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Abstract: The article deals with the problem of the “lack of language” for talking about the masterpieces of love poetry, which suddenly appears in the 8th and 9th grade literature program (the poems by A. S. Pushkin, M. Yu. Lermontov, and W. Shake-speare). As a solution to this problem, the author of the article suggests acquainting 5th–9th grade schoolchildren with non-program poems by some poets of the late 20th – early 21st century, which are similar to the program classical poems in terms of situation, feelings, and poetics. The author points out that preference should be given to poems by contemporary children’s poets in which the lyrical subject would be a child, the perception of the world would be presented from the child’s point of view, a situation recog-nizable to the young reader (the world of school, games) would be reproduced, and the range of the selected poems should be wide enough into the bargain. The research methodology used in the study draws on the ideas of V. G. Marantsman about the “emotional” perception of a fiction text by middle school students, the necessity of careful work in the classroom with the sphere of the child reader’s feelings, as well as the scholar’s characterization of the stages of literary education (the stage of “naive realism” (grades 5–6) – interest in the event, sharp plot, adventurous element in the text; the stage of “moral egocentrism” (grades 7–8) – concentration on the self, egocentric attitude to the world, perception of the text through the prism of one's own problems, especially problems of acceptance and self-assertion). The article determines the logic of the introduction of the texts according to grades (5th–6th grade, 7th–8th grade, and 9th grade) and formulates analytical and creative questions and tasks for the work with the poems by M. Boroditskaya, M. Bershadskaya, A. Givargizov, and M. Veitsman. The poems of V. D. Berestov of the 1960s – 1990s are considered in relation to the possibility of transition to the love poetry masterpieces of A. S. Pushkin, studied in the 9th grade. The poems recommended for different age groups are obviously related to each other, which allows the teacher to go back to the poems studied before and to discover other emotional aspects. A consistent approach to the poems about love that embody the child's and teenager's view of the feeling may facilitate a cleaner and more informed approach to love poetry in 9th grade.

About the author(s) :

Liliya D. Gutrina
Ural State Pedagogical University (Ekaterinburg, Russia)

ORCID ID: https://orcid.org/0000-0002-5083-9299

Publication Timeline:

Date of receipt: 15.05.2024; date of publication: 30.10.2024

References:

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