Comparative Analysis as a Means of Perception of an Artistic Work (Using the Example of a Short Story)

Abstract

The article examines the perception of an artistic work by younger schoolchildren using a comparative analysis of a literary text. The Federal State Educational Standard for Primary General Education sets one of the requirements for the literary development of younger students: the mastery of universal educational communicative actions. In order for a student to engage in active communicative activity with the text being studied in the classroom, it is necessary to use analytical techniques that will help the student to approach the text, feel it, and become interested in it. This will then lead to a dialogue between the reader and the writer. These tasks are not easy to accomplish. To solve them, it is important to create an environment where the process of analyzing a literary text becomes natural for the young reader. Using comparative analysis will help create such conditions. The purpose of this work is to identify the methodological conditions for using comparative analysis as a means of improving the perception of younger students when working with literary texts. The level of perception of an artistic work among third grade students is revealed. The relevance of this research is driven by the need to develop a series of lessons where comparative analysis techniques will organize perception at different stages of working with it. These techniques will be aimed at fostering in primary school students the ability to compare a literary text (specifically a short story) with other literary texts and its interpretation across various art forms.