EXPLORING THE INTERSECTION OF LYRIC AND EPIC NARRATIVES: INNOVATIVE PEDAGOGICAL STRATEGIES FOR TEACHING MIKHAIL LERMONTOV’S “MTSYRI” IN THE 8TH GRADE LITERATURE CLASSROOM

Abstract

This scholarly article delves into the nuanced methodology of teaching the poem as a literary genre within secondary education, focusing specifically on Mikhail Lermontov’s «Mtsyri» for 8th-grade students. It begins with a critical examination of the challenges inherent in teaching syncretic genres, especially the poem, which embodies both lyrical and epic elements, thereby presenting unique interpretative challenges. Through the presentation of detailed educational scenarios, the article proposes a comprehensive approach to enhancing students’ understanding and appreciation of «Mtsyri», underscoring the poem’s thematic depth and stylistic complexity. The suggested methodology encompasses a blend of providing historical-literary context, engaging students’ initial perceptions, and encouraging active co-creation strategies, such as expressive reading and artistic representation, to foster deeper literary analysis and engagement. Moreover, the article advocates for the use of heuristic and problem-based teaching methods to address the genre’s definitional ambiguities and to illuminate the poem’s stylistic nuances and thematic significance within Lermontov’s broader body of work. Through this elaborate pedagogical framework, the paper aims to not only improve literary comprehension among middle-grade students but also to cultivate a nuanced appreciation for the interplay between lyrical and epic narrative forms.

Keywords

Pedagogical methods, literary genres, syncretic genres