Title: Let's talk about the avant‑garde

Lesson plan elaborated by: Barbara Kazimierczak

Topic:

Let's talk about the avant‑garde.

Target group:

3rd‑grade students of a high school.

Core curriculum

I. Literary and cultural education.

1. Reading literary works. Students:

2. understands the basics of periodization of literature, situates literary works in particular periods: antiquity, the Middle Ages, Renaissance, Baroque, enlightenment, romanticism, positivism, Young Poland, the interwar period, literature of war and occupation, literature of 1945‑1989 national and emigre literature, literature after 1989;

3. recognises literary conventions and defines their features in works (fantastic, symbolic, mimetic, realistic, naturalistic, grotesque);

3) distinguishes epic, lyrical, dramatic and syncretic genres, including: genres learned in primary school and epos, ode, ancient tragedy, psalm, chronicle, satire, idyll, ballad, romantic drama, poetic novel, as well as variations of novel and drama , lists their basic species traits;

6) recognises in the literary texts: irony and self‑irony, comedy, tragedy, humor, pathos; defines their functions in the text and understands the value of character;

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;

10) understands the concept of paraphrase, parody and travesty, indicates their text patterns; uses these concepts in the interpretation of the literary work ZR

14) 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. Students:

4) compares cultural texts, taking into account various contexts; ZR

III. Creating statements.

2. Speaking and writing. Students:

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

General aim of education

The student organizes and consolidates knowledge about avant‑garde artistic conventions in literary and art works.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• learning to learn;

• cultural awareness and expression.

Learning outcomes

Students:

• specifies the subject and issues of the texts learned and its relation to the programs of the literary era and aesthetic assumptions;

• explains the concept of the grotesque and shows its examples in the texts;

• recognises avant‑garde literary and artistic conventions and defines their features in works (symbolic, grotesque);

• indicates artistic means of expression used in the work and their functions.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• 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. Before the planned repetitive lesson, the teacher asks the pupils to remember the material from the e‑textbook from the lessons covered by the repetition (links in the abstract).

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. The teacher reminds the participants of the classes what subject area the lesson will concern.

Realization

1. Deformation in Kafka's prose. The teacher plays the recording placed in the abstract. He/she asks students to recall Franz Kafka's „The Trial” and answer the following questions:
   - What does it mean that the deformation of reality in art and literature is sometimes a revolutionary tool?
   - What is the meaning of an existential alienation in Franz Kafka's prose?.

2. Deformation in Gałczyński's poetry. Work in pairs. Students write an interactive note on the board, in which they exchange the most important features of the poetic style of KIGałczyński.

3. Then the students read a fragment of Gałczyński's poem, „The Death of an Intelligent”, and on the basis of the text they explain what a grotesque is and why it serves. They indicate poetic means used in the poem and define their functions.

4. A reminder of the literary texts they have learned, their themes and their relation to the programs of the literary era and aesthetic assumptions. Students fill the table in the abstract, creating a note.

5. A reminder of the works of avant‑garde artists: Giorgio de Chirico, Rene Magritte and Francis Picabia. Recognition of the characteristics of their work, an indication of what the avant‑garde nature of their works was.

6. Students, using the generator included in the abstract, prepare a test question for a friend or colleague regarding the whole repetitive material.

7. The teacher initiates a discussion about: Is the 20th‑century Avant‑garde still an avant‑garde today?
   Auxiliary questions: Who can you today be called a modern artist looking for his means of expression, unresponsive to trends? Is it easy or hard to be avant‑garde today?.

Summary

1. The teacher asks a willing student to summarize the lesson from his point of view. He asks other students if they would like to add anything to their colleague's statements.

Homework

1. Imagine that you are interviewing one of the heroes of today's lesson. Write down your questions and anticipated answers.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Let's talk about avant‑garde. Repeating lesson

Links to the lessons: 1 , 2 , 3 , 4 , 5