Title: Vitalism and urbanism: intoxication with life, intoxication in the city

Lesson plan elaborated by: Katarzyna Maciejak

Topic:

Vitalism and urbanism: intoxication with life, intoxication in the city.

Target group:

4th‑grade students of a high school.

Core curriculum

I. Literary and cultural education.

1. Reading literary works. Student:

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 the novel and drama , lists their basic species traits;

4) recognises in the literary text the means of artistic expression learned in primary school and the means of meaning: oxymoron, periphrase, euphonia, hyperbole; lexical, including phraseologies; syntactic: antithesis, parallelism, enumeration, epiphora, ellipse; versioning, including the launcher; defines their functions;

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;

13) compares literary works or their fragments, sees continuations and references in the compared works, defines common and different features;

14) presents a proposal for interpretation of the work, indicates in the text places that may constitute arguments in support of its interpretation proposal;

16) recognises universal and national values present in literary works; determines their role and relationship with the work's issues and the importance to build their own value system.

2. Receipt of cultural texts. Student:

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

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

III. Creating statements.

1. Elements of rhetoric. Student:

4) explains how the rhetorical means used (eg rhetorical questions, calculations, exclamations, parallelisms, repetitions, apostrophes, metadases, inversions) affect the recipient;

2. Speaking and writing. Student:

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

2) builds 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.

IV. Self‑study. Student:

1) develops the ability of independent work, among others, by preparing various forms of presenting their own position;

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

6) selects relevant quotes from the text and applies them in the speech;

11) uses multimedia resources, eg from: libraries, on‑line dictionaries, e‑book publications, original websites; selects web sources, taking into account the criterion of material correctness and critically evaluates their content.

General aim of education

Students learn about the work of Julian Tuwim.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Learning outcomes

Student:

• presents the biography of Julian Tuwim;

• discusses the features of the poetry of the interwar period;

• explains examples of vitalism and urbanism;

• considers the vision of the world presented in the works „Ranyjulek” and „Inhabitants”;

• confronts the poems with the musical interpretation of the song „Nie ma kraju”.

Methods/techniques

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned;

  • leading text method.

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. Students prepare interesting facts about the life and works of Julian Tuwim. They bring A3 card and other materials needed to prepare the poster for classes.

Introduction

1. The teacher determines the purpose of the lesson: students learn about the work of Julian Tuwim. Together with students, sets the criteria for success.

2. Students set the date and indicate the event considered the beginning of a new era in the history of literature (as well as history). They write names of emotions and feelings accompanying Poles in that period. They wonder how these emotions influenced the artists. The teacher, supplementing the statements, introduces the terms of vitalism and urbanism in art.

Realization

1. Students analyze the information contained on the interactive board in the abstract (life and works of Julian Tuwim). They complement them with news prepared by them.

2. The teacher asks students about the poetic group Skamander. He asks for the name of the group to be explained, the representatives and the features of poetry to be given. Students make a note about the Skamander poetry and do the exercise 2.

3. Analysis and interpretation of two works by J. Tuwim: „Ranyjulek” and „Inhabitants” according to the wozrca: 1. determination of the lyrical subject and the recipient of the texts, 2. establishing the theme of works, 3. analysis of poetic means, 4. isolation of poetic images, 5. general interpretation song.

4. Group work: preparing a poster about the life and work of Julian Tuwim. If the students have prepared detailed information, you can assign a different subject to each group, for example, creativity for children, Tuwim's work after World War II, etc..

5. Students listen to the song „No country” by Kasia Dereń and confront the vision of the world presented in it with the one known from the poem „Residents”.

Summary

1. The teacher asks the students summary questions, e.g.
   - How do the poetry of J. Tuwim realize the concept of vitalism?
   - What is the concept of urbanism in the works of J. Tuwim?.

2. Students choose the five most difficult words in abstract. They arrange sentences with them to help them remember them.

Homework

1. Write an opinion in the form of an article for a newspaper or letter to a friend about: Are „horrible burghers” today?.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Vitalism and urbanism: intoxication with life, intoxication in the city

The sources of vitalistic experiences can vary. After Poland's regaining of independence, Polish poetry began to reflect the vitalistic admiration of existence and joyful immersion in everyday life. It was opposition to engaged art, burdened with obligations towards the nation, society, history, culture...; and to manifest a reaction towards the melancholy, resignation and decadent moods of literature of a bygone era.

Vitalism, therefore, became a weapon in the struggle for new poetry, new poetic themes, moods, emotions – a new poetic reality. But it was not only that. The fact of regained independence – combined with youthfulness – naturally provoked states of euphoric elation, attitudes of naively joyous openness to reality that led to the celebration of existence in all its manifestations. Thus, in the poetry of the early interwar period, vitalism is not simply a form or strategy of intergenerational literary struggles; to a large extent, it stems from the mood typical to the atmosphere of the first years of regained freedom.

Urbanism is a tendency typical for the poetry of the interwar period, expressed in the fascination of the city and the urban crowd as a creation of modern civilization.