What is theatrical activity in kindergarten. Theatrical activities in the dhow
Theatrical activities in the preschool educational institution
Goals:develop creative independence, aesthetic taste
in the transfer of the image; intelligibility of pronunciation;
to consolidate the ability to use means of expression (posture, gestures, facial expressions, intonations, movements);
cultivate a love for the theater;
develop the independence of preschoolers in the organization
theatrical activities;
spiritual and moral education of preschool children, the formation of their cultural values, the development of intellectual and personal qualities.
Tasks:
develop imagination, artistry, courage when speaking to the audience; to form the creative beginning of the child's personality;
creation of a creative atmosphere, an atmosphere of goodwill,
support for educational systems that create conditions for the participation of children in creative purposeful joint activities, their moral and aesthetic education, the development of the emotional sphere, the formation of self-confidence;
strengthening cultural ties between teachers and families of pupils, supporting the organization of meaningful leisure in the family, interest in the theater and theatrical activities, events in the cultural life of the city;
organizing conditions for theatrical games, developing children's interest in visiting professional theaters.
Monday
"Magic World of Theater"
25.03.2013Morning:
Conversation "History of the theater" (video presentation)
Target: tell children about the origin of the theater, the history of its development.
Morning exercises with elements of psycho-gymnastics.
Target: increase psychophysical activity, mood.
(children depict animals from fairy tales, the teacher pays attention to facial expressions, pantomime, tension and relaxation of the muscles of the body).
Evening:
Puppet theater "Teremok".
Target: develop verbal and pantomimic expressiveness; activate speech, develop speech expressiveness; to consolidate the skills of manipulating bi-ba-bo dolls.
Staging progress:
Children are invited to choose the hero of the fairy tale they want to voice; remember the sequence of actions. The teacher draws the child's attention to the features of the selected character.
The screen is installed. Spectators take their seats. The teacher offers to turn into fabulous animals and start a fairy tale.
The teacher leads the main plot line, the children voice the characters.
At the end of the performance, the teacher thanks the children for an interesting performance; the audience is interested in which of the characters they liked best, why.
The play can be repeated with other children.
Tuesday
"Such a different theater"
26.03.2013Morning:
Conversations of young theater-goers about the types of theaters.
Target: give an idea of the different types of theaters, their purpose and purpose.
Day:
Plot - role-playing game "We came to the theater."
Target: in a playful environment to give children an idea about the theater, the rules of conduct during the performance, and the intermission.
Game progress:
The teacher gathers the children and informs them that today they will go to an impromptu theater. Do children know how to behave in the theater? What happens in the hall, behind the scenes? Etc. The teacher offers to distribute roles among the participants in the game. The game takes place with the direct participation of the educator who directs the game activity.
At the end, the results are summarized.
Evening:
Entertainment game-dramatization "Mitten" ("Wintering").
Target: develop the expressiveness of speech and pantomime of children; to consolidate knowledge of the content of a fairy tale, the ability to use the attributes of the theater.
The course of the dramatization game:
The teacher offers to name magical objects with which you can get into a fairy tale. The children are called.
Then the teacher takes out the masks and invites the children to turn into animals from the fairy tale "Rukovichka". In the process of play-dramatization helps children. In the end, thanks to everyone for an interesting performance.
Wednesday
“We are artists, we are spectators!”
27.03.2013Morning:
Surprise moment: acquaintance of children with a doll "living hand".
Target: talk about the variety of puppets in the theater, give an idea of how to manipulate this puppet.
Psychogymnastics "Cat Leopold and mice".
Target: develop pantomimic expressiveness, emotional, communicative sphere of children, teach to regulate muscle tension and relaxation; determine the nature of movements in accordance with a given image; develop imagination.
Day:
Drawing competition "Magic world of theatre".
Target: to enable children to convey in the drawing their vision of the theater, stage, heroes of performances; development of creative and graphic abilities.
Evening:
Dramatization games, director's games using a puppet "with a living hand".
Target: develop imagination, pantomimic expressiveness.
The course of the dramatization game:
The teacher suggests remembering what the children learned about the doll "with a living hand." Those who wish to play are invited, a screen is put up. Children are encouraged to come up with and beat a story.
Further, the game can go beyond the "theater", i.e. children can use the doll "with a live hand" for their games.
Thursday
"Puppet Master"
28.03.2013Morning: Psycho-gymnastics "Save kindness."
Purpose: to distinguish and name the emotions of pleasure, surprise, admiration and joy, to adequately respond to them; develop attention, learn to relax.
Production of figurines for the theater on a flannelograph.
Purpose: to instill love for manual labor, to arouse interest in creative activity; learn to highlight the features of the character in the manufacture of figures.
Evening:
Theater on flannelgraph based on nursery rhymes and poems.
Target: consolidate knowledge of nursery rhymes and poems; develop children's speech, expressiveness, artistry, develop imagination.
Game progress:
The teacher draws the attention of the children to the house and the doll on the flannelgraph. Talks about her. Tells riddles to children. The answers are placed on the flannelgraph. Then the teacher invites the children to perform a nursery rhyme about the chosen hero. At the end, the doll invites everyone to drink tea. Theater smoothly turns into a game.
Friday "Theatre, theater!"
29.03.2013
Morning:
Exhibition - presentation in a group of different types of theater "Play with us!"
Purpose: to show the variety of theaters in the group.
Photo collage "Give us an applause!"
Target: show the work of educators and children in theatrical activities organized in a group.
Psychogymnastics. Etudes: “Flower”, “Kitty woke up”, etc.
Target: develop imagination, the ability to adequately express emotions of pleasure, joy; be able to plastically convey reincarnations.
Evening:
Theatrical games using human puppets
Target: give an idea of a new type of dolls: "dolls-people"; develop imagination, pantomimic expressiveness; be able to organize their theatrical activities, taking into account the chosen character.
Game progress:
Show children costumes for human dolls; talk about their use and purpose. Tell how it can be used in theatrical games; Where can you find these dolls? Offer to organize a game using the proposed costumes.
If the children find it difficult, offer to stage, play a fragment from the cartoon with a similar character.
Finally, make a comparison between different types of theater; different dolls: which one you like more, which one is more interesting to play with; Which one of Cookom can be used in daily gaming activities.
* * * * *
Development of poster information for parents on supporting the organization of meaningful leisure in the family, interest in the theater and theatrical activities.
“The theater is a magical world.
He gives lessons in beauty, morality
and morality.
And the richer they are, the more successful
the development of the spiritual world
children…”
(B. M. Teplov)
The whole life of children is full of play. Every child wants to play their part. Teaching a child to play, take on a role and act, while helping him to gain life experience - all this helps to make the theater.
Theater is a means of emotional and aesthetic education of children in kindergarten. Theatrical activity allows you to form the experience of social behavior skills due to the fact that each fairy tale or literary work for preschool children always has a moral orientation (kindness, courage, friendship, etc.). Thanks to the theater, the child learns the world not only with his mind, but also with his heart and expresses his own attitude towards good and evil. Theatrical activity helps the child overcome shyness, self-doubt, shyness. Theater in kindergarten will teach the child to see the beautiful in life and in people, it will give rise to the desire to bring beauty and kindness into life. Thus, the theater helps the child to develop comprehensively.
Target: Organize the implementation of these tasks through all types of children's activities aimed at shaping the creativity and personality of the child in children.
Tasks:
- To create conditions for the development of children's creative activity in theatrical activities (encourage performing creativity, develop the ability to freely and liberatedly hold on during a performance, encourage improvisation by means of facial expressions, expressive movements, intonation, etc.).
- Introduce children to theatrical culture (introduce the device of the theater, theatrical genres, with different types of puppet theaters).
- Provide conditions for the interconnection of theatrical with other activities in a single pedagogical process (music classes, sports activities, excursions, etc.).
- Create conditions for joint theatrical activities of children and adults (staging joint performances with the participation of children, parents, employees, organizing performances by older children in front of younger ones).
- Contribute to the self-realization of each child and the creation of a favorable microclimate, respect for the personality of a small person.
Designing a subject-developing environment:
- Take into account the individual social and psychological characteristics of the child.
- Features of his emotional and personal development.
- Interests, inclinations, preferences and needs.
- Curiosity, research interest, creativity.
- Age and gender characteristics.
| Topic of the lesson The form |
Target | Month | Add-ons | |
| 1. Conversation - dialogue: “We are going to the theater” 2. Game: “Let's try to change” 3. “Rhymed Movements” |
1. Activate the creative manifestations of children. 2. Develop a sense of beauty, cultural behavior skills, the need to learn new things. 1. Develop the ability to understand the interlocutor. 1. Exercise children in the ability to coordinate words and actions. |
September | Theatrical zone of the kindergarten Musical accompaniment |
|
| 1. Game: “Where we were, we will not say, but what we did, we will show” 2. “Verbal commenting” 3. Puppet show: “Naughty Masha” 4. Toys, folk games and fun |
1. To teach children to adequately convey their own affective states in movement, facial expressions, intonation (boasting, fear, joy). 2. Develop the ability to voluntarily strain and relax muscles. 1. To teach to bring the idea of a fairy tale to children. 1. Create an emotionally favorable atmosphere in kindergarten. 1. Continue to acquaint children with the conditions of life and life of people. |
October |
Reading the fairy tale “Bunny is a know-it-all” teachers, Toys made of wood, clay, straw, rag dolls, modern toys. |
|
| 1. “Theatrical professions” (2 weeks) 2. Pantomimes: “Dream”, “Fright”, “Sadness”, “Joy”, “Boasting” 3. Shadow theater: "The birds fly away" |
1. Clarify children's knowledge of theatrical professions (director, make-up artist, costume designer, prompter, actor, operator, stage worker, etc.), consolidate labor skills. 2. Develop children's communication skills, creative thinking, imagination. 3. To instill in children a love for theatrical art. 1. To teach children to represent their own position in choosing the way to implement actions, the image of a literary character. 1. To teach children how to make scenery for a shadow theater in the form of drawing, cutting, decorating with any technique. |
November | Pictures with professions Teachers, parents, children |
|
| 1. Psycho-gymnastics 2. Dramatization 3. Making masks and costumes according to the fairy tale: “Mitten” 4. Solving the crossword: “Theatrical professions” |
1. Teaching children to guess by expressive performance fairy-tale heroes (evil prince, Alyonushka) their emotional states. 2. Develop the ability to switch from one image to another. 1. Teach children to recognize characters by their characteristic features. 1. Involve parents and children in the manufacture of attributes, masks for a fairy tale. 1. Expand the horizons of children. |
December |
Theater area, costumes, masks Crossword |
|
| 1. Visiting New Year's performances in the drama theater (2 weeks) 2. Making a photo album: |
1. To develop in children an interest in stagecraft. 2. Activate cognitive interest in the theater. 3. To educate children's "spectator culture". 4. Activate children's vocabulary: stage, curtain, performance, applause, screenwriter, understudy, etc. 1. Continue to teach children to generalize the accumulated experience, the development of friendly relationships. |
January | Parents, children | |
| 1. Reading tongue twisters 2. Chainwords, 3. Viewing a video cassette on a fairy tale: “Twelve months” 4. Drawing according to the fairy tale “Twelve months”. 1. Lesson: “We read funny poems and add a rhyme word” 2. Rhythmization exercises: “Movements of the heroes of a fairy tale” 3. Table theater based on the fairy tale: “Bean Seed” |
1. Continue to introduce the genre features of tongue twisters. 2. Practice diction in children by pronouncing tongue twisters, develop it. 1. Continue to teach children to solve puzzles on the topic of the theater, theatrical genres, means of artistic expression for a specific letter: p, k, a. 1. Help children understand and comprehend the meaning of the fairy tale, the mood of its characters. 1. Exercise children in creating a plot for this work, in conveying the relationship between the created images. 1. Create a positive emotional state. 1. Continue to teach children to convey the rhythmic movements of the heroes of fairy tales. 1. Involve children and parents in the manufacture of characters from plasticine, papier-mâché, fabric. |
February |
Chainwords, puzzles Dow Video Salon teachers, children, Fairy tale pictures |
|
| 1. Game: “Guess by the music” 2. Activity: “A friend will always come to the rescue” 3. Musical fairy tale for parents: “Aibolit and sparrow” 1. Psycho-gymnastics 2. Lesson - quiz: "We love fairy tales" 3. “Fabulous |
1. To teach children to verbally fantasize on a musical composition. 2. Develop a sense of rhythm, the dynamics of the musical image and understand the mood in the melody. 3. Continue the plot according to the musical composition. 1. Help children understand the interdependence of people and their need for each other. 1. Involve parents in making costumes for the fairy tale. 1. Continue to teach children to identify problem situations from a rhythmic pattern. 1. To consolidate the ability of children to use various means of expression in the transfer of images of heroes. 1. Develop the artistic and creative abilities of children. |
April | Music Hall Poems and stories about friends, stories from personal experience teachers, children Images, Parents, children, |
|
Estimated results of children:
- Children should master the skills of expressive speech, the rules of good manners, behavior, etiquette of communication with peers and adults.
- Be able to convey various feelings using facial expressions, gesture, intonation.
- Show interest, desire for theatrical art.
- Independently perform and transmit images of fairy-tale characters.
- Interact collectively and in concert, showing their individuality.
Natalia Sankova
In pedagogy and psychology, the problem of the relationship between personality and creativity is actively discussed. Preschool pedagogy today is looking for ways to develop children in purely childish forms. activities as opposed to school-type education. It is the game that should be mainly used by specialists and teachers in preschool educational institutions.
L. S. Vygotsky defined the game as the leading activity at preschool age. L. I. Bozhovich considers it necessary that the presenter activity constituted the main content of the life of the children themselves. Thus, the game is a kind of center around which the main interests and experiences of children are concentrated. is a type of game.
Theatrical activities in a kindergarten can organizationally permeate all regime moments: be included in all classes, in a joint activity children and adults in their free time, carried out independently children's activities. Theatrical activities can be organically included in the work of various studios and circles; products theatrical activities(Staging, dramatization, performances, concerts, etc.) can be included in the content of holidays, entertainment and leisure.
Theatrical game in NOD: during directly educational activities of the teacher include theatrical game as a game technique and a form of teaching children. In educational activities are introduced characters which help children acquire certain knowledge, skills and abilities. Game form of educational activities promotes the emancipation of the child, creating an atmosphere of freedom and play.
Free joint activities for children and adults: it's a joint children's walking activities, outside the GCD. This includes game situations of walks, organization of games in playrooms, reading fiction, followed by playing plot episodes outside the GCD during the day, drawing games on a free topic, construction games with dramatization.
Theatrical game in independent children's activities: in independent children's games, characters and plots that excited children are reflected. So, children often play Snow Maiden and Santa Claus, creating a new world of the New Year holiday in the playroom. Vivid plots, games, round dances, learned in a joint free activities of children and adults, in games, activities, also contribute to the emergence of independent theatrical games for children. Theatrical activity contributes to to make the life of children in the group more exciting, more diverse.
Using theatrical activities in the system of teaching children in a preschool educational institution, teachers can solve a complex of interrelated tasks: cognitive development; social development; speech development; aesthetic development; movement development.
The development of versatile ideas about reality (different types theater, professions of people creating a performance).
Observation of natural phenomena, animal behavior (for transmission by symbolic means in a play-dramatization).
Ensuring the relationship of design with theatrical game for the development of dynamic spatial representations.
Development of memory, learning the ability to plan your actions to achieve results.
Formation of positive relationships between children in the process of joint activities;
Raising a culture of knowledge of adults and children (emotional states, personal qualities, assessment of actions, etc.);
Raising a child's self-respect, a conscious attitude towards his activities;
Development of emotions;
Education of ethically valuable ways of communication in accordance with the norms and rules of life in society.
Promoting the development of monologue and dialogic speech;
Vocabulary Enrichment: figurative expressions, comparisons, epithets, synonyms, antonyms, etc.;
Mastery of expressive means communication: verbal (control of tempo, volume, pronunciation, intonation, etc.) and non-verbal (facial expressions, pantomime, postures, gestures).
Introduction to highly artistic literature;
Imagination development;
Joining the joint design- activities on modeling costume elements, scenery, attributes;
Creation of an expressive artistic image;
Organization of teamwork when creating multi-figure subject compositions:
Learning to independently find image techniques, materials.
Coordination of actions and accompanying
The ability to embody the mood, character and process of image development in a creative movement;
Expressiveness of the performance of the main types of movements.
Theatrical activity represented in the preschool educational institution by puppet theater and theatrical games, which are divided into two groups: director's games and dramatization games.
To organize a children's theater we need puppets of various systems that form certain skills and abilities in children that stimulate children's creativity (song, dance, play, encourage improvisation on children's musical instruments. Of all types of puppetry theater most popular in kindergarten picture theater(on flannelgraph, cardboard, table). Theatre toys and parsley is also of interest.
By way of management theatrical dolls are divided into two main types - riding and floor. Mounted are those that the puppeteer controls from behind a screen. In turn, they are glove and cane. floor dolls "work" on the floor, the puppeteer controls them in front of the audience. Outdoor puppets include puppets and large puppets.
Directing games in preschool educational institutions include board games theatrical games: desktop toy theater, desktop picture theater, shadow theatre, theater on flannelgraph.
Here, a child or an adult is not himself a protagonist, he creates scenes, plays the role of a toy character - voluminous or planar. He acts for him, depicts him with intonation, facial expressions. The child's pantomime is limited. After all, he acts as a fixed or inactive figure, a toy.
Dramatization games are based on the role player's own actions, which may use bibabo puppets or characters worn on fingers. In this case, the child plays on his own, mainly using his own means. expressiveness: intonation, facial expressions, pantomime. Participating in dramatization games, the child, as it were, enters into the image, reincarnates into it, lives its life.
Dramatization games with fingers - the child puts attributes on his fingers, but, as in dramatization, he himself acts for the character. (For example, fairy tales "Turnip", Goat and seven kids", "Swan geese". The display of such fairy tales can be shown by two or three children, who are located behind the screen).
Dramatization games with bibabo dolls - in these games, a doll is put on the fingers of the hand. The movements of her head, arms, torso are carried out with the help of movements of the fingers, hands.
Improvisation - playing a theme, a plot without prior preparation, a very complex, but also an interesting game.
Theatrical games are closely related to the role-playing game and are a variation of it. The prerequisites for a role-playing game appear in a child at about the age of three, and the game itself reaches its peak at 5-6 years old, theatrical the game reaches its peak at 6-7 years of age. role-playing and theatrical the game has a common structure: creative concept, plot, content, game situation, role, role-playing and organized actions and relationships, rules. The difference between role-playing and theatrical play is that in the role-playing game, children reflect life phenomena, and theatrical games develop according to a pre-prepared scenario, which is based on the content of a fairy tale, poem, story. The finished plot, as it were, leads the game. In a role-playing game, there is no final product, the result of the game, and in theatrical there may be such a product - a staged performance, a staging.
Kinds theaters for all age groups
Finger theatre- contributes to better control of the movements of one's own fingers.
Theatre puppets on the table - contributes to the possession of the technique of managing table puppets theater(dolls made of paper cones, cylinders, boxes, toys made of fabric, fur, foam rubber, etc.
spoon theater, riding puppets (bibabo, puppets on the gape*)- introducing children to theater screen, the basics of puppetry.
Acquaintance with puppets, puppets with "live hand", learning how to control these dolls.
Introduction to puppets "live hand", puppet people and cane puppets; learning how to work with these dolls:
* dolls on a hapiet - a wooden rod.
* puppet puppet - is set in motion with the help of a vaga cross, to which a toy is suspended on strings.
* human dolls - the child puts on a costume made of foam rubber covered with fabric.
* doll with "live hand"- instead of the hands of the puppet, the hands of the puppeteer in gloves. The doll consists of a wooden rod, papier-mâché head. On a groove cut around the neck, a freely hanging suit is held.
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Anatoly Vasilievich Shchetkin
Theatrical activity in kindergarten. For classes with children 5-6 years old
From the author
I would be immensely happy if my experience in organizing theatrical activities in a preschool educational institution turned out to be useful to all those who are engaged in theatrical activities with children, and those who dream of devoting themselves to art in the future, whose name is theater.
I express my gratitude Valentina Stepanovna Parfenova, Honorary Worker of General Education of the Russian Federation, Head of the Center for Children's Development of the Chaika Kindergarten for a creative idea, moral and material support.
Anatoly Shchetkin
Formation of the creative personality of the child by means of theatrical activity
Today, when the problem of preschool education and upbringing is being widely and fundamentally solved and the tasks facing teachers of preschool educational institutions are becoming more complicated, the task of introducing children to theatrical activity from an early age remains very important.
Creative activity and the development of a person's creative abilities are an integral part of the socio-economic and spiritual directions of the modern social order. The word "creativity" in the social sense means to look for, to depict something that has not been encountered in past experience, individual and social. Creative activity is an activity that gives birth to something new; free art of creating a new product that reflects the personal "I". Creativity is not only the creation of something new in material and spiritual culture, but also the improvement of oneself by a person, primarily in the spiritual sphere.
Children's creativity is one of the urgent problems of preschool pedagogy and child psychology. It was studied by L. S. Vygotsky, A. N. Leontiev, L. I. Venger, N. A. Vetlugina, B. M. Teplov, O. M. Dyachenko, A. I. Volkov and many others.
Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, lies deep in his nature and is reflected spontaneously, because it is connected with the game. The child wants to translate any of his inventions, impressions from the life around him into living images and actions. Entering the character, he plays any role, trying to imitate what he saw and what interested him, and getting great emotional pleasure.
Theatrical activities help develop the interests and abilities of the child; contribute to the overall development; the manifestation of curiosity, the desire for new knowledge, the assimilation of new information and new ways of action, the development of associative thinking; perseverance, purposefulness, manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, hard work, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, the ability to improvise. Theatrical activities and frequent performances on stage in front of the audience contribute to the realization of the creative forces and spiritual needs of the child, emancipation and self-esteem. The alternation of the functions of performer and spectator, which the child constantly assumes, helps him to demonstrate to his comrades his position, skills, knowledge, and imagination.
Exercises for the development of speech, breathing and voice improve the speech apparatus of the child. Performing game tasks in the images of animals and characters from fairy tales helps to better master one's body, to realize the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, teach them to notice and evaluate their own and other people's mistakes. Children become more liberated, sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and cognize the world around them more subtly.
Organization and design of the developing subject-spatial environment of the theater studio
Kindergarten is a special institution, it is practically a second home for its employees. You always want to decorate the house, make it cozy and warm, not like others.
The hands of educators and parents created unique options for the development environment. Unfortunately, the work of many educators remains unclaimed to the end. Of course, children and their parents are happy with new finds, but not always the original design of the premises, invented games and toys become the property of other teachers.
What is meant by the concept of a developing object-spatial environment in a preschool institution?
Here is the definition of the concept of the doctor of psychological sciences S. L. Novoselova: “Developing subject environment is a system of material objects of a child’s activity that functionally models the content of the development of his spiritual and physical appearance. An enriched environment presupposes the unity of social and natural means of ensuring the diverse activities of the child. The main elements of the subject environment are architectural and landscape and natural and ecological objects, art studios, playgrounds and sports grounds and their equipment; large-sized, proportional to the growth of the child designers (modules); thematic sets of toys, manuals; audiovisual and information means of education and training. The equipment of the upbringing and educational process of one or another educational institution is formed in direct proportion to the content of education, age, experience and level of development of children and their activities.
How to organize and design the subject environment of the theater studio?
Theatrical activities should provide children with the opportunity not only to study and learn about the world around them with the help of fairy tales, but also to live in harmony with it, to receive satisfaction from classes, various activities, and successful completion of the task. And from this point of view, the organization of the theater space is of great importance. The visual characteristic of the theater studio, that is, what children see around them in class, is an important condition for emotional education. Everything matters here: the color of the walls and ceiling, the furniture, the division of space into functional zones, the variety of games, toys, masks, the availability of space for children to play on their own. Everything that surrounds the child largely determines his mood, forms one or another attitude to objects, actions, and even to himself.
It is known that a child gets acquainted with the world around him with the help of vision (visual analyzer), hearing (auditory analyzer) and movements (motor analyzer). Everything that surrounds him should develop these senses and provide him with the necessary psychological comfort.
When organizing and designing the developing subject-spatial environment of the theater studio, one should rely on the following principles:
The principle of integration and flexible zoning, indicating that the living space in the theater studio of a preschool institution should make it possible to build non-overlapping areas of activity, which will allow children, in accordance with their desires and interests, to freely engage in activities without interfering with each other;
The principle of activity, stimulating the activity and cognitive activity of the child; the stimulating factor is the situation of free choice of the purpose of the action;
The principle of freedom and independence, which allows the child to independently determine his attitude to the environment: perceive, imitate, create; independently choose what he likes;
The principle of novelty, which allows to overcome the stereotype and monotony of the environment;
The principle of the illusion of life's truth, which allows you to put children in such conditions under which they could get the mental and actual opportunity to succumb to the created deception and believe that they are not dealing with props, but with real, genuine objects.
For successful theatrical activity, it is extremely important to have a separate room, which must be arranged in a developing environment. Probably, I was lucky that at the time when I started to create and design the subject-spatial environment of the theater studio, a wonderful, talented, professional graphic designer Irina Nikolaevna Bendyukova worked in the kindergarten. Thanks to her help, the theater studio has today's form and content.
And it all started with the idea of a play space.
Naturally, before the first meeting with the artist, I had to see in the future how productively, expediently to use the separate room allocated to me. How to make it fit into the space of the room:
b) balcony (ship), parterre;
c) wardrobes for storing costumes, masks and props;
d) piano.
The following sections had to be included in the plan for preparing the design of the subject-spatial environment of the theater studio.
1. Design of the zones of the room (with a detailed description of each zone):
b) balcony (ship), parterre;
c) wardrobes for storing costumes, masks and props; place for piano;
2. Logistics support for registration (with a detailed description of the required materials (wood, fabrics, metal structures, etc.), indicating their quantity required for registration).
3. Organizational issues (indicating the objects of work, deadlines and those responsible for implementation).
4. Financial work (indicating the ways of financing the design of the theater studio):
a) financial resources from the accounting department of the kindergarten, funds from additional services for the development of the subject-spatial environment of the theater studio;
b) material and financial assistance of sponsors;
c) gratuitous assistance of parents.
After agreeing and approving the preparation plan and design sketch for the subject-spatial environment of the theater studio by the administration of the kindergarten, the head of the theater studio proceeds to implement the design plan.
I would like to wish the future organizers of the design of the playing space for theatrical activities to remember that there are no hopeless situations, you can always find one or another design option. We must strive to create such an atmosphere, an environment for children, so that they always play with great desire and comprehend the amazing, magical world. A world whose name is theater!
Program tasks
Theatrical play
Theatrical play is a historically established social phenomenon, an independent type of activity inherent in man.
Tasks. To teach children to navigate in space, to be evenly placed around the site, to build a dialogue with a partner on a given topic; develop the ability to voluntarily strain and relax individual muscle groups; memorize the words of the heroes of the performances; develop visual, auditory attention, memory, observation, figurative thinking, fantasy, imagination, as well as interest in theatrical art. Exercise in a clear pronunciation of words, practice diction. To educate moral and ethical qualities, a culture of behavior in the theater and in life, goodwill, contact with peers, love for folklore.
Rhythmoplasty
Rhythmoplasty includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of natural psychomotor abilities of preschoolers, their acquisition of sensations of harmony of their body with the outside world, the development of freedom and expressiveness of body movements.
Tasks. To develop the ability to arbitrarily respond to a command or a musical signal, the willingness to act in concert, turning on simultaneously or sequentially. Develop coordination of movements; learn to remember the given poses and figuratively convey them. Develop the ability to sincerely believe in any imaginary situation. To achieve the creation of the image of animals with the help of expressive plastic movements. Cultivate humane feelings.
Culture and technique of speech
This section combines games and exercises aimed at developing breathing and freedom of the speech apparatus.
Tasks. Develop speech breathing and correct articulation, clear diction, varied intonation, logic of speech; to develop coherent figurative speech, creative imagination, the ability to compose short stories and fairy tales, to select the simplest rhymes. Learn to pronounce tongue twisters and poems, train a clear pronunciation of consonants at the end of a word. Learn to use intonations that express basic feelings. Expand your child's vocabulary.
Fundamentals of theatrical culture
This section is designed to provide conditions for preschoolers to acquire elementary knowledge and concepts, professional terminology of theatrical art. The section includes the following main topics: features of theatrical art; types of theatrical art, the basics of acting. Spectator culture.
Tasks. To acquaint children with theatrical terminology; with the main types of theatrical art; to cultivate a culture of behavior in the theater.
Work on the play
Tasks. Learn to compose sketches based on fairy tales, fables; develop skills of action with imaginary objects; learn to find keywords in individual phrases and sentences and highlight them with your voice; develop the ability to use intonations expressing a variety of emotional states (sad, joyful, angry, surprising, admiring, plaintive, contemptuous, condemning, mysterious, etc.); replenish vocabulary, figurative structure of speech.
General program tasks
To form and activate the cognitive interest of children.
Remove tightness and stiffness.
To develop visual and auditory attention, memory, observation, resourcefulness, fantasy, imagination, imaginative thinking.
Develop musical ear.
Develop the ability to coordinate their actions with other children.
Develop the ability to communicate with people in different situations.
Develop an interest in performing arts.
Develop the ability to believe in any imaginary situation (transform and transform).
Develop skills of action with imaginary objects.
Learn to compose etudes based on fairy tales.
Learn to improvise dramatization games on the themes of familiar fairy tales.
Develop a sense of rhythm and coordination of movements.
Develop plastic expressiveness and musicality.
Develop motor skills, agility, mobility.
Learn to create images of living beings with the help of expressive plastic movements.
Develop the ability to use a variety of gestures.
Develop speech breathing and correct articulation.
Develop diction based on reading tongue twisters and poems.
Practice clear pronunciation of consonants at the end of a word.
Replenish vocabulary.
Learn to build a dialogue.
Learn to use intonations that express basic feelings.
To acquaint with theatrical terminology, types of theatrical art.
Meet the creators of the play.
To acquaint with the device of the auditorium and the stage.
Cultivate a culture of behavior in the theater.
Estimated skills and abilities of children
They are able to act in concert, joining the action simultaneously or sequentially.
They are able to relieve tension from certain muscle groups.
Remember the given poses.
Remember and describe the appearance of any child.
They know 5-8 articulation exercises.
They know how to make a long exhalation with an imperceptible short sigh, do not interrupt their breath in the middle of a phrase and soundlessly.
They know how to pronounce tongue twisters at different paces, in a whisper.
They are able to pronounce the same phrase or tongue twister with different intonations.
They are able to make sentences with the given words.
They know how to compose etudes based on fairy tales.
They know how to build a simple dialogue.
Lesson notes
Lesson 1. Game program "While the curtain is closed"
Target. Develop children's interest in performing arts. Cultivate goodwill, sociability in relationships with peers. Improve attention, memory, observation.
Lesson progress
1. Introductory conversation.
2. Game program.
The hall is festively decorated with flags, balloons, music sounds - songs from cartoons. The teacher leads the children around the room and puts them in a creative semicircle. After greeting, he says: “Why is it so beautiful in the hall today? (Because today is a holiday!) Right! Today is a holiday - the beginning of the theater studio. And this holiday we should spend a lot of fun, as it is always interesting to play.
The game "Me too!" The teacher says what he is doing, and the children answer loudly on a signal: “Me too!”: In the morning I get up ... (And me too!) I wash my face… I brush my teeth… I put on clean clothes… I have breakfast… I go outside… I sit down in a dirty puddle…”
Educator Who is this piglet, who likes to wallow in puddles? One can only feel sorry for his mother. Let's try again! I love watching a play. (Me too!) I I don’t talk in the hall ... I’m the most accurate ... I walk on the street ... I offend all the guys ...
Educator: Who is so brave here - offends the guys? It's not good to offend guys! But I think that now no one is mistaken. I love fun music... (Me too!) I dancing with my friends... (And me too!) Now show me how you can dance.
Music sounds. Children are dancing.
Then a game is played on the knowledge of theatrical terminology.
Educator: What is the name of the building where the actors play a performance? (Theatre.) What is the name of the fabric that separates the stage from the auditorium? (The curtain.) What are the names of the things, genuine or sham, necessary in the course of the performance? (Props.) Who distributes the roles, directs the actors and the production of the play? (Producer.) What is the name of the position of the actors on the stage at a certain moment? (Mise-en-scene.) Today we remembered the words "theater", "curtain", "props", "director", "mise-en-scene". Let's repeat them again.
The game "Birds, to the nests!"
Children stand in a circle; they are "birds". The driver (teacher) is in the middle of the circle. He walks past the players and, turning to one of the guys, says: “The bird is flying away!” The child to whom he said these words follows the driver. So a whole string of "birds" is formed. The driver performs different movements on the go, and the "birds" repeat them after him. Suddenly, the driver shouts: “Birds, to the nests!” and quickly takes someone's place in the circle. The rest of the players take any free places. The one who is late becomes the driver.
The game is played to musical accompaniment: the “birds” follow the leading dance step, and the children standing still clap and stomp.
Lesson 2. You, my friend, listen and play a fairy tale
Target. Develop speech breathing, correct articulation, diction. Improve memory, attention, imagination, communication of children.
Lesson progress
1. Exercises "Soap Bubbles", "Cheerful Piglet".
2. The tongue twister "Six mice rustle in the reeds."
3. Fairy tale "Bunny and hedgehog".
The lesson begins with breathing exercises "Soap Bubbles" and "Cheerful Piglet".
Then the teacher slowly pronounces a tongue twister: "Six mice rustle in the reeds." Children repeat it. In this case, you need to monitor the exact articulation of the letter sh. Gradually the pace increases.
Fairy tale "Bunny and hedgehog".
Educator: Why don't we watch some interesting fairy tale now? Are you ready to write a fairy tale together? (Ready.) Let's start! The sun shines brightly.
The teacher invites the performer of the role of the Sun. The sun begins to “shine brightly” with all its might - it spreads its arms to the sides, puffs out its cheeks, opens its eyes wide, spins in place.
P edagog o g. The wind suddenly blew.
Two or three children play the role of the Wind - they run out and blow hard on the Sun.
Educator: A small cloud ran into the sun.
A girl runs out and blocks the sun.
Educator The wind blew stronger, and leaves began to fly from the trees. (Children draw trees.) A bunny ran up to a tree. (Bunny appears.) He stood up on his hind legs and wagged his ears merrily. The hedgehog came up to the bunny. A pretty apple sat on its thorns. (The Hedgehog comes out, he has a fake apple in his hands.) The hedgehog treated the bunny. At this time, the first snow fell on the ground. (The Snowflake Girls perform a dance.) Cheerful snowflakes swirled in the air and landed on the ground. Soon the snow covered the hare and the hedgehog. (Girls-Snowflakes close the circle around the Hare and the Hedgehog.) But then the sun came out again. (Cloud Girl runs away from the Sun). It lit up brightly. (The sun "directs its rays" at the Snowflakes.) And the snowflakes melted. And the friends, having freed themselves from the snow, shook themselves off, rejoiced at the sun, jumped up and ran each in their own way.
The Hare and the Hedgehog leave to the music, waving the guys goodbye with their paws.
P e da g o g. Guys, we played a fairy tale. The heroes of the tale did not say a word, they all performed in silence. Such a game on stage is called pantomime - this is a game without words, in which only gestures, facial expressions and body plasticity are used. We will play this story again in the next lesson.
Master Class
"The use of theatrical activities in kindergarten"
Grigorieva Elena Ivanovna,
educator MADOU No. 49,
Nizhny Tagil
Relevance my master class is that theatrical activity is one of the most popular and exciting areas in preschool education. From the point of view of pedagogical attractiveness, we can talk about the universality, playful nature and social orientation, as well as the correctional possibilities of the theater.
Practical significance my master class consists in the fact that I will present the audience not only with the educational possibilities of using theatrical activities in kindergarten, but also with the opportunity to make visual material for the theater from improvised materials.
Innovation focus master class is a creative approach to theatricalization. I will present to your attention new types of theaters.
The purpose of the master class: increasing the competence of teachers in the application of theatrical activities in kindergarten, the development of imagination and creative abilities.
Tasks:
- To acquaint educators with different types of theaters.
- Encourage the widespread use of theatrical activities in kindergarten.
- To enable educators and parents to independently make characters from improvised material.
- To draw the attention of parents to the theatrical game.
Members: educators, parents.
Result: students mastering the methods of using theatrical activities in kindergarten, the formation of the ability to make theatrical characters from improvised material.
Master class presentation
Target, which I put, while studying with children, is to make the life of our pupils interesting, meaningful, filled with the joy of creativity.
How to make every lesson with a child interesting and exciting, simply and unobtrusively tell him about the most important thing - about the beauty and diversity of this world, how interesting it is to live in it? How to teach a child everything that is useful to him in this complex modern life? How to educate and develop his main abilities: to hear, see, feel, understand, fantasize and invent?
Big and varied the impact of theatrical activities on the personality of the child allows you to use them as a strong, but unobtrusive pedagogical tool, since the child himself experiences pleasure, joy. The educational possibilities of theatrical activities are enhanced by the fact that their subject matter is practically unlimited. It can meet the diverse interests of children.
By participating in theatrical games, children become participants in various events from the life of people, animals, plants, which gives them the opportunity to better understand the world around them. At the same time, a theatrical game instills in the child a steady interest in their native culture, literature, and theater. Children get acquainted with the world around them in all its diversity - through images, colors, sounds, music.
Theatrical activity - inexhaustible source of feelings experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt.
Closely connected with theatrical activity and speech improvement, since in the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary is imperceptibly activated, the sound culture of his speech, its intonational structure is improved, dialogic speech and its grammatical structure are improved.
The greatest value of children's theatrical activity lies in the fact that dramatization directly related to the game(L. S. Vygotsky N. Ya. Mikhailenko), therefore, it is the most syncretic, that is, it contains elements of the most diverse types of creativity. Children themselves compose, improvise roles, stage nursery rhymes, poems, songs and fairy tales.
Under theatrical games scientists understand "games in the theater", "the plots of which are well-known fairy tales or theatrical performances according to ready-made scenarios" [Bochkareva L.P.].
Theatrical games differ from role-playing games not only in the plot, but also in the nature of the game activity. Theatrical games are performance games that have a fixed content in the form of a literary work played by children in their faces. In them, as in real theatrical art, with the help of such expressive means as intonation, facial expressions, gesture, posture and gait, specific images are created. Theatrical games of preschoolers can be divided into two main groups: directorial and dramatization games.
To director's games table, shadow theater and theater on flannelgraph can be attributed: a child or an adult is not a character, but creates scenes, plays the role of a toy character, acts for him, depicts him with intonation, facial expressions.
Dramatizations are based on the role player's own actions, using puppets or characters put on fingers. In this case, the child plays himself, using his means of expression - intonation, facial expressions, pantomime.
L.V. Artemova offers the following classification of director's games:
Tabletop toy theater. A wide variety of toys and crafts are used. The main thing is that they stand steadily on the table and do not interfere with movement.
Desktop picture theatre. Characters and scenery - pictures. Their activities are limited. The state of the character, his mood is conveyed by the intonation of the player. Characters appear in the course of action, which creates an element of surprise, arouses the interest of children.
Stand-book. The dynamics, the sequence of events is depicted with the help of successive illustrations. Turning over the sheets of the book stand, the presenter demonstrates personal stories depicting events, meetings.
Flannelgraph. Pictures or characters are displayed on the screen. The flannel that covers the screen and the reverse side of the picture holds them back. Instead of flannel, pieces of velvet or sandpaper can be glued to the pictures. Drawings are selected together by children from old books, magazines are created independently.
shadow theater. It requires a screen of translucent paper, flat black characters, and a bright light source behind them that makes the characters bounce onto the screen. The image can also be obtained with the help of fingers. The display is accompanied by the corresponding sound.
L. V. Artemova also identifies several types of dramatization games for preschoolers:
Dramatization games with fingers. Attributes the child puts on his fingers. He "plays" for the character whose image is on the hand. In the course of unfolding the plot, he acts with one or more fingers, pronouncing the text. You can depict actions while being behind a screen or moving freely around the room.
Dramatization games with bibabo dolls. In these games, bibabo dolls are put on the fingers. They usually operate on a screen behind which the driver stands. Such dolls can be made independently using old toys.
Improvisation. This is acting out the plot without prior preparation.
Dramatization also includes simulation games images of animals, people, literary characters; role-playing dialogues text based; dramatizations works; productions performances one or more works.
Basic requirements for the organization of theatrical games:
- Content and variety of subjects.
- The constant, daily inclusion of theatrical games in all forms of the pedagogical process, which makes them as necessary for children as role-playing games.
- The maximum activity of children at the stages of both preparation and conduct of games.
- Cooperation of children with each other and with adults at all stages of organizing a theatrical game.
The sequence and complication of the content of topics and plots chosen for games correspond to the age and skills of children.
The theatrical game is universal - it can be used in joint activities with children, in any sensitive moments and in the classroom.
In my classes I use theatrical game as a game technique and a form of teaching children. Characters are introduced into the lesson that help children learn certain knowledge, skills and abilities. The game form of the lesson helps to emancipate the child, create an atmosphere of freedom and play. In the hands of adults, the doll is an assistant in solving many pedagogical problems. With the help of a doll, you can create a game motivation for the productive activity of children, give an adequate assessment of the product of the child’s activity on behalf of the doll without the risk of causing offense or resistance.
Undoubtedly, elements of theatrical activity can be effectively used in classes with children. But, of course, in combination with other didactic means.
I suggest that you gather together with your children "Palm of fairy tales" - finger theater. Before you is the silhouette of a palm:
- Children are invited to remember the name of each finger. Compare with yours. Do finger exercises.
- Then pictures with fairy-tale heroes are offered. We have a fairy tale "Turnip".
- We give the task to arrange the characters in order, remember and tell the whole tale.
- We stick fairy-tale heroes on the palm of our hand.
In a modern kindergarten, as you have seen, there are many types of theaters. It is necessary to create and constantly update the developing environment in the theater corners of the kindergarten.
To organize a children's theater, you can create characters yourself from improvised and waste material, which form certain skills and abilities in children that stimulate children's creativity.
I wish you to create new and interesting types of theaters. Involve children and their parents in making characters.
