Lesson to consolidate knowledge.
Subject: "After the ball." Artistic originality story. Contrast as the main artistic device of the story
Lesson objectives:
Educational:
1. Show the features of the composition of the story “After the Ball.”
2. Introduce contrast as the main artistic device of the story.
3. Teach to see and understand the author’s position.
4. Understand the material covered and evaluate yourself.
Educational:
1.Develop cognitive interest to the artistic word.
2.Develop imagination, associative and logical thinking.
3.Develop creative thinking, promote creative self-realization of students.
Educational:
1. Develop the ability to listen and hear carefully.
2.Draw the attention of students to the problem of spirituality.
2.Educate moral qualities Personality: mercy, respect for people, kindness.
Working methods: testing, analytical conversation, expressive reading, elements of debate, retelling, analysis literary work. Differentiated work with students.
Materials for the lesson:
1. Test.
2.Work cards
3. Score sheets.
4. Colored answer cards.
5. Texts of the work.
6..Multimedia technology.
Progress of the lesson.
1.Introduction. Reflection of mood.
Teacher's words: Music:
Late evening. The room is in twilight. There is deep silence in the house, everyone around is sleeping, and only the great worker Lev Nikolaevich Tolstoy cannot tear himself away from work, which is now the main work of his life. He wants the truth, understood by him, to become available to all people. Tolstoy here looks like a wise and majestic prophet, a strict judge and teacher of life. An invisible candle brightly illuminates the writer’s face, the light silvers his gray hair, and this creates a feeling of clarity of thought, inner peace and gentle humanity.
What does Tolstoy write there? What truths does he want to convey to us?
At the last lesson, we watched excerpts from a film about Leo Tolstoy, talked about his work and biography, and began reading the story “After the Ball.” Today we are working on composition, structure, artistic features story. The topic of the lesson is “After the ball.” The artistic originality of the story. Contrast as the main artistic device of the story
To immerse yourself in the atmosphere of the lesson, let's remember the main milestones of Tolstoy's life, which will help us in understanding the story.
Each of you has a work card and a score sheet. Today in class you evaluate yourself. You mark all your answers on this assessment sheet in certain columns.
2.Updating basic knowledge.
The first task, as I already said, is to update knowledge about the writer. Today you work throughout the lesson in groups. You have a couple of minutes to think and write on the work cards - what important information about L.N. Tolstoy will be useful to us today. Discuss your answer and write down the necessary information on your worksheet.
Let's check. Which group wants to respond? Let's listen and add. Don't forget to mark your answers on the score sheet.
(Children's expected answers:
Lived all his life in Yasnaya Polyana, left the estate only for a few years when he served in the Caucasus;
all his life he followed the path of self-knowledge, analyzed his actions, tried to understand why people act this way and not otherwise;
paid special attention to history, and over the years came to a philosophical understanding of it;
The peasants respected him very much, the poor always came to his house, he was always ready to help everyone. He was very close to the people. He himself took part in peasant labor (plowed the land, planted gardens);
While serving in the army, he believed that a soldier was on equal terms with an officer. In the face of death, everyone is equal;
The incident in the story is based on real events. This happened to his older brother Sergei Nikolaevich Tolstoy.)
The groups were preparing for today different material and today in class each group will present their prepared answers. In addition, during the lesson, groups will work not only differentiated, receiving different tasks, but also all together - in the so-called co-creation, when it comes to in-depth analysis of the text.
I named these groups:
historians,
creative writers,
literary scholars,
philosophers.
A group of historians prepared material for us about Tolstoy’s personal impressions of serving in the army.
1 student talks about the participation of L.N. Tolstoy in Crimean War(after the student’s answer, an additional question from the teacher:
What attitude could a young officer have towards a simple soldier if this soldier next to him heroically defended the surrounded city?)
Student 2 prepared a message on the topic “Leo Tolstoy – a fighter for justice.” (after the student’s answer, an additional question from the teacher:
Why couldn’t Leo Tolstoy stay away from the unfair treatment of the common soldier?)
In the 19th century, soldier was almost a dirty word. Let's listen to a short excerpt from the writer's diary journalistic writings about how a soldier was characterized in the 19th century. The excerpt was prepared by a group of literary scholars.
The student expressively reads an excerpt from the journalistic works of L.N. Tolstoy
(Student message:
Soldier - expletive in the mouths of our people, a soldier is a creature driven only by bodily suffering. A soldier is a rude creature, coarsening even more in the sphere of deprivation, labor and lack of foundations of education, knowledge of the form of government, the causes of war and all human feelings. According to the law, a soldier has only what is strictly necessary, but in reality it is less than for a man of strong build to die - the weak die from hunger and cold. The punishment of a soldier for the slightest offense is a painful death, the highest reward is a distinction that gives him the right, inherent in man, not to be beaten at will. This is who is the defender of our fatherland.
The spirit of oppression is so widespread in our army that cruelty is a quality that the youngest officers boast about. The soldiers are spotted, beaten every minute, and the soldier does not respect himself, hates his superiors, and the officer does not respect the soldier.
In the 1820s, Semyonov officers, the flower of the youth of that time, decided not to use corporal punishment in their regiment, and, despite the then strict requirements of front-line service, the regiment continued to be exemplary even without the use of corporal punishment...
That's how they looked at corporal punishment educated Russian people 75 years ago. And now for 75 years, and in our time, the grandchildren of these people sit as zemstvo leaders in the presence and calmly discuss questions about whether they should or should not, and how many blows with rods should be given to such and such an adult, sometimes a grandfather.
The most advanced of these grandchildren in committees and zemstvo assemblies draw up statements, addresses and petitions that, for hygienic and pedagogical purposes, not all men (people of the peasant class) should be flogged, but only those who have not completed their course in public schools...
...But this is not the main harm of this disgrace. The main harm is in state of mind those people who establish, permit, ordain this lawlessness, those who use it as a threat, and all those who live in the conviction that such a violation of all justice and humanity is necessary for good, right life. What terrible moral crippling must occur in the minds and hearts of such people, often young, who, I myself have heard, with an air of thoughtful, practical wisdom, say that a peasant cannot help but be flogged and that it is better for the peasant.
It’s these people that I feel most sorry for for the brutality into which they have fallen and in which they will remain stuck... It’s a shame! 1905 (From the journalistic works of L.N. Tolstoy).
My question is addressed to creative writers. Is it just the story that happened with brother L.N. Tolstoy, which we talked about in the last lesson, formed the basis of the story “After the Ball”? (student answer)
Testing knowledge of the content of the text.
It's time for us to move on to analyzing the story. Using the test, we will remember its content and restore the material about the story that we covered in the last lesson. Before you are the test questions, we underline the answers or circle them on the work card.
TEST on knowledge of the text
1. Genre of the work:
A) essay
B) story
B) story
2. Theme of the work:
a) a story about the love of Ivan Vasilyevich;
b) a story about a colonel;
c) showing Nikolaev Russia.
3. It helps to reveal the idea of a work:
A) antithesis
B) hyperbole
B) personification
4. Why did the colonel, attentive and sensitive at the ball, turn out to be cruel and heartless after the ball?
B) put on a “mask” of integrity at the ball
C) the colonel performs his duties
5. The work makes you think about:
a) the fate of the colonel;
b) personal responsibility of a person for the life of society;
c) the love of Ivan Vasilyevich.
In addition to my test questions, a group of creative writers prepared a mini-game for a couple of minutes. The questions also concern the content. But your task is simply to pick up the desired card. If you agree with the statement - red, if you disagree - green.
(Prepared test game:
1. Ivan Vasilyevich’s whole life changed from one night.
2. The story “After the Ball” is set in the last day of Maslenitsa.
3. The colonel and his daughter danced all evening.
4. Varenka’s father always did everything according to the law.
5. Pyotr Vladislavovich refused to stay for dinner because he was very tired.
6. Spitzrutens are sticks or rods for whipping, which were used to beat those being punished.
7. Ivan Vasilyevich’s love still did not wane after seeing the soldier’s punishment.
8. The type of composition of the work “After the Ball” is a story within a story.
9. Main idea story idea personal responsibility of a person for what is happening.
10. The composition of the work is based on the technique of contrast.
Working with text.
- In the text we had a question about genre. Let's talk about this a little more. Literary critics, the floor is yours. Try to prove that the genre of the work is a story.
(Suggested student answer:
Before us is a story and we found the following signs of this genre:
prose work;
small in volume;
it tells about two events in the hero’s life;
small quantity characters).
Creative writers, name all the characters (Varenka, colonel, Ivan Vasilyevich, punished)
Literary scholars, what interesting things did you notice in the composition of the story?
A story within a story
The writer, in the volume of such a small work, was able to show one of the terrible sides of life in the era of NicholasI
Yes, indeed! Tolstoy paints us the era of the 40s. 19th century. For the use of Nikolai's spitzrutensIcalled Nikolai Palkin. Historians, you have the floor.
(The guys talk about what execution is and about the punishment of soldiers.
During the reign of Emperor Nicholas I Russian army there was the most severe cane discipline. Execution was the name of a terrible punishment common in the first half of the nineteenth century in the army during the reign of NicholasI .
The soldier was driven through the ranks and beaten with rods or sticks. "It's not a week
passed so that a person or two from the regiment would not be beaten to death. Nowadays it’s no longer
they know what sticks are, but then this word never left my mouth. Sticks, sticks!.. We have
and the soldiers nicknamed Nikolai Palkin. Nikolai Pavlych, and they say Nikolai
Palkin. That’s how the nickname came to him,” recalls the old 95-year-old soldier, hero
Tolstoy's articles "Nikolai Palkin") .
Unfamiliar words: execution and spitsruten - we will write them down in the dictionaries in your work cards.
Execution - corporal punishment.
Spitsruten (German from Spitze tip, and Ruthe rod). Long flexible rods made of wicker, which were used to strike the punished person, driven through the gauntlet (in Russian state 1701-1863).
Philosophers, why do you think Tolstoy turns to the 40s, although the story itself was written in 1903? Try to answer the question.
(Tolstoy turns to the events of 75 years ago to show that during this time almost nothing has changed: blatant arbitrariness and cruelty reign in the army, justice and humanity are violated at every step. What worried Tolstoy most of all was that educated people believed that this is necessary for a “good and correct” life).
What is unusual about the structure of the story? (the story is based on the contrast of 2 events from the hero’s life)
Reading and analyzing text.
What is contrast? (opposition)
In the last lesson, we talked about the plan for constructing a story. What events are built on contrast? (ball and punishment scene)
The first scene of the ball. Look at the screen. Father and daughter are dancing. What do we see? The rustle of dresses, bright colors... To better understand the atmosphere that reigned at the ball, let's read expressively:
(1 student reads the ball scene)
In order to show the contrast, let’s immediately listen to the scene of the soldier’s punishment. Pay attention to the screen. In what colors does the picture of a soldier’s punishment appear before us? Let's listen. (2nd student reads the punishment scene)
In order to show the contrast, we need to do a fairly deep analysis of the text: namely, the scenes of the ball and after the ball. In your work card you have a table. Now all groups are working on the same task. The so-called co-creation. We are all in the role of researchers.
- When filling out tables, you can use not only words, but also expressions that help to most fully identify the essence of what is happening. Not only the text of the story, but also the illustrations will help us in this work.
Children work (5 min).
(Approximate expected completion of the table:
Something black and terrible was approaching me; something motley, wet, red, unnatural, that I did not believe that it was a human body.
Appearance of the main character of the episode (Varenka/Soldier)
Shining, affectionate, sweet eyes, a flushed face with dimples, a joyful smile; laughed, danced; admired, admired.
A stumbling, writhing man; the person being punished turned his face, wrinkled with suffering; he did not speak, but sobbed: “Brothers, have mercy.”
Sounds, character of music
The ball was wonderful; famous musicians; Mazurka, quadrille, waltz.
There was some other, hard, bad music, the beating of drums.
Psychological state of the narrator
1) I was not only cheerful and contented, I was happy, blissful, I was kind, I was not me, but some unearthly creature, knowing no evil, capable of only good;
2) I not only admired them, but looked at them with rapturous emotion;
3) At that time I embraced the whole world with my love; At that time I felt some kind of enthusiastic and tender feeling (for her father);
4)Endlessly happy.
There was an almost physical melancholy in my heart, reaching the point of nausea, such that I stopped several times, and it seemed to me that I was about to vomit with all the horror that entered me from this sight; But as soon as he began to fall asleep, he heard and saw everything again and jumped up.
Description of the Colonel
Tall, stately, handsome, fresh, ruddy face, with a curled mustache, a joyful smile, protruding chest, a loving, attentive father.
A stately figure moved next to the punished; The self-confident, angry voice of the colonel shouting: “Are you going to smear? Will you? A ruthless, cruel colonel, confident in his rightness
- We need to do one more little text analysis. Each group now has its own task, for which you are given 4-5 minutes to complete. All tasks are on work cards.Literary scholars , you need to find the figurative and expressive means used by the author of the work and show the purpose of their use.
(children's expected answer:
Tolstoy uses syntactic means: repetition and parallel phrase structure. He conveys the callousness, duration and horror of what was happening by repeating the same words: “blows still fell from both sides on the stumbling, writhing man, and the drums still beat and the flute whistled, and the tall, stately woman still moved with a firm step.” the figure of a colonel next to the person being punished
This technique is also present in the first part: it conveys a feeling of infinity of happiness: “I waltzed again and again,” “once again I chose her, and we walked along the hall for the hundredth time.” The word "yet" is enhanced by the French "encore".
Huge number epithets:
Graceful, affectionate, lovely, shining, blushed, beautiful, tall, stately, fresh, affectionate, joyful, brilliant.
Cruel, bad music, unpleasant, scary, wrinkled with suffering, writhing, firm step, frightened, menacing, angry, angry)
Creative writers , show the contrast in the portrait characteristics of the heroes - the colonel and the soldier.
(children's expected answer:
Portrait characteristics heroes.
Tall military man in an overcoat and capA man stripped to the waist, tied to the guns of two soldiers. His back is something motley, wet...
Ruddy face and white mustache with sideburns
Face wrinkled with suffering
Walked with a firm, bouncing gait
Twitching with their whole body, slapping their feet on the melted snow... they pushed...
A tall, stately figure moved with a firm step
Walks, stumbling and writhing in pain
Historians , if you had to draw illustrations for the story, what colors and paints would you use to depict the scenes of the ball and after the ball.
Philosophers, how would you comment on the quote??
“I renounced the life of our circle, recognizing that this is not life, but only a semblance of life, that the conditions of excess in which we live deprive us of the opportunity to understand life, and that in order to understand life, I must understand life not exceptions, not us, but life common people» L.N. Tolstoy.
Conversation.
Positional discussion: “Images of the colonel and the narrator.”
So, we have come to the point where we need to draw conclusions from all our observations.
What did the contrast help convey?
Shows the contrast of events. The bright, joyful colors of the ball in part 1 and the carefree fun of young people sharply set off the gloomy picture of part 2.
The contrasting depiction of the mood helped convey the turning point in the narrator’s soul.
What conclusions can be drawn from these observations?
The episode of the ball and the events after the ball are contrasted with each other. A contrasting depiction of characters, circumstances, and events is an important technique for comprehending the idea of a story.
These episodes are organically connected with each other. The contrast helped show the turning point in the hero’s soul. The mask from the outwardly prosperous, elegant reality is torn off.
The more festive and luxurious the hero imagined the world to be at the beginning, the more unexpected, tragic, and bitter his insight turned out to be.
Now let's take a closer look at the narrator on whose behalf the story is told. What kind of person is this, what problems bother him, what does he think about? Why does the author “trust” the story about the event to Ivan Vasilyevich?
A thinking person, reflecting on life. The hero is concerned about moral and social problems. A person who is not indifferent, with a conscience. The author’s attitude towards the narrator is expressed by a direct assessment of one of the listeners: “Well, we know how good you are... No matter how many people would be no good if you were not there.”
Why didn’t Ivan Vasilyevich intervene in what was happening?
He cannot imagine that a bad, evil, disgusting deed could be done with such ease and confidence without a serious reason: “... they knew something that I did not know.”
What did the incident with the soldier make Ivan Vasilyevich think about? What was he “trying to find out” about?
It is important for the hero to know what the moral principles of society are, the criteria for assessing good and evil, what the army is based on, of which he dreamed of being an officer.
Public morality, based on cruelty and violence, contradicts the moral ideas of Ivan Vasilyevich.
How did Ivan Vasilyevich’s life change after the incident with the Tatar?
He abandoned his military career. The hero chooses the path of “non-participation in lies” and cruelty. This is the path of moral self-improvement, internal opposition to social evil. And the hero’s love began to wane.
What conclusion can be drawn about the hero?
The hero, having abandoned his military career, lived his life in accordance with his conscience, instructing his neighbors on the path of good. Not personal happiness, love, but the search for truth and goodness is the meaning of his life.
Many critics see the basis of the conflict in this story in the depiction of the colonel's double-mindedness. In their opinion, the colonel at the ball (in the semi-darkness of the hall) is depicted in a mask, and after the ball (morning) in the true light. Do you think this is true? Here you can argue:
The colonel is convinced that “everything must be done according to the law.” He is the way the narrator portrayed him: sincere in his relationship with his daughter, amiable with people of a certain circle. Perhaps somewhere in the depths of his soul, while performing his duty, he has a feeling of pity for the unfortunate, humiliated person. Or maybe, as an old military servant, he is accustomed to such torture, so he does not understand why, but he knows that it is so necessary: “Everything is according to the law.”
We know from the text how he, probably ashamed, pretends that he does not recognize Ivan Vasilyevich. But this does not relieve him of guilt, but only to some extent explains the motives of his actions.
Comparison of story editions
We talked about how the ending of the story was changed. Listen to the rough and final version.
Why did Tolstoy change the ending of the story?
And without finding out, I could not enter military service, as I had wanted before, and not only did I not serve in the military, but I did not serve anywhere and, as you see, was not suitable for anything.”
Summing up the lesson.
We took a trip to the 19th century. We plunged into the language of Leo Tolstoy. We observed how masterfully the author used contrast as an artistic technique in creating vivid portraits, in the figurative characterization of actions and in conveying the subtlest emotional experiences of the characters. Later, in higher grades, you will get acquainted with other great works of Tolstoy and see that the ideas of humanism, humanity, conscience, and justice run like a red thread through all of his work.
Groups, ask each other questions about the lesson.
(suggested questions:
- What technique is the basis of the story? ? (contrast)
- What did the contrast help us see in the text? (pictures of good and evil in real world)
-What does this story make you think about? What did L. Tolstoy want to convey to us with this story? ?
(The story makes us think about a person’s responsibility for life in society. A person is responsible for everything that happens in the world. We must love each other, understand, do good)).
Homework is indicated on the work cards. Let's see. Let's discuss it. You choose the task yourself.
Imagine that Ivan Vasilyevich decided to write a letter to Varenka. Write a letter in 1st person.
Showcase the story “After the Ball” using color.
Imagine that you are deputies and are promoting to the Duma new project: a set of moral laws. Write 3-4 laws, preferably in tune with the lesson.
Write down epithets for words
S P
Oh Oh
L L
D K
A O
T V
For example, S – weak, suffering O – offended
5) Compose a letter from a soldier from the distant past (or a letter to a soldier)
Let's conclude:
Tolstoy's story shows not only the good and cruel principles of man, but also the social injustice that reigns around. The writer raises the problem of a person’s responsibility for everything that happens in his life.
Let's rate ourselves:
Today I found out...
It was interesting...
It was difficult...
I realized that...
Now I can...
I purchased...
I learned...
I did it...
I will try…
I was surprised...
I wanted...
Story by L.N. Tolstoy’s “After the Ball” is a very small work in volume, but extremely deep in meaning. It is based on the technique of contrast, antithesis. The story is divided into two parts, which are sharply opposed to each other.
The first part of the work is a description of the ball. This part is filled with a feeling of light, love, joy, happiness. This is largely due to the fact that the narrator who narrates all the events is very much in love. Therefore, at that time he saw everything in the world in rainbow colors.
The ball took place in the house of the provincial leader, a good-natured and hospitable old man. “The ball was wonderful: a beautiful hall, with choirs, musicians - the famous serfs of the amateur landowner at that time, a magnificent buffet and a sea of champagne poured out,” says Ivan Vasilyevich. But the hero-narrator was drunk not from champagne, but from love, because at the ball was his beloved Varenka B., an extraordinary beauty: “... tall, slender, graceful and majestic, truly majestic.” Varenka always held herself unusually straight, throwing her head back a little. This gave her a kind of regal appearance, “which would have scared her away if not for the affectionate, always cheerful smile of her mouth, and her lovely, sparkling eyes, and her entire sweet, young being.”
It was clear that the girl was also not indifferent to the narrator. The newlyweds spent the entire evening together: playing and dancing. At the end of the evening, Varenka gave Ivan Vasilyevich a feather from her fan. Delight is what the hero experienced throughout the entire ball.
Before dinner, Varenka went to dance with her father, Colonel B., a handsome military man who adores his daughter. Their dance delighted all the guests. They admired this beautiful couple, and at the end of the dance, the guests even applauded father and daughter B. It was clear how the colonel loves his daughter, how he strives to give her the best. The narrator noticed that Pyotr Vladislavich wears homemade boots of an old cut in order to be able to take his Varenka out into the world.
The atmosphere of this evening can be described in the words of Ivan Vasilyevich himself: “At that time I embraced the whole world with my love. I loved the hostess in the feronniere, with her Elizabethan bust, and her husband, and her guests, and her lackeys, and even the engineer Anisimov, who was sulking at me. At that time I felt a kind of enthusiastic and tender feeling towards her father, with his home boots and a gentle smile similar to hers.”
The second part of the story, which is of primary importance for the disclosure ideological plan works, exactly the opposite of the first. After a delightful night comes early morning, the first morning of Lent. The narrator walks around the city, the rhythm of the mazurka still sounds in his soul. But suddenly this music is interrupted by another: “hard, bad music.” Among the fog, the hero-narrator sees black people (in contrast to the smart people from the ballroom). They stood in two rows, and between them they led a man naked to the waist. Each of the soldiers had to hit this man as hard as possible. Ivan Vasilyevich found out that the punishment of a fugitive Tatar was happening before his eyes.
As bright and beautiful as the first part of the story is, the second is so terrible and disgusting. If the leitmotif of the first part can be considered the melody of a mazurka, then the entire second part is accompanied by an “unpleasant, shrill melody” of drum and flute. It seems to me that the contrast between the wonderful dance of Colonel B. and his daughter at the ball is the terrible scene of the punishment of the poor Tatar, where one of the main characters is also the colonel. Only now he is not resting next to his beloved Varenka, but is fulfilling his official duties.
The description of the colonel, in general, has not changed. We see the same ruddy face and gray sideburns. The intonations with which this hero was described have changed, the attitude of the narrator and readers towards this brave servant has changed.
In contrast to the portrait of Varenka, a lovely young girl, affectionate and majestic at the same time, a description of the fugitive Tatar is given: “When the procession passed the place where I stood, I caught a glimpse of the back of the one being punished between the rows. It was something so motley, wet, red, unnatural that I didn’t believe it was a human body.”
The movement of the Tatar along the row of soldiers is contrasted with the description of the dance in the first part. If at the ball the dance of father and daughter delighted everyone, then here the movements of the captured fugitive resembled a terrible puppet dance, the movements of puppets, terrifying.
In addition, if in the first part Colonel B. brought his daughter to the narrator, handing her over to a caring gentleman, then in the second Pyotr Vladislavich, seeing the narrator, turned away from him as if from a stranger.
The picture he saw struck Ivan Vasilyevich to the depths of his soul. The shock was so deep that the narrator decided never to serve anywhere, just so as not to commit such monstrous acts. The scene of the punishment of the fugitive Tatar becomes even more terrible if we consider that it took place on the first day of Lent. After the pagan Maslenitsa, described in the first part, comes the most important Christian fast, when a person must forget everything worldly and turn to his soul. But it is at this time that the narrator witnesses the greatest crime of man - a crime towards himself, towards his soul.
Leading artistic device in Tolstoy's story “After the Ball” is a technique of contrast. This work contrasts two parts of the story: the ball scene and the punishment scene; The heroes and their actions are contrasted. In addition, the moods, emotions, and musical leitmotifs of the work are radically different.
Literature lesson in 8th grade.
Contrast as a technique to reveal the idea of Leo Tolstoy’s story
"After the ball."
Lesson objectives:
1.Show how the technique of contrast helps reveal the idea of the story.
2. Carry out analysis work artistic means, creating pictures of a ball and execution.
3. Education of mercy, humanity, sensitive attitude towards people, non-acceptance of violence against the individual.
Lesson type: generalization and systematization of what has been studied.
Basic concepts: worldview, problems of existence, despotism, despotism of power, moral renewal, morality.
Equipment: computer, projector, presentation, recording of music by L. Beethoven and G. Sviridov, comparison table, test.
Lesson progress
1. Introductory speech by the teacher and setting the goal of the lesson.
Slide 1-2
In the last lesson, we got acquainted with Leo Tolstoy’s story “After the Ball” and its creation story.
The writer was worried all his life about the lack of rights of the Russian soldier. Back in 1855, he worked on a project to reform the army, in which he opposed the barbaric punishment of “driving through the ranks.” But the story goes far beyond a protest against the inhumane treatment of soldiers. The writer poses broad humanistic problems such as duty, honor, conscience and humanity.
Slide 3
Today we will talk about how L.N. Tolstoy illuminates these problems, with the help of what artistic techniques and means he achieves their expression.
2.Work on the content of the text. (Analysis of interconnected episodes, language and composition of the work, comparison of the behavior of the characters.)
What event is described in the story?
(The hero of the story is shocked by what he saw after the ball.)
Slide 4
In the story, you can hear the roll call of two eras - the one that Tolstoy directly depicts (the 40s of the 19th century, during the reign of Nicholas I), and the one that is present invisibly, defining the main issues of existence. Therefore, the writer restores the past to show that its horrors live in the present. He opposes violence and oppression, against inhumane treatment of people. Studying this work, we must give a correct assessment of the characters and events, determine how relevant this story is today.
Slide 5
What feature of the composition did you notice?
(Frame composition, “story within a story.”)
What do we call contrast?
(Contrast, antithesis).
What is built on contrast in the story?
(Description of the events of the ball and after, psychological state heroes.)
Slide 6
Episode Analysis
Work in groups (using the method of dialogue technology).
Slide 7
- Read the ball scene again and fill in the table.
Reading the episode "At the Ball". (Music by G. Sviridov sounds.)
Slide 8
Examination independent work students in groups to fill out table No. 1.
Slide 9
What epithets were chosen to describe the ball?
(The ball is wonderful, the hall is beautiful, the musicians are famous.)
- How does Ivan Vasilyevich feel at the ball?
(Satisfied, happy, kind.)
Why does the hero see everything at the ball in such rainbow colors?
(He is happy because he is in love.)
What color scheme does Tolstoy use to depict this scene?
(Warm colors.)
Which color is dominant? Why? What associations does it give you? white? What might it symbolize?
(Goodness, light, purity, dream, ideal.)
Let’s read the scene “After the Ball” (execution) and see what epithets and color scheme the author uses in it.
Reading the episode.
-Fill out table No. 2.
Slide 10
Checking students’ independent work on filling out table No. 2
Slide 11
(Use of epithets, colors.)
Tolstoy helps not only to see, but also to hear the events taking place.
(Splashing his feet in the snow, he slapped him hard on the back.)
How does the state of the story's hero change?
(Shame and horror.)
At what point do Ivan Vasilyevich’s feelings change?
(Scene with the colonel.)
Why did the colonel hit the soldier in the face?
(Because he weakly hit the Tatar.)
What detail of clothing does the writer draw our attention to in this scene?
(White glove.)
Remember what he said during the beating?
(“Everything must be done according to the law.”)
Tolstoy uses the technique of mirror reflection, because the colonel was reflected as in a distorting mirror: the same ruddy face, the same white mustache, the same suede glove. Now again “everything must be done according to the law.”
What law does the colonel live by? Under what law did he whip the soldier?
(According to the law of military life.)
What side of military life did Ivan Vasilyevich see? What traits showed up in the colonel’s behavior?
(Cruelty.)
Why did Ivan Vasilyevich, after seeing the execution scene, change his mind about becoming a military man?
(He had to accept these laws, this cruelty, but he could not participate in this horror, since he felt shame from the mere sight.)
We figured out how and why Ivan Vasilyevich’s views changed. But something else was revealed to the hero that morning. He found his place in life, because one of his interlocutors says: “No matter how many people would be worthless if you were not there.” Ivan Vasilyevich refused to live by “military laws” with their cruelty. He begins to understand the falsity of the laws high society, to which Colonel B. Tolstoy belongs, reveals the truth to both the hero and the reader: there is another law by which people have tried to live from time immemorial.
What is this law?
On what day do the events in the story take place?
(Forgiveness Sunday - Clean Monday.)
What does this holiday mean?
(We must forgive everyone and repent.)
What phrase sounds in the hero’s memory throughout Clean Monday?
(“Brothers, have mercy!”)
What do you understand by mercy?
(Willingness to help, forgive someone out of compassion and philanthropy.)
Who heard the Tatar's pleas?
(Ivan Vasilyevich and a weak soldier.)
What simple but important truth is revealed to the hero of the story on this holy day? How should you learn to live?
(According to God's laws, compassion, forgiveness, loving people.)
This morning of Clean Monday changed the hero’s life. He was disappointed in military service, because I saw all her cruelty, falsehood social life and realized that we must live according to Christian laws.
3. Summing up the lesson.
Slide 12
The topic of human responsibility for what happens around us is still relevant today. Unfortunately, in our lives we have to face injustice and determine for ourselves what to do in order to look decent in such situations.
Homework : Explain in writing the title of Leo Tolstoy’s story “After the Ball.”
Running the test
Test.
L.N. Tolstoy “After the Ball.”
1. Genre of the work:
b) story,
c) story.
2. The following helps to reveal the idea of a work:
a) antithesis,
b) hyperbole,
c) personification.
3. The work makes you think about:
a) the fate of the colonel;
b) a person’s personal responsibility for the life of society;
c) the love of Ivan Vasilyevich.
4. Theme of the work:
a) a story about a colonel;
b) display of the Nicholas era;
c) a story about the love of Ivan Vasilyevich.
5. Why did the colonel, attentive and sensitive at the ball, turn out to be cruel and heartless after the ball?
b) at the ball he put on a “mask” of integrity;
c) the colonel performs his duties;
d) other reasons.
6. What can be said about life position main character?
a) he affirms the idea of L.N. Tolstoy “non-resistance to evil through violence”;
b) affirms the idea of the need for a person to be involved in the troubles of other people;
c) understands the need to “change living conditions” in order to “change a person’s views.”
7. What can be said about Leo Tolstoy’s life position?
c) calls to fight arbitrariness.
Story by L.N. Tolstoy’s “After the Ball” is a very small work in volume, but extremely deep in meaning. It is based on the technique of contrast, antithesis. The story is divided into two parts, which are sharply opposed to each other.
The first part of the work is a description of the ball. This part is filled with a feeling of light, love, joy, happiness. This is largely due to the fact that the narrator who narrates all the events is very much in love. Therefore, at that time he saw everything in the world in rainbow colors.
The ball took place in the house of the provincial leader, a good-natured and hospitable old man. “The ball was wonderful: a beautiful hall, with choirs, musicians - the famous serfs of the amateur landowner at that time, a magnificent buffet and a sea of champagne poured out,” says Ivan Vasilyevich. But the hero-narrator was drunk not from champagne, but from love, because at the ball was his beloved Varenka B., an extraordinary beauty: “... tall, slender, graceful and majestic, truly majestic.” Varenka always held herself unusually straight, throwing her head back a little. This gave her a kind of regal appearance, “which would have scared her away if not for the affectionate, always cheerful smile of her mouth, and her lovely, sparkling eyes, and her entire sweet, young being.”
It was clear that the girl was also not indifferent to the narrator. The newlyweds spent the entire evening together: playing and dancing. At the end of the evening, Varenka gave Ivan Vasilyevich a feather from her fan. Delight is what the hero experienced throughout the entire ball.
Before dinner, Varenka went to dance with her father, Colonel B., a handsome military man who adores his daughter. Their dance delighted all the guests. They admired this beautiful couple, and at the end of the dance the guests even applauded father and daughter B. It was clear how the colonel loved his daughter, how he strived to give her the best. The narrator noticed that Pyotr Vladislavich wears homemade boots of an old cut in order to be able to take his Varenka out into the world.
The atmosphere of this evening can be described in the words of Ivan Vasilyevich himself: “At that time I embraced the whole world with my love. I loved the hostess in the feronniere, with her Elizabethan bust, and her husband, and her guests, and her lackeys, and even the engineer Anisimov, who was sulking at me. At that time I felt a kind of enthusiastic and tender feeling towards her father, with his home boots and a gentle smile similar to hers.”
The second part of the story, which is of primary importance for revealing the ideological concept of the work, is directly opposite to the first. After a delightful night comes early morning, the first morning of Lent. The narrator walks around the city, the rhythm of the mazurka still sounds in his soul. But suddenly this music is interrupted by another: “hard, bad music.” Among the fog, the hero-narrator sees black people (in contrast to the smart people from the ballroom). They stood in two rows, and between them they led a man naked to the waist. Each of the soldiers had to hit this man as hard as possible. Ivan Vasilyevich found out that the punishment of a fugitive Tatar was happening before his eyes.
As bright and beautiful as the first part of the story is, the second is so terrible and disgusting. If the leitmotif of the first part can be considered the melody of a mazurka, then the entire second part is accompanied by an “unpleasant, shrill melody” of drum and flute. It seems to me that the contrast between the wonderful dance of Colonel B. and his daughter at the ball is the terrible scene of the punishment of the poor Tatar, where one of the main characters is also the colonel. Only now he is not resting next to his beloved Varenka, but is fulfilling his official duties.
The description of the colonel, in general, has not changed. We see the same ruddy face and gray sideburns. The intonations with which this hero was described have changed, the attitude of the narrator and readers towards this brave servant has changed.
In contrast to the portrait of Varenka, a lovely young girl, affectionate and majestic at the same time, a description of the fugitive Tatar is given: “When the procession passed the place where I stood, I caught a glimpse of the back of the one being punished between the rows. It was something so motley, wet, red, unnatural that I didn’t believe it was a human body.”
The movement of the Tatar along the row of soldiers is contrasted with the description of the dance in the first part. If at the ball the dance of father and daughter delighted everyone, then here the movements of the captured fugitive resembled a terrible puppet dance, the movements of puppets, terrifying.
In addition, if in the first part Colonel B. brought his daughter to the narrator, handing her over to a caring gentleman, then in the second Pyotr Vladislavich, seeing the narrator, turned away from him as if from a stranger.
The picture he saw struck Ivan Vasilyevich to the depths of his soul. The shock was so deep that the narrator decided never to serve anywhere, just so as not to commit such monstrous acts. The scene of the punishment of the fugitive Tatar becomes even more terrible if we consider that it took place on the first day of Lent. After the pagan Maslenitsa, described in the first part, comes the most important Christian fast, when a person must forget everything worldly and turn to his soul. But it is at this time that the narrator witnesses the greatest crime of man - a crime towards himself, towards his soul.
The leading artistic device in Tolstoy’s story “After the Ball” is the technique of contrast. This work contrasts two parts of the story: the ball scene and the punishment scene; The heroes and their actions are contrasted. In addition, the moods, emotions, and musical leitmotifs of the work are radically different.
Composition
1. Contrast of color palette.
2. Contrasting feelings and things.
3. Connecting contrasting passages.
In L. N. Tolstoy’s story “After the Ball,” contrast plays a structure-forming role in the creation of the work. Two sides of the same coin become the starting point for the development of plot action. The critic K. Lomunov wrote about the contrast in the work: “Like many other works of the late Tolstoy, the story “After the Ball” is built on the principle of artistic contrast: a bright, colorful picture of a cheerful ball in a noble assembly is replaced by a harsh scene of painful punishment of a defenseless soldier, who is under dry spell. the crackle of drums is driven along the parade ground through the ranks.”
With the help of contrast, the author creates a special atmosphere, or aura, of the story. The incident that changed the life and fate of the protagonist is also based on contrast. The author shows the other side of the image of a magnificent and sophisticated colonel. Readers were able to fully appreciate its essence. After all, it was the fundamental change in this figure that caused such irreversible consequences not only for the student, but also for the daughter of the colonel himself. The core of the work, called “contrast,” forms concentric circles around itself, thereby creating work of art.
The story is told from the perspective of Ivan Vasilyevich, who begins it with a description of his beloved. “She was wearing a white dress with a pink belt and white kid gloves that did not reach her thin, sharp elbows, and white satin shoes.” Before us is depicted a sublime being, almost an angel, and not a real earthly person. But the images that appear after the ball of the provincial leader turn out to be quite earthly. “The soldiers in black uniforms stood in two rows facing each other, holding their guns to their feet, and did not move.” In these two passages there is a contrast even at the level of color. Varenka is white and airy. The soldiers are black, with guns. With a few strokes, the author negates the feeling of sincerity and purity created by the image of the girl. “After the ball” different rules and laws apply. “Behind them stood a drummer and a flute player and, without ceasing, repeated the same unpleasant, shrill melody.” But the first sounds that he hears main character, still different.
In the shower young man The “musicians” play a different melody - the melody of love. She overwhelmed the main character so much that he could not fall asleep. “Everything in my soul was singing and occasionally I could hear the motif of a mazurka.” After what he saw in the morning, Ivan Vasilyevich was filled with another feeling: “... there was an almost physical melancholy in my heart, reaching the point of nausea, such that I stopped several times, and it seemed to me that I’m about to vomit with all the horror that entered me from this spectacle.” The sight that opened up to the young man in love in the morning was truly monstrous. The contrasting transition used by the author when creating the work adds emotionality and enhances the impression of what was read.
After what he saw in the hero’s soul, only horror remained. In memory of the ball, the young man in love kept a feather from Varenka’s fan. He hid it in his glove and felt the unearthly warmth that it radiated. However, after the morning spectacle, even this sentimental pledge of peace and prosperity was unable to preserve the memory of his beautiful beloved.
The image of a suede glove that belonged to Varenka’s father is also used by the writer to create contrast. The glove first appears when the colonel is about to dance with his daughter. He pulls it on right hand with the words “everything must be done according to the law.” After that, smiling and taking his daughter’s hand, he goes to dance. In the scene of punishment, the suede glove appears again, but in a completely different context: “...with his strong hand in a suede glove, he beat a frightened, short, weak soldier in the face because he did not lower his stick firmly enough on the red back of the Tatar.”
Drawing portraits of those who attended the ball, the author uses mainly “light”, “pleasant” images: velvet, diamond, plump, white, pink, kid. We see completely different colors in the morning. “It was something so motley, wet, red, unnatural that I did not believe that it was a human body.” And these paintings are separated from each other by just a few hours. At the same time color palette The ballroom night can be called pure, sparkling - not only externally, but internally.
The contrast, which in Tolstoy’s story serves as the main compositional technique, manifests itself in the image of Ivan Vasilyevich. After all, it is he who is the connecting link between two opposing passages of the story. If not for this figure, the two parts of one whole would never have been able to connect. Only such a contrast, which occurs not only before our eyes, but also in the soul of the main character, has a tragic impact on his fate.
In his story, Tolstoy uses contrast as the surest means of influence. By the way, the reason for the creation of this work was a real story that happened. Its events have a shocking effect on both the narrator and the reader. The contrast technique used by the author is unique. potent drug, thanks to which the impression of what is read reaches that brightness and sharpness, as if the reader were observing everything that was happening with his own eyes, being a direct eyewitness to this dramatic story.