Analysis of “the tale of the dead princess and the seven heroes” by Pushkin. The main characters of “The Tale of Tsar Saltan” What feelings did the young Tsar manage to express?

Above the great, golden-domed Moscow,

Above the Kremlin white stone wall

Because of the distant forests, because of the blue mountains,

Playfully on the plank roofs,

The gray clouds are accelerating,

The scarlet dawn rises;

She scattered her golden curls,

Washed with crumbly snow,

Like a beauty looking in the mirror,

He looks into the clear sky and smiles.

Why did you, scarlet dawn, wake up?

What kind of joy did you play out on?

How we got together and got ready

Daring Moscow fighters

To the Moscow River, to a fist fight,

Take a walk for the holiday, have fun.

And the king arrived with his retinue,

With the boyars and guardsmen,

And he ordered the silver chain to be stretched,

Soldered with pure gold in rings.

They cordoned off a place twenty-five fathoms,

For hunting combat, single.

And then Tsar Ivan Vasilyevich ordered

“Oh, where are you, good fellows?

You will amuse our king and father!

Come out into a wide circle;

Whoever beats someone, the king will reward him;

And whoever is beaten, God will forgive him!”

And the daring Kiribeevich comes out,

Silently bows to the king at the waist,

Throws off the velvet fur coat from his mighty shoulders,

Leaning your right hand to your side,

Adjusts another's scarlet hat,

He is waiting for his opponent...

They called out a loud cry three times -

Not a single fighter was touched,

They just stand and push each other.

The guardsman walks in the open space,

He makes fun of bad fighters:

“They calmed down, I suppose, became thoughtful!

So be it, I promise, for the holiday,

I will release him alive with repentance,

I’ll just amuse our king and father.”

Suddenly the crowd spread out in both directions -

And Stepan Paramonovich comes out,

A young merchant, a daring fighter,

Nicknamed Kalashnikov,

First I bowed to the terrible king,

After the white Kremlin and the holy churches,

And then to the entire Russian people.

His falcon eyes are burning,

He looks at the guardsman intently.

He becomes opposite to him,

He pulls on his combat gloves,

The mighty shoulders straighten

Yes, he strokes his curly beard.

And Kiribeevich said to him:

“Tell me, good fellow,

What kind of family, tribe are you?

What name do you go by?

To know for whom to serve a memorial service,

To have something to brag about.”

Stepan Paramonovich answers:

“And my name is Stepan Kalashnikov,

And I was born from an honest father,

And I lived according to the law of the Lord:

I did not disgrace someone else's wife,

I did not rob in the dark night,

Didn't hide from the heavenly light...

And you spoke the true truth:

They will sing a funeral service for one of us,

And no later than tomorrow at noon;

And one of us will boast

Feasting with distant friends...

Don't joke, don't make people laugh

I have now come to you, son of a Basurman,

I went out for a terrible battle, for the last battle!”

And hearing that, Kiribeevich

His face turned pale like autumn snow:

His fearful eyes became clouded,

Frost ran between the strong shoulders,

The word froze on open lips...

Here they both part silently,

The heroic battle begins.

Then Kiribeevich swung

And he hit the merchant Kalashnikov first,

And hit him in the middle of the chest -

The brave chest crackled,

Stepan Paramonovich staggered;

A copper cross hung on his chest

With holy relics from Kyiv,

And the cross bent and pressed into the chest;

Like dew, blood dripped from under him;

And Stepan Paramonovich thought:

“What is destined to happen will come true;

I will stand for the truth to the last day!”

He contrived, prepared,

Gathered with all my might

And hit your hater

Directly to the left temple from all over the shoulder.

And the young guardsman groaned slightly,

He swayed and fell dead;

He fell onto the cold snow,

On the cold snow, like a pine tree,

Like a pine tree in a damp forest

Chopped under the resinous root.

And seeing this, Tsar Ivan Vasilyevich

Got angry and stomped on the ground

And he frowned his black eyebrows;

He ordered to seize the daring merchant

And bring him before your face.

Sections: Literature

Concept of the work. Setting diagnostic goals, distributing material among lessons.

The age of the students, the recommendation of the program, and literary analysis make it possible to create a general methodological concept: by reading and analyzing the work of M.Yu. Lermontov, we can reveal connections fiction with the historical past of Rus' and folklore, showing the significance of paintings of everyday life of the 16th century and the reflection of folklore traditions in the author’s representations of the characters and the form of the work.

The focus will be on the issue of duty, honor and human dignity. We will consider this problem as a test of man, traditional for Russian fiction. Let us reveal the position of the author, who admired a simple man from the people, before whose feat both time and power are powerless.

Based on the concept of the poem and the features of its artistic form, taking into account the characteristics of the students, we form diagnostic goals by answering the questions:

What can students learn from our lessons?
They learn that the fate of M.Yu. Lermontov is similar to the fate of A.S. Pushkin not only in terms of intransigence with autocracy and the arbitrariness of the authorities, but also in terms of the attitude of the authorities towards them. They learn that M.Yu. Lermontov is the only one in XIX literature century - recreated the image of Ivan the Terrible and his era based on folk songs; about the role of oral folk art in creating the characters and form of the work. They will learn about the life, way of life, and customs of Rus' in the 16th century; that the poet, dissatisfied with modern reality (19th century), takes us to the distant past in order “to look for life there, which he does not see in the present.”
What concepts will students learn or continue to learn in class?
Will continue to improve literary concepts: theme, idea, composition work of art, features of the poem. They will master the concepts: lyric-epic genre; author's attitude and ways of expressing it in the poem; continues to master artistic media expressiveness (epithets, comparisons, repetitions), epic verse.
What will they learn? What skills will they learn?
Working with the text of the poem, they will learn:

compare the characters not only with each other, but also with the works of artists, and on this basis penetrate into the depths of the characters’ characters, taking into account the author’s point of view;
determine the character of the characters by their actions and attitude towards other characters;
determine the author's attitude towards the characters.

They will improve:

the ability to visually concretize the images of characters and the location of the action;
the ability to determine the theme, problematic, idea of a work; correlate the title of the work with its idea;
the ability to read expressively and in reading intonationally convey the feelings of the characters and their attitude towards each other.

In what independent activities will students demonstrate their knowledge, understanding and skills? What can they do during and after school at home?
As a result, students will be able to:

answer the questions: “Why M.Yu. Lermontov called his work “Song...”? “Why are the names in the title arranged in this order?”, “Why couldn’t the conflict between Kalashnikov and Kiribeevich be resolved peacefully?”, “Is the Tsar’s court fair?”;
create verbal portraits of heroes;
convey in verbal form the idea of the work and explain which plot elements help Lermontov express it;
highlight the elements of the poem’s composition, its features and explain their role;
explain why the poem contains so many old words, constant epithets, comparisons, and repetitions;
read characters' dialogues expressively;
accurately characterize each character, reveal their relationship to each other.

System of lessons on the topic:

Secrets of Ancient Rus'.
“Yes, there were people in our time, a mighty, dashing tribe...”
Folklore traditions in “Song...”

The first lesson in the system plays the role of creating a reading mindset. Since M.Yu. Lermontov is a regular author in school textbooks; students know many facts about his biography. By the 7th grade, they are already familiar with such works as “Borodino”, “Three Palms”, “Cliff”, “Leaf”, which present the main motives of his work: a feeling of loneliness and melancholy, a thirst for struggle and freedom, the love of an exiled poet for leaving the homeland, admiration for the feat of the Russian warrior. Now students will get acquainted with a historical song that reveals the conflict between power and an ordinary person doomed to death.

TO first lesson Based on memoirs and memoirs of contemporaries, students were offered a story about the life of M.Yu. Lermontov and answer the questions: “What is the similarity of Lermontov’s fate with the fate of Pushkin? How can we explain this similarity? (facts of despotism and autocratic tyranny that caused angry protest from poets).

In order to create a certain emotional mood before studying the topic and orient children towards the perception of the poem, we will introduce them to historical material: “The History of the Russian State” by N.M. Karamzin, “A course of lectures on Russian history” by V.O. Klyuchevsky, excerpts from “Domostroy” and works of “related” art: paintings by I. Repin “Ivan the Terrible Kills His Son”, V. Vasnetsov “Ivan the Terrible”, illustrations depicting old Moscow by I. Bilibin, B. Kustodiev, P. Korovin , which captured the stern ruler of Rus' and his unforgettable time, important for understanding the ideological content and images of the “Song...”.

Before we start reading the poem, let's find out the meaning and role of ancient words and expressions. Next, we need to determine the educational task, which will dictate to us the methods of working with the text and the types of activities of the students. As problematic issue Let’s choose the following: “Could the conflict between Kalashnikov and Kiribeevich be resolved peacefully?” Children's reflection on this question will lead students to the idea for the work.

What episodes and artistic elements of the work will help us come to its idea? First of all, we must identify the conflict and its features artistic embodiment. To do this, we highlight the elements of the composition: exposition, the beginning of the action, episodes of the development of the action, the climax and denouement. The author’s attention first turns to Ivan the Terrible, then to his faithful guardsman Kiribeevich, followed by Alena Dmitrievna, the merchant Kalashnikov, and then again to the Tsar, Kiribeevich, Kalashnikov. At the climax, Kiribeevich dies, at the denouement - Kalashnikov. But there is more in the poem characters- guslars, with the mention of which each chapter begins and ends. Although they are conventional narrators, it is their feelings and relationships that help determine the author’s position in relation to the characters and the genre of the work.

In the poem, in addition to the conflicts “Kiribeevich - the Kalashnikov family” and “Kalashnikov - the Tsar”, there is one more - the conflict between a worthy person and the crowd, which in this case took the form of historical social psychology. The fact that the head of a dishonored family killed the “offender of his own free will” should be known to everyone. This is what will wash away the stain of shame from the family.

Our task is to understand what qualities the author values in people, what unites the Kalashnikov family and what distinguishes them from the world of people in power. Thus, the focus of the second lesson is the analysis of the images of the “Song...”

2nd lesson. Lesson project “Yes, there were people in our time, a mighty, dashing tribe...”

Created on the basis of the literature program for the 7th grade, ed. V. Ya. Korovina, textbook-reader and methodological recommendations. In the 1st lesson, students got acquainted with historical materials, paintings depicting the life of old Moscow, as well as facts from the biography of M.Yu. Lermontov, which largely explain why he turned to the distant past. We got acquainted with the text of “Songs about Tsar Ivan Vasilyevich, the young guardsman and the daring merchant Kalashnikov”

Lesson objectives:

During the lesson, students will continue to develop and improve their ability to compare characters, determine the characters’ personalities by their speech and actions;
will understand the role composition plays in the implementation author's position and what means help the author in creating heroes;
intonationally convey the feelings of the characters and their relationships to each other; compare literary images with images of artists.

Lesson progress

1. Stage of identifying perception (conversation).

What feeling did you have after reading the poem?

What pictures of old Moscow and its life does the poet paint? Do they help explain the characters' behavior?

Who is the real hero in “Song…” and why?

Why are the heroes of “The Song…” arranged in the title in this order: “about Tsar Ivan Vasilyevich, the young guardsman and the daring merchant Kalashnikov”?

What do you see main problem poems?

Examination homework . (For the lesson, the children had to re-read the poem again, highlighting the elements of the composition in it and create a slide show of the work, using illustrative material and Internet resources).

Reproduce the content of the poem with a slide show in strict accordance with the development of the action (Figures 1-9), highlight the elements of the composition (Appendix 1), and identify conflicts.

Why couldn’t the conflict between Kalashnikov and Kiribeevich be resolved peacefully? (this will be a learning task).

2. The stage of analyzing the work, or working with the text. (Pattern analysis).

In the exhibition “Feast in the Royal Chambers” the central place is given to the king. How does M.Yu. show it? Lermontov and how artists see him?

a) Comparison of the descriptions of Tsar Lermontov and V. Vasnetsov, I. Repin. (Verbal drawing).

What comparisons and epithets does the guslar use to characterize the king?

What artistic details do you think are especially expressive? Can Ivan the Terrible be called wise and fair?

In Lermontov, the Tsar smiles, he seems to be cheerful..., but let’s take a closer look: aren’t “blue clouds” too often running into the “red sun”?

What makes Ivan Vasilyevich frown?

To whom does the king pay more attention at the feast? Why?

What do you know about the guardsmen? How does the king treat them? How does this show up in the poem?

b) Oral story about Kiribeevich.

What is the guardsman sad about?

Why does he tell the Tsar about Alena Dmitrievna, but does not say that she is a married woman?

Would the king help him if he knew this?

c) Characteristics of Alena Dmitrievna using illustrations by P. Korovin.

Does Alena Dmitrievna love her husband?

Why was Kalashnikov surprised when he didn’t find his wife at home? How to explain the words with which a husband greets his wife? What do you remember about Domostroy?

How do Alena Dmitrievna’s character reflect popular ideas about ideal woman- to your wife?

How do Kiribeevich and Kalashnikov show their love for Alena Dmitrievna?

d) Comparative analysis. Kiribeevich - Kalashnikov (slide demonstration: “Merchant Kalashnikov in the shop”, “Fist Fight” (art. I. Bilibin, B. Kustodiev), “Death of the Oprichnik”, “Kalashnikov answers to the Tsar”, “Farewell of the merchant to his brothers”) .

Why did each of them come out to fight? Who do heroes bow to before battle? Why?

e) Expressive reading based on the roles of the dialogue between Kiribeevich and Kalashnikov before the battle.

Do pictures of the harsh life of the 16th century matter for revealing the characters’ characters? What qualities do you think a person should have in order to dare to defend his honor in front of all the people under these conditions? Are the final lines of “Borodino”, included in the title of the topic of our lesson, applicable to the heroes of the “Song…”?

Expressive reading of lines about the death of Kiribeevich and Kalashnikov.

What feeling are they imbued with? How do you explain this feeling?

How did Kiribeevich and Kalashnikov die? What memory does each person leave behind?

f) Comparison of an excerpt from Lermontov’s poem with an excerpt from a folk song about Stepan Razin “Bury me, brothers...”, “They buried him beyond the Moscow River...”

What are the similarities? Which passage is more poetic? What are they convincing of?

3. Final stage.

In the third chapter we meet the king again.

What is his role in the poem? After all, the main clash is between Kalashnikov and Kiribeevich.

Why did the king order the execution of the winner of a fist fight? Did he act fairly?

What is the genre of this work? Why M.Yu. Lermontov calls it “Song...”? Does this clarify the author's position?

The theme and plot of “Song...” is associated with the 16th century.

Why did the poet turn to the distant past?

Did he manage to convey the flavor of that era? What?

What folklore traditions does the poet continue in his work?

4. Homework:

memorize an excerpt from the poem “The Rising of the Dawn...”;
pick up musical themes to the images of “Song...”;
write down examples of figurative means, ancient words, and expressions on cards. (for the game).

On final lesson, dedicated to folklore traditions in “Song...”, it is important to find out what M.Yu. Lermontov did not imitate oral folk poetry, he imbued with its spirit and, relying on its features, created a unique, original work, where every image, every scene of the poem is marked by Lermontov’s powerful talent. Comparisons of “Songs...” with epics (about Stavr Godinovich) and folk songs will help us with this. Literary game, with the help of which we will show the features of the use of tropes in the poem, its connection with folklore, discuss the problem of duty and honor, will be the final chord in the lesson system, after which the children will write essays on the poem.

The story “Shulamith” consists of 12 parts. Its main characters were King Solomon, his wife Astis and Shulamith, a commoner with whom the king fell in love.

First, the author talks about the reign of the great king, his wisdom and wealth, for which he was famous far beyond the borders of his country. Then it talks about what kind of women Solomon preferred. He had a huge number of wives and concubines, as well as many dancers and slaves. In addition, Solomon entered into a close relationship with Queen Balkis, who was considered the most beautiful woman in the world. God gave the great king not only wisdom, fame and riches, but also a beautiful body and some extraordinary abilities. No woman could resist Solomon.

One day the king fell in love with a simple, but very beautiful girl, named Shulamith. The girl worked in one of the royal vineyards, helping her brothers. It was there that Shulamith and Solomon met and immediately fell in love with each other. Solomon introduced himself to his new acquaintance as the royal cook, and then made an appointment with her that night. When their meeting finally took place, Solomon confessed to his beloved who he really was. Shulamith moves to the palace.

While the king is enjoying love with his new concubine, one of his wives, Astis, is present at the sacrifice in the temple of Isis. The legitimate wife is furious that the king chose a commoner over her. Astiz wants to kill the girl. For these purposes, she chose the head of the royal guard named Eliav. The prudent queen knows that Eliav has been in love with her for a long time, which means he will do what she demands of him. Astiz promises the chief of the guard to make him king over himself. It doesn't take long to persuade Eliav. The assassin goes to the royal chambers.

On her last night, Shulamith is sad and does not respond to the king’s caresses. When Solomon tries to find out what is happening to her, the girl admits that she feels death approaching. Shulamith tries to get up from the bed, but at that moment she is pierced by Eliav's sword. The killer was found and executed. The king found out who ordered the crime and expelled Astiz from his country. Having punished the conspirators, Solomon could not console himself. He was next to his beloved’s body all the time and did not talk to anyone.

Characteristics

King Solomon

The great king is certainly a historical figure. What did this man really look like and what was his character like? modern historians can only guess. Solomon is traditionally described using superlatives: the most beautiful, the most powerful, the richest. Kuprin did not depart from this tradition.

The image of Solomon is ideal. The king was a fair ruler and judge, did good deeds, understood the languages of animals and birds, and had the gift of healing. In addition, he knew how to seduce women and be a skilled lover. The author sympathizes with his character, talking about him with pleasure, looking at him from different angles, like gem. Solomon managed to please both God and people.

The king's young lover is only 13 years old. The girl's character changes as the plot develops. When Solomon first sees Shulamith, he sees a naive, slightly frightened girl.

But love changes the main character. Her first “adult” act is the sale of silver earrings, which were the girl’s only wealth. With the proceeds, she bought myrrh, an aromatic resin, to anoint her body with it for her first date with her lover. This small sacrifice testifies to the enormous power of a new feeling for Shulamith, to which she surrendered completely, without thinking about the consequences. The girl was rewarded for her sacrifice with a week of love in the arms of the king.

After spending very little time with the wise Solomon, Shulamith changed. She acquired the wisdom characteristic of her lover and the mystical gift of divination. In just a week from a naive girl main character turned into an experienced, sensual woman, becoming even more desirable for the king.

Queen Astiz

Astiz is the owner of unnatural beauty, which Solomon quickly became bored with. The author describes her as follows: whitened, rouged, blue hair, eyes “like those of an animal.” Only the eyes, which cannot be hidden under paint, reveal the essence of the queen. Greedy, cruel and depraved, Astiz does not tolerate rivals.

Beauty and age

The new beloved wife is much younger than the queen. Astiz can surpass Shulamith in origin and upbringing, but not in age. No amount of jewelry can bring back her youth.

Solomon had many concubines and wives. But Astiz was jealous of Shulamith. The commoner received rare beauty and so much attention from the greatest of kings. In order to get rid of her rival, the queen is ready to become the mistress of the head of the royal guard. For Astiz, the ends always justify the means.

Love is the treasure of our life. The author develops this idea throughout the entire narrative. Solomon inherited all the riches of this world. The king had so much gold that he gave it to make shields for the guards. During his reign, silver was worth no more than an ordinary cobblestone. The king could allow himself any whim.

However, Solomon's main wealth was the ability to love and be loved. Many great kings, having gained power and wealth, stopped appreciating simple human joys. The terrible rulers became hardened in soul. Women became ordinary objects of carnal pleasures for them. Solomon is able to respect every woman, regardless of her origin. This is what attracted the fair sex to the king. Each of Solomon's lovers felt unique and unique in his arms.

Analysis of the work

Kuprin's "Shulamith" was inspired by biblical verses and legends. Summary This work can be retold in just a few words. However, the meaning inherent in “Shulamith” by the author can only be understood after complete reading.

The development of the plot does not begin at the very beginning of the story. The beginning of the drama occurs only in the fourth chapter. Before this, the author describes the life and deeds of King Solomon, talking about his tastes and preferences. The purpose of the first three chapters is to acquaint the reader with the personality of the greatest of kings as best as possible.

The story very realistically depicts everyday life in the army, injustice towards junior ranks and general inhumanity and cruelty in the army.

Our next article is devoted to the story, the main theme of which is eternal, pure and selfless love.

Kuprin does not strive for historical accuracy. While the names Shulamith (Sulamite) and Solomon can be found in the Bible, the name Astiz is not found in the sources. The author wanted to create a work about love and jealousy. He chose the legendary king as the main character. The biblical story inspired Kuprin to create a continuation of the story. He moves Shulamith to the palace, dresses her in silk and gold and gives her a prophetic gift, thanks to which the girl has a presentiment of her death. Astiz was sent to the temple of Isis, where, during the sacrifice of the priests, she plotted the murder of her rival.

The falsification of facts that the author allowed himself not only does not distort the meaning of the story, but on the contrary, makes it even more fascinating. Perhaps there was no Astiz. However, the role of this character is to create a tragedy that could touch the reader's soul.

What feelings of the young king were able to express the actor In the words of Peter I turn to the politician

Answers:

What story? I didn't understand anything