Programs for theatrical activities in pre-schools. Draft work program “Theater for Children”

Municipal budgetary preschool educational institution combined type kindergarten No. 4 “Yagodka” Dankovsky municipal district Lipetsk region

PROGRAM

ADDITIONAL EDUCATION

artistic and aesthetic orientation

"Creative workshop".

(Theatrical activities)

The program was compiled by:

musical director

Podkolzina Natalia Vladimirovna

Target section

1.1 EXPLANATORY NOTE

Childhood is joy, play, merging with nature. From the early age the child needs to be enriched with vivid artistic impressions, knowledge, and the ability to express his emotions. This promotes creativity in various activities. Therefore, it is very important to introduce children to music, painting, literature and, of course, theater. Theater is a magical land in which a child rejoices while playing, and in play he learns about the world.

Theater in kindergarten will teach the child to see the beauty in life and people; will give birth to the desire in him to bring the beautiful and good into life. In theatrical performance games with the help of such means of expression how intonation, facial expressions, gestures, and gait are played out in certain literary works. Children not only get acquainted with its content, recreate specific images, but also learn to deeply feel the events and relationships between the characters of this work. Theatrical games contribute to the development of children's fantasy, imagination, memory, and all types of children's creativity (artistic speech, musical play, dance, stage). The program develops the emotional-volitional sphere of preschool children and the creative abilities of children through the means of theatrical art. It is necessary to make the life of pupils interesting and meaningful, filled with vivid impressions and the joy of creativity. Children should apply the skills acquired in theatrical activities in Everyday life.

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

Theatrical activity develops the child’s personality, instills a sustainable interest in literature and theater, improves children’s artistic skills in terms of experiencing and embodying an image, and encourages the creation of new images. The most important thing in theatrical games is the process of rehearsals, the process of creative experiences. Much attention is paid to improvisational moments. After all, the main thing is to understand the meaning and atmosphere of the play, a musical fairy tale. Theatrical activity is the most important means of developing empathy in children, i.e. ability to recognize emotional condition person by facial expressions, gestures, intonation, ability to put oneself in his place in different situations, find adequate ways to assist. Creativity in working with children makes it possible to develop all children at the same time, regardless of their level of preparedness. You cannot focus on the average child, thereby inhibiting the development of gifted children. Theater games allow everyone to develop at their own pace. When engaging in theatrical activities with children, we are based on the ideas of the outstanding Russian psychologist L.S. Vygotsky: “We should not forget that the fundamental law children's creativity lies in the fact that its value should be seen not in the result, not in the product of creativity; what matters is what they create, create, practice creative expression its incarnation."

The focus of the additional general developmental artistic program “Creative Workshop”.

This program is aimed at the artistic and aesthetic development of children through theatrical and gaming activities.

Corresponds to the principle of developmental education, the goal of which is the artistic and aesthetic development of the child;

Combines the principles of scientific validity and practical applicability (the content of the program corresponds to the basic principles of developmental psychology and preschool pedagogy);

Ensures the unity of educational, developmental and training goals and objectives of the education process for children up to school age, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to creative development children preschool age;

The most important condition for the effectiveness of the program is the determination of its value guidelines.

Novelty, relevance and pedagogical appropriateness of the program.

The program is focused on the comprehensive development of the child’s personality and his unique personality.

The program systematizes the means and methods of theatrical and play activities, and justifies their distribution in accordance with the psychological and pedagogical characteristics of the stages of preschool childhood. The gradual use of certain types of children's creative activity(song, dance, game) in the process of theatrical implementation.

The preparation of the program was based on the following scientific assumption: theatrical activity as a development process creativity child is procedural. The most important thing in children's creative theater is the process of rehearsals, the process of creative experience and implementation, and not the final result. Since it is in the process of working on the image that the child’s personality develops, symbolic thinking and motor emotional control develop. Social norms of behavior are assimilated, and higher voluntary mental functions are formed.

Purpose of the program- development of stage creativity of preschool children through theatrical games and performance games.

The basis for the development of the Program was following reasons:

Insufficient development of stage skills and speech creativity in preschool children.

Absence comprehensive program on theatrical activities for preschool children.

Main objectives of the program

To instill in children peace-loving, friendly behavior, to create favorable conditions for the development of the emotional-volitional sphere.

Consistently introduce children to various types theater (puppet, dramatic, musical, etc.).

Improve children's artistic skills in terms of experiencing and embodying an image, modeling social behavior skills in given conditions.

First year of study

Tasks for theatrical and play activities for children 4 - 5 years old.

Tell children that theater is special Magic world. The main magicians in the theater are artists. Using special means, they can tell us about different events and people’s experiences. A lot of people work in the theater. In addition to artists, artists, composers, writers (playwrights), make-up artists, etc.

Introduce children to the techniques of “live hand” puppeteering, finger theater, and hand picture theater.

Work on children's speech breathing, achieve clear diction, the ability to change tempo, sound strength, work on intonation expressiveness of speech.

Second year of study

Tasks for theatrical and play activities for children 5-6 years old.

Continue to introduce the basic means of artistic expression: intonation, facial expressions, gesture. Tell children that there are different theaters: in the opera house the actors sing, in the ballet theater - all the thoughts and feelings of the characters are conveyed by movements, in the drama theater they talk, in the puppet theater - all actions and conversations are carried out with the help of puppets. Eat special kind theater for children. It hosts performances for children.

Continue to introduce children to the techniques of puppeteering puppets, “living hand”, bibabo, finger theater, theater of pictures on the hand.

Improve children's speech breathing, achieve clear diction, the ability to change tempo, sound strength, and work on intonation expressiveness of speech.

Continue to teach children to independently choose means for conveying images, conveying dialogues, and actions of characters, improve children’s performing skills, stimulate children’s desire to change actions, and introduce their own lines.

Encourage children to show independence in choosing expressive means when creating images of characters, teach them to feel their partner, and strive to play along with him.

To improve children’s ability to get used to the image, constantly improving it, finding the most striking expressive means for embodiment.

Expand the genre range of performances, 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 through your play.

Third year of study

Tasks for theatrical and play activities for children 6-7 years old.

Deepen children's knowledge about theater as an art form. To form a sustainable interest in theatrical art, the need of every child to turn to the theater as a source of special joy, emotional experiences, and creative participation.

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

A child should know that in the wonderful world of theater everything is unusual. Artists talk about events and people’s experiences in different ways. Clarify information about the basic means of expression. Clarify children's ideas about features various theaters: opera, ballet, Theatre of Drama, folk farce theater, puppet, 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, choir master, 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 introduce it to the content. In the foyer, see the photo exhibition for this performance (photos of the actors and scenes from the performance). Determine your favorite type of genre, outline your favorite plots and act them out (like an opera, ballet, drama or puppet show).

Stimulate children's activity in organizing independent theatrical activities.

To consolidate the puppeteering skills of various puppet theaters (bibabo, gapit, finger, with a “live hand”, tabletop, shadow, etc.).

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

To develop a strong interest in puppet theater and a desire to control puppets of various systems.

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

Improve children's improvisational abilities, develop initiative and independence in creating images of various characters. Encourage children to make and act on their own small tales, scenes.

Put children in a searching situation in choosing expressive means to convey an image, develop the ability to freely choose movements, actions, gestures, facial expressions, intonation, and to convey a game image. In general, to develop stage creativity.

Contribute to expanding the range of emotional perception of the expression of various emotions (joy, grief, surprise, fear, etc.).

Introduce a new type of game-performance: a pantomime performance, a rhythmoplastics performance, a folklore performance on a ritual basis, a ballet performance or a choreographic-based performance. To develop children’s ability to express basic emotions and respond appropriately to the emotions of others.

salient features of this program.

This program differs from other similar programs in that it consists of three sections, corresponding age periods preschool childhood from 4 to 5 years, from 5 to 6 years and from 6 to 7 years. There are two types of tasks in the program.

The first type is educational tasks that are aimed at developing the emotionality, intelligence, and communicative characteristics of the child through children's theater.

The second type is educational tasks that are directly related to the development of artistry and stage performance skills necessary for participation in children's theater.

This program provides an introduction to different types of theater and puppets and how to control them.

To stimulate interest in theatrical and play activities, to create the necessary conditions for its implementation.

Encourage the participation of children in this type of activity, form positive attitude to him.

Develop children's speech with the help of puppet theater: enrich their vocabulary, develop the ability to construct sentences, achieving correct and clear pronunciation of words.

Encourage children to compose a fairy tale with the help of a teacher, using tabletop theater puppets for this purpose.

Use improvisational forms of dialogue between characters in well-known fairy tales. Develop memory, attention, thinking of children.

To develop the ability to convey basic emotions through facial expressions, posture, gestures, and movement. Teach children adequate emotional response: understanding the emotional state of another person and the ability to express their own.

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 doll with a song invented independently on individual syllables.

Encourage the desire to participate in dance improvisations.

Support the desire to play and improvise on noise musical instruments.

Arouse desire for own initiative participate in song, game and dance improvisations.

2. CONTENT SECTION

2.1. Main areas of work

Theater game

Teaches children to navigate in space, to be evenly placed around the site.

Teaches how to build a dialogue with a partner on a given topic. Develops the ability to voluntarily tense and relax individual muscle groups. Develops visual and auditory attention, memory, imaginative thinking, imagination, and interest in performing arts. Practices clear pronunciation of words and works on diction. Develops moral and ethical qualities.

Rhythmoplasty

It includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of natural psychomotor abilities of preschoolers, freedom and expressiveness of body movements, and gaining a sense of harmony of their body with the outside world.

Culture and technique of speech

Combines games and exercises aimed at developing breathing and freedom of the speech apparatus.

Fundamentals of theatrical culture

This section of the program is designed to introduce children to elementary concepts and various types of theatrical art.

Work on the play

Includes familiarization with the play, work on the performance from sketches and individual scenes to performance by the audience.

Approximate structure of educational activities:

Rhythmic warm-up: tasks that promote emotional mood and the development of the ability to control one’s body;

Speech warm-up: diction and articulation exercises;

Exercises, studies on the development of speech intonation (one at a time, dialogues, using dolls, caps, masks, etc.);

Exercises on facial expressions and gestures;

Sketches for the development of imagination, fantasy, creativity;

Step-by-step learning of the play (individual scenes, dialogues, etc.);

In the course of direct educational activitiesknowledge is being clarifiedchildren about theater as an art form. All parts of the educational activity itself can be arranged in different sequences. This also depends on the age group of the children, the time of year (beginning, middle, end of the school year) and, most importantly, on the tasks set by the teacher.

2.2. ADVANCED PLANNING

MIDDLE GROUP

month

a week

Subject

Content

September

Introductory

First visit to the club

“What is theater?”

Display of illustrations, photographs and theater posters. Questions for children of a searching nature (Why do we need decorations?) Using the method of problem-speech situations, develop the ability to come up with texts of any type (narration, reasoning, description). Games “Write a sentence”, “Phrase in a circle”, “Let’s talk” - page 43 (E.G. Churilova)

Plot-role-playing game “Theater”».

Introduce the rules of behavior in the theater; arouse interest and desire to play (play the role of “cashier”, “ticketer”, “spectator”); cultivate friendly relationships.

I'll change myself , friends, guess who I am?

Dressing up in costumes, imitation sketches “Dunno”, “Karabas Barabas”, “Pinocchio and Malvina”

October

Game stretching

Games and exercises: " Bubble, Cheerful Piglet, Surprised Hippopotamus” - p.63 (E.G. Churilova)

Excursion to the cultural center

Introduce children to the rules of behavior in the cultural center, the auditorium, stage, backstage, dressing room

Rhythmoplasty

Demonstration of movements, discussion, encouragement “Waltz Fantasy”. “Come, fairy tale”, “We are not afraid Gray wolf» - dance-rhythmic gymnastics (Sa-fi-dance)

Psycho-gymnastics

"Different Faces" "Greedy Bear"

november

Game stretching

Guessing the riddle

Come up with a game in accordance with the nature of the music. Game “Pass the pose”, “We won’t tell you what we did” Explanation of games, discussion of movements, evaluation and analysis

Rhythmoplasty

Quiz game “Come, fairy tale” G Muz. composition - C. Saint-Saens “Carnival of Animals”. Khodonovich L.S. “A trip to the zoo”, “Come, fairy tale” - “Baby Elephant” - rhythmic dance (Sa-fi-dance)

Rhythmoplasty

Imitation exercises “Depict a hero from fairy tales about animals.” Conversation about friends.

Rhythmic dance “True friend”

“Journey into the theatrical looking glass” - conversation - dialogue

Introduction to the terms: playwright, play, director, production, designer, costume designer. Work on the album “All about the theater”

December

Acting

Examination of objects and their analysis (“Attentive eyes (ears, fingers)”) Game-Study “Guess what the goat is doing?” Memory development game “In the mirror store.” Sketches of expressiveness of gestures: “Come to me, “Go away” M. Chistyakova

Theatrical game "Merry Transformations"

Mimic sketches "Transfer" at the mirror

Study for comparison different characters“Three Characters” (music by D. Kabalevsky))

That's how I do it.

Game “What can I do?” Reading the poem by B. Zakhoder “This is how I can” develop expressiveness of movements and ability to control your body; learn to convey an emotional state using gestures, poses, and facial expressions.

In crowded but not mad

Imitation game “Who am I talking about.” Didactic game“I give sounds.” To form a clear, competent speech, improve the ability to create images using facial expressions and gestures.

January

Rhythmoplasty

Muses. composition by C. Saint-Saens “Carnival of Animals” Khodonovich L.S. "Who Came to the Zoo"

Mass work

Sketches with table puppets based on the well-known Russian folk tales “Kolobok”, “Teremok”

Making up a script

Reading the fairy tale “The Wolf and the Seven Little Goats.” Discussion and addition: conversation, demonstration, evaluation and analysis of selected roles

Applied arts

Looking at illustrations for a fairy tale ( by various artists). Collective drawing of fairy tale characters

February

Staging a fairy tale

Telling the fairy tale “The Wolf and the Seven Little Goats” with children

Pantomime exercises

Staging a fairy tale

Guessing riddles. Speech sketches: come up with a pure saying and a poem

View musical film"Mother". Inventing and compiling a costume of a fairy-tale hero from the existing collection of fabrics, dance for each character, selection of music.

Staging a fairy tale

Listening to the children's opera “The Wolf and the Seven Little Goats” by muses. Kraseva Verbal drawing by children after listening to the characters, environment, “interior” of a fairy tale. Rhythmoplasty Musical improvisations (song, instrumental, dance) "Scoring" of a fairy tale with the help of musical, noise (Orff) instruments, sounds of nature, voice

Production of the musical fairy tale “The Wolf and the Seven Little Goats”

Showing to children of younger groups.

March

Visit to a puppet theater performance

Expansion of theater vocabulary: ticket, program, repertoire, poster, box.

Speech technique

Practice speech breathing, practice exhalation. Learn to use intonation, improve diction. Game exercises with a candle, “broken phone.” Development of singing breathing (“Breathe properly”) and articulatory apparatus (“From sound to word”)

Speech technique

Gymnastics for the tongue.

Role-playing the verse “Who knows how?” M. Karim, using picture theater

Actor's Workshop

Making attributes for a fairy tale, working with fabric and cardboard. Showing, explaining, encouraging, helping. Learning individual episodes of a fairy tale.

Simulation exercises

April

Acting

Sketch for the expression of basic emotions “The bee has an illness” Sketch for the development of emotions “Rain, rain, pour, pour!” Psycho-gymnastics: “Flower” by M. Chistyakova Imitation exercise “Understand me” by G. Nikashin, travel game “Flower-seven-flowered” - (Sa-fi-dance)

Scenic speech

Breathing exercises: “The aroma of flowers” Pure saying “Ah, grass-ant” Learning poetry by sketching: “Snowdrop” V. Berestov P

Scenic speech

Retelling a fairy tale using the modeling method: “The Seven-Flower Flower” by V. Kataev, the game “Flowers”

Stage movement

Imitation exercise “Grasshopper disco” Fantasy dances: “Waltz of the Flowers” music. P. Tchaikovsky

May

Production of the fairy tale "Teremok"

Game “Guess who I’m talking about”

Reading different versions of the fairy tale “Teremok” (Variations of a folk tale and a fairy tale by S.Ya. Marshak)

Simulation exercises

Production of the fairy tale "Teremok"

Game – imitation “Guess who I’m talking about”

Staging have a fun dance to a musical fairy tale.

Production of the fairy tale "Teremok"

Imitation exercises to music. Musical mystery. Consideration distinctive features fairy tale heroes. Acting out sketches and dialogues from fairy tales.

Production of the musical fairy tale "Teremok"

Guessing fairy tales from costumes. Dramatization of the musical fairy tale “Teremok”” - maintain interest in speaking in public.

2.3. Organization of theatrical and gaming activities in the senior group.

month

a week

Subject

Content

September

Introductory

A conversation about the features of theatrical art, about the main wizards of the theater

Favorite poems

Telling poems by role.

Sketches of an improvisational nature

Oh yes fairy tales!

Selection of costumes. Dramatization of the musical fairy tale “Teremok”

Favorite fairy tales

Writing short fairy tales together with the teacher. Dramatization of a fairy tale according to the choice and desire of children

October

Favorite fairy tales: The Fox, the Hare and the Rooster

Guessing the riddle. Introduction to the literary basis of the fairy tale. A conversation about the meaning of a fairy tale.

Dramatization of the fairy tale “The Fox, the Hare and the Rooster” - Cone Theater

We are artists

Acting out individual dialogues using hats, masks and finger theater

Game “Say your name affectionately”

Let's try to change

Game “Name your neighbor affectionately.” Questions for children. Mimic-speech game “Repeaters”.Creative search task “Jolly guys”

Pantomime riddles and exercises.

One, two, three, four, five - do you want to play?

Game "Theater Warm-up"

Competition for the best dramatization of the fairy tale “Ryaba Hen”

november

We want to show you one simple fairy tale

Pantomime game

Introduction of the concept of "pantomime"

Creative game “What kind of fairy tale?”

"We play with our fingers"

Repetition and consolidation of the concept of “Pantomime”

Game exercises using fingers

Game – staging using fingers “Get to work”

"Let's knock on

teremok"

Game - riddle “Find out who it is?”

Acquaintance with the fairy tale “Teremok” by V. Bianchi

Sketch for relaxation and fantasy “Conversation with the forest”

The woodpecker hollowed out a hollow, “it’s dry and warm”

Conversation on the content of V. Bianchi’s fairy tale “Teremok”

Characteristics of the fairy tale characters

Intonation exercises

December

“The house has served many people, no matter where they lived in the house.”

Retelling of V. Bianchi’s fairy tale “Teremok” by children in parts

Exercises – sketches reflecting images of fairy tale characters and objects

"Clubfoot came,

ruined the little house"

Game "Guess the Hero". Improvisation of the fairy tale “Teremok” - develop actions with imaginary objects, the ability to act in coordination.

Learning to speak

differently

Explanation of the concept of “intonation”

Exercises, games“strawberry”, “tell me, bug”, “hare and hare, situation for practicing intonation expressiveness , draw children's attention to the intonation expressiveness of speech; practice pronouncing phrases with different intonations; develop communication skills.

One, two, three, four, five - we will compose poems

Repetition of the concept of “tongue twister”

Introduction of the concept of "rhyme"

Coming up with a poem with children with the help of a teacher

January

We read funny poems and add words and rhymes

Dive into fabulous atmosphere

Didactic game “Come up with as many words as possible”

Coming up with rhyming words

We talk about our favorite fairy tales

Introductory conversation

Children's stories by association

Acquaintance with the fairy tale by Y. Tenyasov “The Tailed Braggart”

“We are proud of Petenka’s beauty, we can’t feel our feet beneath us”

Immersion in a fairy tale

Pantomime exercises

Intonation exercises

“Petya boasted and laughed, and the Fox almost got him.”

Game “Choose a costume for the hero”

Dramatization of a fairy tale

Final dance

February

We compose a new fairy tale

Acquaintance with the fairy tale by V. Suteev “The Ship”

Conversation on content

Writing a continuation of a fairy tale

Our emotions

Conversation “Our Emotions”

Exercise “Depict an emotion”

Practical task- dramatization of S. Mikhalkov’s poem “I’m sad” Examination of the photo album “Actors” -teach children to recognize emotional states (joy, surprise, fear, anger) by facial expressions.

Recognizing emotions by facial expressions and voice intonations

Review of graphic cards

Narrating the poem “Ball” by A. Barto with surprise, excitement, fun. Musical game “The deer has a big house” with an accelerated tempo and increasing dynamics. Sketch "Congratulations".

Game "Guess the Emotion"

“An evil, evil, bad snake bit the young sparrow.”

Acquaintance with the fairy tale by K. Chukovsky “Aibolit and the Sparrow”

Conversation about the mood of the fairy tale characters

Practical task

March

“The poor sparrow would be lost if there were no friends”

Conversation about a friend

Repeated hearing of K. Chukovsky’s fairy tale “Aibolit and the Sparrow”

Exercise “Depict the mood”

“A friend will always come to the rescue”

Reading a poem about a friend.

Conversation about fairy tales. Children's retelling of the plot by role.

Game – riddle “Mirror”

“Glory, glory to Aibolit! Glory, glory to all friends"

Dressing up in costumes

Dramatization of the fairy tale “Aibolit and the Sparrow” together with adults

“An evil, evil, bad snake bit the sparrow.”

Listening to the Russian folk tale “Fear has big eyes”

Conversation based on a fairy tale

Image of the emotion of fear

April

“The fear seems big to everyone!

Conversation on the fairy tale “Fear has big eyes”

Pantomime game “Pretend to be a hero”

Repeated hearing of a fairy tale

Let's overcome fear

Looking at the picture “Scary”. Conversation.

Depiction of different degrees of fear.

Game “Overcome Fear”

Fairy tale “Fear has big eyes”

Fear has big eyes

Distribution of roles

Dressing up in costumes

Dramatization of the fairy tale “Fear has big eyes” for children of the 2nd junior group

If you quarrel with a friend...

Looking at a painting of two boys and talking about it. Creative task “Bring the picture to life.”

Game “Find and show the emotion”

May

How can the Moon and the Sun be, they cannot resolve a quarrel!

Looking at the picture “Anger”

Listening to the fairy tale “How the Sun and the Moon Quarreled” and talking about its content.

The God of Lightning and Thunder was in a hurry. The dispute between the Moon and the Sun was quickly resolved

Exercise on expressiveness of voice, facial expressions, gestures.

Surprise moment.

Conversation about anger.

How the Sun and Moon quarreled

Exercise “Depicting Emotion”

Children telling the fairy tale “How the Sun and the Moon Quarreled.”

Quiz “We love fairy tales”

Distribution of roles, dressing up

Dramatization of the fairy tale “How the Sun and Moon Quarreled.”

2.4. Organization of theatrical and gaming activities in the preparatory group.

month

a week

Subject

Content

September

Our favorite hall is very happy to welcome the guys again

First visit to the theater club in the new school year (conversation). Game "Say your name affectionately."

We are artists

Role-playing game "We are the artists"

The role of theater in the development of horizons

Conversation

"Apple tree."

Dramatization of a musical fairy tale.

Reading a fairy tale, choosing actors.

October

"Masha and the Bear"

Tabletop theater. Using various sketches, train children in puppetry. Invite children to improvise songs based on a given text or syllable. Develop the ability to sing expressively. Work on clear diction and correct pronunciation of words.

Dramatization of the musical fairy tale "Kolobok".

Develop coherent figurative speech, creative fantasy. Exercise children in the development of memory and attention. Teach children to correctly conduct dialogic speech, make emotional gestures, and move. Draw children's attention to maintaining correct posture while moving.

Introducing children to the basics of puppeteering. (riding dolls).

Explain to children how to control riding dolls. Practice small sketches with these dolls. Using the example of the play “Teremok”, show the basic techniques for driving dolls, the order in which the characters appear on the screen. Develop the ability to use intonations that express various emotional states.

Preparation of the play “Teremok”.

Develop the ability to use intonations that express various emotional states.

november

Dramatization of the musical fairy tale “Three Christmas Trees”.

Develop speech breathing and correct articulation, clear diction, varied intonation, speech logic. Learn to coordinate your actions with other children. Develop a sense of rhythm and coordination of movements, plastic expressiveness.

Getting to know different types of theaters.

Introducing children to various types of theater. Demonstration of small scenes from table, finger, puppet, drama theaters.

Spoon Theater "Magpie White-sided".

Introduce children to an unusual type of theatrical art. Learn to position dolls correctly depending on the scenery. Invite the children to come up with a new ending to the fairy tale.

December

Puppet show with riding puppets “Two Greedy Little Bears”.

On the example of a fairy tale, conduct a conversation about good and evil, ways of expressing contrasting feelings with the help of intonation, facial expressions, and movements. Develop diction using tongue twisters and poetry. Practice clear pronunciation of consonants at the end of a word.

Conversation “The importance of theater in people’s lives”

Conversations about the importance of theater in people's lives, the diversity of genres of theatrical art. Develop coherent figurative speech, creative imagination; teach children to compose short stories and fairy tales, select the simplest rhymes; pronounce tongue twisters and poems. Train clear pronunciation of consonants at the end of a word;

Dramatization of the musical fairy tale "The Hard Nut".

Reading a fairy tale, choosing actors. Work on conveying the image and character of the hero with a certain facial expression, gesture, movement. Encourage children to improvise dance moves and movements that imitate the gait of fairy tale characters.

Puppet theater "Zayushkina hut".

Continue to teach children how to drive riding dolls. Work on the movement of puppets to music, improvising dance numbers. Pay attention to the great importance in the puppet theater of intonation, expressing a certain emotional state (sadness, fun, surprise, complaint, etc.).

Dymkovo Toy Theater "Masha and the Bear".

Tell the children about the products of the masters of the Dymkovo toy, show illustrations of samples of toys and dishes. Joint production of clay figurines for the performance with children and the teacher. Work on proper breathing through breathing exercises. Teach children to find key words in individual phrases and highlight them with their voice.

Tabletop theater “Toys” by A. Barto

Work on the musical design of the performance, improvisation on children's noise instruments, singing to a given text according to the conveyed image.

skits for puppet theater (“living dolls”) based on Russian folk tales.

Introduce children to this type of puppet theater, show how to drive such puppets. Learn a few small skits. Draw children's attention to plastic movements, maintaining correct posture when driving the doll. Show these sketches to children of primary preschool age.

Dramatization of a musical fairy tale " ugly duck».

Develop in children kindness and a sense of compassion, love for animals and nature. Teach children to create the image of animals using expressive plastic movements. Develop the ability to believe in any imaginary situation. Relieve tightness and stiffness.

Musical "Kolobok".

Introduce children to another type of theatrical art. Work on expressive singing consistent with movement. Develop speech breathing and correct articulation through exercises and pure speech. Train the ability to be evenly placed around the room and move without colliding with each other.

Dramatization of the scene “Three Mothers”.

Exercise children in the correct pronunciation of words, phrases, tongue twisters, and poems. Teach children to conduct a dialogue without interrupting each other. Work on expressive pronunciation of interrogative and exclamatory sentences. Encourage to improvise gestures and facial expressions according to mood and character.

skits for puppet theater (“living dolls”) based on Russian folk tales.

Soft toy theater "Tar Bull".

Continue to introduce children to types of theatrical art. Teach children to control soft toys, place them correctly on a screen or table, show how toys “can” jump, run, be afraid, be offended, etc. Teach children to coordinate the movement of a toy with the text of a fairy tale, to convey the character of the hero and his emotional state in his voice.

Puppet show (table cone) “Little Red Riding Hood”

Intensify children's activities in creating cone dolls. Organize an exhibition of made dolls. In the manufacturing process, pay attention to the embodiment of the characters in the appearance, facial expression of the dolls. By using speech games develop speech breathing and correct articulation, clear diction, varied intonation, speech logic.

Flannelograph "The Three Little Pigs".

To teach children how to handle planar flannel figures, navigate on a plane limited by scenery - a stage. Explain to children that it is possible to “revive” the characters only with the help of voice, expressive intonation, emotional performance of vocal numbers.

Musical fairy tale "Cinderella".

Involve children and parents in the joint production of scenery and costumes for the performance. With the help of additional exercises, develop children's memory, attention, and imagination. Encourage children to improvise in speech and dialogue. Work on conveying the image and character of the hero with certain facial expressions, gestures, and movements. Encourage children to improvise dance moves and movements that imitate the gait of fairy tale characters.

Small scenes for puppet theater (“living dolls”) based on Russian folk tales.

Theater of soft toys "Three Bears".

Invite children to come up with their own dialogues and monologues for the characters. Improvise on children's musical instruments to accompany the exit of each character, his movements - running, light and heavy walking.

skits for puppet theater (“living dolls”) based on Russian folk tales.

Final lesson of the “Musical Fairy Tale” group. Demonstration to parents of the skills, knowledge, and abilities acquired by children during their visit to the circle.

Musical fairy tale "The Wolf and the Seven Little Goats."

Using the example of a fairy tale, conduct a conversation about good and evil, ways of expressing contrasting feelings using intonation, facial expressions, and movements. Learn several psycho-gymnastics sketches to express internal experiences, relax and tense the muscles of the face and the whole body. Develop diction using tongue twisters and poetry. Practice clear pronunciation of consonants at the end of a word.

Table theater "Cat's House".

Teach children to be compassionate, to experience the misfortune of others, to develop in them empathy, kindness, the ability to make friends, and to come to the aid of a friend. Continue to work on emotional transformation.

skits for puppet theater (“living dolls”) based on Russian folk tales.

Dramatization of the fairy tale “The Magic Flower”.

Final lesson of the “Creative Workshop” circle. Demonstration to parents of the skills, knowledge, and abilities acquired by children during their visit to the circle.

Theatrical KVN

Provide children with the opportunity to show initiative and imagination in this event.

3. ORGANIZATION SECTION

3.1. Practice mode

4-5 years

Duration of classes – 20 minutes.

Total per year - 36

5-6 years

Duration of classes - 25 minutes.

Frequency of classes per week - 1 time

Total per year - 36

6-7 years

Duration of classes – 30 minutes.

Frequency of classes per week - 1 time

Total per year - 36

3. METHODOLOGICAL SUPPORT OF THE PROGRAM

3.1. Sample notes of educational activities

For children 5 years old

"The image of a mouse in fairy tales" No. 1

Children freely enter the music room and sit scattered around.

Teacher. Children, today we will continue working in the theater. You are little artists and with your help we can get into any fairy tale. Do you like fairy tales? What Russian folk tales do you know?

Children. "Masha and the Bear", "Teremok", "Turnip", "Three Bears", "Ryaba Hen", "Fox with a Rolling Pin", "Alyonushka and the Fox"...

Teacher. Well done! Name fairy tales in which the image of a mouse appears.

Children. “Turnip”, “Teremok”, “Ryaba Hen”, “The Tale of a Stupid Mouse”...

Teacher. Yes, there are many fairy tales and the mouse is different in each one. Where is dexterous, fast. What else could it be?

Children. Cowardly, quiet, small, nimble, nimble...

Teacher. Let's think about the five little mice that got into the closet...

Children, together with the teacher, kneel on the carpet, read the poem and accompany it with playing with fingers.

Five little mice climbed into the pantry.

They operate the barrels and cans deftly.

The first mouse climbs onto the cheese.

The second baby dives into the sour cream.

And the third one licked all the oil off the plate.

The fourth one fell into the bowl of cereal.

And the fifth mouse treats itself to honey.

Everyone is full and happy, and suddenly... The cat wakes up!

"Let's run!" - the little girl squeaked to her friends.

And the naughty mouse hid in the hole!

I. Lopukhina

Teacher. Fine! But I just noticed that not all the children remembered the names of their fingers. Let's repeat them.

Children get up and do the exercise “Where is your finger?”

Teacher. Where is your thumb? Children. Behind me! Teacher. Where's your index finger? Children. Look carefully! Pedagogical: Where is your middle finger? Children. Look how handsome he is! Teacher. Where is your nameless one? Children. Here, with a tin ring! P e d a g o g. And the little finger?

Children. Here he is, little brother!

I. Lopukhina

Teacher. Now, it seems, everything has been shown correctly. Do you remember exactly where your right hand is and where your left hand is?

Children. Yes! This is the right handle, this is the left handle. (Repeat several times.)

Teacher. Very good. We trained our hands and fingers and pretended to be funny mice in the pantry. But we can put animal heads on our fingers and we’ll call this theater... finger theater!

Children, if desired, put on the heads of the characters from the fairy tale “Teremok” and show it on the screen for the rest of the children, then the audience plays the final dance on spoons. Staged by E. Sokovnina, musical arrangement by Y. Slonov.

Teacher. The animals were very happy to live together, they danced and sang merrily, but each sang in their own way, let's figure out how...

The characters take turns humming melodies they have invented in character (in the dance genre).

Teacher. Which theater is this mouse from? Children. From the puppet theater!

Teacher. What kind of performance can we already show with the help of puppets?

Children. The fairy tale "Ryaba Hen".

Children perform the play “Ryaba Hen” to the music of M. Magidenko.

“The image of a mouse in fairy tales” No. 2

Children enter the hall. The teacher mysteriously offers to listen to an interesting story...

Teacher. One day the mice came out

See what time it is. Suddenly there was a terrible ringing sound - the mice ran away!

I want you to remember this story. Let's repeat it together.

The counting book is learned first in chorus, then one at a time (3-4 children). At the request of the teacher, children change the strength and tempo of the sound. Finally, a game is played. The child (leader) recites a counting rhyme. To the word “out!” mouse children scatter. The game is repeated with another leader. After the game, the children sit down.

Teacher. Today we are with you again in the theater at the play “Ryaba Hen”. Who hasn't played in this play yet?

At the request of the children, a puppet show is performed.

Teacher. In this fairy tale, the mouse is nimble and fast... But in the fairy tale about a stupid little mouse, what was the mother mouse like?

Children. Caring, kind, affectionate.

Teacher. And the mouse?

Children. Silly!

Teacher. Why? (Children's answers.) Fine! Let's play this fairy tale too. And her heroes will appear on the flannelgraph.

The fairy tale is being unlearned. In the beginning, the teacher plays the main role. Subsequently, the fairy tale is performed as a dramatization game in costumes on the theater stage.

Teacher. Children, what is the character of the mouse in the game “Turnip”? Children. She is brave, fast and funny.

Educator: Let's play this game.

The round dance game “Turnip” is held. Children stand in a circle, holding hands. A “turnip” sits in the center of the circle. Behind the circle is a “mouse” (they have hats on their heads). Everyone sings:

Turnip, turnip, grow strong, neither small nor large, up to a mouse's tail. Yes!

Children sing a song and walk in a circle. The “turnip” grows, the “mouse” follows the circle in the opposite direction. With the end of the singing, the “mouse” catches

"turnip". If she catches, then both participants dance to any folk dance tune.

Teacher. It turns out how differently you can depict a mouse. And facial expressions, and gesture, and voice, and movement. Let's all turn into mice and be quiet so as not to wake the cat (shows a toy that the children had not noticed before) Let's go to our hole.

The children quietly leave the hall.

For children 6 years old

"In our theater"

Children are free to enter the lobby theater studio, say hello.

Teacher. Today we will continue the conversation about the theater. Why do we need a theater? How does its name translate from Greek language? (Sight.) And from Greek because theater first appeared in ancient Greece. To create an interesting spectacle, many people need to work hard. Who creates the performance?

Children name everyone who works in the theater (director, director, lighting designer, costume designer, actors).

Teacher. What types of theaters do you know?

Children. Drama, puppet, children's, opera, comedy theater...

Teacher. There are many different theaters, and actors perform in them. What qualities must an artist have in order for audiences to like his work?

Children name various means of expressiveness of actors.

Right! He must master facial expressions. Be able to move well. Speech must be clear, intelligible and expressive. We will now work on all these qualities.

1. Exercises are carried out. Work your shoulders.

2. Rhythmically tap your name: Tanya-Tanechka...

3. Mill.

Blow, blow, the winds in the field, So that the mills grind, So that tomorrow we bake pies from flour.

(Swing your arms from side to side. Circular movements of your arms. Expressive serving of pies with a clear and clear pronunciation of words.)

4. Humpty Dumpty.

Humpty Dumpty was hanging on the wall.

Humpty Dumpty fell in his sleep.

And all the royal cavalry,

And all the king's army

Humpty can't, Humpty can't,

Collect humpty dumpty.

(They depict a rag doll. They “throw” the soft body down. Clear three steps with taut reins. Rocking with a shift in the center of gravity. They “drop” the body again.)

Teacher. Humpty Dumpty is a rag doll, but let's turn from a soft rag doll into a wooden one. For artists, transformation or, more correctly, reincarnation is the main skill. Do you know any wooden dolls?

Children. Pinocchio.

Teacher. Here is a cheerful Pinocchio.

He loves to play with Malvina!

Children stand up scattered and first pretend to be a doll to the chant. Then the phonogram of A. Rybnikov’s song “Buratino” is turned on. The children dance, each pretending to be their own doll; for a pause they freeze in some interesting pose, the teacher walks around, examines, and praises.

Teacher. You know, there is another wooden doll. Her name is Woodali Atcha and she lives in America. Try to show it too.

Children perform a rhythmic dance to a soundtrack, pretending to be a wooden doll.

Teacher. Your doll turned out very well. I wonder if you can portray an animal, such as a cat?

One of the children is reading. Pussy, pussy, pussy, scat!

Don’t sit on the path, Our baby will go, She will fall through her pussy.

They pretend to be a cat and run away. Then the teacher shows the bibabo cat doll. A soloist is chosen. Children perform M. Partskhaladze’s song “The Cat is Crying.” After this, the teacher invites you to come up with a sad cat song yourself. They not only hum, but also act out small scenes using facial expressions and gestures.

Teacher. And now I invite you to the laughter room. Have you ever been to a fun room? That's where the fun is! Do you want to visit there? We go there with the help of a song, we will depict everything, as in a theater of facial expressions and gestures.

Children stage D. Usmanov’s song “Room of Laughter” to the soundtrack of the Ariel ensemble.

Teacher. Well done, well done! On this cheerful note we will end the educational activities in our theater.

For children 5-6 years old

"A Lesson in Theater ABCs"

The soundtrack of O. Yudakhina and Y. Entin’s song “OK!” plays. Children enter the hall freely.

Teacher. Where can we watch familiar fairy tales and interesting stories in action?

Children. In the theatre.

Teacher. You and I will sit in the auditorium because we?..

Children. Spectators.

Teacher. Where does the action take place?

Children. On the stage.

Teacher. What are the people who perform on stage called?

Children. Artists.

Teacher. Do you think it’s easy to become an artist? What is needed for this?

Children list the skills and abilities needed by an artist.

Teacher. An artist needs to master facial expressions. Show sketches.

Children show a series of facial sketches, conveying the content of the text read by the teacher, taking into account the intonation with which the text was sounded:

1. Miracle island!

2. Our Tanya is crying loudly...

3. Karabas Barabas.

4. First snow! Wind! Cold!

Teacher. The actor needs to master gestures that will help convey the character of a person and the habits of different animals.

Children show the sketch “A Knot on the Path” by Viktor Lunin.

Trendy brandy, trendy nonsense! A bear walked along the path, A bear walked along the path to look at the raspberries. He stood on a twig, slipped and fell. He stretched out - he was afraid that he had fallen into a trap with his foot, he trembled with fright, he jumped up and ran away. Apparently the bear was a coward, Trendy brandy, trendy nonsense! Trali-wali, miracles! A fox walked along the path, A fox walked along the path And looked into the heavens.

She stepped on a twig, slipped and howled. I grabbed him as hard as I could - I only got a splinter in my paw! Oh, and the angry fox left, Trali-wali, miracles! Knock-knock, knock-knock, A badger was walking along the path. A badger walked along the path and stepped on a branch. Slipped, stretched out, got to his feet, dusted himself off. He scratched his back in thought, pushed the branch away from the path, and the badger went knocking, knocking, knocking, knocking.

Teacher. You now know what facial expressions and gestures are. Let's act out the scene “The Little Washerwoman” by M. Yasnov.

Laundress. Gray owl, dusty owl? Owl (calmly, curiously). Gu-gu-gu!

Laundress.

Owl (approvingly).

Laundress.

Owl (joyfully).

Laundress.

Owl (enough).

Laundress.

Owl (thinks).

Laundress.

Owl (surprised).

Laundress.

Owl (frowns).

Laundress.

Owl (angrily).

Laundress.

Do you want to be clean, Owl?

Gu-gu-gu!

You will, Owl, you are not dusty.

Gu-gu-gu!

Will you be satisfied, Filin?

Gu-gu-gu!

I will water you...

Gu-gu-gu?!

I'll wash you with powder...

Gu-gu-gu!

I'll starch it, squeeze it hard...

Gu-gu-gu!

And I'll hang it on a clothespin.

Gu-gu-gu!

You will, Owl, you are not dusty!

Do you hear, Owl?

The owl pretends to think.

Where are you, Owl?

The eagle owl hides under its wing.

Neither in the forest, nor in the meadow. Not gu-gu.

The owl puts his finger to his lips - a sign of silence.

Teacher. And of course, the actor needs to clearly, clearly pronounce the text. To ensure that the lips and tongue are well mobile and the text can be heard clearly, special exercises called “tongue twisters” help.

If desired, children pronounce tongue twisters.

Teacher. However, it is not enough just to pronounce the text clearly and distinctly. It needs to be expressive, because an actor can pronounce the same word in different ways, with different intonations. Try to say the phrase “Come tomorrow” with different intonations: sad, cheerful, calm, important, rude, angry, tender.

Children complete the task, then read the nursery rhyme with different intonations (surprised, joyful, questioning, angry, affectionate, calm-indifferent):

Two puppies, cheek to cheek, nipping at the brush in the corner.

Teacher. I suggest you become puppet theater artists. It is these artists who must have excellent command of their speech.

Children with bibabo dolls. One has a crow doll on his hand, the other is the presenter. It could also be a Parsley doll. Children act out a skit based on the poem “Theft” by V. Orlov.

Crow.

Leading.

Crow.

Leading.

Crow.

Leading.

Crow.

Kra!

The crow screams.

Theft!

Guard! Robbery! The missing!

The thief sneaked in early in the morning,

He stole the brooch from his pocket,

Pencil!

Cardboard!

Traffic jam!

And a beautiful box!

Stop, crow, don't scream!

Don't shout, just be quiet!

You can't live without deception -

You don't have a pocket!..

How?!

The crow jumped

And she blinked in surprise.

Why didn't you say it before?

Car-r-raul!

Kar-r-rman ukr-r-rali!

Teacher. Do you know that there are performances where instead of the usual colloquial speech is there a song? What are these performances called?

Children. Opera.

Children perform a mini-opera with puppets (N. Pikul. "About two goslings").

Presenter (child). Cheerful gosling

I walked through the puddles. Cheerful song So sang:

1st gosling (sings cheerfully). Ha-ha-ga...

Child. And the sad gosling

He walked through the puddles and sang a sad song... 5

2nd gosling (sings sadly). Ga-ha-ga... Child. Cheerful gosling

He was approached...

Look, what a worm I found!

Ha-ha-ga...

And the sad gosling

Answered him...

But I’ll never find it on my own!

Ha-ha-ga...

Cheerful gosling

Told him... 1st gosling (animated, joyful). In vain!

No need to be sad

If you have friends nearby! Goslings (they sing together merrily). Ha-ha-ha!

1st gosling (funny).

Child.

2nd gosling (sadly)

Child.

3.2. Educational activities in the theater workshop

Theme: "Kittens"

Direct educational activities are carried out during learning of the fairy tale “The Cat’s House”.

1. Pantomime sketches (to convey the various actions of kittens):

- sleep sweetly;

- wake up, wash themselves with their paw;

- mom's name;

- trying to steal the sausage;

- dogs are scared;

- they hunt: “The cat, if necessary, sneaks along the ground.”

2. Studies for changing the timbre of the voice.

- Pussy, what’s your name?

- Meow! (Gently.)

- Are you looking after the mouse here?

- Meow! (In the affirmative.)

- Pussy, would you like some milk?

- Meow! (With great pleasure.)

- What about a puppy as a companion?

- Meow! Ff-rrrr! (Depict it in different ways: cowardly, fearfully.)

3 The teacher reads a poem. Children in the role of a cat and a dog act out a scene (several pairs in turn).

The little kitty is coming from the kitchen, her eyes are swollen.

- What are you crying about, little kitty?

- How can I, little kitty, not cry?! The cook licked the chiffchaff, and said to the kitty.

The cat and the dog go towards each other and act out a dialogue: the dog asks “woof-woof” with a questioning intonation, and the cat plaintively and tearfully answers “meow-meow.”

4 The teacher suggests learning the kittens’ song from the musical fairy tale “Cat’s House” (music by V. Zolotorev to lyrics by S. Marshak) and performing it, conveying the appropriate character.

5. Compose a song based on the given text:

- The black cat at the gate sings a sad song.

- White cat at the gate. He sings very cheerfully.

6. To the music of “Waltz” from the musical fairy tale “Cat House”, compose a dance of a white cat.

7. To the music “There’s fun all over the street,” depict the moments when the heroes of the fairy tale appear, noting the characteristic habits of the animals.

In the next lesson, many tasks are repeated, but new ones can be offered.

Staging of S. Marshak’s poem “Two Cats”.

2. Depict (alternately) kittens with different moods:

timidly knock on Aunt Cat's house;

the unfortunate, the pitiful remain outside the gates of the house;

they decisively and energetically rush to help Aunt Cat in her trouble;

dancing happily, joyfully.

Game-play “Magpie-Beloboka”

Teacher. Chiki-chiki-kichki Birch strips. Two birds were flying, not big at all. How they flew, All the people watched, How they landed, All the people marveled!

To the music of the introduction to N. Rimsky-Korsakov’s opera “The Tale of Tsar Saltan,” two children run in pretending to be birds. When the music ends, they stop and imitate playing the trumpet. Fanfare sounds.

Birds (together). Like Magpie White-sided

She got up at dawn, she got up at dawn, she started cooking.

E. Blaginina

Soroka-Beloboka runs in to the soundtrack “I danced with a mosquito” by the Russian Balalaika ensemble.

Magpie. I, Soroka-White-sided, Cooked porridge, I fed the children.

The 3rd and 4th variations of “I danced with a mosquito” are played. The magpie cooks porridge, and the magpie children run around and sit down around the magpie when the music ends. ,

Magpie (depicts the corresponding actions). She gave this one a cup, this one she gave a spoon, this one she gave a ladle. I put some porridge for everyone. Throw the porridge on the floor, wipe the beak with a napkin.

The Magpies eat porridge, and the Magpie flies away.

Sorochata (one at a time).

After breakfast we need to get down to work together.

- I’ll water all the flowers!

- I’ll put away the cups and spoons!

- I’ll take a broom in my hands

- And I’ll sweep the apartment!

- Our mommy will come

- He won’t find a speck of dust!

The 5th and 6th variations of “I danced with a mosquito” sound. Magpies are cleaned in the apartment.

Teacher. Magpie.

Teacher.

Soroka-White-sided,

Where were you?

Far!

Cooked porridge

I put it on the table,

Jumped onto the porch

She was waiting for guests!

And Crow-Barabona

I flew through the forest,

For Sorokin's cooking

Called guests.

E. Blaginina

The phonogram of the introduction to the fairy tale “About Tsar Saltan” by N. Rimsky-Korsakov sounds again. The crow flies through the forest, flying up to the guests, inviting them to Magpie with gestures.

Crow. Oh, you canary birds! You flock, get ready, Today we have a holiday, Noisy fun: At Soroka-White-sided

There's a housewarming party in the house! E. Blaginina

Teacher. The crane heard, He came out of the swamp, He polished his boots, He went to visit!

E. Blaginina

To the soundtrack of the song “On the Pavement Street,” the crane walks with an important gait, followed by frogs jumping.

Frogs. We are kva-kva frogs, Like green grass. The voices are tuned

Let's go visit! (They approach Soroka.) Magpie ("frog"). Kuma, are you to us? Frog. To you, to you! I'm jumping to the water, I want to catch!

Magpie. And who, whom, godfather? Frog. Carp, crayfish and catfish. Magpie. How do you catch it?

Will you give it to us? Frog. How not to give? Of course I will!

Teacher. Ducks are marching along the wide street. They stomp and waddle, and quack a little count: Ducks. Quack-quack-quack, Quack-quack-quack! What are rivers and seas to us?!

P. Sinyavsky

Ducks dance to the soundtrack of the song “Samara-gorodok” performed by the Skaz quartet.

Teacher. Here is a sparrow walking down the street,

He carries a violin in his left wing, plays with his right wing, and jumps from foot to foot.

Sparrow comes out and plays the violin.

Sparrow. Oh, you little birds, little canaries, get cleaned up, dress up, get ready to visit!

Birds fly to the soundtrack of Sirotin's "Polka" performed by the "Russian Folk Instruments" orchestra.

Teacher.

Here the White-sided Magpie galloped onto the threshold, and let her dear guests into the upper room...

E. Blaginina

Magpie. This, friends, is where we live! Guests (one at a time). Oh, what a beautiful house!

- There are a lot of toys here, loud rattles.

- The rooms are all bright, the walls are multi-colored.

- Oak chairs.

- The curtains are new.

- Spoons are painted, bright, carved. We will take these spoons and play and sing.

N. Lagunova

Children perform the “Dance with Spoons” to the soundtrack of the song “Oh You, Birch.” During the first part of the music, children walk around freely, admiring the spoons; during the second part, they play on the spoons, using any familiar playing technique.

Teacher.

- And the feast went here

- Noisy fun.

- At Magpie-Beloboka

- It's a housewarming party!

A free Russian dance to “Kamarinskaya” is performed by the “Russian Balalaika” ensemble. All children dance using familiar movements.

Teacher. And while they were dancing and singing, the long-legged crane could not stand it here, he pushed the mug away, Hap!.. And ate the frog!

The frog is hiding behind the table at this time. All the guests feign horror and surprise.

Teacher. Forty got angry

Yes, how it floods

Belobok got angry,

Yes, when it starts chirping... Magpie. Don't be that

In my house!

Where is it seen

So that the guests themselves eat? Teacher. The crane trembled

The long beak opened

Little Sparrow galloped

And he took out the frog!

The guests were delighted!

Then the rooks began to play,

Trumpeters.

And all the little birds are canaries

Benches knocked over

And let's go for a walk

Drive Krakowiak!

E. Blaginina

Children perform a pair dance to the soundtrack of A. Belyaev’s “Moscow Polka.”

Teacher. Now the fairy tale has ended, We will start it again. Or will we start a new one?

But first, let's rest. V. Berestov

LIST OF USED LITERATURE

Folklore-music-theater: Programs and lesson notes for teachers additional education working with preschoolers: Software method. allowance/Ed. S.I. Merzlyakova. – M.: Humanit.ed. VLADOS center, 1999.

Artemova L.V. Theatrical games for preschoolers. – M., 1990.

Zvereva O.L., Erofeeva T.I. Game - dramatization//Special course: Raising children in the game. – M., 1994. – P.12 –22.

Karamanenko Yu.P. Puppet theater for preschoolers. - M., 1982.

Konorova E. Methodological manual on rhythm. - M., 1976. - Part 1-P. Koreneva T. In the world of musical dramaturgy: Methodological manual on rhythm. - M., 1996. - Part I.

Lifits I. Rhythmic. - M., 1992. - Part 1-P.

Mendzheritskaya D.V. To the teacher about children's play / Ed. T.I. Markova. – M., 1982.- P. 39-48.

Music and movement / Comp. S. Bekina, T. Lomova, E. Sokovnina. – M., 1981, 1984.-Issue. 1-3.

Musical and motor exercises / Comp. E. Raevskaya, S. Rud33eva. – M., 1991.

We dance and play / Comp. S. Bekina, Y. Komalkov, E. Soboleva. – M., 1994. – Issue. 1-6.

We're having fun: A manual for educators and music directors. – M., 1973.

Reutskaya N.A. Theatrical games of preschoolers//Preschooler's game/Ed. S.L. Novoselova. – M., 1989. – P.166-170.

Rudzik M.F. Fundamentals of theatrical art and dramatization. – Kursk, 1994.

Rudneva S., Fish E. Rhythmics. – M., 1972.

Sigutkina R. Recommendations for organizing theatrical games // Preschool education. – 1988.- No. 8.

Sklyarenko G. Games - dramatization // Preschool education. – 1983. - No. 7.

Modern problems of theatrical and creative development of schoolchildren. – M.: 1989.

Strelkova L.P. Games - dramatization//Emotional development of a preschooler/ Ed. HELL. Koshelevoy. – M., 1985. – P.117-125.

Franio G. Lesson plan by rhythm. – M., 1993. Franio G., Lifits I. Methodological manual on rhythm. – M., 1987.

Yurina N.N. Theatrical activities in kindergarten//Aesthetic education and development of preschool children/Ed. E.A. Dubrovskoy, S.A. Kozlova. – M., 2002. – P.60-89.

Svetlana Kupriyanova
Work program for theater activities

I. Target section

1.1. Explanatory note

It is impossible to overestimate the role of the native language, which helps children consciously perceive the world around them and is a means of communication. To develop the expressive side of speech, it is necessary to create conditions in which each child could express his emotions, feelings, desires and views, not only in ordinary conversation, but also publicly.

The habit of expressiveness public speech can be cultivated in a person only by involving him from an early age in performing in front of an audience. They can be of great help with this theatrical activities. They always make children happy and are always loved by them.

Allows you to develop the experience of social behavior skills due to the fact that every literary work or fairy tale for children always has a moral orientation (friendship, kindness, honesty, courage, etc.). Thanks to the fairy tale, the child learns the world not only with the mind, but also with the heart. And not only learns, but also expresses his own attitude for good and evil.

Theatrical activities allows the child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness. Thus, theatrical classes help to develop the child comprehensively.

Real program describes the course of study theatrical activities preschool children - (children from 3 to 7 years old). She developed based on the mandatory minimum content for preschool educational institutions, taking into account updating the content for various programs described in the literature listed at the end of this section.

Target programs: creating conditions for the development of children’s creative abilities by means theatrical arts.

Tasks:

1. Create conditions for the development of children’s creative activity.

2. Improve children’s artistic skills in terms of experiencing and embodying the image, as well as their performing skills.

3. To develop the simplest figurative and expressive skills in children, to teach them to imitate the characteristic movements of fairy-tale animals.

4. Teach children the elements of artistic and figurative means of expression (intonation, facial expressions, pantomime).

5. Activate children’s vocabulary, improve the sound culture of speech, intonation structure, and dialogic speech.

6. To develop experience in social behavior skills and create conditions for the development of children’s creative activity.

7. Introduce children to different species theater(puppet, musical, children's, animal theater, etc..) .

8. Develop children's interest in theatrical activities.

Program implemented through visiting theater classes. Duration classes:15 minutes 2 junior group; 20-25 minutes average; 25-30 minutes senior group; 30 minutes preparatory group.

The main methods for implementing this programs:

Verbal: conversation, story, reading fiction;

Visual: watching videos, illustrations;

Practical: game method, method theatricalization, method of emotional dramaturgy.

The basis programs the following methodological principles:

A systems approach, the essence of which is that relatively independent components are considered not in isolation, but in their interrelation, in a system with others. With this approach, the pedagogical system work with gifted children is considered as a set of the following interrelated components: goals of education, subjects of the pedagogical process, content of education, methods and forms of the pedagogical process and subject-development environment.

A personal approach that affirms ideas about social, active and the creative essence of a gifted child as an individual. Within the framework of this approach, it is assumed that education and training will rely on the natural process of self-development of the inclinations and creative potential of the individual, and the creation of appropriate conditions for this.

Activity approach. Activity is the basis, means and decisive condition for personality development. Therefore, special Job by choice and organization activities of gifted children. This, in turn, involves teaching children how to choose goals and plan activities, its organization and regulation, control, self-analysis and evaluation of results activities.

The polysubjective approach follows from the fact that the essence of a person is much richer, more versatile and more complex than his activity. A personality is considered as a system of relationships characteristic of it, as a carrier of relationships and interactions social group, which requires special attention to the personal side of pedagogical interaction with gifted children.

The culturological approach is determined by the objective connection of a person with culture as a system of values. A gifted child not only develops on the basis of the culture he has mastered, but also introduces something fundamentally new into it, that is, he becomes the creator of new elements of culture. In this regard, the development of culture as a system of values represents, firstly, the development of the child himself and, secondly, his formation as a creative personality.

The implementation of these principles allows us to determine the main ways to solve problems when working with gifted children, plan and activity forecasting.

1.3. Planned development results programs

By the end of the year the child should be able to:

Interested in studying theatrical and play activities;

Perform simple performances based on familiar literary plots using expressive means (with intonation, facial expressions, and gestures characteristic of the characters);

Use in theatrical games shaped toys;

Depict answers to riddles using expressive means; perform in front of parents, children of your group, kids with performances.

By the end of the year the child should know:

Some types theaters(puppet, dramatic, musical, children's, animal theater, etc..):

Some techniques and manipulations used in familiar types theaters; rubber, plastic, soft toy (puppet); tabletop, tabletop-planar, cone toys.

Program compiled taking into account the implementation of connections in educational areas.

1. "Music"- children learn to hear an emotional state in music and convey it through movements, gestures, facial expressions, note the diverse content of music, which makes it possible to more fully appreciate and understand the character of the hero, his image.

2. "Fine activity» - where children get acquainted with reproductions of paintings that are similar in content to the fairy tale.

3. "Speech development"- children develop clear, clear diction, conduct Job on the development of the articulatory apparatus using tongue twisters, tongue twisters, and nursery rhymes.

4. "Acquaintance with fiction"- where children get acquainted with literary works that will form the basis for the upcoming production of the play.

5. "Acquaintance with the surroundings"- where children get acquainted with the phenomena of social life, objects of their immediate environment, natural phenomena, which will serve as material included in the content theatrical games and exercises.

6. "Choreography"- where children learn to convey an image and mood through dance movements.

Diction exercises (articulation gymnastics);

Tasks for the development of speech and intonation expressiveness;

Finger play training for development fine motor skills hands;

Exercises to develop expressive facial expressions;

Elements of the art of pantomime; exercise for the development of plasticity;

-theatrical sketches; transformation games;

Watching puppet shows and conversations based on content;

Selected ethics exercises during dramatizations;

Acquaintance with the text of a fairy tale for dramatization, the means of its dramatization - gesture, facial expressions, movement, costumes, scenery, mise-en-scène;

Preparation and performance of fairy tales and dramatizations; dramatization games.

Second junior group.

Classes are organized so that children do not have to reproduce the text of a fairy tale; they perform a specific action. The teacher reads the text 2-3 times, which helps to increase the children’s sound concentration and subsequent independence. It is very important to teach children some methods of play actions according to the model given by the teacher. Based on the techniques received, the child is capable of basic self-expression. The expansion of gaming experience comes through the development of varieties of dramatization games, which is achieved by successively complicating the game tasks in which the child is involved. At the same time, such subsequence:

A game simulating individual human actions (including his emotions, animals and birds (the sun came out - the children smiled, clapped their hands, jumped on the spot);

A game that simulates sequential actions combined with the conveyance of the hero’s emotions (the cheerful nesting dolls clapped their hands and began to dance);

Game - imitation of images of friends fairy tale characters (the clumsy bear walks towards the house, the brave cockerel walks along the path)

Game - improvisation to music ( "Happy Rain"); and so on.

Age is related to position mastery "viewer", the ability to be a friendly spectator, watch and listen to the end, clap your hands and say thank you "artists".

Middle group.

Children improve their performing skills, develop a sense of partnership. To develop imagination, take the following tasks: How: “Imagine the sea, the sandy shore. We lie on the warm sand, sunbathe. We're in a good mood. We dangled our legs, lowered them, raked the warm sand with our hands,” etc.

Creating an environment of freedom and looseness, it is necessary to encourage children to fantasize, modify, combine, compose, improvise based on existing experience. So, they can change the beginning and ending of familiar plots, come up with new circumstances in which the hero finds himself, introduce new characters into action. Mimic and pantomimic etudes and etudes for memorizing physical actions are used. Children are connected to inventing the design of fairy tales, reflecting them in the pictorial activities. In dramatization, children manifest themselves very emotionally and directly; the process of dramatization itself captures the child much more than the result. Children's artistic abilities develop from performance to performance. Joint discussion of the production of the play, collective work to implement it, the performance itself - all this brings together the participants in the creative process, makes them allies, colleagues in common cause, partners. Work on the development of theatrical activities and the formation of children's creative abilities brings tangible results. Art theater, being one of the most important factors of aesthetic inclinations, interests, and practical skills. In progress theatrical activity there is a special, aesthetic attitude to the surrounding world, general mental processes: perception, imaginative thinking, imagination, attention, memory, etc.

Senior groups.

Children of the senior and preparatory school groups are keenly interested in theater as an art form. They are fascinated by stories of history theater and performing arts, about the internal arrangement theatrical rooms for spectators (foyer with photographs of artists and scenes from performances, wardrobe, auditorium, buffet) and for theater workers(stage, auditorium, rehearsal rooms, costume room, dressing room, art workshop). Interesting for children and theater professions(director, actor, make-up artist, artist, etc.). Preschoolers already know the basic rules of behavior in theater and try not to break them when they come to the performance. Prepare them for the visit theater Special games will help - conversations, quizzes. For example: "Like Little Fox in the theater went", "Rules of conduct in the auditorium", etc. Introduction to various types theater promotes the accumulation of living theatrical impressions, mastering the skill of their comprehension and aesthetic perception.

A dramatization game often becomes a performance in which children play for the audience, and not for themselves; they have access to director's games, where the characters are dolls obedient to the child. This requires him to be able to regulate his behavior, movements, and think about his words. Children continue to act out small stories using different types theater: tabletop, bibabo, bench, finger; invent and act out dialogues, expressing intonation the characteristics of the character and mood of the hero.

In the preparatory group, an important place is occupied not only by the preparation and performance of the performance, but also by the subsequent Job. The degree of assimilation of the content of the perceived and acted performance is determined in a special conversation with children, during which opinions are expressed about the content of the play, characteristics of the acting characters are given, and means of expression are analyzed.

To determine the degree to which children have mastered the material, the association method can be used. For example, in a separate lesson, children remember the entire plot of the play, accompanied by musical works that sounded during it, and using the same attributes that were on stage. Repeated use of the production contributes to better memorization and understanding of its content, focuses children’s attention on the features of expressive means, and makes it possible to relive experienced feelings. At this age, children are no longer satisfied with ready-made stories - they want to come up with their own and for this they should be provided with the necessary conditions:

Encourage children to create their own crafts for the director's board theatrical play;

Introduce them to interesting stories and fairy tales that will help them create their own ideas;

Give children the opportunity to reflect ideas in movement, singing, drawing;

Show initiative and creativity as a role model.

Improvement of individual elements of movements, intonations help special exercises and gymnastics that preschoolers can do themselves. They come up with and assign an image to their peers, accompanying it with words, gestures, intonation, posture, and facial expressions. Job built on structure: reading, conversation, performance of an excerpt, analysis of the expressiveness of reproduction. It is important to provide children with more freedom in action and imagination when simulating movements.

2.2. Ways and directions to support children's initiative

Program provides the opportunity to develop creative skills in theatrical activities. Classes are held with all children, without any selection, once a week, in a regularly ventilated room at the base kindergarten.

The learning process should proceed completely naturally in accordance with the age development of children. The success of classes depends on the teacher’s ability to create comfortable conditions where every child would feel prosperous, accepted, loved, and self-confident. Thus, a favorable educational and developmental environment will contribute to the timely development of the child’s mental and creative processes.

IN work with preschool children, it is necessary to remember that every child is a Personality who has the right to his own, unique path of development. And the role of an adult is to help children reveal their capabilities and abilities.

The teacher is in the position of organizer of the developmental environment. He is a researcher and observer who respects the right of children to be different from adults and from each other, the right to their individuality.

A teacher is a respectful interlocutor in dialogue, an older friend who guides him in the right direction, but does not impose his thoughts and his will. This is a consultant, an assistant in the preparation of monologues and dialogues, not a critic or controller, but first of all a person who encourages any discoveries - especially original ones - stimulates speech activity and demonstrates tactful behavior and a creative approach to business.

When teaching preschoolers, it is necessary to use gaming technologies, group and individual forms. work, methods of observation, comparison, innovative methods of pedagogical techniques of developmental and exploratory learning.

2.3. Features of interaction with families of pupils

Practice shows that most parents are not indifferent to the success of their children. They strive to keep abreast of the child’s progress in demonstrating creative abilities, and are able to provide support to him and the teacher. The child discovers a new world for himself, which is not limited to the material offered in the classroom. Therefore, parents can provide greater exposure to culture, literature, customs and traditions. The teacher can offer parents advice on the following: content:

Taking an interest in what new the child learned in class is necessary to maintain interest in theater arts;

Help children prepare for classes: select pictures, toys, stick photos, draw on a given topic;

Pay attention to the characteristics of the child’s assimilation of new material;

Pay attention to the characteristics of the child’s memory and thinking;

Monitor and help with homework;

Listen to recordings of songs, poems, rhymes with your child;

In case of forced absences from classes, contact the teacher and try to help the child catch up;

Take part in the preparation as much as possible theatrical events, for example, in the manufacture of costumes for performances;

Come to matinees and holidays as spectators and participants.

Relationships with parents are built taking into account individual approach, friendly communication style.

III. Organizational section

3.1. Security teaching materials and means of training and education

Conducting classes is aimed at revealing the creative abilities of children. Basically, practical classes are conducted, which are structured in the form theatrical productions, vocal and dance performances, preparation for various holidays, competitions, literary and musical compositions, matinees ( Job over expressive speech, movements, creating the image of a hero).

During the lessons, children acquire knowledge about theatrical and musical art; learn to speak correctly and beautifully, read poetic texts. During the rehearsal activities guys get skills stage work, learn the culture of performance, behavior on stage, and learn improvisation during performances.

During individual lessons in small groups, children gain skills work above artistically, learn to capture the features of a particular role, the art of transformation through participation in the creation of elements of scenery and costumes.

During communication and purposeful joint activities The students gain and develop business and informal communication skills, both in small groups and in the team as a whole, gain experience in communicating in different social roles, and experience in public speaking in front of various audiences.

Equipment: Video discs, audio discs, puppet theater, theatrical masks, costumes, piano, musical instruments, screen, music center, microphones.

Literature:

1. Deryagina L. B. Playing a fairy tale. Scenarios in verse for production in kindergarten and primary school. – SPb.: PUBLISHING HOUSE LLC "CHILDHOOD-PRESS", 2010. – 128 p.

2. Deryagina L. B. Theatrical activities in preschool educational institutions. Scenarios based on fairy tales of foreign writers and peoples of the world. – SPb.: PUBLISHING HOUSE LLC "CHILDHOOD-PRESS", 2015. – 128 p.

3. Card index of portraits of children's writers. Brief biographies. Part I / Comp. L. B. Deryagina. – SPb.: PUBLISHING HOUSE LLC "CHILDHOOD-PRESS" .

4. Card index of portraits of children's writers. Brief biographies. Part II / Comp. L. B. Deryagina. – SPb.: PUBLISHING HOUSE LLC "CHILDHOOD-PRESS", 2013. – 32 p.: 14 colors. ill. - (Equipping the pedagogical process in preschool educational institutions; issue 25).

5. Tkacheva O. V. Scenarios for holidays, entertainment and music classes for kindergarten. – SPb.: PUBLISHING HOUSE LLC "CHILDHOOD-PRESS", 2014. – 176 p.

3.2. Features of the organization of a developing subject-spatial environment

The main condition for implementation programs is the teacher himself. He performs in different qualities: speaker, wizard, teacher, actor, storyteller, etc. His living word, artistry, ability to clearly demonstrate speech skills, create an atmosphere of communication is an example for children. This makes it possible to identify and develop abilities and talents in preschoolers.

First, an atmosphere conducive to creativity is created. activities, conditions for the most free realization of the intellectual, emotional abilities and capabilities given by nature that are characteristic of a given pupil.

The teacher should:

Have basic knowledge of anatomy, developmental psychology, philology;

Know new children's cartoons, toys, programs, books and use it in your work if necessary.

The teacher's living word, his artistic taste, and mastery of words are an example for students.

For successful work and provision of forecasted results require certain conditions:

Cozy aesthetic space for studying (Music hall, groups)

Kits handout (finger theater and others.)

Library of children's poems, fairy tales and stories.

Textbooks (library of scientific and methodological literature on rhetoric, as well as books on speech development).

Media library in this area activities.

"APPROVED"

Head of MBDOU

Kindergarten No. 5 “Squirrel”

Kiselevsk

Gorshkova E. I.

"___"_______________2013

WORKING PROGRAMM

Theater studio

"Colored Peas"

Musical director:

Mogireva Larisa Yurievna

Kiselevsk

2013

Theatrical activities

(middle, senior, preparatory groups)

EXPLANATORY NOTE

Artistic and aesthetic education occupies one of the leading places in the content of the educational process of a preschool educational institution and is its priority direction. For the aesthetic development of a child’s personality, a variety of artistic activities are of great importance - visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of children’s aesthetic interests, needs, aesthetic taste, as well as creative abilities. Theatrical activities provide a rich field for the aesthetic development of children, as well as the development of their creative abilities. In this regard, additional classes on theatrical activities have been introduced at the preschool educational institution, which are conducted by a teacher of additional education.

This program describes a training course in theatrical activities for preschool children aged 4-7 years (middle, high and preparatory groups). It was developed on the basis of the mandatory minimum content for theatrical activities for preschool educational institutions, taking into account the updating of content for various programs described in the literature given at the end of this section.

Target programs - development of children's creative abilities through theatrical art.

Tasks :

To create conditions for the development of creative activity of children participating in theatrical activities, as well as the gradual development by children of various types of creativity by age group.

Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, preschool employees, organizing performances
children of older groups before younger ones, etc.).

Teach children manipulation techniques in puppet theaters of various types.

Improve children's artistic skills in terms of experiencing and embodying the image, as well as their performing skills.

Introduce children to all age groups with various types of theaters (puppet, drama, musical, children's, animal theater, etc.).

Introduce children to theatrical culture, enrich their theatrical experience: children’s knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, theaters of the city of Moscow.

To develop children's interest in theatrical and play activities.

The program involves one lesson per week in the first or second half of the day. Lesson duration: 20 minutes - middle group, 25 minutes - senior group, 30 minutes - preparatory group. Total training sessions per year - 31.

Pedagogical analysis of children's knowledge and skills (diagnostics) is carried out 2 times a year: introductory - in September, final - in May.

The program is designed taking into account the implementation of interdisciplinary connections across sections.

« Musical education», where children learn to hear different emotional states in music and convey them through movements, gestures, and facial expressions; listen to the music for the next performance, noting its varied content, which makes it possible to more fully appreciate and understand the character of the hero, his image.

"Visual activity", where children get acquainted with reproductions of paintings, illustrations that are similar in content to the plot of the play, and learn to draw with different materials based on the plot of the play or its individual characters.

« Speech development", in which children develop clear, clear diction, work is being done on the development of the articulatory apparatus using tongue twisters, tongue twisters, and nursery rhymes.

"Acquaintance with fiction" where children get acquainted with literary works that will form the basis for the upcoming production of the play and other forms of organizing theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in everyday life, independent theatrical activities of children).

"Acquaintance with the surroundings" where children get acquainted with the phenomena of social life, objects of the immediate environment, natural phenomena, which will serve as material included in the content of theatrical games and exercises.

"Rhythmic" where children learn to convey the image of a hero, his character, and mood through dance movements.

PROGRAM CONTENT

The content of the program includes eight main blocks presented in tables. Let's list them.

Block 1 - basics of puppeteering.

Block 2 - basics of puppet theater.

Unit 3 - Basics acting.

Block 4 - the basic principles of dramatization.

Block 5 - independent theatrical activity.

Block 6 - theatrical alphabet.

Block 7 - holding holidays.

Block 8 - leisure and entertainment.

It should be noted that the blocks:

1, 5, 8 are implemented in one or two lessons per month;

block 2 is implemented in two lessons per month;

blocks 3, 4 - at each lesson;

block 6 - at thematic classes 2 times a year (three classes in October and March);

block 1 is sold once a quarter.

Program middle group

(September - May)

Blocks

Basic component

DOW component

1. Basics of puppeteering

To teach children to use figurative tabletop theater toys in theatrical games.

September.

Tasks: to develop puppeteering skills with rubber, plastic, and soft table theater toys.

A game: Theater of two actors. Sketches:“The Bear and the Fox”, “Meeting of the Hare and the Bear”, “Masha’s Dance”

October.

Tasks: teach children the techniques of puppeteering in a tabletop theater.

A game: Theater of two actors. Sketches:“Visiting Masha”, “The Dog and the Bear”, “Grandfather and Woman’s Dance”

November.

Tasks: teach children the techniques of puppeteering tabletop cone toy theater.

A game: Theater of two actors. Sketches:“Meeting of the hare and the fox”, “Dance of the fox and the cat”, “Grandmother and granddaughter”.

To teach children to use figurative toys of stand theater and riding puppet theater in theatrical games

December. Tasks: teach children the techniques of sequentially overlaying pictures according to the plot of simple, familiar fairy tales (stand theater on a flannelgraph and a magnetic board).

Sketches:"Meeting of a cat and a dog", "Dance of the mice"

January February.

Tasks: introduce children to the theater screen and the techniques of driving riding puppets.

A game: Theater of two actors. Sketches:“Mom is walking”, “Girl is walking”, “Two mice”, “Grandfather and turnip”

March - May.

Tasks: teach children how to drive riding dolls on a screen.

A game:"Theater of two actors."

Sketches:"Meeting of the Fox and the Hare", "Meeting of the Mouse and the Frog",

"Dance of the Animals"

2. Basics of puppet theater

September - November.

Tasks: to form the emotional expressiveness of children’s speech; cultivate the ability to follow the development of action in a fairy tale, develop an emotional response to the actions of the characters in a puppet show, evoke sympathy and a desire to help, learn to evaluate the actions of the characters.

Fairy tales:“Zayushkina’s hut”, Russian folk tale. "The Tar Bull", Russian folk tale

December.

Tasks: develop the ability to evaluate the actions of the characters in the play; continue to shape the emotional expressiveness of children’s speech.

Fairy tales:"Masha and the Bear", Russian folk tale

January February.

Tasks: introduce children to theatrical screens and techniques for driving riding puppets. A game: Theater of two actors. Sketches:“Mom is walking”, “Girl is walking”, “Two mice”, “Grandfather and turnip”

March - May.

Tasks: continue to instill in children a love for the puppet theater and create a desire to participate in puppet shows. Fairy tales:“How a dog was looking for a friend”, Mordovian folk tale.

3. Basics of acting

September - November.

Tasks: form in children characteristic gestures of pushing, pulling, opening, closing; develop children’s ability to understand the emotional state of another person and teach them to adequately express their own. Introduce pictograms (cards-symbols depicting different human emotions - fun, sadness); cultivate attentiveness, develop imagination, imagination of children.

Sketches: M. Chistyakova on the expressiveness of the gesture: “Hush,” “Come to me,” “Go away,” “Goodbye”; to express basic emotions: “The fox is eavesdropping,” “Delicious candy,” “ New doll”, “The little fox is afraid”, “Vaska is ashamed”, “Silent”; M. Chekhov on attention, faith, naivety and imagination.

December - February.

Tasks: activate children, develop their memory and attention. Games:“Be careful”, “Canon for kids”, “Remember your place”, “Remember your pose”, “Flag” by M. Chistyakova.

March - May.

Tasks: develop in children the ability to correctly understand the emotional and expressive movements of the hands and adequately use gestures. Sketches:“It's me!”, “It's mine!”, “Give it back!”, “Icicles”, “Humpty Dumpty”, “Parsley is jumping” by M. Chistyakova

4. Basic principles of dramatization

To teach to play simple performances on familiar literary plots, using expressive means (intonation, facial expressions, gesture)

September - November.

Tasks: improve children's improvisational abilities; develop a positive attitude towards dramatization games; encourage children to participate in dramatization games of their own free will.Fairy tales: “Teremok”, “Kolobok”, Russian folk tales.Scene: “The Hedgehog and the Fox” (based on the poem V. Fetisova)

December - February.

Tasks: to form emotionally rich speech in children, to activate the vocabulary; maintain an interested attitude towards dramatization games, the desire to participate in this type of activity.

Fairy tales:"Rukavichka", Ukrainian folk tale. Scenes:“Bear” (based on the poem “For the Holidays” by G. Vieru)

March - May.

Tasks: improve children's improvisational abilities; continue to cultivate an interested attitude towards dramatization games.Fairy tales: "The Wolf and the Seven Little Goats", a Russian folk tale; "Alyonushka and the Fox", a Russian folk tale; "Little Red Riding Hood", a French fairy tale.Scenes:“Cat” (based on a poem by G. Vieru)

5. Independent theatrical activity

September - November.

Tasks: encourage children to play with tabletop theater dolls, act out familiar fairy tales and poems

December - February.

Tasks: attract children to independent games with stand types of theaters (flannelgraph, magnetic board) and with horse puppet theater

March - May.

Tasks: Encourage children to participate in dramatization games.

6. Theater ABC

September - November.

Tasks: to form children's ideas about the theater (artists are theater wizards, dolls are little assistants to artists); introduce children to the rules of behavior in the theater; replenish and activate children's vocabulary by introducing special terminology related to theatrical activities - the names of various puppets (certain types of puppet theaters); names of theatrical characters, objects, scenery.

7.Holidays

To instill in children a sense of joy, a desire to perform at a matinee: read poetry, act out skits. Encourage children's participation in preparing for the holidays, maintain a joyful feeling from joint actions and successfully completed tasks.

September - November.

Tasks: develop the ability to act freely and relaxed in front of the audience in accordance with the individual characteristics of children; to cultivate and support the desire to please parents, kindergarten teachers, and children with their performance.

Activity:"Visiting Autumn"

December - February. Tasks: continue to develop a strong interest in speaking to parents and employees

kindergarten, kids. Activity:"The Wizard Santa Claus."

March - May. Tasks: continue to develop a sustainable interest in

speeches to parents, kindergarten staff,

kids.

Activity:“Visiting the cat Leopold” (holiday dedicated to March 8)

8. Carrying out

leisure and entertainment

Develop children's interest in various forms performances prepared by older children and adults, and the desire to participate in them.

September.

Puppet show “This is music!” (performed by kindergarten teachers).

October.

Dramatizations: “Vegetable Dispute”, “Autumn Leaf” (performed by children of pre-school groups).

November.

“Fun Fair” - theatrical performance (children of the preschool group).

December - February. Tasks: develop the ability to understand the content of fairy tales and dramatizations, evaluate the actions of the characters, and give them an objective assessment.

1 . “The Nutcracker” - a musical fairy tale performed by children

school preparatory groups.

employees.

3. “Cat, Rooster and Fox” - puppet shows performed by children of older groups

March - May. Tasks: teach children to correctly express their feelings and experiences; maintain interest in what is happening on stage.

1 . “The Naughty Kittens Lost Their Gloves,” a dramatization of an English folk song (performed by children of the preparatory school group).

2. “Little Red Riding Hood” - a fairy tale performed by children of older groups of kindergarten.

Program senior group

(September - May)

Blocks

Main component

DOW component

1. Basics of puppetry

September - November.

Tasks: continue to teach children how to ride riding dolls. A game: Theater of two actors. Sketches:“Grandfather’s Joyful Meeting with Zhuchka”, “Unpleasant Conversation”, “Game of Blind Man’s Bluff”

December - January.

Tasks: consolidation of finger theater puppeteering skills. A game: Theater of two actors. Sketches:“A Bunny Came to Us”, “Chicken and Cockerel”, “Cat and Cockerel”

February.

Tasks: teaching children puppetry techniques of the bibabo theater. A game:"The Theater of Two Actors"

March, April.

Tasks: continue to develop in children the skill of driving the puppets of the Bibabo theater, encourage them to create dance compositions and play improvisations with the puppets of this theater.

“Russian round dance” - dance composition

May. Tasks: introduce children to the techniques of puppeteering puppets and dolls with a “living hand”.

Sketches:“An ostrich came to visit us”, “Alyonushka’s dance”.

2. The basics of puppetry

theater

Continue to develop the ability to use puppets from different theaters to act out scenes based on familiar fairy tales and poems.

September - November.

Tasks: instill a sustainable interest in food

stake theatre; encourage children's active participation in puppetry

performance.

Fairy tales:"Cuckoo", Nenets fairy tale

December - February. Tasks: teach children proper speech breathing, the ability to change tempo, volume of sound, and achieve clear diction;

to form intonational expressiveness of speech; arouse interest in the finger theater, bibabo theater, and a desire to participate in a performance with puppets of these theaters; develop interest in the puppet theater, in the puppet with a "living hand".

Fairy tales:"Cat, Rooster and Fox", Russian folk tale (finger theatre); “Zhiharka”, Russian folk tale (bibabo theater) “Geese-swans”, Russian folk tale.

“The Mistress” - P. Sinyavsky (bibabo, Alyonushka doll from the puppet theater with a “living hand”)

3. Basics of acting

skill

September - November.

Tasks: develop the ability to understand a person’s emotional state and be able to adequately express one’s mood.

Sketches:"Surprise", "Flower", "North Pole", "Angry

grandfather”, “Guilty” (M. Chistyakova).

Games with pictograms:“Pick up a phrase”, “Think up and say a phrase

with the intonation of a pictogram card"

December - February.

Tasks: develop children's memory and imagination.

Sketches M. Chekhov: attention, faith, naivete, fantasy

March - May.

Tasks: develop expressiveness of gesture.

Sketches M. Chekhov: “Here he is”, “Game with pebbles”, “Sleep ho-

even, "Carlson", "Cinderella"

4. Basic principles

dramatization

Continue to develop children’s skills in acting out scenes based on familiar fairy tales and poems using attributes, costume elements, and scenery. Improve performance skills.

September - November.

Tasks: continue to teach children to independently choose means for conveying images, conveying dialogues, and actions of characters; improve improvisational abilities, stimulate the desire to change actions, introduce your own lines; to teach to feel your partner, to strive to play along with him; continue to cultivate an interested attitude towards dramatization games.

Fairy tales:"Three Little Pigs", a fairy tale translated by S. Ya. Marshak.

Dramatization:“Who said meow?” (according to V. Suteev).

Scenes: "Hedgehog", "Dispute of clouds" (based on a poem L. Korchagina)

December - February.

Tasks: continue to develop the ability of children to play a play based on a familiar fairy tale.

Fairy tales:"Sister Chanterelle and the Gray Wolf", Russian folk tale. “Confusion”, K.I. Chukovsky

March - May.

Tasks: develop initiative and independence

children acting out a performance based on a familiar fairy tale.

Fairy tales:“Little Red Riding Hood”, C. Perrault.

Dramatization: "Who will find the ring? based on the poemS A. Marshak

5. Independent

theatrical figure

ness

September - November.

Tasks: involve children in independent games

with riding dolls on the screen.

December - February.

Tasks: Encourage children to invent fairy tales using finger theater puppets and bibabo theater.

March - May.

Tasks: develop a desire to improvise with bibabo dolls, puppets, and “living hand” dolls.

6. Theater ABC

September - May.

Tasks: continue to shape children’s ideas about theater and introduce them to theatrical culture; introduce the theater, its history, structure; talk about theatrical professions and types of theaters, teach the rules of behavior in the theater.

7. Carrying out

holidays

Accustom children to

active participation in the preparation and holding of holidays, in the manufacture of attributes. Bring up an emotionally positive attitude towards the holidays.

September - May.

Tasks: develop the ability to behave freely and relaxed when speaking in front of adults, peers and children; cultivate love and interest in theatrical art. Activity:"Forest Fair" (autumn festival); "Christmas tree"; “Little Red Riding Hood” - matinee dedicated to March 8

8. Leisure activities

and entertainment

Organize viewings of performances, concerts, puppet theater productions. Learn to carefully watch and listen to the speeches of adults, children, and toddlers, and respond emotionally to them. Cultivate goodwill and the ability to correctly evaluate the actions of characters. To teach to actively participate in various entertainments, using the skills and abilities acquired in classes.

September - November.

1 . “September 1 - Day of Knowledge” with the puppet show “The Three Little Pigs” performed by kindergarten teachers.

2. “The Cat and the Fox,” a puppet show performed by teachers.

3. “Fun Fair” - theatrical performance (teachers). 4. “Kesha and Irishka are invited to visit” - a theatrical performance.

5. “The House That Jack Built” - puppet show performed by

children of preparatory groups for school.

December - February.

Tasks: teach children to evaluate correctly

mortars of the characters, to cultivate good feelings.

1 . “The Nutcracker” is a fairy tale performed by children in pre-school groups.

2. “Your handkerchief” - a puppet show performed by

teachers.

3. “Moroz Ivanovich” - a puppet show performed by children from pre-school groups

March - May.

Tasks: arouse a sustained interest in what is happening on stage, a desire to actively participate in various entertainments.

1 . “The Playful Kittens Lost Their Gloves” - a dramatization performed by children from pre-school groups.

2. “Theater Day” - a theatrical performance for Theater Day (the last week of March).

4. “We need cleanliness for health” - a theatrical performance for Health Day (April 7).

Preparatory group program

(September - May)

Blocks

Main component

DOW component

1. Basics

puppeteering

September - November.

Tasks: introduce children to the techniques of driving spinner dolls.

A game:"Theater of two actors."

Sketches:"Girl and Boy", "Dance of the Cat and Mouse"

December - January.

Tasks: introduce children to various techniques

Mami driving cane dolls.

A game:"Theater of two actors."

Sketches:“Fun exercise”, “Parrot washes itself”, “Unexpected meeting”

February.

Tasks: introduce children to the floor type of theater - cone, and techniques for driving these dolls.

Game "Theater of two actors".

Sketches:“Walk in the Forest”, “Meeting of Friends”, “Merry Dance”

March - May.

Tasks: consolidate puppeteering skills of various types of puppet theaters.

Sketches: one sketch for each type of puppet theater according to programs for different age groups

2. Fundamentals of puppet theater

Wider use of different types of theaters in the theatrical activities of children

September - November.

Tasks: to develop an interest in the spinner puppet theater and a desire to participate in a puppet show.

Dramatization:"The House That Jack Built" - based on an English song, translated by S.Ya. Marshak

December - February.

Tasks: instill in children a sustainable interest in new types of theaters: cane and floor puppets, develop

creative independence in the transfer of the image.

Fairy tales:"Moroz Ivanovich", V. Odoevsky

March - May.

Tasks: to form a steady interest in puppetry

theater, the desire to control puppets of various systems.

Dramatization:"Carnival of Dolls"

3. Basics of acting

September - November.

Tasks: contribute to expanding the range of emotional perception and expression of various emotions (joy, grief, surprise, fear); teach the expression of various emotions and the reproduction of individual character traits.

Sketches M. Chekhov: “Lost”, “Kittens”, “Little Sculptor”, “Sentry”, “Ttimid Child”, “Liar Cook”.

Games with pictogram cards:"Transmitters", "Draw and Say"

December - February.

Tasks: teach children to intuitively recognize the atmosphere of a person, event, place, season, day and be able to get used to this atmosphere; develop memory and imagination.

Sketches M. Chekhov: attention, faith, naivety, fantasy, atmosphere

March.

Tasks: develop the ability to express basic emotions and appropriate

react effectively to the emotions of those around you.

Sketches by M. Chistyakova: on the expression of basic emotions - “Lyu-

hoofy”, “Round eyes”, “Old mushroom”, “Ugly duckling”,

"Wrathful Hyena"

April May.

Tasks: develop in children expressive gestures and the ability to reproduce individual character traits.

Sketches M. Chistyakova: “I don’t know”, “Friendly family”, “Pump and

ball”, “Karabas-Barabas”, “Three characters”, “Harmful ring”.

Games with pictogram cards

4. Basic principles

dramatization

September - November.

Tasks: improve children's improvisational abilities, encourage them to search for expressive means

for transmission characteristic features characters of the play.

Fairy tales:“The Tale of the Brave Hare”, D. Mamin-Sibiryak.

Dramatizations: based on the poems of Yu. Kopotov - “Volnushki”;

V. I. Miryasova - “Autumn Leaf”; Y. Tuvima - “Vegetable Dispute”

December - February.

Tasks: improve children's improvisational abilities, develop initiative and independence in

creating images of various characters.

Fairy tales:"The Nutcracker", a musical fairy tale

March - May.

Tasks: improve children's improvisational abilities, develop initiative and independence in creating images of various characters.

Dramatizations:“Sparrows” (based on a poem by V. Berestov); “Moose” (based on a poem by N. Kordo); “The Playful Kittens Lost Their Gloves” (based on an English folk song translated by I. Rodin); "Three Moms"

Develop independence in organizing theatrical games: the ability to independently choose a fairy tale, poem, prepare the necessary attributes and decorations for a future performance, distribute responsibilities and roles among themselves. Develop creative independence in conveying an image.

September - November.

Tasks: encourage children to independently compose and act out short fairy tales using turntable dolls

December - February.

Tasks: Encourage children to make up short stories and act them out using canes and

floor dolls

March - May.

Tasks: encourage children to use various types of puppet theaters familiar to them in creative games

6. Theater

ABC

September - February.

Tasks:- to deepen children's knowledge about the theater as an art form. To form a sustainable interest in theatrical art, the need of every child to turn to the theater as a source of special joy, emotional experiences, and creative participation;

- clarify information about the main means of expression;

- consolidate children's ideas about the features of various theaters (opera, ballet, drama theater, puppet theater, children's theater, animal theater);

- expand the range of information about those who work in the theater (butler, dance director);

- consolidate behavior skills while visiting the theater or watching a performance;

- identify and name the varieties of familiar puppet theaters (tabletop, bench, bibabo, riding puppets, puppets, live hand puppets, finger puppets)

March - May.

Tasks: clarify and generalize children’s knowledge about the theater, its history, varieties, structure, theatrical professions, costumes, attributes, rules of behavior in the theater, types of puppet theaters, theatrical terminology, means of artistic expression

7. Carrying out

holidays

Involve children in active participation in the preparation of holidays. Cultivate a sense of satisfaction from working together. Develop a desire to take an active part in matinees

September - February.

Tasks: continue to work on children’s ability to behave freely and relaxed when speaking in front of adults, peers and younger children; encourage children’s desire to take an active part in the holidays, using improvisational skills acquired in classes and in independent theatrical activities.

Activity: folklore holiday "Kuzminki".

March - May.

Tasks: encourage creativity

children, the desire to bring joy to the audience.

Activity:"The Nutcracker" (New Year's fairy tale); spring matinee,

“Cinderella’s Prom” - graduation of children to school

8. Leisure activities

and entertainment

Organize puppet theater performances and listening to fairy tales for children.

Encourage all children to actively participate in fun activities

September - November.

Tasks:

1 . “September 1 - Day of Knowledge” - a theatrical performance with a puppet show “This is music!” performed by kindergarten teachers.

2. “The Cat and the Fox” - a puppet show performed by teachers.

3. “Fun Fair” - theatrical performance (teachers).

4. “Kesha and Irishka are invited to visit” - a theatrical performance.

5. “Cuckoo” - a puppet show performed by children of older groups

December - February.

Tasks: arouse sustained interest in what is happening on stage.

1 . “Your Handkerchief” is a puppet show performed by teachers.

2. “Cat, Rooster and Fox” - a puppet show performed by children of the senior group

3. “Zhiharka” - a puppet show performed by children of the senior group

March - May.

Tasks: cultivate a kind attitude towards peers, encourage each child to actively participate in entertainment.

1 . “Theater Day” is a theatrical performance dedicated to Theater Day (the last week of March).

3. “We need cleanliness for health” - for Health Day (April 7).

4. “Like Easter cakes” - fair.

5. “Like Easter cakes” - a puppet show performed by teachers

TRAINING LEVEL REQUIREMENTS

PUPILS

The requirements for skills and knowledge acquired as a result of studying the “Theatrical Activity” section are given in the table

Group

Basic component

DOW component

Average

Should be able to:

- interested in engaging in theatrical and play activities;

- perform simple performances based on familiar literary plots, using expressive means (intonation, facial expressions, gesture);

- use figurative toys and bibabo, self-made toys from different materials

Must know:

- some techniques and manipulations used in familiar types of theaters: rubber, plastic, soft toys (puppet), tabletop, tabletop-planar, cone toys, stand on a flannelgraph and magnetic board, riding puppets.

Must have an idea:

- roles of actors, puppets;

- existing rules of behavior in the theater;

- ABC of theater (names of certain types of theaters, theatrical characters, objects, scenery)

Older

Should be able to:

- act out scenes based on familiar fairy tales, poems, songs using puppets of familiar types of theaters, elements of costumes, and scenery;

- feel and understand the emotional state of the characters, engage in role-playing interactions with other characters; - speak in front of peers, younger children, parents, and other audiences

Must know:

- some types of theaters (puppet, drama, musical, children's, animal theater, etc.);

- some techniques and manipulations used in familiar types of theater: riding puppets, finger puppets, bibabo.

Must have an idea:

- about theater, theatrical culture;

- theater history;

- theater arrangement (auditorium, foyer, wardrobe);

- theatrical professions (actor, make-up artist, costume designer, director, sound engineer, decorator, lighting designer, prompter)

Prepare

body

Should be able to:

- independently organize theatrical games (choose a fairy tale, poem, song for production, prepare the necessary attributes, distribute responsibilities and roles among themselves);

- perform performances, dramatizations, use means of expression (posture, gestures, facial expressions, voice, movement);

- widely use various types of theaters in theatrical activities

Must know:

- some types of theaters (puppet, drama, musical, children's, animal theater, etc.);

- some techniques and manipulations used in familiar types of theater: spinner puppets, cane puppets, floor cone.

Must have an idea:

- about theater, theatrical culture; - theatrical professions (valet attendant, dance director, etc.)

BIBLIOGRAPHY

Vygotsky L.S. Imagination and creativity in childhood.

Chistyakova M.I. Psycho-gymnastics

Kurevina O.A. Synthesis of arts in aesthetic education of preschool and school children. M., 2003.

Kutsakova L.V., Merzlyakova S.I. Raising a preschool child: developed, educated, independent, proactive, unique, cultural, active and creative. M., 2003.

Ledyaykina E.G., Topnikova L.A. Holidays for modern kids. Yaroslavl, 2002.

Miryasova V.I. We play in the theater. Scripts for children's plays about animals. M., 2000.

Mikhailova M.A. Holidays in kindergarten. Scenarios, games, attractions. Yaroslavl, 2002.

Petrova T.N., Sergeeva E.A., Petrova E.S. Theatrical games in kindergarten. M., 2000.

Pole L. Fairy tale theater. St. Petersburg, 2001.

Sorokina N.F., MilanovichL.G. Theater - creativity - children. M., 1995.

The world of childhood, inner world child, the key to many exciting problems in our lives. We want to see our children happy, but often we do not attach importance to the children’s experiences and consider them trivial. The child is left alone with his feelings and does not always find the strength to cope with them on his own. It is in preschool age that a child gets his first experience of communicating with friends, experiences failures and victories. And this is reflected in the formation of character. We adults must help the child to acquire more positive emotions, teach him to be kind, sympathetic, sociable, and the ability to speak beautifully and correctly. I believe that kindergarten is the first and main step in the development of all these qualities, and theatrical activities are an assistant in this work. Why theater? It’s just that theater is always a game, (after all, children love to play) the expectation of something extraordinary, amazing - a MIRACLE. This is an opportunity not only to see the hero, but also to become one yourself. Only in the theater can you turn from a timid boy into a brave and courageous Hero-Bogatyr, and from a capricious girl into a gentle and kind Princess. Issues of harmonious development and creative self-realization of children find their solution in the “Theater and Fairy Tale” program of the “Teremok” structural unit. Discovering a unique individuality in oneself will help a child realize himself in studies, creativity, and communication with others. This program is designed to help in these aspirations. It is designed to work with children of different age groups.

Group 1 - children 3-4 years old.

Group 2 - children 4-5 years old.

Group 3 - children 5-6 years old.

Each group has its own tasks and a certain scope of topics with a differentiated approach to children.

The theater and gaming program is an independent author's course, developed taking into account modern theories and technologies, as well as the age and psychophysical characteristics of children of this age.

Program focus.

Artistic and aesthetic orientation

The main goal of artistic and aesthetic orientation is education aesthetic taste, realization of children's creative potential. The program is aimed at nurturing the child’s personality, developing his subtle spiritual qualities, moral and aesthetic values. Theatrical and play activities instill a love for works of art.

Social and pedagogical orientation

The main goal of the socio-pedagogical orientation is the development of positive social experience for children, social roles and attitudes, the child's desire for self-affirmation, self-esteem, establishing interaction with the social environment.

Another, no less important principle is the design of work to form children's orientation to success and achieve the goal.

Novelty of the program

The use of the elements of this program in the educational process: during educational activities, in sensitive moments, in free activities.

Active participation of parents in this program.

Relevance

The problem of developing dialogue speech.

The changes taking place in the education system have also affected kindergartens. Because the qualities of a successful student are formed in a preschool institution. A preschooler should not only learn to count and know letters, which is of course important, but also master speech correctly: speak beautifully, build a dialogue correctly. The better the child's speech is developed, the more successful he will be in his studies, in communicating with friends.

Problem speech development: poor vocabulary, incorrect pronunciation, inexpressive speech.

Children spend most of their free time watching TVs and computers. Good and instructive fairy tales and cartoons are gradually disappearing. Sometimes a child cannot understand: “What is good”, “What is bad”. Parents do not discuss what they see and read, which is very important for children.

The problem of organizing gaming activities

The world does not stand still, children have modern toys that do not always have a positive effect on the development of the child. Educators and teachers should find new, no less interesting ways to interest the child, to direct his playing activity in the right direction.

Emotional coldness

One of the important problems that worries me is the indifference of children, emotional coldness. With the variety of information, different games, it is becoming increasingly difficult to surprise children. A preschooler does not always respond to the experiences and emotions of loved ones and friends. Children do not empathize with the characters of fairy tales and stories. Works are admired less and less visual arts, musical works, the beauty of the surrounding world.

Pedagogical feasibility

Reflecting on the problems that affected me, I realized that the traditional methods of the educational process will not always be effective. As is known, the leading activity of a preschooler is play. I think that the principle of learning - learn by playing fully manifested in theatrical activities.

All children are talented, only the teacher should see, feel and help the child to reveal his creative abilities. Children like to watch a theatrical performance, and taking part is even more interesting and exciting. By participating in theatrical performances, the child opens up and feels free. This is the moment when you can form the child's ability to invent, fantasize, create.

All children love fairy tales very much. Listening to a fairy tale, a child finds something necessary and instructive for himself, therefore it is very important that the awareness of “fairy tale lessons” begins from an early age, with the answer to the question: “What does a fairy tale teach us?” And how interesting it is to play the hero of a fairy tale, or to come up with something interesting, unusual. Playing a fairy tale, the child learns the world, the concept of friendship, honesty, kindness, courage, expresses his attitude to good and evil. A huge plus of theatrical and gaming activities is the construction of the educational process. Directly educational activities with elements of the theater make the learning process more interesting and effective, both for the teacher and for the children. The teacher has more opportunities to present information in an unusual way, using non-traditional forms and methods. The preschooler will show his individuality and learn the material better.

By participating in theatrical activities, children improve their speech, expand their vocabulary, and improve their memory and thinking. Children are creative in solving problems.

In addition, the variety of themes, forms and methods of theatrical performance comprehensively develops the child and reveals his creative abilities.

Purpose of the program:

Creative and comprehensive development of the child’s personality through theatrical activities.

Program objectives:

Cognitive-speech

- expanding children's horizons;

- arouse interest in theatrical activities;

To provide knowledge on the history of the emergence and development of theater;

Introduce children to types of theater;

Form the correct pronunciation:

Expand words knowledge; make speech brighter and more expressive.

Social-communicative

In the course of performing a collective task, develop the ability to negotiate, listen and hear comrades.

Artistic and aesthetic

promoting the development of students:

Curiosity, aesthetic perception of the surrounding world;

Creative abilities;

Imaginative thinking, imagination, attention.

Distinctive features of the program

Participation in the program does not require special skills or physical data from participants;

The program is accessible to study, easy to master, effective in achieving results;

- this program can be used not only in circle activities, but also in the work of educators, teachers, speech therapists in integrated educational activities, in the free activities of children;

With the help of this program, we develop children’s ability to identify the distinctive qualities of characters and convey them in motion, using pictures;

We develop the ability to record various facial expressions, gestures and postures, as well as decipher their meanings;

We develop the ability to express various emotional states through facial expressions and gestures;

We attach great importance to the development of children's creative abilities and creative attitude to classes;

We develop the ability to meaningfully perform one’s role in various plastic sketches and performances;

We develop the ability of free self-expression through plastic, stage improvisations based on works of fiction;

The use of theatrical and gaming activities in the educational process will help a preschooler develop integrative qualities.

Children's age: The additional educational program “Theater and Fairy Tales” is designed for children aged 3–6 years.

Implementation period additional educational program. The “Theater and Fairy Tale” program is designed for 3 years of study.

Circle work mode.

Work in each group is carried out once a week, the duration of which is: in group 1 - 15 minutes, in group 2 - 20 minutes, in the third group - 25-30 minutes.

In addition, circle work on theatrical and gaming activities is organized taking into account the interaction of the content of these topics with the content of other subjects included in the program of the Teremok structural unit. Since the main activity of a preschool child is a game activity, the integration of the educational process with theatrical elements contributes to the positive assimilation of the material, educators use this program in their work in educational activities.

Work forms.

Theatrical games.

Rehearsals in a theater group.

Teacher's stories about the theater.

Organization of dramatizations

Individual creative tasks.

Writing fairy tales, inventing stories for production.

Conversations-dialogues.

Production and repair of attributes and aids for performances.

Reading literature.

Expected results and ways to check them.

- Inquisitive, active. Takes a lively, interested part in the educational process; children develop a stable interest in theatrical art ; independent in the choice of characters.

- Emotionally responsive. Responds to the emotions of loved ones and friends, empathizes with the characters of fairy tales, stories, stories; emotionally reacts to the successes and failures of his and his comrades.

- Mastered the means of communication and ways of interacting with adults and peers. Expands, activates the dictionary of children; the culture of speech communication is brought up; a sense of cooperation and mutual assistance is formed. Follows the rules of conduct in the team. - Able to solve intellectual and personal tasks (problems) appropriate for age. Independently models game situations (retelling fairy tales and stories “in reverse”, playing “travel”, circus performances and etc.).

- Having primary ideas about oneself, family, society, state, world and nature. The child’s horizons expand, knowledge about objects, dolls, and decorations deepens.

- Having mastered the universal prerequisites for educational activity: the ability to work according to rules and patterns, listen to an adult and follow his instructions. - Possessed necessary skills and skills. The child has developed the skills and abilities to carry out theatrical and play activities: artistic taste, creative abilities, creative independence: play, song, dance improvisation; - skills of improvisation of familiar fairy tales are fixed; - looking for various ways to depict characters using posture, facial expressions, gestures, and speech intonation; - creative independence develops in creating the image of the hero, while conveying his mood and character.

One of the important structural elements of educational activity is control. Pedagogically well-constructed control helps to form in children a positive attitude towards learning, the desire for success, stimulates the strength to overcome difficulties and allows you to obtain the necessary information about the effectiveness of the program and, if necessary, adjust your further actions. The level of students' achievements is monitored by the teacher through input, current and final monitoring.

- Incoming control is carried out at the beginning of training and is aimed at identifying the initial level of training of students, adjusting educational and thematic plan. It is conducted in the form of an interview.

- Current control carried out during subsequent educational activities, the main purpose of which is to determine the degree to which children have mastered educational material.

- Final control - upon completion of the entire course curriculum in order to determine the degree of achievement of learning outcomes and consolidation of knowledge. The final control is carried out in the form of a concert, a holiday with a performance, or a dramatization of any chosen fairy tale. In accordance with the results of the final control, it is determined to what extent each child has fulfilled the program requirements, i.e. the completeness of the program implementation is determined. The results of the control are brought to the attention of parents during individual interviews and parent-teacher meetings. The forms of pedagogical control are very diverse: oral questioning, conversation, observation, studying the results of children’s creative activity, as well as the participation of students in competitions and exhibitions at various levels. The results of control serve as the basis for adjusting the program, predicting educational results, and encouraging students. Based on the results of the control, the evaluation process is carried out. The main indicator of performance is the child’s successful mastery of the content of the program.

Fundamentals of theatrical culture:

theater types;
theatrical professions;
theatrical attributes;
theatrical terminology;
theater arrangement;
rules of behavior in the theater. To acquaint children with the features and types of theatrical art, the structure of the theater, and the culture of behavior in the theater. Familiarity with this material should be of a practical nature, i.e. occur during games, working on a play, visiting theaters, watching video recordings of performances. It is not necessary to demand that each child master all the material; it is enough that the children understand the teacher using theatrical terms and gradually expand their vocabulary. They should gain knowledge through theatrical games - dialogue with the teacher in the form of questions and answers, but in no case should this be a long monologue of an all-knowing adult. In the game, children will become familiar with the rules of behavior in the theater, on stage, behind the scenes, and at rehearsals.
To acquaint children with the acting skills necessary to create the image of a hero, meetings with theater actors, watching performances in the preschool theater will help.

At theater rehearsals, the teacher expands children's knowledge about the theater in accordance with their age.

Culture and technique of speech:

intonation;
monologue - dialogue;
speech games;
learning and playing out poems. Form correct pronunciation. The ability to speak beautifully and expressively (intonation, logical stress, voice strength, speech rate). Develop imagination; Expand words knowledge; make speech brighter and more expressive.

Theatrical and gaming activities:

means of figurative expression (facial expressions, pantomime);
puppeteering;
educational games. Develop emotionality - experiencing and embodying the image. Use games and exercises to develop communication skills, self-confidence, creativity, voluntary behavior, developing attention, memory, observation, as well as games that promote the development of puppeteering skills.

Work on the play:

familiarity with the script;
children trying out different roles;
distribution of roles;
work on individual episodes;
dress rehearsal.

Realize the potential of every child; develop mental processes children, activity, self-confidence; ability to work in a team. When working with children on a performance, it is necessary not to overload them, not to impose your opinion; each child should try themselves in different roles.

Methodological support

This program is designed for three years of study and is intended for students from 3 to 6 years old. The theater club can be attended by both girls and boys. Admission of children is carried out at the request of the child. There are 10 people in one group, and the training takes into account individual characteristics students Training is practical in nature. The main share of the program is practical work which is carried out during educational activities following an explanation or reading of this material. Everything necessary for work is prepared by the teacher in accordance with occupational safety and health requirements. The content of training in this program is aimed at revealing the creative potential and creative abilities of each child. Working according to the “Tatr and Fairy Tale” program, the teacher actively uses a variety of forms and methods of conducting educational activities. This form of work gives children the opportunity to show their individuality and independence.

Forms of activity.

Theater games.

Strengthen playing skills with various types of theater.
To develop children’s ability to independently choose the option for staging a fairy tale.
To achieve clear diction, the ability to change the pace of speech, the power of sound.

Dramatization games.

To develop the improvisational abilities of children: to come up with the image of different characters, heroes of works. Encourage children to independently model play situations (retelling fairy tales and stories “in reverse”, playing “travel”, circus performances, etc.).

Games - performances.

Develop stage creativity.
Encourage children to be independent in choosing expressive means, when creating images of characters, to strive to play along with their partner.
Cultivate the desire to bring joy to others with your game.

Methods of organizing activities.

1. Verbal teaching methods: conversation, reading, storytelling.

2. Visual teaching methods: display of paintings, illustrations on the topic.

3. Practical: exercises, dramatization.

Results of the work and forms of summing up

Our kindergarten has developed a wonderful tradition - showing fairy tales with the participation of children. All children, starting from the second youngest group, cook and perform a performance for their parents and guests. The main task for children is the choice of performance. Children decide on their own whether to participate in the play. Educators try to ensure that all children are involved in such an important and responsible event. Children discuss roles, invent costumes and scenery. Participants of the performance help and support each other. Children evaluate their capabilities and the capabilities of their comrades. In the work of the theater studio, the participation of not only teachers, but also parents is no less important. And this is very important. The development of theatrical activities in preschool institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of loved ones. Such joint activities of children and adults make life in kindergarten more interesting. Parents get the opportunity to observe their children against the background of their peers, which makes it possible to better understand the issues of child development and learn how to apply appropriate parenting methods at home. Parents develop a higher appreciation of their children’s achievements and pride in them; develops a deeper understanding of the learning process for preschool children; trust in teachers and other kindergarten employees arises; Parents are trained in activities that can be enjoyed with their children at home, and they provide assistance in making attributes. Parents are involved in active participation in theatrical activities as performers of roles, authors of text, manufacturers of scenery, costumes, etc. No one is left on the sidelines, because staging a play is a multifaceted matter, there is a job for everyone.

High level - the child’s creative activity, his independence, initiative, quick comprehension of the task, precise expressive execution without the help of adults, pronounced emotionality;

Average level– emotional responsiveness, interest, desire to get involved in theatrical activities. But the child finds it difficult to complete the task. The help of an adult is required, additional explanations, demonstration, repetition;

Low level– is little emotional, not active, indifferent, calm, and has no interest in theatrical activities. Not capable of independence.

The result of the work done.

1. Children's interest in theatrical and play activities has increased.

2. Children’s performing skills in creating an artistic image have improved.

3. Children's ideas about the world around have expanded.

4. The children's vocabulary has been enriched and activated.

5. Improved intonational expressiveness speech.

6. Developed memory, thinking, imagination, attention of children.

7. The ability of children to correctly evaluate their own and other people's actions has improved.

8. A positive attitude towards dramatization games has been formed, children’s desire to participate in performances of their own free will.

9. The ability of children to rejoice at the success of their peers has been formed.

10. Children’s ability to analyze the actions of literary heroes and correlate them with their own behavior and the actions of other children has improved.

11. The ability to independently choose the type of theater and creative independence in conveying the image has been developed.

12. Children have developed the ability to negotiate with each other when distributing roles.

Bibliography.

1. Makhaneva M.D. Theatrical classes in kindergarten: A guide for workers preschool institutions. - M.: TC "Sfera", 2001.-p.9-16,76-121.

2. Churilova E.G. Methodology and organization of theatrical activities of preschoolers and junior schoolchildren: Program and repertoire. M.: Humanitarian publishing center VLADOS, 2001. - 160p.

3. Shvaiko G.S. "Games and game exercises for the development of speech" - Moscow: Education, 1983 - p.64.

4. Artyomova L.V. Theatrical games for preschoolers: A book for a kindergarten teacher. – M: Education, 1991. - 127 p.

5. Doronova T.N. Adults and children play: from the experience of preschool educational institutions in Russia - M.: Linka-Press, 2006 - 208 p.

6. Shorokhova G.S. Games and game exercises for the development of speech: a collection of games for the development of speech. M: Education, 1993. – 64 p.