorin’s character.
Pechorin and the Byronic hero. Pechorin and Onegin. Female characters of the novel. Maxim Maksimovich is the image of a “little man”. Romantic and realistic elements in the poetics of the work.

Nikolay Gogol. "Overcoat"

Mikola Gogol (1809-1852). "Overcoat". Gogol is a Russian and Ukrainian writer. The influence of Ukrainian culture on the development of his creativity.
The writer’s high humanism as depicted in the story “The Overcoat” tragic fate"little man" The work combines elements of romanticism and realism.

Grade 10

Stendhal "Red and Black"

The life and creative path of a writer. Synthesis of romanticism and realism in his work. The novel “Red and Black”, a combination of socio-political and psychological aspects.
Sharp criticism of the Restoration regime. The conflict between the main character Julien Sorel and society is the plot core of the novel.
The hero's internal drama as a consequence of this conflict. Women's images novel. Psychologism of Stendhal's creativity.

Honore de Balzac. "Gobsek"

The life and creative path of a writer. Balzac and Ukraine. Balzac - French writer, pioneer of the social realistic novel. A combination of realistic and romantic elements in his artistic system.
"Human Comedy" - a grandiose encyclopedia of the life of France in the first half of the 19th century century, its problems and structure.
The power of gold and its philosophy in the story “Gobsek”. Romantic and realistic features of the ambiguous image of the “philosopher and miser” Gobsek. Comparison of the images of Fanny Mallow and Anastasi de Resto. Derville's role in the unfolding and reproduction of the events of the story. Composition and style of the work.

Charles Dickens. "The Adventures of Oliver Twist"

The life and creative path of a writer. Dickens's work as one of the peaks of English literature, realistic and romantic tendencies in his prose.
The place of the novel “The Adventures of Oliver Twist” in the creative heritage of Charles Dickens. The writer's humanism, his sympathy for the humiliated and disadvantaged, especially for children. Condemnation of the thirst for profit, cold calculation and lack of spirituality of society. Debunking the “de-romanticization” of the criminal world.
Accurate characterization of the various social strata of England in the 30s of the 19th century. Leading means of individualizing characters. Dickens as a master of irony and sarcasm. The social effectiveness of Dickens's work.

Fedor Dostoevsky. "Crime and Punishment"

The life and creative path of a writer. The work of Dostoevsky as one of the pinnacles of Russian and world literature. The philosophical, ethical and aesthetic views of the writer and their embodiment in works of art.
The novel “Crime and Punishment” as the embodiment of a new, polyphonic type of artistic thinking. Philosophical, social, psychological, moral and ethical ideas of the work. The evolution of the image of Raskolnikov and the debunking of the theory of a strong personality, a “superman”.
Uncovering complexity and inconsistency spiritual world person. The system of images of the novel, the meaning and symbolism of its title.

Leo Tolstoy "Anna Karenina"

The life and creative path of a writer. Creativity of Leo Tolstoy as a manifestation of possibilities realistic literature. Spiritual and creative searches and achievements of the writer.
The novel "Anna Karenina". Character images of the novel, plasticity of image and psychological depth. Anna's controversial image. The image of Levin, his autobiographical component. Parallelism in the composition of the novel, features of style. “Dialectics of the soul” of Tolstoy’s heroes.

Poetry of Nikolai Nekrasov

Nikolai Nekrasov (1821-1877). “I turned off at six yesterday...”; “Reflections at the Main Entrance”, “Troika”, “On the Death of Shevchenko”.
The life and creative path of a writer. Nekrasov as “singer of the people’s suffering”, echoes of Shevchenko.
Nekrasov’s poetic innovation: a combination of poetry with prose, bringing the poetic language closer to colloquial intonation.

Poems of Walt Whitman

Walt Whitman (1819-1892) (Teacher's Choice Poems)
The life and creative path of a writer. Whitman is an innovative American poet. The connection of his poetry with romantic traditions and transcendentalism.
Collection “Leaves of Grass”, its leading themes and motives. Appeal to free verse (free verse). “Song of Myself” is the poet’s programmatic work.

Poetry of Charles Baudelaire

Charles Baudelaire (1821-1867). “Albatross”, “Correspondences”, “Evening Harmony”.
The life and creative path of a writer. Baudelaire, French poet of the second half of the 19th century, late romantic and one of the founders of symbolism.
Baudelaire's worldview and aesthetic views and the collection “Flowers of Evil.” The opposition between reality and ideal as a semantic-shaped axis of assemblage. The search for “modern beauty”, “the extraction of beauty from evil” in Baudelaire’s poetry.
The traditional and original solution to the problem of “poet and crowd” in the poetry “Albatross.
The filigree of poetic technique, formal perfection and suggestibility of the poem “Evening Harmony”.
Interpretation of object images as “visible signs” of ideas, feelings, states of mind(“Correspondences”).

From the poetry of French symbolism: Paul Verlaine and Arthur Rimbaud

Symbolism as literary direction the last third of the 19th - early 20th centuries. Basic aesthetic principles and poetic innovation of the Symbolists.
Paul Verlaine (1844-1896). “Forgotten Ariets”, “So quietly the heart cries ...” Poetic art.” Arthur Rimbaud (1854-1891). “Feeling”, “Drunk Ship”, “Golosevki”.
The concept of a symbol as the main means of poetic self-expression, its interpretation by French symbolists: spontaneity of appearance, vagueness and ambiguity, “prompting” of meanings and space for guessing.
Suggestion (suggestion) as an important artistic device of symbolist poetry. Removing the information-narrative function of poetic language.

Emile Zola. "Career of the Rougons"

The life and creative path of a writer. E. Zola is a French writer and naturalist theorist.
Zola’s series of novels “Rugon-Maccari” is “the natural and social history of one family during the era of the Second Empire. The novel “The Career of the Rougons” as an introduction to the cycle, defining its leading themes and motives in it.

Oscar Wilde. "The Picture of Dorian Grey"

The life and creative path of a writer. Wilde was a writer of early English modernism. Wilde's aestheticism, impressionistic style.
“The Picture of Dorian Gray” as the focus of the writer’s work, philosophical, aesthetic and moral problems of the work. Features of an intellectual novel.

Grade 11

Franz Kafka "Reincarnation"

The life and creative path of a writer. Kafka is an Austrian modernist writer. The originality of the worldview and its artistic embodiment in the story “Reincarnation”. Gregor Samsam and his family.
Features of Kafka's style, the specific combination of reality and myth-making in his grotesque artistic world.

James Joyce "Giacomo Joyce"

The life and creative path of a writer. Joyce was an Irish modernist writer. Characteristic features of the poetics of Joyce's modernist works: “stream of consciousness”, an element of parody and irony, pronounced intertextuality.
Psychological essay "Giacomo Joyce", its autobiographical nature.

Michael Bulgakov. "Master and Margarita"

The life and creative path of the Russian writer M. Bulgakov. Bulgakov and Kyiv.
The writer’s creative path to “internal emigration”. The novel “The Master and Margarita” is the pinnacle of his work. The problematics and system of images of the work. Personality and power, various aspects of the interpretation of the problem. The tragedy of the fate of the artist (master). “The Master and Margarita” as a novel-myth, its origins, transformation of mythical motifs.
A combination of reality and fantasy in the novel. “Moscow” and “Yershalaimsk” sections of the work and artistic means of their connection. Features of the composition of the work are “a novel within a novel.”

Rainer Maria Rilke. “Orpheus, Eurydice, Hermes”, “Here the tree came together...”

The life and creative path of a writer. A synthetic manifestation of the latest trends and trends in the poetry of the Austrian poet R. M. Rilke.
An expression of the tradition of human alienation in a dehumanized world. Nostalgia for the lost unity of man with the world.
Rilke and Ukraine, Ukrainian motifs in his work.

Guillaume Apollinaire. "Lorelei", "Pont Mirabeau", "The Slaughtered Dove and the Fountain"

The life and creative path of a writer. The evolution of the French poet Guillaume Apollinaire from neo-romanticism to cubo-futurism.
A reaction to symbolism, an appeal to the real, objective-sensory and its expression in “direct words”.
Changing your position on life, affirming an active and creative attitude towards it.

Alexander Blok. “Unfamiliar”, “Spring, spring, without borders and without edge...”, “Scythians”

Alexander Blok (1880-1921). “Unfamiliar”, “Spring, spring, without borders and without edge...”, “Scythians”
The life and creative path of a writer. A. Blok is the greatest poet of Russian symbolism.

Anna Akhmatova. “You gave me a difficult youth”, “Requiem”

Anna Akhmatova (1889-1966). “The yellow evening lay around”, “You gave me troublesome youth”, “Requiem”
The life and creative path of Anna Akhmatova. Acmeism, its aesthetic principles and poetics in her work.
Late poetry of Akhmatova (“Requiem”). Anna Akhmatova and Ukraine.

Bertolt Brecht. Life of Galileo

The life and creative path of a writer. Brecht as an innovative playwright. Brecht's "Epic Theater" theoretical basis and creative practice.
The problem of the moral responsibility of scientists for the consequences of scientific research in the drama “The Life of Galileo”. The ambiguity of the image of Galileo. The intellectual nature of the drama.

Albert Camus. "Plague"

The life and creative path of a writer. Camus - French writer, laureate Nobel Prize. His philosophical and aesthetic views. Camus and existentialism.
Absurdity and tragic stoicism in the novel “The Plague”. The problem of a person’s choice in a borderline situation and personal responsibility for this choice. Composition and style of the work.

Ernest Miller Hemingway. "The Old Man and the Sea"

The life and creative path of the American writer, Nobel Prize winner Hemingway, features of his poetics and style.
“The Old Man and the Sea” is a story-parable about a man. “Life-like” plot and philosophical symbolic meaning works. Hemingway's influence on the development of literary prose of the twentieth century.

Gabriel Garcia Marquez. "Old Man with Wings"

The life and creative path of a writer. G. García Márquez is a famous Colombian writer and Nobel Prize winner.
An organic combination of the ordinary and the fantastic as characteristic features of “magical realism” in the story “The Old Man with Wings.” The meeting of people with an angel, its symbolic meaning. Tragicomic depiction of people's attitude to miracles.

Milorad Pavic. "Damascene"

“The first writer of the third millennium” Serbian M. Pavic. The embodiment of the features of postmodernism in the story “Damascene”. The ability to choose ways to read a work at its two “crossroads” (including on a computer) as a manifestation of the writer’s play with the text and the reader, characteristic of postmodern literature, “the refusal of the author’s monopoly right to truth.”
Intensive use of facts from Byzantine and post-Byzantine culture (“virtual historicism”) as a characteristic feature of M. Pavic’s work.

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“War and Peace”, “Woe from Wit”, “Eugene Onegin” - these names are familiar to absolutely all graduates Russian schools. Someone may even be able to immediately continue the unforgettable line “My uncle has the most honest rules...”.

What do students from other countries of the world quote? website studied school programs and made a selection for you, thanks to which you can not only learn more about foreign schools, but also discover several new names.

France

In France, as in the vast majority of other countries, there is no separate subject “Literature” - students read in class native language. There is also no school curriculum as such, there is a recommended list of literature, and the choice of a specific work is left to schools, teachers, or the children themselves. French classics are required reading, for example the following books:

USA

In the USA, as in France, there is no unified school curriculum in literature, but some names and titles are familiar to every American student. The top five most popular books include:

Great Britain

In the United Kingdom, the school literature curriculum is simple: it is based on the works of English classics. And since English classics have long been firmly established as part of the world classics, the list recommended for British schoolchildren will look very, very familiar to any reader. Here he is:

Netherlands

Unlike their peers in many other countries, Dutch schoolchildren are not overly bothered with reading classical literature. More than half of the list of recommended literature consists of books by modern European and Dutch authors. Here are some examples from the list:

Germany

In Germany, issues of literary education for schoolchildren are resolved in each federal state. But, of course, there are common points in the lists of recommended literature, and these are, first of all, works of German authors and classics of world literature, such as these books.

Studying foreign literature in primary and high school as a means of forming universal communicative actions (from work experience).

Litvinova E. A., teacher of Russian language and literature

Municipal educational institution secondary school No. 84 of the Central district of Volgograd

H.G. Wells, who visited Russia in 1920, wrote: “In this incomprehensible Russia, warring, cold, hungry, experiencing endless hardships, a literary endeavor is being carried out, unthinkable now in rich England and rich America... hundreds of people are working on translations, books translated they are published and will be able to give the new Russia such an acquaintance with world literature that is inaccessible to any other people.”

In Soviet times, the study of foreign literature was given great importance. Thus, the high school program of 1927 was structured according to eras of style. Each topic, with VIII class, covered any important stage in the development of literature. We must pay tribute to the consistency with which the People's Commissariat for Education included Western classics in the school curriculum of those years.

In subsequent years, the increase in program material did not make it possible to restore foreign literature to the same volume. The quantitative reduction of material has given rise to a misconception about the place and significance of world literature in the secondary education system in general.

Thus, the most important direction in teaching Western European literature at school should be the study of its monuments in direct connection with Russian literature, since the latter did not develop in isolation from the world literary process, but was an organic part of it.

Russian literature has been included in the European literary process since approximately the middle of the 18th century, and already in the 19th century. It is impossible to imagine Russian and European literature isolated from each other. It is worth noting that the Russian classics themselves understood this well.

In one of the recently published letters from K.I. Chukovsky to V.A. Kaverin there is an important observation: “Let us not forget that Dostoevsky knew two foreign languages perfectly, Turgenev - three, Herzen - four, Tolstoy - five, and all literature in these languages they studied the originals.” And not without reason, K.I. Chukovsky concludes from this: “They are all great writers because they were introduced to world culture.”

In connection with the above, it is necessary to emphasize some features of the study of creativity foreign writers At school.

When selecting names sparingly, it is very important to concentrate and intensively use the time allotted by the program and consider, first of all, questions that cannot be raised on the basis of Russian literature alone. After all, the task is not for schoolchildren to receive extra information, remember five more names and learn the content of five more works.

These names are intended to help introduce students to the world historical and literary process, to make them feel some broad patterns, so that everything learned in lessons about Russian literature fits into this process. The study of foreign authors should be organized in such a way that it becomes obvious to everyone - both teacher and student - that without these five names, schoolchildren’s understanding of literature in general will be impoverished. As a result of these lessons, a new concept of “world literature” will be learned.

Therefore, the very structure of a lesson on the work of a Western writer should be fundamentally different from the usual structure of a lesson on Russian literature. The lesson should be aimed at solving the main task formulated above - introducing the concept of world literature.

Now let me turn to the content of the lesson. What to study?

It should be noted that foreign literature is interesting to students, however, this is, first of all, even for the most active and inquisitive students, information about modern foreign literature is very fragmentary and largely random. Many have read S. Lem, R. Tolkien, R. Zelazny, K. Simak, but may not have heard of B. Brecht. You also need to take into account that children read with particular interest works that touch on the fate of their peers.

So, I complete my literature study in 5th grade with a quiz lesson based on Mark Twain’s novel “Tom Sawyer.” The lesson involves preparation. I divide the class into 4 groups, and I try to do it according to the list. Next, I propose to choose a captain in each group, since they will have to speak for the team in a spelling competition (I propose to write complex names from the novel). 2 weeks before the lesson, I invite each group to choose an excerpt from the work to dramatize. As a rule, the lesson does not go smoothly. Since students are just learning to work in groups. Therefore, I invite them to evaluate the dramatization competition themselves and express their point of view: what they liked and why, whose performance was more interesting. But the most important thing is still the conversation about their peer Tom Sawyer, his adventures, about good and evil, about love, friendship, nobility.

In the 6th grade, in addition to the proposed works, I teach a lesson on the story by D. London “Where the Paths Diverge.” Students are not always able to answer the question: is Hitchcock right in saving a girl from the tribe and thereby putting his friends in danger. I raise this question in advance for consideration. As a rule, the class is divided into two groups, those who condemn Hitchcock, and those who consider his action to be correct. I help each group first formulate their pros and cons of Hitchcock’s action and formulate their questions for each group. During the discussion I try to bringcbring them to a common decision. I help the kids figure out that argument and discussion are not the same thing. Discussion is a process that changes under the influence of new information. You must follow the discussion rules.

In this form, I teach a lesson on Cervantes’s novel “Don Quixote” in the 6th grade. I bring up for discussion the question: “Who is he, Don Quixote - a madman or a sage?” No less interesting and controversial for sixth graders is the question of whether Matteo Falcone did the right thing by killing his ten-year-old son, Fortunato, for treason.

In the 9th grade, a lesson on studying Shakespeare's tragedy "Hamlet" can be conducted as a debate and discuss the questions: What is the character of Hamlet? Do you consider him a strong or weak-willed, active or passive person? Does Hamlet love Ophelia? If he loves her, then why does he behave so strangely with her? Also, problematic issues can be proposed for discussion when studying Goethe’s Faust. Why does Mephistopheles consider Margarita a sinner whose place is in hell, and the Voice from above justifies her? How does Mephistopheles make you feel? If sympathy, then why? Reveal the meaning of “Prologue in the Theater.” What requirements for theater and drama does Goethe put into the mouths of his interlocutors? Which one do you think is right?

Works of foreign literature, and above all “Faust,” make it possible to more fully reveal the concept of convention in art. Schoolchildren who paid most attention to realistic works were accustomed to highly assessing the persuasiveness of the motivation (for example, social conditions, psychological situations, etc.), usually dealt with a consistent depiction of the course of events, and therefore with a more or less accurate depiction of the passage of time and the relationship of historical time with events in the life of the hero. In Faust they will meet conventional time and conditional place of action; the motivations here will also be different (in comparison with the motivations in XIX literature c.), the characters and circumstances here are to a certain extent arbitrary.

The foreign section of the program leads us to the origins of “eternal images” - Hamlet, Faust, and if we remember what we learned in sixth grade, then to Don Quixote.

In 11th grade we study literatureXXV. Scientific and pedagogical approach to the study of multifaceted literature different countries world should manifest itself in the fact that it will be presented to students as an example of creativity that has no complete analogies in Russian literature.

With the smallest amount of information, this will help students to join the artistic world of other peoples, to understand that artistic consciousness is not standard, that there are different ways aesthetic development of reality. On the other hand, students should also feel the common features of all wonderful works of world literature: humanistic orientation, imagery, the desire to cover the problems of their time.

In my opinion, it is more advisable, after studying the literature of the Silver Age, to get acquainted with the works of F. Kafka, Remarque and Hemingway. When studying F. Kafka’s short story “The Metamorphosis,” I offer 4 groups 4 different points of view on the “transformation” of Gregor Samsa: D. Zatonsky, A.V. Karelsky, V. Nabokov and Daniel Burt. I suggest that each group choose a wording with which they agree and justify their answer. As a result of the discussion, we come to the conclusion that all 4 reading options are possible, since a symbol-metaphor is always polysemantic and involves many interpretations.

It goes without saying that familiarization with the works of several Western European writers in the classroom does not solve the problem of introducing schoolchildren to the treasures of world literature. Therefore, it is very important that these lessons are complemented by a whole series of activities, primarily on the organization of extracurricular reading. It is necessary that the design of the school literature room should include the presence of world classics.

A useful form of familiarization with world literature is to hold evenings associated with regular anniversaries.

Much has been written about the enormous advantages of the project method, in which the student himself obtains information, selects the most significant, sets goals, etc. At the same time, the teacher becomes the organizer of joint work with students, facilitating the transition to real cooperation in the course of mastering knowledge. During the study of foreign literature, I propose this form of project as a book cover. Covers can be created individually or in pairs. These are usually the final lessons in which students learn to defend their work. I use many covers in handwritten books. So, together with the students, we worked on the handwritten book “Through the Pages of Favorite Books,” in which a significant share was occupied by works of foreign literature. In addition to covers, an interesting project is creating a poster. In the 8th grade, I give two weeks for such work after reading the comedy-ballet by J.-B. Molière “The Bourgeois in the Nobility.” Before such work, we usually review well-known posters using Internet resources, or I invite students to independently examine the Youth Theater posters, Youth Theater. That is, work is underway on what the poster should contain.

While working on a personal project, students have the opportunity to realize a cognitive motive by choosing topics related to their hobbies. So, in the 8th grade, a student prepared a computer presentation about Japan (a lesson on studying haiku). These could be presentations about the life of Goethe, Shakespeare, etc. In the 11th grade, for a lesson on the works of F. Kafka, she suggested making a slide show about painting of the early 20th century.

Thus, the study of foreign classics and modern foreign writers opens up great opportunities for expanding the theoretical horizons of schoolchildren, helps to raise the level of understanding of literature as an art and, undoubtedly, will create the basis for a deeper understanding of native literature, which is integral part world literary process. And this approach is enshrined in the “Concept of School Philological Education,” which talks about the importance of studying works of foreign literature along with domestic classics.

The relationship between domestic and foreign literature in the school course Lekomtseva Nadezhda Vitalievna

3 Foreign literature in school programs 90s of the XX century

Foreign literature in school curricula of the 90s of the XX century

The democratic transformations in the Russian community that began in the mid-80s subsequently had a serious impact on school curricula. With the abolition of ideological prohibitions, the best examples of world literature began to be increasingly included in the programs of all types of schools.

Reputable methodological publications by S.V. have appeared. Turaeva, D.L. Chavchanidze, A.S. Chirkova, V.M. Pushkarskaya, F.I. Prokaeva, I.V. Dolganova, B.V. Kuchinsky, G.N. Boyadzhieva, K.M. Nartova, V.G. Marantsman, V.S. Vakhrusheva, S.E. Shamaeva, E.A. Bykova, L.K. Olyander, L.P. Smolyanova, S.M. Petrova and others, which made it possible to build a school course Russian literature in conjunction with foreign classics. In these methodological manuals, which revealed in detail the ways of studying the works of Homer, Dante, Shakespeare, Cervantes, Rabelais, Moliere, Goethe, Byron, Balzac, Brecht, B. Shaw, Hemingway, etc., contained a variety of detailed materials: information from the biography of the authors, literary interpretation of the plot basis of fiction texts, approximate lesson planning, problematic questions and assignments, explanations on the theoretical and literary aspects of the writers’ creativity, evaluative statements from critics and contemporaries of writers.

Since the 90s, foreign classics have taken a strong place in the programs of all types of schools. From now on, the literature course itself in secondary educational institutions began to express an understanding of the literary process as a reflection of the unified cultural and progressive development of all human civilization. The school course in literature, including the literary heritage of Russian writers as a basic component, was significantly expanded due to the peak phenomena of the world classics and the works of national writers of Russia.

Foreign classics were presented in significant volumes in literature programs (edited by L.M. Predtechenskaya, A.G. Kutuzov, G.I. Belenky, T.F. Kurdyumova, K.M. Nartov, A.I. Knyazhitsky etc.) Together, these programs reflected the process of intensive integration of domestic culture into Western culture. The parameters for comparing works of domestic and foreign literature in these programs were: literary method (direction, current); ideological and aesthetic position of the author; the worldview pathos of the writer; problematic and thematic similarity (at the level of plot, characters, conflict); stylistic originality (at the level of emotional tone, artistic detail, form, etc.)

The creators of various concepts of philological education at school began to take greater account of the artistic harmonies of Russian and Western classics. In particular, in the program for the 11th grade, ed. A.G. Kutuzov proposed to conduct reading conference on the topic: “The image of Don Juan in the works of A. Blok, K. Balmont, V. Bryusov, M. Tsvetaeva.” Program V.G. Marantsman put forward the problems of “The Epoch and Life of the Soul in the Poetry of A. Akhmatova and in World Literature (Catullus)”; “Development and interpretation of biblical plots and images in world literature Christ in M. Bulgakov and Ch. Aitmatov; Mephistopheles in Goethe and Pushkin; “evil spirits” in Gogol and Woland in M. Bulgakov).” Program ed. A.I. Knyazhitsky drew attention to mythological correspondences in the cultures of different peoples (creation myths, heroic, eschatological); offered written assignments of a research and comparative plan, such as: “Winners and losers in the stories of E. Hemingway “The Old Man and the Sea” and V. Astafiev “The Tsar Fish”.

Having devoted 20% of the allotted time to experimentation (conducting lessons “at your own discretion”), the programs edited by. G.I. Belenky, T.F. Kurdyumova and A.G. Kutuzov opened up new opportunities for teacher creativity. Essentially, on modern stage It was the classes on foreign literature that became the experimental lessons, which is confirmed by the latest materials from the magazine “Literature at School” provided by practicing teachers (lessons on the works of Aeschylus, D. Defoe, E.T.A. Hoffmann, G. Heine, G.-X Andersen, P. Merimee, D. London, M. Metterlinck, A. Saint-Exupéry, R. Bradbury, etc.).

As it turns out, today the greatest difficulty in practice is the final year program. Both teachers and methodologists are wondering what works of foreign literature of the 20th century can be recommended for consideration in the classroom and for independent reading by students. In our opinion, this problem is solved more constructively in programs for gymnasiums and lyceums of the humanities, for schools teaching the course “World Artistic Culture” and in the program for national schools. Here not only a list of authors is indicated, but also a range of problems that should be discussed with students in the graduating class. The principle of variability is introduced in the selection of works for textual consideration in the student audience.

It is quite natural that the most complex paradigm of compared phenomena may arise in schools in the national regions of the country. According to the compilers of the program, Russian literature, which has the richest humanistic and artistic traditions, plays a vital role in the national school: “Being a phenomenon on a global scale, it allows students who speak Russian to become familiar with world spiritual values.” Acquaintance with the pinnacle phenomena of world, Russian and native literature instills in the student a “humane attitude towards people.” different nationalities, respect for national characteristics, a sense of the unity of humanity.”

The triple parallel of the compared works (based on typological connections) is considered in the dissertation research of S.M. Petrova “Interconnected study of Russian, native, and foreign literatures in the Yakut school.” Using the example of a school literature course, she showed the possibility of correlating the works of different national authors (Byron - Pushkin - Tallan Buret; Balzac - Gogol - A. Kulakovsky; Goethe - Turgenev - P. Oyunsky; Hugo - Korolenko - E. Eristin, etc.). The idea of intercultural communication in literature lessons is also considered by other methodologists. In the manual V.S. Vakhrushev “Lessons of World Literature” includes materials for comparing the content of the suras of the Koran with the lyrics of Pushkin and the documentary prose of Saint-Exupery. In the anthology of V.G. Marantzman for the 9th grade provides a list of problematic issues for comparing the tragedies of Aeschylus “Prometheus Chained” and the Bashkir writer M. Karim “Don’t Throw Fire, Prometheus!” At the Syktyvkar Gymnasium of Arts V.A. Limerova conducted an experiment to study Schiller's lyrics in the Komi school (Schiller - Nekrasov - I. Kuratov). Students of the Udmurt University tested the possibilities of studying the works of foreign authors in the Udmurt school (Shakespeare - G. Sabitov; Dickens - P. Blinov; Heine - Lermontov - M. Petrov; Kafka - G. Krasilnikov, etc.).

With the development of humanitarian schools (with in-depth study of foreign languages and historical and philological disciplines), fragments from the works of foreign authors and short lyrical texts began to be considered in the originals in foreign language lessons (in the textbooks of I.L. Bim, E.I. Passov, L.N. Yakovleva, E.G. Kakhova). For philological schools, programs of elective classes (in Russian) in American and English literature were developed (N.P. Michalskaya), German literature(K.M. Nartov). Since fiction covers a variety of universal human problems, training in the above-mentioned programs and teaching materials contributes to the formation of the sociocultural horizons of high school students.

Experience of interconnected study of domestic and foreign classics is gaining wide popularity. The qualitative stages of the general trend of convergence of domestic and foreign literatures within the framework of the educational characteristics of the world literary process in secondary school can be defined as follows:

1) Parallel study of works of domestic and foreign literature, in which literary parallels arise naturally, by association.

2) Understanding the relationship between domestic and foreign classics on the basis and at the level of literary theory, when the commonality of the literary method or genre is realized.

3) Acquaintance with individual works of foreign literature in connection with the study of domestic literature (Goethe - Zhukovsky; Byron, Mitskevich - Pushkin, etc.), when the similarities are only indicated.

But a more effective understanding of the problem of interaction between national literatures within the framework of a school course is associated, first of all, with posing the following questions:

1. Awareness and characterization of the unity of the world literary process.

3. Types of interethnic literary relations. Contacts. Typological convergences as a special form of affirming the unity of the world literary process.

4. Affirmation of the national identity of each literature as a necessary element of world literature.

It is quite obvious that this group of questions cannot be tied to the study of any one topic and considered in full. The principle of interconnection between literatures should permeate the entire program and be reflected in the content of most sections of the relevant textbooks. In this case, you can count on a positive result.

The problem under consideration is extremely important in its own pedagogical sense. It is almost a generally accepted practice of an extremely isolated approach to the study of works of foreign literature, without any connections or correspondence with domestic literature, as well as isolated acquaintance with native literature, in educational terms are not very productive. Expanding the concept of the unity of the world literary process, if possible systems approach studying it allows us to solve the most important pedagogical task: to form an understanding of the unity of the world-historical process of development of human society and the history of world literature inseparable from it.

One of the means of increasing the effectiveness of literature lessons can be the interconnected study of literature, aimed at the formation of a spiritually rich, harmoniously developed personality with high moral ideals and aesthetic needs and carried out on the basis of studying in secondary school outstanding works of Russian, national and foreign classics.

From the book Some Problems of the History and Theory of Genre author Britikov Anatoly Fedorovich

Evolution science fiction(from its inception to the 80s of the 20th century) Is it possible to consider scientific fiction in the general mainstream of realistic art? Wouldn't this mean recognizing the erroneous theory of "realism without shores"? There are no such concerns

From the book History of Russian Literature of the 20th Century (20–90s). Basic names. author Kormilov S I

Russian literature of the 20–90s of the XX century: main patterns and trends In the late 10s and 20s of the XX century, literary critics sometimes counted the latest Russian literature from 1881 - the year of the death of Dostoevsky and the assassination of Alexander II. It is now generally accepted that in

From book Western European literature XX century: textbook author Shervashidze Vera Vakhtangovna

LITERATURE 1970 – 1990s

From the book Interrelationships of Russian and Foreign Literatures in the School Course author Lekomtseva Nadezhda Vitalievna

From the book History of Russian Literature of the 20th Century. Volume I. 1890s - 1953 [In the author's edition] author Petelin Viktor Vasilievich

Part two. Russian literature late XIX and 10s of XX

From the book Ostrich - Russian Bird [collection] author Moskvina Tatyana Vladimirovna

The course “Foreign Literature” is an integrated program that includes elements of such academic disciplines as “Literature” and “Foreign Language”. This course is designed for one year of study in grades 9-11 in the humanities and philology to introduce students to Western cultural space Europe and the USA in accordance with the norms and values of an open society.

The regional studies content of the course is designed to complete the formation of high school students' understanding of world literature. Students become familiar with factual information about the literature of foreign-language countries in different historical periods.

Getting to know the culture foreign countries based on constant comparison of the acquired knowledge with knowledge about one’s country and oneself. As a result, a unique dialogue of cultures occurs, which contributes to unification, rapprochement, development of understanding and good attitude towards the country, its people and traditions. Comparison also requires students to express their own opinions, their own active life position on any issue, which in turn stimulates and motivates the desire to constantly increase and deepen the amount of knowledge about one’s own country and other countries.

Home the task of the educational aspect of the program“Foreign Literature” is the systematization, generalization and further consolidation of material in the academic disciplines “Literature” and “Foreign Language”, as well as preparing students for exams in accordance with the requirements of the state standard.

In the field of reading, the task is to improve the three most common types of reading: reading with a general coverage of content, reading with a detailed understanding of what has been read, and search reading. Reading instruction is based on authentic texts that correspond to the age-related interests of students.

Due to the fact that education is based on translated and authentic texts of various types, great importance is attached to students’ independent access to the linguistic and regional studies reference book, the tasks of which include: firstly, to expand the general educational horizons of students when familiarizing them with regional studies information, and secondly, create a need and develop the ability to use reference books such as lexicons, encyclopedic dictionaries, thereby stimulating the cognitive activity of students.

This elective course is intended for use in grades 9-11. Classes are held once a week for one year. It is expected to give lectures, conduct practical (seminar) classes and monitor student reading. The course lasts 32 hours and ends with a test.

General concepts used when studying the course

The concept of literature as the art of words, enshrined in written form.
Types of literature. Epic, lyric and drama. Their differences depend on the author’s position in relation to the depicted material. Various genre forms within genera. Novel, story, short story, short story, epic poem, fable, aphorism in an epic. Comedy and tragedy in drama. Lyric poem, lyric poem.
An artistic image, a trope, is a special form of reflection of reality, a “magic crystal” (A.S. Pushkin), transforming the phenomenon of life. The concept of metaphor and epithet.
The theme of a work is its concentrated content. Idea is the main idea of the work.
Construction work of art. The concept of composition, plot, climax and denouement. The plot is like a “chain of causes and consequences” (B.V. Tomashevsky).
The concept of classicism, baroque, romanticism, realism, modernism.

While studying the course “Foreign Literature”, students form short dictionary basic literary terms and supplement it with examples while listening to the course. For example, the theme of Homer's Iliad is the Trojan War. "The Wrath of Achilles" and the consequences of this anger. The idea is the priority of the public over the personal. Love for the homeland is higher than selfish interests.

Course program

Subject	Lessons, h
Subject	theory	practice	Total
1. Literature of Antiquity	1	2	3
2. Literature of the Middle Ages	2	2	4
3. Transition from the Middle Ages to the Renaissance	1	2	3
4. Revival	2	3	5
5. Literature of the 17th century	1	2	3
6. Literature of the 18th century	1	2	3
7. Romanticism in European and American literature	1	3	4
8. Realism in European literatures	1	2	3
9. Modernism in 20th century literature	2	2	4
Total	12	20	32

1. 1) Literature as an art form. The thousand-year history of the written form of word art. The most ancient literary monuments of the East and West. The concept of myth and epic. Homer's Iliad is a classic example of an epic. - 3 hours.
2) Medieval literature Western Europe. Heroic epic. Romance. Urban literature - 3 hours.

2. Literature of the Renaissance. general characteristics Renaissance. Dante Alighieri as the last poet of the Middle Ages and the first poet of modern times. Features of the Renaissance in Italy ("The Decameron" by G. Boccaccio, sonnets of Petrarch), England (the works of W. Shakespeare), France (the novel "Gargantua and Pantagruel" by F. Rabelais), Spain (the novel "Don Quixote" by M. de Cervantes) - 5 o'clock.

3. Seventeenth century in European countries. Baroque and classicism. The triumph of absolutism in France. French theater 17th century. Moliere's comedies - 3 hours.

4. General characteristics of the Enlightenment in Western Europe and North America. Enlightenment ideology as a reaction to the feudal system. Enlightenment as the ideological basis of the War of Independence of 1775-1783. The revolutionary nature of the Enlightenment in France. English educational novel by D. Defoe and J. Swift. Philosophical story by M.A. Voltaire J.J. Rousseau and Rousseauism. The Sturm and Drang movement in Germany. Creativity I.V. Goethe and F. Schiller - 3 hours.

5. Literature of the first third of the 19th century. Romanticism as artistic method and style. Social and methodological prerequisites for the emergence of the romantic trend and its national characteristics England, France, Germany, Italy. J. Byron and Byronism. Historical novel by W. Scott and W. Hugo. Romantic lyrics and drama. Germany is a classic country of romanticism. Tales of E.T.A. Hoffman - 4 hours.

6. Realistic conditioning of man by the social environment in the literature of the 19th century. The concept of a typical hero in typical circumstances. Realistic principles of plotting, depiction of man and living conditions. O. de Balzac is the creator of the “Human Comedy”, the father of the social novel. The story of a young man in the novel "Père Goriot". - 3 hours.

7. Modernism in the literature of the 20th century. Depiction of the gap between the spiritual experience of the individual and the course public life. Features of postmodernism. English novel of the 20th century - 1 hour.

8. The creative path of B. Shaw. The concept of "intellectual drama". Discussion, paradox, grotesque in “unpleasant plays” Show - 1 hour.

9. The works of G. Wells. Social and philosophical fiction. The main themes of the novel "The Invisible Man" - 1 hour.
Social and philosophical novel by W. Golding. Symbolism and parable beginning - 1 hour.

10. Postmodernism in English literature. Aesthetic fundamentals. The principle of the game. The artistic originality of the novel "The French Lieutenant's Woman" by Fowles - 1 hour.

11. Detective in modern English-language literature. Features of the genre, composition. System of images - 1 hour.

12. Main trends in the development of English-language science fiction. Problems and artistic originality. The nature of psychologism in S. King's novel "The Green Mile". Features of the dystopian genre. The works of R. Bradbury - 2 hours.

Vasiliev K.B. The English Tutor. English tutor. Tutorial in English language. Book 2: British Literature. – M.: Intellect-Center, 2001.
Grekhnev V.A. Verbal image and literary work. Book for teachers. Nizhny Novgorod, 1997.
A brief dictionary of literary terms. Book for students. Any edition.
Literary encyclopedic dictionary. M., 1987.
Encyclopedia for children. World Literature. Volume 15. Part 1,2. – Moscow: Avanta +, 2001

List of literature for the course

Legends and myths of ancient Greece.
Homer. Iliad.
Song of Roland.
The Song and the Nibelungs.
Bedier J. Tristan and Isolde.
Dante A. Divine Comedy. Hell.
Rabelais F. Gargantua and Pantagruel (books 1-2)
Shakespeare W. Romeo and Juliet. Hamlet. Sonnets. Twelfth Night.
Boccaccio G. Decameron. (selectively)
Cervantes M. Don Quixote. (book 1)
Corneille P. Seed.
Moliere J.-B. A tradesman among the nobility. Tartuffe.
Voltaire M.A. Candide.
Swift J. Gulliver's Travels.
Defoe D. Robinson Crusoe.
Goethe I.-V. Faust. The sufferings of young Werther.
Schiller F. Cunning and love.
Goffman E.T.A. Golden pot.
Hugo V. Notre Dame Cathedral.
Scott W. Ivanhoe.
Byron J.G. Childe Harold's Pilgrimage.
Balzac O.de. Gobsek. Father Goriot.
Dickens C. Oliver Twist.
According to E.A. Crow. Novels.
Twain M. The Adventures of Tom Sawyer. Novels.
Saint-Exupéry A. de. A little prince.
Kafka F. Metamorphosis.
Show B. Plays.
Wells G. The Invisible Man.
Golding W. Lord of the Flies.
Christy A. Detectives (selected).
Fowles. The woman of a French lieutenant.
Kinga S. Green Mile.