Children's script “The Magic World of Theater. Remote creative competitions "city of masters"
Project passport " Magic world theater"
Project type: educational, creative
Dates: September – May, 2018-2019 academic year(long term)
Project participants: Teachers, children and parents preparatory group MBDOU TsRR kindergarten No. 16.
Relevance: Unfortunately in Lately Cases of speech defects in preschool children have become more frequent. One of the ways to correct speech defects in children is theatrical performance. It helps develop and stimulate the development of all components of coherent speech.
Target: Develop speech activity of preschoolers through theatrical activities.
Tasks:
Introduce children to theatrical culture;
Introduce various types theater (puppet, opera, ballet, etc.), theatrical professions;
Create conditions for joint theatrical activities of children and adults;
Develop speech breathing, diction, correct articulation, train clear pronunciation of sounds, replenish lexicon, learn to build a dialogue, use intonation.
Problem Definition
Selecting a group of participants
Definition of deadlines
Development of goal achievement
Discussing the plan with parents
Drawing up a circuit plan
Planning
Drawing up a plan for working with children and parents
Performance: collaboration on the project (children, teachers, parents)
September
Interaction with children
Watching and discussing the video “Journey to the Theater. Musical Theatre. Part 1
Opera “The Story of Kai and Gerda” (excerpt)
Ballet “Dance of the Little Swans” (excerpt)
Theatrical game “Dispute of vegetables” by T.V. Lisina page 45
Assistance in purchasing costumes for theatrical activities
October
Interaction with children
Watching and discussing the video “What types of theaters are there? Journey to the theater. Part 2"
Puppet theater “Cat, rooster and fox” (excerpt)
Excerpt from the play “Cinderella”
Kuklachev's Cat Theater
Repetition of the game “Vegetable Dispute”
Theatrical game “Seryozha and matches” by T.V. Lisina page 15
Interaction with families of pupils
Memo “How to determine a child’s artistic talent”
November
Interaction with children
Watching and discussing the video “Journey to the Theater. Comedy, tragedy and melodrama. Part 3"
Game "Mood Theater"
Dialogue game “Comment on the action” by I. Agapov p. 79
- “Walking” theater
Interaction with families of pupils
Consultation " Home theater as a means of forming relationships in the family"
December
Interaction with children
Watching and discussing the video “Journey to the Theater. Chevostik learns about the structure of the theater from the inside. Part 4"
Game situation “I will take you to the theater” (rules of behavior in the theater)
Staging " New Year it’s time to meet” E.A. Antipina page 100
Tabletop theater
Interaction with families of pupils
Parent meeting“The role of theatrical activities in the development of children’s speech”
Questionnaire on the topic
January
Interaction with children
Watching and discussing the video “Journey to the Theater. What happens behind the scenes. Part 5"
Game “Types of Theater” (find a pair)
Theatrical game “In Winter” by T.V. Lisina p. 96
Theater on discs
Interaction with families of pupils
Folder “Theatrical activities of preschoolers”
February
Interaction with children
Watching and discussing the video “Journey to the Theater. Profession actor. Part 6"
Game "Try again!"
Finger game training “Soldiers” E.A. Antipina page 18
Puppet show
Interaction with families of pupils
Folder – movement “Why does a child need a puppet theater”
March
Interaction with children
Watching and discussing the video “Journey to the Theater. Behind the scenes. Part 7"
D/game “Theater Lotto”
Dramatization “Spring has come” by E.A. Antipina page 101
Theater on flannelgraph of your favorite fairy tale
Interaction with families of pupils
Photo report “Young actors”
April
Interaction with children
Watching and discussing the video “Journey to the Theater. Props. Part 8"
Game "Theater Professions"
Mini-scene “Pussy” by T.V. Lisina page 57
Finger Theater
Interaction with families of pupils
Consultation “Theater and Children”
May
Interaction with children
Acting out familiar fairy tales
Repetition of covered material
Interaction with families of pupils
Project presentation
Literature:
Agapova I.A., Dovydova., M.A. Best games and fun with words. – M.: LLC IKTC “Lada”, 2008. – 224 p.;
Antipina E.A., Theatrical activities in kindergarten: Games, exercises, scenarios. 2nd ed., revised. – M: TC Sfera, 2009. – 128 p.;
Internet sources.
Outdoor themed games for preschoolers / Comp. T.V. Lisina, G.V. Morozova. – M: TC Sfera, 2015. – 128 p.;
Expected results:
1. Preschoolers and their parents are interested in theatrical art;
2. Know the types of theaters theater professions;
3. Participate with interest theatrical productions, watch performances;
4. They know how to build a dialogue and convey emotions using intonation.
The guys take their seats in the auditorium. From this moment their journey into the world of Theater begins, their acquaintance with acting. Games and competitions are held to develop this skill. The winners of the competitions perform a performance at the end of the event.
Target:
Development of cognitive interest in the world of theater.
Decor:
The stage is decorated balloons, paper flowers. You can arrange an exhibition “Theater through the eyes of children.” There is a curtain on the stage. The presenter is in front of the curtain before the performance.
Attributes:
- Tickets indicating row and seat;
- Theater mask;
- Chamomile with petals - descriptions of mood;
- Cards - tongue twisters;
- Cards with names of objects for pantomime;
- Costumes and scenery for the play "Turnip".
Roles:
- Presenter
Progress of the event
Before entering the hall, children receive tickets that indicate the row and seat. Children take seats (not necessarily those indicated on the ticket).
Presenter: Guys, hello! How are you doing? Good or bad? If you're doing great, clap your hands! How amazing! What's your mood? If it's good, stomp it! Mine is great too! And all because today a real journey awaits us. But where we find ourselves today is a surprise!
Dance number "Surprise".
Presenter: Guys, we have prepared a real surprise for you today! This is a journey into the magical world of theater! Want to go behind the scenes? Then go ahead! But... where are your tickets? Show them to me!
The children raise their tickets and show them to the presenter.
Presenter: Now check if you are in your place.
The guys check the row and place indicated on the ticket with the place where they are sitting. They come to the conclusion that they are in the wrong place.
Presenter: Oh no no no! The situation needs to be corrected urgently! Approach the stage. Now find your place and take it.
To the music, children look for the seats indicated on their ticket.
Presenter: Actor and actress, premiere, intermission, playbill and, of course, a full house - all this can be called in one word - theatrical art. Do you know the name Greek muse patron of this art? Her name is Melpomene!
Melpomene comes out and reads a monologue. Then he bows and leaves.
Presenter: Guys, where does theater begin? That's right, off the hanger. But we had already safely passed it and found ourselves in the auditorium. We took our places, now it’s time for us to go to a fairy tale! So today we will take a trip to magical land, whose big name"Theater". Shakespeare also said that our world is a theater, and we are actors who play various roles. So today I invite everyone to decide on their role, and an unusual mask will help us with this.
He takes out a theatrical mask, half of which depicts a sad mood, the other - joy.
Presenter: Look how unusual the mask is. Guys, why do you think she is a symbol of theatrical art?
The children answer that an actor must be able to play a role regardless of his mood, he must be able to transform.
Presenter: Tell me, how do the moods of this mask differ?
One half is sad, the other is joyful.
Presenter: Here's our first actor play. You need to determine the mood of the music and convey it with your facial expressions.
The game “Acting Skills” is held.
The guys listen to excerpts classical works conveying different moods, their facial expressions depict the nature of the music. Sad - the corners of the mouth are lowered, cheerful - raised. You can use your eyes and eyebrows.
Presenter: You are wonderful actors! Everything worked out great for you. Well, now let's conduct a casting for the best actor. I invite those interested to the stage!
The game “Theater Daisy” is being played.
Children need to say the same phrase: “I love going to school,” but with different moods. They pull out the petal and determine the nature of the spoken phrase: cheerful, sad, neutral, thoughtful, aggressive. The winner is chosen based on the reaction of the audience - who clapped louder. He gets the role of grandfather in the play and goes backstage to prepare, the rest return to their seats.
Presenter: The actor must be able not only to transform himself, but also to speak loudly and clearly so that the audience can hear him even from the back rows! Guys, can you speak loudly? I invite loud voices to the stage!
Presenter: Now let's get acquainted with the concept of "Intermission". Guys, do you know what this is? This is the name of the break for actors and spectators. At this time they can rest. I suggest having a physical session!
Presenter: Now that you have rested, you can continue preparing for the performance. An actor must be able to transform into his character. Let's see if you can transform! Who wants to try their hand at magical arts?
The “Animal Choir” competition is held.
Those interested are divided into three groups: dogs, cats, mice. They line up in a chaotic manner. The host sings a line from famous song, the participants continue to sing in turns in “their” language. For example, the presenter sings “There was a grasshopper sitting in the grass,” the dog should bark the second line, the cat should meow the third line, the mouse should squeak. Anyone who loses the rhythm, sings in a language that is not in “their” language, is eliminated from the game. The three winners distribute the roles of Bug, Cat and Mouse among themselves.
Presenter: Main actress in the theater - prima. She has the most significant role in the play, she has more fans, she is loved and respected. So now we will choose an actor for main role in the play. I ask those who wish to come up on stage!
Competition "Pantomime" .
Participants receive a card with the name of the dishware. Their task is to show the object without words so that the audience guesses what is being shown. If the audience cannot guess the item, the participant is eliminated from the game. The remaining participants move on to the second stage of casting - they show a vegetable in pantomime, and at the third stage they show an animal. The competition continues until a winner is identified who will play the role of Turnip. He goes backstage.
Presenter: Well, while our actors are getting ready, I suggest you use your brains!
Presenter: The actors got ready. Are the audience ready? Then I ask you to sit quietly, listen carefully, and react vigorously at the end of the performance! Attention, the fairy tale begins!
Demonstration of the fairy tale “Turnip”. After the end of the performance, the actors take a bow and the audience applauds.
Municipal budget educational institution additional education for children "House children's creativity named after Claudia Ivanovna Nazarova" Municipal entity"Ostrovsky district"
"Magic
world of theater"
INTRODUCTORY LESSON SUMMARY
Compiled by:
additional education teacher
Storozhko Valentina Vyacheslavovna
Ostrov, 2016
Chapter educational program: « Introductory lesson».
Lesson topic: "The Magic World of Theater"
Target: formation of interest in theatrical creativity
Educational objective:
To acquaint children with the basics of acting, to determine the main qualities necessary for an actor (speech, plasticity, creative thinking);
Developmental tasks:
Develop children's creative abilities;
Develop initial acting skills;
To cultivate a positive creative attitude of class participants towards theatrical activities.
Age of participants: 7-10 years.
Form: activity-game.
Type of lesson: combined.
Techniques: conversation, game, exercises, practical work, discussion, summing up.
Lesson structure
Organizational stage.
- Acquaintance. Introduction to the topic of the lesson.
- Dating game “Snowball”.
Main part
Scenic speech.
Articulation exercises;
3. Stage movement.
Removal exercise muscle tension;
- Exercise on orientation in space;
4. Acting skills.
Exercise to develop attention;
Exercise to develop imagination and fantasy;
Theater improvisation. Impromptu performance.
The final stage.
- Reflection. Summarizing.
Lesson notes
Organizational stage
Hello guys. My name is Valentina Vyacheslavovna, I am a teacher of additional education at the House of Children's Creativity. Today I invite you to go with me on an exciting journey to one of the magical worlds. And what is the name of this magical world, you will find out when you guess the riddles and make up a word from the first letters of the riddles:
The writer wrote the play
He gave it to the theater.
The actor will get his role,
Will stage a play... (director)
To touch the viewer's heartstrings,
The actor even has to sing,
He is an Atlantean in his creativity,
The main thing in an actor is... (talent)
The bell rings, the act is over
And it begins... (intermission)
All children dream of playing in it,
And everyone in the world knows him
Our favorite newsreel.
And it’s called... (“Yeralash”)
There's a whole class at the performance,
The action will begin now.
So that the call back does not disturb us
Everyone turned off... (phone)
From the initial letters of riddle words the word “THEATRE” is formed.
So the magical world that we will go to today is called THE THEATER. But before you and I go on our journey, let's stand in a circle and get to know each other. And we will do this with the help of the game “Snowball”.
Remember how we roll a snowball in winter. We take a small lump of snow, and by rolling the snowball on the snow we increase its size. Each of you has a name. (addressing the child standing on the left hand) What's your name? (child says his name). Imagine that you are a little snowball. (addresses the other children) And you guys are the snow that will stick to our “snowball”. Now the “snowball” will choose who he will go to first. Approaching the selected person, the “snowball” will say his name and take the chosen one by the hand, and he will say his name in response. Then the “snowball” chooses the next one who sticks to him and the two of them go up to the third participant and say their names, first the snowball, then the second participant. The third participant says his name and takes the second participant by the hand. Then all actions are repeated until you all find yourself in one big “snowball”.
Dating game “Snowball”
II. Main part
1. Conversation on issues of theatrical art.
Well, here we are. Let's move on to the topic of our lesson: “The Magical World of Theater.” Today we will try to join the theatrical art and try ourselves as actors. To begin, please answer me a few questions.
What do we call theater?
Why do people go to the theater?
Do you like to watch theatrical performances?
Without whom the theater cannot exist?
Who would like to become a young actor?
Guys, did you know that in our city in the House of Children's Creativity there are several children's theater groups in which you can also, if you want, learn the craft of acting. Each group has its own name, children's theater group which I run is called “Mask”. And today I invite you to feel like students of our school of young actors and at the end of the lesson to perform an impromptu performance. Do you agree?
What qualities do you think a real actor should have? (children's answers)
- Scenic speech.
First, we learn to breathe correctly. And special exercises help us with this.
Breathing exercises
Exercise "Let's warm our hands."
Place your palms in front of your lips and with your mouth wide open, slowly release air onto your palm.
Exercise "Candle".
Put forefinger before the lips. We take in more air with our nose, stop breathing, and then release the air from our mouth in a thin stream, so that the “candle flame” does not flutter.
Exercise "Sniper".
The same as a “candle”, but we exhale the air simultaneously and for the maximum a short time.
Exercise “Stubborn Candle”.
The same as the “sniper”, but we exhale the air in several stages without additional air intake.
Exercise "Pump and ball".
Now you split into pairs. One of you is a “pump”, the other is a “ball”. First, the “ball” is deflated, that is, you are squatting on the floor in a relaxed position. "Pumps" with the sound " pss"and bending at the waist until right angle“pump up” the “ball”. Every straightening is an inhalation, every bending is an exhalation. The “ball” gradually “inflates”. In this case, air is drawn in portions. When the “ball” is inflated, the “pump” pulls out the “plug”, and the “ball” makes a sound "shhh" deflates. Exhalation takes a long time.
Now you will switch roles and repeat the exercise.
We also learn to speak correctly; this requires other exercises, for example: Articulatory
Exercise "Faces".
We raise right eyebrow. We lower it. We raise left eyebrow. We lower it. Raise and lower both eyebrows. Without opening your lips, move your lower jaw up, down, right, left. Let's flare our nostrils. Let's wiggle our ears. We draw out the face. We break into a smile. Without unclenching your teeth, lift upper lip and lower it. We do the same with the lower lip. And now we make faces, “who is funnier” or “who is scarier.”
Exercise "Triangle".
With extremely precise articulation we pronounce the vowels in the following order: “A – O – U – E – Y – I.” The second time we try to ensure that the sound travels as far as possible.
Let's complicate it. Add the consonant “B”. " IN ". " G ".
To train diction we use proverbs, tongue twisters, and poems.
Let's try to remember and pronounce, for example, this tongue twister:
FROM THE THUMPING OF HOOVES DUST FLYS ACROSS THE FIELD
Now let's try to speak it with different emotional coloring:
Angrily, with malice;
With a feeling of joy;
With annoyance;
Thoughtfully;
With a feeling of guilt;
Dreamily.
Stage movement.
Well done, to become real actors we also learn to move beautifully - this is called stage movement.
Exercise to relieve muscle tension “Unbalance”
Each of us is one whole, where the head, neck, arms, legs, torso obey the command of the brain and work in a balanced way.
But now we will try to feel and work with each part of our body separately, as if our organs did not depend on each other. It was as if the magnet that held everything around itself had been turned off. Only the head moves, the body remains in place. Neck. Right shoulder. Left shoulder. Now only the body, while the head and legs do not move. The case is closed, opened (the diaphragm opens). Only the finger of the left hand, only the hand, only the elbow. The lower part of the body, everything else does not move. Right knee, left knee, both knees. Body parts move on their own, independently of other body parts.
Exercise on orientation in space “Molecules and atoms”
Participants portray Brownian motion molecules. At the teacher’s command: “Molecule-2, molecule-3, etc.”, participants are divided into groups (atoms) of 2, 3, etc. people. If someone does not have enough space in the atoms for a few seconds, they sit down on chairs. As soon as the command sounds: “The molecule is free,” the children begin to move again. As soon as there are 2 participants in a team, the game stops.
Acting skills.
In our classes, we also learn to be interesting to the viewer - this is called acting. And in order to improve your acting skills, you need to develop your imagination, fantasy, attention, and memory.
Exercise to develop attention “Do you have a boom-boom-boom?” .
One of you will now go out the door, he will be the driver. With the rest, we will make a wish, for example, an item of clothing that some of you have, some of you don’t. After the driver returns to the room, he will ask one single question to each of you: “Do you have a boom-boom-boom?” If you have this item today, you answer: “Yes.” If you don’t have this item today, you answer: “No.” The driver must guess what item of clothing we have guessed.
Exercise to develop imagination and fantasy
Imagine that you are some kind of fairy tale character, and try to play this hero of yours for us without words, so that we know who you wished for.
Theater improvisation
Today we touched upon the activities of an actor, which he goes through in order to go on stage to the audience. It was just a little preparation. But it will also allow us to now enter the magical world of theater as actors. I suggest you play a short performance where you can apply the knowledge you have acquired today, and of course, add your creativity and imagination to play the role that has fallen to you.
Now, using the method of drawing lots, we will distribute the roles in our impromptu performance. There are cards with pictures on the table. Choose one card, the picture will tell you who your hero is. Characters: kitten, sun, 2 magpies, piece of paper, rooster, 2-3 hens, puppy, horse, cart, butterfly, wind.
Our performance is based on impromptu, that is, it is performed immediately without rehearsal, just listen to the text of the plot that I will read to you, and follow the actions according to the text.
“Kitten” impromptu performance
Today the KITTEN left the house for the first time. It was a warm summer morning, the SUN was shining brightly, scattering its rays in all directions. The KITTEN sat down in the middle of the yard and began to squint at the SUN. Suddenly his attention was attracted by two Magpies that flew in and sat on the fence. The KITTEN began to slowly creep up to the birds. Magpies, not paying attention to the kitten, chirped without stopping. The KITTEN jumped high, but missed, and the MAGTY flew away. It didn't work out. The KITTEN began to look around in search of new adventures. A light WIND blew and blew the PAPER along the ground. THE PAPER rustled loudly. The KITTEN grabbed her, scratched her a little, bit her and, not finding anything interesting in her, let her go. The PAPER flew away, driven by the BREED.
And then the KITTEN saw the ROOSTER. Raising his legs high, the ROOSTER walked importantly through the yard. Then he stopped, flapped his wings and sang his sonorous song. CHICKENS rushed towards the ROOSTER from all sides. Without thinking twice, the KITTEN rushed into the flock and grabbed one CHICKEN by the tail. But the CHICKEN pecked the KITTEN so painfully that he screamed a heart-rending cry and ran away to the side.
At this time, a HORSE with a CART stopped near the house, the HORSE stood calmly and chewed the hay left for it by its owner. The KITTEN crept up and decided to look at the horse closer, but the HORSE snorted at him so much that he rushed as fast as he could to hide behind the CART. After sitting behind the CART for a while, the KITTEN saw a BUTTERFLY that flew into the yard and fluttered from one flower to another. The KITTEN tried to sneak up on her several times, but at the most decisive moment the BUTTERFLY flew to another flower.
The neighbor's PUPPY caught the KITTEN doing this while running past the fence. The PUPPY stopped and, falling on its front paws, barked loudly at the KITTEN, and then rushed into the yard and tried to bite him. In response, the KITTEN hissed loudly, released his claws and hit the PUPPY on the nose. The PUPPY ran away, whining pitifully.
The KITTEN felt like a winner. He began to lick the wound caused by the chicken. Then the KITTEN scratched behind its ear with its hind paw, stretched out next to the cart at its full height and fell asleep. We don’t know what he was dreaming about, but for some reason the KITTEN kept twitching his paw and moving his whiskers in his sleep. This is how the KITTEN's first acquaintance with the street ended.
The final stage.
Reflection
According to theatrical tradition, at the end of each performance, rehearsal, or lesson, the actors give each other applause. The strength of applause is an assessment of the work of each participant in the work. Please rate how our lesson went. Evaluate the work of your comrades. Evaluate your contribution to your work.
Summarizing .
Today we visited the magical world of the theater. Surely each of you will go to this world more than once as a spectator. But only those who undergo training at the school of young actors will be able to become one of the wizards of this world. Raise your hands, how many of you would like to try your hand at performing arts? Thanks to all! Until next time!
"THE MAGICAL WORLD OF THEATER"
Program for organizing theatrical activities with older children preschool age
1. Explanatory note
Childhood is joy, play, merging with nature. Theater is a magical land in which a child rejoices while playing, and in play he learns about the world.
Purpose of the program- development of stage creativity in children of senior preschool age through theatrical games and performance games.
The synthetic nature of all theatrical games and, in particular, performance games (performances) makes it possible to successfully solve many educational problems. tasks preschool institution: to develop artistic taste, creative abilities, to form a stable interest in theatrical art, which in the future creates in the child the need to turn to the theater as a source of emotional empathy and creative participation.
Theater in kindergarten will teach the child to see the beauty in life and people; will give birth to the desire in him to bring the beautiful and good into life.
In theatrical performance games with the help of such expressive means how intonation, facial expressions, gestures, and gait are played out in certain literary works. Children not only get acquainted with its content, recreate specific images, but also learn to deeply feel events, relationships between the heroes of this work.
Theatrical games contribute to the development of children's fantasy, imagination, memory, and all types of children's creativity (artistic speech, musical play, dance, stage).
In order to solve these problems, it is necessary to have children's institution a teacher who would not only conduct special theatrical games and activities with children, but would also correct the actions of all teachers who solve all problems, according to the basic program, including theatrical activities. Teacher children's theater should help educators change traditional approaches to organizing theatrical activities, involve them in active participation in working on theatrical games (even participating in them as “actors”). His goal is not to limit himself to screenwriting, directing and production work with child “actors”, but throughout his life kindergarten, through all types of children's activities, solve problems aimed at developing creativity in children.
Work on the play - analysis of the content of the work, distribution of roles, game exercises, sketches that contribute to the practical and emotional development of actions in the plot and, finally, staging work on the entire performance - is carried out in special classes, at least once a week for 30-40 minutes . These classes can be held both in the first and second half of the day. But such work should not take place in isolation from the educational activities carried out by group educators, music director, art teacher.
On musical In classes, children learn to hear different emotional states in music and convey them through movements, gestures, and facial expressions. They listen to the music for the next performance, noting its varied content, etc.
On speech In classes, children develop clear, clear diction, work is underway on articulation with the help of tongue twisters, tongue twisters, nursery rhymes, etc.; children get acquainted with a literary work for the performance.
In classes on visual arts get acquainted with reproductions of paintings, illustrations similar to the content of the play, learn to draw with various materials based on the plot of a fairy tale or its individual characters.
Children play "theater". They act either as actors or spectators, controllers, ticket takers, hall attendants, tour guides exhibition hall. They draw posters and invitation cards for performances, and prepare an exhibition of their works.
IN theater studio under the guidance of a specialist, speech exercises are carried out, various etudes are played out in order to learn how to convey different feelings. It could be frank rehearsal work over the next theatrical play-production, performance. In this case, it is advisable to use such a technique as acting out one plot (or individual scenes to it) with the help of various theatrical games (board games, bench games, bibabo dolls, etc.).
For example, work is underway on the musical fairy tale “Cat’s House” (music by V. Zolotarev): some children act out the next scene using bibabo dolls on a screen; others act out the same play in the form tabletop theater; still others dramatize.
On the days when the production is scheduled, roles are distributed among all the children of the group: who will go to deliver invitation cards to children spectators (in the invited group) and adults (employees of the institution), who will take part in decorating the exhibition in the foyer of the children's theater, who will hang up the poster, who will help prepare the artistic room (costumes, paraphernalia), etc. - this is in the first half of the day. After a nap, the game-action continues: now we need a controller, a tour guide, an attendant in the hall, stage, or cafe; the artists change clothes in the costume room... At the appointed hour, guests arrive (children of another group and adults). The performance begins. It is advisable to involve as many children as possible in it. This can be achieved by changing child artists in each action and including adults in the action.
Big performances ( musical fairy tales, children's operas, choreographic performances) should not be more than two or three. But throughout the year, thanks to systematic work, it is possible to use a large number of other theatrical games (board, bench, dramatization games). They can be introduced into the lives of children as spectacular entertainment, as a fragment festive concert or a matinee.
What must know child 5-7 years O theater
Theater is a special, beautiful, magical world. Everything in this world is unusual. Instead of living nature - scenery drawn by the artist, various heroes(characters), actions are invented by the playwright and played by the actors.
Theater can transport audiences to the distant past, the future and to a fairy tale. On the theater stage they can speak not only
14 people, but also animals and birds. Artists are the main magicians of the theater. They have different stage means talk about events and people's experiences.
In addition to the artists, many people work on staging the play: director, composer, artist, make-up artist, dance director, choirmaster, etc.
Spectators who come to the theater behave in a special way: they talk quietly in the foyer, walk calmly, looking at the exhibition, portraits of actors; in the auditorium they listen and carefully watch the work of the artists, and do not interfere with others from following the action of the performance. It is indecent not only to talk, but also to chew, rustle with a candy wrapper, etc.
Before the start of the performance, you need not only to know its name, but also to get acquainted with the content (the program), and find photographs of the artists participating in the performance in the foyer.
You can play the theater yourself. To do this, you need to determine your favorite type of theater, outline a plot and act it out.
Knowledge about theatrical art, the emergence of a sustainable interest in it, and stage skills are not born suddenly. Only a system of working according to the principle “from simple to complex”, starting from early preschool age, as well as the use of the entire complex of means and methods of theatrical and play activities will help to successfully solve the tasks.
Tasks By theatrically - play activity
For children 5-6 years old
Theater ABC
Tell children that theater is a special magical world. The main magicians in the theater are actors. Using special means they can tell us about various events, about people's experiences. The main means of artistic expression: intonation, facial expressions, gesture. Theaters are different: in opera house the artists sing, in the ballet theater - all the thoughts and feelings of the characters are conveyed by their movements, in the drama theater they talk, in the puppet theater - all actions and conversations are carried out with the help of puppets. Eat special kind theater - children's. It hosts performances for children.
A lot of people work in the theater. In addition to artists, artists, composers, writers (playwrights), make-up artists, etc.
Puppet theater games
Introduce children to the techniques of puppeteering puppets, the “living hand”, bibabo, finger theater, picture theater on hand.
Work on children's speech breathing, achieve clear diction, the ability to change tempo, sound strength, work on intonation expressiveness of speech.
Dramatization Games
Continue to teach children to independently choose means for conveying images, conveying dialogues, and actions of characters, improve children’s performing skills, stimulate children’s desire to change actions, and introduce their own lines.
Games-performances
Encourage children to show independence in choosing expressive means when creating images of characters, teach them to feel their partner, and strive to play along with him.
Encourage children to get used to the image, constantly improving it, finding the most striking expressive means for embodiment.
Expand the genre range of performances, offering children such options as: a performance on an artistic and speech basis, an opera performance, a folklore performance on a ritual basis. Cultivate the desire to bring joy to others through your play.
For children 6-7 years old
Theater ABC
Deepen children's knowledge about theater as an art form. To form a sustainable interest in theatrical art, the need of every child to turn to the theater as a source of special joy, emotional experiences, and creative participation.
Through theater, teach a child to see the beautiful in life and in people, to instill in him the desire to bring the beautiful and good into life.
The child must know that wonderful world everything is unusual in the theater. Artists talk about events and people’s experiences in different ways. Clarify information about the basic means of expression. To clarify children’s ideas about the features of various theaters: opera, ballet, Theatre of Drama, folk farce theater, puppet theater, children's theater.
Introduce the theaters of your city (the most famous ones). Expand the range of information about those who work in theaters (director, dance director, choir master, make-up artist, etc.).
Strengthen the skill of behavior while watching a performance; in general, clarify knowledge of the rules of behavior when visiting the theater.
Before the start of the performance, it is necessary not only to know its name, but also to introduce it to the content.
In the foyer, see the photo exhibition for this performance (photos of the actors and scenes from the performance).
Determine your favorite type of genre, outline your favorite plots and act them out (like opera, ballet, dramatic performance or puppet).
Stimulate children's activity in organizing independent theatrical activities.
Puppet theater games
To consolidate the puppeteering skills of various puppet theaters (bibabo, gapit, finger, puppets, with a “living hand”, tabletop, shadow, etc.).
Introduce new types of theaters: floor (people-dolls, cone); cane
Create a sustainable interest in puppet theater, the desire to control dolls of various systems.
Lead children to the ability to show independence in choosing an option for staging a fairy tale (type of theater, solo or collective execution with musical accompaniment and without it).
Dramatization Games
Improve children's improvisational abilities, develop initiative and independence in creating images of various characters.
Encourage children to create and act out on their own small tales, scenes.
Games-performances
Put children in a searching situation in choosing expressive means to convey an image, develop the ability to freely choose movements, actions, gestures, facial expressions, intonation, and to convey a game image. In general, develop stage creativity.
Contribute to expanding the range of emotional perception of the expression of various emotions (joy, grief, surprise, fear, etc.).
Enter new type games-performances: pantomime performance, rhythmoplastics performance, folklore performance on a ritual basis, ballet performance or performance on a choreographic basis.
To develop children’s ability to express basic emotions and respond appropriately to the emotions of others.
Featured below curriculum- this is a variant of a holistic approach to solving problems through all the main types of children's artistic activity in working with children of senior preschool age.
I would like to draw the attention of practitioners that the proposed repertoire for children's performances is indicative and therefore replaceable. But all work is built according to this scheme, based on the assigned tasks.
Program tasks
Theater game
Theatrical play - historically social phenomenon, independent Kind of activity, characteristic of man.
Tasks. Teach children to navigate in space, to be evenly placed around the site, to build a dialogue with a partner on given topic; develop the ability to voluntarily tense and relax individual muscle groups; remember the words of the characters in the plays; develop visual, auditory attention, memory, observation, creative thinking, fantasy, imagination, as well as interest in performing arts. Practice clear pronunciation of words, practice diction. To cultivate moral and ethical qualities, a culture of behavior in the theater and in life, goodwill, contact with peers, and a love of folklore.
Culture and technique of speech
This section combines games and exercises aimed at developing breathing and freedom of the speech apparatus.
Tasks. Develop speech breathing and correct articulation, clear diction, varied intonation, speech logic; develop coherent figurative speech, creative imagination, ability to compose short stories and fairy tales, select the simplest rhymes. Learn to pronounce tongue twisters and poems, practice clear pronunciation of consonants at the end of a word. Learn to use intonations that express basic feelings. Replenish your child's vocabulary.
Fundamentals of theatrical culture
This section is intended to provide conditions for preschoolers to acquire basic knowledge and concepts, and professional terminology of theatrical art. The section includes the following main topics: features of theatrical art; types of theatrical art, basics acting. Spectator culture.
Tasks. Introduce children to theatrical terminology; with the main types of theatrical art; cultivate a culture of behavior in the theater.
Work on the play
Tasks. Learn to compose sketches based on fairy tales and fables; develop skills in working with imaginary objects; learn to find key words in individual phrases and sentences and highlight them with your voice; develop the ability to use intonations that express a variety of emotional states(sad, happy, angry, surprising, admiring, pitiful, contemptuous, condemning, mysterious, etc.); replenish vocabulary, figurative speech.
Common Programming Tasks
Shape and activate cognitive interest children.
Relieve tightness and stiffness.
Develop visual and auditory attention, memory, observation, resourcefulness, fantasy, imagination, imaginative thinking.
Develop an ear for music.
Develop the ability to coordinate your actions with other children.
Develop the ability to communicate with people in different situations.
Develop an interest in performing arts.
Develop the ability to believe in any imaginary situation (transform and transform).
Develop skills in working with imaginary objects.
Learn to write sketches based on fairy tales.
Learn to improvise dramatization games based on familiar fairy tales.
Develop a sense of rhythm and coordination of movements.
Develop plastic expressiveness and musicality.
Develop motor abilities, dexterity, mobility.
Learn to create images of living beings using expressive plastic movements.
Develop the ability to use a variety of gestures.
Develop speech breathing and correct articulation.
Develop diction by reading tongue twisters and poetry.
Practice clear pronunciation of consonants at the end of a word.
Replenish your vocabulary.
Learn to build a dialogue.
Learn to use intonations that express basic feelings.
To introduce theatrical terminology and types of theatrical art.
Introduce the creators of the play.
Get to know the device auditorium and scenes.
Foster a culture of behavior in the theater.
2. Main content
Instructional planning structure
Types of children's activities | Tasks | Forms |
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September Organizational month. Preparation of a subject-development environment. |
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October |
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Artistic and speech activity | Introducing a new plot for children literary work. Promote the development of the articulatory apparatus, develop diction, achieve a variety of intonation, clarify children’s knowledge about the characteristics and habits of animals | Reading a new literary work | Lesson for all children |
Theatrical and gaming activities | Talk about the features of this type of art, about the types of theater, about the main wizards of the theater. Acquaintance with the characters of a literary work, with their characteristics | Acting out individual dialogues using caps and masks and finger theater | Working with small subgroups of children |
Musical activities | Emotionally enrich children's ideas about nature (animals, birds) through a musical image | Listening to music for the selected piece | Lesson with the whole group |
Creative activities (dance, music and games) | Teach children to independently select movements and methods of action to convey an image. To train children in the ability to convey different feelings. Learn to use facial expressions and gestures. Introduce appearance heroes, events of the time of year when they occur | Sketches for conveying the musical and figurative characteristics of animals and birds Sketches for conveying various feelings (see book by M. Chistyakova “Psychogymnastics”) | With small subgroups and individually |
Learn to convey the characteristics of birds, animals, their coloring features through practical activities | Use illustrations and reproductions of paintings that are close to the content of the plot. | With the whole group of children |
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November |
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Develop children's memory. Learn to retell a literary work, first in your own words, and then exactly following the text. Continue working on articulation and diction | Learning the text for a literary work. | Subgroups and individually |
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Theatrical and play activities (classes with a teacher-specialist in theater arts) | Introducing children to the elements of acting helps the main theater wizards talk about events, convey the experiences of the characters, their feelings. Teach children to retell a fairy tale by role (individual episodes), change intonation and facial expression in accordance with the events and experiences of the characters | Talk about the features of gesture, facial expressions, intonation. Show different images using your example. Children acting out individual dialogues and scenes | With subgroups, using all types of theatrical games to act out the same scene |
Musical activities | Teach children to sing with pure intonation, expressively, in accordance with the nature of the songs and the specifics of the image. | Learning songs for a literary work | With the whole group |
Creative activity | Exercise children in independently selecting movements to convey a game image, using facial expressions and gestures | Improvisational dances of various characters | With groups and individually |
Visual activities | To prepare children to be able to draw according to a creative plan, reflecting their impressions of a literary work | Drawing with various materials according to the plot or individual characters | Frontal |
December |
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Artistic and speech activity | To consolidate children's knowledge of the characters' text. Learn to convey the dialogical part of the text expressively and with emotions | Children's retelling of the plot by role | Frontal in a playful way |
Theatrical and gaming activities (classes in theater arts) | Teach children compositional construction scenes Develop children's creative abilities when creating images for a fairy tale | Working on a complete production of the play | Frontally and in subgroups |
Creative activity | To achieve independence, initiative in choosing means to convey the image, naturalness, ease and artistry in theatrical action | Creative tasks for dance and music and play creativity of an improvised nature | Subgroups and individually |
Musical activities | Develop active emotional empathy musical images in performing activities | Continue learning songs, dances, musical games for the performance | With the whole group, subgroups, individually |
Visual activities | Strengthen children's drawing skills various materials decorative patterns | Production of posters, invitation cards. Together with adults, prepare the scenery for the performance, individual attributes, masks | Collective and individual work |
Staging musical performance based on the selected literary work for kindergarten children and parents. |
A similar structure of work for the theatrical production of the next literary work in the period from January to May.