Comenius Polish lesson 2
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Comenius Polish lesson 2

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    Comenius Polish lesson 2 Comenius Polish lesson 2 Document Transcript

    • This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. School subject: Polish Lesson plan created by:KatarzynaOlejnik Lesson subject: Word painters, and paintbrush poets- impressionism in literature, and painting Duration of the lesson: 90minutes Grade: 11 (2nd grade of the secondary school in Poland) Aim: to present impressionism as a modernistic art, present in various forms of art; to compare the means of expression characteristic for poetry and painting Methodological solutions: -kinds of work: collective and individual work -methods of work: work with text, conversation, analysis of pieces of art intersemiotic translation Teaching materials: -book “Understand the text- understand the man”, s.4 -J. Szermentowski “in front of a church”, Claude Debussy Arabeska II (CD added to the book)
    • This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Lesson progress: 1. Teacher starts the lesson with creating the problematic situation- presents students J. Szermentowski’s painting “In front of a church” (CD) and asks to compare the method of presenting the similar subject in the works of polish realist and Claude Monet (Cathedral in Rouen, book p.61), students attention probably will be dragged by such elements as: -J. Szermentowski’s painting: genre scene (a group of people in the different poses in the foreground), building with the landscape in the background, realism of the details (clothes- showing the facture, and refraction, props- a bowl in the hands of a church beggar, the look of a noble mansion in the background), classic composition, the first, second and third plan), -C.Monet’s painting: one plan (lack of a background), aspiration of catching the light effects, blurred contours (hard to see the details), merging together different shades, of the same colour. 2. Teacher names the subject and the aim of the lesson; emphasizes presence of impressionism various fields of modernistic art (painting, literature, music). Students read the information about impressionism (book p.60-62), C.Monet’s “Impresion”, “The sunrise” (book p.59) and with the poems of KazimierzPrzerwa-Tetmajer: “in the woods” (book p.63), and “the melody of a night mist” (book p.64). Basing on the lecture in the book, and individual analysis of all culture texts (two Tetmajer’s poems, and two Monet’s paintings) students compare the impressionistic technique in variour fields of art by the given criteria:
    • This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Impressionism in painting Impressionism in literature Subjectivity of vision The sunrise − The painting of what painter sees (sketchiness, fuzziness of the second plan) − Lack of details (humans, harbour city ) Cathedral in Rouen − Unusual perspective of a buildingfacade of the temple fills the entire painting In the woods − Speaker isn’t revealed, but his melancholic mood is exposed by personification in the last strophe (here comes the musing) The melody of a night mist − World seen by mists (in the move, and from above) Script of impressions (of a fleeting moment) The sunrise − Morning in the Hawrharbor (moment of a sunrise, mist) − Boats stopped in the movement − Waving of a water and colour reflections in the river Cathedral in Rouen In the woods − Volatility caused by a movement (clouds walk, gliding swallow through the sky) − Fleeting phenomenon, sudden change of colour and intensity of light (swallow will silver, sun is throwing a bundle of rays)
    • This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. − Changing Reality depending on the parts of the day and the year Melody of a night mist − Accumulation of verbs ( dance, rise, fly, race) and other figures of speech naming the movement ( dances, takeoffs) − Transitory objects (the star is falling, dandelion fluff, moths, filmstrip, owls’ fluffy feathers) − Evanescence, looseness of poem’s characters (mists) Performance’s sensuality Sun rise − Colour contrast between orange sun and grey water − Blurring contours, painting with colour patch (pointillism) − Pastel colours Cathedral in Rouen − Diversity of colour palette at In the woods − Accumulation of painting epithet (silver frames, opal flux, gold stains)and noun definition of colours (sky, emerald) − Characteristic complex epithets (golden-white clouds) − Metaphorical epithets (blue musing)
    • This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. both paintings − Pastel colours are responded by silence in the nature (meadow silent) − Colour contrast (solver and black of a passing by swallow) The melody of a night mist − Mixture of sensory impressions (let’s absorb the murmur of the streams; let’s drink the flowers’ smell, sonorous flowers) − The impression of silence, achieved by repeating the metaphorical epithet sleeping water, comparison (it flies as silently as we do), repetition (quiet, quiet) The role of a light Sun rise − The light of a rising sun brings out the outlines of objects − The contrast between the light − Accumulation of words belonging to the same semantic field (shine, sparkle, flashes, rays) − Sunlight or moonlight; play of
    • This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. and a shadow on the river Cathedral in Rouen − Volatility od lightening causes gaining different objects light and shadows 1. Teacher indicates the diversity of art. Material in painting and poetry and announces listening to Arabeska II by Cloude Debussy as an example of impressionism in music. Students try to answer the question, what is the similarity of the piece to the painting and poetic realization of impressionism. 2. Teacher underlines, that musicality and also constitutive feature of literary impressionism. Students gain the confirmation of this fact by doing exercises 2 and 3 p.6, applying to the acoustic and music effects in Tetmajer’s poem „the melody of a night mist” 3. In the end teacher quotes C.Monet’s words, indication the impressionism as a direction in plastic art. Taking the pattern from artist’s words, students make aphoristical definitions of literary impressionism. You need to think that way: here I see the square of blue, here the line of rose and paint it as you see it, keeping their shape and colour, until making the personal, naive vision of a scene that you’re looking at
    • This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. I have to find what I’m looking for: transitory transient of light covering everything, and spilled everywhere Impressionism is the feeling of a moment(…)it’s a question of instinct Notes: Activities are for students representing at least average level and having basic knowledge of stylistic. The hard part may be the examining the structure of poem and comparing it with the other piece of art. Nevertheless, the subject is crucial on the extended level. The lesson plan was translated by KatarzynaSkiba a student of the 3rd grade of middle school.