The story “After the ball. (lesson 2)

Lev Nikolaevich Tolstoy (1828 - 1910) L.N. Tolstoy. Self-knowledge. Self-education From the writer's diaries. “When rereading and correcting an essay, do not think about what needs to be added (no matter how good the thoughts that come) unless you see something unclear or unsaid main idea , but to think about how to remove as much as possible from it without disturbing the thoughts of the essay (no matter how good these extra places are).” From the diaries of the writer “Crimes of the Rules” Tolstoy reproached himself for getting up late, daydreaming, indecisiveness, laziness, lies, vanity, unclear writing, thoughtlessness, intemperance... “After the ball” - So you say that a person cannot understand on his own what it’s good, it’s bad, it’s all about the environment, that the environment is jamming. And I think it's all a matter of chance. I'll tell you about myself. Subject of the image Ball Hall Buffet Musicians Varenka Varenka's father, Pyotr Vladislavovich Ivan Vasilyevich Epithets, keywords Epithets, keywords Subject of the image Ball Wonderful Hall Beautiful Buffet Magnificent Musicians Famous Varenka In a white dress with a pink belt, in white kid gloves, in white shoes. She has a radiant, flushed face with dimples and gentle, sweet eyes; graceful figure. Varenka's father, Pyotr Vladislavovich A very handsome, stately, tall and fresh old man. The face is very ruddy with a white mustache and white sideburns; affectionate, joyful smile; sparkling eyes. He is beautifully built. Ivan Vasilyevich Satisfied, happy, blessed, kind. “I embraced the whole world with my love at that time.” For Varenka’s father “at that time I felt some kind of enthusiastic and tender feeling” After the ball Subject of the image Music Colors Description of the colonel punished Key words, epithets After the ball Subject of the image Key words, epithets Music Sounds of flute and drum, hard, bad music, unpleasant, shrill melody Colors Red, white Description of the colonel Ruddy face and white mustache and sideburns, firm gait, a tall, stately figure moved with a firm step Punished A stumbling, writhing man, a face wrinkled with suffering, a stumbling, writhing man. His back is something motley, wet red, unnatural. Detail - suede glove 1. When we approached the door, the colonel refused, saying that he had forgotten how to dance, but still, smiling, throwing his hand to his left side, he took the sword out of the belt, gave it to the helpful young man and, pulling on the suede glove on his right hand, “everything must be done according to the law,” he said, smiling, took his daughter’s hand and made a quarter turn, waiting for the beat. 2. Suddenly the colonel stopped and quickly approached one of the soldiers. “I’ll anoint you,” I heard his angry voice. -Are you going to smear it? Will you? And I saw how he, with his strong hand in a suede glove, hit a frightened, short, weak soldier in the face because he did not bring his stick down hard enough on the red back of the Tatar. Draft Final Draft “I began to see her less often. “Well, do you think that I then decided that what I saw was And my love was a bad thing? Not at all. “If it ended in nothing, and I did it with such confidence and did as I wanted, in a way that was recognized by everyone as necessary, then, therefore, military service, and they knew something that I didn’t try to develop in the knowledge,” thought I tried to recognize this consciousness for myself, but no matter how much duty I called it, I tried - and then I could not find out - like the colonel, and this one. And without finding out, he could not enter military service, as he partially achieved this. And I wanted to before, and not only, not only in my old age, now I served in the military, but nowhere did I understand all the horror of what I served and, as you see, I didn’t see anywhere and what I did myself.” was good." Characteristics Feelings Epithets Color Sounds Details At the ball After the ball

“Tolstoy's Story After the Ball” - Lesson goal: After the ball. Not bad. August 20. Just finished fairy tales today, and not three, but two. L.N. Tolstoy "After the Ball". 1900s, the time of Nicholas2 (the author’s contemporary era). Today I’m going to Pirogovo. [..]. If we look directly at the past, our present will also be revealed to us. Observation of linguistic means At the ball:

“Leo Tolstoy “After the Ball”” - The mystery of the title of the story. Psychological state of the hero. L.N. Tolstoy Story “After the Ball.” Compare the draft and final versions of the ending of the story by L.N. A story within a story. Antithesis. Disgrace. Episode color scheme. Let's look into the contradictions in the colonel's behavior. After the ball. Story. Nicholas I.

“Lesson After the Ball” - By birth and upbringing he belonged to the highest landowner nobility in Russia. Let's remember the content of the story. In a story, as a rule, there is one storyline. Why was the soldier punished? M. Gorky. (History of Russian literature). Lesson objectives: Over two hundred works were written by Tolstoy. What university does the hero study at?

“L. Tolstoy “After the Ball”” - From the diary of L. N. Tolstoy. The history of the creation of the story. After the ball. Text analysis. Creative work. Purpose of the lesson. Roll call of eras in the story “After the Ball.” L.N. Tolstoy "After the Ball". Antithesis. Experiment. N. Ge Portrait of L. N. Tolstoy. Street. The author emphasizes the contrast. The role of contrast of color and sound in the story of L. Tolstoy.

“Tolstoy Lesson After the Ball” - Independent work. L. N. Tolstoy. May 19, 1910 Lev Nikolaevich Tolstoy Story “After the Ball.” The great significance of Tolstoy’s personality and creativity in Russian and world literature. Observations on linguistic means. Artist I. Repin. The main technique is opposition, the technique of contrast. What changes occurred in the colonel and Ivan Vasilyevich after the ball?

“Tolstoy After the Ball 1” - Topics. "After the ball." And calmness is spiritual meanness.” From the diary of Leo Tolstoy. Biography and creativity History Music Dances Artistic means of expression Heroes Love. Life credo. Lev Nikolaevich Tolstoy. Nicholas I. Defense of Sevastopol. Crimean War.

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Composition

Antithesis is a comparison of opposite images; and in a broader sense - any comparison of opposing concepts, situations or any other elements in literary work. Proverbs are based on this artistic device, and it is widely used in world literature, for example, the contrast between Don Quixote and Sancho Panza in the novel “Don Quixote” by M. Cervantes. L.N. Tolstoy resorted to the same technique in one of his later stories - “After the Ball.” The hero on whose behalf the story is told is a person in whose fate chance played a decisive role. Before the turning point that happened in his youth, Ivan Vasilyevich was a student at a provincial university and dreamed of entering military service. He was “a very cheerful and lively fellow, and also rich,” so “the main pleasure ... were evenings and balls.”

Ivan Vasilyevich’s imagination was captivated by the lovely Varenka B., “tall, slender, graceful and majestic,” she had a regal appearance, “which would have scared her away if not for the affectionate, always cheerful smile on her mouth and lovely, sparkling eyes.” At the provincial leader’s ball, he danced with Varenka all evening and “without wine | I was drunk with love." He saw only her “tall, slender figure in a white dress with a pink belt,” he saw only “her radiant, flushed, dimpled face and gentle, sweet eyes.” Love for Varenka “released all the hidden” “capacity of love” in the young man’s soul. But fate wanted his whole life to “change” after one night, or rather the morning that followed, when he witnessed the scene of the monstrous, inhuman punishment of a fugitive Tatar.

The story, most of which is devoted to depicting a brilliant ball, is not by chance called “After the Ball.” A monstrous event, which played a decisive role in the fate of Ivan Vasilyevich, occurred precisely after him. But in order to more fully realize his idea, Tolstoy constructed the story as a consistent and contrasting depiction of the mazurka and execution scenes with many contrasting details. Without the episode of the soldier’s torture, the picture of the ball, with its grace, beautiful and elegant women, enthusiastic feelings and delicate pink and white colors, would have lost all meaning. And the execution scene would not have seemed so terrible to the student if it had not been preceded by a ball. The more festive and brilliant the young man imagined the world around him at first, the more unexpected and tragic his insight turned out to be, showing the world from a completely different, cruel and extremely unsightly side.
During the ball, the young man felt a special “enthusiastic and tender feeling” for the colonel, Varenka’s father. He saw in front of him a very handsome, stately, tall and fresh old man with a ruddy face and the same gentle, joyful smile as his daughter. When the father invited Varenka to dance, everyone around looked at them with enthusiastic emotion. While dancing, the colonel “briskly stamped one foot”, “his figure was now quiet and smooth, now noisy and stormy... moved around the hall”; “he deftly walked two laps”; “gently, sweetly, he wrapped his arms around his daughter...” And the narrator himself, “embracing the whole world with his love,” was afraid of only one thing: “so that something would spoil” this happiness. And of course, he could not have imagined that this “something” would turn out to be so terrible. In the morning, on the square, he saw the father of his beloved girl in a completely different guise: the colonel was walking... with a trembling gait”; “he sucked in air, puffing out his cheeks, and slowly released it through his protruding lip”; “with a strong hand in a suede glove he hit a frightened, short, weak soldier in the face because he did not lower his stick strongly enough” on the back of the fugitive Tatar.

The punishment, which was supervised by the father of his beloved girl, caused a real mental crisis in the hero. In these episodes, it’s as if we have two different people in front of us: one of them evokes sympathy and a kind smile, the other - disgust and disgust. Even more striking is the contrast between the colonel, with his ruddy face and white mustache and sideburns, and the punished man, who, “twitching with his whole body, splashing his feet on the melted snow ... under the blows raining down on him from both sides,” moved through the ranks of soldiers. “I was so ashamed,” the hero describes the surging feelings, “that, not knowing where to look, as if I had been caught in the most shameful act..., I lowered my eyes... There was an almost physical melancholy in my heart, reaching the point of nausea... it seemed that I’m about to vomit with all the horror that entered me from this spectacle.”

Ivan Vasilyevich was never able to find out and understand why all this “was done with such confidence and was recognized by everyone as necessary.” “And without finding out, I could not enter military service, as I wanted before, and not only did not serve in the military, but did not serve anywhere...” The hero’s love for Varenka began to wane from that day on. Just as earlier he involuntarily connected Varenka with her father-colonel “in one tender, touching feeling,” so now, “when she... was thinking with a smile on her face,” Ivan Vasilyevich “immediately remembered the colonel on the square,” and he felt embarrassed and unpleasant. He began to see the girl less and less, until his love for her completely cooled.

The story described in the story “After the Ball” was not just the author’s imagination. The prototype of Varenka B. was Varvara Andreevna Koreysh, the daughter of the military commander in Kazan, Andrei Petrovich Koreysh. Sergei Nikolaevich Tolstoy (brother of L.N. Tolstoy) was in love with this girl, but his romantic feeling faded after he, having fun dancing with Varenka at the mazurka ball, the next morning saw how her father led the execution. This incident became known to Lev Nikolaevich at the same time and made an indelible impression on him. Therefore, more than fifty years later, he used it to show with such artistic skill how the brightest dreams of a young enthusiastic person can instantly crash into cruel reality and completely change the rest of his life.
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Language and Literature Municipal Educational Institution "Secondary School of the village" Salskoe" Teryokhina V. N.

Purpose: 1) Help reveal the features of the story and the writer's intention.

2) Develop skills in working with supporting materials, develop skills of self-analysis and self-assessment.

3) To instill in students an understanding of L. N. Tolstoy’s thoughts about a person’s moral responsibility for everything that happens around them.

Type and type of lesson: A lesson in in-depth work with literary text. Lesson with elements of modular technology.

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Literature lesson in 8th grade on the topic:The story of L. N. Tolstoy “After the Ball.” Contrast as a technique to reveal the idea of ​​a story.

The lesson was developed and conducted within the framework regional competition"Innovative

educational technologies in a modern lesson" by a Russian teacher

Language and Literature Municipal Educational Institution "Secondary School of the village" Salskoe" Teryokhina V. N.

Purpose: 1) Help reveal the features of the story and the writer's intention.

2) Develop skills in working with supporting materials, develop skills of self-analysis and self-assessment.

3) To instill in students an understanding of L. N. Tolstoy’s thoughts about a person’s moral responsibility for everything that happens around them.

Type and type of lesson: A lesson in in-depth work with literary text.

Lesson with elements of modular technology.

Equipment: 1. Portrait of Leo Tolstoy

2 . Epigraph for the lesson:“...for personal self-improvement it is necessary

first to change the conditions among which people live.

L. N. Tolstoy “After the ball»

3. Worksheets.

4 . Textbook of literature, dictionary of literary terms.

5 . There are sheets of moral categories on the board -mercy, conscience.

6. Concept on the board composition.

Lesson plan:

1. Org. moment.

2. Determining the level of initial perception of the text. Implementation of D/Z. Selective reading of miniature essays “What impression did L. N. Tolstoy’s story “After the Ball” make on me?”

3. Analysis of the story “After the Ball.” Completing worksheets.

1. Written answers to task No. 1.

2. Observation of linguistic means (work in pairs - No. 2).

A) Write down the epithets in the description of the ball scene.

B) Write down the epithets in the description of the scene of the soldier’s punishment.

At the same time, one student completes No. 3.

3. Discussion of the results of completing tasks:

A) Reading and writing the concept CONTRAST.

B) Exchange information in tables and record missing materials.

C) Teacher’s additions about contrasts of colors and sounds, repetitions, and feelings of the hero.

(dance melodies of the ball - an unpleasant, shrill melody in the morning, Varenka’s white dress with a pink belt - black people, the mottled, red back of a Tatar; they walked along the hall in the dance for the hundredth time - blows with spitzrutens fell and fell; repetition of direct speech: “Brothers, have mercy " - “Will you smear? Will you?”; the narrator’s feelings: enthusiastic tenderness - physical, almost nauseating, melancholy)

4. Independent completion of task No. 4, conclusion about the colonel’s behavior at the ball and in the morning on the parade ground.

(At the ball, the colonel is kind and joyful, and in the morning, after the ball, he is cruel and merciless.)

5 . Comparison of the images of the colonel and the punished. Filling out the table (work in pairs and exchange information). Question to the class: What is the description based on?(in contrast)

6. Reading historical information and reasoning on questions (orally):

(this is human)

(everything must be done according to the law - not a hypocrite, but a Nikolaev servant, accustomed to following orders without reasoning)

(lives according to the laws invented by serf society)

Historical background

Punishment with spitzrutens

7 . A message about the composition of the story and brief notes:

A) Feature of the composition –a story within a story.

B) The basis of the composition –contrast, opposition.

8 . Reasoning (Oral):

Compare the draft and final versions of the ending of the story and answer the questions orally:

(in the final version the narrator’s feeling about the injustice reigning in the world is more strongly expressed)

(the image of Varenka was correlated with her father)

(does not accept its laws and does not want to become like the colonel)

10. Generalization. Writing the main output output:What is the idea of ​​the story? (Why did L.N. Tolstoy write this story?) What problems does the writer raise in this story?

L. N. Tolstoy in the story not only shows the evil and good principles in man, not only condemns cruelty, but also exposes social injustice that distorts human nature, which has false concepts of duty, honor, dignity, and also reveals true essence Nikolaev Russia. The carefree, well-fed, festive life of some, the lack of rights, oppression, trampling on the human dignity of others - this is the true “face” of Russian reality. The writer makes us, readers, think about the problem of human responsibility for everything that happens. (See epigraph)

11. Final control. Executing the test.

12. Self-esteem of students.

13. Summing up. Evaluation of student work.

Worksheet for an 8th grade literature lesson on the topic

The story of L. N. Tolstoy “After the Ball.”

Contrast as a technique to reveal the idea of ​​a story.

F.I.

1. Answer in writing:

A) What two parts is the plot of the story divided into?

1) ________________________ 2) ______________________________

B) How can we explain that in the ball scene the hero of the story perceives everything around him with enthusiastic emotion? _______

2. Write down epithets in the description of scenes in the story:

3. Extract the concept of CONTRAST from the literary dictionary.

_______________________________________________________________________________

_______________________________________________________________________________

4. Draw a conclusion about the colonel’s behavior at the ball and in the morning on the parade ground, write the conclusion in the form of a sentence with an adversative conjunction “ A" and homogeneous members of the sentence.

_________________________________________________________________________________

5 . Compare the images of the colonel and the punished. Fill out the table:

6. Answer the questions orally:

1) Can the same person be sweet and kind in one situation, and cruel and merciless in another?

2) Was the colonel a two-faced person, a hypocrite?

3) What do you see as the reason for such contradictions in the colonel’s character?

Historical background

Punishment with spitzrutens

- a special military punishment, which differed from the others in that it was carried out by a group of perpetrators, as a rule, comrades or colleagues of the convicted person.

The punishment itself consisted in the fact that the executors of the punishment lined up in two lines, forming a “street” along which the convict was escorted as many times as prescribed by the sentence. Each performer had a spitzruten (batog) in his hands, with which he struck when the condemned man passed by.

During the execution, a paramedic and doctor had to be present to provide medical assistance, since this punishment often led to the death of the person being punished. The punishment of 3,000 spitzrutens was considered equal to the death penalty. Spitzrutens appeared in Russia during the reign of Peter the Great; There is information about the use of sh. in the army dating back to 1701-1705. They were introduced into the punishment system by the military regulations of 1716.

7 . Composition of the story. Listen to the message and briefly write down:

A) Feature of the composition - …………………………………………………………………….

B) The basis of the composition is …………………………………………………………………………...

8 . Answer the question orally:Why didn’t Ivan Vasilyevich intervene in what was happening?

Compare the draft and final versions of the ending of the story and answer the questions orally:

A) Why did Tolstoy change the life story of Ivan Vasilyevich?

B) Why did the narrator’s love decline?

Q) Why didn’t Ivan Vasilyevich enlist in military service?

9 . While working on the story, L.N. Tolstoy thought for a long time about its title. Options appeared: “a story about the ball and through the gauntlet”, “Daughter and father”, “Father and daughter”, “And you say ...” and, finally, “After the ball”. Try to penetrate the writer’s logic: how does he justify changing the title of the story? Why do you think you chose the latter?

10. Write down the output: What is the idea of ​​the story? (Why did L. N. Tolstoy write this story?)

What issues does the writer raise in this story?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Final control

Complete the test, highlighting the correct answers.

Self-esteem (underline the correct answer)

1. Did you learn anything new in class? NOT REALLY

2. Did your classmates help you in class? NOT REALLY

3. Did you help your classmates in class? NOT REALLY

4. Did you like the lesson? NOT REALLY

Objective of the lesson:

• show how the technique of contrast helps to reveal the idea of ​​a story;
• analysis work artistic means, creating pictures of a ball and execution;
• reveal the humanistic pathos of the story “After the Ball”.

Equipment: illustration for the story “After the Ball”.

Lesson progress

1. Opening remarks teachers and setting lesson goals.

In the last lesson, we got acquainted with Leo Tolstoy’s story “After the Ball.” The writer was worried all his life about the lack of rights of the Russian soldier. Back in 1855, he worked on a project for reforming the army, in which he spoke out against the barbaric punishment of “driving through the ranks.” But the story “After the Ball” goes far beyond a protest against the inhumane treatment of soldiers; it poses broad humanistic problems, such as duty, honor, conscience, and humanity.

How L.N. Tolstoy expresses these problems, with the help of what artistic techniques and means he achieves the expression of these problems, we will talk today.

2. Conversation with students.

How is the story structured compositionally?

Which two scenes are contrasted?

What do we call contrast?

(Contrast - antithesis - opposition. Contrast can be between words, images, characters, compositional elements, etc. Contrast is an expressive device, a way to have an emotional impact on the reader)

Why is the story, most of which is devoted to describing the ball, called “After the Ball”?

3. Comparative characteristics the behavior of the characters at the ball and after the ball.

Let's compare the behavior of the heroes at the ball and after the ball.

Drawing up a comparative characteristics plan.

Recording plans in a notebook.

4. The teacher's word.

Guys, let's find the epithets with which L.N. Tolstoy draws pictures in the first and second parts, and write them down in a notebook.

Notes in notebooks.

The ball is wonderful, the hall is wonderful, the buffet is magnificent, the musicians are famous, the mazurka motif sounds continuously.

Varenka is in a white dress, white gloves, and white shoes. She has “a radiant, flushed face with dimples and gentle, sweet eyes.”

Varenka’s father is handsome, stately, fresh with a white mustache, white sideburns with sparkling eyes, a joyful smile, a broad chest, strong shoulders and long slender legs.

Ivan Vasilyevich is satisfied, happy, blissful, kind, looking with rapturous emotion.

How can we explain that in the ball scene the hero perceives everything around him “with rapturous emotion”? (Love, sublime feelings, closeness of a loved one, youth, beauty).

In the second part of the story, the colors darken: something big, black.

Key words are written on the board: in the spring wet fog, draymen with firewood on sleighs, horses under glossy arches with wet heads, a blacksmith in a greasy sheepskin coat, Soldiers in black uniforms, an unpleasant shrill melody, a terrible picture of punishment.

The colonel is still the same - with a ruddy face and a white mustache and sideburns.

Match the colonel and the person being punished (write in notebooks).

The contrast intensifies when the narrator sees how a tall, stately colonel hits a short, weak soldier in the face with a strong hand in a suede glove.

What conclusions can be drawn from these observations?

5. Discussion and clarification of the idea of ​​the story.

Why did the colonel, as if a loving, attentive father, turn out to be cruel to the soldiers?

Why does Tolstoy contrast the two parts of the story with each other and use contrasting colors in his descriptions?

Why did Ivan Vasilyevich’s love for Varenka fail?

Why did Ivan Vasilyevich refuse public service? Was he right, in your opinion?

6. Miniature essay.

“My impressions after reading Leo Tolstoy’s story “After the Ball.”

Homework. Think about the question: Why does the author lead his hero to the parade ground where the picture of the execution of a soldier unfolds?