Title: He died, because he didn't love... He died, because he loved.... The story of Narcissus

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Narcissus motif in literature, art and psychology.

Target group:

8th‑grade students of an elementary school.

Core curriculum

I. Literary and cultural education.

1. Reading literary works. Student:

1) recognises literary genres: epic, lyric and drama; determines the characteristics of particular types and assigns the work to the appropriate type;

8) defines the aesthetic values of the literary texts being studied;

9) uses, in the interpretation of literary works, references to universal values related to social, national, religious and ethical attitudes and prioritises them;

10) uses in the interpretation of literary texts elements of knowledge about history and culture;

11) uses in the interpretation of literary works the necessary contexts, eg biographical, historical, historical‑literary, cultural, philosophical, and social.

2. Receipt of cultural texts. Student:

1) searches for the necessary information in the text and cites relevant parts of journalistic, popular or scientific texts;

2) organises information depending on their function in the message;

3) interprets works of art (painting, graphics, sculpture, photography);

4) recognises the differences between the fine literature and scientific literature, popular science, journalism and determines the functions of these types of writing;

6) defines the aesthetic values of the learned cultural texts.

III. Creating statements.

1. Elements of rhetoric. Student:

1) functionally uses rhetorical means and understands their impact on the recipient;

7) agrees with other people's views or polemicizes with them, substantively justifying their own opinion.

IV. Self‑study. Student:

8) develops the ability to think critically and formulate opinions.

The general aim of education

Students interpret the implementation of the narcissus motif in literary texts, visual arts and scientific text.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• social and civic competences;

• cultural awareness and expression.

Learning outcomes

Student:

• knows the content of the myth;

• recognises mythological characters based on descriptions and attributes;

• uses in his interpretation of literary works references to universal values;

• interprets the poetic text;

• interprets the work of visual art, referring to the content of the myth;

• indicates the differences between beautiful literature and scientific literature;

• evaluates heroes' behavior by referring to their system of values.

Teaching methods / techniques

• problematic: directed conversation, discussion;

• programmed: using a computer and e‑textbook;

• practical: practical exercises, work with texts;

• exposition: interpretation of a work of art (image);

• intersemiotic translation.

Forms of work

• individual activity;

• collective collective activity.

Before the lesson

A week before the planned lesson, the teacher assigns a student or students to familiarise themselves with the material of the abstract and prepare a short scene or make a silent film showing a selected fragment of the myth of Narcissus on the mobile phone.

Lesson plan overview (Process)

Introduction

1. The teacher defines the purpose of the class, which is the interpretation of the narcissist motif in literary texts, visual arts and in the scientific text. It gives students the criteria for success.

2. The teacher asks participants what is – according to them – the most popular theme of contemporary, well‑known musical works and literary works. Among the answers, the theme of love will surely appear. The teacher, while continuing the conversation, asks if the students are able to give examples of works (including films) about their own love. Then it resembles the figure of Narcissus from Greek mythology.

3. The students selected before the lesson present scenes or films prepared by them. The teacher asks all students to prepare a question during the lesson that could be asked to the stage / filmmakers.

Realization

1. Before the students move on to discuss the main subject of the lesson, the Narcissus motif, the teacher checks their knowledge of Greek mythology. For this purpose, the participants of the classes perform tasks 1‑3 in the abstract.

2. Reading a fragment of the myth about Narcissa after Jan Parandowski. Analysis of the painterly implementation of the Narcissus motif in the context of the text of the myth.

3. A willing student reads a poem by M. Pawlikowska‑Jasnorzewska „Narcyz”. The class interprets the text together by answering questions in exercise 5.

4. Students read K. Pospiszyl's text about narcissism as a positive value. Then, directed by the teacher, they consider the narcissistic attitude from the psychological point of view – they are looking for arguments confirming the thesis that self‑love is a human need.

5. Contemporary narcissism. The teacher asks where you can find contemporary narcissists. Who are? Among the answers should be examples of celebrities, YouTubers and self‑presentation strategies on social networks (Facebook, Instagram, Snapchat). Students do exercise 7.

Summary

1. A commentary on a scene or film presented at the beginning of the lesson. Students ask their creators questions, eg. What was the most difficult when preparing a presentation?

2. The teacher asks questions prompting students to summarize. E.g.

• Can Narcissus be considered a tragic character? Why?

• Narcissus: „silly” or tragic hero? Justify your opinion.

Homework

Prepare yourself for a discussion about:

• Can you like a person who is a narcissist?

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

He died, because he didn't love... He died, because he loved.... The story of Narcissus

Love is one of the most popular themes in art and literature. Happy, unhappy, platonic, tragic, parental and brotherly. Finally – self‑love ... Myths also tell about this feeling.

The myth of Narcissus appears in several versions. The most popular version was summarised by Jan Parandowski in his Mythology. Read its fragment.

From a psychological point of view, self‑love is desirable and needed for the proper development. Read what does the psychologist Kazimierz Pospiszyl write about it.