Additional educational program “Theater and fairy tales. Theater studio program for preschoolers “Colored Peas”

02.05.2019

Name: Work program for theatrical activities “Theater steps” for 2016-2017
Nomination: Kindergarten, Methodological developments, Programs in preschool educational institutions, Middle group, senior group, preparatory group

Position: teacher of the first qualification category
Place of work: MBDOU "TsRR-Kindergarten No. 6"
Location: Novokuznetsk, Kemerovo region

Work program for theatrical activities in preschool educational institutions.
"Theater Steps"

1. “The role and expediency of theatrical activities in the development of preschool children.”

The transformations taking place in society give rise to new requirements in education. To work with preschoolers in modern kindergarten theatrical activities allow the child to develop feelings, deep experiences and discoveries, and introduces him to spiritual values. Develops memory, thinking, imagination, attention; allows you to enrich and activate children's vocabulary, which is an important means for preparing children for school.

One of the requirements is: development of creative abilities in children preschool age.

Creativity is one of the components general structure personality. Their development contributes to the development of the child’s personality as a whole. Based on the analysis of the works of domestic and foreign psychologists who reveal the properties and qualities of a creative personality, we have identified general criteria creative abilities: readiness for improvisation, justified expressiveness, novelty, originality, ease of association, independence of opinions and assessments, special sensitivity.

A unique means of developing children's creative abilities is theatrical activity. Solving problems aimed at developing creative abilities requires determining a different technology for using theatrical techniques.

Currently, preschool teachers are increasingly using information and communication technologies in working with preschoolers in various sections of the program.

Life in the era of scientific and technological progress is becoming more diverse and complex.

And it requires from a person “not stereotyped, habitual actions, but mobility, flexibility of thinking, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems.” If we take into account the fact that the share of mental labor in almost all professions is constantly growing, and an increasing part of the performing activity is being transferred to machines, then it becomes obvious that a person’s creative abilities should be recognized as the most essential part of his intelligence and the task of their development is one of the most important tasks in the education of modern man.

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

Just as today there is a social order for creative personality, then in your pedagogical work with children, you should pay great attention to this problem.

Creative potential is inherent and exists in every person. Under favorable conditions, every child can express himself. In order for children to begin to creatively apply the knowledge they have previously acquired, it is necessary that they feel the need for the activity offered to them. Motivation for action must be organized. Creative abilities are not only manifested in activity, but also formed in it.

One of the most effective activities that create conditions for the development of creative abilities of preschool children is theatrical activity.

2.Goals and objectives:

The main goal: the development of the child’s creative abilities, psychological emancipation through theatrical games.

The program is compiled taking into account the implementation of interdisciplinary connections in sections:

1. “Fiction”, where children get acquainted with literary works that will be used in performances, games, classes, holidays, and independent theatrical activities. Improve children's performing skills in creating artistic image using game improvisations. Improve the ability to retell fairy tales coherently and expressively.

2. “Art activities”, where children get acquainted with illustrations that are similar in content and plot to the play. They draw with different materials based on the plot of the play or its characters.3

3. “Acquaintance with the surroundings”, where children get acquainted with the objects of their immediate environment, culture, way of life and traditions of the peoples of the north, which will serve as material included in theatrical games and performances

4. “Musical education”, where children get acquainted with the music for the next performance. The character of the music, which gives the full character of the hero, and his image are noted. Teach children to correctly evaluate their own and others’ actions. Foster a desire to play with theater dolls. Develop the ability to use game improvisations in independent activities.

5. “Speech development”, where children use tongue twisters, tongue twisters, and nursery rhymes. Clear diction develops. Develop a sustainable interest in theatrical play activities.. Strengthen children’s understanding of various types of puppet theaters. Enrich and activate children's vocabulary. Improve intonation expressiveness of speech. Develop dialogic and monologue speech. Develop memory, thinking, imagination, attention.

3. Forms and methods of work

1. Watching puppet shows and talking about them.

2. Dramatization games.

3. Exercises for the social and emotional development of children.

4. Corrective and educational games.

5. Diction exercises (articulation gymnastics).

6. Tasks for the development of speech intonation expressiveness.

7. Games - transformations (“learn to control your body”), figurative exercises.

8. Exercises for the development of children's plasticity.

9. Finger play training for the development of hand motor skills.

10. Exercises to develop expressive facial expressions.

11. Ethics exercises during dramatizations.

12. Acting out various fairy tales and performances.

13. Familiarity not only with the text of the fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery.

4.Implementation of work according to the program:

1. The program is implemented through group work.

2.Working with parents, where joint theatrical performances are held,

holidays, puppet theaters, sports competitions.

3. Interior decoration of the group and hall, theater studio where children live and are raised.

4. Costumes and attributes for performances and games should be accessible to children and delight them

by its appearance.

Consists of theoretical and practical parts. The theoretical part reveals the task, forms and methods of work, content of classes, and research using diagnostics. Sets out correctional work with children to eliminate identified deficiencies. Based on the results of the work done, conclusions, suggestions, and recommendations for parents are drawn.

The practical part of the work confirms the theoretical validity of theatrical activities. It contains lesson notes, creative exercises, transformation games, finger play training

At any age, fairy tales can reveal something intimate and exciting. Listening to them in childhood, a person unconsciously accumulates a whole “bank of life situations”, so it is very important to realize “ fabulous lessons“began from an early age, with an answer to the question: “What does a fairy tale teach us?”

In the soul of every child lies the desire for free theatrical play, in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and imaginative perception, develops imagination and fantasy, and improves speech. And it is impossible to overestimate the role of the native language, which helps people - especially children - to consciously perceive the world around them and is a means of communication. S. Ya. Rubinstein wrote: “The more expressive the speech, the more it is speech, and not just language, because the more expressive the speech, the more the speaker appears in it: his face, himself.” The use by children of a variety of means of expressive speech is the most important condition for timely intellectual, speech, literary and artistic development.

Expressive speech includes verbal (intonation, vocabulary and syntax) and non-verbal (facial expressions, gestures, posture) means.

To develop expressive speech, it is necessary to create conditions in which every child could convey his emotions, feelings, desires and views, both in ordinary conversation and in public, without embarrassment from listeners. Drama classes are of great help in this; This is a game, and every child can live and enjoy it. The educational possibilities of theatrical activities are enormous: its topics are not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, skillfully posed questions encourage them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is activated and improved. sound culture speech, its intonation structure, dialogic speech, its grammatical structure improves.

Theatrical activities are a source of development of feelings, deep experiences and discoveries of the child,

introduces him to spiritual values. Theatrical activities develop the emotional sphere of the child, make him sympathize with the characters and empathize with the events being played out. Thus, theatrical activities are the most important means of developing empathy in children, i.e. the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, and find adequate ways to help. “In order to have fun with someone else’s joy and sympathize with someone else’s grief, you need to be able to, with the help of your imagination, be transported to the position of another person, mentally put yourself in his place,” argued B. M. Teplov.

Theatrical activities make it possible to develop the experience of social behavioral skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.).

Theatrical activities allow the child to solve problem situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness. Thus, theatrical activities help to develop the child comprehensively.

Therefore, it is theatrical activities that make it possible to solve many pedagogical problems related to the formation of the expressiveness of a child’s speech, intellectual and artistic-aesthetic education. It is an inexhaustible source of development of feelings, experiences and emotional discoveries, a way of becoming familiar with spiritual wealth. As a result, the child learns about the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming communication difficulties and self-doubt. In our world, saturated with information and stress, the soul asks for a fairy tale - a miracle, a feeling of carefree childhood.

Having studied modern methodological literature, choose material to introduce them into the practice of your group, work with children in a theater group. By systematically conducting theatrical games, you can increase interest in theatrical and play activities, expand children’s ideas about surrounding reality, improve the ability to retell fairy tales coherently and expressively.

Theatrical games require from children: attention, intelligence, speed of reaction, organization, the ability to act, obeying a certain image, transforming into it, living its life.

6.Forms of work

1. Group classes

The duration of the lesson depends on the age of the children.

Classes are held twice a week. Lesson time: 3-4 years – 15 minutes, 5-6 years – 20-25 minutes, 6-7 years – 30 or more minutes.

Principles of conducting classes:

1.Visuality in teaching – is carried out on the perception of visual material.

2. Accessibility - the lesson is designed taking into account age characteristics, built on the principle of didactics (from simple to complex)

3. Problematicism – aimed at finding solutions to problem situations.

4. The developmental and educational nature of training - to broaden one’s horizons, to develop patriotic feelings and cognitive processes.

Part 1. Introductory

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

The main work procedures are reading fairy tales, stories, poems. Games “A hare was running through the swamp”, “A squirrel is sitting on a cart”, “And a skating rink, a skating rink, a skating rink”, “The wind is blowing in our faces”, etc.

Part 2. Productive

It includes artistic word, explanation of the material, examination of illustrations, story by the teacher, aimed at activating the creative abilities of children.

Lesson elements:

1. Fairytale therapy, with elements of improvisation.

2.Sketches, poems, nursery rhymes, fairy tales are played out, short stories using facial expressions and pantomimics (Korotkova L.D. Fairytale therapy for preschoolers)

3. Games to develop imagination and memory - games include memorizing poems, nursery rhymes, pictograms, diagrams, and short stories.

4.Drawing, applications, collages - the use of various types unconventional drawing, the use of natural and waste materials.
Preschoolers, as a rule, are happy about the arrival of a puppet theater in kindergarten, but no less they love to act out small performances themselves with the help of puppets, which are always at their disposal. Children, having joined the game, answer the dolls’ questions, fulfill their requests, give advice, and transform into one image or another. They laugh when the characters laugh, are sad with them, warn of danger, cry over the failures of their favorite hero, and are always ready to come to his aid. By participating in theatrical games, children get acquainted with the world around them through images, colors, and sounds.

7.Theatrical games for preschoolers can be divided into two main groups: director's games and dramatization games.

TO director's games can include tabletop, shadow theater and flannelgraph theater: a child or adult is not an actor, but creates scenes, plays the role of a toy character, acts for him, portrays him with intonation and facial expressions.

Dramatizations are based on the actor's own actions, using puppets or characters worn on his fingers. In this case, the child plays himself, using his own means of expression - intonation, facial expressions, pantomime.

Classification director's games:

Desktop theater toys. A wide variety of toys and crafts are used. The main thing is that they stand steadily on the table and do not interfere with movement.

Desktop theater pictures. Characters and settings - pictures. Their actions are limited. The state of the character, his mood is conveyed by the intonation of the player. Characters appear as the action progresses, which creates an element of surprise and piques children's interest.
Stand-book. The dynamics and sequence of events are depicted using alternating illustrations. Turning over the pages of the book stand, the presenter demonstrates personal stories depicting events and meetings.

Flannelograph. Pictures or characters are displayed on the screen. They are held in place by flannel, which covers the screen and the back of the picture. Instead of flannel, you can glue pieces of velvet or sandpaper to the pictures. Drawings are selected together by children from old books, magazines are created independently.

Shadow theater. It requires a screen of translucent paper, black flat characters, and a light source behind them that casts the characters onto the screen. The image can also be obtained using your fingers. The show is accompanied by appropriate sound.
Species dramatization games :
Dramatization Games With fingers. Attributes the child puts on his fingers. He “plays” the character whose image is on his hand. As the plot unfolds, he uses one or more fingers to pronounce the text. You can depict actions while behind a screen or its moving quickly around the room.

Dramatization Games With dolls bibabo. In these games, bibabo dolls are placed on the fingers. They usually operate on a screen behind which the driver stands. You can make such dolls yourself using old toys.

Improvisation. This is acting out a plot without prior preparation. In traditional pedagogy, dramatization games are classified as creative games in which children creatively reproduce the content of literary works,

8. Technology for organizing theatrical games

Basic requirements To organizations theatrical games

Content and variety of topics. The constant, daily inclusion of theatrical games in all forms of the pedagogical process, which makes them as necessary for children as role-playing games.
Maximum activity of children at the stages of both preparation and play.
Children's cooperation with each other And With adults at all stages of organizing a theatrical game.
The sequence and complexity of the content of the themes and plots chosen for the games correspond to the age and skills of the children.

IN youngest group the prototype of theatrical games are games With role.

Children, acting in accordance with their role, use their capabilities more fully and cope with many tasks much more easily. Acting on behalf of cautious sparrows, brave mice or friendly geese, they learn, and unnoticed for themselves. In addition, role-playing games activate and develop children’s imagination, preparing them for independent creative play.
Children junior group They enjoy transforming into dogs, cats and other familiar animals.

However, they still cannot develop and play out the plot. They only imitate animals, copying them externally, without revealing their behavioral characteristics, so it is important to teach children of the younger group some methods of play actions based on the model.

For this purpose, he recommends playing the following games: “Bear and Chicks”, “Bear and Cubs”, “Hare and Little Hares”, and playing small scenes from children's everyday life, organize games based on literary works: “Toys” by A. Barto, “The Cat and the Goat” by V. Zhukovsky.
When developing an interest in dramatization games, it is necessary to read and tell children fairy tales and other stories as much as possible. literary works.

IN average group You can already teach children combine movement and words in a role, use pantomime of two or four characters. It is possible to use training…..

Municipal budgetary preschool educational institution, combined kindergarten No. 4 “Yagodka”, Dankovsky municipal district, Lipetsk region

PROGRAM

ADDITIONAL EDUCATION

artistic and aesthetic orientation

"Creative workshop".

(Theatrical activities)

The program was compiled by:

music director

Podkolzina Natalia Vladimirovna

Target section

1.1 EXPLANATORY NOTE

Childhood is joy, play, merging with nature. From a very early age, a child needs to be enriched with vivid artistic impressions, knowledge, and the ability to express his emotions. This promotes creativity in various activities. Therefore, it is very important to introduce children to music, painting, literature and, of course, theater. Theater is a magical land in which a child rejoices while playing, and in play he learns about the world.

Theater in kindergarten will teach the child to see the beauty in life and people; will give birth to the desire in him to bring the beautiful and good into life. In theatrical performance games, certain literary works are played out using expressive means such as intonation, facial expressions, gestures, and gait. Children not only become familiar with its content, recreate specific images, but also learn to deeply feel the events and relationships between the characters of this work. Theatrical games contribute to the development of children's fantasy, imagination, memory, and all types of children's creativity (artistic speech, musical play, dance, stage). The program develops the emotional-volitional sphere of preschoolers and the creative abilities of children through the means of theatrical art. It is necessary to make the life of pupils interesting and meaningful, filled with vivid impressions and the joy of creativity. Children should apply the skills acquired in theatrical activities in everyday life.

The synthetic nature of all theatrical games and, in particular, performance games (performances) makes it possible to successfully solve many educational tasks of a preschool institution: to develop artistic taste, creative abilities, to form a stable interest in theatrical art, which subsequently creates in the child the need to turn to the theater as a source of emotional empathy and creative participation.

Theatrical activity develops the child’s personality, instills a sustainable interest in literature and theater, improves children’s artistic skills in terms of experiencing and embodying an image, and encourages the creation of new images. The most important thing in theatrical games is the process of rehearsals, the process of creative experiences. Much attention is paid to improvisational moments. After all, the main thing is to understand the meaning and atmosphere of the play, a musical fairy tale. Theatrical activity is the most important means of developing empathy in children, i.e. the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, and find adequate ways to assist. Creativity in working with children makes it possible to develop all children at the same time, regardless of their level of preparedness. You cannot focus on the average child, thereby inhibiting the development of gifted children. Theater games allow everyone to develop at their own pace. When engaging in theatrical activities with children, we are based on the ideas of the outstanding Russian psychologist L.S. Vygotsky: “We should not forget that the basic law of children's creativity is that its value should be seen not in the result, not in the product of creativity; what is important is that they create, create, exercise in creative expression and its embodiment.”

The focus of the additional general developmental artistic program “Creative Workshop”.

This program is aimed at the artistic and aesthetic development of children through theatrical and play activities.

Corresponds to the principle of developmental education, the goal of which is the artistic and aesthetic development of the child;

Combines the principles of scientific validity and practical applicability (the content of the program corresponds to the basic principles of developmental psychology and preschool pedagogy);

Ensures the unity of educational, developmental and training goals and objectives of the education process for preschool children, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the creative development of preschool children;

The most important condition for the effectiveness of the program is the determination of its value guidelines.

Novelty, relevance and pedagogical appropriateness of the program.

The program is focused on the comprehensive development of the child’s personality and his unique personality.

The program systematizes the means and methods of theatrical and play activities, and justifies their distribution in accordance with the psychological and pedagogical characteristics of the stages of preschool childhood. Staged use is provided individual species children's creative activities (songs, dances, games) in the process of theatrical implementation.

The preparation of the program was based on the following scientific assumption: theatrical activity as a process of developing a child’s creative abilities is procedural. The most important in children's creative theater is the process of rehearsals, the process of creative experience and implementation, and not the final result. Since it is in the process of working on the image that the child’s personality develops, symbolic thinking and motor emotional control develop. Social norms of behavior are assimilated, and higher voluntary mental functions are formed.

Purpose of the program- development of stage creativity of preschool children through theatrical games and performance games.

The basis for the development of the Program was the following reasons:

Insufficient development of stage skills and speech creativity in preschool children.

Lack of a comprehensive theater program for preschool children.

Main objectives of the program

To cultivate peacefulness and friendly behavior in children, to create favorable conditions for the development of the emotional-volitional sphere.

Consistently introduce children to various types of theater (puppet, dramatic, musical, etc.).

To improve children's artistic skills in terms of experiencing and embodying an image, to model social behavior skills in given conditions.

First year of study

Tasks for theatrical and play activities for children 4 - 5 years old.

Tell children that theater is a special magical world. The main magicians in the theater are artists. Using special means, they can tell us about different events and people’s experiences. A lot of people work in the theater. In addition to artists, artists, composers, writers (playwrights), make-up artists, etc.

Introduce children to the techniques of “live hand” puppeteering, finger theater, and hand picture theater.

Work on children's speech breathing, achieve clear diction, the ability to change tempo, sound strength, work on intonation expressiveness of speech.

Second year of study

Tasks for theatrical and play activities for children 5-6 years old.

Continue to introduce the basic means of artistic expression: intonation, facial expressions, gesture. Tell children that there are different theaters: in the opera house the actors sing, in the ballet theater - all the thoughts and feelings of the characters are conveyed by movements, in the drama theater they talk, in the puppet theater - all actions and conversations are carried out with the help of puppets. There is a special type of theater - children's theater. It hosts performances for children.

Continue to introduce children to the techniques of puppeteering puppets, “living hand”, bibabo, finger theater, theater of pictures on the hand.

Improve children's speech breathing, achieve clear diction, the ability to change tempo, sound strength, and work on intonation expressiveness of speech.

Continue to teach children to independently choose means for conveying images, conveying dialogues, and actions of characters, improve children’s performing skills, stimulate children’s desire to change actions, and introduce their own lines.

Encourage children to show independence in choosing expressive means when creating images of characters, teach them to feel their partner, and strive to play along with him.

To improve children’s ability to get used to the image, constantly improving it, finding the most striking expressive means for embodiment.

Expand the genre range of performances, offering children such options as: a performance on an artistic and speech basis, an opera performance, a folklore performance on a ritual basis. Cultivate the desire to bring joy to others through your play.

Third year of study

Tasks for theatrical and play activities for children 6-7 years old.

Deepen children's knowledge about theater as an art form. To form a sustainable interest in theatrical art, the need of every child to turn to the theater as a source of special joy, emotional experiences, and creative participation.

Through theater, teach a child to see the beautiful in life and in people, to instill in him the desire to bring the beautiful and good into life.

A child should know that in the wonderful world of theater everything is unusual. Artists talk about events and people’s experiences in different ways. Clarify information about the basic means of expression. To clarify children’s ideas about the features of various theaters: opera, ballet, drama theater, folk farce theater, puppet theater, children's theater.

Introduce the theaters of your city (the most famous ones). Expand the range of information about those who work in theaters (director, dance director, choir master, make-up artist, etc.).

Strengthen the skill of behavior while watching a performance; in general, clarify knowledge of the rules of behavior when visiting the theater.

Before the start of the performance, it is necessary not only to know its name, but also to introduce it to the content. In the foyer, see the photo exhibition for this performance (photos of the actors and scenes from the performance). Determine your favorite type of genre, outline your favorite plots and act them out (like an opera, ballet, dramatic performance or puppet show).

Stimulate children's activity in organizing independent theatrical activities.

To consolidate the puppeteering skills of various puppet theaters (bibabo, gapit, finger, with a “live hand”, tabletop, shadow, etc.).

Introduce new types of theaters: floor (people-dolls, cone); cane

To develop a strong interest in puppet theater and a desire to control puppets of various systems.

Lead children to the ability to show independence in choosing the option for staging a fairy tale (type of theater, solo or collective performance with musical accompaniment and without it).

Improve children's improvisational abilities, develop initiative and independence in creating images of various characters. Encourage children to independently compose and act out short fairy tales and skits.

Put children in a searching situation in choosing expressive means to convey an image, develop the ability to freely choose movements, actions, gestures, facial expressions, intonation, and to convey a game image. In general, develop stage creativity.

Contribute to expanding the range of emotional perception of the expression of various emotions (joy, grief, surprise, fear, etc.).

Introduce a new type of game-performance: a pantomime performance, a rhythmoplastics performance, a folklore performance on a ritual basis, a ballet performance or a choreographic-based performance. To develop children’s ability to express basic emotions and respond adequately to the emotions of others.

Distinctive features of this program.

This program differs from other similar programs in that it consists of three sections corresponding to the age periods of preschool childhood from 4 to 5 years, from 5 to 6 years and from 6 to 7 years. There are two types of tasks in the program.

The first type is educational tasks that are aimed at developing the child’s emotionality, intelligence, and communicative characteristics through children’s theater.

The second type is educational tasks that are directly related to the development of artistry and skills stage incarnations required to participate in children's theater.

This program provides an introduction to different types theater, puppets by the way they are controlled.

To stimulate interest in theatrical and play activities, to create the necessary conditions for its implementation.

Encourage children to participate in this type of activity, develop positive attitude to him.

Develop children's speech with the help of puppet theater: enrich their 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 tabletop theater puppets for this purpose.

Use improvisational forms of dialogue between characters in well-known fairy tales. Develop children's memory, attention, and thinking.

To develop the ability to convey basic emotions through facial expressions, posture, gestures, and movement. Teach children adequate emotional response: understanding the emotional state of another person and the ability to express their own.

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 the doll with a song invented independently on individual syllables.

Encourage the desire to participate in dance improvisations.

Support the desire to play and improvise on noise musical instruments.

Arouse desire for own initiative participate in song, game and dance improvisations.

2. CONTENT SECTION

2.1. Main areas of work

Theater game

Teaches children to navigate in space, to be evenly placed around the site.

Teaches how to build a dialogue with a partner on a given topic. Develops the ability to voluntarily tense and relax individual muscle groups. Develops visual and auditory attention, memory, imaginative thinking, imagination, and interest in performing arts. Practices clear pronunciation of words and works on diction. Develops moral and ethical qualities.

Rhythmoplasty

It includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of natural psychomotor abilities of preschoolers, freedom and expressiveness of body movements, and gaining a sense of harmony of one’s body with the outside world.

Culture and technique of speech

Combines games and exercises aimed at developing breathing and freedom of the speech apparatus.

Fundamentals of theatrical culture

This section of the program is designed to introduce children to basic concepts and various types of theatrical art.

Work on the play

Includes familiarization with the play, work on the performance from sketches and individual scenes to performance by the audience.

Approximate structure educational activities:

Rhythmic warm-up: tasks that promote emotional mood and the development of the ability to control one’s body;

Speech warm-up: diction and articulation exercises;

Exercises, studies on the development of speech intonation (one at a time, dialogues, using dolls, caps, masks, etc.);

Exercises on facial expressions and gestures;

Sketches for the development of imagination, fantasy, creativity;

Step-by-step learning of the play (individual scenes, dialogues, etc.);

In the course of direct educational activitiesknowledge is being clarifiedchildren about theater as an art form. All parts of the educational activity itself can be arranged in different sequences. It also depends on the age group of the children, the time of year (beginning, middle, end of the school year) and, most importantly, on the tasks set by the teacher.

2.2. ADVANCED PLANNING

MIDDLE GROUP

month

week

Subject

Content

September

Introductory

First visit to the club

"What is theater?"

Display of illustrations, photographs and theater posters. Questions for children of a searching nature (Why do we need scenery?) Using the method of problem-speech situations, develop the ability to come up with texts of any type (narration, reasoning, description). Games “Write a sentence”, “Phrase in a circle”, “Let’s talk” - page . 43 (E.G. Churilova)

Plot - role play"Theater».

Introduce the rules of behavior in the theater; arouse interest and desire to play (play the role of “cashier”, “ticketer”, “spectator”); cultivate friendly relationships.

I'll change myself , friends, guess who I am?

Dressing up in costumes, imitation sketches “Dunno”, “Karabas Barabas”, “Pinocchio and Malvina”

October

Game stretching

Games and exercises: “Soap bubbles, Cheerful Piglet, Surprised hippopotamus” - p. 63 (E.G. Churilova)

Excursion to the cultural center

Introduce children to the rules of behavior in a recreation center, with auditorium, stage, backstage, dressing room

Rhythmoplasty

Demonstration of movements, discussion, encouragement “Waltz Fantasy”. “Come, fairy tale”, “We are not afraid gray wolf» - dance-rhythmic gymnastics (Sa-fi-dance)

Psycho-gymnastics

"Different Faces" "Greedy Bear"

november

Game stretching

Guessing the riddle

Come up with a game in accordance with the nature of the music. Game “Pass the pose”, “We won’t tell you what we did” Explanation of games, discussion of movements, evaluation and analysis

Rhythmoplasty

Quiz game “Come, fairy tale” G Muz. composition - C. Saint-Saens “Carnival of Animals”. Khodonovich L.S. “A trip to the zoo”, “Come, fairy tale” - “Baby Elephant” - rhythmic dance (Sa-fi-dance)

Rhythmoplasty

Imitation exercises “Depict a hero from fairy tales about animals.” Conversation about friends.

Rhythmic dance “True friend”

“Journey into the theatrical looking glass” - conversation - dialogue

Introduction to the terms: playwright, play, director, production, designer, costume designer. Work on the album “All about the theater”

December

Acting

Examination of objects and their analysis (“Attentive eyes (ears, fingers)”) Game-Study “Guess what the goat is doing?” Memory development game “In the mirror store.” Sketches of expressiveness of gestures: “Come to me, “Go away” M. Chistyakova

Theatrical game "Merry Transformations"

Mimic sketches "Transfer" at the mirror

Study for comparison different characters“Three Characters” (music by D. Kabalevsky))

That's how I do it.

Game “What can I do?” Reading the poem by B. Zakhoder “This is how I can” develop expressiveness of movements and ability to control your body; learn to convey an emotional state using gestures, poses, and facial expressions.

In cramped conditions, don’t be offended

Imitation game “Who am I talking about.” Didactic game “I give sounds.” Form a clear competent speech, improve the ability to create images using facial expressions and gestures.

January

Rhythmoplasty

Music composition by C. Saint-Saens “Carnival of Animals” Khodonovich L.S. "Who Came to the Zoo"

Mass work

Sketches with tabletop dolls based on well-known Russian folk tales “Kolobok”, “Teremok”

Making up a script

Reading the fairy tale “The Wolf and the Seven Little Goats.” Discussion and addition: conversation, demonstration, evaluation and analysis of selected roles

Applied arts

Examination of illustrations for the fairy tale (by various artists). Collective drawing of fairy tale characters

February

Staging a fairy tale

Telling the fairy tale “The Wolf and the Seven Little Goats” with children

Pantomime exercises

Staging a fairy tale

Guessing riddles. Speech sketches: come up with a pure saying and a poem

Watching the musical film “Mom”. Designing and creating a costume fairy tale hero from the existing collection of fabrics, dance for each character, selection of music.

Staging a fairy tale

Listening to the children's opera “The Wolf and the Seven Little Goats” by muses. Kraseva Verbal drawing by children after listening to the characters, settings, and “interior” of the fairy tale. Rhythmoplasty Musical improvisations (song, instrumental, dance) “Sounding” a fairy tale using musical, noise (Orff) instruments, sounds of nature, voice

Production of the musical fairy tale “The Wolf and the Seven Little Goats”

Showing to children of younger groups.

March

Visit to a puppet theater performance

Expansion of theater vocabulary: ticket, program, repertoire, poster, box.

Speech technique

Practice speech breathing, practice exhalation. Learn to use intonation, improve diction. Game exercises with a candle, “broken phone.” Development of singing breathing (“Breathe correctly”) and articulatory apparatus (“From sound to word”)

Speech technique

Gymnastics for the tongue.

Role-playing the verse “Who knows how?” M. Karim, using picture theater

Actor's Workshop

Making attributes for a fairy tale, working with fabric and cardboard. Showing, explaining, encouraging, helping. Learning individual episodes of a fairy tale.

Simulation exercises

April

Acting

Sketch for the expression of basic emotions “The bee has an illness” Sketch for the development of emotions “Rain, rain, pour, pour!” Psycho-gymnastics: “Flower” by M. Chistyakova Imitation exercise “Understand me” by G. Nikashin, travel game “Flower-seven-flowered” - (Sa-fi-dance)

Stage speech

Breathing exercises: “The aroma of flowers” Pure saying “Ah, grass-ant” Learning poetry by sketching: “Snowdrop” V. Berestov P

Stage speech

Retelling a fairy tale using the modeling method: “The Seven-Flower Flower” by V. Kataev, the game “Flowers”

Stage movement

Imitation exercise “Grasshopper disco” Fantasy dances: “Waltz of the Flowers” music. P. Tchaikovsky

May

Production of the fairy tale "Teremok"

Game “Guess who I’m talking about”

Reading different options fairy tales “Teremok” (Variant folk tales and fairy tales by S.Ya.Marshak)

Simulation exercises

Production of the fairy tale "Teremok"

Game – imitation “Guess who I’m talking about”

Staging a cheerful dance for a musical fairy tale.

Production of the fairy tale "Teremok"

Imitation exercises to music. Musical mystery. Consideration of the distinctive features of the fairy tale heroes. Acting out sketches and dialogues from fairy tales.

Production of the musical fairy tale "Teremok"

Guessing fairy tales from costumes. Dramatization of the musical fairy tale “Teremok”” - maintain interest in speaking in public.

2.3. Organization of theatrical and gaming activities in the senior group.

month

week

Subject

Content

September

Introductory

A conversation about the features of theatrical art, about the main wizards of the theater

Favorite poems

Telling poems by role.

Sketches of an improvisational nature

Oh yes fairy tales!

Selection of costumes. Dramatization of the musical fairy tale “Teremok”

Favorite fairy tales

Writing short fairy tales together with the teacher. Dramatization of a fairy tale according to the choice and desire of children

October

Favorite fairy tales: The Fox, the Hare and the Rooster

Guessing the riddle. Getting to know literary basis fairy tales A conversation about the meaning of a fairy tale.

Dramatization of the fairy tale “The Fox, the Hare and the Rooster” - Cone Theater

We are artists

Acting out individual dialogues using hats, masks and finger theater

Game “Say your name affectionately”

Let's try to change

Game “Name your neighbor affectionately.” Questions for children. Mimic-speech game “Repeaters”.Creative search task “Jolly guys”

Pantomime riddles and exercises.

One, two, three, four, five - do you want to play?

Game "Theater Warm-up"

Competition for the best dramatization of the fairy tale “Ryaba Hen”

november

One a simple fairy tale we want to show you

Pantomime game

Introduction of the concept of "pantomime"

Creative game “What kind of fairy tale?”

"We play with our fingers"

Repetition and consolidation of the concept of “Pantomime”

Game exercises using fingers

Game – staging using fingers “Get to work”

"Let's knock on

teremok"

Game - riddle “Find out who it is?”

Acquaintance with the fairy tale “Teremok” by V. Bianchi

Sketch for relaxation and fantasy “Conversation with the forest”

The woodpecker hollowed out a hollow, “it’s dry and warm”

Conversation on the content of V. Bianchi’s fairy tale “Teremok”

Characteristics of the fairy tale characters

Intonation exercises

December

“The house has served many people, no matter where they lived in the house.”

Retelling of V. Bianchi’s fairy tale “Teremok” by children in parts

Exercises - sketches reflecting images of fairy tale characters and objects

“Clubfoot came,

ruined the little house"

Game "Guess the Hero". Improvisation of the fairy tale “Teremok” - develop actions with imaginary objects, the ability to act in coordination.

Learning to speak

differently

Explanation of the concept of “intonation”

Exercises, games“strawberry”, “tell me, bug”, “hare and hare, a situation for practicing intonation expressiveness , draw children's attention to the intonation expressiveness of speech; practice pronouncing phrases with different intonations; develop communication skills.

One, two, three, four, five - we will compose poems

Repetition of the concept of “tongue twister”

Introduction of the concept of “rhyme”

Coming up with a poem with children with the help of a teacher

January

We read funny poems and add words and rhymes

Immersion in a fabulous atmosphere

Didactic game “Come up with as many words as possible”

Coming up with rhyming words

We talk about our favorite fairy tales

Introductory conversation

Children's stories by association

Acquaintance with the fairy tale by Y. Tenyasov “The Tailed Braggart”

“We are proud of Petenka’s beauty, we can’t feel our feet beneath us”

Immersion in a fairy tale

Pantomime exercises

Intonation exercises

“Petya boasted and laughed, and the Fox almost got him.”

Game “Choose a costume for the hero”

Dramatization of a fairy tale

Final dance

February

We compose a new fairy tale

Acquaintance with the fairy tale by V. Suteev “The Ship”

Conversation on content

Writing a continuation of a fairy tale

Our emotions

Conversation “Our Emotions”

Exercise “Depict an emotion”

Practical task - dramatization of S. Mikhalkov’s poem “I’m sad” Examination of the photo album “Actors” -teach children to recognize emotional states (joy, surprise, fear, anger) by facial expressions.

Recognizing emotions by facial expressions and voice intonations

Review of graphic cards

Narrating the poem “Ball” by A. Barto with surprise, excitement, fun. Musical game “The deer has a big house” with an accelerated tempo and increasing dynamics. Sketch "Congratulations".

Game "Guess the Emotion"

“An evil, evil, bad snake bit the young sparrow.”

Acquaintance with the fairy tale by K. Chukovsky “Aibolit and the Sparrow”

Conversation about the mood of the fairy tale characters

Practical task

March

“The poor sparrow would be lost if there were no friends”

Conversation about a friend

Repeated hearing of K. Chukovsky’s fairy tale “Aibolit and the Sparrow”

Exercise “Depict the mood”

“A friend will always come to the rescue”

Reading a poem about a friend.

Conversation about fairy tales. Children's retelling of the plot by role.

Game – riddle “Mirror”

“Glory, glory to Aibolit! Glory, glory to all friends"

Dressing up in costumes

Dramatization of the fairy tale “Aibolit and the Sparrow” together with adults

“An evil, evil, bad snake bit the sparrow.”

Listening to the Russian folk tale “Fear has big eyes”

Conversation based on a fairy tale

Image of the emotion of fear

April

“The fear seems big to everyone!

Conversation on the fairy tale “Fear has big eyes”

Pantomime game “Pretend to be a hero”

Repeated hearing of a fairy tale

Let's overcome fear

Looking at the picture “Scary”. Conversation.

Depiction of different degrees of fear.

Game “Overcome Fear”

Fairy tale “Fear has big eyes”

Fear has big eyes

Distribution of roles

Dressing up in costumes

Dramatization of the fairy tale “Fear has big eyes” for children of the 2nd junior group

If you quarrel with a friend...

Looking at a painting of two boys and talking about it. Creative task “Bring the picture to life.”

Game “Find and show the emotion”

May

How can the Moon and the Sun be, they cannot resolve a quarrel!

Looking at the picture “Anger”

Listening to the fairy tale “How the Sun and the Moon Quarreled” and talking about its content.

The God of Lightning and Thunder was in a hurry. The dispute between the Moon and the Sun was quickly resolved

Exercise on expressiveness of voice, facial expressions, gestures.

Surprise moment.

Conversation about anger.

How the Sun and Moon quarreled

Exercise “Depicting Emotion”

Children telling the fairy tale “How the Sun and the Moon Quarreled.”

Quiz “We love fairy tales”

Distribution of roles, dressing up

Dramatization of the fairy tale “How the Sun and Moon Quarreled.”

2.4. Organization of theatrical and gaming activities in the preparatory group.

month

week

Subject

Content

September

Our favorite hall is very happy to welcome the guys again

First visit to the theater club in the new academic year(conversation). Game "Say your name affectionately."

We are artists

Role-playing game "We are the artists"

The role of theater in the development of horizons

Conversation

"Apple tree."

Dramatization of a musical fairy tale.

Reading a fairy tale, choosing actors.

October

"Masha and the Bear"

Tabletop theater. Using various sketches, train children in puppetry. Invite children to improvise songs based on a given text or syllable. Develop the ability to sing expressively. Work on clear diction and correct pronunciation of words.

Dramatization of the musical fairy tale "Kolobok".

Develop coherent figurative speech and creative imagination. Exercise children in the development of memory and attention. Teach children to correctly conduct dialogic speech, make emotional gestures, and move. Draw children's attention to conservation correct posture while driving.

Introducing children to the basics of puppeteering. (riding dolls).

Explain to children how to control riding dolls. Practice small sketches with these dolls. Using the example of the play “Teremok”, show the basic techniques for driving dolls, the order in which the characters appear on the screen. Develop the ability to use intonations that express various emotional states.

Preparation of the play “Teremok”.

Develop the ability to use intonations that express various emotional states.

november

Dramatization of the musical fairy tale “Three Christmas Trees”.

Develop speech breathing and correct articulation, clear diction, varied intonation, and logic of speech. Learn to coordinate your actions with other children. Develop a sense of rhythm and coordination of movements, plastic expressiveness.

Getting to know different types of theaters.

Introducing children to various types of theater. Demonstration of small scenes from tabletop, finger, puppet, and drama theaters.

Spoon Theater "Magpie White-sided".

Introduce children to an unusual type of theatrical art. Learn to position dolls correctly depending on the scenery. Invite the children to come up with a new ending to the fairy tale.

December

Puppet show with riding dolls “Two Greedy Little Bears”.

Using the example of a fairy tale, conduct a conversation about good and evil, ways of expressing contrasting feelings using intonation, facial expressions, and movements. Develop diction using tongue twisters and poetry. Practice clear pronunciation of consonants at the end of a word.

Conversation “The importance of theater in people’s lives”

Conversations about the importance of theater in people's lives, the variety of genres of theatrical art. Develop coherent figurative speech, creative imagination; teach children to write short stories and fairy tales, select simple rhymes; pronounce tongue twisters and poems. Train clear pronunciation of consonants at the end of a word;

Dramatization of the musical fairy tale "The Hard Nut".

Reading a fairy tale, choosing actors. Work on conveying the image and character of the hero with certain facial expressions, gestures, and movements. Encourage children to improvise dance moves and movements that imitate the gait of fairy tale characters.

Puppet theater "Zayushkina hut".

Continue to teach children how to drive riding dolls. Work on the movement of puppets to music, improvising dance numbers. Pay attention to the enormous importance in puppet theater of intonation, expressing a certain emotional state (sadness, fun, surprise, complaint, etc.).

Theater Dymkovo toys"Masha and the Bear".

Tell children about the products of Dymkovo toy masters, show illustrations of samples of toys and tableware. Joint production of clay figures for the performance with children and the teacher. Work on proper breathing through breathing exercises. Teach children to find key words in individual phrases and highlight them with their voice.

Tabletop theater “Toys” by A. Barto

Work on the musical design of the performance, improvisation on children's noise instruments, singing to a given text according to the conveyed image.

skits for puppet theater (“living dolls”) based on Russian folk tales.

Introduce children to this type of puppet theater, show how to drive such puppets. Learn a few small skits. Draw children's attention to plastic movements, maintaining correct posture when driving the doll. Show these sketches to children of primary preschool age.

Dramatization of the musical fairy tale "The Ugly Duckling".

Develop in children kindness and a sense of compassion, love for animals and nature. Teach children to create the image of animals using expressive plastic movements. Develop the ability to believe in any imaginary situation. Relieve tightness and stiffness.

Musical "Kolobok".

Introduce children to another type of theatrical art. Work on expressive singing consistent with movement. Develop speech breathing and correct articulation through exercises and pure speech. Train the ability to be evenly placed around the room and move without colliding with each other.

Dramatization of the scene “Three Mothers”.

Exercise children in the correct pronunciation of words, phrases, tongue twisters, and poems. Teach children to conduct a dialogue without interrupting each other. Work on expressive pronunciation of interrogative and exclamatory sentences. Encourage to improvise gestures and facial expressions according to mood and character.

skits for puppet theater (“living dolls”) based on Russian folk tales.

Soft toy theater "Tar Bull".

Continue to introduce children to types of theatrical art. Teach children to control soft toys, place them correctly on a screen or table, show how toys “can” jump, run, be afraid, be offended, etc. Teach children to coordinate the movement of a toy with the text of a fairy tale, to convey the character of the hero and his emotional state in his voice.

Puppet show (table cone) “Little Red Riding Hood”

Intensify children's activities in creating cone dolls. Organize an exhibition of made dolls. During the manufacturing process, pay attention to the embodiment of the characters’ characters in the appearance and facial expressions of the dolls. With the help of speech games, develop speech breathing and correct articulation, clear diction, varied intonation, and logic of speech.

Flannelograph "The Three Little Pigs".

Teach children to handle flat flannel figures, to navigate the plane limited by the scenery - the stage. Explain to children that you can “revive” heroes only with the help of your voice, expressive intonation, and emotional performance of vocal numbers.

Musical fairy tale "Cinderella".

Involve children and parents in the joint production of scenery and costumes for the performance. With the help of additional exercises, develop children's memory, attention, and imagination. Encourage children to improvise in speech and dialogue. Work on conveying the image and character of the hero with certain facial expressions, gestures, and movements. Encourage children to improvise dance moves and movements that imitate the gait of fairy tale characters.

Small scenes for puppet theater (“living dolls”) based on Russian folk tales.

Theater of soft toys "Three Bears".

Invite children to come up with their own dialogues and monologues for the characters. Improvise on children's musical instruments to accompany the exit of each character, his movements - running, light and heavy walking.

skits for puppet theater (“living dolls”) based on Russian folk tales.

Final lesson of the “Musical Fairy Tale” group. Demonstration to parents of the skills, knowledge, and abilities acquired by children during their visit to the circle.

Musical fairy tale "The Wolf and the Seven Little Goats."

Using the example of a fairy tale, conduct a conversation about good and evil, ways of expressing contrasting feelings using intonation, facial expressions, and movements. Learn several psycho-gymnastics sketches to express internal experiences, relax and tense the muscles of the face and the whole body. Develop diction using tongue twisters and poetry. Practice clear pronunciation of consonants at the end of a word.

Table theater "Cat's House".

Teach children to be compassionate, to experience the misfortune of others, to develop in them empathy, kindness, the ability to make friends, and to come to the aid of a friend. Continue to work on emotional transformation.

skits for puppet theater (“living dolls”) based on Russian folk tales.

Dramatization of the fairy tale “The Magic Flower”.

Final lesson of the “Creative Workshop” circle. Demonstration to parents of the skills, knowledge, and abilities acquired by children during their visit to the circle.

Theater KVN

Provide children with the opportunity to show initiative and imagination in this event.

3.ORGANIZATIONAL SECTION

3.1. Lesson mode

4-5 years

Duration of classes – 20 minutes.

Total per year - 36

5-6 years

Duration of classes - 25 minutes.

Frequency of classes per week - 1 time

Total per year - 36

6-7 years

Duration of classes – 30 minutes.

Frequency of classes per week - 1 time

Total per year - 36

3. METHODOLOGICAL SUPPORT OF THE PROGRAM

3.1. Sample notes of educational activities

For children 5 years old

“The image of a mouse in fairy tales” No. 1

Children freely enter the music room and sit scattered around.

Teacher. Children, today we will continue working in the theater. You are little artists and with your help we can get into any fairy tale. Do you like fairy tales? What Russian folk tales do you know?

Children. “Masha and the Bear”, “Teremok”, “Turnip”, “Three Bears”, “Ryaba Hen”, “Fox with a rolling pin”, “Alyonushka and the Fox”...

Teacher. Well done! Name fairy tales in which the image of a mouse appears.

Children. “Turnip”, “Teremok”, “Ryaba Hen”, “The Tale of a Stupid Mouse”...

Teacher. Yes, there are many fairy tales and the mouse is different in each one. Where is dexterous, fast. What else could it be?

Children. Cowardly, quiet, small, nimble, nimble...

Teacher. Let's think about the five little mice that got into the closet...

Children, together with the teacher, sit down on their knees on the carpet, read a poem and accompany it by playing with their fingers.

Five little mice climbed into the pantry.

They operate the barrels and cans deftly.

The first mouse climbs onto the cheese.

The second baby dives into the sour cream.

And the third one licked all the oil off the plate.

The fourth one fell into the bowl of cereal.

And the fifth mouse treats itself to honey.

Everyone is full and happy, and suddenly... The cat wakes up!

"Let's run!" - the little girl squeaked to her friends.

And the naughty mouse hid in the hole!

I. Lopukhina

Teacher. Fine! But I just noticed that not all the children remembered the names of their fingers. Let's repeat them.

Children get up and do the exercise “Where is your finger?”

Teacher. Where is your thumb? Children. Behind me! Teacher. Where's your index finger? Children. Look carefully! Pedagogical: Where is your middle finger? Children. Look how handsome he is! Teacher. Where is your nameless one? Children. Here, with a tin ring! P e d a g o g. And the little finger?

Children. Here he is, little brother!

I. Lopukhina

Teacher. Now, it seems, everything has been shown correctly. Do you remember exactly where your right hand is and where your left hand is?

Children. Yes! This is the right handle, this is the left handle. (Repeat several times.)

Teacher. Very good. We trained our hands and fingers and pretended to be funny mice in the pantry. But we can put animal heads on our fingers and we’ll call this theater... finger theater!

Children, if desired, put on the heads of the characters from the fairy tale “Teremok” and show it on the screen for the rest of the children, then the audience plays the final dance on spoons. Staged by E. Sokovnina, musical arrangement by Y. Slonov.

Teacher. The animals were very happy to live together, they danced and sang merrily, but each sang in their own way, let's figure out how...

The characters take turns humming melodies they have invented in character (in the dance genre).

Teacher. Which theater is this mouse from? Children. From the puppet theater!

Teacher. What kind of performance can we already show with the help of puppets?

Children. The fairy tale "Ryaba Hen".

Children perform the play “Ryaba Hen” to the music of M. Magidenko.

“The image of a mouse in fairy tales” No. 2

Children enter the hall. The teacher mysteriously offers to listen to an interesting story...

Teacher. One day the mice came out

See what time it is. Suddenly there was a terrible ringing sound - the mice ran away!

I want you to remember this story. Let's repeat it together.

The counting book is learned first in chorus, then one at a time (3-4 children). At the request of the teacher, children change the strength and tempo of the sound. Finally, a game is played. The child (leader) recites a counting rhyme. To the word “out!” The mouse children run away. The game is repeated with another leader. After the game, the children sit down.

Teacher. Today we are with you again in the theater at the play “Ryaba Hen”. Who hasn't played in this play yet?

At the request of the children, a puppet show is performed.

Teacher. In this fairy tale, the mouse is nimble and fast... But in the fairy tale about a stupid little mouse, what was the mother mouse like?

Children. Caring, kind, affectionate.

Teacher. And the mouse?

Children. Silly!

Teacher. Why? (Children's answers.) Fine! Let's play this fairy tale too. And her heroes will appear on the flannelgraph.

The fairy tale is being unlearned. In the beginning, the teacher plays the main role. Subsequently, the fairy tale is performed as a dramatization game in costumes on the theater stage.

Teacher. Children, what is the character of the mouse in the game “Turnip”? Children. She is brave, fast and funny.

Educator: Let's play this game.

The round dance game “Turnip” is held. Children stand in a circle, holding hands. In the center of the circle sits a “turnip”. Behind the circle is a “mouse” (they have hats on their heads). Everyone sings:

Turnip, turnip, grow strong, neither small nor large, up to a mouse's tail. Yes!

Children sing a song and walk in a circle. The “turnip” grows, the “mouse” follows the circle in the opposite direction. When the singing ends, the “mouse” catches

"turnip". If she catches, then both participants dance to any folk dance tune.

Teacher. It turns out how different you can depict a mouse. And facial expressions, and gesture, and voice, and movement. Let's all turn into mice and be quiet so as not to wake the cat (shows a toy that the children had not noticed before) Let's go to our hole.

The children quietly leave the hall.

For children 6 years old

"In our theater"

Children freely enter the foyer of the theater studio and say hello.

Teacher. Today we will continue the conversation about the theater. Why do we need a theater? How does its name translate from Greek language? (Sight.) And from Greek because theater first appeared in ancient Greece. To create an interesting spectacle, many people need to work hard. Who creates the performance?

Children name everyone who works in the theater (director, director, lighting designer, costume designer, actors).

Teacher. What types of theaters do you know?

Children. Drama, puppet, children's, opera, comedy theater...

Teacher. There are many different theaters, and actors perform in them. What qualities must an artist have in order for audiences to like his work?

Children name various means of expressiveness of actors.

Right! He must master facial expressions. Be able to move well. Speech must be clear, intelligible and expressive. We will now work on all these qualities.

1. Exercises are carried out. Work your shoulders.

2. Rhythmically tap your name: Tanya-Tanechka...

3. Mill.

Blow, blow, the winds in the field, So that the mills grind, So that tomorrow we bake pies from flour.

(Swing your arms from side to side. Circular movements of your arms. Expressive serving of pies with a clear and clear pronunciation of words.)

4. Humpty Dumpty.

Humpty Dumpty was hanging on the wall.

Humpty Dumpty fell in his sleep.

And all the royal cavalry,

And all the king's army

Humpty can't, Humpty can't,

Collect humpty dumpty.

(They portray a rag doll. They “throw” the soft body down. Clear three steps with the reins pulled tight. Swaying with a shift in the center of gravity. They “drop” the body again.)

Teacher. Humpty Dumpty - rag-doll, and let's turn from a rag, soft doll into a wooden one. For artists, transformation or, more correctly, reincarnation is the main skill. Do you know any wooden dolls?

Children. Pinocchio.

Teacher. Here is a cheerful Pinocchio.

He loves to play with Malvina!

Children stand up scattered and first pretend to be a doll to the chant. Then the phonogram of A. Rybnikov’s song “Buratino” is turned on. The children dance, each pretending to be their own doll; for a pause they freeze in some interesting position, the teacher walks around, examines, and praises.

Teacher. You know, there is another wooden doll. Her name is Woodali Atcha and she lives in America. Try to show it too.

Children perform a rhythmic dance to a soundtrack, pretending to be a wooden doll.

Teacher. Your doll turned out very well. I wonder if you can portray an animal, such as a cat?

One of the children is reading. Pussy, pussy, pussy, scat!

Don’t sit on the path, Our baby will go, She will fall through her pussy.

They pretend to be a cat and run away. Then the teacher shows the bibabo cat doll. A soloist is chosen. Children perform M. Partskhaladze’s song “The Cat is Crying.” After this, the teacher invites you to come up with a sad cat song yourself. They not only hum, but also act out small scenes using facial expressions and gestures.

Teacher. And now I invite you to the laughter room. Have you ever been to a fun room? That's where the fun is! Do you want to visit there? We go there with the help of a song, we will depict everything, as in a theater of facial expressions and gestures.

Children stage D. Usmanov’s song “Room of Laughter” to the soundtrack of the Ariel ensemble.

Teacher. Well done, well done! On this cheerful note we will end the educational activities in our theater.

For children 5-6 years old

"Lesson theatrical alphabet»

The phonogram of O. Yudakhina and Y. Entin’s song “OK!” plays. Children enter the hall freely.

Teacher. Where can we watch familiar fairy tales and interesting stories in action?

Children. At the theater.

Teacher. You and I will sit in the auditorium because we?..

Children. Spectators.

Teacher. Where does the action take place?

Children. On stage.

Teacher. What are the people who perform on stage called?

Children. Artists.

Teacher. Do you think it’s easy to become an artist? What is needed for this?

Children list the skills and abilities needed by an artist.

Teacher. An artist needs to master facial expressions. Show sketches.

Children show a series of facial sketches, conveying the content of the text read by the teacher, taking into account the intonation with which the text was sounded:

1. Miracle Island!

2. Our Tanya is crying loudly...

3. Karabas Barabas.

4. First snow! Wind! Cold!

Teacher. The actor needs to master gestures that will help convey the character of a person and the habits of different animals.

Children show the sketch “A Knot on the Path” by Viktor Lunin.

Trendy brandy, trendy nonsense! A bear walked along the path, A bear walked along the path to look at the raspberries. He stood on a twig, slipped and fell. He stretched out - he was afraid that he had fallen into a trap with his foot, he trembled in fright, he jumped up and ran away. Apparently the bear was a coward, Trendy brandy, trendy nonsense! Trali-wali, miracles! A fox walked along the path, A fox walked along the path And looked into the heavens.

She stepped on a twig, slipped and howled. I grabbed him as hard as I could - I only got a splinter in my paw! Oh, and the angry fox left, Trali-wali, miracles! Knock-knock, knock-knock, A badger was walking along the path. A badger walked along the path and stepped on a branch. Slipped, stretched out, got to his feet, dusted himself off. He scratched his back in thought, pushed the branch away from the path, and the badger went knock-knock, knock-knock.

Teacher. You now know what facial expressions and gestures are. Let's act out the scene “The Little Washerwoman” by M. Yasnov.

Laundress. Gray owl, dusty owl? Owl (calmly, with curiosity). Gu-gu-gu!

Laundress.

Owl (approvingly).

Laundress.

Owl (joyfully).

Laundress.

Owl (enough).

Laundress.

Owl (thinks).

Laundress.

Owl (surprised).

Laundress.

Owl (frowns).

Laundress.

Owl (angrily).

Laundress.

Do you want to be clean, Owl?

Gu-gu-gu!

You will, Owl, you are not dusty.

Gu-gu-gu!

Will you be satisfied, Owl?

Gu-gu-gu!

I'll pour water on you...

Gu-gu-gu?!

I'll wash you with powder...

Gu-gu-gu!

I'll starch it, squeeze it hard...

Gu-gu-gu!

And I'll hang it on a clothespin.

Gu-gu-gu!

You will, Owl, you are not dusty!

Do you hear, Owl?

The owl pretends to think.

Where are you, Owl?

The eagle owl hides under its wing.

Neither in the forest, nor in the meadow. Not gu-gu.

The owl puts his finger to his lips - a sign of silence.

Teacher. And of course, the actor needs to clearly, clearly pronounce the text. To ensure that the lips and tongue are well mobile and the text can be heard clearly, special exercises called “tongue twisters” help.

If desired, children pronounce tongue twisters.

Teacher. However, it is not enough just to pronounce the text clearly and distinctly. It needs to be expressive, because an actor can pronounce the same word in different ways, with different intonations. Try to say the phrase “Come tomorrow” with different intonations: sad, cheerful, calm, important, rude, angry, tender.

Children complete the task, then read the nursery rhyme with different intonations (surprised, joyful, questioning, angry, affectionate, calm-indifferent):

Two puppies, cheek to cheek, nipping at the brush in the corner.

Teacher. I suggest you become puppet theater artists. It is these artists who must have excellent command of their speech.

Children with bibabo dolls. One has a crow doll on his hand, the other is the presenter. It could also be a Parsley doll. Children act out a skit based on the poem “Theft” by V. Orlov.

Crow.

Leading.

Crow.

Leading.

Crow.

Leading.

Crow.

Kra!

The crow screams.

Theft!

Guard! Robbery! Lost!

The thief sneaked in early in the morning,

He stole the brooch from his pocket,

Pencil!

Cardboard!

Traffic jam!

And a beautiful box!

Stop, crow, don't scream!

Don't shout, just be quiet!

You can't live without deception -

You don't have a pocket!..

How?!

The crow jumped

And she blinked in surprise.

Why didn't you say it before?

Car-r-raul!

Car-r-rman stole!

Teacher. Did you know that there are performances where instead of the usual colloquial speech is there a song? What are these performances called?

Children. Opera.

Children perform a mini-opera with puppets (N. Pikul. “About two geese”).

Presenter (child). Cheerful gosling

I walked through the puddles. He sang a cheerful song:

1st gosling (sings cheerfully). Ha-ha-ga...

Child. And the sad gosling

He walked through the puddles and sang a sad song... 5

2nd gosling (sings sadly). Ga-ga-ga... Child. Cheerful gosling

Came up to him...

Look, what a worm I found!

Ha-ha-ga...

And the sad gosling

Answered him...

But I’ll never find it on my own!

Ha-ha-ga...

Cheerful gosling

Told him... 1st gosling (animated, joyful). In vain!

No need to be sad

If you have friends nearby! Goslings (they sing together merrily). Ha-ha-ha!

1st gosling (funny).

Child.

2nd gosling (sadly)

Child.

3.2. Educational activities in the theater workshop

Theme: "Kittens"

Direct educational activities are carried out during learning of the fairy tale “The Cat’s House”.

1. Pantomime sketches (to convey the various actions of kittens):

- sleep sweetly;

- wake up, wash themselves with their paw;

- mom's name;

- trying to steal the sausage;

- dogs are scared;

- they hunt: “The cat, if necessary, sneaks along the ground.”

2. Studies for changing the timbre of the voice.

- Pussy, what’s your name?

- Meow! (Gently.)

- Are you looking after the mouse here?

- Meow! (affirmative.)

- Pussy, would you like some milk?

- Meow! (With great pleasure.)

- What about a puppy as a companion?

- Meow! Ff-rrrr! (Depict it in different ways: cowardly, fearfully.)

3 The teacher reads a poem. Children in the role of a cat and a dog act out a scene (several pairs in turn).

The little kitty is coming from the kitchen, her eyes are swollen.

- What are you crying about, little kitty?

- How can I, little kitty, not cry?! The cook licked the chiffchaff, and said to the kitty.

The cat and the dog go towards each other and act out a dialogue: the dog asks “woof-woof” with a questioning intonation, and the cat plaintively and tearfully answers “meow-meow.”

4 The teacher suggests learning the kittens’ song from the musical fairy tale “Cat’s House” (music by V. Zolotorev to lyrics by S. Marshak) and performing it, conveying the appropriate character.

5. Compose a song based on the given text:

- The black cat at the gate sings a sad song.

- White cat at the gate. He sings very cheerfully.

6. To the music of “Waltz” from the musical fairy tale “Cat House”, compose a dance of a white cat.

7. To the music “There’s fun all over the street,” depict the moments when the heroes of the fairy tale appear, noting the characteristic habits of the animals.

In the next lesson, many tasks are repeated, but new ones can be offered.

Staging of S. Marshak’s poem “Two Cats”.

2. Depict (alternately) kittens with different moods:

timidly knock on Aunt Cat's house;

the unfortunate, the pitiful remain outside the gates of the house;

they decisively and energetically rush to help Aunt Cat in her trouble;

dancing happily, joyfully.

Game-play “Magpie-Beloboka”

Teacher. Chiki-chiki-kichki Birch strips. Two birds were flying, not big at all. How they flew, All the people watched, How they landed, All the people marveled!

To the music of the introduction to N. Rimsky-Korsakov’s opera “The Tale of Tsar Saltan,” two children run in pretending to be birds. When the music ends, they stop and imitate playing the trumpet. Fanfare sounds.

Birds (together). Like Magpie White-sided

She got up at dawn, she got up at dawn, she started cooking.

E. Blaginina

Soroka-Beloboka runs in to the soundtrack “I danced with a mosquito” by the Russian Balalaika ensemble.

Magpie. I, Soroka-White-sided, cooked porridge and fed the children.

The 3rd and 4th variations of “I danced with a mosquito” are played. The magpie cooks porridge, and the magpie children run around and sit down around the magpie when the music ends. ,

Magpie (depicts the corresponding actions). She gave this one a cup, this one she gave a spoon, this one she gave a ladle. I put some porridge for everyone. Throw the porridge on the floor, wipe the beak with a napkin.

The Magpies eat porridge, and the Magpie flies away.

Sorochata (one at a time).

After breakfast we need to get down to work together.

- I’ll water all the flowers!

- I’ll put away the cups and spoons!

- I’ll take a broom in my hands

- And I’ll sweep the apartment!

- Our mommy will come

- He won’t find a speck of dust!

The 5th and 6th variations of “I danced with a mosquito” are played. The magpies are cleaning the apartment.

Teacher. Magpie.

Teacher.

Soroka-White-sided,

Where were you?

Far!

Cooked porridge

I put it on the table,

Jumped onto the porch

She was waiting for guests!

And Crow-Barabona

I flew through the forest,

For Sorokin's cooking

Called guests.

E. Blaginina

The phonogram of the introduction to the fairy tale “About Tsar Saltan” by N. Rimsky-Korsakov sounds again. The crow flies through the forest, flying up to the guests, and with gestures invites them to Soroka.

Crow. Oh, you canary birds! You flock, get ready, Today we have a holiday, Noisy fun: At Soroka-White-sided

There's a housewarming party in the house! E. Blaginina

Teacher. The crane heard, came out of the swamp, polished his boots, went on a visit!

E. Blaginina

To the soundtrack of the song “On the Pavement Street,” the crane walks with an important gait, followed by frogs jumping.

Frogs. We are little frogs, qua-qua, like green grass. The voices are tuned

Let's go visit! (They approach Soroka.) Magpie (“to the frog”). Kuma, are you coming to us? Frog. To you, to you! I’m jumping to the water, I want to catch!

Magpie. And who, whom, godfather? Frog. Carp, crayfish and catfish. Magpie. How do you catch it?

Will you give it to us? Frog. How not to give? Of course I will!

Teacher. Ducks are marching along the wide street. They stomp and waddle, and quack a little count: Ducks. Quack-quack-quack, Quack-quack-quack! What are rivers and seas to us?!

P. Sinyavsky

Ducks dance to the soundtrack of the song “Samara-gorodok” performed by the Skaz quartet.

Teacher. Here is a sparrow walking down the street,

He carries a violin in his left wing, plays with his right wing, and jumps from foot to foot.

Sparrow comes out and plays the violin.

Sparrow. Oh, you little birds, little canaries, get cleaned up, dress up, get ready to visit!

Birds fly to the soundtrack of Sirotin's "Polka" performed by the "Russian Folk Instruments" orchestra.

Teacher.

Here the White-sided Magpie galloped onto the threshold, and let her dear guests into the upper room...

E. Blaginina

Magpie. This, friends, is where we live! Guests (one at a time). Oh, what a beautiful house!

- There are a lot of toys here, loud rattles.

- The rooms are all bright, the walls are multi-colored.

- The chairs are oak.

- The curtains are new.

- Spoons are painted, bright, carved. We will take these spoons and play and sing.

N. Lagunova

Children perform the “Dance with Spoons” to the soundtrack of the song “Oh You, Birch.” During the first part of the music, children walk around freely, admiring the spoons; during the second part, they play on the spoons, using any familiar playing technique.

Teacher.

- And then the feast began

- Noisy fun.

- At Soroka-White-sided

- There's a housewarming party in the house!

A free Russian dance to “Kamarinskaya” is performed by the “Russian Balalaika” ensemble. All children dance using familiar movements.

Teacher. And while they were dancing and singing, the long-legged crane could not stand it here, he pushed the mug away, Hap!.. And ate the frog!

The frog is hiding behind the table at this time. All the guests feign horror and surprise.

Teacher. Magpie got angry

Yes, how it will trample,

Belobok got angry,

Yes, when it starts chirping... Magpie. It won't happen

In my house!

Where has this been seen?

So that the guests themselves eat? Teacher. The crane trembled

The long beak opened

Little Sparrow galloped

And he took out the frog!

The guests were delighted!

Then the rooks began to play,

Trumpeters.

And all the little birds are canaries

Benches knocked over

And let's go for a walk

Drive Krakowiak!

E. Blaginina

Children perform a pair dance to the soundtrack of A. Belyaev’s “Moscow Polka.”

Teacher. So the fairy tale has ended, We will start it again. Or will we start a new one?

But first, let's rest. V. Berestov

LIST OF REFERENCES USED

Folklore-music-theater: Programs and lesson notes for additional education teachers working with preschoolers: Program method. manual/Ed. S.I. Merzlyakova. – M.: Humanit.ed. VLADOS center, 1999.

Artemova L.V. Theatrical games for preschoolers. – M., 1990.

Zvereva O.L., Erofeeva T.I. Game - dramatization//Special course: Raising children in the game. – M., 1994. – P.12 –22.

Karamanenko Yu.P. Puppet theater for preschoolers. - M., 1982.

Konorova E. Methodical manual by rhythm. - M., 1976. - Part 1-P. Koreneva T. In the world of musical dramaturgy: Methodological manual on rhythm. - M., 1996. - Part I.

Lifits I. Rhythmic. - M., 1992. - Part 1-P.

Mendzheritskaya D.V. To the teacher about children's play / Ed. T.I. Markova. – M., 1982.- pp. 39-48.

Music and movement / Comp. S. Bekina, T. Lomova, E. Sokovnina. – M., 1981, 1984.-Issue. 1-3.

Musical and motor exercises / Comp. E. Raevskaya, S. Rud33eva. – M., 1991.

We dance and play / Comp. S. Bekina, Y. Komalkov, E. Soboleva. – M., 1994. – Issue. 1-6.

We're having fun: A manual for educators and music directors. – M., 1973.

Reutskaya N.A. Theatrical games of preschoolers//Preschooler's game/Ed. S.L. Novoselova. – M., 1989. – P.166-170.

Rudzik M.F. Fundamentals of theatrical art and dramatization. – Kursk, 1994.

Rudneva S., Fish E. Rhythmics. – M., 1972.

Sigutkina R. Recommendations for organizing theatrical games // Preschool education. – 1988.- No. 8.

Sklyarenko G. Games - dramatization // Preschool education. – 1983. - No. 7.

Modern problems of theatrical and creative development of schoolchildren. – M.: 1989.

Strelkova L.P. Games - dramatization//Emotional development of a preschooler/ Ed. HELL. Koshelevoy. – M., 1985. – P.117-125.

Franio G. Lesson plan for rhythm. – M., 1993. Franio G., Lifits I. Methodological manual on rhythm. – M., 1987.

Yurina N.N. Theatrical activities in kindergarten//Aesthetic education and development of preschool children/Ed. E.A. Dubrovskoy, S.A. Kozlova. – M., 2002. – P.60-89.

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION

"Kindergarten No. 6 "Crane" of a general developmental type"

PROGRAM

Additional education in theater activities

preschool age

"WORLD OF THEATER"

The age of the pupils is 4-7 years.

The duration of the program is 3 years.

Program Compiler

additional education teacher

Zykina Elena Vladimirovna

Salekhard

Explanatory note

“Theater is a beautiful art.

It ennobles, educates

person. Anyone who truly loves theater

always takes away from him a reserve of wisdom and kindness.”

K.S.Stanislavsky

The goal of modern education, which is to educate and develop the child’s personality, an important direction in the development of personality is the formation of children’s creative abilities.

A feature of the modern situation in our time-time stress, sharp ups and even sharper downs in the destinies of people, the “atmosphere” became saturated with negative, alarming, irritating phenomena (television, press, cartoons, etc.).

All this cannot but affect the health of children, as it causes destruction in the psycho-emotional sphere of the child and hinders the development of a holistic positive perception of the world.

How to protect it from the terrible destructive force? How to help a child understand the world, gain communication experience, develop creative abilities, and accumulate wisdom?

Introducing children to theatrical activities sets the goal of trying to solve some of the issues raised. A fairy tale has always, at all times, had enormous power over a child’s heart. Fairy tales contain the wisdom of the people, they contain the foundations of national culture, in them good always triumphs over evil. Only by playing fairy tales can a child change the world around him, gain communication experience, and get to know the world of adults. Thus, we can say with confidence that theater is of great importance in a child’s life. Theatrical activities develop the child’s personality, instill a sustainable interest in literature, develop mental abilities, speech, promote movement coordination, develop creativity and imagination. Theatrical activity helps to unwind emotionally and physically. Therefore, it is so important to introduce a child to music, literature, and theater from a very early age. The earlier you start developing children's creativity, the great results can be achieved.

“They say that in the first six years a child acquires a third of the experience that he will acquire in his entire life. This is not true: immeasurably more! M. Voloshin (“Revelation of Children’s Games”).

Currently, there are programs for theater activities for preschoolers. Such, for example, is the program of N.F. "Theater - creativity - children." The implementation of the partial program “Theater-Creativity-Children” in full is impossible for a number of reasons (there are no theatrical puppets in preschool educational institutions: puppets, cane puppets, riding dolls on a gapit, etc.). At the same time, the program of N.F. Sorokina, included such sections as song creativity, dance creativity, improvisation on musical instruments, and since these sections in kindergarten are implemented in sufficient quantities and professionally by the music director, the problem arose of drawing up an adapted program for introducing preschoolers to theatrical activities. This is what the proposed adapted program “The World of Theater” was. From the program of N.F. Sorokina “Theatre - creativity - children” took the following sections:

basics of puppeteering;

basics of acting;

basics of puppet theater;

basics of dramatization.

The proposed adapted program “World of Theater” is supplemented with such sections as:

theater history;

who works in the theater;

rules of behavior in the theater;

acquaintance with different types of theatrical puppets: finger theater, shadow, tabletop wooden and soft toys, spoon theater, flannelgraph, “Living Hand” dolls.

In the Zhuravushka kindergarten, a good educational environment has been created for the creative development of the child through theatrical activities. The theater studio is equipped: a stage, an auditorium, a mirror wall, theatrical costumes, a screen, “bi-ba-bo” dolls, various types of theater...

The main differences between the adapted program “World of Theater” and other programs in this area:

Using the national-regional component

Determining the repertoire according to the seasons

Dramatization with elements of puppet theater

Acquaintance with the history of the theater, theatrical professions, the structure of the theater, rules of conduct.

Thus, the implementation of the adapted “World of Theater” program is carried out in full.

Purpose of the program:

Development of children's creative abilities through theatrical art.

Program objectives:

To develop children's creative abilities through theatrical activities (sketches, dramatization games, creating posters, scenery, costume elements, writing fairy tales, improvisations).

Expand children's knowledge about the world around them: the history of the theatre, the structure of the theatre, who works in the theatre, what types of theaters there are, the variety of theatrical puppets, scenery (to be able to distinguish and name them).

Develop a preschooler’s speech: replenish and activate children’s vocabulary, work on diction, intonation expressiveness, dialogic and monologue speech.

Foster a positive attitude towards the culture of the North (fairy tales, myths).

To develop humane feelings in children: to react adequately, to rejoice at the successes of others, to be upset in the event of failure, to strive to come to the rescue, to correctly evaluate one’s own actions and the actions of others.

Games and activities.
Riddle games.
Activities - travel.
Dramatization games.
Joint activities teachers and children.
Independent children.
Games, exercises, sketches.

Methods and techniques:

1. Visual-auditory.

2. Visual-visual.

3. Search situation method.

4. Gaming.

5. Estimation method.

6. Method of exercise with complication.

7. Didactic.

8. Verbal.

9. Method of skillfully switching from one type to another.

The implementation period for the adapted World of Theater program is 3 years.

Club classes take place in the afternoon, in subgroups. The number of children in one subgroup is ten. The class time for the circle is in middle group 20 minutes, in the senior group 25 minutes, in the preparatory group 30 minutes. Thus, the duration of theater classes complies with SanPiN 2.4.1. 1249-03 to “Requirements for organizing the daily routine and training sessions.”

Educational and thematic plan.

For the 1st year of study (middle group)

	Number of hours
		Practice
Introductory lesson
Theater world
Puppeteering Basics
Acting Basics
Puppet Theater Basics
Dramatization Basics
Regional component
Final lesson

Section 1. “Introductory lesson” (1 hour)

Theory 0.5 hours:

Meeting children, playing “Hey, Bear!”

Conversation “Where have you been, what have you seen?” (in the theater, what you liked, what you remember...)

Practice 0.5 hours

Introducing a bow at the beginning and end of a lesson.

Outdoor game “Planes buzzed”

Game "Rainbow of Moods"

Section 2. “The World of Theater” (7 hours)

Theory 3 hours

1. History of the theater - 1 hour.

A conversation with a slide show - how it all began, wandering artists, parsley dolls, ancient theaters, modern theaters, how they are similar and how they are different.

2. Who works in the theater - 0.5 hours

Conversation showing illustrations, photos of people different professions what they do in the theater, the importance of work.

3. How the theater works (auditorium, locker room, buffet, stage) - 0.5 hours

Conversation from children's experiences, viewing of the presentation "The World of Theater".

4. Rules of behavior in the theater - 0.5 hours

A conversation about the rules of behavior in the theater (what is allowed, what is not), personal experience.

5. Poster, what is it? – 0.5 hours

Conversation “Poster, what is it. Why do we need a poster? Looking at the real poster.

Practice 4 hours

1. Excursion to the OCSC and SOK “Journey through the Theater”. Consider the foyer, locker room, auditorium(September) - 2 hours

2.Learning poems about the theater, solving riddles, crosswords - 0.5 hours

3. Drawing signs according to the rules of conduct in the theater - 0.5 hours

4.Games “Find your place”, “Rainbow of moods” - 0.5 hours

5.Viewing video clips - ballet, puppet, opera, drama - 0.5 hours

Section 3. “Basics of puppeteering” (4.5 hours)

Theory 1 hour:

1. Introduce children to a theatrical screen, a wooden toy table theater, and techniques for driving dolls - 0.5 hours

2.Introduce finger theater, teach techniques for driving finger puppets - 0.5 hours

Practice 3.5 hours:

1.Exercises to master puppeteering techniques: “Mom is walking”, “Two mice”, “Grandfather and a turnip”, “Meeting of a fox with a hare”, “Conversation of a mouse with a frog”, “Dance of animals” - 2 hours

2. Puppet show “Teremok” (adults show to children) – 0.5 hours

3.Drawing “Who would I like to be in a fairy tale” - 0.5 hours

4.Theatrical game “Teremok” with finger theater puppets, “Finger games”, “Finger massage” - 0.5 hours.

Section 4. “Basics of acting” (4 hours)

Theory 1 hour:

1. Conversation “Artist. Who is he? What is he like? - 0.5 hours

2. Conversation, “7777777777”, looking at photographs, watching a fragment of the fairy tale “Morozko” - feature film – 0.5 hours

Practice 3 hours

1.Studies for the development of attention: “Be attentive”, “Remember your place”, “Flag”, “What has changed” - 0.5 hours

2.Studies for the development of emotional and expressive movements:

"It's me! This is mine”, “Give it back”, “Icicles”, “Humpty Dumpty”, “Parsley is jumping” - 1 hour

3. Sketches for understanding a person’s emotional state and the ability to adequately express one’s mood: “Surprise”, “Flower”, “North Pole”, “Angry Grandfather”, “Guilty” - 1 hour

4. “Tell poetry with your hands” - 0.5 hour

Section 5. “Basics of puppet theater” (7 hours)

Theory 1 hour:

1. Watch the DVD cartoon “Turnip”, talk about the film - when, where, with whom, why the event happened. Which characters did you like and why – 0.5 hours

2. Telling the fairy tale “How a dog was looking for a friend” Mordovian fairy tale – 0.5 hours

Practice 6 hours

1. Drawing “Who I want to be” based on the fairy tales “Turnip”, “How a dog was looking for a friend” - 0.5 hours

2. Round dance game “Turnip, turnip, grow strong...”

3. Dance improvisation of fairy tale characters - 0.5 hours

4. Learning roles, finding expressive movements, intonation expressiveness of characters - 4 hours

5. Puppet theater show “How a dog was looking for a friend.”

Section 6. “Fundamentals of Dramatization” (8.5 hours)

Theory 1 hour:

1. Conversation about the profession of an actor. - 0.5 hours

2.Viewing a fragment of the fairy tale “Morozko”, conversation “Why can you say - a good actor?” - 0.25 hours

3. Puppet show “At the Bunny’s” New Year", introduction to a fairy tale, shown by adults - 0.25 hours

Practice 7.5 hours

1.Rehearsal period: learning roles, finding the image of the hero - 5 hours

2.Production of invitation cards and posters for the performance, production

elements of costumes, scenery with the help of parents - 1.5 hours.

3. Showing a fairy tale to children - 1 hour

Section 7. “Regional component” (3 hours)

Theory 1 hour:

1 Conversation “Peoples inhabiting the North”, looking at illustrations about the North – 0.5 hours

2.Acquaintance with the myths and legends of the Northern peoples - 0.5 hours

Practice hours - 2 hours

1. Staging sketches for the expressiveness of movements and emotions - 1 hour

2. Games of the peoples of the North – 0.5 hours

3.Watching the cartoon “Mountain of Gems”, about a wise raven - 0.5 hours

8.Final lesson (1 hour)

Theory 0.5 hours

Quiz (what we know, what we can be proud of)

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The world of childhood, the inner world of a child, is the key to many exciting problems of our lives. We want to see our children happy, but often we do not attach importance to the children’s experiences and consider them trivial. The child is left alone with his feelings and does not always find the strength to cope with them on his own. It is in preschool age that a child gets his first experience of communicating with friends, experiences failures and victories. And this is reflected in the formation of character. We, adults, must help the child acquire more positive emotions, teach him to be kind, sympathetic, sociable, and the ability to speak beautifully and correctly. I believe that kindergarten is the first and main step in the development of all these qualities, and theatrical activities are an assistant in this work. Why theater? It’s just that theater is always a game, (after all, children love to play) the expectation of something extraordinary, amazing - a MIRACLE. This is an opportunity not only to see a hero, but also to become one yourself. Only in the theater can you turn from a timid boy into a brave and courageous one Hero-Bogatyr, and from a capricious girl - into a gentle and kind Princess. Issues of harmonious development and creative self-realization of children find their solution in the “Theater and Fairy Tale” program of the “Teremok” structural unit. Discovering a unique individuality will help a child realize himself in studies, creativity, and communication with others. This program is designed to help in these aspirations. It is designed to work with children of different age groups.

Group 1 – children 3-4 years old.

Group 2 - children 4-5 years old.

Group 3 - children 5-6 years old.

Each group has its own tasks and a certain scope of topics with a differentiated approach to children.

The theater and gaming program is an independent author’s course, developed taking into account modern theories and technologies, as well as age and psychophysical characteristics of children of this age.

Program focus.

Artistic and aesthetic orientation

The main goal of artistic and aesthetic orientation is education aesthetic taste, realization of children's creative potential. The program is aimed at nurturing the child’s personality, developing his subtle spiritual qualities, moral and aesthetic values. Theatrical and play activities instill a love for works of art.

Social and pedagogical orientation

The main goal of the socio-pedagogical orientation is for children to master positive social experience, social roles and attitudes, the child’s desire for self-affirmation, self-esteem, and establishing interaction with the social environment.

Another, no less important principle is the design of work to develop in children an orientation toward success and achievement of their goals.

Novelty of the program

The use of elements of this program in the educational process: during educational activities, in restricted moments, in free activities.

Active participation of parents in this program.

Relevance

The problem of developing dialogue speech.

The changes taking place in the education system have also affected kindergartens. Because the qualities of a successful student are formed in a preschool institution. A preschooler must not only learn to count and know letters, which is of course important, but also master speech correctly: speak beautifully, construct a dialogue correctly. The better a child’s speech is developed, the more successful he will be in his studies and in communicating with friends.

Problem speech development: poor vocabulary, incorrect pronunciation, inexpressive speech.

Children spend most of their free time watching TV and computers. The good ones are gradually leaving cautionary tales and cartoons. Sometimes a child cannot understand: “What is good”, “What is bad”. Parents do not discuss what they see and read, which is very important for children.

The problem of organizing gaming activities

The world does not stand still; children have modern toys that do not always have a positive effect on the child’s development. Educators and teachers must find new ones no less interesting ways interest the child and direct his play activities in the right direction.

Emotional coldness

One of the important problems that worries me is the indifference of children, emotional coldness. With the variety of information, different games, it is becoming increasingly difficult to surprise children. A preschooler does not always respond to the experiences and emotions of loved ones and friends. Children do not empathize with the characters of fairy tales and stories. People admire works of fine art, music, and the beauty of the world around them less and less.

Pedagogical feasibility

Reflecting on the problems that affected me, I realized that traditional methods of the educational process will not always be effective. As is known, the leading activity of a preschooler is play. I think that the principle of learning - teach by playing fully manifested in theatrical activities.

All children are talented, only the teacher must see, feel and help the child reveal his creative abilities. Children love watching theatrical performances, and taking part is even more interesting and exciting. By participating in theatrical performances, the child opens up and feels free. This is the moment when you can develop a child’s ability to invent, fantasize, and create.

All children love fairy tales very much. Listening to a fairy tale, a child finds something useful and educational for himself, so it is very important that the awareness of “fairy tale lessons” begins at an early age, with an answer to the question: “What does a fairy tale teach us?” How interesting it is to play the hero of a fairy tale, or come up with something interesting and unusual of your own. By acting out a fairy tale, the child learns the world, the concepts of friendship, honesty, kindness, courage, and expresses his attitude towards good and evil. A huge advantage of theatrical and play activities is the construction of the educational process. Direct educational activities with theater elements make the learning process more interesting and effective, both for the teacher and for the children. The teacher has more opportunities to present information in an unusual way, using non-traditional forms and methods. The preschooler will show his individuality and learn the material better.

By participating in theatrical activities, children improve their speech, expand their vocabulary, and improve their memory and thinking. Children are creative in solving problems.

In addition, the variety of themes, forms and methods of theatrical performance comprehensively develops the child and reveals his creative abilities.

Purpose of the program:

Creative and comprehensive development of the child’s personality through theatrical activities.

Program objectives:

Cognitive-speech

- expanding children's horizons;

- arouse interest in theatrical activities;

To provide knowledge on the history of the emergence and development of theater;

Introduce children to types of theater;

Form the correct pronunciation:

Expand your vocabulary; make speech brighter and more expressive.

Social-communicative

In the course of performing a collective task, develop the ability to negotiate, listen and hear comrades.

Artistic and aesthetic

promoting the development of students:

Curiosity, aesthetic perception of the surrounding world;

Creative abilities;

Imaginative thinking, imagination, attention.

Distinctive features of the program

Participation in the program does not require special skills or physical data from participants;

The program is accessible to study, easy to master, effective in achieving results;

- this program can be used not only in circle activities, but also in the work of educators, teachers, teachers and speech therapists in integrated educational activities, in the free activity of children;

With the help of this program, we develop children’s ability to identify the distinctive qualities of characters and convey them in motion using pictures;

We develop the ability to record various facial expressions, gestures and postures, as well as decipher their meanings;

We develop the ability to express various emotional states through facial expressions and gestures;

We attach great importance to the development of children’s creative abilities and creative attitude to classes;

We develop the ability to meaningfully perform one’s role in various plastic sketches and performances;

We develop the ability of free self-expression through plastic, stage improvisations based on works of fiction;

The use of theatrical and gaming activities in the educational process will help a preschooler develop integrative qualities.

Children's age: additional educational program“Theater and Fairy Tales” is designed for children aged 3–6 years.

Implementation period additional educational program. The “Theater and Fairy Tale” program is designed for 3 years of study.

Circle work mode.

Work in each group is carried out once a week, the duration of which is: in group 1 - 15 minutes, in group 2 - 20 minutes, in group 3 - 25-30 minutes.

In addition, circle work on theatrical and gaming activities is organized taking into account the interaction of the content of these topics with the content of other subjects included in the program of the Teremok structural unit. Since the main activity of a preschool child is play, the integration of the educational process with elements of theatrical performance promotes positive learning of the material; educators use this program in their work in educational activities.

Forms of work.

Theatrical games.

Rehearsals in a theater group.

Teacher's stories about the theater.

Organization of dramatizations

Individual creative tasks.

Writing fairy tales, inventing stories for production.

Conversations-dialogues.

Production and repair of attributes and aids for performances.

Reading literature.

Expected results and ways to check them.

- Curious, active. Takes a lively, interested part in the educational process; children develop a stable interest in theatrical art ; independent in choosing characters.

- Emotionally responsive. Responds to the emotions of loved ones and friends, empathizes with the characters of fairy tales, stories, stories; reacts emotionally to the successes and failures of himself and his comrades.

- Mastered the means of communication and ways of interacting with adults and peers. Children's vocabulary expands and becomes more active; a culture of verbal communication is fostered; a sense of cooperation and mutual assistance is formed. Follows the rules of behavior in the team. - Able to solve intellectual and personal tasks (problems) appropriate for age. Independently models game situations (retelling fairy tales and stories “in reverse”, playing “travel”, circus performances etc.).

- Having primary ideas about oneself, family, society, state, world and nature. The child’s horizons expand, knowledge about objects, dolls, and decorations deepens.

- Having mastered the universal prerequisites for educational activities: the ability to work according to rules and patterns, listen to an adult and follow his instructions. - Having mastered the necessary skills and abilities. The child has developed the skills and abilities to carry out theatrical and play activities: artistic taste, creative abilities, creative independence: play, song, dance improvisation; - the skills of improvising familiar fairy tales are consolidated; - are looking for various ways images of heroes using posture, facial expressions, gestures, speech intonation; - creative independence develops in creating the image of the hero, while conveying his mood and character.

One of the important structural elements of educational activity is control. Pedagogically well-structured control helps to form in children a positive attitude towards learning, the desire for success, stimulates the strength to overcome difficulties and allows you to obtain the necessary information about the effectiveness of the program and, if necessary, adjust your further actions. The level of students' achievements is monitored by the teacher through input, current and final monitoring.

- Incoming control is carried out at the beginning of training and is aimed at identifying the initial level of training of students and adjusting the educational and thematic plan. It is conducted in the form of an interview.

- Current control carried out during subsequent educational activities, the main purpose of which is to determine the degree to which children have mastered educational material.

- Final control - upon completion of the entire course of the curriculum in order to determine the degree of achievement of learning outcomes and consolidation of knowledge. The final control is carried out in the form of a concert, a holiday with a performance, or a dramatization of any chosen fairy tale. In accordance with the results of the final control, it is determined to what extent each child has fulfilled the program requirements, i.e. the completeness of the program implementation is determined. The results of the control are brought to the attention of parents during individual interviews, parent meetings. The forms of pedagogical control are very diverse: oral questioning, conversation, observation, studying the results of children’s creative activity, as well as the participation of students in competitions and exhibitions different levels. The results of control serve as the basis for adjusting the program, predicting educational results, and encouraging students. Based on the results of the control, the evaluation process is carried out. The main indicator of performance is the child’s successful mastery of the content of the program.

Fundamentals of theatrical culture:

types of theater;
theatrical professions;
theatrical attributes;
theatrical terminology;
theater arrangement;
rules of behavior in the theater. To acquaint children with the features and types of theatrical art, the structure of the theater, and the culture of behavior in the theater. Familiarity with this material should be of a practical nature, i.e. occur during games, working on a play, visiting theaters, watching video recordings of performances. It is not necessary to demand that each child master all the material; it is enough that the children understand the teacher using theatrical terms, and gradually expanded their vocabulary. They should gain knowledge through theatrical games - dialogue with the teacher in the form of questions and answers, but in no case should this be a long monologue of an all-knowing adult. In the game, children will become familiar with the rules of conduct in the theater, on stage, behind the scenes, and at rehearsals.
Meetings with theater actors and watching performances in the preschool theater will help introduce children to the acting skills necessary to create the image of a hero.

At theater rehearsals, the teacher expands children's knowledge about the theater in accordance with their age.

Culture and technique of speech:

intonation;
monologue - dialogue;
speech games;
learning and playing out poems. Form correct pronunciation. The ability to speak beautifully and expressively (intonation, logical stress, voice strength, speech rate). Develop imagination; expand your vocabulary; make speech brighter and more expressive.

Theatrical and gaming activities:

means of figurative expression (facial expressions, pantomime);
puppeteering;
educational games. Develop emotionality - experiencing and embodying the image. Use games and exercises to develop communication skills, self-confidence, creativity, voluntary behavior, developing attention, memory, observation, as well as games that promote the development of puppeteering skills.

Work on the play:

familiarity with the script;
children trying out different roles;
distribution of roles;
work on individual episodes;
dress rehearsal.

Realize the potential of every child; develop children’s mental processes, activity, self-confidence; ability to work in a team. When working with children on a performance, it is necessary not to overload them, not to impose your opinion; each child should try themselves in different roles.

Methodological support

This program is designed for three years of study and is intended for students from 3 to 6 years old. Theater club Both girls and boys can attend. Admission of children is carried out at the request of the child. There are 10 people in one group, and the training takes into account individual characteristics students Training is practical in nature. The main part of the program is practical work, which is carried out during educational activities following the explanation or reading of this material. Everything necessary for work is prepared by the teacher in accordance with occupational safety and health requirements. The content of training in this program is aimed at revealing the creative potential and creative abilities of each child. Working according to the “Tatr and Fairy Tale” program, the teacher actively uses a variety of forms and methods of conducting educational activities. This form of work gives children the opportunity to show their individuality and independence.

Forms of activity.

Theater games.

Strengthen playing skills with various types of theater.
To develop children’s ability to independently choose the option for staging a fairy tale.
Achieve clear diction, the ability to change the tempo of speech, and the strength of sound.

Dramatization games.

Develop children's improvisational abilities: come up with images of different characters, heroes of works. Encourage children to independently model play situations (retelling fairy tales and stories “in reverse”, playing “travel”, circus performances, etc.).

Games - performances.

Develop stage creativity.
Encourage children to be independent in choosing expressive means, when creating images of characters, and strive to play along with their partner.
Cultivate the desire to bring joy to others through your play.

Methods of organizing activities.

1. Verbal teaching methods: conversation, reading, storytelling.

2. Visual teaching methods: display of paintings and illustrations on the topic.

3. Practical: exercises, dramatization.

Results of work and forms of summing up

Our kindergarten has developed a wonderful tradition - showing fairy tales with the participation of children. All children, starting from the second youngest group, cook and perform a performance for their parents and guests. The main task for children is choosing a performance. Children decide for themselves whether to participate in the performance. Educators try to ensure that all children are involved in such an important and responsible event. Children discuss roles, come up with costumes and decorations. The participants in the performance help and support each other. Children evaluate their capabilities and the capabilities of their comrades. In the work of the theater studio, the participation of not only teachers, but also parents is no less important. And this is very important. The development of theatrical activities in preschool institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of loved ones. Such joint activities of children and adults make life in kindergarten more interesting. Parents get the opportunity to observe their children against the background of their peers, which makes it possible to better understand the issues of child development and learn how to apply appropriate parenting methods at home. Parents develop a higher appreciation of their children’s achievements and pride in them; develops a deeper understanding of the learning process for preschool children; trust in teachers and other kindergarten employees arises; Parents are trained in activities that can be enjoyed with their children at home, and they provide assistance in making attributes. Parents are involved in active participation in theatrical activities as performers of roles, authors of text, manufacturers of scenery, costumes, etc. No one is left on the sidelines, because staging a play is a multifaceted matter, there is a job for everyone.

High level – the child’s creative activity, his independence, initiative, quick comprehension of the task, precise expressive execution without the help of adults, pronounced emotionality;

Intermediate level– emotional responsiveness, interest, desire to get involved in theatrical activities. But the child finds it difficult to complete the task. Requires adult help, additional explanations, demonstration, repetition;

Low level– is little emotional, not active, indifferent, calm, and has no interest in theatrical activities. Not capable of independence.

The result of the work done.

1. Children's interest in theatrical and play activities has increased.

2. Children’s performing skills in creating an artistic image have improved.

3. Children’s ideas about the world around them have expanded.

4. The children's vocabulary has been enriched and activated.

5. The intonation expressiveness of speech has improved.

6. Memory, thinking, imagination, and attention of children developed.

7. Children’s ability to correctly evaluate their own and others’ actions has improved.

8. A positive attitude towards dramatization games has been formed, children’s desire to participate in performances of their own free will.

9. Children’s ability to enjoy the successes of their peers has been developed.

10. Children’s ability to analyze the actions of literary characters and correlate them with their own behavior and the actions of other children has improved.

11. The ability to independently choose the type of theater and creative independence in conveying the image has been developed.

12. Children have developed the ability to negotiate with each other when distributing roles.

References.

1. Makhaneva M.D. Theatrical activities in kindergarten: A manual for preschool workers. - M.: TC "Sfera", 2001.-p.9-16,76-121.

2. Churilova E.G. Methods and organization of theatrical activities for preschoolers and primary schoolchildren: Program and repertoire. M.: Humanitarian Publishing Center VLADOS, 2001. - 160 p.

3. Shvaiko G.S. “Games and game exercises for speech development” - Moscow: Education, 1983 - p.64.

4. Artyomova L.V. Theatrical games for preschoolers: A book for kindergarten teachers. – M: Education, 1991. - 127 p.

5. Doronova T.N. Adults and children play: from the experience of preschool educational institutions in Russia - M.: Linka-Press, 2006 - 208 p.

6. Shorokhova G.S. Games and game exercises for speech development: a collection of games for speech development. M: Education, 1993. – 64 p.

Svetlana Valentinovna
Additional education program for children in theatrical activities

MUNICIPAL STATE PRESCHOOL EDUCATIONAL INSTITUTION Kindergarten No. 5

PROGRAM

Additional education in theater activities

preschool age

"WORLD THEATER»

The age of the pupils is 4-7 years.

Implementation period 3 year programs.

Explanatory note

« Theater- the art is beautiful.

It ennobles, educates

person. The one who loves theater for real,

always takes away from him a reserve of wisdom and kindness.”

K. S. Stanislavsky

The goal of modern education, which consists in the upbringing and development of the child’s personality, an important direction in the development of personality is the formation of children’s creative abilities.

A feature of the modern situation in our time, a time of stress, sharp ups and even sharper downs in the destinies of people, has become "atmosphere" saturated with negative, alarming, irritating phenomena (television, press, cartoons, etc.).

All this cannot but affect the health of children, as it causes destruction in the psycho-emotional sphere of the child and hinders the development of a holistic positive perception of the world.

How to protect it from the terrible destructive force? How to help a child understand the world, gain communication experience, develop creative abilities, and accumulate wisdom?

Introducing children to theatrical activities sets itself the goal of trying to resolve some of the issues raised. A fairy tale has always, at all times, had enormous power over a child’s heart. Fairy tales contain the wisdom of the people, they contain the foundations national culture, in them good always triumphs over evil. Only by playing fairy tales can a child change the world around him, gain communication experience, and get to know the world of adults. So way, we can say with confidence that theater is of great importance in the life of a child. Theater activities develops the child’s personality, instills a sustainable interest in literature, develops mental abilities, speech, promotes movement coordination, develops creativity and imagination. Theater activities helps to unwind emotionally and physically. Therefore, it is so important to introduce a child from a very early age to music, literature, theater. The earlier you start developing children's creativity, the greater results can be achieved.

“They say that in the first six years a child acquires a third of the experience that he will acquire in his entire life. This is not right: immeasurably more! M. Voloshin ( "Revelation of Children's Games").

Currently there are theater programs for preschoolers. Such, for example, is program N. F. « Theater - creativity - children» . Implementation of partial programs« Theater-creativity-children» is not possible in full for a number of reasons (there is no theatrical puppets: marionette dolls, cane dolls, riding dolls on gapit, etc.). At the same time, in program N. F. Sorokina, included such sections as song creativity, dance creativity, improvisation on musical instruments, and since these sections in kindergarten are implemented in sufficient volume and professionally by the music director, the problem arose of drawing up an adapted programs on introducing preschool children to theatrical activities. This is what the proposed adapted program"World theater» . From programs N. F. Sorokina « Theater - creativity - children» the following sections are taken How:

Basics of puppeteering;

Basics of acting;

Puppetry Basics theater;

Basics of dramatization.

Proposed adapted program"World theater» supplemented with the following sections, How:

Story theater;

Who works in theater;

Rules of conduct in theater;

Introduction to different species theatrical puppets: finger theater, shadow, tabletop wooden and soft toys, spoon theater, flannelograph, dolls "Living Hand".

In kindergarten "Crane" a good developmental environment has been created for the creative development of the child through theatrical activities. Equipped theater studio: stage, auditorium, mirror wall, theatrical costumes, screen, dolls "bi-ba-bo", various types theater…

The main differences between the adapted programs"World theater» from others programs given focus:

1. Use of the national-regional component

2. Determination of the repertoire in accordance with the seasons

3. Dramatization with elements of puppetry theater

4. Introduction to history theater, With theatrical professions, structure theater, rules of conduct.

So way, implementation of adapted programs"World theater» is carried out in full.

Target programs:

Developing children's creative abilities through theatrical arts.

Tasks programs:

1. Develop children's creative abilities through means theatrical activities(sketches, dramatization games, creating posters, scenery, costume elements, writing fairy tales, in improvisations).

2. Expand children’s knowledge about the environment world: story theater, device theater who works in theater what are there theaters, O variety of theatrical puppets, scenery (be able to distinguish and name them).

3. Develop a preschooler’s speech: replenish and activate children’s vocabulary, work on diction, intonation expressiveness, dialogic and monologue speech.

4. Foster a positive attitude towards culture (fairy tales, myths).

5. Develop humane feelings children: react adequately, rejoice at the successes of others, be upset in case of failure, strive to come to the rescue, correctly evaluate your actions and the actions of others.

1. Classes.

2. Games and activities.

3. Riddle games.

4. Activities - travel.

5. Dramatization games.

6. Joint activity teachers and children.

7. Independent children.

8. Games, exercises, sketches.

Methods and techniques:

1. Visual-auditory.

2. Visual-visual.

3. Search situation method.

4. Gaming.

5. Estimation method.

6. Method of exercise with complication.

7. Didactic.

8. Verbal.

9. Method of skillfully switching from one type to another.

Implementation period of the adapted programs"World theater» 3 years.

Club classes take place in the afternoon, in subgroups. The number of children in one subgroup is ten. The class time for the circle is 20 minutes in the middle group, 25 minutes in the senior group, and 30 minutes in the preparatory group. So way, duration of classes theatrical activities complies with SanPiN 2.4.1. 1249-03 k “Requirements for organizing the daily routine and training sessions”.

Educational and thematic plan.

For the 1st year of study (middle group)

p/p Sections Number of hours

Theory Practice of Everything

1 Introductory lesson 0.5 0.5 1

2 World theater 3 4 7

3 Basics of puppeteering 1 3.5 4.5

4 Basics of acting 1 3 4

5 Puppetry Basics theater 1 6 7

6 Basics of dramatization 1 7.5 8.5

7 Regional component 1 2 3

8 Final lesson 0.5 0.5 1

Total: 9 27 36

Section 1. "Introductory lesson" (1 hour)

Theory 0.5 hours:

Getting to know children, game “Aw, bear!”

Conversation “Where were you, what did you see?”, (V theater what you liked, what you remembered)

Practice 0.5 hours

Introducing a bow at the beginning and end of a lesson.

Outdoor game "The planes buzzed"

Game "Rainbow of Moods"

Section 2. "World theater» (7 hours)

Theory 3 hours

1. History theater - 1 hour.

Conversation with slide show - how it all began, wandering artists, parsley doll, theaters of antiquity, modern theaters how they are similar and how they differ.

2. Who works in theater - 0.5 hours

Conversation showing illustrations, photos of people of different professions, what they do in theater, the importance of the work.

3. How it works theater(auditorium, locker room, buffet, stage)- 0.5 hours

Conversation from children's experiences, viewing a presentation "World theater» .

4. Rules of conduct in theater - 0.5 hours

Conversation about the rules of conduct in theater(what is possible, what is not, personal experience.

5. Poster, what is it? – 0.5 hours

Conversation “Poster, what is it. Why do we need a poster?. Looking at the real poster.

Practice 4 hours

1. Excursion to OCSC and SOK "Journey through theater» . Consider the foyer, locker room, auditorium (September)- 2 hours

2. Learning poems about theater, solving riddles, crosswords - 0.5 hours

3. Drawing signs according to the rules of behavior in theater - 0.5 hours

4. Games "Find Your Place", "Rainbow of Moods"- 0.5 hours

5. Watching video clips - ballet, puppet, opera, drama - 0.5 hours

Section 3. "Basics of Puppeteering" (4.5 hours)

Theory 1 hour:

1. Introduce children to theater screen, desktop wooden toy theater, with doll driving techniques - 0.5 hours

2. Introduce the finger theater, teach driving techniques for finger puppets - 0.5 hours

Practice 3.5 hours:

1. Exercises to master techniques puppeteering: "Mom is walking", "Two Mice", "Grandfather and the Turnip", "Meeting of the Fox and the Hare", "Conversation between a mouse and a frog", "Dance of the Animals"- 2 hours

2. Puppet show "Teremok" (adults show to children)– 0.5 hours

3. Drawing "Who would I like to be in a fairy tale"- 0.5 hours

4. Theater game"Teremok" with finger puppets theater, "Finger games", "Finger massage"– 0.5 hours.

Section 4. "Fundamentals of Acting" (4 hours)

Theory 1 hour:

1. Conversation "Artist. Who is he? What is he like?- 0.5 hours

2. Conversation, looking at photographs, viewing a fragment of a fairy tale "Morozko"- feature film – 0.5 hours

Practice 3 hours

1. Sketches for development attention: "Be careful", "Remember your place", "Checkbox", "What has changed"- 0.5 hours

2. Sketches for the development of emotional and expressive skills movements:

"It's me! This is mine", "Give it back", "Icicles", "Humpty - Dumpty", "Parsley is jumping"- 1 hour

3. Sketches for understanding a person’s emotional state and the ability to adequately express oneself mood: "Astonishment", "Flower", "North Pole", "Angry Grandpa", "I'm guilty"- 1 hour

4. "Tell poems with your hands"- 0.5 hour

Section 5. "Basics of Puppetry theater» (7 hours)

Theory 1 hour:

1. Watching a cartoon DVD "Turnip", conversation about the film - when, where, with whom, why the event happened. Which characters did you like and why – 0.5 hours

2. Telling a story Mordovian fairy tale – 0.5 hours

Practice 6 hours

1. Drawing "What I want to be" according to fairy tales "Turnip", “How a dog was looking for a friend”- 0.5 hours

2. Round dance game “Turnip, turnip, grow up strong...”

3. Dance improvisation of fairy tale characters - 0.5 hours

4. Learning roles, finding expressive movements, intonation expressiveness of characters - 4 hours

5. Puppet show theater“How a dog was looking for a friend”.

Section 6. "Fundamentals of Dramatization" (8.5 hours)

Theory 1 hour:

1. Conversation about the profession of an actor. - 0.5 hours

2. Viewing a fragment of a fairy tale "Morozko", conversation “Why can you say he’s a good actor?”- 0.25 hours

3. Puppet show "Hare's New Year", introduction to a fairy tale, shown by adults – 0.25 hours

Practice 7.5 hours

1. Rehearsal period: learning roles, finding hero image - 5 hours

2. Production of invitation cards and posters for the performance, production

elements of costumes, scenery with the help of parents - 1.5 hours.

3. Showing a fairy tale children - 1 hour

Section 7. "Regional component" (3 hours)

Theory 1 hour:

1 Conversation 0theater. 5 hours

2. Acquaintance with the myths and legends of the Northern peoples - 0.5 hours

Practice hours - 2 hours

1. Staging sketches for the expressiveness of movements and emotions - 1 hour

2. Games of the Peoples of the North – 0.5 hours

3. Watching a cartoon "Mountain of Gems", about the wise raven - 0.5 hours

8. Final lesson (1 hour)

Theory 0.5 hours

Quiz (what we know, what we can be proud of)

Practice 0.5 hours

Drawing “What I remember most”

Educational and thematic plan.

Additional educational program “Theater and fairy tales. Theater studio program for preschoolers “Colored Peas”

Work program for theatrical activities in preschool educational institutions. "Theater Steps"

Educational program for additional education for children The program is designed for children of senior preschool and primary school age

Author's program for visual arts for preschool children

Our methodological association “Integration in the artistic and aesthetic education of preschool children”

Work program for theatrical activities in preschool educational institutions.
"Theater Steps"