Types of theaters in kindergarten. Theatrical activities in the dow according to the Federal State Educational Standard

Theatricalization in kindergarten

Plan

1. Development of children in theatrical activities

a) What is theater and its origins

b) The meaning and specificity of theatrical art

c) Introducing children to theatrical activities

d) Characteristics of theatrical games

e) Classification of theatrical games

a) Forms of organizing theatrical activities

b) Junior group

V) Middle group

d) Senior group

e) Preparatory group

3. Puppet theater

a) Types of theaters

b) types of dolls

c) Organization of a corner for theatrical activities

a) A teacher’s skills and abilities in organizing theatrical activities

b) Main areas of work with children

1. Development of children in theatrical activities

a) What is theater and its origins

What is theater? This is the best, according to K.S. Stanislavsky, a means for communication between people, for understanding their innermost feelings. This is a miracle that can develop creative inclinations in a child, stimulate the development of mental processes, improve bodily plasticity, and form creative activity; help reduce the spiritual gap between adults and children. A child’s whole life is filled with play; every child wants to play his or her role in it. In the game, the child not only receives information about the world around him, the laws of society, beauty human relations, but also learns to live in this world, build relationships with others, and this, in turn, requires creative activity of the individual, the ability to behave in society. Ancient theater- theatrical art Ancient Greece, Ancient Rome, countries of the Middle East (VI century BC, IV-V centuries AD) At this time, European theatrical art arose. Since ancient times, all peoples of the world have had holidays associated with the annual cycles of death and rebirth of nature, with the harvest. These rituals gave life to the drama and theater of Greece and Rome. In Greece they were dedicated to the god Dionysus. The choir of mummers and singers did not just perform a song, a dialogue arose between them, which means active facial expressions and action. In Rome, at harvest festivals, cheerful, amusing songs were sung, in which topical themes and social motives were rarely heard; dances were performed (plastic culture of movement, gesture). Thus, at the origins of theater - folk art, which arose as a necessary element in the social and spiritual life of people, as a mass spectacle. In Ancient Greece, the theater consisted of an orchestra (a round platform on which the actors performed and a choir around which the spectators were located), spectator seats, and a skene (a place for changing clothes and the actors’ exit to the audience, which was located outside the circle of the orchestra). Later, paraskenias were added to the skene, where the theater’s property was stored; parades are passages between the stage and seats for spectators. An ancient Greek actor (could only be a man) could play several roles during the performance, changing masks.

The Greeks came up with the idea of presenting tales about their gods and heroes in living persons; they realized how instructive and entertaining a theatrical performance could be. where instead of a storyteller, the very people described in the fairy tale (myth) spoke to the audience. From the Greeks we borrowed the very word “theater”, which is pronounced in Greek theatron and means "spectacle".

In Russia, the origin of theater was school theater, and home theater was popular. Exactly educational theater, amateur stages played a certain role in the emergence of professional theater. School theaters, appeared in the 16th – 17th centuries. in educational institutions, plays about Russian history and modern Russia are staged for the first time. In the 19th century theaters created in gymnasiums play a huge role in the upbringing and education of children, cadet corps, educational homes. The peasant theater for children was also popular. IN European countries The tradition of theater for children is associated with Christmas performances of play actions based on biblical and folklore stories.

b. The meaning and specificity of theatrical art

The meaning and specificity of theatrical art lie in empathy, cognition, communication, and the impact of the artistic image on the individual. Theater is one of the most accessible forms of art for children, helping to solve many actual problems pedagogy and psychology related:

WITH art education and raising children;

Formation aesthetic taste;

Moral education;

Development of personal communicative qualities;

Education of will, development of memory, imagination, initiative, fantasy, speech;

Creating a positive emotional mood, relieving tension, solving conflict situations through the game.

Theatrical activities in kindergarten are an opportunity to reveal the creative potential of the child and nurture the creative orientation of the individual. Children learn to notice the world around them interesting ideas, embody them, create your own artistic image character, they develop creative imagination, associative thinking, and the ability to see the unusual in the ordinary. Theatrical art is close and understandable to both children and adults, primarily because it is based on play. Theatrical play is one of the brightest emotional means, shaping the artistic taste of children.

Collective theatrical activities are aimed at a holistic impact on the child’s personality, his emancipation, independent creativity, and the development of leading mental processes; promotes self-knowledge and personal self-expression; creates conditions for socialization, enhancing adaptive abilities, corrects communication skills, helps to realize a sense of satisfaction, joy, and success.

V. Introducing children to theatrical activities

Introducing children to theatrical activities helps them master the world of human feelings, communication skills, and develop the ability to empathize. Children get acquainted with the first theatrical actions very early in the process of various fun games and round dances. When listening expressive reading poems and fairy tales for adults. Various opportunities should be used to play with any object or event, awakening the child’s imagination. For example, on a walk I say, when I see a crow: “Look, what a beautiful and curious crow has arrived. She sits on a branch and croaks, she greets you. Let's smile at her and say hello too. Now let’s fly and caw like a crow.”

Children can get acquainted with theatrical performances by watching performances, circus performances, performance puppet theater both staged by professional artists and teachers, parents, and older children. IN Everyday life I use a variety of puppet theaters (bibabo, shadow, finger, tabletop), as well as ordinary toys to stage poems and fairy tales familiar to children (“Turnip”, “Teremok”, “Kolobok”, “Ryaba Hen”, etc.). I involve children in participating in performances and discuss with them what they see. For children early age It’s difficult to pronounce the entire text of the role, so they pronounce some phrases, depicting the characters’ actions with gestures. For example, when dramatizing the fairy tale “Turnip,” kids “pull” the turnip; when acting out the fairy tale “Ryaba Hen,” they depict the crying of a grandfather and woman, show how a mouse waved its tail and squeak for it. Kids can not only play some roles themselves, but also act puppet characters. In the process of such dramatization games, acting together with an adult and imitating him, children learn to understand and use the language of facial expressions and gestures, improve their speech, in which emotional coloring and intonation are important components. The child’s desire to participate in the dramatization game and his emotional state are very important. Children's desire to show what the character is experiencing helps them master the ABCs of relationships. Empathy for the heroes of dramatizations develops the child’s feelings and ideas about good and bad human qualities.

Theater activities with children develop not only the mental functions of the child’s personality, artistic abilities, creative potential, but also the universal human ability for interpersonal interaction, creativity in any field, help to adapt in society and feel successful. An adult is called upon to help a child discover the features of beauty in the world around him, to introduce him to accessible types of artistic and aesthetic activities.

G. Characteristics of theatrical games

Play is the most accessible and interesting way for a child to process, express emotions and impressions. Childhood passes in peace role playing games, helping the child to master the rules and laws of adults. Games can be considered as improvised theatrical performances in which the doll or the child himself has his own props, toys, furniture, clothes, etc. The child is given the opportunity to play the role of an actor, director, decorator, prop maker, musician, poet and thereby express himself. Each child plays his role in his own way, but everyone copies adults in their games. Therefore, in kindergarten, theatrical activities are given special importance, all types children's theater, which will help to form the correct model of behavior in modern world, improve the child’s culture, introduce him to children’s literature, music, fine arts, rules of etiquette, rituals, traditions. Theatrical play is one of the effective means of socializing a preschooler in the process of his understanding of the moral implications of a literary work, participation in a game that creates favorable conditions for the development of a sense of partnership. In the course of improving dialogues and monologues, mastering the expressiveness of speech, the most effective speech development. Theatrical play is an action in a reality specified by a work of art or pre-determined by the plot, i.e. it can be reproductive in nature. Theatrical play is close to the plot play. Role-playing and theatrical games have a common structure: concept, plot, content, game situation, role, role-playing action, rules. Creativity is manifested in the fact that the child conveys his feelings in the depicted action, artistically conveys the idea, varies his behavior in the role, and uses objects and substitutes in the game in his own way. The difference between plot-role-playing and theatrical play is that in plot-role-playing play, children reflect life events, and in theatrical play, they take plots from literary works. In a role-playing game there is no final product, the result of the game, but in a theatrical game there can be such a product - a staged performance, a staging. The peculiarity of the theatrical game is literary or folklore basis content and presence of viewers. In theatrical games, a play action, object, costume or doll is of great importance, as it facilitates the child’s acceptance of the role that determines the choice of play actions. The image of the hero, his main features of action, experiences are determined by the content of the work. The child’s creativity is manifested in a truthful portrayal of the character. To do this, you need to understand the character, his actions, imagine his state, feelings, and be able to analyze and evaluate actions. This largely depends on the child’s experience: the more diverse his impressions of the life around him, the richer his imagination, feelings, and ability to think. When performing a performance, the activities of children and real artists have a lot in common. Children are also concerned about the impressions, the reaction of the audience, the result (as depicted).

d. Classification of theatrical games

There are several points of view on the classification of games that make up theatrical gaming activities. According to the classification of L.S. Furmina is subject(the characters are objects: toys, dolls) and non-subjective(children in the image of the character perform the role they have taken on). Theatrical game researcher L.V. Artemova divides into two groups: dramatization And director's .

In dramatization games the child independently creates an image using a set of means of expression (intonation, facial expressions, pantomime), performs his own actions in playing the role, performs any plot in advance existing scenario, which is not a rigid canon, but serves as a framework within which improvisation develops (playing out a plot without preliminary preparation). Children worry about their hero, act on his behalf, bringing their own personality to the character. That is why the hero played by one child will be completely different from the hero played by another. Dramatization games can be performed without spectators or have the nature of a concert performance. If they are performed in the usual theatrical form (stage, curtain, scenery, costumes, etc.) or in the form of a mass plot spectacle, they are called theatricalizations.

Types of dramatization:

Games that imitate images of animals, people, literary characters;

Role-playing dialogues based on text;

Staging of works;

Staging performances based on one or more works;

Improvisation games with playing out the plot without prior preparation.

Director's games can be group activities: everyone leads the toys in a common plot or acts as the director of an impromptu concert or play. At the same time, experience of communication, coordination of plans and plot actions is accumulated. In director's play, the child is not a stage character; he acts as a toy hero, acts as a screenwriter and director, and controls the toys or their substitutes.

Director's games are classified according to the variety of theaters (tabletop, flat, bibabo, finger, puppets, shadow, flannelgraph, etc.) According to other researchers, games can be divided into two main groups: role-playing(creative) and games with rules .

Role-playing games are games on everyday themes, with industrial themes, construction games, games with natural materials, theatrical games, fun games, and entertainment.

Games with rules include didactic games(games with objects and toys, verbal didactic, board-printed, musical and didactic games) and outdoor games (plot-based, plotless, with elements of sports). Games with rules should look for a combination of fun challenge and active work based on mental effort; this mobilizes the child’s intellectual potential.

Role-playing play is important in the development of theatrical play in children. The peculiarity of theatrical play is that over time, children are no longer satisfied in their games only with the depiction of the activities of adults; they begin to be captivated by games inspired by literary works(on heroic, labor, historical topics). Children are more fascinated by the plot itself, its truthful depiction, than by expressiveness roles performed. Thus, it is the plot-role-playing game that is a kind of springboard on which it receives its further development theatrical game.

In a number of studies, theatrical games are divided by means of depiction, depending on the leading methods of emotional expressiveness of the plot.

2. Organization of theatrical activities for preschoolers at different age stages

A. Forms of organizing theatrical activities

When choosing material for staging, you need to start from age capabilities, knowledge and skills of children, enrich their life experience, stimulate interest in new knowledge, expand creative potential:

1. Joint theatrical activities of adults and children, puppet museum, theater class, theatrical play at holidays and entertainment.

2. Independent theatrical and artistic activities, theatrical games in everyday life.

3. Mini-games in other classes, theatrical games-performances, children visiting theaters together with their parents, mini-scenes with dolls during the study regional component with children, involving the main doll - Parsley - in solving cognitive problems.

b. Junior group

At the age of 2 - 3 years, children are keenly interested in playing with a doll, they are impressed by small stories shown by the teacher, and they are happy to express their emotions in motor images-improvisations to music. It is on the basis of the first impressions of artistic play that children’s creative abilities will subsequently develop. At first, these will be short dramatizations, for example, a portrait sketch and a dialogue between the teacher and the character with the children. For example, I show a doll to children:

The Katya doll has come to you in an elegant dress. What does Katya have? (Bow.) Yes, it's a bow. And what's that? (Hat) What's on her legs? (Shoes) Let's ask Katya to dance: “Katya, please dance.” (Katya dances.) Katya, our children also know how to dance. Look. (Children dance to the Ukrainian melody “Gopachok”).

Katya: I am the doll Katya. I have beautiful dress and a hat. I like singing. I'll sing you a funny song. (Children listen to the song "Doll" by Krasev's music).

I ask the children:

Good song? Did you like the Katya doll? Let's invite Katya to come and visit us again. Come to us, Katya, again, please.

Theatrical play is closely related to role-playing play, so most games reflect the range of children’s everyday interests: playing with dolls, with cars, at a construction site, going to the hospital, etc. Familiar poems and songs are good playing material. Showing mini-plays in tabletop theater, on flannelgraph, using the bibabo technique, with the help of individual toys and dolls, the teacher conveys a palette of experiences through intonation, and, if possible, through the external actions of the hero. All words and movements of the characters must be clearly defined, vary in character and mood, must be followed at a slow pace and the action must be short. In order to liberate and eliminate the internal constraint of children, special studies and exercises for the development of emotions are carried out. For example, simple sketches “The sun is rising”, “The sun is setting”, in which the emotional state is conveyed to children using verbal (the sun rises and the sun sets) and musical (the melody moves up and down) instructions that encourage them to perform the corresponding movements. Using children's tendency to imitate, it is possible to achieve expressive imitation of various sounds of animate and inanimate nature by voice. For example, children, pretending to be the wind, puff out their cheeks, doing it diligently and carefree. The exercise becomes more complicated when they are faced with the task of blowing in such a way as to scare away the evil wolf, the children’s faces become frightening, and a wide variety of feelings are conveyed in their eyes. Theatrical play allows the child to enter into a special relationship with the world around him, which he cannot enter into on his own due to the limitations of his capabilities, promotes the development of positive emotions, imagination, and subsequently correlates various impressions with his own personal experience in independent play activities.

V. Middle group

The child gradually moves to:

From a game “for yourself” to a game focused on the viewer;

Games in which the main thing is the process itself, to a game where both the process and the result are significant;

Games in small group peers playing similar roles to playing in a group of five to seven peers whose role positions are different (equality, subordination, control);

Creation in a dramatization game simple image to the embodiment of a holistic image that combines the emotions, moods of the hero, and their changes.

Interest in theatrical games is deepening. Children learn to combine movement and text, movement and word in roles, develop a sense of partnership, use pantomime of two to four characters. Children's theatrical and gaming experience is expanded by mastering the dramatization game. When working with children we use:

Multi-character games - dramatizations based on the texts of two or three private fairy tales about animals and fairy tales (“Geese-Swans”);

Games - dramatizations based on stories based on stories on the theme "Adult Labor";

Staging a performance based on the work.

Theatrical play sketches and “Guess what I’m doing” exercises have a positive effect on the development of children’s mental qualities: perception, associative-figurative thinking, imagination, memory, attention. During this transformation, the emotional sphere is improved; children instantly, within a given image, react to changes in musical characteristics and imitate new characters. Improvisation becomes the basis of the work at the stage of discussing ways to embody the images of heroes, and at the stage of analyzing the results of a theatrical game, children are led to the idea that the same character, situation, plot can be shown in different ways. The director's game is developing. It is necessary to encourage the desire to come up with your own ways of implementing your plans, to act depending on your understanding of the content of the text.

G. Senior group

Children continue to improve their performing skills, and a sense of partnership develops. Walks are carried out, observations of the environment (the behavior of animals, people, their intonations, movements.) To develop the imagination, tasks such as: “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. By creating an atmosphere of freedom and relaxedness, it is necessary to encourage children to fantasize, modify, combine, compose, and improvise based on their existing experience. Thus, they can reinterpret the beginning and ending of familiar plots, invent new circumstances in which the hero finds himself, and introduce new characters into the action. Mimic and pantomic sketches and studies for memorizing physical actions are used. Children are involved in inventing the design of fairy tales and reflecting them in visual activities. In dramatization, children express 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, teamwork according to its implementation, the performance itself - all this brings the participants together 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. The art of theater, being one of the most important factors aesthetic inclinations, interests, practical skills. In the process of theatrical activity, a special, aesthetic attitude towards the surrounding world develops, and general mental processes: perception, creative thinking, imagination, attention, memory, etc.

d. Preparatory group

Children in the pre-school group are keenly interested in theater as an art form. They are fascinated by stories about the history of theater and theatrical art, about the internal arrangement of the theater premises 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 the theater and try not to break them when they come to a performance. Special games - conversations, quizzes - will help prepare them for visiting the theater. For example: “How Little Fox went to the theater”, “Rules of behavior in the auditorium”, etc. Acquaintance with various types of theater contributes to the accumulation of live theatrical impressions, mastering the skill of understanding them 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 preparatory group An important place is occupied not only by the preparation and performance of the performance, but also by subsequent work. 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 are given current characters, 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, 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 the necessary conditions must be provided:

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

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

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

Show initiative and creativity as a role model.

Special exercises and gymnastics, which preschoolers can do themselves, help improve individual elements of movements and intonation. They come up with and assign an image to their peers, accompanying it with words, gestures, intonation, posture, and facial expressions. The work is structured: reading, conversation, performance of a passage, analysis of the expressiveness of reproduction. It is important to provide children with more freedom in action and imagination when simulating movements.

For example, an exercise for sound imagination:

Can you hear what the cloud is saying? Maybe it sings, sighs? Imagine and hear extraordinary sounds or come up with your own, unknown to anyone yet. Describe or draw your own sound.

Game "Who am I?" Imagine and tell. I:

Breeze;

Pasta;

3. Puppet theater

Puppet theater has existed for a very long time. Ancient peoples believed that they live in heaven, on earth, underground, and in water. different gods, evil and good spirits, supernatural beings. To pray to them, people made images of large and small dolls from stone, clay, bone or wood. They danced around such dolls, carried them on stretchers, carried them on chariots, on the backs of elephants, and arranged cunning devices for the dolls to open their eyes, nod their heads, and bare their teeth. Gradually, such spectacles began to look more and more like theatrical performances. For a thousand years, in all countries of the world, with the help of dolls, legends about gods, demons, genies, angels were played out, and human vices were ridiculed: stupidity, greed, cowardice, cruelty. In Russia in the 17th century. The most popular puppet theater was the Petrushka Theater. Parsley is the favorite character among the buffoons who gave performances for the audience. He is a daring daredevil and a bully who maintained a sense of humor and optimism in any situation. In the 18th century Petrushka appeared in Russia - a glove puppet controlled by a wandering puppeteer. Puppet theater - view theatrical performances, in which puppets act, set in motion by actors-puppeteers, most often hidden from the audience.

A) Types of theaters

There are several classifications of puppet theater games for children preschool age. For example, teachers L.V. Kutsakova, S.I. Merzlyakov is considered:

Tabletop puppet theater (theater on a flat picture, on circles, magnetic tabletop, cone theater, toy theater (ready-made, homemade);

Stand theater (flannelograph, shadow, magnetic stand, stand-book);

Theater on the hand (finger, pictures on the hand, mitten, glove, shadow);

Riding dolls (on gapit, on spoons, bibabo, cane);

Floor dolls (puppets, cone theater);

Living puppet theater (theater with a “living puppet”, life-size puppets, human puppets, mask theater, Tanta Moreschi).

For example, G.V. Genov classifies the types of theaters for preschoolers as follows:

Cardboard;

Magnetic;

Desktop;

Five fingers;

Hand shadows;

- “living shadows”;

Finger shadow;

Book-theater;

Puppet theater for one performer.

b. Types of dolls

To organize theatrical activities, you can use toys and dolls produced by industry (table theaters, bibabo). But the greatest educational value have toys made by the children themselves, one hundred develops visual skills, manual skills, and creativity. Toys for a tabletop theater can be made of paper, foam cardboard, boxes, wire, natural materials, etc.

According to the method of control they distinguish five main types of dolls :

puppets, glove, cane, stick, shadow.

Puppet- a doll walking on the floor; threads are attached to her head, legs and arms, with the help of which she is led by an actor located above her on a special platform. Glove, cane and stick dolls are called riding: the actor holds the puppets above him. glove puppet is worn directly on the hand, with cane doll the actor works with two hands: one holds the body, the other controls the canes attached to the doll’s hands. Shadow doll- a flat image of a living creature casting a shadow on the screen that serves as the stage. Also used: flannelograph, flat toys, toys made of cones and cylinders, toys made of foam rubber, magnetic theater, toys made of boxes, toys - talkers, toys made of natural materials, finger theater, glove dolls, dolls made of mittens, cardboard, dolls - dancers, balloon dolls. Theater puppet originates from a doll-symbol, a doll-object, which acted in various rituals and ceremonies of Ancient Egypt, India, and ancient Europe. The oldest dolls are those from Asian countries (especially China).

V. Organization of a corner for theatrical activities

In kindergarten groups, corners for theatrical performances and performances are organized. They provide space for director's games with finger, table, stand, theater of balls and cubes, costumes, and mittens. In the corner are located:

Various types of theaters: bibabo, tabletop, puppet theater, flannel theater, etc.;

Props for acting out skits and performances: a set of dolls, screens for a puppet theater, costumes, costume elements, masks;

Attributes for various playing positions: theatrical props, makeup, scenery, director's chair, scripts, books, samples of musical works, seats for spectators, posters, ticket office, tickets, pencils, paints, glue, types of paper, natural material.

Theatrical activities should provide children with the opportunity not only to study and understand the world around them through comprehension of fairy tales, but to live in harmony with it, receive satisfaction from classes, a variety of activities, and successful completion of tasks.

4. The role of the teacher in organizing theatrical activities

A. Skills and abilities of a teacher in organizing theatrical activities

For the comprehensive development of the child by means theatrical and gaming activities First of all, a pedagogical theater is organized in accordance with the goals preschool education. The work of the teachers themselves requires from them the necessary artistic qualities, the desire to professionally work on the development of stage performance and speech, musical abilities. With the help of theatrical practice, the teacher accumulates the knowledge, skills and abilities he needs in educational work. He becomes stress-resistant, artistic, acquires directorial qualities, the ability to interest children with expressive embodiment in the role, his speech is figurative, “speaking” gestures, facial expressions, movement, intonation are used. The teacher must be able to read expressively, tell, look and see, listen and hear, be ready for any transformation, i.e. Possess the basics of acting and directing skills.

Main conditions – emotional attitude an adult has sincerity and genuineness of feelings towards everything that happens. The intonation of the teacher’s voice is a role model. Pedagogical guidance of play activities in kindergarten includes:

Instilling in a child the basics of general culture.

Introducing children to the art of theater.

Development of creative activity and play skills of children.

The role of the teacher in educating the foundations of general culture is to instill in the child the needs of a spiritual nature, which are the main motivating force of the individual’s behavior, the source of his activity, the basis of the entire complexity of the motivation system that forms the core of the individual. This is facilitated by the inculcation of moral standards, moral - value orientation children to highly artistic examples (in music, fine arts, choreographic, theatrical arts, architecture, literature), instilling communication skills and interaction with a partner in various activities. Theatrical games are based on the performance of fairy tales. Russian folk tale delights children with his optimism, kindness, love for all living things, wise clarity in understanding life, sympathy for the weak, slyness and humor, while the experience of social behavior skills is formed, and favorite heroes become role models.

b. Main areas of work with children

Theater game

Objectives: To teach children to navigate in space, to be evenly placed around the site, to build a dialogue with a partner on a given topic. Develop the ability to voluntarily tense and relax individual muscle groups, remember the words of the characters in performances, develop visual auditory attention, memory, observation, imaginative thinking, fantasy, imagination, interest in the performing arts.

Rhythmoplasty

Objectives: To develop the ability to voluntarily respond to a command or musical signal, the willingness to act in a coordinated manner, to develop coordination of movement, to learn to remember given poses and convey them figuratively.

Culture and technique of speech

Objectives: To develop speech breathing and correct articulation, clear diction, varied intonation and logic of speech; learn to write short stories and fairy tales, select simple rhymes; pronounce tongue twisters and poems, replenish lexicon.

Fundamentals of theatrical culture

Objectives: To acquaint children with theatrical terminology, with the main types of theatrical art, to cultivate a culture of behavior in the theater.

Work on the play

Objectives: Learn to compose sketches based on fairy tales; develop skills in working with imaginary objects; develop the ability to use intonations that express a variety of emotional states(sad, happy, angry, surprised, delighted, pitiful, etc.).

5. Theatrical activities together with other activities

Theatrical activities in kindergarten can be included in all classes, joint activities children and adults in free time, independent activities, in the work of studios and clubs, holidays, entertainment. For example, an integrated lesson on theatrical, playful and visual activities for children of the first junior group “Rukavichka”:

The lesson begins with a puppet show based on the fairy tale “Rukavichka”.

Storyteller: Grandfather was riding a sleigh and lost his mitten on the way. A mitten is lying down, a mouse is running past.

Mouse: This is such a small hut,

Sheepskin mitten

It's lying on the road.

I will live in a mitten.

The mouse hides in a mitten. A hare appears.

Hare: Gray runaway bunny

I ran through the spruce forest,

I was trembling from the rustle,

I'm on the way to my hole

I lost it out of fright.

Oh, mitten!

Who, who lives in a mitten?

Mouse: I am a little mouse.

Hare: I am a runaway bunny. Let me go too.

Mouse: Come live with me.

The hare hides in his mitten. A fox appears.

Fox: Through the bushes, through the forests

A red fox is walking.

Looking for a mink - somewhere,

Get comfortable and sleep.

What is this? Mitten!

Who, who lives in a mitten?

Mouse: I am a little mouse.

Hare: I am a runaway bunny. And who are you?

Fox: Let the little fox-sister into the mitten.

Mouse: Come live with us.

The fox hides in his mitten. A bear appears.

Bear: The bushes are cracking under my paws,

Under a furry paw.

I'm walking, wandering through the fir tree,

On crunchy dead wood.

Oh, mitten! Who, who lives in a mitten?

Mouse: I'm a little mouse

Hare: I am a runaway bunny.

Fox: I am a fox sister! And who are you?

Bear: I am a clumsy bear. Let me live too.

Mouse: Where will we let you in, we’re already cramped here

Bear: What should I do?

The storyteller shows the bear a white mitten.

Bear(lowers his head) no, I don't like her. The animals have a bright, beautiful mitten. And this is not at all elegant. I don't want a mitten like that.

Storyteller: Guys, the bear is completely upset. And we can help him. How can we help the bear? We can decorate the mitten with beautiful patterns.

Children each paint their own mitten.

After examining the finished works, the storyteller thanks the guys and invites them to give the decorated mittens to the bear.

They develop emotional responsiveness to a puppet show, learn to carefully follow the plot of a fairy tale and listen to it to the end. Creative depiction in motion (rhythmoplasty) of the habits of animals - the heroes of a fairy tale. We must strive to create such an atmosphere, an environment for children, so that they always play with great desire and comprehend the amazing, magical world. A world whose name is theater!

Used Books

1. Migunova E.V. Theater pedagogy in kindergarten, Sfera shopping center, 2009.

2. Shchetkin A.V. Theatrical activities in kindergarten Mosaic - Synthesis, 2008.

3. Dodokina N.D., Evdokimova E.S. Family Theater in kindergarten, Mosaic - Synthesis, 2008

4. Gubanova N.F. Play activities in kindergarten Mosaic - Synthesis, 2008.

5. Baranova E.V., Savelyeva A.M. From skills to creativity Mosaic - Synthesis, 2009.

6. Gubanova N.F. Development of gaming activities Mosaic - Synthesis, 2008.

Description of the presentation by individual slides:

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Theater for a child is always a holiday, a bright, unforgettable experience. The expression “The fairy-tale world of childhood” is not empty words. In the life of a child there is a fairy tale with its good heroes, transformations and magical objects. The fairy tale is close and understandable to children, and they find the embodiment of their fantasies and reflection of their worldview in the theater. To ensure joint and independent theatrical activities of children in groups, “Theatrical Corners” have been created. In order to realize the individual interests, inclinations and needs of preschoolers, the subject-spatial environment should ensure the right and freedom of choice of each child for a favorite activity or for a theatrical performance of a favorite work. Therefore, we, teachers, together with parents, tried to create various types of theaters, which we bring to your attention.

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First junior group The development of children's interest in theatrical and play activities begins from an early age, when simple types of theaters help in conveying an image, the ability to express this through movement and words. You can interest your child in the world of theatrical play by participating in a mini-play, supporting his very minor successes in every possible way. This requires special types of theater for children.

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There is a finger theater (when each doll is put on a finger); rubber dolls (presented in the form rubber toys); tabletop theater (characters, as well as some attributes of the fairy tale, hut, trees, etc., are presented in the form of wooden figurines). Also in the theater corner there is a theater of masks and various hats depicting characters. .

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Second junior group In the second younger group the ability to use certain means of expressiveness is formed (facial expressions, gestures, movements, strength and timbre of voice, tempo of speech). These means are used to convey the image of the hero, his emotions and experiences. Gradually, children become involved in the process of playful communication with theater puppets, figurines of fairy-tale characters

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In this age group Presented are such types of theater as table-top cone theater, theater on flannelgraph, theater on glasses and perhaps the most mysterious and interesting - shadow theater. Puppet theater on the table - promotes mastery of the technique of controlling tabletop theater puppets (dolls made of paper cones, cylinders, boxes, toys made of fabric, fur, foam rubber) Picture theater and flannelgraph - develops dexterity, the ability to control one’s movements, concentrate attention on one type of activity “Theater shadows" is considered one of the most conventional theaters. There are no colors or reliefs that distract attention, so the attention of the child viewer is not scattered on the multiple and heterogeneous features of the object, but is focused only on its shape and movement. That is why it is accessible and well perceived children.

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Middle group The child gradually moves: from playing “for himself” to playing aimed at the viewer; The simplest fairy tales are dramatized using a tabletop theater. Children's gaming experience is expanded through the development of theatrical play, different types of table theater: soft toys, knitted or cone and flat figures.

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Riding puppet theaters, a theater on sticks, and a theater of spoons are available to children. Children are introduced to the theatrical screen and the basics of puppeteering. Finger theater is more often used in independent activities based on familiar poems and nursery rhymes

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Senior group Children continue to improve their performing skills. The child becomes available independent productions performances. The experience of directing is enriched by the use of puppets and dolls with a “living hand”. Mask theater, spoon theater, stick theater are used...

Theatrical activities of preschool children.

Description: this material is interesting and useful for parents, educators, music directors kindergartens, for teachers additional education.
Target: the importance of theater in a child’s life, the guiding assistance of an adult.
Tasks:
1. To acquaint parents and teachers with theatrical activities and its importance for the development of the child.
2. Show what a huge impact theatrical activities have on unlocking a child’s creative potential.
3. To teach how to navigate the directions of work in theatrical activities.

"The magical world of theater!" Theatrical activities of preschool children.

Theater is a magical world! He gives lessons in beauty, morality and ethics. And the richer they are, the more successful the development is. spiritual world children.
B. M. Teplov

Theatrical activities in kindergarten

This is a good opportunity to reveal a child’s creative potential and nurture a creative personality. Children learn to notice interesting ideas in the world around them, embody them, create their own artistic image of a character, they develop creative imagination, associative thinking, speech, and the ability to see unusual moments in the ordinary.
-Theatrical activities help the child overcome timidity, self-doubt, and shyness.
-Thus, theater helps the child develop comprehensively.

The importance of theatrical activities

In children's educational institutions can and should be given to all types of children's theater, because they help:
- form the correct model of behavior in the modern world;
- increase general culture to introduce the child to spiritual values;
- improve the child’s speech, activate the vocabulary, improve the sound culture of speech, its intonation structure; improve dialogic speech and its grammatical structure;
-introduce the child to children's literature, music, fine arts, etiquette rules, rituals, traditions, and instill a sustainable interest;
- gives basic ideas about the types of theater;
- improve the skill of embodying certain experiences in the game, encouraging the creation of new images, encouraging thinking;
- have a creative attitude towards any task, the ability to communicate with peers and adults, the development of stage creativity, musical and artistic abilities of children;
- develops skills public speaking and creative community.

Main areas of work with children

Theater game
Theatrical acting is a historically established social phenomenon, an independent type of activity characteristic of humans.
Tasks: teach children to navigate in space, evenly space themselves around the playground, and build a dialogue with a partner on a given topic. Develop the ability to voluntarily tense and relax individual muscle groups, remember the words of the characters in performances, develop visual auditory attention, memory, observation, imaginative thinking, fantasy, imagination, interest in the performing arts.
Rhythmoplasty
Rhythmoplasty includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of natural psychomotor abilities of preschool children, freedom and expressiveness of body movements, and the acquisition of a sense of harmony of one’s body with the outside world.
Tasks: develop the ability to voluntarily respond to a command or musical signal, the willingness to act in a coordinated manner, develop coordination of movement, learn to remember given poses and convey them figuratively.
Culture and technique of speech
This section of the work combines games and exercises aimed at developing breathing and freedom of the speech apparatus.
Tasks: develop speech breathing and correct articulation, clear diction, varied intonation and logic of speech; learn to write short stories and fairy tales, select simple rhymes; pronounce tongue twisters and poems, expand your vocabulary.
Fundamentals of theatrical culture
This section of the work is intended to introduce children to the elementary concepts and professional terminology of theatrical art, its features and types of theatrical art; with the basics acting; with the culture of the viewer.

Tasks: introduce children to theatrical terminology, the main types of theatrical art, and cultivate a culture of behavior in the theater.
Work on the play
Work on the performance is based on the author's plays and includes familiarization with the play, fairy tale, as well as work on the performance - from sketches to the birth of the performance.
Tasks: Learn to write sketches based on fairy tales; develop skills in working with imaginary objects; develop the ability to use intonations that express various emotional states (sad, happy, angry, surprised, admiring, pitiful, etc.).

Organization of theatrical activities for preschool children at different age stages

Junior group

At the age of 2 - 3 years, children are keenly interested in playing with a doll, they are impressed by small stories shown by the teacher, and they are happy to express their emotions in motor images-improvisations to music. Theatrical play is closely related to role-playing play, so most games reflect the range of children’s everyday interests: playing with dolls, with cars, at a construction site, going to the hospital, etc. Familiar poems and songs are good playing material. By showing mini-plays in a tabletop theater, with the help of individual toys and dolls, the teacher conveys a palette of experiences through intonation, and, if possible, through the external actions of the hero. All words and movements of the characters must be clearly defined, vary in character and mood, must be followed at a slow pace and the action must be short. In order to liberate and eliminate the internal constraint of children, special studies and exercises for the development of emotions are carried out. Using children's tendency to imitate, it is possible to achieve expressive imitation of various sounds of animate and inanimate nature by voice. For example, children, pretending to be the wind, puff out their cheeks, doing it diligently and carefree. Theatrical play allows the child to enter into a special relationship with the world around him, which he cannot enter into on his own due to his limited capabilities.

Middle group

The child gradually moves to:
- from a game “for oneself” to a game focused on the viewer;
- from a game in which the main thing is the process itself, to a game where both the process and the result are significant;
- from playing in a small group of peers playing similar roles to playing in a group of five to seven peers whose role positions are different (equality, subordination, control);
- from creating a simple image in a dramatization game to the embodiment of a holistic image that combines the emotions, moods of the hero, and their changes.
Interest in theatrical games is deepening. Children learn to combine movement and text, movement and word in roles, develop a sense of partnership, and use pantomime of two to four characters. Children's theatrical and gaming experience is expanded by mastering the dramatization game. When working with children we use:
- multi-character games - dramatizations based on the texts of two - three - private fairy tales about animals and fairy tales (“Geese-Swans”);
- games - dramatizations based on stories on the topic “Adult Labor”;
- staging a performance based on the work.
The content is based on playful sketches of a reproductive and improvisational nature (“Guess what I’m doing”).

Senior group

Children continue to improve their performing skills, and a sense of partnership develops. Walks are carried out, observations of the surrounding (the behavior of animals, people, their intonations, movements.) To develop the imagination, tasks such as: “Imagine ...”, etc. are carried out. By creating an atmosphere of freedom and relaxedness, it is necessary to encourage children to fantasize, modify, combine , compose, improvise based on existing experience. Thus, they can reinterpret the beginning and ending of familiar plots, invent new circumstances in which the hero finds himself, and introduce new characters into the action. Mimic and pantomic sketches and studies for memorizing physical actions are used. Children are involved in inventing the design of fairy tales and reflecting them in visual activities. In dramatization, children express 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. In the process of theatrical activity, a special, aesthetic attitude to the surrounding world develops, general mental processes develop: perception, imaginative thinking, imagination, attention, memory, etc.

Preparatory group

Children in the pre-school group are keenly interested in theater as an art form. Preschoolers already know the basic rules of behavior in the theater. Special games - conversations, quizzes - will help prepare them for visiting the theater. Acquaintance with various types of theater contributes to the accumulation of live theatrical impressions, mastering the skill of understanding them 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 of 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 subsequent work. 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. At this age, children are no longer satisfied with ready-made stories - they want to come up with their own and for this the necessary conditions must be provided:
- encourage children to create their own crafts for the director’s theatrical board game;
- 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.

Forms of organizing theatrical activities
When choosing material for dramatization, you need to take into account the age capabilities, knowledge and skills of children, enrich their life experience, stimulate interest in new knowledge, and expand their creative potential.
-Joint theatrical activities of adults and children, theatrical activities, theatrical games at holidays and entertainment.
-Independent theatrical and artistic activities, theatrical games in everyday life.
-Mini-games in other classes, theatrical games-performances, children visiting theaters together with their parents, mini-scenes with dolls during the study of the regional component with children, involving the main doll - Parsley - in solving cognitive problems.

Forms of work
- Theater games
- Speech games
- Rhythmoplasty
- Dramatization of songs, chants, round dances
- Use of different types of theater
- Dramatization of fairy tales
- Visiting theaters;
- Interaction with parents

Types of theater in kindergarten
- bibabo
- table theater
- theater book
- five finger theater
- mask theater
- hand shadow theater
- finger shadow theater
- theater of “living” shadows
- magnetic theater
- puppet theater
- theater on flannelgraph

Organization of a corner for theatrical activities
In kindergarten groups, corners for theatrical performances and performances are organized. They provide space for director's games with finger and table theater.
In the corner are located:
-various types of theaters: bibabo, tabletop, flannelgraph theater, etc.;
- props for acting out skits and performances: a set of dolls, screens for a puppet theater, costumes, costume elements, masks;
- attributes for various playing positions: theatrical props, scenery, scripts, books, samples of musical works, posters, cash register, tickets, pencils, paints, glue, types of paper, natural material.

Nomination “Methodological work in preschool educational institutions”

I invite you to amazing world children's theater

Theater is bright positive emotions, thanks to which we have the opportunity to manage the formation of the child’s spiritual needs, enrich and develop his personality.

The main goal of my work with children is the development of the creative personality of a preschool child. I found the only correct and effective, interesting way for myself and the children to realize this goal - organizing theatrical activities in kindergarten. I have been working in this direction for several years now. During this time, my students and I, with the help of colleagues and parents, together we built our children's theater.

The building of our theater is firmly based on the basic principles:

principle visibility and accessibility. This principle is based on the fact that theatrical activity is close and understandable to the child, as it is inextricably linked with play;
principle freedom and independence, allowing the child to choose his own role in the action and determine his attitude towards this role;
principle combinations, allowing the use of collective and individual forms and methods of work, providing the opportunity for the development of the child’s creative personality in a variety of activities;
principle systematic and consistent, which is implemented in that classes are held within the framework of a theater studio.

In the windows of our theater you see the cheerful faces of the children, they seem to invite us to enter. Let's climb these steps, enter the hospitable, wide open doors and plunge into the magical world of theatrical activities in kindergarten.

Classes with children in our theater are based on the use of theatrical pedagogy, adapted for children, with increased play moments. Work is carried out in the following areas:

culture and technique of speech;
rhythmoplasty;
fundamentals of theatrical culture;
work on the play.

Each direction solves a group of problems.

Culture and technique of speech. Not only for actors - for all people it is necessary to have intelligible, coherent, correct, competent and beautiful speech. In theater classes, children's speech apparatus is improved, speech breathing and correct articulation, diction, and speech development are developed. We use different material: articulatory gymnastics for the lips and tongue, tongue twisters, pure phrasing and poetry, breathing and voice exercises, and intonation expressiveness.

Rhythmoplasty. This section includes complex rhythmic, musical, plastic games and exercises designed to develop coordination of movements, teach how to create images of animals using plastic arts, and help children gain a sense of harmony between their body and the world around them.

Fundamentals of theatrical culture. Theater is not only a performance, but also a whole world of new words and concepts that everyday life are not used. This is the “stage”, “curtain”, “backstage”. Acquaintance with many more amazing words and concepts awaits those who wish to look behind the scenes of the theater.

Work on the play based on original plays based on Russian folk tales.

The fairy tale also pleases us, adults, with optimism, kindness, love for all living things, and compassion for the weak. A fairy tale educates morality, because through a fairy tale, children first come into contact with the understanding of good and evil, hard work and laziness, love and hatred and other moral concepts. Children's favorite fairy tales “Turnip”, “Kolobok”, “Teremok” are easily dramatized.

IN senior group With children you can already create full-fledged performances based on the fairy tale. A child, entering a fairy tale, gets the role of one of the heroes, thereby getting closer to the culture of his people, to our value system, to the Russian mentality. And with what pleasure children dress up, creating new image! The composition is created by children mainly for child viewers. Therefore, there is always a special atmosphere of trust in everything that happens on stage in the hall. It unites both performers and spectators in a single creative impulse.

Theater activities require children to be systematic in their work, hard work, determination, and perseverance in achieving goals, and this leads to the development of strong-willed personality traits, which is a good basis not only for subsequent studies at school, but also for success in later life.

Just as it is impossible to build a large and beautiful building alone, it is also impossible to create a theater alone. The enthusiastic, creative workers of our kindergarten are happy to perform different roles in entertainment and leisure, theatrical activities, on holidays, and, of course, attract children to theatrical activities. During this time, we have accumulated considerable experience, and the costume department has been replenished with bright, beautiful costumes.

The theater combines all types of art, which makes it possible to talk with children not only about its history, but also about painting, architecture, the history of costume and decorative arts. I am convinced that only in the process of theatrical activity is the comprehensive development of a child’s creative personality possible. Theater education helps to identify and prepare the most gifted and capable children. They may not become great actors, but they will certainly grow up to be bright, talented, creative individuals.

Our children develop new skills and abilities in the process of theatrical activity:

they can pronounce tongue twisters at different tempos;
are able to act in concert;
know how to relieve tension from individual muscle groups;
know how to build a simple dialogue;
know several articulation exercises;
are able to pronounce a phrase with different intonations.

The process of creating a fairy tale captivates children so much that they know each other’s words, sing songs from the play both on a walk and in evening time, putting books on the table and imitating playing the piano, and even at home. In the diagram you see how the number of children with a high level of knowledge and skills in all sections of theater activities has increased compared to the beginning of the school year.

There are different paths leading to the building of our children's theater. The path for communication with parents is lined with pink pebbles. They present all types of work with parents of pupils:

individual conversations;
reports;
open days;
open viewings of performances, holidays, fairy tales, games;
joint work on the preparation of theatrical performances.

This path initially had one direction - from the children's theater to the parents. But gradually, parents began to understand the need for theatrical work in kindergarten, saw the children’s development and interest in such activities, and began to actively help us in preparing performances, their design, and selection of attributes.

Another path - connection with school and Home children's creativity. We are largely connected with the school by the fact that the children of teachers from MBOU Losevskaya Secondary School No. 1 attend the group; they are also enthusiastic people and open to helping us. DDT works in our kindergarten theatre studio"Pinocchio".

Green arrows show the creative growth of the children's team. This is our road to the future. We already have experience in showing performances for children of other groups in our kindergarten, performing for parents, and staging performances at regional seminars and methodological associations, I think we are quite capable.

Theater activities in kindergarten help us, adults, not only to embody our ideas and demonstrate our talents, but also to remain, in a sense, children. And it gives our students the joy of communicating with a fairy tale, emotional pleasure and unforgettable impressions for a lifetime!

Appendix 2: Culture and technique of speech

Appendix 3: Rhythmoplasty

1. Tabletop toy theater. This theater uses a wide variety of toys - factory-made and homemade, from natural and any other material. Here the imagination is not limited, the main thing is that the toys and crafts stand steadily on the table and do not interfere with movement.
2. Tabletop picture theater. All pictures - characters and decorations - must be double-sided, since turns are inevitable, and to prevent the figures from falling, supports are needed, which can be very diverse, but must be quite stable. This is ensured by the correct ratio of the weight or support area to the height of the picture. The higher the picture, the larger or weightier the support area is needed.

The actions of toys and pictures in the tabletop theater are limited. But you should not lift them and move them from place to place. It is important to imitate the desired movement: running, jumping, walking and at the same time pronounce the text. The state of the character, his mood is conveyed by the intonation of the presenter - joyful, sad, plaintive.

It is best to hide characters before the game starts. Their appearance during the action creates an element of surprise and arouses the interest of children.

In order to create an idea of the location of the action, use decorative elements: two or three trees are a forest, green cloth or paper on a table is a lawn, a blue ribbon is a stream. Don’t spend a lot of time on such preparations and involve children in them, teach them to fantasize, come up with new original details for the decoration - and then everyone will be interested.

3. Stand-book. The dynamics and sequence of events are easy to depict using successive illustrations. For travel type games it is convenient to use a stand book. Secure it to the bottom of the board. On the top - place the transport on which the trip will take place. As the trip progresses, the presenter (first the teacher, and then the child), turning over the sheets of the book stand, demonstrates various scenes depicting events and meetings that take place along the way. You can also illustrate episodes from the life of a kindergarten if each page depicts a new routine process.
4. Flannelograph. Pictures are also good to show on the screen. They are held in place by the adhesion of the flannel that covers the screen and the back of the picture. Instead of flannel, you can stick pieces of sandpaper or velvet paper on the pictures. Together with the children, select drawings from old books and magazines, and the missing ones can be completed. This gives the guys pleasure. Use natural materials too.

Screens of various shapes allow you to create “living” pictures that are convenient to demonstrate to the whole group of children. All children can work on prism screens in pairs at the same time during classes. The scenes on the screens are different, and children will be able to see the variety of options for depicting the same topic.

This type of game makes it easy to depict crowd scenes, for example, “Air Parade,” “Bird Flight,” “Space Rocket Launch,” etc.

5. Shadow theater. What is needed is a screen of translucent paper, expressively cut out black flat characters and a bright light source behind them, thanks to which the characters cast shadows on the screen. Very interesting images are obtained using your fingers. For example, you can make a goose, a hare, barking dog, an angry turkey, fighting boxers, etc. Just remember to accompany the show with appropriate sound.

To show a scene with several characters at the same time, install a bar at the bottom of the screen on which you can strengthen the figure. For example, the grandfather pulls the turnip first. Strengthen his figure on the bar and display the headstock, etc. Place the figures close to the screen so that the shadows are clear. Position yourself below or to the side of the screen so that your shadow does not fall on it.

Shadow theater is good to use during leisure hours.

6. Finger Theater. The child puts the attributes on his fingers, but, as in dramatization, he himself acts for the character whose image is on his hand. As the action progresses, the child moves one or all fingers, pronouncing the text, moving his hand behind the screen. You can do without a screen and depict actions by moving freely around the room.

Finger theater is good when you need to show several characters at the same time. For example, in the fairy tale "Turnip" new characters appear one after another. Such a performance can be performed by one child using his fingers. Fairy tales “The Goat and the Seven Little Kids”, “Twelve Months”, “Boy-Ki-Balchish”, “Geese-Swans” and others with many characters can be shown by two or three children who are located behind the screen. The display of such fairy tales with crowd scenes is possible thanks to finger attributes.

7. Bibabo.

In these games, a doll is placed on the fingers of the hand. The movements of her head, arms, and torso are carried out using movements of the fingers and hand.

Bibabo dolls usually operate on a screen behind which the driver is hidden. But when the game is familiar or the dolls are driven by the children themselves, i.e. the moment of mystery has disappeared, then the drivers can go out to the audience, communicate with them, give them something, take someone by the hand, involve them in the game, etc. Such “exposure” does not reduce, but rather increases the interest and activity of the children.

When children see an adult playing with bibabo dolls, they will most likely also want to learn how to drive them themselves. If the doll turns out to be too big for a child’s hand, then you can insert two fingers into the head instead of one. Shorten the doll's sleeves so that the children's fingers fit into the sleeves of the hands. You can also make dolls for children's hands. Well-preserved parts from old broken toys and soft animals will be useful for this. Dress them up and make them up for the right role. Show the children how the doll should move, how to move it across the screen.

8. Improvisation - playing out a theme or plot without prior preparation - perhaps the most difficult, but also the most interesting game. All previous types of theater prepare for it. And yet children will be at a loss if you suddenly invite them to act out this or that scene. Prepare them for this - come up with a theme together, discuss how to portray it, what the roles and characteristic episodes will be.

The next step is to let each participant in the game depict the theme in their own way. And even more difficult task: the child chooses a theme and acts it out himself. Next time the guys will ask each other topics themselves. And finally, with the help of facial expressions, intonation, and attribute, you can make a riddle. The answer is the theme, which is also played out.