Project

Theater for everyone!

Relevance: The most popular and exciting direction in preschool education is theatrical activity. 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.

It is theatrical activity that allows solving many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual and artistic and aesthetic education. By participating in theatrical games, children become participants in various events from the life of people, animals, plants, which gives them the opportunity to learn more deeply the world. At the same time, a theatrical game instills in the child a steady interest in their native culture, literature, and theater.

Project type:

Members: educators, pupils, pupils of other groups, parents.

Duration: short term.

Objective of the project: Formation in children and parents of interest in the theater and joint theatrical activities.

Tasks:

To acquaint children and parents with the types of theatrical activities in kindergarten.

To instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voice).

To interest parents in acquiring, making different types of theater and provide information on how to play at home with children.

To promote the development of creative and communicative abilities, speech activity and vocabulary activation.

Stages of project implementation:

stage - preparatory;

stage - organizational;

stage is final.

Expected Result: Children and parents will get acquainted with the history of the theater, its types, ways of making and playing.

Enthusiastic use of the theater corner by children in a group in independent activities and good performance in "acting" for children 4-5 years old.

Practical significance:

This work experience can be used by teachers of preschool educational institutions, teachers of additional education.

Content of activities by stages

Stage 1 - preparatory

1. Analysis of scientific and methodical literature.

   Definition of relevance, problems, goals.

   Development of a long-term plan of work with children, parents.

   A selection of thematic albums, role-playing, didactic games, fiction.

   Organization of a subject - developing environment, selection of equipment and attributes for theatrical games.

Stage 2 - organizational

1. Implementation of a long-term plan for working with children and parents.

Work with children:

educational situations, individual work with children, independent play activities, didactic, role-playing, outdoor games, reading fiction, dramatization of fairy tales, conversations, viewing albums on this topic, cartoons, productive activities.

Working with parents :

brochures, talks, Master Class"Making a theater on sticks", questioning.

3 stage - final

1. Comparative analysis results: observation, conversations, conducting diagnostic situations with children.

   prospects

Stages

Timing

Cooperative activity with kids

Interaction with parents

Stage 1

2nd week of September

The teacher's story about the theater as one of the art forms.

Presentation: " Theatrical alphabet.

H/L Reading: "Zayushkina hut" and a conversation about it.

D/game: "Change Your Voice"

Reviewing the album: Theatrical professions»

Involve parents to the creation of the album "Theatrical Professions".

poster information Theater and Children.

Stage 2

3-4 week of September

Conversation: "Types of theater?"

Dramatization of a fairy tale: "Turnip"

Reading x/l " Teremok" and a conversation about it.

S/r game : "Theater" plot: "To the theater with the whole family"

Construction: "Zayushkina hut".

Theater visit "Birthday of the cat Leopold."

Involve parents to the creation of attributes for theatricalization.

Consultation for parents "Theatre at home".

1-2 week of October

Finger theater "Teremok"

P\u003e “We will not say what we did, but we will show what we saw.”

A game "Draw an emotion"

Reading riddles, sayings, nursery rhymes.

Playing out sketches, nursery rhymes, mini-scenes, etc., in individual work.

poster information about ways to play out fairy tales at home with children.

Making theater on sticks.

Stage 3

3-4 week of October

Rehearsals with children for further screening in music hall fairy tales "Zayushkina hut" for young children.

Showing the fairy tale "Zayushkina's hut" (staging) for young children.

Parent survey on the topic “Do you play theater with your child at home?”

Presentation of the project "Theatre for All" in the form of a photo report on the work done.

Results of the project implementation:

Increasing children's interest in theatrical activities.

Children's performing skills have become more perfect, a sense of partnership has been developed.

A system of knowledge about theater as a fascinating art has been formed.

Made and selected attributes for theatrical games and performances.

Parents took an active part in the project.

prospects

- Replenishment of the subject-spatial environment to expand children's ideas about the theater, its types, attributes, costumes and scenery.

Creation of a card index of theatrical games.

Presentation of the project in kindergarten.

Continue systematic work in this direction.

Irina Salakhetdinova
Short-term pedagogical project in middle group"The Theater and Us"

Short-term pedagogical project in the middle group "Theatre and we"

Project activity

Subject:"The Theater and Us"

Type: information and creative, group

Age: middle group

Project type: short

Project participants:

group tutors;

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 carefully and respectfully treat children's creativity, in whatever form it manifests itself.

The shortest way of emotional liberation of a child, relieving tightness, learning to feel and artistic imagination is the way through the game, fantasizing, writing. It is known that children love to play, they do not need to be forced to do it. 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 is infused with a life-giving stream of ideas, concepts about the world around him. The 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 was given to us in order for us to play.”

The founder of the Moscow Puppet Theater S. V. Obraztsov once expressed the idea that every child has an inherent desire for acting. Theater is always a game, always a fairy tale, a miracle….

How to transfer children's play to the stage? How to make a performance out of a game, and a game out of a performance? There is only one way - to create conditions for theatrical activities of children in kindergarten.

Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, deeply. From an early age, 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, to try to maximize their abilities.

Relevance:

Our society needs a person of such a quality who would boldly, could enter the modern situation, could master the problem creatively, without prior preparation, had the courage to try and make mistakes until the right solution was found.

Theatrical games allow solving many pedagogical tasks related to the formation of expressiveness of speech, intellectual, communicative, artistic and aesthetic education, the development of musical and creativity.

Artistic and aesthetic education occupies one of the leading places educational process 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:

Insufficient attention of parents and children to the theater;

Children's skills in "acting skills" are poorly formed;

Not enough theatrical costumes and masks in the group.

Shyness of children, artistic imagination is poorly developed.

Novelty. The means and methods of theatrical and gaming activities aimed at developing the speech apparatus, fantasy and imagination of children of middle preschool age, mastering communication skills, collective creativity, and self-confidence are systematized.

In connection with the relevance of this problem, the goal of the project is: the development of artistic and creative abilities of preschoolers by means of theatrical activities.

Tasks:

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

2. Introduce children to theatrical culture, enrich their theatrical experience.

3. Develop children's artistic skills in terms of experience and embodiment

images, as well as their performance skills.

4. Create an atmosphere of emotional comfort, understanding and support.

5. To instill in the soul of every child a sense of beauty and instill a love for art, to ardently sympathize, empathize.

The implementation of these tasks requires taking into account the basic principles of organizing a theatrical game:

1. The principle of organizing personality-oriented interaction, taking into account individual capabilities - accepting and supporting him, his individuality, interests and needs, developing creative abilities, caring for his emotional well-being.

2. The principle of integration - the content of theatrical games are interconnected with other sections of the program for educating and educating children in kindergarten.

3. The principle of coordination of the activities of the teacher - the activities of specialists are consistent with the educational activities of the music 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 a kindergarten and family - parents support the forms of work with children and continue them in the family.

Methods and forms of work:

Reading fiction;

Games - dramatizations;

Hearing musical works;

Viewing a fairy tale;

Examination of illustrations for fairy tales;

memorization of verses;

theatrical activity.

Expected results:

Enriched environment in the group;

Card file of audio, video materials, presentations;

Development of interest in fiction and dramatization of works.

Expansion of vocabulary, development of coherent speech;

Activation of the creative abilities of children;

Active participation of parents in the life of the group;

Material and technical resources:

Tales, illustrations;

Audio, video materials;

multimedia technology;

Costumes for theatrical activities;

Attributes for different types of theaters.

Municipal Autonomous Preschool educational institution"Kindergarten No. 49" Perm Territory, Solikamsk

Short-term project "Music and theater"

Ovchinnikova Albina Viktorovna

Musical director

Short-term project on the topic: "Music and theater"

(Average group 4-5 years old)

"Music and Theatre".

Type: Creative, group.

Members: Musical director, children from 5 to 6 years old, parents of pupils, educators, MADOU specialists.

Scale: Short.

Target: development of speech, communicative abilities of children of primary preschool age by means of theatrical, gaming and musical activities.

Tasks:

1. To form in children theatrical and creative abilities, knowledge and skills of theatrical culture.
2. .Develop emotional responsiveness, expressiveness of speech, artistic abilities through a theatrical game.

3. To interest parents in acquiring, manufacturing different types of theater and replenishing the musical corner with new exhibits.

4. To create conditions for the development of creative activity of children.

5. Introduce children to theatrical culture, enrich their theatrical experience.

Estimated result of the project:

- With the help of a teacher, children will learn to stage familiar tales, folk songs, nursery rhymes, small entertaining scenes, the simplest puppet techniques - driving table puppets;

- get ideas about the theater, about its varieties;

Get to know diversity musical instruments;

Learn to work in a team, communicate with each other through theatrical images;

Develop the ability to use your own voice, using its various capabilities;

The theatrical corner of the group will be replenished with various types of theater, the musical one - with new instruments;

The interest of parents in the life of children in kindergarten will increase;

Final events:

1. Dramatization of Russian folk tale"Kolobok".
2. Exhibition of children's musical instruments made with their own hands from waste material.

Technological map No. 1

Questions for the morning gathering, which are aimed at choosing a topic and activity.

What is our topic?
What interesting things have we decided to do?
What do we already know about theater?
What else can you find out?
What would you like to do today?
What's your plan for today?
How will you do it? What will you start with?
What materials will you need (need, come in handy)?
Who will you work with?

Technological map No. 2

Questions for the evening gathering, which are aimed at discussing the results of activities, options for the final event; planning activities for the next day.

Who wants to talk about their work?

What was the most interesting?

What did you learn about theater?

What else do you want to know?

Did you get what you envisioned?

What would you like to change?

Was it difficult or easy for you?

What was the easiest thing to do?

Why did you use these materials?

What can be changed?

Was this job interesting for you?

What materials did you use?

Did you complete your plan?

Do you plan to continue your work?

Did you complete your plan?

Technological map No. 3

Approximate complex - thematic planning

Educational areas	Integration	Pedagogical tasks	Planned results
Cognition Design	"Socialization", "Physical culture", "Cognition" (FTsKM), "Communication". "Reading Fiction".	Theme: "Kolobok" Cognition: continue to teach children to build a house using blocks of different sizes. Develop the desire for gaming and speech communication, activate speech activity (large - small) cube. Develop the first skills of dramatization. Socialization: contribute to the enrichment of the gaming experience by combining individual actions into a single storyline. Physical Culture: to form the ability to follow elementary rules, coordinate movements, navigate in space. Communication: To form the ability to conduct a dialogue with the teacher: listen and understand the question asked, answer it clearly, speak at a normal pace without interrupting the speaking adult; To form the ability to clearly pronounce words and short phrases, speak calmly, with natural intonations. Reading fiction: Develop the ability to understand the meaning of the text and perform movements in accordance with it.	Performs model building. Communicates in the process of working with children and the teacher, responds to questions asked. He has the initial skills of dramatization - intonationally conveys the character of the hero, imitates movements. Able to develop the plot of the game, using his own building. Complies with the rules of m / n games, coordinates movements with musical accompaniment. Understands the meaning of the fairy tale, remembers the characters, the sequence of their appearance.
FEMP knowledge		"A bunny came to visit us". famp: To consolidate the ability to group objects by color; continue to teach to determine where there is one object, and where there are many, to express the result of the definition in speech; to consolidate the concepts of "short" and "long"; continue to learn to recognize and correctly call geometric figures. Socialization: to cultivate activity, openness, freedom of communication, readiness to help.	Able to make groups of objects according to certain characteristics. Determines where there is a lot, and where there is one item. Knows and names geometric shapes - circle, square, triangle. Distinguishes objects by length.
Cognition (FTsKM).	"Socialization", "Artistic creativity", "Physical culture", "Cognition" (FTsKM), "Communication".	Theme: "Journey to the theater." To acquaint children with the concept of "theatre", the types of theaters (puppet, shadow, ballet) and the features of this place. Discuss the rules of conduct in the theatre. To acquaint with the professions of people who work in the theater. To teach to distinguish people's emotions by external manifestations, to improve the ability to manage their emotions. Develop imagination, thinking, memory, cultivate aesthetic taste and a sense of beauty. to cultivate interest in educational activities, friendly relations; Theme: Fun trip with friend music. To consolidate the concept that music is a friend of a person, that one should listen to beautiful and pleasant, healthy music. Enrich the musical experience of children, activate the meaningful perception of music, teach to think, reflect on music. Cultivate musical taste.	He knows what theater is, the professions of those who work in the theater. Familiar with the types of theatre. Knows the rules of behavior in the theater. He knows how to identify the emotions of a person from a picture.
Communication.	Reading fiction, "Artistic creativity", "Socialization". "Cognition", "Music", "Socialization".	Topic: retelling of the Russian folk tale "Gingerbread Man". Continue to teach, emotionally perceive the content of the tale, memorize the characters; Learn to retell the Russian folk tale "Gingerbread Man" using the modeling method; To teach, expressively reproduce words and phrases from a fairy tale in the process of retelling; Continue to educate responsiveness in children, teach them to empathize with the heroes of a fairy tale; Continue to teach children to solve riddles. "Musical toys". (Sound culture of speech). Fix the correct pronunciation of sounds [c], [b]. Learn to form verbs from the names of musical instruments, learn to compose with the help of a teacher short story about the toy develop an interest in playing musical instruments.	He knows how to listen to a fairy tale, perceives the content, remembers the heroes - participants in the action of a fairy tale, the sequence of their appearance. Can retell a fairy tale using the figures of speech of the characters. He knows how to solve riddles. knows how to maintain a conversation, expresses his point of view; Correctly pronounces isolated sounds[c], [b]. Forms verbs from the names of musical instruments. Makes up a short story about a toy - a musical clown. He takes part in playing musical instruments with pleasure.
Reading fiction.	"Socialization", "Communication", "Music", "Cognition", "Labor", "Cognition" (FTsKM) "Socialization", "Communication", "Cognition", "Cognition" (FTsKM), "Artistic creativity"	Reading V.Suteev "Who said meow?". Develop the ability to listen carefully to the story of an adult, actively answer questions about the content; generate interest in fairy tales; develop sound imitation. To develop the ability to expressively imitate the movements characteristic of various animals to music. Develop voluntary attention and imagination. Reading the Russian folk tale "The Fox and the Hare". To acquaint with the Russian folk tale, to understand the meaning of the work (small daring, but brave). Construction	Listen carefully to the story actively answers questions. Listens carefully to the story, answers questions about the content. Understands the meaning of the fairy tale, can explain the concept of "daring boy". Knows how to build houses that differ from each other (houses of a fox and a hare). actively and benevolently influences the teacher and peers in solving gaming and cognitive tasks
Physical Culture.	"Physical culture", "Communication", "Socialization", "Reading fiction", "Cognition" (FEMP).	"We play with the heroes of fairy tales." Strengthening the skills of basic movements in a playful way; strengthening the ability to listen and guess riddles; strengthening the ability to perform movements in accordance with musical accompaniment; consolidate knowledge of primary colors; strengthening the ability to quickly find their place in the game.	Correctly performs basic movements; Listens attentively and guesses riddles; Performs movements, coordinating them with musical accompaniment; Knows colors - red, yellow, green; Follows the rules of the game.
Music.	"Health", "Safety", "Socialization", "Communication", "Labor"	“Oh, this music, music, music…” Initiation and formation of a positive attitude to the art of music. - listening to music of different genres; - playing musical instruments, organizing an orchestra in a group; - Familiarity with various musical instruments.	Listen carefully to the piece of music. He takes an active part in playing musical instruments in the general orchestra. Knows some musical instruments - tambourine, bell, metallophone, noise instruments.
Artistic creativity.	"Communication", "Physical culture", "Music", "Labor"	Application "Kolobok". Mastering the technique of broken application (leaves); To consolidate the ability to apply glue to the finished form and stick it on the sheet; Cultivate accuracy and independence. Modeling "Kolobok". Strengthening the ability to sculpt objects of a rounded shape. Formation of interest in modeling. Color fixing - yellow, green. The development of general motor skills, coordination of movements, the ability to act according to instructions. Enrichment of the vocabulary of adjectives.	Knows how to properly use the area of ​​the sheet. Gently works with glue, using a napkin and oilcloth. Performs work independently. Able to sculpt objects of a rounded shape. Knows yellow, green. Able to coordinate movements with words; Uses adjectives denoting affectionate words in speech owns self-care skills
Socialization.	"Socialization", "Health", "Physical culture", "Cognition" (FTsKM), "Communication"	To involve children in all possible participation in theatrical performances, fun, entertainment based on fairy tales. Contribute to the formation of the skill of transforming into fairy-tale characters. Develop interest in various types of theatrical, musical games; to develop in children an interest in the world around them during the game; to form in children the ability to observe the rules of behavior during the game.	Adheres to the intended idea during the game, leaving room for improvisation. Hears musical accompaniment, performs musical and rhythmic movements. Takes part in theatrical games, fun.
Health.	"Socialization", "Health", "Physical culture", "Cognition" (FTsKM), "Communication"	Develop the ability to take care of your health; continue to develop cultural and hygienic skills; continue to acquaint with physical exercises to strengthen various organs and systems of the body.	Follows the basic rules of food intake, hygiene. Performs physical exercises to strengthen the body.
Work	Reading fiction, "Artistic creativity", "Labor", "Socialization".	Teach children to independently maintain order in the group room and on the site of the kindergarten: put building material, toys in place; help the teacher glue books, boxes. Teach children to be neat: keep their workplace in order, at the end of work, clean everything off the table (drawing, modeling, appliqué).	Notices the disorder in the group and independently eliminates it; Puts away toys and games after play; Helps the teacher in repairing books and other materials. Independently tidies up his workplace after educational activities.
Safety.	"Socialization", "Communication", "Cognition" (FTsKM).	Teach children to coherently answer the questions of the educator; correctly use the names of objects in speech; activate prepositions, verbs in sentences; teach children about fire safety	Knows the elementary rules for handling fire, freely answers questions on the topic, using prepositions and verbs in speech.

Technological map No. 4 "Materials and equipment".

Social - personal development
Safety	Socialization			Work
Examining albums with pictures, examining and discussing illustrations from books. Explaining to children how to behave in the theater.	Music games"Guess what sounds", "Quiet - loud." Table theater "Zayushkina hut", "Resin goby", finger theater"Turnip".			Napkins for cleaning tables after educational activities; materials for minor repairs of books, boxes, manuals.
artistically - creative development
Application / modeling	Development of children's creativity			Introduction to the fine arts.
Materials and tools for creativity: paper, pencils, plasticine. Glue, drawing paper, natural and waste material.	Albums with illustrations of musical instruments; musical and didactic games; musical toys and children's musical instruments; flannelgraph with a set of fairy tale characters.			Pencils, paints, brushes, drawing paper, various stencils. Coloring pages "Russian folk tales", "Musical instruments".
Physical development
Outdoor games: “Magic cheerful tambourine” (low mobility), “Owl” (quiet music - night, loud - day), “Spoons in a circle”, “Round dance with a bell”.
Cognitive speech development
Cognition Communication
FTsKM		FEMP	Art.liters		Speech development
Illustrations for fairy tales, looking at pictures. Set of pictures "Musical instruments". Sounding musical and noise instruments. D / and “Guess what it sounds”, “Recognize the fairy tale”, “Who says so?”.		Counting sticks, d / y "A lot - a little." "Matryoshkas - girlfriends." Games "Close the doors in the houses", "Who lives where", "Pick up the cup to the saucer".	Books with Russian folk tales, albums with nursery rhymes, sayings.		Finger exercises: "Patties, patties", "Brothers" "Sun". Sets of pictures with fairy tales; game "Tell a story", cubes - crumbs with fairy tales.

Technological map No. 5

« Types of activities and forms of organization”.

Musical and artistic activity	Experimental activities.	Productive activity:
Listening to the Russian folk song "In the garden, in the garden ..". The game is a dramatization of "Cat and Mouse". Stencil coloring of the heroes of Russian folk tales. Mini - a scene based on the poem by A. Barto "A bull is walking, swinging."	"Sunny Bunnies", "Where does the breeze blow?" - Walking experience. “What sounds louder? What sounds quieter?	Drawing: “Heroes of Russian fairy tales”, modeling “Turnip”, application “Turnip”, designing “Teremok is standing in the field”.
constructive activity	Game activity :	Cognitive research activity:
Construction "Stands in the field of a teremok." "Playing with counting sticks." Building a tower from a large building material.	The plot game "Birthday of the doll." Sensory games: "Wonderful bag", "Rubber-based puzzles", "Collect the tower".	"Big - small" - a comparison of objects by size. “Who is the biggest? Who is the smallest?
Communicative activity :	Physical activity:	Cooperation with parents :
Didactic games: "Who - who lives in the little house?"; “From what fairy tale?”, “Who is the most courageous in fairy tales?”, “Who is everyone afraid of in fairy tales?”.	P / and "Cunning cat", musical p / game "Bell", "Where did you call?".	Replenishment of the corner with various types of theater: planar, finger, theater of knitted hats. Purchase of musical instruments. Making children's musical instruments with their own hands from waste material.

Annex 1

Final events:

1. Dramatization of the Russian folk tale "Kolobok".

Tasks:

1. To form correct assessments in children, creating situations that require the manifestation of care, attention, sympathy, responsiveness, compassion, as well as the beginnings with the help of riddles and fairy tales about animals, where good triumphs over evil.

2. Improve the ability to transmit emotional condition heroes with facial expressions, gestures, body movements.

3. To teach children to imitate the characteristic actions of the characters in the fairy tale "Gingerbread Man", as well as to accompany the movements of the characters with simple songs to music. Encourage imagination, creativity, individuality in the transfer of images. Make children want to play roles in costumes, perform in front of their peers in a certain sequence.

4. To develop the ability of children to consistently and expressively tell the fairy tale "Gingerbread Man". Develop speech, thinking, imagination.

5. To cultivate friendship, camaraderie, the ability to act in concert, a sense of beauty, compassion for what is happening, a desire to help.

Stage director: Ovchinnikova Albina Viktorovna, music director

Staged fairy tale "Kolobok"

Words and music. Boromykova O.S. Text of the song Karamanenko T.N.

Leading:one or three children:

Grandma and grandpa together

They lived in their own house.

And we need to talk about them:

They lived together in harmony.

Winter is already passing

And the supply of food is coming out.

Though spring is knocking at the door,

The house is hungry now.

They sit on the stove

They only talk about food

Grandfather pushes grandmother to the side:

Grandfather: Bake me a bun!

grandmother: I would have baked a long time ago

The pain just ended.

Grandfather: Scratch the bottom of the barrel,

Maybe you will find pain.

Leading: Grandma took a broom

And she went to the barn.

There's a little pomelo

And she scraped together the torment.

I kneaded the dough for the future,

And so the bun came out.

grandmother: Look, grandpa, Kolobok!

He has a rosy side!

Grandfather: Put it on the window

Let it cool down a little.

Leading: Put on the window

Where the wind blows,

Cool the rosy side.

The gingerbread man lay a little

And I decided: "It's time to go."

Kolobok: Oh yes grandma, oh yes grandfather

Did you decide to eat me? No!

I can't stay here

I'd rather run into the forest.

Leading: He was ready to run

Jumped down and was that.

Rolled down the path

And suddenly found himself in the forest.

And to the meeting, oh-oh-oh,

There is Zainka - oblique.

Hare: Of course, you are not a cabbage,

Well, you smell delicious.

My stomach is empty

Eat you now, my friend!

Kolobok: Don't rush, you'll have time to eat.

Do you want to listen to a song?

Hare: Well, of course, sing, my friend,

My cheerful Kolobok!

Wolf: Hello, hello, bun,

I want to eat you, my friend!

Kolobok: Don't rush, you'll have time to eat.

Do you want to listen to a song?

Wolf: Okay, sing! Yes, just quickly

I don't like you artists!

The musical verse "Kolobok's Song" is performed. Then the musical verse "Kolobok is rolling."

Leading: The bun rolled away

A rosy side flashed.

The wolf quickly chased after him,

But, alas, with nothing left,

And towards, oh-oh-oh,

A big bear is coming towards him.

Bearlooks around: He has a rosy side!

Yes, it's Kolobok!

Here is a raspberry, here is a honey,

I'll eat you, my friend!

Kolobok: Don't rush, you'll have time to eat.

Do you want to listen to a song?

Bear: So be it, rather sing

Jokes are bad because with me!

Performed "Song of Kolobok". Then "Kolobok rolls".

Leading: Gingerbread man rolled away,

A rosy side flashed.

And the bear ran after

But where there, did not catch up!

And towards, oh-oh-oh,

The Fox walked along the forest path.

Fox: Who is in front of me

On a forest path?

His ruddy side

Yes, it's Kolobok!

Well, you got it, my friend

I'll eat you, Kolobok!

Kolobok: Don't rush, you'll have time to eat

Better listen to the song.

Fox: Well, of course, my friend, sing,

You will still be mine!

"Kolobok's Song" is being performed, but last words in it are: “Let you be a red beauty, but don’t eat me, Fox!”

Fox: I am a fox, I am a sister,

I walk without hearing

Early morning for a walk

I went out for a walk.

I have a red tail

Golden fur

Look at me

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 kind of game that is an integral part of the life of a preschooler. Theatrical activity has a huge emotional impact on the child, awakens his imagination, activity. Middle preschool age is a wonderful time for developing creative talents. Kids 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 activity remains an important component of the pedagogical process in the middle preschool level. Such classes are most often held as part of the subject "development of speech" (for example, once every three to four weeks) or taken out in circle work.

Tasks and methods of theatricalization in preschool educational institutions

Theatrical classes solve many problems, contributing, above all, to the harmonious development of the child.

Educational tasks:

1. The basic foundations of theatrical culture. The children get acquainted with theatrical terminology, varieties of theatrical art, learn how to behave correctly while in the theater.
2. Theatrical game. Preschoolers improve their ability to navigate in the stage space, move around the site, build a dialogue with a partner in staging on a specific topic, and memorize the words of the characters in a theatrical sketch.
3. Work on the play. The children develop the skills of manipulating imaginary objects. The children learn to embody specific feelings, experiences in the game, to create a certain image through intonation, facial expressions and pantomime.
4. Rhythmoplasty. Preschoolers learn to respond to a musical signal or command, while acting in concert, memorizing various poses and conveying them figuratively.
5. Speech culture. Children develop speech breathing, correct articulation, clear diction, develop the ability to change intonation, compose short stories and fairy tales, and find elementary rhymes.

Development tasks:

1. Theatrical activity instills in the children the skills of public speaking.
2. In children, the dictionary is activated, the vocabulary is enriched, the intonation structure is improved, and dialogic speech develops.

Educational tasks:

1. The general culture of the child increases, there is an introduction to spiritual values.
2. Theatrical activity brings up independence, artistry, creativity ability to communicate with peers and adults.

Organizing on average preschool age theatrical activities, the teacher relies on certain techniques:

1. Verbal: reading short stories and stories (which are then transformed into a play script), conversations with kids, appeal to their personal experience, a competition of readers.
2. Visual: joint examination of costumes, scenery for specific performances, watching theatrical performances in kindergarten (they are organized by teachers or professional actors are invited).
3. Practical: this includes dramatization games, playing short sketches, drawing episodes from specific fairy tales and stories, making decorations, attributes, masks and other costume elements with your own hands.

Photo gallery: methods of work in the middle group for teaching theatrical activities

Watching theatrical performances makes kids want to play their own performance The initial stage is to get acquainted with the scenario of the future performance Preschoolers themselves play a small performance

Types of theatrical activities in the middle preschool level

Theatrical activities in the middle 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: they put on costumes, play the roles of characters, conveying their movements and experiences with the help of intonation, facial expressions and pantomime.

A variety of drama theater is the theater of masks, which also takes place in the middle group. According to the size of the child's head, the teacher makes hats-masks. They can be sewn or knitted, you can also use a cardboard image, which is fixed around the head with an elastic band.

With the help of costumes, masks or hats, kids transform into fairy-tale characters

During the director's game, the child only creates a scene by controlling a toy hero - three-dimensional or flat. In this regard, the following types of theater are distinguished:

1. Desktop. These are manipulations with the most common toys (matryoshka dolls, animal figurines, etc.), while the stage platform is a 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 small plot himself.
2. conical. It is a kind of desktop. The characters are made from paper cones.
3. Theater on flannelgraph (or magnetic board). Kids are usually carried away by the very process of the game action: after all, the pictures do not fall, but seem to be glued to the board, as if magical. The teacher can easily make many characters for such performances: the image can be drawn or cut out of postcards, magazines, old books. The picture is pasted on thin cardboard, on the reverse side of which a flannel is pasted. If the sketch is played out on a magnetic board, then the teacher uses small magnets that are invisible in color to attach the heroes.
4. Shadow. This is great fun for kids who enjoy watching human and animal figures move across a brightly lit screen. The teacher wraps a wooden frame-screen with a thin white cloth, cuts out the figures of characters from loose cardboard and paints them black (while parts of the body can be movable, for example, the head, arms and legs) by using threads or wire. When showing a performance, the figures are tightly pressed against the material, and a light source is located behind. It is desirable that the audience does not see the hand of the puppeteer: for this, each figure is equipped with an additional element, for which it is convenient to hold it.
5. Bibabo (or Petrushki Theatre). It is a set of dolls that are put on hands like a glove. Such characters are sold in children's stores, if desired, they can be made independently. The simplest doll consists of a shirt body, head and arms. The head can be borrowed from an old doll, a rubber toy, or made from plasticine, papier-mâché, a plastic ball, indicating the appropriate 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) 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 pupae. Such a theater usually causes delight and a sea of ​​vivid emotions in kids.
6. Finger. These are small dolls sewn from material, knitted from yarn or glued from paper. The face is made out with the help of buttons, beads, beads, threads, etc. Children put toys on their fingers and show a play with the help of a screen.
7. Mittens Theatre. It is based on the use of unnecessary children's mittens, to which eyes, ears, mouth, hair and other details are sewn. Alternatively, a mitten can be cut out of paper and then glued. Children are very fond of making such dolls, coloring them with pencils, gouache, felt-tip pens, decorating with appliqué. Such mittens, by the way, may include part of the scenery, for example, grass or trees.

Photo gallery: varieties of puppet theater in the middle group

The characters of the bibabo theater are put on their hands like a glove. An ordinary mitten can be transformed into fairy tale character In the cone theater, the characters are paper cones For the table theater, the stage is an ordinary table Small puppets are put on the fingers and a game action is played out using a screen shadow theater need black figurines and white screen Flat characters attached to flannelgraph

The performances staged by the kids turn out to be brighter and more interesting if they are accompanied by musical accompaniment. The music director can play along with the children on the piano, or the teacher selects suitable audio recordings. Thus, theatrical activity in the preschool educational institution is closely connected with the musical one.

Theatrical corner in the group room

In the developing environment of the middle group, a theatrical corner must certainly be designed, where a variety of types of theater, scenery and costumes, caps-masks and various theatrical props (tickets, box office, posters, etc.) are presented. With all these paraphernalia, free time Toddlers can develop their acting skills by acting out small performances, imagining themselves as different characters.

In the theatrical corner, children can independently act out performances using various puppets, scenery, costumes.

Conducting classes in theatricalization in the middle group

In order for the work on the development of the creative abilities of children by means of 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 kids.

Individual approach in class

In the class of theatrical activities, an individual approach is of particular importance. The teacher must create such conditions that each preschooler has the opportunity to reveal their abilities. For these purposes, the following methods are used:

1. Choice of a role at will (according to character of the child).
2. Assigning timid and shy kids to key roles (this will allow them to overcome their fears, become more confident in themselves and increase self-esteem).
3. Playing dialogues in pairs.
4. 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.
5. If a preschooler remembers a large amount of text well, then you need to give him roles with a large number of words.
6. Some children need to be given time to manipulate the toy before acting out the play (perhaps the baby will want to talk to it).

Some children in the dramatization class need to pay special attention

Motivating beginning of theatrical activity

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, the teacher shows the kids a beautiful chest - she found it on the way to kindergarten. There are characters from the fairy tale (it can be "Teremok" or "Gingerbread Man", "Ryaba Hen" or "Zayushkina's hut", etc.). To open the chest, the children must solve riddles.

In a beautiful chest are the heroes of a fairy tale

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 to 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 triumphs over 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 a group room a little like a Russian hut - put a stove, painted wooden utensils, etc.

The teacher dresses up as a grandmother-storyteller

Another option for a motivating start to a class that is sure to inspire children is an offer to turn into actors. Preschoolers are very fond of reincarnating as representatives of a particular profession. And being an actor is very interesting, because you can feel like anyone: a beautiful princess, a little puppy, a cowardly bunny.

The acting out of the performance can be preceded by a short conversation about the theatre. The guys remember if they have theaters in the city, which ones (dramatic, puppet), what are the names of the people who work there. Thus, the lesson acquires a patriotic focus - the kids replenish knowledge about their hometown.

Topic options for classes in the middle group

The very first classes in theatricalization should be of an introductory nature (“What is the theater”, “The World of the Theater”, “Journey to the Theater”, etc.). The teacher introduces the children to the theater, explains its internal structure, shows photographs of beautiful buildings. Preschoolers learn that there are drama and puppet theaters, get acquainted with the profession of an actor.

The children will learn that all the buildings of the theater are very beautiful and majestic.

In subsequent lessons, the kids play short scenes in which they learn to express certain emotions through intonation, facial expressions and gestures (for example, “Change your voice”, “Guess who I will show”, “Mimic studies at the mirror”), expressively read poems (for example, "What I can do" B. Zakhoder).

The subject of the main block of classes in theatricalization in the middle group is connected with Russian folk and literary tales. The teacher plays performances with the children on the following works: “Gingerbread Man”, “Teremok”, “Ryaba Hen”, “Zayushkina Hut”, “Three Bears”, “Gingerbread Man - Prickly Side” by V. Bianchi, “Who Said “Meow”, “ Under the Mushroom" by V. Suteev, "My phone rang" by K. Chukovsky.

According to the fairy tale by V. Suteev “Under the Mushroom”, both puppet and dramatic performances can be staged

Also, classes can have a patriotic focus (“Theaters in my city”) or teach politeness to preschoolers (various scenes from life are played out, where children must use polite words).

Children of the fifth year of life can also practice the profession of a screenwriter and director: invent their own scenes from the life of toys (for example, “Where do the toys live”, “Toys came to visit the doll Katya”, etc.).

Table: fragments of abstracts of classes on theatrical activities in the middle group

Author and title of the lesson	Lesson progress
Khlebnikova N.A. "Playing theater"	The teacher enters in the form of a storyteller and talks with the children about where you 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 "Transmitters". On the instructions of the teacher, children must convey specific emotions to each other: a smile, “angry”, “fright”, “horror story”. The next task is to pass a certain number of claps around the circle. Convey a mood with your voice. It is necessary to say the phrase "Let's go, let's go to the forest for nuts" sadly and cheerfully. The storyteller informs the preschoolers that a kitten has come to visit them. Children remember cartoons and fairy tales in which this hero is present, and then they pass a toy kitten to each other, stroke it, and say affectionate words. The teacher reads a poem by B. Zakhoder "Kiskino grief" Crying pussy in the hallway She is in great grief. Evil people poor pussy Do not let them steal sausages. Kitty, kitty, kitty! - Yulia called the kitten.- Don't rush, wait! - And stroked her hand. The children are invited to imagine how they stroke the cat with their hands. It's time for the storyteller to go home. She asks the guys what they liked most about the lesson, what interesting things they learned.
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 in the course of guessing): Lives in a mink, gnaws crusts. Short legs, afraid of cats. (Mouse). I'm green like grass My song "qua-qua". (Frog) He jumps across the field - he hides his ears. Will stand up as a column - ears upright. (Bunny). Who walks in the cold cold winter, angry, hungry? (Wolf) The tail is fluffy, the fur is golden. Lives in the forest, steals chickens in the village. (Fox). Sleeps in winter, stirs hives in summer. (Bear) The guys guess that the animals are the heroes of the fairy tale "Teremok". The teacher offers to play this fairy tale, pronounces magic words, and the guys turn into forest dwellers - they put on hats-masks. One of the guys plays the role of the sun and Christmas trees (corresponding masks). The teacher in the role of the author tells a fairy tale, and the children play the roles of characters. A physical training session “We are building a house” is being held. Knock-knock with a hammer, (Imitation of a hammer). We build, we build new house. (Walking in place). You, drank, drank faster, (Saw imitation). We are building a house for the animals. (Jumping in place). worked together, the house was quickly built - each in a room. The animals lived together, did not grieve, fired up the stove in the house. Here is the end of the story and who listened well done! And now we must again turn from forest animals into guys! (the teacher takes off the masks from the children). Children are invited to sit at the tables and lay out the towers from counting sticks. Lesson analysis. The teacher finds out from preschoolers what they liked the most and what was difficult.
Lagutina A.V. "Marfusha visiting the guys"	Marfusha (an adult in disguise) appears before the children. She says that when she put things in order, she found a sock, a handkerchief, a glove, a mitten and slippers. And now Marfusha does not know what to do with all this. She decides to put things in a magic chest and cast a spell. Finger gymnastics is carried out: We put it in a big bag (stroke on the left and right palms). One of each item (we bend the fingers of the left hand in turn): Slipper, mitten, sock (connect fingers big with big), And a glove and a handkerchief (index with index, etc.) You are our bag, grow (palms and fingers are pressed to each other, open, make a “ball”). What happened, show (palms up, down, up, down). Marfusha leaves the bag and leaves. The teacher takes out objects one by one and is surprised. Slipper turned into a mouse. Children imitate her thin voice. The teacher takes out a toy ant. The game "Ant and a bird" is being played: when the teacher says "ant", the children should run in small checkers, and you need to sit down on the "bird" signal. The next character from the bag is a glove bunny. The kids turn into rabbits - they press their heads to their shoulders, pick up their “paws” under themselves and tremble. The teacher takes out a butterfly, turns on two melodies in turn. The children must guess under which one the butterfly can flutter. The girls perform dance moves to the music. The last hero is a sparrow. Children guess a riddle about him. Children, with the help of a teacher, guess that all these characters are the heroes of V. Suteev's fairy tale "Under the Mushroom". At first they were sad, but friendship helped them, and the characters became cheerful (the conversation is accompanied by a demonstration of pictograms with a cheerful and sad face). The guys take turns playing the role of a character and asking for a fungus. The game "Recognize friends by voice" is being played: children pass the wand. Whoever has it in her hands calls the leader by name, and he must determine by voice who called him. The game "Transfers": you need to pass a large ball to your neighbor in your palms. Breathing exercises "Wind": on the exhale, preschoolers pronounce "fu-u-u". Preschoolers share their experiences. The teacher takes out a treat from the bag.

Table: fairy tale script for dramatization

Name of the fairy tale

Content

"Masha's birthday"

Once upon a time there was a girl Masha. She was a very cheerful and kind girl. She was loved not only by her friends, but by all the animals! And then one day, when Masha's birthday came, the animals decided to congratulate her on the holiday. They prepared gifts and congratulations for the birthday girl. First, a cat came to Mashenka! (the cat gradually appears on the screen). He went up to her and said: “Masha, I congratulate you on your birthday! And accept a gift from me!” (the cat sways slightly, and Masha stands motionless). The girl was very happy about the arrival of Kotik and his gift and said: “Thank you, kitty, I am very glad that you came! Come on, please." The cat walked over and sat on the chair. And at this time, Bunny was running hopping along the path. He saw Mashenka and joyfully said: “Hello, Mashenka! I congratulate you on your birthday! And I give you…” The girl thanked Bunny: “Thank you, Bunny! Come in, please!” 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 was also in a hurry with congratulations to Mashenka. The little fox ran up to the girl and happily said: “I congratulate you on your birthday! Here's a present 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 a chair next to the Bunny. And then everyone saw that Mishutka was waddling. Mishutka was very timid and shy. He came up and said quietly: “Happy birthday!” Gave Masha a gift and quietly went home. And Masha followed him and said: “Thank you, Mishutka, stay at the holiday!” Mishutka even quietly growled with pleasure, went and sat down next to Kotik. And then everyone saw that the Little Wolf and the Cockerel were coming to Masha with congratulations. The Cockerel walked ahead and crowed loudly, and the Wolf Cub followed him and kept thinking how he would congratulate Masha. They approached the birthday girl and said: “Happy birthday to you! We wish ... Here are the gifts from us!” Masha said: “Thank you, please come in!” The Wolf Cub went and sat down next to Mishutka, and the Cockerel next to Fox, because they were friends and always played together. When the guests sat down, Masha saw that the Goat 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 gladly passed and sat down next to the Cockerel. Masha was very happy with the guests, but she was looking forward to her friend Dashenka. And then she saw that Dashenka was hurrying along the path, and the Mouse was with her. 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 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!

Theatrical activity project

Theatricalization is a great material for project activities in the middle group. These can be short term or long term projects. The duration of the 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 “The Theater next to us” by the Educator I. G. Gimaeva. It involves children, teachers and parents. At the same time, parents are involved in the manufacture of fairy tale characters, the exhibition of drawings “We are from a fairy tale”, the organization of the photo exhibition “In puppet show the whole family".

The problem to be solved during the implementation of the project: the inability to convey the emotional nature of the characters, insufficient vocabulary, difficulties in coherent speech.

The educator developed a detailed project plan, including scenarios for open events, thought out the expected results of the activity. During the preparatory stage, the teacher creates various types of theater in the group (parents and preschoolers themselves are involved in this process), reads fairy tales and stories to preschoolers - future scenarios of performances.

Table: Theatrical tales 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 their favorite characters), physical education (physical education on fairy tale themes).

Analysis and diagnostics of theatrical activities in the middle group

All classes in theatrical activities in the middle group are built according to a similar scheme. First, the teacher immerses preschoolers in the topic, creates the necessary emotional mood. Then a specific sketch or performance is played, 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 opinion, to note that each of them liked the lesson the most. The guys remember what fairy tale they played out, which tasks were easy and which ones seemed difficult. Thus, in the course of the analysis, the educator notes the points that need to be worked on in the future, including in individual activities.

Theatrical activity in the middle group includes diagnostics, which is carried out twice a year (as a rule, this is October and May). The teacher indicates the skills that children should acquire by the end school year, notes how much each child has them at the beginning of education (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:

1. Through intonation, facial expressions and gestures conveys the character and characteristics of the hero of the work.
2. Knows how to transform into a character, improvise during the game.
3. Pronounces the character's words clearly.
4. Oriented in different types of theater, owns toys, finger puppets, bibabo puppets, etc.
5. Willingly participates in children's performances in the preschool educational institution.

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 "Kurochka Ryaba"

Video: theatrical event with the participation of children and parents (middle group) "Cat's House"

Theatrical activity is close and accessible to children. After all, it is inherent in their very nature: the baby seeks to transform any fiction and impression from the environment into a living image. Pupils of the middle group take part in performances with pleasure, like to dress in bright costumes, control puppets, and speak on their behalf. Such actions help the comprehensive development of the child, help the overly mobile and emotional to become more collected, purposeful, and timid - on the contrary, to overcome shyness and self-doubt.