Variable program
"VISITING A FAIRY TALE"
for preschool children 3-4 years old
(theatrical circle)
Compiled by: Kimel Evgenia Vitalievna
Teacher of additional education
G. Zhezkazgan
Relevance……………………………………………………………………………………………………………….….1
Goals and objectives………………………………………………………………………………………………………………..1
Expected result…………………………………………………………………………………………………..2
Forms of organization……………………………………………………………………………………………………...2
The position of an adult and a child……………………………………………………………………………………..…2
Diagnostics of the evaluation of the results obtained……………………………………………………………..…3
long term plan……………………………………………………………………………………………………...4
Calendar-thematic………………………………………………………………………….…………..…...5
Equipment ………………………………………………………………………………………………………………..6
References…………………………………………………………………………………………………………….7
Application…………………………………………………………………………………………………………………….8
RELEVANCE
Preschool age is the period when the child begins to form the character, tastes, interests and attitude towards others. Therefore, it is very important, starting from this, to show children examples of friendship, justice, responsiveness, courage, etc. The theater has great potential, as it affects a whole range of means. Theatrical activity expands the horizons of children and remains in their memory for a long time. They share their impressions with their comrades and tell their parents about theatrical activities; such conversations and stories contribute to the development of speech and the ability to express their feelings. Theatrical activity is closely intertwined with all types of child activities in kindergarten: morning exercises, meals, play activities, classes, walk, sleep preparation, gymnastics, awakening, matinees and entertainment.
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.
The main goal of the program: Visiting a fairy tale”, is to introduce children to various types of theatrical activities. The program emphasizes the great role of play in the formation and development of the child's abilities, taking into account his interests, desires and abilities. The program adheres to various forms of organizing theatrical activities: specially organized- in which the main role belongs to the teacher, and independentplay activity- with minimal involvement of the educator. The program is aimed at ensuring that the child is actively involved in theatrical activities, emotionally related to the characters and their actions, develops a desire to imitate positive characters and not be like negative ones. The most important is the process of experience, embodiment and, of course, the result of artistry in performances. The theater gives children a lot of joy and pleasure, creates a good mood for them, but theatrical activity cannot be considered as entertainment. Its educational value is much broader.
The program is designed for younger groups of kindergarten, aged 3-4 years.
Target: the formation of the creative potential of a preschool child through theatrical activities.
Tasks:
1. to realize the creative potential of the child, communication skills
2. develop a sense of artistry, emotionality, the skills of stage incarnations in games, dramatizations and dramatizations.
3. To instill in children feelings of friendship, kindness, honesty, mutual assistance;
Expected Result:
The child acquires skills and abilities
Perception of theatrical performance:
Recognize and emotionally respond positively to the meaning of acting out the dramatization of familiar fairy tales;
Empathize with the positive and condemn the wrong actions of theatrical characters;
Learn to speak correctly, clearly, expressively;
In play activities:
Perform an action according to the text, imitate the movements and actions of the characters;
Repeat individual actions in the process of showing the table and finger theater;
Express feelings through facial expressions, movements, intonation;
Play the texts of nursery rhymes, songs, poems, familiar fairy tales.
In stage activities:
To stage the texts of familiar fairy tales using scenery, attributes, costumes.
During the learning process, the child learns and learns:
About small poetic genres of folklore and their meanings;
About three types of theater (toy theater, puppet theater, finger theater);
About the meaning of theatrical production.
Forms of organization of theatrical activity
Organization for adults in the classroom:
improvisation games;
Fun games;
Drama show;
Show table theater;
Toy theater show;
Finger theater show.
Children's Initiative
dressing up
Dramatization of poems, fairy tales;
Pronunciation of poems, memorable texts and fairy tales;
Singing songs and lullabies during role-playing games and games with toys.
The book is a toy;
Folding book;
Books with bright clear illustrations for the fairy tale;
Table theater;
Finger Theatre;
Rubber, plastic toys;
The position of an adult and a child
Adult.
Initiator of communication, display, organizer of theatrical performances;
Child:
Listens with interest;
Manipulates with toys;
Roaring initiator.
Diagnostics of the evaluation of the results obtained
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.
High level – 3 points:
Shows a steady interest in theatrical activities when staging familiar fairy tales, nursery rhymes, songs, poems, uses scenery, attributes, costumes if necessary;
Able to empathize and correctly assess the actions of theatrical characters;
Speaks correctly, clearly, expressively, knows how to emotionally express the feelings of the characters, owns facial expressions, movements, intonation;
Average level – 2 points:
Shows interest in theatrical activities when staging familiar fairy tales, nursery rhymes, songs, poems, but uses little scenery, attributes, costumes;
Knows how to empathize with the characters, but does not always correctly assess the actions of theatrical characters;
Emotional, speaks correctly, but there is no clarity and expressiveness of speech, poor command of facial expressions, movements, intonation;
Low level – 1 point:
Does not show interest in theatrical activities when staging familiar fairy tales, nursery rhymes, songs, poems;
Knows how to empathize with the characters, but does not know how to evaluate the actions of theatrical characters;
Little emotional, but there is no clarity and expressiveness of speech, does not own facial expressions, movements, intonation;
Does not show interest in theatrical activities; finds it difficult to name the different types of theater.
long term plan
| Topic of the lesson | ||
| "Kolobok" folk tale | ||
| "A bag of apples" Suteev. And | ||
| "Teremok" folk tale | ||
| "Turnip" folk tale | ||
| "Zayushkina hut" folk tale | ||
| "Cockerel golden comb" folk tale | ||
| "The Three Little Pigs" English fairy tale | ||
| "Cat's House" Marshak S. | ||
| « Journey through fairy tales "final lesson | ||
| Total: |
for 2016 - 2017.
Calendar-thematic planning
in a theatrical circle for children from 3-4 years old.
September
1 Week: telling a folk tale: "Kolobok" or listening to an audio recording, a conversation on the content of a fairy tale, a fun dance with children on the theme of a fairy tale.
2 weeks: outdoor game: "kolobok", dramatization based on the fairy tale "Kolobok".
October
1 Week: familiarity with the fairy tale "A bag of apples." Watching a cartoon.
2nd week: exercise: “Picture a hero”, a cheerful song “A hare song”, a dramatization of a fairy tale.
November
1 Week:Introduction to tabletop theatre.the story of the fairy tale "Teremok", using a table theater.
2nd week: telling and showing the fairy tale "Teremok" independently by children, using a table theater. simulation exercise.
December
1 Week: familiarity with toys bi-ba-bo. Showing the fairy tale "Turnip" using bi-ba-bo toys together with the teacher.
2nd week:articulation exercises. independent playing of the fairy tale "Turnip" with bi-ba-bo toys.
January
1 Week: Hearing fairy tales "Zayushkina hut". Game "Imagination"
2nd week: familiarity with the shadow theater. Showing the fairy tale "Zayushkina's hut" through the shadow theater.
February
1 Week: Audio listening to the fairy tale "The Golden Comb Cockerel". Dressing up and playing heroes according to a fairy tale.
2nd week:Shadow theater game with animal figurines. Independent games of children in the theater of shadows.
March
1 Week: acquaintance with the English fairy tale "The Three Little Pigs" translated by S. Mikhalkov. guessing riddles,
2nd week: exercise: “Picture a hero”, a cheerful song “About a pig”, a dramatization of a fairy tale.
April
1 Week: Viewing the fairy tale "Cat's House". Hero discussion. Imitation of movements, facial expressions of heroes.
2nd week: Dramatization of the fairy tale "Cat's House" using scenery, attributes.
1 Week: game "Journey through fairy tales". Listening to fairy tales, stories, poems of children.
2nd week: Dramatization of any fairy tale at the choice of children on the street using scenery, attributes.
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. Magic world 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.
APPENDIX
Finger Theatre. Finger puppets are the smallest puppet theater artists. These are dolls sewn from fabric, glued from paper, knitted from woolen threads. The child puts the dolls on his fingers, and he acts for the character depicted on the hand. You can play behind the screen or with direct contact.
Theater on flannelgraph The flannelgraph is specially designed so that children not only listen to the fairy tale, but also see its heroes. When telling a fairy tale, we lay out the characters on the flannelgraph in the order in which they appear. In the same way, you can use a magnetic board and magnetic figures - heroes of fairy tales.
Manufacturing technique: various pictures can be attached to the flannel using adhesive tape, velvet paper, or the same flannel.
Here you need a screen made of translucent paper or white thin fabric attached to a frame, expressively carved black plane characters and a bright light source behind it, thanks to which the characters cast shadows on the screen. Very interesting images are obtained with the help of fingers. For example, you can make a goose, a hare, barking dog etc. or attach figures to sticks.
B-ba-bo puppet theater or Petrushki theater.
The theater "Petrushka" is a theater whose puppets are worn on three fingers - like a glove.
The movements of her head, arms, torso are carried out with the help of movements of the fingers, hands.
table theater
Didactic game"Put it in order"
SUMMARY FOR THE LESSON
Dramatization of the fairy tale "Gingerbread Man" in the second junior group
Teach children to communicate using facial expressions and gestures,
Cultivate kindness towards each other
Develop children's mathematical, communication skills,
Develop creative initiative
Develop fantasy, imagination, improvisational skills, evoke a joyful emotional mood in children,
Develop intonation expressiveness of speech, articulatory apparatus,
Instill curiosity about nature.
Educator:
Hello dear guests! Guys, welcome our guests!
Hello!
Educator:
Dear viewers, our children have prepared a performance for you. They were very prepared and worked hard. Please don't judge us harshly.
Russian folk tale "Kolobok".
Once upon a time there was an old man with his old woman
In a small hut.
Lived, lived - did not grieve,
Many, many years have passed!
Grandfather dug the earth
I planted a garden with my grandmother.
The old man said to the old woman: Come on, old woman, scrape the box, mark the bottom of the bottom, if you can scrape flour for a bun.
Presenter: The old woman did just that: she scratched the box, broomed the bin and scraped two handfuls of flour. She kneaded the dough, rolled up a bun, baked it and put it on the window to cool.
Fidget - Kolobok
To stand on the window,
But he decided "I'll run away,
I'll loosen up a bit."
Gingerbread man rolled
Past the trees and birches.
Suddenly our naughty
Met the Bunny.
Hare: Gingerbread Man, Gingerbread Man, I'll Eat You! (Kolobok jumps to the side)
Gingerbread man: Don't eat me, hare, I'll sing a song for you:
I'm a bun, a bun
Scraped across the barn,
According to the bottom of the barrel,
Mixed with sour cream
Planted in the oven
It's cold on the window.
I left my grandfather
I left my grandmother
From you, a hare, I will leave for a long time! And the bun rolled on - only the hare saw it!
Leading: And Kolobok rolled along the road
Gray wolf under the feet.
The gray wolf licked his lips,
He knows a lot about Kolobki.
Wolf: Gingerbread Man, Gingerbread Man, I'll Eat You! (Kolobok jumps to the side)
Kolobok: Don't eat me, wolf, I'll sing a song for you:
I'm a bun, a bun
Scraped across the barn,
According to the bottom of the barrel,
Mixed with sour cream
Planted in the oven
It's cold on the window.
I left my grandfather
I left my grandmother
I left the rabbit
From you, wolf, I will leave for a long time! And the bun rolled on!
Presenter:
Suddenly towards Potapych himself,
He growled, raised his paw.
Bear: Gingerbread Man, Gingerbread Man, I'll Eat You! (Kolobok jumps to the side)
Kolobok: Don't eat me, clubfoot, I'll sing a song for you!
I'm a bun, a bun
Scraped across the barn,
According to the bottom of the barrel,
Mixed with sour cream
Planted in the oven
It's cold on the window.
I left my grandfather
I left my grandmother
I left the rabbit
I left the wolf
From you, bear, I will leave for a long time!
The bear only saw him.
And the bun rolled somersault
Straight through the grove
And suddenly the Fox met,
I saw Kolobok.
Fox: Hello, bun! What a ruddy, good!
Kolobok was delighted that he was being praised and sang his song. And the fox says:
Fox: What a glorious song, only I have become old, I can’t hear well, sit on my nose and sing one more time.
He jumped on the fox's nose and sang: I am a gingerbread man, scraped along the box, along ...
And his fox - am! And ate!
Leading: And let's guys play with our Kolobok!
The game "Kolobok" to the song "On the path, along the path"
A fairy tale is a lie, but there is a hint in it, but a lesson for our children!
A round dance is performed to Russian folk music.
Children go out, bow, the teacher calls each by name.
SUMMARY FOR THE LESSON
Fairy tale "bag of apples" Suteev.
Target:
To teach children to develop speech through the dramatization of environmental fairy tales.
Tasks:
To teach children to develop coherent dialogic speech through theatrical activities
Form moral ideas about kindness;
Learn to empathize.
Props:
Scenery - a forest, a hut, an apple tree.
Animal costumes.
Scene 1
Hall decoration: Forest, apple tree in the middle of the forest. The hare comes out with a bag and sadly walks through the forest.
Hare: I walk all day, still with an empty bag.
My kids want to eat. What should I feed the rabbits?
He sits on a stump and cries. An apple falls at his feet.
Hare: Ah, what miracles! Apple tree under the sky.
Here I will please the kids, my little bunnies.
The hare begins to collect apples in a bag. Suddenly a crow appears.
Crow: Car-car, car-car. Balagan, what a nightmare!
Everyone has enough apples, they don't even leave me!
Hare: Don't be afraid, crow. There isn't much damage here.
There are a lot of apples - look, there is enough for everyone. Go take it.
The hare holds out an apple to the crow. The crow turns and flies away. The hare begins to collect apples in a bag and drags him home. Suddenly a bear appears. The hare hides behind the bag in horror.
Bear: What's in your bag my friend?
Hare(scared) : I got apples in a bag.
She hands the bag to the bear. The bear takes an apple and bites off a piece.
Bear: Delicious, what can I say. I need to get myself.
Hare: Take a bear, eat
The bear picks up apples and leaves.
Bear: Well thanks. Stay.
Dance of the squirrels
1 squirrel: Uncle hare, dear. What are you carrying in your bag?
Hare: I bring furry apples to bunny babies, guys.
2 little squirrels: Uncle Bunny, treat. We can't reach the apples.
Hare: Take your pick, kids. I do not mind. From the heart.
1 squirrel: Thank you, we are so happy
Hare: This is the best reward.
Hare: Hello, my old friend hedgehog. Are you going far?
Hedgehog: I go to the forest for mushrooms. Yes, I can't find anything.
My hedgehogs want to eat. All the mushrooms disappeared somewhere.
Hare: You better take a look here - here is food in my bag.
Help yourself, my hedgehog.
Hedgehog: Thank you dear.
They love hedgehog apples.
Hare:(smiles) Just like my bunnies.
Hedgehog: So you bring them to your kids?
Hare: Don't worry cute hedgehog
I have many apples. And my family will eat.
Dance of the Hare, Goat and Mole.
Scene 2
The house of the hare, the Hare sits in the house and sings the song “Kind Beetle” to the hares. Suddenly there is a knock on the door. The hare opens the door and sees the squirrel.
Squirrel: We brought you a gift from the squirrel family.
Bunny: Well, thank you. What holiday?
(squirrel disappears)
Oh, gone. What a prankster.
Another knock on the door. A hedgehog appears.
Hedgehog: Hello mother hare. I would like to see a rabbit.
Bunny: So he didn't come back in the morning. No matter how the wolf gets caught.
Hedgehog: He will come. Do not be sad. Here, crunch the mushroom.
A goat appears.
Goat: Be-be, hello neighbor. Cat cabbage for your children
Yes, a jug of milk. Bless you. Be (Oh) Till!
The mole appears
Bunny: Oh, who else is here?
Mole: Does the generous hare live here?
Bunny: Yes, we live with the whole family
We are waiting for the hare, we are sitting at home.
Mole: So I dug right. Where should I go.
Here, take young vegetables for your cabbage soup.
Hello to your husband. Let's go for lunch.
Scene 3
Forest. A cloud appears in the sky. A hare is walking, followed by a crow.
Crow: Kar-kar. He gave away all the apples.
At least feed the bird. All good gave away everything.
Hare (pulls out the last apple from the bag): Take the last one.
Crow: I really need it. Take it yourself.
I don't like them since childhood. Let your family eat them.
Hare (looks into bag): And my bag is empty.
Crow (laughs): Kar. Bringing food home.
Hare: I will run into the forest again. I will collect again.
Crow: Where are you going, oblique cloud is moving, wait.
The hare runs after apples. A wolf walks near the apple tree.
Wolf: What is needed here?
What came? Did you find a satisfying place?
Hare (scared): I want to pick apples. I will treat the children.
Wolf: So you like apples?
Hare: Yes, I love you, will you too? (holds apple to wolf).
Wolf: No. I love hares. I bake with apples.
Dance of the wolf and the hare.
The hare runs away with the wolf behind the screen and already takes out the bag in which the wolf is sitting.
Scene 4
Hare house. The hare enters the house.
Bunnies: Papa, our papa has come
Bunny: Hush now, march to the table.
Where have you been, my dear husband?
What happened to you there?
Hare: I didn't bring anything. Barely carried away the tail.
Knock on the door.
Hare: Wolf! Save yourself, run away!
Bear enters
Bear: Where are you all? Hey, open up.
I brought you honey.
Fresh, sweet. Eat, buddy.
Hare: What a miracle of miracles!
Why, almost the entire forest is here.
And nuts, and mushrooms, And cabbage, and beans.
That's how the animals, Well, generous!
Thanks for the gifts!
Everyone sits at a large table. Raven flies.
Crow: I don't understand anything. After all, I’ve been flying through the forest for a century.
Like from an empty bag. Did he get that much food?!
Hare: You remember the miracle bird.
In generosity, after all, the treasure lurks. If you do good for the third time, it will enter the house.
LESSON SUMMARY
showing a table toy theater based on the fairy tale "Teremok" for children of early
Program content :
Educational tasks :
1. Learn to express emotions through movements and facial expressions.
2. Introduce fairy tale"Teremok".
3. Encourage active perception fairy tales.
Development tasks :
1. Develop the ability to understand the text and enrich the vocabulary children
Educational tasks :
1. Cause an emotional response, bring joy.
Material and equipment :teremok, Christmas tree, toys: mouse, hare, bear. Musical tools : bells, metallophone, drum, ball.
Lesson progress
caregiver : Guys, look at what a beautiful ball I have in my hands. now he will jump.
My cheerful, sonorous ball,
Where did you run off to?
(the ball rolls on the floor to teremka )
Standing in a field teremok - teremok
He is neither low nor high
Here on the field, field, the mouse is running,
Stopped at the door (I saw the bells, was surprised and started playing with them)
mouse: Ding Ding. someone who's in Teremochka lives wee-wee-wee
Someone who lives in a low pee-pee-pee?
caregiver : Nobody is answering. The mouse began to live there alone.
Here is a field, a field, a bunny runs jump-jump, jump-jump
Stopped at the door (saw a metallophone)
Bunny: Now I'll sing a song.
Bunny jumps,
Jumping little white
Bunny jump, Bunny jump
What is this teremok
He is neither low nor high.
Who in Teremochka lives?
mouse: I am a mouse norushka. Come bunny to me teremok.
caregiver : Bear clubfoot
Walking through the forest
Top top top (saw a drum)
Bear: Now I will dance
Top top, top top
Dancing bear at the gate
Who, who in Teremochka lives?
mouse: I am a mouse.
Hare: I'm a jump-jump bunny. Come bear to us teremok.
caregiver : A mouse, a bunny, and a bear have become friendly and fun to live in tower and singsongs( toys dance with the children to the song)
Bunny with a bear clap loudly,
Loudly clapping look
Bunny with a bear stomp loudly
Loud stomp one, two, three.
caregiver : Thanks guys. And now it's time for our friends to go to teremok. Goodbye!
LESSON SUMMARY
Dramatization of the fairy tale "Turnip"
Target: Children's mastery of speech means of communication and the development of their creative abilities.
Tasks :
The development of colloquial speech using literary texts.
The development of individual abilities of children (theatrical, speech, non-verbal communication, through dramatization of a fairy tale« turnip » .
vocabulary work : explanation words : "Theatre" , "Spectators" , "Artists" , "Representation" ,« Fairy tale end » .
Previous work : reading fairy tales« turnip » , showing finger, table theater, conversation.
Attributes:hero costumes, fence, screen, house, flower garden, trees, shovel, watering can, toys
Heroes :
Children: Grandfather, Baba, Granddaughter, Bug, Cat, Mouse, turnip
storyteller: Zainullina R. A.
storyteller: Hello guys. Do you know where you are today? (children's answers) Today our music hall has turned into a theater. Come in, please, sit on the chairs. (Children sit down)
storyteller: Guys, do you know that there are spectators and artists in every theater? Artists are those people who show a concert or performance. And the audience is the people who watch this performance. So today, some of the children will be spectators, some of the children will be artists. Our guys-artists have prepared for you the audience, showing an interesting fairy tales. Please guess the name tales of mystery :
She is pulled by her grandmother and granddaughter,
Cat, grandfather and mouse with a bug.
Answer : turnip
storyteller: That's right, guys. Artists will show you fairy tale« turnip » . We will begin the show, my young viewers. There must be silence in the hall. We watch and listen carefully.
Music sounds
storyteller: Once upon a time there was a very large friendly family. They never quarreled, lived together, helped each other in everything. Once my grandfather decided to plant turnip. He took a shovel, went out into the garden, began to dig the ground.
Music sounds. The storyteller sings :
sorry my spatula
Digging loose earth
Grow up faster
Grow higher than the bed!
Grandfather: I shovel times
I shovel two
Get out, get out
Evil weed.
storyteller: Grandfather dug up the earth, planted a seed and looked after it, watered it with fresh clean water. Our grandfather is tired.
Grandfather: Oh, I'll go and rest.
storyteller: The sun overheated, our the turnip grew .
turnip :(straightens to full height)
So big has grown
How good is that!
(looks at himself, admires)
I am useful and tasty
Adults, children need me
Delicious and strong ,
I'm called - turnip i !
Grandfather : (Grandfather exits)
storyteller: Grandfather came to the garden to look at his radish, he saw and almost fell in surprise. Increased big turnip . Grandfather went tear a turnip: pulls - pulls, cannot pull.
Grandfather: Oh!
Don't pull me out turnip !
It hurts so much firmly .
storyteller: My grandfather called my grandmother.
Grandfather: grandmother
storyteller: They don’t hear the grandmother, she’s old. called again
Grandfather: grandmother
grandma: What's happened?
Grandfather: Help turnip pull .
grandma: Run, run, I'll help you now
(Grandma exits)
storyteller: A grandmother came running to the rescue and they both began to pull turnip. Grandma for grandpa, grandpa for turnip, pull-pull, they cannot pull. The grandmother called her granddaughter.
grandma: Granddaughter
Granddaughter: Yes, grandma.
grandma: Help us turnip pull .
Granddaughter: Run, run, I'll help you now
(Granddaughter exits)
storyteller: The three of us began to pull turnip. Granddaughter for grandmother, grandmother for grandfather, grandfather for turnip, pull-pull, they cannot pull. The granddaughter called the dog Zhuchka.
Granddaughter: bug
bug: Bow-wow
Granddaughter: Run, help us pull out turnip .
(Bug exits)
storyteller: The bug came running to the rescue. They became four turnip pull . Bug for granddaughter, granddaughter for grandmother, grandmother for grandfather, grandfather for turnip, pull-pull, they cannot pull. Bug called the cat.
bug: Cat
Cat: Meow meow!
bug: Run, help us pull out turnip
(cat comes out)
storyteller: The cat came running to the rescue. They became five turnip pull . A cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for turnip, pull-pull, they cannot pull. The cat called the mouse.
Cat: Mouse
mouse: I'm here
Cat: Run quickly help us pull out turnip .
mouse: Run, run, I'll help you now
storyteller: The mouse came running to the rescue. They began to pull with the whole friendly family turnip from the ground . A mouse for a cat, a cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for turnip, pull-pull, and pulled turnip .
storyteller: That's fairy tale end and who listened well done. Let's applaud our young artists. Did you, my young viewers, like our performance? What fairy tale did the artists show us? Which artist did you like the most? All the actors played their roles well today. And next time the artists will be other children. And now, I invite all spectators to go to the center of the theater and dance around our turnips. The song is a round dance.
Everything. Ay, yeah the turnip is good and white !
Good, and white, and round!
Grandmother. I'll feed the goat tops,
I'll give you two buckets of milk.
Dedka. My grandmother will cook porridge for me.
Granddaughter. She will bake tasty pie.
Bug and cat. Let's drink milk together
Eat milk with a pie.
Mouse. Masha will give me a piece of pie,
Bring me a thimble of milk.
Everything. Together we will live and live
We will remember the turnip well !
caregiver : Well done to all the artists and spectators. Will you come to the theater again? And now I say goodbye to you. See you soon!
LESSON SUMMARY
"Zayushkina's hut"
Topic : « Shadow theater show« Zayushkina hut »
Target :
Introducing children to shadow theater .
Tasks :
Educational: To teach the correct selection of words when describing the character and appearance of the hero of a fairy tale. To be able to compose plot compositions and play mise-en-scenes based on a fairy tale.
Educational : Develop cognitive interest desire to participate in theatricalization .
Educational : Raise an emotionally positive attitude of children towards theatrical activities , friendly relations with each other.
preliminary work : Species Discourse theater with children . Reading and looking at illustrations for a fairy tale « Zayushkina hut » , guessing riddles, playing a fairy tale with table theater show .
Materials and equipment : box - parcel, laptop, illustrations for a fairy tale, a note with riddles, shadow theater with plane figures. (The teacher is dressed in a sundress, with a scarf on her shoulders - a storyteller)
The course of educationalactivities :
Children enter the group under the soundtrack ( "Visiting a fairy tale" )
caregiver : Guys come in, look how many guests we have, let's say hello to them and give each of them our smile and good mood! Well done! Guys, I suggest you go to a fairy tale. Repeat the magic words after me!
Slam, stomp, turn around
I'll be in a fairy tale right away.
(Children repeat after the teacher)
caregiver : Here we are in a fairy tale, sit down on the chairs.
Guys, what's on the table here?
Children: Package box
caregiver : I wonder what's in it? Yes, there is a letter here. Now I will read it to you.
What's in the box will be revealed to you in no time!
If together all the guys guess riddles!
Listen carefully :
He doesn't need a hole
Legs save from the enemy
And from hunger bark.
And stands among the grass
Ears bigger than head
(Hare.)
Sleeping in winter
In the summer - the hives stir.
(Bear.)
Tail with patterns
Boots with spurs
(Rooster.)
I wear a fluffy coat
I live in a dense forest
I am cunning and agile,
I love bunnies. (Fox)
caregiver :
Riddles solved, well done. Here is the package opened!
(the teacher takes out the figurines from the box black shadow theater )
caregiver : Guys, what color are the figurines?
Children: Black
caregiver : Do you know why they are black, because they are figurines shadow theater , if they are colored, then the shadow will not appear.
shadow theater - this is a large sheet of paper (a screen, a table lamp and these figures. If you bring the figures to the screen and turn on the light, shadows will appear. The figures are flat, they are controlled by long sticks that are tightly pressed against the screen inside. In shadow theater viewers see not the puppets, but the shadows formed by them on the illuminated screen. Light should fall from behind and from above. Artists - shadow guides control the puppets and speak on their behalf. The voice should be similar to the character the actor is speaking for.
caregiver : Guys, what characters do we have?
What fairy tale do you think they came from? About whom, we guessed riddles (hare, bear, fox, rooster) Guessed?
Children : « Zayushkina hut »
caregiver : Want to show a fairy tale with the help of shadow theater ?
caregiver : Guys, tell me, what are the habits of our heroes?
Cockerel, which one? (brave, brisk) what will his voice be like? (voiced, loud)
Fizminutka :
He sang the song merrily (nod head)
But the fox knocked (banging fist on fist)
Hare drove our (clap hands)
Now the sad bunny walks (circling)
Can't find a place (sigh and spread arms out to the sides)
And the dogs and the bear (wag "tail" , then swing from side to side)
They approach our hare (come to each other)
And nothing they leave with (disperse)
Only Petya the cockerel (wave arms up and down)
Helped our hare
And now they live in the house (hands above their heads, fingers interconnected in
house form)
Singing in tune (hugs each other)
Practical part :
caregiver : I will be the storyteller, and you will be the artists.
Show children fairy tales« Zayushkina hut »
(at the end of the tale, the artists come out and bow, the children clap to the artists)
caregiver : Guys, what kind of bunny was when the fox kicked him out of huts ?
Children: sad, unhappy, crying.
(children show )
caregiver : What was it like when the cockerel drove the fox away?
Children: Cheerful joyful. Smiling.
caregiver : Show what a bunny has become.
(Children show(cheerful)
caregiver : What do you think. Why was the cockerel able to drive the fox out of the house?
Children: Because he was brave, vociferous, brave.
caregiver : That's right, the cockerel is brave. Can a cockerel be called a true friend?
Children: Yes. He helped the bunny.
caregiver : It's time for us to go back to kindergarten. Let's say magical the words :
Slam, stomp, turn around
I'll be in kindergarten right now.
Reflection :
Guys, did you like the story?
What do you remember?
With what kind theater you met ?
Was it difficult for you to be an artist?
And in your kindergarten, you show a fairy tale to your friends?
Thank you all good fellows!
I want to give you a package to the group, this one shadow theater .
Goodbye!
LESSON SUMMARY Fairy tale "Cockerel - golden comb"Once upon a time there was a cat, a thrush and a cockerel - a golden comb. They lived in the forest, in a hut. The cat and the thrush go to the forest to chop wood, and the cockerel is left alone.
Leave - severely punished:
- We will go far, and you stay housekeeping, but don't give a voice; When the fox comes, don't look out the window.
The fox found out that the cat and the thrush were not at home, ran to the hut, sat down under the window and sang:
Cockerel, cockerel,
golden scallop,
butter head,
silk beard,
Look out the window
I'll give you peas.
The cockerel put his head out the window. The fox grabbed him in her claws and carried him to her hole.
The rooster crowed:
- The fox is carrying me
For dark forests
For fast rivers
Over high mountains...
Cat and thrush, save me!..
The cat and the thrush heard, rushed in pursuit and took the cockerel from the fox.
Another time, the cat and the thrush went into the forest to chop wood and again punished:
- Well, now, rooster, don't look out the window, we'll go even further, we won't hear your voice.
They left, and the fox again ran to the hut and sang:
Cockerel, cockerel,
golden scallop,
butter head,
silk beard,
Look out the window
I'll give you peas.
The boys were running
Scattered the wheat
chickens are pecking,
Roosters are not allowed...
- Ko-ko-ko! How do they not give?
The fox grabbed him in her claws and carried him to her hole.
The rooster crowed:
- The fox is carrying me
For dark forests
For fast rivers
Over high mountains...
Cat and thrush, save me!..
The cat and the thrush heard and gave chase. The cat runs, the thrush flies ... They caught up with the fox - the cat fights, the thrush pecks, and the cockerel was taken away.
For a long time, for a short time, the cat and the thrush again gathered in the forest to cut firewood. When leaving, they severely punish the cockerel:
- Do not listen to the fox, do not look out the window, we will go even further, we will not hear your voice.
And the cat and the thrush went far into the forest to chop wood. And the fox is right there: he sat down under the window and sings:
Cockerel, cockerel,
golden scallop,
butter head,
silk beard,
Look out the window
I'll give you peas.
The cockerel sits silent. And the fox - again:
The boys were running
Scattered the wheat
chickens are pecking,
Roosters are not allowed...
The rooster keeps silent. And the fox - again:
People were running
Nuts were poured
The chickens are pecking
Roosters are not allowed...
Cockerel and put his head in the window:
- Ko-ko-ko! How do they not give?
The fox grabbed him tightly in her claws, carried him into her hole, over dark forests, over fast rivers, over high mountains ... No matter how much the cockerel screamed or called, the cat and the thrush did not hear him. And when they returned home - the cockerel is gone.
The cat and the thrush ran in the tracks of the foxes. The cat is running, the thrush is flying... They ran to the fox hole. The cat set up the guseltsy and let's play:
Drift, nonsense, guseltsy,
Golden strings...
Is Lisafya-kuma still at home,
Is it in your warm nest?
The fox listened, listened and thinks:
"Let me see - who plays the harp so well, sings sweetly."
I took it and climbed out of the hole. The cat and the thrush grabbed her - and let's beat and beat. They beat and beat her until she carried her legs off.
They took a cockerel, put it in a basket and brought it home.
And since then they began to live and be, and now they live.
SUMMARY FOR THE LESSON
English fairy tale "The Three Little Pigs"
Topic: acquaintance with the English fairy tale "The Three Little Pigs" translated by S. Mikhalkov.
Tasks:
To instill in children a love for artistic creativity, a desire to join it;
Introduce the fairy tale "Three Little Pigs", arouse the desire to tell a fairy tale together with the teacher;
Help stimulate speech.
Materials and equipment: attributes to the fairy tale "Three Little Pigs"; illustrations for a fairy tale; scenery for a fairy tale: house, trees, path.
Lesson progress:
Guys, do you hear someone knocking on our door? Let's see who it is!
I bring a toy to the group - a pig.
Look who came to us?
Who has a crochet tail
Ears up and nose up?
(piggy)
Piglet (individual and choral responses of children).
Yes, it's a pig.
I ask the children questions: what color is the piglet? How does he talk? Children respond in chorus and individually. I invite the children to stroke the piglet, I ask how does it feel to the touch? (Soft bristles tickle fingers.)
Look, kids, and the piglet brought us a magic bag, let's see what's there? And there is a fairy tale! Do you want to hear what fairy tale the piglet brought us?
Then sit on the chairs and listen carefully!
Children sit on chairs. I tell the children the English fairy tale "The Three Little Pigs" translated by S. Mikhalkov with illustrated material and finger theater.
After the tale, I invite the children to play with the pig.
Physical education:
Pigs lived in the forest
They turned their heads
They were looking for acorns
Friendly tree rocked
On socks they walked
And they drank water from a puddle
And then they danced
And they raised their hooves!
Guys, did you like to play? And the fairy tale, did you like it?
Yes (individual and choral answers of children).
It's time for our guest to leave. Let's say goodbye to him!
Goodbye!
SUMMARY FOR THE LESSON
"Cat house". Dramatization for children of the 2nd junior groupTASKS :
Attach children to theater culture.
Develop the ability to freely and liberatedly hold on when speaking.
Improvise by means of facial expressions, expressive movements and intonation.
CHARACTERS :
ADULTS: the words of the narrator.
CHILDREN : Cat
ATTRIBUTES: house, bucket, broom, leaf, flashlight, well.
On the stage aside there is a house, a stump, a cloud and a sun on the wall.
COSTUMES : cats, chickens, hare, dogs, horses.
Russian folk music sounds
the narrator comes out and talks to the music.
storyteller : Hush, children, do not make noise,
Don't scare our story...
The story has long since come
She is waiting for a lot of children!
Where are you, fairy tale, show yourself
Give us guys a call!
The curtain moves.
The phonogram SONG No. ___ sounds, it comes out cat from the house .
Cat: What a beautiful house!
I will live in it now!
The cat enters the house .
storyteller : Hot stove flooded,
Didn't close the oven door
A red ember fell out ...
The ceiling is on fire...
Music sounds DISC No. ___, SONG No. ___ lights run out, dance,
Music sounds DISC №___, SONG №___
Cat runs out to the middle of the stage, frightened.
Cat: Help! Help!
Shut down the house!
storyteller : Hen runs with a bucket
Watering cat house .
The Chicken runs out with a bucket to the musical accompaniment DISC No. ___, SONG No. ___, runs up to the house,
Hen: Ko - ko - ko, ko - ko - ko!
I will help cat ,
Water the house a little!
The chicken waters the house, draws water from the well.
storyteller : A Doggy with a broomstick
sweeps cat house !
The Dog runs out with a broom to the musical accompaniment DISC No. ___, SONG No. ___ runs up to the house.
Dog: Woof woof woof!
I will help cat ,
I will notice the fire a little.
The dog sweeps the house.
storyteller : Gray hare with leaf,
Extinguishes too cat house !
Jumping Bunny with an oak leaf to the musical accompaniment
DISC No. ___, SONG No. ___ to the house cats .
Hare: I will help cat ,
I'll wave the leaf a little!
The hare waves a leaf at the house.
storyteller : And a horse with a lantern,
Illuminates cat house !
A horse with a lantern appears to the musical accompaniment DISC No. ___, SONG No. ___, gallops to the house.
horse: Igo-go! Yoke!
We will help everyone cat ,
Every little bit!
The horse shines with a flashlight.
All characters extinguish the house.
cat crying sighs.
storyteller : Extinguish, extinguish - do not extinguish,
Fill - do not fill!
Cat: If only it would rain now!
He will put out the fire at once!
All heroes perform r. n. song "Rain"
Rain, more rain.
We'll give you thick
Let's give you a spoon
Sip a little!
storyteller : One time! One time!
And the fire went out!
The heroes lay down attributes, turn to the audience, sigh from fatigue, wipe sweat from their foreheads with their hands.
All heroes: Wow! Extinguished cat house !
Cat: Thank you, friends!
You rescued me!
Musical accompaniment sounds DISC No. ___, SONG No. ___,
storyteller : A friend will always come to you,
With a friend you can handle it in no time!
Well, if suddenly a friend
Something will happen
Hurry to help him
It can be useful!
Because without friends
It's very hard to live...
Will say together :
Everything: Friendship should be valued!
The heroes of the tale bow, leave, and wave to the audience.
LESSON SUMMARY
"Journey through fairy tales"
Target:
Encourage children to reproduce fairy tales, nursery rhymes, folk
The development of coherent speech of children of primary preschool age through
oral folk art.
Tasks:
1. Educational section.
Educational area "Cognition":
To consolidate the ability to answer questions on the content of fairy tales and guess riddles, clearly pronouncing the words.
Educational area "Communication":
Contribute to the development of all components oral speech free communication with adults and children.
2. Developing section.
To ensure the development of the ability to generalize and draw conclusions.
3. Educational section.
Educational area "Socialization":
Arouse a desire in children to help the heroes of a fairy tale;
To promote the development of the ability to observe elementary rules during the game.
Educational area "Health":
Contribute to the preservation of children's health through the use of corrective and health-saving technologies.
Educational area "Reading fiction":
Encourage children to read literature.
Methods and techniques:
1. Visual: display and demonstration of illustrations.
2. Verbal: artistic word, conversation, questions, explanations.
3. Game: surprise moment, didactic game, dramatization.
Material and equipment:
balloon, mitten, magic chest, toys - heroes of the fairy tale "Mitten" (mouse, frog, hare, fox, wolf, wild boar, bear, illustrations with the heroes of the fairy tale "Kolobok", cards with riddles about the heroes of the fairy tale "Kolobok", Russian books folk tales, a calm melody, a toy - a cat.
Preliminary work:
Reading Russian folk tales to children, guessing - guessing riddles, dramatization of fairy tales, individual work with children in improving the pronunciation of sounds, vocabulary work (teremok, hut, bast, cut, vymechko, learning nursery rhymes.
Form of carrying out: game - travel.
Educational situation
"Journey to fairy tales"
Children, together with the teacher, enter the group, greet the guests.
Educator: Guys, look, I brought you books with fairy tales, but do you know these fairy tales?
Children: "Gingerbread Man", "Masha and the Bear", "Zayushkina's Hut", "Teremok", "Wolf and Seven Kids", "Turnip", "Ryaba Hen", "Three Bears", etc.
Educator: Well done, we remembered a lot of fairy tales.
Educator: Do you want us to take a trip through different fairy tales?
Children: Yes, we do.
Educator: Good. What can you travel on?
Children: On a horse, on a train, on an airplane.
Educator: Let's tell a nursery rhyme about a horse?
Telling a joke. (imitation of movements)
From the forest, from the mountains
Grandpa Yegor was driving.
On my own horse
Wife - on a cow,
Children on calves
Grandchildren - on goatlings.
Educator: Okay, let's ride a horse. And I suggest you fly in a balloon. (Shows the children a balloon)
Take everything by the rope and hit the road ... (Reads a poem):
On the hot-air balloon we are flying,
And we look around with surprise:
Here the forest is visible there in the distance,
Hurry up, carry the ball.
Educator: Here we arrived in a fairy-tale land. (There is a mitten on the path, the teacher draws the attention of the children, and on the stump there is a magic chest) Oh, guys, what is it?
Children: A mitten and a chest.
Educator: Let's consider the mitten first? I wonder, I wonder where she came from here and who lost her? Do not know?
Children: Grandpa.
Educator: What grandfather? And I think that this mitten is from some kind of fairy tale. Don't know which one?
Children: From the fairy tale "Mitten".
Educator: And who lives in it? What heroes? Let's remember?
The game "Wonderful bag". Children take it in turns to take a toy out of the bag and put it on the table.
Educator: Well done. Everyone was guessed, everyone was named. Again, what is the name of this story?
Children: "Ru - ka - wi - chka."
Educator: Clever. And on the lawn with a mitten next to it, what else lay?
Children: Chest. (They sit down on the carpet and examine the magic chest) Can we open it, see what's inside? (They open the chest with an imaginary key, and inside they find cards with illustrations of the fairy tale "Gingerbread Man", lay them out on the carpet)
Educator: Oh, how interesting, what is drawn on the cards? (Children answer in turn)
I'll give you riddles.
Well, try to guess.
If correct guesses
The story will come back to us.
1. She is very kind,
Always forgives everyone
Broomed in the bottom of the barrel -
Grandpa baked something. (Woman)
2. Long ear, ball of fluff,
Jumps deftly, loves carrots. (Hare)
3. Clumsy, clubfoot,
Who sucks his paw all winter? (Bear)
4. Round and remote,
Very small in stature.
He has a ruddy side.
Who is this? (Kolobok)
5. Who is cold in winter
Walking angry, hungry? (Wolf)
6. Long tail, beauty herself,
This is a redhead ... (Fox)
Educator: Well done! In the meantime, we were resting, I noticed that a cat was watching us (A toy cat is sitting on the side). Let's stretch our fingers - we'll tell you about the cat.
"Like our cat."
Like our cat
The coat is very good.
Like a cat mustache -
Amazing beauty.
bold eyes,
The teeth are white.
Educator: So they played with the cat, stretched their fingers. And now let's join hands and stand in a round dance: the boys will be mice.
Mousetrap game.
Oh, how tired the mice are -
They chewed everything, ate everything.
Beware, cheaters -
We will get to you.
Here we put mousetraps -
Let's catch everyone now.
Educator: What smart mice we have, well done! Guys, look what is this?
Didactic game "Favorite fairy tales".
Educator: Here's a surprise, so a surprise. Yes, these are our favorite stories. (Children pick up books) Now let's remember what these fairy tales are about? (then the teacher begins to read the lines from the fairy tale, and the children continue.)
Educator: Guys, isn't it time for us to go back to kindergarten? Let's say "Goodbye" to the fairy tales, the ball has already been waiting for us, we all take the rope and flew. ("Flight" passes to calm music)
Educator: That's it guys, we're back in the group.
Reflection. Guys, when we traveled, were you happy or sad. And show, Dasha, how sad you are. Now smile and you will be happy. Mashenka, are you having fun? Smile at Varya, Varya will smile at Denis. We will all smile at each other, and may we always have a good mood.
Thank you for your attention!
REVIEW
for the theatrical program "Visiting a Fairy Tale"
for preschool children from 3 to 4 years old.
Organization of education: KGKP "Nursery garden No. 1 0 Ұshқyn" State Institution "Education Department of the city of Zhezkazgan"
This program is the result of the work of a teacher in additional education Kimel Evgenia Vitalievna.
The theatricalization program "Visiting a fairy tale" is intended for teachers, educators of preschool organizations to develop the child's creative potential, communication and speech abilities, through games - dramatizations, theatrical performances.
Theatrical training is a pedagogical process that allows using special techniques to convey to the child the necessary information about the environment, form an appropriate vocabulary, develop correct, expressive speech, as well as the ability to freely express one’s thoughts, are not afraid of public speaking, develop emotionality and sensitivity, the ability to empathize and evaluate actions and deeds. The program is based ongaming technologies .
Form of work: individually - group.
Forms of conducting classes: games and game exercises for dramatization and theatricalization of fairy tales, songs, nursery rhymes, etc.
The didactic material presented in the program can be used not only by teachers of additional education, but also by educators and parents.
Thus, the program theatricalization "Visiting a fairy tale" for children from 3 to 4 years old, recommended for use.
Reviewer: Lukina I.G. Director of KGKP "Yasli-garden No. 10 Ushkyn"
| Child's name | interest in theater | Empathizes and appreciates heroes | speaks correctly, clearly, expressively | Uses attributes, decorations | Owns facial expressions, movements, intonation | Emotional expressiveness |
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Diagnostics to determine the level of competence of children 2nd ml. gr. in theatrical
Low level
Average level
High level
Conclusion:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Teacher of additional education: Kimel E.V.
Relevance of the program:
One of the important problems common in our society among young people is indifference, lack of interests. They do not leave the computer, doing 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 arts and crafts, in creating poems, inventing stories, expressing a stage image, in your vision - some kind of cognitive problem, but at the same time respect for the team, the ability to compromise - 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 show creativity in visual activity - they independently choose the material for making various kinds theaters, in their own way depict the heroes of a fairy tale, conveying in the drawing their attitude towards him, as he sees this hero, conveys in the drawing the 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
To create conditions for the development of the creative activity of children participating in theatrical activities, as well as the gradual development of various types of creativity by children by age groups.
Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances
children of older groups before younger ones, etc.).
To teach children the techniques of manipulation in puppet theaters of various types.
To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
To acquaint children of all age groups with various types of theaters (puppet, drama, musical, children's theater, etc.).
To introduce children to theatrical culture, enrich their theatrical experience: children's knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology.
To develop in children an interest in theatrical and gaming activities.
Circle tasks:
1. To develop the intonational expressiveness of speech in children.
2. Develop the ability to feel the nature of a literary work.
3. To develop expressiveness of gestures and facial expressions in children.
4. Develop the ability to distinguish between genres: nursery rhyme, fairy tale, story, highlight the positive and negative qualities of the characters.
5. Develop the ability to evaluate the actions of heroes, situations, feel humor.
6. To develop the ability of children to take part in dramatizations based on the plots of familiar works of art.
7. Encourage initiative, creativity.
8. Develop the ability to clearly and clearly pronounce all sounds; coordinate words in sentences.
9. Cultivate a friendly attitude towards each other.
Work forms.
1. Theatrical games.
2. Classes in the theater circle.
3. The teacher's stories about the theater.
4. Organization of performances.
5. Conversations-dialogues.
6. Production and repair of attributes and manuals for performances.
7. Reading literature.
8. Making an album about the theater.
9. Showing views.
The program is compiled taking into account the implementation of interdisciplinary links in sections:
1. Artistic - aesthetic:
"Musical education", where children learn to hear different emotional states in music and convey it with movements, gestures, mimicry; listen to music for the next performance, noting its diverse content, which makes it possible to more fully appreciate and understand the character of the hero, his image.
"Visual activity", where children get acquainted with illustrations that are close in content to the plot of the play, learn to draw with different materials on the plot of the play or its individual characters.
"Rhythm", where children learn through dance movements to convey the image of a hero, his character, mood.
2. "Speech development", on which a clear, clear diction develops in children, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
3. "Cognitive", where children get acquainted with literary works, which 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).
4. "Social and communicative", where children get acquainted with the phenomena of social life, objects of the immediate environment, natural phenomena, which will serve as material included in the content of theatrical games and exercises.
Interaction with parents and specialists:
The work of the circle is more efficient and effective with the participation of specialists from the preschool educational institution: we resort to the advice of a teacher-psychologist to solve social and moral problems in children. The advice of a speech therapist helps to improve the speech skills of preschoolers. Other teachers take part in holidays, entertainment as characters. Parents assist in the manufacture of attributes, costumes for the holidays; participate as characters.
Conversations with parents, their participation in the work of the circle help to consolidate the knowledge and skills acquired by children in the classroom at home and, thereby, achieve the results we want.
Expected results:
Children master the skills of expressive speech, rules of conduct, etiquette of communication with peers and adults.
Show interest, desire to theatrical art.
They are able to convey various feelings using facial expressions, gesture, intonation.
They independently perform and transmit images of fairy-tale characters.
Children try to feel confident during performances.
The subject-spatial developing environment of the preschool educational institution was supplemented by various types of theaters, manuals, drawings, card files of creative games.
Established close contact with parents.
SUGGESTED SKILLS AND SKILLS
2 junior group
They are able to act in concert. They are able to relieve tension from certain muscle groups.
Remember the given poses.
middle group
They are able to act in concert.
They are able to relieve tension from certain muscle groups.
Remember the given poses.
remember and describe 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.
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.
The world of childhood, the inner world of a child, is the key to many exciting problems of our life. We want to see our children happy, but often we do not attach importance to the experiences of the kids, we consider them trifles. The child is left alone with his feelings and does not always find the strength to cope with them on his own. It is at preschool age that the child gets the first experience of communicating with friends, experiencing failures and victories. And this is reflected in the formation of character. We adults must help the child to acquire more positive emotions, teach him to be kind, sympathetic, sociable, the ability to speak beautifully and correctly. I believe that kindergarten is the first and main step in the development of all these qualities, and theatrical activity is an assistant in this work. Why theater? It's just that theater is always a game, (because children love to play) the expectation of something unusual, amazing - a MIRACLE. This is an opportunity not only to see the hero, but also to become one yourself. Only in the theater can one turn from a timid boy into a bold and courageous Hero-Bogatyr, and from a capricious girl into a gentle and kind Princess. The issues of harmonious development and creative self-realization of children are resolved in the program "Theatre and Fairy Tale" structural unit Teremok. Discovery in yourself unique individuality will help the child to realize himself in studies, creativity, communication with others. To help in these aspirations, and this program is called upon. It is designed to work with children of different age groups.
Group 1 - children 3-4 years old.
Group 2 - children 4-5 years old.
Group 3 - children 5-6 years old.
Each group has its own tasks and a certain volume of topics with a differentiated approach to children.
The program of theatrical and game orientation is an independent author's course, developed taking into account modern theories and technologies, as well as age and psychophysical characteristics of children of this age.
Program Focus.
Artistic and aesthetic orientation
The main goal of the artistic and aesthetic orientation is the education of aesthetic taste, the realization of the creative potential of children. The program is aimed at educating the personality of the child, developing his subtle spiritual qualities, moral and aesthetic values. Theatrical and gaming activities instill a love for works of art.
Socio-pedagogical orientation
The main goal of the socio-pedagogical orientation is the development by children of positive social experience, social roles and attitudes, the child's desire for self-affirmation, self-esteem, establishing interaction with the social environment.
Another, no less important principle is the design of work to form children's orientation to success and achieve the goal.
Program novelty
The use of elements of this program in the educational process: during educational activities, in sensitive moments, in free activities.
Active participation of parents in this program.
Relevance
The problem of the development of dialogue speech.
The changes taking place in the education system also affected the kindergarten. Because the qualities of a successful student are formed in a preschool. A preschooler must not only learn to count and know letters, which is of course important, but also to master speech correctly: to speak beautifully, to build a dialogue correctly. The better the child's speech is developed, the more successful he will be in his studies, in communicating with friends.
Problem speech development: poor vocabulary, incorrect pronunciation, inexpressive speech.
Children spend most of their free time watching TVs and computers. Kind and instructive fairy tales and cartoons are gradually leaving. Sometimes a child cannot understand: “What is good”, “What is bad”. Parents do not discuss what they see and read, which is very important for children.
The problem of organizing gaming activities
The world does not stand still, children have modern toys that do not always have a positive effect on the development of the child. Educators and teachers should find new, no less interesting ways to interest the child, to direct his playing activity in the right direction.
Emotional coldness
One of the important problems that worries me is the indifference of children, emotional coldness. In the variety of information, various games, it is more and more difficult to surprise children. A preschooler does not always respond to the experiences and emotions of loved ones and friends. Children do not empathize with the characters of fairy tales, stories. Less and less admire the works of fine art, music, the beauty of the world.
Pedagogical expediency
Reflecting on the problems that affected me, I realized that the traditional methods of the educational process will not always be effective. As you know, the leading activity of a preschooler is the game. I think the teaching principle - learn by playing fully manifested in theatrical activities.
All children are talented, only the teacher should see, feel and help the child to reveal his creative abilities. Children like to watch a theatrical performance, and taking part is even more interesting and exciting. Participating in theatricalization, the child opens up, feels free. This is the moment when you can form the child's ability to invent, fantasize, create.
All children love fairy tales. Listening to a fairy tale, the child finds for himself something necessary, instructive, therefore it is very important that awareness " fabulous lessons"began from an early age, with the answer to the question: "What does a fairy tale teach us?" And how interesting it is to play the hero of a fairy tale, or to come up with something interesting, unusual. Playing a fairy tale, the child learns the world, the concept of friendship, honesty, kindness, courage, expresses his attitude to good and evil. A huge plus of theatrical and gaming activities is the construction of the educational process. Directly educational activities with elements of the theater make the learning process more interesting and effective, both for the teacher and for the children. The teacher has more opportunities to present information in an unusual way, using non-traditional forms and methods. The preschooler will show his individuality and learn the material better.
By participating in theatrical activities, children improve their speech, vocabulary, memory and thinking improve. Children are creative in problem solving.
In addition, the variety of themes, forms and methods of theatricalization comprehensively develops the child, reveals his creative abilities.
Program goal:
Creative and comprehensive development personality of the child by means of theatrical activities.
Program objectives:
Cognitive speech
- expanding the horizons of children;
- arouse interest in theatrical activities;
To give knowledge on the history of the emergence and development of the theater;
To introduce children to the types of theater;
Form the correct pronunciation:
Expand words knowledge; make speech clearer and more expressive.
Socio-communicative
In the course of performing a collective task, to form the ability to negotiate, listen and hear comrades.
Artistic and aesthetic
promoting the development of students:
Curiosity, aesthetic perception of the surrounding world;
Creative abilities;
Figurative thinking, fantasy, attention.
Distinctive features of the program
Participation in the program does not require special skills and physical data from participants;
The program is accessible to study, easy to master, effective in achieving results;
- this program can be used not only in circle activities, but also in the work of educators, teachers, a speech therapist teacher in integrated educational activities, in the free activities of children;
With the help of this program, we form the ability of children to determine the distinctive qualities of characters and convey them in motion using pictures-images;
We form the ability to fix various facial expressions, gestures and postures, as well as decipher their meanings;
We form the ability to express various emotional states with facial expressions and gestures;
We attach great importance to the development of children's creative abilities and a creative attitude to classes;
We form the ability to meaningfully fulfill our role in various plastic sketches and dramatizations;
We form the ability of free self-expression through plastic, stage improvisations based on works of fiction;
The use of theatrical and gaming activities in the educational process will help the preschooler to form integrative qualities.
Children's age: additional educational program "Theatre and Fairy Tale" is designed for children 3-6 years old.
Implementation period additional educational program. The Theater and Fairy Tale program is designed for 3 years of study.
Circle mode.
Work in each group is carried out once a week, the duration of which is: in group 1 - 15 minutes, in group 2 - 20 minutes, in the third group - 25-30 minutes.
In addition, circle work on theatrical and gaming activities is organized taking into account the interaction of the content of these topics with the content of other subjects included in the program of the Teremok structural unit. Since the main activity of a preschool child is play activity, the integration of the educational process with theatrical elements contributes to the positive assimilation of the material, educators use this program in their work in educational activities.
Work forms.
Theatrical games.
Rehearsals in the theater circle.
The educator's stories about the theater.
Organization of dramatizations
Individual creative tasks.
Writing fairy tales, inventing stories for staging.
Conversations-dialogues.
Production and repair of attributes and manuals for performances.
Reading literature.
Expected results and how to check them.
- Inquisitive, active. Takes a lively, interested part in the educational process; a steady interest of children in theatrical art is formed ; independent in the choice of characters.
- Emotionally responsive. Responds to the emotions of close people and friends, empathizes with the characters of fairy tales, stories, stories; emotionally reacts to the successes and failures of his and his comrades.
- Mastered the means of communication and ways of interacting with adults and peers. Expands, activates the dictionary of children; the culture of speech communication is brought up; a sense of cooperation and mutual assistance is formed. Follows the rules of conduct in the team. - Able to solve intellectual and personal tasks (problems), adequate to age. Independently models game situations (retelling of fairy tales and stories “in reverse”, games of “travel”, circus performances, etc.).
- Having primary ideas about himself, family, society, state, world and nature. The horizons of the child are expanding, knowledge of objects, dolls, and scenery is deepening.
- Having mastered the universal prerequisites for educational activity: the ability to work according to the rule and model, listen to an adult and follow his instructions. - Having mastered the necessary skills and abilities. The child has formed skills and abilities for the implementation of theatrical and gaming activities: artistic taste, creativity, creative independence: game, song, dance improvisation; - skills of improvisation of familiar fairy tales are fixed; - looking for a variety of ways to depict characters with the help of posture, facial expressions, gestures, speech intonation; - develops creative independence in creating the image of the hero, in the transfer of his mood, character.
One of the important structural elements of educational activity is control. Pedagogically well-constructed control helps to form a positive attitude towards learning, striving for success in children, stimulates the strength to overcome difficulties and allows you to obtain the necessary information about the effectiveness of the program and, if necessary, correct your further actions. The level of students' achievements is monitored by the teacher through the input, current and final control.
- Input control is carried out at the beginning of training and aims to identify the initial level of training of students, adjust the educational and thematic plan. It is conducted in the form of an interview.
- Current control is carried out during the subsequent conduct of educational activities, the main purpose of which is to determine the degree of assimilation of educational material by children.
- Final control - upon completion of the entire course of the curriculum in order to determine the degree of achievement of learning outcomes, consolidation of knowledge. The final control is carried out in the form of a concert, a holiday with a performance, a dramatization of any chosen fairy tale. In accordance with the results of the final control, it is determined to what extent the requirements of the program are met by each child, i.e. the completeness of the program implementation is determined. The results of the control are brought to the attention of parents during individual interviews, parent meetings. The forms of pedagogical control are very diverse: oral survey, conversation, observation, study of the results of the creative activity of children, as well as the participation of pupils in competitions and exhibitions of various levels. The results of the control serve as the basis for adjusting the program, predicting the results of education, and encouraging pupils. Based on the results of the control, an evaluation process is carried out. The main indicator of effectiveness is the successful development of the content of the program by the child.
Fundamentals of theatrical culture:
- theater types;
- theatrical professions;
- theatrical attributes;
- theatrical terminology;
- theater arrangement;
- theater rules. To acquaint children with the features and types of theatrical art, the device of the theater, the culture of behavior in the theater. Acquaintance with this material should be of a practical nature, i.e. occur during games, work on a performance, visits to theaters, watching videos of performances. It is not necessary to require the assimilation of all the material by each child, it is enough that the children understand the teacher using theatrical terms and gradually replenish their vocabulary. They should gain knowledge in the course of theatrical games - a dialogue with the teacher in the form of questions and answers, but in no case should this be a long monologue of an omniscient adult. In the game, children will get acquainted with the rules of conduct in the theater, on stage, backstage, at rehearsals.
To acquaint children with the acting skills necessary to create the image of a hero, meetings with theater actors, watching performances in the preschool theater will help.
At theatrical rehearsals, the teacher expands the children's knowledge of the theater in accordance with their age.
Culture and technique of speech:
- intonation;
- monologue - dialogue;
- speech games;
- reciting and playing verses. Form the correct pronunciation. The ability to speak beautifully and expressively (intonation, logical stress, voice power, speech rate). Develop imagination; Expand words knowledge; make speech clearer and more expressive.
Theatrical and gaming activities:
- means of figurative expression (facial expression, pantomime);
- puppetry;
- educational games. To develop emotionality - the experience and embodiment of the image. Use games and exercises to develop communication skills, self-confidence, creativity, voluntary behavior that develop attention, memory, observation, as well as games that contribute to the development of puppetry skills.
Performance work:
- familiarity with the script;
- tests by children of different roles;
- distribution of roles;
- work on individual episodes;
- dress rehearsal.
Realize the potential of every child; develop mental processes children, activity, self-confidence; ability to work in a team. When working with children on a performance, it is necessary not to overload them, not to impose their opinions, each child should try himself in different roles.
Methodological support
This program is designed for three years of study and is intended for pupils from 3 to 6 years old. The theater club can be attended by both girls and boys. Reception of children is carried out at the request of the child. In one group, 10 people are engaged, while the training takes place taking into account individual characteristics students Learning is practical. The main part of the program is practical work, which is carried out during the educational activities following the explanation or reading of this material. Everything necessary for work is prepared by the teacher in accordance with the requirements of safety and occupational health. The content of training under this program is aimed at revealing the creative potential and creative abilities of each child. Working under the program "Tatras and Fairy Tale", the teacher actively uses a variety of forms and methods of educational activities. This form of work gives children the opportunity to show their individuality and independence.
Forms of activity.
Theater games.
- Strengthen your playing skills various types theater.
- To form the ability of children to independently choose the option of staging a fairy tale.
- To achieve clear diction, the ability to change the pace of speech, the power of sound.
Dramatization games.
- To develop the improvisational abilities of children: to come up with the image of different characters, heroes of works. Encourage children to independently simulate game situations (retelling fairy tales and stories “in reverse”, playing “travels”, circus performances, etc.).
Games are performances.
- Develop stage creativity.
- Encourage children to make their own choices means of expression, when creating images of characters, strive to play along with your partner.
- Cultivate the desire to bring joy to others with your game.
Methods of organizing activities.
1. Verbal teaching methods: conversation, reading, storytelling.
2. Visual teaching methods: display of paintings, illustrations on the topic.
3. Practical: exercises, dramatization.
Results of the work and forms of summing up
A wonderful tradition has developed in our kindergarten - showing fairy tales with the participation of children. All children, starting from the second younger group, cook and show a performance for parents and guests. The main task for children is the choice of performance. Children decide on their own whether to participate in the play. Educators try to ensure that all children are involved in such an important and responsible event. Children discuss roles, invent costumes and scenery. Participants of the performance help and support each other. Children evaluate their capabilities and the capabilities of their comrades. In the work of the theater studio, the participation of not only educators, but also parents is equally important. And this is very important. The development of theatrical activities in preschool institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of loved ones. Such joint activities of children and adults make life in kindergarten more interesting. Parents have the opportunity to observe their children against the background of their peers, which makes it possible to better understand the development of the child, learn how to apply appropriate parenting methods at home. Parents form a higher appreciation of the achievement of their children and pride in them; a deeper understanding of the learning process of preschool children develops; there is confidence in the teachers and other employees of the kindergarten; parents are trained in activities that can be enjoyed with children at home, they assist in the manufacture of attributes. Parents are involved in active participation in theatrical classes as role performers, authors of the text, makers of scenery, costumes, etc. No one is left aside, because staging a performance is a multifaceted matter, there is work for everyone.
High level - the creative activity of the child, his independence, initiative, quick understanding of the task, its precise expressive execution without the help of adults, pronounced emotionality;
Average level- emotional responsiveness, interest, desire to get involved in theatrical activities. But the child finds it difficult to complete the task. The help of an adult is required, additional explanations, demonstration, repetition;
Low level- a little emotional, not active, indifferent, calmly, without interest refers to theatrical activities. Not capable of independence.
The result of the work done.
1. Children have increased interest in theatrical and gaming activities.
2. The performance skills of children in creating an artistic image have improved.
3. Children's ideas about the world around have expanded.
4. The children's vocabulary has been enriched and activated.
5. Improved intonation expressiveness of speech.
6. Developed memory, thinking, imagination, attention of children.
7. The ability of children to correctly evaluate their own and other people's actions has improved.
8. A positive attitude towards dramatization games has been formed, the desire of children to participate in performances of their own free will.
9. The ability of children to rejoice at the success of their peers has been formed.
10. The ability of children to analyze the actions of literary heroes has improved, to correlate them with their own behavior and the actions of other children.
11. The ability to independently choose the type of theater, creative independence in the transfer of the image has been formed.
12. The ability of children to negotiate among themselves has been formed, with the distribution of roles.
Bibliography.
1. Makhaneva M.D. Theatrical classes in kindergarten: A guide for employees of preschool institutions. - M.: TC "Sphere", 2001.-c.9-16,76-121.
2. Churilova E.G. Methodology and organization of theatrical activities of preschoolers and younger students: Program and repertoire. M.: Humanitarian publishing center VLADOS, 2001. - 160p.
3. Shvaiko G.S. "Games and game exercises for the development of speech" - Moscow: Education, 1983 - p.64.
4. Artyomova L.V. Theatrical games for preschoolers: A book for a kindergarten teacher. - M: Enlightenment, 1991. - 127p.
5. Doronova T.N. Adults and children play: from the experience of preschool educational institutions in Russia - M .: Linka-Press, 2006 - 208s.
6. Shorokhova G.S. Games and game exercises for the development of speech: a collection of games for the development of speech. M: Enlightenment, 1993. - 64p.
This program describes a training course in theatrical activities for preschool children aged 6-7 years (preparatory group). It was developed on the basis of a mandatory minimum content for theatrical activities for preschool educational institutions, taking into account updating the content for various programs.
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MKDOU "Novokhopersk kindergarten of a general developmental type" Rodnichok "
I approve
Head of MKDOU "Rodnichok"
E.V. Kobylskaya.
Adopted at a meeting of the teachers' council
from "___" _________ 2013
Protocol No. _____________
Additional education
WORKING PROGRAMM
In the circle "Petrushka's friends"
(preparatory group)
Compiled by:
teacher Chashkina E.V.
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 on theatrical activities of preschool children aged 6-7 years (preparatory group). 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
- To create conditions for the development of the creative activity of children participating in theatrical activities, as well as the gradual development of various types of creativity by children by age groups.
- Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances
children of older groups before younger ones, etc.). - 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 theater, etc.).
- To introduce children to theatrical culture, 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.
The program involves one lesson per week in the first or second half of the day. Duration of the lesson: 30 minutes - preparatory group.
Pedagogical analysis of knowledge and skills of children (diagnostics) is carried out 2 times a year: introductory - in October, final - in April.
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 illustrations that are similar in content to the plot of the play, learn to draw different materials according to the plot of the play or its individual characters.
3 . "The Development of Speech"where 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 Literature"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).
5 . "Getting to Know the Surroundings"where children get acquainted with the phenomena public life, objects of the immediate environment, natural phenomena, which will serve as material included in the content of theatrical games and exercises.
6. "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 - holding holidays.
Block 7 - leisure and entertainment.
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 work plan of the theater group of the preparatory group
(October - May)
October | Topic | Target | Repertoire |
1 Week | "Summer is over." | Purpose: To bring children together after the summer holidays, enjoy a warm meeting, activate auditory perception, show children a familiar fairy tale in a table theater | "Masha and the Bear" |
2 weeks | Conversation with children "What is theater". | To give children an idea about the theater, to introduce the types of theaters | Display of illustrations, photographs and posters |
Rehearsal of a scene for the autumn holiday. | (artistic, dramatic, puppet). To form a steady interest in various theatrical genres. | theaters. Children's stories about visiting theaters. |
|
3 week | Conversation-dialogue. | Activate cognitive interest in theatrical professions. To introduce children to professions: actor, director, artist. Cultivate the desire to learn new things. | Conversation-dialogue with children. Questions for children of a search nature (Why do we need scenery?) Guessing riddles (by topic). |
4 week | Acquaintance with the screen. Showing theatrical performance at the autumn festival. | Tell me about the device of the screen. The purpose of the theater screen | |
November | Topic | Target | Repertoire |
1 Week | Speech technique. | Learn to use intonations by saying phrases sad, joyful, angry, surprised. Cultivate endurance, patience, complicity. | Using the Kolobok icons. Games with pictogram cards: Transmitters, Draw and Say |
2 weeks | The amazing world of dolls. | Story about the types of dolls. Demonstrate how to act with a doll. To develop in children an interest in creativity. | Display of types of dolls. |
3 week | Rhythmoplasty, psychogymnastics. | Develop the ability to use gestures in children. Develop children's motor skills; dexterity, flexibility, mobility. Learn to move evenly around the site without colliding with each other. Encourage children to experiment with their appearance, (facial expressions, gestures). | Sketches by M. Chistyakova: for the expression of the main emotions - "Curious", "Round eyes", "Old mushroom", "Ugly duckling", "Angry wolf". |
4 week | Showing by the educator of the "Turnip" table theater | ||
December | Topic | Target | Repertoire |
1 Week | Games | Develop resourcefulness, imagination, fantasy. Cultivate kindness. Prepare children for actions with imaginary objects. | Game "Pass the pose", "What we did, we won't say" Etudes by M. Chistyakova: “I don’t know”, “Friendly family”, “Pump and ball”, “K”, “Three characters”, “Harmful ring”. |
2 weeks | Start work on the album "All about the theater". Preparation for the New Year's party (role distribution). | To teach children to generalize the experience gained, to share impressions of new knowledge. Develop aesthetic taste in the design of the album (joint work of children and parents). | |
3 week | Music performance rehearsal | ||
"Turnip". Rehearsal of child actors performing at the New Year's performance. | |||
4 week | Children's show of the musical performance "Turnip" (for children of younger groups) | ||
January | Topic | Target | Repertoire |
3 week | Rhythmoplasty. | Start practicing showing images of animals with the help of expressive plastic movements. Develop the ability to sincerely believe in any imaginary situation. Develop creativity, imagination and fantasy. | Game "Show who it is" |
4 week | Work on the album "All about the theater". | Develop aesthetic taste in the design of the album. | Joint work of children and parents. |
February | Topic | Target | Repertoire |
1 Week | Story on the table. | Introduce children to the script new fairy tales. Sun- nurture skill listen to the opinion of others, develop endurance and patience. | Reading a fairy tale. Discussion and pre- completion. |
2 weeks | Working out dialogues. | Develop the ability to build dialogues between characters. Develop connected speech of children. Cultivate confidence. | |
3 week | Distribution of roles. | Teach children to agree and negotiate together. Cultivate a sense of teamwork. Measure your possibilities. | Conversation. Show. Analysis of selected Roles. |
4 week | Show puppet theater "Kolobok" (for children of younger groups). | ||
March | Topic | Target | Repertoire |
1 Week | "A trip to the puppet theater." | To acquaint children with the device of the theater building, pay attention to the original architecture and beautiful facade. Enrich children's vocabulary. | Examination of photographs depicting the theater. Theatrical dictionary: ticket, program, poster, box. |
2 weeks | Acquaintance with the fairy tale "About a little kitten" | Learn to listen carefully to a fairy tale, answer questions about the content. | Reading a fairy tale by a teacher. Conversation. |
3 week | Actor's workshop. | To develop the ability of children to independently make attributes for a fairy tale. To cultivate accuracy in working with fabric, cardboard. | Individual work: work with scissors, development of accuracy, demonstration, explanation, encouragement, help. |
Develop memory, attention, creativity and imagination. | eye development. |
||
4 week | Theater Day (last week of March). | Theatrical performance for the Theater Day | Presentation by teachers. |
April | Topic | Target | Repertoire |
1 Week | Actor's workshop. | Continue working in the workshop. To develop the ability of children to independently make attributes for a fairy tale. To cultivate accuracy in working with fabric, cardboard. Develop memory, attention, creativity and imagination. | Show, explain, encourage, help. Individual work: work with scissors, development of accuracy, development of the eye (with other children). |
2 weeks | Costume work. | Teach kids how to dress up for themselves. Prepare them for the show. Develop independence, creativity, imagination. Cultivate a desire to help a friend. Develop aesthetic sense. | Costumes, masks for the fairy tale "Teremok". |
3 week | Rehearsal of the fairy tale "Teremok". | Determine the readiness of children to show a fairy tale. To develop in movements a sense of rhythm, speed of reaction, coordination of movements. Improve motor ability. | |
4 week | Scenery making | Teaching kids how to set up decorations | Show, explain, help in solving problem situations tions. |
decorate the scene. Develop imagination and faith in stage design. | |||
May | Topic | Target | Repertoire |
1 Week | General rehearsal of the fairy tale "Teremok". | Determine the readiness of children to show a fairy tale. To develop in movements a sense of rhythm, speed of reaction, coordination of movements. Show images of animals. Practicing dialogues, expressiveness, intonation. | |
2 weeks | Showing the fairy tale "TEREMOK" | ||
3 week | Preparing for the prom | Repetition theatrical representation. | |
4 week | High school graduation |
REQUIREMENTS FOR THE LEVEL OF TRAINING OF PUPILS
The requirements for the skills and knowledge acquired as a result of the study are given in the table
Group | base component | Dow component |
Preparatory | 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
1. Vygotsky L. S. Imagination and creativity in childhood.
2. Chistyakova M.I. Psycho-gymnastics
3. Kutsakova L.V., Merzlyakova S.I.Education of a preschool child: developed, educated, independent, enterprising, unique, cultural, active and creative. M., 2003.
4. Ledyaykina E.G., Topnikova L.A.Holidays for modern kids. Yaroslavl, 2002.
5. Miryasova V.I. We play theater. Scenarios for children's performances about animals. M., 2000.
6. Mikhailova M.A. Holidays in kindergarten. Scenarios, games, attractions. Yaroslavl, 2002.
7. Petrova T.N., Sergeeva E.A., Petrova E.S.Theatrical games in kindergarten. M., 2000.
8. Pole L. Theater of fairy tales. SPb., 2001.
9. Sorokina N.F., Milanovich L.G.Theater - creativity - children. M., 1995.
10. M. D. Makhaneva “Theatrical classes in kindergarten”, Moscow, Creative center “Sphere”, 2003.
11. T.I.Petrova, E.Ya.Sergeeva, E.S.Petrova"Theatrical games in kindergarten" Moscow "School press" 2000.
Svetlana Kupriyanova
Work program on theater activities
I. Target section
1.1. Explanatory note
The role cannot be overestimated. mother tongue, which helps children to consciously perceive the world around them and is a means of communication. For the development of the expressive side of speech, it is necessary to create such conditions in which each child could express his emotions, feelings, desires and views, not only in ordinary conversation, but also in public.
The habit of expressive public speech can be cultivated in a person only by involving him from childhood in speaking to an audience. This can be of great help theatrical classes. They always delight children, enjoy their unchanging love.
Allows you to form the experience of social behavior skills due to the fact that each literary work or fairy tale for children always has a moral orientation (friendship, kindness, honesty, courage, etc.). Thanks to the fairy tale, the child learns the world not only with the mind, but also with the heart. And not only cognizes, but also expresses his own attitude towards good and evil.
Theatrical activity allows the child to solve many problem situations indirectly on behalf of a character. It helps to overcome shyness, self-doubt, shyness. In this way, theatrical classes help to comprehensively develop the child.
Real program describes the course of study theatrical activities preschool children - (children from 3 to 7 years old). She developed on the basis of the mandatory minimum content for preschool educational institutions, taking into account the update of the content for various programs described in the literature at the end of this section.
Target programs: creating conditions for the development of children's creative abilities by means of theatrical art.
Tasks:
1. Create conditions for the development of children's creative activity.
2. To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
3. To form in children the simplest figurative and expressive skills, to learn to imitate the characteristic movements of fabulous animals.
4. Teaching children the elements of artistic and figurative expressive means (intonation, facial expressions, pantomime).
5. Activate the vocabulary of children, improve the sound culture of speech, intonation system, dialogical speech.
6. To form the experience of social behavior skills, create conditions for the development of children's creative activity.
7. Introduce children to different types theater(puppet, musical, children's, theater of animals, etc..) .
8. Develop children's interest in theatrical activities.
Program implemented through a visit theater classes. Duration classes:15 minutes 2 junior group; 20-25 minutes average; 25-30 minutes senior group; 30 minutes preparatory group.
The main methods for implementing this programs:
verbal: conversation, story, reading fiction;
Visual: watching videos, illustrations;
Practical: game method, method theatricalization, method of emotional dramaturgy.
The basis programs the following methodological principles:
A systematic approach, the essence of which lies in the fact that relatively independent components are considered not in isolation, but in their relationship, in a system with others. With this approach, the pedagogical system work with gifted children is considered as a combination of the following interrelated components Keywords: goals of education, subjects of the pedagogical process, content of education, methods and forms of the pedagogical process and subject-developing environment.
A personal approach that affirms ideas about the social, active and the creative essence of a gifted child as a person. Within the framework of this approach, it is assumed that education and training will be based on natural process self-development of inclinations and creative potential of the individual, creation of appropriate conditions for this.
Activity approach. Activity is the basis, means and decisive condition for the development of personality. Therefore, special Work choice and organization activities of gifted children. This, in turn, involves teaching children about goal setting and planning. activities, its organization and regulation, control, introspection and evaluation of results activities.
The polysubjective approach follows from the fact that the essence of a person is much richer, more versatile and more complex than his activity. The personality is considered as a system of relations characteristic of it, as a carrier of relationships and interactions. social group which requires special attention to the personal side of pedagogical interaction with gifted children.
The culturological approach is due to the objective connection of a person with culture as a system of values. A gifted child not only develops on the basis of the culture he has mastered, but also introduces something fundamentally new into it, that is, he becomes the creator of new elements of culture. In this regard, the development of culture as a system of values is, firstly, the development of the child himself and, secondly, his formation as a creative person.
The implementation of these principles allows you to determine the main ways to solve problems when working with gifted children, plan and activity forecasting.
1.3. Planned development results programs
By the end of the year, the child should be able to:
Interested to engage theatrical and gaming activities;
Play simple performances on familiar literary plots using expressive means (with characteristic intonation, facial expressions, gestures);
Use in theatrical games figurative toys;
Depict clues to riddles using expressive means; perform in front of parents, children of their group, kids with dramatizations.
By the end of the year, the child should know:
Some species theaters(puppet, dramatic, musical, children's, theater of animals, etc..):
Some techniques and manipulations used in familiar views theaters; rubber, plastic, soft toys (puppet); desktop, table-planar, cone toys.
Program compiled taking into account the implementation of links in educational areas.
1. "Music"- children learn to hear the emotional state in music and convey it with movements, gestures, facial expressions, note the diverse content of music, which makes it possible to more fully appreciate and understand the character of the hero, his image.
2. "Fine activity» - where children get acquainted with reproductions of paintings that are similar in content to a fairy tale.
3. "Speech development"- children develop a clear, clear diction, Work on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
4. "Introduction to Fiction"- where children get acquainted with literary works that will form the basis of the upcoming production of the play.
5. "Getting to Know the Environment"- where children get acquainted with the phenomena of social life, objects of the immediate environment, natural phenomena, which will serve as material included in the content theatrical games and exercises.
6. "Choreography"- where children learn to convey an image, moods through dance movements.
Diction exercises (articulation gymnastics);
Tasks for the development of speech and intonation expressiveness;
Finger game training for the development of fine motor skills of the hands;
Exercises for the development of expressive facial expressions;
Elements of the art of pantomime; exercise for the development of plasticity;
-theatrical sketches; transformation games;
Watch puppet shows and talk on content;
Separate ethics exercises during dramatizations;
Acquaintance with the text of a fairy tale for dramatization, means of its dramatization - gesture, facial expressions, movement, costumes, scenery, mise-en-scene;
Preparing and acting out fairy tales and dramatizations; dramatization games.
Second junior group.
Classes are organized so that children do not have to reproduce the text of a fairy tale, they perform a certain action. The teacher reads the text 2-3 times, which helps to increase the sound concentration of children and subsequent independence. It is very important to teach children some ways of playing actions according to the model given by the teacher. Based on the techniques obtained, the child is capable of elementary self-expression. The expansion of the gaming experience is due to the development of varieties of dramatization games, which is achieved by consistently complicating the gaming tasks in which the child is included. At the same time, such sequence:
A game-imitation of individual actions of a person (including his emotions, animals and birds (the sun came out - the children smiled, clapped their hands, jumped in place);
A game-imitation of sequential actions combined with the transfer of the emotions of the hero (merry nesting dolls clapped their hands and began to dance);
The game is an imitation of the images of familiar fairy-tale characters (clumsy bear goes to the house, a brave cockerel walks along the path)
Game - improvisation to music ( "Merry Rain"); etc.
Age is related to mastering the position "viewer", the ability to be a benevolent spectator, watch and listen to the end, clap your hands to say thank you "artists".
Middle group.
Children improve their performing skills, develop a sense of partnership. For the development of imagination, such tasks are carried out, how: “Imagine a sea, a sandy shore. We lie on the warm sand, sunbathe. We are in a good mood. They shook their feet, lowered them, raked the warm sand with their hands, etc.
Creating an environment of freedom and looseness, it is necessary to encourage children to fantasize, modify, combine, compose, improvise based on existing experience. So, they can change the beginning and ending of familiar plots, come up with new circumstances in which the hero finds himself, introduce new characters into action. Mimic and pantomimic etudes and etudes for memorizing physical actions are used. Children are connected to inventing the design of fairy tales, reflecting them in the pictorial activities. In dramatization, children manifest themselves very emotionally and directly; the process of dramatization itself captures the child much more than the result. The artistic abilities of children develop from performance to performance. Joint discussion of the production of the play, collective work on its implementation, the performance itself - all this brings the participants in the creative process together, makes them allies, colleagues in a common cause, partners. Work on the development of theatrical activities and the formation of children's creative abilities brings tangible results. Art theater, being one of critical factors aesthetic inclinations, interests, practical skills. In progress theatrical activity develops a special, aesthetic attitude to the surrounding world, general mental processes: perception, imaginative thinking, imagination, attention, memory, etc.
senior groups.
Children of the senior and preparatory groups for school are keenly interested in theater as an art form. They are fascinated by stories theater and theater arts, about the interior arrangement theatrical rooms for spectators (foyer with photos of artists and scenes from performances, wardrobe, auditorium, buffet) and for theater workers(stage, auditorium, rehearsal rooms, dressing room, dressing room, art workshop). interesting for children and theatrical professions(director, actor, make-up artist, artist, etc.). Preschoolers already know the basic rules of behavior in theater and try not to break them when they come to the performance. Prepare them for the visit theater special games will help - conversations, quizzes. for instance: "Like Little Fox in the theater went"," Rules of conduct in the auditorium ", etc. Acquaintance with various types theater contributes to the accumulation of living theatrical experience, mastering the skill of their comprehension and aesthetic perception.
Game - dramatization often becomes a performance in which children play for the audience, and not for themselves, directorial games are available to them, where the characters are puppets obedient to the child. This requires him to be able to regulate his behavior, movements, and think about his words. Children continue to act out small stories using different types theater: desktop, bibabo, bench, finger; invent and act out dialogues, expressing intonation the features of the character and mood of the hero.
In the preparatory group, an important place is occupied not only by the preparation and conduct of the performance, but also by the subsequent Work. The degree of assimilation of the content of the perceived and played performance is clarified in a special conversation with children, during which opinions are expressed about the content of the play, characteristics are given to the acting characters, means of expression are analyzed.
To identify the degree of assimilation of material by children, the method of associations can be used. For example, in a separate lesson, children recall the entire plot of the performance, accompanied by musical pieces that sounded during it, and using the same attributes that were on stage. Repeated appeal to the production contributes to a better memorization and understanding of its content, focuses the attention of children on the features of expressive means, and makes it possible to relive the experienced feelings. At this age, children are no longer satisfied with ready-made stories - they want to invent their own, and for this, the necessary conditions:
Encourage children to create their own crafts for the director's board theatrical game;
To acquaint them with interesting stories and fairy tales that contribute to the creation of their own idea;
Give children the opportunity to reflect ideas in movement, singing, drawing;
Show initiative and creativity as a role model.
The improvement of individual elements of movements, intonations is helped by special exercises and gymnastics, which preschoolers can do themselves. They come up with and ask their peers any image, accompanying it with a word, gesture, intonation, posture, facial expressions. Work built on structure: reading, conversation, performance of an excerpt, analysis of the expressiveness of reproduction. It is important to provide children with more freedom in actions, fantasies when imitating movements.
2.2. Ways and directions to support children's initiative
Program provides an opportunity to develop creative skills and abilities in theatrical activities. Classes are held with all children, without any selection, once a week, in a regularly ventilated room on the basis of the kindergarten.
The learning process should go quite naturally in accordance with the age development of children. The success of classes depends on the ability of the teacher to create comfortable conditions where each child would feel safe, accepted, loved, self-confident. Thus, a favorable educational and developmental environment will contribute to the timely development of the child's mental and creative processes.
V work with children of preschool age, it must be remembered that each child is a Personality who has the right to his own, unique path of development. And the role of an adult is to help reveal the possibilities and abilities of children.
The teacher is in the position of the organizer of the developing environment. He is a researcher and observer who respects the right of children to be different from adults and from each other, the right to their own individuality.
A teacher is a respectful interlocutor in a dialogue, an older friend directing him in the right direction, but not imposing his thoughts and his will. This is a consultant, an assistant in the preparation of monologues and dialogues, by no means a critic and controller, first of all, a person who encourages any finds - especially original ones - stimulates speech activity and demonstrates tactful behavior and a creative approach to business.
When teaching preschoolers, it is necessary to use game technologies, forms of group and individual work, methods of observation, comparison, innovative methods of pedagogical technique of developmental and search education.
2.3. Features of interaction with the families of pupils
Practice shows that most parents are not indifferent to the success of their children. They strive to keep abreast of the progress of the child in the manifestation of creative abilities, and are able to support him and the teacher. The child discovers a new world for himself, which is not limited to the material offered in the classroom. Therefore, parents can provide a wider exposure to culture, literature, customs and traditions. The teacher may offer advice to parents on the following content:
To be interested in what the child has learned in class is necessary to maintain interest in theatrical art;
Help children prepare for classes: select pictures, toys, stick photos, draw on a given topic;
Pay attention to the features of the child's assimilation of new material;
Pay attention to the features of the memory and thinking of the child;
Supervise and help with homework;
Listen to recordings of songs, poems, rhymes with your child;
In case of forced absence from classes, contact the teacher and try to help the child catch up;
Take an active part in the preparation theatrical events, for example, in the manufacture of costumes for performances;
Come to matinees and holidays as spectators and participants.
Relations with parents are built taking into account an individual approach, a friendly style of communication.
III. Organization section
3.1. Provision with methodological materials and means of training and education
Conducting classes is aimed at revealing the creative abilities of children. Basically, practical classes are held, which are built in the form theatrical productions, vocal and dance numbers, preparation for various holidays, competitions, literary and musical compositions, matinees ( Work over expressive speech, movements, creation of the image of the hero).
During the course, students acquire knowledge about theatrical and musical art; learn to speak correctly and beautifully, to read poetic texts. During the rehearsal activities guys get skills stage work, learn the culture of performance, behavior on stage, learn improvisation during performances.
In the course of individual lessons in small groups, children gain skills work over the artistic image, they learn to capture the features of a particular role, the art of reincarnation through participation in the creation of elements of scenery and costumes.
Through communication and purposeful joint activities the guys get and develop the skills of business and informal communication, both in small groups and in the team as a whole, gain experience in communication in different social roles, experience in public speaking in front of various audiences.
Equipment: Video CDs, Audio CDs, Puppet theatre, theatrical masks, costumes, piano, musical instruments, screen, music center, microphones.
Literature:
1. Deryagina L. B. We play a fairy tale. Scenarios in verse for staging in kindergarten and elementary school. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2010. - 128 p.
2. Deryagina L. B. Theatrical activities in the preschool educational institution. Scenarios based on the fairy tales of foreign writers and peoples of the world. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2015. - 128 p.
3. Card file of portraits of children's writers. Brief biographies. Part I / Comp. L. B. Deryagina. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS" .
4. Card file of portraits of children's writers. Brief biographies. Part II / Comp. L. B. Deryagina. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2013. - 32 p.: 14 colors. ill. - (Equipment of the pedagogical process in the preschool educational institution; issue 25).
5. Tkacheva O. V. Scenarios for holidays, entertainment and music lessons for kindergarten. - St. Petersburg: LLC "PUBLISHING "CHILDHOOD PRESS", 2014. - 176 p.
3.2. Features of the organization of the developing object-spatial environment
The main condition for the implementation programs is the teacher himself. He performs in various qualities: speaker, magician, educator, actor, storyteller, etc. His living word, artistry, ability to visually show speech skills, create an atmosphere of communication is an example for children. This makes it possible to identify as well as develop the abilities and talents of preschoolers.
First, an atmosphere conducive to creativity is created. activities, conditions for the most free realization of the intellectual, emotional abilities and opportunities given by nature, characteristic of this pupil.
The teacher should:
Have basic knowledge of anatomy, developmental psychology, philology;
Know new children's cartoons, toys, programs, books and use this in your work if necessary.
The living word of the teacher, his artistic taste, mastery of the word is an example for pupils.
For successful work and ensure predictable results, certain conditions:
Cozy aesthetic space for classes (Music hall, groups)
Handout kits (finger theater and others.)
Library of children's poems, fairy tales and stories.
Teaching aids (a library of scientific and methodological literature on rhetoric, as well as books on the development of speech).
Media library in this area activities.
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