Comparative characteristics of Hercules and Achilles. Achilles is a hero of ancient Greek mythology

Achilles/Achilles (swift-footed, god-like) - central character poem, without the participation of this warrior Troy could not have fallen. Achilles is the ideal warrior of the heroic era. Cruel, bloodthirsty, selfish. Achilles is bloodthirsty: he avenges the death of his beloved friend and kills so many Trojans that the water in the river turns into blood (including killing the sons of Priam) Completely cold-blooded and indifferently sacrifices captured young men to the grave of Patroclus.

The image of Achilles is dominated by individualism, pride, and touchiness. He raises his personal quarrel with Agamemnon to cosmic proportions. Achilles dreams only of personal glory and is ready to give his life for this.

Achilles' experience coincides with the dictates of fate and his own turbulence of life. He knows that he will not return from Troy, and nevertheless, he undertakes a difficult and dangerous campaign:

Why are you, Xanth, prophesying death for me? It's not your concern!

I know well that fate is destined for me to die

Here, far from father and mother. But I won't get off

From the battle, until the Trojans have had their fill of war!

Comparative characteristics images of Achilles and Hector

Hector, the son of Priam, acquires the most humane, pleasant features from Homer. Hector, unlike Achilles, is a hero who knows what social responsibility is; he does not put his personal feelings above others. Achilles is the personification of individualism (he takes his personal quarrel with Agamemnon to cosmic proportions). Hector does not have the bloodthirstiness of Achilles, he is generally an adversary Trojan War, sees in it a terrible disaster, understands all the horror, all the dark, disgusting side of the war. It is he who proposes to fight not with troops, but to field representatives (Paris the tr., Menelaus the Greeks).

Hector, unlike Achilles and other heroes, is shown from a completely different side, in peaceful life. The scene of his farewell to Andromache (wife) is one of the most subtle, psychological scenes in the poem. She asks him not to participate in the battle, because... there is Achilles, who destroyed Thebes and her entire family. Hector loves his loved ones very much and understands that Andromache will be completely alone without him, but the duty of the defender of the Fatherland is above all for him. Shame will not allow him to hide behind a wall.

Hector is accompanied by the gods (Apollo, Artemis), but his difference from Achilles is infinite. Achilles is the son of the goddess Thetis, he is not susceptible to human weapons (except for the heel). Achilles is, in fact, not a man, but a half-demon. Getting ready for battle, Achilles puts on the armor of Hephaestus. Hector is a simple man who faces a terrible test; he understands that only he can take on the challenge, and Athena helps Achilles.

The images of these two heroes are very different. If the name of Achilles opens the poem, the name of Hector ends it. “So they buried the body of the horseman Hector.”

“BASIC GENERAL EDUCATION T. V. RYZHKOVA, I. N. GUYS LITERATURE IN 6TH GRADE A book for teachers with thematic planning Moscow Faculty Publishing Center for Philology “Academy” and Arts...”

BASIC GENERAL EDUCATION

T. V. RYZHKOVA, I. N. GUYS

LITERATURE

IN 6TH GRADE

Teacher's book

with thematic planning

Moscow Faculty

Publishing Center of Philology

"Academy" and arts of St. Petersburg State University

UDC 82.09(075.3)

AUTHORS:

T. V. Ryzhkova: preface, thematic planning,

sections 1, 2 (N. S. Leskov “Lefty”), 3-5, 7;

I. N. Guis: methodological recommendations for topic 3: section 2 (A. V. Koltsov. “The Plowman’s Song”, “The Bitter Share”; I. S. Turgenev. “Mumu”, N. A. Nekrasov. “Peasant Children” ", " Railway"), section 6 Reviewer - Doctor of Pedagogical Sciences, Candidate of Philological Sciences, Professor M. I. Shutan Ryzhkova T. V.

P939 Literature in 6th grade. Teacher's book with thematic planning: methodological manual: basic general education/ T. V. Ryzhkova, I. N. Guis. - M.: Publishing center "Academy", 2010. - 304 p.

ISBN 978-5-7695-7528-0 The book is intended for teachers working according to the program and textbook for grade 6, created by a team of authors edited by I. N. Sukhikh. It presents thematic planning, literary, historical and cultural comments on the works studied in the 6th grade and methodological recommendations for lessons. Many lessons are given in several versions. Additional texts and sources included in the appendices will help the teacher make lessons interesting.

For literature teachers of secondary schools.

UDC 82.09 (075.3) BBK 83ya721 The original layout of this publication is the property of the Publishing Center "Academy", and its reproduction in any way without the consent of the copyright holder is prohibited © Ryzhkova T.V., Guis I.N., 2010 © Educational and Publishing Center "Academy" ", 2010 © Design. Publishing center "Academy", 2010 ISBN 978-5-7695-7528-0

PREFACE

The author of the work also becomes an object of discovery and a subject of dialogue with the reader. Here the formation of ideas about the author-creator and the author-narrator in relation to the storytellers begins. One of the main objectives of the course is to teach the reader to see the manifestation of the author-creator in all elements of a work of art. Of course, in one academic year this task is not solved - the formation and development of this skill will continue until the student graduates from high school.

The methodology offered to the teacher is based on acmeological, activity-based and competency-based approaches, differentiation and personalization of the educational process, the method of projects (collective creative activities), as well as modern information technologies in literary education. The choice of methodology is determined by the main goal of literary education - the literary development of schoolchildren, which is considered by the authors of the educational and methodological set as a triune process: cultural development child, improving his reading activity and developing his creative abilities, especially literary and creative ones.

Thematic planning (Table 1) assumes a minimum number of literature lessons per week - 2 hours (70 hours per year). If the number of hours in the curriculum is increased, the teacher should make changes to the planning at his own discretion.

THEMATIC PLANNING

–  –  –

Speech development lesson “A story told by a grandmother (grandfather)” (1 hour) Section 3. Human shortcomings (5 hours, of which 1 hour per lesson extracurricular reading)

–  –  –

Lesson 1. Myths and modernity1 It is important to make the first lesson of the year unusual, unexpected for students and at the same time setting them up for search, reflection, creativity and, most importantly, independent slow reading.

The theme that opens the 6th grade course takes young readers to the deep past, to the origins of modern civilization. The enormous distance separating our time from the mythological era creates a whole range of difficulties. Firstly, today's schoolchildren have little interest in this topic, as they have no practical motivation. Secondly, for a modern schoolchild, and even an adult, a myth is essentially not much different from folklore fairy tale, from which the sixth grader considers himself “outgrown.” Thirdly, the abundance of new and complex names and titles can turn into an insurmountable obstacle for a child. The first lesson should help you jump over this fence of problems.

1) explain:

– how does a myth differ from a folk fairy tale?

– how mythological ideas differ from scientific ones and how they are related to them;

– what caused the long life of the ancient worlds;

2) interpret popular expressions and use them correctly in written and oral creative work;

If the curriculum allows, then it is better to conduct two lessons on this topic.

3) retell the myths they liked, the heroes of which are found on maps of the starry sky and in the architectural appearance of St. Petersburg or Moscow.

The first stage of the lesson takes place as a conversation on the questions: “What is a myth? How is a myth different from a fairy tale? Why did people need myth? How is a myth born? Is there a connection between science and myth? What are their differences?

The conversation includes reading the cosmogonic ancient Greek myth (p. 7) and articles on the origin of the Olympian gods (p. 8 - 9) and compare mythological and scientific ideas about the origin of life. While reading the article, a diagram is drawn that will be filled in during all lessons on ancient mythology. Let us note that in ancient mythology there is no single canonical version of the creation of the world1. Thus, Eros in some sources is called a generation of Chaos, in others - a force that existed even before the appearance of the world. But it is important to explain to children that Eros is not an earthly feeling or a feeling at all, but a force of gravity that acts in world space as a law. And this force sets both Chaos and the Earth in motion. Diagram 1, which is filled out in class, is a working version for sixth graders. It shows in bold the names of those mythological characters that are mentioned in the cosmogonic myth (we add them to the diagram in class; this part of the work is mandatory for all students), and in italics are the names of those characters that schoolchildren will meet in the process of reading the myths about Hercules, Achilles and Orpheus. Filling out the chart independently (optional) will require the children to consult collections of myths of Ancient Greece, mythological dictionaries and encyclopedias, which will significantly expand their cultural understanding and arouse interest in the topic being studied. The final version of the scheme is presented in the Appendix (Scheme 2).

The image of Zeus is in the textbook (p. 8). Images of other gods mentioned in the articles can easily be found in numerous mythological encyclopedias, collections of myths, or on the Internet.

It is important to emphasize that the Greeks, when creating gods in their imagination, endowed them with human appearance and character traits. The life of the gods is very similar to the life of people, but the gods have immortality and superpower - they command. See, for example: the diagram “The Origin of the Gods” on the website “Encyclopedia of Ancient Mythology”: http://www. Greekroman. ru/gen/genealogy. htm.

Diagram 1. Origin of the gods

Erebus and Nyukta gave birth to:

Ephyra (Light) Gemeru (Day)

Gaia and Uranus gave birth to:

1) titans 2) … 3) … 4) …

The Titans and Titanides gave birth to:

Astraeus and Eos gave birth to the stars and winds: Boreas (north), Evra (east), Nota (south) and Zephyra (west).

4) Titan Ocean and Titanide Tethys gave birth to rivers and oceanids;

5) the titan Kron and the titanide Rhea gave birth to: a) ..., b) ..., c) Hera,

d) Hades, e) ..., f) Zeus.

Children of Zeus:

... native elements. Marriage and family ties between the gods, on the one hand, reproduce the usual family relationships, but, on the other hand, the elemental gods and abstract categories (Justice, Equity, etc.) do not obey human laws. Zeus as the supreme god, uniting with one or another goddess (Eurynome, Themis, Demeter, Leto, Hero), gradually transforms the world, giving birth to gods who bring law, order, morality, science and art into this world1.

The conversation ends with the conclusion that a myth, unlike a fairy tale, tells how the world works and explains how and why. If the guys are interested in this issue, then they can be recommended not only to turn to mythological encyclopedias, but also to go to the site “Encyclopedia of Ancient Mythology” (section “Greek Mythology”): http://www. Greekroman. ru.

what a person needs to behave in it. Any myth is born from observations of nature, but the lack of knowledge leads to the fact that a person uses it to explain natural phenomena his imagination and deeply believes in fiction. Science is based not on imagination, but on knowledge, although the basis of any knowledge and scientific discovery is observation and imagination.

At home, to consolidate their conclusions, sixth-graders will read the article in the textbook on p. 5.

The second stage of the lesson - observation - is organized using the question: “Where can we meet mythical characters today?”

The first thing that comes to mind is a museum. Let's call the guys and show them on slides the most major museums world, which contains works of ancient art: State Hermitage Museum in St. Petersburg, the Pergamon Museum in Berlin, the Capitoline Museums in Rome, the British Museum in London, the Louvre in Paris, the Metropolitan Museum of Art in New York.

It is no coincidence that St. Petersburg is called a museum city. Its palaces, theaters, museums and libraries are architectural monuments. Almost all of them, created up to the 20th century, are in one way or another connected with Antiquity. It manifests itself in elements of classicism and empire style - slender columns, porticoes, decor and, of course, sculptural decorations. The lesson does not allow us to see much, so we will focus only on the sculptural ensembles decorating the porticoes of buildings. We will show schoolchildren images of the Exchange - a building on the spit of Vasilievsky Island, dividing the Neva into two branches; arches of the General Staff building, part of the Palace Square ensemble in front of Winter Palace; Alexandrinsky Theater, one façade of which faces the famous street of the architect Rossi, and the other looks at Nevsky Prospekt. We invite the children to guess which god is at the center of each composition and give reasons for their answer.

In two cases this is easy to do: on the attic of the Exchange (architect J. Thomas de Thomon) Poseidon froze, as evidenced by the trident in his raised hand and the horses at his feet. After all, Poseidon, the god of the seas, was also considered the patron saint of horses.

Why is the Exchange building crowned by Poseidon, the god of the seas? It is obvious that St. Petersburg, built by Peter at the mouth of the Neva, which flows into the Baltic Sea, was and remains the largest port. Poseidon seems to welcome ships setting off on a long voyage.

The attic of the Alexandrinsky Theater is decorated with a chariot ruled by the god of arts Apollo (sculptor S. S. Pimenov). Its attributes are a cithara and a laurel wreath, which in Ancient Greece were used to crown not only military heroes, but also winners in theatrical competitions. The arch of the General Staff building (architect C. Rossi) is crowned with a triumphal chariot drawn by six horses. Who's in the chariot? This is a woman with wings behind her back, in one hand she holds a staff, in the other - a laurel wreath. Let us clarify that the arch was erected in 1828 in honor of Russia's victory over Napoleon in Patriotic War 1812 - 1814 Laurel wreath in this case, it hints at military glory. Who is this goddess? The guys will probably name Pallas Athena. But this is not so, although it is not far from the truth.

In the chariot is the goddess of victory Nike. In St. Petersburg, Nike can also be seen on the triumphal Narva Gate (architect O. Bove).

This is no coincidence: triumphal gates were erected as a sign of victory, celebration, and Nike symbolized victory and glory.

As a promising homework or project, you can invite schoolchildren to prepare virtual tour to the Summer Garden in St. Petersburg: what Greek deities can you see while walking along the alleys of the Summer Garden, what myths are associated with them? This task is carried out at the request of the students.

Third - popular expressions. If sixth-graders, without the help of a teacher, do not remember the popular words and expressions that came into the Russian language from ancient mythology, then we will divide the class into several working groups1. Each group receives envelopes with cards that briefly summarize the myth2. The group’s task is to interpret the catchphrase associated with this myth. Here are several options for tasks.

Group 1 Sisyphus, king of Corinth, was a great swindler. Thanks to his cunning, he collected countless treasures. When he came for him The number of groups is determined by the teacher.

Texts taken from the website “Mythology of Greece. Illustrated Dictionary: http://www. foxdesign. ru/legend/g_word4.html.

the god of death Thanatos, then he, the only mortal, was able to deceive the god and chained him. People on earth stopped dying, which violated the order established by Zeus. After Thanatos was freed and took Sisyphus to the underworld of the dead, Sisyphus managed to deceive the lord Hades, begging him to be released back to earth. For the crimes he committed, Sisyphus was terribly punished by the gods: in the kingdom of Hades, he rolls a heavy stone up a mountain, which, having almost reached the top, immediately rolls back. So Sisyphus rolls the stone forever and cannot reach its goal - the top of the mountain.

What does the expression “Sisyphean labor” mean?

[Answer: Sisyphus's work is aimless, endless work.] Group 2 Tantalus, the son of Zeus, was the favorite of the gods and the richest and happiest king on earth. Having become proud, he began to consider himself equal to the gods. Among people, he became famous not for his exploits, but for stealing ambrosia from the gods and divulging their secrets. The last straw that broke Zeus's patience was the crime of Tantalus. The king decided to find out whether the gods were truly omniscient. Having invited them to his feast, he served the meat of his son, who he himself had killed, on the table under the guise of a wonderful dish. The gods, who nevertheless turned out to be omniscient, revived the boy, cursing the entire family of Tantalus and overthrowing him into the kingdom of Hades. In hell, Tantalus suffers the most severe punishment: being up to his neck in water, he cannot quench his thirst, since the water disappears as soon as he bends down to it; branches with fruits hang above him, but they move away when he stretches out his hands to them. Tantalus is tormented not only by eternal hunger and eternal thirst, but also by eternal fear, since a rock hangs over his head, ready to fall and crush him at any moment.

What does the expression “tantalum flour” mean?

[Answer: Tantalus pangs are suffering caused by the proximity of something extremely necessary, desired, which is nearby and yet inaccessible.] Group 3 The Athenian hero Prince Theseus arrived in Crete to free Athens from the terrible tribute imposed on city ​​of the Cretan king Minos. The Minotaur, a bull-headed man who devoured living people, was imprisoned in the Labyrinth built on Crete. The Athenian boys and girls were destined for the Minotaur. Theseus decided to kill the monster. But no one could find a way out of the Labyrinth. The daughter of King Minos Ariadne, having fallen in love with Theseus, gave him a ball of thread, which he unwound upon entering the Labyrinth.

Having defeated the Minotaur, Theseus, along with the captives, returned along the thread to the entrance to the Labyrinth.

What does the expression “Ariadne’s thread” mean?

[Answer: Ariadne's thread is a guiding thread; something that helps get out of a difficult situation.] Group 4 God Apollo fell in love with the Trojan princess Cassandra and endowed her with the gift of prophecy. Cassandra rejected God, and he made sure that no one believed her prophecies. Cassandra predicted the death of Troy, the danger lurking in the wooden horse left by the Greeks. Nobody believed her. And Troy fell.

What do the expression “prophetic Cassandra” and the word “Cassandra” mean?

[Answer: Things Cassandra is a soothsayer of ominous events, misfortunes that are difficult to believe.] Group 5 At the wedding of King Peleus and the sea nymph Thetis, the goddess of discord Eris, in revenge for not being invited to the celebration, threw herself among the guests an apple with the inscription “To the most beautiful.” On the advice of Zeus, the goddesses Hera, Athena and Aphrodite called on the young shepherd Paris, who still did not know that he was a Trojan prince, to choose the most beautiful of them. Hera promised him power over the world, Athena - military glory, Aphrodite - the most beautiful woman on earth. Paris handed the apple to Aphrodite, who helped him take the wife of King Menelaus, the beautiful Helen, from Sparta to Troy, which was the reason for the Trojan War. The rejected Hera and Athena took the side of the Greeks.

What does the expression “apple of discord” mean?

[Answer: An apple of discord is the cause of disputes, strife, and enmity.] To summarize, we introduce the concept of “catchwords and expressions.” It does not require memorization, therefore it is not included in the textbook, but for cultural, literary and speech development child, introducing the term would be appropriate. The expressions that the students deciphered have common properties: their source is generally known (in our case, these are myths), they have a stable structure (word order) and a figurative meaning. These signs are enough to form an idea of ​​popular words and expressions in the 6th grade.

Delayed homework: While reading the myths about Greek heroes, offer an interpretation of the following catchphrases:

Augean stables - ... [something neglected to the extreme, a disorder].

Titanic efforts - ... [huge, superhuman efforts].

Achilles' heel - ... [weak side, most vulnerable place].

Trojan horse - ... [a gift with a trick, with evil intentions].

Gifts of the Danaans - ... [synonym for the expression “Trojan horse”].

Medusa, Medusa Gorgon - ... [an evil, cruel person].

Medusa's gaze - ... [killing, numbing gaze].

To sink into oblivion - ... [to disappear from memory, to be forgotten].

Homeric laughter - ... [loud laughter, uncontrollable laughter].

Castor and Pollux - ... [symbol of true friendship].

Colossus with feet of clay - ... [something outwardly majestic, seemingly powerful, but essentially weak and insignificant].

To fall into tartarars - ... [to get to a place from which it is impossible to return].

Pandora's Box - ... [everything that, due to our carelessness, can cause grief and misfortune]1.

Homework - preparing a competition or quiz on popular words and expressions. Making a crossword puzzle " Catchphrases, which came from myths" is also a fascinating version of homework that enriches the vocabulary of schoolchildren.

Literary and creative homework performed at the students' choice: compose short story, including dialogue and ancient popular expressions.

And finally, we meet the ancient gods and heroes on a map of the starry sky. Let's invite the children to raise their heads and look at the sky. Of course, during the day nothing is visible in the sky except clouds and the sun. But a computer or printed star charts can come to our aid2.

The task doesn’t even have to be formulated: the guys will immediately name the planets of the solar system that bear Roman names. A dictionary of winged words can be found on the website: http://www. cut off. ru/catch-words/.

With the history of the star map, with maps of the sky and celestial bodies can be found on the website: http://space. rin. ru/articles/html/393.html.

gods, and correlate their names with Greek ones. So, the planets of the solar system are given Latin names. Let's sharpen the situation: why do we call the Sun and Earth in Russian?

Let's write on the board the foreign names of the Sun and the name of the Roman sun god Sol. What conclusions will these notes lead students to? It turns out that in many Indo-European languages ​​the Sun is denoted by a word with the root -sol-. In Latin, this is exactly what the name of the sun god sounds like, correlating with the Greek Helios, this is the name of this star. The name of the Sun in French is le soleil, in Italian - il sole, in Spanish - el sol. Both the English the Sun and the German die Sonne have the same origin. The Russian word “Sun” comes from the same root.

The name of the goddess Gaia is translated into Latin as Tellus. The name of our planet in other languages ​​of the Indo-European family sounds like this: la Terra (Italian), la Terre (French), la Tierra (Spanish) and the Earth (English), dei Erde (German). They all have a common origin. The word “Earth” is common Slavic and comes from the word zem, meaning “bottom, floor” in Slavic languages. It is related to the Latin humus - “soil”.

In Russian, the word “earth” means “what is below, under your feet.” The Latin root is preserved in the words “tellurium” (a chemical element), “tellurium” (an astronomical instrument used to visually demonstrate the rotation of the Earth around the Sun).

What were the names of the ancient Greek gods of the Sun and Earth? Helios and Gaia. Their names are preserved in words beginning with geo- and helio-: “geology”, “geography”, “geocentric”, “heliocentric”, “heliosphere”, “solar technology”, “heliotrope”.

The starry sky can also be read as a kind of book of myths. Thanks to popular horoscopes and astrological forecasts, the modern schoolchild knows under which zodiac constellation he was born. Most constellations are associated with mythological subjects.

We will divide the class into 12 groups (if possible) according to zodiac signs. What does each group know about the origin of their sign? If nothing else, this will be homework. Let us remind the teacher that since ancient myths were not collected in canonical codes, such as the biblical ones, but came to us thanks to literary works, then almost every myth has several versions. Therefore, during the lesson you may encounter the fact that the children will talk about the origin of the zodiac constellations with significant differences. This is a good opportunity to create a problematic situation: what causes these differences?

Aries - according to the most common version, the golden ram. A golden fleece was made from his skin, for which the hero Jason and his fellow Argonauts went to Colchis on the ship Argo.

Taurus - according to one interpretation, a white bull, in whose guise Zeus kidnapped Europe. But, it’s true, there were a lot of bulls in Greek mythology, for example the ferocious Cretan bull delivered by Hercules to Eurystheus.

Twins - Castor and Pollux, brothers of Dioscuri, sons of the earthly queen Leda and Zeus, brothers of Helen of Troy.

Cancer pinched Hercules' leg while he was fighting the Lernaean hydra.

Leo - Nemean lion killed by Hercules.

Virgo - according to one version, the goddess of love Aphrodite, according to another - Demeter - the goddess of fertility, according to the third - Astraea (see diagram 2).

Libra - this constellation in ancient times was considered not as independent, but as the claws of Scorpio; according to other sources, this is an attribute of Themis (goddess of justice) or Astraea.

Scorpio - Artemis sent a scorpion to kill the hunter Orion.

Sagittarius - according to some sources, a centaur - a successful hunter, according to others - Hercules, striking the Stymphalian birds.

Capricorn - in ancient times it was called the capricorn or goat fish. Later, Capricorn began to be associated with the goat Amalthea, who suckled Zeus.

Aquarius - a young man pouring water from a jug; according to other versions, this is Hercules cleaning the Augean stables.

Pisces - there is practically no information about the origin of this constellation.

Prospective homework: find on the star maps characters associated with the myths that will be discussed in the following lessons, and prepare to retell these myths.

Several constellations are related to Hercules, whose exploits lesson 2 is devoted to: of course, Hercules himself (Hercules), Hydra (Lernaean hydra), Dragon (the dragon Ladon, whom Hercules killed to get the apples of the Hesperides), according to some sources, Arrow and Sagittarius (Stymphalian birds), Aquarius (Augean stables), Taurus (Cretan bull), Virgo (Hippolyta's belt), Eagle (Zeus' eagle that tormented Prometheus, who was freed by Hercules after he obtained the apples of the Hesperides).

The constellation Lyra is associated with Orpheus, which we will talk about in lesson 4. The god Apollo gave him the golden lyre, and after the death of the singer, Zeus placed the lyre in the sky1.

2. Complete task 1 in a printed literature notebook2 (Topic 1. “Hero in Myths,” p. 4).

Appendix Diagram 2. Origin of the gods

Chaos and Eros (Love) gave birth to:

Uranus Gaia Tartarus Erebus Nyuktu (Sky) (Earth) (abyss (Darkness) (Night) in the bowels of the Earth, the underworld)

Erebus and Nyukta gave birth to:

Ephyra (Light) Gemeru (Day)

Gaia and Uranus gave birth to:

1) titans,

2) giants,

3) cyclops,

4) monsters.

The Titans and Titanides gave birth to:

1) the titan Coy and the titanide Phoebe gave birth to Leto (Latona), Asteria (star goddess);

2) Titan Hyperion and Titanide Theia - the parents of Helios (Sun), Selene (Moon), Eos (Dawn) (Helios is the father of King Augeas);

The mythology of the constellations is presented on the website: http://www. astromyth. tausite. ru/index. htm; history of zodiac constellations and their names - on the website: http://olpop. com/blog/?p=9732.

Astraeus and Eos gave birth to the stars and winds: Boreas (north), Evra (east), Nota (south) and Zephyra (west);

3) Titan Iapetus - father of Prometheus and Atlas;

4) the Titan Ocean and the Titanide Tethys gave birth to all the rivers (3,000 sons) and Oceanids (3,000 sea goddesses), including Metis (mother of Athena);

5) the titan Cronus (Kronos, Time) and the titanide Rhea gave birth to: a) Hestia - the goddess of the hearth, b) Demeter - the goddess of fertility,

c) Hera - the goddess of family and childbirth, d) Hades - the god of the underworld, e) Poseidon - the god of the seas, f) Zeus - the god of thunder and lightning.

A crown of sea foam gave birth to Aphrodite, the goddess of love and beauty.

Children of Zeus:

Zeus and Themis: three oras (Lawfulness, Justice, Peace), three moiras (goddesses of fate: Lachestis - “giving lots”, Clotho - “spinning”, Anthropos - “inevitable”), Astraeus (starry sky).

Zeus and Mnemosyne: the muses Calliope (epic poetry), Euterpe (lyric poetry), Polyhymnia (hymns, serious poetry), Clio (history), Melpomene (tragedy), Erato (love poetry), Terpsichore (dance and choral poetry), Thalia (comedy, light poetry) and Urania (astronomy).

Zeus and Hera: Ares (god of war), Hephaestus (god of fire and blacksmiths), Hebe (goddess of youth), Ilithyia (goddess - patroness of women in childbirth).

Athena (goddess of just war and wisdom) was born from the head of Zeus from the oceanid Metis.

Zeus and Demeter: Persephone (wife of Hades).

Zeus and Leto: twins Artemis (goddess of hunting, chastity, patroness of animals and plants) and Apollo (god of light, sciences and arts, predictor of the future, healer, etc.).

Zeus and the Mayan galaxy: Hermes (god of trade, trickery, eloquence).

Zeus and Semele (mortal woman): Dionysus (god of the vine, wine and winemaking).

Zeus gave birth to nymphs - female deities of nature who live longer than humans, but are not immortal. Dryads lived in forests, naiads lived in rivers, and oreads lived in caves. The nymph was Eurydice, the wife of Orpheus.

The sea elder Nereus, the son of Gaia, gave birth to 50 Nereids - nymphs living in the Aegean Sea. The goddess Thetis, mother of Achilles, is also the daughter of Nereus.

Sons and daughters of Zeus from earthly women: Hercules, Perseus, Castor and Pollux (brothers of Dioscuri), Helen of Troy.

Lesson 2. Myths about Hercules In lessons 2 - 5, sixth graders will continue to observe the content of myths and their characters, get acquainted with the culture of Ancient Greece and works of ancient art, looking for answers to the questions: “Why can a myth live for a very long time? What helped the ancient myth live such a long life?” A new concept that is introduced in these lessons is “hero”.

Diagnostic objectives of the lesson. After the lesson, students will be able to:

1) retell the myths about Hercules;

2) explain:

– who is called a hero in myths,

- why are the hero’s actions called exploits,

– what is the meaning of the myths about Hercules;

3) recognize Hercules among the mythological characters depicted in works of art, and correlate the image with one of his exploits.

Animated films based on the myths of Hercules1 will help the teacher teach an interesting lesson.

We begin the lesson with a conversation about how myths explain the fact that mortals had children from gods. You can tell the children about this or ask them to read the article “Mythological Hero” in the textbook (pp. 9 - 10).

Then we find out, as the students understood, who is called a hero in myths. Here it is important to clearly define the differences between the terms “folk hero”, “ literary hero" and "hero of myth." In myths, only the descendants of gods born from mortals are called heroes. Divine origin gives the heroes amazing abilities and thereby predetermines their unusual bright destiny. Heroes were the standard for ordinary people - they were worshiped, they were honored, depicted in sculptures, on bas-reliefs, and depicted on household items. Almost every region of the Ancient "Return from Olympus" (director A. Snezhko-Blotskaya, 1969), "The Birth of Hercules" (director Y. Kaliter, 1982), "Hercules at Admet" (director A. Petrov, 1986), "Hercules" (director D. Musker, 1997), “Myths.

Labors of Hercules" (director S. Ovcharov, 2000). On the Cartoons website:

http://mults. spb. ru - there are cartoons from the “Ancient Greek Myths” series. Interesting information can be found on the site “Ancient Greece”: http://collection. edu. yar. ru/catalog/rubr/7d2af1dc-a65f-443cd-7732ffefb663/72217/?.

Greece had its own hero. Since the activities of these heroes were often associated with the spread of culture (making fire, teaching crafts and arts, etc.), they began to be called cultural heroes.

The next part of the lesson is devoted to the myths about Hercules and his exploits. You can check homework 3 (reading myths) using the animated film “Hercules at Admetus.” It begins with a demonstration of bas-reliefs depicting the hero's deeds. A freeze frame will allow the children to carefully examine them, and then talk about their exploits as if from the plot pictures.

Then we work on textbook questions 1, 4 - 6 on p. 17. Let’s move on to task 8, and then to questions 3 (it reveals a personal attitude to what we read) and 7 (it is general in nature).

We turn to popular words and expressions associated with the myths of Hercules, to the map of the starry sky (checking homework) and to the diagram “The Origin of the Gods”: what did the students manage to add to it?

The lesson ends with a reflection on question 9. At this stage, you can also show students fragments from films in which Hercules1 acts. Why is Hercules so popular today?

Modern cinema, of course, exploits the vivid images of ancient heroes and profanes the myth. But one can also see positive aspects in the use of these images: viewers need the ideal of a strong, smart, honest and just hero. And if he is not in the present day, then they go to the past for him. And to this day Hercules remains such an ideal.

Homework

1. Complete tasks 2 and 3 (if the student’s favorite hero is Hercules) in the notebook (Topic 1. “Hero in Myths,” p. 4).

3. Optional: complete additional tasks in the textbook on p. 17. The task is completed for the last lesson on the topic “Hero in Myths”.

“The Labors of Hercules” (director P. Francisci, 1958), “The Amazing Journeys of Hercules” (director B. Campbell, 1995 - 1999), “The Adventures of Hercules” (director M. Khashoggi, 2009).

Lesson 3. Achilles as a mythological hero Achilles or in the Russian tradition Achilles is known to us thanks to many works of art Antiquity.

These are the tragedies of Aeschylus “The Myrmidons”, “Nereids”, “The Phrygians, or the Ransom of the Body of Hector”, the tragedy of Euripides “Iphigenia in Aulis”. Many Greek authors wrote tragedies called “Achilles”. We meet the image of Achilles in the works of the Latins, for example, “Achilles” by Livy Andronicus.

But most people know Achilles from Homer's epic poem The Iliad. The textbook contains a condensed retelling of the Homeric plot, in the center of which is the battle between Achilles and Hector. Of course, such a presentation is devoid of artistry and, as a result, of bright emotional coloring, but even a sixth-grader will not be able to master the Iliad. Therefore, in the lesson it is important to activate the imagination and emotions of readers.

Diagnostic objectives of the lesson. After the lesson, students will be able to:

1) talk about Achilles’ participation in the Trojan War;

2) compare the images of Hercules and Achilles according to the qualities of the heroes;

3) explain the meaning of the image of Achilles.

We begin the lesson by confronting the students’ impressions and their opinions about Achilles. “How did the hero appear to you?” We ask question 3 from the textbook (p. 26). “Can Achilles be called a merciless, cruel warrior?”

We create a problematic situation. Problematic question lesson: “How is Achilles different from Hercules?”

The answer requires a comparison of images. We will teach the children this complex skill in class. Let us repeat what we learned about Hercules, what qualities he is endowed with and what meaning is embedded in the plot of his exploits. Then we will consider what qualities are inherent in Achilles. Table 2 will help highlight the main points.

Table 2. Comparative characteristics of Hercules and Achilles Qualities of Hercules Achilles Tremendous physical strength Fearlessness Patience End of table.

2 Qualities of Hercules Achilles Anger Intelligence Cunning Justice Fulfills the will of the gods Helps people Outcome of life It is obvious that there is a lot in common between the heroes, although there are important differences: Hercules did a lot for people, while Achilles killed more than he saved. Hercules is patient, anger takes possession of him only because of the machinations of Hera. Achilles becomes angry because of personal grievances. Here it is appropriate to refer to the textbook questions on p. 26. We set them in the following sequence: 3, 1, 5.

Homework

1. Answer question 4 in the textbook, turning to other mythological stories for arguments.

3. Individual task: prepare a message about the musical instrument lyre. You can use the materials of the TSB and the Encyclopedic Dictionary of F.A. Brockhaus and I.A. Efron1.

Lesson 4. Myth and legend (myths about Orpheus and the legend about Arion)

Diagnostic objectives of the lesson. After the lesson, students will be able to:

1) explain:

- How does a legend differ from a myth?

- what is the feat of Orpheus,

- why Orpheus was punished by the gods;

Address of the article on the website: http://dic. academic. ru/dic. nsf/brokgauz_efron/ 61606/%D0 %9B%D0 %B8 %D1 %80 %D0 %B0.

2) create oral and graphic illustrations of mythological subjects.

The emblem of this lesson will be the lyre. Let's show the students her picture and ask why she appeared in our lesson. It is easy for the children to answer this question, since at home they read the myths about Orpheus.

We invite the class to listen to a short message about the lyre (individual homework).

While listening to the message, schoolchildren need to note how the content of the myth is connected with the history of the instrument:

- Orpheus played the lyre;

– the lyre appeared in Thrace, where, according to legend, Orpheus lived;

– originally the lyre had 3 or 4 strings; It is believed that it was Orpheus who increased the number of strings to 9.

We create a problematic situation. The hero Orpheus did not perform military feats and did not defeat monsters. “Isn’t there a deviation from the tradition in the myths of Orpheus, according to which the hero is superior to ordinary people?”

We begin to solve the problem with the questions: “Can the power of Orpheus be put on a par with the power of Hercules and Achilles? What was the power of Orpheus? We invite students to choose comparisons, epithets or metaphors that express the quality of this force. To awaken the children’s emotions and imagination, we will read an excerpt from Ovid’s “Metamorphoses,” which describes how nature responded to the musician’s playing (Appendix 1).

Music from K. V. Gluck’s opera “Orpheus and Eurydice” or from the modern rock opera of the same name by A. Zhurbin (the choice depends on the taste of the teacher) will not only enhance the emotional impressions of the image of Orpheus, but will probably further emphasize the gap between possibilities ordinary people and talented musicians.

“Could Hercules or Achilles conquer animals, make inanimate things move?”

Now we turn to the questions and tasks of the textbook on p. 32: 1, 2 (from additional questions and tasks) and 2.

To summarize: the strength of Orpheus is no less than the strength of Hercules and Achilles, but it is of a different quality. Orpheus influences the souls of mortals and immortals, and even more - the entire nature, the entire cosmos.

Now let's turn to the myth of Orpheus and Eurydice and consider questions 3 - 5.

Orpheus is punished for distrust of God, for impatience. The myth speaks of the need to accept one’s fate, which a person cannot change. Orpheus's rebellion essentially led to nothing, since he cannot prevent what was assigned to him by the Moirai. But at the same time, the myth of Orpheus is an admiration for the power of love, the power of art. The greatness of man lies precisely in the fact that, even being doomed to defeat, he does not deviate from his noble goal. This myth reflected both the admiration of the ancients for the power of love, capable of defeating death, and the horror of human weakness, which did not allow the hero to keep his beloved and change his lot.

You definitely need to return to this myth in high school when analyzing F. I. Tyutchev’s poem “Two Voices.” Remembering the fate of Orpheus and Eurydice, the children more easily understand the idea of ​​the poem.

Let's move on to the myth of the death of Orpheus and work on questions 6 and 7. You can again turn to “Metamorphoses” (Appendix 2).

The wise Greeks knew that, no matter how strong the harmony, cosmos, destructive principle, chaos could be more powerful. The clash of harmony and chaos is clearly demonstrated in this plot.

The work with the myth is completed by completing additional task 3 and answering question 8 in the textbook.

The next stage of the lesson - comparing myth with legend - follows the questions in the textbook on p. 34.

The final stage of the lesson is answers to questions 5 - 7 for topic 1 (p. 34).

Homework

1. Complete tasks 4 and 5 in the notebook (Topic 1. “Hero in myths,” pp. 4 - 5).

2. Complete the “Origin of the Gods” diagram.

3. Finish working with popular words and expressions.

4. Answer questions 1 - 4 in the textbook for topic 1.

5. Optional: complete tasks 2 and (or) 3 of the additional tasks (p. 35). The teacher sets a deadline by which these works must be submitted.

Appendix 1 Excerpt from Ovid's Metamorphoses There was a certain hill, on the hill there was a flat, flat place;

It was all green, covered with ants. There was no shadow on him at all. But as soon as the God-born singer sat down on a hillock and struck the sonorous strings, a Shadow came to that place: there was a Chaonia tree, a Grove of the Heliad sisters, and an oak tree that ascended into the sky;

Soft lindens came, celibate laurels and beeches, brittle came walnut, and ash, suitable for spears, knotty spruce, bending silt under the fruit, and noble plane tree, and maple with variable coloring;

The water lotus came and the willows growing along the rivers, the Bux, always green, the tamarisk with the finest foliage;

Myrtle is two-colored there, with blue cherry laurel fruits;

With a tenacious foot of ivy, you also appeared, and with you And the grape vine, and the elms entwined with the vine... ... All the plants in the world came to listen to Orpheus!

And she threw the thyrsus at the mouth of the singer Apollonov, full of sounds, but the thyrsus, entwined with leaves, hit without hurting.

Stone is a different weapon. But, thrown through the air, on the road

He was already defeated by the agreement of song and lyre:

As if begging for forgiveness for the fury of their boldness, he lay down at Orpheus’ feet. And the reckless enmity is growing stronger, the measure has already been passed, everyone is serving the mad Erinyes.

All the blows could have been deflected by his singing; but the loud Noise of voices and the sound of the curved flutes of the Berekints, the splash of palms, the tympanum and bacchanalian cries of the strings drowned out the playing - then the ledges of the rocks finally turned red, stained with the blood of the unfortunate singer.

Lesson 5. Extracurricular reading lesson This lesson consists of two stages.

At the first, knowledge is tested on the topic discussed, and at the second, the children introduce their classmates to their works, the topics for which they chose in lesson 1, and art projects.

For written knowledge testing, homework questions 4 are used. Time to work is 10 minutes.

Homework

1. Answer the question: “Do you think there were heroes similar to the ancient Greek ones in Russian folklore?”

2. Find the meaning of the word “hero” in explanatory and encyclopedic dictionaries and answer the question: “What qualities should a person have to be called a hero?”

3. Individual tasks: prepare reports about who Ilya Muromets, Dobrynya Nikitich and Alyosha Popovich are, using the textbook material (pp. 42 - 43) and additional sources.

–  –  –

Lesson 6. History and artistic creativity

Diagnostic objectives of the lesson. After the lesson, students will be able to:

1) explain which works belong to the heroic epic;

2) name the original name of epics - antiquity - and tell what events they were dedicated to, who performed them and how;

3) talk about the origin of epics and list the names of Russian heroes.

The epics in the original recording are very difficult for a child to understand. Reading them requires tension, which means strong motivation. It is necessary to prepare schoolchildren to understand Russian heroic epic. We solve this problem in the first lesson on the topic.

The question from homework 1 serves as a connecting thread between topic 1 and topic 2. We begin the lesson with it: “Do you think there were heroes similar to the ancient Greek ones in Russian folklore?”

The reading experience of sixth graders depends largely on the program literary reading, according to which we worked with them in elementary school. If they have already received an initial idea about epics, then it will not be difficult for them to answer this question; if they do not yet have such an idea, then the answers will be more emotional than reasoned. In the first case, we immediately begin a conversation about how heroes differ from mythological heroes; in the second we tell the children about epics. But how can we make this story interesting for students?

Let's take a time machine (its model can be made with the help of parents and the children themselves) on an imaginary journey about 10 centuries ago: that’s when the epics took shape. Our goal is to bring exhibits for virtual museum epic heroes. Students record in their workbooks what should be presented in the museum and what might arouse the interest of its visitors and reveal something new to them. Teacher-prepared presentation “Ancient Rus'”, which will include maps Kievan Rus and ancient Kyiv, images of ancient Kyiv churches, dwellings of that time, household items, everyday and festive clothing of peasants and princes, military equipment, reproductions of paintings by V. M. Vasnetsov “Guslars”, “Boyan” (they are in the textbook on p. 40 and 41), will make the trip visual and memorable, and expand sixth-graders’ knowledge about their homeland and its history.

Let's walk along the street of Kyiv, leading from Podol to the hill where the princely tower stands. Let's go into it. Guests are sitting at the festive table, and guslars are sitting on the bench (painting by V. M. Vasnetsov “Guslars”). “What are they singing?” You can use a CD with a recording of Russian epics performed by professional storytellers, or, if it is not possible to get these recordings, audio recordings of an actor reading epics with musical accompaniment. The teacher will find them on the website “Children's Page. Epics. Audio": http://www. children religiousbook. org.

ua/byl-audio. html.

What do the guslars sing about? About exploits, about glorious victories.

In ancient times, such songs were called antiquities.

Oldies, more like a smooth story set to music (like modern rap), were performed not only at feasts. Let's show the children the painting "Boyan" by V. M. Vasnetsov.

Warriors gathered around the storyteller on a green hill. Let students imagine what the characters were thinking about while listening to the singer. “Is it possible, without hearing the song itself, to guess what Boyan is singing about?”

Looking at Vasnetsov’s paintings, the guys will also see the gusli - ancient Russian musical instrument. Most likely, they will remember Orpheus and his songs. The myths did not tell us what Orpheus sang about, or rather, we guess that in the underworld he sang about his love for Eurydice. Did ancient Russian singers sing about love? Boyan's face suggests that love was not his theme. The narrator's facial expressions and gestures convey the solemn, high tone of his songs, which do not console or appease the soul, but inspire warriors to heroic deeds.

Such songs about glorious deeds and victories are today called heroic epics. “Who was the hero of old?”

Let's give the floor to schoolchildren who have prepared certificates about Russian heroes (homework 3).

Students may wonder, “Did the storytellers make up the events they sang about, or testify to what they saw or heard?”

The answers to this question were given by folklorists. They found that the most ancient and widespread in the Russian heroic epic are princely-retinue epics. Their subjects are the military exploits of the princes and their warrior warriors in battles with the steppe nomads (Tatars, Polovtsians, Pechenegs). Such epics, for the most part, date back geographically to Southern Rus', and chronologically to the period from the end of the 10th to the 11th centuries. and until the XIII - XIV centuries.

It was in these works, according to scientists, that the main features of the main character of the Russian heroic epic - the glorious mighty hero - were formed. Comparing the texts of epics with chronicles (they will be discussed in class later, but now you can explain to the children that a chronicle is a written monument that reflects historical events with greater reliability than epics), traditions, legends, folklorists have come to the conclusion that epics have historical background, Although historical works in the generally accepted sense they are not. Thus, the relics of Ilya of Muromets are kept in Kyiv, and on December 19, according to the old style, the Church honors his memory as Saint Ilya of Pechora. The name of the Rostov hero Alexander Popovich is found in the chronicles about the battle on the Kalka River1. The Tver Chronicle says that in 1224, after the death of the Rostov prince Konstantin, Alexander Popovich summoned other heroes to a meeting, and they decided to leave the service to the appanage princes, “since the prince in Rus' was in great disarray in the military unit, then a series (agreement) was put in place , as if to serve them only Alyosha is a diminutive name from both Alexei and Alexander.

to the new Grand Duke in the mother city of Kyiv.” In accordance with the chronicle, the epic also reports about this departure of Alyosha Popovich from Rostov to Kyiv, preserving in a number of its variants the name of Alyosha's squire - Torop (in other versions - Ekima), mentioned in the chronicle. Dobrynya Ryazanich, who also died in the battle of Kalka, is also mentioned in the chronicle.

The very first recordings of epics were made only 400 years ago, at the beginning of the 17th century. Only five texts from those times have survived to this day, the rest were written down later, mainly in the 19th century. The Russian North became the custodian of the heroic epic, although earlier epics also existed in the south of Rus'.

Even the term “epic” appeared only in the 19th century. But just over a hundred years ago, epics were performed by storytellers in concert halls. This is how B.V. Shergin describes M.D.’s speech.

Krivopolenova at the Polytechnic Museum:

“...A strange, unusual melody sounded, unlike a Russian song. It was the voice of an ancient epic, and the listeners at first perceived it as a kind of accompaniment. But immediately they immediately delved into the words, were imbued with the content... ...And Krivopolenova sang for two and three hours, and the countless audience saw with their own eyes what the prophetic old woman was instilling.”1

Epics are folklore works. The storytellers did not memorize them, but memorized events and told about them in their own way. From the moment of birth to the first recording of this or that epic, many changes occurred in its text.

The personality of the narrator, of course, was manifested in the way he sang the epic and what exactly he brought to its text. B. Sokolov notes that “with a devout storyteller, the heroes will turn out to be very pious, they always put up crosses and bows; with a book storyteller, bookish figures of speech or individual words will involuntarily penetrate into the text of the epic; one of the storytellers, who lived in service for a long time, likes to dwell on how the heroes enter the hallway, and even transfers the action of the epic there. From the mouth of the storyteller-tailor, it is clear why the head of the Poganous Idol flies off from the blow of Ilya Muromets, “like a button.” One storyteller will describe in detail the punishments of the heroes, another, more good-natured, will treat them more kindly, etc. This also explains why two storytellers who “understood” the epic from the same person had Shergin B.V. Marya Dmitrievna Krivopolenova / / B.V. Shergin. Novels and stories. - http://lib. rus. ec/b/97956/read.

Although a line is generally similar, it will still take on a more or less noticeable, unique, individual imprint.”1

But time also left its mark on the content of the epic. In the epics recorded in the 17th century, scientists do not see a reflection of the era Ancient Rus', but the signs of life in the Moscow state: they are in the description of dwellings, clothing, the characters of the prince and his boyars, in social relations, even in vocabulary.

So, of course, it is impossible to study history from epics, but epics can tell the attentive reader a lot about “deep antiquity.”

Let us note that traditionally children read epics not in the original recordings of folklore collectors, but in prosaic adaptations made to facilitate comprehension.

For independent acquaintance with the plots of epics, such adaptations can also be recommended for sixth graders.

These are, first of all, epics in the retellings of N. I. Nadezhdina, V. P. Avenarius, I. V. Karnaukhova, fairy tale poems “Svyatogorbogatyr”, “Sukhman”, “Volga the Bogatyr”, “Mikulushka Selyaninovich” by L. N. Tolstoy2 .

For those schoolchildren who want to learn more about epics, we recommend the following books:

Bakhtin V.S. From epics to counting rhymes: Stories about folklore. - L., 1988.

Putilov B. N. Heroic outpost: Conversations about epics of the Russian North. - L., 1990.

But during the lessons, sixth-graders will get acquainted with epics in the form in which they were written down. There are certainly difficulties in reading them. But if we remember that, according to L.N. Tolstoy, in his Yasnaya Polyana school, peasant children enthusiastically read epics from the book “Songs collected by P.N. Rybnikov,” then we will be convinced that these difficulties are not so great.

Sokolov B. Bylins // Literary encyclopedia: in 11 volumes - [M.,] 1929 - 1930. - T. 2. - http://feb-web. ru/feb/litenc/encyclop/le2/le2htm.

See: Bogatyrs and knights of the Russian land: according to epics, legends and songs / comp. N.I. Nadezhdina. - M., 1990; Exemplary fairy tales of Russian writers / comp., edited. V. P. Avenarius. - M., 1990. - (“Books of our childhood”) (texts can also be found on the website: http://www. baby-best.

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10. Comparative characteristics of the images of Achilles and Hector.

Achilles is the son of Peleus and the sea goddess Thetis. personifies valor in the understanding of the rest. heroes - ideological. the basis of the poem. because of the consciousness of power, I am accustomed to command. anger in violent forms. hot tears on the corpse of a comrade. Avenging Patroclus, he looks like a demon fighter. violates the corpse of Hector (he tied the body to horses). At the grave of the Potroclus he kills 12 of the throne’s prisoners. “He drove justice out of his thoughts.” softens only when he sees the tears and pleas of Father Priam. often turns to the gods (libation and prayer to Zeus for Patroclus entering the battle), a loving son, privately turns to his mother, cries near her after the news of Patroclus’s death. ANTITHESIS IN IMAGE, it’s bad that he doesn’t care about his people, unlike Hector, he goes into battle only when he realizes that his friend was killed. the ideal warrior of the heroic epic.

Hector is an opponent of the Trojan won. wants to save the people. fearless. fighting with Diomedes and Ajaxm. breaks the Greek gate with a stone. camps, sets fire to ships. Patroclus enters the fight. love for her son and Andromache. She begs her husband not to leave, but he cannot stay within the walls of Troy. protection is a duty, it’s a shame to hide. at the sight of Achilles, Hector’s heart trembles. But he remains in battle; a wound in the neck and in the knees does not stop him, but he is depicted with all people. weaknesses - he thinks that it is easy to capture the golden shield of Nestor and the colorful armor of Diomedes, made by Hephaestus himself.

Unlike Achilles, Hector is an ordinary person. it cannot be struck by the hand of a mortal. In single combat, the demon and the man grapple. Hector's heart is infected with fear. Only Zeus decides who will win, Athena helps Achilles.

11. The cunning Odysseus is the bearer of worldly wisdom. V.G. Belinsky about Odysseus.

4. careful ( opportune moment 8. Od . always follows one's self. Cunning and resourcefulness: he gets out of the cave under the belly of a ram, grabbing. by the fur, drunken the Cyclops and the cannibal and gouge out his only eye. floats past the Sirens and remains alive, enters his own camp unnoticed and takes possession of it. 9. I am famous among all people for my cunning inventions.” Cunning, fantasy of cunning. ram, sirens.

He lies even when there is no need for it, but for this the patronizing I am Odysseus Laertides. I am famous among all people for my cunning inventions. My glory reaches the skies

Poseidon is angry prudent owner.

12. Chronotope in the Homeric epic.

An accurate representation of space – reality and reality. The reflection of time is specific, and this is due to archaic consciousness. In poems, 2 events cannot happen at the same time. – “law of chronological incompatibility”- duel between Paris and Menelaus. in the 13th song of the Iliad (658) the hero Pilemen appears, and earlier (in the 5th song, 578) his death was told, twice mentioned when describing the same battle at different moments at noon (11th song, 84 and 16th song , 776), in the Odyssey, Telemachus in song 4, 584-599 tells Menelaus that he is in a hurry to return to his comrades who are waiting for him, and meanwhile he stays with him for 26 days (15 song);

two events that essentially should occur simultaneously are presented not as parallel, but as occurring sequentially in time, one after the other. Having finished one event, the narrator does not go back, but moves on to the second event as if what is later narrated should happen later. Reception technique– delays in action at a tense moment. Cluster comparisons. Break of the story and transition to memories (Odysseus' scar) . Retrospection technique– a longer, more detailed return to the past. For example, the rod of Agamemnon before the speech of the warriors. Or the spear of Achilles. Historical distance.Time is created to protect the exaggeration of what they do - a technique inaccessible to modern man. Details of ancient life + due to the closeness between heroes and gods. All heroes"godlike", "godlike".

Mythology– a completely definite system with its own specific perception of time. Cyclicality. Remembering the past as a struggle between individuals - history is thought organically and personified. Time doesn't show age. But psychologism is not typical. The Law of Divine Intervention.

13. The role of comparisons in Homer’s epic poems.

comparison is a traditional technique of folk song, used by Homer to introduce material without finding a place in the usual course of stories. pictures of nature. as a background - it’s still early, so in comparisons. + comparisons from human life. society + paints a picture of social well-being in heroic times, comparisons showed the unrighteous judge, the poor widow - a craftswoman, earning meager food for her children.

comparisons reveal pictures. The persistent battle of two armies near the fence of the Greek camp is picturedly depicted as a clash of neighbors arguing over boundaries on a common field. The roar from the blows of spears and swords is compared to the sound of woodcutters' axes. The fight for possession of the corpse of a murdered man is likened to a dispute between two lions over a killed doe. The flash of weapons matches the brilliance of a distant fire; the movement of soldiers settling into places - with a flock of migratory birds stopping to rest; the number of troops is compared to swarms of flies; the actions of the leaders deploying detachments are with the fussiness of shepherds separating their animals from strangers; finally, King Agamemnon is likened in appearance to the gods Zeus and Poseidon, and when he steps out in front of the army, to a mighty bull walking in front of the herd. In all these comparisons, which reveal the poet’s subtle observation, the reality surrounding him comes to life before us.

14. Mythology and reality in "Odyssey" Homer._Composition of the "Odyssey".

Od.ya - the era of the formation of ancient societies of economic formation, will express the ideology of the ancient Ionian military and landowners. aristocracy degenerating into trade and slave rule. plutocracy. therefore, in Oda there is less cultural life, more military-feudal ideology, the time of the fall of royal power in the Greek community and the beginning of the development of trade and navigation

One is already a different hero, not the hero of the Illiad, interest in foreign lands, in the life of small people is expanding, they went for minerals, had to conquer, they don’t have their own agricultural land, they are interested in the island of the Cyclops, elements of everyday life, very indicative.

mythology "O." begins with the council of the gods. Athena convinces Zeus that Od.ya needs to be freed. Zeus speaks of Poseidon's wrath. Hermes, on the orders of Athena, flies to free Od.ya. Athena patronizes Od.yu throughout the entire poem. She accompanies him everywhere, turning into a swallow. A. appears in the guise of an old man to Telemachus, urging him to equip an expedition to search for his father and sends a fair wind. Athena, in the guise of Diamond's daughter, appears to Nausicaä and asks her to go to the seashore to do laundry. The goddess inspires (divine suggestion) Nausicaä with courage. Athena extends the night for O. and Penelope. Hermes saves O. from Kirk's spell.

plot. 1o year after the fall of Troy. Od. on the island of OGYGIA held by the nymph CALIPSO. At this time, on ITHACA, a groom is wooing his wife PENELOPE. By decision of the gods, the patronizing Od. ATHENA heads to ITAC and son TELEMACHUS, on her advice, goes to PYLOS to ask about the fate of his father. King NESTOR of PYLOS sends him to SPARTA to MENELUS. Telemachus finds out that Od. is captured by CALIPSO. and the suitors set up an ambush to destroy TELEMACHUS. – 1-4 books. then a new line. 5 books the gods send HERMES TO CALIPSO to release Od, who sets sail on the sea on a raft. POSEIDON interferes, but O.D. floats out onto the island. SCHARIAS, the PHEACIANS live there, seafarers with fabulously fast ships. meeting Od. with NAUZICAYA, daughter of the king of the Phaeacians ALKINOUS, idyllic. moments. 6 books.. ALKINA receives 7 books in a luxurious palace. triples the feast, the blind singer DEMODOC sings about the sub. Od. 8 books they accept OD., he reveals the name and talks about the adventure.

APOLOGIES (stories ) Od.. visited the country of lotus eaters, eating lotus, where everyone who tastes the lotus forgets about their homeland - the giant cannibal Cyclops Polyphemus devoured several of Od.’s comrades in his cave, but Od. He drugged and blinded Cyclops and escaped with his comrades under the wool of rams - for this Polyphemus was sent to Od. God convened his father Poseidon 9 books, - God Aeolus handed Od. fur with the winds, but the companions not far from their homeland untied the fur, the storm again threw them into the sea. The love-eating Laestrygonians destroyed all the ships of Od., except for the one that landed on the island of the sorceress CIRCE (CIRCE), 10 books. converting the satellites of Od. into pigs - overcoming the hours with the help of HERMES, he was Kirk's husband for a year - descended into the underworld to beg the soothsayer TEIRESIAS and talked with the shadows of his mother and dead friends 11 books. - sailed past the SIRENS, who lure sailors with magical singing and destroy them - drove between the cliffs where the monsters SKILLA AND CHARYBDS live - on the island of the sun god HELIOS, the satellites of Od. killed the god's bulls, and Zeus sent a storm that destroyed the ship of Odysseus and his companions, Od. sailed to the island of CALIPSO.12 books. the plot closes.

further PHEAKI bestows Od. , they take him to his homeland and for this the angry Poseidon turns their ship into a cliff. Transformed by ATHENA into an old beggar, Od. goes to the swineherd EUMEUUS. 13 books. stay with EUMEUS 14 books – idyllic genre picture. TELEMACHUS returning from SPARTA avoids the ambush of suitors, found in EUMAEUS WITH OD 15 books, cat. opens up to his son. Od. in his house in the form of nothing, insulting servants and suitors 17 - 18. NURSE EURYKLEA recognizes him by the scar on his leg. PENELOPE promised her hand to the one who, bending a bow, would shoot an arrow through 12 rings. Od. He does this, interrupts the suitors, executes the servants who betrayed him. he tells the secret of how he arranged their marriage bed 22 books. on the stump of an olive tree he cut down. two suitors are in the underworld, meeting OD. with father LAGERTE, peace between Aude. and relatives killed.24 books. End.

Composition. cont. Illiads. Divided into 24 books. Od. more difficult Il. plot ill. linear, consequential in Odis. narrative starting with gray actions, and about the previous ones. We learn about events only later and stories about adventures. center. role of Odis. more sharply expressed than in Il, where Achilles was not there for a long time. Fairy-tale parallels. The form of the story from the first person is traditional. archaic plots and figures of Od. no date about the connection between characters and plot. a lot can be borrowed. , only in 1 line of the story. There is no odyssey until book 4.

15. A comparative analysis of the image of Odysseus in the poems of Homer and in the dramaturgy of Sophocles (“Ayant”,_ “Philoctetes”).

1 curiosity (difference from Il, the Cyclops showed on earth - evaluates fertile lands, delightful pastures. He is a colonist, masters a new territory. Curiosity lures him into the cave to Polyphemus. (2) resourcefulness and forethought. (When Polyphemus asks who Od., he grits Nobody. 3. the mind gets out of the cave, the mind, victorious, gets out under the belly of the ram, grabbing the wool. 4. careful ( in reverse with the gods he trusts only his mind.) a man of a new era. Epic character 5. ardent love for the homeland - (he does everything possible to return to his homeland to his father and wife 6. boastfulness, talks about his heroic adventures.on the island of Scheria, Alcinous to the local king 7.cruel, hangs slaves who betrayed him around his house. Tracking down the suitors, he chooses opportune moment to deal with them and their corpses fill the whole palace. The sacrificer Leod tries, asks him for mercy, but he blows his head off. Melantius was cut into pieces and given to dogs to eat; Telemachus, on the orders of his father, hanged his unfaithful servants on a rope. 8. Od . always follows one's self. Cunning and resourcefulness: he gets out of the cave under the belly of a ram, grabbing. by the fur, drunken the Cyclops and the cannibal and gouge out his only eye. floats past the Sirens and remains alive, enters his own camp unnoticed and takes possession of it. 9. I am famous among all people for my cunning inventions.” Cunning, fantasy of cunning. ram, sirens. He lies even when there is no need for it, but for this the patronizing Athena praises him: Always the same: a cunning man, insatiable in deceit! Is it possible that even when you find yourself in your native land, you cannot stop lying speeches and deceptions? Introducing himself to Achilles, he reports about himself: I am Odysseus Laertides. I am famous among all people for my cunning inventions. My glory reaches to heaven.

Belinsky about Odysseus: “Odysseus is the apotheosis of human wisdom.”

10. “long-suffering.” Constantly on him Poseidon is angry and he knows this very well. If not Poseidon, then Zeus and Helios break his ship and leave him alone in the middle of the sea. His nanny wonders why the gods are constantly indignant at him, despite his constant piety and submission to the will of the gods. His his grandfather gave him the name precisely as “the man of divine wrath”. 11. appearance of a merchant and entrepreneur: he is very prudent owner. Arriving in Ithaca, he first of all rushes to count the gifts that were left for him by the Phaeacians. Finally, let's add to everything that has been said

Sophocles- supporter of traditions. way of life, respect for the polis religion. "Philoctetes." Od. and NEPTOLEMOUS - SON OF ACHILLES, Fr. LEMNOS, to force PHILOCLETUS, who has the bow and arrows of Hercules, to go to Troy. in the 10th year of the war, Agamemnon predicted that only a bow would help the Achaeans take Troy. PHILOCLETUS was bitten by a poisonous snake and left on the island, where he spent 10 years suffering from wounds. only with good with the participation of PHILOCLETE can fall tory. Od. Fraudulently playing on the desire for glory, he first persuades Neptolemus, and he steals the bow. but NEPTOLEMUS is tormented by his conscience and he reveals the secret. NEPTOLEMUS's sincerity defeated the cunning of Odysseus.

Odysseus, firm and persistent in achieving his goal, but not shy in choosing means Opposed, on the one hand, is the son of Achilles, open and direct like his father, but inexperienced and carried away by the thirst for glory, and on the other, the equally straightforward Philoctetes, who harbors irreconcilable hatred for the Greek army that once deceived him.

Odysseus is cunning. Odysseus is given the features of a sophist. but must be “;natural”; good qualities over "wisdom".

"Ajax". The theme of this tragedy is the awarding of his armor after the death of Achilles not to Ajax, a straightforward and stern warrior, but to Odysseus. In a fit of madness, he killed the cattle at night, thinking that they were Atrides. the madness was sent by Athena. When he realized his shame, he killed himself. In a dispute with Agamemnon about the performance of a funeral riteOdysseus offered his help to Teucer , brother of the unfortunate man.

IN "Ajax" the noble Odysseus is bred as a representative of rational behavior– change of position over time, increasing conservatism of the position. Sophocles

16. Motives of social utopia in "Odyssey" Homer.

The region of the fabulous and miraculous. In book 5, the gods send Hermes to Calypso (an island that resembles Greek ideas about death.) Calypso does not let him go, Odysseus sets off across the sea on a raft. Having escaped, thanks to the miraculous intervention of the goddess Leucothea, from the storm raised by Poseidon, Odysseus swims ashore. Scheria, where he lives happy people- Phaeacians, seafarers who have fabulous ships, fast, “like light wings or thoughts”, not needing a rudder and understanding the thoughts of their shipowners. The meeting of Odysseus on the shore with Nausicaa, the daughter of the Phaeacian king Alminoes, who came to the sea to wash clothes and play ball with the servants, forms the content of the 6th book, rich in idyllic moments. Alcinous, with his wife Aretha, receives the wanderer in a luxurious palace (book 7) and arranges games and a feast in his honor, where the blind singer Demodocus sings about the exploits of Odysseus and thereby brings tears to the eyes of the guest (book 8). Painting happy life The Phaeacians are very curious. There is reason to think that, according to the original meaning of the myth, the Phaeacians are shipbuilders of death, carriers to the kingdom of the dead, but this mythological meaning in “Odyssey” has already been forgotten, and the shipbuilders of death have been replaced by the fabulous “oar-loving” a people of seafarers leading a peaceful and luxurious lifestyle, in which, along with the features of the life of the trading cities of Ionia in the 8th - 7th centuries, one can also see memories of the era of the power of Crete.

The Phaeacians, having richly rewarded Odysseus, take him to Ithaca, and the angry Posidon turns their ship into a cliff for this. From now on, the Phaeacians will no longer carry travelers across the seas on their high-speed ships. ships. The kingdom of fairy tales ends.

17. The Homeric question and its current state. Aristotle on Homer.

Who is Homer? 7 cities of birth. , birth time – 12th – 7th centuries BC. Homer = blind man. sacraments, extramarital birth from God, personal acquaintance with =mythical. characters, wandering through the cities where he was supposedly born,

DENIERS - xenophanes from the colophon from the point of view. religion and morality. it’s bad that the gods have many weaknesses and vices, Zoilus from Amphiopolis “Scourge against Homer”

ADVERSERS – Anaxagoras

SCIENTIFIC CRITICISM – Aristarchus of Samothrace noted questionable verses, repeat. Ill. in youth, Odiss in old age.

Aristotle's Poetics approached Homer aesthetically and analyzed artistic methods. He wrote: “Homer deserves praise in many other respects, but especially because he is the only poet who knows perfectly well what he should do” (“Poetics”, chapter 24).

In his “Ethics of Nikoman”, Aristotle argues that Homer in his poems reproduced ancient socio-political life and, therefore, what was characteristic of him concerned human life as a whole.

D\Obanyak – Homer – fiction, blind singers, performer. songs. but it’s the 17th century, they didn’t accept him, they weren’t interested in the problems. oral TV.

F, F, Rousseau idealization. original comp. person, interest in folk poetry, English + German - interest in national poetry. legacy of the past + 1788 crown. manuscript Ill.  revision of the homer issue

WOLF 1795“PREFACE TO HOMER” Illiad – a collection of various songs and compositions. at times. times by various poets, arguments - later development. letters among the Greeks 7-6 centuries. BC , contradictions in poems. 2 camps – Wolfians (analysts) And

theory of small songs. Wolfians. splitting a homer into a number of unrelated songs. Karl Lachman. considered the illad to consist of 16 parts. songs 23 and 24 songs did not belong. ill., 18-22 combined into one song, 1-7 divided into 15 songs. discrepancies were revealed in the 13th song of the Iliad (658) the hero Pilemen appears, and earlier (in the 5th song, 578) his death was told, mentioned twice when describing the same battle at different moments at noon (11th song, 84 and 16 song, 776), in the Odyssey Telemachus in 4 song, 584-599 tells Menelaus that he is in a hurry to return to his comrades who are waiting for him, and meanwhile he stays with him for 26 days (15 song); considered some parts of the poems to be small independent epics: canto 5 – “The Labor of Diomedes”, cantos 16 and 17 – “The Labors of Patroclus”, cantos 18-22 – “The Labors of Achilles”, canto 10 – “Dologu” (“Night Reconnaissance”).

A. Kekhli also divided the Iliad into 16 songs (throwing out 9 and 10 songs as alien).

Unitarians.(=unity Hegel, Nitsch, Scott) Nitsch- ancient writing in the 7th century. It has already benefited from what Wolf said, finding the letters of the inscriptions, refuted Wolf, said that writing is not needed, for example, a 13th century poet. Wolfram von Eschenbach was illiterate when he wrote a poem with a volume of about 24,000 verses, the Hellenes in pre-literate times could memorize a lot of information, gave examples where there is one author, but there are contradictions - Goethe’s Feist, the Aeneid Vergili + War and Peace, Anna Karenina, dead souls. Nich admitted that Homer used material from folk songs,

original theory kernels.Godfried Hermann and George Groth postulates - unity, harmonious style, various deviations from the plan, short songs before the poems, large poems from small songs. Hermann Initially, small poems Prailliad and Pra Odis were created, then gradually expanded. The main theme of Odis is return. hero to his homeland, the Iliad - the wrath of Achilles. grotto The main grain of the illad is the song about Achilles. "History of Greece" wrote about this. Achilleid included 1 - where described. quarrel of the kings and the promise of Zeus, 8 defeat of the Greeks, 11-12 - third and fourth. battles, including the death of Patroclus and Hector. everything else is layers. conclusion - HOMER OR THE FIRST POET AND CREATOR OF THE BASIC. GRAINS OR THE LAST POET WHO GENERALIZED EVERYTHING.

MODERN CONDITION HOMERIAN QUESTION. is still unresolved today.

1. in the material of the illad and odyssey there are layers of time, the Mycenaean era up to the 8th-7th centuries. Homer has sources that the Greeks did not have - the continuity of oral TV. songs from Mycenaean times were transmitted, supplemented... + history of Greek legends, wanderings and transition from Europe. Greece in Maloz. coast, epic TV-in the Aeolians and Ionians - everything was deposited, in layers in poems, their motley mixture.

2.there are undoubted elements of unity that connect everyone. and poems into one. whole. unity in the construction of the plot and in the depiction of the actions. persons ill. limited within the framework of Achilles’ anger, that is, one episode of short duration, within the framework of which the whole picture of the episode is unfolded. in the Odyssey there is also a method of deployment. the poem began when he returned. It's close, all sorts of stories begin.

3. in both the Illiad and the Odyssey, there are inconsistencies in the plot, the sequences, remnants of earlier versions of the plots are discovered, fairy-tale materials are processed in order to soften the harsh moments of justice, but contradictions remain.

4. a small song before a large poem, but this is not a theory of small songs. in the poem, the epic TV-vo rises to a higher level; it cannot arise from a mechanical merger.

5. The discrepancy between the illusory plan and the material collected in the poems allows for explanation.

18. Homeric poems as examples of epic. Hexameter.

epic - big epic. a poem based on folk songs. TV-va. Epic Style Features –1)events of the distant past, 2) mythical elements, 3) participation of the gods, 4) calmness, !objectivity, the author does not reveal himself, does not talk about himself, 5) hyperbolization (the characters are bright, beautiful),

folk the song has few faces, palely characterized. Homer's poems reveal a vast gallery of individual characters. “Men are dissimilar,” says the Odyssey, “some love one thing, and others another” (Book 14, Art. 228), and Marx = illustration of the progressive significance of the early stages of the division of labor for the development of individual inclinations and talents. Homer's characters, despite the numerous figures drawn, do not repeat each other. The arrogant Agamemnon, the straightforward and brave Ajax, the somewhat indecisive Menelaus, the ardent Diomedes, the wise Nestor, the cunning Odysseus, Achilles who deeply and keenly feels and is overshadowed by the tragedy of his “short-lived life,” the frivolous handsome Paris, the staunch defender of his hometown and the gentle family man Hector, burdened by years. and the good old man Priam through adversity, each of these heroes of the Iliad has its own prominently outlined appearance. The same diversity is observed in the Odyssey, where even rambunctious "suitors" receive individualized characteristics. Individualization also extends to female figures: the image of the wife is represented in the Iliad by Hecuba, Andromache and Helen, in the Odyssey by Penelope, Helen and Aretha - and all these images are completely different; however, with all the diversity of individual characters, the characters of the Greek epic do not oppose themselves to society and remain within the framework of collective ethics. Military valor, which brings glory and wealth, steadfastness and self-control, wisdom in advice and skill in speeches, good manners in relations with people and respect for the gods - all these ideals

6) Homer archaizes = deep satire 7) hero 8) ! retardation - love for what is described, every little thing is important, hence the delay, repetitions 9) constant formulas - natural phenomena / actions, 10) epithets, 11) comparisons, 12) chronological incompatibility.

as the era of the destruction of the clan system, the growth of the wealth of individuals, preceding the emergence of the state. Against the background of these social relations, the main features of Homeric poetics become clear.

hexameter . different from Russian (on the ordering of stressed and unstressed syllables, which differ from each other in their strength), the Greek verse system is based on the difference in duration (“number”) of syllables. The Greek word consists of syllables, which, according to the degree of their duration, are divided into short (indicated by the sign ) and long (- ). The orderly alternation of long and short syllables makes up Greek verse.

The hexameter (“six-meter”) consists of six feet. The first syllable of each foot is long (-) and forms its rise; the depression is formed by two short syllables () or one long (-). The foot can be dactylic (- ) or spondeic (- -); the lowering of the last foot of a verse is always monosyllable, and in the penultimate it is usually two-syllable. Hexameter diagram: - , - , - , - , -  - - . Game of dactyls and spondees- flexibility and richness of rhythmic variations. caesura, obligatory word division within the third or fourth foot; so in the opening verse of the Iliad we We find a caesura after the first long syllable of the third foot, between the words thea and Peleiadeo. With the help of a caesura, a delay in rhythmic movement is formed, dividing the verse into two parts, but creating the feeling that these parts are not independent, but belong to a single whole. You can, of course, only experience the richness and variety of rhythm in epic verse by reading it loud, but Homeric epic presupposes the performance of a rhapsode in front of an audience.

Homeric verse, like ancient versification in general, does not use rhyme.

Achilles (Achilles) – main character poem, a stern and unforgiving warrior. In response to the insult inflicted on him by Agamemnon, the supreme leader and leader of the Achaean army, which besieged Troy for 10 years, A. refuses to participate in the war. Because of this, the Achaeans suffer one defeat after another. But when the Trojan leader Hector kills A. Patroclus’s friend, A. forgets about his offense and reconciles with Agamemnon. The mighty A., patronized by the goddess Athena, shows miracles of courage on the battlefield and kills Hector in a duel, whose death marks

Final defeat of the Trojans. A.'s image bears typical features of a mythological epic hero, a courageous warrior, in whose value system the most important thing is military honor. Proud, hot-tempered and proud, he participates in the war not so much in order to return the king of Sparta Menelaus his wife Helen, kidnapped by Paris (this was the reason for the war with Troy), but rather in order to glorify his name. A. thirsts for more and more new exploits that will strengthen his glory as an invincible warrior. He sees the meaning of his life in constantly risking his life. A. despises a quiet life at home and prefers death in battle to a serene old age.

1. The plots of Homer’s famous poems “Iliad” and “Odyssey”, which have fully survived to this day, as well as a number of other poems that have not survived, are taken from an extensive cycle of tales about the Trojan War. Each of the two...
2. I will allow myself to do without a canonical introduction, because we will be talking about a genius who needs no introduction; about a work, every line of which has long become aphoristic. Just enough...
3. Hector is the son of Priam, leader of the Trojan army. Like Achilles, G. in all his actions is guided by military honor, but if Achilles values ​​it for its own sake, then G., taking care of his...
4. PATROCLUS is the hero of Homer’s poem “The Iliad” (between the 10th and 8th centuries BC). In Greek mythology, he is the son of one of the Argonauts, Menetius, which is why he is called Menetiad or Menetid in the Iliad....
5. We all have an inherent interest in important events of the past; we are intrigued by figures of ancient times, we sympathize with them, and become indignant at injustice. The events of the Trojan War, depicted in ancient literature like this...
6. Helen is the daughter of the supreme god Zeus and the mortal woman Leda, endowed with extraordinary beauty, the wife of Menelaus, kidnapped by the son of the king of Troy, Paris. Of all the characters in the Iliad, E. most embodies the idea...
7. The history of a people, as a rule, begins with fantastic retellings of myths and beautiful legends. These creations always contain a grain of history, edged and embellished with fantasy. Already in the first millennium BC...
8. Nausicaa is the daughter of Alcinous and Arete, princess of the Phaeacians. On the very night when Odysseus reaches the Phaeacian island of Scheria, the goddess Athena appears to Nausicaä in a dream, reproaching her for...
9. ACHILLES (ACHILLES) is the hero of Homer’s poem “The Iliad” (between the 10th and 8th centuries BC). In Greek mythology, A. is the son of the sea goddess Thetis and Peleus, king of the city of Phthia in Faessaly. By...
10. Alcinous is a character in the Odyssey (cantos 6-13), king of the Phaeacians, husband of Aretha and father of Nausicaä. After Odysseus arrives on the Phaeacian island of Scheria, A. cordially welcomes the stranger into his home, treating him to...
11. The exact dates of the life of the legendary ancient Greek creator have not been established. They range from the 12th to the 7th centuries. BC e. Seven cities fought for the right to be called his homeland: Smyrna, Chios, Colophon, Salamis,...
12. In Greek mythology, he is the king of the island of Ithaca. Son of Laertes, husband of Penelope, father of Telemachus. Talking about Odysseus, Homer uses the epithets “many-minded,” “godlike,” “persevere,” “steadfast in trials.” The recently married Odysseus did not want...
13. Ancient literature can be divided into 2 periods (literature ancient Greece and literature of ancient Rome). Greek literature arose from about the 1st millennium BC, it had a huge influence on the entire...
14. The problem of Odysseus is “hateful to the immortal gods,” as Aeolus calls him. Why hated? Perhaps because he put himself on the same level as the gods? Conflict with Poseidon and his son Polyphemus...
15. Thersites (otherwise Thersites) is a character from the Iliad, a Greek warrior. T. appears only once, in the 2nd song of the poem (verses), where, at the moment of Agamemnon’s testing of the Greek army, he calls on everyone to return home, leaving ...
16. Odysseus (in the Roman tradition, Ulysses is the king of Ithaca, the main character of Homer’s poem “Odyssey” and one of minor characters“The Iliad”), O.’s courage is combined with cunning and prudence. O. and he thinks...
17. Paris in the Iliad is a boastful, idle and careless handsome man who, treacherously violating the laws of hospitality, kidnapped his wife Helen from Menelaus. P.'s beauty in the poem is often contrasted with his lack of pure...
The most attractive thing for modern reader in Homer - this is an unobtrusive, simple-minded combination of truth and fiction, history and myth, which for Homer’s contemporaries was not just a fiction that amuses the soul, but constituted...

In the poem "Iliad" both the Greeks and Achilles are inferior in honesty to Hector. Hector, the son of Priam, acquires the most humane, pleasant features from Homer. Hector, unlike Achilles, is a hero who knows what social responsibility is; he does not put his personal feelings above others. Achilles is the personification of individualism (he takes his personal quarrel with Agamemnon to cosmic proportions). Hector does not have the bloodthirstiness of Achilles, he is generally an opponent of the Trojan War, he sees in it a terrible disaster, he understands all the horror, all the dark, disgusting side of the war. It is he who proposes to fight not with troops, but to field representatives (Paris the tr., Menelaus the Greeks). But the gods do not allow him to do this. Paris, thanks to Aphrodite, escapes from the battlefield.

Hector, unlike Achilles and other heroes, is shown from a completely different side, in peaceful life. The scene of his farewell to Andromache (wife) is one of the most subtle, psychological scenes in the poem. She asks him not to participate in the battle, because... there is Achilles, who destroyed Thebes and her entire family. Hector loves his loved ones very much and understands that Andromache will be left completely alone without him, but the duty of the defender of the Fatherland is above all for him. *sob sob* Shame will not allow him to hide behind the wall.

So, both Hector and Achilles are famous warriors. However, if Achilles puts his personal feelings, personal gain above all else, then Hector sacrifices himself for the sake of the Fatherland, abandoning peaceful family life in the name of your state. *sob sob*

Hector is accompanied by gods (Apollo, Artemis), but his difference from Achilles is infinite. Achilles is the son of the goddess Thetis, he is not susceptible to human weapons (except for the heel). Achilles is, in fact, not a man, but a half-demon. Getting ready for battle, Achilles puts on the armor of Hephaestus. Hector, on the other hand, is a simple man who faces a terrible test; he understands that only he alone can accept A’s challenge. It is not surprising that at the sight of Achilles he is overcome with horror and runs (the heroes run around Troy three times, hyperbole). The Moira goddesses decide the fate of the heroes by placing their lots on the scales. Athena helps Achilles. Dying, Hector asks for only one thing - to hand over his body to his relatives so that they can perform the funeral ceremony (very important for the Greeks). However, Achilles takes revenge for the death of his friend and says that he will throw Hector’s body to be devoured by dogs and thieves.

The images of these two heroes are very different. If the name of Achilles opens the poem, the name of Hector ends it. “So they buried the body of the horseman Hector.” Hector contains everything human (both strengths and weaknesses (he is terrified of Achilles, runs away) Achilles is almost a half-demon.

Short version

Achilles is the person.of individualism, the living.principle, half-demon, the ideal of the Greek warrior.Hector properties. everything is human. He is honest, an opponent of war, he offers to fight not with troops, but with representatives. (Paris, Menelaus) G. is shown in peaceful life: farewell to Andromache - a subtle.psychic scene of the poem. Patriot. Shame did not allow him to hide behind the walls. When he sees Ah.is.horror, he runs away. They run around Troy 3 times, G. comes to terms with fear. The lot decides the death of G. Asks Akh. to give up the body of his relatives, but Akh. refuses, because he is avenging Patroclus.