home
about the project
Medical news
For authors
Licensed books on medicine
<< Previous Next >>

Stage 1. Theoretical analysis of a work of art

This stage of the lesson is devoted to the consideration of the problem of cognition of a person’s personality by artistic means. In the process of work, students will have to master the skills of analysis and interpretation of literary works as a way of psychological cognition of the personality, as well as techniques that make it possible to compose a psychological characteristic of the personality of the hero.

The lesson begins with an analysis of an article by G. Allport, “Personality: the Problem of Science or Art?” (Appendix 1).

After reading the article, students need to answer the following questions.

1. Identification proposed by G. Allport.

2. Characteristics of the literary and psychological approaches to the study of personality. What G. Allport sees the principle of each of the approaches?

3. Lessons (advantages) that psychology should learn from literature.

4. What are the advantages of psychology compared to literature?

For the convenience of assimilation of the material, students can submit answers in the form of a table. one.



Table 1

. Features of fiction and psychology in the cognition of personality

(according to G.
Allport)

Additional tasks

To this stage of the lesson, students, in order to compare different approaches to the use of fiction by psychological science as homework, independently perform the following tasks:

1. To analyze the work of K. G. Jung "On the relationship of analytical psychology to the works of fiction" [7]. Make a message on the topic "Psychoanalysis of a work of art."

2. Read chapter 1 of the study guide. E. Yu. Korzhova, “A Guide to Life Orientations: A Person and His Life Path in Fiction” [10, p. 35–38] and determine the correspondence between the scale of the work of art, the plot and the psychological task. We give a sample to fill the table. 2.



Table 2.

Correspondence of the goals of psychological study of a work to its volume and plot

(by E. Yu. Korzhova)

<< Previous Next >>
= Skip to textbook content =

Stage 1. Theoretical analysis of a work of art

  1. Stage 3. Gender analysis of works of children's fiction
    Previously, students are encouraged to give homework to search for texts of literary works for gender analysis and familiarization with their contents. Moreover, the selection criteria may be as follows. 1. Modern publications (not earlier than 1997), aimed at children of preschool and primary school age. 2. Poetic and prosaic works that make up the "book"
  2. Stage 2. Analysis of the images of women in classical fiction
    At this stage, students master the skills of gender analysis of a work of art in general and the image of a woman in particular. Students are advised to give homework on the selection of works of art (see Appendix 2) for work in the classroom. Work at this stage includes the following tasks. Task 1 The heroines of artwork as illustrations
  3. CONTENT AND FORM OF ARTISTIC WORKS
    In this chapter ... · Main elements of the work · Practical
  4. Female images in works of fiction
    Female images in works of art
  5. Stage 4. Drafting a non-sexist reader for children's reading and developing recommendations on the use of gender-stereotypical works
    According to the results of a gender analysis of fiction, students are convinced of the fact that sexist prejudices and role models, which are not always in tune with the realities of modern society, are widely disseminated in texts. From this, the conclusion is drawn about the conservatism of this type of art, which offers a Procrustean bed of outdated gender standards, and the need for a new
  6. Stage 1. Actualization of theoretical material
    Purpose: to promote students' awareness of the action of the mechanisms of gender socialization. The first stage of the practical lesson is devoted to the elaboration of the theoretical issues necessary to complete the practical part of the lesson - writing the work “Gender Autobiography”. The teacher asks students the following questions on the theoretical material covered. 1. What is gender identity?
  7. Stage 1. Theoretical communication
    Purpose: students to obtain information for subsequent analysis. This stage of the lesson is like a seminar. At the beginning of the lesson, the teacher conducts a brief conversation with students, aimed at updating the theoretical material studied as part of the lecture course. Students recall the definition of socialization and gender socialization, list the main institutions of gender
  8. Stage 1. Actualization of theoretical material
    The teacher asks students the following questions on the theoretical material covered. 1. Define the concepts of “gender pedagogy” and “gender approach in education”. 2. Compare gender and gender roles in education. At this stage, it is important to make sure that students differentiate gender and sex-role approaches in education and understand them
  9. Stage 1. Theoretical communication
    Purpose: students to obtain information for subsequent analysis. Procedure: communication on the topic can take the form of a seminar. Topics for student reports 1. The state as an agent in the formation of social = economic dependence of women. The following issues should be disclosed in the report: mechanisms for legislative regulation of the status of women in the labor market in different historical
  10. Stage 1. Theoretical communication
    At this stage, the content of such concepts as “gender representations”, “gender stereotypes”, “gender biases”, “models of gender relations” and “gender competence” is discussed. The teacher supplements and clarifies students' answers in which they reveal the content of the basic concepts of the topic. In the process of discussing the concept of “gender competency” it is important to emphasize
  11. Stage 1. Consolidation and comprehension of theoretical material on the problem
    Students are offered the following questions for a group discussion. 1. What is the place and role of fiction in the process of personal development during childhood? 2. Is it fair to say that discussions and the “struggle for the children's book” are essentially nothing more than the “struggle for the children's minds”? With what it can be connected? 3. Designate the main, in your opinion,
  12. Stage 1. Consolidation and comprehension of theoretical material on the problem
    Students are offered the following questions for a group discussion. 1. In your opinion, how do the values ​​of humanism and democracy proclaimed in modern Russian society compare with existing gender stereotypes? 2. In the "Law on Education" of the Russian Federation, the highest goal of educating the younger generation recognizes the comprehensive and harmonious development of the individual. What do you think is
  13. Stage 4. Gender analysis of children's literature
    Students are encouraged to split into two groups. Each group receives its own assignment. Tasks are not of the same type, which is specifically provided. Thus, students, demonstrating the results of the assignment, provide an opportunity for other students to gain new knowledge. Task Option 1 From the lecture, you know that the media are a powerful institution of socialization. Children’s
  14. Theoretical analysis of the problem of professional orientation in psychological literature
    In general psychological theories of personality, orientation acts as a quality that determines its psychological makeup. In different concepts, this characteristic is revealed in different ways: - "dynamic trend"; - "sense-forming motive"; - "main life orientation"; - "dynamic organization of the" essential forces of "man", etc. But no matter how this personality trait
  15. Stage 3. Socio-psychological analysis of their own gender roles
    The third stage is devoted to reflection and introspection. Task 1 This task is aimed at identifying gender stereotypes of students. The teacher suggests exploring your own gender stereotypes by completing the following task. Each participant is invited to answer the following questions in turn. 1. What they told me in childhood (parents and other adults) about how they should
  16. Analysis of scientific and theoretical features of the development of military psychology in Germany
    Military psychology as a scientific discipline (science) is a product of the development of military psychological thought. Military psychology emerged in the late XIX and early XX centuries and went through a number of stages in its development. At the initial stage, preceding the First World War, military psychologists more theorized about the moral spirit, about its nature and ways of mobilization in war and in battle. As social
  17. Stage 4. Analysis of gender differences in the degree of satisfaction with their own appearance
    The main goal of this stage: to help students realize the gender differences in the degree of satisfaction of modern people with their own appearance and recognize the greater vulnerability of women in these matters compared to men. Based on the data table. 1, clearly presented on the board, the teacher discusses the following issues with students. 1. Why are young men in this student group
  18. Stage 5. Analysis of the reasons for the positive and negative attitude to their own appearance
    The purpose of this stage: to help students realize that the basis of satisfaction / dissatisfaction with their own appearance are, first of all, socio-psychological reasons. The teacher draws the attention of students to the table. 1, to analyze the reasons for the attitude to their own appearance that students wrote on the forms. Among the reasons students can write
Medical portal "MedguideBook" © 2014-2019
info@medicine-guidebook.com