Theatrical activity project
"We play theater"
(preparatory group)
Annotation for the project:
This project "We play theater" is intended for children of senior preschool age 6-7 years old.
The project has selected different types of theaters: cone theater, puppet show, table theatre, theater with dressing up and masks, theater on flannelgraph.
The project used technologies, bright modern visibility, complex - thematic planning, various types of theaters for older children preschool age.
This project will help children make an exciting journey into the magical world of theater. Overcome shyness, self-doubt, shyness. Thus, the theater helps the child to develop comprehensively.
Passport
Project participants:
-Children preparatory group, educator, parents of pupils
Children's age:
-age of children 6-7 years old
Project type:
-practice-oriented, group
Duration:
-long-term
Result:
-presentation of the project at the pedagogical council.
Project relevance:
No wonder children love fairy tales.
After all, the fairy tale is good
What is in it a happy ending,
The soul already feels.
And for any test
Brave hearts agree
In impatient anticipation
Happy ending…”
(Valentin Berestov)
Nowadays, children do not suffer from a lack of information. And the main carriers for preschoolers are kindergarten and family. In kindergarten, the child is in a state of constant discovery in various fields: visual arts, music and much more.
Little pioneers in constant search of the unknown. They are driven by interest and endless curiosity.
Our task is to direct the child's interest in the right direction, to open before him the opportunity to develop spiritually and mentally.
Children's theater, due to its huge emotional impact on the child's soul, is able to take on the tasks of development: feeling - emotions, memory, fantasy, ingenuity and resourcefulness, broadening one's horizons, kindness and pity, courage.
Theater is always a holiday for a child, bright unforgettable impressions.
The expression "Fairy tale world of childhood" is not empty words. In the life of a child from his very birth there is a fairy tale with its own good heroes.
Does an adult believe that a chicken can lay a golden egg, or will he dream of a magic wand that will solve all problems? Of course not.
And the child is convinced that if you wave a magic wand, a miracle will happen.
Children believe in miracles and that somewhere on earth there is an extraordinary fairy-tale land in which birds and animals can talk to each other and live in friendship. And this country exists, and it is called Theatre!!!
The fabulous world of theater is a country of real fantasies and good fairy tale, a game of fiction and reality, colors and light, words, music and mysterious sounds.
The theater is a fertile ground for creativity, everyone who wants to take part in this action will find something to their liking.
It is impossible to play in the theater without emotions. That is why one and the same poem at one time will be told by a child expressively and artistically, and another - languidly and monotonously.
"Emotions energize and organize perception, thinking and action"
When memorizing the role, the child tries to convey the mood of the hero of the fairy tale with facial expressions, expressive speech and movements.
This is where the child gets acquainted with various emotions:
Interest, surprise, fear, grief, anger, shame.
Theatrical creativity has an emotional development on children when he plays a role, communicating with peers, or sitting in the auditorium.
Each time, leaving the theater, any child takes with him a discovery, albeit small.
The words spoken by K.S. Stanislavsky about creativity in the theater can also be attributed to the children's theater, since they contain the essence of the basis and success of any theater:
“Creative work on the role and on the transformation of the literary work of the playwright into a stage reality, everything from beginning to end, proceeds with the participation of the imagination”
Theater is an inexhaustible source for the development of real feelings and fantasies for a child.
The child constantly plays, comprehending the world and himself in the game. In the theater, the child involuntarily finds himself in such situations, the way out of which requires some ingenuity. Such moments occur infrequently and only if adults and children take part on an equal footing in the game called theater.
IN children's theater Against the background of active emotional development, two more directions in education exist and harmoniously complement each other: the development of the child's intellect and the instillation of social and moral qualities in him.
A variety of children come to the theater. The behavior of some of them can be characterized as constrained, shy, timid, indecisive.
Some children remain so for a short time, their stiffness is associated with the new environment in which they find themselves: new faces, unfamiliar objects.
Speaking in front of the audience, and even more so, in front of friends, will not be a psychological barrier for them.
The relationship that exists in children's theatrical activities forces children to turn to each other more often with requests and questions.
Children become more sociable, they make new friends, which in turn makes them liberated.
Theater for a child becomes an amazing, special world. Where any desire will surely come true, and no matter what happens, everything will certainly end well.
Expected Result:
- Awakening children's interest in theatrical activities
- Children need to master some types of theatrical activities
(cone theatre, puppet theatre, table theatre, disguise and mask theatre, flannelograph theatre) according to their age
- To form the ability to convey the character of the character and intonation expressiveness of speech, facial expressions, gestures
- Learn theater design skills
Involving parents in production different types theatre, costume design
- Communicate all theatrical activities to parents through questionnaires, consultations and conversations.
Objective of the project:
- Introduce children to theatrical art, to theatrical activities
Tasks:
-Create conditions for organizing joint theatrical activities
-Expand children's understanding of the theater, its types, attributes, costumes, scenery
-To form in the group an artistic and aesthetic developing subject environment
- Create conditions for joint theatrical activities of children and adults, aimed at bringing children, parents and teachers closer together (staging joint performances with the participation of children, parents, employees, organizing performances by older children in front of younger ones).
- To develop emotionality and expressiveness of speech in children
- Contribute to the self-realization of each child and the creation of a favorable microclimate, respect for the individual little man
- Ensure the relationship with other activities:
music, fiction, design, drawing.
Working with parents:
-Questioning
-Issue of consultations "We play theater with children at home"
-Conversations with parents
-Assist in the production of theater props
Forms of work:
1. Joint activities with children:
- theatrical games
-outdoor games
- speech games
- fairy tales - retellings
- rhythmoplasty
-use of different types of theaters
- views theatrical works
- plot - role-playing games
- visiting theaters
- theater screenings
2. Independent activity of children in the theater corner
3.Integration with other educational areas:
- artistic creativity
- design
-reading fiction
- music
- speech development
4.Interaction with family
- joint theatrical and leisure activities
- preparation of recommendations for parents on the organization of theatrical activities
-Visiting parents with children theaters and performances
5. Interaction with the deputy. head of educational and methodical work
- music director advice
All works allow you to increase theatrical activity.
Thematic plan:
September. Conversation with children:
"Introduction to the theater"
"Curtain and stage for the theater"
Lesson summary
"What is theater"
Russian folk tales
October. Conversation with children:
“How to invent your own theater, what is needed for this”
Psychogymnastics "Imagine yourself different"
Visit to the doll exhibition
Hood. - aesthetic development (Drawing)
"Zayushkina's hut"
November. Introduce children to several types of theater
"Cone Theater"
Storytelling:
"Teremok"
Finger gymnastics:
"Turkey"
Compilation board games about animals
December. Conversation with children:
"My favorite fairy tales", "Favorite fairy tale characters"
Hood. - aesthetic development (Drawing)
"Create Your Own Theatre"
A selection of fairy tales and heroes of the finger theater
"Fox and Crane", "Rocked Hen", "Turnip", "Gingerbread Man"
Storytelling:
"Turnip"
Reading fiction:
"Tales - retellings"
January. Visit to the puppet theater:
"Friendship of Friends"
Conversation with children:
"The name of the theaters, the heroes of these theaters"
Screenings of theatrical works
Story - role-playing games
February. Reading fiction:
"Masha and the Bear"
Joint activities with parents
Organization of visits to the library
Hood. - aesthetic development (Lepka)
"Fairy tale hero of any fairy tale"
Introduction to puppet theater
March. Participation of children in the performance
"Looking for Cinderella"
Plot - role-playing games in the theater corner
Hood. - aesthetic development (Application)
"Teremok"
D / and "Collect a fairy tale"
April. Visit to the puppet theater
"Merry Friends"
Reading fiction:
"The Ant and the Dragonfly"
Puppet show for kids
"Kolobok"
May. Working with parents:
Questionnaire "Theatre and children"
Show table theater:
"Thumbelina"
Stand design for parents
D / and "Guess the fairy tale by description"
Types of theaters:
table theater
The name of this type of theater speaks for itself - gaming activities are carried out on the table. Its peculiarity is that the scenery and characters should be small in order to be able to place all the necessary attributes of the game on the surface.
Theater on flannelgraph
(board covered with cloth)
To organize this type of activity, you will need a self-made flannelograph and figurines-characters of the selected artwork, on which you need to attach Velcro or velvet paper on the back.
Thus, as the plot develops, the child is invited to attach the necessary figures to the flannelgraph.
Theater with disguises and masks
This is a theater where children take on the role of a chosen character. Children, with the help of an adult or on their own, act out small fairy tales.
For better visibility, children need costumes. You can buy them in the store or sew them yourself. In kindergarten, in each group or at home, it is desirable to have a dressing room, where the costumes are sewn by the hands of parents and children.
Masks are made - caps according to the size of the performer's head. These can be knitted hats or characters drawn on cardboard that are fastened with an elastic band around the head.
Puppet show
This kind theatrical art children really like it, as it allows each child to open up individually in the process of learning to work with a doll and in the rehearsal process, to overcome complexes of constraint and insecurity, to learn to play with the help of a doll, to enliven it with their actions and manner of moving and speaking.
cone theater
Helps to learn to coordinate the movements of hands and eyes, to accompany the movements of the fingers with speech. Express your emotions through facial expressions and speech.
Project conclusions:
Children have an interest in theatrical activities. Children got acquainted with different types of theaters. Thanks to joint activities during the implementation of the project, the relationship between children and adults was strengthened.
Children have become more sociable among themselves, liberated, confident in themselves and in their abilities, they are not afraid to speak to the public.
In the person of my parents, I found support not only for the preparatory work (making scenery, costumes, toys), but I saw in them talented educators of my children.
I showed my parents that only in joint activities you can get to know your child better, his temperament, friendly relations between children and adults.
Created an atmosphere of creativity. My project made it possible to show the creative activity of children, parents and educators, to fully reveal the emotional possibilities of children.
Thus, we can conclude that the project "We play theater" has created favorable conditions for the disclosure of children's abilities in theatrical activities.
List of used literature:
Artemova L. V. "Theatrical games for preschoolers."
Antipina A. E. "Theatrical activity in kindergarten."
Baryaeva L. I., Vechkanova I. I., Zagrebaeva E. A., Zarin A. A. "Theatrical games with children"
Ivanova G.P. "Theatre of Moods".
Makhaneva M. Theatrical activity of preschoolers
Migunova E.V. Organization of theatrical activities in kindergarten: Teaching aid.
Petrova T.I., Sergeeva E.L., Petrova E.S. Theatrical games in kindergarten.
Internet resources
To study the level of knowledge of children and parents about the Theater.
To study literature on theatrical activities of preschoolers: tasks, means, methods of work.
Determine the project strategy.
Draw up a work plan for the implementation of the project.
Designing a theater area in a group.
Develop a card index of conversations, performances, games and exercises, different types of puppet theater, various materials for making attributes for performances, etc. on the topic of the project.
Create visual material “Artistic word about the theater”.
Organize an exhibition of children's creative works on the topic of theater.
Carry out educational work with parents on the topic “Theatrical activities in kindergarten according to the Federal State Educational Standard”.
Systematize the methodological activities for the development and implementation of the project and present this experience to colleagues in the preschool educational institution.
For children:
Examination of illustrations, multi-albums, slide shows on the topic “Theater” Interactive games.
Reading poems and stories, getting to know proverbs, sayings, incantations, guessing riddles about the theater. Listening and learning songs on the theme of the project.
Performance of children's creative works on the theme of the project.
PowerPoint presentations, interactive physical minutes, multi-albums, slide shows on the topic.
For parents:
Questionnaire: "Theatrical art from kindergarten"
Consultations: "We play theater", "Theatrical classes in kindergarten"
Booklets: "Theater - at home", "Introducing preschoolers to the world of theater in the process of getting acquainted with the history and culture of their native land"
Drawing Competition: "The Theater and Us"
memos and advice
joint dramatization of "Teremok"
Implementation stage:
Cultivate a steady interest in theatrical and gaming activities.
To lead children to create an expressive image in etudes, dramatizations, in song and dance improvisations.
Expand your understanding of the surroundings. To develop the ability to isolate the signs of objects (color, shape, size), determine the material from which toys, decorations, attributes for theatrical performances are made. Expand knowledge about the characters involved in theatrical and gaming activities.
To replenish and activate the vocabulary of children (nouns, adjectives, verbs to denote the actions of characters).
To form the ability to determine and name the location of theatrical characters, objects, scenery (right, left, straight, side), to characterize the state of mind and mood of the characters.
To consolidate knowledge about the rules of manipulation with riding puppets.
Using riding puppets, encourage children to improvise on the theme of familiar fairy tales, stories, invent new ones, with the help of a teacher and without him.
Stimulate children's attention, memory, thinking and imagination.
Develop ideas about the moral qualities of a person, the emotional state of oneself.
To teach children to accompany the movement of the doll along the screen with a song, to come up with a given text on their own.
Continue to develop in children the desire to participate in dance improvisations with and without puppets.
Support the initiative of children in improvisation on the metallophone
Encourage children to play with puppets on their own.
To form in children the desire to include song and dance improvisations in independent games.
Support the desire to speak in front of children, parents, employees.
IN middle group work with table puppets continues. Children remember puppetry techniques, come up with small scenes with table puppets. Work continues on the development of creativity. Children can make up dialogues on their own. actors, based on the plots of well-known fairy tales.
At the end of September, you can introduce children to the theater screen. At this time, it is good to introduce children to a doll on a gapite (a gapite is a stick on which a doll is seated. Controlling a doll on a gapite requires endurance, patience, and certain muscle efforts from the child, since the hand must lead the doll along the edge of the screen without leaning on it To make it easier for the child to control the doll, they are made as light as possible (can be made of cardboard).
At the theater classes, children can already be introduced to puppetry techniques. For this purpose, sketches with a doll are used, the purpose of which is to teach the child to focus his attention on the performance of a clear, rhythmic action by the doll. Etudes for the development of the emotional sphere are also used, which develop in children the ability to understand the emotional state of another person, the ability to adequately express their own. These sketches help the child to look at himself from the outside, contribute to the formation of self-control, increase self-confidence.
Work continues on the development of creativity, which also uses puppets on the gapite. Children can compose small tales and songs that accompany the movements of the dolls. Gradually, noise instruments (tambourine, drum, rattle) can be introduced into action, which give a new sound to the song composed by the child, develop a sense of rhythm
Monitoring the implementation of the tasks of the project "The Theater and Us"
(teacher assessment)
Criteria for evaluation:
1. In the group, conditions have been created for the development of the creative activity of children in theatrical activities:
The performance creativity of children is encouraged (children perform various roles in theatrical performances and performances, expressively read textual material in the classroom, matinees);
Children are calm and relaxed when speaking in front of adults and peers. The active participation of each child in performances and other performances is ensured;
Children actively use the means of facial expressions and pantomime for improvisation;
Distinguish between different experiences and emotional state of the characters;
Children independently choose the means for improvisation and self-expression.
2. The group has created conditions for introducing children to theatrical culture:
The subject-developing environment is organized taking into account the active involvement of children in theatrical culture (there is a stage, a curtain, a dressing room, etc.);
The teacher organizes a visit to the theater, shows slides and videos about the theater and theatrical performances, there is demo material on the study of theatrical genres;
There are various types of theater in the group: bi-ba-bo, finger, shadow, table, puppet, etc.
3. The teacher provides conditions for the relationship of theatrical and other activities in the pedagogical process:
Dramatization games are used in classes for the development of speech and music lessons;
Dramatization games are used when reading fiction;
In the classroom for labor, attributes for theatrical productions are made.
4. Conditions for joint activities for theatrical activities of children and adults:
Joint performances are held with the participation of children, teachers, parents;
Organized performances for children.
Assessment of knowledge, skills and abilities of children
| Group | Study exercise | Dramatization games | Sketches with dolls | puppet shows | General grade |
|||||||||||||
ABOUT- Great X- Fine At- satisfactory - unsatisfactory
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.
Working with parents.
| Month | Subject | |
| September | Why is theatrical activity necessary? (discussion of goals and objectives) | |
| October | Questionnaire to identify the relationship of the family to joint cultural and leisure activities | |
| november | Consultation on the topic “Theater in the kindergarten. What is he? | |
| December | Consultation of the educator on the topic "Reviving Home Reading" | |
| January | Discussion of the results of work for the first half of the year. Drawing up or adjusting the plan for the second half of the year. | |
| February | Consultation on the topic "How to organize a musical family evening" | |
| March | Discussion topic: "How to make a suit in at home?" | |
| April | Short term project"Do-it-yourself puppets for the theater". | |
| Theatrical game "Journey to the world of fairy tales" (screening) Evening of questions and answers | ||
| June | Summing up the work for the year. |
Questionnaire for parents.
1. Does your child play theater at home?
2. Do you play theater with your child?
3. What types of theater do you know?
4. What types of theater do you have at home?
5. Do you know that you can make puppets for the theater yourself?
6. Would you like to learn how to make theater puppets?
7. How often do you visit the theater?
8. How often do you visit the theater with children?
9. Why do you think a theater for children is needed?
10. You know that theatrical activities in our kindergarten
is a priority in the development of children?
11. Would you like to know more about the age characteristics of theatrical activities?
12. Does your child participate in theatrical productions, in performances?
13. Your child shares with you his impressions of his successes or failures in this activity.
activities?
14. Do you like your child to participate in performances and productions?
15. What dynamics in the development of your child do you observe:
1). positive. 2). Negative. 3). Nothing happens.
16. Do you think it is worth continuing to work in this direction?
Advice for parents.
« Introducing preschoolers to the world of theater in the process of getting acquainted with the history and culture of their native land»
Folk wisdom, carefully preserved by our ancestors, which has come down to us from the depths of centuries, should not be lost, forgotten. It should be passed on to children and how earlier child feels the roots, the more willingly he will turn in the future to the experience and knowledge of people living in distant, hoary antiquity, learn to honor the memory of his ancestors.
In recent years, interest in folk art has increased significantly. And it affected the work of preschool institutions. Folklore holidays and entertainment began to be held everywhere. It's good that we remembered our roots and gave the children the opportunity to touch the source folk art many generations.
In our kindergarten, children live in a cozy world of warmth and kindness, in a world of creativity and fantasy, questions and answers. After all, all the best that begins to take shape in kindergarten will be reflected in later life children..
For preschool children, small folklore forms are available - nursery rhymes, riddles, counting rhymes and little fairy tales. Since children have visual-figurative thinking, the most striking of the means of getting acquainted with oral folk art is the theater, in all its diversity. Acquaintance of children with works of art, with the best examples of oral folk art should begin from the first years of his life, since the period of early and preschool childhood is a defining stage in the development of the human personality. A brilliant creator - the people created such works of art that lead the child through all the steps of his emotional and moral development.
Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, lies deep in his nature and finds its expression spontaneously, because it is connected with the game. The child wants to translate any of his inventions, impressions from the life around him into living images and actions. Entering the character, he plays any role, trying to imitate what he sees and what interests him. This gives him great emotional pleasure. We see how their sharpness of reaction, the depth and emotionality of their feelings towards the heroes of a fairy tale or performance are aggravated, speech is enlivened, their eyes light up with genuine joy.
In the mood of the children, a feeling of satisfaction and joy appears from participating in playing out a fairy tale, performance, etc. Children share their impressions not only with their peers, but also at home enthusiastically talk about their successes.
In the process of playing - dramatization or in independent artistic activity, children quickly get acquainted with Russian folk instruments and can further creatively and interestingly use their sound either as a noise design for a performance, or musically enrich the character of a particular character.
So unobtrusively musical instruments, being in the hands of children, during ritual or theatrical performances help to understand the soul of our ancestors, their idea of good and evil, their cheerful, mischievous disposition, to get to know Russian culture better, its originality and originality.
Familiarization of children with Russian folklore through theatrical activities gives children the opportunity to study and learn about the world around them, live in harmony with it, get satisfaction from a variety of activities, successful completion of the task.
In order for the child to be able to apply the acquired knowledge in independent activities, the group needs an appropriate subject-developing environment. In the play corner there are Kuban costumes, utensils, towels, which contributes to the inclusion of elements of native culture in everyday life and activities of children. In the cognitive corner, children can see photographs of their native places, sights of their native city and region, photographs of historical monuments, the symbols of our city, Krasnodar Territory. All this will expand the child's opportunities for more successful familiarization with the culture of his native people.
There is such a concept as small motherland". And it is necessary to awaken in the child a feeling of love for the small Motherland. “We must not forget about our cultural past, about our monuments, literature, the language of painting...” Considering that in the Ryazan land a lot is connected with the history of the Russian people, their morals, customs, participation in wars, the beauty of the native land is not revealed only in its present manifestations, but also in what is connected with the past
Thematic classes not only expand the horizons of the children, consolidate their knowledge of the nature of their native land, but also activate creative manifestations, reveal the individual capabilities of each child. Undoubtedly and great educational value these activities, associated with the formation in children of a respectful attitude to the national artistic heritage, the desire to preserve and enrich it, as an invaluable treasury of beauty.
Part of the lessons reflects the topic folk holidays"Carols", "Like on Butter Week". We tell the children that groups of children, boys, girls went from house to house, at each house they sang special welcome songs - carols, in which they called the owner, wished health and a good harvest in the new year. With children, we learn carols “Kolyada, Kolyada”, “Good Aunt”. We explain to the children that the very word "kolyada" means (circular food). The lesson “How, at Shrovetide Week” begins with the teacher’s story about the ancient Russian holiday - Maslenitsa. Sometimes this holiday is called seeing off winter and meeting spring. This is the most favorite holiday of the Russian people, the most cheerful, reckless. They also called her the boyar Shrovetide, Madam Shrovetide. In the lesson, be sure to use a stuffed Maslenitsa, dress it up in a girl's outfit. In addition to songs about pancakes, we also stage the song "We haven't eaten pancakes for a long time."
In the process of introducing preschoolers to the world of theater, it can be concluded that children have an interest in folk culture, the history of the development of their native land, and the history of the Motherland.
Children become more liberated, emotional. Intellectually - emotional connections in the behavior of children are most clearly manifested at the time of the adoption of a particular role, the performance of game, role-playing actions, the development of the plot.
The way of life of the Russian people, its culture excites children so much that they easily fit into the image of the heroes of a fairy tale, peasant children at gatherings, identifying themselves with them, embodying their favorite image, its moral qualities more vividly. Children become more attentive to each other, to their relatives. The children have an interest in the history of their family. The speech of children is significantly enriched, children are proactive in conversation, they love books very much.
Creative development of preschoolers through theatrical activities
“The theater is a beautiful art.
It ennobles, educates a person.
The one who loves the theater for real,
always takes away from him a store of wisdom and kindness.
K.S.Stanislavsky
Theatrical activity- This is the most common type of children's creativity. It is close and understandable to the child, lies deep in his nature and finds its reflection spontaneously, because it is connected with the game.
The child wants to translate any of his inventions, impressions from the life around him into living images and actions. Entering the character, he plays any role, trying to imitate what he saw and what interested him, and getting great pleasure.
During classes in theatrical activities, curiosity develops, the desire to learn new and interesting things, new information is assimilated, perseverance and purposefulness. The child develops the ability to combine images, intuition, ingenuity and ingenuity.
Adults should not impose their vision, their tastes on a child, they should be given the opportunity to choose for themselves what type of theatrical activity a steady interest has appeared due to their inclinations and abilities. The theater can be puppet, table, finger, shadow and just a theater where a child can try his hand.
Theater like no other! brings us back to our original roots. He is the only one who preserves and cultivates folk wisdom, regardless of nationality. In an indirect form, he teaches children to be honest and kind, striving and hardworking, capable of truly appreciating and loving the richness of their native word.
Advantages of theatrical activity.
- Children are able to act in concert, being included in the action simultaneously or sequentially.
- Relieve tension from individual muscle groups.
- Remember the given poses.
- Know 5 - 8 articulation exercises.
- Able to pronounce tongue twisters and pure proverbs in different paces, in a whisper
- They can pronounce the same phrase or tongue twister with different intonations.
- They are able to read the dialogic poetic text, pronouncing the words correctly and clearly with the necessary intonations.
- Able to make sentences with given words.
- They know how to compose etudes based on fairy tales.
- Able to build a simple dialogue.
Theater in kindergarten. What is he?
From time immemorial, the theater has always fascinated the audience. Theatrical game is a historically established social phenomenon, an independent type of activity inherent in man. Theatrical activity in kindergarten has its own characteristics. "This is a magical land where the child enjoys playing, and in the game he learns the world." At first leading role in theatrical activities, the teacher takes over, telling and showing various fairy tales and nursery rhymes. But, already starting from the age of 3-4, children, imitating adults, independently beat fragments of literary works in free activity.
Theatrical activity is the most common type of children's creativity. During the spectacle, imagination allows the child to endow the heroes of the play with human properties, to perceive what is happening as a reality, to sympathize, experience and rejoice for the heroes of the play. Children learn to notice good and bad deeds, to show curiosity, they become more liberated and sociable, they learn to clearly formulate their thoughts and express them publicly, to feel and learn more about the world around them.
The importance of theatrical activity cannot be overestimated. Theatrical games contribute to the comprehensive development of children: speech, memory, purposefulness, perseverance develop, physical skills are worked out (imitation of the movements of various animals). In addition, theatrical activities require determination, diligence, and ingenuity. Today, when against the background of redundant information, abundant various impressions, the emotional underdevelopment of children is acutely felt, the significance theatrical genre It also lies in the fact that it emotionally develops the personality. After all, parents often have no time to read a book to their child. And how the eyes of a baby light up when an adult reads aloud, intonation highlighting the character of each hero of the work!
Theatrical games always delight, often make children laugh, using their unchanging love. Children see the world around them through images, colors, sounds. Kids laugh when the characters laugh, sad, upset with them. With pleasure, they transform into their favorite image, the kids voluntarily accept and appropriate its characteristic features. Variety of topics. The means of representation, the emotionality of theatrical games make it possible to use them for the purpose of a comprehensive education of the individual.
Leading in the center of the circle with eyes closed. Everyone moves in a circle with the words: We played a little,
Now we are in a circle.
You solve the riddle.
Who called you - find out!
The driver calls by the name of the one who told him: “Find out who I am?”
Game "Foreigner"
You are in another country whose language you do not know. Ask with gestures how to find a cinema, a cafe, a post office.
Exercises
1. Using facial expressions, express grief, joy, pain, fear, surprise.
2. Show how you are sitting at the TV (an exciting film), at a chessboard, fishing (bites).
Games with tongue twisters
The tongue twister must be worked out through very slow, exaggeratedly clear speech. Tongue twisters are first pronounced silently with active lip articulation; then in a whisper, then aloud and quickly (several times). Tongue twisters help children learn to pronounce difficult words and phrases quickly and clearly.
Variants of tongue twisters: Mother Romash gave whey from yogurt. The king is an eagle, the eagle is a king.
Senya and Sanya have catfish with a mustache in their nets.
Broken phone The first player receives a card with a tongue twister, passes it along the chain, and last member pronounces it out loud. (two teams play)
Finger games with words
Finger games help to prepare the hand for writing, developing fine motor skills of hands, attention, imagination and memory.
Two puppies, Fists of the right and left hands alternately stand on the table with an edge
Cheek to cheek, fists rubbing against each other.
Pinch the brush Right palm grabs the fingertips of the left, and vice versa. In the corner
Pantomimic studies and exercises Give children tasks at home: observe, remember, repeat the behavior of people and animals, household items in the simplest situations. It is better to start with objects, because children remember them visually well and this does not require special observations.
Show how:
- the goalkeeper catches the ball;
-zoologist catches a butterfly;
- a fisherman catches a big fish;
The child is catching a fly.
Try to picture:
Hairdresser, firefighter, builder, astronaut.
Of great importance for the child is the theater, theatrical activity. The value of theatrical activity is that it helps children to visually see the content of a literary work, develops imagination, without which a full perception of fiction is not possible. After all, the ability to vividly imagine what you read or hear about is developed on the basis of external vision, from the experience of real ideas. Dramatization serves for the child as a means of displaying artistic abilities, developing speech, and moral experience. Playing theater is very close to a child who strives to express all his experiences and impressions in action.
Consultation for teachers
"Theatrical games and exercises for younger preschoolers"
For children of primary preschool age, it is typical to accept the actions of adults as a model. It is through a role in a theatrical game that a child learns the norms of behavior adopted in the world of adults. In the amateur game of children, literary and artistic material is reflected, with which the teacher introduces them throughout the year (reading works of art and showing their performances in the theater).
Bright artistic images, memorable become the basis for free children's play. When reading fiction, it is necessary to captivate children not only with the plot, but also with a shining example presented material. Theatrical games contribute to the development of memory, thinking, imagination, speech, attention. Such a game makes it possible to unite children with a common idea, experiences, allows each child to show their activity, creativity. When we introduce children to works, it is impossible to distort the author's text, but it is not worth memorizing it with a child before the start of the game.
Expressive reading of fairy tales helps them hear the intonational features of speech, imagine appearance hero. Toddlers like to listen to fairy tales several times; with each reading, the teacher must put new artistic and play tasks and apply various forms of role-playing. At the first reading, children learn the general outline of the plot, get acquainted with the characters. At the second reading, you can apply exercises: depict the heroes of a fairy tale with the help of gestures, facial expressions, and movements.
Use exercises in pronouncing the most familiar words with different intonation: "Hello"(joyfully, angrily, affably) Choose a quatrain and read it to children with different intonations: surprised, mocking, joyful, sad. Say the phrase, putting the stress on a new word each time ( "I love my horse").
Children like exercises that develop facial expressions and pantomime. Use memory exercises to develop pantamimic expressiveness physical actions(we wash the dishes, swing the doll, water the flowers). In games, invite children to show how a frog, a hare jumps; walking gray wolf, bear. The next stage of acquaintance with a fairy tale may be its fragmentary playing out. When telling a fairy tale, the teacher stops at any episode and invites the children to show the actions of the hero. For example, you can ask them to show how the mouse ran to the tower, how she asked: “Who, who lives in the little house? Who lives in a low place? children in the course of telling a fairy tale, depict different characters in voice, movements, gestures, facial expressions. This does not interfere with the perception of the tale, since these short imitations are considered as its accompaniment by a specific action.
Thus, a natural, unlearned playing out of a fairy tale takes place, children involuntarily remember the plot of the fairy tale, the words, the actions of the characters.
Children of the younger group are able to show in "home theater", that is, in the conditions of its group little performance in which the central role of organizing belongs to the teacher. Such a performance does not require invited spectators; they can be dolls seated on chairs, Stuffed Toys. The teacher announces that a performance will take place now and invites the children to think about what they will need for this. With the help of a teacher, children can plant puppets - spectators, find hats and costume elements in the theater corner and dress up as fairy tale characters.
You can invite children to pick up the musical characteristics of the characters, for example, come up with and sing a fox song (“cockerel, cockerel, golden comb, look out the window, I’ll give you peas”). At this stage of fragmented acting out, the use of costumes is undesirable, since most of the time will be spent on this and the children will be distracted from the main thing - entering into the image of some kind of hero.
In a theatrical performance, the presence of costumes is, of course, necessary: this creates a festive mood in children, allows them to feel their role, to realize themselves in it.
In order to accumulate theatrical impressions, to create motivation for theatrical activities in children, older children should be invited to perform performances in front of them. Toddlers perceive older children as real artists. After watching the performance, a conversation is held in which the teacher asks if the children liked the fairy tale, which of the characters they liked more and why, if they themselves like to perform. Thus, children begin to join the world of theater. It is necessary already at this age to give them elementary information that will help them understand this magical world (what is theater, how to behave in the auditorium, who are the artists).
To do this, so that the children are not afraid of the appearance of a terrible hero, it is necessary in advance "acquaint" them with this hero, for example, a teacher with a theater puppet can enter the group on the eve of the performance, theatrical performance.
Then the kids will not be afraid of this hero, they will be attentive, without fear, to watch this performance. This also applies to other, most "terrible" dramatic characters that appear on matinees. The duration of the performance should not exceed 10-15 minutes. To create an interesting performance, educators must build it well "score", subordinating the implementation of the main idea of his plan.
In the younger group, it is advisable to use works of small folklore forms. Dramatization of small songs arouses the interest of children. while singing a song, the kids move in accordance with the text; each in his own way shows the character of the depicted hero.
In games of an improvisational type, various types of table theater puppets are used (knitted, paper, can, flat figures, pictures, etc.) Pictograms that depict the main emotions of a person help to recognize emotions well. These pictures can be correlated with the nature of the emotions caused by this or that work of art. Such a game can be played before graduation to school, gradually complicating. Children's emotions are shown directly and vividly. The child will not be able to portray a sad bunny if you do not think about something sad; will not show a cheerful hero if he does not feel that he is having fun. A teacher working with children must be able to manage their emotions.
In my practice I use various games on the development of hearing, onomatopoeia, subject-play actions, the formation of speech; finger games; games for the formation of acting skills.
Conclusion: with skillful pedagogical guidance and a variety of topics, means of depicting emotionality, theatrical games make it possible to use them for the comprehensive education and development of the personality of a small person.
Theatrical activities (for teachers)
Theatrical activities bring variety to the life of a child in kindergarten. Gives him joy and is one of the most effective ways of corrective influence on the child, in which the principle of learning is most clearly manifested: to teach while playing.
The main goal of my work is the development of children's creative abilities and speech through theatrical activities.
During the theatrical games:
Children's knowledge of the world around them expands and deepens.
Mental processes develop: attention, memory, perception, imagination.
There is a development of various analyzers: visual, auditory, motor speech.
Vocabulary, speech structure, sound pronunciation, coherent speech skills, tempo, expressiveness of speech, melodic-intonation side of speech are activated and improved.
Motility, coordination, smoothness, switchability, purposefulness of movements are improved.
The emotional-volitional sphere develops, children get acquainted with the feelings, moods of the characters, master the ways of their external expression.
Behavior is being adjusted.
A sense of collectivism, responsibility for each other develops, experience is formed moral conduct.
The development of creative, search activity, independence is stimulated.
Participation in theatrical games gives children joy, arouses active interest, and captivates them.
The purpose, objectives and content of theatrical activities:
Goal: Formation of a sustainable interest in theatrical activities, independence, active participation in the game with toy characters.
Teach children to interact with each other within a certain plot;
enrich the vocabulary of children, contribute to its activation, improve dialogical speech, grammatical structure;
develop communication skills.
In the process of a theatrical game, the child gradually transitions from watching an adult's theatrical performance to independent play activity; from individual play and "play side by side" to play in a group of three to five peers who play roles; from imitation of the actions of folklore and literary characters to imitation of actions in combination with the transfer of the main emotions of the hero.
In our work, together with the teachers of the preschool educational institution, we strive to create all the necessary conditions for the theatrical activities of children and the fullest disclosure of their creative and speech potential. We have the following types of theatre:
finger theater;
toy theater (any ordinary toys are used);
puppet show; screen (bi-ba-bo);
table theater;
theater of spoons;
masque;
theater made of cardboard;
theater from boxes, theater of gloves, theater - topotushki, cone theater, theater on a stick.
First of all, it is necessary to generate interest in theater games, which develops in the process of viewing real puppet shows, which the teacher shows, taking as a basis the content of nursery rhymes, poems, and fairy tales familiar to the child. It is very important to stimulate the child's desire to be included in the performance, supplementing individual phrases in the characters' dialogues, stable turns of the beginning and ending of the tale. Theatrical puppets are used in the classroom, in everyday communication. On their behalf, an adult thanks and praises the children, greets and says goodbye, participates as a positive or negative hero in educational activities, and the children teach him the rules of behavior, counting, communication, etc. The implementation of this task is achieved by the successive complication of game tasks and dramatization games, in which the child is included. The shortest way to emotional liberation of a child, removal of tightness, teaching sensuality and artistic imagination is the way through the game, fantasizing, writing. All this can give theatrical activity.
Theatrical activity in kindergarten allows you to solve 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.
Watching the children, I noticed how our pupils carefully and with interest watch the nursery rhymes, rhymes, fairy tales shown by me, with the help of the toy theater, the picture theater, the parsley theater, and then with pleasure they repeat everything they saw. Toy theater affects young viewers with a whole range of means: these are artistic images, and bright design, and the exact word, and music. Thanks to such game action, our children begin to speak, since theatrical activity is the most effective means available for understanding the child.
We include elements of theatrical activity in all types of activities: cognitive development, speech development, artistic and aesthetic development, as well as in daily activities. Children take any theater and portray what they want, sometimes inventing their own dialogues.
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, native word, literature, theatre.
Theatrical games are of great educational value. Children develop communication skills, including situational ones, and a respectful attitude towards each other is formed. They learn the joy associated with overcoming the difficulties of verbal communication, self-doubt. Thanks to the theatrical game, the inner world of the child is liberated, the “I can’t” complex disappears. Theatrical activity teaches children to be creative individuals, capable of perceiving novelty, the ability to improvise
For children:
Show interest, desire to theatrical art.
They are able to convey various feelings using facial expressions, gesture, intonation.
They independently perform and transmit images of fairy-tale characters.
Children try to feel confident during performances.
Object-spatial developing dow environment supplemented by various types of theaters, manuals, drawings, card files of creative games.
For parents:
Increasing the competence of parents in matters of theatrical development
Active participation of parents in the life of the preschool educational institution.
Development of new forms of work with parents.
Establish close contact with parents.
For teachers:
In the systematization of the means and methods of theatrical and gaming activities, their reasonable distribution in accordance with the psychological and pedagogical characteristics of the stages of preschool childhood.
Raise professional level teachers.
1. Participation in the project of 80% of the families of the group;
2. Acquaintance of parents and children with the history of the theater, its types, methods of making and playing;
3. Acquisition and production of theaters by parents for further use;
4. Enthusiastic use of the theater center by children in a group in independent activities and good indicators of "acting skills" for children 4-5 years old;
5. The development of the emotional background and speech of preschoolers.
6. Creation in the team of an atmosphere of creative search for the most effective forms and methods in working with children on the development of emotional expressiveness in preschoolers
Conclusion:
In accordance with the targets, which are indicated by the Federal State Educational Standard for Preschool Education, a child at the stage of completing preschool education must have developed imagination, show initiative and independence in various activities, actively interact with adults and peers. All these personal characteristics will develop especially brightly in the course of the implementation of our project “The Theater and Us”.
The presentation of fairy tales and funny scenes, invented personally by children with their favorite characters, is most loved for dramatization and contributes to the development of thinking, speech, attention, memory and creativity, and allows them to show their imagination.
The educational value of theatrical games is also enormous. Children develop respect for each other. In addition, "playing" a fairy-tale hero, the child gets an idea of good and evil, learns to understand human characters, empathize and help the weak, thereby giving self-confidence, helping to get rid of their own fears. And speaking in front of an audience forms the experience of social behavioral skills in children, contributes to the development of all components of speech in preschoolers. Theater in kindergarten will teach the child to see the beautiful in life and in people, it will give rise to the desire to bring beauty and kindness into life.
Thus, work on the project reduces the level of anxiety, relieves shyness, self-doubt, helps the development of the child's creative gifts, his comprehensive development. Obviously, theatrical activity teaches children to be creative individuals, capable of perceiving novelty, the ability to improvise. Collective theatrical activity is aimed at a holistic impact on the personality of the child, his emancipation, independent creativity, the development of leading mental processes; promotes self-expression of the individual, creates conditions for socialization, enhancing adaptive abilities, corrects communicative qualities, helps to realize a sense of satisfaction, joy, success.
Our society needs a person of such a quality who would boldly be able to enter into current situation, was able to master the problem creatively, without prior preparation, had the courage to try and make mistakes until the right solution was found.
Information Support project:
1. Kutsakova 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.
9. Vasil'eva M.V., Gerbova V.V., Komarova T.S. "The program of education and training in kindergarten"
10. Veraksa N.E., Vasil'eva M.V., Komarova T.S. "Birth to School Program"
11. Burenina A.I. "Program "Rhythmic Mosaic"
12. Kuzinv V.M., Burenina A.I. Magazines: "Musical palette", "Musical director"
13. Zakirova K.V. "Let's have fun together" translation from Tatar
14. Kartushina M.Yu., "Fun for kids"
15. Sorokina N.F. "We play puppet theater"
16. Kartushina M.Yu. "Fun for Toddlers"
17. Besova M.A. "Jokes, games, songs will bring us together"
18. Zaretskaya N.V. "Holidays in Kindergarten"
19. Rylkova A.N. "Musical morning performances in kindergarten"
Anastasia Lisina
Project on theatrical activities in the preschool educational institution
In kindergarten according to GEF
“Theater is Magic world . He gives lessons in beauty, morality and morality. And the richer they are, the more successful is the development of the spiritual world of children…” (B. M. Teplov)
In a preschool educational institution theatrical activity one of the most accessible types of art for children, it enables the child to satisfy his any desires and interests, get acquainted with the world around him in all its diversity, activate the vocabulary and sound culture of speech. Theatrical activities is an inexhaustible source of development of feelings, experiences and emotional discoveries of the child.
It is known that children love to play, they do not need to be forced to do it. While playing, we communicate with children on "their territories". By entering the world of play, we can learn a lot ourselves and teach our children. And the words spoken by the German psychologist Karl Gross are in connection with this relevant: "We play not because we are children, but childhood itself is given to us so that we play."
We know that getting to know theater takes place in an atmosphere of magic, festivity, high spirits, so to interest children theater is not difficult.
Relevance. In the context of the transition to the Federal State Educational Standard, one of the basic principles of preschool education, reflected in Standard: “Implementation of the Program in forms specific to children of this age group, primarily in the form of a game, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.
Theatrical activities in kindergarten - this is a great opportunity to reveal the creative potential of the child, the education of the creative orientation of the individual.
Target project: Introduce children to theater culture.
Tasks project:
1. Create conditions for the development of children's creative activity in.
2. Teach children various means of improvisation.
3. To form children's ideas about various types theater and theater genres.
4. Create conditions for joint activities of children and adults.
5. Provide conditions for interconnection theatrical and other activities.
Members project:
1. Pupils of the group.
2. Group educators.
3. Parents of the children of the group.
Expected results:
1. The development of the child in all areas of educational areas.
2. A significant expansion of children's ideas about theater culture.
3. Creation of an objective environment conducive to the development of children theater culture.
Forms of work:
Organization of training, developing and creative activities;
Organization of joint events with parents;
Organization theater evenings(showing fairy tales and performances);
Organization of visits cultural events (senior group).
Forms of work with parents:
1. Joint production of toys and manuals for the organization of a subject-developing environment.
2. Involving parents in joint activities.
3. Open demonstrations of classes and theatrical performances.
4. Advising parents on leading and current issues.
5. Organization of visits to cultural sites and cultural events.
Main stages of implementation project:
preliminary work
The study of methodological literature.
Acquisition of didactic material for the organization of a subject-developing environment.
Main job
Drawing up a program of activities for the implementation of tasks project.
Final work
Monitoring the execution of tasks project.
On final stage implementation project the final testing of pupils and the analysis of the subject-developing environment are carried out.
preliminary work:
The study of methodological literature;
Organization of the subject-developing environment.
Literature:
1. Federal state educational standard preschool education.
2. SanPiN.
3. N. F Sorokina, L. G. Milanovich “The development of creative abilities in children from one to three years old, by means of puppetry theater»; "Iris - press", Moscow 2007.
4. A. V. Shchetkin Theatrical activity in a kindergarten with children 4-5 years old, Moscow, "Mosaic-Synthesis", 2008
5. A. V. Shchetkin Theatrical activity in a kindergarten with children aged 5-6, Moscow, "Mosaic-Synthesis", 2008
6. N. B. Ulashchenko “Organization theatrical activity in the younger group", publishing house "Corypheus" Volgograd.
7. I. P. Koshmanskaya « Theater in kindergarten» , Rostov-on-Don, publishing house "Phoenix".
8. N. F. Sorokina "Scenarios theatrical puppet classes» , Moscow, publishing house "Arkti", 2007
9. N. V. Smirnova, V. K. Shalaeva "Development environment preschooler: essence and structure " Ivanovo, 2009
10. S. N. Zakharova "Holidays in Kindergarten", "Vlados", year 2001.
11. N. V. Zaretskaya and Z. A. Root "Holidays in Kindergarten", Moscow publishing house "Iris-press", year 2001.
12. V. V. Gerbova, M. A. Vasil’eva, T. S. Komarova "The program of education and training in kindergarten" Moscow, publishing house "Mosaic-synthesis", 2005 year.
13. Magazines "Preschool Education", magazines "Child in Kindergarten".
14. Internet sites of preschool institutions, Internet portals.
Organization of the subject-developing environment.
For successful implementation of tasks project it is necessary to create an appropriate subject-developing environment.
1. Mini-stage with a screen and a microphone.
2. Bi-ba-bo dolls.
3. Riding puppets.
4. Dolls on gape.
5. Planar theaters.
6. Flannelgraph.
7. Finger toys.
8. rubber toy theater.
9. Soft Toy Theater.
10. Mug theater.
11. puppet theater.
12. Round table stage.
14. Dressing room with a large mirror.
15. Dressing corner.
16. Shady theater.
17. spoon theater.
18. Folding books.
19. Cone dolls.
20. Musical instruments (noise, drums, keyboards, brass, strings).
21. Attributes for dance improvisations
Diction exercises (articulation gymnastics) ;
Tasks for the development of speech intonation expressiveness;
Transformation games, figurative exercises;
Exercises for the development of children's plasticity;
Rhythmic minutes;
Finger game training;
Exercises for the development of expressive facial expressions, elements of pantomime;
Theatrical sketches;
Playing mini-dialogues, nursery rhymes, songs, poems;
Watching puppet shows.
Starting work on this topic, we studied the literature on theatrical activities of preschoolers: tasks, means, methods of work. Using in the system of teaching children in a preschool educational institution, we tried to solve a set of interrelated tasks in all educational areas according to the Federal State Educational Standard.
Social and communicative development
Formation of positive relationships between children in the process of joint activities;
Raising a culture of knowledge of adults and children (emotional states, personal qualities, assessment of actions, etc.) ;
instilling in the child respect for himself, a conscious attitude towards his own activities;
Development of emotions;
Education of ethically valuable ways of communication in accordance with the norms and rules of life in society.
cognitive development
The development of versatile ideas about reality (different types theater, professions of people creating a performance) ;
Observation of natural phenomena, animal behavior (for transmission by symbolic means in a play-dramatization) ;
Ensuring the relationship of design with theatrical a game for the development of dynamic spatial representations;
Development of memory, learning the ability to plan your actions to achieve results.
Speech development
Promoting the development of monologue and dialogic speech;
vocabulary enrichment: figurative expressions, comparisons, epithets, synonyms, antonyms, etc.;
Mastery of expressive means communication: verbal (control of tempo, volume, pronunciation, intonation, etc.) and non-verbal (facial expressions, pantomime, postures, gestures) ;
Artistic and aesthetic development
Introduction to highly artistic literature, music, folklore;
Imagination development;
Joining the joint design- activities on modeling costume elements, scenery, attributes;
Creation of an expressive artistic image;
Formation of elementary ideas about the types of art;
Realization of independent creative children's activities.
Physical development
Coordination of actions and accompanying speech;
The ability to embody the mood, character and process of image development in a creative movement;
Expressiveness of the performance of the main types of movements;
Development of general and small motility: coordination of movements, fine motor skills hands, relieving muscle tension, the formation of correct posture.
In our work with children, we use various tricks: diction exercises (articulation gymnastics); tasks for the development of speech intonation expressiveness; transformation games, figurative exercises; exercises for the development of children's plasticity; rhythmic minutes; finger game training; exercises for the development of expressive facial expressions, elements of pantomime; theatrical sketches; playing mini-dialogues, nursery rhymes, songs, poems; watching puppet shows.
To identify the interests of children in groups, exhibitions of books with fairy tales were made, a quiz was held "Visiting a fairy tale".
To organize a children's theater we need dolls of various systems that form certain skills and abilities in children that stimulate children's creativity (song, dance, play, encourage improvisation on children's musical instruments. I have replenished theater corners in groups. Of all kinds of puppetry theater most popular in kindergarten picture theater, bi-ba-bo dolls.
In our work, we used different types theater:
1. Finger theater- contributes to better control of the movements of one's own fingers.
2. Theater puppets on the table - contributes to the possession of the technique of managing table puppets theater(dolls made of paper cones, cylinders, boxes, toys made of fabric, fur, foam rubber, etc.)
3. spoon theater, riding puppets (bibabo, puppets on the gape*)- introducing children to theater screen, the basics of puppetry.
4. Puppets, puppets with a "living hand"
5. People-dolls and cane puppets.
Participating in the holidays as a host, in the role of a fairy-tale character, teachers on own example They try to show children how interesting reincarnation is.
Preschool education involves the interaction of all participants in educational process: children, teachers, parents. Recognition of the priority of family education requires such family relationships and educational institutions which are determined by cooperation and trust.
In his work on theatrical activities I actively involve parents and other family members of pupils, as I consider this cooperation necessary and effective in the upbringing and education of children.
Parents take an active part in creating a developing environment for their children. Having set a task for himself - to interest parents in creating a developing theatrical environment, dow teachers offer them help in tailoring costumes for children and adults, making various attributes, hats, decorations.
Introducing parents to different species theaters, a story from what and how you can make them for kindergarten and for home at consultations, sliding screens ( "What's happened theater» , "First steps to the stage"). Parents actively help in everything, thanks to which in each group and in music hall has everything you need for theatrical activities.
Almost every event (whether holiday, leisure or entertainment) the roles of some characters are played by parents or children of older groups. We practice staging performances, both by adults and together with children. Preparing for performances is always fun, on an emotional upsurge. This unites us, parents and teachers are full of optimism, interest, children get tremendous pleasure from the process. Watching such productions and participating in them gives children the opportunity to fully adopt the experience of adults. This allows you to more effectively solve the pedagogical tasks set, develop the artistic and aesthetic taste and creative abilities of children, as well as maintain the relationship of the kindergarten with parents in the common cause of upbringing, education and development of the child.
The results of the work:
Children master the skills of expressive speech, rules of conduct, etiquette of communication with peers and adults.
Show interest and desire theatrical art.
They are able to convey various feelings using facial expressions, gesture, intonation.
They independently perform and transmit images of fairy-tale characters.
Children try to feel confident during performances.
The subject-spatial developing environment of the preschool educational institution was supplemented by various types theaters, manuals, drawings, file cabinets of creative games.
Established close contact with parents.
Dealing with children theater, I set myself the goal - to make the life of our children interesting and meaningful, to fill it with vivid impressions, interesting things, the joy of creativity. I strive to ensure that the skills acquired in theatrical activities, children were able to use in daily life.
Theatrical games help the educator, who loves his children, to create a joyful, relaxed atmosphere in the group. Dealing with children theater, the teacher sets himself the goal - to make the life of his pupils interesting and meaningful, to fill it with vivid impressions, interesting things, the joy of creativity.
It is very important that children develop own attitude to the actions of people, the ability to approve some actions and condemn the opposite. For this, we used the method "Moral Pieces", which are built according to a single scheme: The child abuser violates the rights of another child victim. The third participant - the defender restores justice. The theme of such plays was enough varied: "Alien Cube", "Swing", "Spoiled Drawing", "The Fallen Plate", "Pebble in a shoe" etc. The teacher played the play with the help of character puppets, and the children then gave their assessment of the actions of the characters.
Various game exercises were used ( « affectionate name» , "Smile to a friend", "Praise a friend" etc., discussion of problematic situations ( "Why did you quarrel", "How to Reconcile", "Don't laugh at trouble", "I want to help a friend" which also contribute to the formation of social skills in children.
The system of work on the formation of benevolent relations in children of different ages in theatrical game includes the following types children's activities productive, artistic and aesthetic, theatrical.
A work plan was developed for the formation of friendly relations among preschoolers in mixed age group. The repertoire was selected taking into account the ages of the children and the national component. For children, both well-known fairy tales and new Tatar fairy tales were used. In free activities children were also allowed to use theatrical attributes which they happily did. As a result of our work, it could be replaced that the children began to be less divided into microgroups by age.
The plan included various Events: decor theatrical corner together with children, a conversation on the topic « Theater» , didactic game "Learn the tale", in which children recognize a fairy tale from the picture, a conversation on the topic "My favorite fairy tale character" reading a fairy tale "bean seed", conversation on its content, solving riddles and rebuses according to a fairy tale, reading and playing puppet theater according to the Tatar folk tale "three sisters"(h kyz, reading a fairy tale "Under the Mushroom", preparing heroes for theater on flannelgraph, acting out a fairy tale on flannelgraph.
In addition to all of the above, work was carried out with the educator on the formation of friendly relations in children with the help of theatrical activities. The kindergarten also participated in the municipal competition for the best theatrical game, where it was noted by the jury in the nomination "best puppet theater» Children showed the Tatar folk tale "Three sisters".
In addition to the planned activities, it cannot be ruled out that in free play, children also wanted to use various theatrical games. For them, we have prepared sets of finger theaters, magnetic Turnip and Kolobok theaters. Using them, children could combine characters from different fairy tales and invent their own. Watching this children's activities, we noticed that when inventing their own fairy tales, children play up the problems of morality, benevolence and humanity that concern them. For example, such as the friendship between a panda and a hare, or mutual assistance between a mouse and a hen - pockmarks. I would like to note that here we also work with the national and regional component and cultivate tolerance for people different nationalities. We make it clear to children that they need to protect their ethnic culture, but at the same time respect other nationalities, religions and confessions.
Activities for the formation of friendly relations among preschoolers in theatrical game
Work with children
Activity Purpose
Decor theatrical corner Prepare conditions and children. Psychological rapprochement of children. Learn how to organize senior and junior activities.
Conversation on the topic: « Theater» Show illustrations and photographs. Introducing children to theater.
A game "Learn the tale" (by illustrations, by excerpts) Consolidate knowledge of the texts of fairy tales. Develop memory.
"My favorite fairy tale character" Form the interests of children. Contribute to the ability to convey the personality traits of your favorite hero. To teach to tell the younger ones about the heroes of fairy tales with whom they are unfamiliar
Reading a fairy tale "Bean Seed". Conversation on its content Introduce children to the plot of the fairy tale. Work on intonation, expressiveness, diction
Riddles, word games based on the text of a fairy tale "Bean Seed" Strengthen children's knowledge of the fairy tale. To promote the development of imagination, speech, speech breathing. Develop a sense of empathy, empathy for the characters
Acquaintance with the text of the Tatar folk tale "Three sisters" Recall the plot of the fairy tale with the children. Work with text. Teach children to characterize the characters themselves and their actions. Develop empathy, empathy, respect for elders.
Decor theatrical corner to show a fairy tale "Three sisters" preparing dolls, theatrical scenery . To form an emotional atmosphere and activity of children. Involve children of all ages in the creation of scenery and dolls. Help children of all ages bond
Theatrical representation of a fairy tale "Three sisters" To educate children in the ability to convey the content of a fairy tale. Form diction, intonation expressiveness
Fairy tale "Under the Mushroom". Acquaintance with the text of a fairy tale To promote the ability of children to convey the content of a fairy tale in their own words. Form memory, speech. Develop humane feelings.
Preparing heroes for a fairy tale on a flannelograph Unite children of different ages with the help of a joint activities
Showing a fairy tale on flannelgraph "Under the Mushroom" Inform parents about the results of their children's work. Teach them to show respect for performing children
Fairy tale decoration "Kolobok" from papier-mâché to unite children, to teach them to work together, together
theatrical performance"Kolobok" for elementary school students To promote the ability to perform on stage, develop diction and coherent speech, the formation of friendly relations between preschoolers and elementary school students
Moral plays with the help of puppets to beat different situation, for the formation of all humane qualities in a child
Cultivate goodwill and contact in relationships with adults and peers in different situations
Game exercises
"Affectionate Name", "smile at a friend", "Praise a friend". etc. Contribute to the formation of friendly relationships between children
Problem situations
"Why did you quarrel", "How to Reconcile", "don't laugh at trouble", "I want to help a friend" To promote the socialization of children in society, their rapprochement.
Develop a desire to show empathy and empathy for those who need it.
To form an idea of honesty, justice, kindness
Etudes The variety of the same image contributes to the development of imagination and creative manifestations. For example: each child in his own way conveys the image of the same character, choosing facial expressions, gestures, movements. At the same time, the emotional sphere of the child develops, he sympathizes with the characters, empathizes with the events being played out.
Reading and preparing to play out a fairy tale "Zayushkina's hut" by using « theater on spoons» To learn to put oneself in the place of another, to better understand the reasons for the actions of the hero of the work, to develop sympathy and empathy
Working with parents
Individual conversations "The formation of ideas about the norms of morality", "Fairy tale education".
Consultations "Development of the emotional sphere through theatrical activities», "Give Children Joy".
Clamshell folders "We are a reading family", "Children's Friendship", Dramatization games as a means of introducing children to family values.
Parent meeting "Teach Children to Feel", "Journey through the pages of books".
Invite parents to make theatrical costumes and attributes for games. Parents help children learn roles.
Working with teachers
consultations "Organization theatrical activities in kindergarten», "Educating friendly relations in preschool children""Moral education through theatrical activities».
Open event for theatrical activities"When my friends are with me"
municipal competition "Best theatrical play»
No wonder children love fairy tales.
After all, the fairy tale is good
What is in it a happy ending
The soul already anticipates ... "
fairytale world of theater
Why do we choose a fairy tale as the thread of communication with children? But how could it be otherwise, because this strong thread, tested for strength over the years, is destined to curl. Tied to human feelings, emotions and life situations, the fairy tale is close and understandable to children with its accessibility. Children want and love to play. Let's play a fairy tale, baby! It will bring you joy! In the life of a child from his very birth, there is a fairy tale with its kind heroes, transformations and magic items. The child lives in a land of various fantasies. A child can find the embodiment of non-standard thinking for an adult in the children's theater, where every minute he sees confirmation of his vision of the world around him. The fairy tale is close and understandable to children, and he finds a reflection of his worldview in the theater. Children believe in miracles, and that somewhere on earth there is extraordinary country in which birds and animals can talk to each other and live in friendship, where good always triumphs over evil. This magical country exists and it is called - Theater! The theater world is a country of real fantasies and a good fairy tale, a game of fiction and reality, colors and light, words, music and sounds. The theater is fertile ground for creativity. Everyone who wants to take part in this action will find something to their liking. An adult can also take on any role and ... become a Wizard! One has only to wave the “magic” wand and everything around will change: it will come to life fairy forest the birds and beasts will speak human language, everything will be illuminated with a mysterious light and filled with sounds, unprecedented adventures and amazing transformations will begin.
Children's theater is an integral part of a child's life. Before his eyes there are pictures of native nature, people with characters, life. The images of the heroes of Russian fairy tales become an integral part of the child's life, revealing to him in an accessible form the concepts of good and evil, bringing up good feelings.
The child is imbued with good feelings, experiences with the heroes of fairy tales, and along with all this comprehends the simple and complex, instructive and amazing truth of life.
Theater is an assistant in raising children. The theater encourages the activity of the child, has a huge emotional impact, promotes the development of imagination. Each time, entering the world of the theater, the child makes for himself, albeit small, but a discovery.
Theatrical activities help develop the interests and abilities of children, contribute to common development curiosity, the desire to learn new things, the assimilation of information and new ways of acting, the development associative thinking, perseverance and determination, the manifestation of general intelligence, emotions when playing roles. Theatrical activities require the child to be decisive, systematic in work, industriousness, thereby contributing to the formation of strong-willed character traits. Performances on stage contribute to the realization of the creative forces and spiritual needs of the child, emancipation and self-esteem. Theatrical activities teach the child to accurately formulate his thoughts, to accurately feel and learn about the world around him ...
The love for theatrical creativity, the desire to convey this love to children, the desire to make the life of the child happier through theatrical skills, and the inner world richer, became the reference point for the creation of this project.
Objective of the project: Introduce children to theatrical culture.
Project objectives:
- Create conditions for the development of children's creative activity in theatrical activities.
- Teach children various means of improvisation.
- To form children's ideas about various types of theater and theatrical genres.
- Create conditions for joint activities of children and adults.
- Provide conditions for the relationship of theatrical and other activities.
Project participants:
- Group students.
- Group educators.
- Parents of the children in the group.
- Musical director.
For how long the project is designed: for the period of the child's stay in preschool (4 years).
Expected results:
- Development of the child in all areas of educational areas.
- A significant expansion of children's ideas about theatrical culture.
- Creation of an objective environment conducive to the development of theatrical culture in children.
Forms of work:
- organization of training, developing and creative activities;
- organization of joint events with parents;
- organization of theater evenings (showing fairy tales and performances);
- organization of visits to cultural events (senior group).
Forms of work with parents:
- Joint production of toys and manuals for the organization of a subject-developing environment.
- Involving parents in joint activities.
- Open demonstrations of classes and theatrical performances.
- Advising parents on leading and current issues.
- Organization of visits to cultural sites and cultural events.
The main stages of the project implementation:
Stage 1
preliminary work
The study of methodological literature.
Acquisition of didactic material for the organization of a subject-developing environment.
Stage 2
Main job
Drawing up a program of activities to implement the tasks of the project.
Final work
Monitoring the implementation of project tasks.
At the final stage of the project implementation, final testing of pupils and analysis of the subject-developing environment are carried out.
Stage 1
Preliminary work:
The study of methodological literature;
Organization of the subject-developing environment.
Literature:
- Federal state educational standard for preschool education.
- SanPiN.
- N.F. Sorokina, L.G. Milanovich "Development of creative abilities in children from one to three years old, by means of puppet theater"; Iris - press, Moscow 2007.
- A.V. Shchetkin "Theatrical activity in kindergarten with children 4-5 years old", Moscow, "Mosaic-Synthesis", 2008.
- A.V. Shchetkin "Theatrical activity in kindergarten with children aged 5-6", Moscow, "Mosaic-Synthesis", 2008.
- N.B. Ulashchenko "Organization of theatrical activity in the younger group", publishing house "Korifey", Volgograd.
- I.P. Koshmanskaya "Theatre in Kindergarten", Rostov-on-Don, publishing house "Phoenix".
- , Moscow, publishing house "Arkti", 2007.
- N.V. Smirnova, V.K. Shalaeva "Environment for the development of a preschooler: essence and structure", Ivanovo, 2009.
- S.N. Zakharova "Holidays in kindergarten", "Vlados", 2001.
- N.V. Zaretskaya, Z.A. Root "Holidays in kindergarten", Moscow publishing house "Iris-press", 2001.
- V.V. Gerbova, M.A. Vasilyeva, T.S. Komarov "The program of education and training in kindergarten" Moscow, publishing house "Mosaic-synthesis", 2005.
- Magazines "Preschool education", magazines "Child in kindergarten".
- Internet sites of preschool institutions, Internet portals.
Organization of the subject-developing environment.
For the successful implementation of the project objectives, it is necessary to create an appropriate subject-developing environment.
- Mini-stage with a screen and a microphone.
- Bi-ba-bo dolls.
- Riding puppets.
- Gapite dolls.
- Flat theatres.
- Flannelgraph.
- Finger toys.
- Theater of a rubber toy.
- Theater of soft toys.
- Circle theater.
- Puppet Theatre.
- Round tabletop.
- Masks.
- Dressing room with large mirror.
- Dressing corner.
- Glove theater.
- Shadow theater.
- Spoon Theatre.
- Folding books.
- Cone dolls.
- Musical instruments (noise, percussion, keyboards, wind, strings).
- Attributes for dance improvisations.
Stage 2
The structure of the program for the implementation of the project tasks.
The program is focused on the comprehensive development of the personality of the child, taking into account his individuality. It systematizes the means and methods of theatrical and gaming activities.
The main objectives of the program:
- Consistently acquaint children with various types of theater, introduce them to theatrical art.
- Contribute to the development of the most important competencies of preschool children.
- Gradual development by children of various types of creativity by age groups.
- Improving the artistic skills of children.
Program structure:
The program consists of three sections corresponding to the age periods of preschool childhood (from 3-4 years; from 4-5 years; from 5-6 years). There are two types of tasks in the program. The first type is educational tasks that are aimed at developing emotionality, intellectual and communicative competencies, by means of the theater. The second type is educational tasks that are associated with the development of artistry.
The program includes the following types of creative activities:
Game creativity;
Song creativity;
Improvisation on children's musical instruments;
Fundamentals of puppetry;
Acting basics;
Fundamentals of puppet theater;
Dramatizations.
Song creativity, playing children's musical instruments, dance creativity, holidays, leisure activities are planned and held together with the music director in music classes and in free time.
Theater classes begin with the second junior group and are held 1-2 times a week. In the schedule of classes, it is usually planned in the first half of the week. Classes can be held in the morning and in the evening at the discretion of the teacher. Starting from the middle group, two classes per week can be held. IN senior group two lessons per week.
The material for classes is taken from the book of N.F. Sorokina "Scenarios of theatrical puppet classes", Moscow, publishing house "Arkti" 2007.
Second junior group
- Encourage interest in theatrical and game actions, create the necessary conditions for its implementation.
- Encourage the participation of children in theatrical activities, form positive attitude To her.
- To fix ideas about the surrounding objects. Teach children to name items of theatrical and domestic equipment.
- Develop the ability to follow the development of actions in dramatizations and puppet shows.
- To develop the speech of children with the help of puppet and other types of theater: to enrich the vocabulary, to form the ability to build sentences, achieving the correct and clear pronunciation of words.
- Encourage them to compose a fairy tale with the help of a teacher, using a table theater.
- Use improvisational forms of characters' dialogues in well-known fairy tales. Develop attention, memory, thinking of children.
- To form the ability to convey by means of facial expressions and pantomime, movements and gestures the main emotions of the characters. Teach children adequate emotional response to the state of other people or characters.
- To acquaint children with the techniques of puppetry table puppets. To form the ability to concentrate on a toy, a theater puppet.
- Teach children to accompany the movement of the puppets with a song or words.
- Encourage the desire of children to participate in improvisation, support the desire to play with musical toys, improvise on noise musical instruments.
- To develop the initiative and independence of children in games with theatrical puppets.
- Develop a desire to speak to parents, kindergarten staff.
Theater classes in the second junior group:
In theater classes, children learn the simplest methods of controlling table theater puppets. It is possible to suggest thinking small stories happening with the toy so that the child can compose dialogues himself, find expressive intonations. At the same time, help can be provided by leading questions, without giving a ready-made role model. No matter how primitive the stories composed by kids are, compulsory encouragement is necessary. The child must be encouraged to want to play with the doll. playing out composed fairy tales spiritually liberate the baby and you need to pay attention to this. In theater classes, it is necessary to create an atmosphere of goodwill, mutual trust, and respect for each other. A child can create only when he feels a benevolent attitude towards himself from his peers and adults.
Great importance in the second junior group is given to work on sketches. This is a kind of school that helps children learn the secrets of managing theatrical puppets, the basics of acting. Toddlers playfully learn to express their feelings and understand the feelings of other people. This will help them avoid difficulties in communicating with peers and adults. Working on sketches develops the child, gives him the necessary skills to participate in puppet and other performances. Only by creating an atmosphere of creative cooperation, you can start staging a performance. In the second younger group, you can play well-known Russian folk tales with table puppets: “The Hen-Ryaba”, “Masha and the Bear”, “Goby-Resin Barrel”, “Zayushkina Hut”. Here you can also invite children to come up with a dialogue on their own. By the end of the second junior group, children should already master the skills of managing table puppets, they can fully concentrate their attention on the puppet, and listen carefully to their partner. Also, children can compose a small fairy tale on their own.
September-November (second junior group)
| Types of creative activity | Classes and repertoire | ||
| Game creativity | Involve children in writing short stories and stories | Table theater rubber toy | “Meeting in the Forest”, “Bear and Donkey” (composed by children) |
| Song creativity | Accompanying the movement of the doll with a song invented by the child | Any table theater | Any song from a fairy tale or music for example. "The bear is dancing" M. Protasov |
| Dance creativity | Cause an emotional response and a desire to move to the music | Phonogram of any rhythmic music | Invite the children to come up with and dance a dance of any of the characters in the fairy tale "Turnip" |
| Generate interest and desire to play with musical toys | Balalaikas, pipes, button accordions, piano | imitate playing these instruments | |
| The content of the work, classes | |||
| Fundamentals of puppetry. | To introduce children to the techniques of tabletop puppetry | table theater | Lessons 1-4, 5-8, 9-12 N.F. Sorokin "Scenarios of theatrical puppet classes" |
| Fundamentals of puppet theater | To educate the ability to follow the development of action in a fairy tale, to lead children to an expressive performance of the role. | Table theater, table puppets, toys, soft toys | |
| Acting Basics | Cultivate mindfulness, develop children's imagination and imagination | Work at the mirror | |
| Develop interest in dramatization games, maintain a cheerful, joyful mood, encourage a friendly attitude towards each other, encourage them to join in dramatization games | Dramatization in costumes, in the subject environment, with scenery | According to the fairy tale "Turnip" | |
| Engage in telling stories, arouse interest in what is happening on stage, enrich children with vivid impressions | Attributes for the concert setting, costumes | Dramatization of the fairy tale "Turnip", open viewing of the fairy tale |
Second junior group (December-February)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes, repertoire. Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Encourage the desire of children to invent dialogues of characters in fairy tales | Table Theater Cone Toy | “Grandmother and granddaughter”, “Fox and cat”, “Visiting Santa Claus” (composed by children) |
| Song creativity | Invite children to compose songs for individual syllables in the genre of lullaby or dance | Large soft toy | "Lullaby for Bear", "Doll Dance" |
| Dance creativity | Encourage children to improvise simple dance moves to varied music | Phonograms and discs with diverse music, attributes for dance improvisations (flags, sultans) | Dance improvisations: “Dance of Petrushkas” (music by D. Kabalevsky), “Dance of Snowflakes” (music by P.I. Tchaikovsky) |
| Improvisation on children's musical instruments | To give ideas and methods of sound extraction on children's musical instruments | Spoons, rattles, tambourines, drums, bells | Invite children to play music on musical instruments to the phonogram |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skill | The content of the work, classes |
| Fundamentals of puppetry. | Teach children the techniques of puppetry table theater cone toys | cone toy | Zan.13-16, 17-20, 21-24 pp25-52. N.F. Sorokin "Scenarios of theatrical puppet classes" Lessons 17-18 - to assess the skills and knowledge of children in theatrical activities for the fall |
| Fundamentals of puppet theater | To develop an emotional response to the action of the characters of the performance, to evoke sympathy and a desire to help, to form the emotional expressiveness of speech | Cone Toy Theater | |
| Acting Basics | To form in children characteristic gestures of repulsion, attraction, opening, closing | Work at the mirror | Any studies on the expressiveness of the gesture “Hush”, “Come to me”, “Go away”, “Goodbye” |
| Basic principles of dramatization | Arouse a desire to participate in dramatization games, lead children to create the image of a hero, using gestures and facial expressions | Costumes, scenery, object environment. | Eg. "Animals visiting the Snow Maiden" |
| Holidays, leisure, entertainment | To develop actively participate in the holiday, develop the imagination, fantasy of children. Encourage children to play with table theater puppets | Attributes for leisure, holiday | "Christmas tree holiday" "Snow White and the Seven Dwarfs" (episode production) |
Second junior group (March-May)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Support the desire of children to collectively compose short fairy tales, stories, inventing dialogues of characters | Table theater small soft toys | "Birthday of the baby elephant", "The tiger cub got sick," Masha and the Bug "(composed by children) |
| Song creativity | Encourage children to compose songs to the given text and use them in puppet shows and dramatizations | Table theater cone toys, costumes, scenery and attributes | Song of the cockerel from the fairy tale "Zayushkina hut" |
| Dance creativity | To instill interest and love for music, develop the child's musical abilities, cultivate an emotional attitude to music through dance movement | Phonograms, caps of animals and birds, soft toys, dolls | Free dance of a goat and kids from the fairy tale "The Wolf and the Seven Kids" Dance improvisation with puppets |
| Improvisation on children's musical instruments | Encourage children to use children's musical instruments with a sound of indeterminate pitch in dramatizations and puppet shows | Phonogram, sounding toys - instruments with sound of indefinite height | Orchestral accompaniment of free dances in the play and dramatizations "The Wolf and the Seven Kids", "Zayushkina's Hut" |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skill | The content of the work, classes |
| Fundamentals of puppetry. | To form in children the skills of puppetry of a soft toy of a table theater | Soft toy | Zan. 25-28, 29-32,33-36 pp.52-73 N.F. Sorokin "Scenarios of theatrical puppet classes" Lessons 35-36 - monitoring See page 73 |
| Fundamentals of puppet theater | Develop the ability to give the actions of the characters in the play. Continue to form the emotional expressiveness of children's speech | Soft Toy Theater | |
| Acting Basics | To develop the ability of children to understand the emotional state of another person and be able to adequately express their own | Work at the mirror | Etudes "Chanterelle eavesdrops", "Delicious sweets", “New doll”, “The fox is afraid”, “Vaska is ashamed”, “Silence” |
| Basic principles of dramatization | To form a steady interest in dramatization games, to encourage children's independence in choosing expressive means for creating images | Costumes, scenery, attributes | "The wolf and the seven Young goats" |
| Holidays, leisure, entertainment | Arouse in children a desire to perform in front of their parents, instill a love for theatrical art. Encourage children to participate in dramatization games |
Costumes, decorations and attributes necessary for leisure and entertainment | Showing a fairy tale at the discretion of the teacher |
middle group
- Cultivate a steady interest in theatrical and gaming activities.
- To lead children to create an expressive image in etudes, dramatizations, in song and dance improvisations.
- Expand your understanding of the surroundings. To develop the ability to isolate the signs of objects (color, shape, size), determine the material from which toys, decorations, attributes for theatrical performances are made. Expand knowledge about the characters involved in theatrical and gaming activities.
- To replenish and activate the vocabulary of children (nouns, adjectives, verbs to denote the actions of characters). To form the ability to determine and name the location of theatrical characters, objects, scenery (right, left, straight, side), to characterize the state of mind and mood of the characters. Fix the correct pronunciation of vowels and consonants. Improve the correct pronunciation of words and phrases. Form intonation expressiveness of speech. To develop the dialogic speech of children.
- To consolidate knowledge about the rules of manipulation with riding puppets.
- Using riding puppets, encourage children to improvise on the theme of familiar fairy tales, stories, invent new ones, with the help of a teacher and without him.
- Stimulate children's attention, memory, thinking and imagination. Develop ideas about the moral qualities of a person, the emotional state of oneself.
- To teach children to accompany the movement of the doll along the screen with a song, to come up with a given text on their own.
- Continue to develop in children the desire to participate in dance improvisations with and without puppets.
- Support the initiative of children in improvisation on the metallophone
- Encourage children to play with puppets on their own.
- To form in children the desire to include song and dance improvisations in independent games.
- Support the desire to speak in front of children, parents, employees.
To improve theatrical skills in the middle group, it is recommended to devote more time to individual work after noon.
Theater classes in the middle group:
In the middle group, work with table puppets continues. Children remember puppetry techniques, come up with small scenes with table puppets. Work continues on the development of creativity. Children can independently invent dialogues of characters, based on the plots of well-known fairy tales.
At the end of September, you can introduce children to the theater screen. At this time, it is good to introduce children to a doll on a gapite (a gapite is a stick on which a doll is seated. Controlling a doll on a gapite requires endurance, patience, and certain muscle efforts from the child, since the hand must lead the doll along the edge of the screen without leaning on it To make it easier for the child to control the doll, they are made as light as possible (can be made of cardboard).
At the theater classes, children can already be introduced to puppetry techniques. For this purpose, sketches with a doll are used, the purpose of which is to teach the child to focus his attention on the performance of a clear, rhythmic action by the doll. Etudes for the development of the emotional sphere are also used, which develop in children the ability to understand the emotional state of another person, the ability to adequately express their own. These sketches help the child to look at himself from the outside, contribute to the formation of self-control, increase self-confidence.
Work continues on the development of creativity, which also uses puppets on the gapite. Children can compose small tales and songs that accompany the movements of the dolls. Gradually, noise instruments (tambourine, drum, rattle) can be introduced into action, which give a new sound to the song composed by the child, develop a sense of rhythm
With children, you can play Russian folk tales "Gingerbread Man", "Teremok", "Turnip", using puppets on the gape. Playing fairy tales with theatrical puppets allows you to better understand the content of your favorite work, makes it possible to show creativity.
Middle group (September-November)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Continue to compose fairy tales with children with the help of a teacher and without his participation. Encourage the desire of children to independently create playful images using gestures and facial expressions. |
spoon theater Caps of animals and birds |
"Grandmother and Fox", "Hare and Bear", "Gingerbread Man and Grandfather" "Teremok" (mouse, frog, bunny, fox, bear, wolf) |
| Song creativity | Invite children to compose song characteristics of the characters of the puppet show | Costumes, scenery, attributes necessary for this performance | Songs of the characters of the fairy tale "Teremok" |
| Dance creativity | Encourage children to compose dance characteristics of the characters of the play in the genre of folk dance | Costumes of the characters of the performance, soundtracks | "Dance of the Fox and the Bear to the fairy tale" Teremok " |
| Improvisation on children's musical instruments | To introduce children to toys - instruments that emit a sound of a certain height, with which you can play various rhythms | Flute, flute, horn | Accompaniment of dance improvisations to the fairy tale "Teremok" |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skill | The content of the work, classes |
| Fundamentals of puppetry. | To acquaint children with theatrical screen, with the techniques of driving riding puppets | Screen or mini stage equipped with a screen, riding puppets | “Mom is walking”, “Two mice”, “Grandfather and a turnip”. Zan.1-4, 5-8,9-12 N.F. Sorokin "Scenarios of theatrical puppet classes" |
| Fundamentals of puppet theater | Develop children's interest in puppet shows, encourage participation in this type of activity | Theater of spoons, screen | |
| Acting Basics | Activate children, develop their memory and attention | Phonogram, attributes for exercises | "Be careful", "Remember your place", "Remember your posture" |
| Basic principles of dramatization | To form a positive attitude towards games-dramatizations. Learn to play performances for acquaintances literary subjects using expressive means (intonation, movement, facial expressions, gesture) | Dramatizations in costumes and sets | "Teremok" |
| Holidays, leisure, entertainment | Raise the desire to please parents with their performance. Develop interest in various performances. Encourage children's interest in acting out familiar tales | Phonogram, puppets, scenery for the performance | Puppet show "Visiting Vasilisa" |
Middle group (December-February)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | To develop in the blowers the desire to compose short stories, inventing dialogues of the characters. Encourage children to create in-depth images, familiar characters with the help of movements, facial expressions, gestures. | riding puppets Caps of animals, birds |
“Visiting Snow White”, “Dwarf and Fox”, “Dog and Wolf” (composed by children). "Merry Goat", "Frightened Goat", "Kit Recovered" |
| Song creativity | Invite children to compose songs in the genre of march and waltz to a given text | Costumes and attributes | For example: Chanterelle song (waltz), wolf song (march) |
| Dance creativity | To lead children to compose dance improvisations of the heroes of the performance in the genre of march and waltz | Costumes and attributes | At the discretion of the educator |
| Improvisation on children's musical instruments | To teach children how to play toys-instruments with a diatonic scale, be able to accompany dance improvisations on one sound | Metallophone, phonogram | Dance of the squirrels, "March of the Dwarves" S. Prokofiev |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skill | The content of the work, classes |
| Fundamentals of puppetry. | Teaching children how to drive puppets on a screen | Riding puppets, screen | "Meeting of the Fox and the Hare", "The Conversation of the Mouse with the Frog", "Dance of the Animals" Zan.13-16,17-20,21-24 N.F. Sorokin "Scenarios of theatrical classes in kindergarten" |
| Fundamentals of puppet theater | Continue to instill in children a love for puppet theater, arouse a desire to participate in puppet shows | Riding puppets, phonogram, screen | |
| Acting Basics | To develop in children the ability to correctly understand the emotional and expressive movements of the hands, use gestures | Phonogram, attributes, work at the mirror | “This is me”, “This is mine”, “Give it back”, “Icicles”, “Humpty Dumpty”, “Parsley jumps” |
| Basic principles of dramatization | Maintain an interested attitude towards dramatization games, the desire to participate in this type of activity | Dramatization in costumes, scenery, object environment | |
| Holidays, leisure, entertainment | To develop a steady interest in speaking to parents, to develop the ability to understand the content of fairy tales. Involve children to play with riding puppets on their own | Attributes and costumes necessary for this leisure | At the discretion of the educator |
Middle group (March-May)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Encourage children to collectively compose stories, activating children's verbal communication. Develop the ability to compare different images using intonation, facial expressions, gesture |
riding puppets Caps of animals and birds, phonogram |
"Forest School", "Housewarming", "Animal Hospital" (composed by children) "Goat and Wolf", "Fox and Hare", "Cat and Mouse" |
| Song creativity | Encourage children to write songs. Composition of recitatives on a given topic | riding puppets | At the discretion of the educator |
| Dance creativity | Learn to compose dance improvisations in the polka genre | Dolls, soft toys, phonogram | "Polka with toys" (Czech melody) |
| Improvisation on children's musical instruments | Encourage children to improvise with toys with instruments that make sounds of indeterminate pitch, as well as with diatonic scales. | Spoons, rattles, tambourines, drums, bells, flutes, pipes, horns | "Merry Musicians" L. Isaeva |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skill | The content of the work, classes |
| Fundamentals of puppetry. | Continue to teach children how to drive puppets | Riding puppets, screen | "Joyful meeting of Grandfather with the Bug", "Unpleasant conversation", "Game of blind man's buff" Zan.25-28, 29-32,33-36. |
| Fundamentals of puppet theater | Instill a steady interest in puppet theater, encourage the active participation of children in the puppet show | Riding puppets, screen, attributes for classes | |
| Acting Basics | Develop the ability to adequately understand the emotional state of another person and be able to adequately express their mood | Work at the mirror | "Surprise", "Flower", " North Pole”,“ Angry grandfather ”,“ Guilty ” |
| Basic principles of dramatization | Continue to cultivate an interested attitude towards dramatization games, improve the improvisational abilities of children | Costumes, scenery, object environment | Eg. "Under the Mushroom", V. Suteeva |
| Holidays, leisure, entertainment | Arouse a desire to participate in matinees, instill interest in Russian folklore. Maintain interest in what is happening on stage. | Attributes necessary for the celebration | Folk performance |
Senior group
- Continue to develop a sustainable interest in theatrical and gaming activities
- To improve the performing skills of children in creating an artistic image, using game, song and dance improvisations for this.
- Expand children's understanding of surrounding reality. Clarify ideas about objects, toys, decorations surrounding them. Be able to identify the essential features of the subject. To improve the ability of children to navigate in a group, in a kindergarten. Raise respect for the work of adults, careful attitude for dolls and toys. To consolidate the idea of children about the various types of puppet theater, be able to distinguish between them and name them.
- Continue to enrich and activate the vocabulary of children, using nouns, adjectives, verbs, adverbs, prepositions in speech. Fix the correct pronunciation of all sounds. Improve intonation expressiveness of speech. Continue to teach children to use direct and indirect speech in dramatizations of fairy tales. develop dialogue and monologue speech. To improve the ability to coherently and expressively retell fairy tales, stories without the help of a teacher. Encourage children to make up short stories on their own using puppets.
- To consolidate knowledge about the rules of manipulation with puppets, puppets with a "live hand".
- Encourage children to improvise on the theme of familiar fairy tales, stories, invent stories of their own composition individually and collectively, using puppets and puppets with a “live hand”. Stimulate the desire to look for expressive means to create a game image of a character, using movement, facial expressions, gestures, and expressive intonation for this.
- Develop memory, thinking, imagination, attention of children.
- Continue to nurture the humane feelings of children, develop the desire to be responsive to adults and children, show attention to their state of mind, rejoice at the success of peers and be upset if they fail, strive to help in difficult times. Teach them to correctly evaluate their actions and the actions of their comrades, as well as the actions of the characters in puppet and dramatic performances.
- Encourage children to use improvisation on a given text in the genre of song, dance, march to create the image of a puppet character and dramatic performances. To bring children to the collective composition of a children's opera based on a poetic text.
- To continue to develop in children the desire to participate in dance improvisations, the desire to create a bright, memorable image with the plasticity of their body.
- Encourage the desire of children to pick up familiar chants from different sounds, including them in game improvisations.
- Cultivate the desire to play with theatrical puppets.
- To develop the ability to use song, dance, game improvisations in independent activities.
- To support the desire of children to actively participate in holidays and entertainment, using the skills and abilities acquired in the classroom and in independent activities.
Theatrical classes in the senior group:
In the older group, at the beginning of the year, work with puppets on gapit continues. To do this, you can bring in a theatrical screen, dolls from different fairy tales and gradually invite children to come up with small stories with these dolls. Composed scenes can be used as material for etudes, allowing you to consolidate your skills in playing with a doll. In some stories invented by children, the puppets play hide and seek, catch up, and take part in dancing. At this point, the guys can pay more attention to the position of the doll on the screen.
Working on sketches allows the child to find and emphasize characteristics each doll.
These studies with puppets alternate with studies on the development of acting skills, which makes it possible to master the basic nuances of speech, to learn how to penetrate the world of artistic images.
At the end of September, children get acquainted with puppets, learn that puppets are set in motion with the help of a vaga (a wooden cross, to which a puppet is suspended on a string). Holding the wag horizontally by the middle and directing it to the right and left, the puppeteer sets it in motion.
In order to rhythmically organize the movement of the puppets, Russian folk melodies are used. When the children learn the principles of controlling the doll, they are invited to read nursery rhymes about animals. This is how the play “Visiting Vasilisa” appears, staged based on Russian folk rhymes.
With dolls - puppets in Russian costumes, the kids lead round dances, improvising dance moves while singing any Russian folk song.
In the second half of the year, children get acquainted with a new type of doll - with a "living hand". These dolls have bright expressive possibilities, are convenient for dance improvisations, as well as improvisations using children's musical instruments. They are able to convey the finest nuances of moods and experiences of the hero, have expressive gestures that are inaccessible to other dolls.
By the end of the year, the children of the older group acquire the necessary skills to control cools of various systems (tabletop, gape, puppets, with a "live hand"). Children use all their skills and abilities in the puppet show "Journey to the Land of Fairy Tales", which combines small scenes learned earlier. The performance in this form is final and summarizes the work with children for three years, gives them the opportunity to express themselves in various activities, demonstrate their skills and abilities.
Senior group (September-November)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Encourage children to get used to the image, constantly improving it, finding the most expressive means for embodiment | Hats of animals, soundtrack | Playful Bears, Toy Store, Bunnies |
| Song creativity | Invite children to compose music in the genre of march and dance (folk dance, march, waltz, polka) | Soft toy | “On a flat path”, “Like ours at the gate”, “Summer” (waltz), “Bear with a doll” |
| Dance creativity | Encourage children to compose dance characteristics of puppet theater characters | Puppet Theatre, phonogram | |
| Improvisation on children's musical instruments | Teaching children to play chants built on the interval of a second | Glockenspiel | "Rain-Rain", "Forty-Forty", "Accordion" |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skill | The content of the work, classes |
| Fundamentals of puppetry. | Introduce children to puppetry techniques | Puppets: horse, cockerel, cat, mice, phonogram | “A horse came to us”, “Mice and a cat”, “Cat and a cockerel” Zan.1-4, 5-8, 9-12 N.F. Sorokin "Scenarios of theatrical classes" |
| Fundamentals of puppet theater | Arouse interest in the puppet theater, the desire to participate in the performance | Puppets, Russian folk costumes, phonogram | |
| Acting Basics | Develop children's memory and imagination | Work at the mirror | Sketches at the discretion of the teacher |
| Basic principles of dramatization | Continue to develop the ability of children to play a play based on a familiar fairy tale | Dramatization in costumes, scenery | "Spikelet" |
| Holidays, leisure, entertainment | Introduce folklore. Learn to respond emotionally to children's performances | Puppet puppets | Performance at the discretion of the teacher |
Senior group (December-February)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Encourage the initiative and activity of children in creating images of characteristic characters, opposing the character of one character to another | Animal hats, costumes, phonogram | "The Bunny and the Fox", "The Cat and the Goat", "Little Red Riding Hood and the Wolf" |
| Song creativity | Encourage children to collectively compose songs in the character of their hero | Animal hats, costumes, puppets | "Shadow-shadow", "Lamb and Petya", "Bunny and Bear" |
| Dance creativity | Develop the ability to improvise waltz and polka movements using marionette puppets | puppet theater | "Cat Leopold" (music by Reznikova) |
| Improvisation on children's musical instruments | Teaching children to sing along to the scale | Glockenspiel | "Cockerel", "Cap-Cap-Cap", "March" E Tilicheeva |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skill | The content of the work, classes |
| Fundamentals of puppetry. | Encourage children to create dance compositions and game improvisations with puppets | Puppets in Russian costumes, phonogram | Zan.13-16,17-20, 21-24, P.166-187 N.F. Sorokin "Scenarios of theatrical classes" |
| Fundamentals of puppet theater | To instill a steady interest in puppet theater, a desire to improvise with puppets | Puppets, performance attributes, phonogram | |
| Acting Basics | Develop expressiveness of gesture. | Work at the mirror | “Here he is”, “Game with pebbles”, "I want to sleep", "Cinderella" |
| Basic principles of dramatization | To develop the initiative and independence of children in playing a performance based on a familiar fairy tale | Dramatization in costumes, with scenery, in the subject environment | "Sister Chanterelle and the Gray Wolf" |
| Holidays, leisure, entertainment | Cultivate a positive attitude towards the holidays, teach children to correctly evaluate actions | Attributes, costumes necessary for a particular holiday | At the discretion of the musicians hands and teacher. According to the thematic plan |
Senior group (March - May)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Encourage children to collectively create images of characters, constantly feeling their partner, trying to play along with him. | Phonogram, costumes, necessary attributes | "Karabas-Barabas and Pinocchio", "Malvina and Pierrot" |
| Song creativity | Cultivate a steady interest in songwriting. | table theater | "Girl grimy" A. Barto |
| Dance creativity | Encourage children to search for expressive movements to convey the character of the characters | Costumes of the characters of the performance, attributes for improvisations | Dance improvisations for the fairy tale "Pinocchio" |
| Improvisation on children's musical instruments | Encourage picking up familiar chants from different sounds and including them in game improvisations | Metallophone, puppets with a living hand. | Russian folk melodies. |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skill | The content of the work, classes |
| Fundamentals of puppetry. | To acquaint children with the methods of driving puppets with a “live hand” | Dolls with a "live hand" | Zan. 25-28, 29-32, 33-36 Lessons 33-36 on performance evaluation. N.F. Sorokin "Scenarios of theatrical puppet classes" |
| Fundamentals of puppet theater | Develop interest in puppet theater with a "live hand" | Dolls with a "live hand", phonogram | |
| Acting Basics | To teach the expression of various emotions and the reproduction of individual character traits | Work at the mirror | "Lost", "Kittens", " Little puppy”, “Sculptor”, “Shy”, “Cook-liar” |
| Basic principles of dramatization | Use the improvisational capabilities of children in theatrical activities | Costumes, scenery, riding puppets | Fairy tale at the discretion of the teacher |
| Holidays, leisure, entertainment | Cultivate love and interest in music, develop a desire to improvise | Costumes and decorations necessary for the holidays | A trip to the theatre. Holidays at the discretion of the teacher and the muses. hands |
Stage 3
Monitoring the implementation of the tasks of the project "Theatre-Children-Theater" (teacher assessment)
Criteria for evaluation:
1. In the group, conditions have been created for the development of the creative activity of children in theatrical activities:
The performing creativity of children is encouraged (children play various roles in theatrical productions and performances, expressively read textual material in classes, matinees);
Children are calm and relaxed when speaking in front of adults and peers. The active participation of each child in performances and other performances is ensured;
Children actively use the means of facial expressions and pantomime for improvisation;
Distinguish between different experiences and emotional state of the characters;
Children independently choose the means for improvisation and self-expression.
2. The group has created conditions for introducing children to theatrical culture:
The subject-developing environment is organized taking into account the active involvement of children in theatrical culture (there is a stage, a curtain, a dressing room, etc.);
The teacher organizes a visit to the theater, shows slides and videos about the theater and theatrical performances, there is a demonstration material for studying theatrical genres;
There are various types of theater in the group: bi-ba-bo, finger, shadow, table, puppet, etc.
3. The teacher provides conditions for the relationship of theatrical and other activities in the pedagogical process:
Dramatization games are used in speech development classes and music classes;
Dramatization games are used when reading fiction;
In the classroom for labor, attributes for theatrical productions are made.
4. Conditions have been created for joint events on theatrical activities of children and adults:
Joint performances are held with the participation of children, teachers, parents;
Organized performances for children.
Assessment of knowledge, skills and abilities of children
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.
Download:
Preview:
Project on theatrical activities in the preschool educational institution
Relevance: The most popular and exciting destination in preschool education is a 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.
Exactly theatrical activityallows you to solve 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. Simultaneouslytheatrical play instills in the child a steady interest in native culture, literature, theater.
The educational value of theatrical games is also enormous. Children develop respect for each other. They learn the joy associated with overcoming the difficulties of communication, self-doubt. Children's enthusiasm for theatrical play, their inner comfort, looseness, easy, non-authoritarian communication between an adult and a child, the “I can’t” complex that disappears almost immediately - all this surprises and attracts.
Project relevancedue to the fact that insufficient attention of parents and children to the theater; children's skills in "acting skills" are poorly formed; not enough theatrical costumes and masks in the group.
Objective of the project: Formation in children and parents of interest in the theater and joint theatrical activities; replenishment of the theater with inventory and props with the help of parents (costumes, masks, screen); enrichment of the developing environment.
Tasks:
1. Awaken the interest of children and parents in the theater;
2. To instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voices, puppetry);
3. To interest parents in enrichment, making different types of theater with their own hands and give information about how to play at home and by children;
4. Develop the ability to improvise, speech activity of children.
Project participants:
Employees of the preschool educational institution (educators)
Preschool children
Parents
Implementation timeline: October - March 2016/17 academic year.
Project Implementation Plan:
Preparatory stage
1) Poll of parents “Do you play theater with your child at home?”
Implementation period: October
Responsible: Educators
Result: Visual information for parents: folder "Theatre for All".
2) Study of children "Independent theatrical activities of children in kindergarten."
Implementation period: October - November
Responsible: Educators
Result: Definition of goals and objectives.
3) Project development in a group.
Implementation period: October
Responsible: Educators
Result: The Theater for All project.
4) Individual conversations, consultations with parentsto identify their interest in replenishing the theater corner, their abilities in a particular area of needlework and opportunities.
Implementation period: in tech. of the year
Responsible: Educators
Result: Review competition theater corners(January 2017)
main stage
1) Distribution of tasks between parents(sew costumes, knit masks, fill up the corner with various theaters: table, finger, puppet).
Implementation period: in tech. of the year
Result: Schemes, sketches. Master class on manufacturing.
2) Viewing musical puppet shows (1 time per quarter).
3) Watching performances of the Ivanovo Puppet Theater(1 time per quarter).
Implementation period: in tech. of the year
Result: Encouragement of children's interest in theatrical activities.
4) Active use in joint activities with children of various types of theater.
5) Playing out sketches, nursery rhymes, fairy tales in individual and collective work.
Implementation period: February - in tech. of the year
Responsible: Educators.
6) Creation of a play environment for independent theatrical activities of children in kindergarten.
Implementation period: in tech. of the year
Responsible: Educators, senior teacher.
Result: Acquisition of skills by children in the use of theatrical attributes (tickets, masks, equipment)
7) Rehearsals of performanceswith children for further display in the music hall for real viewers: children, parents, teachers.
Implementation period: March
Responsible: Educators, music director.
Result: The acquisition of primary skills in the field of theatrical art by children.
8) Conducting an excursion to the Ivanovo Puppet Theater with a visit to the artist's dressing room, stage, hall, dressing room, lobby, warehouse, workshop, museum, etc.
Implementation period: in tech. of the year
Responsible: Educators, parents.
Result: Encouragement of children's interest in theatrical art through visualization and experiment.
The final stage
1) Showing the play "Zayushkina hut".
Implementation period: March
Responsible: Educators.
Result: Development of the ability to improvise, speech activity of children.
3) Updating the subject-developing environment, theatrical corner.
Implementation period: March
Responsible: Educators, parents.
Result: Acquisition of a screen, corner "Russian hut", folk costumes, various types of theaters and masks.
Expected Result:
1. Participation in the project of 80% of the families of the group;
2. Acquaintance of parents and children with the history of the theater, its types, methods of making and playing;
3. Acquisition and production of theaters by parents for further use;
4. Enthusiastic use of the theater center by children in a group in independent activities and good indicators of "acting skills" for children;
5. Development of the emotional background and speech of PRESCHOOL CHILDREN.
"Magic World of Theater"
Relevance.
In the context of the introduction of the Federal State Educational Standard, in the context of building the educational process in the preschool educational institution mainly on the principles of individualization, the question arises of the need to use various types of activities for the development of a preschooler in all five educational areas. Theatrical activity presents huge opportunities for solving these problems. It can be seen from practice that the most popular and fascinating direction in preschool education is theatrical activity, which is based on game etiology. From the point of view of pedagogical attractiveness, we can talk about the universality, playful nature and social orientation 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, allowing the child to get to know the world around him more deeply, introducing him to his native culture, literature, theater.
The educational value of theatrical games is also enormous. Children develop respect for each other. They learn the joy associated with overcoming difficulties in communication, self-doubt. The passion of preschoolers for theatrical play, their inner comfort, looseness, easy, non-authoritarian communication between an adult and a child - all this surprises and attracts.
The relevance of the project is due to the insufficient attention of teachers and parents to the art of the theater, the poorly formed playing skills of preschoolers, the desire to make educational process in a preschool institution is multifaceted, interesting and exciting, contributing to the solution of all pedagogical problems presented in modern regulatory documents.
The purpose of the project: to contribute to the formation of the necessary personal qualities in a preschool child by introducing him to theatrical activities.
Tasks:
To expand the ideas of pupils about the theater, its types, attributes, costumes, scenery;
Create conditions for organizing joint theatrical activities of children and adults, contributing to the convergence of all participants in the educational process;
Contribute to the development of communication skills of pupils;
To develop emotionality and expressiveness of speech in preschoolers;
To form pupils' primary skills in the field of theatrical art (use of facial expressions, gestures, voice);
Contribute to the formation of aesthetic taste for preschoolers;
Contribute to the creation of a unified educational space "Kindergarten - family".
Principles:
The principle of organizing personality-oriented interaction, taking into account individual capabilities - acceptance and support of the individuality, interests and needs of pupils, development of their creative abilities, care for emotional well-being;
The principle of integration - the content of theatrical games are interconnected with other sections of the main educational program;
The principle of coordination of the activities of teachers;
The principle of age targeting - the content of the activity is built taking into account the age of the pupils;
The principle of continuity of interaction with the child in the conditions of kindergarten and family.
Project participants: pupils of all age groups, teachers, parents, social environment.
Project type - creative
Implementation period - February-March 2015.
Project stages:
- Preparatory stage
- main stage
- The final stage.
Project Implementation Plan
- Preparatory stage:
Questioning of parents, teachers;
Conducting pedagogical diagnostics of the formation of skills in theatrical activities;
Planning of major events.
2. Main stage.
Work with pupils
Events | Groups | Time spending | Responsible |
"Theatrical alphabet" |
|||
Conversation about the theater, about the professions of theater workers Reading fairy tales, fiction Examination of illustrations about the theater | average older preparatory | caregivers |
|
Conversation with the presentation "Theater etiquette" | average older preparatory | Art. educator, educators, musicians supervisor |
|
Quiz "Theatrical Professions" | older preparatory | ||
Quiz "Heroes of fairy tales" | junior average | caregivers |
|
Visiting an exhibition of books in the children's library | older preparatory | during the project | Art. educator, educators |
"Theatrical Kaleidoscope" |
|||
Joint activities in the production of scenery, attributes, props for performances and dramatizations Educational activity "Make a fairy tale" for the manufacture of toys from paper, cardboard, clay, etc. Preparation for dramatization: learning roles, selection and preparation of costumes and scenery (production of theater posters and tickets). Individual work with children in preparation for the dramatization of fairy tales, the development of intonational expressiveness, pantomime. Showing the theater by each group to younger pupils | all groups | during the project | Educators, parents |
Sketches with table dolls "Geese", "Grandfather in the morning", "Goat", "Hare"; Exercise for attention and memory "Consider and tell", "compose a fairy tale"; Studies on the expressiveness of the gesture “Bayu-bai”, “Magpie-magpie”, “We are walking through the snowdrifts”, “Guests”, “A horned goat is walking”; Cone Theater "Three Bears", "Wolf and Seven Kids", "Masha and the Bear", "Cat Rooster and Fox" A set of games for the development of speech "Our ducks in the morning ..." | Junior | During the project | educators |
Exercises for attention and memory: "Check yourself", "Who came?", "Remember the toy"; Exercises for the development of imagination: “Suppose that ...”, “Flying carpet”, “Walk in the forest”; Studies on the expressiveness of the gesture: “The planes roared”, “Oh, oh, what a thunder”; Puppet shows: theater of spoons "Gingerbread Man", riding puppets on gapit "Teremok", "Like a dog was looking for a friend", "Goat - dereza", "Two greedy bear cubs" A complex of folk games for the development of speech "Geese-geese ..." | average | during the project | educators |
Puppet Theatre: “A cockerel is coming”, “Our goat is a dragonfly”, “Hare is a brag”; Theater with a "live hand"; Exercise in managing puppets; Exercises for the development of attention: "We will not be bored", "Be attentive", "Compose a fairy tale"; Memory development exercise "Artist"; Etudes for the expression of basic emotions: “Egorushka-Egor”, “Hare, Hare, what are you doing?” A complex of games for the development of correct speech "Fairytale Country" | older | during the project | Educators, speech therapist |
Sketches with reed puppets: “The wind blows in our face”, “Grandma has a goat”, “Alenushka and the fox”; Etude exercise on the imagination "Listen to the sounds"; Study exercise for thinking: “A friend fell ill”, “Our orchestra”; Performances with the participation of dolls with a "live hand": "Matryoshka doll", "Masha and Pasha" Complex of games "Developing speech by playing" | preparatory group | during the project | Educator, teacher-speech therapist |
Theatrical performance "Maslenitsa" | February March | music director, teachers |
|
Competition of works "Theatrical palette" (children, educators and parents) | All | during the project | Educators, St. educator |
"Week of theater" |
|||
Showing theatrical performances with the participation of children of all age groups and parents (final event) | All | March | Music director, educators |
Working with teachers
Event | Time spending | Responsible |
Experience exchange "Folk outdoor game in the cognitive and motor development of preschoolers | October | Art. educator |
Thematic control "Organization of theatrical activities in kindergarten" | in tech. project | Art. educator, musician supervisor |
Review-competition of theatrical corners | January | Art. educator, musician, leader |
Training for teachers"The Art of Understanding" | April | Art. educator |
Theater visit | during the project | teachers |
Construction of snow figures according to fairy tales | during the project | teachers |
Working with parents
Events | Groups | Time spending | Responsible |
Questionnaire "Theater and children" | October | caregivers |
|
Group parent meetings | All | during the project | caregivers |
Visual information "The development of mental processes in young children through theatrical activities" | All | during the project | teacher-psychologist, musician supervisor |
Competition "Theatrical palette" | All | during the project | caregivers |
Placing material on the DOW website | All | during the project | Art. educator |
Organization of the photo gallery "To the theater with the whole family" | All | during the project | caregivers |
Visual information "Children and theater" | All | during the project | caregivers |
3. The final stage.
Summarizing
Publication of reports on the work on the DOW website
