Municipal Autonomous Preschool Educational Institution "Child Development Center - Kindergarten No. 15"
WORKING PROGRAMM
theater studio
"Golden Key"
Zlatoust
WORKING PROGRAMM
theater studio "Golden Key"
Explanatory note
Artistic and aesthetic education occupies one of the leading places in the content educational process preschool institution and is its priority. For the aesthetic development of a child's personality, a variety of artistic activities are of great importance - visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of aesthetic interests, needs, aesthetic taste in children, as well as creativity. The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, additional classes on theatrical activities have been introduced in the preschool educational institution,which are conducted by the teacher (educator) of the senior and preparatory group for school.
Theatrical activities help develop the interests and abilities of the child; contribute to the overall development; the manifestation of curiosity, the desire for new knowledge, the assimilation of new information and new ways of acting, the development associative thinking; perseverance, purposefulness, general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, hard work, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise. Theatrical activity and frequent performances on stage in front of the audience contribute to the realization of the creative powers and spiritual needs of the child, emancipation and self-esteem.
Exercises for the development of speech, breathing and voice improve the speech apparatus of the child. Performing game tasks in the images of animals and characters from fairy tales helps to better master one's body, to realize the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, teach them to notice and evaluate their own and other people's mistakes. Children become more liberated, sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and cognize the world around them more subtly.
The use of the work program allows you to stimulate the ability of children to imaginative and free perception of the world around them (people, cultural property, nature), which, developing in parallel with the traditional rational perception, expands and enriches it. The child begins to feel that logic is not the only way to know the world, that something that is not always clear and usually beautiful can be beautiful. Realizing that there is no one truth for all, the child learns to respect other people's opinions, to be tolerant of different points of view, learns to transform the world, using fantasy, imagination, communication with other people.
Real Working programm describes a training course in theatricalactivities of preschool children 4-7 years old (senior and preparatory groups). It is developed on the basis of the mandatory minimum content for theatrical activities for preschool educational institutions, taking into account the updating of the content for various work programs described in the literature.
Purpose of the work program- development of children's creative abilities by means theatrical art.
Tasks:
- To create conditions for the development of the creative activity of children participating in theatrical activities, as well as the gradual development of various types of creativity by children by age groups.
- Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances by older children in front of younger ones, etc.).
- Introduce all children age groups with various types of theaters (puppet, drama, musical, children's, animal theater, etc.).
- Teach children manipulation techniques in puppet theaters of various types.
- To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
- To introduce children to theatrical culture, enrich their theatrical experience: children's knowledge of the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, the theater of the city of Zlatoust.
- To develop in children an interest in theatrical and gaming activities.
Principles of theatrical activities:
Principle of adaptabilityproviding a humane approach to the developing personality of the child.
Development principlewhich involves the holistic development of the child's personality and ensuring the readiness of the personality for further development.
The principle of psychological comfort. It involves the psychological security of the child, providing emotional comfort, creating conditions for self-realization.
The principle of the integrity of the content of education. The preschooler's idea of the objective and social world should be unified and holistic.
The principle of semantic attitude to the world. The child realizes that the world around him is the world of which he is a part and which in one way or another he experiences and comprehends for himself.
The principle of systematic. Assumes the existence of common lines of development and education.
The principle of the indicative function of knowledge. The form of representation of knowledge should be understandable to children and accepted by them.
The principle of mastering culture. Provides the child's ability to navigate the world and act in accordance with the results of such orientation and with the interests and expectations of other people.
Activity learning principle. The main thing is not to transfer ready-made knowledge to children, but to organize such children's activities, during which they themselves make “discoveries”, learn something new by solving available problematic tasks
The principle of relying on previous (spontaneous) development. It assumes reliance on the previous spontaneous, independent, "everyday" development of the child.
creative principle. In accordance with what was said earlier, it is necessary to “grow” in preschoolers the ability to transfer previously formed skills in a situation of independent activity,
The main directions of the program:
1. Theatrical and gaming activities.Aimed at the development of children's play behavior, the formation of the ability to communicate with peers and adults in various life situations.
Contains: games and exercises that develop the ability to reincarnate; theatrical games for the development of imagination fantasy; dramatization of poems, stories, fairy tales.
2. Musical and creative.It includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of the natural psychomotor abilities of preschoolers, their acquisition of a sense of harmony of their body with the outside world, the development of freedom and expressiveness of body movements.
Contains: exercises for the development of motor abilities, dexterity and mobility; games for the development of a sense of rhythm and coordination of movements, plastic expressiveness and musicality; musical and plastic improvisations.
3. Artistic and speech activity. It combines games and exercises aimed at improving speech breathing, the formation of correct articulation, intonational expressiveness and logic of speech, and the preservation of the Russian language.
4. Fundamentals of theatrical culture.It is intended to provide conditions for mastering elementary knowledge of theatrical art by preschoolers:
- What is theater, theatrical art;
- What performances are in the theater;
- Who are the actors;
- What transformations take place on the stage;
- How to behave in the theater.
5. Work on the performance. It is based on scenarios and includes the topics “Introduction to the play” (joint reading) and “From etudes to the play” (choosing a play or staging and discussing it with children; working on individual episodes in the form of etudes with improvised text; searching for musical and plastic solving individual episodes, staging dances; creating sketches and scenery; rehearsing individual paintings and the entire play; premiere of the performance; discussing it with children). Parents are widely involved in the work on the performance (assistance in learning the text, preparing scenery, costumes).
Forms of work with children:
The game
Improvisation
Stage plays and dramatization
Explanation
Children's story
educator reading
Conversations
Watching Movies
Learning the works of oral folk art
Discussion
Observations
Word, board and outdoor games.
Pantomimic etudes and exercises.
- drafting verbal portrait hero;
- fantasizing about his home, relationships with parents, friends, inventing his favorite dishes, activities, games;
- work on stage expressiveness: determination of appropriate actions, movements, gestures of the character, place on the stage, facial expressions, intonation;
- preparation of theatrical costume;
Dramatization rules:
Rule of individuality. Dramatization is not just a retelling of a fairy tale, it does not have strictly defined roles with a pre-learned text.
Children worry about their hero, act on his behalf, bringing their own personality to the character. That is why the hero played by one child will be completely different from the hero played by another child. And the same child, playing for the second time, can be completely different.
Playing psycho-gymnastic exercises to depict emotions, character traits, discussion and answers to my questions are necessary training to dramatization, to "living" for another, but in one's own way.
Participation Rule. All children participate in dramatization.
If there are not enough roles to depict people, animals, then trees, bushes, wind, a hut, etc., can become active participants in the performance, which can help the heroes of a fairy tale, can interfere, or can convey and enhance the mood of the main characters
Helping Questions Rule. To facilitate the playing of a particular role, after getting acquainted with the fairy tale and before playing it, we discuss with the children, “pronounce” each role. Questions to children help with this: what do you want to do? What's stopping you from doing this? What will help to do this? How does your character feel? What is he? What is he dreaming about? What does he want to say?
Feedback rule. After playing the fairy tale, its discussion takes place: What feelings did you experience during the performance? Whose behavior, whose actions did you like? Why? Who helped you the most in the game? Who do you want to play now? Why?
The work program involves holding one lesson per week in the afternoon. Lesson duration: 25 min - senior group, 30 min - preparatory group. Total training sessions per year - 31.
Pedagogical analysis of knowledge and skills of children (diagnostics) is carried out 2 times a year: introductory - in September, final - in May.
The work program is compiled taking into account the implementation of interdisciplinary links in sections.
1. "Musical education", where children learn to hear different emotional states in music and convey it with movements, gestures, facial expressions; listen to music for the next performance, noting its diverse content, which makes it possible to more fully appreciate and understand the character of the hero, his image.
2. "Visual activity", where children get acquainted with reproductions of paintings, illustrations that are similar in content to the plot of the play, learn to draw with different materials on the plot of the play or its individual characters.
3. "Development of speech", in which children develop a clear, clear diction, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
4. "Introduction to fiction”, where children get acquainted with literary works that will form the basis of the upcoming performance and other forms of organizing theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in everyday life, independent theatrical activities of children).
5. "Familiarization with the environment", where children get acquainted with the phenomena public life, objects in the immediate environment.
Estimated skills and abilities
Senior group
Willingness to act in concert, including simultaneously or sequentially.
To be able to relieve tension from individual muscle groups.
Memorize the given poses.
Memorize and describe the appearance of any child.
Know 5-8 articulation exercises.
To be able to make a long exhalation with an imperceptible short inhalation, not to interrupt the breath in the middle of a phrase.
Be able to pronounce tongue twisters at different paces, in a whisper and silently.
Be able to pronounce the same phrase or tongue twister with different intonations.
Be able to make sentences with the given words.
Be able to build a simple dialogue.
Be able to compose etudes based on fairy tales.
preparatory group
To be able to voluntarily strain and relax individual muscle groups.
Orientate in space, evenly placed on the site.
To be able to move in a given rhythm, at the signal of the teacher, connecting in pairs, triples, fours.
Be able to communicate collectively and individually given rhythm in a circle or chain.
To be able to create plastic improvisations to music of a different nature.
To be able to memorize the mise-en-scène set by the director.
Find an excuse for a given pose.
Perform the simplest physical actions freely and naturally on stage. Be able to compose an individual or group study on a given topic.
Own a complex of articulatory gymnastics.
To be able to change the pitch and strength of the sound of the voice on the instructions of the teacher.
To be able to pronounce tongue twisters and poetic text in motion and different poses. To be able to pronounce a long phrase or a poetic quatrain in one breath.
Know and clearly pronounce 8-10 tongue twisters at different paces.
Be able to pronounce the same phrase or tongue twister with different intonations. To be able to read the poetic text by heart, pronouncing the words correctly and placing logical stresses.
Be able to build a dialogue with a partner on a given topic.
Be able to make a sentence of 3-4 given words.
Be able to choose a rhyme for a given word.
Be able to write a story on behalf of the hero.
Be able to compose a dialogue between fairy-tale characters.
Know by heart 7-10 poems by Russian and foreign authors.
Children's theater group equipment
Corners for theatrical performances and performances are organized in kindergarten groups. They allocate space for director's games with finger, table, poster theater, theater of balls and cubes, costumes, on mittens. In the corner are:
Various types of theaters: bibabo, tabletop, puppet, flannelograph theater, etc.;
Props for playing scenes and performances: a set of puppets, puppet theater screens, costumes, costume elements, masks;
Attributes for various game positions: theatrical props, makeup, scenery, director's chair, scripts, books, samples of musical works, seats for spectators, posters, box office, tickets, pencils, paints, glue, types of paper, natural material.
Theatrical activities should provide children with the opportunity not only to study and learn about the world around them through the comprehension of fairy tales, but to live in harmony with it, to receive satisfaction from classes, a variety of activities, and the successful completion of a task.
Skills and skills of the teacher in the organization of theatrical activities. For the comprehensive development of the child by means of theatrical and gaming activities, first of all, organized pedagogical theater in accordance with the goals of preschool education. The work of the teachers themselves requires from them the necessary artistic qualities, the desire to professionally engage in the development of stage plasticity and speech, musical ability. With the help of theatrical practice, the teacher accumulates the knowledge, skills and abilities necessary for him in educational work. He becomes stress-resistant, artistic, acquires directorial qualities, the ability to interest children in an expressive embodiment in a role, his speech is figurative, “speaking” gestures, facial expressions, movement, intonation are used. The teacher must be able to expressively read, tell, look and see, listen and hear, be ready for any transformation, i.e. possess the basics of acting and directing skills.
The main conditions are the emotional attitude of an adult to everything that happens, sincerity and genuineness of feelings. The intonation of the teacher's voice is a role model. Pedagogical guidance of gaming activities in kindergarten includes:
Education in the child the basics of a common culture.
Introducing children to the art of theater.
Development of creative activity and game skills of children.
When designing a subject-spatial environment that provides theatrical activities for children, the following should be taken into account:
Individual and social psychological features child;
Features of his emotional and personal development;
Interests, inclinations, preferences and needs;
curiosity, researchatelier interest and creativity;
Age features.
"Center of the Theater"
1. Desktop toy theater.
2. Desktop theater of pictures.
3. Stand-book.
4. Flannelgraph.
5. Shadow theater.
6. Finger theater.
7. Theater B-ba-bo.
8. Petrushka Theatre.
9. Children's costumes for performances.
10. Adult costumes for performances.
11. Elements of costumes for children and adults.
12. Attributes for classes and performances.
13. Screen for puppet theater.
14. Music center, video equipment
15. Media library (audio and CD discs).
17. Methodical literature
Relationships with parents.
The implementation of this work program is carried out in cooperation with the families of pupils and the improvement of the pedagogical skills of teachers.
The most important connoisseurs theatrical performances, enthusiastic admirers of the talents of little actors are their parents.
Only with close cooperation between the family and the kindergarten, theatrical activities will be successful. Preschool should be an open system - parents should be able to come to class to watch their child. And teachers should be ready for positive interaction, providing them with the necessary advisory assistance.
In the process of creative interaction with the child, the teacher is primarily concerned with the process of upbringing, and not learning, and the upbringing of children includes the upbringing of their parents, which requires special tact, knowledge and patience from the teacher.
The main forms of work with parents:
- Conversation - consultation (on ways to develop abilities and overcome the problems of a particular child)
- Exhibitions (photo exhibition, exhibition of children's works, exhibition of drawings)
- Joint creative evenings(parents are involved in staging performances, to participate in reading contests “Let's tell a poem together”)
- Creative workshops (this is where parents and teachers share their experience, jointly prepare material for children's leisure activities)
- Questionnaire
- Joint performances
- Joint theater holidays (at the initiative of parents)
- Open days
- Joint literary evenings
Forms of theatrical activity:
- Performances with the participation of parents.
- Theatrical holidays for children of different ages and different abilities ( joint organization teachers of different structural divisions of the kindergarten).
- Family competitions, quizzes.
- Open day for parents.
- Master classes and workshops "Theater Workshop".
- Advice for parents
Parent Interaction Plan
Timing | Topic | Conduct form |
1 quarter | "The role of theatrical activities in the development of children's creative abilities" | poster information |
2 quarter | "My Favorite Heroes" | Exhibition of drawings |
3 quarter | "Things of our land" | Joint excursion to the school museum |
4 quarter | "Do you know your child?" | Questionnaire |
In addition to all of the above, parents are involved in the manufacture of costumes, scenery, attributes, posters, and help in choosing plays for staging.
Planned qualities of mastering the work program
Curious, active - shows interest infamiliar and new to him works. With curiosityconsiders illustrations for texts, names the heroes of fairy tales depicted on them.
Emotional, responsive- imitates the emotions of adults and children, feel and understand the emotional state of the characters, engage in role-playing interaction with other characters.
Mastered the means of communication and ways of interacting with adults and peers- understands the figurative structure of the performance: evaluates the acting of the actors, the means of expression and the design of the production, in a conversation about the performance he has watched, the work he has read, he can express his point of view.
Able to manage their behavior and plan their actions based on primary value ideas, observing elementary generally accepted norms and rules -feels and understands the emotional state of the characters, enters into role-playing interaction with other characters.
Having primary ideas -about the peculiarities of theatrical culture, knows how to adapt in the social environment.
Able to solve intellectual and personal problems(Problems ), age appropriate for the natural world- improves the ability to act out scenes based on familiar fairy tales, poems, songs using puppets of familiar types of theater, costume elements, familiar types of theaters, costume elements, scenery.
Having mastered the universal prerequisites learning activities – owns the skills of theatrical culture: knows theatrical professions, rules of conduct in the theater.
Having mastered the necessary skills and abilities -has an ideaabout the theater, theatrical culture; theater devices; theatrical professions (actor, make-up artist, costume designer, sound engineer, decorator, etc.).
Block 1. Theatrical game.
Block 2. Culture of speech technology.
Block 3. Rhythmoplasty.
Block 4. Basics of theatrical alphabet.
Block 5. Basics of puppetry.
It should be noted that
blocks 1, 2, 3 implemented in every lesson.
block 4 - at the thematic lesson 2 times a year (three lessons in October and March);
block 5 - one - two lessons per month.
In this way, in process theatrical action children learn to express feelings and thoughts in an artistic form and, thereby, liberate their personality. Using the entire richest arsenal of theatrical means, they also receive purely playful pleasure, which allows them to deeply consolidate their skills.
The synthetic nature of theatrical activity makes it possible to successfully solve many educational tasks of a preschool institution: to educate artistic taste, to develop creative potential, to form a steady interest in theatrical art, which in the future will determine the need for each child to turn to the theater as a source of emotional empathy, creative participation.
Theater in kindergarten will teach the child to see the beautiful in life and in people; will give rise to a desire in him, to bring beautiful and good things into life.
The results of the work on organizing theatrical activities of children in preschool educational institutions include the following: thanks to this, children become more emotional, more mobile; learn to understand art and express their impressions, openly and honestly. A child who knows how to create an image on stage, transform and express his emotions becomes an emotional, open, cultural and creative person.
It is precisely on the development of the emotional world and artistic abilities of a preschool child by introducing him to theatrical art and participation in theatrical activities that the Work Program "Golden Key" is aimed.
Senior group work program(5 – 6 years old)
September |
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Topic | Preschool activities |
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Introduction to theater | Listening, visiting the excursion |
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Event | materials | Interaction | Result |
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Watching the play in the kindergarten "First of September" | What is theater? Types of theatres. Where does theater begin? Conversation, viewing pictures and video clips. | multimedia screen | The story of the theater teacher from DDT about theatrical performances in an institution | Acquaintance with the concept of theater, types of theaters, education of an emotionally positive attitude towards the theater. Replenishment vocabulary |
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Who works in the theatre. "Backstage". | Acquaintance with the theatrical professions and their importance. Acquaintance with the device of the theater from the inside. Conversation, watching a video clip. | multimedia screen | Visiting DDT with parents | Raising an emotionally positive attitude towards the theater and the people who work there. Replenishment of vocabulary. |
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How to behave in the theatre. Role-playing game"Theatre" | Reading poetry, talking, watching a video clip. | multimedia screen | Playing skits with peers with the active participation of the group teacher. | Acquaintance with the rules of conduct in the theater. Encourage children to take an active part in theater games Oh. |
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Excursion to the theater "Omnibus" | Acquaintance with the actors, visiting big scene reading poems from the stage. | Stage attributes, microphone. | Theater administration, actors. Accompanying children by the parent committee and teachers. | To evoke an emotional response, to teach how to move on stage, not to be afraid of your voice and the audience in the hall. |
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October |
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Topic | Preschool activities |
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Mittens and finger theater s. Watching a play in kindergarten. | Game activities, exercises on facial expressions, voice power. Watching a performance. |
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Event | materials | Interaction | Result |
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Acquaintance with the mitten theater | Independent play activity | Mittens Theater | Games with peers and teacher | Mastering the skills of mastering this type of theatrical activity |
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6. Mimicry | Tongue Twisters; game "Calm down the doll"; game "Teremok"; guess riddles | Dolls, costumes of the heroes of the fairy tale "Teremok", tongue twisters, riddles | Preliminary reading of the fairy tale "Teremok" Group tutor | The development of facial expressions; liberation through play activities |
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Articulation gymnastics; the game "Running"; Tongue Twisters; finger games; Game "Merry Tambourine", Game "Echo" | Tongue twisters, tambourine | Group tutor | work on the activation of the muscles of the lips. |
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Acquaintance with the finger theater | Game "Caravan", quiz, riddles, game "Encyclopedia", game "Animated mechanisms", game "Find and fix the mistake". Watching a play in kindergarten | Games, riddles, attributes of the finger theater | Musical director, children of the preparatory group for school | Mastering the skills of owning this type of theatrical activity. An entertaining activity for children. |
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November |
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Topic | Preschool activities |
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Planar and cone theatres. | Fairy tale dramatization. Articulation gymnastics. |
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Event | materials | Interaction | Result |
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Acquaintance with the flat walking theater | Dramatization of fairy tales "Mitten", "Zayushkin's hut". | Flat theater, attributes of the fairy tales "Mitten" and "Zayushkina hut" | Preliminary reading of the fairy tales "Mitten" and "Zayushkina hut" by parents. Involvement of educators of other groups in the display of fairy tales | Mastering the skills of owning this type of theatrical activity. |
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Pantomime | Articulation gymnastics; the game "Blizzard"; Exercises for the development of sensorimotor skills; study "Old Mushroom"; finger games finger games; sketch "Flower" | Games, mushroom cap, paper flower petals | Group tutor | We develop the ability to concentrate on the subject and copy it through movements; we develop stage liberation. |
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Articulation gymnastics; the game "Beep"; Tongue Twisters; sketch "Amazing"; finger games. | Games, tongue twisters. | Group tutor | |||
Getting to know the cone table theater | Dramatization of the fairy tales "Three Little Pigs" and "Puss in Boots" | Attributes of the fairy tales "Three Little Pigs" and "Puss in Boots" | Preliminary reading of the fairy tales "Three Little Pigs" and "Puss in Boots" by parents Group tutor | Mastering the skills of owning this type of theatrical activity, developing the ability to work in a team. |
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Facial expressions and gestures | Articulation gymnastics; game "Beautiful flower"; game "The wind is blowing"; finger games; game "Bear and Christmas tree"; game "Sunny Bunny"; etude "It's me! It is mine!" game "Wolf and seven kids"; game "Dandelion"; sketch "Giants and gnomes"; memory training exercises; game "Rainbow"; sketch "Bear in the forest" | Games, attributes of the fairy tale "The Wolf and the Seven Kids" | Preliminary reading of the fairy tale "The Wolf and the Seven Kids" by the teacher of the group | We develop imagination; we learn to convey mood, emotional state with the help of facial expressions. |
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December |
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Topic | Preschool activities |
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Shadow theater and bi-ba-bo puppets. | Fairy tale dramatization. Finger games. |
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Event | materials | Interaction | Result |
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14. Acquaintance with the shadow theater | Dramatization of fairy tales "Zayushkin's hut", "Geese-Swans". | Attributes of fairy tales, screen | Preliminary reading of the fairy tale "Geese-swans" by the teacher of the group Involvement in the display of fairy tales of children of the older group. | Mastering the skills of owning this type of theatrical activity. We develop fine motor skills of hands in combination with speech |
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Draw a theater (drawing competition "In the theater") | Joint activities of children and parents. | Diplomas and prizes | Parents, kindergarten administration, as the jury of the competition. | Organization of the exhibition and awarding certificates and prizes to the winners of the competition; |
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16. Introduction to dolls b-ba-bo. | We develop fine motor skills of hands in combination with speech. Dramatization of the fairy tale "The Wolf and the Fox" | Bi-ba-bo dolls for the fairy tale "The Wolf and the Fox" | |||
Hearing and sense of rhythm. | Articulation gymnastics; game "Fox and Wolf"; game "Catch mosquitoes"; game "Magic chair"; finger games; solve riddles; sketch "Bells"; game "Wonderful transformations" | Games, chair cover | Group tutor | Development of hearing and sense of rhythm in children |
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January |
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Topic | Preschool activities |
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Stock theater | Improvisation games |
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Event | materials | Interaction | Result |
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Theatrical games | Articulation gymnastics; "What changed?" "Catch the Cotton" "I put it in a bag.." "Shadow" "Attentive Beasts" "Funny Monkeys" "Guess what I'm doing" | Attributes for games | Group tutor | We develop game behavior, readiness for creativity; we develop communication skills, creativity, self-confidence. |
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Acquaintance with puppets-talkers | Quiz game with puppets "Do you know traffic rules?" | Dolls, traffic rules attributes | Group tutor | Mastering the skills of owning this type of theatrical activity. Repeat basic traffic rules with children |
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Acquaintance with stock theater | We write our own story. | Stock theater | Group tutor | ||
Stage plastic | Articulation gymnastics; game "Do not make a mistake"; game "If the guests knocked"; finger games "Squirrels"; etude "The Ugly Duckling" | Games | Preliminary reading of the fairy tale "The Ugly Duckling" by the teacher of the group | We develop the ability to convey the character of animals through body movements |
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February |
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Topic | Preschool activities |
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Theater of wooden toys. Magnetic Theatre. Theatre-origami. | Production of puppets for the theatre. Emotion management. |
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Event | materials | Interaction | Result |
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Muscle relaxation | Articulation gymnastics; etude for muscle relaxation "Barbell"; game "Wolf and sheep"; Tongue Twisters; finger games | Tongue twisters, attributes for games | Group tutor | We develop the ability to control our own body; control your own muscles. |
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Acquaintance with the theater of wooden figures, rubber toys (cartoon characters). Magnetic Theatre. | Dramatization of the fairy tale "Turnip", "Three Little Pigs", independent activity. | Wooden figurines, rubber toys, magnetic theatre, fairy tale attributes | Group tutor | Mastering the skills of owning this type of theatrical activity. |
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Origami Puppet Theatre. | Production of origami dolls for the theater. Dramatization of the fairy tale "The Cat and the Dog". | Diplomas, prizes | Competition "Toy for theater corner with your own hands" (family video or photo of how it was done) Joint activities of children and parents Organization of the exhibition and awarding certificates and prizes to the winners of the competition. | Feel like a "creators" of dolls |
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Feelings, emotions | Articulation gymnastics; Memory training exercises; Game "Dawn"; etude "Let's brush off our hands"; finger games study "favorite toy"; game "Old catfish"; exercises for the development of sensory motor skills; game "Cat and starlings"; game "Mail"; etude "Crooked mirror" | Attributes for games | Group tutor | Acquaintance with the world of feelings and emotions; we develop the ability to convey feelings and emotions, learn to master them |
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March |
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Topic | Preschool activities |
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Masque | Inventing scenes and fairy tales on your own |
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Event | materials | Interaction | Result |
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Introduction to the theater of masks | Dramatization of fairy tales "The Man and the Bear", "Ryaba Hen" | Preliminary reading of fairy tales "The Man and the Bear", "Ryaba Hen" by parents | Mastering the skills of mastering these types of theatrical activities |
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Demonstration of the theater on the flannel. | We write our own story. | flannelgraph, animal figurines | Group tutor | Mastering the skills of owning this type of theatrical activity. Encourage children to improvise and invent a plot for the theater themselves. |
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Staged little jokes | Articulation gymnastics; Game "Birdcatcher"; finger games | Games | Group tutor | Work on the development of speech, intonation, logical stress |
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Culture and technique of speech | Articulation gymnastics "Count to Five" "Sick Tooth" "Swinging the doll" "Playing with a Candle" "Airplane" "Ball of Emotions" | Headband, doll, candle, ball | Group tutor | We form the correct clear pronunciation (breathing, articulation, diction); develop imagination; expanding vocabulary |
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April |
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Topic | Preschool activities |
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Rehearsal of the fairy tale "Little Red Riding Hood" | Scenario learning |
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Event | materials | Interaction | Result |
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30-31 Preparation for staging the fairy tale "Little Red Riding Hood in a new way" | Articulation gymnastics. Learning roles with children; Articulation gymnastics. Learning roles with children; | Costumes for staging a fairy tale, scenery, fairy tale script | Preliminary reading of the fairy tale by the teacher of the group | The development of emotional, coherent - speech sphere in children |
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May |
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Topic | Preschool activities |
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Showing a fairy tale | Theatrical performance. |
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Event | materials | Interaction | Result |
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theatrical performance | Showing the play to parents. | Costumes for staging a fairy tale, scenery | Music director, parents. | Final lesson. Show what the children have learned in a year. |
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Monitoring |
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The work program of the preparatory group for school (6 - 7 years)
September |
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Topic | Preschool activities |
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Puppet show | Games, dressing up, watching a puppet theater |
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Event | materials | Interaction | Result |
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Puppet show | Watching a performance performed by artists. A conversation after the presentation with the children about what they saw, what they liked most. | Brought attributes of the puppet theater | Guest guest puppet show | See with your own eyes what theater is, how it works, how artists work. Take a look behind the scenes if possible. |
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"I'll change myself friends, guess who I am" | Conversation with children. Dressing up in costumes. Imitation studies. | Costumes for children | caregiver | Acquaintance with Russian folk costumes |
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"Understand me" | Solving riddles. Conversation. Game exercises. | Riddles, games | caregiver | Games and exercises to create game motivation. |
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"Games with Grandma Zabavushka" | Creation of game motivation. Games and exercises "Announcer", "Depict a hero". | Games | caregiver | Develop proper speech breathing; improve motor abilities, plastic expressiveness. |
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October |
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Topic | Preschool activities |
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Tale of V. Suteev "Apple". | |||||
Event | materials | Interaction | Result |
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That's the apple! | Conversation on content, mimic studies; simulation exercises. | A book with illustrations for the fairy tale by V. Suteev "Apple". | Reading by the educator of the work | ||
Improvisation of the fairy tale "Apple". | Develop actions with imaginary objects, the ability to act in concert. |
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Rehearsal of the fairy tale "Apple" | Articulation gymnastics. Learning roles with children; Articulation gymnastics. Learning roles with children; production of costumes and scenery. | Scenery, costumes, roles | caregiver | ||
Dramatization of the fairy tale "Apple" | Scenery, costumes | Develop attention, memory, creative thinking children. |
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November |
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Topic | Preschool activities |
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Fairy tale "pipe and jug". | Games, sketches, dramatization of a fairy tale |
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Event | materials | Interaction | Result |
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Let's go to the forest for berries, we'll pick up mugs with the top! | Content Conversation | A book with illustrations for the fairy tale "The Pipe and the Jug" | Reading the fairy tale by V. Kataev "The pipe and the jug" | Develop actions with imaginary objects, the ability to act in concert. |
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Improvisation of the fairy tale "Pipe and jug" | Conversation about friendship and kindness; etudes for the expressiveness of movements; sketches for the expression of basic emotions. | Multimedia screen, watching a cartoon based on a fairy tale. | With the help of a teacher, the choice of roles according to a fairy tale | develop actions with imaginary objects, the ability to act in concert. |
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Rehearsal of the fairy tale "pipe and jug". | Articulation gymnastics. Learning roles with children; Articulation gymnastics. Learning roles with children; production of costumes and scenery. | Scenery, costumes, roles | caregiver | ||
Dramatization of the fairy tale "The Pipe and the Jug". | Showing the performance to children of younger groups | Scenery, costumes | Educators and children of younger groups | ||
December |
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Topic | Preschool activities |
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Games, sketches, dramatization of a fairy tale |
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Event | materials | Interaction | Result |
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"Magic staff of Santa Claus" | Content Conversation | A book with illustrations for the fairy tale "Magic Staff of Santa Claus" | Reading the play "The Magic Staff of Santa Claus" | develop the speech of children; introduce the poetic text of the fairy tale "Magic staff of Santa Claus." |
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14-15. Rehearsal of the New Year's fairy tale "Magic staff of Santa Claus." | Articulation gymnastics. Learning roles with children; Articulation gymnastics. Learning roles with children; production of costumes and scenery. | Multimedia screen, watching a cartoon based on a fairy tale. Scenery, costumes, roles | With the help of a teacher, the choice of roles according to a fairy tale | to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures. |
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Playing a New Year's play | Showing the play to parents | Scenery, costumes | Educator and parents | develop attention, memory, breathing; cultivate kindness and contact in relationships with peers |
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January |
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Topic | Preschool activities |
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Facial expressions, gestures, tongue twisters, poetry | Games, sketches, poems |
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Event | materials | Interaction | Result |
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Game lesson. | Articulation gymnastics; exercise guess intonation; tongue twisters game "Make no mistake"; game "If the guests knocked"; finger games "Squirrels"; | Attributes for games | caregiver | develop expressiveness of gestures, facial expressions, voice; replenishment of children's vocabulary, learning new tongue twisters and finger gymnastics. |
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One, two, three, four, five - we will compose poems | Articulation gymnastics "Count to Five" "Sick Tooth" "Swinging the doll" "Playing with a Candle" "Airplane" "Ball of Emotions" | Cards with rhymes for poems | caregiver | development of diction; learning new tongue twisters; introduction of the concept of "rhyme", exercise in inventing rhymes for words. |
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February |
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Topic | Preschool activities |
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The play "Snow Maiden". | Games, sketches, dramatization of a fairy tale |
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Event | materials | Interaction | Result |
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"Snow Maiden". | Content Conversation | Book with illustrations for the fairy tale "Snow Maiden" | Reading a play "Snow Maiden" | Develop children's speech; introduce the poetic text of the fairy tale "The Snow Maiden" based on the play by N. Ostrovsky. |
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Spring is coming! Spring sings! | Conversation about friendship and kindness; etudes for the expressiveness of movements; sketches for the expression of basic emotions. | Multimedia screen, watching a cartoon based on a fairy tale. | With the help of a teacher, the choice of roles according to a fairy tale | Train diction, expand the range of voice and volume level, improve the elements of acting skills. |
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Rehearsal of the spring fairy tale "The Snow Maiden". | Articulation gymnastics. Learning roles with children; Articulation gymnastics. Learning roles with children; production of costumes and scenery. | caregiver | To form a clear, competent speech, improve the ability to create images using facial expressions and gestures. |
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23. We play the play "Snow Maiden" | Showing the performance to children of younger groups | Educators and children of younger groups | Develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers. | A book with illustrations for a fairy tale | Reading the fairy tale by G. - H. Andersen "Flint"; | develop the speech of children; familiarize yourself with the story |
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25. Reading the play "Flint". | Conversation about friendship and kindness; etudes for the expressiveness of movements; sketches for the expression of basic emotions. | Multimedia screen, watching a cartoon based on a fairy tale. | With the help of a teacher, the choice of roles according to a fairy tale | Develop children's speech; introduce the poetic text of the fairy tale "Flint" based on the fairy tale by G. - H. Andersen. |
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26. Listen, you soldier, if you want to be rich! |
| Episode rehearsals | caregiver |
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27. I'm sitting here on a chest. | Etudes for the expressiveness of movements; sketches for the expression of basic emotions; | Episode rehearsals | caregiver | Develop clear, fluent speech. |
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Topic | Preschool activities |
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Fairy tale G. - H. Andersen "Flint"; | Games, sketches, dramatization of a fairy tale |
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Event | Content | materials | Interaction | Result |
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28. "To what, we, unfortunate princesses." | Etudes for the expressiveness of movements; sketches for the expression of basic emotions; | Episode rehearsals | caregiver | Develop actions with imaginary objects, the ability to act in concert. |
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29-30. Rehearsal of the fairy tale "Flint" | Learning roles with children; production of costumes and scenery. | caregiver | Develop independence and the ability to act in concert; expressively convey the characteristic features of fairy-tale characters; to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures. |
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31. We play the play "Flint". | Showing the play to parents | Educator and parents | Develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers. |
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Topic | Preschool activities |
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Event | Content | materials | Interaction | Result |
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32. Game program "You can do it!" | Show children the most favorite episodes and previously played roles | Costumes, scenery | Educator, teachers from other groups, young children | Consolidation of the material covered; give children the opportunity to show initiative and independence in choosing and showing excerpts from previously staged performances |
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Monitoring |
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Diagnostics of the levels of skills and abilities of older preschoolers in theatrical activities is carried out on the basis of creative tasks.
Creative task number 1
Playing out the fairy tale "Sister Chanterelle and the Gray Wolf"
Purpose: to act out a fairy tale using a table theater, a theater on a flannelograph, a puppet theater to choose from.
Tasks: understand the main idea of the fairy tale, empathize with the characters.
To be able to convey various emotional states and characters of the characters, using figurative expressions and intonation-figurative speech. Be able to compose on a table, flannelgraph, screen plot compositions and act out mise-en-scenes based on a fairy tale. pick up musical characteristics to create characters. Be able to coordinate their actions with partners.
Material: sets of puppet theater puppet, table and flannel.
Progress.
1. The teacher brings in a “magic chest”, on the lid of which
depicts an illustration for the fairy tale "Sister Chanterelle and the Gray Wolf". Children will recognize the heroes of the fairy tale. The teacher takes out the heroes in turn and asks to tell about each of them: on behalf of the storyteller; on behalf of the hero himself; on behalf of his partner.
2. The teacher shows the children that the heroes of this fairy tale from various types of theater hid in the “magic chest”, shows in turn the heroes of the puppet, table, shadow, theater on a flannelgraph.
How are these heroes different? (Children name different types of theater and explain how these puppets work.)
3. The teacher invites the children to play a fairy tale. There is a draw by subgroups. Each subgroup acts out a fairy tale using a flannelograph theater, puppet and table theater.
4. Independent activity of children in playing out the plot of a fairy tale and preparing a performance.
5. Showing a fairy tale to the audience.
Creative task number 2
Creation of a performance based on the fairy tale "Hare's hut"
Purpose: to make characters, scenery, pick up the musical characteristics of the main characters, play out a fairy tale.
Tasks: to understand the main idea of a fairy tale and to single out the units of the plot (the plot, the climax, the denouement), to be able to characterize them.
Describe the main and secondary characters.
Be able to draw sketches of characters, scenery, create them from paper and waste material. Selecting musical accompaniment for the performance.
To be able to convey the emotional states and characters of the characters, using figurative expressions and intonational-figurative speech.
Be active in activities.
Material: illustrations for the fairy tale "The Hare's Hut", colored paper, glue, colored woolen threads, plastic bottles, colored shreds.
Progress.
1. Sad Petrushka comes to the children and asks the children to help him.
He works in a puppet theater. Kids will come to the theater to them; and all the puppet artists are on tour. We need to help the kids act out the fairy tale. The teacher offers to help Petrushka, make a table theater by himself and show the fairy tale to the kids.
2. The teacher helps to remember the content of the fairy tale from the illustrations. An illustration showing the climax is shown, and questions are offered: “Tell me, what happened before this?”, “What will happen next?” This question must be answered on behalf of a bunny, a fox, a cat, a goat and a rooster.
3. The teacher draws attention to the fact that the fairy tale will be interesting to kids if it is musical, and advises you to choose musical accompaniment to it (phonograms, children's musical instruments).
4. The teacher organizes activities for the manufacture of characters, scenery, the selection of musical accompaniment, the distribution of roles and the preparation of the performance.
5. Showing a performance to kids.
Creative task number 3
Script writing and storytelling
Purpose: to improvise on the theme of familiar fairy tales, select musical accompaniment, make or select scenery, costumes, play out a fairy tale.
Tasks: to encourage improvisation on the themes of familiar fairy tales, creatively interpreting a familiar plot, retelling it from different faces of the heroes of the fairy tale. To be able to create characteristic images of heroes using facial expressions, gesture, movement and intonational-figurative speech, song, dance.
Be able to use various attributes, costumes, scenery, masks when playing a fairy tale.
Show coordination of your actions with partners.
Material: illustrations for several fairy tales, children's musical and noise instruments, phonograms with Russian folk melodies, masks, costumes, attributes, scenery.
Progress.
1. The head announces to the children that guests will come to the kindergarten today. They heard that our kindergarten has its own theater and really wanted to see the play. There is little time left before their arrival, let's figure out what kind of fairy tale we will show the guests.
2. The leader suggests considering illustrations of the fairy tales "Teremok", "Gingerbread Man", "Masha and the Bear" and others (at the choice of the teacher).
All these tales are familiar to children and guests. The teacher offers to collect all the heroes of these fairy tales and place them in a new one, which the children will compose themselves. To compose a tale, you need to come up with a new plot.
What are the parts of the story called? (Introduction, climax, denouement).
What happens at the beginning, climax, and denouement?
The teacher offers to choose the main characters and come up with a story that happened to them. The most interesting collective version
is taken as a basis.
3. Children's activities are organized to work on the performance.
4. Show performance to guests.
Mechanism for evaluating the results
The emphasis in the organization of theatrical activities with preschoolers is not on the result, in the form of an external demonstration of theatrical action, but on the organization of collective creative activity in the process of creating a performance.
1. Fundamentals of theatrical culture.
High level- 3 points: shows a steady interest in theatrical activities; knows the rules of conduct in the theater; names different types of theater, knows their differences, can characterize theatrical professions.
Average level- 2 points: interested in theatrical activities; uses his knowledge in theatrical activities.
Low level- 1 point: does not show interest in theatrical activities; finds it difficult to name the different types of theater.
2. Speech culture.
High level- 3 points: understands the main idea of a literary work, explains his statement; gives detailed verbal characteristics of his characters; creatively interprets plot units based on a literary work.
Average level- 2 points: understands the main idea of a literary work, gives verbal characteristics of the main and secondary characters; identifies and can characterize the units of a literary work.
Low level- 1 point: understands the work, distinguishes between the main and secondary characters, finds it difficult to single out the literary units of the plot; retelling with the help of a teacher.
3. Emotionally-imaginative development.
High level- 3 points: creatively applies knowledge about various emotional states and characters of characters in performances and dramatizations; uses various means of expression.
Average level– 2 points: has knowledge of various emotional states and can demonstrate them; uses facial expressions, gesture, posture, movement.
Low level- 1 point: distinguishes emotional states, but uses different means of expression with the help of a teacher.
4. Puppetry skills.
High level– 3 points: improvises with puppets of different systems while working on the performance.
Intermediate level - 2 points: uses puppetry skills in work on the performance.
Low level- 1 point: possesses elementary puppetry skills.
5. Fundamentals of collective creative activity.
High level- 3 points: shows initiative, coordination of actions with partners, creative activity at all stages of work on the performance.
Average level- 2 points: shows initiative, coordination of actions with partners in collective activities.
Low level- 1 point: does not show initiative, is passive at all stages of work on the performance.
Since the Work Program is developing, the progress achieved is demonstrated by the pupils during creative events: concerts, creative shows, evenings within the group to show to other groups, parents.
Expected Result:
1. The ability to evaluate and use the acquired knowledge and skills in the field of theatrical art.
2. Using the necessary acting skills: freely interact with a partner, act in the proposed circumstances, improvise, focus attention, emotional memory, communicate with the audience.
3. Possession of the necessary skills of plastic expressiveness and stage speech.
4. Using practical skills when working on appearance hero - selection of makeup, costumes, hairstyles.
5. Increasing interest in the study of material related to the art of theater, literature.
6. Active manifestation of their individual abilities in the work on the performance: discussion of costumes, scenery.
7. Creation of performances of various orientations, participation in them of circle members in the most varied capacities.
Characteristics of the levels of knowledge and skills of theatrical activities
High level (18-21 points).
Shows a steady interest in theatrical art and theatrical activities. Understands the main idea of a literary work (play). Creatively interprets its content.
Able to empathize with the characters and convey their emotional states, independently finds expressive means of reincarnation. Owns intonation-figurative and linguistic expressiveness artistic speech and applies in various types of artistic and creative activities.
Improvises with puppets of various systems. Freely selects musical characteristics for characters or uses DMI, freely sings, dances. Active organizer and leader of collective creative activity. Shows creativity and activity at all stages of work.
Average level (11-17 points).
Shows an emotional interest in theatrical art and theatrical activities. Has knowledge of various types of theater and theatrical professions. understands the content of the work.
Gives verbal characteristics to the characters of the play, using epithets, comparisons and figurative expressions.
He has knowledge about the emotional states of the characters, can demonstrate them in the work on the play with the help of a teacher.
Creates an image of a character according to a sketch or verbal description-instruction of the educator. Possesses the skills of puppetry, can apply them in free creative activity.
With the help of the leader, he selects musical characteristics for the characters and plot units.
Shows activity and coordination of actions with partners. Actively participates in various types of creative activity.
Low level (7-10 points).
Less emotional, shows interest in theatrical art only as a spectator. Difficulty in identifying different types of theater.
Knows the rules of behavior in the theater.
Understands the content of the work, but cannot single out plot units.
Retells the work only with the help of the leader.
He distinguishes the elementary emotional states of the characters, but cannot demonstrate them with the help of facial expressions, gestures, and movements.
He possesses elementary puppetry skills, but does not show initiative to demonstrate them in the process of working on the performance.
Does not show activity in collective creative activity.
Not independent, performs all operations only with the help of a supervisor.
Bibliography
- Anisimova G.I. One hundred music games for the development of preschoolers. Senior and preparatory groups. - Yaroslavl: Academy of Development, 2005.
- Antipina A.E. Theatrical activities in kindergarten. Games, exercises, scenarios. - M.: SC "SPHERE", 2003.
- Baryaeva L., Vechkanova I., Zagrebaeva E., Zarin A. Theatrical games - classes. - St. Petersburg, 2002
- Burenina A.I. Theater of everything. Issue 1: "From the game to the performance:" - St. Petersburg, 2002.
- Vygotsky L.S. Imagination and creativity in childhood.
- Kurevina O.A. Synthesis of arts in the aesthetic education of children of preschool and school age. M., 2003.
- Kutsakova L.V., Merzlyakova S.I. Education of a preschool child: developed, educated, independent, initiative, unique, cultural, active and creative. M., 2003.
- Ledyaykina E.G., Topnikova L.A. Holidays for modern kids. Yaroslavl, 2002.
- Makhaneva M.D. Theatrical classes in kindergarten. M., 2001.
- Merzlyakova S.I. The magical world of theater M., 2002.
- Minaeva V.M. The development of emotions in preschoolers. M., 1999.
- Miryasova V.I. We play theater. Scenarios for children's performances about animals. M., 2000.
- Mikhailova M.A. Holidays in kindergarten. Scenarios, games, attractions. Yaroslavl, 2002.
- Petrova T.N., Sergeeva E.A., Petrova E.S. Theatrical games in kindergarten. M., 2000.
- Pole L. Theater of fairy tales. SPb., 2001.
Sorokina N.F., Milanovich L.G. Theatre
- Chistyakova M.I. Psycho-gymnastics
- Churilova E.G. Methodology and organization of theatrical activities of preschoolers and junior schoolchildren. M., 2004.
- Shchetkin A.V. "Theatrical activity in kindergarten" M. Mosaic-synthesis 2007
- Yudina S.Yu. My favorite holidays. - St. Petersburg: "Childhood-Press", 2002.
"APPROVED"
Head of MBDOU
Kindergarten №5 "Squirrel"
Kiselevsk
Gorshkova E. I.
"___" _______________2013
WORKING PROGRAMM
theater studio
"Colored Peas"
Musical director:
Mogireva Larisa Yurievna
Kiselevsk
2013
Theatrical activities
(middle, senior, preparatory groups)
EXPLANATORY NOTE
Artistic and aesthetic education occupies one of the leading places in the content of the educational process of preschool educational institution and is its priority. For the aesthetic development of a child's personality, a variety of artistic activities are of great importance - visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of aesthetic interests, needs, aesthetic taste, as well as creative abilities in children. The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, additional classes on theatrical activities have been introduced in the preschool educational institution, which are conducted by a teacher of additional education.
This program describes a training course in theatrical activities for preschool children aged 4-7 years (middle, senior and preparatory groups). It is developed on the basis of the mandatory minimum content for theatrical activities for preschool educational institutions, taking into account the updating of the content for various programs described in the literature at the end of this section.
Target programs - development of creative abilities of children by means of theatrical art.
Tasks :
To create conditions for the development of the creative activity of children participating in theatrical activities, as well as the gradual development of various types of creativity by children by age groups.
Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances
children of older groups before younger ones, etc.).
Teach children manipulation techniques in puppet theaters of various types.
To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
To acquaint children of all age groups with various types of theaters (puppet, drama, musical, children's, animal theater, etc.).
To introduce children to theatrical culture, to enrich their theatrical experience: children's knowledge of the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, theaters of the city of Moscow.
To develop in children an interest in theatrical and gaming activities.
The program involves one lesson per week in the first or second half of the day. Lesson duration: 20 minutes - middle group, 25 minutes - senior group, 30 minutes - preparatory group. The total number of training sessions per year is 31.
Pedagogical analysis of knowledge and skills of children (diagnostics) is carried out 2 times a year: introductory - in September, final - in May.
The program is compiled taking into account the implementation of interdisciplinary links in sections.
« Musical education", where children learn to hear different emotional states in music and convey it with movements, gestures, facial expressions; listen to music for the next performance, noting its diverse content, which makes it possible to more fully appreciate and understand the character of the hero, his image.
"Visual activity", where children get acquainted with reproductions of paintings, illustrations similar in content to the plot of the play, learn to draw with different materials on the plot of the play or its individual characters.
« Development of speech, where children develop a clear, clear diction, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
"Introduction to Literature" where children get acquainted with literary works that will form the basis of the upcoming performance and other forms of organizing theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in everyday life, independent theatrical activities of children).
"Getting to Know the Surroundings" where children get acquainted with the phenomena of social life, objects of the immediate environment, natural phenomena, which will serve as material included in the content of theatrical games and exercises.
"Rhythmic" where children learn through dance movements to convey the image of a hero, his character, mood.
PROGRAM CONTENT
The content of the program includes eight main blocks presented in the tables. Let's list them.
Block 1 - the basics of puppetry.
Block 2 - the basics of the puppet theater.
Block 3 - the basics of acting.
Block 4 - the basic principles of dramatization.
Block 5 - independent theatrical activity.
Block 6 - theatrical alphabet.
Block 7 - holding holidays.
Block 8 - leisure and entertainment.
It should be noted that the blocks:
1, 5, 8 are implemented in one or two lessons per month;
block 2 is implemented in two lessons per month;
blocks 3, 4 - at each lesson;
block 6 - at thematic classes 2 times a year (three classes in October and March);
block 1 is implemented once a quarter.
Middle group program
(September - May)
Blocks
base component
Dow component
1. Basics of puppetry
Teach children to use figurative table theater toys in theatrical games.
September.
Tasks: to form the skills of puppeteering rubber, plastic, soft toys table theater.
The game: Theater of two actors. Etudes:"The Bear and the Fox", "The Meeting of the Hare and the Bear", "Masha's Dance"
October.
Tasks: to teach children the techniques of puppetry table-plane theater.
The game: Theater of two actors. Etudes:“Visiting Masha”, “Dog and Bear”, “Dance of Grandfather and Woman”
November.
Tasks: to teach children the techniques of puppetry table theater cone toys.
The game: Theater of two actors. Etudes:"Meeting of a hare and a fox", "Dance of a fox and a cat", "Grandmother and granddaughter".
To teach children to use in theatrical games the figurative toys of the poster theater, the theater of riding puppets
December. Tasks: to teach children how to sequentially superimpose pictures according to the plot of simple, familiar fairy tales (poster theater on a flannelograph and a magnetic board).
Etudes:"Meeting a cat with a dog", "Dance of mice"
January February.
Tasks: to acquaint children with theatrical screen, with the methods of driving riding puppets.
The game: Theater of two actors. Etudes:“Mom is walking”, “Girl is walking”, “Two mice”, “Grandfather and turnip”
March - May.
Tasks: teach children how to drive riding puppets on a screen.
The game: Theater of two actors.
Etudes:"Meeting of a fox and a hare", "Meeting of a mouse with a frog",
"Dance of the Animals"
2. Fundamentals of puppet theater
September - November.
Tasks: to form the emotional expressiveness of children's speech; to cultivate the ability to follow the development of the action in a fairy tale, to develop an emotional response to the actions of the characters in the puppet show, to evoke sympathy and a desire to help, to learn to evaluate the actions of the characters.
Fairy tales:"Zayushkina hut", Russian folk tale. « resin goby”, Russian folk tale
December.
Tasks: develop the ability to evaluate the actions of the characters in the play; continue to form the emotional expressiveness of children's speech.
Fairy tales:"Masha and the Bear", Russian folk tale
January February.
Tasks: to acquaint children with a theatrical screen, driving techniques for riding puppets. The game: Theater of two actors. Etudes:“Mom is walking”, “Girl is walking”, “Two mice”, “Grandfather and turnip”
March - May.
Tasks: to continue to instill in children a love for puppet theater, to arouse a desire to participate in puppet performances. Fairy tales:“Like a dog was looking for a friend”, Mordovian folk tale.
3. Fundamentals of acting
September - November.
Tasks: to form in children characteristic gestures of repulsion, attraction, opening, closing; develop the ability of children to understand the emotional state of another person and teach them to adequately express their own. Introduce pictograms (symbol cards depicting different human emotions - fun, sadness); educate mindfulness, develop fantasy, imagination of children.
Etudes: M. Chistyakova on the expressiveness of the gesture: “Hush”, “Come to me”, “Go away”, “Goodbye”; to the expression of the main emotions: “The fox is eavesdropping”, “Delicious sweets”, “ New doll”,“ The little fox is afraid ”,“ Vaska is ashamed ”,“ Silence ”; M. Chekhov on attention, faith, naivety and fantasy.
December - February.
Tasks: activate children, develop their memory, attention. Games:“Be careful”, “Canon for kids”, “Remember your place”, “Remember your posture”, “Flag” by M. Chistyakova.
March - May.
Tasks: to develop in children the ability to correctly understand the emotional and expressive movement of the hands and adequately use gestures. Etudes:“It's me!”, “It's mine!”, “Give it back!”, “Icicles”, “Humpty Dumpty”, “Parsley is jumping” by M. Chistyakova
4. Basic principles of dramatization
To teach to play simple performances on familiar literary plots, using expressive means (intonation, facial expressions, gesture)
September - November.
Tasks: improve the improvisational abilities of children; to form a positive attitude towards dramatization games; encourage children to participate in dramatization games of their own free will.Fairy tales: "Teremok", "Kolobok", Russian folk tales.Scene: "The Hedgehog and the Fox" (based on the poem V. Fetisova)
December - February.
Tasks: to form emotionally rich speech in children, to activate the dictionary; maintain an interested attitude towards dramatization games, the desire to participate in this type of activity.
Fairy tales:"Mitten", Ukrainian folk tale. Scenes:"Bear" (based on the poem by G. Vieru "On a holiday")
March - May.
Tasks: improve the improvisational abilities of children; continue to cultivate an interested attitude towards dramatization games.Fairy tales: "The Wolf and the Seven Kids", Russian folk tale; Alyonushka and the Fox, Russian folk tale; Little Red Riding Hood, French fairy tale.Scenes:"Cat" (based on the poem by G. Vieru)
5. Independent theatrical activity
September - November.
Tasks: encourage children to play with table theater puppets, act out familiar fairy tales, poems
December - February.
Tasks: to involve children in independent games with poster types of theaters (flanelegraph, magnetic board) and with riding puppet theater
March - May.
Tasks: encourage children to participate in dramatization games.
6. Theatrical alphabet
September - November.
Tasks: to form children's ideas about the theater (artists are theater wizards, puppets are little assistants to artists); introduce children to the rules of conduct in the theater; replenish and activate the vocabulary of children, introducing special terminology related to theatrical activity - the names of various puppets (certain types of puppet theaters); names of theatrical characters, objects, scenery.
7.Holidays
To instill in children a sense of joy, a desire to perform at a matinee: read poetry, play scenes. Encourage the participation of children in preparing for the holidays, maintain a joyful feeling from joint actions, successfully completed tasks.
September - November.
Tasks: to develop the ability to freely and liberatedly hold on to the audience in accordance with the individual characteristics of children; to educate and support the desire to please parents, kindergarten teachers, kids with their performance.
Events:"Visiting Autumn"
December - February. Tasks: continue to develop a sustained interest in speaking to parents, staff
kindergarten, kids. Events:"Magic Santa Claus"
March - May. Tasks: continue to develop a sustained interest in
speeches to parents, kindergarten staff,
kids.
Events:"On a visit to the cat Leopold" (holiday dedicated to March 8)
8. Holding
leisure and entertainment
Develop children's interest in various forms performances prepared by older children and adults, and the desire to participate in them.
September.
Puppet show "That's music!" (performed by kindergarten teachers).
October.
Dramatizations: “Dispute of vegetables”, “Autumn leaf” (performed by children of groups preparing for school).
November.
"Merry Fair" - a theatrical performance (children of the preparatory group).
December - February. Tasks: develop the ability to understand the content of fairy tales, dramatizations, evaluate the actions of characters, give them an objective assessment.
one . "The Nutcracker" - a musical fairy tale performed by children
preschool groups.
employees.
3. "Cat, rooster and fox" - puppet shows performed by children of older groups
March - May. Tasks: teach children to express their feelings and experiences correctly; maintain interest in what is happening on stage.
one . “The naughty kittens lost their gloves”, a dramatization of an English folk song (performed by children of a group preparatory to school).
2. "Little Red Riding Hood" - a fairy tale performed by children of older groups of kindergarten.
Senior group program
(September - May)
Blocks
Main component
Dow component
1. Basics of puppetry
September - November.
Tasks: continue to teach children how to drive puppets. The game: Theater of two actors. Etudes:"A joyful meeting between grandfather and a bug", "Unpleasant conversation", "A game of blind man's buff"
December - January.
Tasks: strengthening the skill of puppetry finger theater. The game: Theater of two actors. Etudes:“A bunny came to us”, “Chicken and a cockerel”, “Cat and a cockerel”
February.
Tasks: teaching children the techniques of puppetry in the bibabo theater. The game:"The Theater of Two Actors"
March, April.
Tasks: to continue to develop in children the skill of driving puppets of the bibabo theater, to encourage them to create dance compositions and game improvisations with the puppets of this theater.
"Russian round dance" - dance composition
May. Tasks: to acquaint children with the techniques of puppetry puppets, puppets with a "live hand".
Etudes:“An ostrich came to visit us”, “Alenushka's Dance”.
2. The basics of puppetry
theater
Continue to develop skills in using puppets different theaters in acting out scenes based on familiar fairy tales, poems.
September - November.
Tasks: to instill a steady interest in
stake theatre; encourage the active participation of children in the puppet
performance.
Fairy tales:"Cuckoo", Nenets fairy tale
December - February. Tasks: to teach children proper speech breathing, the ability to change the pace, the strength of sound, to achieve clear diction;
to form intonational expressiveness of speech; arouse interest in the finger theater, the bibabo theater, the desire to participate in the performance with the puppets of these theaters; develop interest in the puppet theater, in the puppet with a "living hand".
Fairy tales:"Cat, Rooster and Fox", Russian folk tale (finger theatre); "Zhiharka", Russian folk tale (bibabo theater) "Geese-swans", Russian folk tale.
"Mistress" - P. Sinyavsky (bibabo, puppet Alyonushka from the puppet theater with a "live hand")
3. Acting basics
skill
September - November.
Tasks: develop the ability to understand the emotional state of a person and be able to adequately express one's own mood.
Etudes:"Surprise", "Flower", "North Pole", "Angry
grandfather”, “Guilty” (M. Chistyakova).
Games with pictograms:“Pick up a phrase”, “Think up and say a phrase
with the intonation of a pictogram card"
December - February.
Tasks: develop children's memory and imagination.
Etudes M. Chekhov: attention, faith, naivete, fantasy
March - May.
Tasks: develop expressiveness of gesture.
Etudes M. Chekhov: “Here he is”, “Game with pebbles”, “Sleep ho-
even, "Carlson", "Cinderella"
4. Basic principles
dramatization
Continue to develop children's skills to act out scenes from familiar fairy tales, poems using attributes, costume elements, and scenery. Improve performance skills.
September - November.
Tasks: continue to teach children to independently choose means for conveying images, conveying dialogues, and actions of heroes; improve improvisational abilities, stimulate the desire to change actions, introduce your own lines; to teach to feel your partner, to strive to play along with him; continue to cultivate an interested attitude towards dramatization games.
Fairy tales:"Three Little Pigs", a fairy tale translated by S. Ya. Marshak.
Staged:"Who said meow?" (according to V. Suteev).
Scenes: "Hedgehog", "Dispute of clouds" (based on a poem L. Korchagina)
December - February.
Tasks: continue to develop the ability of children to play a play based on a familiar fairy tale.
Fairy tales:"Sister Chanterelle and the Gray Wolf", Russian folk tale. "Confusion", K.I. Chukovsky
March - May.
Tasks: develop initiative and independence
children in acting out a performance based on a familiar fairy tale.
Fairy tales:"Little Red Riding Hood", Ch. Perrault.
Staged: "Who will find the ring?" by poemWith A. Marshak
5. Self
theatrical figure
ness
September - November.
Tasks: encourage children to play independently
with riding puppets on the screen.
December - February.
Tasks: encourage children to invent fairy tales using finger theater puppets, bibabo theater.
March - May.
Tasks: to develop the desire to improvise with bibabo puppets, puppets, puppets with a "live hand".
6. Theatrical alphabet
September - May.
Tasks: continue to form children's ideas about the theater, to introduce them to theatrical culture; to acquaint with the theater, its history, device; talk about theatrical professions and types of theaters, teach the rules of behavior in the theater.
7. Holding
holidays
Teach children to
active participation in the preparation and holding of holidays, in the manufacture of attributes. Bring up emotionally positive attitude to the holidays.
September - May.
Tasks: develop the ability to freely and liberatedly hold on when speaking in front of adults, peers and kids; to cultivate love and interest in theatrical art. Events:"Forest Fair" (autumn festival); "Christmas tree"; "Little Red Riding Hood" - a matinee dedicated to March 8
8. Leisure activities
and entertainment
Organize viewing performances, concerts, puppet theater performances. To teach to carefully watch and listen to the speeches of adults, children, toddlers, to emotionally respond to them. To cultivate goodwill, the ability to correctly evaluate the actions of characters. To teach to actively participate in various entertainments, using the skills and abilities acquired in the classroom.
September - November.
one . "September 1 - Knowledge Day" with a puppet show "The Three Little Pigs" performed by kindergarten teachers.
2. "Cat and Fox", a puppet show performed by teachers.
3. "Merry Fair" - theatrical performance (teachers). 4. "Kesha and Irishka are invited to visit" - a theatrical performance.
5. "The House That Jack Built" - a puppet show performed by
children of preparatory groups for school.
December - February.
Tasks: teach children how to evaluate
mortar actors, cultivate good feelings.
one . "The Nutcracker" - a fairy tale performed by children of preparatory groups for school.
2. "Your handkerchief" - a puppet show performed by
teachers.
3. "Moroz Ivanovich" - a puppet show performed by children of preparatory groups for school
March - May.
Tasks: arouse a steady interest in what is happening on the stage, the desire to actively participate in various entertainments.
one . “Naughty kittens lost their gloves” - a dramatization performed by children of preparatory groups for school.
2. "Day of the Theater" - a theatrical performance for the Day of the Theater (the last week of March).
4. "Cleanliness - for health we need" - a theatrical performance for Health Day (April 7).
Preparatory group program
(September - May)
Blocks
Main component
Dow component
1. Basics
puppetry
September - November.
Tasks: introduce children to the techniques of driving turntables.
The game: Theater of two actors.
Etudes:"Girl and Boy", "Dance of the Cat and Mouse"
December - January.
Tasks: introduce children to various
mami driving cane puppets.
The game: Theater of two actors.
Etudes:"Funny exercise", "Parrot washes", "Unexpected meeting"
February.
Tasks: to introduce children to the floor view of the theater - cone, driving techniques for these puppets.
Game "Theatre of two actors".
Etudes:"Walking in the Forest", "Meeting Friends", "Cheerful Dance"
March - May.
Tasks: to consolidate the skills of puppetry of various types of puppet theaters.
Etudes: one sketch for each type of puppet theater according to the programs of different age groups
2. Fundamentals of puppet theater
Wider use of different types of theaters in the theatrical activities of children
September - November.
Tasks: to form an interest in the puppet theater, a desire to participate in a puppet show.
Staged:"The House That Jack Built" - based on an English song, translated by S.Ya. Marshak
December - February.
Tasks: to instill in children a steady interest in new types of theater: reed and floor puppets, to develop
creative independence in the transfer of the image.
Fairy tales:"Moroz Ivanovich", V. Odoevsky
March - May.
Tasks: to form a steady interest in puppetry
theater, the desire to control puppets of various systems.
Staged:"Doll Carnival"
3. Fundamentals of acting
September - November.
Tasks: help expand the range of emotional perception and expression of various emotions (joy, grief, surprise, fear); to teach the expression of various emotions and the reproduction of individual character traits.
Etudes M. Chekhov: "Lost", "Kittens", "Little Sculptor", "Sentry", "Shy Child", "The Liar Cook".
Games with pictogram cards:"Transmitters", "Draw and Say"
December - February.
Tasks: to teach children to intuitively recognize the atmosphere of a person, event, place, season, day and be able to get used to this atmosphere; develop memory and imagination.
Etudes M. Chekhov: attention, faith, naivete, fantasy, atmosphere
March.
Tasks: develop the ability to express basic emotions and ad-
sensitive to the emotions of those around you.
Etudes M. Chistyakova: on the expression of the main emotions - “Lu-
hoofy", "Round eyes", "Old mushroom", "Ugly duckling",
"Angry Hyena".
April May.
Tasks: to develop in children the expressiveness of gesture, the ability to reproduce individual traits of character.
Etudes M. Chistyakova: “I don’t know”, “Friendly family”, “Pump and
ball”, “Karabas-Barabas”, “Three characters”, “Harmful ring”.
Games with pictogram cards
4. Basic principles
dramatization
September - November.
Tasks: improve the improvisational abilities of children, encourage them to search for expressive means
for transmission characteristic features the characters of the play.
Fairy tales:"The Tale of the Brave Hare", D. Mamin-Sibiryak.
Dramatizations: based on the poems of Y. Kopotov - “Waves”;
V. I. Miryasova - "Autumn Leaf"; Y. Tuvima - "Dispute of vegetables"
December - February.
Tasks: improve the improvisational abilities of children, develop initiative and independence in
creating images of various characters.
Fairy tales:"The Nutcracker", a musical fairy tale
March - May.
Tasks: improve the improvisational capabilities of children, develop initiative and independence in creating images of various characters.
Dramatizations:"Sparrows" (based on a poem by V. Berestov); “Moose” (based on a poem by N. Kordo); “The naughty kittens lost their gloves” (based on an English folk song, translated by I. Rodin); "Three Moms"
To develop independence in organizing theatrical games: the ability to independently choose a fairy tale, a poem, prepare the necessary attributes and scenery for a future performance, distribute duties and roles among themselves. Develop creative independence in the transfer of the image.
September - November.
Tasks: Encourage children to make and act on their own little fairy tales using puppets
December - February.
Tasks: Encourage children to make up little stories and act them out with sticks and
floor dolls
March - May.
Tasks: encourage children to use creative games various types of puppet theaters familiar to them
6. Theatrical
ABC
September - February.
Tasks:- to deepen children's knowledge about the theater as an art form. To form a steady interest in theatrical art, the need for each child to turn to the theater as a source of special joy, emotional experiences, and creative participation;
- clarify information about the main means of expression;
- to consolidate children's ideas about the features of various theaters (opera, ballet, drama theatre, puppet, children's, animal theater);
- expand the range of information about those who work in the theater (chaperon, dance director);
- to consolidate the skill of behavior during a visit to the theater, watching a performance;
- identify and name varieties of familiar puppet theaters (tabletop, stand, bibabo, riding puppets, puppets, live hand puppets, finger puppets)
March - May.
Tasks: clarify and generalize children's knowledge about the theater, its history, varieties, structure, theatrical professions, costumes, attributes, rules of conduct in the theater, types of puppet theaters, theatrical terminology, means of artistic expression
7. Holding
holidays
Involve children in active participation in the preparation of holidays. Cultivate a sense of satisfaction from working together. Develop a desire to take an active part in matinees
September - February.
Tasks: continue to work on the ability of children to hold themselves freely and liberated when speaking in front of adults, peers and younger children; to encourage the desire of children to take an active part in the holidays, using improvisational skills acquired in the classroom and in independent theatrical activities.
Events: folklore holiday "Kuzminki".
March - May.
Tasks: encourage creativity
children, the desire to bring joy to the audience.
Events:"The Nutcracker" ( Christmas story); spring morning,
« Prom at Cinderella's - the release of children to school
8. Leisure activities
and entertainment
Organize puppet theater performances for children, listening to fairy tales.
Encourage all children to actively participate in entertainment
September - November.
Tasks:
one . "September 1 - Knowledge Day" - a theatrical performance with a puppet show "This is music!" performed by kindergarten teachers.
2. "Cat and Fox" - a puppet show performed by teachers.
3. "Merry Fair" - theatrical performance (teachers).
4. "Kesha and Irishka are invited to visit" - a theatrical performance.
5. "Cuckoo" - a puppet show performed by children of older groups
December - February.
Tasks: arouse a steady interest in what is happening on the stage.
one . “Your handkerchief” is a puppet show performed by teachers.
2. "Cat, rooster and fox" - a puppet show performed by children of the senior group
3. "Zhiharka" - a puppet show performed by children of the senior group
March - May.
Tasks: bring up good relations to peers, encourage each child to actively participate in entertainment.
one . "Day of the Theater" - a theatrical performance for the Day of the Theater (the last week of March).
3. "Cleanliness - we need it for health" - for Health Day (April 7).
4. "Like Easter cakes" - a fair.
5. "Like Easter cakes" - a puppet show performed by teachers
REQUIREMENTS FOR THE LEVEL OF PREPARATION
PUPILS
Requirements for the skills and knowledge acquired as a result of studying the section "Theatrical activities" are given in the table
Group
base component
Dow component
Medium
Should be able to:
- interested in engaging in theatrical and gaming activities;
- to play simple performances on familiar literary plots, using expressive means (intonation, facial expressions, gesture);
- use in theatrical games figurative toys and bibabo, independently made toys from different materials
Must know:
-
- some techniques and manipulations used in familiar types of theater: rubber, plastic, soft toys (puppet), tabletop, tabletop-plane, cone toy, stand on flannelgraph and magnetic board, riding puppets.
Must have an idea:
-
- roles of artists, puppets;
- existing rules of conduct in the theater;
- alphabet of the theater (the name of certain types of theaters, theatrical characters, objects, scenery)
Older
Should be able to:
- play scenes based on familiar fairy tales, poems, songs using puppets of familiar types of theaters, elements of costumes, scenery;
- feel and understand the emotional state of the characters, engage in role-playing interaction with other characters; - speak to peers, children of younger groups, parents, other audiences
Must know:
- some types of theaters (puppet, drama, musical, children's, animal theater, etc.);
- some techniques and manipulations used in familiar types of theater: riding puppets, finger puppets, bibabo.
Must have an idea:
- about the theater, theatrical culture;
- theater history;
- theater arrangement (auditorium, foyer, cloakroom);
- theatrical professions (actor, make-up artist, costume designer, director, sound engineer, decorator, illuminator, prompter)
Prepare-
body
Should be able to:
- independently organize theatrical games (choose a fairy tale, poem, song for staging, prepare the necessary attributes, distribute duties and roles among themselves);
- act out performances, dramatizations, use means of expression (posture, gestures, facial expressions, voice, movement);
- widely use various types of theaters in theatrical activities
Must know:
- some types of theaters (puppet, drama, musical, children's, animal theater, etc.);
- some techniques and manipulations used in familiar types of theater: turntables, reed puppets, floor cone.
Must have an idea:
- about the theater, theatrical culture; - theatrical professions (chaperon, dance director, etc.)
BIBLIOGRAPHY
Vygotsky L.S. Imagination and creativity in childhood.
Chistyakova M.I. Psycho-gymnastics
Kurevina O.A. Synthesis of arts in the aesthetic education of children of preschool and school age. M., 2003.
Kutsakova L.V., Merzlyakova S.I. Education of a preschool child: developed, educated, independent, enterprising, unique, cultural, active and creative. M., 2003.
Ledyaykina E.G., Topnikova L.A. Holidays for modern kids. Yaroslavl, 2002.
Miryasova V.I. We play theater. Scenarios for children's performances about animals. M., 2000.
Mikhailova M.A. Holidays in kindergarten. Scenarios, games, attractions. Yaroslavl, 2002.
Petrova T.N., Sergeeva E.A., Petrova E.S. Theatrical games in kindergarten. M., 2000.
Pole L. Theater of fairy tales. SPb., 2001.
Sorokina N.F., MilanovichL.G. Theater - creativity - children. M., 1995.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
"Kindergarten No. 6 "Crane" of a general developmental type"
PROGRAM
Additional education in theatrical activities
preschool age
THEATER WORLD
The age of pupils is 4-7 years.
The duration of the program is 3 years.
Program compiler
teacher additional education
Zykina Elena Vladimirovna
Salekhard
Explanatory note
“Theater is a beautiful art.
It ennobles, educates
person. The one who loves the theater for real,
always takes away from him a store of wisdom and kindness.
K.S.Stanislavsky
The purpose of modern education, which is the upbringing and development of the personality of the child, an important direction in the development of the personality is the formation of the creative abilities of children.
A feature of the current situation in our time - time stress, sharp rises and even sharper falls in the destinies of people, the "atmosphere" has become saturated with negative, disturbing, annoying phenomena (television, press, cartoons, etc.).
All this cannot but affect the health of children, as it causes destruction in the psycho-emotional sphere of the child, hinders the development of a holistic positive perception of the world.
How to save him from the terrible destructive force? How to help a child to know the world, gain communication experience, develop creative abilities, accumulate wisdom?
Introducing children to theatrical activities aims to try to solve some of the issues raised. A fairy tale has always, at all times, had tremendous power over a child's heart. Fairy tales contain the wisdom of the people, they contain the foundations of national culture, in them good always triumphs over evil. Only by playing fairy tales, a child can change the world around him, gain experience in communication, and learn about the world of adults. Thus, it is safe to say that the theater has great importance in the life of a child. Theatrical activity develops the personality of the child, instills a steady interest in literature, develops mental abilities, speech, promotes coordination of movement, develops creativity and imagination. Theatrical activity helps to discharge emotionally and physically. Therefore, it is so important to introduce a child to music, literature, and theater from an early age. The sooner you start developing children's creativity, the greater results can be achieved.
“They say that in the first six years a child acquires a third of the experience that he will acquire in his entire life. This is not true: immeasurably more!” M. Voloshin ("Revelation of children's games").
Currently, there are programs for theatrical activities of preschoolers. Such, for example, is the program of N.F. Theater - creativity - children. The implementation of the partial program "Theatre-Creativity-Children" in full is impossible for a number of reasons (there are no theater puppets in the preschool educational institution: marionette puppets, cane puppets, riding puppets on gape, etc.). At the same time, in the program of N.F. Sorokina, such sections as songwriting, dance creativity, improvisation on musical instruments are included, and since these sections in kindergarten, in sufficient volume and professionally implemented by the music director, the problem of compiling adapted program to introduce preschoolers to theatrical activities. Such was the proposed adapted program "The World of Theater". From the program of N.F. Sorokina "Theater - creativity-children" took such sections as:
basics of puppetry;
the basics of acting;
basics of puppet theater;
dramatization basics.
The proposed adapted program "The World of Theater" is supplemented with such sections as:
theater history;
who works in the theater;
rules of conduct in the theater;
acquaintance with different types of theatrical puppets: finger theatre, shadow theatre, table wooden and soft toys, theater of spoons, flannelograph, living hand puppets.
In the kindergarten "Zhuravushka" a good developmental environment has been created for creative development child through theatrical activities. Equipped theatre studio: stage, auditorium, mirror wall, theatrical costumes, screen, b-ba-bo puppets, various types of theater ...
The main differences of the adapted program "The World of Theater" from other programs of this direction:
Use of the national-regional component
Definition of the repertoire according to the seasons
Dramatization with elements of puppet theater
Acquaintance with the history of the theater, with theatrical professions, the structure of the theater, the rules of conduct.
Thus, the implementation of the adapted program "The World of Theater" is carried out in full.
Program goal:
Development of creative abilities of children by means of theatrical art.
Program objectives:
To develop the creative abilities of children by means of theatrical activities (etudes, dramatization games, creating posters, scenery, costume elements, writing fairy tales, in improvisations).
To expand children's knowledge about the world around them: the history of the theater, the organization of the theater, who works in the theater, what theaters are, about the variety of theater puppets, scenery (to be able to distinguish and name them).
To develop the speech of a preschooler: to replenish and activate the vocabulary of children, work on diction, intonational expressiveness, dialogic and monologue speech.
To cultivate a positive attitude towards the culture of the North (fairy tales, myths).
To develop humane feelings of children: respond adequately, rejoice at the successes of others, be upset in case of failure, strive to come to the rescue, correctly evaluate their own actions and the actions of others.
Games are lessons.
Games are riddles.
Activities are travel.
Drama games.
Joint activities of educators and children.
Self children.
Games, exercises, sketches.
Methods and techniques:
1. Visual-auditory.
2. Visual-visual.
3. Search situation method.
4. Game.
5. Evaluation method.
6. Method of exercise with complication.
7. Didactic.
8. Verbal.
9. The method of skillfully switching from one kind to another.
The term for the implementation of the adapted program "The World of Theater" is 3 years.
Circle classes are held in the afternoon, in subgroups. The number of children in one subgroup is ten people. The duration of the circle is 20 minutes in the middle group, 25 minutes in the senior group, and 30 minutes in the preparatory group for school. Thus, the duration of classes in theatrical activities corresponds to SanPiN 2.4.1. 1249-03 to the "Requirements for the organization of the daily routine and training sessions."
Educational and thematic plan.
For the 1st year of study (middle group)
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theater world |
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Section 1. "Introductory lesson" (1 hour)
Theory 0.5 hours:
Acquaintance with children, the game "Ay, bear!"
Conversation “Where were you, what did you see?”, (in the theater, what did you like, what did you remember ...)
Practice 0.5 hours
The introduction of the bow at the beginning and at the end of the lesson.
Mobile game "Airplanes buzzed"
Game "Rainbow of Moods"
Section 2. "The World of Theater" (7 hours)
Theory 3 hours
1. History of the theater - 1 hour.
A conversation with a slide show - how it all began, itinerant artists, parsley doll, theaters of antiquity, modern theaters, how they are similar and how they differ.
2. Who works in the theater - 0.5 hours
A conversation with illustrations, photos of people of different professions, what they do in the theater, the importance of work.
3.How the theater works (auditorium, dressing room, buffet, stage) - 0.5 hours
A conversation from the experience of children, viewing the presentation "The World of Theater".
4. Rules of conduct in the theater - 0.5 hours
A conversation about the rules of conduct in the theater (what is possible, what is not), personal experience.
5.Afisha, what is it? – 0.5 hours
Conversation “Poster, what is it. What is the poster for? Examining this poster.
Practice 4 hours
1. Excursion to the OCSC and SOK "Journey through the theatre". View the foyer, dressing room, auditorium (September) - 2 hours
2. Learning poems about the theater, solving riddles, crossword puzzles - 0.5 hours
3. Drawing signs according to the rules of conduct in the theater - 0.5 hours
4. Games "Find your place", "Rainbow of moods" - 0.5 hours
5. Viewing video clips - ballet, puppet, opera, drama - 0.5 hours
Section 3. "Basics of puppetry" (4.5 hours)
Theory 1 hour:
1. Introduce children to the theatrical screen, wooden toy table theater, puppet driving techniques - 0.5 hours
2. Introduce finger theater, teach finger puppet driving techniques - 0.5 hours
Practice 3.5 hours:
1. Exercises for mastering puppetry techniques: “Mom walks”, “Two mice”, “Grandfather and turnip”, “Meeting a fox with a hare”, “A conversation between a mouse and a frog”, “Dance of animals” - 2 hours
2. Puppet show "Teremok" (adults show to children) - 0.5 hours
3. Drawing "Who would I like to be in a fairy tale" - 0.5 hours
4. Theatrical game "Teremok" with puppets of the finger theater, "Finger games", "Finger massage" - 0.5 hours.
Section 4. "Fundamentals of Acting" (4 hours)
Theory 1 hour:
1. Conversation “Artist. Who is he? What is he? - 0.5 hours
2. Conversation, "7777777777", looking at photographs, viewing a fragment of the fairy tale "Morozko" - Feature Film– 0.5 hours
Practice 3 hours
1. Etudes for the development of attention: “Be careful”, “Remember your place”, “Flag”, “What has changed” - 0.5 hours
2. Etudes for the development of emotional and expressive movements:
"It's me! This is mine”, “Give it back”, “Icicles”, “Humpty Dumpty”, “Parsley is jumping” - 1 hour
3. Etudes for understanding the emotional state of a person and the ability to adequately express one’s mood: “Surprise”, “Flower”, “North Pole”, “Angry grandfather”, “Guilty” - 1 hour
4. "Tell verses with your hands" - 0.5 hour
Section 5. "Fundamentals of puppet theater" (7 hours)
Theory 1 hour:
1. Watching the DVD cartoon "Turnip", a conversation about the film - when, where, with whom, why the event happened. Who did you like from the heroes and why - 0.5 hours
2. Telling a fairy tale "How a dog was looking for a friend" Mordovian fairy tale - 0.5 hours
Practice 6 hours
1. Drawing “Who I want to be” based on the fairy tales “Turnip”, “Like a dog was looking for a friend” - 0.5 hours
2.round dance game"Turnip, reponka - grow strong..."
3.Dance improvisation fairy tale heroes - 0.5 hours
4. Learning roles, finding expressive movements, intonation expressiveness of characters - 4 hours
5. Show puppet theater "Like a dog looking for a friend."
Section 6. Dramatization Fundamentals (8.5 hours)
Theory 1 hour:
1. Conversation about the profession of an actor.- 0.5 hours
2. Viewing a fragment of the fairy tale "Morozko", conversation "Why can I say - good actor? - 0.25 hours
3. Puppet show "At the Bunny New Year”, acquaintance with a fairy tale, adults show - 0.25 hours
Practice 7.5 hours
1. Rehearsal period: learning roles, finding the image of the hero - 5 hours
2. Production of invitation cards and posters for the performance, production
elements of costumes, scenery with the help of parents - 1.5 hours.
3.Showing a fairy tale by children-1 hour
Section 7. "Regional component" (3 hours)
Theory 1 hour:
1 Conversation "Peoples inhabiting the North", looking at illustrations about the North - 0.5 hours
2. Acquaintance with the myths and legends of the Northern peoples - 0.5 hours
Practice hours - 2 hours
1. Staging studies for the expressiveness of movements, emotions - 1 hour
2. Games of the peoples of the North - 0.5 hours
3. Watching the cartoon "Mountain of Gems", about a wise crow - 0.5 hours
8. Final lesson (1 hour)
Theory 0.5 hours
Quiz (what we know, what we can be proud of)
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Svetlana Valentinovna
The program of additional education with children on theatrical activities
MUNICIPAL STATE PRESCHOOL EDUCATIONAL INSTITUTION Kindergarten No. 5
PROGRAM
Additional education in theatrical activities
preschool age
"WORLD THEATER»
The age of pupils is 4-7 years.
Implementation period 3 year programs.
Explanatory note
« Theatre- beautiful art.
It ennobles, educates
person. The one who loves real theater,
always takes away from him a store of wisdom and kindness.
K. S. Stanislavsky
The goal of modern education, which consists in the upbringing and development of the personality of the child, an important direction in the development of the personality is the formation of the creative abilities of children.
A feature of the current situation in our time, a time of stress, sharp rises and even sharper falls in the fate of people, has become "atmosphere" saturated with negative, disturbing, irritating phenomena (television, press, cartoons, etc.).
All this cannot but affect the health of children, as it causes destruction in the psycho-emotional sphere of the child, hinders the development of a holistic positive perception of the world.
How to save him from the terrible destructive force? How to help a child to know the world, gain communication experience, develop creative abilities, accumulate wisdom?
Introducing children to theatrical activities aims to try to resolve some of the issues raised. A fairy tale has always, at all times, had tremendous power over a child's heart. In fairy tales - the wisdom of the people, in them the foundations national culture in which good always triumphs over evil. Only by playing fairy tales, a child can change the world around him, gain experience in communication, and learn about the world of adults. So way, it can be said with certainty that theatre is of great importance in a child's life. Theatrical activity develops the personality of the child, instills a steady interest in literature, develops mental capacity, speech, promotes coordination of movement, develops creativity and imagination. Theatrical activity helps to discharge emotionally and physically. Therefore, it is so important to introduce a child from a very early age to music, literature, theater. The sooner you start developing children's creativity, the greater results can be achieved.
“They say that in the first six years a child acquires a third of the experience that he will acquire in his entire life. Is not right: immeasurably more!” M. Voloshin ( "Revelation of Children's Games").
There are currently theater programs for preschoolers. Such, for example, is program H. F. « Theater - creativity - children» . Implementation of the partial programs« Theater-creativity-children» in full is impossible for a number of reasons (there is no theatrical puppets: puppets, cane puppets, riding puppets on a gapite, etc.). At the same time, in program H. F. Sorokina, such sections as songwriting, dance creativity, improvisation on musical instruments are included, and since these sections in kindergarten, in sufficient volume and professionally implemented by the music director, the problem arose of compiling an adapted programs to involve preschoolers in theatrical activities. Such was the proposed adapted program"World theater» . From H programs. F. Sorokina « Theater - creativity-children» such sections are taken how:
Fundamentals of puppetry;
Acting basics;
Puppetry Basics theater;
Fundamentals of dramatization.
Proposed adapted program"World theater» supplemented with sections, how:
Story theater;
Who works in theater;
Rules of conduct in theater;
Getting to know different types theatrical puppets: finger theatre, shady, desktop wooden and soft toys, theater of spoons, flannelograph, dolls "Living hand".
In kindergarten "Crane" created a good developing environment for the creative development of the child through theatrical activity. Equipped theatre studio: stage, auditorium, mirror wall, theatrical costumes, screen, dolls "bee-ba-bo", different kinds theatre…
The main differences of the adapted programs"World theater» from others programs given focus:
1. Use of the national-regional component
2. Definition of the repertoire according to the seasons
3. Dramatization with puppet elements theater
4. Introduction to history theater, With theatrical professions, structure theater, rules of conduct.
So way, the implementation of the adapted programs"World theater» carried out in full.
Target programs:
Development of children's creative abilities by means theatrical art.
Tasks programs:
1. Cultivate children's creativity by means theatrical activities(etudes, dramatization games, creating posters, scenery, costume elements, writing fairy tales, in improvisations).
2. Expand children's knowledge of the environment world: story theater, device theater who works in theater, what are theaters, about variety of theatrical puppets, scenery (be able to distinguish and name them).
3. Develop the speech of a preschooler: to replenish and activate the vocabulary of children, work on diction, intonational expressiveness, dialogic and monologue speech.
4. Educate positive attitude to culture (fairy tales, myths).
5. Cultivate humane feelings children: respond adequately, rejoice at the successes of others, be upset in case of failure, strive to come to the rescue, correctly evaluate their own actions and the actions of others.
1. Classes.
2. Games - classes.
3. Riddles games.
4. Activities - travel.
5. Dramatization games.
6. Joint activity educators and children.
7. Self children.
8. Games, exercises, studies.
Methods and techniques:
1. Visual-auditory.
2. Visual-visual.
3. Search situation method.
4. Game.
5. Evaluation method.
6. Method of exercise with complication.
7. Didactic.
8. Verbal.
9. The method of skillfully switching from one kind to another.
Implementation period of the adapted programs"World theater» 3 years.
Circle classes are held in the afternoon, in subgroups. The number of children in one subgroup is ten people. The duration of the circle is 20 minutes in the middle group, 25 minutes in the senior group, and 30 minutes in the preparatory group for school. So way, the duration of the lessons theatrical activities complies with SanPiN 2.4.1. 1249-03 to "Requirements for the organization of the daily routine and training sessions".
Educational and thematic plan.
For the 1st year of study (middle group)
n/a Sections Number of hours
Theory Practice Total
1 Introductory session 0.5 0.5 1
2 World theater 3 4 7
3 Basics of puppetry 1 3.5 4.5
4 Acting Basics 1 3 4
5 Basics of Puppetry theater 1 6 7
6 Fundamentals of dramatization 1 7.5 8.5
7 Regional component 1 2 3
8 Final session 0.5 0.5 1
Total: 9 27 36
Section 1. "Introductory Lesson" (1 hour)
Theory 0.5 hours:
Acquaintance with children, the game "Aw, bear!"
Conversation "Where have you been, what have you seen?", (in theater what you liked, what you remember)
Practice 0.5 hours
The introduction of the bow at the beginning and at the end of the lesson.
mobile game "Airplanes roared"
The game "Rainbow of Moods"
Section 2 "World theater» (7 o'clock)
Theory 3 hours
1. History theater - 1 hour.
Slideshow conversation - how it all began, itinerant artists, parsley doll, theaters of antiquity, modern theaters how they are similar and how they differ.
2. Who works in theater - 0.5 hours
A conversation with illustrations, photos of people of different professions, what they do in theater, the importance of work.
3. How it works theatre(auditorium, dressing room, buffet, stage)- 0.5 hours
Conversation from the experience of children, viewing the presentation "World theater» .
4. Rules of conduct in theater - 0.5 hours
Conversation about the rules of conduct in theater(what is possible, what is not, personal experience.
5. Poster, what is it? – 0.5 hours
Conversation “Poster, what is it. What is the poster for?. Examining this poster.
Practice 4 hours
1. Excursion to OCSC and SOK "Journey through theater» . Consider the foyer, dressing room, auditorium (September)- 2 hours
2. Learning verses about theater, solving riddles, crossword puzzles - 0.5 hours
3. Drawing signs according to the rules of conduct in theater - 0.5 hours
4. Games "Find Your Place", "Rainbow of Moods"- 0.5 hours
5. Watching video clips - ballet, puppet, opera, drama - 0.5 hours
Section 3 "Fundamentals of Puppetry" (4.5 hours)
Theory 1 hour:
1. Introduce children to theater screen, desktop wooden toy theater, with puppet driving techniques - 0.5 hours
2. Introduce finger theater, teach finger puppet driving techniques - 0.5 hours
Practice 3.5 hours:
1. Exercises for mastering techniques puppetry: "Mom is walking", "Two mice", "Grandfather and turnip", "The meeting of the fox with the hare", "A Conversation between a Mouse and a Frog", "Dance of the Animals"- 2 hours
2. Puppet show "Teremok" (adults show children)– 0.5 hours
3. Drawing "Who would I like to be in a fairy tale"- 0.5 hours
4. Theatrical play"Teremok" with finger puppets theater, "Finger Games", "Finger Massage"– 0.5 hours.
Section 4 "Fundamentals of Acting" (4 hours)
Theory 1 hour:
1. Conversation "Artist. Who is he? What is he?- 0.5 hours
2. Conversation, looking at photographs, viewing a fragment of a fairy tale "Morozko"- feature film - 0.5 hours
Practice 3 hours
1. Etudes for development attention: "Be careful", "Remember Your Place", "Checkbox", "What changed"- 0.5 hours
2. Etudes for the development of emotional and expressive movements:
"It's me! It is mine", "Give it back", "Icicles", "Humpty Dumpty", "Parsley is jumping"- 1 hour
3. Studies for understanding emotional state person and the ability to adequately express one's mood: "Astonishment", "Flower", "North Pole", "Angry Grandpa", "guilty"- 1 hour
4. "Tell verses with your hands"- 0.5 hour
Section 5 "Fundamentals of puppetry theater» (7 o'clock)
Theory 1 hour:
1. View DVD cartoon "Turnip", conversation on the film - when, where, with whom, why the event happened. Who did you like from the heroes and why - 0.5 hours
2. Telling a tale Mordovian fairy tale - 0.5 hours
Practice 6 hours
1. Drawing "Who I want to be" according to fairy tales "Turnip", "Like a dog looking for a friend"- 0.5 hours
2. Round dance game "Turnip, reponka - grow strong..."
3. Dance improvisation of the heroes of a fairy tale - 0.5 hours
4. Learning roles, finding expressive movements, intonation expressiveness of characters - 4 hours
5. Puppet show theater"Like a dog looking for a friend".
Section 6 "Fundamentals of Dramatization" (8.5 hours)
Theory 1 hour:
1. A conversation about the profession of an actor. - 0.5 hours
2. Viewing a fragment of a fairy tale "Morozko", conversation "Why can you say - a good actor?"- 0.25 hours
3. Puppet show "Hare's New Year", acquaintance with a fairy tale, shown by adults - 0.25 hours
Practice 7.5 hours
1. Rehearsal period: learning roles, finding character skin - 5 hours
2. Production of invitation cards and posters for the performance, production
elements of costumes, scenery with the help of parents - 1.5 hours.
3. Showing a fairy tale children-1 hour
Section 7 "Regional Component" (3 hours)
Theory 1 hour:
1 Conversation 0theater. 5 hours
2. Acquaintance with the myths and legends of the Northern peoples - 0.5 hours
Practice hours - 2 hours
1. Staging studies for the expressiveness of movements, emotions - 1 hour
2. Games of the peoples of the North - 0.5 hours
3. Watching a cartoon "Mountain of Gems", about the wise crow - 0.5 hours
8. Final session (1 hour)
Theory 0.5 hours
Quiz (what we know, what we can be proud of)
Practice 0.5 hours
Drawing "What I remember the most"
Educational and thematic plan.
Svetlana Kupriyanova
Work program on theater activities
I. Target section
1.1. Explanatory note
It is impossible to overestimate the role of the native language, which helps children to consciously perceive the world around them and is a means of communication. For the development of the expressive side of speech, it is necessary to create such conditions in which each child could express his emotions, feelings, desires and views, not only in ordinary conversation, but also in public.
The habit of expressive public speech can be cultivated in a person only by involving him from childhood in speaking to an audience. This can be of great help theatrical classes. They always delight children, enjoy their unchanging love.
Allows you to form the experience of social behavior skills due to the fact that each literary work or fairy tale for children always has a moral orientation (friendship, kindness, honesty, courage, etc.). Thanks to the fairy tale, the child learns the world not only with the mind, but also with the heart. And not only cognizes, but also expresses his own attitude towards good and evil.
Theatrical activities allows the child to decide problem situations indirectly on behalf of any character. It helps to overcome shyness, self-doubt, shyness. In this way, theatrical classes help to comprehensively develop the child.
Real program describes the course of study theatrical activities preschool children - (children from 3 to 7 years old). She is developed on the basis of the mandatory minimum content for preschool educational institutions, taking into account the update of the content for various programs described in the literature at the end of this section.
Target programs: creating conditions for the development of children's creative abilities by means of theatrical art.
Tasks:
1. Create conditions for the development of children's creative activity.
2. To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
3. To form in children the simplest figurative and expressive skills, to learn to imitate characteristic movements fabulous animals.
4. Teaching children the elements of artistic and figurative expressive means (intonation, facial expressions, pantomime).
5. Activate the vocabulary of children, improve the sound culture of speech, intonation system, dialogical speech.
6. To form the experience of social behavior skills, create conditions for the development of children's creative activity.
7. Introduce children to different types theater(puppet, musical, children's, theater of animals, etc..) .
8. Develop children's interest in theatrical activities.
Program implemented through a visit theater classes. Duration lessons:15 minutes 2 junior group; 20-25 minutes average; 25-30 minutes senior group; 30 minutes preparatory group.
The main methods for implementing this programs:
verbal: conversation, story, reading fiction;
Visual: watching videos, illustrations;
Practical: game method, method theatricalization, method of emotional dramaturgy.
The basis programs the following methodological principles:
A systematic approach, the essence of which lies in the fact that relatively independent components are considered not in isolation, but in their relationship, in a system with others. With this approach, the pedagogical system work with gifted children is considered as a combination of the following interrelated components Keywords: goals of education, subjects of the pedagogical process, content of education, methods and forms of the pedagogical process and subject-developing environment.
A personal approach that affirms ideas about the social, active and the creative essence of a gifted child as a person. Within the framework of this approach, it is supposed to rely in education and training on the natural process of self-development of inclinations and creativity personality, creating appropriate conditions for this.
Activity approach. Activity is the basis, means and decisive condition for the development of personality. Therefore, special Work choice and organization activities of gifted children. This, in turn, involves teaching children about goal setting and planning. activities, its organization and regulation, control, introspection and evaluation of results activities.
The polysubjective approach follows from the fact that the essence of a person is much richer, more versatile and more complex than his activity. A personality is considered as a system of relations characteristic of it, as a carrier of relationships and interactions of a social group, which requires special attention to the personal side of pedagogical interaction with gifted children.
The culturological approach is due to the objective connection of a person with culture as a system of values. A gifted child not only develops on the basis of the culture he has mastered, but also introduces something fundamentally new into it, that is, he becomes the creator of new elements of culture. In this regard, the development of culture as a system of values is, firstly, the development of the child himself and, secondly, his formation as a creative person.
The implementation of these principles allows you to determine the main ways to solve problems when working with gifted children, plan and activity forecasting.
1.3. Planned development results programs
By the end of the year, the child should be able to:
Interested to engage theatrical and gaming activities;
Play simple performances on familiar literary plots using expressive means (with characteristic intonation, facial expressions, gestures);
Use in theatrical games figurative toys;
Depict clues to riddles using expressive means; perform in front of parents, children of their group, kids with dramatizations.
By the end of the year, the child should know:
Some species theaters(puppet, dramatic, musical, children's, theater of animals, etc..):
Some techniques and manipulations used in familiar views theaters; rubber, plastic, soft toys (puppet); desktop, table-planar, cone toys.
Program compiled taking into account the implementation of links in educational areas.
1. "Music"- children learn to hear the emotional state in music and convey it with movements, gestures, facial expressions, note the diverse content of music, which makes it possible to more fully appreciate and understand the character of the hero, his image.
2. "Fine activity» - where children get acquainted with reproductions of paintings that are similar in content to a fairy tale.
3. "Speech development"- children develop a clear, clear diction, Work on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
4. "Introduction to Fiction"- where children get acquainted with literary works that will form the basis of the upcoming production of the play.
5. "Getting to Know the Environment"- where children get acquainted with the phenomena of social life, objects of the immediate environment, natural phenomena, which will serve as material included in the content theatrical games and exercises.
6. "Choreography"- where children learn to convey an image, moods through dance movements.
Diction exercises (articulation gymnastics);
Tasks for the development of speech and intonation expressiveness;
Finger game training for development fine motor skills hands;
Exercises for the development of expressive facial expressions;
Elements of the art of pantomime; exercise for the development of plasticity;
-theatrical sketches; transformation games;
View puppet shows and content conversations;
Separate ethics exercises during dramatizations;
Acquaintance with the text of a fairy tale for dramatization, means of its dramatization - gesture, facial expressions, movement, costumes, scenery, mise-en-scene;
Preparing and acting out fairy tales and dramatizations; dramatization games.
Second junior group.
Classes are organized so that children do not have to reproduce the text of a fairy tale, they perform a certain action. The teacher reads the text 2-3 times, which helps to increase the sound concentration of children and subsequent independence. It is very important to teach children some ways of playing actions according to the model given by the teacher. Based on the techniques obtained, the child is capable of elementary self-expression. The expansion of the gaming experience is due to the development of varieties of dramatization games, which is achieved by consistently complicating the gaming tasks in which the child is included. At the same time, such subsequence:
A game-imitation of individual actions of a person (including his emotions, animals and birds (the sun came out - the children smiled, clapped their hands, jumped in place);
A game-imitation of sequential actions combined with the transfer of the emotions of the hero (merry nesting dolls clapped their hands and began to dance);
The game is an imitation of the images of familiar fairy-tale characters (clumsy bear goes to the house, a brave cockerel walks along the path)
Game - improvisation to music ( "Merry Rain"); etc.
Age is related to mastering the position "viewer", the ability to be a benevolent spectator, watch and listen to the end, clap your hands to say thank you "artists".
Middle group.
Children improve their performing skills, develop a sense of partnership. For the development of imagination, such tasks are carried out, how: “Imagine a sea, a sandy shore. We lie on the warm sand, sunbathe. We have good mood. They shook their feet, lowered them, raked the warm sand with their hands, etc.
Creating an environment of freedom and looseness, it is necessary to encourage children to fantasize, modify, combine, compose, improvise based on existing experience. So, they can change the beginning and ending of familiar plots, come up with new circumstances in which the hero finds himself, introduce new characters into action. Mimic and pantomimic etudes and etudes for memorization are used physical actions. Children are connected to inventing the design of fairy tales, reflecting them in the pictorial activities. In dramatization, children manifest themselves very emotionally and directly; the process of dramatization itself captures the child much more than the result. The artistic abilities of children develop from performance to performance. Joint discussion of the production of the play, collective work on its implementation, the performance itself - all this brings the participants together creative process, makes them allies, colleagues in a common cause, partners. Work on the development of theatrical activities and the formation of children's creative abilities brings tangible results. Art theater, being one of the most important factors of aesthetic inclinations, interests, practical skills. In the process theatrical activity develops a special, aesthetic attitude to the surrounding world, general mental processes: perception, imaginative thinking, imagination, attention, memory, etc.
senior groups.
Children of the senior and preparatory groups for school are keenly interested in theater as an art form. They are fascinated by stories theater and theater arts, about the interior arrangement theatrical rooms for spectators (foyer with photos of artists and scenes from performances, wardrobe, auditorium, buffet) and for theater workers(stage, auditorium, rehearsal rooms, dressing room, dressing room, art workshop). interesting for children and theatrical professions(director, actor, make-up artist, artist, etc.). Preschoolers already know the basic rules of behavior in theater and try not to break them when they come to the performance. Prepare them for the visit theater special games will help - conversations, quizzes. For example: "Like Little Fox in the theater went"," Rules of conduct in the auditorium ", etc. Acquaintance with various types theater contributes to the accumulation of living theatrical experience, mastering the skill of their comprehension and aesthetic perception.
Game - dramatization often becomes a performance in which children play for the audience, and not for themselves, directorial games are available to them, where the characters are puppets obedient to the child. This requires him to be able to regulate his behavior, movements, and think about his words. Children continue to act out small stories using different types theater: desktop, bibabo, bench, finger; invent and act out dialogues, expressing intonation the features of the character and mood of the hero.
In the preparatory group, an important place is occupied not only by the preparation and conduct of the performance, but also by the subsequent Work. The degree of assimilation of the content of the perceived and played performance is clarified in a special conversation with children, during which opinions are expressed about the content of the play, characteristics are given acting characters, expressive means are analyzed.
To identify the degree of assimilation of material by children, the method of associations can be used. For example, in a separate lesson, children recall the entire plot of the performance, accompanied by musical pieces that sounded during it, and using the same attributes that were on stage. Repeated appeal to the production contributes to a better memorization and understanding of its content, focuses the attention of children on the features of expressive means, and makes it possible to relive the experienced feelings. At this age, children are no longer satisfied with ready-made stories - they want to invent their own, and for this, the necessary terms:
Encourage children to create their own crafts for the director's board theatrical game;
To acquaint them with interesting stories and fairy tales that contribute to the creation of their own idea;
Give children the opportunity to reflect ideas in movement, singing, drawing;
Show initiative and creativity as a role model.
Improvement of individual elements of movements, intonations help special exercises and gymnastics that preschoolers can do themselves. They come up with and ask their peers any image, accompanying it with a word, gesture, intonation, posture, facial expressions. Work built on structure: reading, conversation, performance of an excerpt, analysis of the expressiveness of reproduction. It is important to provide children with more freedom in actions, fantasies when imitating movements.
2.2. Ways and directions to support children's initiative
Program provides an opportunity to develop creative skills and abilities in theatrical activities. Classes are held with all children, without any selection, once a week, in a regularly ventilated room on the basis of the kindergarten.
The learning process should proceed quite naturally in accordance with age development children. The success of classes depends on the ability of the teacher to create comfortable conditions where each child would feel safe, accepted, loved, self-confident. Thus, a favorable educational and developmental environment will contribute to the timely development of the child's mental and creative processes.
AT work with children of preschool age, it must be remembered that each child is a Personality who has the right to his own, unique path of development. And the role of an adult is to help reveal the possibilities and abilities of children.
The teacher is in the position of the organizer of the developing environment. He is a researcher and observer who respects the right of children to be different from adults and from each other, the right to their own individuality.
A teacher is a respectful interlocutor in a dialogue, an older friend directing him in the right direction, but not imposing his thoughts and his will. This is a consultant, an assistant in the preparation of monologues and dialogues, by no means a critic and controller, first of all, a person who encourages any finds - especially original ones - stimulates speech activity and demonstrates tactful behavior and a creative approach to business.
When teaching preschoolers, it is necessary to use game technologies, forms of group and individual work, methods of observation, comparison, innovative methods of pedagogical technique of developmental and search education.
2.3. Features of interaction with the families of pupils
Practice shows that most parents are not indifferent to the success of their children. They strive to keep abreast of the progress of the child in the manifestation of creative abilities, and are able to support him and the teacher. The child discovers a new world for himself, which is not limited to the material offered in the classroom. Therefore, parents can provide a wider exposure to culture, literature, customs and traditions. The teacher may offer advice to parents on the following content:
To be interested in what the child has learned in class is necessary to maintain interest in theatrical art;
Help children prepare for classes: select pictures, toys, stick photos, draw on a given topic;
Pay attention to the features of the child's assimilation of new material;
Pay attention to the features of the memory and thinking of the child;
Supervise and help with homework;
Listen to recordings of songs, poems, rhymes with your child;
In case of forced absence from classes, contact the teacher and try to help the child catch up;
Take an active part in the preparation theatrical events, for example, in the manufacture of costumes for performances;
Come to matinees and holidays as spectators and participants.
Relationships with parents are built around individual approach friendly communication style.
III. Organization section
3.1. security teaching materials and means of education and upbringing
Conducting classes is aimed at revealing the creative abilities of children. Mainly carried out workshops, which are built in the form theatrical performances, vocal and dance numbers, preparation for various holidays, competitions, literary and musical compositions, matinees ( Work over expressive speech, movements, creation of the image of the hero).
During the course, students acquire knowledge about theatrical and musical art; learn to speak correctly and beautifully, to read poetic texts. During the rehearsal activities guys get skills stage work, learn the culture of performance, behavior on stage, learn improvisation during performances.
During individual lessons in small groups, the guys get skills work above in an artistic way, learn to capture the features of a particular role, the art of reincarnation through participation in the creation of elements of scenery and costumes.
Through communication and purposeful joint activities children receive and develop the skills of business and informal communication, both in small groups and in the team as a whole, gain experience in communication in different social roles, experience in public speaking in front of various audiences.
Equipment: Video CDs, Audio CDs, Puppet theatre, theatrical masks, costumes, piano, musical instruments, screen, music center, microphones.
Literature:
1. Deryagina L. B. We play a fairy tale. Scenarios in verse for staging in kindergarten and elementary school. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2010. - 128 p.
2. Deryagina L. B. Theatrical activities in the preschool educational institution. Fairy tale scripts foreign writers and peoples of the world. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2015. - 128 p.
3. Card file of portraits of children's writers. Brief biographies. Part I / Comp. L. B. Deryagina. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS" .
4. Card file of portraits of children's writers. Brief biographies. Part II / Comp. L. B. Deryagina. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2013. - 32 p.: 14 colors. ill. - (Equipment of the pedagogical process in the preschool educational institution; issue 25).
5. Tkacheva O. V. Scenarios for holidays, entertainment and music lessons for kindergarten. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2014. - 176 p.
3.2. Features of the organization of the developing object-spatial environment
The main condition for the implementation programs is the teacher himself. He performs in various qualities: speaker, magician, educator, actor, storyteller, etc. His living word, artistry, ability to visually show speech skills, create an atmosphere of communication is an example for children. This makes it possible to identify as well as develop the abilities and talents of preschoolers.
First, an atmosphere conducive to creativity is created. activities, conditions for the most free realization of the intellectual, emotional abilities and opportunities given by nature, characteristic of this pupil.
The teacher should:
Have basic knowledge of anatomy, developmental psychology, philology;
Know new children's cartoons, toys, programs, books and use this in your work if necessary.
The living word of the teacher, his artistic taste, mastery of the word is an example for pupils.
For successful work and ensure predictable results, certain terms:
Cozy aesthetic space for classes (Music hall, groups)
Handout kits (finger theater and others.)
Library of children's poems, fairy tales and stories.
Teaching aids (a library of scientific and methodological literature on rhetoric, as well as books on the development of speech).
Media library in this area activities.
