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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 course of their work, students will have to master the skills of analyzing and interpreting works of art as a method of psychological cognition of a person, as well as techniques that allow him to compose a psychological characteristic of his character’s personality.

The lesson begins with the analysis of G. Allport's article “Personality: Is it a Problem of Science or Art?” (Appendix 1).

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

1. The definition of personality proposed by G. Allport.

2. Characteristics of literary and psychological approaches to the study of personality. Where does Mr. Allport see the principles of each of the approaches?

3. Lessons (benefits) that psychology should draw from the literature.

4. What are the advantages of psychology in comparison with literature?

For ease of learning, students can submit answers in the form of a table. one.

Table 1

. Features of fiction and psychology in the knowledge of the person

(according to G.

Additional tasks

To this stage, students with the purpose of comparing different approaches to the use of fiction by psychological science as a home task independently carry out the following tasks:

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

2. Read chapter 1 of the workbook. E. Yu. Korzhova “Guide to life orientations: the Person and her life path in fiction” [10, p. 35–38] and determine the correspondence between the scale of the work of art, the plot and the set psychological task. We give a sample to fill the table. 2

Table 2.

Compliance with the objectives of the psychological study of the product of its scope and plot

(by E. Yu. Korzhova)

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Stage 1. Theoretical analysis of a work of art

  1. Stage 3. Gender analysis of children's fiction works
    Pre-students are encouraged to give homework to search for texts of literary works for gender analysis and familiarize them with their content. In this case, the selection criteria may be as follows. 1. Modern editions (not earlier than 1997), focused on children of preschool and primary school age. 2. Poetic and prose 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 recommended to give homework for the selection of works of art (see Appendix 2) for work in class. Work at this stage includes the following tasks. Task 1 Heroines of artwork as illustrations
    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 anthology for children's reading and development of recommendations on the use of gender-stereotypical works
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  6. Stage 1. Actualization of theoretical material
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  7. Stage 1. Theoretical information
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  8. Stage 1. Actualization of theoretical material
    The teacher asks the 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 role approaches in education. At this stage, it is important to ensure that students differentiate and understand gender and gender role approaches in education.
  9. Stage 1. Theoretical information
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  10. Stage 1. Theoretical information
    At this stage, the content of such concepts as “gender perceptions”, “gender stereotypes”, “gender prejudices”, “models of gender relations” and “gender competence” is discussed. The teacher complements and clarifies the answers of students, in which they reveal the content of the basic concepts of the topic. In the process of discussing the concept of “gender competence” it is important to emphasize
  11. Stage 1. Fixing and understanding the theoretical material on the issue
    Students are asked the following questions for group discussion. 1. What is the place and role of fiction in the process of personal development in the childhood period? 2. Is it fair to say that the discussions and the “struggle for the children's book” are in essence nothing more than the “struggle for children's minds”? With what it can be connected? 3. Mark the main ones, in your opinion.
  12. Stage 1. Fixing and understanding the theoretical material on the issue
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    The third stage is devoted to reflection and introspection. Task 1 This task is aimed at identifying gender stereotypes of students. The teacher proposes to explore their own gender stereotypes by doing the following task. Each participant is invited to answer in turn the following questions. 1. What did they tell me in childhood (parents and other adults) about what they should
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    The main objective of this stage is to help students understand the existence of 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 with men. Based on the data table. 1, clearly presented on the blackboard, the teacher discusses with the students the following questions. 1. Why are there boys in this student group?
  18. Stage 5. Analysis of the causes of positive and negative attitudes towards one’s own appearance
    The purpose of this stage: to promote students aware that the basis of satisfaction / dissatisfaction with their own appearance are, above all, socio-psychological reasons. The teacher draws the attention of students to the table. 1, to analyze the reasons for the relationship to their own appearance, which the students recorded on the forms. Among the reasons students can write
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