ВТОРЫЕ ГИМНАЗИЧЕСКИЕ ЧТЕНИЯ
2005 год
ЛАУРЕАТЫВторых гимназических чтений 2005 годаПо предметным областям “Физика, астрономия, информатика”1.Васильев Дмитрий гимназия 159 в номинации “За профессионализм и практическую значимость работы”
2. Влада Елена, гимназия 261 в номинации “За умение отстаивать свою точку зрения”
По предметным областям “Математика, экономика”1. Филиппова Елена, гимназия 159 в номинации “За понимание законов красоты”
2. Петров Кирилл, гимназия 271 в номинации “За научный подход при решении практических задач”
По предметной области “Химия”1. Карпенко Ирина, лицей 82 в номинации “За восстановление исторической справедливости”
2. Кучерова Елена, гимназия 271 в номинации “За актуальность и практическую значимость”
По предметной области “Биология”1. Земсков Иван, гимназия 73
2. Савченко Яна, гимназия 622
3. Овчинников Дмитрий, лицей 82
4. Мущинский Дмитрий, лицей 82 в номинации “За научное содержание и экологическую значимость работы”
5. Румянцев Андрей, гимназия 116 в номинации “За глубокий научный подход”
По предметной области “Иностранные языки”1. Анкудинова Евгения, гимназия 399 в номинации “За глубокое научное осмысление поэзии Шекспира и свободное владение языком”
2. Гончар Анна, гимназия 116 в номинации “За лучшую исследовательскую работу в рамках организации коммерческого предприятия и свободное владение языком”
По предметным областям “Культурология, психология и краеведение”1. Гаврилин Роман, гимназия 116 в номинации “Исследование в области региональной культуры России”
2. Титаренко Елизавета, Вторая СПб. гимназия в номинации “Исследование в области культуры Санкт-Петербурга”
3. Коношенко Мария, гимназия 406
4. Ольшевская Варвара, гимназия 405
5. Матвеева Наталья , гимназия 92
По предметным областям “История и право”1. Громова Дарья гимназия 148 в номинации “За широкое использование источников”
2. Шмелев Павел, гимназия 524 в номинации “За бережное отношение к отечественной истории”
3. Вахова Вероника гимназия 622 в номинации “За исследовательский интерес и уважение к истории малых народов России”
4. Дятлова Алина, Дятлова Наталья, лицей 344 в номинации “За исследовательскую работу по созданию семейного архива как отражения истории государства”
5. Орлова Дарья гимназия 148 в номинации “История семьи в судьбе страны”
6. Кашерининов Игорь, гимназия 192 в номинации “За личностный подход в преломлении исследования”
7. Шкрум Дмитрий гимназия 622 в номинации “За серьезное исследование проблемы”
8. Малышев Алексей гимназия 107 в номинации “За постоянство в выборе темы исследования”
9. Верховцева Серафима гимназия 92 в номинации “Путь в науку”
10. Ляпустин Михаил, Ивановский Алексей гимназия 61 в номинации “За актуальность темы и способа ее решения”
11. Крейнин Владислав, гимназия 148 в номинации “История и судьбы”
12. Ермилов Сергей, гимназия 272 в номинации “Мифы и реальность”
По предметной области “Литература, русский язык”1. Смагулова Алина, гимназия 74 в номинации “За грамотный филологический анализ и чувство текста”
2. Горбачева Дарья, гимназия 631 в номинации “За интерес к теме”
3. Мишур Элла, гимназия 159
4. Андреева Янина, гимназия 73
5. Гарина Мария, гимназия 498 в номинации “За глубину исследования языка писателя”
6. Добромыслова Алена, гимназия 405 в номинации “Превращение науки в искусство”
7. Темкина Валерия, гимназия 144
8. Зубова Анна, гимназия 148
9. Самуйлова Елена, гимназия 248 в номинации “За филологическую подготовленность”
10. Поджарова Валерия, гимназия 406 в номинации “За точность литературоведческого мышления”
11. Хлопонина Вера, гимназия 405 в номинации “Оригинальная интерпретация”
12. Егорейченко Наталья, гимназия 73 в номинации “Пушкинский текст”
13. Иванова Кира, гимназия 405
14. Морозова Елена, гимназия 528
Секция иностранных языков
Состав жюри:
Петрова Нина Александровна, к. фил.наук, доцент, Невский институт языка и культуры
Прманова Галина Тулигеновна, учитель английского языка, гимназия 144
Себелева Светлана Александровна, методист по английскому языку, учитель гимназии №622
Шайдук Прасковья Александровна, учитель французского языка гимназии № 144
Some special features of sonnets about “the Dark Lady” by William Shakespeare.
(на материале фильма “White Oleander”)
Анкудинова Евгения, ученица 11 “А” класса гимназии №399
Why is the Shakespeare’s theme essential (the theme of present day). Private motives of choosing the theme. The analysis of the literature on problems of my research:
Much time has passed since Shakespeare’s period of life but we address to the poetry by Shakespeare more and more often. Shakespeare’s sonnet hasn’t lost its attractiveness for 4 centuries. Why is it so? What is the most attractive side of Shakespeare’s poetry? It wasn’t difficult to answer this question.
In our time, the time of the technical progress, when electronics wins the victory in different sciences, the man forgets to think about spiritual life which is the part of human being. The poetical works by Shakespeare made people think, shake the human hearts, understand the human nature though they were written many years ago.
The person who wishes to be a highly developed personality, addresses to Shakespeare’s sonnets again and again…The poetry by Shakespeare is becoming very popular now. The sonnets by Shakespeare are translated into many languages of the world and the number of translators are growing constantly. Even in our gymnasium Ή399 we can find a lot of wonderful translations of the sonnets by Shakespeare. We can even find some special principles of translation of his sonnets which are defined by some poets. We know, the wonderful music to the verses was written and A.Pugachova, the Russian star-singer, performs Shakespeare’s sonnets in musical form…
As for me, I have chosen this theme because I’m fond of love poetry. The sonnets about “the Dark Lady” by Shakespeare is a splendid example of such verse. Taking part in the reciters’ competitions I saw the young people pay attention to the poetry about love. And once I opened the book of sonnets by Shakespeare and understood that I want to read them again and again. And now it’s very interesting for me to understand what kind of person was “the Dark Lady”, so beautiful, so different and contradictive. That is why I made my mind to write an essay…
To write this work I used some books by foreign and Russian authors, and Internet sites. I worked with the books written in English. One of them, “An Outline of English Literature” by E. Gomberga was an authentic book written in British English. Also I used the article by Russian author S. Belza. So, I had to read and understand foreign literature and translate from Russian into English a lot-it was very useful for my English. Another useful thing was that foreign and Russian authors had different opinions on the theme of the sonnets and I had to analyze and compare their points of view to make the right conclusion. I wrote myself the third chapter of the work, that is why I had not only to write, but even to think in English. The atmosphere of the sonnets made me do it.
The aims and the tasks of my research:
I should like to follow how the sonnets about “the Dark Lady” are connected, what creative methods and means Shakespeare used in them. I’ll try to understand why the sonnets by Shakespeare are so expressive, touching and unrepeatable.
Widespread plan, leading to the work:
Chapter 1
From classical sonnet to Shakespeare’s poetry:
The sonnet as a form of lyric poetry appeared in Italy in the 13
th century. The classical sonnet had 14 lines with different rhymes. It consisted of 2 quatrains (a verse of four lines, usually rhyming
abab; French-quatrain) and 2 terzinas (Italian terzina-three lined poetical verse). The genre of sonnet took place in the poetry during the period of Renaissance and in England this kind of verse was called “Shakespeare’s sonnet”. First of all, Shakespeare’s sonnet has some special features in the genre: it consists of 3 quatrains and a final two lined poem, in which there is a final idea. The metre of his sonnet is steady and as a rule it’s iambs.
The originality of Shakespeare’s sonnets is composed of combining the theme of love with another one and at the end of every sonnet we see the synthesis of both themes. The contents of the poem should be put into 14 lines.
The period of Renaissance and Shakespeare’s ideal of a woman:
Shakespeare’s age is a bright page of history. It is the period of Renaissance which was marked by upsurge in social and cultural life. The poet F. Bacon declared the Renaissance was “the beginning of new science”, which “destroyed the medieval canons”. At that period of time not only poets but gentlemen who wanted to win victories over women’s hearts had to compose sonnets. A lot of sonnets appeared at that period of time. The sweetheart was usually blond and fair, with a peaches-and-cream complexion-and disdainful. Not by chance Philip Sidney, the author of the collection of sonnets, wrote in his work “The Defense of Poetry” that “it was impossible to believe in love in sonnets of many poets”, but Shakespeare made the readers believe in it, feel it. Why?
The character of “the Dark Lady” isn’t like immaterial shades of the poetic women’s characters of the Elizabeth epoch. The poet opposes the features of alive but not ideal woman to becoming tedious by being seen too often stamps (eyes-stars, lips-corals).
Also Shakespeare’s sonnets is a sort of encyclopedia of feelings. In his sonnets about “the Dark Lady” we find really different shadows of human feelings, connected with love: delight or awe, thank or blame, despair.
Chapter 2My next statement is that one of the main features of Shakespeare’s sonnets about “the Dark Lady” is their majesty:
The time of the first publishing:
Even now the critics and authors of books about the poet couldn’t find out when the sonnets had been written. The majority of critics are sure that the sonnets had been written in 1590
th (between 1592-1598). For the first time “sweet sonnets” were mentioned in “Palladis Tamia” by Mires in 1598 in famous extract devoted to Shakespeare: we could read that his “close friends” were discussing Shakespeare’s poetry about love. Now we suppose that Shakespeare’s sonnets about “the Dark Lady” were written during the first period of his activity. His first period is marked by youthful optimism, exuberance of imagination and extravagance of language. Though the majority of sonnets are full of painful mood and suffering, full of complaining and excusing, optimistic gaiety of a genius helps Shakespeare to overcome the hardships of life and fulfil the duty of the Poet.
The mystery of “the Dark Lady”:
Other mystery of Shakespeare’s sonnets is connected with that woman whom the sonnets had been devoted to. The famous English dramatist Bernard Show wrote the comedy “The Dark Lady of the sonnets” in which he showed the beloved in Shakespeare’s poetry was fraulein of the queen Elizabeth-
Mary Fitton. I stick to this opinion.
In the book by Thorpe “Sonnets by Shakespeare” there is a picture and the colors let us see that she was really dark. The poet stresses that “the Dark Lady” is subjected by the beauty of her beaming eyes, black as the raven’s wing.
There is another proof that the queen’s fraulein could be “the Dark Lady” of the sonnets: the contemporaries found the likeness of the name “Fitton” with the “fit one” (the word’s combination, which was used in one of the sonnets), that seemed to them very interesting.
The coincidences don’t finish. Analyzing the text of the drama “Love’s Labour’s Lost” the critics supposed that the beautiful brunette Rosalind was a prototype of the real woman, whose character was created during the transforming of the play, when the comedy should have been staged for Her Majesty. So, we can come to the conclusion that the end of the first act had been devoted not only for the spectators but to her…to Mary Fitton.
