Title: Myths constantly present. Dionysus and Apollo

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Myths are constantly present. Dionysus and Apollo.

Target group:

1st‑grade students of a high school.

Core curriculum

Core curriculum (old)

I. Receipt of statements and use of information contained.

1. Reading and listening. Student:

1. reads the meaning of the entire text (and in it the meanings of words, phraseological relationships, sentences, groups of sentences ordered in a paragraph, distinguishes real and etymological significance) and fragments separated by it; can explain their meaning and function on the background of the whole;

2. indicates the characteristic features of the style of a given text, recognizes the linguistic means used and its functions in the text.

II. Analysis and interpretation of cultural texts.

1. Initial recognition. Student:

1. presents his own experiences resulting from contact with a work of art; 2) defines the problem of the work.

2. Analysis. Student:

1. indicates the means of artistic expression used in the work and their functions (previously known, in addition: oxymorons, synecdoors, hyperbolas, ellipses, parallelisms) and other determinants of the poetics of a given work (from the basics of verification, composition, genology) and their functions.

3. Interpretation. Student:

1. uses in its interpretation elements significant for reading the meaning of the work (eg key words, determinants of composition);

2. uses contexts in the interpretation of the work (eg literary, cultural, philosophical, religious).

III. Creating statements.

1. Speaking and writing. Student:

7. performs various activities on the text of someone else (eg summarizes, paraphrases, prepares, quotes).

Core curriculum (new)

I. Literary and cultural education.

1. Reading literary works. Student:

8. demonstrate knowledge and understanding of the content of the works indicated in the core curriculum as obligatory readings;

9. recognises the subject and issues of the texts learned and its relation to the programs of the literary era, social, historical, existential and aesthetic phenomena; he reflects on it;

10. recognises in the work the ways of creating: the presented world (plot, heroes, actions, themes, motives), narrative, lyrical situation; interprets and evaluates them;

11. understands the notion of the literary and topos motif, recognizes the basic motifs and topos, and perceives the vitality of biblical and ancient motifs in literary works; defines their role in creating universal meanings;

12. presents a proposal for interpretation of the work, indicates in the text of the place that may constitute arguments in support of its interpretation proposal.

2. Receipt of cultural texts. Student:

6. reads non‑literary cultural texts, using the code proper in a given field of art.

III. Creating statements.

2. Speaking and writing. Student:

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

2. build a statement in a conscious manner, with knowledge of its language function, taking into account the purpose and the addressee, keeping the principles of rhetoric;

3. in the interpretation presents a proposal to read the text, formulates arguments on the basis of the text and known contexts, including personal experience, and carries out a logic that serves the legitimation of formulated judgments.

IV. Self‑study. Student:

2. organises information into the problematic whole by valuing it; synthesizes the learned content around the problem, topic, topic and uses it in your statements.

General aim of education

The student learns to interpret works of culture in the context of Dionysian and Apollonian attitudes.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Learning outcomes

Student:

• recognises the influence of ancient tradition on contemporary culture;

• interprets iconic and literary works of culture;

• understands the concept of literary motif and topos;

• recognises the basic motifs and topoi (here: appolynsk, dionysianism) and he notices the vitality of ancient motifs in literary works;

• defines the role of ancient motifs in the creation of universal meanings.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

1. The teacher asks the chosen student or students to get acquainted with the literary works in the abstract and to prepare the pieces of music for the lesson. Students, working using the intersemiotic translation method, prepare three examples with justification. Their task will be to start classes with the presentation of their impressions or associations and to encourage other students to discuss.

Introduction

1. The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.

2. Selected students present prepared examples of music pieces along with the justification for their selection. They explain why they chose them and why they present them in that order. The teacher encourages other students to ask questions to the presenters, e.g. Why did you decide to make this artist's song? What key did you choose your examples from? Why did you decide on this form of examples? What does this example refer to?.

3. Students interpret the cover illustration, indicating its relationship with the subject and goals of the lesson.

Realization

1. Students recognize sculptures depicting Apollo and Dionysus in the pictures. They pay attention to their attributes. On the basis of prior knowledge, they talk about the qualities of both gods.

2. Reading two literary fragments dedicated to both gods..

3. Discussion about Apollonianism and Dionysianity preceding the reading of the fragment „Appolińskość i dionizyjskość”. The teacher asks questions, eg what these two attitudes may be about, what elements they can respond to.

4. Text reading about Nietzsche's concept. Conversation on the characteristics of both attitudes in the German philosopher's perspective, giving them values, criticism or defense.

5. Work with poetic text. Students get acquainted with the content of the work. They mention his „Apollonian” and „Dionysian” features, taking into account the thematic and linguistic layer of the poem.

Summary

1. The teacher carries out a summary part of the lesson using the trash and suitcase method. The teacher hands out small pieces of paper in two different colours (e.g. green and yellow). On the green pieces of paper the students write down the useful knowledge and skills they acquired during the class. The yellow pieces of paper are used to write down things the students did not find useful or interesting. The teacher reads students’ reflections.

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

2. Present – in the form of a written dialogue – the advice of Apollo and Dionysus on how to live.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Myths are constantly present. Dionysus and Apollo

The cultural historians emphasize that for the Greeks the reason was a kind of god. The appearance of philosophy is being connected with the ancients ‘ aspirations to explain the world rationally (what did not exclude the belief in gods). However, in myths there is not much of logical and rational explanation of reality. Myths are dominated by emotions, and the emotions are extreme. How many murders (including infanticide), suicides, rapes and scams! And what is more, these insane acts are committed not only by people, but also by gods. In the Greeks and Romans works we can notice both, the order of reason, and the wild instincts. Dionysus and Apollo, the two step brothers are the embodiments of those features.

Although it may seem that Dionysus and Apollo are completely different, there are many things they have in common. They are both sons of Zeus, but from different mothers.

Apollo and Dionysus became the embodiment of the two completely different life attitudes. They were described by one of the most important philosophers and philologists of the 19th century, the German thinker, Frederick Nietzsche.

At the end of the 19th century the European civilization felt the sense of weariness, crisis, and the end of the culture. Nietzsche attacked his contemporary world, and the sources of such attitude. These sources, according to Nietzsche, were: overintellectualisation, ineffective and frustrating pursuit of perfection, and the contempt for activity. Such attitude was personified by Apollo. While Dionysus depicted the values that were desired by Nietzsche: strength, confidentiality, decisiveness and vitality.