Baroque Poetry within the Secondary School Course of World Literature: Names and Contexts

Abstract

The article deals with the peculiarities
of the study of Western European Baroque poetry in secondary school. A review of
the literary, and artistic direction, and textual study of only one (of two to choose
from) poetic work by Spanish or English authors – the maximum that offers a school
program in world Baroque literature for secondary schools. As a result, both
objective (small amount of time to study the topic) and subjective (aesthetic
experience of the Baroque is often perceived by eighth-graders as foreign,
incomprehensible) circumstances do not contribute to the formation of appropriate
competencies on this topic in students.
The purpose of the article is to find the best options for presenting the topic,
which will improve the process of learning the material.
Attention is drawn to the use of the principle of the hermeneutic circle – from
the whole to the part understandable to the recipient in its historical, social, cultural,
etc. contexts, and then back to the whole. The thesis presentation of the main stages
of studying the topic on the example of the program work – the poetry of Luis de
Góngora y Argote «Amarrado al duro banco» is offered.