10 questions on folklore. Project “Formation of children’s interest in folklore”

Seminar lesson No. 1

theoretical issues

Artistic specificity of folklore. Genre system. Poetics.

Ritual poetry.

Calendar-ritual poetry:

3.1 Calendar-ritual poetry of the winter cycle. Christmas time. Caroling.

Divination. Dual faith.

3.2 Maslenitsa. Pagan origins. Traces of ancient beliefs and customs.

Artistic originality and poetic imagery of songs.

3.3 Spring-summer rituals. Reflection of ancient cults associated with

concern for the harvest and well-being.

3.4 Ivan Kupala holiday. Pagan origins. Ritual folklore.

3.5 Stubble ritual. Traces of ancient beliefs and magical rituals.

practical task

Bring the texts of calendar-ritual songs. (At least 1 example for paragraphs 3.1 – 3.5)

homework after seminar No. 1

Analyze 1 text of calendar-ritual poetry according to plan (see page 3)

Seminar lesson No. 2

Family ritual poetry and spells

theoretical issues

Maternity and baptismal rites.

The wedding ceremony and its poetic accompaniment: stages, main characters.

Recruitment ritual and lamentations.

Funeral rite. The origins of the ritual. Beliefs. Lamentations. Public commemoration of ancestors. Paganism and Christianity.

Conspiracies. Their function. Classification of conspiracies. Artistic originality.

practical task

Bring texts of wedding songs, lamentations, spells

homework after seminar No. 2

Analyze 1 text of family ritual poetry according to plan

Seminar lesson No. 3

theoretical issues

Small genres of Russian folklore:

1. Puzzles. Origin. Function. Classification. Poetic imagery and artistic means.

   Proverbs and sayings. Classification. Poetic imagery and style. Collections of proverbs.

Fairy tales. Typology of fairy tales:

1. Tales about animals. Origin. Specificity of fiction. Themes. Ideas. Images. Poetic style. Plot and composition. Techniques for characterizing characters.

   Fairy tales. Origin. Specificity of fiction. Traces of ancient remains. System of images. Types of plots, heroes. Classification. Artistic originality. Style.

   Everyday and social fairy tales - short stories. Origin. Specificity of fiction. Types of fairy tales, their themes and images.

3) practical task

Bring texts of riddles, proverbs and tales about animals

Seminar lesson No. 4

theoretical issues

Non-fairy prose:

1.2 Legends. Intra-genre variety. Thematic groups.

Artistic originality of legends.

1.3 Legends. Classification. Poetic style.

1.4 Bylichki. Types of epics, classification. Artistic

originality.

practical task

Bring the texts of the fairy tale “Vasilisa the Beautiful”, legends, tales.

homework after seminar No. 4

Analyze the fairy tale “The Frog Princess” / “The Sea King and Vasilisa the Wise” - your choice.

Seminar lesson No. 5

theoretical issues

Epics. Poetics of epics. Plot specificity. Composition.

Classification (cycles of epics).

The most ancient epics. Poetics, connection with mythology, system of images.

Epics of Kievan Rus. Poetics, system of images, ideological and artistic originality, historical basis.

Novgorod epics. Poetics, system of images, ideological and artistic originality, historical basis.

3) practical task

Bring texts of epics (at least one example for each cycle)

homework after seminar No. 5

Analyze the text of the epic

Seminar lesson No. 6

1) theoretical questions

Historical songs. Cycles. Artistic originality. Genre varieties.

Ballads. Artistic and aesthetic originality of the folk ballad.

Spiritual poems as a genre of Russian folklore. Connection with the books of Holy Scripture. Religious and moral and ethical ideas of the people.

2) practical task

Bring texts of historical songs (one example for each cycle), ballads, spiritual poems.

4) homework after seminar No. 6

Analyze the text of a historical song, ballad, spiritual verse (to choose from)

Seminar lesson No. 7

1) theoretical questions

Traditional non-ritual lyrical songs. Types of classification. Artistic originality.

Game and round dance songs. Origin. Functions. Types. Subject.

The artistic originality of the ditty itself (4, 6, 8 line). Origin. Types.

Types of puppet theater. Characters. Origin. Specifics of existence and execution. Language and style.

Raek and booth.

Folk satirical plays.

Folk dramas. Literary sources of plays. Poetics and style. Tradition and improvisation. Props.

2) practical task

Bring the texts of lyrical songs, ditties, read folk dramas “The Boat” and “Tsar Maximilian”.

3) homework after seminar No. 7

Analyze the lyrics of a lyric song

Seminar lesson No. 8

The concept of “children's folklore” and its volume. Division into genres. The poetry of nurturing. Lullabies. Pestushki. Nursery rhymes. Jokes. Boring tales.

Children's household folklore. Children's folk songs. Calls and sentences. Children's ritual poetry. Nicknames and teasing. Children's fairy tales. Horror stories.

Children's funny folklore. Word games. Silent and vocal. Undershirts. Chops. Tongue Twisters. Changelings.

Children's play folklore. Formal role-playing games. Improvisation games. Counting tables and drawing lots. Archaic and modern.

2) practical task

Bring texts related to children's folklore

Text analysis:

Approximate plan for analyzing a folklore work

Indicate the title of the text, determine its genre, list the indicators of the genre (epic, lyrical, dramatic genre, then indicate which one specifically). Theme, idea, plot, system of images. Typology  .

Indicate which ancient ideas are reflected in the text, giving examples.

Indicate which Christian ideas are reflected in the text, giving examples.

List the main means of visual expression, giving examples.

List stable verbal formulas.

  Those components of the analysis that may be poorly reflected in the folklore text or absent are highlighted in italics.

Folklore is those works that are the fruit of the people’s creativity; they were passed on from one storyteller to the next for a long time. The term itself comes from the merger of two words - “people” and “wisdom”. Since the 19th century, a wave of interest in folklore arose, and active recording of tales, epics, legends, etc., their classification and study began.

Works of folklore

Folklore works are usually divided into lyrical, dramatic and epic. Among the dramatic genres, the so-called “folk dramas” are distinguished. Lyrical - these are folk songs, lamentations. Epic are works of relatively large volumes; This category includes:

• Legends;
• Fairy tales;
  Epic cycles: for example, Kiev, Moscow and Novgorod. Each of them is dedicated to its own theme: Kiev - heroes unite to defend their homeland around the court of Prince Vladimir. Moskovsky is about the urban customs of that time. Novgorodsky is dedicated, in particular, to such personalities as Sadko or Vasily Buslaev;
• Historical songs.

But besides the big genres, there are also small ones:

• Children's folklore (lullabies, jokes, nurseries, nursery rhymes, etc., as well as works that children themselves compose, for example, horror stories);
• Folk songs are those that were usually sung while working in the fields; This also includes ritual songs - for example, wedding songs;
• Proverbs and sayings are aphoristic sayings that reflect folk experience. For example: “An old friend is better than two new ones” or “If you chase two hares, you won’t catch either”;
• Games;
• Calls are one of the forms of the song genre, something between a song and a conspiracy. People asked the forces of nature or certain animals, which were considered symbols of spring, for happiness, health, wealth, harvest for themselves and their families. At the same time, in the texts the forces of nature were personified, they were addressed as something living.
• Counting books;
• Tongue Twisters;
• Puzzles.

The connection between folklore and literature

Although there is a huge difference between folklore and literature, they also have common features. They create artistic images, have a similar generic system, many authors sought and found inspiration (and even themes) for their works in folklore, and some author’s works took root in society so much that almost no one remembered that they had an author.

Zhanna Stakhnyuk
Project “Formation of children’s interest in folklore”

INTRODUCTION

“It is hardly possible to find material closer to

affecting interests and children's needs

age, and therefore more entertaining than the one

which is associated with children's life, with everyday

childhood life, which arose, grew and developed

from the search for the high joy of the children's masses.

This is for children folklore».

G. S. Vinogradov

How many adults can sing a real lullaby to their child? How many children, discovering the world around them, see in their home a beautiful children's book, reproductions of paintings by great masters; Do you hear light, melodic music? Unfortunately, there are fewer and fewer such houses. The family found itself spiritually destitute. But family, home is a human nest, the basis of life, the basis of the people and the state. It is there that young life should begin to be saturated with the light of culture - words, games, music, colors. The feeling of love for the Motherland must be instilled from early childhood.

In recent years, along with the search for modern models of education, there has been an increase in interest in folklore, the best images of pedagogy are being revived. Folklore- one of its effective and bright means, fraught with enormous didactic opportunities.

Nowadays, when television screens are filled with foreign films, children should listen to their native Russian word, so that from an early age they will be filled with Russian fairy tales, nursery rhymes, lullabies, glorifying responsiveness, cordiality, selfless help to those in trouble, loyalty in friendship and love. Everywhere there is a process of simplification and impoverishment of the Russian language, its beauty and imagery are disappearing.

Russia at the end of the 20th and beginning of the 21st centuries is experiencing a crisis in educating the younger generation. Traditions were broken, the threads that connected the younger and older generations were broken. Turning to one's roots helps to cultivate spirituality and creativity in children. And their acquaintance with folk traditions and customs occurs through games and fairy tales.

For the pedagogical process, the source of spiritual heritage is folk art - folklore. From ancient times, the main place was occupied by genres that explained the world, preserved the history of the tribe, conveyed the rules and norms of behavior (myths, legends, conspiracies, military and labor songs, proverbs). Folklore riches: songs, fairy tales, epics, proverbs, riddles - these are the treasures of many, many generations that have passed through the earth.

Folklore- verbal art of the people - folk poetic creativity, most often oral; artistic collective creative activity of the people, reflecting their life, views, ideals; rewarded by the people and existing in folk masses:

Poetry - legends, songs, ditties, anecdotes, fairy tales, epics;

Folk music - songs, instrumental tunes and plays;

Theater - dramas, satirical plays, puppet theater;

Dance, architecture, fine arts and arts and crafts

art.

RELEVANCE

The relevance of this problem in our time leads to the idea that we, teachers, need to carry out enormous work with children in this area. direction: from the revival of the lullaby, the ability to tell children fairy tales and traditions of their people, to the introduction children to the heights of classical, domestic and world literature and music.

We live in interesting and difficult time, when we begin to look at many things differently, we rediscover and re-evaluate many things. First of all, this applies to our past, which we, it turns out, know very superficially. What cared, pleased and worried the Russian people, what they did, how they worked, what they passed on to their children and grandchildren.

Answering these questions today means restoring the connection of times, returning lost values.

PASSPORT PROJECT

Name project:

« Forming children's interest in folklore».

Type project:

Gaming, long-term for 2 academic years (2012-2014).

Participants project:

Children, teacher, parents, music worker.

Presentation form:

Slide presentation.

TARGET:

Show children the beauty of the Russian language through oral folk art, expressed in songs, choruses, chants, carols, rituals and step by step develop interest in children's folklore, enrich vocabulary children.

TASKS:

To achieve this goal, we set tasks:

Zoom in children to the culture of our ancestors through play activities, to promote an understanding of the beauty and value of Russian folklore, its originality.

Provide specific information about seasonal items, life, everyday life, rituals, and customs of the Russian people;

To educate the concept of good and evil, justice and cruelty using the images of fairy tales about animals, fairy tales, satirical, everyday stories;

To cultivate the feelings of the native language through the poetry of lullabies and nursery rhymes;

-to develop children's interest in Russian folklore, develop figurative speech children, make it richer;

folklore

Take care of your national traditions, songs, rituals, legends;

Bring the joy of learning children's folk folklore, the joy of free action and enslavement, the joy of communication children with each other.

PREPARATION FOR IMPLEMENTATION PROJECT:

Before introducing children with Russian folklore, I had to learn, read, study again. At the first stage, I accumulated the necessary material for further work, and developed a long-term plan for two years, from simple to complex, highlighting the primary ones tasks:

Zoom in children to the culture of our ancestors;

To promote an understanding of the beauty and value of Russian folklore, his identity through play activities;

Teach your child to use various genres of children's folklore so that they accompany him throughout his life;

To cultivate a sense of the native language through the poetry of lullabies, pesters, and nursery rhymes;

Bring the joy of learning children's folk folklore, the joy of free action and emancipation, the joy of communication children with each other.

To successfully cope with your tasks, the second stage was to work with family: conducted a survey, parent meeting, round table meetings, consultations at folklore theme, individual conversations with parents of other nationalities, entertainment. And after each meeting I organized tea parties with children and parents.

Together with parents issued in the group there is a corner of Russian life. Interior corner were made up of authentic objects, collected embroidery, pillowcases, napkins, etc. items from Russian everyday life on vacation - they were used as visual aids in the familiarization process children with Russian folklore, as well as in various games.

Also folklore can't do without music: he is inexpressive, not emotional, there is no brightness in him. Therefore, I maintain close contact with music director L. S. Cherepneva. Let's select music together repertoire: dancing, musical games, folk songs and round dances. The music director has a better sense of what is closer to the children and more accessible. Together we introduce children into the world of traditions and customs of the Russian people, using various genres of children's folklore. For fun “And we are with spoons and rattles” introduced children with musical instruments, which in the old days were brought to the holiday and amused the people with them.

IMPLEMENTATION STEPS PROJECT

I. Preparatory stage:

Selection and study of methodological literature.

Development of a long-term work plan for folklore for the 2012-2014 academic years.

Conducting parent meetings, round table meetings, individual conversations.

II. Examination stage children and parents:

Tasks:

Reveal the level of knowledge children.

Together with your parents, collect Russian household items.

Determine the level of knowledge of parents. Conducting a survey.

III. Implementation stage project:

Creation folklore corner in the group.

Hold a theatrical performance for children of different groups"Zayushkina's hut".

Selection of advisory material for parents and educators.

IV. The final stage:

Summing up the results of the work done.

Having fun with children and parents "Feast of the Russian samovar".

Holding an open event for teachers "Journey Through Fairy Tales".

ORGANIZATION OF WORK PROJECT

Application of small folklore forms in working with older preschoolers.

Conducting classes using didactic material on children's folklore.

The use of didactic material and small folklore forms in organizing walks, conversations, entertainment, games.

Working with parents to introduce children's folklore folklore.

BASIC PRINCIPLES OF WORK OF A TEACHER

DURING IMPLEMENTATION PROJECT:

- folklore give material without coercion;

Pay maximum attention to children who have difficulty folklore material;

Constantly encourage all the efforts and emotions of the child for a nursery rhyme, a chant, a fable;

Encourage the child’s very desire to learn something new, learn something, tell it at home;

Eliminate negative assessments of the child and the results of his actions;

Compare the child’s results only with his own, and not with the results of others. children.

EXPECTED RESULTS PROJECT:

Development of creative abilities children;

Enrichment and formation of children's speech;

- interest parents in creating a subject-specific development environment in the group.

CHILDREN'S FOLKLORE IN DIFFERENT TYPES ACTIVITIES:

In teaching correct pronunciation;

In communion children to Russian national culture;

In direct educational activities;

In conversations;

In observations

In folk outdoor games;

In games for the development of fine motor skills;

In theatrical activities;

In dramatizations.

PERFORMANCE:

The results of the work show that during the acquaintance children with small folklore forms, through a system of varied educational activities, entertainment, games, tasks, through the creation of a specific subject-development environment in the group and constant cooperation with the parents of students, led to formation and the development of figurative speech in children, as well as to the development of artistic and collective abilities. U children's interest has increased to Russian national culture, they began to develop a stable interest in folklore, children began to use it with pleasure in their lives and activities, through chants, songs, jokes, nursery rhymes, etc.

According to positive reviews from parents and children's work, which was held in a children's institution, was held at a high level. This result can be seen on the graph by level of knowledge children at the beginning of the year and the end.

In the coming years I will continue to work on folklore. I believe that folklore gives a positive charge to children and instills in their souls a love for folk traditions and a love for their homeland.

People's folklore has a beneficial effect on the development of mental and creative abilities, the ability to deal with peers and older people.

In the process of dating children with children's folklore feelings and speech are enriched children, is being formed attitude towards the world around us, as well as the comprehensive development of the child.

CONCLUSION

Children not only enjoy using songs, round dances, reading and acting out fairy tales, nursery rhymes, teasers, and fables, but they also actively participate in the spiritual life of the Russian people.

Our children, leaving kindergarten, firmly know the rules;

Learn to speak the language of kindness;

Be beautiful in action;

Know how to have fun, but remember: “Friendship and brotherhood are more valuable than wealth”;

Love and appreciate your family; “There is harmony in the family, so you don’t need a treasure”;

- appreciate your Fatherland: “A tree is strong with its roots, and the Fatherland is strong with its sons”.

I would like to remember Henri's words Kursage:

« Folklore- the medicine of humanity. If they only took this medicine...”

APPLICATION

Long-term work plan for folklore(senior group) TABLE 1

September "Silver bottom - golden spindle". Stakhnyuk Zh. F., teacher

October "Samovar, samovar, spoon..."

Where did the tea come from? Types of samovar. Stakhnyuk Zh. F., teacher

November “Where it’s warm, there’s goodness”.

Russian subjects, Russian hotel decoration, embroidery, knitting, schedule toys (haze, Khokhloma). Stakhnyuk Zh. F., teacher

December Folklore holiday-winter gatherings

“Where it’s warm, there’s goodness”.

The owner of the room tells the children what gatherings are. Stakhnyuk Zh. F., teacher

Cherepneva L. S.,

music supervisor

January Fun: "Oh, carol, carol". Stakhnyuk Zh. F., teacher

Cherepneva L. S.,

music supervisor

February Pageant "Zayushkina's hut". Stakhnyuk Zh. F., teacher

Cherepneva L. S.,

music supervisor

March "Hello, Merry Maslenitsa".

Learning Maslenitsa songs.

Maslenitsa - we will greet you well with cheese, butter and pancakes, and a ruddy pie. Stakhnyuk Zh. F., teacher

Cherepneva L. S.,

music supervisor

April Quiz by fairy tales: "In the world of fairy tales". Stakhnyuk Zh. F., teacher

May "Round dance at the gate". Game-entertainment. Stakhnyuk Zh. F., teacher

Cherepneva L. S.,

music supervisor

Long-term work plan for folklore(preparatory group) TABLE 2

MONTH Work plan RESPONSIBLE PERSON

September "Miracle Tree"- exhibition of knitted items. Stakhnyuk Zh. F., teacher

October "Emelina Week". Games, fun, stories on behalf of Emelya - a day of respect for Russian ingenuity, cunning, resourcefulness, teasing, teasing. Stakhnyuk Zh. F., teacher

November "Three splinters" (with parents).

Contest "Mom's Tale". Stakhnyuk Zh. F., teacher

December Folklore game"Zavalenka". Task: identify knowledge about children's genres folklore. Stakhnyuk Zh. F., teacher

Cherepneva L. S.,

music supervisor

January Nativity Scenes. Good conquers evil. Making a nativity scene. A nativity scene is a special box divided into three floors. The dolls are attached to the rods, moving along the slots inside the box - the house. The dolls are flat. Stakhnyuk Zh. F., teacher

February Evenings with parents. “In the old days, it used to be that grandfathers...” (share pedagogical secrets). Stakhnyuk Zh. F., teacher

Cherepneva L. S.,

music supervisor

March Maslenitsa week.

Monday - "Meeting".

Tuesday - "Flirting".

Wednesday – "Gourmand".

Thursday - "Broad Thursday", "Walk the Quarter".

Friday - "Mother-in-law's evening".

Saturday - "Sister-in-Law's Gatherings".

Sunday - "Forgiveness Day", "The Kisser". Stakhnyuk Zh. F., teacher

Cherepneva L. S.,

music supervisor

April Learn sayings about the month of April.

Entertainment:

“The month of April is the key to the whole year”.

“If March is with water, then April is with grass”. Stakhnyuk Zh. F., teacher

May Open class for teachers: "Journey Through Fairy Tales". Stakhnyuk Zh. F., teacher

Cherepneva L. S.,

music supervisor

USED ​​BOOKS:

1. Anikin "Russian folklore» . Moscow, 1995.

2. L. V. Byleeva "Russian folk games".

3. V. Gnatyuk "Carols and Schedrovki".Lvov, 1990.

4."Childish folklore» . Kyiv, 1986.

5. Yu. G. Kruglov “Russian folk riddles, proverbs, sayings”. Moscow, "Education",1990.

6. "Winter songs. Carols and shchedrovki". Minsk, 1975.

7. M. Zabelin "Russian people. Its customs, rituals, legends, superstitions". Moscow, 1995.

8. G. Naumenko "Wonderful box". Moscow, Children's literature, 1989.

9. I. M. Snegirev "Russian folk holidays and superstitious rituals".

10. "Games", magazine "Folk art",№9, 1991.

11. I. P. Sakharov "Tales of the Russian People".№8 B.K.R.

12. T. Yu. Kamaeva. Children's musical parties. Laida, 1994.

13. M. Bulatov "Thirty Three Pies" games, counting rhymes, boring fairy tales, riddles. Moscow, 1988.

14. S. And Pushkin "Scenario of national holidays". Moscow, 1998.

15. "Pre-school education" Magazine, 1990, No. 2 Russian folk wisdom; No. 4 folklore; No. 10 nursery rhymes.

16. "Teachers Council".№5,2001;№7.2000.

Russian children's folklore: textbook Kolyadich Tatyana Mikhailovna

Questions for the exam (test)

Questions for the exam (test)

1. Definition of children's folklore. Components of children's folklore, replenishment of the fund, evolution.

2. The first publishers and collectors of children's folklore (P.A. Bessonov, V.I. Dal, A.A. Afanasyev, E.K. Avdeeva, P.V. Shein).

3. Principles of publishing texts. Organization of publications in collections and magazines. The role of the Geographical Society.

5. Study of children's folklore. The role of G.S. Vinogradov in creating an ethnographic basis for the study of children's folklore, the scientist's approaches to the subject. Completion of the process of genre classification of children's folklore.

6. Creative experience O.I. Kapitsa. Analysis of methods and principles of collecting. Analyze one of the adaptations (a fairy tale like “Teremok”) or a collection (like “Tales about Animals”).

7. Forms of folklore. Genre definitions and principles of selection.

8. Lullabies. Definition of the genre, brief history of origin, classification, composition, figurative system, rhythm, artistic means.

9. Pestushki: mechanism of action, classification, structure and form, rhythmic features.

10. Nursery rhymes. Features (use of linguistic means, constant word-formation process, rhythm, imagery, variability). Repeat function. Connection with the game.

11. Jokes: origin, features of rhythm and melody, figurative system, structure, construction, specifics of vocabulary, specifics of syntax.

12. Word games: principles of highlighting, organization of texts. Origin, content and characteristics of cuts, silences, holosyanok.

10. Appeals. Origin, features of the genre.

11. Calls. Origin, features of form.

12. Children's folk calendar: definition, principles of formation, composition, connection with rituals, spiritual poems, content of the calendar, composition.

13. Conspiracies. Fortune telling. Features of the form/genre.

14. Songs. Principles of classification. Features of the form/genre.

15. Fables-reversals: definition, terminology, features, figurative system, composition, storytelling technique, forms.

16. Tongue twisters. Puns. Definition, origin, features, development of genres, functional purpose.

17. Counting books: definition, origin, classification of counting books, structure, rhythm.

18. Riddles: definition, functions, origin, difference between a child’s riddle and an adult’s, artistic means, form, rhyme, language, connection with other genres.

19. Underdresses. One-liners. Lures. Teasing. History of existence, poetics, forms of existence, connection with the game.

20. Fairy tales. Features of the genre of children's folk tales.

21. Horror stories: the history of the appearance of “scary stories”, classification, figurative system; space-time system; main motives; language features.

22. School folklore: history of study, composition, origin, existence, creators, features, development prospects.

22. Albums. Definition, composition, evolution, function of the “girl’s album”, issues, types of heroes.

23. Anecdote: definition, features (role of plot, method of play, originality of composition), language specifics, type of hero, connection with other folklore forms (proverbs, parodies).

24. Parodies. Types and features of school parodies.

25. Sadistic poems: definition, origin, structure; features of rhythmic organization, plot, figurative system.

27. Graffiti: history of origin, main themes, performers (creators), problem of synthesis.

28. Children's secret languages: the reasons and time of the appearance of the children's secret language, lexical composition, varieties, organization, methods of use in the game.

29. Postforms. Interaction of folklore with literary genres.

30. Origin of children's games.

31. Basic systems for classifying games.

32. Types of game sentences and their features.

33. Types of role-playing games and their features.

34. Game rituals, history, artistic means.

35. Improvisation games: origin, features of basic forms.