Variable program
"VISITING A FAIRY TALE"
for children up to school age 3-4 years
(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 talk about theatrical activities to their parents, 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. to 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 activities
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 different kinds 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.
Nursery equipment theater studio
1. Desktop toy theater.
2. Desktop theater of pictures.
3. Stand-book.
4.Flannelgraph.
5. Shadow theater.
6. Finger theater.
7. Theater Bi-ba-bo.
8. Petrushka Theater.
9.Children's costumes for performances.
10. Adult costumes for performances.
11. Elements of costumes for children and adults.
12. Attributes for classes and performances.
13. Screen for puppet theater.
14.Music center, video equipment
15. Media library (audio and CD discs).
17. Methodical literature
Bibliography:
1. Kutsokova L.V., Merzlyakova S.I. Education of a preschool child: developed, educated, independent, enterprising, unique, cultural, active and creative. M., 2003.
2. Makhaneva M.D. Theatrical classes in kindergarten. M., 2001.
3. Merzlyakova S.I. The magical world of theater M., 2002.
4. Minaeva V.M. The development of emotions in preschoolers. M., 1999.
5. Petrova T.I., Sergeeva E.A., Petrova E.S. Theatrical games in kindergarten. M., 2000.
6. Reader on children's literature. M., 1996.
7. Churilova E.G. Methodology and organization of theatrical activities of preschoolers and younger students. M., 2004.
8. Emotional development of a preschooler. M., 1985.
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, a 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.
Development of individual abilities of children (theatrical, speech, non-verbal communication, across 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 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 bakes a delicious cake.
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 away.
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
Per 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 this?
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.
Finger gymnastics
"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 additional education teachers, 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, playing computer games day and night, the rest does not interest them. In addition, young people have many complexes. They are lack of initiative, lack of independence, uncommunicative, constrained, shy outside the virtual world. To overcome these problems, it is necessary to arouse some interest in children even at preschool age, develop independence, sociability, creativity, help overcome shyness, stiffness. And the theater is the most fertile ground for this. In the theater, the child reveals all his abilities, he feels not himself, but the hero he plays. Therefore, he loses shyness, stiffness of movements, all the complexes that he has disappear.
Program focus:
This program is aimed at educating a creative person in the process of theatrical activity, developing his independence, activity, initiative in the process of mastering the skills of theatrical activity, as well as in other types of activity: communicative, artistic, aesthetic, cognitive. Showing your "I" in drawing, folk 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 also show creativity in visual activity - they independently choose material for the manufacture of various types of theaters, depict the heroes of a fairy tale in their own way, conveying in the drawing their attitude towards him, how he imagines, sees this hero, conveys in the drawing episodes of the story invented by him. In communicative activity, children express their own opinion: “I believe”, “I believe”. It is important to teach a child to think, reflect, not be afraid to express their own opinion, different from the opinions of others.
Explanatory note
Artistic and aesthetic education occupies one of the leading places in the content of the educational process of a preschool educational institution and is its priority direction. For the aesthetic development of a child's personality, a variety of artistic activities are of great importance - visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of aesthetic interests, needs, aesthetic taste, as well as creative abilities in children. . The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, additional classes on theatrical activities have been introduced in the preschool educational institution, which are conducted by a teacher of additional education.
Theatrical activities help develop the interests and abilities of the child; contribute to the overall development; the manifestation of curiosity, the desire for new knowledge, the assimilation of new information and new ways of action, the development of associative thinking; perseverance, determination, the manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, diligent, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise. Theatrical activities and frequent performances on stage in front of the audience contribute to the realization of the creative forces and spiritual needs of the child, emancipation and self-esteem. The alternation of the functions of the performer and spectator, 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 around them (people, cultural values, nature), which, developing in parallel with the traditional rational perception, expands and enriches it. The child begins to feel that logic is not the only way of knowing the world, that something that is not always clear and ordinary can be beautiful. Realizing that there is no one truth for all, the child learns to respect other people's opinions, to be tolerant of different points of view, learns to transform the world, using fantasy, imagination, communication with people around.
This program describes a training course in theatrical activities for preschool children aged 4-7 years (middle, senior and preparatory groups). It was developed on the basis of the mandatory minimum content for theatrical activities for preschool educational institutions, taking into account the updating of the content for various programs described in the literature.
Purpose of the program- development of children's creative abilities by means of theatrical art, 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 positive and negative qualities characters.
5. Develop the ability to evaluate the actions of heroes, situations, feel humor.
6. To develop the ability of children to take part in dramatizations based on 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 that will form the basis of the upcoming performance and other forms of organizing theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in everyday life, independent theatrical activities of children).
4. "Social and communicative", where children get acquainted with the phenomena of social life, objects of the immediate environment, natural phenomena, which will serve as the material included in the content of theatrical games and exercises.
Interaction with parents and specialists:
The work of the circle is more efficient and effective with the participation of specialists from 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 different types 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.
PROGRAM
for theatrical activities of the children's theater studio
"Theater Steps"
Musical director: Latynina Vera Sergeevna
The main directions of the program:
1. Theatrical and gaming activities.Aimed at the development of children's play behavior, the formation of the ability to communicate with peers and adults in various life situations.
Contains: games and exercises that develop the ability to reincarnate; theatrical games for the development of imagination fantasy; dramatization of poems, stories, fairy tales.
2.Musical and creative.It includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of the natural psychomotor abilities of preschoolers, their acquisition of a sense of harmony of their body with the outside world, the development of freedom and expressiveness of body movements.
Contains: exercises for the development of motor abilities, dexterity and mobility; games for the development of a sense of rhythm and coordination of movements, plastic expressiveness and musicality; musical and plastic improvisations.
3. Artistic and speech activity. It combines games and exercises aimed at improving speech breathing, the formation of correct articulation, intonational expressiveness and logic of speech, and the preservation of the Russian language.
4. Fundamentals of theatrical culture.It is designed to provide conditions for mastering elementary knowledge of theatrical art by preschoolers. Your child will receive answers to the following questions:
- What is theater, theatrical art;
- What performances are in the theater;
- Who are the actors;
- What transformations take place on the stage;
- How to behave in the theatre.
5. Work on the performance. It is based on the author's scripts and includes the topics "Introduction to the play" (joint reading) and "From etudes to the play" (choosing a play or stage play and discussing it with children; working on individual episodes in the form of etudes with improvised text; searching for musical plastic solution of individual episodes, staging of dances; creation of sketches and scenery; rehearsals of individual paintings and the entire play; premiere of the performance; discussion of it with children). Parents are widely involved in the work on the performance (assistance in learning the text, preparing scenery, costumes).
- Participation in skits, performances and theatrical holidays.
- Preparation of scenery, props, posters (we ourselves invent, draw, glue!).
Work on sections of the program continues throughout the entire education of children. The content of the sections, depending on the stage of training, expands and deepens.
The result of the work of the studio are performances and theatrical holidays, in which all the studio members, without exception, take part, regardless of their level of preparation and training.
Explanatory note
Artistic and aesthetic education occupies one of the leading places in the content of the educational process of a preschool educational institution and is its priority. For the aesthetic development of a child's personality, a variety of artistic activities are of great importance - visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of aesthetic interests, needs, aesthetic taste, as well as creative abilities in children. The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, the preschool educational institution has introduced additional classes on those atralized activities that are conducted by a teacher of additional education.
Theatrical activities help to develop the interests and abilities of the child; promote general development; the manifestation of curiosity, the desire to learn new things, the assimilation of new information and new ways of action, the development of associative thinking; perseverance, determination, the manifestation of general intelligence, emotions when playing roles. In addition, engaging in theatrical activities requires the child to be decisive, systematic in work, diligent, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise. Theatrical activities and frequent performances on stage in front of the audience contribute to the realization of the creative forces and spiritual needs of the child, emancipation and self-esteem. knowledge, imagination.
Exercises for the development of speech, breathing and voice improve the child's speech apparatus. Performing game tasks in the images of animals and characters from fairy tales helps to better master one's body, to realize the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, teach them to notice and evaluate their own and other people's mistakes. Children become more liberated, sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and cognize the world around them more subtly.
Using the program allows you to stimulate the ability of children to imaginative and free perception of the world around them (people, cultural values, nature), which, developing in parallel with the traditional rational perception, expands and enriches it. The child begins to feel that logic is not the only way of knowing the world, that something that is not always clear and ordinary can be beautiful. Realizing that there is no one truth for all, the child learns to respect other people's opinions, to be tolerant of different points of view, learns to transform the world, using fantasy, imagination, communication with people around.
This program describes a training course in theatrical activities for preschool children aged 4-7 years (middle, senior and preparatory groups). It was developed on the basis of the mandatory minimum content for theatrical activities for preschool educational institutions, taking into account the updating of the content for various programs described in the literature.
Purpose of the program - development of children's creative abilities by means of theatrical art.
Tasks for the formation of artistic and aesthetic consciousness in older preschoolers, the development of creative abilities
1. To create conditions for the development of the creative activity of children participating in theatrical activities, as well as the gradual mastery of various types of creativity by children by age groups.
2. Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees of preschool educational institutions, organizing performances by older children in front of younger ones, etc.).
3. Teach children manipulation techniques in puppet theaters of various types.
4. To improve the artistic skills of children in terms of experiencing and embodying the image, as well as their performing skills.
5. To acquaint children of all age groups with various types of theaters (puppet, drama, musical, children's, animal theater, etc.).
6. Introduce children to theatrical culture, enrich their theatrical experience: children's knowledge of the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology.
7. To develop in children an interest in theatrical and gaming activities.
The program includes two classes per week in the afternoon. Lesson duration: 20 minutes - middle group, 25 minutes - senior group, 30 minutes - preparatory group. The total number of training sessions per year is 72.
Pedagogical analysis of knowledge and skills of children (diagnostics) is carried out 2 times a year: introductory - in September, final - in May.
The program is compiled taking into account the implementation of interdisciplinary connections by sections.
1. "Musical education", where children learn to hear different emotional states in music and convey it with movements, gestures, facial expressions; listen to music for the next performance, noting its diverse content, which makes it possible to more fully appreciate and understand the character of the hero, his image.
2. "Visual activity", where children get acquainted with reproductions of paintings, illustrations that are similar in content to the plot of the play, learn to draw with different materials on the plot of the play or its individual characters.
3. "Development of speech", in which children develop a clear, clear diction, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, nursery rhymes.
4. "Introduction to fiction", where children get acquainted with literary works that will form the basis of the upcoming performance and other forms of organization of theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in Everyday life, independent theatrical activities of children).
5. "Familiarization with the environment", where children get acquainted with the phenomena public life, objects in the immediate environment.
Mechanism for evaluating the results
The emphasis in the organization of theatrical activities with preschoolers is not on the result, in the form of an external demonstration of theatrical action, but on the organization of collective creative activity in the process of creating a performance.
1. Fundamentals of theatrical culture.
High level - 3 points: shows a steady interest in theatrical activities; knows the rules of conduct in the theater; names different types of theater, knows their differences, can characterize theatrical professions.
Average level - 2 points: interested in theatrical activities; uses his knowledge in theatrical activities.
Low level - 1 point: does not show interest in theatrical activities; finds it difficult to name the different types of theater.
2. Speech culture.
High level - 3 points: understands the main idea of a literary work, explains his statement; gives detailed verbal characteristics of his characters; creatively interprets plot units based on a literary work.
Average level - 2 points: understands the main idea of a literary work, gives verbal characteristics of the main and secondary characters; identifies and can characterize the units of a literary work.
Low level - 1 point: understands the work, distinguishes between the main and secondary characters, finds it difficult to single out the literary units of the plot; retelling with the help of a teacher.
3. Emotionally-imaginative development.
High level - 3 points: creatively applies knowledge about various emotional states and characters of characters in performances and dramatizations; uses various means expressiveness.
Average level – 2 points: has knowledge of various emotional states and can demonstrate them; uses facial expressions, gesture, posture, movement.
Low level - 1 point: distinguishes emotional states, but uses different means of expression with the help of a teacher.
4. Puppetry skills.
High level – 3 points: improvises with puppets of different systems while working on the performance.
Intermediate level - 2 points: uses puppetry skills in work on the performance.
Low level - 1 point: possesses elementary puppetry skills.
5. Fundamentals of collective creative activity.
High level - 3 points: shows initiative, coordination of actions with partners, creative activity at all stages of work on the performance.
Average level - 2 points: shows initiative, coordination of actions with partners in collective activities.
Low level - 1 point: does not show initiative, is passive at all stages of work on the performance.
Since the program is developing, the progress achieved is demonstrated by the pupils during creative events: concerts, creative shows, evenings within the group to show to other groups, parents.
Expected Result:
1. The ability to evaluate and use the acquired knowledge and skills in the field of theatrical art.
2. Using the necessary acting skills: freely interact with a partner, act in the proposed circumstances, improvise, focus attention, emotional memory, communicate with the audience.
3. Possession of the necessary skills of plastic expressiveness and stage speech.
4. The use of practical skills when working on the appearance of the hero - the selection of makeup, costumes, hairstyles.
5. Increasing interest in the study of material related to the art of theater, literature.
6. Active manifestation of their individual abilities in the work on the performance: discussion of costumes, scenery.
7. Creation of performances of various orientations, participation of studio participants in them in the most varied capacities.
Characteristics of the levels of knowledge and skills
theatrical activities
High level (18-21 points).
Shows a steady interest in theatrical art and theatrical activities. Understands the main idea of a literary work (play). Creatively interprets its content.
Able to empathize with the characters and convey their emotional states, independently finds expressive means of reincarnation. Owns the intonational-figurative and linguistic expressiveness of artistic speech and uses it in various types of artistic and creative activities.
Improvises with puppets of various systems. Freely selects musical characteristics for characters or uses DMI, freely sings, dances. Active organizer and leader of collective creative activity. Shows creativity and activity at all stages of work.
Average level (11-17 points).
Shows an emotional interest in theatrical art and theatrical activities. Has knowledge of various types of theater and theatrical professions. understands the content of the work.
Gives verbal characteristics to the characters of the play, using epithets, comparisons and figurative expressions.
He has knowledge about the emotional states of the characters, can demonstrate them in the work on the play with the help of a teacher.
Creates an image of a character according to a sketch or verbal description-instruction of the educator. Possesses the skills of puppetry, can apply them in free creative activity.
With the help of the leader, he selects musical characteristics for the characters and plot units.
Shows activity and coordination of actions with partners. Actively participates in various types of creative activity.
Low level (7-10 points).
Less emotional, shows interest in theatrical art only as a spectator. Difficulty in identifying different types of theater.
Knows the rules of behavior in the theater.
Understands the content of the work, but cannot single out plot units.
Retells the work only with the help of the leader.
He distinguishes the elementary emotional states of the characters, but cannot demonstrate them with the help of facial expressions, gestures, and movements.
He possesses elementary puppetry skills, but does not show initiative to demonstrate them in the process of working on the performance.
Does not show activity in collective creative activity.
Not independent, performs all operations only with the help of a supervisor.
DIAGNOSTICS OF SKILLS AND SKILLS OF OLDER PRESCHOOL CHILDREN ON THEATERIZED ACTIVITIES IS CARRIED OUT ON THE BASIS OF CREATIVE TASKS.
Creative task number 1
Playing out the fairy tale "Sister Chanterelle and the Gray Wolf"
Purpose: to act out a fairy tale using a table theater, a theater on a flannelograph, a puppet theater to choose from.
Tasks: understand the main idea of the fairy tale, empathize with the characters.
To be able to convey various emotional states and characters of the characters, using figurative expressions and intonation-figurative speech. To be able to compose plot compositions on a table, flannelgraph, screen and play mise-en-scenes based on a fairy tale. Select musical characteristics to create character images. Be able to coordinate their actions with partners.
Material: sets of puppet theater puppet, table and flannel.
Progress.
1. The teacher brings in a “magic chest”, on the lid of which
depicts an illustration for the fairy tale "Sister Chanterelle and the Gray Wolf". Children will recognize the heroes of the fairy tale. The teacher takes out the heroes in turn and asks to tell about each of them: on behalf of the storyteller; on behalf of the hero himself; on behalf of his partner.
2. The teacher shows the children that the heroes of this fairy tale from various types of theater hid in the “magic chest”, shows in turn the heroes of the puppet, table, shadow, theater on a flannelgraph.
How are these heroes different? (Children name different types of theater and explain how these puppets work.)
3. The teacher invites the children to play a fairy tale. There is a draw by subgroups. Each subgroup acts out a fairy tale using a flannelograph theater, puppet and table theater.
4. Independent activity of children in playing out the plot of a fairy tale and preparing a performance.
5. Showing a fairy tale to the audience.
Creative task number 2
Creation of a performance based on the fairy tale "Hare's hut"
Purpose: to make characters, scenery, pick up the musical characteristics of the main characters, play out a fairy tale.
Tasks: to understand the main idea of a fairy tale and to single out the units of the plot (the plot, the climax, the denouement), to be able to characterize them.
Describe the main and secondary characters.
Be able to draw sketches of characters, scenery, create them from paper and waste material. Selecting musical accompaniment for the performance.
To be able to convey the emotional states and characters of the characters, using figurative expressions and intonational-figurative speech.
Be active in activities.
Material: illustrations for the fairy tale "The Hare's Hut", colored paper, glue, colored woolen threads, plastic bottles, colored shreds.
Progress.
1. Sad Petrushka comes to the children and asks the children to help him.
He works in a puppet theater. Kids will come to the theater to them; and all the puppet artists are on tour. We need to help the kids act out the fairy tale. The teacher offers to help Petrushka, make a table theater by himself and show the fairy tale to the kids.
2. The teacher helps to remember the content of the fairy tale from the illustrations. An illustration showing the climax is shown, and questions are offered: “Tell me, what happened before this?”, “What will happen next?” This question must be answered on behalf of a bunny, a fox, a cat, a goat and a rooster.
3. The teacher draws attention to the fact that the fairy tale will be interesting to kids if it is musical, and advises you to choose musical accompaniment to it (phonograms, children's musical instruments).
4. The teacher organizes activities for the manufacture of characters, scenery, the selection of musical accompaniment, the distribution of roles and the preparation of the performance.
5. Showing a performance to kids.
Creative task number 3
Script writing and storytelling
Purpose: to improvise on the theme of familiar fairy tales, select musical accompaniment, make or select scenery, costumes, play out a fairy tale.
Tasks: to encourage improvisation on the themes of familiar fairy tales, creatively interpreting a familiar plot, retelling it from different faces of the heroes of the fairy tale. To be able to create characteristic images of heroes using facial expressions, gesture, movement and intonational-figurative speech, song, dance.
Be able to use various attributes, costumes, scenery, masks when playing a fairy tale.
Show coordination of your actions with partners.
Material: illustrations for several fairy tales, children's musical and noise instruments, phonograms with Russian folk melodies, masks, costumes, attributes, scenery.
Progress.
1. The head announces to the children that guests will come to the kindergarten today. They heard that our kindergarten has its own theater and really wanted to see the play. There is little time left before their arrival, let's figure out what kind of fairy tale we will show the guests.
2. The leader suggests considering illustrations of the fairy tales "Teremok", "Gingerbread Man", "Masha and the Bear" and others (at the choice of the teacher).
All these tales are familiar to children and guests. The teacher offers to collect all the heroes of these fairy tales and place them in a new one, which the children will compose themselves. To compose a tale, you need to come up with a new plot.
What are the parts of the story called? (Introduction, climax, denouement).
What happens at the beginning, climax, and denouement?
The teacher offers to choose the main characters and come up with a story that happened to them. The most interesting collective version
is taken as a basis.
3. Children's activities are organized to work on the performance.
4. Show performance to guests.
SUGGESTED SKILLS AND SKILLS
middle group
They are able to act in concert.
They are able to relieve tension from certain muscle groups.
Remember the given poses.
Remember and describe the appearance of any child.
Know 5-8 articulation exercises.
They are able to make a long exhalation with an imperceptible short sigh.
They are able to pronounce tongue twisters at different tempos.
They are able to pronounce tongue twisters with different intonations.
They know how to build a simple dialogue.
They are able to make sentences with the given words.
Senior group
Willingness to act in concert, engaging simultaneously or sequentially.
To be able to relieve tension from individual muscle groups.
Memorize the given poses.
Memorize and describe the appearance of any child.
Know 5-8 articulation exercises.
To be able to make a long exhalation with an imperceptible short inhalation, not to interrupt the breath in the middle of a phrase.
Be able to pronounce tongue twisters at different paces, in a whisper and silently.
Be able to pronounce the same phrase or tongue twister with different intonations.
Be able to make sentences with the given words.
Be able to build a simple dialogue.
Be able to compose etudes based on fairy tales.
preparatory group
To be able to voluntarily strain and relax individual muscle groups.
Orientate in space, evenly placed on the site.
To be able to move in a given rhythm, at the signal of the teacher, joining in pairs, triples, fours.
Be able to collectively and individually transmit a given rhythm in a circle or chain.
To be able to create plastic improvisations to music of a different nature.
To be able to memorize the mise-en-scène set by the director.
Find an excuse for a given pose.
Perform the simplest physical actions freely and naturally on stage. Be able to compose an individual or group study on a given topic.
Own a complex of articulatory gymnastics.
To be able to change the pitch and strength of the sound of the voice on the instructions of the teacher.
To be able to pronounce tongue twisters and poetic text in motion and different poses. To be able to pronounce a long phrase or a poetic quatrain in one breath.
Know and clearly pronounce 8-10 quick voroks at different tempos.
Be able to pronounce the same phrase or tongue twister with different intonations. To be able to read the poetic text by heart, pronouncing the words correctly and placing logical stresses.
Be able to build a dialogue with a partner on a given topic.
Be able to make a sentence of 3-4 given words.
Be able to choose a rhyme for a given word.
Be able to write a story on behalf of the hero.
Be able to compose a dialogue between fairy-tale characters.
Know by heart 7-10 poems by Russian and foreign authors.
Block 1. Theatrical game.
Block 2. Culture of speech technology.
Block 3. Rhythmoplasty.
Block 4. Basics of theatrical alphabet.
Block 5. Basics of puppetry.
It should be noted that blocks 1, 2, 3 implemented at each lesson, block 4 - at the thematic lesson 2 times a year (three lessons in October and March);
block 5 - one - two lessons per month.
Step one 72 hours
Classes with children 4 - 5 years old
Lesson 1. Let's get acquainted. Purpose: to get to know the children and tell them about the role of theatrical activity in human life.
Lesson 2. Change myself, my friends. Guess who am I? Purpose: to develop attention, observation, imagination of children.
Lesson 3.
Lesson 4.
Lesson 5. A large turnip has grown - very large. Purpose: to develop imagination and fantasy, to learn how to create images using expressive movements.
Lesson 6. Reading the play "Turnip". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Turnip".
Lesson 7. Improvisation of the Russian folk tale "Turnip". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 8 - 11. Rehearsal of the play "Turnip". Purpose: to develop correct speech breathing, the speech apparatus to continue memorizing the text of a fairy tale
"Turnip".
Lesson 12. Friendly, fun, willing to quickly get the job done. Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 13. Everyone ran to grandfather, helped pull the turnip. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 14. What we did, we will not say, but we will show you! Purpose: to develop imagination, initiative, the ability to act in concert, to beat imaginary objects.
Lesson 15. We play the play "Turnip". Final.
Lesson 16. Surprise bag. Purpose: to develop articulation and diction; introduce children to new tongue twisters.
Session 17 - 18
Lesson 19. Lost kittens on the way gloves. Purpose: reading the fairy tale by S. Marshak "Gloves"; content conversation, game exercise "sad kittens".
Lesson 20. Found gloves, thank you kittens! Purpose: mimic studies; dramatization of the fairy tale "Gloves".
Lesson 21. Without friends, we can not live for anything in the world. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 22 -23 . It is very hard to live in the world without a girlfriend or a friend. Purpose: reading the fairy tale “Like a dog was looking for a friend”; content conversation; mimic studies; dramatization of the story.
Session 24 . Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 25
Lesson 25 . Stands in the field Teremok. Purpose: to develop imagination and fantasy, to learn how to create images using expressive movements.
Lesson 26 . Reading the play "Teremok". Purpose: to develop the speech of children; to acquaint with the poetic text of the fairy tale "Teremok".
Lesson 27 . Improvisation of the Russian folk tale "Teremok". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 28 - 31. Rehearsal of the play "Teremok". Purpose: to develop correct speech breathing, the speech apparatus to continue memorizing the text of a fairy tale
Teremok.
Lesson 32 .Give me just a deadline, we'll build a new tower. Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 33. Here is a beautiful tower, it is very, very high! Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 34 . We play the play "Teremok". Final.
Lesson 35. Theatrical game "We walk around." Purpose: to teach to “remove” tightness and stiffness; coordinate with other children.
Lesson 36. A hen came out - a Corydalis, with her yellow chickens. Target:
development of speech, guessing riddles, mimic studies, simulation exercises.
Lesson 36 . A yellow little lump, very, very curious. Purpose: reading the fairy tale by K. Chukovsky "Chicken"; conversation on the content, mimic studies; game exercise "in the poultry yard".
Lesson 37. Time will pass quickly and the chicken will grow up. Purpose: mimic studies; dramatization of the fairy tale "Chicken".
Lesson 38 - 39 . Imaginary journey. Purpose: to develop imagination, fantasy, memory; ability to communicate in the expected circumstances.
Lesson 40 . Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary.
Lesson 41 - 42 Emotions. Purpose: to teach children to recognize emotional states (joy, sadness, curiosity, fear) by facial expressions; improve the ability to coherently and logically express their thoughts.
Lesson 43. Theatrical game "Kolobok". Purpose: to develop imagination and fantasy, to learn how to create images using expressive movements.
Lesson 44. Reading the play "Kolobok". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Gingerbread Man".
Lesson 45. Improvisation of the Russian folk tale "Kolobok". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 46 - 50. Rehearsal of the play "Kolobok". Purpose: to develop correct speech breathing, the speech apparatus to continue memorizing the text of a fairy tale
"Kolobok".
Lesson 51. Our gingerbread man is daring. Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 52 .Jump from the window - and into the woods, a bun rolled. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 54 . Magic box. Purpose: development of speech, learning new tongue twisters, guessing riddles, simulation exercises.
Lesson 55 . Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 56 . Theatrical game "Flight to the Moon". Purpose: to teach to “remove” tightness and stiffness; coordinate with other children.
Lesson 57 - 58. Sign language. Purpose: to develop the expressiveness of movements, the ability to control one's body; learn to convey an emotional state with the help of gestures, postures, facial expressions.
Lesson 59 . Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary.
Lesson 60. The puppy was sleeping near the sofa, suddenly he heard a “meow” nearby. Purpose: reading the fairy tale by V. Suteev “Who said “meow”?”; conversation on the content, mimic studies; game exercise "fairy-tale heroes".
Lesson 61. Improvisation of the fairy tale "Who said" meow "? Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 62 - 65 . Rehearsal of the fairy tale "Who said" meow "?". Purpose: to form a clear, competent speech, improve the ability to create images using facial expressions and gestures.
Lesson 66. I looked everywhere for a puppy, but I couldn't find it! Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 67 . Didn't you say "meow - meow"? Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 68. We play the play "Who said" meow "?". Final.
Lesson 69 - 70
Lesson 71. Theatrical game "Fair" Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting; attention, memory, communication.
Lesson 72.
Step two 72 hours
Classes with children 5 - 6 years old.
Lesson 1. Our favorite hall is again very happy to meet the guys! Purpose: a conversation about the role of theatrical activity in human life; meeting new children.
Lesson 2 . Change myself, my friends. Guess who am I? Purpose: to develop attention, observation, imagination of children.
Lesson 3. Understand me. Purpose: to develop attention, memory, imaginative thinking of children.
Lesson 4. Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 5. Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 6. Our daring gingerbread man, the bun is not the same - the other! ". Purpose: reading the Belarusian folk tale "Puff"; conversation on the content, mimic studies; game exercise "fairy-tale heroes".
Lesson 7. Improvisation of the fairy tale "Puff". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 8 - 11. Rehearsal of the fairy tale "Puff". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 12. This gingerbread man is a cunning little animal! Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 13. Gingerbread man - prickly side. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 14 . We play the play "Puff". Final.
Lesson 15. One, two, three, four, five - do you want to play? Purpose: to develop imagination, creativity; learn to show their individuality and uniqueness; to activate in the speech of children the concepts of "facial expressions", "gesture".
Lesson 16 .Game lesson. Purpose: to promote the unification of children in joint activities; cultivate goodwill and contact in relationships with peers; introduction of the concept of "pantomime".
Lesson 17 . We play with our fingers. Purpose: to teach the characteristic transmission of images with the movements of hands, fingers; game exercises finger gymnastics»; repetition and consolidation of the concept of "pantomime".
Lesson 18 . So the mushroom is a giant, there was enough room for everyone there! Purpose: reading the fairy tale by V. Suteev “Under the Mushroom”; conversation on the content, mimic studies; simulation exercises “it starts to rain”, “let's hide from the rain”.
Lesson 19. Improvisation of the fairy tale "Under the Mushroom". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 20 - 24. Rehearsal of the fairy tale "Under the Mushroom". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 25. It started to rain heavily, it wetted all the animals! Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 26. Everyone wants to hide under a little fungus. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 27. We play the play "Under the Mushroom". Final.
Session 28 - 29 . Imaginary journey. Purpose: to develop imagination, fantasy, memory; ability to communicate in the expected circumstances.
Lesson 30 . One, two, three, four, five - we will compose poems. Purpose: development of diction; learning new tongue twisters; introduction of the concept of "rhyme", exercise in inventing rhymes for words.
Lesson 31 .We read funny poems and add a word - rhyme. Purpose: creating a positive emotional mood; exercise children in the selection of rhymes for words.
Lesson 32 .Who made so many holes in the cheese? Purpose: reading a poem by Jan Brzehva "Holes in the cheese"; conversation on the content, mimic studies; game exercise "in the yard".
Lesson 33 . Improvisation of the poem "Holes in the Cheese". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 34 - 37. Rehearsal of the fairy tale "Holes in the Cheese." Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 38. Well, who will answer a simple question? Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 39. Everyone got together and almost quarreled. Purpose: to develop attention, memory, breathing; cultivate goodwill and contact in relationships with peers.
Lesson 40 . We play the play "Holes in the Cheese." Final.
Lesson 41 . Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary, learning new tongue twisters and finger gymnastics.
Lesson 42. Emotions. Purpose: to teach children to recognize emotional states (joy, surprise, fear, anger) by facial expressions.
Lesson 43 . We compose a new fairy tale. Purpose: to develop children's creative imagination; learn to consistently express thoughts in the course of the plot, improve group work skills.
Lesson 44. We compose a fairy tale ourselves, and then we play it. Purpose: to teach; develop independence and the ability to act in concert expressively convey characteristics fairy-tale heroes in the team.
Lesson 45 .Learning to speak differently. Purpose: to draw the attention of children to the intonational expressiveness of speech; exercise in pronunciation of phrases with different intonation; develop communication skills.
Lesson 46 - 47. Learning to speak clearly. Purpose: to work out diction with the help of tongue twisters and game exercises “strawberry”, “say, insect”, “hare and hare”.
Lesson 48 - 50. Fly, fly petal. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 51. Flower - seven-flower, fabulous flower. Purpose: reading the fairy tale by V. Kataev "Flower - seven-flower"; content conversation.
Lesson 52 - 53. I will remember all the words, I will fulfill the desire. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 54. Theatrical game "In the garden of the sorceress". Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 55. I counted all the crows and lost the bagels. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 56 - 57. Theatrical game "At the North Pole". Purpose: to develop imagination and fantasy; continue to create images with expressive movements; expressively convey the characteristic features of fairy-tale characters.
Lesson 58 - 59 . Improvisation "Toy Store". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 60. The last petal is left. What to wish? Purpose: a conversation about kindness and good deeds; to develop the ability of children to consistently and expressively retell a fairy tale.
Lesson 61. A friend will always come to the rescue. Purpose: to cultivate goodwill and contact in relationships with peers.
Lesson 62 - 67 . Rehearsal of the fairy tale "Flower - seven-flower". Purpose: to develop independence and the ability to act in concert; expressively convey the characteristic features of fairy-tale characters; to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 68. We play the play "Flower - seven-flower". Final.
Lesson 69 - 70 . A magical journey through fairy tales. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 71 . Theatrical game "Fair" Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 72. Game program "You can do it!" Purpose: consolidation of the material covered; give children the opportunity to show initiative and independence in choosing and showing excerpts from previously staged performances.
Third step 72 hours
Classes with children 6 - 7 years old.
Lesson 1. Our favorite hall is again very happy to meet the guys! Purpose: a conversation about the role of theatrical activity in human life; meeting new children.
Lesson 2. I will change myself, friends. Guess who am I? Purpose: to develop attention, observation, imagination of children.
Lesson 3. Understand me. Purpose: to develop attention, memory, imaginative thinking of children.
Lesson 4. Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 5. Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 6. That's the apple! Purpose: reading the fairy tale by V. Suteev "Apple"; conversation on the content, mimic studies; simulation exercises.
Lesson 7. Improvisation of the fairy tale "Apple". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 8 - 9. Rehearsal of the fairy tale "Apple". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 10. How do we share an apple! Purpose: a conversation about friendship and kindness; etudes for the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 11. Dramatization of the fairy tale "Apple".
Lesson 12. Strawberry near the stump, told everyone: no me! Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 13. Theatrical game "Magic Items". Purpose: to develop children's creative imagination; learn to consistently express thoughts in the course of the plot, improve group work skills.
Lesson 14. Let's go to the forest for berries, we'll pick up mugs with the top! Purpose: reading the fairy tale by V. Kataev "The pipe and the jug"; content conversation.
Lesson 15. Improvisation of the fairy tale "pipe and jug". Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 16 - 19. Rehearsal of the fairy tale "Pipe and jug." Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 20. Dramatization of the fairy tale "The pipe and the jug"
Lesson 21. Game program "Magic Forest" Purpose: consolidation of the material covered; give children the opportunity to show initiative and independence in choosing and showing excerpts from previously staged performances.
Lesson 22. Emotions. Purpose: to teach children to recognize emotional states by facial expressions.
Lesson 23. Sign language. Purpose: to develop the expressiveness of movements, the ability to control one's body; learn to convey an emotional state with the help of gestures, postures, facial expressions.
Lesson 24. The first snowflakes came to visit. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 25. Reading the play "The Magic Staff of Santa Claus." Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Magic staff of Santa Claus."
Lesson 26. In the courtyard of King Peas. Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 27. In the realm of the Snow Queen. Purpose: to develop children's creative imagination; learn to consistently express thoughts in the course of the plot, improve group work skills.
Session 28 - 31. Rehearsal New Year's fairy tale"Magic staff of Santa Claus." Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 32. We play the New Year's play "The Magic Staff of Santa Claus."
Lesson 33. Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary, learning new tongue twisters and finger gymnastics.
Lesson 34 - 35. Imaginary journey. Purpose: to develop imagination, fantasy, memory; ability to communicate in the expected circumstances.
Lesson 36. One, two, three, four, five - we will compose poems. Purpose: development of diction; learning new tongue twisters; introduction of the concept of "rhyme", exercise in inventing rhymes for words.
Lesson 37. We read funny poems and add a word - rhyme. Purpose: creating a positive emotional mood; exercise children in the selection of rhymes for words.
Lesson 38. Theatrical game "How Winter met Spring." Purpose: to develop children's creative imagination; improve group work skills.
Lesson 39. The Snow Maiden cried, seeing off the winter. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 40. Reading the play "Snow Maiden". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "The Snow Maiden" based on the play by N. Ostrovsky.
Lesson 41. In the kingdom of King Berendey. Purpose: to develop imagination and fantasy; to train plastic expressiveness; continue to create images with expressive movements.
Lesson 42. Spring is coming! Spring sings! And all the people rejoice with her. Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 43 - 46. Rehearsal of the spring fairy tale "Snow Maiden". Purpose: to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 47. We play the play "Snow Maiden"
Lesson 48. Game lesson. Purpose: to develop the expressiveness of gestures, facial expressions, voices; replenishment of children's vocabulary, learning new tongue twisters and finger gymnastics.
Lesson 49. Magic box. Purpose: development of speech, guessing riddles, simulation exercises.
Lesson 50. Games with Grandma Fun. Purpose: to develop correct speech breathing; improve motor abilities, plastic expressiveness.
Lesson 51. The soldier was walking to his home. Purpose: Reading the fairy tale by G. - H. Andersen "Flint"; content conversation.
Lesson 52. Reading the play "Flint". Purpose: to develop the speech of children; introduce the poetic text of the fairy tale "Flint" based on the fairy tale by G. - H. Andersen.
Lesson 53 - 54. Listen, you, us soldier, if you want to be rich! Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 55. I'm sitting here on a chest. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions; form clear, literate speech.
Lesson 56 - 57. Theatrical game "City of Masters". Purpose: to develop imagination and fantasy; continue to create images with expressive movements; expressively convey the characteristic features of fairy-tale characters.
Lesson 58 - 59. Improvisation "Magic Dreams". Purpose: to develop imagination and fantasy; continue to create images with expressive movements; expressively convey the characteristic features of fairy-tale characters.
Lesson 60 - 61. Improvisation "What are we, unfortunate princesses." Purpose: to develop actions with imaginary objects, the ability to act in concert.
Lesson 62 - 67. Rehearsal of the fairy tale "Flint". Purpose: to develop independence and the ability to act in concert; expressively convey the characteristic features of fairy-tale characters; to form a clear, competent speech, to improve the ability to create images using facial expressions and gestures.
Lesson 68. We play the play "Flint". Final.
Lesson 69 - 70. A magical journey through fairy tales. Purpose: studies on the expressiveness of movements; sketches for the expression of basic emotions.
Lesson 71. Theatrical game "Fair" Purpose: to train diction, expand the range of voice and volume level, improve the elements of acting.
Lesson 72. Game program "You can do it!" Purpose: consolidation of the material covered; give children the opportunity to show initiative and independence in choosing and showing excerpts from previously staged performances.
Children's theater studio equipment
1. Desktop toy theater.
2. Desktop theater of pictures.
3. Stand-book.
4.Flannelgraph.
5. Shadow theater.
6. Finger theater.
7. Theater Bi-ba-bo.
8. Petrushka Theater.
9.Children's costumes for performances.
10. Adult costumes for performances.
11. Elements of costumes for children and adults.
12. Attributes for classes and performances.
13. Screen for puppet theater.
14.Music center, video equipment
15. Media library (audio and CD discs).
17. Methodical literature
Bibliography:
1. Kutsokova L.V., Merzlyakova S.I. Education of a preschool child: developed, educated, independent, enterprising, unique, cultural, active and creative. M., 2003.
2. Makhaneva M.D. Theatrical classes in kindergarten. M., 2001.
3. Merzlyakova S.I. The magical world of theater M., 2002.
4. Minaeva V.M. The development of emotions in preschoolers. M., 1999.
5. Petrova T.I., Sergeeva E.A., Petrova E.S. Theatrical games in kindergarten. M., 2000.
6. Reader on children's literature. M., 1996.
7. Churilova E.G. Methodology and organization of theatrical activities of preschoolers and younger students. M., 2004.
8. Emotional development of a preschooler. M., 1985.
Artistic and aesthetic education occupies one of the leading places in the content of the educational process and is a priority. An important task of aesthetic education is the formation of aesthetic interests, needs, aesthetic taste, as well as creative abilities in children. The richest field for the aesthetic development of children is theatrical activity.
Now is the time when no matter what they talk about, be it science, industry, education or art, everything is overgrown with a lot of problems. Yes, in our time, a time of stress, sharp ups and even whiter sharp falls in the lives of people. The press, television, films, even children's cartoons carry a fairly large charge of aggression, the atmosphere is saturated with negative, disturbing and annoying phenomena. All this falls on the unprotected emotional field of the child, disrupting the development of all mental processes (imagination, memory, attention). These violations have a negative impact on the development of creative abilities, which is the reason for the relevance of this program.
The theater affects the child with a complex artistic means: an artistic word, a visual image, musical accompaniment are used. Fairy tales, performances are always loved by children. At preschool age, you need to show the child examples of friendship, kindness, hard work, honesty. The child plays many roles, which makes him empathize with the characters. Children learn in a team, to see beauty, to sympathize.
Using theatrical creativity, it allows them to instill in them a negative attitude towards cruelty, cunning, cowardice. Expand and deepen knowledge about the world around. Develop in a child mental processes(attention, memory, imagination), emotional-volitional sphere of the child.
Novelty of this program lies in the fact that the dramatization of the fairy tales of the game, puppet performances, sketches, correspond to a single theme. The arsenal of games, exercises and techniques used in circle activities is huge. It includes the use of puppet toys, relaxation techniques, as well as writing fairy tales, stories and various forms of artistic expression.
Theatrical games include discussions on topics, acquaintance of children with the cultural heritage of the Russian people, the formation of a love for folklore, and strengthening the traditions of folk holidays.
Fairy tales reveal the world of adults to a child, awaken his imagination, develop his imagination, introduce him to the heroes of ethnic works.
the main goal: development of the child's creative abilities, psychological liberation through theatrical games.
The program is compiled taking into account the implementation of interdisciplinary links in sections:
- "Fiction", where children get acquainted with literary works that will be used in staging performances, games, classes, holidays, and independent theatrical activities.
- "Inventiveness", where children get acquainted with illustrations similar in content, the plot of the play. They draw with different materials according to the plot of the play, or its characters.
- "Introduction to the environment", where children get acquainted with the objects of the immediate environment, culture, life and traditions of the peoples of the north, which will serve as material included in theatrical games and performances.
- "Musical education", where children get acquainted with the music for the next performance. They note the nature of the music, which gives the full character of the hero, and his image.
- "Development of speech" where children use tongue twisters, tongue twisters, nursery rhymes. Clear diction develops.
Program objectives:
- Create conditions for the realization of the ability of children to feel, think and express their state in the game.
- Develop a sense of responsibility in your own power.
- Help build relationships.
- Teach children to listen, perceive, answer questions, retell, compose.
- Help in mastering the means of figurative expression (intonation, pantomime).
- To help master communication skills and develop the emotional sphere of children.
- Support the desire to perform in front of children, parents and kindergarten staff.
- Continue to acquaint children with the traditions and culture of the indigenous peoples of the North.
Implementation of the program:
- The program is implemented through circle work.
- Work with parents, where joint theatrical performances, holidays, puppet theaters, sports competitions are held.
- The interior decoration of the group and the hall where children live and are brought up.
- costumes and attributes for performances and games should be available to children and delight them with their appearance.
Organization of work on the program
Forms of work
1. Group lessons
The duration of the lesson depends on the age of the children.
Classes are held twice a week. Time of classes: 3-4 years old - 15 minutes, 5-6 years old - 20-25 minutes, 6-7 years old - 30 minutes or more.
Principles of conducting classes.
- Visibility in teaching is carried out on the perception of visual material.
- Accessibility - the lesson is made taking into account age characteristics, built on the principle of didactics (from simple to complex)
- Problematic - aimed at finding solutions to problem situations.
- The developmental and educational nature of education is to broaden one's horizons, to develop patriotic feelings and cognitive processes.
Part 1. Introductory
The purpose of the introductory part is to establish contact with children, to set children up for joint work.
The main procedures of work are reading fairy tales, stories, poems. Games “A hare ran through the swamp”, “A squirrel is sitting on a cart”, “A skating rink, skating rink, skating rink”, “The wind is blowing in our face”, etc. d
Part 2. Productive
It includes an artistic word, an explanation of the material, an examination of illustrations, a teacher's story, aimed at activating the creative abilities of children.
Lesson elements:
- fairy tale therapy, with elements of improvisation.
- sketches, poems, nursery rhymes, fairy tales, short stories using facial expressions and pantomime are played out (Korotkova L.D. Fairy tale therapy for preschoolers)
- Games for the development of imagination and memory - games include memorizing poems, nursery rhymes, pictograms, diagrams, short stories.
- drawing, applications, collages - the use of various types of non-traditional drawing, the use of natural and waste material.
Part 3. Final
The purpose of the lesson is to gain knowledge through the creation of joint performances, games, quizzes. As well as getting the child positive emotions in the classroom. Exhibitions of children's works are organized at practical classes in fine arts.
2. Individual work
In individual lessons with children, they learn poems, nursery rhymes, guessing and guessing riddles and schemes.
3. Working with parents
- involvement of parents in the manufacture of costumes and attributes.
- advice for parents.
- questioning.
- joint performances.
Table 1. Parent engagement plan
Methodological techniques
- Conversations are held with the aim of mastering new material.
- Outdoor games - organized for the emancipation and relaxation of children in the classroom.
- Word, board and printed games are organized as a form of classes.
- Excursions - conducted for the purpose of enrichment spiritual world child.
- Quizzes - are held in order to consolidate the material covered.
- Work with the family - is carried out in order to attract parents to joint creative activities, participation in excursions, entertainment, holidays
- Making handicrafts and drawing - is carried out with the aim of developing creative abilities, imagination, memory.
Creating a subject-environment in a preschool educational institution
Music and Theater Center
The music and theatrical center contains costumes, scenery and various types of puppets necessary for staging performances, sketches and games.
Video materials: discs with recordings of fairy tales, children's performances.
Laptop, CD-player, TV, music center.
Centre children's creativity
Here are placed children's drawings related to the topic of the lesson, crafts, creative works made by children and together with their parents.
Subject-developing environment
To promote the development of speech as a means of communication. Give children a variety of assignments that will allow them to communicate with peers and adults through speech (“Look into the locker room and tell me who came”, “Find out from Aunt Olya and tell me …», “Warn Mitya… What did you say to Mitya? And what did he say to you?" )
Offer pictures, books, toys, objects for self-examination (matryoshka dolls of three to five inserts, a wind-up toy, a box with candy wrappers) as a visual material for children to communicate with each other and with the teacher.
Accessible and emotionally tell children about these subjects, as well as about interesting facts and events (for example, about the habits and tricks of domestic animals).
Teach children to listen carefully and hear the teacher's story.
Vocabulary formation
Based on the expansion of the orientation of children in the immediate environment, develop understanding of speech and activate vocabulary.
To teach children, according to the verbal instructions of the teacher, to find objects by name, color, size (“Bring Masha a vase for jam”, “Take a red pencil”, “Sing a song to a little bear”); name their location ("Fungus on the top shelf, high", "Stand near"); imitate the actions of people and the movements of animals (“Show me how to water from a watering can”, “Walk like a bear cub”).
Ways to check the achievement of requirements for knowledge, skills of a preschooler
| Term | Method name | Target |
| 4-5 years | ||
| September | "What fairy tales do you know?" | Work on the expressiveness of the performance (expressing emotions, sadness and joy) |
| May | "Name Fairy Tales" | Dramatization of fairy tales, imitation games. |
| 5-6 years | ||
| September | "Learning to speak clearly in different ways" | |
| May | Acting out sketches and dialogues from fairy tales. | Develop imagination and creativity, expressiveness, gestures. Mimics and voices. |
| 6-7 years old | ||
| September | The game "Tell the neighbor affectionately" | Exercise children in the image of heroes using facial expressions and gestures |
| May | Quiz "We love fairy tales" | To consolidate the ability of children to use various means of expression in the transfer of images of heroes of fairy tales. |
List of basic teaching aids.
- TV set
- CD player
- Music Center
- Notebook
- Video materials (recordings of fairy tales, performances on CDs)
visual material:
- Illustrations for fairy tales, stories, poems, nursery rhymes.
- Watercolor, gouache, brushes.
- Colored paper.
- Natural and waste material.
- Colour pencils.
- Glue, brushes, markers.
- Cardboard, album sheets.
- Attributes for games.
- Fiction
- Didactic games.
Expected Result
cognitive activity.
- They have an idea about the history of the theater.
- Know the names of the dolls different countries(England, Italy, France, etc.)
- They know how to use attributes, various types of puppets in games, in performances.
- Know how to use facial expressions, pantomime
- They know how to invent different fairy tales, stories.
- have ideas about the traditions and culture of the peoples of the north.
Creative activity
- They have an idea about poets and artists.
- They know how to express mood in drawings and crafts.
- Know the main types of art of the peoples of the north
Speech development
- Clear diction, the use of tongue twisters, tongue twisters;
Ethnographic material
middle group
September-November
- Riddles (about a hare, a dog, a cat, a bear).
- Phonograms for sketches.
December-February
- Phonograms for etudes
- Puzzles.
- Phonograms for sketches.
Senior group
September-November
- Elements national costumes(Komi, Khanty, Mansi).
- Games (national).
- Fairy tales, scenes.
preparatory group
- Phonograms for etudes.
- Songs.
- Puzzles.
- Games.
- Proverbs.
- Fairy tales, scenes.
The full text of the article is presented in Annex 4.
Moral education of preschool children - Annex 1,Creative abilities of preschool children - Annex 2, Action "White Chamomile" timed to coincide with the day of the fight against tuberculosis -
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