The project on theatrical activity of seniors to juniors. Project on theatrical activities "Theatre - children - theater
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Project on theatrical activities in the preschool educational institution
Relevance: The most popular and exciting direction in preschool education is theatrical activity. From the point of view of pedagogical attractiveness, we can talk about the universality, playful nature and social orientation, as well as the correctional possibilities of the theater.
Exactly theatrical activityallows you to solve many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. By participating in theatrical games, children become participants in various events from the life of people, animals, plants, which gives them the opportunity to learn more deeply the world. Simultaneouslytheatrical play instills in the child a steady interest in native culture, literature, theater.
Huge and educational value theatrical games. Children develop respect for each other. They learn the joy associated with overcoming the difficulties of communication, self-doubt. Children's enthusiasm for theatrical play, their inner comfort, looseness, easy, non-authoritarian communication between an adult and a child, the “I can’t” complex that disappears almost immediately - all this surprises and attracts.
Project relevancedue to the fact that insufficient attention of parents and children to the theater; children's skills in "acting skills" are poorly formed; not enough theatrical costumes and masks in the group.
Objective of the project: Formation in children and parents of interest in the theater and joint theatrical activities; replenishment of the theater with inventory and props with the help of parents (costumes, masks, screen); enrichment of the developing environment.
Tasks:
1. Awaken the interest of children and parents in the theater;
2. To instill in children primary skills in the field theatrical art(use of facial expressions, gestures, voice, puppetry);
3. To interest parents in enrichment, making different types of theater with their own hands and give information about how to play at home and by children;
4. Develop the ability to improvise, speech activity of children.
Project participants:
Employees of the preschool educational institution (educators)
Children preschool age
Parents
Implementation timeline: October - March 2016/17 academic year.
Project Implementation Plan:
Preparatory stage
1) Poll of parents “Do you play theater with your child at home?”
Implementation period: October
Responsible: Educators
Result: Visual information for parents: folder "Theater for all".
2) Study of children "Independent theatrical activities of children in kindergarten."
Implementation period: October - November
Responsible: Educators
Result: Definition of goals and objectives.
3) Project development in a group.
Implementation period: October
Responsible: Educators
Result: The Theater for All project.
4) Individual conversations, consultations with parentsto identify their interest in replenishing the theater corner, their abilities in a particular area of needlework and opportunities.
Implementation period: in tech. of the year
Responsible: Educators
Result: Competition of theatrical corners (January 2017)
main stage
1) Distribution of tasks between parents(sew costumes, knit masks, fill up the corner with various theaters: table, finger, puppet).
Implementation period: in tech. of the year
Result: Schemes, sketches. Master Class for manufacturing.
2) Viewing musical puppet shows (1 time per quarter).
3) Watching performances by Ivanovsky puppet theater (1 time per quarter).
Implementation period: in tech. of the year
Result: Encouragement of children's interest in theatrical activities.
4) Active use in joint activities with children of various types of theater.
5) Playing out sketches, nursery rhymes, fairy tales in individual and collective work.
Implementation period: February - in tech. of the year
Responsible: Educators.
6) Creation of a play environment for independent theatrical activities of children in kindergarten.
Implementation period: in tech. of the year
Responsible: Educators, senior teacher.
Result: Acquisition of skills by children in the use of theatrical attributes (tickets, masks, equipment)
7) Rehearsals of performanceswith children for further display in music hall for real viewers: children, parents, teachers.
Implementation period: March
Responsible: Educators, music director.
Result: The acquisition of primary skills in the field of theatrical art by children.
8) Conducting an excursion to the Ivanovo Puppet Theater with a visit to the artist's dressing room, stage, hall, dressing room, lobby, warehouse, workshop, museum, etc.
Implementation period: in tech. of the year
Responsible: Educators, parents.
Result: Encouragement of children's interest in theatrical art through visualization and experiment.
The final stage
1) Showing the play "Zayushkina hut".
Implementation period: March
Responsible: Educators.
Result: Development of the ability to improvise, speech activity of children.
3) Updating the subject-developing environment, theatrical corner.
Implementation period: March
Responsible: Educators, parents.
Result: Acquisition of a screen, corner "Russian hut", folk costumes, various types of theaters and masks.
Expected Result:
1. Participation in the project of 80% of the families of the group;
2. Acquaintance of parents and children with the history of the theater, its types, methods of making and playing;
3. Acquisition and production of theaters by parents for further use;
4. Passionate use theater center children in a group independent activity and good indicators of "acting skills" for children;
5. Development of the emotional background and speech of PRESCHOOL CHILDREN.
« Magic world theater"
Relevance.
In the context of the introduction of the Federal State Educational Standard, in the context of building the educational process in the preschool educational institution mainly on the principles of individualization, the question arises of the need to use various types of activities for the development of a preschooler in all five educational areas. Theatrical activity presents huge opportunities for solving these problems. It can be seen from practice that the most popular and fascinating direction in preschool education is theatrical activity, which is based on game etiology. From the point of view of pedagogical attractiveness, we can talk about the universality, playful nature and social orientation of the theater.
It is theatrical activity that allows solving many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. By participating in theatrical games, children become participants in various events from the life of people, animals, plants, allowing the child to get to know the world around him more deeply, introducing him to his native culture, literature, theater.
The educational value of theatrical games is also enormous. Children develop respect for each other. They learn the joy associated with overcoming difficulties in communication, self-doubt. The passion of preschoolers for theatrical play, their inner comfort, looseness, easy, non-authoritarian communication between an adult and a child - all this surprises and attracts.
The relevance of the project is due to the insufficient attention of teachers and parents to the art of the theater, the poorly formed playing skills of preschoolers, the desire to make the educational process in a preschool institution multifaceted, interesting and exciting, contributing to the solution of all pedagogical tasks presented in modern regulatory documents.
The purpose of the project: to promote the formation of the necessary personal qualities in a child of preschool age by introducing him to theatrical activities.
Tasks:
To expand the ideas of pupils about the theater, its types, attributes, costumes, scenery;
Create conditions for organizing joint theatrical activities of children and adults, contributing to the convergence of all participants in the educational process;
Contribute to the development of communication skills of pupils;
To develop emotionality and expressiveness of speech in preschoolers;
To form pupils' primary skills in the field of theatrical art (use of facial expressions, gestures, voice);
Contribute to the formation of aesthetic taste for preschoolers;
Contribute to the creation of a unified educational space"Kindergarten - family."
Principles:
The principle of organizing personality-oriented interaction, taking into account individual capabilities - acceptance and support of the individuality, interests and needs of pupils, development of their creative abilities, care for emotional well-being;
The principle of integration - the content of theatrical games are interconnected with other sections of the main educational program;
The principle of coordination of the activities of teachers;
The principle of age targeting - the content of the activity is built taking into account the age of the pupils;
The principle of continuity of interaction with the child in the conditions of kindergarten and family.
Project participants: pupils of all age groups, teachers, parents, social environment.
Project type - creative
Implementation period - February-March 2015.
Project stages:
- Preparatory stage
- main stage
- The final stage.
Project Implementation Plan
- Preparatory stage:
Questioning of parents, teachers;
Conducting pedagogical diagnostics of the formation of skills in theatrical activities;
Planning of major events.
2. Main stage.
Work with pupils
Events | Groups | Time spending | Responsible |
"Theatrical alphabet" |
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Conversation about the theater, about the professions of theater workers Reading fairy tales, fiction Examination of illustrations about the theater | average older preparatory | caregivers |
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Conversation with the presentation "Theater etiquette" | average older preparatory | Art. educator, educators, musicians supervisor |
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Quiz "Theatrical Professions" | older preparatory | ||
Quiz "Heroes of fairy tales" | younger average | caregivers |
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Visiting an exhibition of books in the children's library | older preparatory | during the project | Art. educator, educators |
"Theatrical Kaleidoscope" |
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Joint activities in the production of scenery, attributes, props for performances and dramatizations Educational activity "Make a fairy tale" for the manufacture of toys from paper, cardboard, clay, etc. Preparation for dramatization: learning roles, selection and preparation of costumes and scenery (production of theater posters and tickets). Individual work with children in preparation for the dramatization of fairy tales, the development of intonational expressiveness, pantomime. Showing the theater by each group to younger pupils | all groups | during the project | Educators, parents |
Etudes with table dolls"Geese", "Grandfather in the Morning", "Goat", "Hare"; Exercise for attention and memory "Consider and tell", "compose a fairy tale"; Studies on the expressiveness of the gesture “Bayu-bai”, “Magpie-magpie”, “We are walking through the snowdrifts”, “Guests”, “A horned goat is walking”; Cone Theater "Three Bears", "Wolf and Seven Kids", "Masha and the Bear", "Cat Rooster and Fox" A set of games for the development of speech "Our ducks in the morning ..." | Junior | During the project | educators |
Exercises for attention and memory: "Check yourself", "Who came?", "Remember the toy"; Exercises for the development of imagination: “Suppose that ...”, “Flying carpet”, “Walk in the forest”; Studies on the expressiveness of the gesture: “The planes roared”, “Oh, oh, what a thunder”; Puppet shows: theater of spoons "Gingerbread Man", riding puppets on gapit "Teremok", "Like a dog was looking for a friend", "Goat - dereza", "Two greedy bear cubs" Complex folk games for the development of speech "Geese-geese ..." | average | during the project | educators |
Puppet Theatre: “A cockerel is coming”, “Our goat is a dragonfly”, “Hare is a brag”; Theater with a "live hand"; Exercise in managing puppets; Exercises for the development of attention: "We will not be bored", "Be attentive", "Compose a fairy tale"; Memory development exercise "Artist"; Etudes for the expression of basic emotions: “Egorushka-Egor”, “Hare, Hare, what are you doing?” Complex of games for development correct speech"Dreamland" | older | during the project | Educators, speech therapist |
Sketches with reed puppets: “The wind blows in our face”, “Grandma has a goat”, “Alenushka and the fox”; Etude exercise on the imagination "Listen to the sounds"; Study exercise for thinking: “A friend fell ill”, “Our orchestra”; Performances with the participation of dolls with a "live hand": "Matryoshka doll", "Masha and Pasha" Complex of games "Developing speech by playing" | preparatory group | during the project | Educator, teacher-speech therapist |
Theatrical performance "Maslenitsa" | February March | music director, teachers |
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Competition of works "Theatrical palette" (children, educators and parents) | All | during the project | Educators, St. educator |
"Week of theater" |
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Showing theatrical performances with the participation of children of all age groups and parents (final event) | All | March | Music director, educators |
Working with teachers
Event | Time spending | Responsible |
Experience exchange "Folk outdoor game in the cognitive and motor development of preschoolers | October | Art. educator |
Thematic control "Organization of theatrical activities in kindergarten" | in tech. project | Art. educator, musician supervisor |
Review-competition of theatrical corners | January | Art. educator, musician, leader |
Training for teachers"The Art of Understanding" | April | Art. educator |
Theater visit | during the project | teachers |
Construction of snow figures according to fairy tales | during the project | teachers |
Working with parents
Events | Groups | Time spending | Responsible |
Questionnaire "Theater and children" | October | caregivers |
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Group parent meetings | All | during the project | caregivers |
Visual information "The development of mental processes in young children through theatrical activities" | All | during the project | teacher-psychologist, musician supervisor |
Competition "Theatrical palette" | All | during the project | caregivers |
Placing material on the DOW website | All | during the project | Art. educator |
Organization of the photo gallery "To the theater with the whole family" | All | during the project | caregivers |
Visual information "Children and theater" | All | during the project | caregivers |
3. The final stage.
Summarizing
Publication of reports on the work on the DOW website
GBOU d / s 2504 Moscow
Pedagogical project:
Theatrical games for the development of creative abilities of children of senior preschool age
“Creativity is not only for geniuses who have created great works of art.
Creativity exists wherever a person imagines, combines, creates something new”
(L.S. Vygotsky)
Relevance of the problem
The current stage of development of the system of preschool education is characterized by the search and development of new technologies for teaching and educating children.
At the same time, an active approach to the personality of the child is used as a priority. One of the types of children's activities widely used in the process of education
And the comprehensive development of children is a theatrical activity, which fully allows you to implement all the principles of education.
WITH psychological point preschool childhood is a favorable period for the development of creative abilities because at this age children are extremely inquisitive,
They have a great desire to explore the world around them. And adults, encouraging curiosity, informing children of knowledge, involving them in various types of theatrical activities, contribute to the expansion of children's experience.
And the accumulation of experience and knowledge is a necessary prerequisite for the future creative activity. In addition, the thinking of preschoolers is more free than that of older children.
It is not yet crushed by dogmas and stereotypes, it is more independent. And this quality needs to be developed in every possible way. Preschool age provides excellent opportunities for the development of creativity.
And the creative potential of an adult person will largely depend on how these opportunities were used.
Formulation of the problem:
Now children know much more than their peers 10-15 years ago, they solve logical problems faster, but are much less likely to admire and be surprised, indignant and worried.
Increasingly, children show indifference and callousness, their interests are usually limited, and games are monotonous. Many preschoolers are addicted to computers, and adults often follow the lead of children,
purchasing computer games-wars with monsters, vampires, without thinking about what harm it causes personal development child.
As a rule, such children do not know how to occupy themselves in free time and they look at the world around them without surprise and special interest, as consumers, not creators.
Intensive change in the surrounding life, active penetration scientific and technological progress in all its areas dictate the teacher the need to choose more effective means of education and upbringing based on modern methods and new integrated technologies. To identify the relevance of this problem for our preschool institution, we conducted a diagnosis among children (Appendix No. 1)
and a survey of their parents (Appendix No. 2), which showed that: 64% of preschoolers by the age of 5-6 have no interest in theatrical art and activities 53% of children have a low level of development of creativity in speech, motor and productive activities 65% of parents have a poor understanding of theatrical art · 12% of parents do not know the theaters of our city. The purpose of the project: the development of creative abilities of children of senior preschool age by means of theatrical games.
Project objectives:
1. Encourage children to fantasize, come up with their own plot.
2. Develop the ability to propose a new game idea.
3. Teach children to transform into roles, to improvise.
4. Learn to get used to the artistic image, to be creative in depicting the plot.
5. To develop in children the creative expressiveness of intonation, facial expressions, movements.
Tasks pedagogical activity educator:
1. Use theatrical games to solve basic problems educational areas in accordance with FGT.
2. Develop creativity through theatrical games. 3. Complicate the game material by setting more and more creative tasks for the children.
4. Create an atmosphere of creativity and trust, giving each child the opportunity to speak about the process of the game
5. Encourage improvisation, the ability to feel free in the role.
6. Unleash the creative potential of children by involving them in various activities and theatrical performances
Base characteristic:
The materials of the project can be used in the pedagogical activities of educators with children aged 5-6 in groups of a general developmental orientation in preschool educational institutions.
Stages and timing of the project
1. Preparatory (formative) - (September)
2. Main (practical) - (October-April)
3. Final - (May)
Conditions for the implementation of project activities
The environment is one of the main means of development of the child's personality, the source of his individual knowledge and social experience.
I tried to create favorable conditions in the group for independent theatrical activities of children.
The object-spatial environment provides a joint theatrical activity of children and is the basis for the independent creativity of each child, a kind of form of his self-education.
The group has created a corner of theatrical activities, which houses:
· Props for playing scenes and performances (a set of puppets, screens, costume elements, masks, game props).
· Attributes for various game positions:
1. "actor" (costumes, masks, puppets, theatrical props);
2. "director" (scenery, various material for the manufacture of theatrical attributes, books, cassettes with music, theatrical noises, books with fairy tales - audio recording);
3. "spectator" (seats for spectators, posters, theater box office, tickets, binoculars, "money", buffet props);
4. “Designer” (types of paper, glue, paints, felt-tip pens, pencils, fabrics, threads, buttons, boxes, natural materials).
The next step was the organization of work with preschoolers, consisting of 2 stages:
Creation of an emotionally safe atmosphere;
enrichment of children's play creativity; preparation and holding of theatrical games.
This provided: · an integrated approach to the organization of the educational process;
a high level of development of theatrical knowledge and skills; Creation of conditions for the development of creative manifestations of children;
optimal load on the child in order to protect him from overwork.
The creativity of children in their theatrical and gaming activities manifested itself in three directions:
productive creativity (writing your own stories or creative interpretation of a given story);
Performing (speech, motor);
decoration (decoration, costumes, paraphernalia, etc.).
The enrichment of children with artistic means of conveying the image was facilitated by sketches from read works or the choice of any event from a fairy tale and its drawing (the audience guesses).
Etudes were interesting, in which children moved to fragments of musical works. Children actively discussed what is better to play, coordinated their plans and desires.
The game was repeated several times and everyone had the opportunity to try themselves in the role they liked, they agreed on two or three compositions of “artists”.
In order to assimilate the sequence of events, to clarify the images of the characters, artistic and creative activities were organized: drawing, application, modeling on the theme of the work.
Children in subgroups were given a task, for example, to fashion figures of characters to act out a fairy tale.
This eliminated the need for special memorization of the text. The main directions in the development of theatrical play consisted in the gradual transition of the child from playing according to one literary or folklore text to a game-contamination, implying the child's free construction of a plot in which literary basis combined with the free interpretation of the child or combined several works.
From the game, where means of expression are used to convey the characteristics of the character, to the game as a means of self-expression through the image of the hero; from a game in which the “artist” is the center to a game in which a complex of positions “artist”, “director”, “screenwriter”, “designer”, “costume designer” is presented, but at the same time, the preferences of each child are associated with some one of them, depending on individual abilities and interests;
from a theatrical game to theatrical game activity as a means of personal self-expression and self-realization of abilities.
I built my work with children without direct instructions, and shifted more emphasis to indirect influences through the organization of joint activities, games, game communication, and the use of literature and art.
Forms of organization of the educational process
· Conversations and organized activities;
Didactic and theatrical games, exercises;
Artistic and productive activity;
· Registration of exhibitions of works of children, joint creativity of children and their parents; photo exhibitions;
· Trips to the theater and photo tours; · Carrying out theatrical performances;
Sports, music, folklore entertainment and holidays
The form of children's organization was carried out in free and joint activities in the afternoon.
She offered the children to work sitting and standing, as it was convenient for them. Children could move away from their workplace to look at the activities of their comrades, ask for advice,
Ask for help or offer your own, or find another activity for yourself. Having finished this or that task, no one waits for anyone, puts things in order and goes about their business without attracting attention.
In working with children, game techniques were used with the inclusion of characters such as Dunno, Pinocchio, Cheburashka, etc., who make inaccuracies, make mistakes, and confuse.
Children gladly came to their aid, rejoiced, felt self-confidence, realized the importance and usefulness of knowledge and skills.
The work was based on seasonality, various manifestations of nature, calendar holidays, from the fact that children are close, expensive and interesting. I organized joint activities in the form of a game through a fairy tale.
For example: "Visiting Autumn", "Winter Tales", etc. A special creative atmosphere reigned in the joint activity. All activities were accompanied by vivid experiences, surprise moments.
After all, only a child living in an environment vivid images, fantasies, able to create something. Once a month, a creative day was organized, where children were given the opportunity to do any kind of activity. Joint work with children on productive artistic activities was organized in small subgroups (6-8 children each).
For children of senior preschool age, creative tasks are available, for which they unite according to their interests.
Each subgroup was given a choice creative task, which the subgroup does “in secret” from others during the week.
At the end of the week, exhibitions, competitions, games and other activities were organized, and the fruits of children's creativity were demonstrated. Due attention was paid to entertaining games and exercises, games-experiments with materials and tools, as well as game tasks that are carried out in all forms of organizing productive activities and, of course, at any free time in different regime moments.
For better assimilation and organization of assimilation educational material the following techniques and methods were used: explanatory-illustrative, reproductive, research, heuristic (partially search), diagnostics, reflexive.
Games used in joint activities and security moments were combined into several blocks:
FIRST BLOCK "Introduction to the theatre".
The purpose of this block is to expand the horizons of children, educate people who love and understand art, striving for theatrical creativity.
Our DOE in partnership works with visiting theaters(puppet "Tales of Lukomorye", "Dolls laugh", "Nursery rhymes", dramatic " Clockwork orange”, the theater “Magic Magic”, who come to the garden, where there is a direct acquaintance with the “theater”, the theater artists.
Trips are also organized with parents and children to different theaters: "Old House", Musical Comedy Theatre. A very interesting excursion to the Puppet Theater, where there is a toy museum.
Here there is an acquaintance with the history of toys, how toys “play roles”. We also introduce children to the professions of people working in the theater. Children listen with interest to the story about various theaters, look at the illustrations. Have been developed didactic games and visual material for preparing children for theatrical games
SECOND BLOCK "Magic world of theater".Games and sketches that introduce children to the basic emotions of a person, the means by which children understand each other and the world of adults. To summarize for each emotion, a game with pictures “Emotions for All” was held: situations are given that the child must, as it were, pass through himself and give an answer. Thus, the child's behavior was corrected, the ability to be open and sensitive, to understand the feelings and emotions of other people, developed.
THIRD BLOCK "I'm a little actor."Purpose: training of the speech apparatus, various muscle groups, breathing. This includes creative games with words, exercises for diction, intonation, finger games, games for the development of expressiveness of speech. One of the types of games of this block is rhythmoplasty. Rhythmoplasty games allow you to achieve:
emancipation of the child, to feel the possibilities of his body;
Development of expressiveness of body movements; development of motor abilities;
· muscle freedom, relieve muscle strain.
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 is improved.
The role played by the child, especially the dialogue with another character, confronted the little actor with the need to express himself clearly, clearly, and understandably.
The games and sketches used helped the children to feel the ease and joy of communicating with their peers and adults, to be ready for improvisation and creativity.
In the afternoon, joint activities included games - dramatizations, preparation for theatrical performances, puppet theater.
Dramatization games were carried out in the form of a literal retelling in persons (by roles) of a work of art read by the educator, or a free retelling of the text by children - a role-playing game for children.
The verbatim retelling of the text was carried out together with the children, I took on the role of the leader, and the children were assigned other roles. The staging of a work of art in the free retelling of the replicas of each character by children takes place as a role-playing game.
As a rule, these were fairy tales, read many times.
Puppet theater is a kind of story-driven "director's" game: here it is proposed to children to pronounce the text of a work of art by roles, forcing them to simultaneously act for the heroes of this work.
Works of ordinary toys (toy theater), parsley (dolls worn on fingers), cut out pictures, etc. The puppet theater was used as a methodological tool that activates the speech of children.
Working with a doll allows you to improve fine motor skills of hands and coordination of movements; be responsible for managing the doll; to show through the doll those emotions, feelings, states, movements that ordinary life for whatever reason, the child cannot or does not allow himself to express; allows you to learn to find an adequate bodily expression for various emotions, feelings, states
Working with parents(Appendix No. 4) Children's creativity was facilitated by close contact between teachers and parents, where parents became active allies and assistants in organizing children's artistic speech activity.
Parents were invited to participate in the creation of scenery for children's performances, make costumes together with the children, and help memorize the texts of the roles. One of the interesting forms of work was
involvement of parents to participate in theatrical performances as actors. Parents were also involved in the work on puppet theatricalization. They assisted in the manufacture of puppets for various theaters and scenery. In the fall, she suggested that parents make a joint work “Theater of Vegetables” with their children, dolls on wooden spoons, from gloves.
Purposefully, together with the children, parents watch videos, visit theaters, read works.
For effective work on theatrical activities at home, recommendations were offered to parents in the form of consultations. “Home Puppet Theatre”, “Home Theater as a Means of Forming Relationships in the Family”, “Glove Puppets”, “Chewed Paper”, “On the Role of Parents in the Development of a Child's Speech”.
All this contributed to the expansion of horizons, the enrichment of the inner world, and most importantly, it taught family members mutual understanding, brought them closer.
The manifestation of such general interest rallied the family, the team of children, educators and parents.
Form of work with parents(Appendix No. 4)
· Thematic consultations, memos. The goal is to encourage parents to engage in joint activities with their children. (Appendix No. 5)
· Questioning "Do you like theater?", "Does your child like to fantasize?", the purpose of which is to identify the creative possibilities and interests of children. (Appendix No. 2)
· Reviews - competitions. "Our Tales" The goal is to bring children and parents closer together, to form a strong motivation for parents to work together with children.
Working with the teaching staff(Appendix No. 8)
Work on the development of the creative abilities of children in theatrical activities was carried out in close contact with the second educator, junior educator, speech therapist, music director.
The entire staff of the kindergarten took part in the preparation of theatrical performances: they helped to make scenery, posters, and develop sketches of costumes.
In classes with a speech therapist, the children practiced clear diction, worked on the expressiveness of speech, correct speech breathing
Together with the music director, they selected musical pieces, learned them, and worked on staging dances.
PROJECT IMPLEMENTATION STAGES
1.1 preparatory stage
1. Diagnosis of the level of creativity in children (Appendix No. 1)
2. The study of methodological literature.
3. Creation of an emotionally prosperous atmosphere in the kindergarten group, special pedagogical conditions for the development of children's creativity.
4.Organization of the subject-developing environment.
5. Drawing up a long-term work plan for the development of creative abilities in older preschoolers by means of theatrical games (Appendix No. 3).
6. Create interest among project participants
7. Development of a cyclogram of joint activities of specialists with the inclusion of various forms of work.
8. Questioning of parents. (Appendix No. 2 (1)) September educators senior educator music director
Stage 2 - practical(Appendix No. 3)
1. Development of speech creativity, expressiveness of speech
2. Development of creativity in motor activity
3. Productive creativity. Entertaining games and exercises, games-experiments with materials and tools, game tasks. (They are carried out in all forms of organizing productive activities, at any free time, at different regime moments).
4. Theatrical games.
5. Work on staging a theatrical performance: Expressive reading of the work and conversation about what was read; the right of free choice and voluntary participation in the performance: Work on the role.
6. "Creative workshop" (together with parents to create the necessary costumes or elements of costumes, scenery, etc.). october - april educators senior educator music director
Stage 3 - final
1. Speech at the teachers' council with the theme "Theatrical games for the development of creative abilities of children of senior preschool age" (Appendix No. 8)
2 Dramatization of the fairy tale "Little Red Riding Hood in a new way" (for parents) 2. Quiz for parents 3. Exhibition of creative works "Our creativity" (Appendix No. 9)
4. Creation of the book exhibition "Our Tales" 5. Photo exhibition "We are actors" 6. Diagnosis of the level of creativity in children (May) (Appendix No. 1)
5. Analysis of the results of diagnostics of creative abilities in children senior group.
6. Questioning of parents. (Appendix No. 2 - (2)) April April throughout the year May May educators, music director educators, music director senior educator
Expected results
The implementation of a project to develop the creative abilities of children through theatrical games in joint and independent activities will help:
development of psychophysical abilities (facial expressions, pantomimes); mental processes (perception, imagination,
fantasies, thinking, attention, memory, etc.), speech (monologue, dialogue); creative abilities (the ability to transform, improvise, take on a role).
enrichment theater experience: children's knowledge about the theater, its history, theatrical professions, costumes, attributes, theatrical terminology.
Solving the main tasks of educational areas in accordance with the FGT (any task of any educational activity is solved by children easier, easier and faster if children beat it).
The appropriate inclusion of theatrical elements in integrated classes:
Results
Theatrical activity has become a significant assistant in solving educational problems.
And in this we were helped by the active use of gaming activities. As a result, the result is more effective, and knowledge is much stronger.
The game plot allows children to be interested, since the natural need to intervene in the course of events and influence them makes children make every effort to complete tasks.
Project implementation quality assessment
There was an opportunity to involve children in active independent activities.
90% of the parents of the group were involved in working with children, which helped to establish relationships between the project participants.
Working on the project helped shape the desire to do original creative work. In the course of collective activities, preschoolers have learned to interact productively,
hear each other, express their emotions with words and movements (facial expressions, gestures, etc.).
Practical significance of the projectMy project is aimed at developing the creative abilities of older preschoolers by means of theatrical games.
The project implements general educational and educational tasks. The knowledge acquired by children in the learning process is strong and stable.
Participants of the educational process are ready for further creative development. Upon completion of the project, work on the development of the creative abilities of children does not stop.
The subject-developing environment is enriched, cooperation with teachers of other groups, parents is developing.
To study the level of knowledge of children and parents about the Theater.
To study literature on theatrical activities of preschoolers: tasks, means, methods of work.
Determine the project strategy.
Draw up a work plan for the implementation of the project.
Designing a theater area in a group.
Develop a card index of conversations, performances, games and exercises, different types of puppet theater, various materials for making attributes for performances, etc. on the topic of the project.
Create visual material “Artistic word about the theater”.
Organize an exhibition of children's creative works on the theme "Theater".
Carry out educational work with parents on the topic “Theatrical activities in kindergarten according to the Federal State Educational Standard”.
Systematize the methodological activities for the development and implementation of the project and present this experience to colleagues in the preschool educational institution.
For children:
Examination of illustrations, multi-albums, slide shows on the topic “Theater” Interactive games.
Reading poems and stories, getting to know proverbs, sayings, incantations, guessing riddles about the theater. Listening and learning songs on the theme of the project.
Performance of children's creative works on the theme of the project.
PowerPoint presentations, interactive physical minutes, multi-albums, slide shows on the topic.
For parents:
Questionnaire: "Theatrical art from kindergarten"
Consultations: "We play theater", "Theatrical classes in kindergarten"
Booklets: "Theater - at home", "Introducing preschoolers to the world of theater in the process of getting acquainted with history and culture native land»
Drawing Competition: "The Theater and Us"
memos and advice
joint dramatization of "Teremok"
Implementation stage:
Cultivate a steady interest in theatrical and gaming activities.
To lead children to create an expressive image in etudes, dramatizations, in song and dance improvisations.
Expand your understanding of the surroundings. To develop the ability to isolate the signs of objects (color, shape, size), determine the material from which toys, scenery, attributes for theatrical performances are made. Expand knowledge about the characters involved in theatrical and gaming activities.
To replenish and activate the vocabulary of children (nouns, adjectives, verbs to denote the actions of characters).
To form the ability to determine and name the location of theatrical characters, objects, scenery (right, left, straight, side), to characterize the state of mind and mood of the characters.
To consolidate knowledge about the rules of manipulation with riding puppets.
Using riding puppets, encourage children to improvise on the theme of familiar fairy tales, stories, invent new ones, with the help of a teacher and without him.
Stimulate children's attention, memory, thinking and imagination.
Develop ideas about the moral qualities of a person, the emotional state of oneself.
To teach children to accompany the movement of the doll along the screen with a song, to come up with a given text on their own.
Continue to develop in children the desire to participate in dance improvisations with and without puppets.
Support the initiative of children in improvisation on the metallophone
Encourage children to play with puppets on their own.
To develop in children the desire to include in stand-alone games song and dance improvisations.
Support the desire to speak in front of children, parents, employees.
IN middle group work with table puppets continues. Children remember puppetry techniques, come up with small scenes with table puppets. Work continues on the development of creativity. Children can make up dialogues on their own. actors, based on the plots of well-known fairy tales.
At the end of September, you can introduce children to the theater screen. At this time, it is good to introduce children to a doll on a gapite (a gapite is a stick on which a doll is seated. Controlling a doll on a gapite requires endurance, patience, and certain muscle efforts from the child, since the hand must lead the doll along the edge of the screen without leaning on it To make it easier for the child to control the doll, they are made as light as possible (can be made of cardboard).
At the theater classes, children can already be introduced to puppetry techniques. For this purpose, sketches with a doll are used, the purpose of which is to teach the child to focus his attention on the performance of a clear, rhythmic action by the doll. Etudes for the development of the emotional sphere are also used, which develop in children the ability to understand the emotional state of another person, the ability to adequately express their own. These sketches help the child to look at himself from the outside, contribute to the formation of self-control, increase self-confidence.
Work continues on the development of creativity, which also uses puppets on the gapite. Children can compose small tales and songs that accompany the movements of the dolls. Gradually, noise instruments (tambourine, drum, rattle) can be introduced into action, which give a new sound to the song composed by the child, develop a sense of rhythm
Monitoring the implementation of the tasks of the project "The Theater and Us"
(teacher assessment)
Criteria for evaluation:
1. In the group, conditions have been created for the development of the creative activity of children in theatrical activities:
encouraged performing arts children (children perform various roles in theatrical productions and performances, expressively read textual material in classes, matinees);
Children are calm and relaxed when speaking in front of adults and peers. The active participation of each child in performances and other performances is ensured;
Children actively use the means of facial expressions and pantomime for improvisation;
Distinguish between different experiences and emotional state of the characters;
Children independently choose the means for improvisation and self-expression.
2. The group has created conditions for introducing children to theater culture:
The subject-developing environment is organized taking into account the active involvement of children in theatrical culture (there is a stage, a curtain, a dressing room, etc.);
The teacher organizes a visit to the theater, shows slides and videos about the theater and theatrical performances, there is a demonstration material for studying theatrical genres;
There are various types of theater in the group: bi-ba-bo, finger, shadow, table, puppet, etc.
3. The teacher provides conditions for the relationship of theatrical and other activities in the pedagogical process:
Dramatization games are used in speech development classes and music classes;
Dramatization games are used when reading fiction;
In the classroom for labor, attributes for theatrical productions are made.
4. Conditions have been created for joint events on theatrical activities of children and adults:
Joint performances are held with the participation of children, teachers, parents;
Organized performances for children.
Assessment of knowledge, skills and abilities of children
| Group | Study exercise | Dramatization games | Sketches with dolls | puppet shows | General grade |
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ABOUT- Great X- Fine At- satisfactory - unsatisfactory
Evaluation of the results of theatrical and gaming activities is assessed in the following areas:
Etude training (actor skill)
Diction (rhymes, tongue twisters, tongue twisters).
Gestures (studies on the expressiveness of a gesture, including “Tell poems with your hands”).
Facial expressions (studies for the expression of basic emotions and the reproduction of individual character traits).
Movements (etudes with musical accompaniment).
Games - dramatizations
Desire to participate in dramatization games;
Ability to communicate with a partner;
The ability to improvise when creating an image.
Sketches with dolls
Desire to play with a doll;
The ability to manage it;
The ability to improvise with the doll.
puppet shows
Desire to participate in performances;
Ability to communicate with a partner using theater puppets;
The ability to create an image with the help of theater puppets.
Working with parents.
| Month | Subject | |
| September | Why is theatrical activity necessary? (discussion of goals and objectives) | |
| October | Questionnaire to identify the relationship of the family to joint cultural and leisure activities | |
| november | Consultation on the topic “Theater in the kindergarten. What is he? | |
| December | Consultation of the educator on the topic "Reviving Home Reading" | |
| January | Discussion of the results of work for the first half of the year. Drawing up or adjusting the plan for the second half of the year. | |
| February | Consultation on the topic "How to organize a musical family evening" | |
| March | Discussion topic: "How to make a suit in at home?" | |
| April | Short-term project "Do-it-yourself dolls for the theater". | |
| Theatrical game "Journey to the world of fairy tales" (screening) Evening of questions and answers | ||
| June | Summing up the work for the year. |
Questionnaire for parents.
1. Does your child play theater at home?
2. Do you play theater with your child?
3. What types of theater do you know?
4. What types of theater do you have at home?
5. Do you know that you can make puppets for the theater yourself?
6. Would you like to learn how to make theater puppets?
7. How often do you visit the theater?
8. How often do you visit the theater with children?
9. Why do you think a theater for children is needed?
10. You know that theatrical activities in our kindergarten
is a priority in the development of children?
11. Would you like to know more about the age characteristics of theatrical activities?
12. Does your child participate in theatrical productions, in performances?
13. Your child shares with you his impressions of his successes or failures in this activity.
activities?
14. Do you like your child to participate in performances and productions?
15. What dynamics in the development of your child do you observe:
1). positive. 2). Negative. 3). Nothing happens.
16. Do you think it is worth continuing to work in this direction?
Advice for parents.
« Introducing preschoolers to the world of theater in the process of getting acquainted with the history and culture of their native land»
Folk wisdom, carefully preserved by our ancestors, which has come down to us from the depths of centuries, should not be lost, forgotten. It should be passed on to children and how earlier child feels the roots, the more willingly he will turn in the future to the experience and knowledge of people living in distant, hoary antiquity, learn to honor the memory of his ancestors.
Behind last years significantly increased interest in folk art. And it affected work. preschool institutions. Folklore holidays and entertainment began to be held everywhere. It is good that we remembered our roots and gave the children the opportunity to touch the source of folk art of many generations.
In our kindergarten, children live in a cozy world of warmth and kindness, in a world of creativity and fantasy, questions and answers. After all, all the best that begins to form in kindergarten will be reflected in the future life of children.
For preschool children, small folklore forms are available - nursery rhymes, riddles, counting rhymes and little fairy tales. Since children have visual-figurative thinking, then the most striking of the means of getting acquainted with oral folk art is the theater, in all its diversity. Acquaintance of children with works of art, with the best examples of oral folk art should begin from the first years of his life, since the period of early and preschool childhood is a defining stage in the development of the human personality. Brilliant creator - the people created such works artistic word which lead the child through all stages of his emotional and moral development.
Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, lies deep in his nature and finds its expression spontaneously, because it is connected with the game. The child wants to translate any of his inventions, impressions from the life around him into living images and actions. Entering the character, he plays any role, trying to imitate what he sees and what interests him. This gives him great emotional pleasure. We see how their sharpness of reaction, the depth and emotionality of their feelings towards the heroes of a fairy tale or performance are aggravated, speech is enlivened, their eyes light up with genuine joy.
In the mood of the children, a feeling of satisfaction and joy appears from participating in playing out a fairy tale, performance, etc. Children share their impressions not only with their peers, but also at home enthusiastically talk about their successes.
In the process of playing - dramatization or in independent artistic activity, children quickly get acquainted with Russian folk instruments and can further creatively and interestingly use their sound either as a noise design for a performance, or musically enrich the character of a particular character.
So unobtrusively musical instruments, being in the hands of children, during ritual or theatrical performances help to understand the soul of our ancestors, their idea of good and evil, their cheerful, mischievous disposition, to get to know Russian culture better, its originality and originality.
Familiarization of children with Russian folklore through theatrical activities gives children the opportunity to study and learn about the world around them, live in harmony with it, get satisfaction from a variety of activities, successful completion of the task.
In order for the child to be able to apply the acquired knowledge in independent activities, the group needs an appropriate subject-developing environment. In the play corner there are Kuban costumes, utensils, towels, which contributes to the inclusion of elements of the native culture in the daily life and activities of children. In the cognitive corner, children can see photos of their native places, sights of their native city and region, photos historical monuments, symbols of our city, Krasnodar Territory. All this will expand the child's opportunities for more successful familiarization with the culture of his native people.
There is such a thing as a "small Motherland". And it is necessary to awaken in the child a feeling of love for the small Motherland. “We must not forget about our cultural past, about our monuments, literature, the language of painting...” Considering that in the Ryazan land a lot is connected with the history of the Russian people, their morals, customs, participation in wars, the beauty of the native land is not revealed only in its present manifestations, but also in what is connected with the past
Thematic classes not only expand the horizons of the children, consolidate their knowledge of the nature of their native land, but also activate creative manifestations reveal the individual potential of each child. Undoubtedly, the great educational value of these classes is associated with the formation of a respectful attitude in children to the national artistic heritage, the desire to preserve and enrich it, as an invaluable treasury of beauty.
Part of the lessons reflects the topic folk holidays"Carols", "Like on Butter Week". We tell the children that groups of children, boys, girls went from house to house, at each house they sang special welcome songs - carols, in which they called the owner, wished health and a good harvest in the new year. With children, we learn carols “Kolyada, Kolyada”, “Good Aunt”. We explain to the children that the very word "kolyada" means (circular food). The lesson “How, at Shrovetide Week” begins with the teacher’s story about the ancient Russian holiday - Maslenitsa. Sometimes this holiday is called seeing off winter and meeting spring. This is the most favorite holiday of the Russian people, the most cheerful, reckless. They also called her the boyar Shrovetide, Madam Shrovetide. In the lesson, we will definitely use a stuffed Maslenitsa, dress it up in a girl's outfit. In addition to songs about pancakes, we also stage the song "We haven't eaten pancakes for a long time."
In the process of introducing preschoolers to the world of theater, we can conclude that children have an interest in folk culture, the history of the development of the native land, the history of the Motherland.
Children become more liberated, emotional. Intellectual-emotional connections in the behavior of children are most clearly manifested at the time of the adoption of a particular role, the performance of game, role-playing actions, the development of the plot.
The way of life of the Russian people, its culture excites children so much that they easily fit into the image of the heroes of a fairy tale, peasant children at gatherings, identifying themselves with them, embodying their favorite image, its moral qualities more vividly. Children become more attentive to each other, to their relatives. The children have an interest in the history of their family. The speech of children is significantly enriched, children are proactive in conversation, they love books very much.
creative development preschoolers through theatrical activities
“The theater is a beautiful art.
It ennobles, educates a person.
The one who loves the theater for real,
always takes away from him a store of wisdom and kindness.
K.S.Stanislavsky
Theatrical activity- This is the most common type of children's creativity. It is close and understandable to the child, lies deep in his nature and finds its reflection spontaneously, because it is connected with the game.
The child wants to translate any of his inventions, impressions from the life around him into living images and actions. Entering the character, he plays any role, trying to imitate what he saw and what interested him, and getting great pleasure.
During classes in theatrical activities, curiosity develops, the desire to learn new and interesting things, new information is assimilated, perseverance and purposefulness. The child develops the ability to combine images, intuition, ingenuity and ingenuity.
Adults should not impose their vision, their tastes on a child, they should be given the opportunity to choose for themselves what type of theatrical activity a steady interest has appeared due to their inclinations and abilities. The theater can be puppet, table, finger, shadow and just a theater where a child can try his hand.
Theater like no other! brings us back to our original roots. He is the only one who preserves and cultivates folk wisdom, regardless of nationality. In an indirect form, he teaches children to be honest and kind, striving and hardworking, capable of truly appreciating and loving the richness of their native word.
Advantages of theatrical activity.
- Children are able to act in concert, being included in the action simultaneously or sequentially.
- Relieve tension from individual muscle groups.
- Remember the given poses.
- Know 5 - 8 articulation exercises.
- They know how to pronounce tongue twisters and pure tongue twisters at different tempos, in a whisper
- They can pronounce the same phrase or tongue twister with different intonations.
- They are able to read the dialogic poetic text, pronouncing the words correctly and clearly with the necessary intonations.
- Able to make sentences with given words.
- They know how to compose etudes based on fairy tales.
- able to build the simplest dialogue.
Theater in kindergarten. What is he?
From time immemorial, the theater has always fascinated the audience. Theatrical game is a historically established social phenomenon, an independent type of activity inherent in man. Theatrical activity in kindergarten has its own characteristics. "This is a magical land where the child enjoys playing, and in the game he learns the world." At first, the teacher takes on the main role in theatrical activity, telling and showing various fairy tales and fun. But, already starting from the age of 3-4, children, imitating adults, independently beat fragments of literary works in free activity.
Theatrical activity is the most common type of children's creativity. During the spectacle, imagination allows the child to endow the heroes of the play with human properties, to perceive what is happening as a reality, to sympathize, experience and rejoice for the heroes of the play. Children learn to notice good and bad deeds, to show curiosity, they become more liberated and sociable, they learn to clearly formulate their thoughts and express them publicly, to feel and learn more about the world around them.
The importance of theatrical activity cannot be overestimated. Theatrical games contribute comprehensive development children: speech, memory, purposefulness, perseverance develop, physical skills are developed (imitation of the movements of various animals). In addition, theatrical activities require determination, diligence, and ingenuity. Today, when against the backdrop of redundant information, abundant varied experiences the emotional underdevelopment of children is acutely felt, the significance of the theatrical genre also lies in the fact that it emotionally develops the personality. After all, parents often have no time to read a book to their child. And how the eyes of a baby light up when an adult reads aloud, intonation highlighting the character of each hero of the work!
Theatrical games always delight, often make children laugh, using their unchanging love. Children see the world around them through images, colors, sounds. Kids laugh when the characters laugh, sad, upset with them. With pleasure, they transform into their favorite image, the kids voluntarily accept and appropriate its characteristic features. Variety of topics. The means of representation, the emotionality of theatrical games make it possible to use them for the purpose of a comprehensive education of the individual.
Leading in the center of the circle with closed eyes. Everyone moves in a circle with the words: We played a little,
Now we are in a circle.
You solve the riddle.
Who called you - find out!
The driver calls by the name of the one who told him: “Find out who I am?”
Game "Foreigner"
You are in another country whose language you do not know. Ask with gestures how to find a cinema, a cafe, a post office.
Exercises
1. Using facial expressions, express grief, joy, pain, fear, surprise.
2. Show how you are sitting at the TV (an exciting film), at a chessboard, fishing (bites).
Games with tongue twisters
The tongue twister must be worked out through very slow, exaggeratedly clear speech. Tongue twisters are first pronounced silently with active lip articulation; then in a whisper, then aloud and quickly (several times). Tongue twisters help children learn to pronounce difficult words and phrases quickly and clearly.
Variants of tongue twisters: Mother Romash gave whey from yogurt. The king is an eagle, the eagle is a king.
Senya and Sanya have catfish with a mustache in their nets.
Broken phone The first player receives a card with a tongue twister, passes it along the chain, and last member pronounces it out loud. (two teams play)
finger games with words
Finger games help to prepare the hand for writing, developing fine motor skills of hands, attention, imagination and memory.
Two puppies, Fists of the right and left hands alternately stand on the table with an edge
Cheek to cheek, fists rubbing against each other.
Pinch the brush The right palm grabs the fingertips of the left, and vice versa. In the corner
Pantomimic studies and exercises Give children tasks at home: observe, remember, repeat the behavior of people and animals, household items in the simplest situations. It is better to start with objects, because children remember them visually well and this does not require special observations.
Show how:
- the goalkeeper catches the ball;
-zoologist catches a butterfly;
- a fisherman catches a big fish;
The child is catching a fly.
Try to picture:
Hairdresser, firefighter, builder, astronaut.
Great importance for the child has a theater, theatrical activities. The value of theatrical activity is that it helps children to visually see the content of a literary work, develops imagination, without which a full perception of fiction is not possible. After all, the ability to vividly imagine what you read or hear about is developed on the basis of external vision, from the experience of real ideas. Dramatization serves for the child as a means of displaying artistic abilities, developing speech, and moral experience. Playing theater is very close to a child who strives to express all his experiences and impressions in action.
Consultation for teachers
"Theatrical games and exercises for younger preschoolers"
For children of primary preschool age, it is typical to accept the actions of adults as a model. It is through a role in a theatrical game that a child learns the norms of behavior adopted in the world of adults. In the amateur game of children, literary and artistic material is reflected, with which the teacher introduces them throughout the year (reading works of art and showing their performances in the theater).
Bright artistic images, memorable become the basis for free children's play. When reading fiction, it is necessary to captivate children not only with the plot, but also with a vivid example of the material presented. Theatrical games contribute to the development of memory, thinking, imagination, speech, attention. Such a game makes it possible to unite children with a common idea, experiences, allows each child to show their activity, creativity. When we introduce children to works, it is impossible to distort the author's text, but it is not worth memorizing it with a child before the start of the game.
Expressive reading of fairy tales helps them to hear the intonational features of speech, to imagine the appearance of the hero. Toddlers like to listen to fairy tales several times; with each reading, the teacher should set new artistic and game tasks and apply various forms role play. At the first reading, children learn the general outline of the plot, get acquainted with the characters. At the second reading, you can apply exercises: depict the heroes of a fairy tale with the help of gestures, facial expressions, and movements.
Use exercises in pronouncing the most familiar words with different intonation: "Hello"(joyfully, angrily, affably) Choose a quatrain and read it to children with different intonations: surprised, mocking, joyful, sad. Say the phrase, putting the stress on a new word each time ( "I love my horse").
Children like exercises that develop facial expressions and pantomime. For the development of pantamimic expressiveness, use exercises for the memory of physical actions (washing the dishes, swinging the doll, watering the flowers). In games, invite children to show how a frog, a hare jumps; walking gray wolf, bear. The next stage of acquaintance with a fairy tale may be its fragmentary playing out. When telling a fairy tale, the teacher stops at any episode and invites the children to show the actions of the hero. For example, you can ask them to show how the mouse ran to the tower, how she asked: “Who, who lives in the little house? Who lives in a low place? children in the course of telling a fairy tale, depict different heroes voice, movements, gestures, facial expressions. This does not interfere with the perception of the tale, since these short imitations are considered as its accompaniment by a specific action.
Thus, a natural, unlearned playing out of a fairy tale takes place, children involuntarily remember the plot of the fairy tale, the words, the actions of the characters.
Children of the younger group are able to show in "home theater", that is, in the conditions of their group, a small performance in which the organizing central role belongs to the teacher. Such a performance does not require invited spectators; they can be dolls and soft toys seated on chairs. The teacher announces that a performance will take place now and invites the children to think about what they will need for this. With the help of a teacher, children can plant puppets - spectators, find hats and costume elements in the theater corner and dress up as fairy tale characters.
You can invite children to choose musical characteristics heroes, for example, come up with and sing a fox song (“cockerel, cockerel, golden comb, look out the window, I’ll give you peas”). At this stage of fragmented acting out, the use of costumes is undesirable, since most of the time will be spent on this and the children will be distracted from the main thing - entering into the image of some kind of hero.
In a theatrical performance, the presence of costumes is, of course, necessary: this creates a festive mood in children, allows them to feel their role, to realize themselves in it.
In order to accumulate theatrical impressions, to create motivation for theatrical activities in children, older children should be invited to perform performances in front of them. Toddlers perceive older children as real artists. After watching the performance, a conversation is held in which the teacher asks if the children liked the fairy tale, which of the characters they liked more and why, if they themselves like to perform. Thus, children begin to join the world of theater. It is necessary already at this age to give them elementary information that will help them understand this magical world (what is theater, how to behave in the auditorium, who are the artists).
To do this, so that the children are not afraid of the appearance of a terrible hero, it is necessary in advance "acquaint" them with this hero, for example, a teacher with a theater puppet can enter the group on the eve of a performance, a theatrical performance.
Then the kids will not be afraid of this hero, they will be attentive, without fear, to watch this performance. This also applies to other, most "terrible" dramatic characters that appear on matinees. The duration of the performance should not exceed 10-15 minutes. For creating interesting performance educators should build it well "score", subordinating the implementation of the main idea of his plan.
In the younger group, it is advisable to use the products of small folklore forms. Dramatization of small songs arouses the interest of children. while singing a song, the kids move in accordance with the text; each in his own way shows the character of the depicted hero.
In games of an improvisational type, various types of table theater puppets are used (knitted, paper, can, flat figures, pictures, etc.) Pictograms that depict the main emotions of a person help to recognize emotions well. These pictures can be correlated with the nature of the emotions caused by this or that work of art. Such a game can be played before graduation to school, gradually complicating. Children's emotions are shown directly and vividly. The child will not be able to portray a sad bunny if you do not think about something sad; will not show a cheerful hero if he does not feel that he is having fun. A teacher working with children must be able to manage their emotions.
In my practice, I use various games for the development of hearing, onomatopoeia, subject-play actions, speech formation; finger games; games for the formation of acting skills.
Conclusion: with skillful pedagogical guide and a variety of subjects, means of depicting emotionality, theatrical games make it possible to use them for the purpose of comprehensive education and development of the individual little man.
Theatrical activities (for teachers)
Theatrical activities bring variety to the life of a child in kindergarten. Gives him joy and is one of the most effective ways of corrective influence on the child, in which the principle of learning is most clearly manifested: to teach while playing.
The main goal of my work is the development of children's creative abilities and speech through theatrical activities.
During the theatrical games:
Children's knowledge of the world around them expands and deepens.
Mental processes develop: attention, memory, perception, imagination.
There is a development of various analyzers: visual, auditory, motor speech.
Activate and improve lexicon, structure of speech, sound pronunciation, coherent speech skills, tempo, expressiveness of speech, melodic-intonation side of speech.
Motility, coordination, smoothness, switchability, purposefulness of movements are improved.
The emotional-volitional sphere develops, children get acquainted with the feelings, moods of the characters, master the ways of their external expression.
Behavior is being adjusted.
A sense of collectivism, responsibility for each other develops, the experience of moral behavior is formed.
The development of creative, search activity, independence is stimulated.
Participation in theatrical games gives children joy, arouses active interest, and captivates them.
The purpose, objectives and content of theatrical activities:
Goal: Formation of a sustainable interest in theatrical activities, independence, active participation in the game with toy characters.
Teach children to interact with each other within a certain plot;
enrich the vocabulary of children, contribute to its activation, improve dialogic speech, grammatical structure;
develop communication skills.
In the process of a theatrical game, the child gradually transitions from watching an adult's theatrical performance to independent play activity; from individual play and "play side by side" to play in a group of three to five peers who play roles; from imitation of the actions of folklore and literary characters to imitation of actions in combination with the transfer of the main emotions of the hero.
In our work, together with the teachers of the preschool educational institution, we strive to create all the necessary conditions for the theatrical activities of children and the fullest disclosure of their creative and speech potential. We have the following types of theatre:
finger theater;
toy theater (any ordinary toys are used);
puppet show; screen (bi-ba-bo);
table theater;
theater of spoons;
masque;
theater made of cardboard;
theater from boxes, theater of gloves, theater - topotushki, cone theater, theater on a stick.
First of all, it is necessary to generate interest in theater games, which develops in the process of watching real puppet shows, which are shown by the teacher, taking as a basis the content of nursery rhymes, poems, and fairy tales familiar to the child. It is very important to stimulate the child's desire to be included in the performance, supplementing individual phrases in the characters' dialogues, stable turns of the beginning and ending of the tale. Theatrical puppets are used in the classroom, in everyday communication. On their behalf, an adult thanks and praises the children, greets and says goodbye, participates as a positive or negative hero in educational activities, and the children teach him the rules of behavior, counting, communication, etc. The implementation of this task is achieved by the successive complication of game tasks and dramatization games, in which the child is included. Most short cut emotional liberation of the child, removal of tightness, teaching sensuality and artistic imagination - this is the way through the game, fantasizing, writing. All this can give theatrical activity.
Theatrical activity in kindergarten allows you to solve many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. It is an inexhaustible source of the development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil.
Watching the children, I noticed how our pupils carefully and with interest watch the nursery rhymes, rhymes, fairy tales shown by me, with the help of the toy theater, the picture theater, the parsley theater, and then with pleasure they repeat everything they saw. The toy theater affects young viewers with a whole range of means: these are artistic images, bright design, the exact word, and music. Thanks to such game action, our children begin to speak, since theatrical activity is the most effective means available for understanding the child.
We include elements of theatrical activity in all types of activities: cognitive development, speech development, artistic and aesthetic development, as well as in everyday activities. Children take any theater and portray what they want, sometimes inventing their own dialogues.
By participating in theatrical games, children become participants in various events from the life of people, animals, plants, which gives them the opportunity to better understand the world around them. At the same time, a theatrical game instills in the child a steady interest in their native culture, native word, literature, theater.
Theatrical games are of great educational value. Children develop communication skills, including situational ones, and a respectful attitude towards each other is formed. They learn the joy associated with overcoming the difficulties of verbal communication, self-doubt. Thanks to the theatrical game, the inner world of the child is liberated, the “I can’t” complex disappears. Theatrical activity teaches children to be creative individuals, capable of perceiving novelty, the ability to improvise
For children:
Show interest, desire to theatrical art.
They are able to convey various feelings using facial expressions, gesture, intonation.
They independently perform and transmit images of fairy-tale characters.
Children try to feel confident during performances.
The subject-spatial developing environment of the preschool educational institution was supplemented by various types of theaters, manuals, drawings, card files of creative games.
For parents:
Increasing the competence of parents in matters of theatrical development
Active participation of parents in the life of the preschool educational institution.
Development of new forms of work with parents.
Establish close contact with parents.
For teachers:
In the systematization of the means and methods of theatrical and gaming activities, their reasonable distribution in accordance with the psychological and pedagogical characteristics of the stages of preschool childhood.
Raising the professional level of teachers.
1. Participation in the project of 80% of the families of the group;
2. Acquaintance of parents and children with the history of the theater, its types, methods of making and playing;
3. Acquisition and production of theaters by parents for further use;
4. Enthusiastic use of the theater center by children in a group in independent activities and good indicators of "acting skills" for children 4-5 years old;
5. The development of the emotional background and speech of preschoolers.
6. Creation in the team of an atmosphere of creative search for the most effective forms and methods in working with children to educate emotional expressiveness in preschoolers
Conclusion:
In accordance with the target guidelines, which are indicated by the Federal State Educational Standard for Preschool Education, a child at the stage of completing preschool education must have a developed imagination, show initiative and independence in different types activities, interact actively with adults and peers. All these personal characteristics will develop especially brightly in the course of the implementation of our project “The Theater and Us”.
The presentation of fairy tales and funny scenes, invented personally by children with their favorite characters, is most loved for dramatization and contributes to the development of thinking, speech, attention, memory and creativity, and allows them to show their imagination.
The educational value of theatrical games is also enormous. Children develop respect for each other. In addition, "playing" fairy tale hero, the child gets an idea of good and evil, learns to understand human characters, empathize and help the weak, thereby giving self-confidence, helping to get rid of their own fears. And speaking in front of an audience forms the experience of social behavioral skills in children, contributes to the development of all components of speech in preschoolers. Theater in kindergarten will teach the child to see the beautiful in life and in people, it will give rise to the desire to bring beauty and kindness into life.
Thus, work on the project reduces the level of anxiety, relieves shyness, self-doubt, helps the development of the child's creative gifts, his comprehensive development. Obviously, theatrical activity teaches children to be creative individuals, capable of perceiving novelty, the ability to improvise. Collective theatrical activity is aimed at a holistic impact on the personality of the child, his emancipation, independent creativity, development of leading mental processes; promotes self-expression of the individual, creates conditions for socialization, enhancing adaptive abilities, corrects communicative qualities, helps to realize a sense of satisfaction, joy, success.
Our society needs a person of such a quality who would boldly be able to enter into current situation, was able to master the problem creatively, without prior preparation, had the courage to try and fail until it was found the right decision.
Information support of the project:
1. Kutsakova L.V., Merzlyakova S.I. Education of a preschool child: developed, educated, independent, enterprising, unique, cultural, active and creative. M., 2003.
2. Makhaneva M.D. Theatrical classes in kindergarten. M., 2001.
3. Merzlyakova S.I. The magical world of theater M., 2002.
4. Minaeva V.M. The development of emotions in preschoolers. M., 1999.
5. Petrova T.I., Sergeeva E.A., Petrova E.S. Theatrical games in kindergarten. M., 2000.
6. Reader on children's literature. M., 1996.
7. Churilova E.G. Methodology and organization of theatrical activities of preschoolers and junior schoolchildren. M., 2004.
8. Emotional development of a preschooler. M., 1985.
9. Vasil'eva M.V., Gerbova V.V., Komarova T.S. "The program of education and training in kindergarten"
10. Veraksa N.E., Vasil'eva M.V., Komarova T.S. "Birth to School Program"
11. Burenina A.I. "Program "Rhythmic Mosaic"
12. Kuzinv V.M., Burenina A.I. Magazines: "Musical palette", "Musical director"
13. Zakirova K.V. "Let's have fun together" translation from Tatar
14. Kartushina M.Yu., "Fun for kids"
15. Sorokina N.F. "We play puppet theater"
16. Kartushina M.Yu. "Fun for Toddlers"
17. Besova M.A. "Jokes, games, songs will bring us together"
18. Zaretskaya N.V. "Holidays in Kindergarten"
19. Rylkova A.N. "Musical morning performances in kindergarten"
City Kazan Republic of Tatarstan
Purpose: Formation in children and their parents of interest in the theater and modern theatrical activities, development of artistic abilities in children.
- To awaken interest in the theater in children;
- To instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voice, puppetry);
- To interest parents in visiting the theater with children;
- Give information to parents about ways to play at home with children;
- Develop emotionality and expressiveness of speech in preschoolers
Problem significant for children, which the project aims to solve:
Unfortunately, today, our children are brought up not on fairy tales, but on modern cartoons. Most parents don't have time to sit down with their child and read a book. Child psychologists consider this a big omission of adults in raising their children.
Expected Result:
Parents and children get acquainted with the history of the theater, its types, ways of making and playing. There is a growing desire to visit the theater with the children. Relationships between parents and teachers are strengthened. Artistic abilities of children develop.
Project relevance:
With the help of theatrical activities, children get acquainted with the world around them in all its diversity through images, colors, sounds, and the questions posed make children think, analyze, draw conclusions and generalizations. In the process of playing, listening, viewing works, the child's vocabulary is activated, the sound culture of speech and its intonational structure are improved, the child's creativity is manifested, and the experience of various experiences is accumulated. The artistic abilities of children develop from performance to performance. Theatrical activities contribute to the harmonious development of preschoolers. Their life in kindergarten becomes more interesting, meaningful, filled with vivid impressions, the joy of creativity.
Implementation forms:
- Reading fiction
- Speech and breathing exercises
- Entertainment
- Conversations
- Viewings of theatrical works for children, presentations
- Working with parents
- Role-playing games
- Photo design - newspaper
- Theater trips
Implementation stages:
Preparatory stage
- Collection of literature
- Conversations with children
- Drawing up a work plan
- Making attributes
- Development of recommendations for parents
- Selection of visual information
main stage
- Watching children's performances
- Making a stand recommendations for parents:
Theater in the life of a child ;
"Play with the kids" ;
"The role of fiction in the development of children's speech"
- Role-playing games with children "Theater"
- Finger theater
- Expression Games "Make a Face"
- Reading folk tales
- Games for the development of facial expressions
- Theater "Kem nәrsә yarata" , "Three Daughters"
- Viewing slides about theaters and theatrical costume
- rehearsals
- Learning poems
- Photo design - newspaper "We are artists"
- Breathing exercises
- Articulation gymnastics
- Finger gymnastics
- Exercises for the development of fine motor skills
- Dramatization of poems
Project products for children:
Sculpting, drawing and applique "A hero from a favorite fairy tale, drawing characters from the fairy tale" Kem nerse yarata " , new knowledge and impressions, meaningful time spent with parents, children's books.
for teachers:
themed album design "Heroes of our favorite fairy tales" , card index of proverbs, sayings, riddles, multimedia presentations, finger theatre, organization of an exhibition of children's works.
for parents:
The final stage (project presentation)
- Photo - newspaper "We are artists"
- Theatrical activities of children as part of the holiday
- Showing a fairy tale "Three Daughters" parents for children
No wonder children love fairy tales.
After all, the fairy tale is good
What is in it a happy ending
The soul already anticipates ... "
fairytale world of theater
Why do we choose a fairy tale as the thread of communication with children? But how could it be otherwise, because this strong thread, tested for strength over the years, is destined to curl. Tied to human feelings, emotions and life situations, the fairy tale is close and understandable to children with its accessibility. Children want and love to play. Let's play a fairy tale, baby! It will bring you joy! In the life of a child from his very birth there is a fairy tale with its kind heroes, transformations and magic items. The child lives in a land of various fantasies. A child can find the embodiment of non-standard thinking for an adult in the children's theater, where every minute he sees confirmation of his vision of the world around him. The fairy tale is close and understandable to children, and he finds a reflection of his worldview in the theater. Children believe in miracles, and that somewhere on earth there is an extraordinary country in which birds and animals can talk to each other and live in friendship, where good always triumphs over evil. This magical country exists and it is called - Theater! The theater world is a country of real fantasies and a good fairy tale, a game of fiction and reality, colors and light, words, music and sounds. Theater - fertile ground for creativity. Everyone who wants to take part in this action will find something to their liking. An adult can also take on any role and ... become a Wizard! One has only to wave a “magic” wand and everything around will change: a fairy forest will come to life, birds and animals will speak in a human language, everything will be illuminated with a mysterious light and filled with sounds, unprecedented adventures and amazing transformations will begin.
Children's theater is an integral part of a child's life. Before his eyes there are pictures of native nature, people with characters, life. The images of the heroes of Russian fairy tales become an integral part of the child's life, revealing to him in an accessible form the concepts of good and evil, bringing up good feelings.
The child is imbued good feelings, experiences together with the heroes of fairy tales, and along with all this comprehends the simple and complex, instructive and amazing truth of life.
Theater is an assistant in raising children. The theater encourages the activity of the child, has a huge emotional impact, promotes the development of imagination. Each time, entering the world of the theater, the child makes for himself, albeit small, but a discovery.
Theatrical activities help develop the interests and abilities of children, contribute to the overall development, the manifestation of curiosity, the desire to learn new things, assimilate information and new ways of acting, develop associative thinking, perseverance and determination, the manifestation of general intelligence, emotions when playing roles. Theatrical activities require the child to be decisive, systematic in work, industriousness, thereby contributing to the formation of strong-willed character traits. Performances on stage contribute to the realization of the creative forces and spiritual needs of the child, emancipation and self-esteem. Theatrical activities teach the child to accurately formulate his thoughts, to accurately feel and learn about the world around him ...
The love for theatrical creativity, the desire to convey this love to children, the desire to make the life of the child happier through theatrical skills, and the inner world richer, became the reference point for the creation of this project.
Objective of the project: Introduce children to theatrical culture.
Project objectives:
- Create conditions for the development of children's creative activity in theatrical activities.
- Teach children various means of improvisation.
- To form children's ideas about various types of theater and theatrical genres.
- Create conditions for joint activities of children and adults.
- Provide conditions for the relationship of theatrical and other activities.
Project participants:
- Group students.
- Group educators.
- Parents of the children in the group.
- Musical director.
For how long the project is designed: for the period of the child's stay in preschool (4 years).
Expected results:
- Development of the child in all areas of educational areas.
- A significant expansion of children's ideas about theatrical culture.
- Creation of an objective environment conducive to the development of theatrical culture in children.
Forms of work:
- organization of training, developing and creative activities;
- organization of joint events with parents;
- organization of theater evenings (showing fairy tales and performances);
- organization of visits cultural events(senior group).
Forms of work with parents:
- Joint production of toys and manuals for the organization of a subject-developing environment.
- Involving parents in joint activities.
- Open demonstrations of classes and theatrical performances.
- Advising parents on leading and current issues.
- Organization of visits to cultural sites and cultural events.
The main stages of the project implementation:
Stage 1
preliminary work
The study of methodological literature.
Acquisition of didactic material for the organization of a subject-developing environment.
Stage 2
Main job
Drawing up a program of activities to implement the tasks of the project.
Final work
Monitoring the implementation of project tasks.
On final stage the implementation of the project, the final testing of pupils and the analysis of the subject-developing environment are carried out.
Stage 1
Preliminary work:
The study of methodological literature;
Organization of the subject-developing environment.
Literature:
- Federal state educational standard for preschool education.
- SanPiN.
- N.F. Sorokina, L.G. Milanovich "Development of creative abilities in children from one year to three years, means of puppet theater"; Iris - press, Moscow 2007.
- A.V. Shchetkin "Theatrical activity in kindergarten with children 4-5 years old", Moscow, "Mosaic-Synthesis", 2008.
- A.V. Shchetkin "Theatrical activity in kindergarten with children aged 5-6", Moscow, "Mosaic-Synthesis", 2008.
- N.B. Ulashchenko "Organization of theatrical activity in the younger group", publishing house "Korifey", Volgograd.
- I.P. Koshmanskaya "Theatre in Kindergarten", Rostov-on-Don, publishing house "Phoenix".
- , Moscow, publishing house "Arkti", 2007.
- N.V. Smirnova, V.K. Shalaeva "Environment for the development of a preschooler: essence and structure", Ivanovo, 2009.
- S.N. Zakharova "Holidays in kindergarten", "Vlados", 2001.
- N.V. Zaretskaya, Z.A. Root "Holidays in kindergarten", Moscow publishing house "Iris-press", 2001.
- V.V. Gerbova, M.A. Vasilyeva, T.S. Komarov "The program of education and training in kindergarten" Moscow, publishing house "Mosaic-synthesis", 2005.
- Magazines "Preschool education", magazines "Child in kindergarten".
- Internet sites of preschool institutions, Internet portals.
Organization of the subject-developing environment.
For the successful implementation of the project objectives, it is necessary to create an appropriate subject-developing environment.
- Mini-stage with a screen and a microphone.
- Bi-ba-bo dolls.
- Riding puppets.
- Gapite dolls.
- Flat theatres.
- Flannelgraph.
- Finger toys.
- Theater of a rubber toy.
- Theater of soft toys.
- Circle theater.
- Puppet Theatre.
- Round tabletop.
- Masks.
- Dressing room with large mirror.
- Dressing corner.
- Glove theater.
- Shadow theater.
- Spoon Theatre.
- Folding books.
- Cone dolls.
- Musical instruments (noise, percussion, keyboards, wind, strings).
- Attributes for dance improvisations.
Stage 2
The structure of the program for the implementation of the project tasks.
The program is focused on the comprehensive development of the personality of the child, taking into account his individuality. It systematizes the means and methods of theatrical and gaming activities.
The main objectives of the program:
- Consistently acquaint children with various types of theater, introduce them to theatrical art.
- Contribute to the development of the most important competencies of preschool children.
- Gradual development by children of various types of creativity by age groups.
- Improving the artistic skills of children.
Program structure:
The program consists of three sections, corresponding age periods preschool childhood (from 3-4 years; from 4-5 years; from 5-6 years). There are two types of tasks in the program. The first type is educational tasks that are aimed at developing emotionality, intellectual and communicative competencies, by means of the theater. The second type is educational tasks that are associated with the development of artistry.
The program includes the following types of creative activities:
Game creativity;
Song creativity;
Improvisation on children's musical instruments;
Fundamentals of puppetry;
Acting basics;
Fundamentals of puppet theater;
Dramatizations.
Song creativity, playing children's musical instruments, dance creativity, holidays, leisure activities are planned and held together with the music director in music classes and in free time.
Theater classes begin with the second junior group and are held 1-2 times a week. In the schedule of classes, it is usually planned in the first half of the week. Classes can be held in the morning and in the evening at the discretion of the teacher. Starting from the middle group, two classes per week can be held. Seniors have two classes per week.
The material for classes is taken from the book of N.F. Sorokina "Scenarios of theatrical puppet classes", Moscow, publishing house "Arkti" 2007.
Second junior group
- Encourage interest in theatrical and game actions, create the necessary conditions for its implementation.
- Encourage the participation of children in theatrical activities, form a positive attitude towards it.
- To fix ideas about the surrounding objects. Teach children to name items of theatrical and household equipment.
- Develop the ability to follow the development of actions in dramatizations and puppet shows.
- To develop the speech of children with the help of puppet and other types of theater: to enrich the vocabulary, to form the ability to build sentences, achieving the correct and clear pronunciation of words.
- Encourage them to compose a fairy tale with the help of a teacher, using a table theater.
- Use improvisational forms of characters' dialogues in well-known fairy tales. Develop attention, memory, thinking of children.
- To form the ability to convey by means of facial expressions and pantomime, movements and gestures the main emotions of the characters. Teach children adequate emotional response to the state of other people or characters.
- To acquaint children with the techniques of puppetry table puppets. To form the ability to concentrate on a toy, a theater puppet.
- Teach children to accompany the movement of the puppets with a song or words.
- Encourage the desire of children to participate in improvisation, support the desire to play with musical toys, improvise on noise musical instruments.
- To develop the initiative and independence of children in games with theatrical puppets.
- Develop a desire to speak to parents, kindergarten staff.
Theater classes in the second junior group:
In theater classes, children learn the simplest methods of controlling table theater puppets. You can offer to come up with small stories that happen to the toy so that the child can compose dialogues himself, find expressive intonations. At the same time, help can be provided by leading questions, without giving a ready-made role model. No matter how primitive the stories composed by kids are, compulsory encouragement is necessary. The child must be encouraged to want to play with the doll. playing out composed fairy tales spiritually liberate the baby and you need to pay attention to this. In theater classes, it is necessary to create an atmosphere of goodwill, mutual trust, and respect for each other. A child can create only when he feels a benevolent attitude towards himself from his peers and adults.
Great importance in the second junior group is given to work on sketches. This is a kind of school that helps children learn the secrets of managing theatrical puppets, the basics of acting. Toddlers playfully learn to express their feelings and understand the feelings of other people. This will help them avoid difficulties in communicating with peers and adults. Working on sketches develops the child, gives him the necessary skills to participate in puppet and other performances. Only by creating an atmosphere of creative cooperation, you can start staging a performance. In the second younger group, you can play well-known Russian folk tales with table puppets: “The Hen-Ryaba”, “Masha and the Bear”, “Goby-Resin Barrel”, “Zayushkina Hut”. Here you can also invite children to come up with a dialogue on their own. By the end of the second junior group, children should already master the skills of managing table puppets, they can fully concentrate their attention on the puppet, and listen carefully to their partner. Also, children can compose a small fairy tale on their own.
September-November (second junior group)
| Types of creative activity | Classes and repertoire | ||
| Game creativity | Involve children in writing short stories and stories | Table theater rubber toy | “Meeting in the Forest”, “Bear and Donkey” (composed by children) |
| Song creativity | Accompanying the movement of the doll with a song invented by the child | Any table theater | Any song from a fairy tale or music for example. "The bear is dancing" M. Protasov |
| Dance creativity | Cause an emotional response and a desire to move to the music | Phonogram of any rhythmic music | Invite the children to come up with and dance a dance of any of the characters in the fairy tale "Turnip" |
| Generate interest and desire to play with musical toys | Balalaikas, pipes, button accordions, piano | imitate playing these instruments | |
| The content of the work, classes | |||
| Fundamentals of puppetry. | To introduce children to the techniques of tabletop puppetry | table theater | Lessons 1-4, 5-8, 9-12 N.F. Sorokin "Scenarios of theatrical puppet classes" |
| Fundamentals of puppet theater | To educate the ability to follow the development of action in a fairy tale, to lead children to an expressive performance of the role. | Table theater, table puppets, toys, soft toys | |
| Acting Basics | Cultivate mindfulness, develop children's imagination and imagination | Work at the mirror | |
| Develop interest in dramatization games, maintain a cheerful, joyful mood, encourage a friendly attitude towards each other, encourage them to join in dramatization games | Dramatization in costumes, in the subject environment, with scenery | According to the fairy tale "Turnip" | |
| Engage in telling stories, arouse interest in what is happening on stage, enrich children with vivid impressions | Attributes for the concert setting, costumes | Dramatization of the fairy tale "Turnip", open viewing fairy tales |
Second junior group (December-February)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes, repertoire. Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Encourage the desire of children to invent dialogues of characters in fairy tales | Table Theater Cone Toy | “Grandmother and granddaughter”, “Fox and cat”, “Visiting Santa Claus” (composed by children) |
| Song creativity | Invite children to compose songs for individual syllables in the genre of lullaby or dance | Large soft toy | "Lullaby for Bear", "Doll Dance" |
| Dance creativity | Encourage children to improvise simple dance moves to varied music | Phonograms and discs with diverse music, attributes for dance improvisations (flags, sultans) | Dance improvisations: “Dance of Petrushkas” (music by D. Kabalevsky), “Dance of Snowflakes” (music by P.I. Tchaikovsky) |
| Improvisation on children's musical instruments | To give ideas and methods of sound extraction on children's musical instruments | Spoons, rattles, tambourines, drums, bells | Invite children to play music on musical instruments to the phonogram |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skills | The content of the work, classes |
| Fundamentals of puppetry. | Teach children the techniques of puppetry table theater cone toys | cone toy | Zan.13-16, 17-20, 21-24 pp25-52. N.F. Sorokin "Scenarios of theatrical puppet classes" Lessons 17-18 - to assess the skills and knowledge of children in theatrical activities for the fall |
| Fundamentals of puppet theater | To develop an emotional response to the action of the characters of the performance, to evoke sympathy and a desire to help, to form the emotional expressiveness of speech | Cone Toy Theater | |
| Acting Basics | To form in children characteristic gestures of repulsion, attraction, opening, closing | Work at the mirror | Any studies on the expressiveness of the gesture “Hush”, “Come to me”, “Go away”, “Goodbye” |
| Basic principles of dramatization | Arouse a desire to participate in dramatization games, lead children to create the image of a hero, using gestures and facial expressions | Costumes, scenery, object environment. | Eg. "Animals visiting the Snow Maiden" |
| Holidays, leisure, entertainment | To develop actively participate in the holiday, develop the imagination, fantasy of children. Encourage children to play with table theater puppets | Attributes for leisure, holiday | "Christmas tree holiday" "Snow White and the Seven Dwarfs" (episode production) |
Second junior group (March-May)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Support the desire of children to collectively compose short fairy tales, stories, inventing dialogues of characters | Table theater small soft toys | "Birthday of the baby elephant", "The tiger cub got sick," Masha and the Bug "(composed by children) |
| Song creativity | Encourage children to compose songs to the given text and use them in puppet shows and dramatizations | Table theater cone toys, costumes, scenery and attributes | Song of the cockerel from the fairy tale "Zayushkina hut" |
| Dance creativity | To instill interest and love for music, to develop musical ability child, educate an emotional attitude to music through dance movement | Phonograms, caps of animals and birds, soft toys, dolls | Free dance of a goat and kids from the fairy tale "The Wolf and the Seven Kids" Dance improvisation with puppets |
| Improvisation on children's musical instruments | Encourage children to use children's musical instruments with sound not certain height in dramatizations and puppet shows | Phonogram, sounding toys - instruments with sound of indefinite height | Orchestral accompaniment of free dances in the play and dramatizations "The Wolf and the Seven Kids", "Zayushkina's Hut" |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skills | The content of the work, classes |
| Fundamentals of puppetry. | To form in children the skills of puppetry of a soft toy of a table theater | Soft toy | Zan. 25-28, 29-32,33-36 pp.52-73 N.F. Sorokin "Scenarios of theatrical puppet classes" Lessons 35-36 - monitoring See page 73 |
| Fundamentals of puppet theater | Develop the ability to give the actions of the characters in the play. Continue to form the emotional expressiveness of children's speech | Soft Toy Theater | |
| Acting Basics | To develop the ability of children to understand the emotional state of another person and be able to adequately express their own | Work at the mirror | Etudes "Chanterelle eavesdrops", "Delicious sweets", “New doll”, “The fox is afraid”, “Vaska is ashamed”, “Silence” |
| Basic principles of dramatization | To form a steady interest in dramatization games, to encourage children's independence in choosing expressive means for creating images | Costumes, scenery, attributes | "The wolf and the seven Young goats" |
| Holidays, leisure, entertainment | Arouse in children a desire to perform in front of their parents, instill a love for theatrical art. Encourage children to participate in dramatization games |
Costumes, decorations and attributes necessary for leisure and entertainment | Showing a fairy tale at the discretion of the teacher |
middle group
- Cultivate a steady interest in theatrical and gaming activities.
- To lead children to create an expressive image in etudes, dramatizations, in song and dance improvisations.
- Expand your understanding of the surroundings. To develop the ability to isolate the signs of objects (color, shape, size), determine the material from which toys, scenery, attributes for theatrical performances are made. Expand knowledge about the characters involved in theatrical and gaming activities.
- To replenish and activate the vocabulary of children (nouns, adjectives, verbs to denote the actions of characters). To form the ability to determine and name the location of theatrical characters, objects, scenery (right, left, straight, side), to characterize the state of mind and mood of the characters. Fix the correct pronunciation of vowels and consonants. Improve the correct pronunciation of words and phrases. Form intonation expressiveness of speech. To develop the dialogic speech of children.
- To consolidate knowledge about the rules of manipulation with riding puppets.
- Using riding puppets, encourage children to improvise on the theme of familiar fairy tales, stories, invent new ones, with the help of a teacher and without him.
- Stimulate children's attention, memory, thinking and imagination. Develop ideas about the moral qualities of a person, the emotional state of oneself.
- To teach children to accompany the movement of the doll along the screen with a song, to come up with a given text on their own.
- Continue to develop in children the desire to participate in dance improvisations with and without puppets.
- Support the initiative of children in improvisation on the metallophone
- Encourage children to play with puppets on their own.
- To form in children the desire to include song and dance improvisations in independent games.
- Support the desire to speak in front of children, parents, employees.
To improve theatrical skills in the middle group, it is recommended to devote more time to individual work in the afternoon.
Theater classes in the middle group:
In the middle group, work with table puppets continues. Children remember puppetry techniques, come up with small scenes with table puppets. Work continues on the development of creativity. Children can independently invent dialogues of characters, based on the plots of well-known fairy tales.
At the end of September, you can introduce children to the theater screen. At this time, it is good to introduce children to a doll on a gapite (a gapite is a stick on which a doll is seated. Controlling a doll on a gapite requires endurance, patience, and certain muscle efforts from the child, since the hand must lead the doll along the edge of the screen without leaning on it To make it easier for the child to control the doll, they are made as light as possible (can be made of cardboard).
At the theater classes, children can already be introduced to puppetry techniques. For this purpose, sketches with a doll are used, the purpose of which is to teach the child to focus his attention on the performance of a clear, rhythmic action by the doll. Etudes for the development of the emotional sphere are also used, which develop in children the ability to understand the emotional state of another person, the ability to adequately express their own. These sketches help the child to look at himself from the outside, contribute to the formation of self-control, increase self-confidence.
Work continues on the development of creativity, which also uses puppets on the gapite. Children can compose small tales and songs that accompany the movements of the dolls. Gradually, noise instruments (tambourine, drum, rattle) can be introduced into action, which give a new sound to the song composed by the child, develop a sense of rhythm
With children, you can play Russian folk tales "Gingerbread Man", "Teremok", "Turnip", using puppets on the gape. Playing fairy tales with theatrical puppets allows you to better understand the content of your favorite work, makes it possible to show creativity.
Middle group (September-November)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Continue to compose fairy tales with children with the help of a teacher and without his participation. Encourage the desire of children to independently create playful images using gestures and facial expressions. |
spoon theater Caps of animals and birds |
"Grandmother and Fox", "Hare and Bear", "Gingerbread Man and Grandfather" "Teremok" (mouse, frog, bunny, fox, bear, wolf) |
| Song creativity | Invite children to compose song characteristics of the characters of the puppet show | Costumes, scenery, attributes necessary for this performance | Songs of the characters of the fairy tale "Teremok" |
| Dance creativity | Encourage children to compose dance characteristics characters of the performance in the genre of folk dance | Costumes of the characters of the performance, soundtracks | "Dance of the Fox and the Bear to the fairy tale" Teremok " |
| Improvisation on children's musical instruments | To introduce children to toys - instruments that emit a sound of a certain height, with which you can play various rhythms | Flute, flute, horn | Accompaniment of dance improvisations to the fairy tale "Teremok" |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skills | The content of the work, classes |
| Fundamentals of puppetry. | To acquaint children with theatrical screen, with the techniques of driving riding puppets | Screen or mini stage equipped with a screen, riding puppets | “Mom is walking”, “Two mice”, “Grandfather and a turnip”. Zan.1-4, 5-8,9-12 N.F. Sorokin "Scenarios of theatrical puppet classes" |
| Fundamentals of puppet theater | Develop children's interest in puppet shows, encourage participation in this type of activity | Theater of spoons, screen | |
| Acting Basics | Activate children, develop their memory and attention | Phonogram, attributes for exercises | "Be careful", "Remember your place", "Remember your posture" |
| Basic principles of dramatization | To form a positive attitude towards games-dramatizations. Learn to play performances for acquaintances literary subjects using means of expression(intonation, movement, facial expressions, gesture) | Dramatizations in costumes and sets | "Teremok" |
| Holidays, leisure, entertainment | Raise the desire to please parents with their performance. Develop interest in various performances. Encourage children's interest in acting out familiar tales | Phonogram, puppets, scenery for the performance | Puppet show "Visiting Vasilisa" |
Middle group (December-February)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | To develop in the blowers the desire to compose short stories, inventing dialogues of the characters. Lead children to create in-depth images, familiar characters with the help of movements, facial expressions, gestures. | riding puppets Caps of animals, birds |
“Visiting Snow White”, “Dwarf and Fox”, “Dog and Wolf” (composed by children). "Merry Goat", "Frightened Goat", "Kit Recovered" |
| Song creativity | Invite children to compose songs in the genre of march and waltz to a given text | Costumes and attributes | For example: Chanterelle song (waltz), wolf song (march) |
| Dance creativity | To lead children to compose dance improvisations of the heroes of the performance in the genre of march and waltz | Costumes and attributes | At the discretion of the educator |
| Improvisation on children's musical instruments | To teach children how to play toys-instruments with a diatonic scale, be able to accompany dance improvisations on one sound | Metallophone, phonogram | Dance of the squirrels, "March of the Dwarves" S. Prokofiev |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skills | The content of the work, classes |
| Fundamentals of puppetry. | Teach children how to drive puppets on a screen | Riding puppets, screen | "Meeting of the Fox and the Hare", "The Conversation of the Mouse with the Frog", "Dance of the Animals" Zan.13-16,17-20,21-24 N.F. Sorokin "Scenarios of theatrical classes in kindergarten" |
| Fundamentals of puppet theater | Continue to instill in children a love for puppet theater, arouse a desire to participate in puppet shows | Riding puppets, phonogram, screen | |
| Acting Basics | To develop in children the ability to correctly understand the emotional and expressive movements of the hands, use gestures | Phonogram, attributes, work at the mirror | “This is me”, “This is mine”, “Give it back”, “Icicles”, “Humpty Dumpty”, “Parsley jumps” |
| Basic principles of dramatization | Maintain an interested attitude towards dramatization games, the desire to participate in this type of activity | Dramatization in costumes, scenery, object environment | |
| Holidays, leisure, entertainment | To develop a steady interest in speaking to parents, to develop the ability to understand the content of fairy tales. Involve children to play with riding puppets on their own | Attributes and costumes necessary for this leisure | At the discretion of the educator |
Middle group (March-May)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Encourage children to collectively compose stories, activating children's verbal communication. Develop the ability to compare various images using intonation, facial expressions, gesture |
riding puppets Caps of animals and birds, phonogram |
"Forest School", "Housewarming", "Animal Hospital" (composed by children) "Goat and Wolf", "Fox and Hare", "Cat and Mouse" |
| Song creativity | Encourage children to write songs. Composition of recitatives on a given topic | riding puppets | At the discretion of the educator |
| Dance creativity | Learn to compose dance improvisations in the polka genre | Dolls, soft toys, phonogram | "Polka with toys" (Czech melody) |
| Improvisation on children's musical instruments | Encourage children to improvise with toys with instruments that make sounds of indeterminate pitch, as well as with diatonic scales. | Spoons, rattles, tambourines, drums, bells, flutes, pipes, horns | "Merry Musicians" L. Isaeva |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skills | The content of the work, classes |
| Fundamentals of puppetry. | Continue to teach children how to drive puppets | Riding puppets, screen | "Joyful meeting of Grandfather with the Bug", "Unpleasant conversation", "Game of blind man's buff" Zan.25-28, 29-32,33-36. |
| Fundamentals of puppet theater | Instill a steady interest in puppet theater, encourage the active participation of children in puppet show | Riding puppets, screen, attributes for classes | |
| Acting Basics | Develop the ability to adequately understand the emotional state of another person and be able to adequately express their mood | Work at the mirror | "Surprise", "Flower", "North Pole", "Angry Grandpa", "Guilty" |
| Basic principles of dramatization | Continue to cultivate an interested attitude towards dramatization games, improve the improvisational abilities of children | Costumes, scenery, object environment | Eg. "Under the Mushroom", V. Suteeva |
| Holidays, leisure, entertainment | Arouse a desire to participate in matinees, instill interest in Russian folklore. Maintain interest in what is happening on stage. | Attributes necessary for the celebration | Folk performance |
Senior group
- Continue to develop a sustained interest in theatrical and gaming activities
- To improve the performing skills of children in creating an artistic image, using game, song and dance improvisations for this.
- Expand children's understanding of the surrounding reality. Clarify ideas about objects, toys, decorations surrounding them. Be able to identify the essential features of the subject. To improve the ability of children to navigate in a group, in a kindergarten. To cultivate respect for the work of adults, respect for dolls and toys. To consolidate the idea of children about the various types of puppet theater, be able to distinguish between them and name them.
- Continue to enrich and activate the vocabulary of children, using nouns, adjectives, verbs, adverbs, prepositions in speech. Fix the correct pronunciation of all sounds. Improve intonation expressiveness of speech. Continue to teach children to use direct and indirect speech in dramatizations of fairy tales. Develop dialogic and monologue speech. To improve the ability to coherently and expressively retell fairy tales, stories without the help of a teacher. Encourage children to make up short stories on their own using puppets.
- To consolidate knowledge about the rules of manipulation with puppets, puppets with a "live hand".
- Encourage children to improvise on the theme of familiar fairy tales, stories, invent stories own composition individually and collectively, using puppets and live hand puppets. Stimulate the desire to look for expressive means to create a game image of a character, using movement, facial expressions, gestures, and expressive intonation for this.
- Develop memory, thinking, imagination, attention of children.
- Continue to nurture the humane feelings of children, develop the desire to be responsive to adults and children, to show attention to their state of mind, rejoice at the successes of peers and be upset if they fail, strive to come to the rescue in difficult times. Teach them to correctly evaluate their actions and the actions of their comrades, as well as the actions of the characters in puppet and dramatic performances.
- Encourage children to use improvisation on a given text in the genre of song, dance, march to create the image of a puppet character and dramatic performances. To bring children to the collective composition of a children's opera based on a poetic text.
- To continue to develop in children the desire to participate in dance improvisations, the desire to create a bright, memorable image with the plasticity of their body.
- Encourage the desire of children to pick up familiar chants from different sounds, including them in game improvisations.
- Cultivate the desire to play with theatrical puppets.
- To develop the ability to use song, dance, game improvisations in independent activities.
- To support the desire of children to actively participate in holidays and entertainment, using the skills and abilities acquired in the classroom and in independent activities.
Theatrical classes in the senior group:
In the older group, at the beginning of the year, work with puppets on gapit continues. To do this, you can make a theatrical screen, puppets from different fairy tales and gradually invite children to come up with small stories with these dolls. Composed scenes can be used as material for etudes, allowing you to consolidate your skills in playing with a doll. In some stories invented by children, the puppets play hide and seek, catch up, and take part in dancing. At this point, the guys can pay more attention to the position of the doll on the screen.
Working on sketches allows the child to find and emphasize characteristics each doll.
These studies with puppets alternate with studies on the development of acting skills, which makes it possible to master the basic nuances of speech, to learn how to penetrate the world of artistic images.
At the end of September, children get acquainted with puppets, learn that puppets are set in motion with the help of a vaga (a wooden cross, to which a puppet is suspended on a string). Holding the wag horizontally by the middle and directing it to the right and left, the puppeteer sets it in motion.
In order to rhythmically organize the movement of the puppets, Russian folk melodies are used. When the children learn the principles of controlling the doll, they are invited to read nursery rhymes about animals. This is how the play “Visiting Vasilisa” appears, staged based on Russian folk rhymes.
With dolls - puppets in Russian costumes, the kids lead round dances, improvising dance moves while singing any Russian folk song.
In the second half of the year, children get acquainted with a new type of doll - with a "living hand". These dolls have bright expressive possibilities, convenient for dance improvisations, as well as improvisations using children's musical instruments. They are able to convey the subtlest nuances of the hero's moods and feelings, have expressive gestures that are inaccessible to other dolls.
By the end of the year, the children of the older group acquire the necessary skills to control cools of various systems (tabletop, gape, puppets, with a "live hand"). Children use all their skills and abilities in the puppet show "Journey to the Land of Fairy Tales", which combines small scenes learned earlier. The performance in this form is final and summarizes the work with children for three years, gives them the opportunity to express themselves in various activities, demonstrate their skills and abilities.
Senior group (September-November)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Encourage children to get used to the image, constantly improving it, finding the most expressive means for embodiment | Hats of animals, soundtrack | Playful Bears, Toy Store, Bunnies |
| Song creativity | Invite children to compose music in the genre of march and dance ( folk dance, march, waltz, polka) | Soft toy | “On a flat path”, “Like ours at the gate”, “Summer” (waltz), “Bear with a doll” |
| Dance creativity | Encourage children to compose dance characteristics of puppet theater characters | Puppet Theatre, phonogram | |
| Improvisation on children's musical instruments | Teaching children to play chants built on the interval of a second | Glockenspiel | "Rain-Rain", "Forty-Forty", "Accordion" |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skills | The content of the work, classes |
| Fundamentals of puppetry. | Introduce children to puppetry techniques | Puppets: horse, cockerel, cat, mice, phonogram | “A horse came to us”, “Mice and a cat”, “Cat and a cockerel” Zan.1-4, 5-8, 9-12 N.F. Sorokin "Scenarios of theatrical classes" |
| Fundamentals of puppet theater | Arouse interest in the puppet theater, the desire to participate in the performance | Puppets, Russian folk costumes, phonogram | |
| Acting Basics | Develop children's memory and imagination | Work at the mirror | Sketches at the discretion of the teacher |
| Basic principles of dramatization | Continue to develop the ability of children to play a play based on a familiar fairy tale | Dramatization in costumes, scenery | "Spikelet" |
| Holidays, leisure, entertainment | Introduce folklore. Learn to respond emotionally to children's performances | Puppet puppets | Performance at the discretion of the teacher |
Senior group (December-February)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Encourage the initiative and activity of children in creating images of characteristic characters, opposing the character of one character to another | Animal hats, costumes, phonogram | "The Bunny and the Fox", "The Cat and the Goat", "Little Red Riding Hood and the Wolf" |
| Song creativity | Encourage children to collectively compose songs in the character of their hero | Animal hats, costumes, puppets | "Shadow-shadow", "Lamb and Petya", "Bunny and Bear" |
| Dance creativity | Develop the ability to improvise waltz and polka movements using marionette puppets | puppet theater | "Cat Leopold" (music by Reznikova) |
| Improvisation on children's musical instruments | Teaching children to sing along to the scale | Glockenspiel | "Cockerel", "Cap-Cap-Cap", "March" E Tilicheeva |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skills | The content of the work, classes |
| Fundamentals of puppetry. | Encourage children to create dance compositions and game improvisations with puppets | Puppets in Russian costumes, phonogram | Zan.13-16,17-20, 21-24, P.166-187 N.F. Sorokin "Scenarios of theatrical classes" |
| Fundamentals of puppet theater | To instill a steady interest in puppet theater, a desire to improvise with puppets | Puppets, performance attributes, phonogram | |
| Acting Basics | Develop expressiveness of gesture. | Work at the mirror | “Here he is”, “Game with pebbles”, "I want to sleep", "Cinderella" |
| Basic principles of dramatization | To develop the initiative and independence of children in playing a performance based on a familiar fairy tale | Dramatization in costumes, with scenery, in the subject environment | "Sister Chanterelle and the Gray Wolf" |
| Holidays, leisure, entertainment | Cultivate a positive attitude towards the holidays, teach children to correctly evaluate actions | Attributes, costumes necessary for a particular holiday | At the discretion of the musicians hands and teacher. According to the thematic plan |
Senior group (March - May)
| Types of creative activity | Methods for developing creative abilities | Means of development of creative abilities | Classes and repertoire Classes are used from the book of N.F. Sorokina "Scenarios of theatrical puppet classes" |
| Game creativity | Encourage children to collectively create images of characters, constantly feeling their partner, trying to play along with him. | Phonogram, costumes, necessary attributes | "Karabas-Barabas and Pinocchio", "Malvina and Pierrot" |
| Song creativity | Cultivate a steady interest in songwriting. | table theater | "Girl grimy" A. Barto |
| Dance creativity | Encourage children to search for expressive movements to convey the character of the characters | Costumes of the characters of the performance, attributes for improvisations | Dance improvisations for the fairy tale "Pinocchio" |
| Improvisation on children's musical instruments | Encourage picking up familiar chants from different sounds and including them in game improvisations | Metallophone, puppets with a living hand. | Russian folk melodies. |
| Basic theater skills | Methods for the formation of theatrical skills | Means of forming the skills of theatrical skills | The content of the work, classes |
| Fundamentals of puppetry. | To acquaint children with the methods of driving puppets with a “live hand” | Dolls with a "live hand" | Zan. 25-28, 29-32, 33-36 Lessons 33-36 on performance evaluation. N.F. Sorokin "Scenarios of theatrical puppet classes" |
| Fundamentals of puppet theater | Develop interest in puppet theater with a "live hand" | Dolls with a "live hand", phonogram | |
| Acting Basics | To teach the expression of various emotions and the reproduction of individual character traits | Work at the mirror | "Lost", "Kittens", " Little puppy”, “Sculptor”, “Shy”, “Cook-liar” |
| Basic principles of dramatization | Use the improvisational capabilities of children in theatrical activities | Costumes, scenery, riding puppets | Fairy tale at the discretion of the teacher |
| Holidays, leisure, entertainment | Cultivate love and interest in music, develop a desire to improvise | Costumes and decorations necessary for the holidays | A trip to the theatre. Holidays at the discretion of the teacher and the muses. hands |
Stage 3
Monitoring the implementation of the tasks of the project "Theatre-Children-Theater" (teacher assessment)
Criteria for evaluation:
1. In the group, conditions have been created for the development of the creative activity of children in theatrical activities:
The performing creativity of children is encouraged (children play various roles in theatrical productions and performances, expressively read textual material in classes, matinees);
Children are calm and relaxed when speaking in front of adults and peers. The active participation of each child in performances and other performances is ensured;
Children actively use the means of facial expressions and pantomime for improvisation;
Distinguish between different experiences and emotional state of the characters;
Children independently choose the means for improvisation and self-expression.
2. The group has created conditions for introducing children to theatrical culture:
The subject-developing environment is organized taking into account the active involvement of children in theatrical culture (there is a stage, a curtain, a dressing room, etc.);
The teacher organizes a visit to the theater, shows slides and videos about the theater and theatrical performances, there is a demonstration material for studying theatrical genres;
There are various types of theater in the group: bi-ba-bo, finger, shadow, table, puppet, etc.
3. The teacher provides conditions for the relationship of theatrical and other activities in the pedagogical process:
Dramatization games are used in speech development classes and music classes;
Dramatization games are used when reading fiction;
In the classroom for labor, attributes for theatrical productions are made.
4. Conditions have been created for joint events on theatrical activities of children and adults:
Joint performances are held with the participation of children, teachers, parents;
Organized performances for children.
Assessment of knowledge, skills and abilities of children
Evaluation of the results of theatrical and gaming activities is assessed in the following areas:
Etude training (actor skill)
- Diction (rhymes, tongue twisters, tongue twisters).
- Gestures (studies on the expressiveness of a gesture, including “Tell poems with your hands”).
- Facial expressions (studies for the expression of basic emotions and the reproduction of individual character traits).
- Movements (etudes with musical accompaniment).
Games - dramatizations
- Desire to participate in dramatization games;
- Ability to communicate with a partner;
- The ability to improvise when creating an image.
Sketches with dolls
- Desire to play with a doll;
- The ability to manage it;
- The ability to improvise with the doll.
puppet shows
- Desire to participate in performances;
- Ability to communicate with a partner using theater puppets;
- The ability to create an image with the help of theater puppets.
