White poodle analysis. Composition on the topic: Analysis of the story White Poodle, Kuprin

Evsina Daria

In relation to the living and to the living - not only people, but also "our smaller brothers" living next to us or preferring a free life - one can judge a person. He who tortures animals can raise his hand against a person. Anyone who takes pity on a defenseless kitten or feeds a hungry dog will not be able to offend his neighbor.

Download:

Preview:

The image of a dog as an indicator of the moral qualities of a person

(on the example of the stories of A.P. Chekhov "Kashtanka" and A. Kuprin " white poodle»)

Evsina Daria Olegovna

Municipal budgetary educational institution

"Secondary School No. 6"

5 A class

Chapter 3 The image of a dog in the work of A.I. Kuprin "White Poodle"

IN fiction the dog usually plays the same role as in Everyday life. Basically, this is a faithful companion of a person and his kind of guardian angel. But the dog is also a kind of instrument of fate, which is given to the hero in order to show his true essence.

A lot of works about animals were created by the famous Russian writer A. Kuprin. Kuprin wrote: “Animals are distinguished by their memory, reason, ability to distinguish time, space, colors and sounds. They have attachments and disgust, love and hatred, gratitude, gratitude, fidelity, joy and sorrow, anger, humility, cunning, honesty and downtroddenness. .

Consider A. Kuprin's famous story "White Poodle". In this work, events take place in a short time. The life of a wandering troupe of artists is described: grandfather Martyn Lodyzhkin, boy Sergei and poodle Arto.

The story depicts two boys who are completely opposite in character. This is Trilly - a capricious, spoiled, rude, impatient child, a hysterical boy, like his mother. Trilly's speech is a set of consumer words like: "I", "I want", "give". (see table number 2) And Seryozha is a hard-working, kind, brave boy. The words of the young artist testify to his restraint, an adequate perception of reality. (see table No. 2) The focus is on episodes in which the fate of the dog is decided. A spoiled child needs another toy - a trained dog. Trilly does not understand that the dog does tricks because the old man and the boy treat her well, because she is the same artist as grandfather Martyn and Seryozha. The troupe of artists refuses to sell the dog. It is in these episodes that the heroes of the story clash: well-fed and hungry, living according to different social and moral laws.

It is no coincidence that the story is called "White Poodle": through the attitude of the heroes of the work to Artaud, the writer reveals the moral superiority of one over the other. The author's sympathies are entirely on the side of the poor street performers, and not the spoiled baby Trilly and his hysterical mother. Neither Sergei nor the organ grinder can even imagine parting with the faithful Artaud, no matter how much money is offered for him.The boy Seryozha nevertheless saves his four-legged friend from captivity, risking his life, overcoming fear, despair. The boy, having heard that the janitor is beating the dog, forgets about his own fear and shouts: “Don't you dare beat! Don't you dare hit the dog, you damned one!" In this act, his true essence is manifested, the main character traits: loyalty to friendship, readiness for a feat for the sake of a friend, which the dog has become.

So, Kuprin evaluates his hero through his act, through his attitude towards a four-legged friend, which allows us to identify the characters, advantages and disadvantages of the heroes of the work: the incorruptibility of Lodyzhkin, the immorality of the inhabitants of the dacha, the courage of Seryozha, the lackey devotion and the criminality of the janitor.

Chapter 4 Comparative analysis of the image of a dog in the works of A.P. Chekhov "Kashtanka" and A.I. Kuprin "White Poodle"

Comparing how writers paint the image of a dog, one can find similarities and differences in the stories.

The difference lies in the fact that in the story "White Poodle" we practically do not know what Arto is thinking. Kuprin, through a description of behavior, through intonations of barking, tells us that the dog is caressing or indignant. Thus, eagerly awaiting his performance, Artaud barked "a nervous, staccato bark." And while in captivity, he emits a "groaning screech", "frantic, breaking bark" and "long intermittent howl". At the moment of liberation, a victorious bark is heard. The only episode where we hear Artaud's internal monologue is on the seashore. The dog ran along the seashore, worried about Seryozha, who swam too far, and thought: “Why show your courage? ... There is land - and walk on land. Much calmer."

From the very beginning of the story “Kashtanka”, A.P. Chekhov draws our attention not only to the external features of Kashtanka’s behavior, but also to the visible or hidden signs of her state of mind: “from the shot she was delighted”, “sad”, “woke up from fear, terribly wanted to bark, it was scary”, “swarmed in the eyes and in the soul”, “I could not utter a sound from horror”, “froze with surprise and delight” etc. (see table No. 1)Chekhov identifies Kashtanka's feelings with human ones.

The writer Kashtanka thinksas a person, chooses his future fate: it is better fora carpenter or a circus performer.

In order to convey to the reader the inner world of his heroine, Chekhov uses not only adverbs and nouns of the “feelings” group, special words that convey the state, but also describes dog dreams. In them, Kashtanka is sad about her past life, forgives Fedyushka all insults, in dreams the dog idealizes her former life.

The attitude of dogs towards their owners is similar. Both Artaud and Kashtanka have someone and something to compare. Arto, of course, is happy to return to the owners who gave him love and care. And Kashtanka returns to the world in which she was born and raised. Attachment, devotion of a dog are more important than a well-fed life, dog devotion makes Kashtanka forget all insults and abuses against herself.

Both Chekhov and Kuprintak somehow show us the feelings, experiences, thoughts of dogs. With this subtle artistic device, writers help to penetrate the sensual and rational world of the animal, and we understand that both Kashtanka and Arto are attached to their owners.

So, the works "Kashtanka" and "White Poodle" are works not only about faithful and devoted dogs, but also about evil and kind people, as well as about mutual understanding of "two worlds": man and nature.

Conclusion

Great human and social tragedies are hidden behind the history of dogs. Penetrating deeply into the psychology of the animal, the author shows the world of good and evil. Each writer interpreted the image of a dog in his own way, drawing the reader's attention to the fact that in any situation a person should not forget about our smaller brothers. But both works are permeated by the thought of the immorality of human actions, the commercialism of his existence. Showing the life of a dog, the authors of works of art emphasize the moral, spiritual state of a person who is next to her.

Our hypothesis was confirmed: we see that the image of the dog is indeed very important in the work, because the attitude towards the animal is a test of human worth. Man lives not only among people, but also among animals that have their own wisdom, and people have a lot to learn from them. Any contact with the world of animals warms, teaches generosity, kindness and devotion, which is sometimes so lacking. human society. People should be able to take care not only of themselves, but also of those whom they have tamed, if they do not want the world around them to become cruel and unfair.

In relation to dogs, the most human feelings are manifested: kindness, love and affection. These moral qualities are becoming scarce in our society, and books about dogs can help to educate them. A morally educated person will never do anything wrong to "our smaller brothers."

List of used literature

Abramovich G.L. "Introduction to Literary Studies" Textbook for students. M., Enlightenment, 1979
Esin A. B. Principles and methods of analysis of a literary work: study guide / A. B. Esin. M.: Flinta, Science, 1998.-248s.
Journal "Russian Language and Literature for Schoolchildren".-2014.-No. 3.-p.21-28.
Kostyukhin E.A. "Types and forms of the animal epic". M.: Nauka, GRVL, 1987.
Kuleshov V.I. Life and work of A.P. Chekhov: Essay. – M.: Det. lit., 1985
Kuprin, A.I. Stories /A. I. Kuprin. - Moscow. -1976. – 123 p.
Kurbatov, V. Ya. Moment and eternity / V. I. Kurbatov. - Krasnoyarsk. - 1983. - 168 p.
Literary encyclopedic Dictionary. / Ed. M. V. Kozhevnikov and P. A. Nikolaev. M. - 1987. - 345 p.
Literature and art: Universal encyclopedia of the schoolboy. /Comp. A.A. Vorotnikov. Minsk. - 1995. - 167 p.
Myths of the peoples of the world. Encyclopedia in 2 volumes - II volume - M. -1987. – 378 p.
Semanova M.L. Chekhov the artist /M. L. Semanova. - Moscow. - 1986. - 112 p.
Sokolov Z.P. The cult of animals in religions /Z. P. Sokolov. - M. - 1972. - 109 p.
Chekhov A.P. "Kashtanka" and other stories. –M.: Samovar, 2004

Tasks: To trace the origins of the appearance of the image of a dog in literature. To determine the moral lessons that the authors give to readers through the image of a dog in the works of A.P. Chekhov's "Kashtanka" and A.I. Kuprin's "White Poodle" To reveal the ideological content of the stories through a comparative description of the animalistic images of the works. Purpose: to reveal the role of the image of the dog in the stories of A.P. Chekhov "Kashtanka" and A.I. Kuprin "White Poodle".

The origins of the appearance of the image of a dog in literature

Kashtanka's life at the carpenter's Kashtanka's life at the Stranger's Table, workbench, a pile of shavings, planers, chisels, saws ... (poor) apartment Armchair, sofa, lamp, carpets (rich) Place under the workbench Small mattress Tobacco, klester food Pieces of meat, good food Kashtanka name Aunt Angrily shouting attitude Calling by name, conversation, stroking torment tricks training Fearfulness, fear behavior Confidence no friends cat named Fyodor Timofeevich; goose Ivan Ivanovich and a piglet. The image of a dog in the work of A. Chekhov "Kashtanka"

Characteristics of the hero Luka Aleksandrych The stranger asserts himself through the humiliation of those who cannot resist him. kind, cheerful, hardworking

They live according to different social and moral laws.

The qualities of the hero Lady, Trilly, the janitor Lodyzhkin and Seryozha Callousness, immorality, lackey devotion and crime Incorruptibility, fidelity to friendship, readiness for a feat for the sake of a friend

Similarities Differences The attitude of dogs towards their owners is similar. In the story "White Poodle" we hardly know what Artaud is thinking. Chekhov, on the other hand, identifies Kashtanka's feelings with human ones. Comparative analysis dog images

Art is rarely connected with the life of ordinary people. However, there are writers who can create a great work based on the events that happen to us in everyday life. Alexander Ivanovich Kuprin traveled extensively in Russia. He liked to communicate with ordinary people, memorizing their stories, which later became the basis of literary works. This article will provide a summary of The White Poodle, a very famous work by Kuprin, which tells us how love, courage and devotion can defeat the power of power and money.

Getting to know the main characters

In search of a job, a troupe with an old hurdy-gurdy wanders along the streets of Crimea: the boy Seryozha, grandfather Lodyzhkin, a beautiful white poodle. This is how the work begins, which Kuprin called "The White Poodle". Summary This story, of course, is not able to convey the beauty of the writer's language, which tells about the splendor of this amazing island, the richness of nature of which delighted the boy Seryozha. He admired magnolias, waterfalls, streams, roses. Grandfather, who had already been here, did not react to this beauty.

Looking for income

It was a hot summer day. A troupe of itinerant artists was chased away or paid with fake money for a performance. True, they were paid twice, but so little that they could hardly afford to pay for an overnight stay and dinner - this is how the story continues, which Kuprin called "The White Poodle". The summary of this work further tells that the company of artists approached the dacha with the promising name "Friendship", which made the grandfather make an assumption about indispensable luck. They walked along the garden paths and stopped under the balcony.

Further, the summary of The White Poodle tells us about a boy about ten years old who ran out onto the terrace. He made a row. The nannies and footmen ran after the little barchuk, trying with all their might to comfort him. The little brawler fell to the floor and began to beat with his hands and feet, while trying to hit one of the servants.

The artists did not immediately come to their senses, but nevertheless began the performance. Barchuk, his name was Trilli, ordered that the actors be left behind. The summary of the book "White Poodle" has reached the beginning of the climax.

Caprice Trilly

The boy Seryozha showed all the acrobatic numbers that he was capable of. It was the turn of the white poodle. Artaud greeted, rolled over, and at the end of the performance, according to tradition, took his cap and approached Trilli to receive the money.

Barchuk suddenly yelled, the artists were dumbfounded. Artaud hurried back to the boy and grandfather. The summary of the "White Poodle" tells that Trilly wanted to get this dog by all means. The story goes on to describe what meanness rich people could go to. Grandfather and Seryozha did not agree to sell Arto, because he is not only their companion, but also a true friend! The artists did not receive payment for the performance and left Druzhba: they were simply kicked out of there.

Arto theft

Opening their eyes, the artists simply did not believe what had happened. The summary of the "White Poodle" will not be able to convey how upset grandfather and Seryozha were. They searched for a dog for a long time, called, but could not find their pet, Artoshenka, anywhere, because there was simply no other such dog.

Return

The boy Seryozha decided that he must return Arto. The next night, the boy went to the same dacha "Friendship". He could easily get over the gate, because he was a very good acrobat. This episode shows how courageous Seryozha was, who, on a dark night, tried to find the place where Arto was being held. Seryozha understood that the dog was not taken into the house, such people are not capable of affectionate treatment of animals. He searched for his friend for a very long time and almost reached despair. Suddenly, Serezha heard Artaud's low howl. He called the dog and his friend, hearing the voice of the little owner, was able to gnaw through the rope and break out towards the boy. They ran for a long time along the wall of the garden, hearing that they were being pursued. Finally, jumping over the fence, the fugitives rushed with all their might, trying to escape as quickly as possible. When it became clear that those who were catching up with them were left far behind, Seryozha and the poodle were able to take a breath and walk. As they approached the sleeping grandfather, Artaud, of course, licked his face. Such an ending suggests that justice can win if you act fearlessly, but wisely.

The story "White Poodle" is based on real story, which Kuprin heard from wandering artists in the Crimea. The author became interested in this case and, having learned all the smallest details, wrote a story.

Characters

Some heroes of this story make us experience with them, others cause contempt. Artists love a dog, it is for them - best friend. The inhabitants of the Villa "Friendship" treat Artaud like a toy that can get bored or bored.

In the story we see two boys. Being almost the same age, they are completely different from each other. The boy Seryozha is hardy, dexterous, strong, he is capable of real masculine deeds, and Trilli is a demanding capricious egoist who can only demand something from others. This makes us understand that financial wealth is not a prerequisite for raising a strong personality. You can have a rich inner world and a pure soul without money and servants.

Federal Agency for Education

SEI HPE "Blagoveshchensk State Pedagogical University"

Faculty of History and Philology
Department of Literature

Course work
topic: Variability of methods of analysis when studying the story of A.I. Kuprin "White Poodle".

By discipline: methodology of teaching literature.

Blagoveshchensk 20____

CONTENT

2.1. Analysis of the story by A.I. Kuprin "White Poodle".
2.2. The use of literary methods in the analysis of the story "White Poodle".
2.3. The use of methods for identifying and activating the reader's co-creation in the analysis of the story of A.I. Kuprin "White Poodle".
CONTENT

INTRODUCTION………………………………………………………………..........
1 TECHNIQUES OF ANALYSIS OF ARTISTIC TEXT……………...... 1.1. Techniques of a literary nature .......................................... 1.2. Techniques that develop the co-creation of the reader ....................... ..........	5
2 Variability of methods of analysis when studying the story of A.I. Kuprin "White Poodle" 2.1. Analysis of the story by A.I. Kuprin "White Poodle"... .......................... 2.2. The use of literary methods in the analysis of the story "White Poodle" .............................................................. .............. ...... 2.3. The use of methods for identifying and activating the reader's co-creation in the analysis of the story of A.I. Kuprin "White Poodle" ...........
CONCLUSION
LIST OF USED LITERATURE………………………

(make it a sign, then erase the borders and then the page numbers will not “jump”.
Separate each section so that it does not move with the “page break” command In the page markup, look for the “breaks” command)
5

INTRODUCTION

The basis of literature lessons is working with text. At the same time, the main thing in the literary education and development of students is not only a good knowledge of the text and the ability to retell it, but a real understanding of what the author wanted to convey to the reader in the work. In this way, the main task teachers - to choose such a method for the lesson, which includes text analysis techniques that will be most effective when studying this work.
The teacher expresses in the class not only his impressions of what he has read, but is also called upon to reveal the scientific position of literary criticism. The literary text does not affect the student in isolation, because the justifications given by the teacher, the opinions of comrades and their own perception together determine the student's attitude to a literary work and his understanding.
From the foregoing, it follows that the teacher is called upon to determine the direction of analysis, to choose the main path of analysis and methods of studying the text. It is important for the teacher to understand when and why he chooses a certain method of analysis, as well as when studying which particular work he does this.
The topic of our study: “Variability of methods of analysis in the study of the story of A.I. Kuprin "White Poodle". On the example of the analysis of a particular work, we will make sure that the same author's creation can be viewed from different angles, depending on the analysis option - that is why our study is relevant. Moreover, the variability in teaching itself orients the language teacher towards improving the content of lessons, developing students' ability to enjoy art, enriching their spiritual world, and forming moral ideals.
Thus, the goal before us is the following - to determine which of the methods of analysis is the most fruitful and appropriate in the study of this work. Find methods of analysis that, on the one hand, will help to deeply study the work, and on the other hand, will contribute to the comprehensive development of the student reader.
In accordance with this, we define the objectives of the study:

theoretical basis

when studying the variability of methods of analysis
The object of the study is the methods of analysis,
the subject is the story of A.I. Kuprin "White Poodle".

Reading and analyzing a work of art are successive steps in the perception of verbal art. Analysis in school conditions is a collective activity, both because the study of literary works is carried out in the conditions of communication of the class team, absorbs the reading and life experience of all students of this class, and because school analysis, like any educational activity, involves the enrichment of individual the student's impressions of other readers' experiences and the teacher's interpretation of the text. Analysis is the most important method of scientific comprehension of a literary work. one

P.133 REZA The arsenal of school methods of working on a literary work is varied. The teacher needs to choose the ways of viewing the text that are necessary for the development of students and take into account the characteristics of each particular work. Why is there no indication of whose classification you are referring to, and footnotes to the source?
1. Techniques for identifying the author's position in the process of analyzing a work of art.
As pointed out, (WHO?) The methodology of teaching literature, using the comprehension of the author's position in school analysis, is based on modern achievements in literary criticism. Techniques pursue the goal: to clarify the author's thought, to make the writer's views and beliefs understandable.
a) The study of composition. The composition helps students to see the author's intention, to comprehend his position in life. The main techniques for studying composition are the comparison of parts and elements of a literary text, the identification of plots and images of heroes, the consideration of the connections between landscape and portrait and the general flow of the text.
b) The study of the style of the writer. Study methods are varied. Observation of it begins with elementary exercises: find epithets, metaphors, action verbs, and so on. The following tasks are also possible: insert a word deliberately omitted by the teacher, and then name it and explain the expediency of its use by the writer. Detail work plays a big role.
c) Comments of a historical, tstis apmichy, socio-cultural or literary type. They restore in the eyes of the students the reality depicted by the writer, clarify his intentions. The teacher also needs to recreate the situations that gave rise to the writing of the work.
2. Methods of comparison and its types.
a) Comparison of a work of art with its real basis, a hero with a prototype. First, such work reveals that works of art are a reflection of life. Secondly, it allows you to make sure that this reflection is not a mirror image, that the writer combines both life and his attitude to this life in the work. Marantsman p.158
b) Comparison of works by different writers with similar themes.164
c) Comparison of characters, episodes, scenes within one work.164
d) Comparison of the work with other works of the writer. p.162
e) Comparison of different versions of the same text, identification of the development of the author's thought in the process of creating a work (work with drafts and canonical text).158
f) Comparison of a literary text with works of other art forms. c179 The inclusion of related art forms in the study of a literary text pursues the goal of sharpening aesthetic susceptibility, developing associative and imaginative thinking in schoolchildren, and expanding their understanding of art: painting, graphics, applied arts, music, cinema, and so on. They can cause, when confronted with the first impressions of a read work, a desire to analyze it.

1.2. Techniques that develop the co-creation of the reader.

According to (WHO?) Tasks of school text analysis: the awakening of empathy, the activation of the imagination of schoolchildren, the formation of reading qualities and more. All these tasks do not allow one to confine oneself in school analysis to the methods of literary analysis.
1. Revival of life impressions. Many methodologists advise the teacher to precede the reading with live impressions. This technique creates a personal relationship to what is being read, attracts the emotional experience of the student to work on the text. For example, before reading a poem about nature, you can offer to remember, tell or write about the most memorable days of spring, summer, autumn or winter, about your impressions of a hike, nature excursion, trip, and then compare the composition of schoolchildren with the work being studied. This work exacerbates interest in the text being studied, creates an emotional tone. The revival of personal impressions can not only precede analysis, but also be woven into it and even complete the work. The main thing in this technique is to find a connection between the thoughts and ideas of the students with the images of the writer. Your computer points out errors, correct them!
2. Expressive reading. By the way the student read the text, one can judge the nature of his initial perception. The task assigned to the class: how to read this work? - may be a hidden form of analysis. You can find the exact intonation only by approaching the author's voice in the work and at the same time feeling what kind of echo the writer's thought gives rise to in his own soul. Expressive reading leads to emotional awakening in the work and awakens creative imagination. For example, work on Lermontov's poem "sail". You can offer students to compose a score of a poem, and then, based on it, work on emotionality. Expressive reading is important not only academically, but also pedagogically. Reading aloud teaches the culture of expressing feelings, it turns out to be one of the ways to the art of communication.
3. Retelling. Retelling provides not only the development of certain reading qualities of the student, enriches his speech, but also helps to comprehend the meaning of a literary work. There are several types of retelling, each of which helps to draw the attention of students to one or another element of the text.
a) detailed description. Its goal is to convey the content of what has been read in as much detail as possible in order to develop the skills of a logically constructed presentation, the formation of memory, and the enrichment of students' speech.
b) concise (short) retelling. Its goal is to find the main thing, to be able to convey the main thing meaningfully and without verbosity.
c) retelling-extraction is a retelling of material scattered in different parts of the text, although connected by the unity of the plot and characters. This may be the extraction of material depicting a character or group of persons, a particular theme, landscape, and so on. For example, the story of Tatiana in the story by I.S. Turgenev "Mu-mu", a real and mechanical nightingale in the fairy tale by G. Kh. Andersen "The Nightingale", nature in the story of I.S. Turgenev "Bezhin Meadow". Is it a technique that develops co-creation?
d) retelling with a change in the face of the narrator. This is a story about the events taking place in the work, on behalf of one of the characters or, conversely, the transfer of personal memories and impressions from a third person, less often from the second in a generalized sense.
e) retelling with elements of the essay. This is the transfer of the content of the text with the inclusion of elements of students' creativity, their attitude to what is being described, drawing the details of the plot, and so on.
f) artistic storytelling is the most difficult type of retelling. It requires a thorough knowledge of the text and the skill of its presentation, reflects the peculiarities of the style of the studied work in the skillful performance of the narrator, in his expressiveness.
4. Word drawing. The realization of images arises during reading, contributes to the deepening of the subjective beginning of analysis. It assumes that a person, relying on the images created by the writer, details his vision in the picture, which he verbally reproduces. It is appropriate to suggest that students begin this work with a description of the portrait (only the appearance of the hero). At the same time, it should be remembered that it is impossible to give a portrait of the hero in a non-specific situation. In oral drawing, the student's emotions are very active. The forms of it (drawing) should become more complicated and modified from class to class.
5. Drawing up a screenplay. Cinematography is close to children's consciousness. Dynamism is an integral feature of cinematography, and the student sees the world in motion, the change of visual impressions captures the child. In the course of creating a film script, children learn not only to understand the language of cinema, but also to peer deeper into the literary text. In order to write a screenplay based on a literary work, one must experience it, be carried away by the issues raised in it, one must truly “see” its characters. The screenplay enhances empathy and develops the skills of thoughtful slow reading. It enlivens the figurative vision and helps to see the detail in the light of the whole. The teacher shows a film fragment and, based on the direct impression of what he read, clarifies such concepts as large, medium, long shot, shows the semantic meaning of changing the shot. Then the boundaries of the film episodes are outlined, the general motif of the script that unites all the episodes. Students complete the table.
Frame Recording Plan

6. Staging (dramatization). It encourages students to be creative. "Revival" of heroes activates imagination and empathy. This technique allows you to enhance the development of the conflict, sharper draw lines in the minds of students. So that this work does not turn into a parody, it is necessary to offer schoolchildren feasible tasks, carefully prepare for the performance. Staging is a type of work when the student is asked to think about how they would arrange the characters at a certain point in the action, to imagine their postures, movements, gestures.
7. Literary game. Entertaining techniques are an effective method of studying and creative interpretation of a work. There are reading games (crosswords, crossword puzzles, puzzles, charades) and performing games, which are much more than types of performing games. (staging). They closely interact with other methods of studying literature.

Starting to explore the text of a work, we immediately turn to the history of its creation in order to know when and under what circumstances the author created his literary creation, and maybe even who served as the prototype of this or that hero. But the arsenal of information about Kuprin's story "The White Poodle" is small. It is known that it was written in 1903. During these years, the writer lives in St. Petersburg and works in the "Journal for All", where this work is published for the first time.
In the story, Kuprin touches on the theme of friendship, the theme of the human, humane attitude towards the animal. As if the world is divided into two halves in the story “The White Poodle”: on one side of it are a rich lady and her son Trilly, on the other - the old organ grinder, grandfather Lodyzhkin, the little acrobat Seryozha and the poodle Arto. The conflict that arose between them because of the dog becomes sharp, full of real drama. This conflict emphasizes the difference in psychology, in the ethical and moral principles of representatives of both sides. For the mistress, the poodle is just a thing that is bought and sold. For grandfather and Serezha, Artoshka is their friend, for the sake of which the boy is ready to risk his life.
The author divides the work into six chapters, and therefore into six semantic parts. In the first chapter, Kuprin immediately notes the scene of action - the southern coast of Crimea. Further, the description of the appearance of the main characters immediately begins: the boy Seryozha, grandfather Lodyzhkin and the poodle Arto. With the help of this description, the author not only introduces the reader to the main characters of the work, but also shows from the first lines how poor and hard the life of these people is. Serezha is twelve years old, this is a young boy. Grandfather Lodyzhkin is an elderly man. With them is a poodle that runs and shows the way. The age of the heroes is also guessed in the way they walked: the boy “walked”, and the grandfather “trudged”. Despite the heat, Seryozha “kept a rolled-up carpet for acrobatic exercises under his left elbow, and in his right he carried a cramped and dirty cage with a goldfinch,” and this already shows his careful attitude towards his grandfather. And with the help of this simple and extremely understandable description, we can easily imagine what the author describes.
It is no coincidence that the description of the hurdy-gurdy, which grandfather plays and which is the only income for itinerant artists. Kuprin describes the barrel organ in detail to show how old and practically useless it is, because they don’t even undertake to repair it. But the writer says that despite this, grandfather loves the hurdy-gurdy very much and treats it like a living being, talking to it: “Grandfather Martyn Lodyzhkin loved his hurdy-gurdy as you can only love a living, close, perhaps even related creature. Having become accustomed to her for many years of a hard wandering life, he finally began to see in her something spiritualized, almost conscious. No less he loved the boy and the dog. Of course, in the course of the work we will see this clearly, but already in the first chapter, Kuprin focuses on this moment. These seemingly trifles characterize grandfather on the positive side - he is not embittered at life, retained the ability to see the beautiful and, most importantly, the ability to love, cherish loved ones.
The second chapter begins with a description of the sea, the landscape against which the events take place. The heat is unbearable. The speech of the characters deserves special attention. Grandfather’s is full of colloquial words and expressions, which in itself indicates that he comes from the people: “it means, they say”, “house”, “ugly”, “teles”, “troshki”. Seryozha's speech is also simple, he uses colloquial versions of the words: "look, mow", "I die on the spot", "how much bon". This is explained simply - communication and life with grandfather leaves an imprint on the boy's speech. It is also noteworthy that the grandfather refers to the poodle, using the affectionate expressions "brother dog", "Artoshenka". This already tells us about the grandfather's attitude to Artaud as to a native creature. Feeling tired from the heat, Lodyzhkin realizes that even the dog has a hard time in the summer heat. We also see that grandfather is prudent and wise, at Serezha’s offer to swim, he offers to be patient, because: “... after bathing, he will decompose even more”, “... there is nowhere to go down to the sea. Wait, we'll get to Miskhor, and there we'll rinse our sinners' bodies. Before dinner, it's flattering to take a dip ... and then, then, sleep a little bit ... and an excellent thing ... "
Kuprin gives a description of the nature of the Crimea, but the old man does not admire it, because “... he knew these places well; every year he went around them one by one during the grape season. On the other hand, Sergey admires a lot, because he was here for the first time. And this seemingly insignificant note of the author plays a big role in understanding the character of the protagonist. Not every person will enjoy nature, only a subtly feeling, attentive, sensitive person is able to discern the beauty of nature and enjoy it. Therefore, it becomes clear to us that Seryozha is one. The author himself notes: "... all this did not cease to amaze the naive soul of the boy with its lively blooming charm." He is still quite young, but already able to see the beauty of nature: “Magnolias, with their hard and shiny, as if varnished leaves and white flowers, the size of a large plate; pavilions, entirely woven with grapes hanging down heavy clusters; huge centuries-old plane trees with their light bark and mighty crowns; tobacco plantations, streams and waterfalls, and everywhere - in flowerbeds, on hedges, on the walls of cottages - bright, magnificent fragrant roses ... "
In this chapter, we also see the relationship between grandfather and Serezha. The old man also affectionately calls the boy "my brother", treats him with care. In addition, Lodyzhkin tells the boy about the southern cities (Sochi, Adler, etc.), the people who live there (Ethiopians, Turks, Circassians), about plants (palm, orange, lemon). He does not dismiss Seryozha, but explains everything that is interesting or incomprehensible to him. In turn, the boy listens to his grandfather attentively, does not contradict him, which means that he respects his elders and is not spoiled. The heroes are unpretentious, they are happy with any earnings: “In general, Lodyzhkin was of a modest disposition and, even when he was persecuted, he did not grumble.” Grandpa Lodyzhkin, the boy and the dog always diligently performed their tricks, not knowing in advance how and how much they would be paid. The case when one lady gave the artists a holey dime, and grandfather threw it away, tells us that grandfather became unpleasant from such an act, that although he was poor, he retained his dignity. This picture also shows how evil and not appreciating the work of others people can be. Grandfather Lodyzhkin says: “The lady probably thinks: all the same, the old man will let her down for someone at night, slowly, that means. No, sir, you are very mistaken, madam." With these words, the writer explains to the reader that grandfather really spends all the money he earns on the food of the entire troupe, which speaks of his caring and indifference.
In the third chapter, the heroes find themselves at the Friendship dacha, where they observe a picture of how several people try to persuade a little naughty boy to drink a potion, but he behaves strangely and uncivilized, beats in hysterics. Every word in this scene, every description speaks of the characters and their actions. Let's start with a description of Trilly. He is very well-groomed, blond hair, a clean suit - all this is directly opposite to Sergey's appearance. But, despite the outward gloss, the boy's behavior is more than strange - he allows himself to insult adults, does not obey. But the behavior of these adults themselves is bewildering - the mother kneels down and begins to beg him to take the medicine, while promising any gifts, the doctor and the others revolve around him and also beg. With this scene, the author shows the ultimate spoiled Trilly. And what about the main characters? They are amazed at what they see: “Sergey, who had been looking at this scene with curiosity and surprise for a long time, gently pushed the old man in the side. - Grandfather Lodyzhkin, what is it with him? he asked in a whisper. - No way, will they beat him? “How did they raise him like that, take him a fool?” - says grandfather. The residents of the dacha drive the artists away, neither their appearance nor the desire to show the performance aroused either pity or tenderness among the gentlemen. They angrily chase away the boy and grandfather. But again, indulging the whims of little Trilly, they return the artists, allowing them to show tricks. Here, the boy's speech deserves great attention, which appears only as screams and cries: “I want to! Me!” and others. This characterizes him as a small, ill-mannered egoist. In turn, Serezha's behavior is exactly the opposite: he diligently performs tricks: "Sergey's repertoire was small, but he worked well, "cleanly," as the acrobats say, and willingly." Trilly then demands that a dog be bought for him. And adults are trying to do it. They are not shy in expressions and rudely, insulting the old man (“crazy old man, idol”), beg to sell Artaud. They believe that there is no thing that is not for sale, that is, a dog is not for them. Living being but just a thing. But grandfather, in turn, not only does not sell the dog, but politely talks with the gentlemen: “- I humbly thank you, sir, but only ... - Lodyzhkin, groaning, threw the hurdy-gurdy over his shoulders. - But this business does not work out in any way, so that, therefore, to sell. You'd better look somewhere else for a male ... Happy to stay ... ". Thus, here we see the main conflict of the work: for rich people, a dog is just a thing that can be bought for money, comforting a hysterical child for a while. And for grandfather and Serezha, the poodle is a friend, because they not only use it in their speeches, but also treat it affectionately, which we see both in speech and in actions.
In the same chapter, the author shows us that the poodle Artaud himself is not just a dog that follows orders and follows travelers, but is a true friend who worries about them and is not indifferent to everything that happens to them. For example, when Seryozha bathes, the poodle on the shore does not find a place for itself. Kuprin even voices the dog’s thoughts: “Arto barked furiously and galloped along the shore. It worried him that the boy had swum so far. “Why show your courage? - the poodle was worried. - There is land - and walk on the ground. Much calmer"; “What are these stupid tricks for? I would sit by the shore, next to the old man. Oh, how much anxiety with this boy! In all this, a kind, careful attitude of the characters to each other is read. Grandfather even swears good-naturedly, Seryozha obeys grandfather.
The description of the heroes when bathing evokes not only affection for how they worry about each other, but also pity from their appearance. Both the grandfather and the boy are very thin - the author emphasizes: “... sunken sides. His body was yellow, flabby and powerless, his legs were strikingly thin, and his back with protruding sharp shoulder blades was hunched over from years of dragging a hurdy-gurdy, ”he describes Lodyzhkin, and Seryozha:“ for nothing that bony - you can see all the ribs. And I also recall the description of wretched clothes when Seryozha shows tricks in the country: “Sergey spread a rug on the ground, quickly threw off his canvas pantaloons (they were sewn from an old bag and at the back, at the widest point, were decorated with a quadrangular factory brand), threw them off himself an old jacket and remained in an old cotton tights, which, despite numerous patches, deftly embraced his thin, but strong and flexible figure. This is the contrast that the author uses to show us the severity of the situation - the blond boy Trilly with his well-groomed skin and clean suit and tanned from constant exposure to the sun, Seryozha, thin in torn clothes. Kuprin draws attention to this, because it is important to take this into account in the further development of events, when the janitor catches up with the artists who have already left the dacha and offers a lot of money for the dog, and the grandfather refuses even here. For him, Artaud is not worth any money, he is his friend, a close relative, period. But here is not only the old man’s reverent attitude towards the dog, but also his moral character, moral values, which are read in the phrase: “You just tell your master who railway builds, - grandfather raised his voice. “Say so: not everything, they say, is sold, what is bought.” He even calls the janitor "Judas, a boor and a corrupt soul", so surprising to him, everything that happened is unpleasant, unacceptable to him.
In the fifth chapter, we see the breakfast scene. Grandfather and Seryozha have simple food, which they are happy about. Grandfather Lodyzhkin takes care of the youngest here too - he gives him larger pieces, realizing that the child is growing, and also feeds the dog, despite the fact that there is not much food, and you still need to earn money for subsequent meals.
After breakfast, the artists decide to rest and sleep a little, then the janitor stole Artaud. Serezha and grandfather are frightened, upset by the loss of the dog: “The boy ran back and forth along the other side of the stream, whistled piercingly and shouted loudly, with anxiety and fear: - Arto, hey! Back!"; in turn, grandfather is also worried: “- Arto! Art-shen-ka! the old man howled plaintively. The boy and grandfather were upset to tears. But it was bitter not only because the dog had been stolen, but also because it was not possible to return it, because grandfather had lost his passport and was afraid that he would not be arrested without this document. All this causes such pity and pain for the heroes. Kuprin managed to portray the situation in such a way that it touches to the core. And again, endless concern for each other: “You are my dear, dear,” the old man would say, shaking all over. - The dog is already very intricate ... Artoshenka is ours ... We won’t have another like this ... - All right, all right ... Get up, - Sergey ordered. - Let me clear the dust from you. You are completely limp with me, grandfather. Seryozha, although he is just a child: “... he understood well all the fatal meaning of this terrible word “patchport”. Therefore, he no longer insisted either on further searches for Artaud, or on peace, or on other drastic measures. At the same time, he thinks not only about himself and his desires, but also about the well-being of his grandfather. With all this, the boy decides to steal Artaud and runs away from the coffee shop where he and his grandfather stayed for the night. Neither the darkness of the night, nor the sea, which "splashed with living, sparkling metal, encircled the shore," frightened him. Sergei, of course, was a little creepy, but courage overwhelmed his heart, he struggled with fear. Climbing over the fence of the dacha, he fell, but this did not stop him. The house of masters seemed to him "filled with merciless lurking enemies, who secretly, with an evil grin, watched from the dark windows every movement of a small, weak boy." The boy heard the screech of a dog from the dark basement - the dog seemed to feel that the boy had come to save him and called for help, screeching. The janitor who ran out of the basement seemed to Seryozha “a giant, an enraged fairy-tale monster”, but he was not afraid of him either, but acted quickly. The boy and the poodle managed to escape. Moreover, they ran away together, without words understanding each other and acting at the same time. In itself, the fact that rich gentlemen kept a poodle not in the house, but in the basement, speaks of their true attitude towards him - this is just a means of entertaining their little Mr. Trilly. Seryozha, conquering fear, went ahead, saving the dog.
For a diploma, such an analysis will not be enough. Is it really impossible to strengthen one's own judgments with literary material?
2.2. The use of literary methods in the analysis of the story "White Poodle".
The use of various methods of text analysis in a literature lesson gives the teacher the opportunity to show this work from different angles. Each technique helps to focus the attention of students on one or another element of the text, the hero, and also reveal the true meaning of what is being studied.
Techniques for identifying the author's position in the process of analyzing a work of art pursue the goal of clarifying the author's thought, making the writer's views and beliefs understandable. The teacher relies on the study of the composition, style of the writer, as well as comments on the historical socio-cultural or literary type.
When analyzing the composition of the story "White Poodle", the teacher draws the students' attention to the fact that the work consists of six chapters, the composition is organized by plot, presented in an event form.
Ask students to briefly describe the content of each section.
You can not give an analysis of the story in the coursework, but take material from it to answer this question.
In the first chapter, we get acquainted with the heroes of the work (Seryozha, grandfather Lodyzhkin and the poodle Arto), learn about their life, occupation (the boy is twelve years old, the grandfather is elderly, they are wandering artists - the grandfather plays the hurdy-gurdy, and the boy and the dog show tricks). In subsequent chapters, we will learn about how hard and poor the lives of these people are, and the basis of the story is the incident that occurred at the Friendship dacha (the artists showed a performance, and the capricious boy Trilly demanded to buy a dog, and when Seryozha and his grandfather refused to sell it, the janitor of the gentlemen stole her, and Seryozha subsequently returned the poodle).
At first glance, it may seem that the use of this technique (analysis of the composition) can lead to a mechanical retelling of the main points of the work. But it's not. After all, if the teacher, following along with the students through the main parts of the work, focuses the attention of schoolchildren not only on the order of events, but on why the author built the work in this way, then this will help to understand the author's intention of the story. In the development of events, the connection and contradictions between the characters are revealed, various features of human characters are revealed. For example, the fact that at the beginning the author tells about how Seryozha and grandfather earn a living, how hard it is for them, and only then tells about the incident at the Druzhba dacha is logical, because the reader can trace the contrast of people who have encountered conflict (poor and wealthy), to understand that despite all the hard life, itinerant artists are not embittered and are not able to sell a dog even for a lot of money. The development of the action gives an idea of the possible ways of developing the conflicts of the work. For example, in the course of studying the composition of the story, after analyzing the fourth chapter, you can offer children creative thinking: for this purpose, we suggest speculating about how the story could be continued after the janitor stole the poodle. The students, relying on the information that they know from the first, second, third and fourth previous chapters, should assume the further development
etc.................

"White poodle" Kuprin A.I.

Alexander Ivanovich Kuprin (1870 - 1938) is known as the author of numerous works in which special attention is paid to the analysis of human relationships. The writer also showed great interest in young readers. He is the author of well-known stories for children and about children - “ Kindergarten”, “In the bowels of the earth”, “Wonderful doctor” and others. His works are especially loved by young citizens.

The plot of the story "White Poodle" Kuprin almost copied from nature. Wandering artists came to the writer's dacha in the Crimea, whom Alexander Ivanovich sometimes invited to dine. Among the frequent guests were an old man with a hurdy-gurdy, an acrobat boy named Seryozha, and a white poodle. Seryozha and told the story of how a rich lady persistently asked to sell the dog. The poodle really liked her little son. But the old man and the boy refused to do so, for which they incurred the wrath of the rich lady.

This story was very interested in Kuprin. The writer saw two very important themes in a simple plot. Firstly, the theme of social inequality, and, secondly, selfless friendship and concern for "our smaller brothers." In 1903, Kuprin's story "The White Poodle" was published.

Alexander Ivanovich generally sympathized with children "from the bottom." He was bribed by the spiritual simplicity of these guys, their ability to perform noble deeds. Such is the wandering artist Seryozha in The White Poodle, brought up by the old organ-grinder Lodyzhkin. They are confronted by a completely different world, which is personified by a rich lady and her spoiled son Trilly.

The conflict of the story is built on the different attitudes of these people. For wealthy gentlemen, a dog is just a fun thing to buy and sell. For the old man and the boy, their Artoshka is more than a friend. For the sake of his salvation, Serezha even risks his life.

The characters in The White Poodle are drawn by Kuprin very clearly, and taking into account children's perception, even slightly deliberately. This circumstance makes it possible to clearly define the contrast between the children. Trilli perceives nature with complete indifference, while Seryozha with delight. The lady's son is tender and clumsy, while Seryozha is strong and dexterous. Trilly's speech is a set of consumer words like: "I", "I want", "give" ... The words of the young artist testify to his restraint, an adequate perception of reality.

Kuprin builds the composition of the story very competently and without fuss. Events take place in a short time, everything is subordinated main goal- using the example of the story with the poodle, to show that loyalty and friendship are the main wealth in a person's life. At the same time, each part of the story (there are six in total) is a logically complete episode.

The "White Poodle" has a happy ending, although in real life it could be different. But Kuprin subtly feels the child's soul, so he inspires optimism in the young reader. The child must believe that justice will prevail. So the writer formed the moral principle in children.

Literature grade 4. Subject: A.I. Kuprin. White poodle.

Lesson Objectives:

Learn to characterize the main characters.
Develop speech, analyze the work.
To cultivate a culture of feelings through the analysis of the work.

Equipment:portrait of A.I. Kuprin, plot drawings, handouts.

During the classes

1. Organizational moment.

Psychological mood for the lesson .

Guys, sit comfortably, close your eyes, remember your loved ones and friends. I see a lot of smiles on their faces. Open your eyes, if there are your friends in the class, smile at them.

Now imagine that your little pet is sitting on your lap. Pet him. What a fluffy, cute guy he is. Is it really nice? Do you love them?

2. Socialization.

Take white flowers and write your name in the center. And on the petals are the names of their loved ones. What feelings do you have for them? Have there been times when you, sacrificing your time or safety, helped them in some way. (Children's answers) Well done!
- Name the values in a person's life. (children's answers - life, health, loved ones, devotion, fidelity, friendship, education, family ... ..)

3. Conversation about the biography of A.I. Kuprin

presentation

4. Communication of the topic and purpose of the lesson.

5. Work in pairs. Restoration of the sequence of events of the work.

Restore the outline of the story.

2. Bad day.

5. "Artaud is stolen."

1. Wandering troupe of artists.

3. "I want a dog!"

6. Rescue of the dog.

4. "Not everything ... is sold, what is bought."

6. Conversation. Questions about the content of the story (at the same time, students use texts and prove their answers with quotes)

1. How many artists are in this troupe? (an old man, Sergey, a poodle Arto and a goldfinch in a cage, trained to pull papers with predictions of the future from a drawer)

2. Who is Sergey the old man? (stranger)

3. What are the 3 most expensive creatures (or things) of the old man? (Sergei, Arto, hurdy-gurdy)

4. Where do the events of the story take place? (in Crimea)

5. How does Sergey feel at the beginning of the story? What is his mood? (he admires the beauty of nature, carefree and happy)

6. How does the work begin? (a strange sight at the dacha. Trilly demands Artaud)

7. Who is Trilly? How do Sergei and the old man feel about him? Read. ("Shamashed"; "Stinging, however, the little boy. How was this raised? Well, if it were in my power, I would ... prescribe Izhu for him”)

8. What did the old man say when the lady asked how much he would sell the dog for? (“Dogs, mistress, I don’t trade - s”)
9. Why did grandfather refuse to sell the poodle? Who was the dog for grandfather and Seryozha?

10. What can be said about the character of the old artist? (a proud, noble, honest man, a true friend. He does not try to please the mistress and her capricious son. It is enough for him to earn his bread by honest labor)

11. How did he explain his refusal to the janitor? How do you understand such an answer? ("Not everything is sold that is bought")

12. Name the highest moment of experience. (missing poodle)

13. Why was Sergei angry with the old man when Artaud disappeared? (For his helplessness, "What do we do now, Seryozha?")

14. When did Sergey stop getting angry and took pity on the old man? Why? (When he told about someone else's passport)

15. In what part of the story did you feel relief, joy for your friends? What feelings did Sergei experience when he ended up in the manor's garden? Find in the text and read. (Chapter 6 "Never in his life did the boy experience such an agonizing feeling of complete helplessness, abandonment and loneliness, as now")

16. What makes Sergey save the dog? (Love for a dog, for an old man; the realization that now only he can change the situation ....)

7. Characteristics of the heroes of the story.

1. How does Sergey change from the beginning to the end of the story? (Students are given sheets for a written characterization of the hero; they work independently 2-3 minutes)

Characteristics of Sergei

At the beginning of the story

At the end of the story

Checking the self-characteristics of the hero (students read out their options)

Possible outcomewritten on the board:

Characteristics of Sergei

At the beginning of the story

At the end of the story

Carefree, fun...

Resolute, courageous, serious,
Feels responsible for others
Growing up..

2. Guys, let's make up comparative characteristic heroes: Sergey and Trilli.

trilly- a spoiled, rude, impatient child.

Sergei- hard-working, polite, devoted, loyal friend.

8. Continuation of the conversation.

1. Why did Trilly need a poodle? (for fun)

2. Tell me again who Arto was for grandfather and Seryozha? (devoted, faithful friend, breadwinner...)

3. What is the theme of the work? (On the relationship between people and animals)

4. And the main idea? (Loyalty, fidelity, friendship is the most important thing in a person's life. The author teaches readers to be humane, kind, noble towards each other and towards animals; condemns the callousness and heartlessness of people.)

9. Homework