Puppet theater club program. Work program of the puppet theater club Types of theatrical puppets and methods of puppeteering

Svetlana Pytaleva
Work program of the theatrical activity circle “Puppet Theater”

Municipal budgetary preschool educational institution

urban district Korolev, Moscow region "Kindergarten

combined type No. 34 "Lyubava"

I approve:

Head of MBDOU "Kindergarten No. 34"

WORKING PROGRAMM

Mug by

« PUPPET SHOW»

for 2017 – 2018 academic year.

Middle group

Educator:

Pytaleva S. V.

Explanatory note

Artistic and aesthetic education occupies one of the leading places in the content of the educational process of preschool educational institution and is his priority direction. For aesthetic development A variety of artistic expressions are of great importance to a child’s personality. activity - visual, musical, artistic speech, etc. An important task Aesthetic education is the formation of children's aesthetic interests, needs, taste, as well as creative abilities. The richest field for the aesthetic development of children, as well as the development of their creative abilities, is theatrical activity. In this regard, in our group I lead theater Club"Fairy tale".

Classes theatrical activities aimed at developing the interests and abilities of the child; contribute to overall development; manifestation of curiosity, desire to learn new things, assimilation new information and new ways of acting, the development of associative thinking; perseverance, determination, manifestation of general intelligence, emotions when playing roles. In addition, classes theatrical activities require the child to be decisive and systematic in work, hard work, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, and the ability to improvise. Classes theatrical activities and frequent performances on stage in front of spectators contribute to the realization of the child’s creative powers and spiritual needs, emancipation and increased self-esteem. Alternating the functions of performer and spectator, which the child constantly takes on, helps him demonstrate to his comrades his position, skills, knowledge, and imagination.

Exercises for the development of speech, breathing and voice improve the child’s speech apparatus. Completing game tasks in the images of animals and characters from fairy tales helps to better master your body and understand the plastic possibilities of movements. Theatrical Games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, and teach them to notice and evaluate their own and others’ mistakes. Children become more relaxed and sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and perceive more subtly the world.

Relevance.

Usage programs allows you to stimulate children's ability to imaginative and free perception the surrounding world(people, cultural values, nature, which, developing in parallel with traditional rational perception, expands and enriches it. The child begins to feel that logic is not the only way to understand the world, that something that is not always clear and ordinary can be beautiful. Having realized that there is no one truth for everyone, the child learns to respect other people’s opinions, be tolerant of different points of view, learns to transform the world, using fantasy, imagination, communication with people around.

Real program describes the training course theatrical activities children before school age 4-5 years (middle group).

Target: To develop the communicative and creative abilities of children through theatrical activities.

Tasks:

1. Create conditions for the development of creative activity of children participating in theatrical activities.

2. Improve children’s artistic skills in terms of experiencing and

embodiment of the image, as well as their performing skills.

3. To form in children the simplest figurative and expressive skills, to teach

imitate the characteristic movements of fairy-tale animals.

4. Teach children the elements of artistic and figurative means of expression (intonation, facial expressions, pantomime) .

5. Activate children’s vocabulary, improve the sound culture of speech, intonation structure, and dialogic speech.

6. To develop experience in social behavior skills and create conditions for the development of children’s creative activity.

7. Introduce children to various types theater.

8. Develop children's interest in theatrical play activities.

9. Develop a desire to speak in front of parents and kindergarten staff.

Syllabus

Number of classes – 1 time per week

Lesson duration - 20 minutes

Number of times per month - 4 lessons

Children's age – 4 – 5 years

Program involves holding one lesson per week in the afternoon at 15:00. :15 minutes. – 15h. :35min.

Implementation period programs – 1 year:

Classes on this program consist of practical children's activities.

Conducted under the guidance of a teacher.

Forms and methods of teaching:

Verbal – explanation;

Visual – display;

Creative – creative approach.

Are used:

Game exercises;

Games - dramatization;

Role-playing games.

Expected Result:

Revealing children's creative abilities (intonation reciting, emotional mood, facial expressiveness, imitation skills).

Development of psychological processes (thinking, speech, memory, attention, imagination, cognitive processes, fantasies).

Personal qualities (friendships, partnerships; communication skills; love for animals).

Summing up forms:

Theatrical performances for children;

Participation in competitions for theatrical activities.

Long-term planning.

September

1. Topic. We are playing theater.

Target: develop active attention, imagination; introduce the rules of conduct in theater; arouse interest and desire to play ( to perform the role: "cashier", "ticketer", "spectator"); cultivate friendly relationships.

2. Topic. We are future artists.

Target: develop active attention, speed of reactions, thinking, imagination; instill in children a sustainable interest in theatrical and gaming activities; reinforce the rules of behavior with children theater; playing out roles; cultivate friendly relationships.

3. Theme. Getting to know the species theaters(shadow, flannelgraph, tabletop, finger, planar theaters, bibabo puppet theater).

Target: introduce children to different species theaters; deepen interest in theatrical games; enrich your vocabulary.

4. Theme. Rhythmoplasty.

Target: develop children’s ability to use gestures; develop motor abilities: agility, flexibility, mobility; learn to move evenly around the site without colliding with each other.

1. Topic. Getting to know the finger theater theatrical activities.

Target: develop interest in various theatrical activities; continue to introduce children to fingertips theater theatrical activities; develop fine motor skills hands in combination with speech.

2. Topic. Reading a fairy tale "Kolobok".

Target: teach children to listen carefully to a fairy tale; form the necessary reserve of emotions; develop imagination.

3. Theme. Fairy tale dramatization "Kolobok".

Target: teach children to understand the emotional state of heroes; develop children's ability to use gestures; encourage children to experiment with their appearance (intonation, facial expressions, pantomime, gestures); develop a sense of self-confidence.

4. Theme. Psycho-gymnastics.

Target: Encourage children to experiment with their appearance (facial expressions, pantomime, gestures); develop the ability to switch from one image to another; cultivate a desire to help a friend; self-control, self-esteem.

"Turnip". Working on your speech(intonation, expressiveness).

Target: introduce children to a fairy tale, cultivate kind and humane feelings, develop a sense of rhythm in movements, speed of reaction, coordination of movements; improve motor ability and plastic expressiveness; expand the range due to the sound of the voice.

"Turnip".

Target theater, develop speech, the ability to speak out.

3. Theme. View puppet theater"Turnip"

Target: to activate cognitive interest in theater; develop interest in stage performances; explain expressions to children "spectator culture"; « theater starts with a hanger"; cultivate love for theater.

4. Theme. Theater sketches. Games are dramatizations.

Target: develop children’s imagination, teach them to express various emotions and reproduce individual character traits; learn to use intonation, pronounce phrases sadly, joyfully; learn to build dialogues; cultivate endurance and patience.

5. Theme. Expressive means of communication.

Target: to intensify the use of the concept in children’s speech "facial expressions" And "gesture". Develop the ability to act coherently in a team.

1. Topic. Reading a Russian folk tale "Teremok". Working on your speech(intonation, expressiveness).

Target: continue to teach children to listen to fairy tales; develop associative thinking, performing skills, through imitation of the habits of animals, their movements and voice; cultivate a love for animals.

2. Topic. Re-enactment of the r. n. With. "Teremok" (finger theater) .

Target: improve finger skills theater; develop fine motor skills in combination with speech; cultivate artistic qualities.

3. Theme. Fairytale sketches. Games are transformations.

Target: develop motor ability, motor skills of different parts of the body, coordination of movement; learn to use intonation, pronounce phrases sadly, joyfully; learn to build dialogues; cultivate endurance and patience.

4. Theme. New Year it's time to meet! (Staging).

Target: educate emotionally positive attitude for the holidays, encourage each child to actively participate in the preparation and conduct of the holiday.

1. Topic. Meet the Shadow theater.

Target: Continue to introduce children to different species theaters; evoke a joyful emotional mood in children; develop creative abilities.

2. Topic. Showing by adults p. n. With. "Zayushkina's hut" (shadow theater) .

Target: create a positive emotional mood; stimulate interest in theatrical activities; provide a more vivid perception of the fairy tale.

3. Theme. Getting to know desktop theater. Mastering the skills of using this type theatrical activities.

Target: continue to introduce children to tabletop theater; skills in this type theatrical activities; cultivate love for theater.

4. Theme. Reading a Russian folk tale "Three piglets". Working on your speech(intonation, expressiveness).

Target: continue to teach children to listen to fairy tales; develop associative thinking, attention, perseverance; foster friendly relationships between children.

1. Topic. Fairy tale dramatization "Three piglets" (desktop theater- for children of your group).

Target: teach children to take on roles; portray the heroes of a fairy tale; cultivate artistic qualities, teach how to interact with a partner in theatrical play.

2. Topic. Getting to know the view theatrical activities dolls - Bi-Ba-Bo and children mastering the skills of controlling these dolls.

Target: Continue to introduce children to different species theatrical activities; develop creative interest, teach children to control dolls - bee-ba-bo; cultivate love for theatrical activities.

"The wolf and the seven Young goats". Practicing dialogues.

Target: develop the ability to build dialogues between characters; develop coherent speech; develop confidence; monitor the expressiveness of the image.

4. Theme. Dramatization of a Russian folk tale "The wolf and the seven Young goats" (bi-ba-bo dolls; showing to children junior groups) .

Target: create a joyful mood in children; learn to imitate animal voices; cultivate morality and spirituality.

1. Topic. Reading p. n. With. "The Fox and the Crane".

Target: develop attention, perseverance; stimulate children's emotional perception of fairy tales; foster friendly relationships between children.

2. Topic. Dramatization of R. n. With. "The Fox and the Crane"

Target: to evoke a desire to participate in games - dramatizations; lead children to create an image of a hero using facial expressions, gestures, movements; cultivate friendly relationships.

3. Theme. Reading a Russian folk tale "Zayushkina's hut".

(finger theater) .

Target: introduce children to fairy tales, cultivate kind and humane feelings, continue to teach children to listen to fairy tales; develop attention and perseverance.

4. Theme. Dramatization of R. n. With "Zayushkina's hut".

Target: continue to participate in games - dramatizations; lead children to create an image of a hero using facial expressions, gestures, movements; cultivate friendly relationships.

1. Topic. Fairy tale "Teremok"

Target

2. Topic. Rehearsal for a performance based on a fairy tale "Teremok".

Target: develop expressiveness of gestures, facial expressions, voice; replenish your vocabulary, develop the ability to build dialogues between characters; develop coherent speech.

3. Theme. Introduction to flannelgraph.

Target: give an idea about work with flannelograph and moving pictures. Develop imagination, creativity, self-confidence.

4. Theme. Reading a fairy tale by V. Suteev "Under the Fungus"

Target: continue to teach children to listen to fairy tales; develop associative thinking, cultivate a love for animals, cultivate the ability to listen to a work of art, evaluate the actions of characters.

1. Topic. Fairy tale rehearsal "Under the Fungus".

Target: to develop the skill of sequentially moving characters on a flannelgraph, to develop diction and monologue and dialogical speech, develop imagination, creativity, self-confidence.

2. Topic. Fairy tale show "Under the Fungus" on flannelgraph.

Target: create a joyful mood in children, cultivate morality and spirituality, cultivate friendly relationships between children.

3. Theme. Fairy tale "Turnip on new way» . Introduction to the characters of the fairy tale, distribution of roles.

Target: develop imagination, fantasy, memory in children; ability to communicate in the given circumstances; experience the joy of communication.

4. Theme. Rehearsal for a performance based on a fairy tale "Turnip in a new way".

Target: develop expressiveness of gestures, facial expressions, voice; replenish vocabulary, develop a sense of rhythm in movements, speed of reaction, coordination of movements; improve motor ability and plastic expressiveness; expand the range due to the sound of the voice.

5. Theme. Performance based on a fairy tale "Turnip in a new way" (for parents).

Target: create a positive emotional mood; develop a sense of self-confidence; introduce children to art theater.

List of literature.

1. Antipina E. A. Theatrical activities in kindergarten . Guidelines. Games, exercises, scenarios. "TC Sfera" Moscow, 2009.

2. Antipina E. A. Theatrical performances in kindergarten. Scripts. "TC Sfera" Moscow, 2010.

3. Varavina L.A. Visiting my grandmother’s riddle. Scenarios entertainment events in kindergarten. "ARKTI", 2008.

4. Vlasenko A. P. Puppet Theatreand toys in kindergarten: puppet shows, pop miniatures for children 3-7 years old. "Teacher", 2012.

5. Gordienko S. A. Playing a fairy tale. Finger theater. "Phoenix-Premier", 2015.

6. Zatsepina M. B. Organization of cultural and leisure activities activities of preschoolers. "Pedagogical Society of Russia", 2004.

7. Karamanenko T. N., Karamanenko Yu. G. Puppet theater for preschoolers: Picture Theater. Toy Theater. Parsley Theater. "Education",1982.

8. Shorokhova O. A. Classes on the development of coherent speech of preschoolers and fairy tale therapy.

9. Internet resources.

Attendance sheet mug« PUPPET SHOW»

Group No. 13.

Child's full name (months)

Present:

Absent.

Program goals:

Tasks:

1. Organization of children's leisure time.

WORKING PROGRAMM

EXTRA-CURRICULAR ACTIVITIES

Puppet Theater Club

Program goals:

Uniting children in order to realize the creative interests and abilities of students.

Satisfying the needs and requests of children, revealing their creative potential.

Aesthetic education of participants, creating an atmosphere of children's creativity.

Tasks:

1. Fostering children's sensitivity, love and interest in art.
2. Formation of ideas about theater arts.
3. Organization of children's leisure time.
4. Training in techniques for working with dolls.
5. Development of children's speech, their vocabulary and expressiveness of speech.
6. Creating conditions for creative, intellectual, physical and personal development children through the basics of such an art form as puppet theater;
7. Development of creative and labor activity of children, their desire for independent activity.

Forms of activity: club activities.

Methods:

Story

Individual work

Group work

Teamwork.

Facilities:

Illustrations and literature

Personal UUD

Meta-subject results:

Regulatory UUD:

Cognitive UUD:

Communication UUD:

Planned results:

The student will learn:

Rules of behavior in the theater.

The student will be able to:

. (4 hours)

III

No.	Name of section and topics	Total hours		Number of hours		Characteristic activities students
			classrooms		non-classroom
	Introduction « Hello, dolls!
	Theater production "Masha and the Bear".
	Production of the puppet theater “Half Bear”
	Terem, tower, tower.
						Stage movement class .
	Total:	34hours	18 hours		16 hours

	Inside the topic		Class dates		Equipment
			Planned date	Actual dates
I. Introduction
		Introductory lesson. prop maker, actor)			Posters, laptop
					posters, laptop
					camera
II. Theater production " Masha and the Bear". (6 hours)
					camera
		Excursion to the park. Theme: “Hello, fairy-tale heroes.”			camera
		Distribution of roles for the fairy tale " Masha and the Bear"			words to the theater
		Rehearsal. Fairy tale "Masha and the Bear"
		" Masha and the Bear"			fabric, needle, scissors
		Puppet theater show " Masha and the Bear"			fabric, needle, scissors
		Distribution of roles for a fairy tale "Half Bear"			MMP, laptop.
					screen, dolls
					screen, dolls
		Puppet theater show "Half Bear"			screen, dolls
. (3 hours)
		"Little fox sister and Gray wolf»
		Rehearsal for a fairy tale "Sister Fox and Gray Wolf"			screen, dolls
		Performance screening "Sister Fox and Gray Wolf"			screen, dolls
"The Girl and the Fox." (6 hours.)
		Expressive speech. The art of speech.			MP, laptop
		Distribution of fairy tale roles "The Girl and the Fox"			MMP, laptop
		Fairy tale rehearsal "The Girl and the Fox"			MMP, laptop
		Speech gymnastics. Working with tongue twisters.			MMP, laptop
		Learning roles.			MP, laptop
		Creative report. Performance screening "The Girl and the Fox"			screen, dolls camera
"Fox midwife." (12 hours)
					fabric, needle, scissors
					dolls, screen
		Fairy tale rehearsal "Fox Midwife"			dolls, screen
		Rehearsal.			camera
					MMP, laptop
		Fairy tale rehearsal "Fox Midwife"			screen, dolls
		Fairy tale rehearsal "Fox Midwife"			screen, dolls
					screen, dolls
					camera
Total: 34 hours.

WORKING PROGRAMM

EXTRA-CURRICULAR ACTIVITIES

Puppet Theater Club

Program goals:

Uniting children in order to realize the creative interests and abilities of students.

Satisfying the needs and requests of children, revealing their creative potential.

Aesthetic education of participants, creating an atmosphere of children's creativity.

Tasks:

1. Fostering children's sensitivity, love and interest in art.
2. Formation of ideas about theatrical art.
3. Organization of children's leisure time.
4. Training in techniques for working with dolls.
5. Development of children's speech, their vocabulary and expressiveness of speech.
6. Creating conditions for the creative, intellectual, physical and personal development of children through the basics of such an art form as puppet theater;
7. Development of creative and labor activity of children, their desire for independent activity.

Forms of activity: club activities.

Methods:

Story

Individual work

Group work

Teamwork.

Facilities:

Illustrations and literature

Listening to audio and video recordings (using technical means).

1. Results of mastering the course of extracurricular activities

These results can be summarized in terms of achieving the standard requirements for student learning outcomes:

Personal UUD

1. Development of children's speech, their vocabulary and expressiveness of speech:
2. Ability to learn techniques for working with dolls:

3. Rules of behavior in classes, locker rooms, and during the creative game process.

1. The ability to develop the creative and labor activity of children, their desire for independent activity:
2. Adequate understanding reasons for the success of the activity.

Meta-subject results:

Regulatory UUD:

1. Determine the purpose of the activity with the help of the teacher.
2. Plan your actions with the help of a teacher.
3. Discover and formulate a general cultural problem with the help of a teacher.

Cognitive UUD:

1. Search for the necessary information.
2. Process the information received: observe and draw conclusions with the help of the teacher.
3. Build logical reasoning.

Communication UUD:

1. Express your thoughts verbally and writing(in the form of a monologue or dialogue).
2. Listen and understand other people's speech.
3. Negotiate and come to a common opinion.

Value guidelines for the course content:

– patriotism – love for one’s small Motherland.

– pride in the residents of our region.

– labor and creativity – respect for work.

The program allows you to combine different shapes educational work.

Planned results:

The student will learn:

At the end of the first year of study the student will know:

The stage in a puppet theater is a screen.

The concepts of “theater”, “director”, “set designer”, “property maker”, “actor”.

Rules of behavior in the theater.

The student will be able to:

Do articulation gymnastics with the help of a teacher.

Correctly put the doll on your hand.

Control the doll correctly and speak for it, hiding behind a screen.

When children involved in a puppet theater group master their speech, it becomes correct and clear. Discovering opportunities for self-realization, i.e. satisfying the need to express and express oneself, convey one’s mood, and realize one’s creative abilities.

Showing performances in schools and kindergartens

1. Contents of the course of extracurricular activities, indicating forms of organization and types of activities

Introduction: “Hello, dolls!” (3 hours)

Staging shadow theater“Masha and the Bear.” (6 hours)

Puppet theater production “Sister Fox and the Gray Wolf” (3 hours)

Puppet theater production “The Girl and the Fox”. (6 hours)

Staging puppet show"Fox midwife." (12 hours)

III. Thematic planning indicating the number of hours allocated to mastering each topic.

No.	Name of section and topics	Total hours		Number of hours		Characteristic activities students
			classrooms		non-classroom
	Introduction « Hello, dolls!					Introduction to puppet theater. History of puppet theater. Types of puppet theater.
	Theater production "Masha and the Bear".					Mastering puppeteering skills (glove puppets, table and shadow theater finger puppets).
	Production of the puppet theater “Half Bear”					Conversation about the screen, work behind it.
	Terem, tower, tower. Puppet theater production “Sister Fox and the Gray Wolf” (13:00)					Learning words (stress, emotional intonation, pause, tempo).
	Production of the puppet show "The Girl and the Fox".					Stage movement class .
	Production of the puppet theater “Fox Midwife”.					Dolls in action. Screening of the puppet show “The Fox Midwife.”
	Total:	34hours	18 hours		16 hours

Calendar – thematic planning

	Inside the topic		Class dates		Equipment
			Planned date	Actual dates
I. Introduction "Hello, dolls!" (3 hours)
		Introductory lesson. Acquaintance with the history of the theater (director, artist, decorator, prop maker, actor)			Posters, laptop
		Excursion to the park. Topic: “Observation of nature.”			posters, laptop
		The theater begins with a hanger, puppet theater screens.			camera
II. Theater production " Masha and the Bear". (6 hours)
		Excursion to the park. Theme: “Hello, fairy-tale heroes.”			camera
		Excursion to the park. Theme: “Hello, fairy-tale heroes.”			camera
		Distribution of roles for the fairy tale " Masha and the Bear"			words to the theater
		Rehearsal. Fairy tale "Masha and the Bear"
		Sewing dolls for the puppet theater " Masha and the Bear"			fabric, needle, scissors
		Puppet theater show " Masha and the Bear"			fabric, needle, scissors
III.Staging a finger puppet theater "The bear is half-hearted." (4 hours)
		Distribution of roles for a fairy tale "Half Bear"			MMP, laptop.
		Rehearsal of the fairy tale “Half-Maker Bear”			screen, dolls
		Dress rehearsal for the fairy tale “The Half Bear”			screen, dolls
		Puppet theater show "Half Bear"			screen, dolls
IV. Puppet theater performance
		Distribution of roles for the puppet theater "Sister Fox and Gray Wolf"
		Rehearsal for a fairy tale "Sister Fox and Gray Wolf"			screen, dolls
		Performance screening "Sister Fox and Gray Wolf"			screen, dolls
V.Staging a puppet show "The Girl and the Fox." (6 hours.)
		Expressive speech. The art of speech.			MP, laptop
		Distribution of fairy tale roles "The Girl and the Fox"			MMP, laptop
		Fairy tale rehearsal "The Girl and the Fox"			MMP, laptop
		Speech gymnastics. Working with tongue twisters.			MMP, laptop
		Learning roles. Practicing doll movement skills.			MP, laptop
		Creative report. Performance screening "The Girl and the Fox"			screen, dolls camera
VII.Puppet theater performance "Fox midwife." (12 hours)
		Speech in Everyday life, in the actor’s work.
		Making puppets for the theater.			fabric, needle, scissors
		Distribution of roles for the fairy tale “The Fox Midwife”			dolls, screen
		Fairy tale rehearsal "Fox Midwife"			dolls, screen
		Rehearsal. Each puppeteer's reading of his role, the action of the role.			camera
		Reading technique. Breathing, stress, fiction, voice.			MMP, laptop
		Fairy tale rehearsal "Fox Midwife"			screen, dolls
		Fairy tale rehearsal "Fox Midwife"			screen, dolls
		Dress rehearsal for the fairy tale “The Fox Midwife”			screen, dolls
		Screening of the puppet show “The Fox Midwife”			camera
Total: 34 hours.

PROGRAM

Additional education in theater activities

"Puppet theater "Malysh"

The program is designed for students primary school. Implementation period - 4 years

teacher: Bykova N.N.

PEACEFUL 2011

Explanatory note

Theater activities- This is the most common type of children's creativity activity. It is close and understandable to the child, lies deeply in his nature and is reflected spontaneously, because it is connected with play. The child wants to translate any of his inventions, impressions from the life around him into living images and actions. Entering the character, he plays any role, trying to imitate what he saw and what interested him, receiving great emotional pleasure

Puppet show - one of the most favorite spectacles of children. It attracts children with its brightness, colorfulness, and dynamics. In the puppet theater, children see familiar and close toys: a bear, a bunny, a dog, dolls, etc. - only they came to life, moved, spoke and became even more attractive and interesting. The extraordinary nature of the spectacle captivates children, transporting them to a very special, fascinating world, where everything is incredibly possible.

Puppet theater gives children pleasure and brings a lot of joy. However, a puppet show cannot be considered entertainment: it educational value much wider. Primary school age is the period when a child begins to develop tastes, interests, and a certain attitude towards the environment, therefore it is very important for children of this age to show an example of friendship, righteousness, responsiveness, resourcefulness, courage, etc.

To achieve these goals, the puppet theater has great opportunities. Puppet theater influences the audience with a whole complex of means: artistic images - characters, design and music - all this taken together due to the figurative and concrete thinking of a junior schoolchild helps the child to understand the content of a literary work easier, more clearly and more correctly, and influences its development artistic taste. Junior schoolchildren very impressionable and quickly susceptible to emotional influence. They actively get involved in the action, answer questions asked by the dolls, willingly carry out their instructions, give them advice, and warn them of danger. The emotionally experienced performance helps determine children’s attitude towards the characters and their actions, and evokes a desire to imitate positive characters and be different from negative ones. What they see in the theater broadens the children’s horizons and remains in their memory for a long time: they share their impressions with their friends and tell their parents about the performance. Such conversations and stories contribute to the development of speech and the ability to express one’s feelings.

Children depict various episodes of the performance in drawings, sculpt figures of individual characters and entire scenes. But the most vivid reflection of the puppet show is in creative games: children set up a theater and act out what they see themselves or with the help of toys. These games develop children's creative powers and abilities. Thus, puppet theater is of great importance for nurturing the comprehensive development of children.

Program focusadditional education"Puppet theater "Malysh"

Development of students' creative abilities,mastering the skills of collective interaction and communication;

Novelty of the program

Active an approach to the upbringing and development of a child through the means of theater, where the student plays the role of an actor, a musician, or an artist; in practice he learns that an actor is at the same time a creator, a material, and an instrument;

- principle of interdisciplinary integration– applicable to related sciences (literature and music lessons, literature and painting, fine arts and technology, vocals and rhythm);

- principle of creativity– presupposes a maximum focus on the child’s creativity, on the development of his psychophysical sensations, and the emancipation of the individual.

Target:

To introduce children to the world of theater, to give an initial idea of ​​“transformation and reincarnation” as the main phenomenon of theatrical art, in other words, to reveal the secret of theater for children;

Education and development of an understanding, intelligent, well-mannered theater audience with artistic taste, the necessary knowledge, and their own opinion.

Tasks:

1. Reveal the specifics of theater as an art: introduce the history of puppet theater, awaken interest in reading, teach to see beauty native land, man and his work, feel the poetry of folk tales, songs, love and understand art; make children's lives interesting and meaningful, fill it vivid impressions, interesting things to do, the joy of creativity;
2. teach children to make their own dolls; ensure that children can use the skills acquired in theatrical games in everyday life;
3. help master the skills of collective interaction and communication;
4. through the theater to instill interest in world artistic culture and provide primary information about it;
5. teach to approach any work creatively, with imagination and fantasy.

Formation of Universal Learning Activities

Personal UUD: formation of a motive that fulfills the need for socially significant and socially valued activities. Developing readiness for cooperation and friendship. Formation of installation on healthy image life.

Cognitive UUD: ability to establish cause-and-effect relationships, focus on a variety of ways to solve problems. The ability to search for the necessary information to complete creative tasks, the ability to build reasoning in the form of connecting simple judgments about an object.

Communicative UUD: the ability to enter into dialogue, understanding the possibility of different positions and points of view on any subject or issue. Ability to negotiate, find a common solution, work in groups. The ability to argue your proposal, persuade and yield, the ability to control the actions of an activity partner. The ability to ask questions necessary to organize one’s own activities and cooperate with a partner. Develop the ability to adequately use speech means to effectively solve a variety of communication problems. Be able to exercise mutual control and provide the necessary mutual assistance in cooperation.

Regulatory UUD: Modeling various situations behavior at school and other public places. Distinguishing between acceptable and unacceptable forms of behavior. The ability to adequately accept the assessment of the teacher and classmates. The ability to carry out ascertaining and anticipatory control based on the result and method of action, actual control at the level of voluntary attention.

Distinctive features:

There are no programs for additional education “Puppet theater in primary schools”.

The program I developed is designed for a full course of education for children and is adapted for elementary school students

Children's age: 7-10 years

Implementation deadlines:4 years, 34 hours per academic year, 1 hour per week

Expected results

First year of study

The ability to simply analyze a literary work: the meaning of the depicted phenomena, the artistic significance of individual details, a description of figurative comparisons and expressions, and determine the main idea of ​​the work and its individual parts.

Pupils master the ability to logically correctly and clearly convey the author’s thoughts when reading. Understand the meaning of the depicted phenomena, the emotional attitude towards them and active desire; to reveal this meaning to listeners is the source of a variety of intonations, tempo and timbre of the voice. This is achieved through speech technique classes.

Pupils must have basic skills in making glove puppets.

Pupils should have a basic understanding of theatrical professions and special terms theatrical world.

Second year of study:

The ability to logically correctly and clearly convey the author’s thoughts in one’s reading and identify the meaning of the text.

Third and fourth years of study:

Children must have initial information about theater traditions different systems and traditional Russian puppet theater.

Understanding the meaning of the phenomena depicted in the work, an emotional attitude towards them, and the ability to convey this to the audience.

The ability to convey the character of a character through voice and action.

Ability to work with dolls of various systems

Ability to work with a doll on a screen and without it.

Mastering practical skills in making dolls and decorations.

Take into account the features of works when choosing them for production.

Mastering basic knowledge about theatrical professions and terms of the theatrical world.

Forms of conducting classes:

1. a game
2. conversation
3. illustrating
4. learning the basics of stagecraft
5. image workshop
6. costume and scenery workshop
7. dramatization of a read work
8. staging a play
9. visiting a performance
10. small group work
11. acting training
12. excursion
13. performance

Organization of the process

Anyone from the age of 7 who has an aptitude for this type of art is accepted into the circle. The planned number of students in the circle is 15 people. This standard is based on sanitary and hygienic standards. This quantity allows the teacher to put into practice the principle of an individual - personal approach to students. Classes begin on October 1 and end on May 25. Classes are held 1 hour per week, 34 hours per academic year. The class schedule is drawn up taking into account the wishes of students, their parents, as well as the capabilities of the institution. Students will master this art gradually: they will study history, master the skill of working with a doll, the ability to independently make dolls and props, and then begin working on the chosen play. When distributing classes, the level of training and age of students is taken into account, and individual forms of work are used. One of important points and the conditions for the fruitful work of the circle is summing up: performances in front of spectators - parents, classmates, participation in city and regional festivals. Based on the interests and needs of the children, the order of topics presented and the number of hours may vary.

Educational and thematic plan

	Main blocks	Number of hours
		Total	Theory	Practice
	Introductory lesson
	Acting Basics:Diction. Intonation. Rate of speech. Rhyme. Rhythm. The art of recitation. Improvisation. Dialogue. Monologue.
	Choosing a play for the performance, reading by role.
	Work on the play chosen for the performance, work on expressive means of speech
	Show of the play.
	Attending theater performances
Total

1 year of training (34 hours)

	date	Subject
		Introductory lesson. Theater. Its origins. Acquaintance with the history of the emergence of the Parsley Theater, theatrical vocabulary, and the professions of people who work in the theater (director, decorative artist, prop maker, actor).
		Mysterious transformations. To introduce children to the world of theater, to give an initial idea of ​​“transformation and reincarnation” as the main phenomenon of theatrical art. Exercises and games for attention
		Choosing a play for the performance. Expressive reading of plays by the teacher:r.n. fairy tale "Mitten"Conversation about what you read. - Did you like the play? Which of her characters did you like? Would you like to play her? What is the main idea this play? When does the action take place? Where does it happen? What pictures do you imagine when reading? .
10-11
12-13
14-18
		Making dolls and props. Conversation on labor protection
		Dress rehearsal of the play.
		Showing the play to children and parents
		Choice of play: r. n.s. "Spikelet" Reading the play aloud in the presence of all students. Determining the time and place of action. Characteristic characters, their relationships. Distribution of roles. Role readings at the table.
23-24
25-26
27-28
29-30
		Showing the play to children.
		Showing the play to parents.

2nd year of study (34 hours)

	date	Subject
		Acting Basics:
		“Health Tips” (play based on LIFE SAFETY FUNDAMENTALS) . Exercises and games to develop imagination
		Distribution of roles and reading of students' work: Determine how many characters are in the play? What is the character's emotional state? What is his character? Development of speech breathing and articulation
		Practicing reading each role: read clearly, clearly pronouncing all sounds in words, do not swallow endings, follow the rules of breathing; identify logical stresses, pauses; try to imagine yourself in the character’s place, think about how to read for “him” and why exactly that way. Exercises and games for attention
10-11		Processing the reading of each role, rehearsing at the table (teaching children the ability to get used to their role, teaching their intonation to convey mood, feelings, character). Development of diction based on tongue twisters
12-13		Learning to work on a screen: put the doll on your hand: the head on the index finger, the doll’s hands on the thumb and middle fingers; hold the doll over the screen at arm's length, trying to do it smoothly, without jumps; Do the suggested exercises with each child. Development of diction based on tongue twisters
14-18		Training to work on the screen, each puppeteer reading his role, the actions of the role. Distribution of technical responsibilities for the performance, installation of design, decorative details, supply of props, helping each other in managing the puppets, sound design of the performance.
		Making dolls and props. Conversation on labor protection
		Dress rehearsal of the play.
		Showing the play to children and parents
		“How snowmen searched for the sun" Conversation about what you read. - Did you like the play? Which of her characters did you like? Would you like to play her? Reading the play aloud in the presence of all students. Determining the time and place of action. Characteristics of the characters, their relationships. Distribution of roles. Role readings at the table.
23-24		Readings by role, deep and detailed analysis of the play.
25-26		Rehearsal of the play. Making props and puppets for the play.
27-28		Rehearsal of the play. Learning the text by heart, connecting the actions of the doll with the words of your role.
29-30		Rehearsal of the play. Distribution of technical responsibilities for the performance, installation of design, decorative details, supply of props, helping each other in managing the puppets.
		Dress rehearsal, sound design of the performance.
		Showing the play to children.
		Showing the play to parents.
		Visiting a professional theater performance

3rd year of study (34 hours)

	date	Subject
		Introductory lesson. Diagnostics of student learning.
		Acting Basics: diction, intonation, speech rate, rhyme, rhythm. The art of recitation. Improvisation. Dialogue. Monologue. Mysterious transformations. Exercises and games for attention
		Choosing a play for the performance. Expressive reading of a play: script for a puppet showTheater "Red Book"Conversation about what you read. Did you like the play? Which of her characters did you like? Would you like to play her? What is the main idea of ​​this play? When does the action take place? Where does it happen? What pictures do you imagine when reading? . Exercises and games to develop imagination
		Distribution of roles and reading of students' work: Determine how many characters are in the play? What is the character's emotional state? What is his character? Development of speech breathing and articulation
		Practicing reading each role: read clearly, clearly pronouncing all sounds in words, do not swallow endings, follow the rules of breathing; identify logical stresses, pauses; try to imagine yourself in the character’s place, think about how to read for “him” and why exactly that way. Exercises and games for attention
10-11		Processing the reading of each role, rehearsing at the table (teaching children the ability to get used to their role, teaching their intonation to convey mood, feelings, character). Development of diction based on tongue twisters
12-13		Learning to work on a screen: put the doll on your hand: the head on the index finger, the doll’s hands on the thumb and middle fingers; hold the doll over the screen at arm's length, trying to do it smoothly, without jumps; Do the suggested exercises with each child. Development of diction based on tongue twisters
14-18		Training to work on the screen, each puppeteer reading his role, the actions of the role. Distribution of technical responsibilities for the performance, installation of design, decorative details, supply of props, helping each other in managing the puppets, sound design of the performance.
		Making dolls and props. Conversation on labor protection
		Dress rehearsal of the play.
		Showing the play to children and parents
		Choice of play: T.N. Karamanenko"Healing herb"Conversation about what you read. - Did you like the play? Which of her characters did you like? Would you like to play her? Reading the play aloud in the presence of all students. Determining the time and place of action. Characteristics of the characters, their relationships. Distribution of roles. Role readings at the table.
23-24		Readings by role, deep and detailed analysis of the play.
25-26		Rehearsal of the play. Making props and puppets for the play.
27-28		Rehearsal of the play. Learning the text by heart, connecting the actions of the doll with the words of your role.
29-30		Rehearsal of the play. Distribution of technical responsibilities for the performance, installation of design, decorative details, supply of props, helping each other in managing the puppets.
		Dress rehearsal, sound design of the performance.
		Showing the play to children.
		Showing the play to parents.
		Visiting a professional theater performance

4th year of study (34 hours)

	date	Subject
		Introductory lesson. Diagnostics of student learning.
		Acting Basics: diction, intonation, speech rate, rhyme, rhythm. The art of recitation. Improvisation. Dialogue. Monologue. Mysterious transformations. Exercises and games for attention
		Choosing a play for the performance. Expressive reading of a play"Kolobok" Conversation about what you read. Did you like the play? Which of her characters did you like? Would you like to play her? What is the main idea of ​​this play? When does the action take place? Where does it happen? What pictures do you imagine when reading? . Exercises and games to develop imagination
		Distribution of roles and reading of students' work: Determine how many characters are in the play? What is the character's emotional state? What is his character? Development of speech breathing and articulation
		Practicing reading each role: read clearly, clearly pronouncing all sounds in words, do not swallow endings, follow the rules of breathing; identify logical stresses, pauses; try to imagine yourself in the character’s place, think about how to read for “him” and why exactly that way. Exercises and games for attention
10-11		Processing the reading of each role, rehearsing at the table (teaching children the ability to get used to their role, teaching their intonation to convey mood, feelings, character). Development of diction based on tongue twisters
12-13		Learning to work on a screen: put the doll on your hand: the head on the index finger, the doll’s hands on the thumb and middle fingers; hold the doll over the screen at arm's length, trying to do it smoothly, without jumps; Do the suggested exercises with each child. Development of diction based on tongue twisters
14-18		Training to work on the screen, each puppeteer reading his role, the actions of the role. Distribution of technical responsibilities for the performance, installation of design, decorative details, supply of props, helping each other in managing the puppets, sound design of the performance.
		Making dolls and props. Conversation on labor protection
		Dress rehearsal of the play.
		Showing the play to children and parents
		Choice of play: "Teremok" » Conversation about what you read. - Did you like the play? Which of her characters did you like? Would you like to play her? Reading the play aloud in the presence of all students. Determining the time and place of action. Characteristics of the characters, their relationships. Distribution of roles. Role readings at the table.
23-24		Readings by role, deep and detailed analysis of the play.
25-26		Rehearsal of the play. Making props and puppets for the play.
27-28		Rehearsal of the play. Learning the text by heart, connecting the actions of the doll with the words of your role.
29-30		Rehearsal of the play. Distribution of technical responsibilities for the performance, installation of design, decorative details, supply of props, helping each other in managing the puppets.
		Dress rehearsal, sound design of the performance.
		Showing the play to children.
		Showing the play to parents.
		Visiting a professional theater performance

Methodological literature:

T.N. Karamanenko “Puppet Theater” M. 2001;

newspaper: “Primary School”, No. 30, 1999;

Magazine: “Primary School” No. 7, 1999;.

N.F. Sorokina “Playing puppet theater” (a manual for practical workers of preschool educational institutions) M., 1999.

» I.A. Generalova“Theater” (a manual for additional education) M: “Ballas” 2010

Annex 1

"Health Tips"

Acting characters: fox, bear, hedgehog, wolf, doctor Aibolit.

(Music sounds, Fox appears and sings a song)

Lisa: I work as a nurse at our first-aid post.

I like the job, kids, I won’t hide it.

I brush my teeth and wash my paws.

Who can compare with my purity?

With me, with me, with me?!

Finally, those germs escaped. Thank you guys for kicking them out!

Do you know that the best remedy for germs is soap and water! You need to wash your hands with soap more often. I'll go wash my paws. (Leaves to the music humming)

(A bear comes out of the forest and growls)

Bear: Rrrr!

(A hedgehog runs out into the clearing with a basket, and there are vegetables in the basket)

Hedgehog: Hello, Mishenka!

Bear: Hello, Hedgehog has no head or legs.

Hedgehog: Why are you growling like that?

Bear: I really want to eat!

Hedgehog: Come on, eat some vegetables. I have vegetables here in the basket. Yes, just look

Wash your paws with soap.

Bear: I don’t have time to wash my paws here, I’m hungry! (He greedily pounces on the vegetables in the basket, wipes his face with his paw) Thank you, hedgehog! (Slaps himself on the stomach) Ouch! Oh oh! Oh oh oh!

Hedgehog: What's wrong with you, Mishenka?

Bear: Oh! Oh! What happened with me! I'm completely sick now!

My stomach hurts, what did I eat?

Hedgehog: I told you, don’t eat with dirty paws, but you didn’t listen! Let's go to the doctor soon!

Bear: Oh! No! I'm afraid! I'd rather lie under the Christmas tree.

Hedgehog: (to the audience) Let him lie down, and I’ll run for the nurse. (Runs away)

(The bear lies down, groans, a wolf comes out with a bandage on his teeth and howls)

Wolf: Oooh!

Bear: What's wrong with you, wolf?

Wolf: My life suddenly became bad, my tooth ached badly.

There is no urine, I need to treat a sick tooth.

Bear: My stomach hurts! (Both lie and moan)

(The hedgehog comes out and leads the Fox)

Lisa: So, what happened here?
Wolf: I have a toothache, but the bear has a stomachache!

Lisa: Do you brush your teeth?

Wolf: No. What for?

Fox: Guys, tell the wolf why do we need to brush our teeth? (Answers) Yes, you will have to

Call Doctor Aibolit. Dr. Aibolit! (Doctor Aibolit comes out)

Doctor Aibolit: Hello, animals, what happened to you?

Fox: The bear ate with dirty paws and his stomach hurt, and the wolf never brushes his teeth, so they hurt him.

D.A: I will help you, little animals, but promise me that you will follow the rules of hygiene.

Any well-mannered person or the animal must follow all hygiene rules.

Wolf and Bear: We promise.

D.A: Here’s the mixture, drink (drink) For Mishka - soap, don’t forget to wash your paws.

And for you, Wolf - a toothbrush. Brush your teeth twice a day.

Wolf and Bear: Thank you!

D.A: And I wish you guys to always be healthy,

But achieving results is not possible without difficulty.

Try not to be lazy every time before eating,

Before sitting down at the table, wash your hands with water!

Don't forget to brush your teeth in the morning and before bed.

And be neat, clean the house!

Do you exercise every morning,

And, of course, toughen up - it will help you so much!

Bear: Goodbye, guys!

Hedgehog: Come visit us

Wolf: All the animals are with us

Lisa: You will be very welcome!

All: Goodbye!

(All the animals wave their paws and leave)

Script for a puppet theater

"Red Book"

Characters: Parsley, grandfather, woman, Kolobok, hare, wolf, bear, fox.

Ved: But our fairy tale is not simple,

Although everyone knows this

Grandfather: See, is there smoke coming from the chimney?

That old woman is a bun

She'll bake it for me today.

Baba: Everything, Ready, Baked.

Need to cool now.

Let him sit on the window

And it will cool down a little.

Ved: Kolobok is tired of sitting

He ran along the path.

Kolobok: (singing) I left my grandmother, I left my grandfather,

I left my grandparents!

Vedas: Through the field and forest

The bun rolled.

And in a clearing near the forest

I met a gray bunny.

Kolobok: Bunny, what happened to you?

Hare: trouble suddenly happened to me.

I can't lift my paw.

I hurt my heel badly.

Someone didn't pick up the trash

Scattered it across the clearing.

I stepped on the bottle.

I hurt my paw.

Warn everyone around you.

I'll go home soon

I'll add some plantain.

Ved: Rolled without looking back

Our ruddy little bun,

And a wolf meets him.

Kolobok: Hello, Gray!

Al not happy?

If you're dragging your feet.

Got you worried

Wolf: That's right, bun.

Round and ruddy side.

I'm in my native forest

Almost got burned alive, brother.

A mushroom picker was walking and threw away a cigarette butt.

I have no mind to put it out!

The forest broke out, fire between the pines

Where will the animals live?

Well, happy, Kolobok!

Don't be bored and be healthy!

Vedas: The bun rolled

And towards the kolobok

Bear from the den.

Kolobok: Hello, General Bear!

Are you also sick?

Bear: I gained a lot of fat, and was almost asleep.

There are hunters, dogs, guns, sticks and slingshots.

Well, let's wake me up and bother me in the den.

What kind of people do I not understand? They sow only one misfortune.

Kolobok: Lie down, bear, and sleep.

Go to sleep and don't be sad.

Ved: The bun rolled.

The breeze is blowing at your back.

Well, roll if you can’t sit,

Look, a fox is running here.

Kolobok: Bah! Fox! What a miracle!

Where are you going in a hurry?

Aren't you looking at me?

Didn't you recognize me?

Fox: I don’t eat baked goods

I'm completely on a diet.

You have never been to the clearing,

Have you seen any partridges?

There were no birds at all in the forest.

And I was a little hungry.

Kolobok: I visited the clearing

There are fragments, bottles, jars

Fox: Every day it gets worse in the forest

Even the puddles were poisoned.

It's scary to drink water in the river -

There is no life for animals anywhere

(Hare, wolf, bear come out)

Hare: Everyone urgently needs to save the world,

In which we live.

Wolf: And how many animals have disappeared from the planet,

Plants, and this cannot be replenished.

Bear: And if we can’t save what’s left now,

We'll wake up in the Sahara tomorrow, guys!

(The Red Book appears on the screen. To the song of O. Gazmanov “The Red Book” all the animals cry and enter the book)

Kolobok: Don't destroy this world,

Girls and boys

Otherwise these miracles

They will remain only in the book.

Script for a puppet theater

"Spikelet"

Characters: Parsley, mice - Twist and Twirl, Rooster,

Vedas: Once upon a time there lived Petya the Cockerel the Golden Comb and the little mice Twist and Twirl.

(The little mice run out and the cockerel comes out, he carries a spikelet on his shoulder)

Petya: Spin, Spin!

Mice: We're here!

Petya: Look what a spikelet I found!

Cool: What kind of spikelet?

Vert: And what's special about it?

Petya: Do you know how much people worked to make this and other spikelets grow?

Mice: Noooo.

Petya: People plowed the field, sowed the grains, watered it all summer, and then mowed everything

Spikelets. Kolosok does not like lazy people. It's clear?

Mice: Yes!

Petya: Now we need to thresh the spikelet. And who will thresh?

Petya: Oh, you lazy people! I will go. (The cockerel leaves)

I can spin all day!

Vert: Yes, we are not lazy! I'm not lazy

I can spin around all day.

(The cockerel returns with a sack, the little mice run up to the cockerel)

Petya: Look, little mice, how much grain I threshed!

Cool: Oh, so much grain! Vert: Oh, so much grain!

Petya: And now this grain needs to be ground. Who will go to the mill with me?

Cool: Not me! Vert: Not me!

Petya: What lazy people you are. Okay, I dare myself. (Leaves)

Cool: We are not lazy! I'm not lazy

I can spin all day!

Vert: Yes, we are not lazy! I'm not lazy

I can spin around all day!

(There goes a cockerel with a bag)

Petya: Little mice! Look how much flour I ground!

Cool: Oh, so much flour! Vert: Oh, so much flour!

Petya: Well, now you can bake pies!

Cool: Hurray! You can bake pies! Vert: Hurray! You can bake!

Petya: Who will eat the pies?

Vert: C'mon, I'm first!

Cool: No, I'm first!

Petya: Who found the spikelet?

Mice: You, Petya!

Petya: Who threshed him?

Mice: You, Petya.

Petya: Who ground the grain?

Mice: (quietly) You, Petya...

Petya: What did you do?

Mice: (crying)

Krut: Forgive us, Petya. Vert: We will help you.

Petya: Well, guys, should we believe the little mice?

Okay, bring water, firewood, light the stove!

And I will bake pies.

(Music sounds, and the Little Mice and the Cockerel are working.)

Cool: We are not lazy, I’m not lazy

I can work all day!

Vert: We are not lazy, I’m not lazy,

I can work all day.

(singing): What a wonderful day.

We are not too lazy to work.

My friends are with me

And my song!

Petya: Little mice, the pies are ready!

Cool: Here it is - fragrant bread,

With a crunchy twisted crust;

Here it is - warm, golden,

As if filled with sunshine.

Vert: Guys, bread is the head of everything. Take care of your bread!

Bast hut

Script for a puppet show

Characters; presenter, fox, hare, dog, goat, rooster.

Vedas: Once upon a time there was a fox and a bunny. They each decided to build their own hut. The fox built an ice one - from snow and ice, and the bunny built a bast one - from strong twigs and boards. They each began to live in their own hut. But now spring has come. The sun began to warm, and the fox’s hut melted.

Fox: Oh, oh, oh, here, oblique!
How to be? Where is my house?

Hare: Your whole hut has a porch
She ran into the river.
Don't worry too much
You move in with me.

Lisa: ...(speaks to the side):
Lucky, I'll say, oblique
I'll kick him out of the house.
I don't want to live with him
Divide a crust of bread... (addresses the hare):
Hey, listen, dear Zaya!
There is news!

Hare: Come on! Which?

Fox: There is a vegetable garden behind the forest,
There's cabbage - all year round!

Hare: Is it really already ripe?
Come on, come on, I'll run
And I'll look for cabbage!

Ved: The hare ran to look for cabbage, and the fox snuck around and took over his house. A bunny came running, but the door was locked.

Hare: What is this? The door is closed.

Fox: (looks out of the house)
I live in a hut now.

Hare: But this is my house!

Fox: I won’t let you in, scythe!

(the hare moves away, sits down next to him and cries)

Ved: The hare built himself a very strong house,
Yes, an evil fox settled in him.
Who wouldn't be afraid to help a bunny?
The cunning fox
Who will drive you away?

(a dog appears)

Dog: Woof, woof, woof!
I have a hot temper!
I'm not afraid of quarrels or fights!
Show me where your enemy is?

There are ears sticking out of the window.

Dog: Hey fox, do you hear barking?
Woof, woof, woof, go away!

Fox: When I swing my tail,
I'll burn you with fire, watch out!

Dog: (cowardly)
Oh, I completely forgot, oblique!
I need to go home quickly!

(the dog runs away)

Ved: He’s sitting on the stump again
Poor little bunny, he's sad.
He doesn't know what to do
He wipes away the tears with his paw.

(goat jumps)

Goat: Me-e-e! Me-e-e!
I have goring horns.
I'm goring, I'm goring.
I'm not afraid of quarrels or fights!
Show me where your enemy is!

Hare: Here he sits in my hut,
There are ears sticking out of the window.

Goat: Meh! Who's in the hut?
Here you will get it!

Fox: When I swing my tail,
I'll burn you with fire, watch out!

Goat: (cowardly)
Oh, I completely forgot, oblique!
I need to go home quickly!

(goat runs away)

Hare: Who is not afraid?
Can you help Bunny?
The cunning fox
Who will drive you away?

(a cockerel appears)

Rooster: Ku-ka-re-ku, ku-ka-re-ku!
I will help, I will help!
Don't cry, don't cry, oblique,
We'll deal with the fox quickly!

Fox: When I swing my tail,
I'll burn you with fire, watch out!

Rooster: Like shaking a comb -
And the whole house will fall apart!
I have a braid
Come on, come out, fox!

(the fox runs out of the house and runs into the forest)

Hare: Well, thank you, Cockerel!
Helped me deal with the fox!
We'll live in a house together,
Live together and not bother!

MITTEEN

Characters:

Mouse
Bunny
Chanterelle
Wolf
Boar
Bear
Dog
Narrator

In the foreground to the left and right are several snow-covered trees. There is a mitten near the trees on the left. In the background is a winter forest.

Narrator

Lyuli-lyuli, tili-tili!
Hares walked on water
And from the river, like ladles,
They scooped up water with their ears,
And then they carried it home.
The noodle dough was kneaded.
hung on my ears -
It was a lot of fun!
But they happen in the forests
More fun miracles!
This fairy tale is small
About animals and the mitten.
An old man was walking through the forest,
I lost my mitten -
A new mitten,
Warm, downy.

A Mouse appears from behind the trees on the right.

Mouse

I'm sitting under a bush
And I'm shaking from the cold.
The mitten is a mink!
I’ll run to her from the hill -
This is a new mink
Warm and fluffy!

The mouse runs to the mitten and hides in it. In the clearing, a Bunny appears from behind the trees on the right.

Bunny

A bunny jumped along the edge of the forest,
His ears were frozen.
And where should I go now?
Where can the unfortunate person warm up?

The bunny runs up to the mitten.

Bunny

Who is inside - an animal or a bird?
Is there anyone wearing this mitten?

A mouse peeks out of a mitten.

Mouse

This is the Scratch Mouse!

Bunny

Let me go, little girl!
Bunny is very cold,
Runaway bunny!

Mouse

There's enough room for both of us.
It's softer here than on the bed -
The mitten is new,
Warm and fluffy!

The Mouse and the Bunny are hiding in a mitten. In the clearing, a fox appears from behind the trees on the right.

Chanterelle

Oh, save me, Santa Claus
Bitten my nose
Running on my heels -
The tail is shaking from the cold!
Answer the fox,
Who's huddling in a mitten?

Mouse

I'm the Scratching Mouse,
Long-tailed bitch!

Bunny

I'm the Runaway Bunny,
Little bunny in the mitten!

Chanterelle

Have pity on the fox
And put it in your mitten!

Bunny

There's enough room for the three of us here.
It's softer here than on the bed -
The mitten is new,
Warm and fluffy!

The bunny and the fox are hiding in a mitten. In the clearing, a Wolf appears from behind the trees on the right.

Wolf

I howled at the moon at night
And I caught a cold from the cold.
The gray wolf sneezes loudly -
The tooth does not touch the tooth.
Hey, honest forest people,
Who, tell me, lives here?

The Mouse peeks out of the mitten.

Mouse

I'm the Scratching Mouse,
Long-tailed bitch!

The mouse hides, the Bunny peeks out from the mitten.

Bunny

I'm the Runaway Bunny,
Little bunny in the mitten!

Chanterelle

I'm a fluffy fox
In the mitten of everyone, sister!

Wolf

You will let me live,
I will watch over you!

Chanterelle

There's enough room for four here.
It's softer here than on the bed -
The mitten is new,
Warm and fluffy!

The wolf and the fox are hiding in a mitten. In the clearing, a Boar appears from behind the trees on the right.

Boar

Oink! The barrel is completely frozen,
The tail and snout are freezing!
This mitten comes in handy!

The Mouse peeks out of the mitten.

Mouse

There's not enough space for you here!

Boar

I'll get in somehow!

The Mouse and the Boar are hiding in a mitten. A fox peeks out of her mitten.

Chanterelle

It's cramped here! Well, it's just creepy!

The fox again hides in its mitten. A Bear comes out from behind the trees on the right.

Bear

Teddy Bear is freezing
My nose gets cold and my paws get cold.
I don’t have a den!
What's here in the middle of the road?
A mitten will do!
Who, tell me, lives in it?

The Mouse peeks out of the mitten.

Mouse

I'm the Scratching Mouse,
Long-tailed bitch!

The mouse hides, the Bunny peeks out from the mitten.

Bunny

I'm the Runaway Bunny,
Little bunny in the mitten!

The bunny is hiding, and the little fox is peeking out of her mitten.

Chanterelle

I'm a fluffy fox
In the mitten of everyone, sister!

The fox is hiding, the Wolf is peeking out of his mitten.

Wolf

The top still lives here,
Warm gray barrel!

The wolf is hiding, the Boar peeks out from the mitten.

Boar

Well, I'm a tusker boar,
The mitten is stuck!

Bear

There's a bit too much of you here,
Shall I climb in with you guys?

Boar

No!

Bear (conciliatory)

Yes, I will somehow!

The Boar and the Bear are hiding in a mitten. Chanterelle looks out of it.

Chanterelle

There's nowhere to sneeze here!

The fox again hides in its mitten. A mouse looks out of it.

Mouse (angrily)

Fat, and also there!

The mouse hides in a mitten.

Narrator

Here the grandfather missed the loss -
He told the dog to run back,
Find the mitten!

A Dog appears from behind the trees on the right and runs towards the mitten.

Dog

Woof woof woof! So here she is!
You can see it from a mile away!
Hey you, animals or birds there,
Quickly throw out the mitten!
If I find anyone in it,
I will bark very loudly.
Immediately the grandfather will come with a gun,
He'll take the mitten away!

Animals jump out of the mitten one by one and hide in the forest. The dog takes the mitten and leaves the stage.

Narrator

The animals were very scared
They scattered,
They hid somewhere,
And lost forever
New mittens
Warm and fluffy!

Appendix 2

Games to develop attention and imagination for the section

(fromprogram for teaching children the basics of performing arts “School Theater” E.R. Ganelina)

1. Pictures from matches

The exercise is structured like a children's competition. Pupils put together pictures from matches to their liking and explain them. In addition to the element of competition, which is important for the students themselves, it should be noted that this game perfectly develops a sense of artistic taste, imagination, and, thanks to the uniformity of the “building material,” a sense of proportion. It is best to carry out the exercise on the floor (carpet), as children are not limited by the size of the tables and feel more relaxed.

2. I'll draw it on your back...

Sensory imagination exercise. They play in pairs. The person drawing with his finger reproduces an image on the driver’s back. The driver’s task is to guess what was “drawn” on his back.

As soon as you give the drawer the task of “not wanting” the driver to guess the drawing, the behavior of both players changes dramatically: the driver concentrates attention as much as possible, bringing its sharpness to the maximum, and the drawer, “cheating”, tries to reduce the intensity of the partner’s attention with deliberate relaxation. This is one of the most exciting tasks, but the teacher must carefully monitor the progress of its implementation, avoiding the insults and upsets inherent in children, emotional overload and fatigue. In the end, it doesn’t matter if the driver is unable to accurately determine what kind of image the person drawing on his back has drawn with his finger - what is important is a conscious attempt to imagine this drawing and express it in words.

3. Drawings on the fence

The teacher invites each participant to draw an imaginary picture on the “fence” (classroom wall), that is, draw it with a finger. Observers must talk about what they saw, and they must make sure that the participant’s “drawing” does not overlap with the previous one. The most valuable didactic point is the absence of the possibility of a negative assessment on the part of the group, since the conventionality of the image does not give rise to criticism and real comparison of artistic merits. Here “everyone is a genius,” which is very important in developing not only confidence in one’s creative abilities and strengths, but also “collective imagination” and trust in the abilities of a partner.

4. Circus poster

Each student, having composed his own “circus act,” draws his own poster, in which he tries to most fully express his idea of ​​the genre, complexity, brightness and other features of his “act.” The invention of pseudonyms and short announcements for numbers is encouraged. The more vividly a child imagines his act, what he does “in the arena,” the more vividly his artistic imagination works.

5. Robots

Two people are playing. The first is the participant who gives the “robot” commands. The second is a “robot” that performs them blindfolded. The methodological goals facing the players can be grouped in two areas:

1. The ability to set a precisely formulated task for the “robot”.

2. The ability to implement a verbal order in physical action.

The teacher must clearly ensure that the commands are not given “in general”, but are aimed at carrying out a simple but quite productive action, for example, to find, pick up and bring an object. Speaking about monitoring the actions of the “robot” itself, it is important to emphasize that they must strictly comply with the commands. The robot must trust commands and execute them in strict order.

Appendix 3

Exercises to develop good diction(from"Theater" course program for primary school I.A. Generalova)

Vowel sounds training

6. Pronounce a series of vowels, placing emphasis on one of the sounds.

I E A O U Y I E A O U Y

I E A O U Y I E A O U Y

I E A O U Y I E A O U Y

7. Using a series of vowels, try to ask questions, placing emphasis on each sound in turn.

Question	Answer
I E A O U Y?	I E A O U Y.
I E A O U Y?	I E A O U Y.
I E A O U Y?	I E A O U Y.
I E A O U Y?	I E A O U Y.
I E A O U Y?	I E A O U Y.
I E A O U Y?	I E A O U Y.

Consonant training

8. Warm-up: a) the presenter makes sounds, the players perform movements; b) the leader performs movements, the players make sounds.

[l] – hands raised up, as if screwing in a light bulb;

[r] – hands below, as if closing an imaginary tap;

[b] - [p] – clapping hands;

[d] - [t] – alternating tapping with a fist on the palms;

[g] - [k] – clicks;

[h] - [s] – alternately connect fingers with thumb;

[v] - [f] – pushing movements with hands;

[g] - [w] – we climb with both hands along an imaginary rope.

9. Read and then speak out the text. What do you think happened to his characters?

AND

F F F F F F F F F

F F F F F

F F F F F F F

BAM!

F F F F
F...F...

F F F F F F F F F

BAM! BAM!

F F F F F F F F

BAM! BOOM! JING!

F F F F F F F F

TOP.

F F F F

TOP - TOP.

F F F F F F F F F

SLAP!!! SMACK.

AND IT BECAME QUIET.

Appendix 4

Tongue Twisters(from a collection of tongue twisters,http://littlehuman.ru/393/)

10. As you know, beavers are kind,

Beavers are full of kindness,

If you want good for yourself,

You just need to call the beaver.

If you are kind without a beaver,

So you yourself are a beaver at heart!

11. Zhenya became friends with Zhanna.

Friendship with Zhanna did not work out.

To live together with friends,

There is no need to offend your friends.

12. The little nesting doll's earrings are missing,

Earrings I found an earring on the path.

13. They stomped and stomped,

We reached the poplar,

We reached the poplar,

Yes, my feet stomped.

14. The rook says to the rook:

“Fly with the rooks to the doctor,

It's time for them to get vaccinated

To strengthen your pen!

I. EXPLANATORY NOTE

The school puppet theater program is designed for children aged 9-12 years. Classes are held 2 times a week for 2 hours. Form of work: collective and individual.
Puppet theater plays a big role in the formation of a child’s personality, in his spiritual development. It helps children get involved in theatrical art and culture, feel like creators, and develop communication skills.
The puppet theater has a whole range of means of influencing not only the audience, but also the actors. Images-characters, scenery, text and musical accompaniment help school-age children better understand an idea dramatic work, especially since the effect is enhanced by direct contact with the actors and dolls. The play has a great emotional impact on children. At an early age, they have a desire to be like good heroes. And young artists feel their importance and self-realization. The puppet theater “Golden Key” is a creative team of children who will be involved in staging puppet shows, making puppets, scenery, and drawing up their own scripts for productions. The task of the director of the theater club is to direct the children’s activities in the right direction, support their initiative, and help them with advice and deeds.
The puppet theater forms a friendly creative children's team. One of the distinctive features of this program is the game form of conducting classes, because For children at this age, play is the main activity that constantly develops into work (learning).

2. RELEVANCE OF THE PROGRAM

Puppet theater is one of the ways that leads a child to life success, because this is the path of victory over oneself. By acquiring creative skills and communication skills, children become more relaxed and self-confident, and all this happens naturally during an important activity of the child - games, playing with a doll. The formation of a creative, socially adapted personality occurs naturally, based on the principle of conformity with nature.

3.Basic goals work of the theater circle: creating conditions for the formation of creative skills.

4. Tasks mug - to develop children's imagination, memory, thinking, artistic abilities, introduce them to a variety of children's fairy tales, promote the development of sociability, sociability, develop. motor skills of hands and fingers, motor activity of the child.

The program is aimed at the formation and development of universal educational activities:

regulatory:

Goal setting;

Ability to accept and maintain a learning task;

Ability to choose actions in accordance with the task;

The ability to adequately perceive the teacher’s assessment;

communicative:

Development of creative activity in joint activities;

Ability to negotiate and come to general decision assigned task

educational:

Training in techniques for working with dolls;

Development of children's speech, replenishment of vocabulary, expressiveness of speech.

4. Forms and methods of work.

Working with a doll is a labor-intensive process that requires developed imagination, fantasy, systematic actions, and the ability to analyze and predict the result. Not all children have these qualities. Therefore, all stages are thought out and the most rational learning rhythm is chosen.

The learning process is built from simple to complex. Techniques for working with a doll are practiced using simple and small forms, which allows children to gradually encourage creativity, give them the opportunity to believe in themselves, fall in love with this type of creativity and awaken a desire to continue doing so. It is necessary to develop the child’s personality, confidence in his abilities, and provide him with the opportunity to show the best, most successful works at exhibitions and shows. As they master the skills of working in a puppet theater, the children show their performances for primary school students.

The form of classes can be different:

Training session;

Creative workshop;

Master Class;

The classes are structured in such a way that theoretical and practical lessons are given to the whole group. Further work is carried out with each student individually, taking into account his capabilities, age and personal characteristics. Theoretical questions are included in practical lessons and are a channel for the child’s creative initiative.

Educational and methodological support:

Methodological developments;

Information material;

Visual aids;

Photos;

Video materials;

Product samples;

Templates;

Handout.

The theoretical part of the lesson includes:

Setting goals and explaining tasks;

Creating conditions for the development of cognitive independence of students (it is advisable to ensure that children themselves determine goals, methods, and exercise control);

Presentation of new material (carried out in the form of a conversation based on the material already covered and previously acquired knowledge, with the demonstration of new techniques).

The practical part of the classes is based on the following principles:

Accessibility - “from simple to complex”;

Visibility;

Individual approach to each student;

Organizations of mutual assistance in carrying out work;

Multiple repetitions.

Depending on the child’s abilities, they are used various shapes work: imitative, partially exploratory, creative.

For each performance, all members of the team express their opinions: they analyze the advantages and disadvantages, which helps all students once again consolidate the acquired knowledge and take into account possible mistakes.

Requirements for the quality of productions are increasing slowly and gradually. This allows for good learning results to be achieved.

At the end of each lesson, a work analysis is carried out and an assessment is given.

Material and technical support of the educational program.

Puppet group classes are held in the school library and in the technology room.

The library has technical equipment: music center, computer. Equipped with a rack for storing discs and video cassettes.

Dolls, props, decorations, and screens are stored in cabinets. The bookcase contains works by children's writers. There is an album with drawings of product samples; the best creative works also become samples, with the obligatory indication of the author.

The library and office have tools: scissors, pencils, rulers, pens, templates and everything necessary for making dolls, props and scenery.

Expected results:

5. Educational and thematic plan

	Lesson topic	Number of hours
		on the topic	theory	practice
	Introductory lesson. Features of theatrical terminology
	Setting up screens and decorations
	Types of dolls and ways to control them
	Features of the puppeteer's work
	Visit to the puppet theater in DDT “Planet of Childhood”. Watch a puppet theater performance in the library via the Internet. Discussion of the performance. (sketches)
	Speech gymnastics
	Choosing a play and working on it
	Dress rehearsal. Play

1. Introductory lesson. Features of theatrical terminology

Introducing children to the history of the Petrushka Theater in Russia. The concept of the play, characters, action, plot, etc. Features of the organization of the work of the Petrushka Theater. The concept of “puppeteer”. Introducing children to the principle of controlling the movements of a doll (movements of the doll’s head, hands). Safety precautions. Features of theatrical terminology.

Practical work: practicing the technique of moving the doll on your hand.

2. Construction of screens and decorations

Introduction to the concept of “decoration”. Familiarization with the design elements (scenery, color, light, sound, noise, etc.) of a puppet theater performance. Primary skills in working with a screen. The concept of planar, semi-planar and volumetric decorations. Production of planar decorations (trees, houses, etc.). The concept of the physical and technical properties of materials for the manufacture of theatrical props.

Practical work: installation of screens and production of decoration elements.

3. Types of dolls and ways to control them

Expanding knowledge about types of dolls. Making dolls.

Practical work: Development of puppeteering skills.

4. Puppet theater on flannelgraph

Acquaintance with the features of the theater on flannelgraph.

Practical work: Sketch training. Learning how to work with picture dolls. Working on the play.

5.Features of the puppeteer’s work

The concept of variety of movements various parts kucol. Practicing the skills of moving a doll along the front flap of the screen. Features of the psychological preparation of a young puppeteer.

Strengthening the skills of gestures and physical actions. Practicing doll movement skills in the depths of the screen. The concept of theatrical professions (actor, director, artist, costume designer, make-up artist, lighting designer, etc.).

Practical work: calculation of the time of certain scenes, mise-en-scenes and the length of the entire performance. Sketch training.

6. Watch a puppet theater performance in the school library via the Internet. Visit to the puppet theater. Discussion of the performance (sketches)

Familiarity with the rules of behavior in the theater.

Introducing children to the theater involves watching television plays. . Children learn to distinguish between the concepts of “theater” as a building and theater as a phenomenon public life, as a result of collective creativity. They also learn to simultaneously and consistently engage in teamwork.

Practical work: Discussion of the performance (sketches). Sketch training.

7. Speech gymnastics

The concept of speech gymnastics and the peculiarities of speech of various characters in a puppet show (children, adult characters, various animals). Voice modulations. The concept of articulation and expressive reading of various texts (dialogue, monologue, story about nature, direct speech, voice-over of the author, etc.). Speech gymnastics (in the scenery). Working with tongue twisters. Natural inclinations of man, ways of their development. Visit to a puppet theater performance.

Practical work: practicing (training) stage speech.

8. Choosing a piece

Choosing a play. Reading the script. Distribution and audition for roles (two casts). Learning roles using voice modulations. Design of the performance: production of accessories, selection of musical accompaniment. Connecting verbal action (text) with the physical action of characters. Practicing musical numbers, rehearsals. The concept of acting and artistic means creating a theatrical image.

Practical work: training on the interaction of actors in the proposed circumstances on stage.

9. Dress rehearsal. Play

Preparing the premises for the presentation of a puppet show. Composition of the jury. Installation of the screen and placement of all performers (actors). Analysis of the results of the dress rehearsal.

Practical work: organization and performance of the performance; organizing and conducting tours (preparing boxes for storing and transporting screens, dolls and decorations); showing the performance to students primary classes, preschoolers; participation in a show of school puppet theaters

7. Expected results:

Mastery of beautiful, correct, clear, sonorous speech by children involved in a puppet theater group as a means of full communication.

Discovering opportunities for self-realization, i.e. satisfying the need to express and express oneself, convey one’s mood, and realize one’s creative abilities.

Show performances for students of MBOU Secondary School No. 13

8. Thematic planning

№	Lesson topic	Number of hours
		Kind of activity,	theory	practice
	Introductory lesson. Features of theatrical terminology	educational
	Features of the Petrushka Theater	Cognitive Problem-based communication
	Setting up screens and decorations	Labor educational
	Speech and finger gymnastics.	educational
	Making decorations	Cognitive labor
	Puppet theater on flannelgraph	Cognitive Problem-based communication
	Working with picture dolls	Cognitive Problem-based communication
	Speech gymnastics	Cognitive
	Play	More artistic creativity, social creativity
	Finger Theater	Cognitive
	Making finger puppets and decorations	Labor Cognitive
	Work on the play	Cognitive Artistic creativity
	Work on the play	Cognitive Artistic creativity
	The movement of the doll along the front wall of the screen	Cognitive

Explanatory note

Theater is a synthetic art, combining the art of words and action, with fine arts, music, etc. The art of theater, being one of the most important factors aesthetic education, promotes the comprehensive development of preschool children, their inclinations, interests, and practical skills. In the process of theatrical activity, a special, aesthetic attitude towards the surrounding world develops, and general mental processes: perception, thinking, imagination, memory, attention, etc. Joint discussion of the production of the play, collective work on its implementation, the performance itself - all this brings together the participants in the creative process, makes them allies, colleagues in a common cause, partners.

Relevance of the program. Theatrical art has irreplaceable possibilities for spiritual and moral influence. A child who finds himself in the position of an actor-performer can go through all the stages of artistic and creative understanding of the world, which means thinking about what and why a person says and does, how people understand it, why show the viewer what you can and want play what you consider dear and important in life.

Novelty of the program is that the educational process is carried out through various directions work: education of the foundations of spectator culture, development of performing skills, accumulation of knowledge about the theater, which are intertwined, complemented by each other, mutually reflected, which contributes to the formation moral qualities from the students of the association.

This program attempts to take a new approach to the organization, content and methods of work. Particular attention is paid to the interaction of the preschool educational institution with the family. Therefore, the tasks of social-personal and artistic-aesthetic development of children in theatrical activities are presented in two directions: for the teacher and parents.

For the teacher.

The goal of the program: to develop children's creative abilities through theatrical art.

Tasks:

Create conditions for the development of creative activity of children studying in a theater club, as well as the gradual development by children of various types of creativity;

To teach children manipulation techniques in puppet theaters of various types;

Improve children’s artistic skills in terms of experiencing and embodying the image, as well as their performing skills;

To familiarize children with various types of theaters: widely use different types of theater in children’s theatrical activities;

Introduce children to theatrical culture, enrich their theatrical experience.

Aim children to create the necessary attributes and decorations for the future performance;

Show initiative in distributing responsibilities and roles among yourself;

Develop creative independence, aesthetic taste in conveying an image, and clarity of pronunciation;

Learn to use tools artistic expression(intonation-colored speech, expressive movements, musical accompaniment corresponding to the figurative structure of the performance, lighting, scenery, costumes);

Foster a love of theater;

To educate a harmoniously developed personality in the process of co-creation and cooperation.

For parents.

Goal: creating conditions to maintain the child’s interest in theatrical activities.

Tasks:

Discuss with the child before the performance the features of the role that he will play, and after the performance - the result obtained. Celebrate achievements and identify ways for further improvement.

Offer to perform the role you like at home, help act out your favorite fairy tales, poems, etc.

Gradually develop in the child an understanding of theatrical art, a specific “theatrical perception” based on communication between a “living artist” and a “living spectator”.

Whenever possible, organize visits to theaters or watching videos. theatrical productions, try to attend children's performances.

Tell your child about your own impressions received as a result of watching plays, films, etc.

Tell friends in the presence of the child about his achievements.

A distinctive feature of this program from existing ones is that throughout the entire year of study, classes are held 2 times a week, in the afternoon. Each section is implemented over 11 lessons. The section “Fundamentals of Dramatization” is implemented after mastering the basics of theatrical ABC, puppeteering, puppet theater, acting over 20 lessons. During the learning process, children become familiar with and develop theatrical skills, which are subsequently consolidated and improved.

The program is implemented in the “Fairy Tale” theater club, where children aged 5-6 years old study. This program is designed for 1 year of study. In the process of getting acquainted with theatrical art, each time before watching a performance, the teacher prepares children to perceive the spectacle, highlighting the following points: developing a moral attitude, awakening empathy, and aesthetic interest in the upcoming meeting with the performance.

The number of members of the circle is 10 people. Classes are held 2 times a week. Total workload: for 1 year of study 4 hours per week. This also includes time spent on collective visits to the theater, meetings with interesting people. A total of 128 hours are allocated for the year. The selection of script material within the framework of the implementation of this program is determined by its relevance in the educational space of the kindergarten, artistic value, educational orientation and pedagogical expediency. It takes into account major events that are celebrated in kindergarten.

Expected results:

children should be able to:

Perform simple performances based on familiar literary plots using means of expression(facial expressions, intonation, gestures)

Make and use theatrical figurative toys from different materials with interest.

Feel and understand the emotional state of characters, engage in role-playing interactions with other characters,

Perform in front of peers, younger children, and other audiences.

must know:

Some types of theaters

Some manipulation techniques used in familiar types of theaters: rubber, plastic, soft toys (puppet), tabletop, cone toys.

Theaters in Saransk, their structure and differences.

should have an idea:

About the theater, theatrical culture.

Roles of actors, dolls.

About the rules of conduct in the theater.

ABC of theatre.

The main type of control at all stages of training is the performance.

Educational and thematic plan of the theater club “Fairy Tale”

	Chapter	Subject	date	Practice/Theory
	Teatral- naya alphabet	Introductory lesson “Where does theater begin?” Theater game “What makes the role interesting”
		Theaters of Mordovia
		Drama Theater
		Puppet show
		National Theater
		A trip to the puppet theater
		Theater professions
		How to behave in the theater?
		Forms of stage activity Rhythmoplasty.
		I'm learning to speak beautifully. Intonation, speech dynamics, speech rate.
		Quiz “What do I know about the theater?”
	Basics of puppeteering	Theater on the table
		Theater on the table
		Reading the fairy tale “Mitten” and talking about the content
		Making cone dolls
		Making decorations
		Rehearsal of the fairy tale “Mitten”
		Rehearsal of the fairy tale “Mitten”
		Rehearsal of the fairy tale “Mitten”
		Rehearsal of the fairy tale “Mitten”
		Rehearsal of the fairy tale “Mitten”
		Showing the fairy tale “Mitten”
	Puppet Theater Basics	Lesson “Visiting a fairy tale”
		Introducing techniques for controlling glove puppets such as bi-ba-bo.
		Bibabo Theater
		Reading a fairy tale "Snow Maiden"
		Introduction to the theatrical profession of decorative artist
		Making decorations
		Rehearsal of the puppet show “Snow Maiden”
		Rehearsal of the puppet show “The Snow Maiden”
		Dress rehearsal of the puppet show “The Snow Maiden”
		Screening of the puppet show “The Snow Maiden”
	Acting Basics	Actors, who are they
		Reading the script for the play “Turnip” in a new way
		Distribution of roles
		Acting out sketches
		Rehearsal of the play “Turnip” in a new way
		Rehearsal of the play “Turnip” in a new way
		Reading of E. Smirnova’s poem “Three Mothers”
		Rehearsal of the skit “Three Mothers”
		Rehearsal of the first scene of the play “Turnip” in a new way
	Basics of dramatization	Rehearsal of the second scene of the play “Turnip” in a new way
		Holiday. Theater day. Showcase of the play “Turnip” in a new way
		Reading a fairy tale
		Making decorations
		Actors workshop
		Distribution of roles
		Rehearsal of the play “Under the mushroom” based on the fairy tale by V. Suteev
		Rehearsal of the play “Under the mushroom” based on the fairy tale by V. Suteev
		Rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev
		Rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev
		Rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev
		Rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev
		Rehearsal of the first scene of the play “Under the Mushroom” based on the fairy tale by V. Suteev
		Rehearsal of the second scene of the play “Under the Mushroom” based on the fairy tale by V. Suteev
		Decorating the stage and hall together with the children
		Dress rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev
		Creative report Premiere of the play “Under the Mushroom” based on the fairy tale by V. Suteev
		Discussion of the performance. Summarizing
		Final lesson
		Total:		128 hours

Theater ABC,

Basics of puppeteering,

Basics of puppet theater,

Basics of acting,

Basics of dramatization.

Theater ABC.

1. Introductory lesson “Where does theater begin?” Theater game “What makes the role interesting”. Getting acquainted with the work plan of the circle. Identifying children's knowledge about theater (conversation). Acquaintance with the history of the theater.

2. Theaters of Mordovia. Clarification and expansion of children's ideas about the theaters of the city of Saransk (drama, puppet, musical, national).

3. Drama Theater. A teacher's story about the drama theater.

4. Puppet theater. A teacher's story about a puppet theater. To give an idea of ​​the different types of puppet theaters: finger theater, tabletop, stencil, bibabo, life-size puppets, puppet theater and shadow theater.

5. National Theatre. A teacher's story about the national theater.

6. A trip to the puppet theater. Excursion to the puppet theater.

7. Theater professions. Give an idea of ​​the professions of people working in the theater.

8. How to behave in the theater? Familiarity with the rules of behavior in the theater.

9. Forms of stage activity. Rhythmoplasty. A conversation about stage movement as a means of expression and its features.

11. Quiz “What do I know about the theater?” Consolidating knowledge about the theater, its purpose and types.

Basics of puppeteering.

1. Theater on the table. Formation of puppeteering skills with a plastic, soft table theater toy.

2. Theater on the table. Consolidation of puppeteering techniques for tabletop-plane theatre.

3. Reading the fairy tale “Mitten” and talking about the content. Listening to the fairy tale “Mitten”, evaluating the actions of the characters.

4. Making cone dolls. Making cone puppets for the theater from paper.

5. Making decorations. Making scenery for a fairy tale.

6. Rehearsal of the fairy tale “Mitten”. Work on diction and monologue and dialogic speech skills.

7. Rehearsal of the fairy tale “Mitten”. Formation of emotional expressiveness of children's speech, the ability to change tempo, volume of sound, and achieve clear diction using games familiar to children.

8. Rehearsal of the fairy tale “Mitten”. Promoting the development of speech breathing and the articulatory apparatus of children. (Articulation gymnastics.)

9. Rehearsal of the fairy tale “Mitten”. Develop fine motor skills of the hands. (Finger games.)

10. Rehearsal of the fairy tale “Mitten”. Determining the readiness of children to show a fairy tale.

11. Showing the fairy tale "Mitten". Give children the joy of showing a fairy tale.

Basics of puppet theater.

1. Lesson “Visiting a fairy tale”. Forming children's interest in theatrical activities. Introducing children to the Russian hero folk theater- Parsley.

2. Introducing techniques for controlling bi-ba-bo glove puppets. Introducing children to glove puppets and some techniques for guiding the puppet (moving along the screen, manipulating the hands, head, leaving the screen)

3. Bibabo Theater.

4. Reinforcing the characteristics of the actor’s work behind the screen. Improving mastery of driving dolls on a screen..

5. Reading the fairy tale “The Snow Maiden”. Introduction to the theatrical profession of decorative artist Self-production

6. Making decorations attributes for a fairy tale. Working with fabric and cardboard. Develop memory, attention, creativity and imagination.

. Children making their own decorations for a fairy tale.

8. 7. . Develop diction and skills of monologue and dialogic speech. Rehearsal of the puppet show “The Snow Maiden”

9. 7. . Develop diction and skills of monologue and dialogic speech.. To form the emotional expressiveness of children’s speech, the ability to change tempo, sound strength, and achieve clear diction using games familiar to children.

10. . Improving children's ability to use glove puppets. Develop imagination, creativity, self-confidence. Dress rehearsal of the puppet show “The Snow Maiden”

11. . Determine the readiness of children to show a fairy tale. Screening of the puppet show “The Snow Maiden”

. Give children the joy of controlling the dolls themselves, while remaining unnoticed behind the screen, thereby surprising the kids.

Basics of acting.

2. 1. Actors, who they are. A conversation about the profession of an actor, how this profession differs from others.

3. Reading the script for the play “Turnip” in a new way.

4. Introduction to the fairy tale script. Teach children to express their opinion about a fairy tale in a new way. (Acquaintance with the fairy tale scenario, discussion and comparison with the generally accepted version of the fairy tale). Distribution of roles.

6. Acting out sketches. Introduction to the concept of “Etude”; develop the ability to convey an emotional state using facial expressions and gestures.

7. Acting out sketches. Rehearsal of the play “Turnip” in a new way.

8. Introduction to the concepts of “facial expression”, “gesture”, “pantomime”. Using theatrical games, train children in depicting images using facial expressions, gestures and pantomime. Learn to portray the emotional state of a character using expressive movements and plasticity.

9. Reading the poem “Three Mothers” by E. Smirnova. To develop the ability to listen to a work of art and evaluate the actions of characters.

10. Rehearsal of the skit “Three Mothers”. To develop children’s ability to get used to the role, most clearly and clearly using facial expressions and pantomime to express the character and mood of the hero.

11. Screening of the sketch “Three Mothers” at the holiday on March 8.

Give children joy, the opportunity to experience a feeling of pride from performing skills and showing off in front of their parents.

1. Rehearsal of the first scene of the play “Turnip” in a new way. Draw children's attention to the correctness of dialogues and the correct execution of roles.

2. Holiday. Theater day. Showcase of the play “Turnip” in a new way. Give children the joy of transforming into fairy tale heroes. Develop the ability to perform on stage in front of an audience.

3. Reading the fairy tale “Under the Mushroom” based on the fairy tale by V. Suteev To develop the ability to listen to a work of art and evaluate the actions of characters.

4. Making decorations. Making scenery for a fairy tale.

5. Actors' workshop. Making attributes for a fairy tale.

6. Reading the script for the play “Turnip” in a new way. Develop initiative and independence in creating images of characters from the chosen fairy tale.

7. Develop children’s ability to get used to the role, most clearly and clearly using facial expressions and pantomime to express the character and mood of the hero.

8. Rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev. Using theatrical games, train children in depicting images using facial expressions, gestures and pantomime.

9.Rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev. Depicting the emotional state of a character using expressive movements and plasticity.

10. Rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev. Develop children's imagination, teach them to express various emotions and reproduce individual character traits.

11. Rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev. Develop speech breathing. Practice exhaling, learn to use intonation, and imitate the sounds and voices of fairy-tale characters.

12. Rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev. Develop initiative and independence in creating images of characters from the chosen fairy tale.

13. Rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev. Encouraging children to experiment with their appearance (facial expressions, gestures) and introduce elements of expressive movements.

14. Rehearsal of the first scene of the play “Under the Mushroom” based on the fairy tale by V. Suteev. Rehearsing a performance using music, costumes, and props.

15. Rehearsal of the second scene of the play “Under the Mushroom” based on the fairy tale by V. Suteev. Rehearsing a performance using music, costumes, and props.

16. Decorating the stage and hall together with the children

17. Dress rehearsal of the play “Under the Mushroom” based on the fairy tale by V. Suteev. Rehearsing a performance using music, costumes, and props. Draw children's attention to the correctness of dialogues and the correct execution of roles.

18. Creative report Premiere of the play “Under the Mushroom” based on the fairy tale by V. Suteev. To bring joy to children, the opportunity to experience the feeling of pride from performing skills and showing in front of unfamiliar spectators.

19. Discussion of the performance. Summarizing. Teach children to express their opinions about own work, pay attention to the work of your comrades.

20. Final lesson. Summarize the work of the theater group

Methodological support of the program

Conducting classes in a theater club is aimed at revealing the creative abilities of children.

In chapter theatrical ABC Theoretical classes are conducted that are aimed at getting to know the theater, its history, behavior in the theater, theatrical professions, etc. at the end of the section the results are summarized in the form of a quiz. The remaining sections are mainly practical classes, which are built in the form of theatrical performances, preparation for various holidays, and literary and musical compositions.

During the theater club classes, children acquire knowledge about theatrical art and learn to speak correctly and beautifully. During the rehearsal activities, the children gain skills in working on stage, learn the culture of performance, behavior on stage, and learn improvisation during performances.

During individual lessons in small groups, children gain skills in working on artistically, learn to capture the features of a particular role. They learn the art of transformation by participating in the creation of elements of scenery and costumes.

In the course of communication and purposeful joint activities, children gain and develop business and informal communication skills both in small groups and in the team as a whole, gain experience in communicating in different social roles, experience speaking in front of various audiences.

Educational and creative work through work in small groups, through creativity and co-creation, it influences the personality, contributes to its formation and development.

The main methods for implementing this program can be considered:

Theatrical method;

Method of emotional dramaturgy;

Working method “from simple to complex”;

Main forms of work:

1. Master class is classes in game form, where, using various means of the theatricalization method, the fundamentals of theatrical art will be studied:

Speech culture;

Stage movement;

Work on an artistic image.

2. Rehearsal - analysis storyline. Determining a number of scenes, working on a performance plan, working on stage movement - “laying out” the scenes.

3. Individual sessions- work on artistic embodiment image, vocal performance or a dance number.

4. Showing a play (other forms of theatricalization) - public performance.

5. Educational forms work - conversations, visiting theaters, joint holidays. Individual work with parents - conversations, consultations, invitations to performances.

Various forms of work are aimed at uniting the children into one friendly, efficient creative team, which involves multi-level communication in an atmosphere of creativity.

The result of this program is theatrical performances and performances in which students actively participate.

Material and technical support

• Music hall
• Sound equipment, microphones
• Music Center
• A/records
• Scenery
• Theater costumes
• Masks
• Glove puppets
• Cone dolls
• Stuffed Toys
• Books with fairy tales
• Screen
• Photos, pictures, illustrations.

Bibliography:

1. Anishchenkova E.S. “Articulation gymnastics for the development of speech of preschool children: a manual for parents and teachers” - M.:AST:Astrel.2007.-58p.

2. Antipina E.A. “Theatrical activities in kindergarten”: Games, exercises, scenarios. 2nd ed., revised. – M.: TC Sfera, 2009. - 128 p.

3. Burenina A.I. "Theater of Everything" Vol. 1: From game to performance: Textbook. - method. Benefit. – 2nd ed., revised. and additional – St. Petersburg, 2002. – 114 p.

4. Vlasenko O.P. “A child in the world of fairy tales” Volgograd: Teacher, 2009.-411 p.

5. Zhuchkova G.N. “Moral conversations with children 4-6 years old. Classes with elements of psycho-gymnastics. a practical guide for psychologists, educators, teachers.” - M.: “Publishing house GNOM and D”, 2006.-64 p.

6. Makhaneva M.D. “Classes on theatrical activities in kindergarten” Sphere shopping center, 2007.

7. Program of education and training in kindergarten / Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. – M.: Mosaic – Synthesis, 2005. – 208 p.

8. N.F. Sorokina’s program “Theater – creativity – children”

9. Shchetkin A.V. “Theatrical activities in kindergarten” M.: Mozaika - Synthesis, 2007. – 144 p.