PROGRAM
for theatrical activities of the children's theater studio
"Three Steps to the World of Theater"
Musical director: Butko Yulia Anatolyevna
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 designed to provide conditions for mastering elementary knowledge of theatrical art by preschoolers. Your child will receive answers to the following questions:
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 theatre.
5. Work on the performance. It is based on the author's scripts and includes the topics "Introduction to the play" (joint reading) and "From etudes to the play" (choosing a play or stage play and discussing it with children; working on individual episodes in the form of etudes with improvised text; searching for musical plastic solution of individual episodes, staging of dances; creation of sketches and scenery; rehearsals of individual paintings and the entire play; premiere of the performance; discussion of it with children). Parents are widely involved in the work on the performance (assistance in learning the text, preparing scenery, costumes).
Participation in skits, performances and theatrical holidays.
Preparation of scenery, props, posters (we ourselves invent, draw, glue!).
Work on sections of the program continues throughout the entire education of children. The content of the sections, depending on the stage of training, expands and deepens.
The result of the work of the studio are performances and theatrical holidays, in which all the studio members, without exception, take part, regardless of their level of preparation and training.
Explanatory note
Artistic and aesthetic education occupies one of the leading places in the content of the educational process of a preschool educational institution and is one of its important areas. For the aesthetic development of the child's personality, a variety of artistic activity- 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 a teacher of additional education.
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 action, the development of 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. Theater activities and frequent appearances on the stage in front of the audience contribute to the realization of the creative forces 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 learn more subtly the world.
Using the program allows you to stimulate the ability of children to imaginative and free perception of the world around them (people, cultural values, 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 of knowing 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 people around.
This program describes a training course in theatrical activities of children up to school age 4-7 years old (middle, senior and preparatory groups). It was developed on the basis of a mandatory minimum content for theatrical activities for preschool educational institutions, taking into account the updating of content for various programs described in the literature.
Purpose of the program - development of musical and creative abilities of children by means of theatrical art.
Tasks for the formation of artistic and aesthetic consciousness in older preschoolers, the development of creative abilities
1. Create conditions for the development of creative activity of children participating in theatrical activities, as well as the gradual development of children various kinds creativity by age group.
2. 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.).
3. Teach children manipulation techniques in puppet theaters of various types.
4. To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
5. Familiarize all children age groups with various types of theaters (puppet, drama, musical, children's, animal theater, etc.).
6. Introduce children to theatrical culture, enrich their theatrical experience: children's knowledge of the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology.
7. To develop in children an interest in theatrical and gaming activities.
The program includes two classes per week in the afternoon. Lesson duration: 20 minutes - middle group, 25 minutes - senior group, 30 minutes - preparatory group. Total training sessions per year - 72.
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.
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 close 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 organization of theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in Everyday life, self theatrical activities children).
5. "Familiarization with the environment", where children get acquainted with the phenomena public life, objects in the immediate environment.
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 a collective creative activity during the production process.
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 main idea literary work, explains his statement; gives detailed verbal characteristics their heroes; 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 different systems while working on the show.
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 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. The use of practical skills when working on the appearance of the hero - the 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 of studio participants in them in the most varied capacities.
Characteristics of the levels of knowledge and skills
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.
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.
DIAGNOSTICS OF SKILLS AND SKILLS OF OLDER PRESCHOOL CHILDREN ON THEATERIZED 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. Select musical characteristics to create character images. 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 in our kindergarten have their own theater and really wanted to go to 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.
SUGGESTED SKILLS AND SKILLS
middle group
They are able to act in concert.
They are able to relieve tension from certain muscle groups.
Remember the given poses.
Remember and describe the appearance of any child.
Know 5-8 articulation exercises.
They are able to make a long exhalation with an imperceptible short sigh.
They are able to pronounce tongue twisters at different tempos.
They are able to pronounce tongue twisters with different intonations.
They know how to build a simple dialogue.
They are able to make sentences with the given words.
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
Ability to voluntarily tense and relax individual groups muscles.
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 quick voroks at different tempos.
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 of Russian and foreign authors.
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 at each lesson, block 4 - at the thematic lesson 2 times a year (three lessons in October and March);
block 5 - one - two lessons per month.
Step one 72 hours
Classes with children 4 - 5 years old
Lesson 1. Let's get acquainted. Purpose: to get to know the children and tell them about the role of theatrical activity in human life.
Lesson 2. Change myself, my friends. Guess who am I? Purpose: to develop attention, observation, imagination of children.
Lesson 3.
Lesson 4.
Lesson 5. A large turnip has grown - very large. Purpose: to develop imagination and fantasy, to learn how to create images using expressive movements.
Lesson 6. Reading the play "Turnip". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Turnip".
Lesson 7. Improvisation of the Russian folk tale "Turnip". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 8 - 11. Rehearsal of the play "Turnip". Purpose: to develop correct speech breathing, the speech apparatus to continue memorizing the text of a fairy tale
"Turnip".
Lesson 12. Friendly, fun, willing to quickly get the job done. Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 13. Everyone ran to grandfather, helped pull the turnip. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 14. What we did, we will not say, but we will show you! Purpose: to develop imagination, initiative, the ability to act in concert, to beat imaginary objects.
Lesson 15. We play the play "Turnip". Final.
Lesson 16. Surprise bag. Purpose: to develop articulation and diction; introduce children to new tongue twisters.
Session 17 - 18
Lesson 19. Lost kittens on the way gloves. Purpose: reading the fairy tale by S. Marshak "Gloves"; content conversation, game exercise "sad kittens".
Lesson 20. Found gloves, thank you kittens! Purpose: mimic studies; dramatization of the fairy tale "Gloves".
Lesson 21. Without friends, we can not live for anything in the world. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 22 -23. It is very hard to live in the world without a girlfriend or a friend. Purpose: reading the fairy tale “Like a dog was looking for a friend”; content conversation; mimic studies; dramatization of the story.
Session 24. Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 25
Lesson 25. Stands in the field Teremok. Purpose: to develop imagination and fantasy, to learn how to create images using expressive movements.
Lesson 26. Reading the play "Teremok". Purpose: to develop the speech of children; to acquaint with the poetic text of the fairy tale "Teremok".
Lesson 27. Improvisation of the Russian folk tale "Teremok". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 28 - 31. Rehearsal of the play "Teremok". Purpose: to develop correct speech breathing, the speech apparatus to continue memorizing the text of a fairy tale
Teremok.
Lesson 32.Give me just a deadline, we'll build a new tower. Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 33. Here is a beautiful tower, it is very, very high! Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 34. We play the play "Teremok". Final.
Lesson 35. Theatrical game "We walk around." Purpose: to teach to “remove” tightness and stiffness; coordinate with other children.
Lesson 36. A hen came out - a Corydalis, with her yellow chickens. Target:
development of speech, guessing riddles, mimic studies, simulation exercises.
Lesson 36. A yellow little lump, very, very curious. Purpose: reading the fairy tale by K. Chukovsky "Chicken"; conversation on the content, mimic studies; game exercise "in the poultry yard".
Lesson 37. Time will pass quickly and the chicken will grow up. Purpose: mimic studies; dramatization of the fairy tale "Chicken".
Lesson 38 - 39. Imaginary journey. Purpose: to develop imagination, fantasy, memory; ability to communicate in the expected circumstances.
Lesson 40. Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary.
Lesson 41 - 42 Emotions. Purpose: to teach children to recognize emotional states (joy, sadness, curiosity, fear) by facial expressions; improve the ability to coherently and logically express their thoughts.
Lesson 43. Theatrical game "Kolobok". Purpose: to develop imagination and fantasy, to learn how to create images using expressive movements.
Lesson 44. Reading the play "Kolobok". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Gingerbread Man".
Lesson 45. Improvisation of the Russian folk tale "Kolobok". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 46 - 50. Rehearsal of the play "Kolobok". Purpose: to develop correct speech breathing, the speech apparatus to continue memorizing the text of a fairy tale
"Kolobok".
Lesson 51. Our gingerbread man is daring. Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 52.Jump from the window - and into the woods, a bun rolled. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 54. Magic box. Purpose: development of speech, learning new tongue twisters, guessing riddles, simulation exercises.
Lesson 55. Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 56. Theatrical game "Flight to the Moon". Purpose: to teach to “remove” tightness and stiffness; coordinate with other children.
Lesson 57 - 58. Sign language. Purpose: to develop the expressiveness of movements, the ability to control one's body; learn to convey an emotional state with the help of gestures, postures, facial expressions.
Lesson 59. Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary.
Lesson 60. The puppy was sleeping near the sofa, suddenly he heard a “meow” nearby. Purpose: reading the fairy tale by V. Suteev “Who said “meow”?”; conversation on the content, mimic studies; game exercise "fairy-tale heroes".
Lesson 61. Improvisation of the fairy tale "Who said" meow "? Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 62 - 65. Rehearsal of the fairy tale "Who said" meow "?". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 66. I looked everywhere for a puppy, but I couldn't find it! Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 67. Didn't you say "meow - meow"? Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 68. We play the play "Who said" meow "?". Final.
Lesson 69 - 70
Lesson 71. Theatrical game "Fair" Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting; attention, memory, communication.
Lesson 72.
Step two 72 hours
Classes with children 5 - 6 years old.
Lesson 1. Our favorite hall is again very happy to meet the guys! Purpose: a conversation about the role of theatrical activity in human life; meeting new children.
Lesson 2. Change myself, my friends. Guess who am I? Purpose: to develop attention, observation, imagination of children.
Lesson 3. Understand me. Purpose: to develop attention, memory, imaginative thinking of children.
Lesson 4. Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 5. Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 6. Our daring gingerbread man, the bun is not the same - the other! ". Purpose: reading the Belarusian folk tale "Puff"; conversation on the content, mimic studies; game exercise "fairy-tale heroes".
Lesson 7. Improvisation of the fairy tale "Puff". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 8 - 11. Rehearsal of the fairy tale "Puff". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 12. This gingerbread man is a cunning little animal! Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 13. Gingerbread man - prickly side. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 14. We play the play "Puff". Final.
Lesson 15. One, two, three, four, five - do you want to play? Purpose: to develop imagination, creativity; learn to show their individuality and uniqueness; to activate in the speech of children the concepts of "facial expressions", "gesture".
Lesson 16.Game lesson. Purpose: to promote the unification of children in joint activities; cultivate goodwill and contact in relationships with peers; introduction of the concept of "pantomime".
Lesson 17. We play with our fingers. Purpose: to teach the characteristic transmission of images with the movements of hands, fingers; game exercises "finger gymnastics"; repetition and consolidation of the concept of "pantomime".
Lesson 18. So the mushroom is a giant, there was enough room for everyone there! Purpose: reading the fairy tale by V. Suteev “Under the Mushroom”; conversation on the content, mimic studies; simulation exercises “it starts to rain”, “let's hide from the rain”.
Lesson 19. Improvisation of the fairy tale "Under the Mushroom". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 20 - 24. Rehearsal of the fairy tale "Under the Mushroom". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 25. It started to rain heavily, it wetted all the animals! Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 26. Everyone wants to hide under a little fungus. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 27. We play the play "Under the Mushroom". Final.
Session 28 - 29. Imaginary journey. Purpose: to develop imagination, fantasy, memory; ability to communicate in the expected circumstances.
Lesson 30.One, two, three, four, five - we will compose poems. Purpose: development of diction; learning new tongue twisters; introduction of the concept of "rhyme", exercise in inventing rhymes for words.
Lesson 31.We read funny poems and add a word - rhyme. Purpose: to create a positive emotional mood; exercise children in the selection of rhymes for words.
Lesson 32.Who made so many holes in the cheese? Purpose: reading a poem by Jan Brzehva "Holes in the cheese"; conversation on the content, mimic studies; game exercise "in the yard".
Lesson 33. Improvisation of the poem "Holes in the Cheese". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 34 - 37. Rehearsal of the fairy tale "Holes in the Cheese." Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 38. Well, who will answer a simple question? Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 39. Everyone got together and almost quarreled. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 40. We play the play "Holes in the Cheese." Final.
Lesson 41. Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary, learning new tongue twisters and finger gymnastics.
Lesson 42. Emotions. Purpose: to teach children to recognize emotional states (joy, surprise, fear, anger) by facial expressions.
Lesson 43. We are writing a new story. Purpose: to develop children's creative imagination; learn to consistently express thoughts in the course of the plot, improve group work skills.
Lesson 44. We compose a fairy tale ourselves, and then we play it. Purpose: to teach; develop independence and the ability to act in concert expressively convey characteristic features fairytale heroes a team.
Lesson 45.Learning to speak differently. Purpose: to draw the attention of children to the intonational expressiveness of speech; exercise in pronunciation of phrases with different intonation; develop communication skills.
Lesson 46- 47. Learning to speak clearly. Purpose: to work out diction with the help of tongue twisters and game exercises “strawberry”, “say, insect”, “hare and hare”.
Lesson 48 - 50. Fly, fly petal. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 51. Flower - seven-flower, fabulous flower. Purpose: reading the fairy tale by V. Kataev "Flower - seven-flower"; content conversation.
Lesson 52 - 53. I will remember all the words, I will fulfill the desire. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 54. Theatrical game "In the garden of the sorceress". Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 55. I counted all the crows and lost the bagels. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 56 - 57. Theatrical game "At the North Pole". Purpose: to develop imagination and fantasy; continue to create images with expressive movements; expressively convey the characteristic features of fairy-tale characters.
Lesson 58 - 59. Improvisation "Toy Store". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 60. The last petal is left. What to wish? Purpose: to talk about kindness and good deeds; to develop the ability of children to consistently and expressively retell a fairy tale.
Lesson 61. A friend will always come to the rescue. Purpose: to cultivate goodwill and contact in relationships with peers.
Lesson 62 - 67. Rehearsal of the fairy tale "Flower - seven-flower". Purpose: to 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.
Lesson 68. We play the play "Flower - seven-flower". Final.
Lesson 69 - 70. A magical journey through fairy tales. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 71. Theatrical game "Fair" Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 72. Game program "You can do it!" Purpose: consolidation of the material covered; give children the opportunity to show initiative and independence in choosing and showing excerpts from previously staged performances.
Third step 72 hours
Classes with children 6 - 7 years old.
Lesson 1. Our favorite hall is again very happy to meet the guys! Purpose: a conversation about the role of theatrical activity in human life; meeting new children.
Lesson 2. I will change myself, friends. Guess who am I? Purpose: to develop attention, observation, imagination of children.
Lesson 3. Understand me. Purpose: to develop attention, memory, imaginative thinking of children.
Lesson 4. Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 5. Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 6. That's the apple! Purpose: reading the fairy tale by V. Suteev "Apple"; conversation on the content, mimic studies; simulation exercises.
Lesson 7. Improvisation of the fairy tale "Apple". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 8 - 9. Rehearsal of the fairy tale "Apple". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 10. How do we share an apple! Purpose: a conversation about friendship and kindness; etudes for the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 11. Dramatization of the fairy tale "Apple".
Lesson 12. Strawberry near the stump, told everyone: no me! Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 13. Theatrical game " Magic Items". Purpose: to develop children's creative imagination; learn to consistently express thoughts in the course of the plot, improve group work skills.
Lesson 14. Let's go to the forest for berries, we'll pick up mugs with the top! Purpose: reading the fairy tale by V. Kataev "The pipe and the jug"; content conversation.
Lesson 15. Improvisation of the fairy tale "pipe and jug". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 16 - 19. Rehearsal of the fairy tale "Pipe and jug." Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 20. Dramatization of the fairy tale "The pipe and the jug"
Lesson 21. Game program " Magical forest» Purpose: consolidation of the material covered; give children the opportunity to show initiative and independence in choosing and showing excerpts from previously staged performances.
Lesson 22. Emotions. Purpose: to teach children to recognize emotional states by facial expressions.
Lesson 23. Sign language. Purpose: to develop the expressiveness of movements, the ability to control one's body; learn to convey an emotional state with the help of gestures, postures, facial expressions.
Lesson 24. The first snowflakes came to visit. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 25. Reading the play "The Magic Staff of Santa Claus." Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Magic Staff of Santa Claus".
Lesson 26. In the courtyard of King Peas. Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting skills.
Lesson 27. In the kingdom snow queen. Purpose: to develop children's creative imagination; learn to consistently express thoughts in the course of the plot, improve group work skills.
Lesson 28 - 31. Rehearsal of the New Year's fairy tale "The Magic Staff of Santa Claus." Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 32. We play New Year's performance"Magic staff of Santa Claus."
Lesson 33. Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary, learning new tongue twisters and finger gymnastics.
Lesson 34 - 35. Imaginary journey. Purpose: to develop imagination, fantasy, memory; ability to communicate in the expected circumstances.
Lesson 36. One, two, three, four, five - we will compose poems. Purpose: development of diction; learning new tongue twisters; introduction of the concept of "rhyme", exercise in inventing rhymes for words.
Lesson 37. We read funny poems and add a word - rhyme. Purpose: creating a positive emotional mood; exercise children in the selection of rhymes for words.
Lesson 38. Theatrical game "How Winter met Spring." Purpose: to develop children's creative imagination; improve group work skills.
Lesson 39. The Snow Maiden cried, seeing off the winter. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 40. Reading the play "Snow Maiden". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "The Snow Maiden" based on the play by N. Ostrovsky.
Lesson 41. In the kingdom of King Berendey. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 42. Spring is coming! Spring sings! And all the people rejoice with her. Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 43 - 46. Rehearsal of the spring fairy tale "Snow Maiden". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 47. We play the play "Snow Maiden"
Lesson 48. Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary, learning new tongue twisters and finger gymnastics.
Lesson 49. Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 50. Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 51. The soldier was walking to his home. Purpose: Reading the fairy tale by G. - H. Andersen "Flint"; content conversation.
Lesson 52. Reading the play "Flint". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Flint" based on the fairy tale by G. - H. Andersen.
Lesson 53 - 54. Listen, you, us soldier, if you want to be rich! Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 55. I'm sitting here on a chest. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 56 - 57. Theatrical game "City of Masters". Purpose: to develop imagination and fantasy; continue to create images with expressive movements; expressively convey the characteristic features of fairy-tale characters.
Lesson 58 - 59. Improvisation "Magic Dreams". Purpose: to develop imagination and fantasy; continue to create images with expressive movements; expressively convey the characteristic features of fairy-tale characters.
Lesson 60 - 61. Improvisation "What are we, unfortunate princesses." Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 62 - 67. Rehearsal of the fairy tale "Flint". Purpose: to 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.
Lesson 68. We play the play "Flint". Final.
Lesson 69 - 70. A magical journey through fairy tales. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 71. Theatrical game "Fair" Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 72. Game program "You can do it!" Purpose: consolidation of the material covered; give children the opportunity to show initiative and independence in choosing and showing excerpts from previously staged performances.
Children's theater studio equipment
1. Desktop toy theater.
2. Desktop theater of pictures.
3. Stand-book.
4.Flannelgraph.
5. Shadow theater.
6. Finger theater.
7. Theater Bi-ba-bo.
8. Petrushka Theater.
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
Bibliography:
1. Kutsokova L.V., Merzlyakova S.I. Education of a preschool child: developed, educated, independent, enterprising, unique, cultural, active and creative. M., 2003.
2. Makhaneva M.D. Theatrical classes in kindergarten. M., 2001.
3. Merzlyakova S.I. The magical world of theater M., 2002.
4. Minaeva V.M. The development of emotions in preschoolers. M., 1999.
5. Petrova T.I., Sergeeva E.A., Petrova E.S. Theatrical games in kindergarten. M., 2000.
6. Reader on children's literature. M., 1996.
7. Churilova E.G. Methodology and organization of theatrical activities of preschoolers and younger students. M., 2004.
8. Emotional development of a preschooler. M., 1985.
Purpose of the Program- development of children's creative abilities by means of theatrical art.
Program Objectives:
· To create conditions for the development of creative activity of children participating in theatrical activities.
· 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 with various types of theaters (puppet, drama, musical, children's, animal theater, etc.).
· Introduce children to theatrical culture, enrich their theatrical experience: children's knowledge of the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, theaters of the city of Novosibirsk.
To develop in children an interest in theatrical and gaming activities.
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Municipal Autonomous Preschool Educational Institution
"Kindergarten No. 70 "Sunny City"
630126 Novosibirsk, st. Electoral, 113/2, tel.: 209-04-22,
e-mail: [email protected]
________________________________________________________________________
The program of additional education on the organization of theatrical activities of older children preschool age group "Captains" MADOU d / s No. 70
"Magic World of Theater"
Kotova T.V. teacher of the group "Captains"
Derevenets S.Yu. teacher of the group "Captains"
Novosibirsk, 2017
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1.1.1 Goals and objectives of the Program implementation | |
1.1.2 Principles and approaches to the formation of the Program | |
1.2 Planned results of the development of the Program | |
2.1 Description educational activities | |
3 Organization section | |
3.1 Features of the organization of the developing subject-spatial environment | |
3.2 Human resources | |
3.2 Logistics of the Program | |
3.5 Teaching materials and teaching aids | |
Annex 1 |
1. TARGET SECTION
1.1 Explanatory note
Today, many educators are concerned about finding non-traditional ways in creative interaction with children. How to make every lesson with a child interesting and exciting, simply and unobtrusively tell him about the most important thing - about the beauty and diversity of this world, how interesting it is to live in it? How to teach a child everything that is useful to him in this difficult modern life? How to educate and develop his main abilities: to hear, see, feel, understand, fantasize and invent? The most popular and exciting direction in preschool education is theatrical activity. From the point of view of pedagogical attractiveness, we can talk about the universality, playful nature and social orientation, as well as the correctional possibilities of the theater.
It is theatrical activity that allows solving many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. By participating in theatrical games, children become participants in various events from the life of people, animals, plants, which gives them the opportunity to better understand the world around them. At the same time, a theatrical game instills in the child a steady interest in their native culture, literature, and theater.
Obviously, theatrical activity teaches children to be creative individuals, capable of perceiving novelty, the ability to improvise. Our society needs a person of such a quality who would boldly, could enter the modern situation, could master the problem creatively, without prior preparation, had the courage to try and make mistakes until the right solution was found.
Theatrical games are always loved by children. The great and versatile influence of theatrical games on the personality of the child makes it possible to use them as a strong, but not intrusive pedagogical tool, because the child feels more relaxed, free and natural during the game. Huge educational opportunities theatrical play: its subject is not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music. Theatrical activity is an inexhaustible source of development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt.
The program of additional education for the organization of theatrical activities for children of senior preschool age of the "Captains" group of MADOU d / s No. 70 "Magic World of Theater" (hereinafter referred to as the Program) was developed on the basis ofauthor's program N.F. Sorokina and L.G. Milanovich "Theater - creativity - children",in accordance with the main general educational program preschool education MADOU d / s No. 70, as well asin accordance with regulatory documents:
- Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”.
- Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On Approval of the Federal State educational standard preschool education".
- SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the mode of operation in preschool organizations(Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26).
- Order of the Ministry of Education and Science of the Novosibirsk Region dated April 14, 2014 No. 919 "On the introduction of the federal state educational standard for preschool education."
Novelty The program is that:
- theatrical games include conversations about the history of the theater, theatrical professions, the structure of the theater, the rules of conduct in the theater, etc.;
- children get acquainted with newer types of theatrical puppets: theater on spoons, theater on aprons, theater on cups, etc .;
- the repertoire of theatrical games is determined in accordance with thematic planning;
- parents take an active part in organizing theatrical activities of children.
1.1.1. Purpose and objectives of the Program implementation
The purpose of the Program is development of children's creative abilities by means of theatrical art.
Program Objectives:
- Create conditions for the development of creative activity of children participating in theatrical activities.
- 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 with various types of theaters (puppet, drama, musical, children's, animal theater, etc.).
- To introduce children to theatrical culture, enrich their theatrical experience: children's knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, theaters of the city of Novosibirsk.
- To develop in children an interest in theatrical and gaming activities.
1.1.2. Principles and approaches to the formation of the Program.
The program is based on the following principles :
1) introducing children to socio-cultural norms, traditions of the family, society and the state;
2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education;
3) the formation of cognitive interests and cognitive activities child in various activities.
Fundamental approaches to the construction of educational activities within the framework of the program were: a system-activity approach that provides systematic, purposeful education of children in children's activities; a humanitarian approach that allows us to consider the development of the child's personality as main goal educational activities; cultural approach, which has become fundamental for the organization of cultural practices of preschoolers.
The program is built on the basis of taking into account the specific conditions, educational needs and developmental features of preschool children. The creation of an individual pedagogical model of education is carried out in accordance with the requirements of the Federal State Educational Standard.
1.1.3 Characteristics of older preschool children
The program is aimed at children from 5 to 7 years old.
Characteristics of children from 5 to 6 years
A child of 5-6 years old strives to know himself and another person as a representative of society (the closest society), gradually begins to realize the connections and dependencies in social behavior and relationships between people. At the senior preschool age there is a significant enrichment of children's musical erudition. Initial ideas about the types of theater and genres of music are formed, links are established between the artistic image and the means of expression used by the authors of the works, aesthetic assessments and judgments are formulated, preferences are justified, and some aesthetic selectivity is manifested.
Characteristics of children from 6 to 7 years
In general, a child of 6-7 years old is aware of himself as a person, as an independent subject of activity and behavior. Musical and artistic activity is characterized by great independence in determining the concept of work, a conscious choice of means of expression, and sufficiently developed emotional, expressive and technical skills.
Artistic and aesthetic experience allows preschoolers to understand the artistic image presented in the work, explain the use of expressive means, and aesthetically evaluate the result of musical and artistic activity. Preschoolers begin to show interest in visiting theaters, to understand the value of works of art. Evaluation and self-esteem is born. By the age of 7, the prerequisites for a successful transition to the next level of education are formed.
1.2. Planned results of the development of the Program
During the development of the Program, the child:
Plays scenes based on familiar fairy tales, poems, songs using puppets of familiar types of theaters, elements of costumes, scenery;
Feels and understands the emotional state of the characters, enters into role-playing interaction with other characters;
Performs in front of peers, children of younger groups, parents, other audiences.
Knows some types of theaters (puppet, drama, musical, children's, animal theater, etc.);
Knows some techniques and manipulations and applies them in familiar types of theater: riding puppets, finger puppets, puppets, etc.
Has an idea about the theater, theatrical culture, the history of the theater; theater device ( auditorium, foyer, wardrobe); theatrical professions (actor, make-up artist, costume designer, director, sound engineer, decorator, illuminator, prompter).
2.1 Description of educational activities.
The program is complex, with a priority direction of the social and personal development of children. The Program provides for the integration of educational areas:
- "Social and communicative development".Friendly relationships are brought up between children, the ability to independently unite for joint play and work, to engage in independently chosen business, to negotiate, to help each other develops. Organization, discipline, collectivism, respect for elders are brought up. Such qualities as sympathy, responsiveness, justice, modesty are formed. Develop volitional qualities. Children are included in the system of social relations through the images of their heroes. They “live” the life of their character, “try on” his character, learn to evaluate the actions of the heroes of a work of art.
- "Cognitive Development".Children's knowledge of the theater as an art form, its history, theatrical professions, etc. deepens.
- "Speech development".A clear, clear diction is developing, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes. There is a development of all aspects of speech. The dictionary is activated, sound pronunciation is improved, children learn to build dialogues. Through acquaintance with works of art various genres, children are introduced to verbal art, the development of literary speech.
- "Artistic and aesthetic development".Emotional susceptibility develops, an emotional response to literary and musical works, beauty of the surrounding world, works of art. In the process of making attributes together with children, various types of puppet theaters, costume elements for the fairy tale chosen for acting out, children develop productive activity, creative abilities, introduction to the fine arts.
1 . "Fundamentals of theatrical alphabet".Acquaintance with the peculiarities of theatrical art; his views. Acquisition of knowledge about costumes, theater attributes. Formation of the culture of the viewer.
2. "Theatrical Game"Development of acting skills and skills of imagination, stage attention and action in the proposed circumstances, reincarnation. The development of play behavior, aesthetic sense, resourcefulness, the ability to be creative in any business, the ability to communicate with peers and adults in various life situations, the formation of skills to act with imaginary objects.
3. "Fundamentals of Puppet Theatre".Acquaintance with various types of theaters: outdoor (people-dolls, cone, reed), learning the techniques of puppetry of various puppet theaters (table, shadow, bibabo, finger, puppets, on spoons, on cups, etc.)
4. "Working with Parents"Involving parents in the manufacture of costumes and attributes; consultations for parents; joint performances.
Educational technologies used in the program:
- gaming technology;
- cooperation technology (V.Dyachenko, A.Sokolov, etc.);
- design technology.
Gaming Technology
- game - the leading type of activity and form of organization of the learning process;
- game methods and techniques - a means of inducing, stimulating students to cognitive activity;
- the gradual complication of the rules and content of the game ensures the activity of actions;
- the game as a socio-cultural phenomenon is realized in communication. Through communication it is transmitted, by communication it is organized, in communication it functions;
- the use of game forms of classes leads to an increase in the creative potential of students and, thus, to a deeper, more meaningful and faster mastering of the discipline being studied;
- the purpose of the game is educational (assimilation of knowledge, skills, etc.). The result is predicted in advance, the game ends when the result is reached;
- the mechanisms of gaming activity are based on the fundamental needs of the individual in self-expression, self-affirmation, self-regulation, self-realization.
Collaboration technology
Conceptual ideas and principles:
- the position of an adult as a direct partner of children included in their activities;
- the uniqueness of the partners and their fundamental equality to each other, the difference and originality of points of view, the orientation of each to the understanding and active interpretation of his point of view by the partner, the expectation of an answer and its anticipation in his own statement, the mutual complementarity of the positions of the participants in joint activities;
- an integral part of the subject-subject interaction is dialogue communication, in the process and as a result of which there is not just an exchange of ideas or things, but the mutual development of all participants in joint activities;
- dialogue situations arise in different forms of interaction: teacher - child; child - child; the child is the means of learning; child - parents;
- cooperation is directly related to the concept of activity. The interest on the part of the teacher in the child's attitude to cognizable reality activates him cognitive activity, the desire to confirm their assumptions and statements in practice;
- cooperation and communication between an adult and children based on dialogue is a factor in the development of preschoolers, since it is in dialogue that children show themselves equal, free, relaxed, learn self-organization, self-activity, self-control.
Design technology
Conceptual ideas and principles:
- the development of a free creative personality, which is determined by the tasks of development and the tasks of the research activities of children, the dynamism of the subject-spatial environment;
- special functions of an adult who encourages the child to discover the problem, to pronounce the contradictions that led to its occurrence, to include the child in the discussion of ways to solve the problem;
- way to achieve didactic purpose in design technology, it is carried out through a detailed development of the problem (technology);
- integration of educational content and activities within the framework of a single project; joint intellectual and creative activity;
- completion of the process of mastering a certain area of practical or theoretical knowledge, a particular activity, a real, tangible practical result, formalized in one way or another.
Basic principles of theatrical activities:
Successful implementation of the tasks set for theatrical activities determines the construction of the educational process according to principles taking into account the uniqueness of the preschool age of children:
- The principle of integrativity- relationship with various activities.
- The principle of cooperation- the relationship between the child and the teacher.
- The principle of an individual approach to children- the development of fine motor skills and coordination of finger movements is carried out through differentiated approach to each child, based on knowledge of the characteristics of his development.
- The principle of systematic and consistent- such an order of studying the material, where new knowledge is based on previously acquired ones.
- The principle of accessibility- learning is effective when it is feasible and accessible to problem-based learning for children.
- The principle of problem-based learning- children in the process of games, leisure activities, organized activities themselves acquire new knowledge, resulting in a stronger assimilation of knowledge, consolidation of skills.
- The principle of teacher competence- the educator must have a clear knowledge of this issue to pass them on to children.
- The principle of game presentation of material- in our work we rely on the leading type of activity - the game.
Activities:
- 1. Theatrical games.
- 2. The teacher's stories about the theater.
- 3. Organization of performances.
- 4. Conversations-dialogues.
- 5. Production and repair of attributes and manuals for performances.
- 6. Reading literature.
- 7. Making an album about the theater.
- 8. Show views.
Methodical methods:
- Conversations are held with the aim of mastering new material
- Theatrical games are organized for the liberation and relaxation of children in the classroom.
- Word, board and printed games are organized as a form of classes.
- Excursions - conducted to enrich the spiritual world of the child
- Work with the family - carried out in order to attract parents to joint creative activities, participation in excursions, entertainment, holidays.
- Making crafts and drawing - are carried out with the aim of developing creativity, imagination, memory.
2.2 Features of the interaction of the teaching staff with the families of pupils
In accordance with the GEF of preschool education, the social environment of a preschool educational institution should create conditions for the participation of parents in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.
The implementation of this program is carried out in cooperation with the families of the pupils.The most important connoisseurs of theatrical productions, enthusiastic admirers of the talents of little actors are their parents.Only with closethe interaction of the family and the kindergarten, theatrical activities will be successful. In the process of creative interaction with the child, the teacher is primarily concerned with the process of education, 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 competitions)
- 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
sixth year of life
Month | Tasks |
|
October | Setting up a parenting area. Consultation "A visit to the theater with the whole family." | Create interest in theatrical activities among parents. |
November | Making a parent corner - consultation "Home theater". | Learn to use different types of theater at home. |
December | Making a parent corner - consultation "Theatrical activity as a means of overcoming speech disorders." | To acquaint parents with theatrical games that help in overcoming speech disorders. |
January | Competition for the best poster for our performance. | |
February | Collaboration with parents on costumes for the theater corner. | |
March | Master class "Do-it-yourself puppet theater" | Explain how the theatre's made. |
April | Exhibition "The best do-it-yourself puppet theater" | Attract participation in joint exhibitions with children |
May | Work (together with parents) on the album "All about the theater" | 2. to develop an aesthetic taste in the design of albums. |
seventh year of life
October | Designing a Parent's Corner - Consultation "Theater and Children". | Continue to create interest in theatrical and gaming activities among parents. |
November | Working together with parents on costumes for a fairy tale. | Involve parents in replenishing and updating the theater corner in the group. |
December | Drawing competition "The Magical World of Theater" | Attract to participate in joint exhibitions with children. |
January | Decorating the parent's cornerMemo for parents "How to keep children interested in the theater". | |
February | Making a parent's corner - a consultation for parents: "So that the fairy tale does not become boring ...". Recommendations for parents on the choice of fiction for home theater. | Increase the competence of parents. |
March | Decorating the parent's cornerget acquainted with the posters of Novosibirsk theaters, in the repertoire of which there are children's performances. Organize a holiday "Day of the theater" together with the parents. | To intensify interest in the art of the theater, in its various types. |
April | Making the parent corner - with a folder - moving "Do-it-yourself puppet theater". | 1. cultivate a love for creative activity. |
May | Joint production of the “Let's talk about the theater” stand with parents (poems, thematic photographs, interesting information, children's creativity - drawings, applications, tips, reminders about behavior in the theater, etc.) | 1. to teach children to generalize the experience gained; 2. develop aesthetic taste in the design of stands. |
3. Organizational section
3.1 Features of the organization of the developing object-spatial environment
A prerequisite for the development of creative abilities of preschoolers is independent activity in theatrical activities.
- When designing a theater corner, the entire space of the group is used, and the place where materials are used should not be closed by its location, i.e., the principle is used mobility.
- To ensure the developmental nature of the environment, it is necessary to fulfill the principle of material changeability.
- It is important to consider the principles:versatility, aesthetics and accessibility,all material offered.
Mandatory components of theatrical corners should be:
theatrical and gaming equipment:
- large folding screen,
- small screen for table theater
- flannelograph,
- simple decorations,
- rack-hanger for suits.
Costumes, masks, wigs, attributes for staging 4-5 fairy tales.
Different types of puppet theater:
- picture theatre,
- toy theatre,
- masque,
- finger,
- glove,
- b-ba-bo theater,
- puppet theatre,
- shadow theatre,
- cane dolls,
- hand puppets, etc.
Technical training aids:
- audio recordings of musical works,
- sound effects recordings
- musical toys,
- video record libraries of literary works.
For development in older preschool children creative imagination and the art of impersonation, it is advisable to have algorithms in theatrical corners.
It will enliven the theatrical activity, make it more interesting and attractive, the presence in the theater corners of all groups of "Magic Things":
- magic box,a box, a box (for playing up the appearance of heroes, any thing, a surprise moment);
- magic cap(its owner becomes invisible, can quietly observe everyone), is used in games to develop a sense of faith in the proposed circumstances;
- magic pipe(plays - everyone dances, they cannot stop);
- Magic wand(for reincarnation, removal of tightness and timidity in the performance of a role, to change the plot);
- magic pouch(from which you can get any thing, as well as for pointless playing, and for the development of fantasy);
- magic glass(it can contain any drink - playing sketches for memory physical actions, the development of facial expressions);
- magic mask (turning into any hero, acting on his behalf);
- magic mirror(the child turns and sees himself in the mirror as he wants), is used for a descriptive story, for the development of coherent speech, fantasy, imagination;
- magic tablecloth(children use story game for depicting imitative movements in the sketches “At the table”, “Very tasty”, etc.) for the development of facial expressions, gestures;
- magic shoes,slippers (with their help you can run fast, jump high, dance well).
The guardian-talisman of the theater center can be a doll from any kind of theater. It's kind of,caller doll.
3.2Human resources
Educators: conviction in the expediency of theatrical activities in kindergarten; competence in the implementation of the partial program; improvement in theatrical activities.
manager organizes a subject-developing environment;senior educatorprovides methodological literature;music director selects musical repertoire.
3.3 Logistics program provision
Equipping MADOU d / s No. 70 for the organization of theatrical and gaming activities.
room | Equipment | Qty |
Group "Captains" | Large folding screen Small screen for table theater flannelgraph Rack - hanger for suits Costumes, wigs, attributes for staging fairy tales Picture theater Toy theater Masque Finger theater shadow theater puppet theater Theater B-ba-bo Audio recordings of musical works Video library of literary works Musical toys Music Center | 1 PC. 1 PC. 1 PC. 1 PC. For 3 fairy tales 5 pieces. 4 things. 8 pcs. 3 pcs. 2 pcs. 1 PC. 4 things. 15 discs 12 discs 1 PC. |
3.4 Educational planning
1. Group lessons. Classes are held once a week, in the afternoon. The duration of the lesson is 25-30 minutes.
2. Individual work. On individual lessons learn poems, nursery rhymes, guess riddles.
Senior preschool age (5-6 years)
Month | Block | Tasks |
|
September | Acquaintance with children, observation, assessment of the level of development of theatrical and play activities of children. | ||
Drawing up a work plan. | |||
October | « Basics of theatrical alphabet» | Conversation-dialogue "We are going to the theater" and visiting the theater | |
« Theatrical play» | Creation of the "Center of theatrical art" | fill it with various costumes, masks, attributes for dramatizations, etc. |
|
« Fundamentals of puppet theater» | Getting to know the screen | talk about the device and purpose of the theater screen. |
|
november | « Basics of theatrical alphabet» | Conversation with children "The birth of the play" | 1.activate cognitive interest in theatrical professions; 2. introduce children to professions: actor, director, artist. 3. nurture the desire to learn new things. |
« Theatrical play» | The theater center is replenished with a dictionary of theatrical terms. | 3. encourage children to experiment with their appearance (facial expressions, gestures). |
|
« Fundamentals of puppet theater» | Etudes - "Hare and Bear", "Bear and Fox", etc. | to form puppetry skills with a rubber, plastic, soft toy of a table theater. |
|
December | « Basics of theatrical alphabet» | Conversation on the topic "The amazing world of dolls" | introduce the types of dolls and how to act with them. |
« Theatrical play» | Mimic studies at the mirror "Joy", "Anger", "Sadness", "Fear", etc. Guessing riddles, with the image of their heroes | working out showing images of animals with the help of expressive movements; develop creativity, imagination and fantasy. |
|
« Fundamentals of puppet theater» | Etudes "Visiting Masha", "Dog and Bear", etc. | to teach children the techniques of puppetry table-plane theater. |
|
January | « Basics of theatrical alphabet» | Conversation on the topic "Theater outside and inside" (photos, illustrations depicting theaters) | 1. introduce children to the device of the theater building; 2.enrich children's vocabulary. |
« Theatrical play» | Acquaintance of children with the fairy tale "Zayushkina hut": Distribution of roles | ||
« Fundamentals of puppet theater» | Etudes "Grandfather and turnip", "Two mice", etc. | introduce children to the techniques of driving riding puppets. |
|
February | « Basics of theatrical alphabet» | Conversation on the topic: “New types of theaters” (theater on spoons, theater on bibs, on cups, etc.) | To acquaint children with new, extraordinary types of theaters. |
« Theatrical play» | Rehearsals of the fairy tale "Zayushkina hut" | ||
« Fundamentals of puppet theater» | Etudes "Meeting of a fox and a hare", "Meeting of a mouse with a frog", etc. | ||
March | « Basics of theatrical alphabet» | Excursion to the puppet theater. | To consolidate the acquired knowledge about the theater and the rules of behavior in it. |
« Theatrical play» | Showing the fairy tale "Zayushkina hut" | 2. to educate and support the desire to please children and educators with their performance. |
|
« Fundamentals of puppet theater» | Etudes "Meeting a cat with a dog", "Dance of mice", etc.. | 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). |
|
April | « Basics of theatrical alphabet» | Watch video excerpts of performances of different types of theatres. | Introducing children to the world of theater. |
« Theatrical play» | Lesson-game "We read funny poems and select a rhyme word" | ||
« Fundamentals of puppet theater» | Etudes "A bunny came to us", "Cat and cockerel", etc. | ||
May | « Basics of theatrical alphabet» | ||
« Theatrical play» | Theatrical games at the choice of children. | 1. development of children's creative abilities. 2. development of initiative, independence. |
|
« Fundamentals of puppet theater» | Etudes "A clown came to visit us", "Alyonushka's Dance", etc. | Introduce children to the techniques of puppetry puppets. |
Senior preschool age (6-7 years)
Month | Block | Tasks |
|
September | Assessment of the level of development of theatrical and gaming activities of children. | Assess children's skills in theatrical and play activities. |
|
Drawing up a work plan. | Develop a plan for the development of children's creative abilities, based on the results obtained. |
||
October | « Basics of theatrical alphabet» | Conversation-dialogue "Who invented the theater" and a visit to the theater | 1. activate the creative manifestations of children; 2. develop a sense of beauty, cultural behavior skills, the need to learn new things. |
« Theatrical play» | Acquaintance of children with the fairy tales "Cinderella", "Simbad the Sailor", "The Nightingale the Robber", etc. Distribution of roles | teach children to listen carefully to a fairy tale and answer questions about the content. 1. to teach children to negotiate amicably and in concert; 2. nurture a sense of collective creativity. |
|
« Fundamentals of puppet theater» | Continue familiarity with the screen | to replenish knowledge about the device and purpose of the theatrical screen. |
|
november | « Basics of theatrical alphabet» | Conversation with children "Introduction to musical theaters" | 1.give an idea of a variety of genres musical theater such as "opera", "ballet", "musical", "musical fairy tale"; 2. nurture the desire to learn new things. |
« Theatrical play» | Games - “Change yourself friends, guess who I am!”, “We won’t say what we did, but we’ll show what we did” | 1. to develop in children the ability to use gestures; 2. develop children's motor skills; |
|
« Fundamentals of puppet theater» | Sketches - “A Kotok, Kotok, Kotok”, “Gosling is gone”, etc. Rehearsals of the musical fairy tale "Visiting a fairy tale" | continue to form puppetry skills with a rubber, plastic, soft table theater toy. 1. work out dialogues, expressiveness and intonation; 2. to develop a sense of rhythm in movements, coordination of movements. |
|
December | « Basics of theatrical alphabet» | Conversation on the theme "Theaters of our city" | get acquainted with the theaters of Novosibirsk. |
« Theatrical play» | Mimic studies at the mirror "Joy", "Anger", "Sadness", "Fear", etc.: Showing the musical fairy tale "Visiting a fairy tale" to parents | develop the ability to understand the emotional state of a person and be able to adequately express their mood. 1. to develop the ability to freely and liberatedly stay in front of the audience; 2. to educate and support the desire to please parents and educators with their performance. |
|
« Fundamentals of puppet theater» | Etudes "The Greedy Man", "Holes in the Cheese", etc. | continue to teach children the techniques of puppetry table-plane theater. |
|
January | « Basics of theatrical alphabet» | Conversation on the topic "Introduction to theaters different countries» (photos, illustrations depicting theaters) | 1. introduce children to theaters from different countries, pay attention to the originality of architecture; 2.enrich children's vocabulary. |
« Theatrical play» | Game "Come up with a funny and sad dialogue between Squirrel and Strelka." | Improve the dialogic form of speech. |
|
« Fundamentals of puppet theater» | Sketches "Bear cub - ignoramus", "Cat", etc. | continue to acquaint children with the techniques of driving riding puppets. |
|
February | « Basics of theatrical alphabet» | Conversation on the topic: "Spectator culture" | establish the rules of conduct in the theater,to form a personal attitude to non-compliance and violation of the rules. |
« Theatrical play» | "Funny compositions". A retelling of one of the familiar fairy tales using elements of puppet theater. | encourage children to compose simple stories with the heroes of familiar works. Cultivate a sense of humor, help increase children's self-esteem. To develop coherent speech of children. |
|
« Fundamentals of puppet theater» | Etudes "Grandma has a goat", "Elephant went to study", etc. Making toys - homemade origami fairy tales. | continue to teach children how to drive riding puppets on a screen. to develop the ability of children to independently make characters for a fairy tale. Cultivate accuracy in working with paper. Develop memory, attention, creativity and imagination. |
|
March | « Basics of theatrical alphabet» | Watching excerpts from the musical films "Mother" (based on the fairy tale "The Wolf and the Seven Kids", the ballet "The Nutcracker", the musical "The Little Mermaid", the opera "The Snow Maiden", etc. | introducing children to the world of musical art. |
« Theatrical play» | Exercise "Tell A. Barto's poems using gestures and facial expressions." | learn to convey images of characters with the help of expressive plastic movements. Develop creativity, imagination and fantasy. |
|
« Fundamentals of puppet theater» | Etudes "Cat-loafer", "Eccentrics", etc. | 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). |
|
April | « Basics of theatrical alphabet» | Memo to the parent's corner "The theater is an assistant in raising a child" | Conduct educational work with parents, bring to their attention the importance of theater in the life of a child. |
« Theatrical play» | Rhythmoplasty. musical composition: "Animal Carnival", "A Trip to the Zoo". | develop the motor skills of children; dexterity, flexibility, mobility. Teach evenly, move around the site without bumping into each other. |
|
« Fundamentals of puppet theater» | Sketches “Where are you, brother Ivan?”, “A falcon was flying”, etc. | to consolidate the skills of puppetry finger theater. |
|
May | « Basics of theatrical alphabet» | Evaluation of children's skills in theatrical and gaming activities on the basis of the material covered. | |
« Theatrical play» | Lesson-game "We read funny poems and select a rhyme word": | 1. create a positive emotional mood; 2. exercise children in the selection of rhymes for words; 3.Encourage collaborative versification. |
|
« Fundamentals of puppet theater» | Independent activity of children in the theater corner. Sketches with table dolls based on well-known Russian folk tales. | improve puppetry techniques, consolidate knowledge about the rules of manipulation theatrical puppets different systems. |
3.5. Methodical materials and teaching aids.
1. Antipina A.E. Theatrical activities in kindergarten. - M.: TC Sphere, 2006.
2. Goncharova O.V. and others. Theatrical palette: the program of artistic and aesthetic education. – M.: TC Sphere, 2010.
3. Karamanenko T.N. Puppet theater - for preschoolers. - M .: Education, 1969.
4. Lebedev Yu.A. and others. Fairy tale as a source of children's creativity / A manual for teachers of preschool institutions /. - M.: VLADOS, 2001.
5. Makhaneva M.D. Theatrical classes in kindergarten. - M.: TC Sphere, 2001.
6. Petrova T.I., Sergeeva E.L., Petrova E.S. Theatrical games in kindergarten. - M.: School press, 2000.
7. Sorokina N. D. Scenarios of theatrical puppet classes.- M .: ARKTI, 2007.
8. Sorokina N.N., Milanovich L.G. Author's program "Theater - creativity - children"
9. Tolchenov O.A. Scenarios of game and theatrical performances for children of different ages: Neskuchalia. - M.: VLADOS, 2001.
10. Chistyakova M.I. Psychogymnastics. – M.: Enlightenment, 1990.
11. Shorygina T.A. Conversations about character and feelings. Guidelines. – M.: TC Sphere, 2013.
12. Shchetkin A.V. "Theatrical activity in kindergarten" M .: Mosaic - Synthesis, 2007. - 144With.
Annex 1
When analyzing the effectiveness of work under this Program, the following methodology is used:
"Criteria for evaluating theatrical and gaming activities" N. D. Sorokina
Evaluation of the results of theatrical and gaming activities is assessed in the following areas:
Etude training (actor skill)
- Diction (rhymes, tongue twisters, tongue twisters).
- Gestures (studies on the expressiveness of a gesture, including “Tell poems with your hands”).
- Facial expressions (studies for the expression of basic emotions and the reproduction of individual character traits).
- Movements (etudes with musical accompaniment).
Games - dramatizations
- Desire to participate in dramatization games;
- Ability to communicate with a partner;
- The ability to improvise when creating an image.
- Sketches with dolls
- Desire to play with a doll;
- The ability to manage it;
- The ability to improvise with the doll.
puppet shows
- Desire to participate in performances;
- Ability to communicate with a partner using theater puppets;
- The ability to create an image with the help of theater puppets.
Assessment of knowledge, skills and abilities of children |
|||||||||||||||
0 - excellent | X - good | Y-satisfactory | N - unsatisfactory |
||||||||||||
Group | Study exercise | Dramatization games | Sketches with dolls | puppet shows | Overall score |
||||||||||
F.I. | 1 | 2 | 3 | 4 | 1 | 2 | 3 | 1 | 2 | 3 | 1 | 2 | 3 | ||
"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 a 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 moves 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 with a rubber, plastic, soft toy of a table theater.
A 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.
A 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.
A 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 techniques of driving riding puppets.
A 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.
A 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. A 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”; on the expression of the main emotions: “The Chanterelle overhears”, “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.
Activity:"Visiting Autumn"
December - February. Tasks: continue to develop a sustained interest in speaking to parents, staff
kindergarten, kids. Activity:"Magic Santa Claus"
March - May. Tasks: continue to develop a sustained interest in
speeches to parents, kindergarten staff,
kids.
Activity:"On a visit to the cat Leopold" (holiday dedicated to March 8)
8. Holding
leisure and entertainment
To develop in children an interest in various forms of performances prepared by older children and adults, and a 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 preparatory groups 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.
1 . "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.
1 . “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. A 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. A 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. A 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 the ability to use puppets from different theaters in playing scenes based on familiar fairy tales and 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 play based on a familiar fairy tale.
Fairy tales:"Little Red Riding Hood", Ch. Perrault.
Staged: "Who will find a 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. Activity:"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.
1 . "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.
1 . "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.
1 . “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 Martha).
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.
A 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.
A game: Theater of two actors.
Etudes:“Merry 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
to convey the characteristic features of 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 up and act out small stories on their own using spinner 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 various types of puppet theaters familiar to them in creative games
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 theater, 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 summarize children's knowledge about the theater, its history, varieties, device, theatrical professions, costumes, attributes, rules of conduct in the theater, types of puppet theaters, theatrical terminology, means artistic expressiveness
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.
Activity: folklore holiday "Kuzminki".
March - May.
Tasks: encourage creativity
children, the desire to bring joy to the audience.
Activity:"The Nutcracker" (New Year's fairy tale); 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:
1 . "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.
1 . “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: cultivate a kind attitude towards peers, encourage each child to actively participate in entertainment.
1 . "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, self-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.
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
« Theater- 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.
feature current situation in our time - time stress, sharp rises and even sharper falls in the lives 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, learn about the world of adults. So way, it can be said with certainty that theater It 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 creative abilities and imagination. Theatrical activity helps to discharge emotionally and physically. Therefore, it is so important to involve the child from the very beginning. early age to music, literature, theater. The sooner you start developing children's creativity, the greater results can be achieved.
“It is said 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;
Acquaintance with different types theatrical puppets: finger theater, 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 theater…
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, O variety of theatrical puppets, scenery (be able to distinguish and name them).
3. Develop the speech of a preschooler: to replenish and activate the children's vocabulary, work on diction, intonational expressiveness, dialogic and monologue speech.
4. Cultivate a positive attitude towards 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 class time is in middle group 20 minutes, in the senior group 25 minutes, in the preparatory group for school 30 minutes. 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 lesson 0.5 0.5 1
2 World theater 3 4 7
3 Basics of puppetry 1 3.5 4.5
4 Fundamentals of acting 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, a game "Aw, bear!"
Conversation "Where have you been, what have you seen?", (V 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"
A 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
Conversation showing illustrations, photos of people different professions what they do in theater, the importance of work.
3. How it works theater(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. Etudes for understanding the emotional state of a person and the ability to adequately express one's own 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 fairy tale heroes - 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 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.
Name: The work program for theatrical activities "Theater Steps" for 2016-2017
Nomination: Kindergarten, Methodological developments, Programs in the preschool educational institution, Middle group, senior group, preparatory group
Position: teacher of the first qualification category
Place of work: MBDOU "CRR-Kindergarten No. 6"
Location: Novokuznetsk, Kemerovo Region
The work program for theatrical activities in the preschool educational institution.
"Theatre Steps"
1. "The role and expediency of theatrical activity in the development of preschoolers."
The transformations taking place in society give rise to new requirements in education. To work with preschoolers in a modern kindergarten, theatrical activity allows you to develop feelings, deep feelings and discoveries of the child, introduces him to spiritual values. Develops memory, thinking, imagination, attention; allows you to enrich and activate the vocabulary of children, which is an important tool for preparing children for schooling.
One of the requirements is: the development of creative abilities in preschool children.
Creativity is one of the components overall structure personality. Their development contributes to the development of the personality of the child as a whole. Based on the analysis of the works of domestic and foreign psychologists, which reveal the properties and qualities of a creative personality, general criteria creative abilities: readiness for improvisation, justified expressiveness, novelty, originality, ease of association, independence of opinions and assessments, special sensitivity.
A unique means of developing the creative abilities of children is theatrical activity. Solving problems aimed at developing creative abilities requires the definition of a different technology for using theatrical techniques.
Currently, more and more teachers of preschool institutions use information and communication technologies in working with preschoolers in various sections of the program.
Life in an era scientific and technological progress becomes more varied and complex.
And it requires from a person “not stereotyped, habitual actions, but mobility, flexibility of thinking, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems.” If we take into account the fact that the share of mental labor in almost all professions is constantly growing, and an increasing part of the performing activity is shifted to machines, it becomes obvious that the creative abilities of a person should be recognized as the most essential part of his intellect and the task of their development is one of the most important tasks. in the education of modern man.
After all, all the cultural values accumulated by mankind are the result of the creative activity of people. And how far human society advances in the future will be determined by creativity the rising generation.
Just as today there is a social order for creative personality, then in their pedagogical work with children, much attention should be paid to this problem.
Creative potentials are inherent and exist in every person. Under favorable conditions, every child can express himself. In order for children to begin to creatively apply the knowledge they have previously acquired, it is necessary that they feel the need for the activity proposed to them. Motivation for action must be organized. Creativity is not only manifested in activity, but also formed in it.
One of the most effective types activities that create conditions for the development of creative abilities of preschool children is theatrical activity.
2.Goals and objectives:
The main goal: this is the development of the child's creative abilities, psychological liberation through theatrical games.
The program is compiled taking into account the implementation of interdisciplinary links in sections:
1. "Fiction", where children get acquainted with literary works that will be used in staging performances, games, classes, holidays, and independent theatrical activities. Improve the performance skills of children in creating artistic image using game improvisations. Improve the ability to coherently and expressively retell fairy tales.
2. "Ideative activity", where children get acquainted with illustrations that are similar in content, the plot of the play. They draw with different materials according to the plot of the performance, or its characters.3
3. "Introduction to the environment", where children get acquainted with the objects of the immediate environment, culture, life and traditions of the peoples of the north, which will serve as material included in theatrical games and performances
4. "Musical education", where children get acquainted with the music for the next performance. They note the nature of the music, which gives the full character of the hero, and his image. Teach children to evaluate their own and other people's actions. Cultivate the desire to play theatrical puppets. Develop the ability to use game improvisations in independent activities.
5. "Development of speech", where children use tongue twisters, tongue twisters, nursery rhymes. Clear diction develops. Develop a steady interest in theatrical play activities .. Consolidate children's ideas about various types of puppet theaters. Enrich and activate children's vocabulary. Improve intonation expressiveness of speech. Develop dialogic and monologue speech. Develop memory, thinking, imagination, attention.
3. Forms and methods of work
1. Watching puppet shows and talking about them.
2. Dramatization games.
3. Exercises for social - emotional development children.
4. Correctional and educational games.
5. Exercises in diction (articulatory gymnastics).
6. Tasks for the development of speech intonation expressiveness.
7. Games - transformations (“learn to control your body”), figurative exercises.
8. Exercises for the development of children's plasticity.
9. Finger game training for the development of motor skills.
10. Exercises for the development of expressive facial expressions.
11. Exercises on ethics during dramatizations.
12. Playing out various fairy tales and dramatizations.
13. Acquaintance not only with the text of a fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery.
4. Implementation of work on the program:
1. The program is implemented through circle work.
2. Work with parents, where joint theatrical performances are held,
holidays, puppet theaters, sports competitions.
3. The interior decoration of the group and the hall, the theater studio, where children live and are brought up.
4. Costumes and attributes for performances and games should be available to children and please them
with its appearance.
Consists of theoretical and practical parts. The theoretical part reveals the task, forms and methods of work, the content of classes, research using diagnostics. Corrective work with children to eliminate the identified shortcomings is outlined. As a result of the work done, conclusions, suggestions, recommendations for parents are made.
The practical part of the work confirms the theoretical validity of theatrical activity. It contains class notes, creative exercises, transformation games, finger game training.
At any age in fairy tales you can discover something secret and exciting. Listening to them in childhood, a person unconsciously accumulates a whole “bank of life situations”, therefore it is very important that the awareness of “fairy tale lessons” begins from an early age, with the answer to the question: “What does a fairy tale teach us?”.
In the soul of every child lies the desire for a free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination and fantasy, improves speech. And it is impossible to overestimate the role of the native language, which helps people - especially children - to consciously perceive the world around them and is a means of communication - it is impossible. S. Ya. Rubinshtein wrote: “The more expressive the speech, the more it is the speech, and not just the language, because the more expressive the speech, the more the speaker appears in it: his face, himself”. The use by children of various means of expressiveness of speech is the most important condition for timely intellectual, speech, literary and artistic development.
Expressive speech includes verbal (intonation, vocabulary and syntax) and non-verbal (facial expressions, gestures, posture) means.
For the development of expressive speech, it is necessary to create conditions in which each child could convey his emotions, feelings, desires and views, both in ordinary conversation and in public, without being embarrassed by the audience. Great help in this is provided by classes in theatrical activities; this is a game, and every child should live and enjoy it. The educational possibilities of theatrical activity are enormous: its subject matter is not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, skillfully posed questions encourage them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary is activated, the sound culture of speech, its intonational structure is improved, dialogic speech and its grammatical structure are improved.
Theatrical activity is a source of development of feelings, deep feelings and discoveries of the child,
introduces him to spiritual values. Theatrical classes develop the emotional sphere of the child, make him sympathize with the characters, empathize with the events being played out. Thus, theatrical activity is the most important means of developing empathy in children, that is, the ability to recognize the emotional state of a person by facial expressions, gestures, intonation, the ability to put oneself in his place in different situations find appropriate ways to help. “In order to have fun with someone else's fun and sympathize with someone else's grief, you need to be able to transfer yourself to the position of another person with the help of your imagination, mentally take his place,” B. M. Teplov argued.
Theatrical activity allows you to form the experience of social behavior skills due to the fact that each literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.).
Theatrical activity allows the child to solve problem situations indirectly on behalf of a character. It helps to overcome shyness, self-doubt, shyness. Thus, theatrical classes help to comprehensively develop the child.
Therefore, it is theatrical activity that allows solving many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. It is an inexhaustible source of the development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt. In our world, saturated with information and stress, the soul asks for fairy tales - a miracle, a feeling of a carefree childhood.
Having studied modern methodological literature, choose material for introducing them into the practice of your group, working with children in a theater group. By systematically conducting theatrical games, you can increase interest in theatrical and gaming activities, expand children's ideas about surrounding reality to improve the ability to coherently and expressively retell fairy tales.
Theatrical games require from children: attention, ingenuity, quick reaction, organization, ability to act, obeying a certain image, reincarnating into it, living its life.
6. Forms of work
1. Group lessons
The duration of the lesson depends on the age of the children.
Classes are held twice a week. Time of classes: 3-4 years old - 15 minutes, 5-6 years old - 20-25 minutes, 6-7 years old - 30 minutes or more.
Principles of conducting classes:
1. Visualization in teaching - is carried out on the perception of visual material.
2. Accessibility - the lesson is made taking into account age characteristics, built on the principle of didactics (from simple to complex)
3. Problematic - aimed at finding solutions to problem situations.
4. Developing and educational nature of education - to broaden one's horizons, to develop patriotic feelings and cognitive processes.
Part 1. Introductory
The purpose of the introductory part: to establish contact with children, set up children to work together.
The main procedures of work are reading fairy tales, stories, poems. Games “A hare ran through the swamp”, “A squirrel is sitting on a cart”, “A skating rink, skating rink, skating rink”, “The wind is blowing in our face”, etc.
Part 2. Productive
It includes an artistic word, an explanation of the material, an examination of illustrations, a teacher's story, aimed at activating the creative abilities of children.
Lesson elements:
1. Fairy tale therapy, with elements of improvisation.
2. Sketches, poems, nursery rhymes, fairy tales are played out, short stories using facial expressions and pantomime (Korotkova L.D. Fairy tale therapy for preschoolers)
3. Games for the development of imagination and memory - games include memorizing poems, nursery rhymes, pictograms, diagrams, short stories.
4. Drawing, applications, collages - the use of various types of non-traditional drawing, the use of natural and waste material.
Preschoolers, as a rule, are happy with the arrival of a puppet theater in kindergarten, but they also love to play small performances themselves with the help of puppets, which are always at their disposal. Children, having joined the game, answer the dolls' questions, fulfill their requests, give advice, and transform into one or another image. They laugh when the characters laugh, they are sad with them, they warn of danger, they cry over the failures of their beloved hero, they are always ready to help him. Participating in theatrical games, children get acquainted with the world around them through images, colors, sounds.
7. Theatrical games of preschoolers can be divided into two main groups: director's games and dramatization games.
TO director's games can be attributed to the table, shadow theater and theater on the flannelograph: a child or an adult is not a character, but creates scenes, plays the role of a toy character, acts for him, depicts him with intonation, facial expressions.
Dramatizations are based on the role player's own actions, using puppets or characters put on fingers. In this case, the child plays himself, using his means of expression - intonation, facial expressions, pantomime.
Classification directorial games:
Desktop theater toys. A wide variety of toys and crafts are used. The main thing is that they stand steadily on the table and do not interfere with movement.
Desktop theater pictures. Characters and scenery - pictures. Their activities are limited. The state of the character, his mood is conveyed by the intonation of the player. The characters appear as the action progresses, which creates an element of surprise and keeps the kids interested.
Book stand. Dynamics, the sequence of events is depicted with the help of successive illustrations. Turning over the sheets of the book stand, the presenter demonstrates personal stories depicting events, meetings.
Flannelgraph. Pictures or characters are displayed on the screen. The flannel that covers the screen and the reverse side of the picture holds them back. Instead of flannel, pieces of velvet or sandpaper can be glued to the pictures. Drawings are selected together by children from old books, magazines are created independently.
Shadow theater. It needs a screen made of translucent paper, black plane characters and a light source behind them, thanks to which the characters are thrown onto the screen. The image can also be obtained with the help of fingers. The display is accompanied by the corresponding sound.
Kinds dramatization games :
Dramatization games With fingers. Attributes the child puts on his fingers. He "plays" for the character whose image is on the hand. In the course of unfolding the plot, he acts with one or more fingers, pronouncing the text. You can depict actions while behind the screen or its briskly moving around the room.
Dramatization games With dolls bibabo. In these games, bibabo dolls are put on the fingers. They usually operate on a screen behind which the driver stands. Such dolls can be made independently using old toys.
Improvisation. This is acting out the plot without prior preparation. In traditional pedagogy, dramatization games are classified as creative games in which children creatively reproduce the content of literary works,
8.Technology for organizing theatrical games
Main requirements To organizations theatrical games
Content and variety of subjects. The constant, daily inclusion of theatrical games in all forms of the pedagogical process, which makes them as necessary for children as role-playing games.
The maximum activity of children at the stages of both preparation and conduct of games.
Children cooperating with each other And With adults at all stages of organizing a theatrical game.
The sequence and complication of the content of topics and plots chosen for games correspond to the age and skills of children.
IN junior group the prototype of theatrical games are games With role.
Toddlers, acting in accordance with the role, use their capabilities more fully and cope with many tasks much easier. Acting on behalf of cautious sparrows, brave mice or friendly geese, they learn, and imperceptibly for themselves. In addition, role-playing games activate and develop the imagination of children, prepare them for independent creative play.
Children junior group happy to transform into dogs, cats and other familiar animals.
However, they still cannot develop and beat the plot. They only imitate animals, copying them outwardly, without revealing the peculiarities of behavior, therefore it is important for children of the younger group to be taught some ways of playing actions according to the model.
For this purpose, he recommends holding games: “The mother hen and chickens”, “She-bear and cubs”, “Hare and hares”, and in the classroom to play small scenes from children's life, organize games for literary works: "Toys" by A. Barto, "The Cat and the Goat" by V. Zhukovsky.
Forming interest in dramatization games, it is necessary to read and tell children fairy tales and other literary works as much as possible.
IN middle group you can teach kids combine movement and word in the role, use the pantomime of two or four characters. It is possible to use tutorials…..
