Work program (senior group) on the topic: The program of additional education on the organization of theatrical activities for children of senior preschool age "Magic World of Theater". Additional educational program "Theater and fairy tale
The world of childhood, the inner world of a child, is the key to many exciting problems of our life. We want to see our children happy, but often we do not attach importance to the experiences of the kids, we consider them trifles. The child is left alone with his feelings and does not always find the strength to cope with them on his own. It is at preschool age that the child gets the first experience of communicating with friends, experiencing failures and victories. And this is reflected in the formation of character. We, adults, should help the child acquire more positive emotions, teach him to be kind, responsive, sociable, the ability to speak beautifully and correctly. I believe that kindergarten is the first and main step in the development of all these qualities, and theatrical activity is an assistant in this work. Why theater? It's just that theater is always a game, (because children love to play) the expectation of something unusual, amazing - a MIRACLE. This is an opportunity not only to see the hero, but also to become one yourself. Only in the theater can one turn from a timid boy into a bold and courageous Hero-Bogatyr, and from a capricious girl into a gentle and kind Princess. The issues of harmonious development and creative self-realization of children are resolved in the program "Theatre and Fairy Tale" of the structural unit "Teremok". The discovery of a unique individuality in oneself will help the child to realize himself in studies, creativity, and communication with others. To help in these aspirations, and this program is called upon. It is designed to work with children of different age groups.
Group 1 - children 3-4 years old.
Group 2 - children 4-5 years old.
Group 3 - children 5-6 years old.
Each group has its own tasks and a certain volume of topics with a differentiated approach to children.
The theater and game program is an independent author's course, developed taking into account modern theories and technologies, as well as age and psychophysical characteristics of children of this age.
Program Focus.
Artistic and aesthetic orientation
The main goal of the artistic and aesthetic orientation is the education of aesthetic taste, the realization of the creative potential of children. The program is aimed at educating the personality of the child, developing his subtle spiritual qualities, moral and aesthetic values. Theatrical and gaming activities instill a love for works of art.
Socio-pedagogical orientation
The main goal of the socio-pedagogical orientation is the development by children of positive social experience, social roles and attitudes, the child's desire for self-affirmation, self-esteem, establishing interaction with the social environment.
Another, no less important principle is the design of work to form children's orientation to success and achieve the goal.
Program novelty
The use of the elements of this program in the educational process: during educational activities, in sensitive moments, in free activities.
Active participation of parents in this program.
Relevance
The problem of the development of dialogue speech.
The changes taking place in the education system also affected the kindergarten. Because the qualities of a successful student are formed in a preschool. A preschooler should not only learn to count and know letters, which is of course important, but also master speech correctly: speak beautifully, build a dialogue correctly. The better the child's speech is developed, the more successful he will be in his studies, in communicating with friends.
The problem of speech development: poor vocabulary, incorrect pronunciation, inexpressive speech.
Children spend most of their free time watching TVs and computers. Kind and instructive fairy tales and cartoons are gradually leaving. Sometimes a child cannot understand: “What is good”, “What is bad”. Parents do not discuss what they see and read, which is very important for children.
The problem of organizing gaming activities
The world does not stand still, children have modern toys that do not always have a positive effect on the development of the child. Educators and teachers should find new, no less interesting ways to interest the child, to direct his playing activity in the right direction.
Emotional coldness
One of the important problems that worries me is the indifference of children, emotional coldness. In the variety of information, various games, it is more and more difficult to surprise children. A preschooler does not always respond to the experiences and emotions of loved ones and friends. Children do not empathize with the characters of fairy tales, stories. Less and less admire the works of fine art, music, the beauty of the world.
Pedagogical expediency
Reflecting on the problems that affected me, I realized that the traditional methods of the educational process will not always be effective. As you know, the leading activity of a preschooler is the game. I think the teaching principle - learn by playing fully manifested in theatrical activities.
All children are talented, only the teacher should see, feel and help the child to reveal his creative abilities. Children like to watch a theatrical performance, and taking part is even more interesting and exciting. Participating in theatricalization, the child opens up, feels free. This is the moment when you can form the child's ability to invent, fantasize, create.
All children love fairy tales. Listening to a fairy tale, a child finds something necessary and instructive for himself, therefore it is very important that the awareness of “fairy tale lessons” begins from an early age, with the answer to the question: “What does a fairy tale teach us?” And how interesting it is to play the hero of a fairy tale, or to come up with something interesting, unusual. Playing a fairy tale, the child learns the world, the concept of friendship, honesty, kindness, courage, expresses his attitude to good and evil. A huge plus of theatrical and gaming activities is the construction of the educational process. Directly educational activities with elements of the theater make the learning process more interesting and effective, both for the teacher and for the children. The teacher has more opportunities to present information in an unusual way, using non-traditional forms and methods. The preschooler will show his individuality and learn the material better.
By participating in theatrical activities, children improve their speech, vocabulary is replenished, memory and thinking improve. Children are creative in problem solving.
In addition, a variety of themes, forms and methods of theatricalization comprehensively develops the child, reveals his creative abilities.
Program goal:
Creative and comprehensive development of the child's personality by means of theatrical activities.
Program objectives:
Cognitive speech
- expanding the horizons of children;
- arouse interest in theatrical activities;
To give knowledge on the history of the emergence and development of the theater;
To introduce children to the types of theater;
Form the correct pronunciation:
Expand words knowledge; make speech clearer and more expressive.
Socio-communicative
In the course of performing a collective task, to form the ability to negotiate, listen and hear comrades.
Artistic and aesthetic
promoting the development of students:
Curiosity, aesthetic perception of the surrounding world;
Creative abilities;
Figurative thinking, fantasy, attention.
Distinctive features of the program
Participation in the program does not require special skills and physical data from participants;
The program is easy to learn, easy to learn, effective in achieving results;
- this program can be used not only in circle activities, but also in the work of educators, teachers, a speech therapist teacher in integrated educational activities, in the free activities of children;
With the help of this program, we form the ability of children to determine the distinctive qualities of characters and convey them in motion using pictures-images;
We form the ability to fix various facial expressions, gestures and postures, as well as decipher their meanings;
We form the ability to express various emotional states with facial expressions and gestures;
We betray great importance development of children's creative abilities and creative attitude to classes;
We form the ability to meaningfully fulfill our role in various plastic sketches and dramatizations;
We form the ability of free self-expression through plastic, stage improvisations based on works of fiction;
The use of theatrical and gaming activities in the educational process will help the preschooler to form integrative qualities.
Children's age: additional educational program "Theatre and Fairy Tale" is designed for children aged 3-6 years.
Implementation period additional educational program. The Theater and Fairy Tale program is designed for 3 years of study.
Circle mode.
Work in each group is carried out once a week, the duration of which is: in group 1 - 15 minutes, in group 2 - 20 minutes, in the third group - 25-30 minutes.
In addition, circle work on theatrical and gaming activities is organized taking into account the interaction of the content of these topics with the content of other subjects included in the program of the Teremok structural unit. Since the main activity of a preschool child is a game activity, the integration of the educational process with theatrical elements contributes to the positive assimilation of the material, educators use this program in their work in educational activities.
Work forms.
Theatrical games.
Rehearsals in the theater circle.
The educator's stories about the theater.
Organization of dramatizations
Individual creative tasks.
Writing fairy tales, inventing stories for staging.
Conversations-dialogues.
Production and repair of attributes and manuals for performances.
Reading literature.
Expected results and how to check them.
- Inquisitive, active. Takes a lively, interested part in the educational process; a steady interest of children in theatrical art is formed ; independent in the choice of characters.
- Emotionally responsive. Responds to the emotions of close people and friends, empathizes with the characters of fairy tales, stories, stories; emotionally reacts to the successes and failures of his and his comrades.
- Mastered the means of communication and ways of interacting with adults and peers. Expands, activates the dictionary of children; the culture of speech communication is brought up; a sense of cooperation and mutual assistance is formed. Follows the rules of conduct in the team. - Able to solve intellectual and personal tasks (problems), adequate to age. Independently models game situations (retelling of fairy tales and stories “in reverse”, games of “travel”, circus performances, etc.).
- Having primary ideas about himself, family, society, state, world and nature. The horizons of the child are expanding, knowledge of objects, dolls, and scenery is deepening.
- Having mastered the universal prerequisites for educational activity: the ability to work according to the rule and model, listen to an adult and follow his instructions. - Having mastered the necessary skills and abilities. The child has developed skills and abilities for the implementation of theatrical and gaming activities: artistic taste, creativity, creative independence: game, song, dance improvisation; - skills of improvisation of familiar fairy tales are fixed; - looking for a variety of ways to depict characters with the help of posture, facial expressions, gestures, speech intonation; - develops creative independence in creating the image of the hero, in the transfer of his mood, character.
One of the important structural elements of educational activity is control. Pedagogically well-designed control helps to form a positive attitude towards learning, striving for success in children, stimulates the strength to overcome difficulties and allows you to obtain the necessary information about the effectiveness of the program and, if necessary, correct your further actions. The level of students' achievements is monitored by the teacher through the input, current and final control.
- Input control is carried out at the beginning of training and aims to identify the initial level of training of students, adjust the educational and thematic plan. It is conducted in the form of an interview.
- Current control is carried out during the subsequent conduct of educational activities, the main purpose of which is to determine the degree of assimilation of educational material by children.
- Final control - upon completion of the entire course of the curriculum in order to determine the degree of achievement of learning outcomes, consolidation of knowledge. The final control is carried out in the form of a concert, a holiday with a performance, a dramatization of any chosen fairy tale. In accordance with the results of the final control, it is determined to what extent the requirements of the program are met by each child, i.e. the completeness of the program implementation is determined. The results of the control are brought to the attention of parents during individual interviews, parent meetings. The forms of pedagogical control are very diverse: oral questioning, conversation, observation, study of the results of the creative activity of children, as well as the participation of pupils in competitions and exhibitions of various levels. The results of the control serve as the basis for adjusting the program, predicting the results of education, and encouraging pupils. Based on the results of the control, an evaluation process is carried out. The main indicator of effectiveness is the successful development of the content of the program by the child.
Fundamentals of theatrical culture:
- theater types;
- theatrical professions;
- theatrical attributes;
- theatrical terminology;
- theater arrangement;
- theater rules. To acquaint children with the features and types of theatrical art, the device of the theater, the culture of behavior in the theater. Acquaintance with this material should be of a practical nature, i.e. occur during games, work on a performance, visits to theaters, watching videos of performances. It is not necessary to require the assimilation of all the material by each child, it is enough that the children understand the teacher using theatrical terms and gradually replenish their vocabulary. They should gain knowledge during theatrical games - a dialogue with the teacher in the form of questions and answers, but in no case should this be a long monologue of an omniscient adult. In the game, children will get acquainted with the rules of conduct in the theater, on stage, backstage, at rehearsals.
To acquaint children with the acting skills necessary to create the image of a hero, meetings with theater actors, watching performances in the preschool theater will help.
At theatrical rehearsals, the teacher expands the children's knowledge of the theater in accordance with their age.
Culture and technique of speech:
- intonation;
- monologue - dialogue;
- speech games;
- reciting and playing verses. Form the correct pronunciation. The ability to speak beautifully and expressively (intonation, logical stress, voice power, speech rate). Develop imagination; Expand words knowledge; make speech clearer and more expressive.
Theatrical and gaming activities:
- means of figurative expression (facial expression, pantomime);
- puppetry;
- educational games. To develop emotionality - the experience and embodiment of the image. Use games and exercises to develop communication skills, self-confidence, creativity, voluntary behavior that develop attention, memory, observation, as well as games that promote the development of puppetry skills.
Performance work:
- familiarity with the script;
- tests by children of different roles;
- distribution of roles;
- work on individual episodes;
- dress rehearsal.
Realize the potential of every child; develop the mental processes of children, activity, self-confidence; ability to work in a team. When working with children on a performance, it is necessary not to overload them, not to impose their opinions, each child should try himself in different roles.
Methodological support
This program is designed for three years of study and is intended for pupils from 3 to 6 years old. The theater club can be attended by both girls and boys. Reception of children is carried out at the request of the child. In one group, 10 people are engaged, while the training takes place taking into account the individual characteristics of the students. The training is of a practical nature. The main part of the program is practical work, which is carried out during the educational activities following the explanation or reading of this material. Everything necessary for work is prepared by the teacher in accordance with the requirements of safety and occupational health. The content of training under this program is aimed at revealing the creative potential and creative abilities of each child. Working under the program "Tatras and Fairy Tale", the teacher actively uses a variety of forms and methods of educational activities. This form of work gives children the opportunity to show their individuality and independence.
Forms of activity.
Theater games.
- Strengthen the skills of playing with various types of theater.
- To form the ability of children to independently choose the option of staging a fairy tale.
- To achieve clear diction, the ability to change the pace of speech, the power of sound.
Dramatization games.
- To develop the improvisational abilities of children: to come up with the image of different characters, heroes of works. Encourage children to independently simulate game situations (retelling fairy tales and stories “in reverse”, playing “travels”, circus performances, etc.).
Games are performances.
- Develop stage creativity.
- Encourage children to be independent in the choice of expressive means, when creating images of characters, to strive to play along with their partner.
- Cultivate the desire to bring joy to others with your game.
Methods of organizing activities.
1. Verbal teaching methods: conversation, reading, storytelling.
2. Visual teaching methods: display of paintings, illustrations on the topic.
3. Practical: exercises, dramatization.
Results of the work and forms of summing up
A wonderful tradition has developed in our kindergarten - showing fairy tales with the participation of children. All children, starting from the second younger group, cook and show a performance for parents and guests. The main task for children is the choice of performance. Children decide on their own whether to participate in the play. Educators try to ensure that all children are involved in such an important and responsible event. Children discuss roles, invent costumes and scenery. Participants of the performance help and support each other. Children evaluate their capabilities and the capabilities of their comrades. In the work of the theater studio, the participation of not only educators, but also parents is equally important. And this is very important. The development of theatrical activities in preschool institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of loved ones. Such joint activities of children and adults make life in kindergarten more interesting. Parents have the opportunity to observe their children against the background of their peers, which makes it possible to better understand the development of the child, learn how to apply appropriate parenting methods at home. Parents form a higher appreciation of the achievement of their children and pride in them; a deeper understanding of the learning process of preschool children develops; there is confidence in the teachers and other employees of the kindergarten; parents are trained in activities that can be enjoyed with children at home, they assist in the manufacture of attributes. Parents are involved in active participation in theatrical classes as role performers, authors of the text, makers of scenery, costumes, etc. No one is left aside, because staging a performance is a multifaceted matter, there is work for everyone.
High level - the creative activity of the child, his independence, initiative, quick understanding of the task, its precise expressive execution without the help of adults, pronounced emotionality;
Average level- emotional responsiveness, interest, desire to get involved in theatrical activities. But the child finds it difficult to complete the task. The help of an adult is required, additional explanations, demonstration, repetition;
Low level- little emotional, not active, indifferent, calm, without interest in theatrical activities. Not capable of independence.
The result of the work done.
1. Children have increased interest in theatrical and gaming activities.
2. The performance skills of children in creating an artistic image have improved.
3. Children's ideas about the world around have expanded.
4. The children's vocabulary has been enriched and activated.
5. Improved intonation expressiveness of speech.
6. Developed memory, thinking, imagination, attention of children.
7. The ability of children to correctly evaluate their own and other people's actions has improved.
8. A positive attitude towards dramatization games has been formed, the desire of children to participate in performances of their own free will.
9. The ability of children to rejoice at the success of their peers has been formed.
10. The ability of children to analyze the actions of literary heroes has improved, to correlate them with their own behavior and the actions of other children.
11. The ability to independently choose the type of theater, creative independence in the transfer of the image has been formed.
12. The ability of children to negotiate among themselves has been formed, with the distribution of roles.
Bibliography.
1. Makhaneva M.D. Theatrical classes in kindergarten: A guide for employees of preschool institutions. - M.: TC "Sphere", 2001.-c.9-16,76-121.
2. Churilova E.G. Methodology and organization of theatrical activities of preschoolers and younger students: Program and repertoire. M.: Humanitarian publishing center VLADOS, 2001. - 160p.
3. Shvaiko G.S. "Games and game exercises for the development of speech" - Moscow: Education, 1983 - p.64.
4. Artyomova L.V. Theatrical games for preschoolers: A book for a kindergarten teacher. - M: Enlightenment, 1991. - 127p.
5. Doronova T.N. Adults and children play: from the experience of preschool educational institutions in Russia - M .: Linka-Press, 2006 - 208s.
6. Shorokhova G.S. Games and game exercises for the development of speech: a collection of games for the development of speech. M: Enlightenment, 1993. - 64p.
The program "Young Actor" is intended for children of senior preschool age 5-7 years old.
The main goal of the program is to develop the creative abilities of children by means of theatrical art.
This program is relevant, since theatrical activity can be a powerful tool for the development of all the qualities of a child's personality: cognitive and mental processes, the formation of communication skills as the foundations of social culture. The formation of these qualities will help the future first-grader to quickly get in touch, not to get confused in any difficult situation, boldly ask questions to the teacher, learn from classmates, and help others himself. By attending a theater group, a child learns to work collectively on the concept of a future performance, create artistic images, exchange information, plan various types of artistic and creative activities (selection of musical characteristics for characters, work on a role, etc.), as well as coordinate their functions. Theatrical activity allows the child to solve many problem situations indirectly on behalf of a character. It helps to overcome shyness, self-doubt, shyness.
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Municipal preschool educational institution kindergarten
general developmental type "Baby"
The program of additional education in theatrical activities
"Young Actor"
for children 5-7 years old
(program implementation period - 2 years)
Starodub Svetlana Mikhailovna,
teacher of the 1st qualification category
r.p. Railway
2013
Chapter 1. Explanatory note…………………………………………….3
- The relevance of the additional general developmental program "Young Actor"………………………………………………………………………..4
- The novelty of the additional general developmental program “Young Actor”
- Goals and objectives of the additional general developmental program "Young Actor"………………………………………………………………………..5
- Methodological provisions of the program……………………………5
- Expected results and ways to check them………………………6
- Legislative and regulatory support of the program………………6
Chapter 2. The content of the additional general developmental program
2.1. Curriculum plan………………………………………….....7
2.2. Calendar-thematic planning………………………………..7
2.3 Logistics and methodological support……………16
References………………………………………………………………………………………………………………………17
Appendix………………………………………………………………...18
Chapter 1. EXPLANATORY NOTE
In accordance with the Federal State Educational Standard for Preschool Education, conditions for the development of the child should be created in the preschool educational institution, opening up opportunities for his positive socialization, his personal development, the development of initiative and creative abilities through cooperation with adults and peers. The process of profound changes taking place in modern education puts forward as a priority the problem of developing creativity, creative thinking, which contributes to the formation of a diversified personality, distinguished by originality and originality.
Creative activity and the development of a person's creative abilities are an integral part of the socio-economic and spiritual directions of the modern social order. The word "creativity" in the social sense means to seek, to depict something that has not been encountered in past experience, individual and social. Creative activity is an activity that gives birth to something new; free art of creating a new product that reflects the personal "I".
Children's creativity is one of the urgent problems of preschool pedagogy and child psychology. It was studied by L. S. Vygotsky, A. N. Leontiev, L. I. Venger, N. A. Vetlugina, B. M. Teplov, O. M. Dyachenko, A. I. Volkov and many others.
Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, lies deep in his nature and is reflected spontaneously, because it is connected with the game. The child wants to translate any of his inventions, impressions from the life around him into living images and actions. (Shchetkin A.V., 2010).
Researcher I.G. Vechkanova emphasizes the special role of theatrical games in introducing children to literary, dramatic and theatrical art. With proper guidance, they form ideas about the work of artists, directors. Children realize that the performance is prepared by the creative team, and the theater gives joy to both the creators and the audience. (Migunova E.V., 2009).
- Development in children of emotional responsiveness to theatrical action, teaching the knowledge and skills that are necessary for the active perception of artistic images, and then their embodiment (performance);
- art education and upbringing of preschool children;
- formation of aesthetic taste;
- education of moral principles;
- development of communicative qualities of a person;
- education of the will, development of memory, imagination, fantasy, speech.
The program defines the most important principles for organizing theatrical activities with preschool children:
Ensures the unity of the educational, developmental and teaching goals and objectives of the process of educating preschool children, in the process of implementing which such knowledge, skills and abilities are formed that are directly related to the creative development of preschool children;
It is built taking into account the principle of integration of educational areas (“Social and communicative development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”, “Cognitive development”), in accordance with the age capabilities and characteristics of the pupils;
Provides for the solution of program educational tasks in the joint activities of an adult and children and independent activities of children;
It involves the construction of the educational process on age-appropriate forms of work with children.
The main form of work with children of preschool age and the leading activity for them is playing theater.
- The relevance of the additional general developmental program "Young Actor"
This program is relevant, since theatrical activity can be a powerful tool for the development of all the qualities of a child's personality: cognitive and mental processes, the formation of communication skills as the foundations of social culture. The formation of these qualities will help the future first-grader to quickly get in touch, not to get confused in any difficult situation, boldly ask questions to the teacher, learn from classmates, and help others himself. By attending a theater group, a child learns to work collectively on the concept of a future performance, create artistic images, exchange information, plan various types of artistic and creative activities (selection of musical characteristics for characters, work on a role, etc.), as well as coordinate their functions. Theatrical activity allows the child to solve many problem situations indirectly on behalf of a character. It helps to overcome shyness, self-doubt, shyness.
- The novelty of the additional general developmental program "Young Actor"
The program systematizes the means and methods of theatrical and gaming activities, justifies the use of different types of children's creative activities in the process of theatrical implementation.
- Goals and objectives of the additional general developmental program "Young Actor"
Program goal: development of children's creative abilities by means of theatrical art.
Program objectives:
- To create conditions for the creative activity of children in theatrical activities.
- To develop coherent figurative speech, creative imagination, the ability to compose short stories and fairy tales, to select the simplest rhymes.
- Develop coordination of movements; learn to remember the given poses and figuratively convey them.
- To teach children to distinguish the mood, experiences, emotional states of the characters.
- Methodological provisions of the program
The program of additional education "Young Actor" was developed on the basis of the author's program Churilova E.G. "Art is fantasy".
Methods used in organizing classes:
- The verbal method is used in conversation, story, in the analysis of a musical or artistic work.
- The visual method is used when displaying reproductions, photographs, and video materials.
- Practical - improvisations, games.
Classes are built according to a single scheme:
- Introduction to the topic, creating an emotional mood (training, psycho-gymnastics).
- Theatrical activity (in various forms).
- emotional conclusion.
Every child has the opportunity to express themselves in some role. For this, various tricks:
Children's choice of a role at will;
Appointment to the main roles of shy children;
The distribution of children by cards (children take from the hands of the teacher any card with a schematic representation of the future character).
The program is designed for children 5-7 years old, the implementation period is 2 years, 72 lessons.
Lesson duration: 20 – 25 min. - senior group (5 - 6 years), 25 - 30 min. – preparatory group (6 – 7 years old). Classes are held in the 2nd half of the day outside the main regime moments.
The optimal number of children in theater classes is 10-15 people.
The final product of training in the theater studio is a play.
- Expected results and how to check them
Tracking Criteria:
- Possession of expressiveness of speech.
- The ability to empathize with the heroes of fairy tales, emotionally reacting to the actions of the characters
- The ability to get used to the created image, using facial expressions, gestures, movements.
The following forms are used to sum up the results of the program implementation:
Diagnosis (see Appendix No. 1.);
Theatrical productions;
Participation in competitions, holidays;
Visual information for parents (photo reports, presentations).
- Legislative and regulatory support of the program
When compiling the program, the norms and requirements for the load of children during the week were taken into account in accordance with the Federal State Educational Standard for Preschool Education (Order No. 1155 of October 17, 2013) and SanPin (The maximum allowable educational load corresponds to the sanitary and epidemiological rules and standards of SanPiN 2.4. 1.3049-13).
Chapter 2. Content of the additional educational program
2.1. Educational and thematic plan
The specifics of working with preschool children does not allow dividing a specific number of hours into theoretical and practical materials. Therefore, in the educational - thematic plan of the program, the total number of hours for each topic is proposed.
No. p / p | Section names | Number of hours |
|
I year of study | II year of study |
||
Introduction to art | |||
Acting Basics | |||
Culture and technique of speech | |||
Rhythmoplasty | |||
Work on the repertoire | |||
Premieres | |||
Holidays and entertainment | |||
Total hours: | |||
- Calendar-thematic planning
I year of study
Sections | Tasks | |
1.Introduction to art | September: Getting to know the team.To acquaint children with the art of the theater, theatrical professions, theatrical vocabulary(poster, stage, curtain, backstage, scenery, make-up, auditorium.), rules of conduct in the theater.Develop an interest in performing arts. | Reading a poem V. Vasilenko "You become a spectator" Conversations about the theater, theatrical professions (actor, director, costume designer, make-up artist) Presentations for children "All about the theater" Riddles about theatrical professions Examination of illustrations "Types of theaters", "Theater device" Game "Me too" The game "Birds, to the nests!" |
September - November: Develop attention, memory, facial expressions; learn to relieve tightness and stiffness, as well as coordinate their actions with other children. December - February: Develop imagination and fantasy March - May: To develop the ability to sincerely believe in any imaginary situation, to transform objects. Develop skills of action with imaginary objects. | Etudes "Oh, oh, my stomach hurts", "Three characters", "Delicious sweets", "Purchasing a theater ticket", "Consolation". Compose a sketch on the topic: "Collective exit to the theater" The game "The same thing in different ways." Dramatization of "Dispute of vegetables", "Who said Meow?" (according to V. Suteev) Pantomime game "Guess who the puppy met?" (acting out a dialogue from the fairy tale “Who said “meow”?” between a puppy and a dog). The game "Transformation of the object." Game around the world. Dramatization of "Gingerbread Man in a New Way". Etude "Remember your position", "Enchanted child", "Amateur fisherman", a study for the reproduction of character traits "Terrible Beast". The game "Depict the taste of an apple", "Arms and legs." Exercise with objects, exercise with chairs. Etudes based on Russian folk tales ("Kolobok", "Teremok") Dramatization: “Who will find the ring?” based on a poem by S. Marshak |
|
3. Culture and technique of speech | September - November: Develop speech breathing and correct articulation. Develop diction, learn to build a dialogue. December - February: Exercise the articulatory apparatus. Learn to use intonation, pronouncing phrases joyfully, sadly, surprised. Learn to build dialogues by choosing a partner on your own. March - May: Replenish vocabulary. Develop imaginative thinking. Match words to words - actions and words that are opposite in meaning. Improve your fluency in pronunciation. | Exercises for the pronunciation of vowels and consonants. Breathing exercises: "Dandelion","Soap Bubbles", "Cheerful Piglet", "Snorting Horse". Game "Question - answer" Tongue twisters “Six mice rustle in the reeds”, “Sasha sewed a hat for Sasha”. Articulatory gymnastics "Hamster", "Mugs", for stretching the lips "Proboscis". Breathing exercises "Pump", "Flower Shop", "Candle" Tongue twisters (pronunciation at a different pace) Speech finger game with the verses “Who has arrived?”, “Tra-ta-ta!” Speech game with movement: “Hen and chickens” (words by V. Berestov), “Sparrows” Exercise "Jumpers" Finger games with poems “Rain” (lyrics by A. Parunov), “Hammer” (lyrics by E. Ruzhentsev), “Girls, boys” Speech game with the movement "Parsley", "Playing the conductor" Pronunciation of tongue twisters and tongue twisters. Creative games with the word "Compose a fairy tale", "Handball". Game with tongue twisters "Broken phone". |
4. Rhythmoplasty | September - November: Develop the ability to use gestures. Develop children's motor skills, dexterity, mobility. Exercise in alternating tension and relaxation of the main muscle groups. December - February: Develop a sense of rhythm and coordination of movements, plastic expressiveness. Learn to create images of living beings with the help of expressive plastic movements. March, April: Develop the ability to use a variety of gestures. | Games and exercises "Airplanes and Butterflies", "Wet Kittens" P / game "Scarecrow", exercise "Bears in a cage", game "Funny monkeys". Exercise-pantomime "Forest clearing". Musical and plastic improvisations "Cookers", "Gift" Games and exercises: “Hedgehog”, “In the kingdom of goldfish”, “Snowflakes”, “Make no mistake”, “Catch cotton”, “There is a neck, there is no neck”, “Funny exercises”, “Chickens”. Games for muscle tension and relaxation "Snowman", "Baba Yaga". Gestures: come here - leave, agreement - disagreement, crying - consolation, greeting - farewell. Games for the development of motor abilities: “Lazy Contest”, “How are you?”, “Grandma Malanya”, “Clockwork doll”. |
5. Work on the repertoire | September - May: Learn to compose sketches based on fairy tales, develop skills in acting with imaginary objects; learn to find key words in individual phrases and sentences and highlight them with your voice, develop the ability to use intonations expressing a variety of emotional states, replenish vocabulary, figurative structure of speech. | Main stages of work: |
6. Premieres | September - May: | |
September - May: Teach children to actively participate in the preparation and holding of holidays and entertainment. Cultivate an emotionally positive attitude towards the holidays. | Participation of children in thematic events "Autumn Festival", "New Year's parties", "Winter holidays", "Mother's holiday". |
II year of study
Sections | Tasks | |
1.Introduction to art | September: To deepen children's knowledge of the theater as an art form, to consolidate the rules of conduct in the theater, visiting the theater of drama and comedy in Ust-Ilimsk | Examination of photographs "Famous theaters of Russia" Conversation - dialogue “Why do we need scenery? Music? What does a director do? What should an actor be able to do? The game "Travel with a theater ticket", "Magic basket". Production of posters "Our performances" |
2. Fundamentals of acting | September - November: Cultivate creativity. Develop voluntary attention, memory, observation. To help expand the range of emotional perception and expression of various emotions, to teach the expression of various emotions and the reproduction of individual character traits. December - February: Cultivate initiative and endurance. Develop communication skills and the ability to communicate with adults in different situations. Develop imagination and faith in stage fiction. Teach children to compose sketches on their own. March - May: To improve the improvisational abilities of children. Develop initiative and independence in creating images of various characters. To cultivate goodwill and sociability in communication with peers. | Etudes: “Different mood”, “Flower”, “Angry grandfather”. General educational games: “Remember the photo”, “Flies - does not fly”, “Attentive animals” Exercises: "Guess what I'm doing?", "Transforming an object" Come up with your own story on the theme "Autumn in the Forest" (optional). Etudes for the expression of various emotions "Different Moods" (to poems by N. Pomerantsev). A study on the expression of individual character traits of "Karabas-Barabas". Etudes in pairs "Mirror". Study on the imagination "Casket". Games: Track to track”, “Around the world trip”. Composition of sketches: Acquaintance, request, gratitude, refreshments, purchase of a theater ticket. Etudes based on the fairy tales "The Ugly Duckling", "Little Red Riding Hood", "Cinderella". Coming up with a dialogue for the fairy tale "Theatrical warm-up". Games and exercises: "The same thing in different ways", "Sparrows - crows". |
3. Culture and technique of speech | September - November: Develop speech breathing. Learn to use intonation, improve diction. Expand the range and power of the sound of the voice. To develop the ability to build a dialogue between the characters of different fairy tales in imaginary circumstances. December - February: Practice accurate and clear pronunciation of vowels and consonants. Learn to find keywords in individual phrases and sentences and highlight them with your voice. Compose a fairy tale collectively, adding your sentence in turn. March - May: Develop clear, fluent speech. Develop the ability to tell a fairy tale on behalf of different characters. | Pronunciation of tongue twisters with different tempos. Speech game "Who has what inside?" (poems by O. Vatsietis). Speech tale-game: "About the hedgehog". Games "Broken phone", "Snowball". Exercises "Sore tooth", "Caprizul", "Bells". Games: “Trained Dogs”, “Birdyard”, “Echo”, “Miracle Ladder”, “Hide and Seek” (for the development of stage speech, lyrics by Z. Alexandrova). Games for the development of breathing "Komarik", Finger game "Who lives under the ceiling?" (lyrics by S. Cherny). Creative games "Compose a fairy tale", "Question - answer". Articulation exercises for the tongue, lips, jaw. Work with tongue twisters and poems. The game "Tell me a word." Speech game "Don't make noise!" (lyrics by A. Kushner), "Magic Dream". Creative games with the words "Fantasy about ...", "My fairy tale". |
4. Rhythmoplasty | September - November: Develop the ability to control your body, strain and relax your muscles. To develop the ability to evenly place on the site, to move without colliding with each other, at different paces. December - February: Develop a sense of rhythm, speed of reaction, coordination of movements. Improve motor skills and plastic expressiveness. Develop the ability to create images using gestures and facial expressions. March, April: Develop imagination and ability for plastic improvisation. Improve the ability to create images using facial expressions and gestures. | Games for the development of motor abilities: "Ants", "Autumn Leaves", "Pinocchio and Pierrot", "Baba Yaga", "Snow Queen", "Puppets". Free motor improvisation "Magic of the autumn ray" (music by P.I. Tchaikovsky "Waltz"). Games: "Make No Mistake", "Catch the Cotton", "Rhythmic Etude", "Head or Tail", "Seed", "Clockwork Doll". Gestures: inviting, inquiring, dismissing, indignant. Games: "In the castle of the sleeping beauty", "Fakir and snakes", "Dying swan". Plastic movements to the music "In the Village" (music by C. Saint-Saens from the suite "Carnival of the Animals"). “Dance of Droplets” (for the development of creative imagination, music and lyrics by E. Gomonova). |
5. Work on the repertoire | September - May: To improve the improvisational abilities of children, encourage them to search for expressive means to convey the characteristic features of the characters in the performance. Continue to work on the ability of children to hold themselves freely and liberated during performances. | Main stages of work: Choosing a play or dramatization and discussing it with the children. Searching for a musical and plastic solution for individual episodes, staging dances (if necessary). Transition to the text of the play: work on episodes. Clarification of the proposed circumstances and motives for the behavior of individual characters. Work on the expressiveness of speech and the authenticity of behavior in stage conditions. Rehearsal of individual paintings in different compositions with details of the scenery and props (possibly conditional), with musical accompaniment. Rehearsal of the entire play. |
6. Premieres | September - May: Revealing all the creative abilities of children. | |
7. Holding holidays and entertainment | September - May: Involve children in active participation in holidays and entertainment. | Participation of children in thematic events "Autumn Holiday", "Winter Holidays", "Mother's Holiday", "April Day", "Children's Day". |
2.4. Material - technical and methodological support
1. Music hall
2. Teaching aids
3. Music center
4. Laptop
5. TV
6. A / disks and an audio library on removable media
7. Video materials: fairy tales, children's performances
8. Presentations
10. Theatrical costumes
11. Masks
12. Attributes for games
13. Soft toys
14. Books with fairy tales
15. Screen
16. Photographs, pictures, illustrations.
Literature:
- Antipina E. A. Theatrical activity in kindergarten [Text]: guidelines / E. A. Antipina. - M.: Sphere, 2009. - 128 p. - (Library of the journal "Educator of the preschool educational institution").
- Vakulenko Yu.A., Vlasenko O.P. Theatrical performances of fairy tales in kindergarten / - Volgograd: Teacher, 2008.- 153p.
- Vlasenko O.P. A child in the world of fairy tales: musical and theatrical performances, dramatizations, games for children 4-7 years old / - Volgograd: Teacher, 2009. - 411 p.
- Grigoryeva T.S. The program "Little Actor": for children 5 - 7 years old. Toolkit. - M .: TC Sphere, 2012. - 128s. (Library of the Educator).
- Goncharova O.V. Theatrical palette: The program of artistic and aesthetic education / - TC Sphere, 2010. - 128 p. (Library of the Educator).
- Migunova, E. V. Theater pedagogy in kindergarten [Text]: guidelines / E. V. Migunova. - M.: Sphere, 2009. - 128 p. - (Library of the journal "Educator of the preschool educational institution").
- Petrova, T. I. Theatrical games in kindergarten [Text]: lesson development for all age groups with methodological recommendations / T. I. Petrova, E. L. Sergeeva, E. S. Petrova. - M. : School Press, 2004. - 128 p.
- Rick T. Fairy Tales and Plays for Family and Kindergarten. - AM.: LINKA-PRESS, 2008. - 208s. from ill.
- Sakovich N.A. The practice of fairy tale therapy / - St. Petersburg: Speech, 2007. - 224 p.
- Tannikova E.B. The formation of speech creativity in preschoolers (teaching the composition of fairy tales). - M.: TC Sphere, 2008. - 96 p. (Development program).
- Churilova, E. G. Methodology and organization of theatrical activities of preschoolers and younger schoolchildren: Program and repertoire. - M.: VLADOS, 2001. - 160 p.
- Shiyan O.A. Development of creative thinking. We work according to a fairy tale. - M.: MOSAIC-SYNTHESIS, 2013. - 112p.
- Shchetkin A.V. Theatrical activity in kindergarten Mosaic - Synthesis, 2008.
- Monthly educational magazine for children "Why and why" (article "The house in which the fairy tale lives" p. 4) / editor-in-chief: E. Bakurskaya, March 2001.
Application No. 1
1. Owns expressiveness of speech:
Target: clarify the pronunciation of sounds, their clear articulation in sound combinations and words; identify the ability to clearly pronounce phrases using the intonation of the whole sentence and the ability to regulate the strength of the voice and the pace of speech.
Task number 1
Material: patter
Masha walked, walked, walked
And found a toy:
Cat, matryoshka, bump, monkey.
Mouse, typewriter, gun, bunny,
Ball, roly-poly, reel, frogs, -
Who lost so many toys?
Methodology: Invite the child to repeat the tongue twister.
Task number 2
Methodology: Perform the goat's song from the fairy tale "The Wolf and the Seven Kids", either on behalf of the Goat, or on behalf of the Wolf:
Goats, kids,
Open up, open up
Your mother has come
Milk brought...
Task number 3
Methodology: Invite the child to ask questions on behalf of Mikhail Ivanovich, Nastasya Petrovna and Mishutka from the fairy tale "Three Bears", so that the audience can guess which of the bears is asking, and how they feel about what they are asking about.
Evaluation of results:
- 3 points - the creative activity of the child, his independence, quick understanding of the task, its precise expressive execution without the help of adults, pronounced emotionality.
- 2 points - emotional responsiveness, interest, but the child finds it difficult to complete the task. The help of an adult is required, additional explanations, demonstration, repetition.
- 1 point
2. The ability to empathize with the heroes of fairy tales, emotionally reacting to the actions of the characters.
Target: to reveal the ability of children to express various emotions and reproduce individual traits of character.
Task number 1.
Methodology:
Imagine early morning. Yesterday you were presented with a new toy, you want to carry it everywhere with you. For example, on the street. But my mother didn't allow it. You are offended (lips "puffed out"). But this is mom - they forgave, smiled (teeth closed).
Task number 2.
Methodology:
The spring snowman, whose head is baked by the spring sun, is frightened, feels weak and unwell.
Task number 3.
Methodology:
Imagine yourself as a dog in a booth. Serious dog. Yeah, someone is coming, we need to warn (growl).
Task number 4.
Methodology:
I'm walking on my toes
I won't wake my mom.
Ah, what sparkling ice,
And the penguin is walking on the ice.
Evaluation of results:
- 3 points - the child performs the task without the help of an adult, quickly comprehends it, is emotionally responsive.
- 2 points -
- 1 point - unemotional, inactive, incapable of independence.
3. The ability to get used to the created image, using facial expressions, gestures, movements.
Task number 1. "The fox is listening"
Methodology: Chanterelle stands at the window of the hut in which Kotik and Cockerel live, and eavesdrops on what they are talking about.
Pose: put the leg forward, tilt the body slightly forward.
Expressive movements:tilt your head to the side (listen, substituting your ear), look in the other direction, your mouth is half open.
Task number.2. "Tasty candy"
Methodology: The girl has an imaginary box of chocolates in her hands. She hands it to the children one by one. They take one candy each and thank the girl, then unfold the papers and put the candy in their mouth. You can see from the childish faces that the food is delicious.
Mimicry: chewing movements, smile.
Task number 3. "Flower"
Methodology: A warm ray of sun fell to the ground and warmed the seed. A sprout sprouted from it. A beautiful flower grew from a sprout. A flower basks in the sun, exposes each petal to heat and light, turning its head after the sun.
Expressive movements:squat down, lower your head and arms, raise your head, straighten your body, raise your arms to the sides, then up - the flower has blossomed, tilt your head slightly back, slowly turn it after the sun.
Mimicry: eyes half closed, smile, facial muscles relaxed.
Evaluation of results:
- 3 points - the child quickly comprehends the task, accurately and expressively performs it without the help of adults.
- 2 points - the child is emotionally responsive, but finds it difficult to complete the task. The help of an adult is required, additional explanations, demonstration, repetition.
- 1 point - the child is not active, not capable of independence.
MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION
"Kindergarten No. 6 "Crane" of a general developmental type"
PROGRAM
Additional education in theatrical activities
preschool age
THEATER WORLD
The age of pupils is 4-7 years.
The duration of the program is 3 years.
Program compiler
additional education teacher
Zykina Elena Vladimirovna
Salekhard
Explanatory note
“Theater is a beautiful art.
It ennobles, educates
person. The one who loves the theater for real,
always takes away from him a store of wisdom and kindness.
K.S.Stanislavsky
The purpose of modern education, which is the upbringing and development of the personality of the child, an important direction in the development of the personality is the formation of the creative abilities of children.
A feature of the current situation in our time - a time of stress, sharp rises and even sharper falls in the lives of people, has become an "atmosphere" saturated with negative, disturbing, annoying phenomena (television, the press, cartoons, etc.).
All this cannot but affect the health of children, as it causes destruction in the psycho-emotional sphere of the child, hinders the development of a holistic positive perception of the world.
How to save him from the terrible destructive force? How to help a child to know the world, gain communication experience, develop creative abilities, accumulate wisdom?
Introducing children to theatrical activities aims to try to solve some of the issues raised. A fairy tale has always, at all times, had tremendous power over a child's heart. Fairy tales contain the wisdom of the people, they contain the foundations of national culture, in them good always triumphs over evil. Only by playing fairy tales, a child can change the world around him, gain experience in communication, and learn about the world of adults. Thus, we can say with confidence that the theater is of great importance in the life of a child. Theatrical activity develops the personality of the child, instills a steady interest in literature, develops mental abilities, speech, promotes coordination of movement, develops creativity and imagination. Theatrical activity helps to discharge emotionally and physically. Therefore, it is so important to introduce a child to music, literature, and theater from an early age. The sooner you start developing children's creativity, the greater results can be achieved.
“It is said that in the first six years a child acquires a third of the experience that he will acquire in his entire life. This is not true: immeasurably more!” M. Voloshin ("Revelation of children's games").
Currently, there are programs for theatrical activities of preschoolers. Such, for example, is the program of N.F. Theater - creativity - children. The implementation of the partial program "Theatre-Creativity-Children" in full is impossible for a number of reasons (there are no theater puppets in the preschool educational institution: marionette puppets, cane puppets, riding puppets on gape, etc.). At the same time, in the program of N.F. Sorokina, such sections as song creativity, dance creativity, improvisation on musical instruments are included, and since these sections in kindergarten are sufficiently and professionally implemented by the music director, the problem arose of compiling an adapted program for introducing preschoolers to theatrical activities. Such was the proposed adapted program "The World of Theater". From the program of N.F. Sorokina "Theater - creativity-children" took such sections as:
basics of puppetry;
the basics of acting;
basics of puppet theater;
dramatization basics.
The proposed adapted program "The World of Theater" is supplemented with such sections as:
theater history;
who works in the theater;
rules of conduct in the theater;
acquaintance with different types of theatrical puppets: finger theatre, shadow theatre, table wooden and soft toys, theater of spoons, flannelograph, living hand puppets.
In the kindergarten "Zhuravushka" a good developmental environment has been created for the creative development of the child through theatrical activities. A theater studio is equipped: a stage, an auditorium, a mirror wall, theatrical costumes, a screen, “bee-ba-bo” puppets, various types of theater ...
The main differences of the adapted program "The World of Theater" from other programs of this direction:
Use of the national-regional component
Definition of the repertoire according to the seasons
Dramatization with elements of puppet theater
Acquaintance with the history of the theater, with theatrical professions, the structure of the theater, the rules of conduct.
Thus, the implementation of the adapted program "The World of Theater" is carried out in full.
Program goal:
Development of creative abilities of children by means of theatrical art.
Program objectives:
To develop the creative abilities of children by means of theatrical activities (etudes, dramatization games, creating posters, scenery, costume elements, writing fairy tales, in improvisations).
To expand children's knowledge about the world around them: the history of the theater, the organization of the theater, who works in the theater, what theaters are, about the variety of theater puppets, scenery (to be able to distinguish and name them).
To develop the speech of a preschooler: to replenish and activate the vocabulary of children, work on diction, intonational expressiveness, dialogic and monologue speech.
To cultivate a positive attitude towards the culture of the North (fairy tales, myths).
To develop humane feelings of children: respond adequately, rejoice at the successes of others, be upset in case of failure, strive to come to the rescue, correctly evaluate their own actions and the actions of others.
Games are classes.
Games are riddles.
Activities are travel.
Drama games.
Joint activities of educators and children.
Self children.
Games, exercises, sketches.
Methods and techniques:
1. Visual-auditory.
2. Visual-visual.
3. Search situation method.
4. Game.
5. Evaluation method.
6. Method of exercise with complication.
7. Didactic.
8. Verbal.
9. The method of skillfully switching from one kind to another.
The term for the implementation of the adapted program "The World of Theater" is 3 years.
Circle classes are held in the afternoon, in subgroups. The number of children in one subgroup is ten people. The duration of the circle is 20 minutes in the middle group, 25 minutes in the senior group, and 30 minutes in the preparatory group for school. Thus, the duration of classes in theatrical activities corresponds to SanPiN 2.4.1. 1249-03 to the "Requirements for the organization of the daily routine and training sessions."
Educational and thematic plan.
For the 1st year of study (middle group)
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Section 1. "Introductory lesson" (1 hour)
Theory 0.5 hours:
Acquaintance with children, the game "Ay, bear!"
Conversation “Where were you, what did you see?”, (in the theater, what did you like, what did you remember ...)
Practice 0.5 hours
The introduction of the bow at the beginning and at the end of the lesson.
Mobile game "Airplanes buzzed"
Game "Rainbow of Moods"
Section 2. "The World of Theater" (7 hours)
Theory 3 hours
1. History of the theater - 1 hour.
A conversation with a slide show - how it all began, itinerant artists, parsley doll, theaters of antiquity, modern theaters, how they are similar and how they differ.
2. Who works in the theater - 0.5 hours
A conversation with illustrations, photos of people of different professions, what they do in the theater, the importance of work.
3.How the theater works (auditorium, dressing room, buffet, stage) - 0.5 hours
A conversation from the experience of children, viewing the presentation "The World of Theater".
4. Rules of conduct in the theater - 0.5 hours
A conversation about the rules of conduct in the theater (what is possible, what is not), personal experience.
5.Afisha, what is it? – 0.5 hours
Conversation “Poster, what is it. What is the poster for? Examining this poster.
Practice 4 hours
1. Excursion to the OCSC and SOK "Journey through the theatre". View the foyer, dressing room, auditorium (September) - 2 hours
2. Learning poems about the theater, solving riddles, crossword puzzles - 0.5 hours
3. Drawing signs according to the rules of conduct in the theater - 0.5 hours
4. Games "Find your place", "Rainbow of moods" - 0.5 hours
5. Viewing video clips - ballet, puppet, opera, drama - 0.5 hours
Section 3. "Basics of puppetry" (4.5 hours)
Theory 1 hour:
1. Introduce children to the theatrical screen, wooden toy table theater, puppet driving techniques - 0.5 hours
2. Introduce finger theater, teach finger puppet driving techniques - 0.5 hours
Practice 3.5 hours:
1. Exercises for mastering puppetry techniques: “Mom walks”, “Two mice”, “Grandfather and turnip”, “Meeting a fox with a hare”, “A conversation between a mouse and a frog”, “Dance of animals” - 2 hours
2. Puppet show "Teremok" (adults show to children) - 0.5 hours
3. Drawing "Who would I like to be in a fairy tale" - 0.5 hours
4. Theatrical game "Teremok" with puppets of the finger theater, "Finger games", "Finger massage" - 0.5 hours.
Section 4. "Fundamentals of Acting" (4 hours)
Theory 1 hour:
1. Conversation “Artist. Who is he? What is he? - 0.5 hours
2. Conversation, "7777777777", looking at photographs, watching a fragment of the fairy tale "Morozko" - a feature film - 0.5 hours
Practice 3 hours
1. Etudes for the development of attention: “Be careful”, “Remember your place”, “Flag”, “What has changed” - 0.5 hours
2. Etudes for the development of emotional and expressive movements:
"It's me! This is mine”, “Give it back”, “Icicles”, “Humpty Dumpty”, “Parsley is jumping” - 1 hour
3. Etudes for understanding the emotional state of a person and the ability to adequately express one’s mood: “Surprise”, “Flower”, “North Pole”, “Angry grandfather”, “Guilty” - 1 hour
4. "Tell verses with your hands" - 0.5 hour
Section 5. "Fundamentals of puppet theater" (7 hours)
Theory 1 hour:
1. Watching the DVD cartoon "Turnip", a conversation about the film - when, where, with whom, why the event happened. Who did you like from the heroes and why - 0.5 hours
2. Telling a fairy tale "How a dog was looking for a friend" Mordovian fairy tale - 0.5 hours
Practice 6 hours
1. Drawing “Who I want to be” based on the fairy tales “Turnip”, “Like a dog was looking for a friend” - 0.5 hours
2. Round dance game "Turnip, turnip - grow strong ..."
3. Dance improvisation of the heroes of the fairy tale - 0.5 hours
4. Learning roles, finding expressive movements, intonation expressiveness of characters - 4 hours
5. Show puppet theater "Like a dog looking for a friend."
Section 6. Dramatization Fundamentals (8.5 hours)
Theory 1 hour:
1. Conversation about the profession of an actor.- 0.5 hours
2. Viewing a fragment of the fairy tale "Frost", conversation "Why can I say - a good actor?" - 0.25 hours
3. Puppet show "At the Hare's New Year", acquaintance with the fairy tale, shown by adults - 0.25 hours
Practice 7.5 hours
1. Rehearsal period: learning roles, finding the image of the hero - 5 hours
2. Production of invitation cards and posters for the performance, production
elements of costumes, scenery with the help of parents - 1.5 hours.
3.Showing a fairy tale by children-1 hour
Section 7. "Regional component" (3 hours)
Theory 1 hour:
1 Conversation "Peoples inhabiting the North", looking at illustrations about the North - 0.5 hours
2. Acquaintance with the myths and legends of the Northern peoples - 0.5 hours
Practice hours - 2 hours
1. Staging studies for the expressiveness of movements, emotions - 1 hour
2. Games of the peoples of the North - 0.5 hours
3. Watching the cartoon "Mountain of Gems", about a wise crow - 0.5 hours
8. Final lesson (1 hour)
Theory 0.5 hours
Quiz (what we know, what we can be proud of)
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PROGRAM
for theatrical activities of the children's theater studio
"Theater Steps"
Musical director: Latynina Vera Sergeevna
The main directions of the program:
1. Theatrical and gaming activities.Aimed at the development of children's play behavior, the formation of the ability to communicate with peers and adults in various life situations.
Contains: games and exercises that develop the ability to reincarnate; theatrical games for the development of imagination fantasy; dramatization of poems, stories, fairy tales.
2.Musical and creative.It includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of the natural psychomotor abilities of preschoolers, their acquisition of a sense of harmony of their body with the outside world, the development of freedom and expressiveness of body movements.
Contains: exercises for the development of motor abilities, dexterity and mobility; games for the development of a sense of rhythm and coordination of movements, plastic expressiveness and musicality; musical and plastic improvisations.
3. Artistic and speech activity. It combines games and exercises aimed at improving speech breathing, the formation of correct articulation, intonational expressiveness and logic of speech, and the preservation of the Russian language.
4. Fundamentals of theatrical culture.It is designed to provide conditions for mastering elementary knowledge of theatrical art by preschoolers. Your child will receive answers to the following questions:
- What is theater, theatrical art;
- What performances are in the theater;
- Who are the actors;
- What transformations take place on the stage;
- How to behave in the theatre.
5. Work on the performance. It is based on the author's scripts and includes the topics "Introduction to the play" (joint reading) and "From etudes to the play" (choosing a play or stage play and discussing it with children; working on individual episodes in the form of etudes with improvised text; searching for musical plastic solution of individual episodes, staging of dances; creation of sketches and scenery; rehearsals of individual paintings and the entire play; premiere of the performance; discussion of it with children). Parents are widely involved in the work on the performance (assistance in learning the text, preparing scenery, costumes).
- Participation in skits, performances and theatrical holidays.
- Preparation of scenery, props, posters (we ourselves invent, draw, glue!).
Work on sections of the program continues throughout the entire education of children. The content of the sections, depending on the stage of training, expands and deepens.
The result of the work of the studio are performances and theatrical holidays, in which all the studio members, without exception, take part, regardless of their level of preparation and training.
Explanatory note
Artistic and aesthetic education occupies one of the leading places in the content of the educational process of a preschool educational institution and is its priority. For the aesthetic development of a child's personality, a variety of artistic activities are of great importance - visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of aesthetic interests, needs, aesthetic taste, as well as creative abilities in children. The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, the preschool educational institution has introduced additional classes on those atralized activities that are conducted by a teacher of additional education.
Theatrical activities help to develop the interests and abilities of the child; promote general development; the manifestation of curiosity, the desire to learn new things, the assimilation of new information and new ways of action, the development of associative thinking; perseverance, determination, the manifestation of general intelligence, emotions when playing roles. In addition, engaging in theatrical activities requires the child to be decisive, systematic in work, diligent, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise. Theatrical activities and frequent performances on stage in front of the audience contribute to the realization of the creative forces and spiritual needs of the child, emancipation and self-esteem. knowledge, imagination.
Exercises for the development of speech, breathing and voice improve the child's speech apparatus. Performing game tasks in the images of animals and characters from fairy tales helps to better master one's body, to realize the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, teach them to notice and evaluate their own and other people's mistakes. Children become more liberated, sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and cognize the world around them more subtly.
Using the program allows you to stimulate the ability of children to imaginative and free perception of the world around them (people, cultural values, nature), which, developing in parallel with the traditional rational perception, expands and enriches it. The child begins to feel that logic is not the only way of knowing the world, that something that is not always clear and ordinary can be beautiful. Realizing that there is no one truth for all, the child learns to respect other people's opinions, to be tolerant of different points of view, learns to transform the world, using fantasy, imagination, communication with people around.
This program describes a training course in theatrical activities for preschool children aged 4-7 years (middle, senior and preparatory groups). It was developed on the basis of the mandatory minimum content for theatrical activities for preschool educational institutions, taking into account the updating of the content for various programs described in the literature.
Purpose of the program - development of children's creative abilities by means of theatrical art.
Tasks for the formation of artistic and aesthetic consciousness in older preschoolers, the development of creative abilities
1. To create conditions for the development of the creative activity of children participating in theatrical activities, as well as the gradual mastery of various types of creativity by children by age groups.
2. Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances by older children in front of younger ones, etc.).
3. Teach children manipulation techniques in puppet theaters of various types.
4. To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
5. To acquaint children of all age groups with various types of theaters (puppet, drama, musical, children's, animal theater, etc.).
6. Introduce children to theatrical culture, enrich their theatrical experience: children's knowledge of the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology.
7. To develop in children an interest in theatrical and gaming activities.
The program includes two classes per week in the afternoon. Lesson duration: 20 minutes - middle group, 25 minutes - senior group, 30 minutes - preparatory group. The total number of training sessions per year is 72.
Pedagogical analysis of knowledge and skills of children (diagnostics) is carried out 2 times a year: introductory - in September, final - in May.
The program is compiled taking into account the implementation of interdisciplinary connections by sections.
1. "Musical education", where children learn to hear different emotional states in music and convey it with movements, gestures, facial expressions; listen to music for the next performance, noting its diverse content, which makes it possible to more fully appreciate and understand the character of the hero, his image.
2. "Visual activity", where children get acquainted with reproductions of paintings, illustrations that are similar in content to the plot of the play, learn to draw with different materials on the plot of the play or its individual characters.
3. "Development of speech", in which children develop a clear, clear diction, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
4. "Introduction to fiction", where children get acquainted with literary works that will form the basis of the upcoming performance and other forms of organization of theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in daily life, independent theatrical activities of children).
5. "Introduction to the environment", where children get acquainted with the phenomena of social life, objects of the immediate environment.
Mechanism for evaluating the results
The emphasis in the organization of theatrical activities with preschoolers is not on the result, in the form of an external demonstration of theatrical action, but on the organization of collective creative activity in the process of creating a performance.
1. Fundamentals of theatrical culture.
High level - 3 points: shows a steady interest in theatrical activities; knows the rules of conduct in the theater; names different types of theater, knows their differences, can characterize theatrical professions.
Average level - 2 points: interested in theatrical activities; uses his knowledge in theatrical activities.
Low level - 1 point: does not show interest in theatrical activities; finds it difficult to name the different types of theater.
2. Speech culture.
High level - 3 points: understands the main idea of a literary work, explains his statement; gives detailed verbal characteristics of his characters; creatively interprets plot units based on a literary work.
Average level - 2 points: understands the main idea of a literary work, gives verbal characteristics of the main and secondary characters; identifies and can characterize the units of a literary work.
Low level - 1 point: understands the work, distinguishes between the main and secondary characters, finds it difficult to single out the literary units of the plot; retelling with the help of a teacher.
3. Emotionally-imaginative development.
High level - 3 points: creatively applies knowledge about various emotional states and characters of characters in performances and dramatizations; uses various means of expression.
Average level – 2 points: has knowledge of various emotional states and can demonstrate them; uses facial expressions, gesture, posture, movement.
Low level - 1 point: distinguishes emotional states, but uses different means of expression with the help of a teacher.
4. Puppetry skills.
High level – 3 points: improvises with puppets of different systems while working on the performance.
Intermediate level - 2 points: uses puppetry skills in work on the performance.
Low level - 1 point: possesses elementary puppetry skills.
5. Fundamentals of collective creative activity.
High level - 3 points: shows initiative, coordination of actions with partners, creative activity at all stages of work on the performance.
Average level - 2 points: shows initiative, coordination of actions with partners in collective activities.
Low level - 1 point: does not show initiative, is passive at all stages of work on the performance.
Since the program is developing, the progress achieved is demonstrated by the pupils during creative events: concerts, creative shows, evenings within the group to show to other groups, parents.
Expected Result:
1. The ability to evaluate and use the acquired knowledge and skills in the field of theatrical art.
2. Using the necessary acting skills: freely interact with a partner, act in the proposed circumstances, improvise, focus attention, emotional memory, communicate with the audience.
3. Possession of the necessary skills of plastic expressiveness and stage speech.
4. The use of practical skills when working on the appearance of the hero - the selection of makeup, costumes, hairstyles.
5. Increasing interest in the study of material related to the art of theater, literature.
6. Active manifestation of their individual abilities in the work on the performance: discussion of costumes, scenery.
7. Creation of performances of various orientations, participation of studio participants in them in the most varied capacities.
Characteristics of the levels of knowledge and skills
theatrical activities
High level (18-21 points).
Shows a steady interest in theatrical art and theatrical activities. Understands the main idea of a literary work (play). Creatively interprets its content.
Able to empathize with the characters and convey their emotional states, independently finds expressive means of reincarnation. Owns intonation-figurative and linguistic expressiveness of artistic speech and uses it in various types of artistic and creative activities.
Improvises with puppets of various systems. Freely selects musical characteristics for characters or uses DMI, freely sings, dances. Active organizer and leader of collective creative activity. Shows creativity and activity at all stages of work.
Average level (11-17 points).
Shows an emotional interest in theatrical art and theatrical activities. Has knowledge of various types of theater and theatrical professions. understands the content of the work.
Gives verbal characteristics to the characters of the play, using epithets, comparisons and figurative expressions.
He has knowledge about the emotional states of the characters, can demonstrate them in the work on the play with the help of a teacher.
Creates an image of a character according to a sketch or verbal description-instruction of the educator. Possesses the skills of puppetry, can apply them in free creative activity.
With the help of the leader, he selects musical characteristics for the characters and plot units.
Shows activity and coordination of actions with partners. Actively participates in various types of creative activity.
Low level (7-10 points).
Less emotional, shows interest in theatrical art only as a spectator. Difficulty in identifying different types of theater.
Knows the rules of behavior in the theater.
Understands the content of the work, but cannot single out plot units.
Retells the work only with the help of the leader.
He distinguishes the elementary emotional states of the characters, but cannot demonstrate them with the help of facial expressions, gestures, and movements.
He possesses elementary puppetry skills, but does not show initiative to demonstrate them in the process of working on the performance.
Does not show activity in collective creative activity.
Not independent, performs all operations only with the help of a supervisor.
DIAGNOSTICS OF SKILLS AND SKILLS OF OLDER PRESCHOOL CHILDREN ON THEATERIZED ACTIVITIES IS CARRIED OUT ON THE BASIS OF CREATIVE TASKS.
Creative task number 1
Playing out the fairy tale "Sister Chanterelle and the Gray Wolf"
Purpose: to act out a fairy tale using a table theater, a theater on a flannelograph, a puppet theater to choose from.
Tasks: understand the main idea of the fairy tale, empathize with the characters.
To be able to convey various emotional states and characters of the characters, using figurative expressions and intonation-figurative speech. To be able to compose plot compositions on a table, flannelgraph, screen and play mise-en-scenes based on a fairy tale. Select musical characteristics to create character images. Be able to coordinate their actions with partners.
Material: sets of puppet theater puppet, table and flannel.
Progress.
1. The teacher brings in a “magic chest”, on the lid of which
depicts an illustration for the fairy tale "Sister Chanterelle and the Gray Wolf". Children will recognize the heroes of the fairy tale. The teacher takes out the heroes in turn and asks to tell about each of them: on behalf of the storyteller; on behalf of the hero himself; on behalf of his partner.
2. The teacher shows the children that the heroes of this fairy tale from various types of theater hid in the “magic chest”, shows in turn the heroes of the puppet, table, shadow, theater on a flannelograph.
How are these heroes different? (Children name different types of theater and explain how these puppets work.)
3. The teacher invites the children to play a fairy tale. There is a draw by subgroups. Each subgroup acts out a fairy tale using a flannelograph theater, puppet and table theater.
4. Independent activity of children in playing out the plot of a fairy tale and preparing a performance.
5. Showing a fairy tale to the audience.
Creative task number 2
Creation of a performance based on the fairy tale "Hare's hut"
Purpose: to make characters, scenery, pick up the musical characteristics of the main characters, play out a fairy tale.
Tasks: to understand the main idea of a fairy tale and to single out the units of the plot (the plot, the climax, the denouement), to be able to characterize them.
Describe the main and secondary characters.
Be able to draw sketches of characters, scenery, create them from paper and waste material. Selecting musical accompaniment for the performance.
To be able to convey the emotional states and characters of the characters, using figurative expressions and intonational-figurative speech.
Be active in activities.
Material: illustrations for the fairy tale "The Hare's Hut", colored paper, glue, colored woolen threads, plastic bottles, colored shreds.
Progress.
1. Sad Petrushka comes to the children and asks the children to help him.
He works in a puppet theater. Kids will come to the theater to them; and all the puppet artists are on tour. We need to help the kids act out the fairy tale. The teacher offers to help Petrushka, make a table theater by himself and show the fairy tale to the kids.
2. The teacher helps to remember the content of the fairy tale from the illustrations. An illustration showing the climax is shown, and questions are offered: “Tell me, what happened before this?”, “What will happen next?” This question must be answered on behalf of a bunny, a fox, a cat, a goat and a rooster.
3. The teacher draws attention to the fact that the fairy tale will be interesting to kids if it is musical, and advises you to choose musical accompaniment to it (phonograms, children's musical instruments).
4. The teacher organizes activities for the manufacture of characters, scenery, the selection of musical accompaniment, the distribution of roles and the preparation of the performance.
5. Showing a performance to kids.
Creative task number 3
Script writing and storytelling
Purpose: to improvise on the theme of familiar fairy tales, select musical accompaniment, make or select scenery, costumes, play out a fairy tale.
Tasks: to encourage improvisation on the themes of familiar fairy tales, creatively interpreting a familiar plot, retelling it from different faces of the heroes of the fairy tale. To be able to create characteristic images of heroes using facial expressions, gesture, movement and intonational-figurative speech, song, dance.
Be able to use various attributes, costumes, scenery, masks when playing a fairy tale.
Show coordination of your actions with partners.
Material: illustrations for several fairy tales, children's musical and noise instruments, phonograms with Russian folk melodies, masks, costumes, attributes, scenery.
Progress.
1. The head announces to the children that guests will come to the kindergarten today. They heard that our kindergarten has its own theater and really wanted to see the play. There is little time left before their arrival, let's figure out what kind of fairy tale we will show the guests.
2. The leader suggests considering illustrations of the fairy tales "Teremok", "Gingerbread Man", "Masha and the Bear" and others (at the choice of the teacher).
All these tales are familiar to children and guests. The teacher offers to collect all the heroes of these fairy tales and place them in a new one, which the children will compose themselves. To compose a tale, you need to come up with a new plot.
What are the parts of the story called? (Introduction, climax, denouement).
What happens at the beginning, climax, and denouement?
The teacher offers to choose the main characters and come up with a story that happened to them. The most interesting collective version
is taken as a basis.
3. Children's activities are organized to work on the performance.
4. Show performance to guests.
SUGGESTED SKILLS AND SKILLS
middle group
They are able to act in concert.
They are able to relieve tension from certain muscle groups.
Remember the given poses.
Remember and describe the appearance of any child.
Know 5-8 articulation exercises.
They are able to make a long exhalation with an imperceptible short sigh.
They are able to pronounce tongue twisters at different tempos.
They are able to pronounce tongue twisters with different intonations.
They know how to build a simple dialogue.
They are able to make sentences with the given words.
Senior group
Willingness to act in concert, engaging simultaneously or sequentially.
To be able to relieve tension from individual muscle groups.
Memorize the given poses.
Memorize and describe the appearance of any child.
Know 5-8 articulation exercises.
To be able to make a long exhalation with an imperceptible short inhalation, not to interrupt the breath in the middle of a phrase.
Be able to pronounce tongue twisters at different paces, in a whisper and silently.
Be able to pronounce the same phrase or tongue twister with different intonations.
Be able to make sentences with the given words.
Be able to build a simple dialogue.
Be able to compose etudes based on fairy tales.
preparatory group
To be able to voluntarily strain and relax individual muscle groups.
Orientate in space, evenly placed on the site.
To be able to move in a given rhythm, at the signal of the teacher, joining in pairs, triples, fours.
Be able to collectively and individually transmit a given rhythm in a circle or chain.
To be able to create plastic improvisations to music of a different nature.
To be able to memorize the mise-en-scène set by the director.
Find an excuse for a given pose.
Perform the simplest physical actions freely and naturally on stage. Be able to compose an individual or group study on a given topic.
Own a complex of articulatory gymnastics.
To be able to change the pitch and strength of the sound of the voice on the instructions of the teacher.
To be able to pronounce tongue twisters and poetic text in motion and different poses. To be able to pronounce a long phrase or a poetic quatrain in one breath.
Know and clearly pronounce 8-10 quick voroks at different tempos.
Be able to pronounce the same phrase or tongue twister with different intonations. To be able to read the poetic text by heart, pronouncing the words correctly and placing logical stresses.
Be able to build a dialogue with a partner on a given topic.
Be able to make a sentence of 3-4 given words.
Be able to choose a rhyme for a given word.
Be able to write a story on behalf of the hero.
Be able to compose a dialogue between fairy-tale characters.
Know by heart 7-10 poems by Russian and foreign authors.
Block 1. Theatrical game.
Block 2. Culture of speech technology.
Block 3. Rhythmoplasty.
Block 4. Basics of theatrical alphabet.
Block 5. Basics of puppetry.
It should be noted that blocks 1, 2, 3 implemented at each lesson, block 4 - at the thematic lesson 2 times a year (three lessons in October and March);
block 5 - one - two lessons per month.
Step one 72 hours
Classes with children 4 - 5 years old
Lesson 1. Let's get acquainted. Purpose: to get to know the children and tell them about the role of theatrical activity in human life.
Lesson 2. Change myself, my friends. Guess who am I? Purpose: to develop attention, observation, imagination of children.
Lesson 3.
Lesson 4.
Lesson 5. A large turnip has grown - very large. Purpose: to develop imagination and fantasy, to learn how to create images using expressive movements.
Lesson 6. Reading the play "Turnip". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Turnip".
Lesson 7. Improvisation of the Russian folk tale "Turnip". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 8 - 11. Rehearsal of the play "Turnip". Purpose: to develop correct speech breathing, the speech apparatus to continue memorizing the text of a fairy tale
"Turnip".
Lesson 12. Friendly, fun, willing to quickly get the job done. Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 13. Everyone ran to grandfather, helped pull the turnip. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 14. What we did, we will not say, but we will show you! Purpose: to develop imagination, initiative, the ability to act in concert, to beat imaginary objects.
Lesson 15. We play the play "Turnip". Final.
Lesson 16. Surprise bag. Purpose: to develop articulation and diction; introduce children to new tongue twisters.
Session 17 - 18
Lesson 19. Lost kittens on the way gloves. Purpose: reading the fairy tale by S. Marshak "Gloves"; content conversation, game exercise "sad kittens".
Lesson 20. Found gloves, thank you kittens! Purpose: mimic studies; dramatization of the fairy tale "Gloves".
Lesson 21. Without friends, we can not live for anything in the world. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 22 -23 . It is very hard to live in the world without a girlfriend or a friend. Purpose: reading the fairy tale “Like a dog was looking for a friend”; content conversation; mimic studies; dramatization of the story.
Session 24 . Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 25
Lesson 25 . Stands in the field Teremok. Purpose: to develop imagination and fantasy, to learn how to create images using expressive movements.
Lesson 26 . Reading the play "Teremok". Purpose: to develop the speech of children; to acquaint with the poetic text of the fairy tale "Teremok".
Lesson 27 . Improvisation of the Russian folk tale "Teremok". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 28 - 31. Rehearsal of the play "Teremok". Purpose: to develop correct speech breathing, the speech apparatus to continue memorizing the text of a fairy tale
Teremok.
Lesson 32 .Give me just a deadline, we'll build a new tower. Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 33. Here is a beautiful tower, it is very, very high! Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 34 . We play the play "Teremok". Final.
Lesson 35. Theatrical game "We walk around." Purpose: to teach to “remove” tightness and stiffness; coordinate with other children.
Lesson 36. A hen came out - a Corydalis, with her yellow chickens. Target:
development of speech, guessing riddles, mimic studies, simulation exercises.
Lesson 36 . A yellow little lump, very, very curious. Purpose: reading the fairy tale by K. Chukovsky "Chicken"; conversation on the content, mimic studies; game exercise "in the poultry yard".
Lesson 37. Time will pass quickly and the chicken will grow up. Purpose: mimic studies; dramatization of the fairy tale "Chicken".
Lesson 38 - 39 . Imaginary journey. Purpose: to develop imagination, fantasy, memory; ability to communicate in the expected circumstances.
Lesson 40 . Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary.
Lesson 41 - 42 Emotions. Purpose: to teach children to recognize emotional states (joy, sadness, curiosity, fear) by facial expressions; improve the ability to coherently and logically express their thoughts.
Lesson 43. Theatrical game "Kolobok". Purpose: to develop imagination and fantasy, to learn how to create images using expressive movements.
Lesson 44. Reading the play "Kolobok". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Gingerbread Man".
Lesson 45. Improvisation of the Russian folk tale "Kolobok". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 46 - 50. Rehearsal of the play "Kolobok". Purpose: to develop correct speech breathing, the speech apparatus to continue memorizing the text of a fairy tale
"Kolobok".
Lesson 51. Our gingerbread man is daring. Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 52 .Jump from the window - and into the woods, a bun rolled. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 54 . Magic box. Purpose: development of speech, learning new tongue twisters, guessing riddles, simulation exercises.
Lesson 55 . Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 56 . Theatrical game "Flight to the Moon". Purpose: to teach to “remove” tightness and stiffness; coordinate with other children.
Lesson 57 - 58. Sign language. Purpose: to develop the expressiveness of movements, the ability to control one's body; learn to convey an emotional state with the help of gestures, postures, facial expressions.
Lesson 59 . Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary.
Lesson 60. The puppy was sleeping near the sofa, suddenly he heard a “meow” nearby. Purpose: reading the fairy tale by V. Suteev “Who said “meow”?”; conversation on the content, mimic studies; game exercise "fairy-tale heroes".
Lesson 61. Improvisation of the fairy tale "Who said" meow "? Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 62 - 65 . Rehearsal of the fairy tale "Who said" meow "?". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 66. I looked everywhere for a puppy, but I couldn't find it! Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 67 . Didn't you say "meow - meow"? Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 68. We play the play "Who said" meow "?". Final.
Lesson 69 - 70
Lesson 71. Theatrical game "Fair" Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting; attention, memory, communication.
Lesson 72.
Step two 72 hours
Classes with children 5 - 6 years old.
Lesson 1. Our favorite hall is again very happy to meet the guys! Purpose: a conversation about the role of theatrical activity in human life; meeting new children.
Lesson 2 . Change myself, my friends. Guess who am I? Purpose: to develop attention, observation, imagination of children.
Lesson 3. Understand me. Purpose: to develop attention, memory, imaginative thinking of children.
Lesson 4. Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 5. Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 6. Our daring gingerbread man, the bun is not the same - the other! ". Purpose: reading the Belarusian folk tale "Puff"; conversation on the content, mimic studies; game exercise "fairy-tale heroes".
Lesson 7. Improvisation of the fairy tale "Puff". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 8 - 11. Rehearsal of the fairy tale "Puff". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 12. This gingerbread man is a cunning little animal! Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 13. Gingerbread man - prickly side. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 14 . We play the play "Puff". Final.
Lesson 15. One, two, three, four, five - do you want to play? Purpose: to develop imagination, creativity; learn to show their individuality and uniqueness; to activate in the speech of children the concepts of "facial expressions", "gesture".
Lesson 16 .Game lesson. Purpose: to promote the unification of children in joint activities; cultivate goodwill and contact in relationships with peers; introduction of the concept of "pantomime".
Lesson 17 . We play with our fingers. Purpose: to teach the characteristic transmission of images with the movements of hands, fingers; game exercises "finger gymnastics"; repetition and consolidation of the concept of "pantomime".
Lesson 18 . So the mushroom is a giant, there was enough room for everyone there! Purpose: reading the fairy tale by V. Suteev “Under the Mushroom”; conversation on the content, mimic studies; simulation exercises “it starts to rain”, “let's hide from the rain”.
Lesson 19. Improvisation of the fairy tale "Under the Mushroom". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 20 - 24. Rehearsal of the fairy tale "Under the Mushroom". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 25. It started to rain heavily, it wetted all the animals! Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 26. Everyone wants to hide under a little fungus. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 27. We play the play "Under the Mushroom". Final.
Session 28 - 29 . Imaginary journey. Purpose: to develop imagination, fantasy, memory; ability to communicate in the expected circumstances.
Lesson 30 .One, two, three, four, five - we will compose poems. Purpose: development of diction; learning new tongue twisters; introduction of the concept of "rhyme", exercise in inventing rhymes for words.
Lesson 31 .We read funny poems and add a word - rhyme. Purpose: creating a positive emotional mood; exercise children in the selection of rhymes for words.
Lesson 32 .Who made so many holes in the cheese? Purpose: reading a poem by Jan Brzehva "Holes in the cheese"; conversation on the content, mimic studies; game exercise "in the yard".
Lesson 33 . Improvisation of the poem "Holes in the Cheese". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 34 - 37. Rehearsal of the fairy tale "Holes in the Cheese." Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 38. Well, who will answer a simple question? Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 39. Everyone got together and almost quarreled. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 40 . We play the play "Holes in the Cheese." Final.
Lesson 41 . Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary, learning new tongue twisters and finger gymnastics.
Lesson 42. Emotions. Purpose: to teach children to recognize emotional states (joy, surprise, fear, anger) by facial expressions.
Lesson 43 . We are writing a new story. Purpose: to develop children's creative imagination; learn to consistently express thoughts in the course of the plot, improve group work skills.
Lesson 44. We compose a fairy tale ourselves, and then we play it. Purpose: to teach; develop independence and the ability to act in concert expressively convey the characteristic features of fairy-tale characters in a team.
Lesson 45 .Learning to speak differently. Purpose: to draw the attention of children to the intonational expressiveness of speech; exercise in pronunciation of phrases with different intonation; develop communication skills.
Lesson 46 - 47. Learning to speak clearly. Purpose: to work out diction with the help of tongue twisters and game exercises “strawberry”, “say, insect”, “hare and hare”.
Lesson 48 - 50. Fly, fly petal. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 51. Flower - seven-flower, fabulous flower. Purpose: reading the fairy tale by V. Kataev "Flower - seven-flower"; content conversation.
Lesson 52 - 53. I will remember all the words, I will fulfill the desire. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 54. Theatrical game "In the garden of the sorceress". Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 55. I counted all the crows and lost the bagels. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 56 - 57. Theatrical game "At the North Pole". Purpose: to develop imagination and fantasy; continue to create images with expressive movements; expressively convey the characteristic features of fairy-tale characters.
Lesson 58 - 59 . Improvisation "Toy Store". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 60. The last petal is left. What to wish? Purpose: a conversation about kindness and good deeds; to develop the ability of children to consistently and expressively retell a fairy tale.
Lesson 61. A friend will always come to the rescue. Purpose: to cultivate goodwill and contact in relationships with peers.
Lesson 62 - 67 . Rehearsal of the fairy tale "Flower - seven-flower". Purpose: to develop independence and the ability to act in concert; expressively convey the characteristic features of fairy-tale characters; to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 68. We play the play "Flower - seven-flower". Final.
Lesson 69 - 70 . A magical journey through fairy tales. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 71 . Theatrical game "Fair" Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 72. Game program "You can do it!" Purpose: consolidation of the material covered; give children the opportunity to show initiative and independence in choosing and showing excerpts from previously staged performances.
Third step 72 hours
Classes with children 6 - 7 years old.
Lesson 1. Our favorite hall is again very happy to meet the guys! Purpose: a conversation about the role of theatrical activity in human life; meeting new children.
Lesson 2. I will change myself, friends. Guess who am I? Purpose: to develop attention, observation, imagination of children.
Lesson 3. Understand me. Purpose: to develop attention, memory, imaginative thinking of children.
Lesson 4. Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 5. Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 6. That's the apple! Purpose: reading the fairy tale by V. Suteev "Apple"; conversation on the content, mimic studies; simulation exercises.
Lesson 7. Improvisation of the fairy tale "Apple". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 8 - 9. Rehearsal of the fairy tale "Apple". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 10. How do we share an apple! Purpose: a conversation about friendship and kindness; etudes for the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 11. Dramatization of the fairy tale "Apple".
Lesson 12. Strawberry near the stump, told everyone: no me! Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 13. Theatrical game "Magic Items". Purpose: to develop children's creative imagination; learn to consistently express thoughts in the course of the plot, improve group work skills.
Lesson 14. Let's go to the forest for berries, we'll pick up mugs with the top! Purpose: reading the fairy tale by V. Kataev "The pipe and the jug"; content conversation.
Lesson 15. Improvisation of the fairy tale "pipe and jug". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 16 - 19. Rehearsal of the fairy tale "Pipe and jug." Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 20. Dramatization of the fairy tale "The pipe and the jug"
Lesson 21. Game program "Magic Forest" Purpose: consolidation of the material covered; give children the opportunity to show initiative and independence in choosing and showing excerpts from previously staged performances.
Lesson 22. Emotions. Purpose: to teach children to recognize emotional states by facial expressions.
Lesson 23. Sign language. Purpose: to develop the expressiveness of movements, the ability to control one's body; learn to convey an emotional state with the help of gestures, postures, facial expressions.
Lesson 24. The first snowflakes came to visit. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 25. Reading the play "The Magic Staff of Santa Claus." Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Magic staff of Santa Claus."
Lesson 26. In the courtyard of King Peas. Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 27. In the realm of the Snow Queen. Purpose: to develop children's creative imagination; learn to consistently express thoughts in the course of the plot, improve group work skills.
Lesson 28 - 31. Rehearsal of the New Year's fairy tale "The Magic Staff of Santa Claus." Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 32. We play the New Year's play "The Magic Staff of Santa Claus."
Lesson 33. Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary, learning new tongue twisters and finger gymnastics.
Lesson 34 - 35. Imaginary journey. Purpose: to develop imagination, fantasy, memory; ability to communicate in the expected circumstances.
Lesson 36. One, two, three, four, five - we will compose poems. Purpose: development of diction; learning new tongue twisters; introduction of the concept of "rhyme", exercise in inventing rhymes for words.
Lesson 37. We read funny poems and add a word - rhyme. Purpose: creating a positive emotional mood; exercise children in the selection of rhymes for words.
Lesson 38. Theatrical game "How Winter met Spring." Purpose: to develop children's creative imagination; improve group work skills.
Lesson 39. The Snow Maiden cried, seeing off the winter. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 40. Reading the play "Snow Maiden". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "The Snow Maiden" based on the play by N. Ostrovsky.
Lesson 41. In the kingdom of King Berendey. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 42. Spring is coming! Spring sings! And all the people rejoice with her. Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 43 - 46. Rehearsal of the spring fairy tale "Snow Maiden". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 47. We play the play "Snow Maiden"
Lesson 48. Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary, learning new tongue twisters and finger gymnastics.
Lesson 49. Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 50. Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 51. The soldier was walking to his home. Purpose: Reading the fairy tale by G. - H. Andersen "Flint"; content conversation.
Lesson 52. Reading the play "Flint". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Flint" based on the fairy tale by G. - H. Andersen.
Lesson 53 - 54. Listen, you, us soldier, if you want to be rich! Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 55. I'm sitting here on a chest. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 56 - 57. Theatrical game "City of Masters". Purpose: to develop imagination and fantasy; continue to create images with expressive movements; expressively convey the characteristic features of fairy-tale characters.
Lesson 58 - 59. Improvisation "Magic Dreams". Purpose: to develop imagination and fantasy; continue to create images with expressive movements; expressively convey the characteristic features of fairy-tale characters.
Lesson 60 - 61. Improvisation "What are we, unfortunate princesses." Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 62 - 67. Rehearsal of the fairy tale "Flint". Purpose: to develop independence and the ability to act in concert; expressively convey the characteristic features of fairy-tale characters; to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 68. We play the play "Flint". Final.
Lesson 69 - 70. A magical journey through fairy tales. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 71. Theatrical game "Fair" Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 72. Game program "You can do it!" Purpose: consolidation of the material covered; give children the opportunity to show initiative and independence in choosing and showing excerpts from previously staged performances.
Children's theater studio equipment
1. Desktop toy theater.
2. Desktop theater of pictures.
3. Stand-book.
4.Flannelgraph.
5. Shadow theater.
6. Finger theater.
7. Theater Bi-ba-bo.
8. Petrushka Theater.
9.Children's costumes for performances.
10. Adult costumes for performances.
11. Elements of costumes for children and adults.
12. Attributes for classes and performances.
13. Screen for puppet theater.
14.Music center, video equipment
15. Media library (audio and CD discs).
17. Methodical literature
Bibliography:
1. Kutsokova 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 younger students. M., 2004.
8. Emotional development of a preschooler. M., 1985.
Name: The work program for theatrical activities "Theater Steps" for 2016-2017
Nomination: Kindergarten, Methodological developments, Programs in the preschool educational institution, Middle group, senior group, preparatory group
Position: teacher of the first qualification category
Place of work: MBDOU "CRR-Kindergarten No. 6"
Location: Novokuznetsk, Kemerovo Region
The work program for theatrical activities in the preschool educational institution.
"Theatre Steps"
1. "The role and expediency of theatrical activity in the development of preschoolers."
The transformations taking place in society give rise to new requirements in education. To work with preschoolers in a modern kindergarten, theatrical activity allows you to develop feelings, deep feelings and discoveries of the child, introduces him to spiritual values. Develops memory, thinking, imagination, attention; allows you to enrich and activate the vocabulary of children, which is an important tool for preparing children for schooling.
One of the requirements is: the development of creative abilities in preschool children.
Creativity is one of the components of the overall structure of personality. Their development contributes to the development of the personality of the child as a whole. Based on the analysis of the works of domestic and foreign psychologists that reveal the properties and qualities of a creative personality, general criteria for creative abilities were identified: readiness for improvisation, justified expressiveness, novelty, originality, ease of association, independence of opinions and assessments, special sensitivity.
A unique means of developing the creative abilities of children is theatrical activity. Solving problems aimed at developing creative abilities requires the definition of a different technology for using theatrical techniques.
Currently, more and more teachers of preschool institutions use information and communication technologies in working with preschoolers in various sections of the program.
Life in the era of scientific and technological progress is becoming more diverse and more complex.
And it requires from a person “not stereotyped, habitual actions, but mobility, flexibility of thinking, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems.” If we take into account the fact that the share of mental work in almost all professions is constantly growing, and all most of performing activity is shifted to machines, it becomes obvious that the creative abilities of a person should be recognized as the most essential part of his intellect and the task of their development is one of the most important tasks in the education of a modern person.
After all, all the cultural values accumulated by mankind are the result of the creative activity of people. And how far human society will advance in the future will be determined by the creative potential of the younger generation.
Since today there is a social order for a creative person, then in his pedagogical work with children, great attention should be paid to this problem.
Creative potentials are inherent and exist in every person. Under favorable conditions, every child can express himself. In order for children to begin to creatively apply the knowledge they have previously acquired, it is necessary that they feel the need for the activity proposed to them. Motivation for action must be organized. Creativity is not only manifested in activity, but also formed in it.
One of the most effective activities that create conditions for the development of creative abilities of preschool children is theatrical activity.
2.Goals and objectives:
The main goal: this is the development of the child's creative abilities, psychological liberation through theatrical games.
The program is compiled taking into account the implementation of interdisciplinary links in sections:
1. "Fiction", where children get acquainted with literary works that will be used in staging performances, games, classes, holidays, and independent theatrical activities. To improve the performing skills of children in creating an artistic image, using game improvisations. Improve the ability to coherently and expressively retell fairy tales.
2. "Ideative activity", where children get acquainted with illustrations that are similar in content, the plot of the play. They draw with different materials according to the plot of the performance, or its characters.3
3. "Introduction to the environment", where children get acquainted with the objects of the immediate environment, culture, life and traditions of the peoples of the north, which will serve as material included in theatrical games and performances
4. "Musical education", where children get acquainted with the music for the next performance. They note the nature of the music, which gives the full character of the hero, and his image. Teach children to evaluate their own and other people's actions. Cultivate the desire to play theatrical puppets. Develop the ability to use game improvisations in independent activities.
5. "Development of speech", where children use tongue twisters, tongue twisters, nursery rhymes. Clear diction develops. Develop a steady interest in theatrical play activities .. Consolidate children's ideas about various types of puppet theaters. Enrich and activate children's vocabulary. Improve intonation expressiveness of speech. Develop dialogic and monologue speech. Develop memory, thinking, imagination, attention.
3. Forms and methods of work
1. Watching puppet shows and talking about them.
2. Dramatization games.
3. Exercises for the social and emotional development of children.
4. Correctional and educational games.
5. Exercises in diction (articulatory gymnastics).
6. Tasks for the development of speech intonation expressiveness.
7. Games - transformations (“learn to control your body”), figurative exercises.
8. Exercises for the development of children's plasticity.
9. Finger game training for the development of hand motor skills.
10. Exercises for the development of expressive facial expressions.
11. Exercises on ethics during dramatizations.
12. Playing out various fairy tales and dramatizations.
13. Acquaintance not only with the text of a fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery.
4. Implementation of work on the program:
1. The program is implemented through circle work.
2. Work with parents, where joint theatrical performances are held,
holidays, puppet theaters, sports competitions.
3. The interior decoration of the group and the hall, the theater studio, where children live and are brought up.
4. Costumes and attributes for performances and games should be available to children and please them
with its appearance.
Consists of theoretical and practical parts. The theoretical part reveals the task, forms and methods of work, the content of classes, research using diagnostics. Corrective work with children to eliminate the identified shortcomings is outlined. As a result of the work done, conclusions, suggestions, recommendations for parents are made.
The practical part of the work confirms the theoretical validity of theatrical activity. It contains class notes, creative exercises, transformation games, finger game training.
At any age in fairy tales you can discover something secret and exciting. Listening to them in childhood, a person unconsciously accumulates a whole “bank of life situations”, therefore it is very important that the awareness of “fairy-tale lessons” begins from an early age, with the answer to the question: “What does a fairy tale teach us?”.
In the soul of every child lies the desire for a free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination and fantasy, improves speech. And it is impossible to overestimate the role of the native language, which helps people - especially children - to consciously perceive the world around them and is a means of communication - it is impossible. S. Ya. Rubinshtein wrote: “The more expressive the speech, the more it is the speech, and not just the language, because the more expressive the speech, the more the speaker appears in it: his face, himself”. The use by children of various means of expressiveness of speech is the most important condition for timely intellectual, speech, literary and artistic development.
Expressive speech includes verbal (intonation, vocabulary and syntax) and non-verbal (facial expressions, gestures, posture) means.
For the development of expressive speech, it is necessary to create conditions in which each child could convey his emotions, feelings, desires and views, both in ordinary conversation and in public, without being embarrassed by the audience. Great help in this is provided by classes in theatrical activities; this is a game, and every child should live and enjoy it. The educational possibilities of theatrical activity are enormous: its subject matter is not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, skillfully posed questions encourage them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary is activated, the sound culture of speech, its intonational structure is improved, dialogic speech and its grammatical structure are improved.
Theatrical activity is a source of development of feelings, deep feelings and discoveries of the child,
introduces him to spiritual values. Theatrical classes develop the emotional sphere of the child, make him sympathize with the characters, empathize with the events being played out. Thus, theatrical activity is the most important means of developing empathy in children, that is, the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, and find adequate ways to help. “In order to have fun with someone else's fun and sympathize with someone else's grief, you need to be able to transfer yourself to the position of another person with the help of your imagination, mentally take his place,” B. M. Teplov argued.
Theatrical activity allows you to form the experience of social behavior skills due to the fact that each literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.).
Theatrical activity allows the child to solve problem situations indirectly on behalf of a character. It helps to overcome shyness, self-doubt, shyness. Thus, theatrical classes help to comprehensively develop the child.
Therefore, it is theatrical activity that allows solving many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. It is an inexhaustible source of the development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt. In our world, saturated with information and stress, the soul asks for fairy tales - a miracle, a feeling of a carefree childhood.
Having studied modern methodological literature, choose material for introducing them into the practice of your group, working with children in a theater group. By systematically conducting theatrical games, you can increase interest in theatrical and gaming activities, expand children's ideas about the surrounding reality, improve the ability to coherently and expressively retell fairy tales.
Theatrical games require from children: attention, ingenuity, quick reaction, organization, ability to act, obeying a certain image, reincarnating into it, living its life.
6. Forms of work
1. Group lessons
The duration of the lesson depends on the age of the children.
Classes are held twice a week. Time of classes: 3-4 years old - 15 minutes, 5-6 years old - 20-25 minutes, 6-7 years old - 30 minutes or more.
Principles of conducting classes:
1. Visualization in teaching - is carried out on the perception of visual material.
2. Accessibility - the lesson is made taking into account age characteristics, built on the principle of didactics (from simple to complex)
3. Problematic - aimed at finding solutions to problem situations.
4. Developing and educational nature of education - to broaden one's horizons, to develop patriotic feelings and cognitive processes.
Part 1. Introductory
The purpose of the introductory part: to establish contact with children, set up children to work together.
The main procedures of work are reading fairy tales, stories, poems. Games “A hare ran through the swamp”, “A squirrel is sitting on a cart”, “A skating rink, skating rink, skating rink”, “The wind is blowing in our face”, etc.
Part 2. Productive
It includes an artistic word, an explanation of the material, an examination of illustrations, a teacher's story, aimed at activating the creative abilities of children.
Lesson elements:
1. Fairy tale therapy, with elements of improvisation.
2. Sketches, poems, nursery rhymes, fairy tales, short stories are played out using facial expressions and pantomime (Korotkova L.D. Fairy tale therapy for preschoolers)
3. Games for the development of imagination and memory - games include memorizing poems, nursery rhymes, pictograms, diagrams, short stories.
4. Drawing, applications, collages - the use of various types of non-traditional drawing, the use of natural and waste material.
Preschoolers, as a rule, are happy with the arrival of a puppet theater in kindergarten, but they also love to play small performances themselves with the help of puppets, which are always at their disposal. Children, having joined the game, answer the dolls' questions, fulfill their requests, give advice, and transform into one or another image. They laugh when the characters laugh, they are sad with them, they warn of danger, they cry over the failures of their beloved hero, they are always ready to help him. Participating in theatrical games, children get acquainted with the world around them through images, colors, sounds.
7. Theatrical games of preschoolers can be divided into two main groups: director's games and dramatization games.
TO director's games can be attributed to the table, shadow theater and theater on the flannelograph: a child or an adult is not a character, but creates scenes, plays the role of a toy character, acts for him, depicts him with intonation, facial expressions.
Dramatizations are based on the role player's own actions, using puppets or characters put on fingers. In this case, the child plays himself, using his means of expression - intonation, facial expressions, pantomime.
Classification directorial games:
Desktop theater toys. A wide variety of toys and crafts are used. The main thing is that they stand steadily on the table and do not interfere with movement.
Desktop theater pictures. Characters and scenery - pictures. Their activities are limited. The state of the character, his mood is conveyed by the intonation of the player. The characters appear as the action progresses, which creates an element of surprise and keeps the kids interested.
Book stand. Dynamics, the sequence of events is depicted with the help of successive illustrations. Turning over the sheets of the book stand, the presenter demonstrates personal stories depicting events, meetings.
Flannelgraph. Pictures or characters are displayed on the screen. The flannel that covers the screen and the reverse side of the picture holds them back. Instead of flannel, pieces of velvet or sandpaper can be glued to the pictures. Drawings are selected together by children from old books, magazines are created independently.
Shadow theater. It needs a screen made of translucent paper, black plane characters and a light source behind them, thanks to which the characters are thrown onto the screen. The image can also be obtained with the help of fingers. The display is accompanied by the corresponding sound.
Kinds dramatization games :
Dramatization games With fingers. Attributes the child puts on his fingers. He "plays" for the character whose image is on the hand. In the course of unfolding the plot, he acts with one or more fingers, pronouncing the text. You can depict actions while behind the screen or its briskly moving around the room.
Dramatization games With dolls bibabo. In these games, bibabo dolls are put on the fingers. They usually operate on a screen behind which the driver stands. Such dolls can be made independently using old toys.
Improvisation. This is acting out the plot without prior preparation. In traditional pedagogy, dramatization games are classified as creative games in which children creatively reproduce the content of literary works,
8.Technology for organizing theatrical games
Main requirements To organizations theatrical games
Content and variety of subjects. The constant, daily inclusion of theatrical games in all forms of the pedagogical process, which makes them as necessary for children as role-playing games.
The maximum activity of children at the stages of both preparation and conduct of games.
Children cooperating with each other And With adults at all stages of organizing a theatrical game.
The sequence and complication of the content of topics and plots chosen for games correspond to the age and skills of children.
IN junior group the prototype of theatrical games are games With role.
Toddlers, acting in accordance with the role, use their capabilities more fully and cope with many tasks much easier. Acting on behalf of cautious sparrows, brave mice or friendly geese, they learn, and imperceptibly for themselves. In addition, role-playing games activate and develop the imagination of children, prepare them for independent creative play.
Children of the younger group are happy to transform into dogs, cats and other familiar animals.
However, they still cannot develop and beat the plot. They only imitate animals, copying them outwardly, without revealing the peculiarities of behavior, therefore it is important for children of the younger group to be taught some ways of playing actions according to the model.
For this purpose, he recommends holding games: “The mother hen and chickens”, “She-bear and cubs”, “Hare and hares”, and in the classroom to play small scenes from children's life, organize games based on literary works: “Toys” by A. Barto, “Cat and a goat” by V. Zhukovsky.
Forming interest in dramatization games, it is necessary to read and tell children fairy tales and other literary works as much as possible.
IN middle group you can teach kids combine movement and word in the role, use the pantomime of two or four characters. It is possible to use tutorials…..
