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". Program for theatrical activities of children's theater

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:

1. What is theater, theatrical art;
2. What performances are in the theater;
3. Who are the actors;
4. What transformations take place on the stage;
5. How to behave in the theatre.

5. Work on the performance. It is based on the author's scenarios 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).

1. Participation in skits, performances and theatrical holidays.
2. 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, various 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 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 for new knowledge, the assimilation of new information and new ways of action, the development of associative thinking; perseverance, determination, the manifestation of general intelligence, emotions when playing roles. In addition, 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 knowledge of the world, that something can be beautiful that is not always clear and usual. 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 of children preschool age 4-7 years old (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. Create conditions for the development of creative activity of children participating in theatrical activities, as well as the gradual development 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 gaming activity.

The program includes two classes per week in the afternoon. Lesson duration: 20 min - middle group, 25 min - senior group, 30 min - 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 close in content to the plot of the play, learn to draw with different materials on the plot of the play or its individual characters.

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 which will form the basis of the upcoming production of the performance and other forms of organization of theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in Everyday life, self theatrical activities children).

5. "Familiarization with the environment", where children get acquainted with the phenomena public life, objects in 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.

Middle 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.

Middle 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 expressiveness.

Middle 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.

Middle 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. Using practical skills when working on appearance hero - 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 means of expression reincarnation. Owns intonational-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 flannelgraph.

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 for 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 leader announces to the children that today at Kindergarten guests will come. 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 appearance 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 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, 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 compose a new fairy tale. 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 characteristics fairy-tale heroes in the 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.

Session 28 - 31. Rehearsal New Year's fairy tale"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.

“In the heart of every child lies a desire

free theatrical play in which he

reproduces familiar literary scenes.

This is what activates his thinking,

trains memory and figurative perception develops

imagination and fantasy, improves speech.

Antipina E. N

Introduction.

Those who have ever communicated with a child with disabilities know how difficult it is to find a path to his heart. We are all born with different abilities. Sometimes restrictions are imposed by nature itself. But this does not mean that the chances of being happy in children with disabilities are less. Children entering the RC are completely different in their personal characteristics, and in mental and physical development.

General characteristics of children with disabilities.

Children with disabilities are children who have various mental or physical abnormalities that cause general developmental disorders that do not allow children to lead full life. Synonyms of this concept can be the following definitions of such children: "children with problems", "children with special needs", "atypical children", "children with learning difficulties", "abnormal children", "exceptional children". The presence of this or that defect (shortcoming) does not predetermine the wrong, from the point of view of society, development. Features of the development of children with disabilities. In children with disabilities, there are often violations of all aspects of mental activity: attention, memory, thinking, speech, motor skills, emotional sphere.

In children with developmental disabilities, thinking is especially deeply disturbed. The child finds it difficult to make elementary generalizations, he perceives very narrowly what you tell him about. At a younger age, a child is practically unable to independently group toys related, for example, to clothes, furniture, dishes, etc. He does not realize that a dress and trousers are clothes, and a chair and a table are furniture. Therefore, the baby randomly and unsystematically grabs everything that comes his way.

Disturbances in thinking in a child directly affect the acquisition of speech. At a younger age, he with great difficulty understands someone else's speech, at best, catches the tone, intonation, facial expressions of the speaker and individual key words related to his needs. Over time, the child will better understand the speech addressed to him, but for a very long time he perceives only what is connected with his personal experience.

Children's own speech appears late. Some babies can only pronounce single words, short phrases that are incomprehensible to others. Children who cannot speak address adults with gestures, separate sounds, peculiar words, in which they usually put a certain meaning.

Explanatory note.

Theatrical activity is effective tool for the social adaptation of children with disabilities, as well as the development of their communication skills. The need to systematize it in a single pedagogical process became obvious. In this regard, additional classes on theatrical activities were introduced at the RC, and the program “Visiting a Fairy Tale” was also compiled. It is designed for classes in theatrical activities with preschool children aged 3-4 years (the second junior group), including children with disabilities. Using the latest technology based on federal government requirements to keep content updated across various programs.

The novelty of this program:

Distinctive features of this program:

1. Adapted for both healthy children and children with disabilities.

2. The structure of the organization of classes has been systematized

Program goal:

Correction and development of creative abilities of children with disabilities through the means of theatrical art.

Program objectives:

1. Social adaptation of children with disabilities.

2. Development of the emotional sphere of children.

3. Teach children to listen, perceive, answer questions.

4. Help master communication skills.

5. Maintain the desire to speak to children, parents.

6. Help mastering the means of figurative expression.

1. Fundamentals of theatrical alphabet. Acquaintance with the peculiarities of theatrical art; his views. Acquisition of knowledge about costumes, theater attributes. Formation of the culture of the viewer.

2. Theatrical game. Development of acting skills and skills of imagination, stage attention and action in the proposed circumstances, reincarnation. The development of play behavior, aesthetic sense, resourcefulness, the ability to be creative in any business, the ability to communicate with peers and adults in various life situations, the formation of skills to act with imaginary objects.

3. Culture and technique of speech. Games and exercises aimed at developing breathing and freedom of the speech apparatus, the ability to master the correct articulation, clear diction; word games that develop coherent and figurative speech, creative imagination, the ability to compose short stories and fairy tales, and select the simplest rhymes.

4. Fundamentals of puppet theater. Acquaintance with various types of theaters: outdoor (people-dolls, cone, cane), learning the techniques of puppetry of various puppet theaters (table, shadow, bibabo, finger, puppets, " living hand" and etc.)

5. Staging a theatrical performance. Reading the script and talking about the content. Work on intonation expressiveness. Introduction to music. Learning to draw dance numbers. Dramatization of fairy-tale action (individual work).

Forms of work:

1. Group lessons. Classes are held twice a week. The duration of the lesson is 15 minutes.

2. Individual work. In individual lessons, they learn rhymes, nursery rhymes, guess riddles.

Principles of conducting classes:

• Visibility in teaching is carried out on the perception of visual material.
• Accessibility - the lesson is made taking into account age characteristics, built on the principle of didactics (from simple to complex)

• Problematic - aimed at finding solutions to problem situations.
• The developing and educational nature of education is for broadening one's horizons, for the development of patriotic feelings and cognitive processes.

The structure of the classes:

Part 1. Introductory

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

The main procedures of work - reading fairy tales, stories, poems. The 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:

• fairy tale therapy, with elements of improvisation.
• sketches, poems, nursery rhymes, fairy tales, short stories with
  using facial expressions and pantomime (Korotkova L.D. Fairy tale therapy for
  preschoolers).
• Games for the development of imagination and memory - games include memorization.
  poems, nursery rhymes, pictograms, diagrams, short stories.
• drawing, applications, collages - the use of various types
  non-traditional drawing, the use of natural and waste material.

Part 3. Final

The purpose of the lesson is to gain knowledge through the creation of joint performances, games, quizzes. As well as getting the child positive emotions in the classroom. Exhibitions of children's works are organized at practical classes in fine arts.

Methodical methods:

• Conversations are held with the aim of mastering new material
• Outdoor games are organized for the liberation and relaxation of children in the classroom.
• Word, board and printed games are organized as a form of classes.
• Excursions - conducted for the purpose of enrichment spiritual world child
• Work with the family - carried out in order to attract parents to joint creative activities, participation in excursions, entertainment, holidays.
• Making crafts and drawing - are carried out with the aim of developing creativity, imagination, memory.

Creation of a subject-developing environment:

• Fiction.
• Illustrations for fairy tales.
• Video material (recording of a fairy tale).
• Didactic games.
• Attributes to various types of theatre.

Forecast:

Positive results are expected from the study of the program:

• children develop an emotionally positive attitude towards the theater, and a steady interest in theatrical activities is formed.
• speech is enriched due to figurative expressions, the child's vocabulary is activated, the skills of dialogic speech, its grammatical structure are improved, the emotional expressiveness of speech develops.
• children develop communication skills.

Working with parents:

Involving parents in the manufacture of costumes and attributes; consultations for parents; joint performances.

Plan of interaction with parents:

		Conduct form
1 quarter	Theater as a means of development and education of children of primary preschool age. "Animals in Russian folk tales"	Stand information. Joint excursion to the zoo.
2 quarter	Our family and theater The role of fairy tales in the development of children's emotionality	Photo exhibition poster information
3 quarter	"My Favorite Fairytale Hero" "Do-it-yourself home theater"	Exhibition of drawings Practical advice

Thematic plan for theatrical games.

Classes are held once a week.

Name		Material and equipment	Brief plan	Literature
September
Acquaintance	Arouse interest in theatrical activities; develop the emotional-sensory sphere of children, encouraging them to express their feelings, to communicate; to learn to listen to the poetic text and correlate its meaning with expressive movements to the music; activate speech.	Decoration of autumn meadows (trees, flowers); flower hats; theatrical doll Mouse; grains; fake pies.	1. Journey to the "autumn clearing". 2. Warm up. 3. Game "Say hello". 4. Staging "Mouse-norushka" (shows the educator).	N. F. Gubanova
	Learn to express emotions through movement and facial expressions; introduce the fairy tale "Teremok"; encourage active perception of the tale; learn carefully, listen to the tale to the end and follow the development of the plot; activate vocabulary.	Shirma - mink mouse; theatrical puppets (mouse, frog, fox, hare, wolf, bear) and scenery for a fairy tale (teremok)	1. Inviting children to visit the mouse - norushka. 2. Round dance - the game "Mice in the Meadow". 3. Table theater "Teremok" (shows the teacher). 4. Listening to the Russian-folk melody "You, canopy."	N. F. Gubanova
Fairy tale on the table	To promote the development of memory, to encourage people to speak about the performance they like, to teach expressive intonation, to give an example of elementary puppetry.	Dolls and decorations for the fairy tale "Teremok"	1. Recall a fairy tale with children. 2. Showing actions with puppets by the educator. 3. A conversation about a fairy tale. 4. The game "Mice in the Meadow". 5. Listening to calm "autumn" music.	N. F. Gubanova Theatrical activity of preschoolers.
Let's go out into the garden.	Learn to move beautifully to calm music, making smooth movements; to teach to feel muscle freedom, relaxation; encourage onomatopoeia to experiment with sounds.	Decoration autumn garden; bird music on record.	1. Inviting children to the “autumn garden. 2. Game-improvisation "Leaves in the garden." 3. Imitation of birds chirping by children. 5. A conversation about what they saw in the autumn garden.	N. F. Gubanova Theatrical activity of preschoolers.
Visiting a fairy tale	Give an idea about the grain harvest; introduce the fairy tale "Spikelet"; evaluate the moral deeds and behavior of the heroes (the cockerel loves to work, the mice are lazy, naughty); introduce puppet theater (bibabo); activate speech.	Screen; bibabo dolls (two mice, cockerel) and decorations; attributes (a bag of grain, a pot with a frog tied to the lid, wooden spoons)	1. The teacher invites the children to the field for a walk. 2. A conversation about a mouse that has stocked up for the winter. 3. A fairy tale about a mouse and a cockerel. (shows the teacher). 4. The teacher asks if the children liked the fairy tale. 5. Surprise moment.	N. F. Gubanova "Theatrical activity of preschoolers"
In the footsteps of a fairy tale	To teach to remember a familiar fairy tale, answer questions about its plot, characterize the characters; together with the teacher, retell the tale, showing the character of the hero with the help of intonation.	Bibabo theater puppets.	1. Conversation on the fairy tale "Spikelet". 2. Children, together with the teacher, retell the fairy tale "Spikelet", drive puppets occasionally. 3. The game "Mice in the Meadow".	N. F. Gubanova "Theatrical activity of preschoolers"
Vegetables in the garden.	Give an idea about the harvest of vegetables; encourage children to express the images of heroes in movement, facial expressions, emotions; learn to improvise to music; teach coordination of movements; give a charge of positive emotions.	Hats of vegetables (carrots, cabbage, beets, peppers, onions) for mobile play.	1. A conversation about what ripens in the fields and gardens. 2. Round dance game "Our garden is good." 3. Etude - improvisation "Vegetable story". 4. Round dance "Vegetable song". 5. Final conversation about the ability to make friends.	N. F. Gubanova Theatrical activity of preschoolers.
Hare in the garden	Involve children in a game situation, create a positive emotional mood, give an example of dialogue with the hero; teach children to navigate in space, performing simple movements.	Bunny suit; dummies of cabbage; gifts for children - peeled fresh carrots.	1. Conversation about autumn. 2. Visit the hare. 3. Conversation with a hare. 4. The game "Hare in the garden." 5. Surprise moment.	N. F. Gubanova Theatrical activity of preschoolers.
To grandmother in the village	Involve children in the game plot; activate auditory perception; encourage motor and intonation imitation; to teach to act improvisationally, within the framework of a given situation; learn to act with imaginary objects.	Scenery of village life: a house, grandmothers, a chicken coop, and its inhabitants (toys: a cockerel, a hen, chickens,); garden (beds with herbs and vegetables); goat toy, puppy toy.	1. Visit your grandmother in the village. 2. Conversation with grandmother about a goat, a dog. 3. The game "Friend". 4. Etude "Hen, chickens and cockerel". 5. The children are on the train home.	N. F. Gubanova Theatrical activity of preschoolers.
Lucky, lucky horse	Expand the range of actions with objects; encourage onomatopoeia; exercise in imitation; learn to switch from one activity to another; give the opportunity to express themselves individually in a common game.	horse toy; children's noise orchestra instruments.	1. Reading a poem A. Barto "Horse". 2. Playing with a horse. 4. Game-orchestra "Music for a horse." 5. Musical and rhythmic movements "The horses are galloping."	N. F. Gubanova Theatrical activity of preschoolers.
The cold has come	To give an idea of ​​the “cold” mood in music and encourage them to respond emotionally to it; practice sound imitation; teach expressive articulation; encourage participation in dramatization games.	Sleigh toy; cap for the heroes of the dramatization game Vanya and Tanya.	1. Conversation about autumn. 2. Warm-up game "Chill". 3. Etude-exercise "How the wind howls." 4. The game-dramatization "It was pouring a little white snow." 5. Song about a snowball (at the choice of the teacher).	N. F. Gubanova Theatrical activity of preschoolers.
Goats and wolves	Teach the perception of the plot of the game; to encourage participation in the game plot; practice sound imitation; teach children to interact with each other in the game; learn to move expressively in an outdoor game.	Scenery of the snowy forest; costumes of heroes (grandfather Matvey, goat Mila); goat bell; hats of kids and wolves for outdoor games.	1. Children dance to the Russian folk melody "Polyanka" using familiar dance movements. 2. Grandfather Matvey comes to visit, conversation. 3. Warm-up game "Goat, ay!" 4. The game "Drive away the evil wolf." 5. The game "Goats and wolves."	N. F. Gubanova Theatrical activity of preschoolers.
A fairy tale is a lie, but there is a hint in it	Teach carefully, listen to the teacher's story and answer questions about his story.	The book with the fairy tale "Kids and the Wolf" (in processing A. Tolstoy).	1. Conversation. 2. Reading the fairy tale "Kids and the wolf." 3. Conversation. 4. The game "Goats and wolves."	N. F. Gubanova Theatrical activity of preschoolers.
In the puppet theater	Introduce the art of theater; give an idea of ​​its paraphernalia (billboard, auditorium, tickets), teach the rules of conduct in the theater; to teach to tune in to the perception of a fairy tale from the first sounds of the musical introduction, to listen carefully to the fairy tale; learn to talk about their first impressions immediately after the end of the performance.	Screen; dolls (goat, seven kids, wolf); scenery (backdrop "Forest and Village", goat's house, bush) and attributes (basket for a goat).	1. Conversation about the theater. 2. Puppet show "Kids and the wolf". (goat, wolf, leading-adults; kids-children).	N. F. Gubanova Theatrical activity of preschoolers.
Winter has come	Develop the imagination and associative thinking of children; learn to speak; learn to move expressively to the music, feeling its rhythm or smoothness of sound.	Musical recordings (for the compositions “Sledging are flying”, “Dance of the Dwarfs”, “Who is behind the Christmas tree?”, “Sledding”, “Game of snowballs”); artificial caustic scenery; gnome costumes.	1. Conversation about winter. 2. To the music of "Sanochki" motor improvisation "Sanochki are flying" is carried out. 3. We came to visit the gnomes. 4. Dwarf dance. 5. The game "Who is behind the tree?". 5. motor improvisation "Sledding", "Game of snowballs".	N. F. Gubanova Theatrical activity of preschoolers.
New Year's adventure	To please children, to create a fabulous atmosphere of the lesson; expand the range of perceived musical and dramatic images; encourage physical activity.	Suit of Snow Maiden; magic ball; squirrel caps for outdoor games.	1. Conversation about the New Year's holiday. 2. Children go to visit the Snow Maiden. 3. The game "Squirrel dance". 4. Gifts from Snegorochka.	N. F. Gubanova Theatrical activity of preschoolers.
Snow Maidens and Titmouse	Give an idea of ​​the life of birds in winter; to form a sympathetic attitude towards wintering birds; to teach to be embodied in a role and role behavior; use onomatopoeia in role-playing behavior.	Scenery of a snow-covered lawn; caps of bullfinches and tits; feeders; corn.	1. Inviting children for a "winter walk". 2. Children dance to the music of birds. 3. A bullfinch and a titmouse come to visit. 4. A puppet theater on a stick is held.	N. F. Gubanova Theatrical activity of preschoolers.
forest cleaning	To please children; engage in a fun game; learn to switch from movement to singing and vice versa; coordinate action and word; learn to move in accordance with the rhythmic features of the music; learn to pronounce words clearly.	Musical recordings (for compositions (“Forest Cleaning”); shovel, self-assembled tablecloth; Lesovichka costume; broom; tea serving.	1. Visit Lesovichka. 2. Warm-up game "Forest cleaning". 3. Treats on the tablecloth self-assembly.	N. F. Gubanova Theatrical activity of preschoolers.
Hares in the meadow	Encourage figurative embodiment of the role; learn to move expressively; to give an intonational-figurative idea of ​​the fairy tale "Hare-Hvast"; teach expressive facial expressions and movements in etude games.	Scenery of a snowy glade; hats of hares for an outdoor game; a book with the fairy tale "Hare-Hvast" in the processing of A. Tolstoy.	1. Children in hats of hares go to the "snow meadow". 2. The game "Bunny paws". 3. Reading the fairy tale "Hare-Hwast". 4. A conversation about a fairy tale. 5. Etudes "Hares are having fun", "Hares saw the hunters."	N. F. Gubanova Theatrical activity of preschoolers.
Jack Frost	To please children; evoke an emotional response to the game; to attach to the staging of the song; enter the magical world of the theater; introduce the fairy tale "Hare-Hwast"; learn to listen carefully to the story.	Musical recordings (for the compositions "Winter Forest", "Santa Claus", to the fairy tale "Hare-Hwasta"); scenery for the fairy tale "Hare-Hvasta" (backdrop "Forest and Village", birch).	1. Children ride "winter forest" to the music. 2. Santa Claus enters to the formidable music. 3. The game "I will freeze." 4. Song-game "We will play a little." 5. Puppet show "Hare-Hvast". 6. Russian sounds at the end. nar. melody "Hare Posenichkamm".	N. F. Gubanova Theatrical activity of preschoolers.
It's sweeping outside, it's hot by the stove.	To introduce children to the Russian national tradition; teach staging; learn to interact with each other in a game plot.	Decoration of a Russian hut (rugs, a broom, a kidney. Cast iron, a tong, a table, a samovar, cups, benches); folk costumes; serving for tea; gifts for children (stucco horses, soft toys bunnies and chickens).	1. Visit the upper room. 2. Dramatization "In the light room". (Ulyana is a teacher, the rest of the roles are children). 3. Round dance "Meadow duck". 4. Scenes "Pig Nenila", "Two Crows". 5. Riddles. 6. Staged "Guests say goodbye." 7. The result of the lesson.	N. F. Gubanova Theatrical activity of preschoolers.
The winds blow in February	Tell about the army; show the soldiers as defenders; involve in role play; learn to move rhythmically in accordance with the rhythm of poetry and music; practice sound imitation; learn to follow the rules.	Toy soldiers; costumes (sailor, tankers, pilots); musical recordings (March of wooden soldiers "P.I. Tchaikovsky, notes for the exit of a sailor, tanker, pilot).	1. A conversation about soldiers. 2. Children walk to the music of the March of the Wooden Soldiers. (P.I. Tchaikovsky). 3. The game "Soldiers".	N. F. Gubanova Theatrical activity of preschoolers.
familiar tales	Cause a positive attitude to the theatrical game; activate the imagination of children; to encourage emotional response to the proposed role.	Disc for the game, top; hats for heroes of fairy tales; flannelograph and pictures for a fairy tale; bibabo doll Cockerel.	1. The game "Journey through fairy tales." 2. Scene "Mom goat comes home." 3. Game-staging based on the fairy tale "Spikelet". 4. Scene from the fairy tale "Hare-Hwasta". 5. Scene based on the fairy tale "Teremok".	N. F. Gubanova Theatrical activity of preschoolers.
	Give an applied concept of a lullaby; introduce children to a lullaby; awaken the imagination of children; introduce V. Bianchi's fairy tale, teach to answer questions on content; involve in the game plot; learn to act independently in the game.	A book with a fairy tale by V. Bianchi "The Fox and the Mouse"; caps and foxes and mice; soft toys (fox, mouse); cradle for a mouse.	1. A little mouse comes to visit. 2. Song for a little mouse. 3. Storytelling V. Bianchi "The Fox and the Mouse". 4. The game "Mouse exercise". 5. Gifts for children.	N. F. Gubanova Theatrical activity of preschoolers.
Doll Katya has a birthday	Give an idea of ​​how to behave at a birthday party; encourage children to be active and take initiative; evoke positive emotions; promote improvisation; learn to engage in a game of dialogue.	Dolls; served toy table; gifts for dancing (gnomes, snowflakes).	1. Visit the Katya doll. 2. Children show a concert for a doll. 3. The game "Hostess and guests." 4. Dance with puppets.	N. F. Gubanova Theatrical activity of preschoolers.
Cat and her kittens	Introduce the fairy tale "Cat and Kittens" and the theater on the flannelgraph; develop empathy; learn carefully, listen to a fairy tale; learn to answer questions on its content.	flannelgraph; pictures for the theater (kittens, cat, dog, booth, bowl of milk).	1. Fairy tale on the flannelograph "Cat and kittens". 2. A conversation about a fairy tale. 3. Song "Cat" music. A. Alexandrova.	N. F. Gubanova Theatrical activity of preschoolers.
	Develop empathy, a sensitive attitude towards another; learn to show a fairy tale on a flannelgraph; learn to retell the content of a familiar fairy tale; give a charge of positive emotions in etudes and games; induce to incarnate in a game image.	Soft toy cat; flannelograph and pictures for the fairy tale "Cat and kittens"; caps of cats for an outdoor game.	1. Song "Cat" for a cat. 2. Children tell the tale "Cat and Kittens" on the flannelgraph. 3. Sketches "Kittens wake up", "Kittens frolic", "Kittens hunt for a mouse." 4. Round dance game "How the cats danced."	N. F. Gubanova Theatrical activity of preschoolers.
Travel by bus	To teach children to interact in a role-playing game and assign roles; to develop motor activity of children; learn to listen carefully to a fairy tale, follow the plot; give an idea of ​​the toy theater on the carpet.	Attributes for role-playing game(counter with goods, strollers with dolls and bears); equipment for the toy theater (toys foxes and a mouse, a bed, a bowl of cereal, a toy forest, a mirror).	1. Travel by bus to the village. 2. Fairy tale "The Fox and the Mouse". (toy theatre). 3. A conversation about a fairy tale. 4. The game "Mice do exercises." 5. We eat home.	N. F. Gubanova Theatrical activity of preschoolers.
Shopping cart with snowdrops	To please children and involve them in the game plot; encourage children to motor improvisation; to activate their auditory attention and perception; to teach independence in role-playing behavior; inculcate an aesthetic taste.	Scenery of a snowy meadow, white capes for snowflakes; caps of animals for an outdoor game; Forest Fairy costume.	1. Children go to the "snowy clearing." 2. Game-improvisation "Snowflakes". 3. Round dance game under a pine tree. 4. Tanya with snowdrops.	N. F. Gubanova Theatrical activity of preschoolers.
	To introduce children to the Russian folk tradition; show the possibilities of a stucco whistle; introduce a fairy tale in the theater of stucco toys; encourage children to role-play; to teach clearly and emotionally to speak jokes and nursery rhymes.	Scenery of the Russian hut; stucco whistles for the toy theater (lamb, horse, bird); Russian costumes for children and adults.	1. Visit the hut. 2. A fairy tale in the theater of stucco toys "The golden-maned horse and the ram-horn." 3. Dance under Russian. nar. melody "Like under a hill, under a mountain."	N. F. Gubanova Theatrical activity of preschoolers.
	To introduce children to the Russian national tradition; exercise in finger gymnastics; learn to clearly pronounce words in nursery rhymes; include children in the game plot; evoke a positive emotional response to folklore works; please the children.	Fox hat (for adults); soft toy fox; children's toy stove, saucepan, frying pan; bast shoes.	1. A fox comes to visit. 2. Finger gymnastics "Fox cubs walked along the path" 3. Song-game "Okay". 4. Rus. nar. joke "The fox walked through the forest."	N. F. Gubanova Theatrical activity of preschoolers.
Spring on the street	To develop the emotional-sensual sphere of children: to teach to respond to sounds and intonations in music, to listen to contrasting intonations in speech; encourage physical activity; show independence in the choice and performance of a role; practice sound imitation.	Scenery of the spring lawn; vase with Flowers; hats of flowers for an outdoor game; phonogram "Sounds of the forest"; musical recordings for etudes and dances of birds and flowers.	1. Conversation about spring. 2. Listening to the soundtrack of birds singing. 4. Etude - the game "Flowers in the meadow."	N. F. Gubanova Theatrical activity of preschoolers.
Such different rains	Develop emotional responsiveness to music: auditory representations, rhythmic and modal-intonational sense of children; exercise in finger gymnastics; teach role-playing; teach clear and expressive speech; please the children.	Musical recordings for games and etudes; sultans for playing in the rain; umbrellas.	1. Finger game-gymnastics "Fingers walk." 2. Talk about rain. 3. The rains come to visit (mischievous, sloth). 4. The game "Rainy-sunny". 5. The game "Walking in the rain."	N. F. Gubanova Theatrical activity of preschoolers.
Remember the fairy tale	Awaken the imagination of children; develop memory; evoke associations; learn to retell a fairy tale with the help of objects (toys); learn to answer questions about the content of a fairy tale; develop the emotional side of children's speech; create an emotionally positive mood for a fairy tale.	Soft toys (cats, foxes); stucco toys (horse whistle, lamb whistle, bird whistle); hat of mother-cat (for an adult); mouse cap (for a child).	1. Travel to the toy store. 2. Scene based on the fairy tale "Cats and Kittens". 3. A scene based on the fairy tale "The Fox and the Mouse." 4. A scene based on the fairy tale "The Gold-maned Horse and the Horned Sheep",	N. F. Gubanova Theatrical activity of preschoolers.
Grandpa Hedgehog	To please children; create an emotionally positive attitude towards works of small folklore forms; teach children to speak in front of their peers; develop aesthetic taste; encourage improvisation; introduce the fairy tale "How the hedgehog found a friend."	Soft toy hedgehog; puppets of the bibabo theater (hedgehog, squirrel, hare).	1. Grandpa Hedgehog comes to visit the children. 2. Rus. nar. song-game "Grandfather Hedgehog". 3. Puppet theater "How a hedgehog found a friend." 4. Questions about the fairy tale.	N. F. Gubanova Theatrical activity of preschoolers.
Come out to the green meadow	To please children; get involved in the game learn to act in the game in a group and one at a time; learn to expressively move to the music in accordance with the text; awaken the imagination of children; encourage physical activity.	Musical recordings (folk melodies, forest sounds); baskets; sultans, capes for streams.	1. Walk along the "green meadow". 2. Song-game "In the meadow." 3. Song-etude "Brooks".	N. F. Gubanova Theatrical activity of preschoolers.

Control of knowledge and skills of children:

1. Initial diagnostics - carried out at the beginning of training, when a child enters rehabilitation.

2. Final diagnostics - carried out at the end of the training. Based on its results, the level of dynamics that children have achieved during rehabilitation is determined.

Criteria for assessing the skills and abilities of children in theatrical activities of the second junior group:

1. Use of all parts of speech.

3 points - uses all parts of speech correctly in a conversation,

2 points - partially uses parts of speech in a conversation, sometimes incorrectly.

1 point - often incorrectly uses parts of speech.

2. Drawing up proposals.

3 points - competently composes simple sentences, sentences with homogeneous members

2 points - correctly composes simple sentences, does not always correctly use sentences with homogeneous members.

1 point - has difficulty in building even simple sentences.

3. Ability to imitate characteristic actions characters.

3 points - independently imitates the actions of the character.

2 points - imitates actions characteristic of the character only with the help of an adult.

1 point - does not know how and does not want to imitate the characteristic movements of the character.

4. Transfer of the emotional state of another person.

3 points - the child himself can convey the emotional state of the hero with the help of facial expressions and gestures.

2 points - conveys the emotional state of the character on the model of an adult and another child.

1 point - cannot show an emotion even repeat it after another.

5. Use in games of theatrical toys, pictures.

3 points - the child, on his own initiative, uses theatrical toys in the game, he comes up with a role himself.

2 points - the child can use theatrical toys in the game, repeating the actions of an adult.

1 point - never uses pictures, theatrical toys in the game.

6. Improvisation on simple plots of songs, fairy tales.

3 points - the child is happy to use a familiar plot in the game, changing it with the help of an adult or independently.

2 points - the child happily uses a familiar plot, but does not change it.

1 point - the child does not use a familiar plot in the game

Characteristics of the levels of knowledge and skills of theatrical activities:

High level (18-21 points) - the child 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 emotional states, independently finds expressive means of reincarnation. Owns intonational-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 the characters, freely sings, dances. Active organizer and leader of collective creative activity. Shows creativity and activity at all stages of work.

Intermediate level (11-17 points) - shows an emotional interest in theatrical art and theatrical activities. Possesses knowledge about various types of theatre, theatrical professions. Understands the content and main idea of ​​a literary 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 skills of puppetry, can apply in free creative activity. With the help of a teacher, he selects musical characteristics for characters and plot units. Shows activity, coordination of actions with partners. Actively participates in various types of creative activity.

Low level (7-10 points) - not 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.

An analysis of the diagnostics of healthy children and children with disabilities who are trained under the program of theatrical activities for children with disabilities "Visiting a fairy tale" showed the following results:

Level of development of the program	Course start	End of course

Thus, we can conclude that through theatrical activity, comprehensive development child, his socialization and adaptation to the conditions of life in society are greatly facilitated. Most children, subsequently, easily come into contact with healthy peers and adults.

Art. educator: Alimova Yana Vladimirovna 2015

Block 1. Theatrical game.

Block 2. Culture of speech technology.

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. Based on author's scripts and includes themes "Introducing the Play" (joint reading) and "From etudes to performance" (choosing a play or dramatization and discussing it with children; working on individual episodes in the form of sketches with an improvised text;

search for a musical and plastic solution for individual episodes, staging dances; creation of sketches and decorations; rehearsals of individual paintings and the entire play; performance premiere; discussing it with children). Parents are widely involved in the work on the play. (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.

Theatrical activities help develop the interests and abilities of the child; contribute to the overall development; the manifestation of curiosity, the desire for new knowledge, the assimilation of new information and new ways of action, the development of associative thinking; perseverance, determination, the manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, hard work, which contributes to the formation of strong-willed character traits.

The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise. Theatrical activities and frequent performances on stage in front of the audience contribute to the realization of the creative forces and spiritual needs of the child,

emancipation and self-esteem.

The alternation of the functions of performer and spectator, which the child constantly assumes, helps him to demonstrate to his comrades his position, skills, knowledge, and imagination. Exercises for the development of speech, breathing and voice improve the child's speech apparatus. 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 can be beautiful that is not always clear and usually. 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.

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

Tasks for the formation of artistic and aesthetic consciousness in older preschoolers, the development of creative abilities.

1. Create conditions for the development of 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 children of older groups 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. Introduce children of all age groups to different types of theater (puppet, drama, musical, children's, animal theater, etc.).
6. To introduce children to theatrical culture, enrich their theatrical experience: children's knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology.
7. To develop in children an interest in theatrical and gaming activities.

The program includes one class per week in the afternoon. Lesson duration: 20 minutes - middle group, 25 minutes - senior group, 30 minutes - preparatory group.

Pedagogical analysis of knowledge and skills of children (diagnostics) held 2 times a year: introductory - in September, final - in May.

The program is compiled taking into account the implementation of interdisciplinary links in 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 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. "Speech development" , on which a clear, clear diction develops in children, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
4. "Introduction to Fiction" , where children get acquainted with literary works that will form the basis of the upcoming production of the play and other forms of organization of theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in everyday life, independent theatrical activities of children).
5. "Getting to Know the Environment" where children get acquainted with the phenomena of social life, objects of the immediate environment.

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: interact freely with a partner, act in the circumstances offered, improvise,

focus attention, emotional memory, communicate with the viewer.

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.

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 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: knows about 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. 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.

Characteristics of the levels of knowledge and skills of 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 (plays). Creatively interprets its content.

Able to empathize with the characters and convey their emotional states, independently finds expressive means of reincarnation. Owns intonational-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.

Middle 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.

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.

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.

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 a fairy tale

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 contributes "magic box" , on the lid of which

illustrated illustration for a 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 in "magic box" the heroes of this fairy tale hid from various types of theater, shows in turn the heroes of the puppet, table, shadow, theater on a flannelgraph.

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

Creating a performance based on a fairy tale "Hare Hut"

Purpose: to make characters, scenery, pick up the musical characteristics of the main characters, play out a fairy tale.

Tasks: understand the main idea of ​​a fairy tale and highlight plot units (premise, climax, denouement) 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: fairy tale illustrations "Hare 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 asked: "Tell me what happened before that?" , "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 for 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 offers to consider illustrations of fairy tales "Teremok" "Kolobok" , "Masha and the Bear" other (at the teacher's choice).

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, including 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, connecting 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 tongue twisters at different paces.

Be able to pronounce the same phrase or tongue twister with different intonations. To be able to read the poetic text by heart, pronouncing the words correctly and placing logical stresses.

Be able to build a dialogue with a partner on a given topic.

Be able to make a sentence of 3-4 given words.

Be able to choose a rhyme for a given word.

Be able to write a story on behalf of the hero.

Be able to compose a dialogue between fairy-tale characters.

Know by heart 7-10 poems by Russian and foreign authors.

Children's theater studio equipment

1. Desktop toy theater.
2. Desktop picture theatre.
3. Book stand.
4. Flannelgraph.
5. Shadow theater.
6. Finger Theatre.
7. Petrushka Theatre.
8. Children's costumes for performances.
9. Adult costumes for performances.
10. Elements of costumes for children and adults.
11. Attributes for classes and for performances.
12. Screen for puppet theater.

13Music center, video equipment

14Mediotheque (audio and CD discs).

16. 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. Anthology 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 the preschooler. M., 1985.

4. Implementation of work on the program.

6. Forms of work.

7. Types and classification of theatrical games.
8. Technology for organizing theater games by age.
9. Preparation and holding of the performance.
10.Individual work with parents.
11. Individual work with children.
12. Scheme of building game activities with children.
13. Plan of work on theatricalization of the fairy tale.
14.Diagnosis.Expected result
15. Concluding part.
16. Bibliography.

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 to prepare children for school.

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, creativity to solve big and small problems. If we take into account the fact that the share of mental labor in almost all professions is constantly growing, and an increasing part of the performing activity is shifted to machines, it becomes obvious that the creative abilities of a person should be recognized as the most essential part of his intellect and the task of their development is one of the most important tasks. in the education of modern man.

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

Since today there is a social order for a creative person, 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 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 awareness “ fabulous lessons"started 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 re-evaluate the role mother tongue, which helps people - especially children - to consciously perceive the world around them and is a means of communication - 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 activities 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 assist. “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, speed of reaction, organization, ability to act, obeying a certain image, transforming 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 theatre 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 theatre 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, you can glue pieces of velvet or sandpaper. Drawings are selected together by children from old books, magazines are created independently.
Shadow theatre. 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, games - dramatizations 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

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.
AT 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.

AT 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 training exercises, for example, "Imagine yourself a little bunny and tell about yourself."
With a group of the most active children, it is advisable to dramatize the simplest fairy tales using a table theater (the fairy tale "Gingerbread Man"). Involving inactive children in games, you can dramatize works in which there is a small number of actions (the nursery rhyme “Kisonka-murisenka”).
AT senior group, children continue to improve their performing skills. The teacher teaches them to independently find ways of figurative expression. Dramatic conflict, the formation of characters, the severity of situations, emotional richness, short, expressive dialogues, simplicity and figurativeness of the language - all this creates favorable conditions for dramatization games based on fairy tales.

Fairy tales are reflected in children's games in different ways: kids reproduce individual plots, older preschoolers - the whole fairy tale . For preschoolers of 6-7 years old, a dramatization game often becomes a performance in which they play for the audience, and not for themselves, as in a regular game. At the same age, directorial games become available, where the characters are dolls and other toys, and the child makes them act and speak. This requires him to be able to regulate his behavior, to think about his words, to restrain his movements.

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

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



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