Additional educational program “Theater and fairy tale. The program of additional education with children on theatrical activities

Svetlana Kupriyanova
Work program on theater activities

I. Target section

1.1. Explanatory note

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

The habit of expressive public speech can be cultivated in a person only by involving him from childhood in speaking to an audience. This can be of great help theatrical classes. They always delight children, enjoy their unchanging love.

Allows you to form the experience of social behavior skills due to the fact that each 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 cognizes, but also expresses his own attitude towards good and evil.

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

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 the update of the content for various programs described in the literature at the end of this section.

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

Tasks:

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

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

3. To form in children the simplest figurative and expressive skills, to learn to imitate the characteristic movements of fabulous animals.

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

5. Activate the vocabulary of children, improve the sound culture of speech, intonation system, dialogical speech.

6. To form the experience of social behavior skills, create conditions for the development of children's creative activity.

7. Introduce children to different types theater(puppet, musical, children's, theater of animals, etc..) .

8. Develop children's interest in theatrical activities.

Program implemented through a visit 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 systematic approach, the essence of which lies in the fact that relatively independent components are considered not in isolation, but in their relationship, in a system with others. With this approach, the pedagogical system work with gifted children is considered as a combination of the following interrelated components Keywords: goals of education, subjects of the pedagogical process, content of education, methods and forms of the pedagogical process and subject-developing environment.

A personal approach that affirms ideas about the social, active and the creative essence of a gifted child as a person. Within the framework of this approach, support in upbringing and education is supposed to be based 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 the development of personality. Therefore, special Job choice and organization activities of gifted children. This, in turn, involves teaching children about goal setting and planning. activities, its organization and regulation, control, introspection 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 relations characteristic of it, as a carrier of relationships and interactions of a social group, which requires special attention to the personal side of pedagogical interaction with gifted children.

The culturological approach is due to 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 is, firstly, the development of the child himself and, secondly, his formation as a creative person.

The implementation of these principles allows you 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 to engage theatrical and gaming activities;

Play simple performances on familiar literary plots using expressive means (with characteristic intonation, facial expressions, gestures);

Use in theatrical games figurative toys;

Depict clues to riddles using expressive means; perform in front of parents, children of their group, kids with dramatizations.

By the end of the year, the child should know:

Some species theaters(puppet, dramatic, musical, children's, theater of animals, etc..):

Some techniques and manipulations used in familiar views theaters; rubber, plastic, soft toys (puppet); desktop, table-planar, cone toys.

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

1. "Music"- children learn to hear the emotional state in music and convey it with 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 a fairy tale.

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

4. "Introduction to Fiction"- where children get acquainted with literary works that will form the basis of the upcoming production of the play.

5. "Getting to Know the Environment"- 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 theatrical games and exercises.

6. "Choreography"- where children learn to convey an image, moods through dance movements.

Diction exercises (articulation gymnastics);

Tasks for the development of speech and intonation expressiveness;

Finger game training for the development of fine motor skills of the hands;

Exercises for the development of expressive facial expressions;

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

-theatrical sketches; transformation games;

Watch puppet shows and talk on content;

Separate ethics exercises during dramatizations;

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

Preparing and acting out 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 certain action. The teacher reads the text 2-3 times, which helps to increase the sound concentration of children and subsequent independence. It is very important to teach children some ways of playing actions according to the model given by the teacher. Based on the techniques obtained, the child is capable of elementary self-expression. The expansion of the gaming experience is due to the development of varieties of dramatization games, which is achieved by consistently complicating the gaming tasks in which the child is included. At the same time, such subsequence:

A game-imitation of individual actions of a person (including his emotions, animals and birds (the sun came out - the children smiled, clapped their hands, jumped in place);

A game-imitation of sequential actions combined with the transfer of the emotions of the hero (merry nesting dolls clapped their hands and began to dance);

The game is an imitation of the images of familiar fairy-tale characters (clumsy bear goes to the house, a brave cockerel walks along the path)

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

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

Middle group.

Children improve their performing skills, develop a sense of partnership. For the development of imagination, such tasks are carried out, How: “Imagine a sea, a sandy shore. We lie on the warm sand, sunbathe. We are in a good mood. They shook their feet, lowered them, raked the warm sand with their 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. The artistic abilities of children develop from performance to performance. Joint discussion of the production of the play, collective work on its implementation, the performance itself - all this brings the participants in the creative process together, makes them allies, colleagues in a 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, practical skills. In progress theatrical activity develops 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 groups for school are keenly interested in theater as an art form. They are fascinated by stories theater and theater arts, about the interior arrangement theatrical rooms for spectators (foyer with photos of artists and scenes from performances, wardrobe, auditorium, buffet) and for theater workers(stage, auditorium, rehearsal rooms, dressing room, dressing room, art workshop). interesting for children and theatrical 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. Acquaintance with various types theater contributes to the accumulation of living theatrical experience, mastering the skill of their comprehension and aesthetic perception.

Game - dramatization often becomes a performance in which children play for the audience, and not for themselves, directorial games are available to them, where the characters are puppets 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: desktop, bibabo, bench, finger; invent and act out dialogues, expressing intonation the features of the character and mood of the hero.

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

To identify the degree of assimilation of material by children, the method of associations can be used. For example, in a separate lesson, children recall the entire plot of the performance, accompanied by musical pieces that sounded during it, and using the same attributes that were on stage. Repeated appeal to the production contributes to a better memorization and understanding of its content, focuses the attention of children on the features of expressive means, and makes it possible to relive the experienced feelings. At this age, children are no longer satisfied with ready-made stories - they want to invent their own, and for this, the necessary conditions:

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

To acquaint them with interesting stories and fairy tales that contribute to the creation of their own idea;

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

Show initiative and creativity as a role model.

The improvement of individual elements of movements, intonations is helped by special exercises and gymnastics, which preschoolers can do themselves. They come up with and ask their peers any image, accompanying it with a word, gesture, intonation, posture, 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 actions, fantasies when imitating movements.

2.2. Ways and directions to support children's initiative

Program provides an opportunity to develop creative skills and abilities in theatrical activities. Classes are held with all children, without any selection, once a week, in a regularly ventilated room on the basis of the kindergarten.

The learning process should go quite naturally in accordance with the age development of children. The success of classes depends on the ability of the teacher to create comfortable conditions where each child would feel safe, accepted, loved, 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 children of preschool age, it must be remembered that each child is a Personality who has the right to his own, unique path of development. And the role of an adult is to help reveal the possibilities and abilities of children.

The teacher is in the position of the organizer of the developing 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 own individuality.

A teacher is a respectful interlocutor in a dialogue, an older friend directing him in the right direction, but not imposing his thoughts and his will. This is a consultant, an assistant in the preparation of monologues and dialogues, by no means a critic and controller, first of all, a person who encourages any finds - especially original ones - stimulates speech activity and demonstrates tactful behavior and a creative approach to business.

When teaching preschoolers, it is necessary to use game technologies, forms of group and individual work, methods of observation, comparison, innovative methods of pedagogical technique of developmental and search education.

2.3. Features of interaction with the families of pupils

Practice shows that most parents are not indifferent to the success of their children. They strive to keep abreast of the progress of the child in the manifestation of creative abilities, and are able to support 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 a wider exposure to culture, literature, customs and traditions. The teacher may offer advice to parents on the following content:

To be interested in what the child has learned in class is necessary to maintain interest in theatrical art;

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

Pay attention to the features of the child's assimilation of new material;

Pay attention to the features of the memory and thinking of the child;

Supervise and help with homework;

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

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

Take an active part in the preparation theatrical events, for example, in the manufacture of costumes for performances;

Come to matinees and holidays as spectators and participants.

Relations with parents are built taking into account an individual approach, a friendly style of communication.

III. Organization section

3.1. Provision with methodological materials and means of training and education

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

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

In the course of individual lessons in small groups, children gain skills work over the artistic image, they learn to capture the features of a particular role, the art of reincarnation through participation in the creation of elements of scenery and costumes.

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

Equipment: Video CDs, Audio CDs, Puppet theater, theatrical masks, costumes, piano, musical instruments, screen, music center, microphones.

Literature:

1. Deryagina L. B. We play a fairy tale. Scenarios in verse for staging in kindergarten and elementary school. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2010. - 128 p.

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

3. Card file of portraits of children's writers. Brief biographies. Part I / Comp. L. B. Deryagina. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS" .

4. Card file of portraits of children's writers. Brief biographies. Part II / Comp. L. B. Deryagina. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2013. - 32 p.: 14 colors. ill. - (Equipment of the pedagogical process in the preschool educational institution; issue 25).

5. Tkacheva O. V. Scenarios for holidays, entertainment and music lessons for kindergarten. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2014. - 176 p.

3.2. Features of the organization of the developing object-spatial environment

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

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

The teacher should:

Have basic knowledge of anatomy, developmental psychology, philology;

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

The living word of the teacher, his artistic taste, mastery of the word is an example for pupils.

For successful work and ensure predictable results, certain conditions:

Cozy aesthetic space for classes (Music hall, groups)

Handout kits (finger theater and others.)

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

Teaching aids (a library of scientific and methodological literature on rhetoric, as well as books on the development of speech).

Media library in this area activities.

Olga Yaganova
Draft work program "Theatre for Children"

Explanatory note

Childhood is an amazing country. Everything is possible, everything is allowed. One of the most popular and exciting destinations is theatrical activities of children in preschool.

This program developed in accordance with the main educational preschool program, program« Theatrical classes in kindergarten " author Makhaneva M. D., as well as at the request of the parents of pupils of MDOU No. 1 "Alyonushka".

Program« Theater and children» is aimed at revealing the spiritual and creative potential of the child, maintaining interest in learning, developing his communication skills, mental processes, the manifestation of personal qualities, understanding the inner world through.

Program provides social-personal, cognitive-speech and artistic-aesthetic development of children aged 3-7 years, taking into account their age and individual characteristics.

Development of children's creative abilities by means theatrical art.

Main goals:

1. Create conditions for the development of creative activity of children participating in theatrical activities, as well as the gradual mastering by children of various types of creativity by age groups.

2. Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances by older children in front of younger ones, etc.).

3. Introduce children of all age groups to different types of theaters(puppet, dramatic, musical, children's, theater of animals, etc..).

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

5. Introduce children to theater culture, enrich them theatrical experience.

6. Develop children's interest in theatrically- gaming activities.

Didactic principles of organization theatrical activities

with preschool children age:

The principle of psychological comfort.

First of all, it is the creation of conditions in which children feel "like at home", removal of stress-forming factors, orientation of children to success, and most importantly, a sense of joy, enjoyment of the activity itself.

The principle of creativity.

This is the maximum orientation towards creativity, the acquisition by children of their own experience of creative activity.

The principle of a holistic view of the world.

This is the personal attitude of the child to the acquired knowledge and the ability to apply them in their practical activities.

The principle of variation.

It assumes that children understand the possibility of various options for solving problems.

Program compiled with integration:

"Fiction", where children get acquainted with literary works that will be used in staging performances, games, classes, holidays, and independent theatrical activities.

"Artistic Creativity", where children get acquainted with illustrations similar in content, the plot of the play. They draw with different materials according to the plot of the play, or its characters.

"Cognitive Development", where children get acquainted with the objects of the immediate environment, culture, life and traditions of the peoples of the north, which will serve as material included in theatrical games and performances.

"Musical education" where children get acquainted with the music for the next performance. They note the nature of the music, which gives the full character of the hero, and his image.

"Speech Development" where children use tongue twisters, tongue twisters, nursery rhymes. Clear diction develops.

Main directions programs:

1. theatrically- game activity. Aimed at the development of children's play behavior, the formation of the ability to communicate with peers and adults in various life situations.

Contains: games and exercises that develop the ability to reincarnate; theatrical games for the development of imagination fantasy; dramatization of poems, stories, fairy tales.

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

Contains: exercises for the development of motor abilities, dexterity and mobility; games for the development of a sense of rhythm and coordination of movements, plastic expressiveness and musicality; musical and plastic improvisations.

3. Artistic and speech activity. It combines games and exercises aimed at improving speech breathing, the formation of correct articulation, intonational expressiveness and logic of speech, and the preservation of the Russian language.

4. Basics theater culture. It is designed to provide conditions for preschoolers to acquire elementary knowledge about theatrical art. Your child will receive answers to questions:

5. Work on the play. Based on author's scripts and includes themes "Introduction to the Text" (joint reading) And "From etudes to performance"(choosing a performance and discussing it with children; Job over individual episodes in the form of etudes with an improvised text; search for a musical and plastic solution for individual episodes, staging dances; creation of sketches and decorations; rehearsals of individual paintings and the entire play; performance premiere; discussing it with children). TO work parents are widely involved in the performance (assistance in learning the text, preparing scenery, costumes).

Implementation Methods programs

1. Practical.

Creation of a subject-spatial developing environment that ensures a comfortable stay of the child in a preschool educational institution.

, theatrical games.

Establishment and centers « Theater» in DOE groups.

Creation of creative projects.

2. Verbal.

Reading fiction. Learning poems.

Didactic games.

Role-playing games.

Entertainment.

Modeling situations.

Consultations.

Observations.

3. Visual

Organization of exhibitions, competitions.

Examining illustrations.

Information stands.

Theatrical activities.

Theatrical Classes are held once a week for 25-30 minutes « Theater Friday» . All parts of the lesson can line up in a different sequence. It also depends on the age group of children, time of year (beginning, middle or horses of the school year) and, most importantly, on the tasks that the teacher sets.

Watching puppet shows and talking about them;

Games - dramatizations;

Playing a variety of fairy tales and dramatizations;

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

Exercises for the social and emotional development of children.

Form of organization of classes on theatrical activities:

- theoretical:

Classes.

Games - classes.

Games are riddles.

Activities - travel.

Showing exercises on the formation of expressiveness of performance and on the social and emotional development of children (viewing albums, pictures, photos).

Conversations with children about theatrical art.

- practical:

Preparation and holding of performances, skits,

Making attributes and costumes for activities,

game lessons,

Games - dramatizations,

Child-adult projects,

Literary quizzes

Games, exercises, sketches.

Equipment of the subject-spatial environment.

"Center Theater»

1. Desktop toy theater.

2. Children's costumes for performances.

3. Adult costumes for performances.

4. Elements of costumes for children and adults.

5. Attributes for classes and performances.

6. Screen for puppet theater.

7. Music center, video equipment

8. Mediotek (audio and CD discs).

10. Methodical literature.

List of basic teaching aids.

TV (watch TV with parents)

Laptop

Video footage (recordings of fairy tales, performances on CDs)

Music Hall

Sound equipment, microphones, music center

Scenery

Theatrical costumes

Stuffed Toys

Photos, pictures, illustrations.

Attributes for games.

Fiction.

Didactic games.

Expected results:

Estimated skills and abilities by the end of preschool age

children should be able:

Play simple performances on familiar literary plots using expressive means (facial expressions, intonation, gestures)

With interest to make and use theatrical figurative toys from different materials.

Feel and understand the emotional state of the characters, engage in role-playing interaction with other characters,

Speak in front of peers, children of younger groups, a different audience.

must know:

Some species theaters,

Some manipulation techniques used in familiar views theaters: rubber, plastic, soft toys (puppet, desktop.

should have an idea:

ABOUT theater, theater culture.

Roles of actors, puppets.

About the rules of conduct in theater.

Conclusion.

Theatrical the activity of children is purposeful, that is, it allows you to successfully solve many educational and educational tasks of a preschool institution.

In process theatrical actions, children learn to express feelings and thoughts in an artistic form and, thereby, liberate their personality. Using the richest arsenal theatrical means At the same time, they also receive purely gaming pleasure, which allows them to deeply consolidate their skills.

It is for the development of the emotional world and artistic abilities of a preschool child by introducing him to theatrical art and participation in theatrical activity is directed program« Theater for children» .

The program "Young Actor" is intended for children of senior preschool age 5-7 years old.

The main goal of the program is to develop the creative abilities of children by means of theatrical art.

This program is relevant, since theatrical activity can be a powerful tool for the development of all the qualities of a child's personality: cognitive and mental processes, the formation of communication skills as the foundations of social culture. The formation of these qualities will help the future first-grader to quickly get in touch, not to get confused in any difficult situation, boldly ask questions to the teacher, learn from classmates, and help others himself. By attending a theater group, a child learns to work collectively on the concept of a future performance, create artistic images, exchange information, plan various types of artistic and creative activities (selection of musical characteristics for characters, work on a role, etc.), as well as coordinate their functions. Theatrical activity allows the child to solve many problem situations indirectly on behalf of a character. It helps to overcome shyness, self-doubt, shyness.

Download:

Preview:

Municipal preschool educational institution kindergarten

general developmental type "Baby"

The program of additional education in theatrical activities

"Young actor"

for children 5-7 years old

(program implementation period - 2 years)

Starodub Svetlana Mikhailovna,

teacher of the 1st qualification category

r.p. Railway

2013

Chapter 1. Explanatory note…………………………………………….3

The relevance of the additional general developmental program "Young Actor"………………………………………………………………………..4
The novelty of the additional general developmental program “Young Actor”
Goals and objectives of the additional general developmental program "Young Actor"………………………………………………………………………..5
Methodological provisions of the program……………………………5
Expected results and ways to check them………………………6
Legislative and regulatory support of the program………………6

Chapter 2. The content of the additional general developmental program

2.1. Curriculum plan………………………………………….....7

2.2. Calendar-thematic planning………………………………..7

2.3 Logistics and methodological support……………16

References………………………………………………………………………………………………………………………17

Appendix………………………………………………………………...18

Chapter 1. EXPLANATORY NOTE

In accordance with the Federal State Educational Standard for Preschool Education, conditions for the development of the child should be created in the preschool educational institution, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities through cooperation with adults and peers. The process of profound changes taking place in modern education puts forward as a priority the problem of developing creativity, creative thinking, which contributes to the formation of a diversified personality, distinguished by originality and originality.

Creative activity and the development of a person's creative abilities are an integral part of the socio-economic and spiritual directions of the modern social order. The word "creativity" in the social sense means to look for, to depict something that has not been encountered in past experience, individual and social. Creative activity is an activity that gives birth to something new; free art of creating a new product that reflects the personal "I".

Children's creativity is one of the urgent problems of preschool pedagogy and child psychology. It was studied by L. S. Vygotsky, A. N. Leontiev, L. I. Venger, N. A. Vetlugina, B. M. Teplov, O. M. Dyachenko, A. I. Volkov and many others.

Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, lies deep in his nature and is reflected spontaneously, because it is connected with the game. The child wants to translate any of his inventions, impressions from the life around him into living images and actions. (Shchetkin A.V., 2010).

Researcher I.G. Vechkanova emphasizes the special role of theatrical games in introducing children to literary, dramatic and theatrical art. With proper guidance, they form ideas about the work of artists, directors. Children realize that the performance is prepared by the creative team, and the theater gives joy to both creators and spectators. (Migunova E.V., 2009).

Development in children of emotional responsiveness to theatrical action, teaching the knowledge and skills that are necessary for the active perception of artistic images, and then their embodiment (performance);
art education and upbringing of preschool children;
formation of aesthetic taste;
education of moral principles;
development of communicative qualities of a person;
education of the will, development of memory, imagination, fantasy, speech.

The program defines the most important principles for organizing theatrical activities with preschool children:

Ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, in the process of implementing which such knowledge, skills and abilities are formed that are directly related to the creative development of preschool children;

It is built taking into account the principle of integration of educational areas (“Social and communicative development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”, “Cognitive development”), in accordance with the age capabilities and characteristics of the pupils;

Provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of children;

It involves the construction of the educational process on age-appropriate forms of work with children.

The main form of work with children of preschool age and the leading activity for them is playing theater.

The relevance of the additional general developmental program "Young Actor"

The novelty of the additional general developmental program "Young Actor"

The program systematizes the means and methods of theatrical and gaming activities, justifies the use of different types of children's creative activities in the process of theatrical implementation.

Goals and objectives of the additional general developmental program "Young Actor"

Program goal: development of children's creative abilities by means of theatrical art.

Program objectives:

To create conditions for the creative activity of children in theatrical activities.
To develop coherent figurative speech, creative imagination, the ability to compose short stories and fairy tales, to select the simplest rhymes.
Develop coordination of movements; learn to remember the given poses and figuratively convey them.
To teach children to distinguish the mood, experiences, emotional states of the characters.

Methodological provisions of the program

The program of additional education "Young Actor" was developed on the basis of the author's program Churilova E.G. "Art is fantasy".

Methods used in organizing classes:

The verbal method is used in conversation, story, in the analysis of a musical or artistic work.
The visual method is used when displaying reproductions, photographs, and video materials.
Practical - improvisations, games.

Classes are built according to a single scheme:

Introduction to the topic, creating an emotional mood (training, psycho-gymnastics).
Theatrical activity (in various forms).
emotional conclusion.

Every child has the opportunity to express themselves in some role. For this, various tricks:

Children's choice of a role at will;

Appointment to the main roles of shy children;

The distribution of children by cards (children take from the hands of the teacher any card with a schematic representation of the future character).

The program is designed for children 5-7 years old, the implementation period is 2 years, 72 lessons.

Lesson duration: 20 – 25 min. - senior group (5 - 6 years), 25 - 30 min. – preparatory group (6 – 7 years old). Classes are held in the 2nd half of the day outside the main regime moments.

The optimal number of children in theater classes is 10-15 people.

The final product of training in the theater studio is a performance.

Expected results and how to check them

Tracking Criteria:

Possession of expressiveness of speech.
The ability to empathize with the heroes of fairy tales, emotionally reacting to the actions of the characters
The ability to get used to the created image, using facial expressions, gestures, movements.

The following forms are used to sum up the results of the program implementation:

Diagnosis (see Appendix No. 1.);

Theatrical productions;

Participation in competitions, holidays;

Visual information for parents (photo reports, presentations).

Legislative and regulatory support of the program

When compiling the program, the norms and requirements for the load of children during the week were taken into account in accordance with the Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013) and SanPin (The maximum allowable educational load corresponds to the sanitary and epidemiological rules and standards of SanPiN 2.4. 1.3049-13).

Chapter 2. Content of the additional educational program

2.1. Educational and thematic plan

The specifics of working with preschool children does not allow dividing a specific number of hours into theoretical and practical materials. Therefore, in the educational - thematic plan of the program, the total number of hours for each topic is proposed.

No. p / p	Section names	Number of hours
No. p / p	Section names	I year of study	II year of study
	Introduction to art
	Acting Basics
	Culture and technique of speech
	Rhythmoplasty
	Work on the repertoire
	Premieres
	Holidays and entertainment
Total hours:

Calendar-thematic planning

I year of study

Sections	Tasks
1.Introduction to art	September: Getting to know the team.To acquaint children with the art of the theater, theatrical professions, theatrical vocabulary(poster, stage, curtain, backstage, scenery, make-up, auditorium.), rules of conduct in the theater.Develop an interest in performing arts.	Reading a poem V. Vasilenko "You become a spectator" Conversations about the theater, theatrical professions (actor, director, costume designer, make-up artist) Presentations for children "All about the theater" Riddles about theatrical professions Examination of illustrations "Types of theaters", "Theater device" Game "Me too" The game "Birds, to the nests!"
	September - November: Develop attention, memory, facial expressions; learn to relieve tightness and stiffness, as well as coordinate their actions with other children. December - February: Develop imagination and fantasy March - May: To develop the ability to sincerely believe in any imaginary situation, to transform objects. Develop skills of action with imaginary objects.	Etudes "Oh, oh, my stomach hurts", "Three characters", "Delicious sweets", "Purchasing a theater ticket", "Consolation". Compose a sketch on the topic: "Collective exit to the theater" The game "The same thing in different ways." Dramatization of "Dispute of vegetables", "Who said Meow?" (according to V. Suteev) Pantomime game "Guess who the puppy met?" (acting out a dialogue from the fairy tale “Who said “meow”?” between a puppy and a dog). The game "Transformation of the object." Game around the world. Dramatization of "Gingerbread Man in a New Way". Etude "Remember your position", "Enchanted child", "Amateur fisherman", a study for the reproduction of character traits "Terrible Beast". The game "Depict the taste of an apple", "Arms and legs." Exercise with objects, exercise with chairs. Etudes based on Russian folk tales ("Kolobok", "Teremok") Dramatization: “Who will find the ring?” based on a poem by S. Marshak
3. Culture and technique of speech	September - November: Develop speech breathing and correct articulation. Develop diction, learn to build a dialogue. December - February: Exercise the articulatory apparatus. Learn to use intonation, pronouncing phrases joyfully, sadly, surprised. Learn to build dialogues by choosing a partner on your own. March - May: Replenish vocabulary. Develop imaginative thinking. Match words to words - actions and words that are opposite in meaning. Improve your fluency in pronunciation.	Exercises for the pronunciation of vowels and consonants. Breathing exercises: "Dandelion","Soap Bubbles", "Cheerful Piglet", "Snorting Horse". Game "Question - answer" Tongue twisters “Six mice rustle in the reeds”, “Sasha sewed a hat for Sasha”. Articulatory gymnastics "Hamster", "Mugs", for stretching the lips "Proboscis". Breathing exercises "Pump", "Flower Shop", "Candle" Tongue twisters (pronunciation at a different pace) Speech finger game with the verses “Who has arrived?”, “Tra-ta-ta!” Speech game with movement: “Hen and chickens” (words by V. Berestov), “Sparrows” Exercise "Jumpers" Finger games with poems “Rain” (lyrics by A. Parunov), “Hammer” (lyrics by E. Ruzhentsev), “Girls, boys” Speech game with the movement "Parsley", "Playing the conductor" Pronunciation of tongue twisters and tongue twisters. Creative games with the word "Compose a fairy tale", "Handball". Game with tongue twisters "Broken phone".
4. Rhythmoplasty	September - November: Develop the ability to use gestures. Develop children's motor skills, dexterity, mobility. Exercise in alternating tension and relaxation of the main muscle groups. December - February: Develop a sense of rhythm and coordination of movements, plastic expressiveness. Learn to create images of living beings with the help of expressive plastic movements. March, April: Develop the ability to use a variety of gestures.	Games and exercises "Airplanes and Butterflies", "Wet Kittens" P / game "Scarecrow", exercise "Bears in a cage", game "Funny monkeys". Exercise-pantomime "Forest clearing". Musical and plastic improvisations "Cookers", "Gift" Games and exercises: “Hedgehog”, “In the kingdom of goldfish”, “Snowflakes”, “Make no mistake”, “Catch cotton”, “There is a neck, there is no neck”, “Funny exercises”, “Chickens”. Games for muscle tension and relaxation "Snowman", "Baba Yaga". Gestures: come here - leave, agreement - disagreement, crying - consolation, greeting - farewell. Games for the development of motor abilities: “Lazy Contest”, “How are you?”, “Grandma Malanya”, “Clockwork doll”.
5. Work on the repertoire	September - May: Learn to compose sketches based on fairy tales, develop skills in acting with imaginary objects; learn to find key words in individual phrases and sentences and highlight them with your voice, develop the ability to use intonations expressing a variety of emotional states, replenish vocabulary, figurative structure of speech.	Main stages of work:
6. Premieres	September - May:
	September - May: Teach children to actively participate in the preparation and holding of holidays and entertainment. Cultivate an emotionally positive attitude towards the holidays.	Participation of children in thematic events "Autumn Festival", "New Year's parties", "Winter holidays", "Mother's holiday".

II year of study

Sections	Tasks
1.Introduction to art	September: To deepen children's knowledge of the theater as an art form, to consolidate the rules of conduct in the theater, visiting the theater of drama and comedy in Ust-Ilimsk	Examination of photographs "Famous theaters of Russia" Conversation - dialogue “Why do we need scenery? Music? What does a director do? What should an actor be able to do? The game "Travel with a theater ticket", "Magic basket". Production of posters "Our performances"
2. Fundamentals of acting	September - November: Cultivate creativity. Develop voluntary attention, memory, observation. To help expand the range of emotional perception and expression of various emotions, to teach the expression of various emotions and the reproduction of individual character traits. December - February: Cultivate initiative and endurance. Develop communication skills and the ability to communicate with adults in different situations. Develop imagination and faith in stage fiction. Teach children to compose sketches on their own. March - May: To improve the improvisational abilities of children. Develop initiative and independence in creating images of various characters. To cultivate goodwill and sociability in communication with peers.	Etudes: “Different mood”, “Flower”, “Angry grandfather”. General educational games: “Remember the photo”, “Flies - does not fly”, “Attentive animals” Exercises: "Guess what I'm doing?", "Transforming an object" Come up with your own story on the theme "Autumn in the Forest" (optional). Etudes for the expression of various emotions "Different Moods" (to poems by N. Pomerantsev). A study on the expression of individual character traits of "Karabas-Barabas". Etudes in pairs "Mirror". Study on the imagination "Casket". Games: Track to track”, “Around the world trip”. Composition of sketches: Acquaintance, request, gratitude, refreshments, purchase of a theater ticket. Etudes based on the fairy tales "The Ugly Duckling", "Little Red Riding Hood", "Cinderella". Coming up with a dialogue for the fairy tale "Theatrical warm-up". Games and exercises: "The same thing in different ways", "Sparrows - crows".
3. Culture and technique of speech	September - November: Develop speech breathing. Learn to use intonation, improve diction. Expand the range and power of the sound of the voice. To develop the ability to build a dialogue between the characters of different fairy tales in imaginary circumstances. December - February: Practice accurate and clear pronunciation of vowels and consonants. Learn to find keywords in individual phrases and sentences and highlight them with your voice. Compose a fairy tale collectively, adding your sentence in turn. March - May: Develop clear, fluent speech. Develop the ability to tell a fairy tale on behalf of different characters.	Pronunciation of tongue twisters with different tempos. Speech game "Who has what inside?" (poems by O. Vatsietis). Speech tale-game: "About the hedgehog". Games "Broken phone", "Snowball". Exercises "Sore tooth", "Caprizul", "Bells". Games: “Trained Dogs”, “Birdyard”, “Echo”, “Miracle Ladder”, “Hide and Seek” (for the development of stage speech, lyrics by Z. Alexandrova). Games for the development of breathing "Komarik", Finger game "Who lives under the ceiling?" (lyrics by S. Cherny). Creative games "Compose a fairy tale", "Question - answer". Articulation exercises for the tongue, lips, jaw. Work with tongue twisters and poems. The game "Tell me a word." Speech game "Don't make noise!" (lyrics by A. Kushner), "Magic Dream". Creative games with the words "Fantasy about ...", "My fairy tale".
4. Rhythmoplasty	September - November: Develop the ability to control your body, strain and relax your muscles. To develop the ability to evenly place on the site, to move without colliding with each other, at different paces. December - February: Develop a sense of rhythm, speed of reaction, coordination of movements. Improve motor skills and plastic expressiveness. Develop the ability to create images using gestures and facial expressions. March, April: Develop imagination and ability for plastic improvisation. Improve the ability to create images using facial expressions and gestures.	Games for the development of motor abilities: "Ants", "Autumn Leaves", "Pinocchio and Pierrot", "Baba Yaga", "Snow Queen", "Puppets". Free motor improvisation "Magic of the autumn ray" (music by P.I. Tchaikovsky "Waltz"). Games: "Make No Mistake", "Catch the Cotton", "Rhythmic Etude", "Head or Tail", "Seed", "Clockwork Doll". Gestures: inviting, inquiring, dismissing, indignant. Games: "In the castle of the sleeping beauty", "Fakir and snakes", "Dying swan". Plastic movements to the music "In the Village" (music by C. Saint-Saens from the suite "Carnival of the Animals"). “Dance of Droplets” (for the development of creative imagination, music and lyrics by E. Gomonova).
5. Work on the repertoire	September - May: To improve the improvisational abilities of children, encourage them to search for expressive means to convey the characteristic features of the characters in the performance. Continue to work on the ability of children to hold themselves freely and liberated during performances.	Main stages of work: Choosing a play or dramatization and discussing it with the children. Searching for a musical and plastic solution for individual episodes, staging dances (if necessary). Transition to the text of the play: work on episodes. Clarification of the proposed circumstances and motives for the behavior of individual characters. Work on the expressiveness of speech and the authenticity of behavior in stage conditions. Rehearsal of individual paintings in different compositions with details of the scenery and props (possibly conditional), with musical accompaniment. Rehearsal of the entire play.
6. Premieres	September - May: Revealing all the creative abilities of children.
7. Holding holidays and entertainment	September - May: Involve children in active participation in holidays and entertainment.	Participation of children in thematic events "Autumn Holiday", "Winter Holidays", "Mother's Holiday", "April Day", "Children's Day".

2.4. Material - technical and methodological support

1. Music hall

2. Teaching aids

3. Music center

4. Laptop

5. TV

6. A / disks and an audio library on removable media

7. Video materials: fairy tales, children's performances

8. Presentations

10. Theatrical costumes

11. Masks

12. Attributes for games

13. Soft toys

14. Books with fairy tales

15. Screen

16. Photographs, pictures, illustrations.

Literature:

Antipina E. A. Theatrical activity in kindergarten [Text]: guidelines / E. A. Antipina. - M.: Sphere, 2009. - 128 p. - (Library of the journal "Educator of the preschool educational institution").
Vakulenko Yu.A., Vlasenko O.P. Theatrical performances of fairy tales in kindergarten / - Volgograd: Teacher, 2008.- 153p.
Vlasenko O.P. A child in the world of fairy tales: musical and theatrical performances, dramatizations, games for children 4-7 years old / - Volgograd: Teacher, 2009. - 411 p.
Grigoryeva T.S. The program "Little Actor": for children 5 - 7 years old. Toolkit. - M .: TC Sphere, 2012. - 128s. (Library of the Educator).
Goncharova O.V. Theatrical palette: The program of artistic and aesthetic education / - TC Sphere, 2010. - 128 p. (Library of the Educator).
Migunova, E. V. Theater pedagogy in kindergarten [Text]: guidelines / E. V. Migunova. - M.: Sphere, 2009. - 128 p. - (Library of the journal "Educator of the preschool educational institution").
Petrova, T. I. Theatrical games in kindergarten [Text]: lesson development for all age groups with methodological recommendations / T. I. Petrova, E. L. Sergeeva, E. S. Petrova. - M. : School Press, 2004. - 128 p.
Rick T. Fairy Tales and Plays for Family and Kindergarten. - AM.: LINKA-PRESS, 2008. - 208s. from ill.
Sakovich N.A. The practice of fairy tale therapy / - St. Petersburg: Speech, 2007. - 224 p.
Tannikova E.B. The formation of speech creativity in preschoolers (teaching the composition of fairy tales). - M.: TC Sphere, 2008. - 96 p. (Development program).
Churilova, E. G. Methodology and organization of theatrical activities of preschoolers and younger schoolchildren: Program and repertoire. - M.: VLADOS, 2001. - 160 p.
Shiyan O.A. Development of creative thinking. We work according to a fairy tale. - M.: MOSAIC-SYNTHESIS, 2013. - 112p.
Shchetkin A.V. Theatrical activity in kindergarten Mosaic - Synthesis, 2008.
Monthly educational magazine for children "Why and why" (article "The house in which the fairy tale lives" p. 4) / editor-in-chief: E. Bakurskaya, March 2001.

Application No. 1

1. Owns expressiveness of speech:

Target: clarify the pronunciation of sounds, their clear articulation in sound combinations and words; identify the ability to clearly pronounce phrases using the intonation of the whole sentence and the ability to regulate the strength of the voice and the pace of speech.

Task number 1

Material: patter

Masha walked, walked, walked

And found a toy:

Cat, matryoshka, bump, monkey.

Mouse, typewriter, gun, bunny,

Ball, roly-poly, reel, frogs, -

Who lost so many toys?

Methodology: Invite the child to repeat the tongue twister.

Task number 2

Methodology: Perform the goat's song from the fairy tale "The Wolf and the Seven Kids", either on behalf of the Goat, or on behalf of the Wolf:

Goats, kids,

Open up, open up

Your mother has come

Milk brought...

Task number 3

Methodology: Invite the child to ask questions on behalf of Mikhail Ivanovich, Nastasya Petrovna and Mishutka from the fairy tale "Three Bears", so that the audience can guess which of the bears is asking, and how they feel about what they are asking about.

Evaluation of results:

3 points - the creative activity of the child, his independence, quick understanding of the task, its precise expressive execution without the help of adults, pronounced emotionality.
2 points - emotional responsiveness, interest, but the child finds it difficult to complete the task. The help of an adult is required, additional explanations, demonstration, repetition.
1 point

2. The ability to empathize with the heroes of fairy tales, emotionally reacting to the actions of the characters.

Target: to reveal the ability of children to express various emotions and reproduce individual traits of character.

Task number 1.

Methodology:

Imagine early morning. Yesterday you were presented with a new toy, you want to carry it everywhere with you. For example, on the street. But my mother didn't allow it. You are offended (lips "puffed out"). But this is mom - they forgave, smiled (teeth closed).

Task number 2.

Methodology:

The spring snowman, whose head is baked by the spring sun, is frightened, feels weak and unwell.

Task number 3.

Methodology:

Imagine yourself as a dog in a booth. Serious dog. Yeah, someone is coming, we need to warn (growl).

Task number 4.

Methodology:

I'm walking on my toes

I won't wake my mom.

Ah, what sparkling ice,

And the penguin is walking on the ice.

Evaluation of results:

3 points - the child performs the task without the help of an adult, quickly comprehends it, is emotionally responsive.
2 points -
1 point - unemotional, inactive, incapable of independence.

3. The ability to get used to the created image, using facial expressions, gestures, movements.

Task number 1. "The fox is listening"

Methodology: Chanterelle stands at the window of the hut in which Kotik and Cockerel live, and eavesdrops on what they are talking about.

Pose: put the leg forward, tilt the body slightly forward.

Expressive movements:tilt your head to the side (listen, substituting your ear), look in the other direction, your mouth is half open.

Task number.2. "Tasty candy"

Methodology: The girl has an imaginary box of chocolates in her hands. She hands it to the children one by one. They take one candy each and thank the girl, then unfold the papers and put the candy in their mouth. You can see from the childish faces that the food is delicious.

Mimicry: chewing movements, smile.

Task number 3. "Flower"

Methodology: A warm ray of sun fell to the ground and warmed the seed. A sprout sprouted from it. A beautiful flower grew from a sprout. A flower basks in the sun, exposes each petal to heat and light, turning its head after the sun.

Expressive movements:squat down, lower your head and arms, raise your head, straighten your body, raise your arms to the sides, then up - the flower has blossomed, tilt your head slightly back, slowly turn it after the sun.

Mimicry: eyes half closed, smile, facial muscles relaxed.

Evaluation of results:

3 points - the child quickly comprehends the task, accurately and expressively performs it without the help of adults.
2 points - the child is emotionally responsive, but finds it difficult to complete the task. The help of an adult is required, additional explanations, demonstration, repetition.
1 point - the child is not active, not capable of independence.

Name: The work program for theatrical activities "Theater Steps" for 2016-2017
Nomination: Kindergarten, Methodological developments, Programs in the preschool educational institution, Middle group, senior group, preparatory group

Position: teacher of the first qualification category
Place of work: MBDOU "CRR-Kindergarten No. 6"
Location: Novokuznetsk, Kemerovo Region

The work program for theatrical activities in the preschool educational institution.
"Theatre Steps"

1. "The role and expediency of theatrical activity in the development of preschoolers."

The transformations taking place in society give rise to new requirements in education. To work with preschoolers in a modern kindergarten, theatrical activity allows you to develop feelings, deep feelings and discoveries of the child, introduces him to spiritual values. Develops memory, thinking, imagination, attention; allows you to enrich and activate the vocabulary of children, which is an important tool for preparing children for schooling.

One of the requirements is: the development of creative abilities in preschool children.

Creativity is one of the components of the overall structure of personality. Their development contributes to the development of the personality of the child as a whole. Based on the analysis of the works of domestic and foreign psychologists that reveal the properties and qualities of a creative personality, general criteria for creative abilities were identified: readiness for improvisation, justified expressiveness, novelty, originality, ease of association, independence of opinions and assessments, special sensitivity.

A unique means of developing the creative abilities of children is theatrical activity. Solving problems aimed at developing creative abilities requires the definition of a different technology for using theatrical techniques.

Currently, more and more teachers of preschool institutions use information and communication technologies in working with preschoolers in various sections of the program.

Life in the era of scientific and technological progress is becoming more diverse and more complex.

And it requires from a person “not stereotyped, habitual actions, but mobility, flexibility of thinking, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems.” If we take into account the fact that the share of mental labor in almost all professions is constantly growing, and an increasing part of the performing activity is shifted to machines, it becomes obvious that the creative abilities of a person should be recognized as the most essential part of his intellect and the task of their development is one of the most important tasks. in the education of modern man.

After all, all the cultural values accumulated by mankind are the result of the creative activity of people. And how far human society will advance in the future will be determined by the creative potential of the younger generation.

Since today there is a social order for a creative person, then in his pedagogical work with children, great attention should be paid to this problem.

Creative potentials are inherent and exist in every person. Under favorable conditions, every child can express himself. In order for children to begin to creatively apply the knowledge they have previously acquired, it is necessary that they feel the need for the activity proposed to them. Motivation for action must be organized. Creativity is not only manifested in activity, but also formed in it.

One of the most effective activities that create conditions for the development of creative abilities of preschool children is theatrical activity.

2.Goals and objectives:

The main goal: this is the development of the child's creative abilities, psychological liberation through theatrical games.

The program is compiled taking into account the implementation of interdisciplinary links in sections:

1. "Fiction", where children get acquainted with literary works that will be used in staging performances, games, classes, holidays, and independent theatrical activities. To improve the performing skills of children in creating an artistic image, using game improvisations. Improve the ability to coherently and expressively retell fairy tales.

2. "Ideative activity", where children get acquainted with illustrations that are similar in content, the plot of the play. They draw with different materials according to the plot of the performance, or its characters.3

3. "Introduction to the environment", where children get acquainted with the objects of the immediate environment, culture, life and traditions of the peoples of the north, which will serve as material included in theatrical games and performances

4. "Musical education", where children get acquainted with the music for the next performance. They note the nature of the music, which gives the full character of the hero, and his image. Teach children to evaluate their own and other people's actions. Cultivate the desire to play theatrical puppets. Develop the ability to use game improvisations in independent activities.

5. "Development of speech", where children use tongue twisters, tongue twisters, nursery rhymes. Clear diction develops. Develop a steady interest in theatrical play activities .. Consolidate children's ideas about various types of puppet theaters. Enrich and activate children's vocabulary. Improve intonation expressiveness of speech. Develop dialogic and monologue speech. Develop memory, thinking, imagination, attention.

3. Forms and methods of work

1. Watching puppet shows and talking about them.

2. Dramatization games.

3. Exercises for the social and emotional development of children.

4. Correctional and educational games.

5. Exercises in diction (articulatory gymnastics).

6. Tasks for the development of speech intonation expressiveness.

7. Games - transformations (“learn to control your body”), figurative exercises.

8. Exercises for the development of children's plasticity.

9. Finger game training for the development of hand motor skills.

10. Exercises for the development of expressive facial expressions.

11. Exercises on ethics during dramatizations.

12. Playing out various fairy tales and dramatizations.

13. Acquaintance not only with the text of a fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery.

4. Implementation of work on the program:

1. The program is implemented through circle work.

2. Work with parents, where joint theatrical performances are held,

holidays, puppet theaters, sports competitions.

3. The interior decoration of the group and the hall, the theater studio, where children live and are brought up.

4. Costumes and attributes for performances and games should be available to children and please them

with its appearance.

Consists of theoretical and practical parts. The theoretical part reveals the task, forms and methods of work, the content of classes, research using diagnostics. Corrective work with children to eliminate the identified shortcomings is outlined. As a result of the work done, conclusions, suggestions, recommendations for parents are made.

The practical part of the work confirms the theoretical validity of theatrical activity. It contains class notes, creative exercises, transformation games, finger game training.

At any age in fairy tales you can discover something secret and exciting. Listening to them in childhood, a person unconsciously accumulates a whole “bank of life situations”, therefore it is very important that the awareness of “fairy tale lessons” begins from an early age, with the answer to the question: “What does a fairy tale teach us?”.

In the soul of every child lies the desire for a free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination and fantasy, improves speech. And it is impossible to overestimate the role of the native language, which helps people - especially children - to consciously perceive the world around them and is a means of communication - it is impossible. S. Ya. Rubinshtein wrote: “The more expressive the speech, the more it is the speech, and not just the language, because the more expressive the speech, the more the speaker appears in it: his face, himself”. The use by children of various means of expressiveness of speech is the most important condition for timely intellectual, speech, literary and artistic development.

Expressive speech includes verbal (intonation, vocabulary and syntax) and non-verbal (facial expressions, gestures, posture) means.

For the development of expressive speech, it is necessary to create conditions in which each child could convey his emotions, feelings, desires and views, both in ordinary conversation and in public, without being embarrassed by the audience. Great help in this is provided by classes in theatrical activities; this is a game, and every child should live and enjoy it. The educational possibilities of theatrical activity are enormous: its subject matter is not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, skillfully posed questions encourage them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary is activated, the sound culture of speech, its intonational structure is improved, dialogic speech and its grammatical structure are improved.

Theatrical activity is a source of development of feelings, deep feelings and discoveries of the child,

introduces him to spiritual values. Theatrical classes develop the emotional sphere of the child, make him sympathize with the characters, empathize with the events being played out. Thus, theatrical activity is the most important means of developing empathy in children, that is, the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, and find adequate ways to help. “In order to have fun with someone else's fun and sympathize with someone else's grief, you need to be able to transfer yourself to the position of another person with the help of your imagination, mentally take his place,” B. M. Teplov argued.

Theatrical activity allows you to form the experience of social behavior skills due to the fact that each literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.).

Theatrical activity allows the child to solve problem situations indirectly on behalf of a character. It helps to overcome shyness, self-doubt, shyness. Thus, theatrical classes help to comprehensively develop the child.

Therefore, it is theatrical activity that allows solving many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. It is an inexhaustible source of the development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt. In our world, saturated with information and stress, the soul asks for fairy tales - a miracle, a feeling of a carefree childhood.

Having studied modern methodological literature, choose material for introducing them into the practice of your group, working with children in a theater group. By systematically conducting theatrical games, you can increase interest in theatrical and gaming activities, expand children's ideas about the surrounding reality, improve the ability to coherently and expressively retell fairy tales.

Theatrical games require from children: attention, ingenuity, quick reaction, organization, ability to act, obeying a certain image, reincarnating into it, living its life.

6. Forms of work

1. Group lessons

The duration of the lesson depends on the age of the children.

Classes are held twice a week. Time of classes: 3-4 years old - 15 minutes, 5-6 years old - 20-25 minutes, 6-7 years old - 30 minutes or more.

Principles of conducting classes:

1. Visualization in teaching - is carried out on the perception of visual material.

2. Accessibility - the lesson is made taking into account age characteristics, built on the principle of didactics (from simple to complex)

3. Problematic - aimed at finding solutions to problem situations.

4. Developing and educational nature of education - to broaden one's horizons, to develop patriotic feelings and cognitive processes.

Part 1. Introductory

The purpose of the introductory part: to establish contact with children, set up children to work together.

The main procedures of work are reading fairy tales, stories, poems. Games “A hare ran through the swamp”, “A squirrel is sitting on a cart”, “A skating rink, skating rink, skating rink”, “The wind is blowing in our face”, etc.

Part 2. Productive

It includes an artistic word, an explanation of the material, an examination of illustrations, a teacher's story, aimed at activating the creative abilities of children.

Lesson elements:

1. Fairy tale therapy, with elements of improvisation.

2. Sketches, poems, nursery rhymes, fairy tales, short stories are played out using facial expressions and pantomime (Korotkova L.D. Fairy tale therapy for preschoolers)

3. Games for the development of imagination and memory - games include memorizing poems, nursery rhymes, pictograms, diagrams, short stories.

4. Drawing, applications, collages - the use of various types of non-traditional drawing, the use of natural and waste material.
Preschoolers, as a rule, are happy with the arrival of a puppet theater in kindergarten, but they also love to play small performances themselves with the help of puppets, which are always at their disposal. Children, having joined the game, answer the dolls' questions, fulfill their requests, give advice, and transform into one or another image. They laugh when the characters laugh, they are sad with them, they warn of danger, they cry over the failures of their beloved hero, they are always ready to help him. Participating in theatrical games, children get acquainted with the world around them through images, colors, sounds.

7. Theatrical games of preschoolers can be divided into two main groups: director's games and dramatization games.

TO director's games can be attributed to the table, shadow theater and theater on the flannelograph: a child or an adult is not a character, but creates scenes, plays the role of a toy character, acts for him, depicts him with intonation, facial expressions.

Dramatizations are based on the role player's own actions, using puppets or characters put on fingers. In this case, the child plays himself, using his means of expression - intonation, facial expressions, pantomime.

Classification directorial games:

Desktop theater toys. A wide variety of toys and crafts are used. The main thing is that they stand steadily on the table and do not interfere with movement.

Desktop theater pictures. Characters and scenery - pictures. Their activities are limited. The state of the character, his mood is conveyed by the intonation of the player. The characters appear as the action progresses, which creates an element of surprise and keeps the kids interested.
Book stand. Dynamics, the sequence of events is depicted with the help of successive illustrations. Turning over the sheets of the book stand, the presenter demonstrates personal stories depicting events, meetings.

Flannelgraph. Pictures or characters are displayed on the screen. The flannel that covers the screen and the reverse side of the picture holds them back. Instead of flannel, pieces of velvet or sandpaper can be glued to the pictures. Drawings are selected together by children from old books, magazines are created independently.

Shadow theater. It needs a screen made of translucent paper, black plane characters and a light source behind them, thanks to which the characters are thrown onto the screen. The image can also be obtained with the help of fingers. The display is accompanied by the corresponding sound.
Kinds dramatization games :
Dramatization games With fingers. Attributes the child puts on his fingers. He "plays" for the character whose image is on the hand. In the course of unfolding the plot, he acts with one or more fingers, pronouncing the text. You can depict actions while behind the screen or its briskly moving around the room.

Dramatization games With dolls bibabo. In these games, bibabo dolls are put on the fingers. They usually operate on a screen behind which the driver stands. Such dolls can be made independently using old toys.

Improvisation. This is acting out the plot without prior preparation. In traditional pedagogy, dramatization games are classified as creative games in which children creatively reproduce the content of literary works,

8.Technology for organizing theatrical games

Main requirements To organizations theatrical games

Content and variety of subjects. The constant, daily inclusion of theatrical games in all forms of the pedagogical process, which makes them as necessary for children as role-playing games.
The maximum activity of children at the stages of both preparation and conduct of games.
Children cooperating with each other And With adults at all stages of organizing a theatrical game.
The sequence and complication of the content of topics and plots chosen for games correspond to the age and skills of children.

IN junior group the prototype of theatrical games are games With role.

Toddlers, acting in accordance with the role, use their capabilities more fully and cope with many tasks much easier. Acting on behalf of cautious sparrows, brave mice or friendly geese, they learn, and imperceptibly for themselves. In addition, role-playing games activate and develop the imagination of children, prepare them for independent creative play.
Children of the younger group are happy to transform into dogs, cats and other familiar animals.

However, they still cannot develop and beat the plot. They only imitate animals, copying them outwardly, without revealing the peculiarities of behavior, therefore it is important for children of the younger group to be taught some ways of playing actions according to the model.

For this purpose, he recommends holding games: “The mother hen and chickens”, “She-bear and cubs”, “Hare and hares”, and in the classroom to play small scenes from children's life, organize games based on literary works: “Toys” by A. Barto, “Cat and a goat” by V. Zhukovsky.
Forming interest in dramatization games, it is necessary to read and tell children fairy tales and other literary works as much as possible.

IN middle group you can teach kids combine movement and word in the role, use the pantomime of two or four characters. It is possible to use tutorials…..

Relevance of the program:
One of the important problems common in our society among young people is indifference, lack of interests. They do not leave the computer, playing computer games day and night, the rest does not interest them. In addition, young people have many complexes. They are lack of initiative, lack of independence, uncommunicative, constrained, shy outside the virtual world. To overcome these problems, it is necessary to arouse some interest in children even at preschool age, develop independence, sociability, creativity, help overcome shyness, stiffness. And the theater is the most fertile ground for this. In the theater, the child reveals all his abilities, he feels not himself, but the hero he plays. Therefore, he loses shyness, stiffness of movements, all the complexes that he has disappear.
Program focus:
This program is aimed at educating a creative person in the process of theatrical activity, developing his independence, activity, initiative in the process of mastering the skills of theatrical activity, as well as in other types of activity: communicative, artistic, aesthetic, cognitive. Showing your “I” in drawing, folk art, in creating poems, inventing stories, expressing a stage image, in your vision of some kind of cognitive problem, but at the same time respect for the team, the ability to compromise are important points this program.
Program novelty:
At preschool age, children are imitative, not independent, creativity is manifested insignificantly. Children repeat after the teacher, after other children the story, drawing, image. This program is aimed at developing children's independence in artistic creativity, activity. I want to teach children to invent games, fairy tales, stories, scenarios, to convey the stage image in their own way. Do not copy someone else's, but create your own, fantasize. The program promotes the development of observation in children. Only by observing the behavior of animals, people, children can understand the real feelings of those observed, convey these feelings to the viewer. This program covers, in addition to theatrical and other activities: cognitive, artistic and aesthetic, communicative. Children also show creativity in visual activity - they independently choose material for the manufacture of various types of theaters, depict the heroes of a fairy tale in their own way, conveying in the drawing their attitude towards him, how he imagines, sees this hero, conveys in the drawing episodes of the story invented by him. In communicative activity, children express their own opinion: “I believe”, “I believe”. It is important to teach a child to think, reflect, not be afraid to express their own opinion, different from the opinions of others.
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 aesthetic interests, needs, aesthetic taste, as well as creative abilities in children. . The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, additional classes on theatrical activities have been introduced in the preschool educational institution, which are conducted by a teacher of additional education.
Theatrical activities help develop the interests and abilities of the child; contribute to the overall development; the manifestation of curiosity, the desire for new knowledge, the assimilation of new information and new ways of action, the development of associative thinking; perseverance, determination, the manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, diligent, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise. Theatrical activities and frequent performances on stage in front of the audience contribute to the realization of the creative forces and spiritual needs of the child, emancipation and self-esteem. The alternation of the functions of the performer and spectator, which the child constantly takes on, helps him position, skills, knowledge, fantasy.
Exercises for the development of speech, breathing and voice improve the child's speech apparatus. Performing game tasks in the images of animals and characters from fairy tales helps to better master one's body, to realize the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, teach them to notice and evaluate their own and other people's mistakes. Children become more liberated, sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and learn more about the world around them.
Using the program allows you to stimulate the ability of children to imaginative and free perception of the world around them (people, cultural values, nature), which, developing in parallel with the traditional rational perception, expands and enriches it. The child begins to feel that logic is not the only way of knowing the world, that something that is not always clear and ordinary can be beautiful. Realizing that there is no one truth for all, the child learns to respect other people's opinions, to be tolerant of different points of view, learns to transform the world, using fantasy, imagination, communication with people around.
This program describes a training course in theatrical activities for preschool children aged 4-7 years (middle, senior 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 the content for various programs described in the literature.
Purpose of the program- development of children's creative abilities by means of theatrical art, the formation of children's interest in theatrical activities.
Tasks
To create conditions for the development of the creative activity of children participating in theatrical activities, as well as the gradual development of various types of creativity by children by age groups.
Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances
children of older groups before younger ones, etc.).
To teach children the techniques of manipulation in puppet theaters of various types.
To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
To acquaint children of all age groups with various types of theaters (puppet, drama, musical, children's theater, etc.).
To introduce children to theatrical culture, enrich their theatrical experience: children's knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology.
To develop in children an interest in theatrical and gaming activities.
Circle tasks:
1. To develop the intonational expressiveness of speech in children.
2. Develop the ability to feel the nature of a literary work.
3. To develop expressiveness of gestures and facial expressions in children.
4. Develop the ability to distinguish between genres: nursery rhyme, fairy tale, story, highlight the positive and negative qualities of the characters.
5. Develop the ability to evaluate the actions of heroes, situations, feel humor.
6. To develop the ability of children to take part in dramatizations based on the plots of familiar works of art.
7. Encourage initiative, creativity.
8. Develop the ability to clearly and clearly pronounce all sounds; coordinate words in sentences.
9. Cultivate a friendly attitude towards each other.
Work forms.
1. Theatrical games.
2. Classes in the theater circle.
3. The teacher's stories about the theater.
4. Organization of performances.
5. Conversations-dialogues.
6. Production and repair of attributes and manuals for performances.
7. Reading literature.
8. Making an album about the theater.
9. Showing views.

The program is compiled taking into account the implementation of interdisciplinary links in sections:
1. Artistic - aesthetic:
"Musical education", where children learn to hear different emotional states in music and convey it with movements, gestures, mimicry; listen to music for the next performance, noting its diverse content, which makes it possible to more fully appreciate and understand the character of the hero, his image.
"Visual activity", where children get acquainted with illustrations that are close in content to the plot of the play, learn to draw with different materials on the plot of the play or its individual characters.
"Rhythm", where children learn through dance movements to convey the image of a hero, his character, mood.
2. "Speech development", on which a clear, clear diction develops in children, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
3. "Cognitive", where children get acquainted with literary works that will form the basis of 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).
4. "Social and communicative", 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.
Interaction with parents and specialists:
The work of the circle is more efficient and effective with the participation of specialists from the preschool educational institution: we resort to the advice of a teacher-psychologist to solve social and moral problems in children. The advice of a speech therapist helps to improve the speech skills of preschoolers. Other teachers take part in holidays, entertainment as characters. Parents assist in the manufacture of attributes, costumes for the holidays; participate as characters.
Conversations with parents, their participation in the work of the circle help to consolidate the knowledge and skills acquired by children in the classroom at home and, thereby, achieve the results we want.
Expected results:
Children master the skills of expressive speech, rules of conduct, etiquette of communication with peers and adults.
Show interest, desire to theatrical art.
They are able to convey various feelings using facial expressions, gesture, intonation.
They independently perform and transmit images of fairy-tale characters.
Children try to feel confident during performances.
The subject-spatial developing environment of the preschool educational institution was supplemented by various types of theaters, manuals, drawings, card files of creative games.
Established close contact with parents.
SUGGESTED SKILLS AND SKILLS
2 junior group
They are able to act in concert. They are able to relieve tension from certain muscle groups.
Remember the given poses.

middle group
They are able to act in concert.
They are able to relieve tension from certain muscle groups.
Remember the given poses.
Remember and describe the appearance of any child.
Know 5-8 articulation exercises.
They are able to make a long exhalation with an imperceptible short sigh.
They are able to pronounce tongue twisters at different tempos.
They are able to pronounce tongue twisters with different intonations.
They know how to build a simple dialogue.
They are able to make sentences with the given words.
Senior group
Willingness to act in concert, engaging simultaneously or sequentially.
To be able to relieve tension from individual muscle groups.
Memorize the given poses.
Memorize and describe the appearance of any child.
Know 5-8 articulation exercises.
To be able to make a long exhalation with an imperceptible short inhalation, not to interrupt the breath in the middle of a phrase.
Be able to pronounce tongue twisters at different paces, in a whisper and silently.
Be able to pronounce the same phrase or tongue twister with different intonations.
To be able to expressively read a dialogical verse text by heart, pronouncing the words correctly and clearly with the necessary intonations.
Be able to make sentences with the given words.
Be able to build a simple dialogue.
Be able to compose etudes based on fairy tales.
preparatory group
To be able to voluntarily strain and relax individual muscle groups.
Orientate in space, evenly placed on the site.
To be able to move in a given rhythm, at the signal of the teacher, joining in pairs, triplets, fours.
Be able to collectively and individually transmit a given rhythm in a circle or chain.
To be able to create plastic improvisations to music of a different nature.
To be able to memorize the mise-en-scène set by the director.
Find an excuse for a given pose.
Perform the simplest physical actions freely and naturally on stage. Be able to compose an individual or group study on a given topic.
Own a complex of articulatory gymnastics.
To be able to change the pitch and strength of the sound of the voice on the instructions of the teacher.
To be able to pronounce tongue twisters and poetic text in motion and different poses. To be able to pronounce a long phrase or a poetic quatrain in one breath.
Know and clearly pronounce 8-10 fast words at different paces.
Be able to pronounce the same phrase or tongue twister with different intonations. To be able to read the poetic text by heart, pronouncing the words correctly and placing logical stresses.
Be able to build a dialogue with a partner on a given topic.
Be able to make a sentence of 3-4 given words.
Be able to choose a rhyme for a given word.
Be able to write a story on behalf of the hero.
Be able to compose a dialogue between fairy-tale characters.
Know by heart 7-10 poems by Russian and foreign authors.
Program content.
The content of the program includes eight main blocks presented in the table. Let's list them.
Block 1 - the basics of puppetry.
Block 2 - the basics of the puppet theater.
Block 3 - the basics of acting.
Block 4 - the basic principles of dramatization.
Block 5 - independent theatrical activity.
Block 6 - theatrical alphabet.
Block 7 - holding holidays.
Block 8 - leisure and entertainment.
It should be noted that blocks 1, 5, 8 are implemented in one or two lessons per month; block 2 is implemented in two lessons per month; blocks 3, 4 - at each lesson; block 6 - at thematic classes 2 times a year (three classes in October and March); block 1 is implemented once a quarter.

Additional educational program “Theater and fairy tale. The program of additional education with children on theatrical activities

Download:

Preview:

The work program for theatrical activities in the preschool educational institution. "Theatre Steps"

The work program for theatrical activities in the preschool educational institution.
"Theatre Steps"