Project “The Fascinating World of Theater” (middle group). Creative project in kindergarten
Short-term project for the middle group of kindergarten “Theater for everyone!”
Project type:
Practice-oriented, short-term.
Age:
Children 4-5 years of age (middle group kindergarten).
Problem:
External interest of children and parents in theater and theatrical activities.
Justification of the problem:
1. Insufficient attention of parents and children to the theater.
2. Children’s “acting skills” have not been developed.
3. Superficial knowledge of parents about different types of theater in kindergarten and use for acting with children.
Target:
Formation of interest in theater and joint theatrical activities in children and parents.
Tasks:
1. Arouse the interest of children and parents in the theater.
2.Instill in children primary skills in the field theatrical arts(use of facial expressions, gestures, voice, puppeteering).
3. To interest parents in purchasing, manufacturing different types theater and give information about ways to play at home with children.
Project implementation:
At the beginning and at the end of the project, teachers conducted a survey of parents: “Do you play theater with your child at home?” and research observation of children “Independent theatrical activities of children in kindergarten!”
Solving problems with children:
Watching a musical puppet show: “The Journey of a Tiger Cub” (Theater – Studio “Skaz”) and talking about what they saw.
Conducting an excursion to the Drama Theater with a visit to the artist’s dressing room, stage, hall, dressing room, foyer, props warehouse, museum, etc.
Presentation for children of different types of theater “Kolobok’s Journey!”
Active use of different types of theater in joint activities with children.
Playing out etudes, nursery rhymes, mini-scenes, etc. in individual work.
Creating a gaming environment for independent theatrical activities of children in kindergarten (production of theaters, tickets; selection of music, props).
Rehearsals with children for further demonstration in the music hall to real viewers: children and parents.
Solving problems with parents:
Visual information for parents: the folder “Theater for Everyone” with a description of the history of the theater, its types, a master class on making theaters.
Full house of performances for children in the city, drama theater with an invitation to visit and take photographs of memorable encounters with the theater.
Exhibition and presentation of different types of theater “Play with us!” (examination of theaters, options for their manufacture, puppeteering).
Rehearsals of the play for children "Masha and the Bear" with the help of the author's tack theater.
Production of new types of theater in the group.
Solving problems with children and parents:
(During the meeting, the children were shown options for playing different works: fairy tale “Turnip”, nursery rhyme “A squirrel is sitting on a cart...”, mini-scene “Parsley and the hedgehog”, sketch “Silence”. Parents showed the children the fairy tale “Masha and the Bear”).
Project result
78% of the group’s families participate in the project.
Parents and children got acquainted with the history of the theater, its types, methods of production and performance.
When conducting a survey at the end of the project “Do you play theater with your child at home?”, the desire of parents to engage in theatrical activities at home with their children and attend the theater increased.
Many parents purchased and made theaters for home use.
Enthusiastic use of the theater center by children in the group in independent activities and good performance in “acting skills” for children 4–5 years old.
Photo report of the project “Theatre for everyone!”
Words of gratitude in the notebook of reviews and suggestions!
Acting out a sketch, nursery rhyme, mini-scene in individual work
Sketch based on A. Brodsky’s poem “Novichok”
Silent came to kindergarten.
A very timid newbie.
At first he didn't dare.
He didn’t sing any songs with us.
And then, we see we got used to it:
Like a bunny hop and jump!
How bold I have become.
He even sang a song!
(song)
Nursery rhyme
A squirrel sits on a cart
She sells nuts:
Little fox-sister,
Bunny with a mustache,
To the fat-fifted bear,
To the toothy wolf cub,
Loud cockerel,
Crow!
Mini-scene based on a poem by L. Korchagina
If only you were a good hedgehog
You just can’t pick it up!
Not good? So what!
I'm not a hedgehog without needles!
Dramatization game “Cats and Mouse!”
This pen is a mouse,
This pen is a cat,
“To play cat and mouse,
We can do it a little."
The mouse scratches its paws,
The mouse is gnawing on the crust.
The cat hears it
And sneaks up to the Mouse.
The mouse grabbed the cat,
Runs into a hole.
The cat sits and waits
“Why isn’t the Mouse coming?”
Fairy tale "Turnip"
There lived a grandfather, a woman, and a granddaughter! One day a woman and her granddaughter went to cook porridge. And grandfather decided to plant a turnip!
Let me go and plant a turnip! Grow, grow, sweet turnip! Grow, grow, turnip, strong! So the turnip grew, sweet, strong, big, big.
It's time to pull the turnip out of the ground!
He pulls and pulls, but he can’t pull it out! Grandfather called Grandma!
Grandma, go help, pull the turnip!
Grandma:
I'm coming, I'm coming, I'll help you now!
Grandma for grandfather, grandfather for turnip...
Together:
Grandma called her granddaughter.
Grandma:
Granddaughter, run to help us, pull the turnip!
Granddaughter:
I’m running, running, I’ll help you!
Granddaughter for grandmother, Grandmother for grandfather, grandfather for turnip...
Together:
We pull, we pull, we can’t pull it out.
Granddaughter called Zhuchka.
Granddaughter:
Bug, help us pull the turnip!
Bug:
Woof-woof, I’ll help, I’m already running to you!
A bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip...
Together:
We pull, we pull, we can’t pull it out.
Called Bug
Bug:
Cat, help us, pull the turnip!
Cat:
Meow - meow, I’m coming to your aid!
A cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip...
Together:
We pull, we pull, we can’t pull it out.
The cat called the mouse.
Cat:
Mouse, where are you, run to us, help!
Mouse:
Pee-pee-pee, I’m already in a hurry, I’ll help you all!
A mouse for a cat, a cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip...
Together:
We pull, we pull - and we pulled out the turnip.
Everyone was satisfied and happy! Together we pulled the turnip out of the ground! Now grandma will cook turnip porridge, delicious and sweet! And the fairy tale is over, and well done to those who listened!
About everything in the world:
In 1930, the film “The Rogue Song,” about the kidnapping of a girl in the Caucasus Mountains, was released in America. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...
Section materials
Projects for the younger group.
Theater for children is a magical land where fantasies become reality, objects come to life, and good always triumphs over evil. All this is a type of game that is an integral part of the life of a preschooler. Theatrical activities have a huge emotional impact on the child, awakening his imagination and activity. Middle preschool age is a wonderful time for developing creative talents. Children of the fifth year of life are happy to try on various roles, imbued with the experiences of fictional characters, while liberating themselves and comprehending the nature of human relationships.
Methodology and organization of theatrical activities in the middle group of kindergarten
Theatrical activities remain an important component of the pedagogical process in the secondary preschool level. Such classes are most often held as part of the subject “speech development” (for example, once every three to four weeks) or are included in circle work.
Tasks and techniques of theatricalization in preschool educational institutions
Theatrical classes solve many problems, contributing, first of all, to the harmonious development of the child.
Educational objectives:
- The initial foundations of theatrical culture. The children get acquainted with theatrical terminology, varieties of theatrical art, and learn how to behave correctly while in the theater.
- Theater game. Preschoolers improve their ability to navigate the stage space, move around the set, build a dialogue with a production partner on a specific topic, and remember the words of the characters in a theatrical sketch.
- Working on the play. Children develop skills in manipulating imaginary objects. Children learn to embody specific feelings and experiences in the game, to create a certain image through intonation, facial expressions and pantomime.
- Rhythmoplasty. Preschoolers learn to respond to a musical signal or command, while acting in concert, remembering various poses and conveying them figuratively.
- Speech culture. Children develop speech breathing, correct articulation, clear diction, develop the ability to change intonation, write short stories and fairy tales, and find elementary rhymes.
Developmental tasks:
- Theatrical activities instill in children the skills of public speaking.
- Children's vocabulary is activated, their vocabulary is enriched, their intonation structure is improved, and dialogical speech develops.
Educational tasks:
- Rising general culture the child is introduced to spiritual values.
- Theatrical activities foster in preschoolers independence, artistry, creativity, and the ability to communicate with peers and adults.
When organizing theatrical activities in middle preschool age, the teacher relies on certain techniques:
- Verbal: reading short tales and stories (which are then transformed into a script for the play), conversations with children, reference to one’s personal experience, a reading competition.
- Visual: joint examination of costumes, scenery for specific performances, viewing of theatrical productions in kindergarten (they are organized by teachers or professional actors are invited).
- Practical: this includes dramatization games, acting out short sketches, drawing episodes from specific fairy tales and stories, making your own decorations, attributes, masks and other costume elements.
Photo gallery: methods of working in a secondary group for teaching theatrical activities
Watching theatrical performances makes children want to act out their own performance. The initial stage is familiarization with the script of the future performance. Preschoolers act out a small performance themselves.
Types of theatrical activities in the secondary preschool level
Theatrical activities in the secondary preschool level can be divided into two key groups: dramatization games (drama theater) and director's games. In the first case, preschoolers themselves become actors performance: dress in costumes, play the roles of characters, conveying their movements and experiences with the help of intonation, facial expressions and pantomime.
Variety drama theater is a mask theater, which also takes place in middle group. The teacher makes hat-masks based on the size of the child’s head. They can be sewn or knitted, or you can use a cardboard image that is fixed around the head with an elastic band.
With the help of costumes, masks or hats, kids transform into fairy-tale characters
During director's play, the child only creates the scene by controlling a toy hero - three-dimensional or flat. In this regard, the following types of theater are distinguished:
- Desktop. These are manipulations with the most common toys (matryoshka dolls, animal figurines, etc.), while the stage area is children's table. The content of such performances is usually chosen to be extremely simple, there are no intricate movements and actions. The teacher may well come up with a short story himself.
- Conical. It is a type of tabletop. The characters are made from paper cones.
- Theater on flannelgraph (or magnetic board). Kids are usually captivated by the process of the game action itself: after all, the pictures do not fall, but seem to be glued to the board, as if by magic. A teacher can easily create many characters for such performances: the image can be drawn or cut out from postcards, magazines, or old books. The picture is pasted onto thin cardboard, with reverse side which has flannel glued on it. If the sketch is played out on a magnetic board, the teacher uses small, inconspicuously colored magnets to attach the characters.
- Shadowy. This is great fun for kids who love watching human and animal figures move across a brightly lit screen. The teacher covers a wooden screen frame with thin white fabric, cuts out character figures from loose cardboard and paints them black (and body parts can be movable, for example, the head, arms and legs) using threads or wire. When performing a performance, the figures are pressed tightly against the material, and a light source is located behind them. It is advisable that the audience does not see the puppeteer’s hand: for this purpose, each figure is equipped with an additional element that makes it convenient to hold it.
- Bibabo (or the Petrushki Theater). It is a set of dolls that are put on your hands like a glove. Such characters are sold in children's stores; if you wish, you can make them yourself. The simplest doll consists of a body-shirt, a head and arms. The head can be borrowed from an old doll, a rubber toy, or made from plasticine, papier-mâché, or a plastic ball, marking the corresponding details. The body-shirt is sewn according to the size of the child’s hand. During the demonstration of the sketch, the head is placed on the index finger, and the hands (or paws of the animal) are placed on the thumb and middle finger. At the same time, the stage of the bibabo theater is a screen on which the scenery is placed. Little puppeteers are behind the screen and control the dolls. Such a theater usually evokes delight and a sea of bright emotions in children.
- Finger. These are small dolls sewn from material, knitted from yarn or glued from paper. The face is decorated with buttons, beads, beads, threads, etc. Children put toys on their fingers and use a screen to show the performance.
- Mitten Theater. It is based on the use of unnecessary children's mittens, to which eyes, ears, mouth, hair and other details are sewn. Alternatively, the mitten can be cut out of paper and then glued. Children love to make such dolls, coloring them with pencils, gouache, felt-tip pens, and decorating them with applique. Such mittens, by the way, can include part of the scenery, for example, grass or trees.
Photo gallery: types of puppet theater in the middle group
The characters of the bibabo theater are put on the hands like a glove. An ordinary mitten can be transformed into a fairy-tale character. In the cone theater, the characters are paper cones. For tabletop theater the stage area is an ordinary table. Small puppets are put on fingers and a game action is played out using a screen. To create shadow theater we need black figures and a white screen. Flat characters are attached to the flannelgraph
Performances staged by children turn out to be brighter and more interesting if they are accompanied by musical accompaniment. Musical director he can play along with the children on the piano, or the teacher selects suitable audio recordings. Thus, theatrical activities in preschool educational institutions are closely related to musical ones.
Theatrical corner in the group room
In the developing environment of the middle group, there must certainly be a theatrical corner, where a variety of types of theater, scenery and costumes, caps and masks and various theatrical props (tickets, box office, posters, etc.) are presented. With all this paraphernalia in free time kids can develop their acting skills by performing small plays, imagining themselves as different characters.
In the theatrical corner, children can act out performances on their own using various dolls, scenery, and costumes.
Conducting theatrical classes in the middle group
In order for the work on developing the creative abilities of children through theatrical activities to be effective, it is necessary to conduct it systematically and systematically, taking into account the age, psychological and individual characteristics of the children.
Individual approach in class
In theatrical activities, an individual approach is of particular importance. The teacher must create such conditions so that every preschooler has the opportunity to reveal his or her abilities. For these purposes, the following techniques are used:
- Choosing a role at will (according to the child’s character).
- Assigning timid and shy kids to key roles (this will allow them to overcome their fears, become more self-confident and increase self-esteem).
- Playing dialogues in pairs.
- If a child has problems with speech (many children of the fifth year of life still speak poorly, especially boys), then you need to choose a role for him, where the main effect is based on facial expressions and pantomime.
- If a preschooler remembers a large amount of text well, then you need to give him roles with a large number of words.
- Some children need to be given time to manipulate the toy before performing the play (the baby may want to talk to it).
Some children need to be given special attention during theater classes.
Motivating start to theatrical activities
Theatrical activity in the middle group is in itself a very exciting activity for children, especially if the teacher comes up with an intriguing motivation for it.
For example, a teacher shows the kids a beautiful chest - she found it on the way to kindergarten. There are fairy tale characters there (it could be “Teremok” or “Kolobok”, “Ryaba the Hen” or “Zayushkina’s Hut”, etc.). In order for the chest to open, children must solve riddles.
The beautiful chest contains fairy tale characters
Another option for starting a lesson is for the teacher to hold a ball of thread in his hands. It is not simple, but magical, it can lead you into a fairy tale. The ball rolls and leads the children to the toy Luntik. He tells the children that they really found themselves in a fairy tale, where animals and birds talk, and good always defeats evil.
Favorite cartoon character Luntik invites kids to a fairy tale
To interest children in theatrical activities, the teacher can dress up as a storyteller grandmother (Malanya or Arina) and invite the children to play with her. At the same time, it’s good to stylize the group room a little like a Russian hut - put a stove, painted wooden dishes, etc.
The teacher dresses up as a grandmother-storyteller
Another option for a motivating start to an activity that will certainly inspire children is an offer to turn into actors. Preschoolers love to transform into representatives of one profession or another. And being an actor is very interesting, because you can feel like anyone: a beautiful princess, a little puppy, a cowardly bunny.
The performance can be preceded by a short conversation about the theater. The guys remember whether they have theaters in their city, which ones (drama, puppet theaters), what the names of the people who work there are called. Thus, the activity takes on a patriotic orientation - the kids expand their knowledge about their hometown.
Options for topics for classes in the middle group
The very first classes in theatricalization should be of an introductory nature (“What is theater”, “The World of Theatre”, “Journey to the Theatre”, etc.). The teacher introduces the children to the theater, explains its internal structure, and shows photographs of beautiful buildings. Preschoolers learn that there are drama and puppet theaters and become familiar with the profession of an actor.
The children learn that all the theater buildings are very beautiful and majestic
In subsequent lessons, children act out short scenes in which they learn to express certain emotions through intonation, facial expressions and gestures (for example, “Change your voice”, “Guess who I’ll show”, “Facial sketches at the mirror”), read poems expressively (for example, “What I can do” by B. Zakhoder).
The topics of the main block of classes on theatrical performance in the middle group are related to Russian folk and literary fairy tales. The teacher performs with the children performances based on the following works: “Kolobok”, “Teremok”, “Hen Ryaba”, “Zayushkina’s Hut”, “Three Bears”, “Kolobok - a prickly side” by V. Bianchi, “Who said “Meow”, “ Under the mushroom” by V. Suteev, “My phone rang” by K. Chukovsky.
Based on the fairy tale “Under the Mushroom” by V. Suteev, you can stage both puppet and dramatic performances
Also, classes can have a patriotic orientation (“Theatres in my city”) or teach preschoolers politeness (various scenes from life are played out, where the children must use polite words).
Children of the fifth year of life can also practice the profession of screenwriter and director: come up with their own scenes from the life of toys (for example, “Where the toys live,” “The toys came to visit the doll Katya,” etc.).
Table: fragments of lesson notes on theatrical activities in the middle group
Author and title of the lesson | Progress of the lesson |
Khlebnikova N.A. "We're playing theater" | The teacher comes in the guise of a storyteller and talks with the children about where they can see fairy tales. The children are invited to transform into artists - to learn to convey feelings through facial expressions and gestures. Warm-up game “Transfers”.
The storyteller tells the preschoolers that a kitten has come to visit them. Children remember cartoons and fairy tales in which this character is, and then pass a toy kitten to each other, stroke it, and say kind words.
The children are asked to imagine how they are stroking a cat with their hand. |
Kamenskaya N.K. Fairy tale "Teremok" | The teacher tells the children that on the way to kindergarten she found a beautiful box. To open it, you need to guess riddles (toys are shown as you solve them):
The guys guess that the animals are the heroes of the fairy tale “Teremok”. The teacher offers to act out this fairy tale, pronounces magic words, and the children turn into forest dwellers - they put on hats and masks. Some of the children play the role of the sun and Christmas trees (appropriate masks).
And now we need to turn from forest animals into guys again! |
Lagutina A.V. “Marfusha visiting the guys” | Marfusha (an adult in disguise) appears in front of the children. She says that when she was putting things in order, she found a sock, a handkerchief, a glove, a mitten and a slipper. And now Marfusha doesn’t know what to do with all this. She decides to put things in a magic chest and cast a spell. Finger gymnastics is performed:
Marfusha leaves the bag and leaves. |
Table: fairy tale script for dramatization
Fairy tale title | Content |
"Mashenka's Birthday" | Once upon a time there lived a girl Mashenka. She was a very cheerful and kind girl. She was loved not only by her friends, but also by all the animals! And then one day, when Mashenka’s birthday came, the little animals decided to congratulate her on the holiday. They prepared gifts and congratulations for the birthday girl. First, Kitty came to Mashenka! (the cat gradually appears on the screen). He approached her and said: “Masha, happy birthday to you! And accept a gift from me!” (the cat sways slightly, and Masha stands motionless). The girl was very happy about the arrival of Kitty and his gift and said: “Thank you, kitty, I’m very glad that you came! Please come in." The cat walked over and sat down on a chair. And at this time the Bunny was skipping along the path. He saw Mashenka and joyfully said: “Hello, Mashenka! I wish you a happy birthday! And I give you..." The girl thanked Bunny: “Thank you, Bunny! Please come in!” The bunny happily agreed, walked over and sat down next to the cat. As soon as Bunny sat down, everyone heard the song. It was sung by Little Fox, who also hurried to congratulate Mashenka. The little fox ran up to the girl and joyfully said: “I congratulate you on your birthday! Here's a gift for you! “I gave Mashenka a gift and was just about to leave when Masha said: “Thank you, little fox, stay for the holiday!” The little fox thanked the girl, went and sat on the chair next to the Bunny. And then everyone saw that Mishutka was waddling. Mishutka was very timid and shy. He came up and quietly said: “Happy birthday!” He gave Mashenka a gift and quietly went home. And Masha followed him and said: “Thank you, Mishutka, stay at the holiday!” Mishutka even growled quietly with pleasure, went and sat down next to Kitty. And then everyone saw that the Wolf Cub and the Cockerel were coming to Masha with congratulations. The Cockerel walked ahead and crowed loudly, and the Little Wolf followed him and kept thinking about how he would congratulate Masha. They approached the birthday girl and said: “Happy birthday to you!” We wish... Here are gifts from us!” Masha said: “Thank you, please come in!” The little wolf went and sat down next to Mishutka, and the Cockerel next to the Little Fox, because they were friends and always played together. When the guests sat down, Masha saw that Kozotchka was hurrying towards her. She was smart and cheerful. The goat also brought Masha a gift. She approached the girl and said: “Happy birthday to you! And accept a gift from me!” Mashenka said: “Thank you very much, please come in!” The Goat happily walked over and sat down next to the Cockerel. Masha was very glad to have the guests, but she was looking forward to her friend Dashenka. And then she saw that Dashenka was hurrying along the path, and with her the Mouse. When Dashenka and Mouse approached, Masha said: “I’m glad you came, look how many guests I have!” Dasha and Mouse congratulated the birthday girl on her birthday and offered to lead a round dance “Loaf” for Mashenka. All the animals agreed, stood in a circle, and Masha in the middle of the circle, and they began to dance in a circle! |
Theater project
Theatricalization provides great material for project activities in the middle group. These can be short-term or long-term projects. The duration of short-term - from one day to two weeks, long-term - from two weeks to six months and even a year.
An example of a long-term project is “Theater near us” by Educator I. G. Gimaeva. It involves children, teaching staff and parents. At the same time, parents are involved in the creation of fairy tale characters, the exhibition of drawings “We are from a fairy tale,” and the organization of a photo exhibition “To the puppet theater with the whole family.”
Problem to be solved during the project: inability to convey the emotional character of the characters, insufficient vocabulary, difficulties in coherent speech.
The teacher has developed a detailed project plan, including scenarios open events, the expected results of the activity are thought out. During the preparatory stage, the teacher creates in the group different kinds theater (parents and preschoolers themselves are involved in this process), reads fairy tales and short stories to preschoolers - future scripts for performances.
Table: fairy tales for theatrical performances used in the project
During the implementation of the project, theatrical activities are closely intertwined with artistic creativity(children are offered coloring books on the theme of fairy tales, drawing of their favorite characters), physical education (physical education minutes on fairy tale themes).
Analysis and diagnostics of theatrical activities in the middle group
All classes on theatrical activities in the middle group are structured according to a similar scheme. First, the teacher immerses preschoolers in the topic and creates the necessary emotional mood. Then a specific sketch or performance is played out, where the kids demonstrate their creative abilities.
An obligatory stage of each lesson is an emotional conclusion. The teacher, together with the children, analyzes theatrical activities. The teacher gives preschoolers the opportunity to express their opinions and note what each of them liked most about the lesson. The guys remember what fairy tale they acted out, which tasks were easy and which seemed difficult. Thus, during the analysis, the teacher notes points that need to be worked on in the future, including in individual activities.
Theatrical activities in the middle group include diagnostics, which are carried out twice a year (usually October and May). The teacher indicates the skills and abilities that children should acquire by the end of school year, notes how each child possesses them at the beginning of school (October) and then at the end of the year (May). Based on the data obtained, the teacher draws conclusions about the success of training.
To assess the level child development a three-point scale is used: good, satisfactory, unsatisfactory (some use a five-point system). Characteristics of a high level of development for diagnosis:
- Through intonation, facial expressions and gestures, he conveys the character and characteristics of the hero of the work.
- He knows how to transform into a character and improvise during the game.
- Pronounces the character's words clearly.
- Is oriented in different types of theater, owns toys, finger puppets, bibabo dolls, etc.
- Willingly participates in children's performances at preschool educational institutions.
Related videos
Video recordings of children's performances are a very interesting sight for teachers, preschoolers and their parents.
Video: dramatization of the fairy tale “Turnip” in the middle group
Video: theatrical activity in the middle group “Ryaba Hen”
Video: theatrical event with the participation of children and parents (middle group) “Cat House”
Theatrical activities are close and accessible to children. After all, it is inherent in their very nature: the baby strives to transform any invention and impression from the environment into a living image. Pupils from the middle group enjoy participating in performances, love to dress in bright costumes, control puppets, and speak on their behalf. Such actions help comprehensive development They help a child who is overly active and emotional to become more focused and purposeful, while a timid child, on the contrary, is helped to overcome shyness and self-doubt.
Natalia Ivanova
Project “The Fascinating World of Theater” (middle group)
Prepared and carried out: Ivanova N. A.
Target project:
1) To form children’s interest in theater and theatrical activities.
2) Cultivate interest in fairy tales, how speech forming tool; positive relationships between children and knowledge of the world around them.
3) Develop speech and communication abilities of younger children preschool age means theatrically-game activities.
Tasks:
1) To form in children a keen interest in theater, theatrical play, the desire to participate in the general action and use all the surrounding space.
2) Form in children theatrically-creativity, knowledge and skills theatrical culture.
3) Instill in children primary skills in the field theatrical arts(use of facial expressions, gestures, voice).
4) Learn to convey images in movements fairy-tale heroes (mouse, frog, bear, etc.) and their actions.
5) Support children’s cognitive attitude towards the surrounding reality (support the child in what he examines and observes).
6) Develop the ability to compose a coherent statement, the ability to argue.
7) Replenish and activate children's vocabulary.
8) Develop emotional responsiveness, expressiveness of speech, artistic abilities through theatrical play.
9) Develop communication skills - the ability to communicate with other people, based on the rules of speech communication.
10) Create conditions for the development of children’s creative activity.
Implementation deadlines:
Short (week – from November 28, 2013 to December 6, 2013) ;
Child-adult;
- group;
Work plan
TUTORS
1. Determine the level of children’s knowledge about theater and theatrical professions.
2. Creating a game environment for independent theatrical activities of children in kindergarten;
Selection of games, paintings, design theater zone;
Selection of material for productive activities.
3. Preparation for leisure and entertainment.
1. Classes.
2. Conversations.
3. Reading fiction.
4. Productive activity
5. Dramatization game "Cat and kittens!"
6. Entertainment:
- "Journey Through Fairy Tales".(04.12.2013)
Puppet theater based on a Russian folk tale "Teremok" (desktop display theater) .(02.12.2013)
Fairy tale dramatization "Teremok" for preparatory groups(children act as heroes middle group) .(December 6, 2013)
For implementation project long-term planning was developed
Socialization
1) Plot- role-playing games :
- « Big house theater» ;(02.12.2013)
- « Theater cafe» .(03.12.2013)
2) Theatrical activities:
- Theater based on a Russian folk tale "Teremok" (desktop display theater) .(02.12.2013)
Sketches for the expression of basic emotions; (11/29/2013)
- "Laughing Frogs"
3) Didactic games:
Inserts with animals; (02.12.2013)
- "Find out by description";
- "Guess what's changed?";(05.12.2013)
- "The Fourth Wheel";
- “Whose baby?”
Physical Culture
Health
Outdoor games:
Dramatization game "Cat and Kittens";(11/29/2013)
A game with imitation of movements “Who walks like this?” (03.12.2013)
Safety
- Conversation: "How to behave correctly in theater» .(02.12.2013)
Communication
Entertainment:
"Journey Through Fairy Tales" (04.12.2013)
Practicing dialogues based on a fairy tale "Teremok".(03.12.2013)
Fairy tale dramatization "Teremok"(final event with the invitation of children from the preparatory school groups(December 6, 2013)
Fiction
Fairy tales:
- "Teremok"
- "Mitten"
Cognition
Conversations:
- "What's happened theater?» (11/28/2013)
- "Favorite Tales"(11/29/2013)
- "Favorite Animals"(December 4, 2013)
Artistic creativity
Drawing:
- "Favorite Heroes"(based on a fairy tale "Teremok").(11/28/2013)
- "Little Mouse".(06.21.2013)
Application
- "Fairytale tower".(11/29/2013)
Making a program for the performance. (02.12.2013)
Irina Salakhetdinova
Short-term pedagogical project in the secondary group “Theater and We”
Short-term pedagogical project in the secondary group "Theater and We"
Project activities
Subject:"Theater and us"
Type: informational and creative, group
Age: middle group
Project type: short
Project participants:
Group teachers;
Children 4-5 years old;
Parents;
Explanatory note
Childhood is not a small country at all, it is a huge planet where every child has his own talents. It is important to treat children's creativity with care and respect, no matter in what form it appears.
The shortest way to emotionally liberate a child, relieve tension, teach feeling and artistic imagination is through play, fantasy, and writing. It is known that children love to play; they should not be forced to do so. While playing, we communicate with children on “their territory.” By entering the world of play, we can learn a lot ourselves and teach our children. “The game is a huge window through which spiritual world The child receives a life-giving stream of ideas and concepts about the world around him. A game is a spark that ignites the flame of inquisitiveness and curiosity” (V. A. Sukhomlinsky)
And the words spoken by the German psychologist Karl Gross are relevant in this regard: “We play not because we are children, but childhood itself is given to us so that we can play.”
The founder of the Moscow Puppet Theater S.V. Obraztsov once expressed the idea that every child has a natural desire for acting. Theater is always a game, always a fairy tale, a miracle...
How to transfer a children's game to the stage? How to make a performance out of a game, and a game out of a performance? There is only one way - creating conditions for theatrical activities of children in kindergarten.
Theatrical activity is the most common type children's creativity. It is close and understandable to the child, deeply. From the very early years the child strives for creativity. Therefore, it is so important to create an atmosphere of free expression of feelings and thoughts in the children's team, to awaken the imagination of children, and to try to realize their abilities to the maximum.
Relevance:
Our society needs a person of such quality who could boldly enter into a modern situation, be able to handle a problem creatively, without prior preparation, and have the courage to try and make mistakes until the right solution is found.
Theatrical games allow solving many pedagogical problems related to the formation of expressiveness of speech, intellectual, communicative, artistic and aesthetic education, the development of musical and creative abilities.
Artistic and aesthetic education occupies one of the leading places in the educational process of preschool educational institution and is its priority. An important task of artistic and aesthetic education is the formation of creative abilities in children. The richest field for solving this problem is theatrical activity.
Problem:
There is insufficient attention of parents and children to the theater;
Children’s “acting skills” are poorly developed;
There are not enough theatrical costumes and masks in the group.
Shyness of children, poorly developed artistic imagination.
Novelty. The means and methods of theatrical and play activities aimed at developing the speech apparatus, fantasy and imagination of children of middle preschool age, mastering communication skills, collective creativity, and self-confidence have been systematized.
Due to the relevance of this problem, the goal of the project is to develop the artistic and creative abilities of preschool children through theatrical activities.
Tasks:
1. Create conditions for the development of children’s creative activity.
2. Introduce children to theatrical culture and enrich their theatrical experience.
3. Develop children’s artistic skills in terms of experience and embodiment
images, as well as their performing skills.
4. Create an atmosphere of emotional comfort, mutual understanding and support.
5. To cultivate in the soul of every child a sense of beauty and to instill a love of art, to ardently sympathize and empathize.
The implementation of these tasks requires taking into account the basic principles of organizing a theatrical game:
1. The principle of organizing person-oriented interaction taking into account individual capabilities - accepting and supporting his individuality, interests and needs, developing creative abilities, caring for his emotional well-being.
2. The principle of integration - the content of theatrical games is interconnected with other sections of the program for raising and educating children in kindergarten.
3. The principle of coordination of the teacher’s activities - the activities of specialists are coordinated with educational activities musical director.
4. The principle of age targeting - the content of the activity is built in accordance with and taking into account the age of the children.
5. The principle of continuity of interaction with the child in the kindergarten and family settings - parents support forms of work with children and continue them in the family.
Methods and forms of work:
Reading fiction;
Games - dramatization;
Listening to music;
Viewing a fairy tale;
Examination of illustrations for fairy tales;
Memorizing poetry;
Theatrical activities.
Expected results:
Enriched group environment;
Card index of audio, video materials, presentations;
Developing interest in fiction and dramatization of works.
Expansion of vocabulary, development of coherent speech;
Activation of children's creative abilities;
Active participation of parents in the life of the group;
Material and technical resources:
Fairy tales, illustrations;
Audio, video materials;
Multimedia technology;
Costumes for theatrical activities;
Attributes for different types of theaters.
Middle group
Project on theatrical activities in the middle group “We are artists”
Project theme: “We are artists”
Type of project: group, role-playing, creative
Relevance of the project: The age from four to five years is the middle preschool period. It is a very important stage in a child's life. This is a period of intensive development and growth of the child’s body. At this stage, the child’s character changes significantly, and cognitive and communication abilities are actively improved. There are specific age characteristics of children 4–5 years old according to the Federal State Educational Standard, which parents simply need to know so that the development and upbringing of a preschooler is harmonious. This means that as the child grows older, he will always find a common language with his peers. Play activity still remains the main activity for the baby, but it becomes significantly more complicated compared to an early age. The number of children participating in communication is increasing. Thematic role-playing games appear. The age characteristics of children 4–5 years old are such that they are more inclined to communicate with peers of the same sex. Girls love family and household topics(mothers and daughters, store). Boys prefer to play sailors, military men, and knights. At this stage, children begin to organize their first competitions and strive to succeed.
The older children become, the higher the level of their general development, the more valuable the game is for the development of amateur forms of behavior: children have the opportunity to outline the plot themselves, find partners, and choose the means to realize their plans. Theatrical games allow solving many pedagogical problems related to the formation of expressive speech, intellectual, communicative, artistic and aesthetic education, the development of musical and creative abilities. Many authors argue that now in kindergartens children have begun to play less, especially in theatrical games. Games are curtailed and do not reach a developed form, which negatively affects the mental and personal development children. To avoid this, it is necessary to influence adults on the development of musical and theatrical games. Observation of children's theatrical activities showed discrepancies between the level of development of theatrical play and their age capabilities and created difficulties for adults in managing theatrical games, so the goal of my work was to create conditions for the development of theatrical activity.
The goal of the project: the development of theatrical conditions in middle-aged children through theatrical art.
Project objectives:
formation of a positive attitude of children towards theatrical games
introducing children to theatrical culture
expanding children's theatrical and play experience
formation of motivation for interest in the game as a means of self-expression
Project participants:
educators
children group
parents of pupils.
Resource support:
tabletop theaters: “Masha and the Three Bears”
finger theater: "Kittens"
puppet theater “Zayushkina Hut”, “The Fox and the Wolf”
plot pictures, illustrations for fairy tales.
didactic games: lotto “Fairy Tales”, “My favorite fairy tales”, coloring pages based on fairy tales
a set of masks for playing out fairy tales
Expected Result:
children must learn to use table, finger, soft toys, puppet theater;
convey the character of the character through intonation expressiveness of speech, facial expressions, and gestures;
children must learn to role-play and act out sketches;
Children perform performances based on poetic and prose texts
Preliminary work:
selection and study of pedagogical literature, reading Russian folk tales“The Fox and the Wolf”, “The Cockerel and the Bean Seed”, “Zayushkina’s Hut”, “Masha and the Three Bears”, V. Orlov “Why does the bear sleep in winter?”, “Who thinks?” M. Karim, “Kittens” S. Mikhalkov, V. Suteeva “Under the Mushroom”, C. Perrault “Little Red Riding Hood”.
visiting puppet shows at preschool educational institutions
looking at toys and illustrations for fairy tales
listening to the melodies of “rain”, “thunder”, “happy melody”, “sad melody”.
Preparatory stage:
Conversation with parents about visiting theaters, cinemas, watching cartoons together;
Development of long-term planning
Defining goals and objectives
Development of the project “We are artists”
Consultations with parents to identify their interest in replenishing the theater corner, their abilities in a particular area of handicrafts and opportunities
Main stage:
Conducting theatrical games, dramatizations, performances
Playing out etudes
Reading poems, fairy tales, excerpts from works
Memorizing poems and excerpts of works for performance
Decoration, replenishment of the theater corner, role-playing corner
Consultations, reminders in the parent corner
The final stage:
1. Dramatization of the fairy tale “The Cockerel and the Beanstalk”
2. Theatricalization of the fairy tale of the soft toy “Zayushkina’s hut”
3. Theatricalization of the tabletop theater “Masha and the Three Bears”
4. “Kolobok”, playing out a fairy tale - puppet theater
Project results:
Replenishment of the theater corner
Uniting children, parents and teachers in the process of active cooperation
Children gain knowledge about the types of theaters.
Replenishment and activation of children's vocabulary.
Improving memory, developing imagination, fantasy.
Attached files