Theater project. Project on theatrical activities in pre-school

28.04.2019

MADOU "TsRR-D/S No. 87" Syktyvkar

Project on theatrical activities in the senior group

"Theater and us"

Educator:

Mikhailova M.A.

Syktyvkar, 2016

RELEVANCE

Nowadays children know much more than their peers 10-15 years ago; they solve logical problems faster, but are much less likely to be amazed and surprised, indignant and worried.

Increasingly, children show indifference and callousness, their interests, as a rule, are limited, and their games are monotonous. Many preschoolers are passionate about computers, and adults often follow the children’s lead, purchasing computer games that involve wars with monsters and vampires, without thinking about the harm this causes to the child’s personal development.

As a rule, such children do not know how to occupy themselves in free time and they look at the world around them without surprise and special interest, as consumers, not creators.

Intensive changes in the surrounding life, the active penetration of scientific and technological progress into all its spheres dictate to the teacher the need to choose more effective means training and education based on modern methods and new integrated technologies. We conducted a survey of parents, which showed that: · 64% of preschoolers by the age of 5-6 years have no interest in theatrical art and activities. Because theater reflects phenomena surrounding reality, then the lack of knowledge on such an interesting and exciting activity created a need to work in more detail with both children and their parents. So, we decided to find out everything we could about the theater.

Target: To shape the development of creative abilities through theatrical activities, the development of artistic abilities in children.

Tasks:

Type: Creative, mid-term.

Participants: Educators senior group, children, parents, music director.

Expected Result:

Parents and children get acquainted with the history of the theater, its types, methods of production and performance. The desire to visit theaters with children is increasing. Bonds between parents and educators are strengthened. Children's artistic abilities develop.

Implementation stages:

Preparatory stage

Collection of literature

Conversations with children

Consultations with parents

Drawing up a work plan

Making attributes

Selection of visual information and moving folders

Main stage

Educators:

Conversation: “What is theater?”

View slides with different types of theater: opera, ballet, drama, puppet

Manufacturing theater tickets

Watching children's outdoor performances in preschool educational institutions

Role-playing games with children “Theater”, “Family”

Finger Theater

Outdoor games with heroes

Reading Russian folk tales

Games for developing facial expressions

Bi-Ba-Bo Theater: “Kolobok”, “The Three Little Pigs”, “Teremok”

View slides about the history of theater and theatrical costume

Matinee rehearsals

Dramatization of fairy tales

Learning poems

Album design "Theater and We"

Breathing exercises

Articulation gymnastics

Finger gymnastics

Exercises to develop fine motor skills (with plasticine, with rings, with napkins, with pencils)

Theatrical performances

Manufacturing of various types puppet theater

Parents:

Visiting the theater with a child

Preparing to show a fairy tale for children (choosing a work and script, learning the script, rehearsals)

Making attributes

The final stage

Showing the fairy tale for older children “Little Fox and Sister Gray wolf» younger preschoolers

Participation of children in the Fairytale Chest festival

Creating an Album

Application

Questionnaire for parents

1.How old is your child?

2. How long does he attend preschool?

3. In what forms does a child manifest creativity?

4.Does he share his impressions about theatrical performances, activities, and holidays held in kindergarten?

5.Do puppet shows evoke an emotional response in him?

6.Are there children’s cassettes or disks with recordings of fairy tales in the house?

7. Do you organize theatrical performances at home?

8.Have you been to the theater with your child?

9.Your wishes and suggestions for theatrical activities in our garden.

Thank you very much!

After conducting the questionnaire, we set the following tasks:

Arouse interest in theater among children and parents;

To instill in children primary skills in the field of theatrical art (the use of facial expressions, gestures, voice, puppeteering) through playing fairy tales;

Develop memory, expressive competent speech, vocabulary, form correct sound pronunciation;

To interest parents in purchasing, manufacturing different types theater and provide information on ways to play at home with children and in a group;

Involve parents in creating joint activities;

Develop the child’s emotional sphere through theatrical activities (games, sketches);

Conduct final events (card index of theatrical games, staging a fairy tale, creating an album);

Month/ index	January	February	March	April
Children	Conversation with children about mood, rules of behavior, and their observance. View presentations "Theatre", "Professions in the Theater"	Reading works, word games, viewing slides about the history of theater and theatrical costume.	Reading works Preparing for children's participation in the Fairytale Chest festival	Participation of children in the Fairytale Chest festival	Showing the fairy tale “Sister Fox and the Gray Wolf” to older children to younger preschoolers
Parents	Consultation for parents “Theater at Home”	Involving parents in the production of attributes.	Visit to the drama theater	Preparing to show a fairy tale for children
Teachers		The selection of the card index is theatricalized	Visit to the drama theater	Book exhibition “Visiting a Fairy Tale”
Equipment for the pedagogical process	Selection of presentations to enrich plots and game actions.	Production and acquisition of didactic material for theatrical games.		Album art

Articulation gymnastics

"Window"
open your mouth wide - “hot”
close your mouth - "cold"
"Brush your teeth"
smile, open your mouth
the tip of the tongue with inside“brush” the lower and upper teeth alternately
"Kneading the dough"
smile
slap your tongue between your lips - “five-five-five-five-five...”
bite the tip of your tongue with your teeth (alternate these two movements)
"Cup"
smile
open your mouth wide
stick out broad tongue and give it a “cup” shape (i.e. slightly raise the tip of the tongue)
"Pipe"
stretch your lips forward with tension (teeth closed)
"Fence"
smile, exposing closed teeth with tension
"Painter"
lips in a smile
open your mouth slightly
use the tip of your tongue to stroke ("paint") the palate
"Mushroom"
smile
click your tongue like you're riding a horse
touch your wide tongue to the roof of your mouth
"Pussy"
lips in a smile, mouth open
the tip of the tongue rests on the lower teeth
arch your tongue, resting the tip of your tongue on your lower teeth
"Let's catch the mouse"
lips in a smile
open your mouth slightly
say “ah-ah” and bite the wide end of your tongue (catch the mouse by the tail)
"Horse"
stretch out your lips
open your mouth slightly
click with a “narrow” tongue (like a horse’s hooves click)
"The steamer is humming"
lips in a smile
open your mouth
pronounce with tension a long “y-y-y...”
"The elephant drinks"
stretching your lips forward like a tube to form an “elephant trunk”
“get some water” while smacking your lips slightly
"Turkeys are chatting"
quickly move your tongue along your upper lip - “ba-ba-ba-ba...”
"Nuts"
mouth closed
the tip of the tongue with tension alternately rests on the cheeks
Hard balls - "nuts" - form on the cheeks
"Swing"
smile
open your mouth
tip of tongue behind upper teeth
tip of tongue behind lower teeth
"Watch"
smile, open your mouth
move the tip of the tongue (like a clockwise direction) from one corner of the mouth to another
"Pancake"
smile
open your mouth slightly
put your wide tongue on your lower lip
"Delicious jam"
smile
open your mouth
lick your upper lip with a wide, cup-shaped tongue
"Ball"
puff out your cheeks
deflate your cheeks
"Harmonic"
smile
make a “mushroom” (i.e. suck your wide tongue to the roof of your mouth)
Without lifting your tongue, open and close your mouth (do not close your teeth)
"Drummer"
smile
open your mouth
the tip of the tongue behind the upper teeth - “de-de-de...”
"Parachute"
put cotton wool on the tip of your nose
With a wide tongue in the shape of a “cup”, pressed to the upper lip, blow the cotton wool up from the nose
"Put the ball into the goal"
“push” your wide tongue between your lips (as if you are driving a ball into a goal) blow with your tongue pressed between your lips (do not puff out your cheeks)
It is necessary to carry out articulation gymnastics in a playful way.

Breathing exercises.

Exercise 1.

"Hamster." The child pretends to be a hamster - puffs out his cheeks and walks like this for several steps. Then he turns around, slaps himself on the cheeks, letting out the air.

Exercise 2.

"Rose and dandelion." The child stands upright. Inhale deeply through your nose - “smells a rose”, exhale - letting out as much air as possible, “blows on a dandelion”.

Exercise 3.

"Crow". The baby stands with his arms down and his legs slightly apart. Inhale - arms spread wide to the sides (wings), exhale - arms slowly lower, the child says: “Karrrrr.”

Exercise 4.

"Hen". The child sits on a chair with his arms down. Quick inhalation – hands are raised, palms up, to the armpits (wings). Exhale – lower your arms, turning your palms down.

Exercise 5.

« Balloon" The child lies on his back, hands on his stomach. As you inhale, the balloon tummy slowly inflates, and as you exhale, the balloon tummy slowly deflates. Exercise 6. “Wave”. The child lies on his back, arms along the body, legs together. Inhale – arms rise up and back, touching the floor. Exhale - the hands return to the starting position, while the child says: “Vni-i-i-z.”

Exercise 6.

"Watch." The child stands, arms down, feet shoulder-width apart. Depicting a clock, the child waves his straight arms back and forth, saying: “Tick-tock.” Exercise 8. “Diver”. The child should imagine that he is going underwater to the sea. A deep breath is taken, the breath is held for as long as possible.

“It’s not for nothing that children love fairy tales.

After all, that’s what’s good about a fairy tale,

That there is a happy ending in it

The soul already has a presentiment..."

Fairytale world of theater

Why do we choose a fairy tale as the thread of communication with children? How could it be otherwise, because in this strong thread, tested for strength over the years, it is destined to twist. Tied to human feelings, emotions and life situations, the fairy tale, due to its accessibility, is close and understandable to children. Children want and love to play. Let's play a fairy tale, baby! This will bring you joy! In the life of a child from his very birth there is a fairy tale with its good heroes, transformations and magical objects. The child lives in a land of various fantasies. A child can find the embodiment of thinking that is non-standard for an adult in children's theater, where every minute he sees confirmation of his vision of the world around him. The fairy tale is close and understandable to children, and he finds a reflection of his worldview in the theater. Children believe in miracles and that somewhere on earth there is extraordinary country, in which birds and animals can talk to each other and live in friendship, where good always triumphs over evil. This Wonderland exists and it is called - Theater! The world of theater is a land of real fantasies and good fairy tale, a game of fiction and reality, colors and light, words, music and sounds. Theater is fertile ground for creativity. There is something for everyone who wants to take part in this action. An adult can also take on any role and... become a Wizard! You just have to wave your “magic” wand and everything around you will be transformed: it will come to life fairy forest, birds and animals will speak human language, everything will be illuminated with a mysterious light and filled with sounds, unprecedented adventures and amazing transformations will begin.

Children's theater becomes a part of a child's life. Pictures appear before his eyes native nature, people with characters, everyday life. The images of heroes of Russian fairy tales become an integral part of a child’s life, revealing to him in an accessible form the concepts of good and evil, cultivating good feelings.

The child is imbued with good feelings, experiences together with the heroes of fairy tales, and at the same time comprehends the simple and complex, instructive and amazing truth of life.

Theater is an assistant in raising children. Theater stimulates the child’s activity and has a huge impact emotional impact, promotes the development of imagination. Every time a child enters the world of theater, he makes a small discovery for himself.

Theatrical activities help develop the interests and abilities of children, promote general development, the manifestation of curiosity, the desire to learn new things, assimilate information and new ways of acting, the development of associative thinking, perseverance and determination, the manifestation of general intelligence, emotions when playing roles. Theater activities require the child to be decisive, systematic in work, and hardworking, thereby contributing to the formation of strong-willed character traits. Performing on stage contributes to the realization of the child’s creative powers and spiritual needs, emancipation and increased self-esteem. Theatrical activities teach the child to accurately formulate his thoughts, accurately feel and understand the world around him...

The love for theatrical creativity, the desire to pass this love on to children, the desire to make a child’s life happier and his inner world richer through theatrical skill, became the reference point for the creation of this project.

Objective of the project: Introduce children to theatrical culture.

Project objectives:

Create conditions for the development of children's creative activity in theatrical activities.
Teach children various means of improvisation.
To form children's ideas about various types of theater and theatrical genres.
Create conditions for joint activities of children and adults.
Provide conditions for the relationship between theatrical and other activities.

Project participants:

Pupils of the group.
Group teachers.
Parents of group children.
Musical director.

How long the project is designed for: for the period of a child’s stay in a preschool educational institution (4 years).

Expected results:

Child development in all areas educational areas.
Significant expansion of children's ideas about theatrical culture.
Creating a subject environment that promotes the development of theatrical culture in children.

Forms of work:

organization of educational, developmental and creative activities;
organizing joint events with parents;
organization of theater evenings (showing fairy tales and performances);
organizing visits to cultural events (senior group).

Forms of work with parents:

Joint production of toys and aids for organizing a subject-development environment.
Involving parents in joint events.
Open screenings of classes and theatrical performances.
Consulting parents on leading and current issues.
Organization of visits to cultural sites and cultural events.

Main stages of the project:

Stage 1

Preliminary work

Studying methodological literature.

Acquisition of didactic material for organizing a subject-development environment.

Stage 2

Main job

Drawing up a program of activities to implement the project’s objectives.

Final work

Monitoring the implementation of project tasks.

At the final stage of the project, final testing of students and analysis of the subject-development environment are carried out.

Stage 1

Preliminary work:

Studying methodological literature;

Organization of subject-development environment.

Literature:

Federal state educational standard for preschool education.
SanPiN.
N.F. Sorokina, L.G. Milanovich “Development of creative abilities in children from one year to three years, by means of puppet theater"; “Iris Press”, Moscow 2007.
A.V. Shchetkin “Theatrical activities in kindergarten with children 4-5 years old”, Moscow, “Mosaic-Sintez”, 2008.
A.V. Shchetkin “Theatrical activities in kindergarten with children 5-6 years old”, Moscow, “Mosaic-Sintez”, 2008.
N.B. Ulashchenko “Organization of theatrical activities in the younger group”, publishing house “Corypheus”, Volgograd.
I.P. Koshmanskaya “Theater in kindergarten”, Rostov-on-Don, publishing house “Phoenix”.
, Moscow, publishing house "Arkti", 2007.
N.V. Smirnova, V.K. Shalaeva “Environment of development of a preschool child: essence and structure”, Ivanovo, 2009.
S.N. Zakharov “Holidays in kindergarten”, “Vlados”, 2001.
N.V. Zaretskaya, Z.A. Root “Holidays in kindergarten”, Moscow publishing house “Iris-press”, 2001.
V.V. Gerbova, M.A. Vasilyeva, T.S. Komarov “Program of education and training in kindergarten” Moscow, publishing house “Mosaika-synthesis”, 2005.
Magazines “Preschool education”, magazines “Child in kindergarten”.
Internet sites of preschool institutions, Internet portals.

Organization of subject-development environment.

To successfully implement the project's objectives, it is necessary to create an appropriate subject-development environment.

Mini stage with screen and microphone.
Bi-ba-bo dolls.
Horse dolls.
Dolls on the gapite.
Flat theaters.
Flannelograph.
Finger toys.
Rubber toy theater.
Soft toy theater.
Theater of mugs.
Puppet theater.
Round tabletop stage.
Masks.
Dressing room with a large mirror.
Mummering corner.
Theater of mittens.
Shadow theater.
Theater of Spoons.
Folding books.
Cone dolls.
Musical instruments (noise, percussion, keyboards, wind, strings).
Attributes for dance improvisations.

Stage 2

The structure of the program for the implementation of project objectives.

The program is focused on the comprehensive development of the child’s personality, taking into account his individuality. It systematizes the means and methods of theatrical and play activities.

Main objectives of the program:

Consistently introduce children to various types of theater and introduce them to theatrical art.
To promote the development of the most important competencies of preschool children.
Children's gradual mastery of various types of creativity by age group.
Improving children's artistic skills.

Program structure:

The program consists of three sections corresponding to the age periods of preschool childhood (from 3-4 years; from 4-5 years; from 5-6 years). The program distinguishes two types of tasks. The first type is educational tasks, which are aimed at developing emotionality, intellectual and communicative competencies, through the means of theater. The second type is educational tasks that are related to the development of artistry.

The program includes the following types of creative activities:

Game creativity;

Song creativity;

Improvisation on children's musical instruments;

Basics of puppeteering;

Basics of acting;

Basics of puppet theater;

Dramatizations.

Song creativity, playing children's musical instruments, dance creativity, holidays, and leisure activities are planned and carried out together with the music director during music classes and in free time.

Theater classes begin with the second junior group and are held 1-2 times a week. In the class schedule, it is usually planned in the first half of the week. The lesson can be held in the morning and evening at the discretion of the teacher. Starting from the middle group, you can conduct two classes per week. The senior group has two classes per week.

The material for classes is taken from the book by N.F. Sorokina “Scenarios for theatrical puppet classes”, Moscow, Arkti publishing house, 2007.

Second junior group

To stimulate interest in theatrical and play activities, to create the necessary conditions for its implementation.
Encourage children to participate in theatrical activities and develop a positive attitude towards it.
Strengthen ideas about surrounding objects. Teach children to name items of theatrical and household equipment.
Develop the ability to follow the development of actions in dramatizations and puppet shows.
Develop children's speech with the help of puppet and other types of theater: enrich vocabulary, develop the ability to construct sentences, achieving correct and clear pronunciation of words.
Encourage children to compose a fairy tale with the help of a teacher, using a tabletop theater.
Use improvisational forms of dialogue between characters in well-known fairy tales. Develop children's attention, memory, and thinking.
To develop the ability to convey the main emotions of the characters through facial expressions and pantomimes, movements and gestures. Teach children to respond appropriately to the state of other people or characters.
Introduce children to the techniques of puppeteering tabletop dolls. To develop the ability to concentrate attention on a toy or theatrical puppet.
Teach children to accompany the movement of dolls with a song or words.
Encourage children's desire to participate in improvisation, support the desire to play with musical toys, and improvise on noise musical instruments.
Develop initiative and independence of children in games with theater puppets.
Develop a desire to speak in front of parents and kindergarten staff.

Theater classes in the second junior group:

During theater classes, children learn the simplest techniques for controlling tabletop theater puppets. You can suggest inventing short stories, occurring with the toy, so that the child can compose dialogues himself and find expressive intonations. At the same time, you can provide assistance with leading questions, without giving finished sample for imitation. No matter how primitive the stories written by children are, encouragement is necessary. The child must be encouraged to want to play with the doll. Acting out written fairy tales spiritually liberates the child and you need to pay attention to this. In theater classes, it is necessary to create an atmosphere of goodwill, mutual trust, and respect for each other. A child can only create when he feels the friendly attitude of his peers and adults.

In the second junior group, great importance is given to working on sketches. This is a kind of school that helps children learn the secrets of controlling theatrical puppets and the basics of acting. Children learn to express their feelings and understand the feelings of other people through play. This will help them avoid difficulties in communicating with peers and adults. Working on sketches develops the child and gives him the necessary skills to participate in puppet and other performances. Only by creating an atmosphere of creative cooperation can we begin staging the play. In the second younger group, you can play well-known Russians with tabletop dolls folk tales: “Chicken-Ryaba”, “Masha and the Bear”, “Bull-Tar Barrel”, “Zayushkina’s Hut”. Here you can also invite children to come up with a dialogue themselves. By the end of the second junior group, children should already have mastered the skills of controlling tabletop dolls, can fully concentrate their attention on the doll, and listen carefully to their partner. Children can also compose a short fairy tale on their own.

September-November (second junior group)

Types of creative activity			Classes and repertoire
Game creativity	Involve children in writing short tales and stories	Tabletop Rubber Toy Theater	“Meeting in the Forest”, “Bear and Donkey” (composed by children)
Song creativity	Accompanying the doll's movements with a song invented by the child	Any tabletop theater	Any song from a fairy tale or music, e.g. “The bear is dancing” by M. Protasov
Dance creativity	Cause an emotional response and a desire to move to the music	Phonogram of any rhythmic music	Invite children to invent and dance a dance of any of the characters from the fairy tale “Turnip”
	Arouse interest and desire to play with musical toys	Balalaikas, pipes, accordions, pianos	Imitate playing these instruments
			Contents of work, classes
Basics of puppeteering.	Introduce children to tabletop theater puppeteering techniques	Tabletop theater	Lessons 1-4, 5-8, 9-12 N.F. Sorokina “Scenarios for theatrical puppet classes”
Puppet Theater Basics	To develop the ability to follow the development of action in a fairy tale, to lead children to expressive performance of the role.	Table theater, table dolls, toys, soft toys
Acting Basics	Cultivate attentiveness, develop imagination and creativity in children	Working at the mirror
	Develop interest in dramatization games, maintain a cheerful, joyful mood, encourage a friendly attitude towards each other, encourage participation in dramatization games	Dramatization in costumes, in the environment, with scenery	Based on the fairy tale "Turnip"
	To involve in telling fairy tales, to arouse interest in what is happening on stage, to enrich children with vivid impressions	Attributes for a concert setting, costumes	Dramatization of the fairy tale "Turnip" open viewing fairy tales

Second junior group (December-February)

Types of creative activity	Methods for developing creativity	Tools for developing creativity	Classes, repertoire. The lessons are used from the book by N.F. Sorokina “Scenarios for theatrical puppet classes”
Game creativity	Encourage children to invent dialogues for characters in fairy tales	Tabletop cone toy theater	“Grandmother and Granddaughter”, “Fox and Cat”, “Visiting Santa Claus” (written by children)
Song creativity	Invite children to compose songs on individual syllables in the lullaby or dance genre	Large soft toy	“Lullaby for Mishka”, “Doll’s Dance”
Dance creativity	Encourage children to improvise simple things dance moves to a variety of music	Phonograms and discs with various types of music, attributes for dance improvisations (flags, plumes)	Dance improvisations: “Dance of Parsley” (music by D. Kabalevsky), “Dance of Snowflakes” (music by P.I. Tchaikovsky)
Improvisation on children's musical instruments	Give ideas and methods of producing sound on children's musical instruments	Spoons, rattles, tambourines, drums, bells	Invite the children to play along with the soundtrack on musical instruments.
Basic Theater Skills	Methods for developing theatrical skills	Tools for developing theatrical skills	Contents of work, classes
Basics of puppeteering.	Teach children puppeteering techniques for a tabletop cone toy theater	Cone toy	Rooms 13-16, 17-20, 21-24 Page 25-52. N.F. Sorokina “Scenarios for theatrical puppet classes” Lessons 17-18 - to assess children's skills and knowledge of theatrical activities in the fall
Puppet Theater Basics	To develop an emotional response to the actions of the characters in the play, to evoke sympathy and a desire to help, to form emotional expressiveness of speech	Cone Toy Theater
Acting Basics	Form in children characteristic gestures of repulsion, attraction, opening, closing	Working at the mirror	Any studies on the expressiveness of the gesture “Hush”, “Come to me”, “Go away”, “Goodbye”
Basic principles of dramatization	Create a desire to participate in dramatization games, lead children to create an image of a hero, using gestures and facial expressions	Costumes, scenery, object environment.	Eg. "Animals visiting the Snow Maiden"
Holidays, leisure, entertainment	To develop active participation in the holiday, to develop the imagination and fantasy of children. Encourage children to play with tabletop theater dolls	Attributes for leisure, holiday	"Christmas tree holiday" “Snow White and the Seven Dwarfs” (episode production)

Second junior group (March-May)

Types of creative activity	Methods for developing creativity	Tools for developing creativity	Classes and repertoire The lessons are used from the book by N.F. Sorokina “Scenarios for theatrical puppet classes”
Game creativity	To support the desire of children to collectively compose short fairy tales, stories, inventing dialogues for the characters	Table theater of small soft toys	“Baby Elephant’s Birthday,” “Tiger Cub Ill,” “Masha and Zhuchka” (composed by children)
Song creativity	Encourage children to compose songs based on given text and use them in puppet shows and dramatizations	Tabletop cone toy theater, costumes, scenery and attributes	The cockerel's song from the fairy tale "Zayushkina's hut"
Dance creativity	Instill interest and love for music, develop the child’s musical abilities, educate emotional attitude to music through dance movement	Phonograms, animal and bird hats, soft toys, dolls	Free dance of a goat and kids from the fairy tale “The Wolf and the Seven Little Goats” Dance improvisation with dolls
Improvisation on children's musical instruments	Encourage children's desire to use children's musical instruments with sound of indefinite pitch in dramatizations and puppet shows	Phonogram, sounding toys - instruments with sound of indefinite pitch	Orchestral accompaniment of free dances in the performance and dramatizations “The Wolf and the Seven Little Goats”, “Zayushkina’s Hut”
Basic Theater Skills	Methods for developing theatrical skills	Tools for developing theatrical skills	Contents of work, classes
Basics of puppeteering.	To develop children's puppeteering skills with a soft toy tabletop theater	Soft toy	Zan. 25-28, 29-32,33-36 Pp.52-73 N.F. Sorokina “Scenarios for theatrical puppet classes” Lessons 35-36 – monitoring See page 73
Puppet Theater Basics	Develop the ability to present the actions of the characters in the play. Continue to shape the emotional expressiveness of children’s speech	Soft toy theater
Acting Basics	Develop children’s ability to understand the emotional state of another person and be able to adequately express their own	Working at the mirror	Sketches “The Fox Eavesdrops”, “Delicious Candies”, “New doll”, “The little fox is afraid”, “Vaska is ashamed”, “Silent”
Basic principles of dramatization	To form a sustainable interest in dramatization games, to encourage children’s independence in choosing expressive means to create images	Costumes, scenery, attributes	"The wolf and the seven Young goats"
Holidays, leisure, entertainment	To make children want to perform in front of their parents, to instill a love for theatrical art. Encourage children to participate in dramatization games	Costumes, decorations and attributes necessary for leisure and entertainment	Showing a fairy tale at the discretion of the teacher

Middle group

Cultivate a sustainable interest in theatrical and gaming activities.
Lead children to create an expressive image in sketches, dramatizations, song and dance improvisations.
Expand your understanding of surrounding objects. Develop the ability to identify the characteristics of objects (color, shape, size), determine the material from which toys, scenery, and attributes for theatrical performances are made. Expand knowledge about the characters participating in theatrical and play activities.
Replenish and activate children's vocabulary (nouns, adjectives, verbs to denote the actions of characters). To develop the ability to identify and name the location of theatrical characters, objects, scenery (right, left, straight, side), characterize the mental state and mood of the characters. Reinforce the correct pronunciation of vowels and consonants. Improve the clear pronunciation of words and phrases. Form intonation expressiveness of speech. Develop children's dialogical speech.
To consolidate knowledge about the rules for manipulating riding dolls.
Using riding dolls, encourage children to improvise on familiar fairy tales, stories, and invent new ones, with or without the help of a teacher.
Stimulate children's attention, memory, thinking and imagination. Develop ideas about the moral qualities of a person, the emotional state of oneself.
Teach children to accompany the movement of the doll across the screen with a song, and come up with a given text on their own.
Continue to develop in children the desire to participate in dance improvisations with and without dolls.
Support children's initiative in improvising on the metallophone
Encourage children's desire to play independently with theatrical puppets.
To develop in children the desire to include song and dance improvisations in independent games.
Maintain the desire to speak in front of children, parents, and employees.

To improve theatrical skills in middle group it is recommended to spend more time individual work after noon.

Theater classes in the middle group:

In the middle group, work with tabletop dolls continues. Children remember puppeteering techniques and come up with small scenes with tabletop dolls. Work continues to develop creativity. Children can independently come up with dialogues for the characters, based on the plots of well-known fairy tales.

At the end of September you can introduce children to the theater screen. At this time, it is good to introduce children to a doll on a gapit (a gapit is a stick on which a doll is placed. Controlling a doll on a gapit requires endurance, patience, and certain muscle efforts from the child, since the hand must guide the doll along the edge of the screen without leaning on it To make it easier for the child to control the doll, they are made as light as possible (can be made of cardboard).

At theater classes, children can already be introduced to puppeteering techniques. For this purpose, studies with a doll are used, the purpose of which is to teach the child to focus his attention on the doll performing a clear, rhythmic action. Also used are sketches for the development of the emotional sphere, which develop in children the ability to understand the emotional state of another person and the ability to adequately express their own. These sketches help the child to look at himself from the outside, contribute to the formation of self-control, and increase self-confidence.

Work continues on the development of creativity, which also uses hapite dolls. Children can compose short fairy tales and songs that accompany the movements of the dolls. Gradually, you can introduce noise instruments (tambourine, drum, rattle), which give a new sound to the song composed by the child and develop a sense of rhythm.

With children you can act out Russian folk tales “Kolobok”, “Teremok”, “Turnip”, using dolls on the floor. Acting out fairy tales with theatrical puppets allows you to better assimilate the content of your favorite work and gives you the opportunity to show creativity.

Middle group (September-November)

Types of creative activity	Methods for developing creativity	Tools for developing creativity	Classes and repertoire The lessons are used from the book by N.F. Sorokina “Scenarios for theatrical puppet classes”
Game creativity	Continue to compose fairy tales with children with the help of the teacher and without his participation. Encourage children to independently create playful images using gestures and facial expressions.	Spoon Theater Animal and bird hats	"Grandma and the Fox", "Hare and the Bear", "Kolobok and Grandfather" “Teremok” (mouse, frog, bunny, fox, bear, wolf)
Song creativity	Invite children to compose song characteristics of the characters in the puppet show	Costumes, scenery, attributes necessary for this performance	Songs of characters from the fairy tale “Teremok”
Dance creativity	Encourage children to compose dance characteristics characters in a folk dance performance	Costumes of the characters in the play, soundtracks	“Dance of the Fox and the Bear for the fairy tale “Teremok”
Improvisation on children's musical instruments	Introduce children to toys - instruments that produce sounds of a certain pitch, with the help of which you can reproduce various rhythms	Pipe, pipe, horn	Accompanying dance improvisations for the fairy tale “Teremok”
Basic Theater Skills	Methods for developing theatrical skills	Tools for developing theatrical skills	Contents of work, classes
Basics of puppeteering.	Introduce children to the theater screen and the techniques of driving riding puppets	Screen or mini stage equipped with a screen, riding dolls	“Mom is Walking”, “Two Mice”, “Grandfather and the Turnip”. Zan.1-4, 5-8,9-12 N.F. Sorokina “Scenarios for theatrical puppet classes”
Puppet Theater Basics	Develop children's interest in puppet shows and encourage participation in this type of activity	Theater of spoons, screen
Acting Basics	Activate children, develop their memory and attention	Phonogram, attributes for exercises	"Be careful", “Remember your place”, “Remember your posture”
Basic principles of dramatization	Develop a positive attitude towards dramatization games. Learn to act out performances based on friends literary subjects using expressive means (intonation, movement, facial expressions, gesture)	Dramatizations in costumes and scenery	"Teremok"
Holidays, leisure, entertainment	Cultivate a desire to please your parents with your performance. Develop interest in various performances. Encourage children's interest in acting out familiar fairy tales	Phonogram, puppets, scenery for the performance	Puppet show “Visiting Vasilisa”

Middle group (December-February)

Types of creative activity	Methods for developing creativity	Tools for developing creativity	Classes and repertoire The lessons are used from the book by N.F. Sorokina “Scenarios for theatrical puppet classes”
Game creativity	To develop in children the desire to write short stories, inventing dialogues for the characters. Lead children to create in-depth images, familiar characters using movements, facial expressions, and gestures.	Horse dolls Caps of animals and birds	“Visiting Snow White”, “Dwarf and Fox”, “Dog and Wolf” (written by children). “Cheerful little goat”, “Frightened little goat”, “The cat has recovered”
Song creativity	Invite children to compose songs in the genre of march and waltz to a given text	Costumes and attributes	For example: Chanterelle's song (waltz), wolf's song (march)
Dance creativity	Lead children to compose dance improvisations of the characters in the play in the genre of march and waltz	Costumes and attributes	At the discretion of the teacher
Improvisation on children's musical instruments	Teach children how to play toy instruments with a diatonic scale, and be able to accompany dance improvisations using one sound.	Metallophone, phonogram	Dance of the squirrels, “March of the Dwarfs” S. Prokofiev
Basic Theater Skills	Methods for developing theatrical skills	Tools for developing theatrical skills	Contents of work, classes
Basics of puppeteering.	Teach children how to drive riding dolls on a screen	Horse dolls, screen	“Meeting of the Fox and the Hare”, “Conversation between a Mouse and a Frog”, “Dance of the Animals” Zan.13-16,17-20,21-24 N.F. Sorokina “Scenarios for theater classes in kindergarten”
Puppet Theater Basics	Continue to instill in children a love for puppet theater and create a desire to participate in puppet shows	Horse dolls, phonogram, screen
Acting Basics	To develop in children the ability to correctly understand emotionally expressive hand movements and use gestures	Phonogram, attributes, work at the mirror	“This is me”, “This is mine”, “Give it back”, “Icicles”, “Humpty Dumpty”, “Parsley jumps”
Basic principles of dramatization	Maintain an interested attitude towards dramatization games, the desire to participate in this type of activity	Dramatization in costumes, scenery, object environment
Holidays, leisure, entertainment	Develop a sustainable interest in performing in front of parents, develop the ability to understand the content of fairy tales. Encourage children to play with riding dolls on their own	Attributes and costumes necessary for this leisure activity	At the discretion of the teacher

Middle group (March-May)

Types of creative activity	Methods for developing creativity	Tools for developing creativity	Classes and repertoire The lessons are used from the book by N.F. Sorokina “Scenarios for theatrical puppet classes”
Game creativity	Encourage children to collectively create stories by activating verbal communication children. Develop the ability to compare different images using intonation, facial expressions, gestures	Horse dolls Caps of animals and birds, phonogram	“Forest School”, “Housewarming Party”, “Animal Hospital” (composed by children) "Goat and Wolf", "Fox and Hare", "Cat and Mouse"
Song creativity	Encourage children to write songs. Writing recitatives on a given topic	Horse dolls	At the discretion of the teacher
Dance creativity	Learn to compose dance improvisations in the polka genre	Dolls, soft toys, phonogram	“Polka with toys” (Czech melody)
Improvisation on children's musical instruments	Encourage children to improvise with toy instruments that produce sounds of indefinite pitch, as well as with diatonic scales	Spoons, rattles, tambourines, drums, bells, pipes, pipes, horns	"Merry Musicians" L. Isaeva
Basic Theater Skills	Methods for developing theatrical skills	Tools for developing theatrical skills	Contents of work, classes
Basics of puppeteering.	Continue to teach children how to drive riding dolls	Horse dolls, screen	“Grandfather’s Joyful Meeting with the Bug”, “Unpleasant Conversation”, “Game of Blind Man’s Buff” Zan.25-28, 29-32,33-36.
Puppet Theater Basics	To instill a sustainable interest in puppet theater, encourage the active participation of children in puppet performances	Riding dolls, screen, attributes for classes
Acting Basics	Develop the ability to adequately understand the emotional state of another person and be able to adequately express one’s mood	Working at the mirror	"Surprise", "Flower", "North Pole", "Angry Grandfather", "Guilty"
Basic principles of dramatization	Continue to cultivate an interested attitude towards dramatization games, improve children’s improvisational abilities	Costumes, scenery, object environment	Eg. “Under the mushroom”, V. Suteeva
Holidays, leisure, entertainment	Arouse a desire to participate in matinees, instill an interest in Russian folklore. Maintain interest in what is happening on stage.	Attributes required for the holiday	Folklore performance

Senior group

Continue to develop a sustainable interest in theatrical and gaming activities
To improve children's performing skills in creating an artistic image, using game, song and dance improvisations.
Expand children's understanding of the surrounding reality. Clarify ideas about objects, toys, and decorations surrounding them. Be able to identify the essential features of an object. Improve children's ability to navigate in a group, in a kindergarten. Cultivate respect for the work of adults, caring attitude towards dolls and toys. To consolidate children's understanding of various types of puppet theater, to be able to distinguish between them and name them.
Continue to enrich and activate children's vocabulary by using nouns, adjectives, verbs, adverbs, and prepositions in speech. Reinforce the correct pronunciation of all sounds. Improve intonation expressiveness of speech. Continue to teach children to use direct and indirect speech in dramatizations of fairy tales. Develop dialogic and monologue speech. Improve the ability to coherently and expressively retell fairy tales and stories without the help of a teacher. Support children's attempts to write short stories on their own using puppets.
To consolidate knowledge about the rules of manipulation with puppets and dolls with a “living hand”.
Encourage children to improvise on the theme of familiar fairy tales, stories, and come up with their own stories individually and collectively, using puppets and dolls with a “living hand”. Stimulate the desire to look for expressive means to create a game image of a character, using movement, facial expressions, gestures, and expressive intonation for this.
Develop memory, thinking, imagination, attention of children.
Continue to cultivate humane feelings in children, develop the desire to be responsive to adults and children, and show attention to their state of mind, rejoice at the successes of peers and be upset if they fail, strive to come to the rescue in difficult times. To learn to correctly evaluate your own actions and the actions of your comrades, as well as the actions of characters in puppet and dramatic performances.
Encourage children to use improvisations on a given text in the genre of song, dance, march to create the image of a character in puppet and dramatic performances. Encourage children to collectively compose a children's opera based on a poetic text.
Continue to develop in children the desire to participate in dance improvisations, the desire to use the plasticity of their bodies to create a bright, memorable image.
Encourage children's desire to select familiar songs from different sounds, including them in play improvisations.
Foster a desire to play with theater dolls.
Develop the ability to use song, dance, and game improvisations in independent activities.
To support children’s desire to actively participate in holidays and entertainment, using the skills acquired in classes and in independent activities.

Theater classes in the senior group:

In the older group, at the beginning of the year, work with dolls on the gap continues. To do this, you can bring in a theatrical screen, dolls from different fairy tales and gradually invite children to invent short stories with these dolls. Composed scenes can be used as material for sketches, allowing you to consolidate the skills of playing with a doll. In some stories invented by children, dolls play blind man's buff, catch up, and take part in dances. At this moment, the guys can pay more attention to the position of the doll on the screen.

Working on sketches allows the child to find and emphasize characteristics each doll.

These studies with dolls alternate with studies on the development of acting skills, which makes it possible to master the basic nuances of speech and learn to penetrate the world of artistic images.

At the end of September, children get acquainted with dolls - marionettes, learn that puppets are set in motion using a vaga (a wooden cross from which a doll is suspended by a string). Holding the wag horizontally by the middle and directing it to the right and left, the puppeteer sets it in motion.

In order to rhythmically organize the movement of the dolls, Russian folk melodies. When children have mastered the principles of controlling a doll, they are invited to read nursery rhymes about animals. This is how the play “Visiting Vasilisa” appears, based on Russian folk nursery rhymes.

With dolls - puppets in Russian costumes, the kids dance in circles, improvising dance movements while singing any Russian folk song.

In the second half of the year, children get acquainted with a new type of doll - with a “living hand”. These dolls have bright expressive capabilities and are convenient for dance improvisations, as well as improvisations using children's musical instruments. They are able to convey the subtlest nuances of the hero’s moods and experiences, and have expressive gestures that are inaccessible to other dolls.

By the end of the year, children in the older group acquire the necessary skills to control the kuls of various systems (tabletop, gapit, puppets, with a “living hand”). Children use all their skills in the puppet show “Journey to the Land of Fairy Tales,” which combines small scenes learned earlier. The performance in this form is final and sums up the work with children for three years, gives them the opportunity to express themselves in various types of activities, demonstrate their skills.

Senior group (September-November)

Types of creative activity	Methods for developing creativity	Tools for developing creativity	Classes and repertoire The lessons are used from the book by N.F. Sorokina “Scenarios for theatrical puppet classes”
Game creativity	Encourage children to get used to the image, constantly improving it, finding the most expressive means for embodiment	Animal caps, phonogram	“Playful Bears”, “Toy Store”, “Bunnies”
Song creativity	Invite children to compose music in the genre of march and dance (folk dance, march, waltz, polka)	Soft toy	“On a Level Path”, “Like Ours at the Gate”, “Summer” (waltz), “Teddy Bear with a Doll”
Dance creativity	Encourage children's desire to compose dance characteristics of puppet theater characters	Puppet theater, phonogram
Improvisation on children's musical instruments	Teaching children to play songs built on the interval of a second	Glockenspiel	“Rain-Rain”, “Soroka-Soroka”, “Accordion”
Basic Theater Skills	Methods for developing theatrical skills	Tools for developing theatrical skills	Contents of work, classes
Basics of puppeteering.	Introduce children to puppeteering techniques	Puppets: horse, cockerel, cat, mice, phonogram	“A Horse Came to Us”, “Mice and a Cat”, “Cat and a Cockerel” Zan.1-4, 5-8, 9-12 N.F. Sorokina “Scenarios for theater classes”
Puppet Theater Basics	Arouse interest in the puppet theater and a desire to participate in the performance	Puppets, Russian folk costumes, soundtrack
Acting Basics	Develop children's memory and imagination	Working at the mirror	Sketches at the discretion of the teacher
Basic principles of dramatization	Continue to develop children’s ability to act out a performance based on a familiar fairy tale	Dramatization in costumes, scenery	"Spikelet"
Holidays, leisure, entertainment	Introduce folklore. Teach how to react emotionally to children’s performances	Puppets	Performance at the discretion of the teacher

Senior group (December-February)

Types of creative activity	Methods for developing creativity	Tools for developing creativity	Classes and repertoire The lessons are used from the book by N.F. Sorokina “Scenarios for theatrical puppet classes”
Game creativity	Encourage children's initiative and activity when creating images of characteristic characters, contrasting the character of one character with another	Animal hats, costumes, soundtrack	“The Bunny and the Fox”, “The Cat and the Goat”, “Little Red Riding Hood and the Wolf”
Song creativity	Encourage children to collectively compose songs in the character of their hero	Animal hats, costumes, puppets	“Shadow-Shadow”, “Lamb and Petya”, “Bunny and Bear”
Dance creativity	Develop the ability to improvise waltz and polka movements using puppets	Puppet theater	“Leopold the Cat” (music by Reznikova)
Improvisation on children's musical instruments	Teach children to sing songs within a scale	Glockenspiel	“Cockerel”, “Drip-Drip-Drip”, “March” by E Tilicheev
Basic Theater Skills	Methods for developing theatrical skills	Tools for developing theatrical skills	Contents of work, classes
Basics of puppeteering.	Encourage children to create dance compositions and play improvisations with puppets	Puppets in Russian costumes, soundtrack	Zan.13-16,17-20, 21-24, pp.166-187 N.F. Sorokina “Scenarios for theater classes”
Puppet Theater Basics	To instill a strong interest in puppet theater and a desire to improvise with puppets	Puppets, attributes for the performance, soundtrack
Acting Basics	Develop expressiveness of gesture.	Working at the mirror	“That’s what he’s like”, “Game with pebbles”, “I want to sleep”, “Cinderella”
Basic principles of dramatization	Develop children's initiative and independence in performing a performance based on a familiar fairy tale	Dramatization in costumes, with scenery, in an object environment	"Sister Fox and Gray Wolf"
Holidays, leisure, entertainment	Foster a positive attitude towards holidays, teach children to correctly evaluate actions	Attributes, costumes necessary for a specific holiday	At the discretion of the muses. hands and teacher. According to thematic plan

Senior group (March - May)

Types of creative activity	Methods for developing creativity	Tools for developing creativity	Classes and repertoire The lessons are used from the book by N.F. Sorokina “Scenarios for theatrical puppet classes”
Game creativity	Encourage children to collectively create images of characters, constantly feeling their partner, trying to play along with him.	Phonogram, costumes, necessary attributes	“Karabas-Barabas and Pinocchio”, “Malvina and Pierrot”
Song creativity	Cultivate a sustainable interest in songwriting.	Tabletop theater	“The Dirty Girl” by A. Barto
Dance creativity	Encourage children to search for expressive movements to convey the character of the characters	Costumes of the characters in the play, attributes for improvisations	Dance improvisations for the fairy tale "Pinocchio"
Improvisation on children's musical instruments	Encourage the selection of familiar songs from different sounds and include them in game improvisations	Metallophone, dolls with a living hand.	Russian folk melodies.
Basic Theater Skills	Methods for developing theatrical skills	Tools for developing theatrical skills	Contents of work, classes
Basics of puppeteering.	Introduce children to the techniques of driving dolls with a “live hand”	Dolls with a “living hand”	Zan. 25-28, 29-32, 33-36 Lessons 33-36 on performance assessment. N.F. Sorokina “Scenarios for theatrical puppet classes”
Puppet Theater Basics	Develop interest in live hand puppet theater	Puppets with a “living hand”, phonogram
Acting Basics	Teach the expression of various emotions and the reproduction of individual character traits	Working at the mirror	"Lost", "Kittens", " Little puppy", "Sculptor", "Shy", "Liar Cook"
Basic principles of dramatization	Use children’s improvisational abilities in theatrical activities	Costumes, scenery, riding dolls	Fairy tale at the discretion of the teacher
Holidays, leisure, entertainment	Foster a love and interest in music, develop a desire to improvise	Costumes and decorations necessary for celebrations	A trip to the theater. Holidays are at the discretion of the teacher and music. hands

Stage 3

Monitoring the implementation of the tasks of the “Theatre-Children-Theater” project (teacher assessment)

Criteria for evaluation:

1. The group has created conditions for the development of children’s creative activity in theatrical activities:

Children's performing arts are encouraged (children perform various roles in theatrical productions and performances, expressively read text material in classes and matinees);

Children behave calmly and relaxed when speaking in front of adults and peers. The active participation of each child in plays and other performances is ensured;

Children actively use facial expressions and pantomime for improvisation;

Distinguish between different experiences and emotional states of characters;

Children independently choose their means for improvisation and self-expression.

2. The group has created conditions for introducing children to theatrical culture:

The subject-development environment is organized taking into account the active involvement of children in theatrical culture (there is a stage, curtain, costume room, etc.);

The teacher organizes a visit to the theater, shows slides and videos about the theater and theatrical performances, there is demonstration material on the study of theatrical genres;

The group has various types of theater: bi-ba-bo, finger, shadow, tabletop, puppet, etc.

3. The teacher provides conditions for the relationship between theatrical and other activities in the pedagogical process:

Dramatization games are used in speech development and music classes;

Dramatization games are used when reading fiction;

At labor classes, attributes for theatrical productions are made.

4. Conditions have been created for joint events in theatrical activities of children and adults:

Joint performances are held with the participation of children, teachers, and parents;

Performances are organized for children.

Assessment of children's knowledge, skills and abilities

Evaluation of the results of theatrical and gaming activities is assessed in the following areas:

Sketch training (actor skills)

Diction (rhymes, tongue twisters, tongue twisters).
Gestures (studies on the expressiveness of gestures, including “Tell poetry with your hands”).
Facial expressions (studies on the expression of basic emotions and reproduction of individual character traits).
Movements (sketches with musical accompaniment).

Games - dramatization

Desire to participate in dramatization games;
Ability to communicate with a partner;
The ability to improvise when creating an image.

Sketches with dolls

Desire to play with a doll;
Ability to manage it;
The ability to improvise with a doll.

Puppet shows

Desire to participate in performances;
The ability to communicate with a partner using theater dolls;
The ability to create an image using theater puppets.

Relevance: The most popular and exciting area in preschool education is theatrical activities. From the point of view of pedagogical attractiveness, we can talk about universality, playful nature and social orientation, as well as the correctional capabilities of the theater.

Exactly theatrical activity allows you to solve many pedagogical problems related to the formation of the expressiveness of a child’s speech, intellectual and artistic-aesthetic education. By participating in theatrical games, children becomeparticipants in various events from the lives of people, animals, plants, which gives them the opportunity to better understand the world around them. At the same time, theatrical play instills in the child a sustainable interest in his native culture, literature, and theater.

Huge and educational value theatrical games. Children develop a respectful attitude towards each other. They learn the joy associated with overcoming communication difficulties and self-doubt. Children’s enthusiasm for theatrical play, their inner comfort, relaxedness, easy, non-authoritarian communication between an adult and a child, the “I can’t do it” complex disappears almost immediately - all this surprises and attracts.

Relevance of the project due to the fact that insufficient attention of parents and children to the theater; Children’s “acting skills” are poorly developed; not enough theatrical costumes and masks in the group.

Objective of the project: Formation of interest in theater and joint theatrical activities in children and parents; replenishing the theater with equipment and props with the help of parents (costumes, masks, screens); enrichment of the development environment.

Tasks:

1. Arouse the interest of children and parents in the theater;

2. Instill in children primary skills in the field of theatrical art (the use of facial expressions, gestures, voice, puppeteering);

3. To interest parents in enrichment, making different types of theater with their own hands and provide information about ways to play at home and with children;

4. Develop the ability to improvise and children’s speech activity.

Project participants:

— preschool educational institution employees (teachers)

- children of the middle group.

— parents

Dates and place of implementation : February - March 2012.

MDOU "Kindergarten No. 21" in Syktyvkar.

Project implementation plan:

Preparatory stage

1) Parent survey “Do you play theater with your child at home?”