Additional education program for children in theatrical activities. Additional education program "Creative workshop" (theatrical activities)

10.04.2019

Purpose of the Program- development of children's creative abilities through theatrical art.

Objectives of the Program:

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

· 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 (puppet, drama, musical, children's, animal theater, etc.).

· Introduce children to theatrical culture, enrich their theatrical experience: children’s knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, theaters of the city of Novosibirsk.

· To develop children's interest in theatrical and play activities.

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Municipal autonomous preschool educational institution

"Kindergarten No. 70 "Sunny City"

630126 Novosibirsk, st. Vybornaya, 113/2, tel.: 209-04-22,

e-mail: [email protected]

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Additional education program for organizing theatrical activities for children of senior preschool age in the “Captains” group, MADOU d/s No. 70

« Magic world theater"

Kotova T.V. teacher of the group "Captains"

Villager S.Yu. teacher of the group "Captains"

Novosibirsk, 2017

Target section
Explanatory note
1.1.1 Goals and objectives of the Program implementation
1.1.2 Principles and approaches to the formation of the Program

1.2 Planned results of mastering the Program

2.1 Description educational activities

3 Organizational section
3.1 Features of the organization of a developing subject-spatial environment
3.2 Human resources
3.2 Material and technical support of the Program

3.5 Methodological materials and teaching aids
Appendix 1

1. TARGET SECTION

1.1 Explanatory note

Today, many teachers are concerned about finding unconventional ways to interact creatively with children. How to make every activity with a child interesting and exciting, to simply and unobtrusively tell him about the most important thing - about the beauty and diversity of this world, how interesting it is to live in it? How to teach a child everything he needs in this difficult modern life? How to educate and develop his basic abilities: to hear, see, feel, understand, fantasize and invent? The most popular and exciting area in preschool education is theatrical activities. From the point of view of pedagogical attractiveness, we can talk about universality, playful nature and social orientation, as well as the correctional capabilities of the theater.

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

It is obvious that theatrical activities teach children to be creative individuals, capable of perceiving novelty and the ability to improvise. Our society needs a person of such quality who would boldly, be able to enter into the modern situation, be able to handle the problem creatively, without preliminary preparation, had the courage to try and make mistakes until the right solution was found.

Theatrical games are a constant favorite among children. The large and diverse influence of theatrical games on a child’s personality allows them to be used as a strong, but not intrusive pedagogical tool, because the child feels more relaxed, free and natural during the game. The educational possibilities of theatrical play are enormous: its themes are not limited and can satisfy any child’s interests and desires. By participating in it, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music. Theatrical activity is an inexhaustible source of development of feelings, experiences and emotional discoveries, a way of becoming familiar with spiritual wealth. As a result, the child learns about the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming communication difficulties and self-doubt.

The program of additional education for organizing theatrical activities for children of senior preschool age of the “Captains” group of MADOU d/s No. 70 “The Magic World of Theater” (hereinafter referred to as the Program) was developed on the basisauthor's program N.F. Sorokina and L.G. Milanovich “Theater - creativity - children”,in accordance with the basic general education program preschool education MADOU d/s No. 70, as well asin accordance with regulatory documents:

Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation.”
Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education.”
SanPiN 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, content and organization of the work regime in preschool organizations (Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26).
Order of the Ministry of Education and Science of the Novosibirsk Region dated April 14, 2014 No. 919 “On the introduction of the federal state educational standard for preschool education.”

Novelty The program is that:

theatrical games include conversations about the history of the theater, theatrical professions, the structure of the theater, rules of behavior in the theater, etc.;
children get acquainted with newer species theatrical puppets: theater on spoons, theater on aprons, theater on cups, etc.;
the repertoire of theatrical games is determined in accordance with thematic planning;
parents take an active part in the organization theatrical activities children.

1.1.1. Goal and objectives of the Program implementation

The purpose of the Program is development of children's creative abilities through theatrical art.

Objectives of the Program:

Create conditions for the development of creative activity of children participating in theatrical activities.
To teach children manipulation techniques in puppet theaters of various types.
To 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 (puppet, drama, musical, children's, animal theater, etc.).
To introduce children to theatrical culture, to enrich their theatrical experience: children’s knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, theaters of the city of Novosibirsk.
To develop children's interest in theatrical and play activities.

1.1.2. Principles and approaches to the formation of the Program.

The program is based on the following principles:

1) introducing children to sociocultural norms, traditions of the family, society and state;

2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education;

3) the formation of cognitive interests and cognitive actions of the child in various types of activities.

Fundamental approaches to the construction of educational activities within the framework of the program were: a system-activity approach, providing systematic targeted training of children in children's activities; a humanitarian approach that allows us to consider the development of a child’s personality as the main goal of educational activities; a cultural approach that has become fundamental for organizing the cultural practices of preschool children.

The program is built on the basis of taking into account the specific conditions, educational needs and developmental characteristics of preschool children. The creation of an individual pedagogical model of education is carried out in accordance with the requirements of the Federal State Educational Standard for Education.

1.1.3 Characteristics of children of senior preschool age

The program is aimed at children from 5 to 7 years old.

Characteristics of children from 5 to 6 years old

A 5-6 year old child strives to know himself and another person as a representative of society (the closest society), gradually begins to realize the connections and dependencies in social behavior and relationships between people. In older preschool age, there is a significant enrichment of children's musical erudition. Initial ideas about types of theater and genres of music are formed, connections are established between the artistic image and the means of expression used by the authors of the works, aesthetic assessments and judgments are formulated, preferences are substantiated, and some aesthetic selectivity is manifested.

Characteristics of children from 6 to 7 years old

In general, a 6-7 year old child understands himself as an individual, as an independent subject of activity and behavior. Musically artistic activity characterized by great independence in determining the concept of the work, a conscious choice of means of expression, and sufficiently developed emotional, expressive and technical skills.

Artistic and aesthetic experience allows preschoolers to understand the artistic image presented in a work, explain the use of means of expression, and aesthetically evaluate the result of musical and artistic activity. Preschoolers begin to show interest in visiting theaters and understand the value of works of art. Evaluation and self-esteem arises. By the age of 7, the prerequisites for a successful transition to the next level of education are formed.

1.2. Planned results of mastering the Program

During the development of the Program, the child:

Acts out scenes based on familiar fairy tales, poems, songs using puppets of familiar types of theaters, elements of costumes, and scenery;

Feels and understands the emotional state of the characters, enters into role-playing interactions with other characters;

Performs in front of peers, younger children, parents, and other audiences.

Knows some types of theaters (puppet, dramatic, musical, children's, animal theater, etc.);

Knows some techniques and manipulations and applies them in familiar types of theater: riding puppets, finger puppets, puppets, etc.

Has an idea of the theater, theater culture, theater history; theater structure ( auditorium, foyer, wardrobe); theatrical professions (actor, make-up artist, costume designer, director, sound engineer, decorator, lighting designer, prompter).

2.1 Description of educational activities.

The program is comprehensive, with priority direction social and personal development of children. The Program provides for the integration of educational areas:

"Social and communicative development."Friendly relationships between children are fostered, the ability to independently unite for joint play and work, engage in independently chosen activities, negotiate, and help each other develops. Organization, discipline, collectivism, and respect for elders are fostered. Such qualities as sympathy, responsiveness, justice, and modesty are formed. Strong-willed qualities develop. Children are included in the system social relations through the images of their heroes. They “live” the life of their character, “try on” his character, and learn to evaluate the actions of the heroes of a work of fiction.

"Cognitive Development".Children's knowledge of theater as an art form, its history, theatrical professions, etc. is deepened.
"Speech development".A clear, clear diction is developing, work is underway on the development of the articulatory apparatus using tongue twisters, tongue twisters, and nursery rhymes. All aspects of speech develop. The vocabulary is activated, sound pronunciation is improved, children learn to build dialogues. Through familiarization with works of art of various genres, children are introduced to verbal art and the development of literary speech.
"Artistic and aesthetic development."Emotional sensitivity, an emotional response to literary and musical works, the beauty of the surrounding world, and works of art develop. In the process of making attributes, various types of puppet theaters, and costume elements for the fairy tale chosen for acting together with children, children develop productive activity, creative abilities, and become familiar with the fine arts.

1 . "Fundamentals of theatrical ABC."Acquaintance with the features of theatrical art; its types. Acquiring knowledge about costumes and theater attributes. Formation of spectator culture.

2. "Theatrical game"Development of acting skills and imagination skills, stage attention and action in the proposed circumstances, transformation. The development of play behavior, aesthetic sense, resourcefulness, the ability to be creative in any task, communication skills with peers and adults in various life situations, the formation of skills in acting with imaginary objects.

3. "Basics puppet theater». Acquaintance with various types of theaters: floor theater (people-puppets, cone, cane), learning the techniques of puppeteering of various puppet theaters (tabletop, shadow, bibabo, finger, puppets, on spoons, on cups, etc.)

4. "Working with parents."Involving parents in the production of costumes and attributes; consultations for parents; joint performances.

Educational technologies used in the program:

gaming technology;
technology of cooperation (V. Dyachenko, A. Sokolov, etc.);
design technology.

Gaming technology

game is the leading type of activity and form of organization of the learning process;
gaming methods and techniques - a means of inducing and stimulating students to cognitive activity;
the gradual complication of the rules and content of the game ensures active action;
the game as a socio-cultural phenomenon is realized in communication. Through communication it is transmitted, through communication it is organized, in communication it functions;
usage game forms classes leads to an increase in the creative potential of students and, thus, to a deeper, more meaningful and faster mastery of the discipline being studied;
The purpose of the game is educational (learning knowledge, skills, etc.). The result is predicted in advance, the game ends when the result is achieved;
the mechanisms of gaming activity are based on the fundamental needs of the individual for self-expression, self-affirmation, self-regulation, and self-realization.

Collaboration technology

Conceptual ideas and principles:

the position of an adult as a direct partner of children involved in their activities;
the uniqueness of the partners and their fundamental equality with each other, the difference and originality of points of view, the orientation of each towards understanding and active interpretation of his point of view by the partner, the expectation of an answer and its anticipation in his own statement, the mutual complementarity of the positions of the participants in joint activities;
an integral component of subject-subject interaction is dialogue communication, in the process and result of which there is not just an exchange of ideas or things, but mutual development of all participants in joint activity;
dialogue situations arise in different forms interactions: teacher - child; child - child; child - learning tools; child - parents;
cooperation is directly related to the concept of activity. The teacher’s interest in the child’s attitude to knowable reality activates his cognitive activity, the desire to confirm his assumptions and statements in practice;
Cooperation and communication between an adult and children, based on dialogue, is a factor in the development of preschool children, since it is in dialogue that children show themselves to be equal, free, uninhibited, and learn self-organization, initiative, and self-control.

Project technology

Conceptual ideas and principles:

development of free creative personality, which is determined by the developmental tasks and tasks of children’s research activities, the dynamism of the subject-spatial environment;
special functions of an adult who encourages the child to discover a problem, articulate the contradictions that led to its occurrence, including the child in the discussion of ways to solve the problem;
the way to achieve a didactic goal in project technology is carried out through a detailed development of the problem (technology);
integration of educational contents and activities within the framework of a single project; joint intellectual and creative activity;
completion of the process of mastering a certain area of practical or theoretical knowledge, a particular activity, a real, tangible practical result, formalized in one way or another.

Basic principles of conducting theatrical activities:

The successful implementation of the assigned tasks for theatrical activities determines the structure of the educational process according to principles taking into account the uniqueness of preschool children:

Integrative principle- relationship with various types of activities.
Principle of cooperation- relationship between child and teacher.
The principle of an individual approach to children– the development of fine motor skills and coordination of finger movements is carried out through a differentiated approach to each child, based on knowledge of the characteristics of his development.
The principle of systematicity and consistency- such an order of studying material where new knowledge is based on previously acquired knowledge.
Accessibility principle- learning is effective when it is feasible and accessible to problem-based learning for children.
The principle of problem-based learning- children, in the process of games, leisure, and organized activities, acquire new knowledge themselves, resulting in a more solid assimilation of knowledge and consolidation of skills.
The principle of teacher competence- the teacher must have clear knowledge of this issue to pass them on to children.
The principle of game presentation of material- in our work we rely on the leading type of activity - play.

Areas of activity:

1. Theatrical games.
2. The teacher’s stories about the theater.
3. Organization of performances.
4. Conversations and dialogues.
5. Production and repair of attributes and aids for performances.
6. Reading literature.
7. Design of an album about the theater.
8. Show performances.

Methodical techniques:

Conversations are held with the aim of mastering new material
Theatrical games are organized for the emancipation and relaxation of children in the classroom.
Verbal, board and printed games are organized as a form of classes.
Excursions are conducted with the aim of enriching the spiritual world of the child
Work with the family is carried out with the aim of attracting parents to joint creative activities, participation in excursions, entertainment, and holidays.
Making crafts and drawing are carried out with the aim of developing creativity, imagination, and memory.

2.2 Features of interaction between the teaching staff and the families of students

In accordance with the Federal State Educational Standard for preschool education, the social environment of a preschool educational institution must create conditions for the participation of parents in educational activities, including through the creation of educational projects together with the family based on identifying needs and supporting the family’s educational initiatives.

The implementation of this program is carried out in cooperation with the families of pupils.The most important connoisseurs theatrical productions, enthusiastic admirers of the talents of little actors are their parents.Only when closeBetween the family and the kindergarten, theatrical activities will be successful. In the process of creative interaction with a child, the teacher is primarily concerned with the process of upbringing, not teaching. And raising children also includes raising their parents, which requires special tact, knowledge and patience from the teacher.

Main forms of work with parents:

Conversation – consultation (about ways to develop abilities and overcome problems of a particular child)
Exhibitions (photo exhibition, exhibition of children's works, exhibition of drawings)
Joint creative evenings (parents are invited to stage plays and participate in competitions)
Creative workshops (this is where parents and teachers share their experiences and jointly prepare material for children’s leisure time)
Questionnaire
Joint performances
Joint theater celebrations (at the initiative of parents)
Open days

Sixth year of life

Month		Tasks
October	Decorating the parent's corner. Consultation “Visiting the theater with the whole family.”	To create an interest among parents in theatrical activities.
November	Decorating a parent's corner - consultation "Home Theater".	Learn how to use different types of theater at home.
December	Design of a parent's corner - consultation "Theatrical activities as a means of overcoming speech disorders."	Introduce parents to theatrical games that help overcome speech disorders.
January	Competition for the best poster for our performance.
February	Working together with parents on costumes for the theater corner.
March	Master class “Do-it-yourself puppet theater”	Tell us about the methods of making a theater.
April	Exhibition “The best do-it-yourself puppet theater”	Involve in participation in joint exhibitions with children
May	Work (together with parents) on the album “All about the theater”	2.develop aesthetic taste in album design.

Seventh year of life

October	Decorating a parent's corner - consultation "Theater and Children".	Continue to create interest among parents in theatrical and play activities.
November	Working together with parents on costumes for a fairy tale.	Involve parents in replenishing and updating the theater corner in the group.
December	Drawing competition “The Magical World of Theater”	Involve in participation in joint exhibitions with children.
January	Decorating the parent's corner -Memo for parents “How to support children’s interest in theater”.
February	Decorating a parent's corner - consultation for parents: “So that the fairy tale does not become boring...”. Recommendations for parents on choosing fiction for home theater.	Increase the competence of parents.
March	Decoration of the parent's corner -get acquainted with the posters of Novosibirsk theaters, the repertoire of which includes children's performances. Organize a “Theater Day” holiday together with your parents.	To intensify interest in the art of theater and its different types.
April	Decorating the parent's corner with a folder - do-it-yourself puppet theater.	1. cultivate a love for creative activity. 2.nurture aesthetic, artistic taste.
May	Together with parents, production of a stand “Let's talk about the theater” (poems, thematic photographs, interesting information, children's creativity - drawings, applications, tips, reminders about behavior in the theater, etc.)	1. teach children to generalize their experience; 2.develop aesthetic taste in stand design.

3. Organizational section

3.1 Features of the organization of a developing subject-spatial environment

A prerequisite for the development of creative abilities of preschoolers is independent activity in theatrical activities.

When designing a theater corner, the entire space of the group is used, and the place where materials are used should not be limited by its location, i.e., the principle is used mobility.
To ensure the developmental nature of the environment, it is necessary to implement the principle of changeability material.
It is also important to consider the following principles:versatility, aesthetics and accessibility,of all the material offered.

Mandatory components of theater corners should be:

theater and play equipment:

large folding screen,
small screen for table theater,
flannelograph,
simple decorations,
rack-hanger for suits.

Costumes, masks, wigs, attributes for staging 4-5 fairy tales.

Different types of puppet theater:

picture theater,
toy theater,
masque,
finger,

glove,
Bi-ba-bo theater,

puppet theater,

shadow figure theater,
cane dolls,
dolls with a living hand, etc.

Technical training aids:

audio recordings of musical works,
recording sound effects,
musical toys,
video library of literary works.

To develop creative imagination and the art of transformation in children of senior preschool age, it is advisable to have algorithms in theater corners.

The presence of “Magic Things” in the theater corners of all groups will revive the theatrical activity, make it more interesting and attractive:

magic casket,box, box (to dramatize the appearance of heroes, some thing, a surprise moment);
magic cap(its owner becomes invisible, can quietly observe everyone), is used in games to develop a sense of faith in the proposed circumstances;
magic pipe(plays - everyone dances, cannot stop);
wand(for transformation, relieving tightness and timidity when playing a role, to change the plot);
magic bag(from which you can get any thing, as well as for pointless playing, and for developing imagination);
magic glass(it can contain any drink - playing out sketches for the memory of physical actions, developing facial expressions);
magic mask (transformation into any hero, action on his behalf);
magic mirror(the child turns and sees himself in the mirror as whoever he wants), used for a descriptive story, for the development of coherent speech, fantasy, imagination;
magic tablecloth(children use in story game for depicting imitative movements in sketches “At the table”, “Very tasty”, etc.) for the development of facial expressions and gestures;
magic shoes,slippers (with their help you can run fast, jump high, dance well).

The guardian mascot of the theater center can be a doll from any type of theater. This is kind ofbarker doll.

3.2 Personnel potential

Educators: conviction in the appropriateness of theatrical activities in kindergarten; implementation competence partial program; improvement in theatrical activities.

Manager organizes a subject-development environment;senior teacherprovides methodological literature;music director selects musical repertoire.

3.3 Logistics and technical support of the program

Equipping MADOU d/s No. 70 for organizing theatrical and gaming activities.

Room

Equipment

Quantity

Group "Captains"

Large folding screen

Small screen for tabletop theater

Flannelograph

Rack-hanger for suits

Costumes, wigs, attributes for staging fairy tales

Picture Theater

Toy Theater

Masque

Finger Theater

Shadow theater

Puppet theater

Theater Bi-ba-bo

Audio recordings of musical works

Video library of literary works

Musical toys

Music center

1pc.

1 piece

For 3 tales

5 pcs.

4 pcs.

8 pcs.

3 pcs.

2 pcs.

1pc.

4 pcs.

15 discs

12 discs

1pc.

3.4 Planning educational activities

1. Group classes. Classes are held once a week, in the afternoon. Lesson duration is 25-30 minutes.

2. Individual work. In individual lessons, they learn rhymes, nursery rhymes, and solve riddles.

Senior preschool age (5-6 years)

Month	Block		Tasks
September		Meeting children, observing, assessing the level of development of children's theatrical and play activities.
		Drawing up a work plan.
October	« Basics of theatrical ABC»	Conversation-dialogue “We are going to the theater” and visiting the theater
	« Theater game»	Creation of the “Theatrical Arts Center”	replenish it with various costumes, masks, attributes for dramatization, etc.
	« Puppet Theater Basics»	Getting to know the screen	talk about the structure and purpose of a theater screen.
november	« Basics of theatrical ABC»	Conversation with children “The Birth of the Play”	1. to intensify cognitive interest in theatrical professions; 2.introduce children to professions: actor, director, artist. 3. cultivate a desire to learn new things.
	« Theater game»	The theater center is expanding its dictionary of theatrical terms.	3.encourage children to experiment with their appearance (facial expressions, gestures).
	« Puppet Theater Basics»	Sketches - “Hare and Bear”, “Bear and Fox”, etc.	to develop puppeteering skills with rubber, plastic, and soft table theater toys.
December	« Basics of theatrical ABC»	Conversation on the topic “ Amazing world dolls"	introduce the types of dolls and how to operate with them.
	« Theater game»	Mimic sketches at the mirror “Joy”, “Anger”, “Sadness”, “Fear”, etc. Guessing riddles, with images of their heroes	practicing showing images of animals using expressive movements; develop creativity, imagination and fantasy.
	« Puppet Theater Basics»	Sketches “Visiting Masha”, “Dog and Bear”, etc.	teach children the techniques of puppeteering in a tabletop theater.
January	« Basics of theatrical ABC»	Conversation on the topic “Theatre from the outside and from the inside” (photos, illustrations depicting theaters)	1.introduce children to the structure of the theater building; 2.enrich children's vocabulary.
	« Theater game»	Introducing children to the fairy tale “Zayushkina’s Hut”: Distribution of roles
	« Puppet Theater Basics»	Sketches “Grandfather and Turnip”, “Two Mice”, etc.	introduce children to the techniques of driving riding dolls.
February	« Basics of theatrical ABC»	Conversation on the topic: “New types of theaters” (theater on spoons, theater on bibs, on cups, etc.)	Introduce children to new, extraordinary types of theaters.
	« Theater game»	Rehearsals of the fairy tale “Zayushkina’s Hut”
	« Puppet Theater Basics»	Sketches “Meeting of the Fox and the Hare”, “Meeting of the Mouse and the Frog”, etc.
March	« Basics of theatrical ABC»	Excursion to the puppet theater.	To consolidate the acquired knowledge about the theater and the rules of behavior in it.
	« Theater game»	Screening of the fairy tale “Zayushkina’s Hut”	2. to cultivate and support the desire to please children and teachers with their performance.
	« Puppet Theater Basics»	Sketches “Meeting of a cat and a dog”, “Dance of mice”, etc..	teach children the techniques of sequentially overlaying pictures according to the plot of simple, familiar fairy tales (stand theater on a flannelgraph and a magnetic board).
April	« Basics of theatrical ABC»	View excerpts of video performances of different types of theaters.	Introducing children to the world of theater.
	« Theater game»	Activity-game “We read funny poems and choose a rhyming word”
	« Puppet Theater Basics»	Sketches “A Bunny Came to Us”, “Cat and Cockerel”, etc.
May	« Basics of theatrical ABC»
	« Theater game»	Theater games of children's choice.	1. development of children's creative abilities. 2. development of initiative and independence.
	« Puppet Theater Basics»	Sketches “A Clown Came to Visit Us”, “Alyonushka’s Dance”, etc.	introduce children to the techniques of puppeteering puppets.

Senior preschool age (6-7 years)

Month	Block		Tasks
September		Assessment of the level of development of children's theatrical and play activities.	Assess children's skills in theatrical and play activities.
		Drawing up a work plan.	Develop a plan for the development of children’s creative abilities, based on the results obtained.
October	« Basics of theatrical ABC»	Conversation-dialogue “Who invented the theater” and a visit to the theater	1. activate children’s creative expressions; 2. develop a sense of beauty, cultural behavior skills, and the need to learn new things.
	« Theater game»	Introducing children to the fairy tales “Cinderella”, “Simbad the Sailor”, “Nightingale the Robber”, etc. Distribution of roles	teach children to listen carefully to a fairy tale and answer questions based on the content. 1. teach children to agree amicably and consistently; 2. foster a sense of collective creativity.
	« Puppet Theater Basics»	Continue exploring the screen	expand knowledge about the structure and purpose of theater screens.
november	« Basics of theatrical ABC»	Conversation with children “Introduction to musical theaters”	1.give an idea of the various genres of musical theater, such as “opera”, “ballet”, “musical”, “musical fairy tale”; 2. cultivate a desire to learn new things.
	« Theater game»	Games - “I’ll change myself, friends, guess who I am!”, “We won’t tell you what we did, but we’ll show you what we did”	1.develop in children the ability to use gestures; 2.develop children’s motor abilities;
	« Puppet Theater Basics»	Sketches - “A Kotok, Kotok, Kotok”, “The Gosling is Missing”, etc. Rehearsals for the musical fairy tale “Visiting the Fairy Tale”	continue to develop puppeteering skills with rubber, plastic, and soft table theater toys. 1.work on dialogues, expressiveness and intonation; 2.develop a sense of rhythm and coordination of movements in movements.
December	« Basics of theatrical ABC»	Conversation on the topic “Theatres of our city”	get acquainted with the theaters of Novosibirsk.
	« Theater game»	Mimic sketches at the mirror “Joy”, “Anger”, “Sadness”, “Fear”, etc.: Showing the musical fairy tale “Visiting a Fairy Tale” to parents	develop the ability to understand a person’s emotional state and be able to adequately express one’s mood. 1.develop the ability to act freely and relaxed in front of the audience; 2. to cultivate and maintain the desire to please parents and educators with their performance.
	« Puppet Theater Basics»	Sketches “Greedy”, “Holes in the Cheese”, etc.	continue to teach children the techniques of puppeteering in a tabletop theater.
January	« Basics of theatrical ABC»	Conversation on the topic “Acquaintance with theaters of different countries” (photos, illustrations depicting theaters)	1.introduce children to theaters from different countries, pay attention to the originality of architecture; 2.enrich children's vocabulary.
	« Theater game»	Game “Create a funny and sad dialogue between Belka and Strelka.”	Improve the dialogical form of speech.
	« Puppet Theater Basics»	Sketches “Teddy Bear - Ignorant”, “Kit”, etc.	continue to introduce children to the techniques of driving riding dolls.
February	« Basics of theatrical ABC»	Conversation on the topic: “Spectator culture”	establish rules of behavior in the theater,to form a personal attitude towards non-compliance and violation of rules.
	« Theater game»	"Funny writings." A retelling of one of the familiar fairy tales using elements of puppet theater.	encourage children to compose simple stories with characters from familiar works. Cultivate a sense of humor and help improve children's self-esteem. Develop children's coherent speech.
	« Puppet Theater Basics»	Sketches “Grandmother Has a Goat”, “Baby Elephant Went to Study”, etc. Making toys - homemade origami fairy tales.	continue to teach children the techniques of driving riding dolls on a screen. develop children’s ability to independently create characters for a fairy tale. Cultivate accuracy in working with paper. Develop memory, attention, creativity and imagination.
March	« Basics of theatrical ABC»	Watching excerpts from the musical films “Mama” (based on the fairy tale “The Wolf and the Seven Little Goats”, the ballet “The Nutcracker”, the musical “The Little Mermaid”, the opera “The Snow Maiden”, etc.	introducing children to the world of musical art.
	« Theater game»	Exercise “Tell the poems of A. Barto using gestures and facial expressions.”	learn to convey images of characters using expressive plastic movements. Develop creativity, imagination and imagination.
	« Puppet Theater Basics»	Sketches “The Slacker Cat”, “Weirdos”, etc.	teach children the techniques of sequentially overlaying pictures according to the plot of simple, familiar fairy tales (stand theater on a flannelgraph and a magnetic board).
April	« Basics of theatrical ABC»	Memo for the parent corner “Theater is an assistant in raising a child”	News educational work with parents, to bring to their attention the importance of theater in a child’s life.
	« Theater game»	Rhythmoplasty. Musical composition: “Carnival of Animals”, “Trip to the Zoo”.	develop children's motor abilities; agility, flexibility, mobility. Teach evenly, move around the site without bumping into each other.
	« Puppet Theater Basics»	Sketches “Where are you, brother Ivan?”, “The falcon was flying”, etc.	strengthen puppeteering skills finger theater.
May	« Basics of theatrical ABC»	Assessment of children's skills in theatrical and play activities based on the material covered.
	« Theater game»	Activity-game “We read funny poems and choose a rhyming word”:	1.create a positive emotional mood; 2. exercise children in selecting rhymes for words; 3.encourage shared poetry.
	« Puppet Theater Basics»	Independent activity of children in the theater corner. Sketches with tabletop dolls based on well-known Russian folk tales.	improve puppeteering techniques, consolidate knowledge about the rules for manipulating theatrical puppets of different systems.

3.5. Methodological materials and teaching aids.

1. Antipina A.E. Theatrical activities in kindergarten. - M.: TC Sfera, 2006.

2. Goncharova O.V. and others. Theatrical palette: Program of artistic and aesthetic education. – M.: Sphere shopping center, 2010.

3. Karamanenko T.N. Puppet theater for preschoolers. - M.: Education, 1969.

4. Lebedev Yu.A. and others. Fairy tale as a source of children's creativity / Manual for teachers preschool institutions/. - M.: VLADOS, 2001.

5. Makhaneva M.D. Theatrical activities in kindergarten. - M.: TC Sfera, 2001.

6. Petrova T.I., Sergeeva E.L., Petrova E.S. Theatrical games in kindergarten. - M.: School press, 2000.

7. Sorokina N. D. Scripts for theatrical puppet classes. - M.: ARKTI, 2007.

8. Sorokina N.Y., Milanovich L.G. Author's program “Theater – creativity – children”

9. Tolchenov O.A. Scenarios for game and theatrical performances for children of different ages: No boredom. - M.: VLADOS, 2001.

10. Chistyakova M.I. Psycho-gymnastics. – M.: Education, 1990.

11. Shorygina T.A. Conversations about character and feelings. Methodological recommendations. – M.: Sphere shopping center, 2013.

12. Shchetkin A.V. “Theatrical activities in kindergarten” M.: Mosaic - Synthesis, 2007. – 144With.

Appendix 1

When analyzing the effectiveness of work under this Program, the following methods are used:

“Criteria for evaluating theatrical and gaming activities” N. D. Sorokin

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

Sketch training (actor skills)

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

Games - dramatization

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

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

Puppet shows

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

Assessment of children's knowledge, skills and abilities
0 - excellent			X - good					Y-satisfactory					N - unsatisfactory
Group	Sketch training				Dramatization Games			Sketches with dolls			Puppet shows				Overall rating
F.I.	1	2	3	4	1	2	3	1	2	3	1	2		3

Svetlana Kupriyanova
Work program for theater activities

I. Target section

1.1. Explanatory note

It is impossible to overestimate the role of the native language, which helps children consciously perceive the world around them and is a means of communication. To develop the expressive side of speech, it is necessary to create conditions in which each child could express his emotions, feelings, desires and views, not only in ordinary conversation, but also publicly.

The habit of expressive public speech can be cultivated in a person only by involving him in speaking in front of an audience from an early age. They can be of great help with this theatrical activities. They always make children happy and are always loved by them.

Allows you to develop the experience of social behavior skills due to the fact that every literary work or fairy tale for children always has a moral orientation (friendship, kindness, honesty, courage, etc.). Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And not only learns, but also expresses his own attitude for good and evil.

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

Real program describes the course of study theatrical activities preschool children - (children from 3 to 7 years old). She developed based on the mandatory minimum content for preschool educational institutions, taking into account updating the content for various programs described in the literature listed at the end of this section.

Target programs: creating conditions for the development of children’s creative abilities by means theatrical arts.

Tasks:

1. Create conditions for the development of children’s creative activity.

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

3. To develop the simplest figurative and expressive skills in children, to teach them to 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 different species theater(puppet, musical, children's, animal theater, etc..) .

8. Develop children's interest in theatrical activities.

Program implemented through visiting theater classes. Duration classes:15 minutes 2nd junior group; 20-25 minutes average; 25-30 minutes senior group; 30 minutes preparatory group.

The main methods for implementing this programs:

Verbal: conversation, story, reading fiction;

Visual: watching videos, illustrations;

Practical: game method, method theatricalization, method of emotional dramaturgy.

The basis programs the following methodological principles:

A systems approach, the essence of which is that relatively independent components are considered not in isolation, but in their interrelation, in a system with others. With this approach, the pedagogical system work with gifted children is considered as a set of the following interrelated components: goals of education, subjects of the pedagogical process, content of education, methods and forms of the pedagogical process and subject-development environment.

A personal approach that affirms ideas about social, active and the creative essence of a gifted child as an individual. Within the framework of this approach, it is assumed that education and training will rely on the natural process of self-development of the inclinations and creative potential of the individual, and the creation of appropriate conditions for this.

Activity approach. Activity is the basis, means and decisive condition for personality development. Therefore, special Job by choice and organization activities of gifted children. This, in turn, involves teaching children how to choose goals and plan activities, its organization and regulation, control, self-analysis and evaluation of results activities.

The polysubjective approach follows from the fact that the essence of a person is much richer, more versatile and more complex than his activity. A personality is considered as a system of relationships characteristic of it, as a carrier of relationships and interactions of a social group, which requires special attention to the personal side of pedagogical interaction with gifted children.

The culturological approach is determined by the objective connection of a person with culture as a system of values. A gifted child not only develops on the basis of the culture he has mastered, but also introduces something fundamentally new into it, that is, he becomes the creator of new elements of culture. In this regard, the development of culture as a system of values represents, firstly, the development of the child himself and, secondly, his formation as a creative personality.

The implementation of these principles allows us to determine the main ways to solve problems when working with gifted children, plan and activity forecasting.

1.3. Planned development results programs

By the end of the year the child should be able to:

Interested in studying theatrical and play activities;

Perform simple performances based on friends literary subjects using expressive means (With characteristic characters intonation, facial expressions, gestures);

Use in theatrical games shaped toys;

Draw answers to riddles using means of expression; perform in front of parents, children of your group, kids with performances.

By the end of the year the child should know:

Some types theaters(puppet, dramatic, musical, children's, animal theater, etc..):

Some techniques and manipulations used in familiar types theaters; rubber, plastic, soft toy (puppet); tabletop, tabletop-planar, cone toys.

Program compiled taking into account the implementation of connections in educational areas.

1. "Music"- children learn to hear an emotional state in music and convey it through movements, gestures, facial expressions, note the diverse content of music, which makes it possible to more fully appreciate and understand the character of the hero, his image.

2. "Fine activity» - where children get acquainted with reproductions of paintings that are similar in content to the fairy tale.

3. "Speech development"- children develop clear, clear diction, conduct Job on the development of the articulatory apparatus using tongue twisters, tongue twisters, and nursery rhymes.

4. "Acquaintance with fiction"- where children get acquainted with literary works that will form the basis for the upcoming production of the play.

5. "Acquaintance with the surroundings"- where children get acquainted with phenomena public life, objects of the immediate environment, natural phenomena, which will serve as material included in the content theatrical games and exercises.

6. "Choreography"- where children learn to convey an image and mood through dance movements.

Diction exercises (articulation gymnastics);

Tasks for the development of speech and intonation expressiveness;

Finger play training for the development of fine motor skills of the hands;

Exercises to develop expressive facial expressions;

Elements of the art of pantomime; exercise for the development of plasticity;

-theatrical sketches; transformation games;

Watching puppet shows and conversations based on content;

Selected ethics exercises during dramatizations;

Acquaintance with the text of a fairy tale for dramatization, the means of its dramatization - gesture, facial expressions, movement, costumes, scenery, mise-en-scène;

Preparation and performance of fairy tales and dramatizations; dramatization games.

Second junior group.

Classes are organized so that children do not have to reproduce the text of a fairy tale; they perform a specific action. The teacher reads the text 2-3 times, which helps to increase the children’s sound concentration and subsequent independence. It is very important to teach children some methods of play actions according to the model given by the teacher. Based on the techniques received, the child is capable of basic self-expression. The expansion of gaming experience comes through the development of varieties of dramatization games, which is achieved by successively complicating the game tasks in which the child is involved. At the same time, such subsequence:

A game simulating individual human actions (including his emotions, animals and birds (the sun came out - the children smiled, clapped their hands, jumped on the spot);

A game that simulates sequential actions combined with the conveyance of the hero’s emotions (the cheerful nesting dolls clapped their hands and began to dance);

Game - imitation of images of familiar fairy-tale characters (the clumsy bear walks towards the house, the brave cockerel walks along the path)

Game - improvisation to music ( "Happy Rain"); etc.

Age is related to position mastery "viewer", the ability to be a friendly spectator, watch and listen to the end, clap your hands and say thank you "artists".

Middle group.

Children improve their performing skills and develop a sense of partnership. To develop imagination, take the following tasks: How: “Imagine the sea, the sandy shore. We lie on the warm sand, sunbathe. We're in a good mood. We dangled our legs, lowered them, raked the warm sand with our hands,” etc.

By creating an atmosphere of freedom and relaxation, it is necessary to encourage children to fantasize, modify, combine, compose, and improvise based on existing experience. Thus, they can reinterpret the beginning and ending of familiar plots, invent new circumstances in which the hero finds himself, and introduce new characters into the action. Mimic and pantomimic sketches and studies for memorizing physical actions are used. Children are involved in inventing the design of fairy tales, reflecting them in the visual arts. activities. In dramatization, children express themselves very emotionally and directly; the process of dramatization itself captures the child much more than the result. Children's artistic abilities develop from performance to performance. Joint discussion of the production of the play, collective work to implement it, the performance itself - all this brings the participants together creative process, makes them allies, colleagues in a common cause, partners. Work on the development of theatrical activities and the formation of children's creative abilities brings tangible results. Art theater, being one of the most important factors aesthetic inclinations, interests, practical skills. In progress theatrical activity there is a special, aesthetic attitude to the surrounding world, general mental processes: perception, imaginative thinking, imagination, attention, memory, etc.

Senior groups.

Children of the senior and preparatory school groups are keenly interested in theater as an art form. They are fascinated by stories of history theater and performing arts, about the internal arrangement theatrical rooms for spectators (foyer with photographs of artists and scenes from performances, wardrobe, auditorium, buffet) and for theater workers(stage, auditorium, rehearsal rooms, costume room, dressing room, art workshop). Interesting for children and theater professions(director, actor, make-up artist, artist, etc.). Preschoolers already know the basic rules of behavior in theater and try not to break them when they come to the performance. Prepare them for the visit theater Special games will help - conversations, quizzes. For example: "Like Little Fox in went to the theater", "Rules of behavior in the auditorium", etc. Introduction to various types theater promotes the accumulation of living theatrical impressions, mastering the skill of their comprehension and aesthetic perception.

A dramatization game often becomes a performance in which children play for the audience, and not for themselves; they have access to director's games, where the characters are dolls obedient to the child. This requires him to be able to regulate his behavior, movements, and think about his words. Children continue to act out small stories using different types theater: tabletop, bibabo, bench, finger; invent and act out dialogues, expressing intonation the characteristics of the character and mood of the hero.

In the preparatory group, an important place is occupied not only by the preparation and performance of the performance, but also by the subsequent Job. The degree of assimilation of the content of the perceived and acted performance is determined in a special conversation with children, during which opinions are expressed about the content of the play, characteristics of the acting characters are given, and means of expression are analyzed.

To determine the degree to which children have mastered the material, the association method can be used. For example, in a separate lesson, children remember the entire plot of the play, accompanied by musical works that sounded during it, and using the same attributes that were on stage. Repeated use of the production contributes to better memorization and understanding of its content, focuses children’s attention on the features of expressive means, and makes it possible to relive experienced feelings. At this age, children are no longer satisfied with ready-made stories - they want to come up with their own and for this they should be provided with the necessary conditions:

Encourage children to create their own crafts for the director’s table theatrical play;

Introduce them to interesting stories and fairy tales that will help them create their own ideas;

Give children the opportunity to reflect their ideas in movement, singing, drawing;

Show initiative and creativity as a role model.

Special exercises and gymnastics, which preschoolers can do themselves, help improve individual elements of movements and intonation. They come up with and assign an image to their peers, accompanying it with words, gestures, intonation, posture, and facial expressions. Job is being built according to structure: reading, conversation, performance of a passage, analysis of expressiveness of reproduction. It is important to provide children with more freedom in action and imagination when simulating movements.

2.2. Ways and directions of supporting children's initiatives

Program provides the opportunity to develop creative skills in theatrical activities. Classes are held with all children, without any selection, once a week, in a regularly ventilated room at the kindergarten.

The learning process should proceed completely naturally in accordance with age development children. The success of classes depends on the teacher’s ability to create comfortable conditions where every child would feel prosperous, accepted, loved, and self-confident. Thus, a favorable educational and developmental environment will contribute to the timely development of the child’s mental and creative processes.

IN work with preschool children, it is necessary to remember that every child is a Personality who has the right to his own, unique path of development. And the role of an adult is to help children reveal their capabilities and abilities.

The teacher is in the position of organizer of the developmental environment. He is a researcher and observer who respects the right of children to be different from adults and from each other, the right to their individuality.

A teacher is a respectful interlocutor in dialogue, an older friend who guides him in the right direction, but does not impose his thoughts and his will. This is a consultant, an assistant in the preparation of monologues and dialogues, not a critic or controller, but first of all a person who encourages any discoveries - especially original ones - stimulates speech activity and demonstrates tactful behavior and a creative approach to business.

When teaching preschoolers, it is necessary to use gaming technologies, group and individual forms. work, methods of observation, comparison, innovative methods of pedagogical techniques of developmental and exploratory learning.

2.3. Features of interaction with families of pupils

Practice shows that most parents are not indifferent to the success of their children. They strive to keep abreast of the child’s progress in demonstrating creative abilities, and are able to provide support to him and the teacher. The child discovers a new world for himself, which is not limited to the material offered in the classroom. Therefore, parents can provide greater exposure to culture, literature, customs and traditions. The teacher can offer parents advice on the following: content:

Taking an interest in what new the child learned in class is necessary to maintain interest in theater arts ;

Help children prepare for classes: select pictures, toys, stick photos, draw on a given topic;

Pay attention to the characteristics of the child’s assimilation of new material;

Pay attention to the characteristics of the child’s memory and thinking;

Monitor and help with homework;

Listen to recordings of songs, poems, rhymes with your child;

In case of forced absences from classes, contact the teacher and try to help the child catch up;

Take part in the preparation as much as possible theatrical events, for example, in the manufacture of costumes for performances;

Come to matinees and holidays as spectators and participants.

Relationships with parents are built taking into account an individual approach and a friendly communication style.

III. Organizational section

3.1. Security teaching materials and means of training and education

Conducting classes is aimed at revealing the creative abilities of children. Basically, practical classes are conducted, which are structured in the form theatrical productions, vocal and dance performances, preparation for various holidays, competitions, literary and musical compositions, matinees ( Job over expressive speech, movements, creating the image of a hero).

During the lessons, children acquire knowledge about theatrical And musical art; learn to speak correctly and beautifully, read poetic texts. During the rehearsal activities guys get skills stage work, learn the culture of performance, behavior on stage, and learn improvisation during performances.

During individual lessons in small groups, children gain skills work over the artistic image, they learn to capture the features of a particular role, the art of transformation through participation in the creation of elements of scenery and costumes.

During communication and purposeful joint activities The students 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, and experience in public speaking in front of various audiences.

Equipment: Video discs, audio discs, puppet theater, theatrical masks , costumes, piano, musical instruments, screen, music center, microphones.

Literature:

1. Deryagina L. B. Playing a fairy tale. Scenarios in verse for production in kindergarten and elementary school. – SPb.: PUBLISHING HOUSE LLC "CHILDHOOD-PRESS", 2010. – 128 p.

2. Deryagina L. B. Theatrical activities in preschool educational institutions. Scenarios based on fairy tales of foreign writers and peoples of the world. – SPb.: PUBLISHING HOUSE LLC "CHILDHOOD-PRESS", 2015. – 128 p.

3. Card index of portraits of children's writers. Brief biographies. Part I / Comp. L. B. Deryagina. – SPb.: PUBLISHING HOUSE LLC "CHILDHOOD-PRESS" .

4. Card index of portraits of children's writers. Brief biographies. Part II / Comp. L. B. Deryagina. – SPb.: PUBLISHING HOUSE LLC "CHILDHOOD-PRESS", 2013. – 32 p.: 14 colors. ill. – (Equipping the pedagogical process in preschool educational institutions; issue 25).

5. Tkacheva O. V. Scenarios for holidays, entertainment and music lessons for kindergarten. – SPb.: PUBLISHING HOUSE LLC "CHILDHOOD-PRESS", 2014. – 176 p.

3.2. Features of the organization of a developing subject-spatial environment

The main condition for implementation programs is the teacher himself. He performs in different qualities: speaker, wizard, teacher, actor, storyteller, etc. His living word, artistry, ability to clearly demonstrate speech skills, create an atmosphere of communication is an example for children. This makes it possible to identify and develop abilities and talents in preschoolers.

First, an atmosphere conducive to creativity is created. activities, conditions for the most free realization of the intellectual, emotional abilities and capabilities given by nature that are characteristic of a given pupil.

The teacher must:

Have basic knowledge of anatomy, developmental psychology, philology;

Know new children's cartoons, toys, programs, books and use it in your work if necessary.

The teacher's living word, his artistic taste, and mastery of words are an example for students.

For successful work and provision of forecasted results require certain conditions:

Cozy aesthetic space for studying (Music hall, groups)

Handout kits (finger theater, etc..)

A library of children's poems, fairy tales and stories.

Textbooks (library of scientific and methodological literature on rhetoric, as well as books on speech development).

Media library by this direction activities.

Olga Yaganova
Project work program “Theater for Children”

Explanatory note

Childhood is an amazing country. Everything is possible in it, everything is permitted. One of the most popular and exciting destinations is theatrical activities of children in preschool educational institutions.

This the program has been developed in accordance with the basic educational preschool educational institution program, program« Theatrical classes in kindergarten" author Makhaneva M.D., as well as at the request of parents of pupils of MDOU No. 1 "Alyonushka".

Program« Theater and children» is aimed at revealing the spiritual and creative potential of the child, maintaining interest in knowledge, developing his communication abilities, mental processes, manifestation of personal qualities, understanding inner world by means of .

Program provides social-personal, cognitive-speech and artistic-aesthetic development of children aged 3 - 7 years, taking into account their age and individual characteristics.

Developing children's creative abilities through theatrical arts.

Main tasks:

1. Create conditions for the development of creative activity of children participating in theatrical activities, as well as the gradual development by children of various types of creativity by age group.

2. Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, preschool employees, organizing performances for older children in front of younger ones, etc.).

3. Introduce everyone to children age groups with different types theaters(puppet, dramatic, musical, children's, animal theater, etc..).

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

5. Introduce children to theatrical culture, enrich them theater experience.

6. Develop children's interest in theatrically-game activities.

Didactic principles of organization theatrical activities

with preschool children age:

The principle of psychological comfort.

This is, first of all, creating conditions in which children feel "like home", removing stress-forming factors, orienting children towards success, and most importantly, a feeling of joy, enjoying the activity itself.

The principle of creativity.

This is the maximum focus on creativity, acquisition by children own experience creative activity.

The principle of a holistic view of the world.

This is the child’s personal attitude towards the acquired knowledge and the ability to apply it in his practical activities.

The principle of variation.

It presupposes that children understand the possibility various options problem solving.

Program compiled with taking into account integration:

"Fiction", where children get acquainted with literary works that will be used in performances, games, activities, holidays, and independent theatrical activities.

"Artistic creativity", where children get acquainted with illustrations that are similar in content and plot to the play. They draw with different materials based on the plot of the play or its characters.

"Cognitive Development", where children get acquainted with the objects of their immediate environment, culture, way of life and traditions of the peoples of the north, which will serve as material included in theatrical games and performances.

"Musical education", where children get acquainted with the music for the next performance. The character of the music, which gives the full character of the hero, and his image are noted.

"Speech development" where children use tongue twisters, tongue twisters, nursery rhymes. Clear diction develops.

Main directions programs:

1. Theatrically-game activity. Aimed at developing children's play behavior, developing the ability to communicate with peers and adults in various life situations.

Contains: games and exercises that develop the ability to transform; theatrical games to develop imagination and fantasy; dramatization of poems, stories, fairy tales.

2. Musical and creative. It includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of natural psychomotor abilities of preschool children, their acquisition of a sense of harmony of their body with the outside world, the development of freedom and expressiveness of body movements.

Contains: exercises to develop motor abilities, dexterity and mobility; games to develop a sense of rhythm and coordination of movements, plastic expressiveness and musicality; musical and plastic improvisations.

3. Artistic and speech activity. Combines games and exercises aimed at improving speech breathing, developing correct articulation, intonation expressiveness and speech logic, and preserving the Russian language.

4. Basics theatrical culture. Designed to provide conditions for preschoolers to acquire basic knowledge about theater arts. Your child will receive answers to questions:

5. Work on the play. Based on original scripts and includes themes "Introducing the Text" (shared reading) And "From sketches to performance"(choosing a dramatization and discussing it with children; Job over individual episodes in the form of sketches with improvised text; searching for a musical and plastic solution to individual episodes, staging dances; creating sketches and decorations; rehearsals of individual scenes and the entire play; premiere of the play; discussing it with children). TO work Parents are widely involved in the performance (assistance in learning the text, preparing scenery and costumes).

Implementation methods programs

1. Practical.

Creation of a subject-spatial developmental environment that ensures a comfortable stay for a child in a preschool educational institution.

, theatrical games.

Creation and centers « Theater» in preschool groups.

Creating creative projects.

2. Verbal.

Reading fiction. Memorizing poems.

Didactic games.

Role-playing games.

Entertainment.

Simulation of situations.

Consultations.

Observations.

3. Visual

Organization of exhibitions and competitions.

Looking at illustrations.

Information stands.

Theatrical activities.

Theatrical classes are held once a week for 25-30 minutes « Theater Friday» . All parts of the lesson can be arranged in different sequences. It also depends on the age group of the children and the time of year. (beginning, middle or knights academic year) and, most importantly, on the tasks set by the teacher.

Watching puppet shows and talking about them;

Games - dramatization;

Acting out various fairy tales and dramatizations;

Exercises to develop expressiveness of performance (verbal and non-verbal);

Exercises for the social and emotional development of children.

Form of organization of classes theatrical activities:

- theoretical:

Classes.

Games - activities.

Games are riddles.

Activities - travel.

Demonstration of exercises to develop the expressiveness of performance and the social and emotional development of children (look at albums, pictures, photographs).

Conversations with children about theater arts.

- practical:

Preparation and performance of performances, skits,

Making attributes and costumes for activities,

Game activities,

Games - dramatizations,

Children and adults projects,

Literary quizzes

Games, exercises, sketches.

Equipment for subject-spatial environment.

"Center Theater»

1. Tabletop toy theater.

2. Children's costumes for performances.

3. Adult costumes for performances.

4. Costume elements for children and adults.

5. Attributes for classes and performances.

6. Screen for dollhouse theater.

7. Music center, video equipment

8. Media Library (audio and CD discs).

10. Methodological literature.

List of basic teaching aids.

TV (watching TV shows with parents)

Laptop

Video materials (recordings of fairy tales, performances on CDs)

Music hall

Sound equipment, microphones, music center

Scenery

Theater costumes

Soft toys

Photos, pictures, illustrations.

Attributes for games.

Fiction.

Didactic games.

Expected results:

Expected skills and abilities by the end of preschool age

children should be able to:

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

Enjoy making and using theatrical shaped toys from different materials.

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.

should know:

Some types theaters,

Some manipulation techniques used in familiar types theaters: rubber, plastic, soft toys (doll, tabletop.

must have an idea:

ABOUT theater, theatrical culture.

Roles of actors, dolls.

About the rules of conduct in theater.

Conclusion.

Theatrical Children’s activities are purposeful, that is, they allow them to successfully solve many educational tasks of a preschool institution.

In the process of creation theatrical Through activities, children learn to express feelings and thoughts in an artistic form and, thereby, liberate their personality. Using the entire rich arsenal theatrical means, they also receive pure gaming pleasure, which allows them to deeply consolidate the acquired skills.

It is precisely for the development of the emotional world and artistic abilities of a child - a preschooler by introducing him to theatrical art and participation in theatrical activities are aimed program« Theater for children» .

"APPROVED"

Head of MBDOU

Kindergarten No. 5 “Squirrel”

Kiselevsk

Gorshkova E. I.

"___"_______________2013

WORK PROGRAM

Theater studio

"Colored Peas"

Musical director:

Mogireva Larisa Yurievna

Kiselevsk

2013

Theatrical activities

(middle, senior, preparatory groups)

EXPLANATORY NOTE

Artistic and aesthetic education occupies one of the leading places in the content of the educational process of a preschool educational institution and is its priority direction. For aesthetic development A variety of artistic activities - visual, musical, artistic and speech, etc. - are of great importance to the child’s personality. An important task Aesthetic education is the formation in children of aesthetic interests, needs, aesthetic taste, as well as creative abilities. Theatrical activities provide a rich field for the aesthetic development of children, as well as the development of their creative abilities. In this regard, additional classes on theatrical activities have been introduced at the preschool educational institution, which are conducted by a teacher of additional education.

This program describes a training course in theatrical activities for preschool children aged 4-7 years (middle, high and preparatory groups). It was developed on the basis of the mandatory minimum content for theatrical activities for preschool educational institutions, taking into account the updating of content for various programs described in the literature given at the end of this section.

Target programs - development of children's creative abilities through theatrical art.

Tasks :

To create conditions for the development of creative activity of children participating in theatrical activities, as well as the gradual development by children of various types of creativity by age group.

Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, preschool employees, organizing performances
children of older groups before younger ones, etc.).

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 of all age groups with various types of theaters (puppet, drama, musical, children's, animal theater, etc.).

To introduce children to theatrical culture, to enrich their theatrical experience: children’s knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, theaters of the city of Moscow.

To develop children's interest in theatrical and play activities.

The program involves one lesson per week in the first or second half of the day. Lesson duration: 20 minutes - middle group, 25 minutes - senior group, 30 minutes - preparatory group. The total number of training sessions per year is 31.

Pedagogical analysis of children's knowledge and skills (diagnostics) is carried out 2 times a year: introductory - in September, final - in May.

The program is designed taking into account the implementation of interdisciplinary connections across sections.

« Musical education", where children learn to hear different emotional states in music and convey them through movements, gestures, and facial expressions; listen to the music for the next performance, noting its varied content, which makes it possible to more fully appreciate and understand the character of the hero, his image.

"Visual activity" where children get acquainted with reproductions of paintings, illustrations that are similar in content to the plot of the play, and learn to draw with different materials based on the plot of the play or its individual characters.

« Speech development", in which children develop clear, clear diction, work is being done on the development of the articulatory apparatus using tongue twisters, tongue twisters, and nursery rhymes.

"Acquaintance with fiction" where children get acquainted with literary works that will form the basis for the upcoming production of the play and other forms of organizing theatrical activities (classes in theatrical activities, theatrical games in other classes, holidays and entertainment, in everyday life, independent theatrical activities of children).

"Acquaintance with the surroundings" where children get acquainted with the phenomena of social life, objects of the immediate environment, natural phenomena, which will serve as material included in the content of theatrical games and exercises.

"Rhythmic" where children learn to convey the image of a hero, his character, and mood through dance movements.

PROGRAM CONTENT

The content of the program includes eight main blocks presented in tables. Let's list them.

Block 1 - basics of puppeteering.

Block 2 - basics of puppet theater.

Block 3 - the basics of acting.

Block 4 - basic principles of dramatization.

Block 5 - independent theatrical activity.

Block 6 - theatrical ABC.

Block 7 - holding holidays.

Block 8 - leisure and entertainment.

It should be noted that the blocks:

1, 5, 8 are implemented in one or two lessons per month;

block 2 is implemented in two classes per month;

blocks 3, 4 - in each lesson;

block 6 - in thematic classes 2 times a year (three classes in October and March);

block 1 is sold once a quarter.

Middle group program

(September - May)

Blocks

Basic component

DOW component

1. Basics of puppeteering

To teach children to use figurative tabletop theater toys in theatrical games.

September.

Tasks: to develop puppeteering skills with rubber, plastic, and soft table theater toys.

Game:"Theater of two actors." Sketches:“The Bear and the Fox”, “Meeting of the Hare and the Bear”, “Masha’s Dance”

October.

Tasks: teach children the techniques of puppeteering in a tabletop theater.

Game:"Theater of two actors." Sketches:“Visiting Masha”, “The Dog and the Bear”, “Grandfather and Woman’s Dance”

November.

Tasks: teach children the techniques of puppeteering tabletop cone toy theater.

Game:"Theater of two actors." Sketches:“Meeting of the hare and the fox”, “Dance of the fox and the cat”, “Grandmother and granddaughter”.

To teach children to use figurative toys of stand theater and riding puppet theater in theatrical games

December. Tasks: teach children the techniques of sequentially overlaying pictures according to the plot of simple, familiar fairy tales (stand theater on a flannelgraph and a magnetic board).

Sketches:"Meeting of a cat and a dog", "Dance of the mice"

January - February.

Tasks: introduce children to the theater screen and the techniques of driving riding puppets.

Game:"Theater of two actors." Sketches:“Mom is walking”, “Girl is walking”, “Two mice”, “Grandfather and turnip”

March - May.

Tasks: teach children how to drive riding dolls on a screen.

Game:"Theater of two actors."

Sketches:"Meeting of the Fox and the Hare", "Meeting of the Mouse and the Frog",

"Dance of the Animals"

2. Basics of puppet theater

September - November.

Tasks: to form the emotional expressiveness of children’s speech; cultivate the ability to follow the development of action in a fairy tale, develop an emotional response to the actions of the characters in a puppet show, evoke sympathy and a desire to help, learn to evaluate actions characters.

Tales:“Zayushkina’s hut”, Russian folk tale. "The Tar Bull", Russian folk tale

December.

Tasks: develop the ability to evaluate the actions of the characters in the play; continue to shape the emotional expressiveness of children’s speech.

Tales:"Masha and the Bear", Russian folk tale

January - February.

Tasks: introduce children to theatrical screens and techniques for driving riding puppets. Game:"Theater of two actors." Sketches:“Mom is walking”, “Girl is walking”, “Two mice”, “Grandfather and turnip”

March - May.

Tasks: continue to instill in children a love for the puppet theater and create a desire to participate in puppet shows. Tales:“How a dog was looking for a friend”, Mordovian folk tale.

3. Basics of acting

September - November.

Tasks: form in children characteristic gestures of pushing, pulling, opening, closing; develop children’s ability to understand the emotional state of another person and teach them to adequately express their own. Introduce pictograms (cards-symbols depicting different human emotions - fun, sadness); cultivate attentiveness, develop imagination, imagination of children.

Sketches: M. Chistyakova on the expressiveness of the gesture: “Hush,” “Come to me,” “Go away,” “Goodbye”; on the expression of basic emotions: “The fox is eavesdropping,” “Delicious candies,” “New doll,” “The little fox is afraid,” “Vaska is ashamed,” “Silence”; M. Chekhov on attention, faith, naivety and imagination.

December - February.

Tasks: activate children, develop their memory and attention. Games:“Be careful”, “Canon for kids”, “Remember your place”, “Remember your pose”, “Flag” by M. Chistyakova.

March - May.

Tasks: develop in children the ability to correctly understand the emotional and expressive movements of the hands and adequately use gestures. Sketches:“It’s me!”, “It’s mine!”, “Give it back!”, “Icicles”, “Humpty Dumpty”, “Parsley is jumping” by M. Chistyakova

4. Basic principles of dramatization

Learn to perform simple performances based on familiar literary plots, using expressive means (intonation, facial expressions, gestures)

September - November.

Tasks: improve children's improvisational abilities; develop a positive attitude towards dramatization games; encourage children's desire to participate in dramatization games of their own free will.Tales: “Teremok”, “Kolobok”, Russian folk tales.Scene: “The Hedgehog and the Fox” (based on the poem V. Fetisova)

December - February.

Tasks: to form emotionally rich speech in children, to activate the vocabulary; maintain an interested attitude towards dramatization games, the desire to participate in this type of activity.

Tales:"Rukavichka", Ukrainian folk tale. Scenes:“Bear” (based on the poem “For the Holidays” by G. Vieru)

March - May.

Tasks: improve children's improvisational abilities; continue to cultivate an interested attitude towards dramatization games.Tales: "The Wolf and the Seven Little Goats", a Russian folk tale; "Alyonushka and the Fox", a Russian folk tale; "Little Red Riding Hood", a French fairy tale.Scenes:“Cat” (based on a poem by G. Vieru)

5. Independent theatrical activity

September - November.

Tasks: encourage children to play with tabletop theater dolls, act out familiar fairy tales and poems

December - February.

Tasks: attract children to independent games with stand types of theaters (flannelgraph, magnetic board) and with horse puppet theater

March - May.

Tasks: Encourage children to participate in dramatization games.

6. Theater ABC

September - November.

Tasks: to form children's ideas about the theater (artists are theater wizards, dolls are little assistants to artists); introduce children to the rules of behavior in the theater; replenish and activate children's vocabulary by introducing special terminology related to theatrical activities - the names of various puppets (certain types of puppet theaters); names of theatrical characters, objects, scenery.

7.Holidays

To instill in children a sense of joy, a desire to perform at a matinee: read poetry, act out skits. Encourage children's participation in preparing for the holidays, maintain a joyful feeling from joint actions and successfully completed tasks.

September - November.

Tasks: develop the ability to act freely and relaxed in front of the audience in accordance with the individual characteristics of children; to cultivate and support the desire to please parents, kindergarten teachers, and children with their performance.

Events:"Visiting Autumn"

December - February. Tasks: continue to develop a strong interest in speaking to parents and employees

kindergarten, kids. Events:"The Wizard Santa Claus."

March - May. Tasks: continue to develop a sustainable interest in

speeches to parents, kindergarten staff,

kids.

Events:“Visiting the cat Leopold” (holiday dedicated to March 8)

8. Carrying out

leisure and entertainment

To develop in children an interest in various forms of performances prepared by older children and adults, and a desire to participate in them.

September.

Puppet show“This is music!” (performed by kindergarten teachers).

October.

Dramatizations: “Vegetable Dispute”, “Autumn Leaf” (performed by children of pre-school groups).

November.

“Fun Fair” - theatrical performance (children of the preschool group).

December - February. Tasks: develop the ability to understand the content of fairy tales and dramatizations, evaluate the actions of the characters, and give them an objective assessment.

1. “The Nutcracker” - a musical fairy tale performed by children

school preparatory groups.

employees.

3. “Cat, Rooster and Fox” - puppet shows performed by children of older groups

March - May. Tasks: teach children to correctly express their feelings and experiences; maintain interest in what is happening on stage.

1. “The Naughty Kittens Lost Their Gloves,” a dramatization of an English folk song (performed by children of the preparatory school group).

2. “Little Red Riding Hood” - a fairy tale performed by children of older groups of kindergarten.

Senior program

(September - May)

Blocks

Main component

DOW component

1. Basics of puppeteering

September - November.

Tasks: continue to teach children how to ride riding dolls. Game:"Theater of two actors." Sketches:“Grandfather’s Joyful Meeting with Zhuchka”, “Unpleasant Conversation”, “Game of Blind Man’s Bluff”

December - January.

Tasks: consolidation of finger theater puppeteering skills. Game:"Theater of two actors." Sketches:“A Bunny Came to Us”, “Chicken and Cockerel”, “Cat and Cockerel”

February.

Tasks: teaching children puppetry techniques of the bibabo theater. Game:"Theater of two actors"

March - April.

Tasks: continue to develop in children the skill of driving the puppets of the Bibabo theater, encourage them to create dance compositions and play improvisations with the puppets of this theater.

“Russian round dance” - dance composition

May. Tasks: introduce children to the techniques of puppeteering puppets and dolls with a “living hand”.

Sketches:“An ostrich came to visit us”, “Alyonushka’s dance”.

2. Puppetry Basics

theater

Continue to develop your ability to use puppets different theaters in acting out scenes based on familiar fairy tales and poems.

September - November.

Tasks: instill a sustainable interest in cooking

stake theater; encourage children's active participation in puppetry

performance.

Tales:"Cuckoo", Nenets fairy tale

December - February. Tasks: teach children proper speech breathing, the ability to change tempo, volume of sound, and achieve clear diction;

to form intonation expressiveness of speech; arouse interest in the finger theater, bibabo theater, and a desire to participate in a performance with puppets of these theaters; develop interest in the puppet theater, in the puppet with a “living hand”.

Tales:“The Cat, the Rooster and the Fox,” Russian folk tale (finger theater); “Zhiharka”, Russian folk tale (bibabo theater) “Geese-swans”, Russian folk tale.

“The Mistress” - P. Sinyavsky (bibabo, Alyonushka doll from the puppet theater with a “living hand”)

3. Basics of acting

skill

September - November.

Tasks: develop the ability to understand a person’s emotional state and be able to adequately express one’s mood.

Sketches:"Surprise", "Flower", "North Pole", "Angry"

grandfather”, “The guilty one” (M. Chistyakova).

Games with pictograms:“Choose a phrase”, “Come up with and say a phrase

with the intonation of a pictogram card"

December - February.

Tasks: develop children's memory and imagination.

Sketches M. Chekhov: attention, faith, naivety, fantasy

March - May.

Tasks: develop expressiveness of gesture.

Sketches M. Chekhov: “That’s what he’s like”, “Playing with pebbles”, “I want to sleep”

It's a shame", "Carlson", "Cinderella"

4. Basic principles

dramatization

Continue to develop children’s skills in acting out scenes based on familiar fairy tales and poems using attributes, costume elements, and scenery. Improve performing skills.

September - November.

Tasks: continue to teach children to independently choose means for conveying images, conveying dialogues, and actions of characters; improve improvisational abilities, stimulate the desire to change actions, introduce your own lines; learn to feel your partner, strive to play along with him; continue to cultivate an interested attitude towards dramatization games.

Tales:“The Three Little Pigs”, a fairy tale translated by S. Ya. Marshak.

Dramatization:“Who said meow?” (according to V. Suteev).

Scenes: “Hedgehog”, “Spore of Clouds” (based on the poem L. Korchagina)

December - February.

Tasks: continue to develop children’s ability to act out a performance based on a familiar fairy tale.

Tales:"Little fox-sister and gray wolf", Russian folk tale. “Confusion”, K.I. Chukovsky

March - May.

Tasks: develop initiative and independence

children acting out a performance based on a familiar fairy tale.

Tales:“Little Red Riding Hood”, C. Perrault.

Dramatization: “Who will find the ring?” based on the poemS A. Marshak

5. Independent

theatrical figure

ness

September - November.

Tasks: attract children to independent games

with riding dolls on the screen.

December - February.

Tasks: Encourage children to invent fairy tales using finger theater puppets and bibabo theater.

March - May.

Tasks: develop a desire to improvise with bibabo dolls, puppets, and “living hand” dolls.

6. Theater ABC

September - May.

Tasks: continue to shape children’s ideas about theater and introduce them to theatrical culture; introduce the theater, its history, structure; talk about theatrical professions and types of theaters, teach the rules of behavior in the theater.

7. Carrying out

holidays

Accustom children to

active participation in the preparation and holding of holidays, in the manufacture of attributes. Bring up an emotionally positive attitude towards the holidays.

September - May.

Tasks: develop the ability to behave freely and relaxed when speaking in front of adults, peers and children; cultivate love and interest in theatrical art. Events:"Forest Fair" (autumn festival); " Christmas tree"; “Little Red Riding Hood” - matinee dedicated to March 8

8. Leisure activities

and entertainment

Organize viewings of performances, concerts, puppet theater productions. Learn to carefully watch and listen to the speeches of adults, children, and toddlers, and respond emotionally to them. Cultivate goodwill and the ability to correctly evaluate the actions of characters. To teach to actively participate in various entertainments, using the skills and abilities acquired in classes.

September - November.

1. “September 1 - Day of Knowledge” with the puppet show “The Three Little Pigs” performed by kindergarten teachers.

2. “The Cat and the Fox,” a puppet show performed by teachers.

3. “Fun Fair” - theatrical performance (teachers). 4. “Kesha and Irishka are invited to visit” - a theatrical performance.

5. “The House That Jack Built” - puppet show performed by

children of pre-school groups.

December - February.

Tasks: teach children to evaluate correctly

mortars of the characters, to cultivate good feelings.

1. “The Nutcracker” is a fairy tale performed by children in pre-school groups.

2. “Your handkerchief” - a puppet show performed by

teachers.

3. “Moroz Ivanovich” - a puppet show performed by children from pre-school groups

March - May.

Tasks: arouse a sustained interest in what is happening on stage, a desire to actively participate in various entertainments.

1. “The Playful Kittens Lost Their Gloves” - a dramatization performed by children from pre-school groups.

2. “Theater Day” - a theatrical performance for Theater Day (the last week of March).

4. “We need cleanliness for health” - a theatrical performance for Health Day (April 7).

Program preparatory group

(September - May)

Blocks

Main component

DOW component

1. Basics

puppeteering

September - November.

Tasks: introduce children to the techniques of driving spinner dolls.

Game:"Theater of two actors."

Sketches:"Girl and Boy", "Dance of the Cat and Mouse"

December - January.

Tasks: introduce children to various techniques

Mami driving cane dolls.

Game:"Theater of two actors."

Sketches:“Fun exercise”, “Parrot washes itself”, “Unexpected meeting”

February.

Tasks: introduce children to the floor type of theater - cone, and techniques for driving these dolls.

Game "Theater of two actors".

Sketches:“Walk in the Forest”, “Meeting of Friends”, “Merry Dance”

March - May.

Tasks: consolidate puppeteering skills of various types of puppet theaters.

Sketches: one sketch for each type of puppet theater according to programs for different age groups

2. Basics of puppet theater

Use different types of theaters more widely in children’s theatrical activities

September - November.

Tasks: to develop an interest in the spinner puppet theater and a desire to participate in a puppet show.

Dramatization:“The House That Jack Built” - based on an English song translated by S.Ya. Marshak

December - February.

Tasks: instill in children a sustainable interest in new types of theaters: cane and floor puppets, develop

creative independence in conveying the image.

Tales:“Moroz Ivanovich”, V. Odoevsky

March - May.

Tasks: to form a sustainable interest in puppetry

theater, the desire to control puppets of various systems.

Dramatization:"Carnival of Dolls"

3. Basics of acting

September - November.

Tasks: contribute to expanding the range of emotional perception and expression of various emotions (joy, grief, surprise, fear); teach the expression of various emotions and the reproduction of individual character traits.

Sketches M. Chekhov: “Lost”, “Kittens”, “Little Sculptor”, “Sentry”, “Ttimid Child”, “Liar Cook”.

Games with pictogram cards:“Tenders”, “Draw and Tell”

December - February.

Tasks: teach children to intuitively recognize the atmosphere of a person, event, place, season, day and be able to get used to this atmosphere; develop memory and imagination.

Sketches M. Chekhov: attention, faith, naivety, fantasy, atmosphere

March.

Tasks: develop the ability to express basic emotions and appropriate

react effectively to the emotions of those around you.

Sketches by M. Chistyakova: on the expression of basic emotions - “Lyu-

hoofy", "Round eyes", "Old mushroom", " Ugly duckling»,

"Wrathful Hyena"

April - May.

Tasks: develop in children the expressiveness of gestures and the ability to reproduce individual character traits.

Sketches M. Chistyakova: “I don’t know”, “Friendly family”, “Pump and

ball”, “Karabas-Barabas”, “Three characters”, “Harmful ring”.

Games with pictogram cards

4. Basic principles

dramatization

September - November.

Tasks: improve children's improvisational abilities, encourage them to search for expressive means

to convey the characteristic features of the characters in the play.

Tales:“The Tale of the Brave Hare”, D. Mamin-Sibiryak.

Dramatizations: based on the poems of Yu. Kopotov - “Volnushki”;

V. I. Miryasova - “Autumn Leaf”; Y. Tuvima - “Vegetable Dispute”

December - February.

Tasks: improve children's improvisational abilities, develop initiative and independence in

creating images of various characters.

Tales:"The Nutcracker", a musical fairy tale

March - May.

Tasks: improve children's improvisational abilities, develop initiative and independence in creating images of various characters.

Dramatizations:“Sparrows” (based on a poem by V. Berestov); “Moose” (based on a poem by N. Kordo); “The Playful Kittens Lost Their Gloves” (based on an English folk song translated by I. Rodin); "Three Moms"

Develop independence in organizing theatrical games: the ability to independently choose a fairy tale, poem, prepare the necessary attributes and decorations for a future performance, distribute responsibilities and roles among themselves. Develop creative independence in conveying an image.

September - November.

Tasks: encourage children to independently compose and act out short fairy tales using turntable dolls

December - February.

Tasks: Encourage children to make up short stories and act them out using canes and

floor dolls

March - May.

Tasks: encourage children to use various types of puppet theaters familiar to them in creative games

6. Theater

ABC

September - February.

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

- clarify information about the basic means of expression;

- consolidate children's ideas about the features of various theaters (opera, ballet, drama theater, puppet, children's, animal theater);

- expand the range of information about those who work in the theater (butler, dance director);

- consolidate behavior skills while visiting the theater or watching a performance;

- identify and name the varieties of familiar puppet theaters (tabletop, bench, bibabo, riding puppets, puppets, live hand puppets, finger puppets)

March - May.

Tasks: clarify and generalize children's knowledge about the theater, its history, varieties, structure, theatrical professions, costumes, attributes, rules of behavior in the theater, types of puppet theaters, theatrical terminology, means of artistic expression

7. Carrying out

holidays

Invite children to actively participate in the preparation of holidays. Foster a sense of satisfaction from working together. Develop a desire to take an active part in morning performances

September - February.

Tasks: continue to work on children’s ability to behave freely and relaxed when speaking in front of adults, peers and younger children; encourage children’s desire to take an active part in the holidays, using improvisational skills acquired in classes and in independent theatrical activities.

Events: folklore holiday "Kuzminki".

March - May.

Tasks: encourage creativity

children, the desire to bring joy to the audience.

Events:"The Nutcracker" (New Year's fairy tale); spring matinee,

“Cinderella’s Prom” - graduation of children to school

8. Leisure activities

and entertainment

Organize puppet theater performances and listening to fairy tales for children.

Encourage all children to actively participate in fun activities

September - November.

Tasks:

1. “September 1 - Day of Knowledge” - a theatrical performance with a puppet show “This is music!” performed by kindergarten teachers.

2. “The Cat and the Fox” - a puppet show performed by teachers.

3. “Fun Fair” - theatrical performance (teachers).

4. “Kesha and Irishka are invited to visit” - a theatrical performance.

5. “Cuckoo” - a puppet show performed by children of older groups

December - February.

Tasks: arouse sustained interest in what is happening on stage.

1. “Your Handkerchief” is a puppet show performed by teachers.

2. “Cat, Rooster and Fox” - a puppet show performed by children of the senior group

3. “Zhiharka” - a puppet show performed by children of the senior group

March - May.

Tasks: cultivate a kind attitude towards peers, encourage each child to actively participate in entertainment.

1. “Theater Day” is a theatrical performance dedicated to Theater Day (the last week of March).

3. “We need cleanliness for health” - for Health Day (April 7).

4. “Like Easter cakes” - fair.

5. “Like Easter cakes” - a puppet show performed by teachers

TRAINING LEVEL REQUIREMENTS

PUPILS

The requirements for skills and knowledge acquired as a result of studying the “Theatrical Activity” section are given in the table

Group

Basic component

DOW component

Average

Must be able to:

- interested in engaging in theatrical and play activities;

- perform simple performances based on familiar literary plots, using expressive means (intonation, facial expressions, gesture);

- use figurative toys and bibabo, independently made toys from different materials, in theatrical games

Must know:

- some techniques and manipulations used in familiar types of theaters: rubber, plastic, soft toys (puppet), tabletop, tabletop-planar, cone toys, stand on a flannelgraph and magnetic board, riding puppets.

Must have an idea:

- roles of actors, puppets;

- existing rules of behavior in the theater;

- ABC of theater (names of certain types of theaters, theatrical characters, objects, scenery)

Senior

Must be able to:

- act out scenes based on familiar fairy tales, poems, songs using puppets of familiar types of theaters, elements of costumes, and scenery;

- feel and understand the emotional state of the characters, engage in role-playing interactions with other characters; - speak in front of peers, younger children, parents, and other audiences

Must know:

- some types of theaters (puppet, drama, musical, children's, animal theater, etc.);

- some techniques and manipulations used in familiar types of theater: riding puppets, finger puppets, bibabo.

Must have an idea:

- about theater, theatrical culture;

- theater history;

- theater arrangement (auditorium, foyer, wardrobe);

- theatrical professions (actor, make-up artist, costume designer, director, sound engineer, decorator, lighting designer, prompter)

Prepare

body

Must be able to:

- independently organize theatrical games (choose a fairy tale, poem, song for production, prepare the necessary attributes, distribute responsibilities and roles among themselves);

- perform performances, dramatizations, use means of expression (posture, gestures, facial expressions, voice, movement);

- widely use various types of theaters in theatrical activities

Must know:

- some types of theaters (puppet, drama, musical, children's, animal theater, etc.);

- some techniques and manipulations used in familiar types of theater: spinner puppets, cane puppets, floor cone.

Must have an idea:

- about theater, theatrical culture; - theatrical professions (butler, dance director, etc.)

REFERENCES

Vygotsky L.S. Imagination and creativity in childhood.

Chistyakova M.I. Psycho-gymnastics

Kurevina O.A. Synthesis of arts in aesthetic education children of preschool and school age. M., 2003.

Kutsakova L.V., Merzlyakova S.I. Raising a preschool child: developed, educated, independent, proactive, unique, cultural, active and creative. M., 2003.

Ledyaykina E.G., Topnikova L.A. Holidays for modern kids. Yaroslavl, 2002.

Miryasova V.I. We play in the theater. Scripts for children's plays about animals. M., 2000.

Mikhailova M.A. Holidays in kindergarten. Scenarios, games, attractions. Yaroslavl, 2002.

Petrova T.N., Sergeeva E.A., Petrova E.S. Theatrical games in kindergarten. M., 2000.

Pole L. Fairy tale theater. St. Petersburg, 2001.

Sorokina N.F., MilanovichL.G. Theater - creativity - children. M., 1995.

Svetlana Valentinovna
Additional education program for children in theatrical activities

MUNICIPAL STATE PRESCHOOL EDUCATIONAL INSTITUTION Kindergarten No. 5

PROGRAM

Additional education in theater activities

preschool age

"WORLD THEATER»

The age of the pupils is 4-7 years.

Implementation period 3 year programs.

Explanatory note

« Theater- the art is beautiful.

It ennobles, educates

person. The one who loves theater for real,

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

K. S. Stanislavsky

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

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

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

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

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

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

Currently there are theater programs for preschoolers. This, for example, is program N. F. « Theater - creativity - children» . Implementation of partial programs« Theater-creativity-children» V in full impossible for a number of reasons (at the preschool educational institution there is no theatrical puppets: marionette dolls, cane dolls, riding dolls on gapit, etc.). At the same time, in program N. F. Sorokina, includes such sections as song creativity, dance creativity, improvisation in musical instruments, and since these sections in kindergarten are implemented in sufficient volume and professionally by the music director, the problem arose of drawing up an adapted programs on introducing preschool children to theatrical activities. This is what the proposed adapted program"World theater» . From programs N. F. Sorokina « Theater - creativity - children» the following sections are taken How:

Basics of puppeteering;

Basics of acting;

Puppetry Basics theater;

Basics of dramatization.

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

Story theater;

Who works in theater;

Rules of conduct in theater;

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

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

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

1. Use of the national-regional component

2. Determination of the repertoire in accordance with the seasons

3. Dramatization with elements of puppetry theater

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

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

Target programs:

Developing children's creative abilities through theatrical arts.

Tasks programs:

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

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

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

4. Educate positive attitude to culture (fairy tales, myths).

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

1. Classes.

2. Games and activities.

3. Riddle games.

4. Activities - travel.

5. Dramatization games.

6. Joint activity teachers and children.

7. Independent children.

8. Games, exercises, sketches.

Methods and techniques:

1. Visual-auditory.

2. Visual-visual.

3. Search situation method.

4. Gaming.

5. Estimation method.

6. Method of exercise with complication.

7. Didactic.

8. Verbal.

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

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

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

Educational and thematic plan.

For the 1st year of study (middle group)

p/p Sections Number of hours

Theory Practice of Everything

1 Introductory lesson 0.5 0.5 1

2 World theater 3 4 7

3 Basics of puppeteering 1 3.5 4.5

4 Basics of acting 1 3 4

5 Puppetry Basics theater 1 6 7

6 Basics of dramatization 1 7.5 8.5

7 Regional component 1 2 3

8 Final lesson 0.5 0.5 1

Total: 9 27 36

Section 1. "Introductory lesson" (1 hour)

Theory 0.5 hours:

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

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

Practice 0.5 hours

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

Outdoor game "The planes buzzed"

Game "Rainbow of Moods"

Section 2. "World theater» (7 hours)

Theory 3 hours

1. History theater - 1 hour.

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

2. Who works in theater - 0.5 hours

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

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

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

4. Rules of conduct in theater - 0.5 hours

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

5. Poster, what is it? – 0.5 hours

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

Practice 4 hours

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

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

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

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

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

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

Theory 1 hour:

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

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

Practice 3.5 hours:

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

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

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

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

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

Theory 1 hour:

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

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

Practice 3 hours

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

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

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

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

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

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

Theory 1 hour:

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

2. Telling a story Mordovian fairy tale – 0.5 hours

Practice 6 hours

1. Drawing "Who I Want to Be" according to fairy tales "Turnip", “How a dog was looking for a friend”- 0.5 hours

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

3. Dance improvisation of fairy tale characters - 0.5 hours

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

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

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

Theory 1 hour:

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

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

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

Practice 7.5 hours

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

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

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

3. Showing a fairy tale children - 1 hour

Section 7. "Regional component" (3 hours)

Theory 1 hour:

1 Conversation 0theater. 5 hours

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

Practice hours - 2 hours

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

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

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

8. Final lesson (1 hour)

Theory 0.5 hours

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

Practice 0.5 hours

Drawing “What I remember most”

Educational and thematic plan.