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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
german, russian & east european studies
Semester:
1st Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Dr. Vladimir Khazan
Coordinator Office Hours:
Thursday, 14.00-16.00
Teaching Staff:
Dr. Vladimir Khazan
Course/Module description:
As it known, Russian literature accomplish a variety of functions that go far beyond the belles-lettres as such. As a result of Russian poetry is not only a part of literature, but also the public consciousness as a whole. In this capacity, it reflects the historical changes in society, his psychology, material and spiritual life. One of the main target of the course to show how in Russian poetry comes from its displacement of word and language in the direction of intellectual history, and poetry becomes a “lyrical philosophy”.
The entire course consists of 13 lessons, divided into three sections: The Golden Age of the Russian poetry (the first third of the 19th century: Alexander Pushkin, Mikhail Lermontov and adjacent Fyodor Tyutchev), Silver Age (late 19th century—early 20th century) and Russian poetry 20s—30s of the 20th century .
The course introduces the most major authors in the history of the Russian poetry of 19—20 centuries.
Course/Module aims:
The history of Russian poetry reflects the history as such. Historical reflection of lyrical poetry relies on other grounds and methods, rather than historical chronicles, documents or memoir evidence. A poetry uses other implements to represent the current time, including both major events (wars, revolutions, social upheavals, and so on) and flowing of ordinary time. These tools could be called "implicit"—hidden complex emotional experiences of individuals and entire communities as well as large masses. The main task of the course is to convey to students the role and the semantics of poetry on the example of the history of Russian poetry of 19—20 centuries
Learning outcomes - On successful completion of this module, students should be able to:
I. Students must be familiar with:
- all the poetic texts that suggests this course,
- a critical and scientific material that was offered during the course
II. Students should be able:
- to analyse of several poetic texts
III. Students must master a certain amount of knowledge (terminology, concepts , names, events) relating to the history of the Russian poetry of the 19—20 centuries
Attendance requirements(%):
80%
Teaching arrangement and method of instruction:
Lectures,
exercises
Course/Module Content:
Plan of the course
“History of Russian Poetry as the History of Russia”
Dr. Vladimir Khazan
2016
November – 4 lessons about the Gold Age (Alexander Pushkin, Mikhail Lermontov, Fyodor Tyutchev)
3 – The Gold Age of Russian Poetry (Alexander Pushkin), lesson 1
10 – The Gold Age of Russian Poetry (Alexander Pushkin), lesson 2
17 – The Gold Age of Russian Poetry (Mikhail Lermontov)
24 – The Gold Age of Russian Poetry (Fyodor Tyutchev)
December – 5 lessons about the Silver Age
1 – The Silver Age (Innokenty Annensky)
8 – The Silver Age (Symbolism and symbolists in Russia)
15 – The Silver Age (Alexander Blok)
22 – The Silver Age (Nikolai Gumilev)
29 – The Silver Age (Anna Akhmatova)
2017
January – 4 lessons about Russian Poetry of the 20th Century
5 – Vladimir Maiakovsky
12 – Boris Pasternak
19 – Marina Tsvetaeva
26 – Osip Mandel’shtam
Required Reading:
Mirsky, D.S. Contemporary Russian Literature, 1881-1925 (New York, 1973)
Bristol, Evelyn. A History of Russian Poetry (New York: Oxford University Press, 1991)
Watchtel, Michael. The Cambridge Introduction to Russian Poetry (Cambridge, UK; New York: Cambridge University Press, 2004)
Twentieth-Century Russian poetry / Ed. by John Glad and Daniel Weissbort (Iowa City: University of Iowa Press, 1992)
Gasparov, Boris. “Poetry of the Silver Age,” In Evgeny Dobrenko; Marina Balina. The Cambridge Companion to Twentieth-Century Russian Literature (Cambridge University Press, 2011).
Rafel, Burton. Russian Poetry Under the Tsars: An Anthology (Albany: State University of New York Press, 1971)
Additional Reading Material:
Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 30 %
Participation in Tutorials 30 %
Project work 30 %
Assignments 10 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
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