Program for theatrical activities for children with disabilities "Visiting a fairy tale. Additional educational program on theatrical activities "okay

Artistic and aesthetic education occupies one of the leading places in the content of the educational process and is a priority. 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 is theatrical activity.

Now is the time when no matter what they talk about, be it science, industry, education or art, everything is overgrown with a lot of problems. Yes, in our time, a time of stress, sharp ups and even whiter sharp falls in the lives of people. The press, television, films, even children's cartoons carry a fairly large charge of aggression, the atmosphere is saturated with negative, disturbing and annoying phenomena. All this falls on the unprotected emotional field of the child, disrupting the development of all mental processes (imagination, memory, attention). These violations have a negative impact on the development of creative abilities, which is the reason for the relevance of this program.

The theater affects the child with a complex of artistic means: an artistic word, a visual image, and musical accompaniment are used. Fairy tales, performances are always loved by children. At preschool age, you need to show the child examples of friendship, kindness, hard work, honesty. The child plays many roles, which makes him empathize with the characters. Children learn in a team, to see beauty, to sympathize.

Using theatrical creativity, it allows them to instill in them a negative attitude towards cruelty, cunning, cowardice. Expand and deepen knowledge about the world around. To develop the child's mental processes (attention, memory, imagination), the emotional-volitional sphere of the child.

Novelty of this program lies in the fact that the dramatization of the fairy tales of the game, puppet performances, sketches, correspond to a single theme. The arsenal of games, exercises and techniques used in circle activities is huge. It includes the use of puppet toys, relaxation techniques, as well as writing fairy tales, stories and various forms of artistic expression.

Theatrical games include conversations on topics, acquaintance of children with cultural heritage Russian people, the formation of love for folklore, to strengthen the traditions of folk holidays.

Fairy tales reveal the world of adults to a child, awaken his imagination, develop his imagination, introduce him to the heroes of ethnic works.

the main goal: 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.
2. "Inventiveness", where children get acquainted with illustrations similar in content, the plot of the play. They draw with different materials according to the plot of the play, or its characters.
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.
5. "Development of speech" where children use tongue twisters, tongue twisters, nursery rhymes. Clear diction develops.

Program objectives:

1. Create conditions for the realization of the ability of children to feel, think and express their state in the game.
2. Develop a sense of responsibility in your own power.
3. Help build relationships.
4. Teach children to listen, perceive, answer questions, retell, compose.
5. Help in mastering the means of figurative expression (intonation, pantomime).
6. To help master communication skills and develop the emotional sphere of children.
7. Support the desire to perform in front of children, parents and kindergarten staff.
8. Continue to acquaint children with the traditions and culture of the indigenous peoples of the North.

Implementation of the program:

• The program is implemented through circle work.
• Work with parents, where joint theatrical performances, holidays, puppet theaters, sports competitions are held.
• The interior decoration of the group and the hall where children live and are brought up.
• costumes and attributes for performances and games should be available to children and delight them with their appearance.

Organization of work on the program

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.

• 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 developmental and educational nature of education is to broaden one's horizons, to develop patriotic feelings and cognitive processes.

Part 1. Introductory

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

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. d

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.
• etudes, poems, nursery rhymes, fairy tales, short stories are played out using facial expressions and pantomime (Korotkova L.D. Fairy tale therapy for preschoolers)
• Games for the development of imagination and memory - games include memorizing poems, nursery rhymes, pictograms, diagrams, short stories.
• drawing, applications, collages - the use of various types of 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 a child positive emotions in class. Exhibitions of children's works are organized at practical classes in fine arts.

2. Individual work

In individual lessons with children, they learn poems, nursery rhymes, guessing and guessing riddles and schemes.

3. Working with parents

• involvement of parents in the manufacture of costumes and attributes.
• advice for parents.
• questioning.
• joint performances.

Table 1. Parent engagement plan

Methodological techniques

• Conversations are held with the aim of mastering new material.
• Outdoor games - organized for the emancipation and relaxation of children in the classroom.
• Word, board and printed games are organized as a form of classes.
• Excursions are held to enrich the spiritual world of the child.
• Quizzes - are held in order to consolidate the material covered.
• Work with the family - is carried out in order to attract parents to joint creative activities, participation in excursions, entertainment, holidays
• Making handicrafts and drawing - is carried out with the aim of developing creative abilities, imagination, memory.

Creating a subject-environment in a preschool educational institution

Music and Theater Center

The music and theatrical center contains costumes, scenery and various types of puppets necessary for staging performances, sketches and games.

Video materials: discs with recordings of fairy tales, children's performances.

Laptop, CD-player, TV, music center.

Center of children's creativity

Here are placed children's drawings related to the topic of the lesson, crafts, creative works made by children and together with their parents.

Subject-developing environment

To promote the development of speech as a means of communication. Give children a variety of tasks that will allow them to communicate with peers and adults through speech (“Look into the locker room and tell me who came”, “Find out from Aunt Olya and tell me …», “Warn Mitya… What did you say to Mitya? And what did he say to you?" )

Offer pictures, books, toys, objects for self-examination (matryoshka dolls of three to five inserts, a wind-up toy, a box with candy wrappers) as a visual material for children to communicate with each other and with the teacher.

Accessible and emotionally tell children about these subjects, as well as about interesting facts and events (for example, about the habits and tricks of domestic animals).

Teach children to listen carefully and hear the teacher's story.

Vocabulary formation

Based on the expansion of the orientation of children in the immediate environment, develop understanding of speech and activate vocabulary.

To teach children, according to the verbal instructions of the teacher, to find objects by name, color, size (“Bring Masha a vase for jam”, “Take a red pencil”, “Sing a song to a little bear”); name their location ("Fungus on the top shelf, high", "Stand nearby"); imitate the actions of people and the movements of animals (“Show me how to water from a watering can”, “Walk like a bear cub”).

Ways to check the achievement of requirements for knowledge, skills of a preschooler

Term	Method name	Target
4-5 years
September	"What fairy tales do you know?"	Work on the expressiveness of the performance (expressing emotions, sadness and joy)
May	"Name Fairy Tales"	Dramatization of fairy tales, imitation games.
5-6 years
September	"Learning to speak clearly in different ways"
May	Acting out sketches and dialogues from fairy tales.	Develop imagination and creativity, expressiveness, gestures. Mimics and voices.
6-7 years old
September	The game "Tell the neighbor affectionately"	Exercise children in the image of heroes using facial expressions and gestures
May	Quiz "We love fairy tales"	Strengthen children's ability to use various means expressiveness in the transfer of images of the heroes of fairy tales.

List of basic teaching aids.

• Television
• CD player
• Music Center
• A laptop
• Video materials (recordings of fairy tales, performances on CDs)

visual material:

• Illustrations for fairy tales, stories, poems, nursery rhymes.
• Watercolor, gouache, brushes.
• Colored paper.
• Natural and waste material.
• Colour pencils.
• Glue, brushes, markers.
• Cardboard, album sheets.
• Attributes for games.
• Fiction
• Didactic games.

Expected Result

cognitive activity.

1. They have an idea about the history of the theater.
2. Know the names of the dolls different countries(England, Italy, France, etc.)
3. They know how to use attributes, various types of puppets in games, in performances.
4. Know how to use facial expressions, pantomime
5. They know how to invent different fairy tales, stories.
6. have ideas about the traditions and culture of the peoples of the north.

Creative activity

1. They have an idea about poets and artists.
2. They know how to express mood in drawings and crafts.
3. Know the main types of art of the peoples of the north

Speech development

1. Clear diction, the use of tongue twisters, tongue twisters;

Ethnographic material

middle group

September-November

1. Riddles (about a hare, a dog, a cat, a bear).
2. Phonograms for sketches.

December-February

1. Phonograms for etudes

1. Puzzles.
2. Phonograms for sketches.

Senior group

September-November

1. Elements of national costumes (Komi, Khanty, Mansi).
2. Games (national).
3. Fairy tales, scenes.

preparatory group

1. Phonograms for etudes.
2. Songs.
3. Puzzles.
4. Games.
5. Proverbs.
6. Fairy tales, scenes.

The full text of the article is presented in Annex 4.

Moral education of preschool children - Attachment 1,Creative abilities of preschool children - Annex 2, Stock " white chamomile» timed to coincide with the day of the fight against tuberculosis -

Municipal budgetary educational institution

"Basic secondary school No. 17"

Agreed I approve

Deputy Director for VR Director of MBOU "School No. 17"

L.V. Senina _______________ M.V. Permyakov

"___" _________ 2017 "___" _________ 2017

Working programm

extracurricular activities

in the general cultural direction

« Theatrical activity»

N.V. Shavrina

primary school teacher

Polysaevo -2017

Explanatory note.

The program was developed in accordance with article 12, clause 7 of the Federal Law "On Education of the Russian Federation" and on the basis of the Federal State Educational Standard for Primary General Education, the planned results of primary general education. The game of various directions, playing with a doll is the main activity of a child of primary school age. It is in the game that different aspects of his personality develop, many intellectual and emotional needs are satisfied, and character is formed. Puppet theater is the starting track for the formation of success.

Relevance of the program due to the need of society in the development of moral, aesthetic qualities of a person's personality. Puppet theater contributes to the comprehensive development of the child's personality. Theater as a stage art combines all types of artistic activity, helps to create a system of comprehensive humanitarian and aesthetic education, in which the boundaries between individual disciplines are erased: literature, the outside world, music, and fine arts. The work on the creation of the performance is united by a goal that is significant for all participants and is aimed at the final result, where the success of both the entire team and each child separately is visible. Theatrical activity, which gives scope to the child's imagination, fills the inner life of the child with a special meaning, helps to develop a certain attitude towards the team, and perform simple and complex tasks independently. The creative atmosphere contributes to the development of individual abilities of children, helps to develop interpersonal relationships. Theatrical activity gives every child a chance for success and good luck.

Target:

formation of skills of cooperation, creativity, communication, self-realization through staging performances.

Tasks:

To acquaint with the features of theatrical art, with the history of the theater.

To develop creative abilities, observation, attention, technique and culture of speech, imagination.

Cultivate respect for each other, a culture of behavior

Involve parents in the interests of children.

Theatrical activity contributes to the comprehensive development of a person capable of self-determination, self-development and self-realization.

Planned results of mastering the course of extracurricular activities

The proposed program allows you to organize the active work of schoolchildren, to form a relationship of co-creation between the teacher and pupils, who from the first moments of training set the need to show independence, initiative and creativity as a lifestyle.

During the training under this program, students acquire the following skills and abilities: the ability to explain the condition of the task to 2-3 children, organize its implementation by a group, maintain a dialogue with a partner, describe the emotions experienced by the hero of the etude (work of art), be able to interpret these emotions. The result of the third level can be considered the participation of students in the production of performances, the acquisition of experience in acting as a director, decorator, graphic designer, actor.

Children should be able to:

perform acting training exercises in the presence of strangers;

build on the basis of the task a plot story of 12 - 18 words with a plot, an event, a denouement;

come up with a household plot using key words denoting action;

find an excuse for any position;

develop within 2-3 minutes the topic proposed by the teacher;

tell how today is different from yesterday;

tell or show your observations of the world of people, nature, objects;

move in a circle randomly and in a rhythm set by the teacher;

build an etude in tandem with any partner;

explain the condition of the task to 2-3 children, organize its implementation by the group;

maintain a dialogue with a partner;

describe the emotions experienced by the hero of the etude (work of art), be able to interpret these emotions;

describe your own emotions;

interpret the emotional state of an animal and a person according to its plasticity, actions;

to keep in memory a chain of words related in meaning (up to 18) and unrelated (up to 12);

remember:

Your places during 3-4 movements;

The location of a group of 5 - 8 items and return them to their original position after the teacher changes their place;

Text of 2-3 poetic stanzas, written in simple size, during the exercise;

know 7-10 works from Russian folklore, be able to tell the plots of 3-5 Russian folk tales, be able to retell 3-4 plots of fairy tales from folklore foreign countries, tell 5-10 poems.

Requirements for the level of preparation of students

The study of the circle is based on value orientations, the achievement of which is determined by educational results. The educational results of extracurricular activities are evaluated at three levels.

The course is focused on achieving personal results.

Students will have:

The need for cooperation with peers, a friendly attitude towards peers, conflict-free behavior, the desire to listen to the opinions of classmates;

The integrity of the view of the world by means of literary works;

ethical feelings, aesthetic needs, values ​​and feelings based on the experience of listening and memorizing works of fiction;

awareness of the importance of classes for personal development.

Metasubject outcomes studying the course is the formation of the following universal learning activities (UUD).

Regulatory UUD:

The student will learn:

Cognitive UUD:

The student will learn:

Communicative UUD:

The student will learn:

· ask for help;

articulate your concerns

listen to the interlocutor;

expressive reading;

develop speech breathing and correct articulation;

types of theatrical art, the basics of acting;

· compose etudes based on fairy tales;

the ability to express a variety of emotional states (sadness, joy, anger, surprise, admiration)

Personal UUD: the readiness and ability of students for self-development, the formation of motivation for learning and cognition, the value-semantic attitudes of primary school graduates, reflecting their individual-personal positions, social competencies, personal qualities.

In the learning process, the reward for diligence is the joy of performing in front of the public, the opinion of others about the performance. Moreover, not only the assessment as a whole is important, but also the individual assessment of each participant. After the premiere of the performance, each child expresses an opinion that he did very well, and where he still needs to work.

This program is included in the general cultural direction.

Participation in theatrical performance increases the motivation for learning. Helps to solve the problems of the educational program on literary reading. Children increase the pace of reading, expressiveness. Artistic taste develops. The use of various theatrical performances reinforces children's knowledge of the rules of the road, ecology, the Russian language, and the world around them.

The proposed program is built in accordance with the requirements of the Federal State Educational Standard.

The Puppet Theater program with a total volume of 33 hours is studied throughout the year. 1 hour per week.

Activities: making scenery, puppets, staging performances. Performances at school holidays, in orphanages.

When conducting classes, methods are used: verbal, demonstrative-visual, practical, problem-search.

Forms of accounting knowledge, skills for assessing the planned results of the development of the program : performance reviews; registration of the annals of the theater; Children's drawings. The main form of debriefing is the performance.

Mastering the course involves attending group classes, visiting the theater, performing in front of children and parents.

		Forms of organization	Activities
		illustration	Game activity; cognitive activity; Leisure - entertainment activities; Artistic creativity;
	Scenic speech	learning the basics of stagecraft image workshop costume workshop dramatization of the read	Gaming activity; Artistic creativity;
		staging a play attending a performance work in small groups acting training excursion performance	Gaming activity; cognitive activity; Problem-value communication; Leisure - entertainment activities (leisure communication); Artistic creativity;

Thematic planning

№ n\n	Chapter	Number of hours
	Fundamentals of theatrical culture, culture of communication
	Scenic speech
	Working on a puppet show

Calendar-thematic planning

	Topic title.	Number of hours	Lesson form	Planned results
	Fundamentals of theatrical culture, culture of communication.			regulatory: understand and accept the learning task formulated by the teacher; plan your actions at individual stages of work on the play; cognitive: Use the methods of analysis and synthesis when reading and watching videos, compare and analyze the behavior of the hero; understand and apply the information received in the performance of tasks; communicative: Engage in dialogue, collective discussion, take initiative and be active
	Acquaintance with the history of the development of puppet theaters in Russia.
	Theater outside and inside.		conversation show
	How to communicate properly.
	How to communicate properly. Mini scenes.
	General rules of morality.		round table
	Give people joy.		illustrations
	Scenic speech.			communicative: work in a group, take into account the opinions of partners that are different from their own;
	Theatrical games.
	Game: Crocodile.
	The game "Day night".
	The game "The sea worries once."
	Game "Funny Monkeys".
	Game: "Cook".
	Work on the play.			regulatory: · carry out control, correction and evaluation of the results of their activities; Analyze the reasons for success / failure, learn with the help of a teacher positive attitudes such as: “I will succeed”, “I can still do a lot”. cognitive: · show individual creative abilities when composing stories, fairy tales, sketches, selecting the simplest rhymes, reading by roles and staging. communicative: · ask for help; to formulate their difficulties; offer help and cooperation; listen to the interlocutor; agree on the distribution of functions and roles in joint activities, come to a common decision; · to formulate own opinion and position; exercise mutual control; Appraisal of one's own behavior and the behavior of others.
	The distribution of the roles of the play "Goat".
	Scenery making		design conversation
	Work with actors: goat, grandmother, dog.		conversation scene monologue dialogue
	Working with actors: wolf, mouse, squirrel, woodpecker.		conversation scene monologue dialogue
	Rehearsal of the fairy tale "Goat"		conversation scene monologue dialogue
			conversation scene monologue dialogue
	The distribution of the roles of the fairy tale "By the command of the pike."		conversation scene monologue dialogue
	Making decorations.		design conversation
	Work with actors: Emelya, tsar, princess, pike.		conversation scene monologue dialogue
	Working with actors: doctor, boyar, nanny.		conversation scene monologue dialogue
	Rehearsal of the fairy tale "By the command of the pike"		conversation scene monologue dialogue
	Presentation to parents and children. Game analysis.		conversation scene monologue dialogue
	"Once upon a time, there were". Distribution of roles.		conversation scene monologue dialogue
			design conversation
	Work with the actors of the play-fairy tale "Once upon a time".		conversation scene monologue dialogue
	Rehearsal of the fairy tale "Once upon a time"		conversation scene monologue dialogue
	Presentation to parents and children. Game analysis.		conversation scene monologue dialogue
	The distribution of the roles of the production "Lesson of politeness".		conversation scene monologue dialogue
	Production of scenery, costumes for dolls.		design conversation
	Work with the actors of the production "Lesson of politeness". Rehearsal of the puppet show "Lesson of politeness"		conversation scene monologue dialogue
	Presentation to parents and children. Game analysis		conversation scene monologue dialogue

Bibliography

Etsenko, V. G. Puppet theater at school [Text] / V. G. Etsenko. - Novosibirsk: Lada Publishing Company, 2001

Karamanenko, T. N. Puppet theater for preschoolers. Picture theatre. Toy theater. Parsley Theater [Text]: a guide for teachers and musical directors of kindergartens / T. N. Karamanenko, Yu. G. Karamanenko. - 3rd ed., revised. – M.: Enlightenment, 1982.

Krutenkova, A. D. Puppet theater [Text] / A. D. Krutenkova - Volgograd: Teacher, 2009. - 200 p.

Lebedinsky, A. Theater in a suitcase [Text] / A. Lebedinsky. – M.: Art, 1977.

Miryasova, V. I. We play theater [Text] / V. I. Miryasova. – M.: Gnom-Press, 1999.

Student aids.

1. Beginning actors [Text] / ed.-comp. L. I. Zhuk. - Minsk: Krasiko-Print LLC, 2002.

Polyak, L. Ya. Theater of fairy tales [Text] / L. Ya. Polyak. - St. Petersburg: Detstvo-Press, 2003.

Plotnikov, V. Dolls. "History in pictures" [Text] / V. Plotnikov. - Chelyabinsk: Ural, 1996.

Equipment: screen, glove puppets, scenery, fabric, cardboard, gouache, scissors, thread, braid.

Moscow Department of Education

Western District Department of Education

State educational institution

KINDERGARTENcompensating type No. 1671

Agreed with CMC

APPROVE:

MANAGER D / S No. 1671

Shapovalova V.A.

« » 2009

WORKING PROGRAMM

BY SECTION

"THATER ACTIVITIES"

Teacher of additional imagesania

for theatrical activitiesawn

Turakhina N.D.,

Reviewers: Shilyagina M.G., senior educator, GOU No. 1671

Work program for the section

"Theatrical Activities"

(middle, senior, preparatory groups)

EXPLANATORY NOTE

Artistic and aesthetic education occupies one of the leading places in the content of the educational process of a preschool educational institution and is its priority. For the aesthetic development of a child's personality, a variety of artistic activities are of great importance - visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of aesthetic interests, needs, aesthetic taste, as well as creative abilities in children. The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, additional classes on theatrical activities have been introduced in the preschool educational institution, which are conducted by a teacher of additional education.

This program describes a training course in theatrical activities for preschool children aged 4-7 years (middle, senior and preparatory groups). It is 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 at the end of this section.

Target programs - development of creative abilities of children by means of theatrical art.

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.).

Teach children manipulation techniques 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, animal theater, etc.).

To introduce children to theatrical culture, to enrich their theatrical experience: children's knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, theaters of the city of Moscow.

To develop in children an interest in theatrical and gaming activities.

The program involves one lesson per week in the first or second half of the day. Lesson duration: 20 minutes - middle group, 25 minutes - senior group, 30 minutes - preparatory group. The total number of training sessions per year is 31.

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 links in sections.

"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.

"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.

“Speech development”, in which children develop clear, clear diction, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.

"Introduction to fiction", where children get acquainted with literary works that will form the basis of the upcoming performance and other forms of organization of theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in Everyday life, independent theatrical activities of children).

"Familiarization with the environment", where children get acquainted with the phenomena public life, objects of the immediate environment, natural phenomena, which will serve as the material included in the content of theatrical games and exercises.

"Rhythm", where children learn through dance movements to convey the image of a hero, his character, mood.

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.

Middle group program

(September - May)

	base component	Dow component
1. Basics of puppetry	Teach children to use figurative table theater toys in theatrical games.	September. Tasks: to form the skills of puppeteering with a rubber, plastic, soft toy of a table theater. A game: Theater of two actors. Etudes:"The Bear and the Fox", "The Meeting of the Hare and the Bear", "Masha's Dance"
		October. Tasks: to teach children the techniques of puppetry table-plane theater. A game: Theater of two actors. Etudes:“Visiting Masha”, “Dog and Bear”, “Dance of Grandfather and Woman”
		November. Tasks: to teach children the techniques of puppetry table theater cone toys. A game: Theater of two actors. Etudes:"Meeting of a hare and a fox", "Dance of a fox and a cat", "Grandmother and granddaughter".
	To teach children to use in theatrical games the figurative toys of the poster theater, the theater of riding puppets	December. Tasks: to teach children how to sequentially superimpose pictures according to the plot of simple, familiar fairy tales (poster theater on a flannelograph and a magnetic board). Etudes:"Meeting a cat with a dog", "Dance of mice"
		January February. Tasks: to acquaint children with theatrical screen, with the methods of driving riding puppets. A game: Theater of two actors. Etudes:“Mom is walking”, “Girl is walking”, “Two mice”, “Grandfather and turnip”
		March - May. Tasks: teach children how to drive riding puppets on a screen. A game: Theater of two actors. Etudes:"Meeting of a fox and a hare", "Meeting of a mouse with a frog", "Dance of the Animals"
2. Fundamentals of puppet theater		September - November. Tasks: form an emotional expression the accuracy of children's speech; to cultivate the ability to follow the development of the action in a fairy tale, to develop an emotional response to the actions of the characters in the puppet show, to evoke sympathy and a desire to help, to learn to evaluate the actions of the characters. Fairy tales: Zayushkina's hut, Russian folk tale. "Resin Goby", Russian folk tale
		December. Tasks: develop the ability to evaluate the actions of the characters in the play; continue to form the emotional expressiveness of children's speech. Fairy tales:"Masha and the Bear", Russian folk tale
		January February. Tasks: to acquaint children with a theatrical screen, driving techniques for riding puppets. A game: Theater of two actors. Etudes:“Mom is walking”, “Girl is walking”, “Two mice”, “Grandfather and turnip”
		March - May. Tasks: to continue to instill in children a love for puppet theater, to arouse a desire to participate in puppet performances. Fairy tales:“Like a dog was looking for a friend”, Mordovian folk tale.
3. Fundamentals of acting		September - November. Tasks: to form in children characteristic gestures of repulsion, attraction, opening, closing; develop the ability of children to understand the emotional state of another person and teach them to adequately express their own. Introduce pictograms (symbol cards depicting different human emotions - fun, sadness); educate mindfulness, develop fantasy, imagination of children. Etudes: M. Chistyakova on the expressiveness of the gesture: “Hush”, “Come to me”, “Go away”, “Goodbye”; on the expression of the main emotions: “The Chanterelle overhears”, “Delicious sweets”, “New doll”, “The little fox is afraid”, “Vaska is ashamed”, “Silence”; M. Chekhov on attention, faith, naivety and fantasy.
		December - February. Tasks: activate children, develop their memory, attention. Games:“Be careful”, “Canon for kids”, “Remember your place”, “Remember your posture”, “Flag” by M. Chistyakova.
		March - May. Tasks: to develop in children the ability to correctly understand the emotional and expressive movement of the hands and adequately use gestures. Etudes:“It's me!”, “It's mine!”, “Give it back!”, “Icicles”, “Humpty Dumpty”, “Parsley is jumping” by M. Chistyakova
4. Basic principles of dramatization	To teach to play simple performances on familiar literary plots, using expressive means (intonation, facial expressions, gesture)	September - November. Tasks: improve the improvisational abilities of children; to form a positive attitude towards dramatization games; encourage children to participate in dramatization games of their own free will. Fairy tales:"Teremok", "Kolobok", Russian folk tales. Scene:"The Hedgehog and the Fox" (based on a poem by V. Fetisov)
		December - February. Tasks: to form emotionally rich speech in children, to activate the dictionary; maintain an interested attitude towards dramatization games, the desire to participate in this type of activity. Fairy tales:"Mitten", Ukrainian folk tale. Scenes:"Bear" (based on the poem by G. Vieru "On a holiday")
		March - May. Tasks: improve the improvisational abilities of children; continue to cultivate an interested attitude towards dramatization games. Fairy tales:"The Wolf and the Seven Kids", Russian folk tale; Alyonushka and the Fox, Russian folk tale; Little Red Riding Hood, French fairy tale. Scenes:"Cat" (based on the poem by G. Vieru)
5. Independent theatrical activity		September - November. Tasks: encourage children to play with table theater puppets, act out familiar fairy tales, poems
		December - February. Tasks: to involve children in independent games with poster types of theaters (flanelegraph, magnetic board) and with riding puppet theater
		March - May. Tasks: encourage children to participate in dramatization games.
6. Theatrical alphabet		September - November. Tasks: to form children's ideas about the theater (artists are theater wizards, puppets are little assistants to artists); introduce children to the rules of conduct in the theater; replenish and activate the vocabulary of children, introducing special terminology related to theatrical activity - the names of various puppets (certain types of puppet theaters); names of theatrical characters, objects, scenery.
7.Holidays	To instill in children a sense of joy, a desire to perform at a matinee: read poetry, play scenes. Encourage the participation of children in preparing for the holidays, maintain a joyful feeling from joint actions, successfully completed tasks.	September - November. Tasks: to develop the ability to freely and liberatedly hold on to the audience in accordance with the individual characteristics of children; educate and support to give pleasure to parents, kindergarten teachers, kids with their performance. Events:"Visiting Autumn"
		December - February. Tasks: continue to develop a sustained interest in speaking to parents, staff kindergarten, kids. Events:"Magic Santa Claus"
		March - May. Tasks: continue to develop a sustained interest in speeches to parents, kindergarten staff, kids.
8. Holding leisure and entertainment	To develop in children an interest in various forms of performances prepared by older children and adults, and a desire to participate in them.	September. Puppet show "That's music!" (performed by kindergarten teachers). Dramatizations: “Dispute of vegetables”, “Autumn leaf” (performed by children of groups preparing for school). "Merry Fair" - a theatrical performance (children of the preparatory group).
		December - February. Tasks: develop the ability to understand the content of fairy tales, dramatizations, evaluate the actions of characters, give them an objective assessment. one . "The Nutcracker" - a musical fairy tale performed by children preschool groups. employees. 3. "Cat, rooster and fox" - puppet shows performed by children of older groups
		March - May. Tasks: teach children to express their feelings and experiences correctly; maintain interest in what is happening on stage. one . “The naughty kittens lost their gloves”, a dramatization of an English folk song (performed by children of a group preparatory to school). 2. "Little Red Riding Hood" - a fairy tale performed by children of older groups of kindergarten.

Senior group program

(September - May)

	Main component	Dow component
1. Basics of puppetry		September - November. Tasks: continue to teach children how to drive puppets. A game: Theater of two actors. Etudes:"A joyful meeting between grandfather and a bug", "Unpleasant conversation", "A game of blind man's buff"
		December - January. Tasks: strengthening the skill of puppetry finger theater. A game: Theater of two actors. Etudes:“A bunny came to us”, “Chicken and a cockerel”, “Cat and a cockerel”
		February. Tasks: teaching children the techniques of puppetry in the bibabo theater. A game:"The Theater of Two Actors"
		March, April. Tasks: to continue to develop in children the skill of driving puppets of the bibabo theater, to encourage them to create dance compositions and game improvisations with the puppets of this theater. "Russian round dance" - dance composition
		May. Tasks: to acquaint children with the techniques of puppetry puppets, puppets with a "live hand". Etudes:“An ostrich came to visit us”, “Alenushka's Dance”.
2. The basics of puppetry	Continue to develop the ability to use puppets from different theaters in playing scenes based on familiar fairy tales and poems.	September - November. Tasks: to instill a steady interest in stake theatre; encourage the active participation of children in the puppet performance. Fairy tales:"Cuckoo", Nenets fairy tale December - February. Tasks: to teach children proper speech breathing, the ability to change the pace, the strength of sound, to achieve clear diction; to form intonational expressiveness of speech; arouse interest in the finger theater, the bibabo theater, the desire to participate in the performance with the puppets of these theaters; develop interest in the puppet theater, in the puppet with a "living hand". Fairy tales:"Cat, Rooster and Fox", Russian folk tale (finger theatre); "Zhiharka", Russian folk tale (bibabo theater) "Geese-swans", Russian folk tale. "Mistress" - P. Sinyavsky (bibabo, puppet Alyonushka from the puppet theater with a "live hand")
3. Acting basics skill		September - November. Tasks: develop the ability to understand emotions the rational state of a person and be able to adequately express his mood. Etudes:"Surprise", "Flower", "North Pole", "Angry grandfather”, “Guilty” (M. Chistyakova). Games with pictograms:“Pick up a phrase”, “Think up and say a phrase with the intonation of a pictogram card" December - February. Tasks: develop children's memory and imagination. Etudes M. Chekhov: attention, faith, naivete, fantasy March - May. Tasks: develop expressiveness of gesture. Etudes M. Chekhov: “Here he is”, “Game with pebbles”, “Sleep ho- even, "Carlson", "Cinderella"
4. Basic principles dramatization	Continue to develop children's skills to act out scenes from familiar fairy tales, poems using attributes, costume elements, and scenery. Improve performance skills.	September - November. Tasks: continue to teach children to independently choose means for conveying images, conveying dialogues, and actions of heroes; improve improvisational abilities, stimulate the desire to change actions, introduce your own lines; to teach to feel your partner, to strive to play along with him; continue to cultivate an interested attitude towards dramatization games. Fairy tales:"Three Little Pigs", a fairy tale translated by S. Ya. Marshak. Staged:"Who said meow?" (according to V. Suteev). Scenes:"Hedgehog", "Spore of clouds" (based on a poem by L. Korchagin)
		December - February. Tasks: continue to develop the ability of children to play a play based on a familiar fairy tale. Fairy tales:"Sister Chanterelle and the Gray Wolf", Russian folk tale. "Confusion", K.I. Chukovsky
		March - May. Tasks: develop initiative and independence children in acting out a performance based on a familiar fairy tale. Fairy tales:"Little Red Riding Hood", Ch. Perrault. Staged:"Who will find the ring?" by poem With A. Marshak
5. Self theatrical figure		September - November. Tasks: encourage children to play independently with riding puppets on the screen. December - February. Tasks: encourage children to invent fairy tales using finger theater puppets, bibabo theater. March - May. Tasks: to develop the desire to improvise with bibabo puppets, puppets, puppets with a "live hand".
6. Theatrical alphabet		September - May. Tasks: continue to form children's ideas about the theater, to introduce them to theatrical culture; to acquaint with the theater, its history, device; talk about theatrical professions and types of theaters, teach the rules of behavior in the theater.
7. Holding holidays	Teach children to active participation in the preparation and holding of holidays, in the manufacture of attributes. Cultivate an emotionally positive attitude towards the holidays.	September - May. Tasks: develop the ability to freely and liberatedly hold on when speaking in front of adults, peers and kids; to cultivate love and interest in theatrical art. Events:"Forest Fair" (autumn festival); "Christmas tree"; "Little Red Riding Hood" - a matinee dedicated to March 8
8. Leisure activities and entertainment	Organize viewing performances, concerts, puppet theater performances. To teach to carefully watch and listen to the speeches of adults, children, toddlers, to emotionally respond to them. To cultivate goodwill, the ability to correctly evaluate the actions of characters. To teach to actively participate in various entertainments, using the skills and abilities acquired in the classroom.	September - November. one . "September 1 - Knowledge Day" with a puppet show "The Three Little Pigs" performed by kindergarten teachers. 2. "Cat and Fox", a puppet show performed by teachers. 3. "Merry Fair" - theatrical performance (teachers). 4. "Kesha and Irishka are invited to visit" - a theatrical performance. 5. "The House That Jack Built" - a puppet show performed by children of preparatory groups for school.
		December - February. Tasks: teach children how to evaluate mortar actors, cultivate good feelings. one . "The Nutcracker" - a fairy tale performed by children of preparatory groups for school. 2. "Your handkerchief" - a puppet show performed by teachers. 3. "Moroz Ivanovich" - a puppet show performed by children of preparatory groups for school
		March - May. Tasks: arouse a steady interest in what is happening on the stage, the desire to actively participate in various entertainments. one . “Naughty kittens lost their gloves” - a dramatization performed by children of preparatory groups for school. 2. "Day of the Theater" - a theatrical performance for the Day of the Theater (the last week of March). 4. "Cleanliness - for health we need" - a theatrical performance for Health Day (April 7).

Preparatory group program

(September - May)

Blocks	Basiccomponent	Dow component
1. Basics puppetry		September - November. Tasks: introduce children to the techniques of driving turntables. A game: Theater of two actors. Etudes:"Girl and Boy", "Dance of the Cat and Mouse"
		December - January. Tasks: introduce children to various mami driving cane puppets. A game: Theater of two actors. Etudes:"Funny exercise", "Parrot washes", "Unexpected meeting"
		February. Tasks: to introduce children to the floor view of the theater - cone, driving techniques for these puppets. Game "Theatre of two actors". Etudes:"Walking in the Forest", "Meeting Friends", "Cheerful Dance"
		March - May. Tasks: to consolidate the skills of puppetry of various types of puppet theaters. Etudes: one sketch for each type of puppet theater according to the programs of different age groups
2. Fundamentals of puppet theater	Wider use of different types of theaters in the theatrical activities of children	September - November. Tasks: generate interest in puppet theater turntables, the desire to participate in a puppet show. Staged:"The House That Jack Built" - based on an English song, translated by S.Ya. Marshak
		December - February. Tasks: to instill in children a steady interest in new types of theater: reed and floor puppets, to develop creative independence in the transfer of the image. Fairy tales:"Moroz Ivanovich", V. Odoevsky
		March - May. Tasks: to form a steady interest in puppetry theater, the desire to control puppets of various systems. Staged:"Doll Carnival"
3. Fundamentals of acting		September - November. Tasks: help expand the range of emotional perception and expression of various emotions (joy, grief, surprise, fear); to teach the expression of various emotions and the reproduction of individual character traits. Etudes M. Chekhov: "Lost", "Kittens", "Little Sculptor", "Sentry", "Shy Child", "The Liar Cook". Games with pictogram cards:"Transmitters", "Draw and Say"
		December - February. Tasks: to teach children to intuitively recognize the atmosphere of a person, event, place, season, day and be able to get used to this atmosphere; develop memory and imagination. Etudes M. Chekhov: attention, faith, naivete, fantasy, atmosphere
		March. Tasks: develop the ability to express basic emotions and ad- sensitive to the emotions of those around you. Etudes M. Chistyakova: on the expression of the main emotions - “Lu- hoofy", "Round eyes", "Old mushroom", "Ugly duckling", "Angry Hyena".
		April May. Tasks: to develop in children the expressiveness of gesture, the ability to reproduce individual traits of character. Etudes M. Chistyakova: “I don’t know”, “Friendly family”, “Pump and ball”, “Karabas-Barabas”, “Three characters”, “Harmful ring”. Games with pictogram cards
4. Basic principles dramatization		September - November. Tasks: improve the improvisational abilities of children, encourage them to search for expressive means to convey the characteristic features of the characters of the play. Fairy tales:"The Tale of the Brave Hare", D. Mamin-Sibiryak. Dramatizations: based on the poems of Y. Kopotov - “Waves”; V. I. Miryasova - "Autumn Leaf"; Y. Tuvima - “Dispute ovo-
		December - February. Tasks: improve the improvisational abilities of children, develop initiative and independence in creating images of various characters. Fairy tales:"The Nutcracker", a musical fairy tale
		March - May. Tasks: improve the improvisational capabilities of children, develop initiative and independence in creating images of various characters. Dramatizations:"Sparrows" (based on a poem by V. Berestov); “Moose” (based on a poem by N. Kordo); “The naughty kittens lost their gloves” (based on an English folk song, translated by I. Rodin); "Three Moms"
	To develop independence in organizing theatrical games: the ability to independently choose a fairy tale, a poem, prepare the necessary attributes and scenery for a future performance, distribute duties and roles among themselves. Develop creative independence in the transfer of the image.	September - November. Tasks: Encourage children to make up and act out small stories on their own using spinner puppets
		December - February. Tasks: Encourage children to make up little stories and act them out with sticks and floor dolls
		March - May. Tasks: encourage children to use various types of puppet theaters familiar to them in creative games
6. Theatrical		September - February. Tasks:- to deepen children's knowledge about the theater as an art form. To form a steady interest in theatrical art, the need for each child to turn to the theater as a source of special joy, emotional experiences, and creative participation; Clarify information about the main means of expression; To consolidate children's ideas about the features of various theaters (opera, ballet, drama theater, puppet, children's, animal theater); Expand the range of information about those who work in the theater (chaperand, dance director); To consolidate the skill of behavior while visiting the theater, watching a performance; Identify and name varieties of familiar puppet theaters (tabletop, stand, bibabo, riding puppets, puppets, live hand puppets, finger puppets)
		March - May. Tasks: clarify and generalize children's knowledge about the theater, its history, varieties, device, theatrical professions, costumes, attributes, rules of conduct in the theater, types of puppet theaters, theatrical terminology, means of artistic expression
7. Holding holidays	Involve children in active participation in the preparation of holidays. Cultivate a sense of satisfaction from working together. Develop a desire to take an active part in matinees	September - February. Tasks: continue to work on the ability of children to hold themselves freely and liberated when speaking in front of adults, peers and younger children; to encourage the desire of children to take an active part in the holidays, using improvisational skills acquired in the classroom and in independent theatrical activities. Events: folklore Kuzminki holiday.
		March - May. Tasks: encourage creativity children, the desire to bring joy to the audience. Events:"The Nutcracker" (New Year's fairy tale); spring morning, "Graduation party at Cinderella" - the release of children to school
8. Leisure activities and entertainment	Organize puppet theater performances for children, listening to fairy tales. Encourage all children to actively participate in entertainment	September - November. Tasks: one . "September 1 - Knowledge Day" - a theatrical performance with a puppet show "This is music!" performed by kindergarten teachers. 2. "Cat and Fox" - a puppet show performed by teachers. 3. "Merry Fair" - theatrical performance (teachers). 4. "Kesha and Irishka are invited to visit" - a theatrical performance. 5. "Cuckoo" - a puppet show performed by children of older groups
		December - February. Tasks: arouse a steady interest in what is happening on the stage. one . “Your handkerchief” is a puppet show performed by teachers. 2. "Cat, rooster and fox" - a puppet show performed by children of the senior group 3. "Zhiharka" - a puppet show performed by children of the senior group
		March - May. Tasks: cultivate a kind attitude towards peers, encourage each child to actively participate in entertainment. one . "Day of the Theater" - a theatrical performance for the Day of the Theater (the last week of March). 4. "Like Easter cakes" - a fair. 5. "Like Easter cakes" - a puppet show performed by teachers

REQUIREMENTS FOR THE LEVEL OF PREPARATION

EDUCATEDIKOV

Requirements for the skills and knowledge acquired as a result of studying the section "Theatrical activities" are given in the table

	base component	Dow component
	Should be able to: Interested in engaging in theatrical and gaming activities; Play simple performances on familiar literary plots using expressive means (intonation, facial expressions, gesture); Use in theatrical games figurative toys and bibabo, self-made toys from different materials	Must know: Some techniques and manipulations used in familiar types of theater: rubber, plastic, soft toys (puppet), tabletop, tabletop-plane, cone toy, stand on flannelgraph and magnetic board, riding puppets. Must have an idea: Roles of artists, puppets; Existing rules of conduct in the theater; The alphabet of the theater (the name of certain types of theaters, theatrical characters, objects, scenery)
	Should be able to: Play scenes based on familiar fairy tales, poems, songs using puppets of familiar types of theaters, costume elements, scenery; Feel and understand the emotional state of the characters, engage in role-playing interaction with other characters; - speak to peers, children of younger groups, parents, other audiences	Must know: Some types of theaters (puppet, drama, musical, children's, animal theater, etc.); Some techniques and manipulations used in familiar types of theater: riding puppets, finger puppets, bibabo. Must have an idea: On the theatre, theatrical culture; theater history; Theater equipment (auditorium, foyer, cloakroom); Theatrical professions (actor, make-up artist, costume designer, director, sound engineer, decorator, illuminator, prompter)
Prepare-	Should be able to: Independently organize theatrical games (choose a fairy tale, poem, song for staging, prepare the necessary attributes, distribute duties and roles among themselves); Play performances, dramatizations, use means of expression (posture, gestures, facial expressions, voice, movement); Widely use various types of theaters in theatrical activities	Must know: Some types of theaters (puppet, drama, musical, children's, animal theater, etc.); Some techniques and manipulations used in familiar types of theater: turntables, reed puppets, floor cone. Must have an idea: On the theatre, theatrical culture; - theatrical professions (chaperon, dance director, etc.)

BIBLIOGRAPHY

Vygotsky L.S. Imagination and creativity in childhood.

Chistyakova M.I. Psycho-gymnastics

Kurevina O.A. Synthesis of arts in the aesthetic education of children of preschool and school age. M., 2003.

Kutsakova L.V., Merzlyakova S.I. Education of a preschool child: developed, educated, independent, enterprising, unique, cultural, active and creative. M., 2003.

Ledyaykina E.G., Topnikova L.A. Holidays for modern kids. Yaroslavl, 2002.

Miryasova V.I. We play theater. Scenarios for children's performances about animals. M., 2000.

Mikhailova M.A. Holidays in kindergarten. Scenarios, games, attractions. Yaroslavl, 2002.

Petrova T.N., Sergeeva E.A., Petrova E.S. Theatrical games in kindergarten. M., 2000.

Pole L. Theater of fairy tales. SPb., 2001.

Sorokina N.F., MilanovichL.G. Theater - creativity - children. M., 1995.

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 etudes with an improvised text;

search for a musical and plastic solution for individual episodes, staging dances; creation of sketches and decorations; rehearsals of individual paintings and the entire play; performance premiere; discussing it with children). 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 to know the world, that something that is not always clear and usually beautiful 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.

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. 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.

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 intonation-figurative and linguistic expressiveness artistic speech and uses 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.

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 to kids if it is musical, and advises you to choose musical accompaniment to it (phonograms, children's musical instruments).

4. The teacher organizes activities for the manufacture of characters, scenery, the selection of musical accompaniment, the distribution of roles and the preparation of the performance.

5. Showing a performance to kids.

Creative task number 3

Script writing and storytelling

Purpose: to improvise on the theme of familiar fairy tales, select musical accompaniment, make or select scenery, costumes, play out a fairy tale.

Tasks: to encourage improvisation on the themes of familiar fairy tales, creatively interpreting a familiar plot, retelling it from different faces of the heroes of the fairy tale.

To be able to create characteristic images of heroes using facial expressions, gesture, movement and intonational-figurative speech, song, dance.

Be able to use various attributes, costumes, scenery, masks when playing a fairy tale.

Show coordination of your actions with partners.

Material: illustrations for several fairy tales, children's musical and noise instruments, phonograms with Russian folk melodies, masks, costumes, attributes, scenery.

Progress.

1. The 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 offers to consider illustrations of fairy tales "Teremok" "Kolobok" , "Masha and the Bear" and others (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 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, 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.