General developmental program for theatrical activities in pre-schools. Work program for theater activities

"APPROVED"

Head of MBDOU

Kindergarten No. 5 “Squirrel”

Kiselevsk

Gorshkova E. I.

"___"_______________2013

WORKING PROGRAMM

Theater studio

"Colored Peas"

Musical director:

Mogireva Larisa Yurievna

Kiselevsk

2013

Theatrical activities

(middle, high, preparatory group)

EXPLANATORY NOTE

Artistic and aesthetic education occupies one of the leading places in the content educational process preschool educational institution and is its priority. For the aesthetic development of a child’s personality, a variety of artistic activities are of great importance - visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of children’s 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 children preschool age 4-7 years (middle, senior 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, enrich their theatrical experience: children’s knowledge about the theater, its history, structure, theatrical professions, costumes, attributes, theatrical terminology, theaters in 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. Total training sessions per year - 31.

Pedagogical analysis 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 similar in content to the plot of the play, and learn to draw different materials according to 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 through dance moves convey the image of a hero, his character, mood.

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: develop puppeteering skills with rubber, plastic, soft toy tabletop theater.

A 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.

A 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.

A 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.

A 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.

A 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 the actions of the characters.

Fairy tales:"Zayushkina's Hut", Russian folk tale. " Tar goby", 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.

Fairy tales:"Masha and the Bear", Russian folk tale

January February.

Tasks: introduce children to theatrical screens and techniques for driving riding puppets. A 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. Fairy 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”; to express basic emotions: “The fox is eavesdropping,” “Delicious candy,” “ New doll”, “The little fox is afraid”, “Vaska is ashamed”, “Silent”; 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 friends literary subjects using expressive means (intonation, facial expressions, gesture)

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.Fairy 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.

Fairy 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.Fairy 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.

Activity:"Visiting Autumn"

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

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

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

speeches to parents, kindergarten staff,

kids.

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

8. Carrying out

leisure and entertainment

Develop children's interest in various forms performances prepared by older children and adults, and the 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. A 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. A 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. A 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 food

stake theater; encourage children's active participation in puppetry

performance.

Fairy 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”.

Fairy tales:“Cat, Rooster and 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.

Fairy 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.

Fairy tales:"Little fox-sister and Gray wolf", Russian folktale. “Confusion”, K.I. Chukovsky

March - May.

Tasks: develop initiative and independence

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

Fairy 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. Activity:"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 preparatory groups for school.

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).

Preparatory group program

(September - May)

Blocks

Main component

DOW component

1. Basics

puppeteering

September - November.

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

A 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.

A 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.

Fairy 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-

inquisitive", "Round eyes", " old mushroom", "Ugly duck",

"Wrathful Hyena"

April May.

Tasks: develop in children expressive 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.

Fairy 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.

Fairy 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, cook required attributes and decorations for the 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 theater, children's theater, 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. Cultivate a sense of satisfaction from collaboration. 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.

Activity: folklore holiday "Kuzminki".

March - May.

Tasks: encourage creativity

children, the desire to bring joy to the audience.

Activity:"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

Should 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)

Older

Should 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

Should 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 (valet attendant, dance director, etc.)

BIBLIOGRAPHY

Vygotsky L.S. Imagination and creativity in childhood.

Chistyakova M.I. Psycho-gymnastics

Kurevina O.A. Synthesis of arts in aesthetic education of preschool and school children. 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.

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

Group 1 – children 3-4 years old.

Group 2 - children 4-5 years old.

Group 3 - children 5-6 years old.

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

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

Program focus.

Artistic and aesthetic orientation

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

Social and pedagogical orientation

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

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

Novelty of the program

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

Active participation of parents in this program.

Relevance

The problem of developing dialogue speech.

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

Speech development problem: poor lexicon, Not correct pronunciation, inexpressive speech.

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

The problem of organizing gaming activities

The world does not stand still; children have modern toys that do not always have a positive effect on the child’s development. Caregivers and teachers must find new, equally interesting ways to interest the child and direct his play activities in the right direction.

Emotional coldness

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

Pedagogical feasibility

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

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

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

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

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

Purpose of the program:

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

Program objectives:

Cognitive-speech

- expanding children's horizons;

- arouse interest in theatrical activities;

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

Introduce children to types of theater;

Form the correct pronunciation:

Expand words knowledge; make speech brighter and more expressive.

Social-communicative

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

Artistic and aesthetic

promoting the development of students:

Curiosity, aesthetic perception of the surrounding world;

Creative abilities;

Imaginative thinking, imagination, attention.

Distinctive features programs

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

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

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

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

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

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

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

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

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

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

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

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

Circle work mode.

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

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

Forms of work.

Theatrical games.

Rehearsals in theater club.

Teacher's stories about the theater.

Organization of dramatizations

Individual creative tasks.

Writing fairy tales, inventing stories for production.

Conversations-dialogues.

Production and repair of attributes and aids for performances.

Reading literature.

Expected results and ways to check them.

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

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

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

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

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

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

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

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

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

Fundamentals of theatrical culture:

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

   Introduce children to acting skills Meetings with theater actors and watching performances in the preschool theater will help you to create the image of the hero.

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

Culture and technique of speech:

1. intonation;
2. monologue - dialogue;
3. speech games;
4. learning and playing out poems. Form correct pronunciation. The ability to speak beautifully and expressively (intonation, logical stress, voice strength, speech rate). Develop imagination; Expand words knowledge; make speech brighter and more expressive.

Theatrical and gaming activities:

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

Work on the play:

1. familiarity with the script;
2. children trying out different roles;
3. distribution of roles;
4. work on individual episodes;
5. dress rehearsal.

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

Methodological support

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

Forms of activity.

Theater games.

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

Dramatization games.

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

Games - performances.

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

Methods of organizing activities.

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

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

3. Practical: exercises, dramatization.

Results of work and forms of summing up

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

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

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

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

The result of the work done.

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

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

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

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

5. The intonation expressiveness of speech has improved.

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

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

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

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

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

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

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

Bibliography.

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

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

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

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

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

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

Municipal preschool educational institution

"Kindergarten " The Scarlet Flower"Nadym"

MDOU "Kindergarten "Scarlet Flower" Nadym"

ADDITIONAL EDUCATION PROGRAM IN THEATER ACTIVITIES

FOR PRE-SCHOOL CHILDREN AGED 4-7 YEARS OLD

"MASKS"

NADYM

Program passport

Explanatory note

“Theater is a magical world.

He gives lessons in beauty, morality

and morality.

And the richer they are, the more successful they are.

spiritual development is underway

world of children..."

(B. M. Teplov)

The most popular and exciting area in preschool education is theatrical activities. From the point of view of pedagogical attractiveness, we can talk about the versatility, playful nature and social orientation, as well as the correctional capabilities of the theater. It is theatrical activity that allows us to solve many pedagogical tasks concerning 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 gain deeper knowledge the world. At the same time, theatrical play instills in the child a sustainable interest in his native culture, literature, and theater.

Relevance

A person always has a creative beginning, and theater, as a form of art, most fully contributes to the creative development of the personality of preschool children, the manifestation of curiosity, the desire to learn new things, the assimilation of new information and new ways of acting, and the development of associative thinking. Theater is one of the brightest emotional means that shapes the taste of children. It influences the child’s imagination through various means: words, actions, visual arts, music, etc. Theater forms in children determination, composure, mutual assistance, interchangeability, and requires hard work, which contributes to the formation of strong-willed character traits.

The Federal State Educational Standard of October 17, 2013 determined that artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual); the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.). Based on the above, a creative and active personality should be developed.

Creative activity is a personality trait that manifests itself in activity and communication as originality, creativity, and novelty. Creative activity - this is the ability of an individual to proactively and independently find “search zones”, set tasks, highlight the principles underlying certain structures, phenomena, actions, transfer knowledge, skills and abilities from one area to another. Creative activity is manifested in a wide variety of activities, including artistic and theatrical activities.

The educational possibilities of theatrical activities are wide. By participating in it, children get to know the world around you in all its diversity through images, colors, sounds, and the questions posed make them think, analyze, draw conclusions and generalizations. Improvement of speech is also closely related to mental development. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonation structure are improved. The role played and the lines spoken confront the child with the need to express himself clearly, distinctly, and intelligibly. His dialogic speech and its grammatical structure improve.

It can be argued that theatrical activity is a source of development of feelings, deep experiences and discoveries of a child, and introduces him to spiritual values. This is a concrete, visible result. But it is equally important that theatrical activities develop the emotional sphere of the child, make him sympathize with the characters and empathize with the events being played out.

Theatrical activities are the most important means of developing in children the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put oneself in his place in various situations, and find adequate ways to help.

Theatrical activities make it possible to develop the experience of social behavioral skills due to the fact that every literary work or fairy tale for preschool children always has a moral orientation (friendship, kindness, honesty, courage, etc.). Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And he not only knows, but also expresses his own attitude towards good and evil. Favorite heroes become role models and identification. It is the child’s ability to identify with his favorite image that allows teachers, through theatrical activities, to provide positive influence for children.

Theatrical activities allow the child to solve many problematic situations on behalf of any character, which contributes to the realization of the child’s creative powers and spiritual needs, emancipation and increased self-esteem, helps to overcome timidity, self-doubt, shyness, and also demonstrate to his comrades his position, skills, knowledge , fantasy. Thus, theatrical activities help to develop the child comprehensively.

When working with children, five main areas are used: theatrical acting, rhythmoplasty, culture and speech technique, the basics of theatrical culture, and work on a performance.

Theatrical play is a historical development social phenomenon, an independent type of activity, human. She teaches children to navigate in space, build a dialogue with a partner on a given topic; develops the ability to voluntarily tense and relax separate groups muscles, remember the words of the characters in plays; develops visual and auditory attention, memory, observation, imaginative thinking, fantasy, imagination, interest in performing arts; helps to practice clear pronunciation of words and practice diction; develops moral and ethical qualities.

Rhythmoplasty includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of natural psychomotor abilities of preschool children, freedom and expressiveness of body movements, and the acquisition of a sense of harmony of one’s body with the outside world. Develops the ability to voluntarily respond to a command or musical signal, readiness to act in a coordinated manner, engaging in action simultaneously or sequentially; coordination of movements; teaches you to remember given poses and convey them figuratively; develops the ability to sincerely believe in any imaginary situation; teaches you to create images of animals using expressive plastic movements.

Culture and technique of speech - combines games and exercises aimed at developing breathing and freedom of the speech apparatus, correct articulation, clear diction, varied intonation, logic of speech; coherent figurative speech, creative imagination; teaches you to compose short stories and fairy tales, select simple rhymes; pronounce tongue twisters and poems; train clear pronunciation of consonants at the end of a word; use intonations that express basic feelings; replenish your vocabulary.

The fundamentals of theatrical culture are the introduction of children to elementary concepts and professional terminology of theatrical art (features, types of theatrical art, the basics of acting; spectator culture). Fostering a culture of behavior in the theater. Work on the performance is based on the author's plays and includes familiarization with the play, fairy tale, as well as work on the performance - from sketches to the birth of the performance.

Distinctive features of this program:

1. Development of the content side of the educational and educational process, which involves:

An integrated approach to child development and education;

Education of artistic and aesthetic taste;

Formation of emotional and aesthetic perception of the surrounding world through music and movement:

Development of the emotional sphere through the perception of musical and artistic works;

Development creative manifestations in children through immersion in the world of theater and improvisation.

Developing sociability and the ability to communicate with other children and adults. 2. Formation of practical, cognitive and creative experience

activities in classes and performances in front of audiences.

3. Creation of a subject-spatial environment that provides

artistic, aesthetic and creative development based on

theatrical activities.

Purpose of the program– development of children’s creative activity through theatrical art.

Tasks:

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

2. Improve children’s artistic skills in terms of experiencing and 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. Activate children’s vocabulary, improve the sound culture of speech, intonation structure, and dialogic speech.

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

When organizing theatrical activities, the following principles are taken into account:

Daily inclusion of theatrical games in all forms of organization pedagogical process;

Maximum activity of children at all stages of preparation and conduct of games;

Cooperation of children with each other and with adults;

Preparedness and interest of educators; selection of games and exercises taking into account the optimal combination of movement, speech, facial expressions, pantomime in various options;

And also the principles: improvisation, humanity, systematization of knowledge, taking into account individual abilities.

Features of the program implementation

The program focuses the teacher on creating conditions for activating the child’s aesthetic attitudes as an integral characteristic of his worldview and behavior. The content of the program allows you to stimulate children’s ability to imaginatively and freely perceive the world around them (people, cultural values, nature), which, developing in parallel with traditional rational perception, expands and enriches it.

1. Preparatory (group)

Target: give an idea of ​​different types of theatre.

Tasks:

Introduce children to various types of theater (puppet, musical,

theater of animals, etc.).

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

Encourage children to actively participate in theatrical play;

2. Main (subgroup)

Goal: to teach children the elements of artistic and figurative means of expression (intonation, facial expressions, pantomime, puppeteering).

Learn to get used to the created image, distribute roles;

Develop dialogic and monologue speech;

Develop psychophysical abilities (facial expressions, pantomime);

mental processes (perception, imagination, fantasy, thinking,

attention, memory, etc.), creative abilities (the ability to transform,

improvise, take on a role);

Nurture children's communication skills; interest in theater

activities.

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

1. “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.

2. “Visual activities”, 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.

3. “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.

4. “Acquaintance with fiction,” where children become acquainted with literary works that will form the basis for the upcoming production of a 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).

5. “Acquaintance with the surroundings,” where children become familiar with the phenomena of social life and objects in their immediate environment.

Information about the age category of children.

The program is designed for children aged 4-7 years. This age is characterized as the time of mastering independent forms of work, the time of development of intellectual and cognitive activity. Children of the fifth to seventh year of life can already construct from paper, from natural materials, and accompany play interactions with speech. Children begin to master social relationships and understand the subordination of positions in various types of adult activities; some roles become more attractive to them than others. In older preschool age, imaginative thinking continues to develop. Children are able not only to solve a problem visually, but also to make transformations of an object, to indicate in what sequence the objects will interact, but only if the children use adequate mental means. The perception of color, shape and size of the structure of objects continues to improve; Children’s ideas about the world around them are systematized, stability, distribution, and switching of attention develop. There is a transition from involuntary to voluntary attention. Speech continues to improve, including its sound side, phonemic hearing and coherent speech develop, and the grammatical structure of speech improves.

However, children may have difficulty analyzing the spatial location of objects if they encounter a discrepancy between the shape and its spatial location. Poor development of the self-control function in children, insufficient development of concentration, and insufficient ability of the child to retain in memory the meaning of what he read will subsequently become the main reasons for the poor acquisition of knowledge both in preschool and school age.

To prevent difficulties in further learning, from the age of five, appropriate exercises should be performed with the child aimed at filling gaps in the development of certain functions.

The additional educational program of the theater studio "Masks" is implemented over 3 years of study, from October to April - for 28 weeks. Additional educational activities (hereinafter referred to as AEC) on theatrical performance are organized with children 4-7 years old and are held twice a week. Duration for children 4-5 years old - 15-20 minutes, 5-6 years old - 25 minutes, for children 6-7 years old - no more than 30 minutes. Game-based and health-saving teaching methods are used in CED (additional educational activities).

When planning and conducting theatrical activities (hereinafter - TD), the teacher:

Determines the theme and purpose of the theatrical activity;

Indicates the main stages of TD, showing their interrelation and interdependence, as well as articulating the purpose of each stage;

Emphasizes the presence of a teaching moment and consistent reinforcement of new material;

Provides a gradual change in types of speech and verbal-mental tasks of increasing complexity;

TD includes a variety of game and didactic exercises with elements of competition, control over one’s own actions and the actions of peers;

When selecting program material, it takes into account the preschooler’s zone of proximal development, potential opportunities for the development of mental activity, complex forms of perception, and imagination;

Provides techniques that ensure, with an individual approach to children, their involvement in active speech and cognitive activity;

Regularly repeats learned material.

In the process of mastering various techniques, the teacher Special attention should pay attention to the development of perception, motivation, accessible forms of verbal and logical thinking, and cognitive interests.

When conducting theatrical performances, the presence of all components of this activity is taken into account.

Dramatization games;

Exercises for children's social-emotional development;

Diction exercises (articulation gymnastics);

Tasks for speech development intonation expressiveness;

Transformation games, imaginative exercises;

Exercises for the development of plasticity (rhythmoplasty); rhythmic minutes;

Finger play training for the development of hand motor skills;

Exercises to develop expressive facial expressions, elements of the art of pantomime;

Theater sketches;

Stages of the Program implementation

DOD for theatrical performance is aimed at:

1. Children’s participation in theatrical play: acting out poems, songs, nursery rhymes, mini-skits, fairy tales; ownership of a doll, toy, everything available types theater (bi-ba-bo, shadow, flannelgraph theater, toy theater, finger theater, etc.).

2. Expansion theatrical experience: children's knowledge about the theater, its history, theatrical professions, costumes, attributes, theatrical terminology.

This program is designed for 3 years of study for children aged 4-7 years.

In the additional educational program “Masks,” the distribution of the teaching load is presented as follows:

1 year of study – (2 times a week for 1 hour) x 32 weeks = 64 hours;

2nd year of study – (2 times a week for 1 hour) x 32 weeks = 64 hours;

3rd year of study – (2 times a week for 1 hour) x 32 weeks = 64 hours.

One academic hour of a group lesson is equal to:

For children of middle preschool age - 20 minutes of astronomical time

Senior preschool age - 25 minutes of astronomical time

For children of preparatory age for school - 30 minutes of astronomical time.

Classes are held in the afternoon at 15.30

Organization of work according to the program

Forms of work

I. Group classes

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

Principles of conducting classes:

Visualization in learning is carried out on the perception of visual material. Accessibility – the lesson is designed with age characteristics, built on the principle of didactics (from simple to complex)

Problematicism – aimed at finding solutions to problematic situations.

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

Part 1. Introductory

The purpose of the introductory part is to establish contact with children, to set up children to work together. The main work procedures are reading fairy tales, stories, poems, games.

Part 2. Productive

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

Elements of theatrical activity:

Sketches, poems, nursery rhymes, fairy tales, short stories using facial expressions and pantomime are acted out;

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

Rhythmoplasty.

Part 3. Final

The goal of TD is to gain knowledge through the creation of joint performances, games, and quizzes. As well as the child receiving positive emotions.

II. Individual work

In individual lessons, children learn poetry, nursery rhymes, telling and guessing riddles and patterns, dance movements and character-specific movements.

III. Working with parents

Theater and parents

Consultations for parents, surveys - the development of theatrical activities in preschool educational institutions and the accumulation of emotional and sensory experience in children - is a long-term work that requires the participation of parents. It is important that parents participate in theme nights in which parents and children are equal participants.

Involving parents in the production of costumes and attributes - it is important for parents to participate in such evenings as role performers, authors of the text, manufacturers of scenery, costumes, etc. In any case, the joint work of teachers and parents contributes to the intellectual, emotional and aesthetic development of children. Joint performances - parental participation in theatrical activities is required. This evokes a lot of emotions in children and heightens feelings of pride for their parents who participate in theatrical productions.

Methodical techniques

Conversations are conducted with the aim of mastering new material.

Outdoor games are organized to emancipate and relax children during the lesson.

Verbal, board and printed games are organized as a form of activity.

Excursions – conducted for the purpose of enrichment spiritual world child.

Quizzes – held to reinforce the material covered.

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 is carried out with the aim of developing creativity, imagination, and memory.

First year of study

In the first year of study, children will get acquainted with different types of theater, master basic skills in performing arts techniques, and gain experience performing in front of parents and peers.

Expected results

Willingness to act in a coordinated manner, engaging simultaneously or sequentially.

Remember the given poses.

Remember and describe the appearance of any child.

Know 5-8 articulation exercises.

Be able to pronounce tongue twisters at different rates, in a whisper and silently.

Be able to pronounce the same phrase or tongue twister with different intonations.

Be able to form sentences with given words.

Be able to build a simple dialogue.

Be able to write sketches based on fairy tales.

Second and third year of study

The second year of study is a continuation of the first, where children get acquainted with small forms of folklore, with the work of writers and poets, and take part in the manufacture of elements of costumes and scenery. Therefore, the second year of study not only awakens interest in creative design, but is also educational in nature, allowing students to realize their abilities and develop them.

Expected results

Be able to voluntarily tense and relax individual muscle groups.

Orientate yourself in space, evenly positioning yourself around the site.

Be able to move in a given rhythm, at the signal of the teacher, joining in pairs, threes, fours.

Be able to collectively and individually transmit a given rhythm in a circle or chain. Be able to create plastic improvisations to music of a different nature.

Be able to remember the mise-en-scène set by the director.

Master a complex of articulation gymnastics.

Be able to change the pitch and strength of the voice according to the teacher’s instructions.

Be able to pronounce tongue twisters and poetic texts in motion and in different poses. Be able to pronounce a long phrase or poetic quatrain in one breath. Be able to pronounce the same phrase or tongue twister with different intonations.

Be able to compose a sentence from 3-4 given words.

Be able to choose a rhyme for a given word.

Be able to write a story on behalf of the hero.

Be able to compose a dialogue between fairy-tale characters.

Know by heart 7-10 Russian poems and foreign authors.

Used Books

1. Migunova E. Organization of theatrical activities in kindergarten./ N. Novgorod, company “Boomerang”, 2006./

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

3. Naumenko G.M. Folklore holiday in kindergarten and school. M., 2000.

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

5. Pole L. Theater of Fairy Tales. St. Petersburg, 2001.

6. Makhaneva M.D. Classes on theatrical activities in kindergarten. Creative center "Sfera" Moscow, 2007.

7. Antipina E.A. Theatrical activities in kindergarten. - M., 2003.

8. Churilova E.G. “Methodology and organization of theatrical activities for preschoolers and primary schoolchildren” Program and repertoire. – M.: Humanitarian Publishing Center VLADOS, 2004.

9. Burenina A.I. “From game to performance”: Educational and methodological manual. St. Petersburg, 1995. St. Petersburg

10. Migunova E.V. "Theatrical pedagogy in kindergarten." - M.: Sphere shopping center, 2009.

11. Goncharova O.V., Kartashova M.G., Kraseva A.R., Mironichenko S.A., Nabokova V.V., Shakhina Yu.A., Yushkova N.A. “Theater Palette” Program of artistic and aesthetic education / edited by O.V. Goncharova. – M.: TC Sfera, 2010.

Appendix No. 1

Thematic planning

for preschool children 4-5 years old

Total - 64 hours

Thematic planning for preschool children 5-7 years old

Total - 64 hours

Appendix No. 2

Interaction plan with parents in the middle group

Plan for interaction with parents in the senior and preparatory school groups

Appendix No. 3

Mechanism for evaluating the results obtained

The emphasis in organizing theatrical activities with preschoolers is not on the result, in the form of an external demonstration of theatrical action, but on the organization of collective creative activity in the process of creating a performance. 1. Fundamentals of theatrical culture.

High level– shows a strong interest in theatrical activities; knows the rules of behavior in the theater; names different types of theater, knows their differences, and can characterize theatrical professions.

Average level– interested in theatrical activities; uses his knowledge in theatrical activities.

Low level– shows no interest in theatrical activities; finds it difficult to name the different types of theater.

2. Speech culture.

High level– understands the main idea of ​​a literary work, explains his statement; gives detailed verbal characteristics of his heroes; creatively interprets plot units based on a literary work.

Average level– understands the main idea of ​​a literary work, gives verbal characteristics of the main and secondary characters; identifies and can characterize units of literary work.

Low level– understands the work, distinguishes between main and secondary characters, finds it difficult to identify literary units of the plot; retells with the help of the teacher.

3. Emotional-imaginative development.

High level– creatively applies knowledge about various emotional states and characters of characters in performances and dramatizations; uses various means of expression.

Average level– has knowledge about various emotional states and can demonstrate them; uses facial expressions, gestures, posture, and movement.

Low level– distinguishes between emotional states, but uses various means of expression with the help of the teacher.

4. Puppeteering skills.

High level– improvises with puppets of different systems when working on a performance. Average level– uses puppeteering skills when working on a performance.

Low level– has basic puppeteering skills.

5. Fundamentals of collective creative activity.

High level- shows initiative, coordination of actions with partners, creative activity at all stages of work on the performance.

Average level– shows initiative and coordination of actions with partners in collective activities.

Low level– does not show initiative, is passive at all stages of work on the performance.

Since the program is developmental, then achievements achieved demonstrated by pupils during creative events: concerts, creative shows, evenings within the group for showing to other groups, parents.

Expected Result:

1. The ability to evaluate and use acquired knowledge and skills in the field of theatrical art.

2. Using the necessary acting skills: interact freely with a partner, act in the given circumstances, improvise, concentrate attention, emotional memory, communicate with the audience.

3. Possession of the necessary skills of plastic expressiveness and stage speech.

4. Use of practical skills when working on the appearance of the hero - selection of makeup, costumes, hairstyles.

5. Increasing interest in studying material related to the art of theater and literature.

6. Active manifestation of one’s individual abilities in working on the play: discussion of costumes and scenery.

7. Creation of performances of various directions, participation of studio participants in them in various capacities.

Characteristics of levels of knowledge and skills

theatrical activities

High level.

Shows a strong interest in theatrical art and theatrical activities. Understands the main idea of ​​a literary work (play). Creatively interprets its content. Able to empathize with characters and convey their emotional states, independently finds expressive means of transformation. Possesses intonation-figurative and linguistic expressiveness artistic speech and applies it in various types of artistic and creative activities. Improvises with puppets of various systems. Freely selects musical characteristics for characters or uses DMI, sings and dances freely. Active organizer and leader of collective creative activities. Shows creativity and activity at all stages of work.

Average level.

Shows emotional interest in theatrical art and theatrical activities. Has knowledge of various types of theater and theatrical professions. Understands the content of the work. Gives verbal characteristics to the characters in the play, using epithets, comparisons and figurative expressions. Has knowledge of the emotional states of characters and can demonstrate them while working on a play with the help of a teacher. Creates an image of a character based on a sketch or verbal description-instruction from the teacher. Possesses puppeteering skills and can use them in free creative activities. With the help of the director, selects musical characteristics for characters and plot units. Shows activity and coordination of actions with partners. Actively participates in various types of creative activities.

Low level.

Low-emotional, shows interest in theatrical art only as a spectator. Finds it difficult to define different types of theater. Knows the rules of behavior in the theater. Understands the content of the work, but cannot identify plot units. Retells the work only with the help of a supervisor. Distinguishes the elementary emotional states of characters, but cannot demonstrate them using facial expressions, gestures, or movements. Possesses basic puppeteering skills, but does not show the initiative to demonstrate them while working on the performance. Does not show activity in collective creative activities. Not independent, performs all operations only with the help of a supervisor.

DIAGNOSTICS OF THE LEVELS OF SKILLS AND SKILLS OF PRESCHOOL CHILDREN IN THEATER ACTIVITIES IS CARRIED OUT ON THE BASE OF CREATIVE TASKS.

Creative task No. 1

Acting out the fairy tale “Sister Fox and the Gray Wolf”

Goal: to act out a fairy tale using a choice of tabletop theater, flannelgraph theater, or puppet theater.

Objectives: understand the main idea of ​​the fairy tale, empathize with the characters. Be able to convey various emotional states and characters of the characters using figurative expressions and intonation-figurative speech. Be able to compose plot compositions on a table, flannelgraph, screen and act out mise-en-scène based on a fairy tale. Select musical characteristics to create character images. Be able to coordinate your actions with partners.

Material: sets of puppet theaters, tabletop and flannel.

Progress.

1. The teacher brings in a “magic chest”, on the lid of which there is an illustration for the fairy tale “The Little Fox and the Gray Wolf”. Children recognize the heroes of the fairy tale. The teacher takes out the characters one by one and asks them to talk about each of them: on behalf of the storyteller; on behalf of the hero himself; on behalf of his partner.

2. The teacher shows the children that the heroes of this fairy tale from various types of theater are hidden in the “magic chest”, shows in turn the heroes of the puppet, tabletop, shadow, and flannelgraph theater. How are these heroes different? (Children name different types of theater and explain how these dolls act.)

3. The teacher invites the children to act out a fairy tale. Lots are drawn for subgroups. Each subgroup acts out a fairy tale using a flannelgraph theater, a puppet theater and a tabletop theater.

4. Independent activity children on acting out the plot of a fairy tale and preparing a performance.

5. Showing the fairy tale to the audience.

Creative task No. 2

Creation of a performance based on the fairy tale “The Hare’s Hut”

Goal: make characters, scenery, select musical characteristics of the main characters, act out a fairy tale.

Objectives: understand the main idea of ​​a fairy tale and identify plot units (commencement, climax, denouement), and be able to characterize them. Give characteristics of the main and secondary characters. Be able to draw sketches of characters, scenery, create them from paper and waste material. Select musical accompaniment for the performance. Be able to convey the emotional states and characters of the characters using figurative expressions and intonation-figurative speech. Be active in activities. Materials: illustrations for the fairy tale “The Hare's Hut”, colored paper, glue, colored wool threads, plastic bottles, colored scraps.

Progress.

1. Sad Parsley comes to the children and asks the children to help him. He works in a puppet theater. Children will come to the theater with them; and all the puppet artists are on tour. We need to help the kids act out a fairy tale. The teacher offers to help Petrushka, make a tabletop theater ourselves and show the fairy tale to the kids.

2. The teacher helps to remember the content of the fairy tale using illustrations. An illustration is shown depicting the climax, and questions are asked: “Tell me what happened before?”, “What will happen next?” This question must be answered on behalf of the bunny, fox, cat, goat and rooster.

3. The teacher draws attention to the fact that the fairy tale will be interesting to the kids if it is musical, and advises them to choose musical accompaniment for it (phonograms, children's musical instruments).

4. The teacher organizes activities for the production of characters, scenery, selection of musical accompaniment, distribution of roles and preparation of the performance.

5. Showing the performance to children.

Creative task No. 3

Writing a script and acting out a fairy tale

Goal: improvise on the theme of familiar fairy tales, select musical accompaniment, make or select scenery, costumes, act out a fairy tale.

Objectives: to encourage improvisation on the themes of familiar fairy tales, creatively interpreting a familiar plot, retelling it from different persons of the fairy tale characters. Be able to create characteristic images of heroes using facial expressions, gestures, movement and intonation-figurative speech, song, dance. Be able to use various attributes, costumes, decorations, masks when acting out a fairy tale. Show consistency in your actions with partners. Material: illustrations for several fairy tales, children's musical and noise instruments, phonograms with Russian folk melodies, masks, costumes, attributes, decorations.

Progress.

1. The head announces to the children that guests will come to the kindergarten today. They heard that our kindergarten has its own theater and really wanted to attend the performance. There is little time left before they arrive, let's figure out what kind of fairy tale we will show to the guests.

2. The leader suggests looking at illustrations of the fairy tales “Teremok”, “Kolobok”, “Masha and the Bear” and others (at the teacher’s choice).

All these tales are familiar to children and guests.

The teacher offers to collect all the heroes of these fairy tales and place them in a new one, which the children will compose themselves. To compose a tale, you need to come up with a new plot.

What are the names of the parts that are included in the plot? (Commencement, climax, denouement). What actions take place in the beginning, climax, denouement?

The teacher offers to choose the main characters and come up with a story that happened to them. The most interesting collective version is taken as a basis.

3. Children’s activities to work on the play are organized.

4. Showing the performance to guests.

Relevance of the program:
One of the important problems common in our society among young people is indifference and lack of interests. They do not leave the computer, playing computer games day and night; they are not interested in anything else. In addition, young people have many complexes. They are lacking initiative, not independent, uncommunicative, constrained, shy outside virtual world. To overcome these problems, it is necessary to awaken some kind of interest in children at preschool age, develop independence, sociability, creativity, and help overcome shyness and stiffness. And the most fertile ground for this is the theater. In the theater, a child reveals all his capabilities; he feels not himself, but the hero he plays. Therefore, he loses his shyness, stiffness of movements, and all the complexes he has disappear.
Program focus:
This program is aimed at educating creative person in the process of theatrical activity, the development of independence, activity, initiative in the process of mastering the skills of theatrical activity, as well as in other types of activity: communicative, artistic-aesthetic, cognitive. Showing your “I” in drawing, folk arts, in creating poems, inventing stories, expressing a stage image, in one’s vision of some kind of cognitive problem, but at the same time, respect for the team, the ability to make compromises are important points of this program.
Newness of the program:
At preschool age, children are imitative, not independent, and creativity manifests itself only slightly. Children repeat after the teacher and other children a story, a drawing, an image. This program is aimed at developing children's independence in artistic creativity, activity. I want to teach children to come up with their own games, fairy tales, stories, scenarios, and convey them in their own way. stage image. Don’t copy someone else’s, but create and fantasize yourself. The program promotes the development of observation skills in children. Only by observing the behavior of animals and people can children understand the real feelings of those observed and convey these feelings to the viewer. This program covers, in addition to theater, other types of activities: educational, artistic and aesthetic, communicative. Children also show creativity in visual arts - they independently choose material for making various types of theaters, depict fairy tale heroes in their own way, conveying in the drawing their attitude towards him, how he imagines, sees this hero, conveys in the drawing episodes of the story invented by him. In communicative activities, children express their own opinion: “I believe”, “I believe”. It is important to teach a child to think, reflect, and not be afraid to express his own opinion, different from the opinions of others.
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 the aesthetic development of a child’s personality, a variety of artistic activities are of great importance - visual, musical, artistic and speech, etc. An important task of 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.
Theater activities help develop the child’s interests and abilities; contribute to overall development; manifestation of curiosity, desire to learn new things, assimilation of new information and new ways of acting, development of associative thinking; perseverance, determination, manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, and hardworking, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and inventiveness, and the ability to improvise. Theatrical activities and frequent performances on stage in front of spectators contribute to the realization of the child’s creative powers and spiritual needs, emancipation and increased self-esteem. Alternating the functions of performer and spectator, which the child constantly takes on, helps him demonstrate to his comrades his position, skills, knowledge, imagination.
Exercises for the development of speech, breathing and voice improve the child’s speech apparatus. Performing game tasks in the images of animals and characters from fairy tales helps to better master your body and realize the plastic possibilities of movements. Theatrical games and performances allow children with great interest and ease into the world of fantasy, they learn to notice and evaluate their own and others’ mistakes. Children become more relaxed and sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and understand the world around them more subtly.
Using the program allows you to stimulate children’s ability to imaginatively and freely perceive the world around them (people, cultural values, nature), which, developing in parallel with traditional rational perception, expands and enriches it. The child begins to feel that logic is not the only way to understand the world, that what is not always clear and ordinary can be beautiful. Having realized that there is no one truth for everyone, the child learns to respect other people’s opinions, be tolerant of different points of view, learns to transform the world, using fantasy, imagination, and communication with people around him.
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.
Purpose of the program- development of children’s creative abilities through theatrical art, formation of children’s interest in theatrical activities.
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.).
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 of all age groups with various types of theaters (puppet, drama, musical, children's theater and 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.
To develop children's interest in theatrical and play activities.
Tasks of the circle:
1. Develop intonation expressiveness of speech in children.
2. Develop the ability to sense the character of a literary work.
3. Develop expressiveness of gestures and facial expressions in children.
4. Develop the ability to distinguish between genres: nursery rhyme, fairy tale, story, highlight positive and negative qualities characters.
5. Develop the ability to evaluate the actions of heroes, situations, and a sense of humor.
6. Develop children’s ability to take part in dramatizations based on the plots of familiar works of art.
7. Encourage initiative and creativity.
8. Develop the ability to pronounce all sounds cleanly and clearly; coordinate words in sentences.
9. Cultivate a friendly attitude towards each other.
Forms of work.
1. Theatrical games.
2. Classes in a theater group.
3. The teacher's stories about the theater.
4. Organization of performances.
5. Conversations and dialogues.
6. Production and repair of attributes and aids for performances.
7. Reading literature.
8. Design of an album about the theater.
9. Show performances.

The program is compiled taking into account the implementation of interdisciplinary connections in sections:
1. Artistic and aesthetic:
“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 illustrations that are close in content to the plot of the play, learn to draw with different materials based on the plot of the play or its individual characters.
“Rhythmics”, where children learn to convey the image of a hero, his character, and mood through dance movements.
2. “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.
3. “Educational”, 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).
4. “Social - communicative”, 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.
Interaction with parents and specialists:
The work of the circle is more efficient and effective with the participation of specialists from preschool educational institutions: we resort to consultation with a teacher-psychologist to solve social and moral problems in children. Advice from a speech therapist helps improve the speech skills of preschoolers. Other teachers take part in holidays and entertainment in the role of characters. Parents provide assistance in making attributes and costumes for the holidays; participate as characters.
Conversations with parents and their participation in the work of the circle help at home to consolidate the knowledge and skills acquired by children in classes and, thereby, achieve the results we want.
Expected results:
Children master skills expressive speech, rules of conduct, etiquette for communicating with peers and adults.
Show interest and desire for theatrical art.
They are able to convey various feelings using facial expressions, gestures, and intonation.
They independently perform and convey images of fairy-tale characters.
Children try to feel confident during performances.
The subject-spatial developmental environment of the preschool educational institution was supplemented with different types of theaters, manuals, drawings, and card files of creative games.
Close contact has been established with parents.
SUGGESTED ABILITIES AND SKILLS
2nd junior group
They are able to act in a coordinated manner. They know how to relieve tension from individual muscle groups.
Remember the given poses.



Middle group
They are able to act in a coordinated manner.
They know how to relieve tension from individual muscle groups.
Remember the given poses.
Remember and describe the appearance of any child.
Know 5-8 articulation exercises.
They know how to exhale long while taking an imperceptible short breath.
They can pronounce tongue twisters at different rates.
They know how to pronounce tongue twisters with different intonations.
They know how to build a simple dialogue.
They can make sentences with given words.
Senior group
Willingness to act in a coordinated manner, including simultaneously or sequentially.
Be able to relieve tension from individual muscle groups.
Remember the given poses.
Remember and describe the appearance of any child.
Know 5-8 articulation exercises.
Be able to exhale long while inhaling imperceptibly, and do not interrupt your breathing in the middle of a phrase.
Be able to pronounce tongue twisters at different rates, in a whisper and silently.
Be able to pronounce the same phrase or tongue twister with different intonations.
Be able to expressively read a dialogical poetic text by heart, pronouncing words correctly and clearly with the necessary intonations.
Be able to form sentences with given words.
Be able to build a simple dialogue.
Be able to write sketches based on fairy tales.
Preparatory group
Be able to voluntarily tense and relax individual muscle groups.
Orientate yourself in space, evenly positioning yourself around the site.
Be able to move in a given rhythm, at the teacher’s signal, joining in pairs, threes, fours.
Be able to collectively and individually transmit a given rhythm in a circle or chain.
Be able to create plastic improvisations to music of a different nature.
Be able to remember the mise-en-scène set by the director.
Find a justification for a given pose.
Perform simple physical actions freely and naturally on stage. Be able to compose an individual or group sketch on a given topic.
Master a complex of articulation gymnastics.
Be able to change the pitch and strength of the voice according to the teacher’s instructions.
Be able to pronounce tongue twisters and poetic texts in motion and in different poses. Be able to pronounce a long phrase or poetic quatrain in one breath.
Know and clearly pronounce 8-10 rapid-fire words at different rates.
Be able to pronounce the same phrase or tongue twister with different intonations. Be able to read a poetic text by heart, pronouncing the words correctly and placing logical stresses.
Be able to build a dialogue with a partner on a given topic.
Be able to compose a sentence from 3-4 given words.
Be able to choose a rhyme for a given word.
Be able to write a story on behalf of the hero.
Be able to compose a dialogue between fairy-tale characters.
Know by heart 7-10 poems by Russian and foreign authors.
Contents of the program.
The content of the program includes eight main blocks presented in the table. Let's list them.
Block 1 – basics of puppeteering.
Block 2 – basics of puppet theater.
Block 3 – 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 blocks 1, 5, 8 are implemented in one to 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.

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 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 goals:

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. To familiarize children of all age groups with various 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 at 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 a maximum focus on creativity, children’s acquisition of their own experience of creative activity.

The principle of a holistic view of the world.

This personal attitude child to the acquired knowledge and the ability to apply it in their practical activities.

The principle of variation.

It requires children to understand the possibility of various options for solving problems.

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. Note the character of the music that gives full character hero and his image.

"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 preschoolers, their acquisition of a sense of harmony of their body with the world around them, 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 end of the school year) and, most importantly, on the tasks set by the teacher.

View puppet shows and conversations on 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

Stuffed 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 made of 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.

must 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 process theatrical activities children learn in artistic form express feelings and thoughts and, thereby, liberate your 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» .