The magical world of theater Project (senior group) on the topic: Project "Magic World of Theater"

Project Passport Magic world theater"

Project type: educational, creative

Dates: September – May, 2018-2019 academic year(long term)

Project participants: Educators, children and parents of the preparatory group MBDOU CRR kindergarten No. 16.

Relevance: Unfortunately in recent times cases of speech defects in preschool children have become more frequent. One of the ways to correct speech defects in children is theatrical activity. It helps to develop and stimulate the development of all components of coherent speech.

Target: To develop the speech activity of preschoolers through theatrical activities.

Tasks:

Introduce children to theatrical culture;

To acquaint with various types of theater (puppet, opera, ballet, etc.), theatrical professions;

To create conditions for joint theatrical activities of children and adults;

Develop speech breathing, diction, correct articulation, train clear pronunciation of sounds, replenish vocabulary, learn to build a dialogue, use intonations.

First stage

Problem Definition

Selecting a group of participants

Timing

Goal Achievement Development

Discussing the plan with parents

Schematic plan

Planning

Drawing up a plan of work with children and parents

Implementation: joint work on the project (children, educators, parents)

September

Interaction with children

Watching and discussing the video “Journey to the theatre. Musical Theatre. Part 1

Opera "The Story of Kai and Gerda" (excerpt)

Ballet "Dance of the Little Swans" (excerpt)

Theatrical game "Dispute of vegetables" T.V. Lisina page 45

Assistance in the purchase of costumes for theatrical activities

October

Interaction with children

Watching and discussing the video “What theaters are. Journey to the theatre. Part 2"

Puppet theater "Cat, rooster and fox" (excerpt)

An excerpt from the play "Cinderella"

Theater of cats Kuklachev

Repetition of the game "Dispute of vegetables"

Theatrical game "Seryozha and matches" T.V. Lisina page 15

Interaction with families of pupils

Memo "How to determine the artistic talent of a child"

November

Interaction with children

Watching and discussing the video “Journey to the theatre. Comedy, tragedy and melodrama. Part 3"

Mood theater game

Game-dialogue "Comment on the action" I. Agapova p. 79

- "Walking" theater

Interaction with families of pupils

Consultation « home theater as a means of forming relationships in the family "

December

Interaction with children

Watching and discussing the video “Journey to the theatre. Chevostik learns about the structure of the theater from the inside. Part 4"

game situation"I'll take you to the theater" (rules of conduct in the theater)

Staged " New Year it's time to meet "E.A. Antipina page 100

table theater

Interaction with families of pupils

Parent meeting"The role of theatrical activities in the development of children's speech"

Questionnaire on the topic

January

Interaction with children

Watching and discussing the video “Journey to the theatre. What's going on behind the scenes. Part 5"

The game "Views of the theater" (find a pair)

Theatrical game "In the Winter" by T.V. Lisina p. 96

Theater on discs

Interaction with families of pupils

Sliding folder "Theatrical activities of preschoolers"

February

Interaction with children

Watching and discussing the video “Journey to the theatre. Profession actor. Part 6"

The game "Try it again!"

Finger game training "Soldiers" E.A. Antipina page 18

Puppet show

Interaction with families of pupils

Folder - shift "Why does a child need a puppet theater"

March

Interaction with children

Watching and discussing the video “Journey to the theatre. Backstage. Part 7"

D / game "Theatrical Lotto"

Staged "Spring Has Come" by E.A. Antipina page 101

Theater on the flannelgraph of a fairy tale you like

Interaction with families of pupils

Photo report « Young actors»

April

Interaction with children

Watching and discussing the video “Journey to the theatre. Props. Part 8"

Game "Theatrical Professions"

Mini-sketch "Pussy" T.V. Lisina page 57

Finger theater

Interaction with families of pupils

Consultation "Theater and children"

May

Interaction with children

Playing out familiar tales

Repetition of the material covered

Interaction with families of pupils

Project presentation

Literature:

Agapova I.A., Dovydova., M.A. Best games and fun with words. - M .: LLC IKTC "Lada", 2008. - 224 p.;

Antipina E.A., Theatrical activity in kindergarten: Games, exercises, scenarios. 2nd ed., revised. - M: TC Sphere, 2009. - 128 p.;

Internet sources.

Mobile thematic games for preschoolers / Comp. T.V. Lisina, G.V. Morozov. - M: TC Sphere, 2015. - 128 p.;

Expected results:

1. Preschoolers and their parents are interested in theatrical art;

2. Know the types of theaters, theatrical professions;

3. Participate with interest in theatrical performances, watch performances;

4. They know how to build a dialogue, convey emotions with the help of intonation.

(For children with severe speech disorders)

I. Explanatory note

"The development of children's speech through theatrical activities"

The art of the actor lies in speech and in the movement of the body.

1.1. Introduction

At present, in connection with the new tasks put forward by society for the system of public education, the problem of the development of the speech of preschool children is of particular relevance.

In solving problems related to the development of the speech of a preschool child, a special role belongs to the theater and theatrical activities.

Analysis of domestic and foreign literature testifies that acquaintance with various types of theater, as well as theatrical performances playing with children important role in their development, introduce children to theatrical art. They not only bring the joy of understanding the art of the theater, but also educate artistic taste develop speech.

Children - preschoolers, as a rule, are always happy to see a puppet theater in kindergarten, but they also love to play small performances themselves with the help of puppets, which are always at their disposal. Children, having joined the game, answer the dolls' questions, fulfill their requests, give advice, and transform into one or another image. They laugh when the characters laugh, they are sad with them, they warn of danger, they cry over the failures of their beloved hero, they are always ready to help him. By participating in theatrical performances, children get acquainted with the world around them through images, colors, sounds, enriching their inner world and vocabulary.

Acquaintance with various types of theater and theatrical activities, allows you to solve many problems of the program kindergarten: one of the most important for preschoolers is the development of speech, and increasing speech activity. A variety of different types of tetras, themes, means of depiction, the emotionality of theatrical activities make it possible to use them in order to comprehensively educate the personality of a preschooler.

1.2. Relevance

federal state educational standard preschool education primarily for the development of the personality of the child. Raising a free, self-confident person, with an active life position who strives to be creative in solving various life situations who has an opinion and knows how to defend it. In order for a child to develop these qualities, it is necessary to promote the development of speech as a means of communication. It is very important to improve dialogic speech, to teach to be friendly and correct interlocutors, to cultivate a culture of verbal communication. To form the ability to meaningfully and expressively dramatize literary works

Among the most important tasks of working with preschoolers is the formation of their coherent monologue and dialogic speech. This is necessary both for the most complete overcoming of systemic speech underdevelopment, and for preparing children for the upcoming schooling.

One of the most effective ways corrective impact on the child, in which the principle of learning is most clearly manifested: “learning while playing”, is the theater and theatrical games. The game is the main activity of preschool children, which in an unobtrusive form helps the development of coherent and grammatically correct speech, is necessary condition exciting activity, and the theater is one of the most democratic and accessible forms of art, which allows you to solve many actual problems pedagogy and psychology related to artistic and moral education, development communicative qualities personality development of imagination, fantasy. Theatrical activity as a means of correction speech disorders in a kindergarten does not involve the development of professional acting skills. main goal is to create conditions for the correction of children's speech disorders and the development of their motivation to eliminate their speech defects.

Thus it is possible to do conclusion that theatrical games provide an opportunity to use them as a strong, but unobtrusive pedagogical tool speech development, because the child feels relaxed and free during the game. We see the relevance of the work in the fact that theatrical activity helps to solve one of the most important tasks - the development of speech, since in the process of a theatrical game the child's vocabulary is imperceptibly activated, the sound culture of his speech and its intonational structure are improved. Role played, pronounced remarks put the child in front of the need to speak clearly, clearly, understandably. He improves monologic and dialogic speech, its grammatical structure.

The questions posed to children in preparation for theatricalization encourage them to think, analyze rather complex situations, draw conclusions and generalizations. This contributes to the improvement of mental development and the improvement of speech, which is closely related to it.

At the same time, the developing potential of theatrical play is not used enough in kindergartens.

To this end, we have developed a variable program called "The Magical World of Theater"

Theatrical activity combines the word, music and movement. In the combination of these three components, a harmonious synthesis is formed, which achieves great developing power in the development of speech. The "Magic World of Theater" is an integrated program that allows you to combine various elements of the correctional and developmental process and the process of "living" different roles in the life of pupils.

Participants of the program "Magic World of Theater" are pupils of the speech therapy group of 5-7 years of age.

1.3.Goals and objectives of the program

aim variable program The "Magic World of Theater" is: the development of coherent speech in preschoolers by means of theatrical activities.

Cognitive:

1. To introduce children to various types of theater: puppet, shadow, finger, etc.

2. Teach children manipulation techniques in puppet theaters of various types.

3. To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.

4. Introduce children to theatrical culture, enrich their theatrical experience: children's knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology.

Developing:

1. Introduce children to theatrical creativity, develop their speech.

2. Prepare the child for further perception stage speech and form the intonational expressiveness of such speech.

3. Development of free communication with adults and children.

4. The development of all components of oral speech among pupils (lexical side, grammatical structure speech, pronunciation side of speech).

5. The development of coherent speech (dialogical and monologue forms) through the organization of theatrical activities.

6. To develop in children an interest in theatrical and gaming activities.

Educational:

1. To create favorable conditions for the development of children's interest in the theater.
2. Arouse in children emotional empathy, an emotional response to the work being performed.
3. Psychological and pedagogical explanation of the specifics of the perception and development of the material by children in accordance with age characteristics.
4. Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances by older children in front of younger ones, etc.).

1.4. Ways to achieve goals and objectives:

• Introducing children to theatrical doll and theatrical games;
• Acquaintance with types of theaters;
• Introduction to the basics acting skills;
• Independent theatrical activity.

The program is designed taking into account the integration of educational areas:

1. "Artistic and aesthetic development (Music)": pupils learn to hear different emotional states in music and convey it with movements, gestures, facial expressions; listen to music for the next performance, noting its diverse content, which makes it possible to more fully appreciate and understand the character of the hero, his image.

2. "Artistic and aesthetic development": pupils get acquainted with reproductions of paintings, illustrations similar in content to the plot of the play, learn to draw with different materials on the plot of the play or its individual characters.

3. "Social and communicative development": pupils develop a clear, clear diction, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.

4. "Reading Fiction": pupils get acquainted with literary works that will form the basis of the upcoming performance and other forms of organization of theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in Everyday life, independent theatrical activities of children).

5. "Cognitive Development" students become familiar with the public life, objects of the immediate environment, natural phenomena, which will serve as the material included in the content of theatrical games and exercises.

6. "Social and communicative development (labor education)": pupils make attributes for games-dramatizations, dramatizations, theatricalizations.

7. Physical development, health: running games, finger gymnastics. articulatory gymnastics, dynamic pauses.

"Magic World of Theater"

2.1. Child development in theatrical activities

The following conditions have been created for the development of theatrical activities in the group:

• there are different kinds theaters: shadow, flannelograph, puppet, finger, toys, table, glove and others.
• costumes and masks for games - dramatizations;
• screen;
• a set of scenery;
• audio library of classical and relaxation music, "sounds of nature".

For development creative activity children in theatrical activities practiced expressive reading and telling children in the classroom, entertainment, festive matinees. Through work on etudes, the ability to freely and liberatedly hold on when performing in front of peers and adults develops. To do this, mini performances are held in a group, dance improvisations to music, we encourage children to improvise by means of facial expressions, expressive movements and intonations, we teach to distinguish, name and convey the mood, experience, emotional state of the characters. Telling children about theatrical genres- dramatic, musical, puppet, animal theater, clownery.

In the process of direct educational activities, when retelling artwork we use the screening of table, finger and other theaters. In games - dramatizations, in the learning process, in the organization of plot - role-playing games, the tasks of interaction between theatrical activities and other activities of the pedagogical process are solved. Children are involved in the manufacture of attributes, elements of scenery, costumes, masks.

2.2. Theoretical and practical significance programs.

The proposed program is variable, that is, if necessary, it is allowed to adjust the content and forms of activities, the time of passage of the material.

Theoretical significance program is determined by the fact that its results allow you to expand and deepen your understanding of positive influence theatrical and gaming activities for the development of speech in preschool children

Practical significance program lies in the fact that the developed cycle of classes and guidelines on the development of coherent speech by means of theatrical activities can be used in the practical activities of teachers and specialists to optimize the process of speech development of preschool children. This program, can be used within educational program on the speech development of preschoolers, as well as an additional one for use in creative activities.

Practical work is carried out in three areas:

1 "Developing environment", 2 "Children", 3 "Adults".

First direction- formation of a developing environment:

Creation theater corner in a group that includes:

• TSO (tape recorder, laptop, audio recordings of classical and relaxation music, "sounds of nature", children's works).
• Visual aids (video material, reproductions of paintings, illustrations, posters, photographs, albums on the topic "Theatre").
• Children's art, cognitive and methodical literature.
• Attributes for organizing theatrical games (flanegraph, screens, costumes, hats, masks, various kinds theaters: bi-ba-bo, table, finger, rubber toy, on banks, on clothespins, on handkerchiefs, mitten theater, etc.).

Didactic games (“What theater are the puppets from”, “Name it in one word”, “Antoshka's mood”, etc.).

Second direction it's working with children :

Creative activity of children, both joint with the educator and independent. When working with children, the following methods are used:

• Musical-rhythmic warm-up: includes rhythmic, musical-rhythmic games and exercises that: develop children's motor skills ( dexterity, mobility, flexibility, endurance); develop plastic expressiveness (rhythm, musicality, speed of reaction, etc.); develop imagination (ability for plastic improvisation).
• Breathing and speech gymnastics: Helps children to form the correct clear pronunciation (breathing, articulation) with the help of games and exercises.
• Literary and artistic practice ( coherent speech): children learn to convey the author’s thoughts (intonation, logical stress, etc.), as well as develop imagination, the ability to imagine what is being said, expand vocabulary, make speech brighter, more figurative.
• Games, a minute of pranks, a physical minute;
• Theatrical activities: Theatrical activities include dramatization, plot sketches based on fairy tales, stories, poems.

Direct educational theatrical activities include:

Watching performances and talking about them;

Preparing and acting out various fairy tales and dramatizations;

Exercises for the formation of expressiveness of performance (verbal and non-verbal);

Separate ethics exercises;

Exercises for the socio-emotional development of children;

Dramatization games.

When working with children, self-created presentations (for showing on a laptop or projector and for showing on an interactive whiteboard) are very helpful.

third direction- adults:

Working with parents and DOW specialists. It includes:

• exhibition of theaters of various types;
• Organization of work on the production of attributes and benefits;
• Creation of sketches of scenery and costumes for performances;
• competition of posters, invitation cards;
• joint performance of children and their parents;
• puppet theater performance;
• workshops, consultations, talks.

2.4. Variable program methods and techniques:

• Visual: showing, example, mutual assistance of the teacher; personal example
• Verbal: persuasion, encouragement, explanation, description. discussions;

• Practical: learning, repetition, independent performance of roles both in a team and individually, staging and dramatization

2.5. Forms of work:

group

The program is designed for senior preschool age. Theatrical classes are held with all children of the senior and preparatory groups for school without any selection once a week for 3 minutes, which is 18 hours a year. The optimal number of children in a class is 12 people.

It is assumed and individual work, five minutes, evening time aimed at solving specific problems and difficulties of the pupil.

The necessary material is selected taking into account age and individual features preschoolers, stage organized activities. Stages of organized activity are constantly repeated, fixed because. This category of students has passive vocabulary, impaired attention, memory, thinking, tempo and rhythm.

Success in achieving results will depend on the speech preparedness of the pupils and on volitional qualities: patience, perseverance, endurance.

2.6. Expected results of the organized activities of the Magic World of Theater program:

• The skills of dialogical speech, its grammatical structure are improved,
• speech becomes emotionally rich, expressive.
• Uniting children, parents and teachers in the process of active cooperation.
• Enrichment of the theater corner.
• Raise cultural level preschoolers.
• acquisition of speech skills: replenishment of the vocabulary of children, improvement of the grammatical structure of speech.
• full development of all aspects of children's speech: dialogic and monologue.
• emotional and expressive speech. - positive attitude to theatrical games in 100% of children.
• development of creative abilities.
• the ability of children to recognize the emotional state of a person by facial expressions, gestures, intonation.

"MAGIC WORLD OF THEATER"

Program for the organization of theatrical activities with children of senior preschool age

1. Explanatory note

Childhood is joy, play, merging with nature. The theater is a magical land where a child enjoys playing, and in the game he learns the world.

Purpose of the program- development of stage creativity of children of senior preschool age by means of theatrical games and performance games.

The synthetic nature of all theatrical games and, in particular, performance games (performances) makes it possible to successfully solve many educational problems. tasks preschool institution: to develop artistic taste, creativity, to form a steady interest in theatrical art, which in the future creates a need for the child to turn to the theater as a source of emotional empathy, creative participation.

Theater in kindergarten will teach a child to see beauty in life and people; will engender in him the desire to bring into life the beautiful and the good.

In theatrical performance games with the help of such means of expression, as intonation, facial expressions, gesture, gait, certain literary works are played out. Children not only get acquainted with its content, recreate specific images, but also learn to deeply feel the events, the relationship between the characters of this work.

Theatrical games contribute to the development of children's fantasy, imagination, memory, all types of children's creativity (artistic and speech, music and games, dance, stage).

To solve these problems, it is necessary to have children's institution a teacher who would not only conduct special theatrical games with children, but also correct the actions of all teachers who solve all problems, according to the basic program, including theatrical activities. The teacher of children's theater should help educators change traditional approaches to the organization of theatrical activities, involve them in active participation in the work on theatrical games (up to participating in them as "actors"). Its goal is not to be limited to screenwriting, directing and staging work with children-"actors", but through the entire life of the kindergarten, through all types of children's activities, to solve problems aimed at developing creativity in children.

Work on the performance - analysis of the content of the work, distribution of roles, game exercises, sketches that contribute to the practical and emotional development of actions in the plot and, finally, staging work on a holistic performance - is carried out in special classes, at least once a week for 30-40 minutes . These classes can be held in the first or second half of the day. But such work should not take place in isolation from the upbringing and educational activities carried out by group educators, music director, art teacher.

On the musical In classes, children learn to hear different emotional states in music and convey it through movements, gestures, and facial expressions. They listen to music for the next performance, noting its diverse content, etc.

On speech in classes, children develop a clear, clear diction, work is underway on articulation with the help of tongue twisters, tongue twisters, nursery rhymes, etc .; children get acquainted with a literary work for the performance.

In the classroom for visual activity get acquainted with reproductions of paintings, illustrations similar in content to the performance, learn to draw with various materials based on the plot of a fairy tale or its individual characters.

The children are playing theater. They act either as actors, or as spectators, controllers, ushers, hall attendants, guides around the exhibition hall. They draw posters and invitation cards for performances, prepare an exhibition of their work.

In the theater studio, under the guidance of a specialist, speech exercises are carried out, various sketches are played out in order to learn how to convey various feelings. It might be frank rehearsal work over the next theatrical game-production, performance. In this case, it is advisable to use such a technique as playing out one plot (or separate scenes for it) with the help of various theatrical games (board, poster, bibabo dolls, etc.).

For example, work is underway on the musical fairy tale "Cat's House" (music by V. Zolotarev): some children act out another scene using bibabo dolls on a screen; others act out the same play in the form of a table theatre; the third - dramatize.

On the days when the production is scheduled, the roles are distributed among all the children of the group: who will go to distribute invitation cards for children-spectators (to the invited group) and adults (employees of the institution), who will take part in the design of the exhibition in the foyer of the children's theater, hang up a poster, who will help prepare the artistic room (costumes, paraphernalia), etc. - this is in the first half of the day. After a daytime sleep, the game-action continues: now you need a controller, a guide, a person on duty in the hall, stage, in a cafe; the artists change clothes in the dressing room... At the appointed hour, guests arrive (children of another group and adults). The play begins. It is advisable to involve as many children as possible in it. This can be achieved by changing child artists in each action, including adults in the action.

Big performances musical fairy tales, children's operas, choreographic performances) should not be more than two or three. But during the year, thanks to systematic work, it is possible to use a large number of other theatrical games (board, poster, dramatization games). They can be introduced into the lives of children as spectacular entertainment, as a fragment holiday concert or matinee.

What must know child 5-7 years about theater

Theater is a special, beautiful, magical world. Everything in this world is unusual. Instead of living nature - scenery drawn by the artist, various heroes (characters), actions invented by the playwright and played by artists.

The theater can take the audience into the distant past, the future and into a fairy tale. On the stage of the theater can speak not only

14 people, but also animals and birds. Actors are the main wizards of the theater. They are different in their stage means talk about events, about the experiences of people.

In addition to the artists, many people are working on staging the performance: director, composer, artist, make-up artist, dance choreographer, choirmaster, etc.

The spectators who came to the theater behave in a special way: in the foyer they talk quietly, walk calmly, looking at the exhibition, portraits of actors; in the auditorium, they listen and carefully watch the work of the artists, do not interfere with others to follow the action of the performance. It is indecent not only to talk, but also to chew, rustle with a candy wrapper, etc.

Before the start of the performance, it is necessary not only to know its name, but also to get acquainted with the content (with the program), in the foyer, find photographs of the artists participating in the performance.

You can play theater yourself. To do this, you need to determine your favorite type of theater, outline the plot and play it.

Knowledge about theatrical art, the emergence of a steady interest in it, stage skills are not born suddenly. Only the system in operation on the principle of "from simple to complex", starting from primary preschool age, as well as the use of the whole complex of means and methods of theatrical and gaming activities, will help to successfully solve the tasks.

Tasks on theatrically - gaming activity

For children 5-6 years old

Theatrical alphabet

Tell the children that the theater is a special magical world. The main wizards in the theater are the actors. With the help of special means, they can tell us about various events, about the experiences of people. The main means of artistic expression: intonation, facial expressions, gesture. Theaters are different opera house artists sing, in ballet - all thoughts, feelings of heroes are conveyed by movements, in drama theater they talk, in puppetry - all actions, conversation are carried out with the help of puppets. There is special kind theater for children. It puts on performances for children.

There are a lot of people working in the theatre. In addition to artists, artists, composers, writers (playwrights), make-up artist, etc.

Puppet theater games

To acquaint children with the techniques of puppetry puppets, with a "living hand", bibabo, finger theater, picture theater on hand.

Work on the speech breathing of children, achieve clear diction, the ability to change the pace, the strength of sound, work on the intonational expressiveness of speech.

Dramatization games

To continue to teach children to independently choose means for conveying images, conveying dialogues, and the actions of heroes, to improve the performing skills of children, to stimulate the desire of children to change actions, to introduce their own lines.

Performance games

To encourage children to show independence in the choice of expressive means when creating images of characters, to teach them to feel their partner, to strive to play along with him.

Encourage children to get used to the image, constantly improving it, finding the most vivid expressive means for embodiment.

Expand the genre range of performances by offering children such options as: a performance on an artistic and speech basis, an opera performance, a folklore performance on a ritual basis. Cultivate the desire to bring joy to others with your game.

For children 6-7 years old

Theatrical alphabet

To deepen children's knowledge of the theater as an art form. To form a steady interest in theatrical art, the need for each child to turn to the theater as a source of special joy, emotional experiences, and creative participation.

Through the theater, to teach the child to see the beautiful in life and in people, to instill in him the desire to bring beauty and kindness into life.

The child should know that in the wonderful world of the theater everything is unusual. Artists tell about events, about people's experiences in different ways. Clarify information about the main means of expression. Clarify children's ideas about the features of various theaters: opera, ballet, drama theater, folk farce theater, puppet theater, children's.

To acquaint with the theaters of your city (the most famous). Expand the range of information about those who work in theaters (director, dance director, choirmaster, make-up artist, etc.).

To consolidate the skill of behavior while watching the performance; in general, to clarify the knowledge of the rules of conduct during a visit to the theater.

Before the start of the performance, it is necessary not only to know its name, but also to acquaint with the content.

In the lobby, see a photo exhibition for this performance (photos of artists and scenes from the performance).

Determine your favorite type of genre, outline your favorite stories and act them out (like opera, ballet, drama or puppet show).

Stimulate the activity of children to organize independent theatrical activities.

Puppet theater games

To consolidate the skills of puppetry of various puppet theaters (bibabo, gape, finger, puppets, with a "live hand", table, shadow, etc.).

Introduce new types of theaters: floor (people-dolls, cone); reed.

Build a sustainable interest in puppet theater, desire to manage puppets of various systems.

Bring children to the ability to show independence in choosing the option of staging a fairy tale (type of theater, solo or collective performance with musical accompaniment and without).

Dramatization games

To improve the improvisational abilities of children, to develop initiative and independence in creating images of various characters.

Encourage children to make and act on their own little fairy tales, scenes.

Performance games

To put children in a search situation in the choice of expressive means for conveying an image, to develop the ability to freely choose movements, actions, gestures, facial expressions, intonation, to convey a game image. In general, to develop stage creativity.

To help expand the range of emotional perception of the expression of various emotions (joy, grief, surprise, fear, etc.).

Introduce a new type of games-performances: a pantomime performance, a rhythmoplasty performance, a folklore performance on a ritual basis, a ballet performance or a performance on a choreographic basis.

To develop the ability of children to express basic emotions and adequately respond to the emotions of others.

Presented below educational and thematic plan- this is a variant of a holistic approach to solving problems through all the main types of children's artistic activities in working with children of senior preschool age.

I would like to draw the attention of practitioners that the proposed repertoire for children's performances is indicative and therefore replaceable. But all work is built according to this scheme, based on the tasks set.

Program tasks

Theatrical play

Theatrical game is a historically established social phenomenon, an independent type of activity, characteristic of a person.

Tasks. To teach children to navigate in space, to be evenly placed around the site, to build a dialogue with a partner on a given topic; develop the ability to voluntarily tense and relax individual groups muscles; memorize the words of the heroes of the performances; develop visual, auditory attention, memory, observation, creative thinking, fantasy, imagination, and interest in performing arts. Exercise in a clear pronunciation of words, practice diction. To educate moral and ethical qualities, a culture of behavior in the theater and in life, goodwill, contact with peers, love for folklore.

Culture and technique of speech

This section combines games and exercises aimed at developing breathing and freedom of the speech apparatus.

Tasks. Develop speech breathing and correct articulation, clear diction, varied intonation, logic of speech; develop coherent figurative speech, creative fantasy, ability to compose short stories and fairy tales, pick up the simplest rhymes. Learn to pronounce tongue twisters and poems, train a clear pronunciation of consonants at the end of a word. Learn to use intonations that express basic feelings. Expand your child's vocabulary.

Fundamentals of theatrical culture

This section is designed to provide conditions for preschoolers to acquire elementary knowledge and concepts, professional terminology of theatrical art. The section includes the following main topics: features of theatrical art; types of theatrical art, the basics of acting. Spectator culture.

Tasks. To acquaint children with theatrical terminology; with the main types of theatrical art; to cultivate a culture of behavior in the theater.

Work on the play

Tasks. Learn to compose sketches based on fairy tales, fables; develop skills of action with imaginary objects; learn to find keywords in separate phrases and sentences and highlight them with your voice; develop the ability to use intonations expressing a variety of emotional states(sad, joyful, angry, surprising, admiring, plaintive, contemptuous, condemning, mysterious, etc.); replenish vocabulary, figurative structure of speech.

General program tasks

To form and activate the cognitive interest of children.

Remove tightness and stiffness.

To develop visual and auditory attention, memory, observation, resourcefulness, fantasy, imagination, imaginative thinking.

Develop musical ear.

Develop the ability to coordinate their actions with other children.

Develop the ability to communicate with people in different situations.

Develop an interest in performing arts.

Develop the ability to believe in any imaginary situation (transform and transform).

Develop skills of action with imaginary objects.

Learn to compose etudes based on fairy tales.

Learn to improvise dramatization games on the themes of familiar fairy tales.

Develop a sense of rhythm and coordination of movements.

Develop plastic expressiveness and musicality.

Develop motor skills, agility, mobility.

Learn to create images of living beings with the help of expressive plastic movements.

Develop the ability to use a variety of gestures.

Develop speech breathing and correct articulation.

Develop diction based on reading tongue twisters and poems.

Practice clear pronunciation of consonants at the end of a word.

Replenish vocabulary.

Learn to build a dialogue.

Learn to use intonations that express basic feelings.

To acquaint with theatrical terminology, types of theatrical art.

Meet the creators of the play.

To acquaint with the device of the auditorium and the stage.

Cultivate a culture of behavior in the theater.

2. Main content

Learning planning structure

A similar structure of work on the theatrical production of the following literary work in the period from January to May.

The game is a journey

Leading: Hello guys! Today we will talk about theater. Who knows what is theatre? (children's answers)Theatre- This is a place where various interesting performances are shown. Theaters are different. In dramatic theater performances, plays, fairy tales, theater opera and ballet artists sing and dance; theater shadows all the action takes place behind the screen, on which only the shadows of the actors are visible, in the national theater shows are in tongues different peoples.Theaters are for adults and children. For kids theaters so they are called: Theatre young viewer, it shows various children's performances, fairy tales.

Theatrical art arose a very long time ago, in ancient times, artists went to towns and villages and showed performances: they sang, danced, played skits. In Russia, such artists were called buffoons. And then, over time, special houses began to be built for performances - theaters. Guys, what's in theater? (children's answers) That's right, in the theater there is a stage where the performance takes place, auditorium, where the spectators who came to the performance sit, backstage, where the artists are waiting for their exit, dressing rooms, where the artists change clothes and prepare for the performance, a buffet, where during the intermission - a break between the scenes of the performance, the viewer can drink tea. But it starts theatre from the hanger, because each spectator must take off their outer clothing and hand it over to the wardrobe.

Guys, who works in theater? (children's answers) Most main man in theater is the director. He teaches the performers how best to present the performance. Another main person theater- This is an actor who is more often called an artist. The actor listens to the director and plays the part given to him by the director. And also in theater there are stage artists who decorate it and draw scenery for performances, costume designers who sew costumes for artists, make-up artists who create an image by making up artists, composers who write music for performances and musicians who perform it. You can’t count all the specialties, so listen to a poem about who works in the theater.

In all theaters throughout the country
Works are important.
But still, no matter how you turn it,
And the main person is an artist.

And, of course, the director
Artist, props, make-up artist;
Show you where everything is
Responsible for props.

The choreographer will stage the dances,
The choirmaster will take care of the voice,
In the orchestra for the selection of talents,
What a conductor, what musicians,
And there is simply no equal in the world

Such artists in the world.
Shows are always on
A worker with a stage driver.
Suit made to measure
With love, our costumers.
Fix wheezing, spikes, whistles
Leading radio operators.
Watching everything with an eagle eye
Our friend is an assistant director.

There are locksmiths and carpenters here,
Plumbers and painters, cleaners and ushers,
And commandants, and watchmen;
Follows everything in the world
Head post, supply manager, supply manager, manager.
That the teacher is an erudite
The fireman at the post does not sleep,
Barmaids and cooks
Cutters and doctors
Cashier, accountant and driver,
But the most important thing is the viewer!

Leading: To become an artist, you need to learn a lot, to be able to do a lot of things. Guys, what should an artist be able to do? (Good, understandable, speak clearly; breathe correctly; move beautifully, etc.) Breathing correctly is very important for an artist, because on stage he has to run, and jump, and somersault, and sing, and dance while playing his role. And after that, he must clearly say his words so that the audience in the hall understands him.

And now I invite you to breathing exercises like real artists.

Everyone sit down, straighten your back, put your hand on your stomach. Repeat after mono.

Inhale through the nose and slowly exhale through the mouth. (1 time)

Breathe in - breathe out sound s-s-s-s-s(so the wind whistles).

Breathe in - breathe out sound shhhhhh(so the trees rustle).

Imagine that there is a feather on the palm. Inhale and exhale slowly so that the feather remains on the palm.

Well done boys! Tell me, have any of you been to theater on the show? (children's answers) So you know what's doing theater viewer, tell us. (children's answers) The spectator carefully watches and listens to the performance, and at the end loudly applauds the artists. Let's try to clap your hands now. Who is louder!

The children applaud loudly.

Leading: AT theater Fairy tales are often shown to young viewers. Do you guys like fairy tales? What fairy tales do you know? (children's answers) Let's see if you know fairy tales well.

Quiz "Fairy Tale"

1. Grandfather, grandmother, granddaughter are pulling, Little Bug is pulling, Cat and mouse are pulling hard Guess? This is ... (Turnip)

1. "He left his grandmother,
   And he left his grandfather.
   He has a ruddy side
   So this is ... (kolobok) "

1. Brother didn't listen to sister
   He turned into a goat!
   It's all the witch's fault.
   What were your sister's and brother's names? (Sister Alyonushka and brother Ivanushka)

1. Where and when did this happen?
   The mouse broke the golden egg.
   grandfather grieved,
   And the grandmother was sad.
   Just clucked ... (Rocked Hen)

1. Emelya lies on the stove,
   For a long time he suffered from idleness.
   And then the luck came
   Everything ... (By pike command)

1. The red girl is sad:
   She doesn't like spring.
   It's hard for her in the sun!
   Tears shed, poor thing. (Snow Maiden)

1. In this house, yes! -
   Fitted easily
   Mouse, frog, wolf and fox,
   Bunny gray, oblique.
   The bear squeezed in as best he could -
   Collapsed ... (Teremok)

1. The goats opened the door
   And ... they all disappeared somewhere! (The wolf and the seven Young goats)

1. A girl sits in a basket At the bear behind his back, He, without knowing it, Carries her home. So, did you solve the riddle? Now answer quickly! The name of this fairy tale ... (Masha and the bear)

Leading: Well done guys, you know fairy tales well! And tell me, would you like to interrupt the actors and the audience right now? Let's play theatre.

Game "Theater"

Children are given elements of the costumes of the characters in the fairy tale "Turnip". "Artists" act out a fairy tale, and the audience clap their hands and give them flowers.

Leading: Guys, did you like the performance? (children's answers) Today we met and found out what is theatre, performance, audience, artists.

How good it is to eat theatre!

He was and will be with us forever.

Always ready to assert

Everything that is human in the world.

Everything is fine here - gestures, masks,

Costumes, music, game.

Here our fairy tales come to life

And with them bright world of good.

Theater is magical beautiful world. The theater teaches the child to see beauty, to bring goodness and beauty to life.

In order for a child to show creativity, it is necessary to enrich his life experience with vivid artistic impressions and give the necessary knowledge and skills. The richer the experience of the baby, the brighter will be creative manifestations in various activities, which is why it is so important to introduce a child to music from early childhood , painting, literature, theater .

Theatrical activity develops the child holistically: emotionally and intellectually, spiritually and physically. Improves artistic skills, encourages them to create new images, develops and educates the positive qualities of the personality, contributes to the correction of negative manifestations, also develops: sensations, feelings and emotions, imagination, fantasy, attention, memory, will.
Skills and abilities are formed: speech, communication, (skills of interaction with other people, finding a way out in various situations, the ability to make a choice) organizational, motor abilities.

Theater is one of the most visual forms of artistic reflection of life. The theater opens up the opportunity for the child to actively manifest himself in a variety of activities in life. Moreover, the roles sometimes differ sharply from our character. K.S. Stanislavsky wrote: “Everyone, of course, knows our acting property: the ugly one wants to be handsome on stage, the short one wants to be tall, the clumsy one wants to be dexterous. Actors often look on the stage for what they are not given in life. Also the children. The role can reveal in the child what is hidden in him.

Theatrical production is a product of joint activity, which requires the concentration of forces of each participant. Each participant in the joint theatrical work makes his contribution, while realizing that the overall success depends on his efforts.

What determines the success of using technology, of course, from enthusiasm, sincere interest in this activity, so that in the process of creative interaction with the child, the teacher realizes the importance of the process of raising and developing the child.

In the upbringing and education of children, I decided to pay special attention to the theatricalization of fairy tales. In fairy tales, characters are divided into negative and positive characters. Fairy tales serve as the first lesson of morality and morality for children. In them, good always triumphs over evil. This sets the child up for an optimistic perception of life, forms positive features character and social behavior.

The main goal is to develop the creative abilities of children by means of theatrical art.
The synthetic nature of all theatrical performances can successfully solve many educational tasks: to develop artistic taste; form a moral attitude to the world and its phenomena; to teach children to listen, perceive, retell, compose; mastering the means of figurative expressiveness and mastering correct speech; build a sense of self-confidence; to form a steady interest in theatrical art.

Theater is a school because it tells about the world, about life. One of the most important functions of the theater is the cognitive function. Thanks to it, the transfer of social experience from one generation to another is carried out. Therefore, it is so important to introduce the younger generation to the theater.

The social formation of the child's personality is one of the most important tasks of education. Socialization is the process of forming the personality of a future member of society. The main thing is to educate a free, intelligent, cultured person - the formation of a harmonious, creatively active personality. In this sense, the art of the theater is intended to have a huge impact on the educational process. It plays a huge educational role, and thereby contributes to the formation of the qualities necessary for life in a particular society.

The process of rehearsals, creative experience and implementation is important. We must strive to ensure that theatrical games retain the immediacy of children's play, the children themselves come up with dialogues, characters, independently search for the expressive features of their hero, using facial expressions, postures, gestures, song, dance and game improvisations. The main thing is understanding the meaning and atmosphere of the play.

And, of course, the development of speech is an important stage in the development of children. Some children have problems with speech technique: they are in a hurry, “swallow” letters, speech is inexpressive and monotonous, and in the process of preparing performances it is easier to help children form the correct clear pronunciation, teach them to accurately and expressively convey thoughts, develop imagination, the ability to imagine what It is said to expand vocabulary.

Before embarking on theatrical activities, I studied various methodological recommendations for organizing and conducting theatrical games, including during training sessions, developing and outdoor games.
Children need to be taught to manage their emotional state, to form adequate behavior in them. To do this, it is advisable to conduct various theatrical studies and exercises, picked up didactic games and literary material.

For the development of motor activity and coordination of motor skills, various gymnastic exercises and outdoor games have been collected, exercises for finger gymnastics have been selected.

To correct speech development, a selection of exercises for the development of phonemic hearing, articulation exercises, proverbs, sayings, tongue twisters, exercises for the development of the prosodic side of speech, its intonation expressiveness, was made.

Work on the development of coherent speech and the expansion of the active vocabulary is based on descriptive stories, retellings of a familiar text or an event.

For the development of creative imagination, fairy tales without beginning and end, sketches with unfinished action are used. Or skits with no actors. Also, to work on facial expressions, exercises with elements of pantomime are used.

It is very important to give great attention creating conditions in the group: a place for the location of independent artistic activity, pick up toys according to the plots of fairy tales, musical instruments, planar, finger, glove theaters, purchase and make masks, hats, costumes, attributes

Parents should not be left out. They make screens and costumes. They visit the theaters of our city, joint viewing is an integral part of educating and introducing children to theatrical creativity.

We begin to introduce children to the theatrical puppet and theatrical games in the first junior group.

Toddlers look small puppet shows and dramatizations that are shown by educators and older preschoolers. Meeting with theatrical puppets helps children relax, relieve tension, creates a joyful atmosphere. The main character for kids is Petrushka, a kind and cheerful character. While working with children, we strive to evoke positive emotions in children for theatrical activities, we encourage children to communicate with the doll; read fairy tales with Petrushka, learn rhymes, nursery rhymes, do not interfere with the desire to play with characters - toys. Encourage children to respond to games - actions with the sounds of animate and inanimate nature, imitate the movements of animals and birds to the music, to the sounding word. For the work of theatrical activity, elements of the subject-spatial environment "Fairytale House", "Magic Forest" were created.

Starting from the second junior group, introduce different types of theaters. We are working on the puppet theater and theatrical games in parallel. To do this, we use sketches, instill the skills of various emotions, moods, and individual character traits. We are working on intonation, tempo, the ability to change the strength of the sound, imitate the characteristic actions of the characters. We introduce children to the techniques of driving puppets, we teach them to accompany movements with speech or a simple song. For theatrical games, the theater corner is equipped with various elements of costumes and attributes as external characters of the role.

AT middle group We strive to combine puppet theater with theatrical play into a single whole. Children themselves choose the type of activity puppet or dramatization, play out simple performances based on familiar fairy tales. We introduce children to the techniques of bibabo puppetry, finger theater, theater of pictures on the hand. We are actively developing the director's game, acting out table theater. Together with the children we make a table theater, it will bring great joy and pride, because they are made by hand. Parents helped us with the characters for the finger theater knitted from multi-colored threads.

In the older group, the role of the puppet theater is somewhat reduced, children are actively involved in theatrical games. Children independently choose the means for conveying images, conveying dialogues, the actions of heroes, introducing their own lines, and there is a desire to try themselves in different roles. The competition for the best production of theatrical attribute - "Magic Hat" introduced new roles into the attributes, the theatrical corner became colorful, children began to show more desire for games. Created two children's creative groups for the preparation and holding of performances under the guidance of an educator bring a competitive spirit and increase the motivation for theater classes. With theatrical performances, we go to visit the kids.

In the preparatory group, theatrical games are distinguished by more complex characteristics of the characters, difficult scenes. Children organize themselves theatrical games, independently choose a plot, a fairy tale, prepare the necessary attributes and scenery, borrowing them from role-playing games, distribute duties and roles among themselves. The performance of the actors, the moral idea, the means of expression and the design elements of the performance are evaluated. Possess the skills of theatrical culture, the rules of conduct during the performance, action, game. They enthusiastically listen to stories about the history of theaters in our city, attend excursions with pleasure, view photo and video materials.

Using theatrical games in our work with children, we are based on the ideas of the outstanding Russian psychologist L.S. Vygotsky about the role of creativity in the development of the child “We should not forget that the basic law children's creativity lies in the fact that its value should not be seen in the result, not in the product of creativity, what is important is that they create, create, exercise in creative imagination and its embodiment.

I see that my children are starting to treat everything that surrounds them in this world differently, responsibly and seriously. Treat the puppy with trepidation and tenderness. Admire the blooming flower. They can stop a boy breaking a tree branch or aiming at a bird with a slingshot. They experience failures and sincerely rejoice at each other's successes, support each other.

I think a hundred out of every one of my children turns out real Human.

And this is the most important thing for a teacher, mentor, friend.