INTERDISCIPLINARITY IN STUDYING
MODERN RUSSIAN POETRY IN SCHOOL
Alina R. Gaynutdinova
Kazan Federal University, Kazan, Russia
Alya F. Galimullina
Kazan Federal University, Kazan, Russia
Artem E. Skvortsov
Kazan Federal University, Kazan, Russia
Sergey A. Zinin
Moscow Pedagogical State University, Moscow, Russia
E-mail: alya_gali1000@mail.ru
Recepción: 05/08/2019 Aceptación: 18/09/2019 Publicación: 23/10/2019
Citación sugerida:
Gaynutdinova, A.R., Galimullina, A.F., Skvortsov, A.E. y Zinin, S.A. (2019).
Interdisciplinarity in studying modern russian poetry in school. 3C TIC. Cuadernos de
desarrollo aplicados a las TIC. Edición Especial, Octubre 2019, 274-285. doi: https://doi.
org/10.17993/3ctic.2019.83-2.274-285
Suggested citation:
Gaynutdinova, A.R., Galimullina, A.F., Skvortsov, A.E. & Zinin, S.A. (2019).
Interdisciplinarity in studying modern russian poetry in school. 3C TIC. Cuadernos de
desarrollo aplicados a las TIC. Special Issue, October 2019, 274-285. doi: https://doi.
org/10.17993/3ctic.2019.83-2.274-285
3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254-6529
276
ABSTRACT
In the methodology of teaching literature and in school practice, traditionally
much attention is paid to the problem of interdisciplinary connections, while the
issues of intra-disciplinary interaction of literary material within the school course
are not suciently developed by methodologists. The presence of this problem
is felt especially acute in the study of literature in high school, when students ‘
knowledge is generalized not only at the synchronic, but also diachronic levels.
With consistent updating of various levels of artistic communication, the study
of the historical and literary course acquires a broad dialogical focus, forming the
skills of contextual examination of literary phenomena in students.
In this article, we will consider building intra-disciplinary relations in the lessons
of studying modern Russian poetry at school. First, various artistic universals
(archetypes, mythologems, topos, “eternal” motives) are actualized, which
have important methodological signicance and allow students to make broad
historical and cultural generalizations at the lessons. Holistic comprehension of
a work of art in the context of the historical and literary process is determined
by the denition of various types of intertext artistic interactions (borrowings,
imitations, parodies, reminiscences, citations) reecting the principle of continuity
of literary phenomena. At the same time, it is very important to identify historical
and biographical ties, a creative dialogue between contemporary poets and poets
of various eras. It can be mentoring, apprenticeship, co-authorship, rivalry,
continuity, tradition actualization, “attraction - repulsion” type of relationships,
inuence, and others.
KEYWORDS
Methods of Teaching Literature, Intra-Disciplinary Relations, Innovative
Methods of Teaching Literature, Modern Russian Poetry.
Edición Especial Special Issue Octubre 2019
DOI: https://doi.org/10.17993/3ctic.2019.83-2.274-285
277
1. INTRODUCTION
Intra-disciplinary relations links in literature lessons can be actualized primarily
through students’ perceptions of the successive connections of modern poetry
with previous literature. The theoretical understanding of the issue of traditions
in scientic literature is presented in various aspects: historical-philosophical,
social-philosophical, cultural, axiological, historical-literary and methodological.
Tradition is a multi-level category, requiring the study of artistic and aesthetic
categories in their historical development, due, above all, to the specics of the
worldview of both the transmitting and the receiving parties.
The question of tradition is one of the urgent problems of modern cultural studies.
In the works of foreign and Russian researchers: philosophers, ethnographers,
cultural scientists, literary scholars and methodologists (K. Lévi-Strauss, V.
Terner, S. S. Averintsev, E. A. Baller, Yu. B. Borev, A. S. Bushmin, A. Ya. Zis, O.
A. Krivtsun, Yu. M. Lotman, A. F. Losev, E. Shatsky) the problems of the origin
of tradition, its morphological structure and functional originality are considered
(Lévi-Strauss, 2000; Shatsky, 1990).
The analysis of works devoted to the study of the problem of traditions allows us
to identify the types of functioning of traditions. In the structural form, they can
be represented as follows: background, quote, stylization, parody.
In this article, on the example of a lesson devoted to the actualization of intra-
subject relations in the study of modern poetry, we turn to the lesson-analytical
conversation in conjunction with the project’s method, as well as the research
students’ activities. At the lesson, high school students develop skills of working with
various information (reading and retelling of poetic text, complex, comparative
and benchmarking analysis of works of art, working with literary-critical, cultural
and historical sources, with scientic and popular literary texts, search skills and
critical understanding of information taken from Internet sources).
3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254-6529
278
Consideration of modern Russian poetry in literature classes in high school in
terms of the manifestation of traditions and innovation allows you to successfully
prepare for the nal exams. In preparation for the lesson “Traditions and Innovation
in Modern Russian Poetry”, the teacher invites students to independently choose
one topic for independent research and development activities, the results of
which will be presented in the lesson in the form of public defense of an individual
or collective project (2–3 students in a group) accompanied with a multimedia
presentation. Pupils are oered the following topics:
1. Are there copyrights of the traditional plot about the return of the prodigal
son found in contemporary Russian poetry? What changes is undergoing
this traditional plot scheme in specic works?
2. Continue the series of Russian poets with 2 - 3 names of modern poets
who in their work presented the archetypical composition of the cosmos -
chaos: A. S. Pushkin, M. Yu. Lermontov, F. I. Tyutchev, A. A. Blok, S. A.
Esenin, V. V. Mayakovsky.
3. Give 2 - 3 examples of poems from the works of modern Russian poets,
which represent the image of the House, the hearth shelterin its archetypal
sound.
5. Images of the moon and sun in the poetry of Russian classics and
modern poets (M. V. Lomonosov, G. R. Derzhavin, A. S. Pushkin, M. Yu.
Lermontov, F. I. Tyutchev, A. A. Fet, K. D. Balmont, A. A. Akhmatova, M.
I. Tsvetaeva).
6. The theme of poetry and monument in Russian classical and modern
poetry. Argue your answer with examples from 2 – 3 works of art.
7. The game as an artistic device in classical and modern Russian poetry.
8. The role of parody in modern Russian poetry.
Edición Especial Special Issue Octubre 2019
DOI: https://doi.org/10.17993/3ctic.2019.83-2.274-285
279
This topic allows pupils to join the modern Russian poetry, to get acquainted
with the life and work of modern poets of dierent directions (E. E Evtushenko,
A. Voznesensky, B. Akhmadullina, J. Moritz, I. Lisnyanskaya, I. Mashinskaya, O.
Chukhontsev, M. Amelin, A. Kouchner, E. Rein, I. Brodsky, S. Gandlevsky, etc.).
2. METHODOLOGY
The study of philosophical, cultural and literary works, revealing the scientic
content of the terms “literary tradition”, “continuity”, “literary interrelations”,
“intertext” and others, allowed us to determine the theoretical content of the
methodical system of forming ideas about literary traditions among senior pupils
of secondary schools and gymnasiums.
The problem of interdisciplinary interrelations of the school literature course is
thoroughly developed in the works of well-known scientists and methodologists
S. A. Leonov, V. G. Marantzman, I. A. Podrugina, E. S. Rogover, V. F. Chertova,
R. F. Mukhametshina, A. F. Galimullina, as well as in the publications of
contemporary researchers: R. R. Zamaletdinova, G. A. Golikova, A. H. Vana,
various forms of lessons and methods for identifying intra-disciplinary relations
are presented in the works of the Russian classics Literature teaching methods: G.
I. Belenky, T. G. Brazhe, O. Yu. Bogdanova, V. A. Domansky (Podrugina, 2000;
Zamaletdinov et al., 2016).
Zinin (2004) in the monograph “Intra-disciplinary connections in the study of
the school’s historical and literary course” oers a theoretically sound and proven
in the practice of introducing the school curriculum for literature and textbooks
the original system of using intra-disciplinary connections, both “horizontal”
and “vertical » in high school, as well as identifying their role in shaping of the
senior pupils reading culture. In our study, we rely on the methodology proposed
by S. A. Zinin.
3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254-6529
280
In the publications of A. S. Afanasyev, T. N. Breeva, V. N. Krylova, N. G.
Makhinina, N. G. Komar, the experience of studying modern Russian literature is
presented in the context of successive links with the preceding Russian literature,
as well as in the context of main trends of the global literary process (Afanasev
et al., 2017; Afanasev & Breeva, 2016; Krylov, 2017; Makhinina et al., 2017;
Galitsky, 2016; Korsunsky, 1985).
All the mentioned studies became the methodological basis for our research and
allowed us to develop a generalizing lesson using innovative technologies. The
basis of the study were historical-genetic, historical-functional, comparative and
typological approaches to the examination of modern Russian poetry, to reveal
traditions, successive links with previous literature and innovation.
3. RESULTS AND DISCUSSION
This form of the lesson requires each pupil to thoroughly prepare independently
after school hours. Pupils independently choose a topic for the project, select
a material, conduct a comparative and comprehensive analysis of the works
of modern Russian poets of choice, prepare a multimedia presentation at the
nal stage of the project, and during the lesson they defend their research work
accompanied by a multimedia presentation. The project can be executed both
individually and as a group of 3 - 4 pupils.
Let’s stop on some fragments of this lesson in more detail. Exploring the traditional
for world, including Russian poetry, the theme of poetry and a monument in
Russian classical and modern poetry, pupils choose creativity of poets who most
clearly reected this topic in their creativity. Pupils independently formulate this
theme as “The theme of the poet and poetry in Russian literature” or “The theme
of the immortality of poetry in Russian literature.” Anticipating performances
with projects, the teacher oers to think about what is a monument; what can be
a monument to the poet, can the works of the poet become a monument to him?
Edición Especial Special Issue Octubre 2019
DOI: https://doi.org/10.17993/3ctic.2019.83-2.274-285
281
Pupils respond that the monument is a sculptural structure in memory of an
outstanding writer, commander, statesman. The monuments are named to Peter
I, M. V. Lomonosov, N. V. Gogol, G. Tukai, M. Jalil, P. I. Tchaikovsky. The
pupils note that the best monument to the poet, writer, artist, musician is his own
outstanding works, which are interesting for subsequent generations with their
aesthetic value, humanistic aspiration, originality of thought and feeling, and
harmonious sound. Poetry of M.V. Lomonosov, G.R. Derzhavin, A. S. Pushkin,
M. Yu. Lermontov, F. I. Tyutchev survived their time. Next, pupils defend their
project dedicated to this topic. They carry out a comparative analysis of the
ode of Horace “To Melpomene”, of its rst translation into Russian by M.
V. Lomonosov “My works dened the badge of immortality of mine ...”, the
original poems of G. R. Derzhavin “Monument”, A. S. Pushkin “It’s not a
manmade monument that I’ve created for myself ”, “Monuments” by V. Bryusov
and I. Brodsky and other modern poets who wrote various variations on the
theme of a poetic monument. Pupils conclude that every poet, keeping the form
of the original source, contributes to the development of this topic.
The special interest of pupils is attracted by the themes: “Game as an artistic
technique in classical and modern Russian poetry” and “The Role of Parody
in Modern Russian Poetry”, which is closely related to the literature of
postmodernism. Working on this topic, students turn to the creative works of I.
Brodsky, T. Kibirov, S. Gandlevsky, O. Chukhontsev, D. Samoilov, Y. Levitansky,
I. Irtenyev, Tsvetkov, A. Kushner, etc. During the lesson, students come to the
well-founded conclusion that the game of the so-called “archaists” is an artistic
device, among the “innovators” as the goal of poetry, and among the “centrists”
as an expression of world perception.
4. SUMMARY
During reection, students note that reading modern Russian poetry revealed a
variety of authors’ creativity, gave rise to a desire to learn more about their life
path, even to communicate with them (pupils have such an opportunity, because
3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254-6529
282
many poets run personal websites and are very active on social networks). The
lesson devoted to contemporary Russian poetry in the context of traditions
convinced pupils that literature is a living and actively developing phenomenon
of the modern cultural life of Russia.
One of the most important tasks of education of the qualied reader at school
is development at pupils of ability to deep comprehension of the literary
work as the complete art phenomenon. In the artistic impression a large role
belongs personally signicant to the reader. As E. O. Galitsky notes: “... there
is an integrating beginning of the development of a person’s thinking, his
spiritual practices is meaningful reading” (Galitsky, 2016, p.7). Consequently, if
the personal meaning of works of art is consonant with the personal sense of
the perceiver or acquires such a meaning, then certain personal attitudes are
developed, which are then realized out of art, in ordinary life situations. Then
the thoughts and feelings of the writer are perceived by readers as their personal,
innermost thoughts and feelings.
5. CONCLUSIONS
The structure of reading abilities is well developed by modern psychology
and literature teaching methods (Korsunsky, 1985). The components of this
structure are: reader’s susceptibility, observation, reader’s emotions, feelings,
reader’s empathy (ability to empathize), thinking with verbal and artistic images;
reader’s imagination, verbal-shaped memory. The development of these abilities
is promoted: reading orientation, reading attitudes, needs, reading motives,
the ability to relate what is read to life experience (Korsunsky, 1985, p.4 – 38)
Consequently, the study of literature should be creative work, intense, responsible
and exciting.
Edición Especial Special Issue Octubre 2019
DOI: https://doi.org/10.17993/3ctic.2019.83-2.274-285
283
Identication of various types of dialogical relations within Russian poetry from
the depth of centuries to the present day allows us to signicantly enrich the
lessons of literature, form communication, reading and research competences of
students, which allows pupils to maintain a high cognitive interest in the mastering
Russian literature as a subject.
6. ACKNOWLEDGMENTS
The work is performed according to the Russian Government Program of
Competitive Growth of Kazan Federal University.
7. REFERENCES
Afanasev, A., & Breeva, T. (2016). Gender picture of peace in Russian
women rock-poetry (poetic novels “Sprinter” and “StaLker” by
Diana Arbenina). Journal of Language and Literature, 7(1), 159-162.
Retrieved from http://dspace.kpfu.ru/xmlui/bitstream/handle/
net/145386/SCOPUS20780303- 2016- 7- 1- SID84998631659- a1.
pdf;jsessionid=DCEBA61528BA2A3467B89851CADB7EC6?sequence=-1
Afanasev, A., Breeva, T., & Domansky, J. (2017). Poetic system interaction
by Yanka Dyagileva and Egor Letov. Astra Salvensis, 5(10), 367-374. Retrieved
from http://dspace.kpfu.ru/xmlui/bitstream/handle/net/130601/
SCOPUS23934727-2017-5-10-SID85038888217-a1.pdf ?sequence=-1
Chertov, V. F. (2012). School study of Russian literary classics in comparative
historical coverage / V.F. Chertov. Study of Russian literary classics at school:
yesterday, today, tomorrow: XIX Golubkovsky readings: digest of articles.
MSPU, 5 - 11.
Galitsky, E. O. (2016). Reading With Passion: Life-Creative Workshops. Bibliomir.
Korsunsky, E. A. (1985). Development of Literary Abilities of Pupils. Prosveshenie.
3C TIC. Cuadernos de desarrollo aplicados a las TIC. ISSN: 2254-6529
284
Krylov, V. I. (2017). Ideas about national identity in russian literary review,
historical and literary discourses of the 19th-early 20th century. CBU
international conference proceedings 2017: Innovations in Science and Education, 5, 680-
685. doi: https://doi.org/10.12955/cbup.v5.1007
Lévi-Strauss, C. (2000). The Mythologiques (vol.1, 2, 3, 4).
Shchepacheva, I., Komar, N., Makhinina, N., Sidorova, M., & Berdnikova,
O. (2017). Contemporary Christian Tale for Children: Questions of Poetics
and Problems. Journal of History Culture and Art Research, 6(4), 647-654. doi:
http://dx.doi.org/10.7596/taksad.v6i4.1158
Podrugina, I. A. (2000). Typology of School Analysis of Epic Works in High School.
Latmes.
Shatsky, E. (1990). Utopia and Tradition: Translation from Polish. Progress.
Zamaletdinov, R. R., Vana, A. H., Mukhametshina, R. F., & Golikova,
G. A. (2016). The “New” Strategy in Teaching Literature in a Multiethnic
Environment (as Exemplied by the Republic of Tatarstan). International
Journal of Environmental and Science Education, 11(6), 1237-1246. Retrieved from
https://les.eric.ed.gov/fulltext/EJ1114295.pdf
