Tabletop toy theater in the dhow. Creative work “Theatrical activities in kindergarten for children of senior preschool age

There are many forms of training and upbringing as a process of comprehensive development of children, but theatrical activities stand out among them. This is the type of activity where play, education and learning are inextricably linked. Every child is a wizard by nature. The makings of creative abilities are inherent in any child. You need to be able to reveal and develop them. The joint task of the kindergarten and parents is to help not lose the creative abilities of those who develop them, and also to develop those who have them.

It can be argued that theatrical activity is a source of development of feelings, deep experiences and discoveries of a child, and introduces him to spiritual values. This is a concrete, visible result. But it is no less important that theatrical activities develop the emotional sphere of the child, make him sympathize with the characters and empathize with the events being played out.

All theatrical games can be divided into two main groups: dramatization and director's. In dramatization games, the child, playing a role as an “artist,” independently creates an image using a set of expressive means.

Types of dramatization are: games - imitations of images of animals, people, literary characters. Dramatization games are role-playing dialogues based on text. But in director's play, the “artists” are toys or their substitutes, and the child, organizing the activity as a “scriptwriter and director,” controls the “artists.” “Voicing” the characters and commenting on the plot, he uses different means of expression.

The types of director's games are determined in accordance with the variety of theaters used in kindergarten: tabletop, flat and volumetric, shadow puppet, finger theater, etc. In order to develop the creative abilities of children in the process of theatrical activities, it is necessary to highlight several conditions:

The first condition is the enrichment of the environment with the attributes of theatrical activities and the free exploration of this environment by children (a mini theater, which is periodically replenished with new attributes and decorations);
The second condition is meaningful communication between the teacher and children.
The third condition is teaching children the expressive means of theatrical activities:

Facial expressions- tells us without words about certain feelings and moods of a person, that is, when a face expresses any emotions.

Gestures– dynamic movement of the body: arms, legs, head, etc., as well as posture.

Pantomime- facial expressions combined with gestures.

Classification of theatrical games

In children junior preschool age The primary development of director's theatrical play is noted through:

tabletop toy theater;
tabletop flat theater;
flat theater on flannelgraph;
finger theater.

IN age 4-5 years the child masters different types tabletop theater:

soft toys;
wooden theater;
cone theater;
folk toy theater;
planar figures;
theater of spoons;
horse puppet theater (without a screen, and towards the end school year– and with a screen), etc.

IN senior and preparatory age groups , children can be introduced to puppets, the “living hand” theater, handkerchief theater, people - dolls.

Walking theater

Shadow theater

Psychologists have proven that play activity is an integral component of the harmonious all-round development of preschool children. It's connected with age characteristics development of mental processes in children. With the help of this, preschoolers learn about the world around them, learn to communicate and interact with peers, and adapt to society. One of the effective types of play activity in kindergarten is theater. In such activities, preschoolers show creative activity, realize their potential, and develop abilities. That is why it is so important to hold theatrical games in preschool educational institutions. Such activities are organized in a preschool institution in a variety of forms. We will look at what types of theaters there are in kindergarten and how to organize them correctly in this material. In addition, we will share interesting ideas for making attributes and equipment for carrying out such work.

The influence of theatrical play on the development of a preschooler

It is impossible to overestimate the beneficial effects of theatrical games. This activity contributes to:

children’s learning and retention of educational material;
development of speech and fine motor skills;
formation of communication skills;
development of creative abilities, identification of children’s talents;
developing the ability to interact with others;
the formation of the sensitive-emotional sphere;
the emergence of a sustainable interest in fiction and books;
education aesthetic taste;
development of such personal qualities, such as determination, will, initiative and others.

Types of theaters in preschool educational institutions

Thus, the organization of theatrical activities in preschool education achieves a number of educational and educational goals. In addition, it contributes to the implementation of the requirements of the state standard, since thanks to this form pedagogical work, children learn to independently put forward ideas, argue, show initiative and creativity.

What types of theaters can be organized in kindergarten? IN pedagogical literature It is proposed to carry out activities with preschoolers such as:

tabletop theater;
bench;
riding;
wrist;
floor;
living puppet theater

In turn, each of specified types divided into subspecies. We will tell you more about each of them below.

Stand theater

A stand theater is a surface on which character figures and decorations are attached. This type includes:

Theater on flannelgraph (board covered with fabric). To organize this, you will need an industrial or self-made flannelgraph and figurines-characters of the selected work of art, on which it is necessary to reverse side attach Velcro. Thus, as the plot develops, the child is invited to attach the necessary figures to the flannelgraph.
Magnetic is essentially the same as the previous type, only a metal board is used, and magnetic strips are attached to the figures instead of Velcro. The basis and, accordingly, the characters of such a theater come in very different sizes: from a small tabletop version to a full-fledged screen for an auditorium or music hall.
in kindergartens is the most mysterious and unusual for children to perceive; preschoolers enthusiastically participate in such a game. To organize this type of theater you will need a screen (white fabric stretched vertically), a lantern or table lamp (depending on the size of the screen), and black cardboard figures. Instead of using toy characters, shadows can be created directly with your hand and fingers. This type is called “living shadow theater”.

Tabletop theater

The name of this type of theater speaks for itself - play activities are carried out on the table. Its peculiarity is that the scenery and characters must be small in size so that it is possible to place all the necessary attributes of the game on the surface. What is a tabletop theater like in kindergarten?

Paper (cardboard). Often this ready theater can be found in any children's magazine- you just need to cut out and assemble all the necessary parts and you can start the performance.
Magnetic is a metal board with magnets - characters from a fairy tale.
A theater made of natural material, for example, cones, chestnuts, acorns, etc. It is convenient to place such characters in a box of sand.

"Rar" theater

This type includes theatrical activities, which require attributes such as finger puppets or “glove” toys. There are the following “wrist” types of theaters in kindergarten:

finger;
glove

What is needed to organize such theatrical activities? First of all, you need a screen. Its size depends directly on the size of the characters. In turn, dolls are most often made independently by the teacher. But students can also take an active part in creating characters. For example, you can make finger puppets from cardboard cones, fabric, tennis balls and other materials.

“Glove puppets” can be made, for example, from a mitten or sock, sewing the necessary elements (face, hands, clothes, etc.) to the base.

It is important to note that finger theater, in addition to other advantages, effectively develops fine motor skills preschoolers, which, in turn, directly affects the formation of children’s speech.

Horse Theater

What is a horse theater? This term was introduced by Russian puppeteers back in the 16th century. Its peculiarity is that the dolls are taller than the person who controls them. There are the following types:

Reed theater uses puppets, which are mounted on a high cane, and the person who controls the characters is hidden behind a screen.
The Bi-ba-bo theater is becoming increasingly popular. In principle, this is the same “glove”, since the dolls are put on the hand. The only difference is that it is used high screen and thus the characters are presented to the audience at a level above the height of the puppeteer.
No less interesting is the theater of spoons in kindergarten. It is very easy to make attributes for such gaming activities yourself. For this you will need a wooden spoon. The character’s face is drawn on its convex part, and clothes are put on the handle fairy tale hero. During production children's performance little puppeteers hold spoon characters by the handle.

Floor theater

Floor theater uses puppets. Making them yourself is quite difficult, so most often they are purchased in specialized stores. Due to this feature, this type of theatrical activity is rarely carried out in kindergartens. But it is the puppet theater that evokes a storm of emotions and delight in preschoolers. Since children do not yet understand the mechanism of action of such dolls, children imagine that the toys themselves have “come to life”. It is this element of “miracle”, “fairy tale” that contributes to the emergence of positive emotions in preschoolers.

Living Puppet Theater

But more often than others, a “live” puppet theater is organized in kindergarten. Such an activity can be carried out as a lesson on the development of speech, the surrounding world, the study foreign language, as well as during leisure time. In addition, a live theater production can be dedicated to a holiday, for example, Maslenitsa or New Year.

The following types of described gaming activities are distinguished:

masque;
theater of giant puppets.

The latter is most often carried out as a leisure activity in a preschool educational institution. The roles of giant dolls are played either by adults or older preschoolers. Younger children can only act as spectators.

Then the mask theater is suitable for children of any age. Even the youngest pupils have the opportunity to “reincarnate” into the hero of a fairy tale. The teacher can invite the children to retell a favorite story of the kids in such an unusual way or prepare a full-fledged performance for their parents.

Preschoolers can make masks for the upcoming performance on their own under the guidance of a teacher, for example, during classes on artistic and aesthetic development or during leisure activities.

How to make a screen for a theater in a preschool educational institution yourself?

In order to organize theatrical activities with preschoolers, you will need various attributes, including masks, dolls, decorations. Of course, the necessary equipment can be purchased in specialized stores. But by inviting children to make the necessary equipment for the theatricalization of a fairy tale, it is possible not only to diversify the educational process of preschoolers, increase motivation for work, but also to realize the main educational and educational goals.

What can you use to make a theater for preschoolers? For most species this creative activity a theater screen is needed. In kindergarten, there is usually the specified equipment either in the playroom or in the music room. But if you don’t have a screen of the required size, you can make it yourself.

The easiest way to make such an attribute for a theatrical game is to stretch thick fabric over the doorway. Depending on what type of activity is supposed to be carried out, a “window” is either cut out in the material or an indentation is made at the top to accommodate the characters.

Screen for finger theater

To organize a finger theater, you will need a small screen. Therefore, this attribute can be made from cardboard boxes, at the bottom of which it is necessary to cut a hole. Such a screen then needs to be aesthetically decorated. It is recommended to decorate the box with universal decorations so that you do not have to make a new screen for each fairy tale separately. So, you can design it in the form of a forest clearing and place it as a “house on the edge.”

Dolls for theater in preschool educational institutions from scrap materials

Preschoolers really enjoy making their own character dolls from unusual materials for theatrical games. What can such attributes be made of? A teacher who practices a creative approach to work is able to make figures from the most unexpected materials. For example, a paper theater is the easiest and fastest way to make homemade characters.

You can also use wooden ice cream sticks, covering them with felt, foil, or colored self-adhesive film. Photos of such characters for theatrical activities can be seen below.

Materials for making characters

What else can you make characters from:

cardboard, making two holes for fingers in the lower part;
matchboxes;
tennis balls;
inflatable balloons;
disposable tableware: plates, cups, spoons;
socks, mittens, gloves;
plastic bottles;
natural material, etc.

Thus, you can organize different types of theaters in kindergarten. When planning such activities, it is important for the teacher to take into account the age and individual characteristics of the students and their interests. In addition, it is necessary not only to correctly conduct a theatrical game, but also to methodically correctly think through the preparatory and final stages of working with children. The effectiveness of pedagogical work with preschoolers in general depends on these factors.

The types of director's games are determined in accordance with the variety of theaters used in kindergarten: tabletop, flat and volumetric, shadow puppet, finger theater, etc. In order to develop the independence and creativity of children in the process of theatrical activities, it is necessary to highlight several conditions:

Enrichment of the environment with attributes of theatrical activities and free exploration of this environment by children (mini theater, which is periodically replenished with new attributes and decorations);

the content of games should correspond to the interests and capabilities of children;
meaningful communication between teacher and children;
the theatrical and play environment should be dynamically changing, and children take part in its creation;
teaching children expressive means of theatrical activities:

Facial expressions- tells us without words about certain feelings and moods of a person, that is, when a face expresses any emotions.

Gestures– dynamic movement of the body: arms, legs, head, etc., as well as posture.

Pantomime- facial expressions combined with gestures.

IN younger preschool age the teacher creates conditions for individual director's games by saturating the subject-play environment with small figurative toys (dolls, nesting dolls, animals, technical toys, construction sets, furniture, etc.). The teacher’s participation in individual director’s games is manifested in his acting out everyday and fairy-tale situations (from nursery rhymes, works by V. Berestov, E. Blaginina, etc.), demonstrating the use of role-playing speech, onomatopoeia, drawing the child into the game, prompting lines, and explaining actions.

IN middle group The teacher creates conditions for collective director games. In an object-play environment, in addition to imaginative toys, there should be a variety of waste materials (boards, spools, unbreakable vials, etc.), which contribute to the development of imagination and the ability to act with substitute objects. When organizing director's games, the teacher takes the position of an assistant: asks the child to explain the meaning of the actions, encourages role-playing speech (“What did you say?”, “Where did you go?”), sometimes acting as a bearer of gaming skills, showing fantastic stories with the help of toys and substitute objects. helps the child get involved in such activities.

Senior preschool age – the heyday of directing acting, which becomes a full-fledged joint activity. The content of the games are fantastic stories in which reality is intertwined with events from cartoons and books. The subject-game environment for director's games is constructed on the basis of multifunctional game material (a map-model of the game space). Its use helps the child to invent and act out the events that make up the plot outline, imagine the plot situation even before it is played out, and then flesh it out in the process of director's play, filling it with game events. The closeness of the structure of the game and fairy tale plot makes it possible to use literary fairy tale as the basis for the development of the plot.

In each age group It is desirable to have a corner for theatrical performances and performances. They provide space for director's games with finger, table, stand, theater of balls and cubes, costumes, and mittens. In the corner are located:

various types of theaters: bibabo, tabletop, puppet theater, flannel theater, etc.;
props for acting out skits and performances: a set of dolls, screens for puppet theater, costumes, costume elements, masks;
attributes for various playing positions: theatrical props, makeup, scenery, director's chair, scripts, books, samples of musical works, seats for spectators, posters, box office, tickets, pencils, paints, glue, types of paper, natural material.

Classification of theatrical games

In children junior preschool age The primary development of director's theatrical play is noted through:

tabletop toy theater;
tabletop flat theater;
flat theater on flannelgraph;
finger theater

Aged 4-5 years The child masters different types of tabletop theater:

soft toys;
wooden theater;
cone theater;
folk toy theater;
planar figures;
theater of spoons;
horse puppet theater (without a screen, and by the end of the school year - with a screen), etc.

IN senior and preparatory age groups , children can be introduced to puppets, the “living hand” theater, handkerchief theater, people - dolls.

However, theater in kindergarten is a broader concept and also implies the direct participation of children as actors, screenwriters, and directors. Theater in kindergarten is used by preschoolers great love. Children are always happy to join the game: they actively participate in the performance, answer the questions of the puppet characters, empathize with them, and give them advice.

Theater in kindergarten “grows” with the children. Acquaintance with the world of beauty begins with the first junior group. Children act as spectators, who, however, at the end of the performance are allowed to get to know the characters, play with them, and put them in a box.

In the second younger group, children become active participants in stories. Finger theater or puppet theater is something that will be understandable to preschoolers at this age. Scenarios, as a rule, are borrowed from Russian folk tales, and child actors learn to imitate the characteristic movements of fairy-tale foxes, bunnies, and wolves.

In the middle group, theater in kindergarten reaches a new level. Children are invited to repeat the facial expressions and intonation of the characters. Children are involved as actors and performances are organized for parents. It must be said that for children who lack self-confidence, theater in kindergarten is very useful. They get the opportunity to express themselves and open up, but at the same time, as it were, “remaining in the shadows,” behind a screen.

The acting school comes to an end in the preparatory group, when children are offered mise-en-scenes that are complex in their plot, heroes with “problematic” characters and puppets that are difficult to control, like cane or Stuffed Toys. Throughout the entire preschool journey, it is important not to leave a single child unnoticed. Everyone should have a small role. As a rule, silent children are offered wordless roles, while active children who speak well are given large chunks of text to learn. One of the important conditions for the implementation of the system of artistic and aesthetic education in a preschool institution is the correct organization of the developing subject-spatial environment. Therefore, each age group should have an aesthetically designed theater and play area. One of the important conditions for the implementation of the system of artistic and aesthetic education in a preschool institution is the correct organization of the developing subject-spatial environment. Therefore, each age group should have an aesthetically designed theater and play area.

Theatrical performance in kindergarten

Plan

1. Development of children in theatrical activities

a) What is theater and its origins

b) The meaning and specificity of theatrical art

c) Introducing children to theatrical activities

d) Characteristics of theatrical games

e) Classification of theatrical games

a) Forms of organizing theatrical activities

b) Junior group

c) Middle group

d) Senior group

e) Preparatory group

3. Puppet theater

a) Types of theaters

b) types of dolls

c) Organization of a corner for theatrical activities

a) A teacher’s skills and abilities in organizing theatrical activities

b) Main areas of work with children

1. Development of children in theatrical activities

a) What is theater and its origins

What is theater? This is the best, according to K.S. Stanislavsky, a means for communication between people, for understanding their innermost feelings. This is a miracle that can develop creative inclinations in a child, stimulate the development of mental processes, improve bodily plasticity, and form creative activity; help reduce the spiritual gap between adults and children. A child’s whole life is filled with play; every child wants to play his or her role in it. In the game, the child not only receives information about the world around him, the laws of society, the beauty of human relationships, but also learns to live in this world, build relationships with others, and this, in turn, requires creative activity of the individual, the ability to behave in society. Ancient theater- theatrical art Ancient Greece, Ancient Rome, the countries of the Middle East (VI century BC, IV-V centuries AD) At this time, European theatrical art arose. Since ancient times, all peoples of the world have had holidays associated with the annual cycles of death and rebirth of nature, with the harvest. These rituals gave life to the drama and theater of Greece and Rome. In Greece they were dedicated to the god Dionysus. The choir of mummers and singers did not just perform a song, a dialogue arose between them, which means active facial expressions and action. In Rome, at harvest festivals, cheerful, amusing songs were sung, in which topical themes and social motives were rarely heard; dances were performed (plastic culture of movement, gesture). Thus, at the origins of theater - folk art, which arose as a necessary element in the social and spiritual life of people, as a mass spectacle. In Ancient Greece, the theater consisted of an orchestra (a round platform on which the actors performed and a choir around which the spectators were located), spectator seats, and a skene (a place for changing clothes and the actors’ exit to the audience, which was located outside the circle of the orchestra). Later, paraskenias were added to the skene, where the theater’s property was stored; parades are passages between the stage and seats for spectators. An ancient Greek actor (could only be a man) could play several roles during the performance, changing masks.

The Greeks came up with the idea of presenting tales about their gods and heroes in living persons; they realized how instructive and entertaining a theatrical performance could be. where instead of a narrator, the very people described in the fairy tale (myth) spoke to the audience. From the Greeks we borrowed the very word “theater”, which is pronounced in Greek theaterron and means "spectacle".

In Russia, the origin of theater was school theater, and home theater was popular. It was the educational theater and the amateur stage that played a certain role in the emergence of professional theater. School theaters that appeared in the 16th – 17th centuries. V educational institutions, for the first time they stage plays about Russian history and modern Russia. In the 19th century theaters created in gymnasiums play a huge role in the upbringing and education of children, cadet corps, educational homes. The peasant theater for children was also popular. IN European countries The tradition of theater for children is associated with Christmas performances of play based on biblical and folklore stories.

b. The meaning and specificity of theatrical art

The meaning and specificity of theatrical art lie in empathy, cognition, communication, and the impact of the artistic image on the individual. Theater is one of the most accessible forms of art for children, helping to solve many pressing problems of pedagogy and psychology related to:

WITH art education and raising children;

Formation of aesthetic taste;

Moral education;

Development of personal communicative qualities;

Education of will, development of memory, imagination, initiative, fantasy, speech;

Creating a positive emotional mood, relieving tension, solving conflict situations through the game.

Theatrical activities in kindergarten are an opportunity to reveal the creative potential of a child and nurture the creative orientation of the individual. Children learn to notice interesting ideas in the world around them, implement them, and create their own artistic image characters, they develop creative imagination, associative thinking, the ability to see the unusual in the ordinary. Theatrical art is close and understandable to both children and adults, primarily because it is based on play. Theatrical play is one of the brightest emotional means that shapes the artistic taste of children.

Collective theatrical activities are aimed at a holistic impact on the child’s personality, his emancipation, independent creativity, and the development of leading mental processes; promotes self-knowledge and personal self-expression; creates conditions for socialization, enhancing adaptive abilities, corrects communication skills, helps to realize a sense of satisfaction, joy, and success.

V. Introducing children to theatrical activities

Introducing children to theatrical activities helps them master the world of human feelings, communication skills, and develop the ability to empathize. Children get acquainted with the first theatrical actions very early in the process of various fun games and round dances. When listening to expressive readings of poetry and fairy tales by adults. Various opportunities should be used to play with any object or event, awakening the child’s imagination. For example, on a walk I say, when I see a crow: “Look, what a beautiful and curious crow has arrived. She sits on a branch and croaks, she greets you. Let's smile at her and say hello too. Now let’s fly and caw like a crow.”

Children can get acquainted with theatrical performances by watching performances, circus performances, puppet theater performances, both staged by professional artists and teachers, parents, and older children. IN Everyday life I use a variety of puppet theaters (bibabo, shadow, finger, tabletop), as well as ordinary toys to stage poems and fairy tales familiar to children (“Turnip”, “Teremok”, “Kolobok”, “Ryaba Hen”, etc.). I involve children in participating in performances and discuss with them what they see. It is difficult for young children to pronounce the text of the role in full, so they pronounce some phrases, depicting the actions of the characters with gestures. For example, when dramatizing the fairy tale “Turnip,” kids “pull” the turnip; when acting out the fairy tale “Ryaba Hen,” they depict the crying of a grandfather and woman, show how a mouse waved its tail and squeak for it. Kids can not only play some roles themselves, but also act as puppet characters. In the process of such dramatization games, acting together with an adult and imitating him, children learn to understand and use the language of facial expressions and gestures, improve their speech, in which emotional coloring and intonation are important components. The child’s desire to participate in the dramatization game and his emotional state are very important. Children's desire to show what a character experiences helps them master the ABCs of relationships. Empathy for the heroes of dramatizations develops the child’s feelings and ideas about good and bad human qualities.

Theater activities with children develop not only the mental functions of the child’s personality, artistic ability, creative potential, but also the universal human ability for interpersonal interaction, creativity in any field, help to adapt in society and feel successful. An adult is called upon to help a child discover the features of beauty in the world around him, to introduce him to accessible types of artistic and aesthetic activities.

G. Characteristics of theatrical games

Play is the most accessible and interesting way for a child to process, express emotions and impressions. Childhood passes in peace role playing games, helping the child to master the rules and laws of adults. Games can be considered as improvised theatrical performances in which the doll or the child himself has his own props, toys, furniture, clothes, etc. The child is given the opportunity to play the role of an actor, director, decorator, prop maker, musician, poet and thereby express himself. Each child plays his role in his own way, but everyone copies adults in their games. Therefore, in kindergarten, theatrical activities are given special importance, all types of children's theater, which will help to form the correct model of behavior in the modern world, improve the child’s culture, introduce him to children’s literature, music, fine arts, rules of etiquette, rituals, traditions. Theatrical play is one of the effective means of socializing a preschooler in the process of understanding the moral implications of a literary work and participating in a game that creates favorable conditions for the development of a sense of partnership. In the course of improving dialogues and monologues, mastering the expressiveness of speech, the most effective speech development. Theatrical play is an action in a reality specified by a work of art or pre-determined by the plot, i.e. it can be reproductive in nature. Theatrical play is close to the plot play. Role-playing and theatrical games have a common structure: concept, plot, content, game situation, role, role-playing action, rules. Creativity is manifested in the fact that the child conveys his feelings in the depicted action, artistically conveys the idea, varies his behavior in the role, and uses objects and substitutes in the game in his own way. The difference between plot-role-playing and theatrical play is that in plot-role-playing play, children reflect life phenomena, and in theatrical play, they take plots from literary works. In a role-playing game there is no final product, the result of the game, but in a theatrical game there can be such a product - a staged performance, a staging. The peculiarity of the theatrical game is the literary or folklore basis of the content and the presence of spectators. In theatrical games, the play action, object, costume or doll has great importance, as they facilitate the child’s acceptance of the role that determines the choice of play actions. The image of the hero, his main features of action, experiences are determined by the content of the work. The child’s creativity is manifested in a truthful portrayal of the character. To do this, you need to understand the character, his actions, imagine his state, feelings, and be able to analyze and evaluate actions. This largely depends on the child’s experience: the more diverse his impressions of the life around him, the richer his imagination, feelings, and ability to think. When performing a performance, the activities of children and real artists have a lot in common. Children are also concerned about the impressions, the reaction of the audience, the result (as depicted).

d. Classification of theatrical games

There are several points of view on the classification of games that make up theatrical gaming activities. According to the classification of L.S. Furmina is subject(the characters are objects: toys, dolls) and non-subjective(children in the image of the character perform the role they have taken on). Theatrical game researcher L.V. Artyomova divides into two groups: dramatization And director's .

In dramatization games the child independently creates an image using a set of expressive means (intonation, facial expressions, pantomime), performs his own actions of playing a role, performs any plot with a pre-existing script, which is not a rigid canon, but serves as a canvas within which improvisation develops (acting out the plot without preliminary preparation). Children worry about their hero, act on his behalf, bringing their own personality to the character. That is why the hero played by one child will be completely different from the hero played by another. Dramatization games can be performed without spectators or have the nature of a concert performance. If they are performed in the usual theatrical form (stage, curtain, scenery, costumes, etc.) or in the form of a mass plot spectacle, they are called theatricalizations.

Types of dramatization:

Games that imitate images of animals, people, literary characters;

Role-playing dialogues based on text;

Staging of works;

Staging performances based on one or more works;

Improvisation games with playing out the plot without prior preparation.

Director's games can be group activities: everyone leads the toys in a common plot or acts as the director of an impromptu concert or play. At the same time, experience of communication, coordination of plans and plot actions is accumulated. In director's play, the child is not a stage character; he acts as a toy hero, acts as a screenwriter and director, and controls the toys or their substitutes.

Director's games are classified according to the variety of theaters (tabletop, flat, bibabo, finger, puppets, shadow, flannelgraph, etc.) According to other researchers, games can be divided into two main groups: role-playing(creative) and games with rules .

Role-playing games are games based on household topics, with a production theme, construction games, games with natural materials, theatrical games, fun games, entertainment.

Games with rules include didactic games (games with objects and toys, verbal didactic, board-printed, musical and didactic games) and outdoor games (plot-based, plotless, with elements of sports). In games with rules, attention should be paid to the combination of a fun challenge and active activity based on mental effort; this mobilizes the child’s intellectual potential.

Important role-playing plays a role in the emergence of theatrical play in children. The peculiarity of theatrical play is that over time, children are no longer satisfied in their games only with the depiction of the activities of adults; they begin to be captivated by games inspired by literary works(on heroic, labor, historical topics). Children are more fascinated by the plot itself, its truthful depiction, than by the expressiveness of the roles performed. Thus, it is the plot-role-playing game that is a kind of springboard on which it receives its further development theatrical game.

In a number of studies, theatrical games are divided by means of depiction, depending on the leading methods of emotional expressiveness of the plot.

2. Organization of theatrical activities for preschoolers at different age stages

A. Forms of organizing theatrical activities

When choosing material for staging, you need to start from age capabilities, knowledge and skills of children, enrich them life experience, stimulate interest in new knowledge, expand creative potential:

1. Joint theatrical activities of adults and children, a puppet museum, theatrical classes, theatrical games at holidays and entertainment.

2. Independent theatrical and artistic activities, theatrical games in everyday life.

3. Mini-games in other classes, theatrical games-performances, children visiting theaters together with their parents, mini-scenes with dolls during the study of the regional component with children, involving the main doll - Parsley - in solving cognitive problems.

b. Junior group

At the age of 2 - 3 years, children are keenly interested in playing with a doll, they are impressed by small stories shown by the teacher, and they are happy to express their emotions in motor images-improvisations to music. It is on the basis of the first impressions of artistic play that children’s creative abilities will subsequently develop. At first, these will be short dramatizations, for example, a portrait sketch and a dialogue between the teacher and the character with the children. For example, I show a doll to children:

The doll Katya came to you in elegant dress. What does Katya have? (Bow.) Yes, it's a bow. And what's that? (Hat) What's on her legs? (Shoes) Let's ask Katya to dance: “Katya, please dance.” (Katya dances.) Katya, our children also know how to dance. Look. (Children dance to the Ukrainian melody “Gopachok”).

Katya: I am the doll Katya. I have a beautiful dress and hat. I like singing. I'll sing you a funny song. (Children listen to the song "Doll" by Krasev's music).

I ask the children:

Good song? Did you like the Katya doll? Let's invite Katya to come and visit us again. Come to us, Katya, again, please.

Theatrical play is closely related to role-playing play, so most games reflect the range of children’s everyday interests: playing with dolls, with cars, at a construction site, going to the hospital, etc. Familiar poems and songs are good game material. By showing mini-plays in a tabletop theater, on a flannelgraph, using the bibabo technique, with the help of individual toys and dolls, the teacher conveys a palette of experiences through intonation, and, if possible, through the external actions of the hero. All words and movements of the characters should be clearly defined, vary in character and mood, should be followed at a slow pace and the action should be short. In order to liberate and eliminate the internal constraint of children, special studies and exercises for the development of emotions are carried out. For example, simple sketches “The sun is rising”, “The sun is setting”, in which the emotional state is conveyed to children using verbal (the sun rises and the sun sets) and musical (the melody moves up and down) instructions that encourage them to perform the corresponding movements. Using children's tendency to imitate, it is possible to achieve expressive imitation of various sounds of animate and inanimate nature by voice. For example, children, pretending to be the wind, puff out their cheeks, doing it diligently and carefree. The exercise becomes more complicated when they are faced with the task of blowing in such a way as to scare away the evil wolf, the children’s faces become frightening, and a wide variety of feelings are conveyed in their eyes. Theatrical play allows the child to enter into a special relationship with the world around him, which he cannot enter into on his own due to the limitations of his capabilities, promotes the development of positive emotions, imagination, and subsequently correlates various impressions with his own personal experience in independent play activities.

V. Middle group

The child gradually moves to:

From a game “for yourself” to a game focused on the viewer;

Games in which the main thing is the process itself, to a game where both the process and the result are significant;

Games in small group peers playing similar roles to playing in a group of five to seven peers whose role positions are different (equality, subordination, control);

Creation in a dramatization game simple image to the embodiment of a holistic image that combines the emotions, moods of the hero, and their changes.

Interest in theatrical games is deepening. Children learn to combine movement and text, movement and word in roles, develop a sense of partnership, use pantomime of two to four characters. Children's theatrical and gaming experience is expanded by mastering the dramatization game. When working with children we use:

Multi-character games - dramatizations based on the texts of two or three private fairy tales about animals and fairy tales (“Geese-Swans”);

Games - dramatizations based on stories based on stories on the theme "Adult Labor";

Staging a performance based on the work.

Theatrical play sketches and “Guess what I’m doing” exercises have a positive effect on the development of children’s mental qualities: perception, associative-figurative thinking, imagination, memory, attention. During this transformation, the emotional sphere is improved; children instantly, within a given image, react to changes in musical characteristics and imitate new characters. Improvisation becomes the basis of the work at the stage of discussing ways to embody the images of heroes, and at the stage of analyzing the results of a theatrical game, children are led to the idea that the same character, situation, plot can be shown in different ways. The director's game is developing. It is necessary to encourage the desire to come up with your own ways of implementing your plans, to act depending on your understanding of the content of the text.

G. Senior group

Children continue to improve their performing skills, and a sense of partnership develops. Walks are carried out, observations of the environment (the behavior of animals, people, their intonations, movements.) To develop the imagination, tasks such as: “Imagine the sea, the sandy shore. We lie on the warm sand, sunbathe. We're in a good mood. We dangled our legs, lowered them, raked the warm sand with our hands,” etc. By creating an atmosphere of freedom and relaxedness, it is necessary to encourage children to fantasize, modify, combine, compose, and improvise based on their existing experience. Thus, they can reinterpret the beginning and ending of familiar plots, invent new circumstances in which the hero finds himself, and introduce new characters into the action. Mimic and pantomic sketches and studies for memorizing physical actions are used. Children are involved in inventing the design of fairy tales, reflecting them in visual arts. In dramatization, children express themselves very emotionally and directly; the process of dramatization itself captures the child much more than the result. Children's artistic abilities develop from performance to performance. Joint discussion of the production of the play, collective work on its implementation, the performance itself - all this brings the participants closer together creative process, makes them allies, colleagues in a common cause, partners. Work on the development of theatrical activities and the formation of children's creative abilities brings tangible results. The art of theater, being one of the most important factors of aesthetic inclinations, interests, and practical skills. In the process of theatrical activity, a special, aesthetic attitude towards the surrounding world develops, general mental processes develop: perception, creative thinking, imagination, attention, memory, etc.

d. Preparatory group

Children in the pre-school group are keenly interested in theater as an art form. They are fascinated by stories about the history of theater and theatrical art, about the internal arrangement of the theater premises for spectators (foyer with photographs of artists and scenes from performances, wardrobe, auditorium, buffet) and for theater workers (stage, auditorium, rehearsal rooms, costume room, dressing room , art workshop). Interesting for children and theater professions(director, actor, make-up artist, artist, etc.). Preschoolers already know the basic rules of behavior in the theater and try not to break them when they come to a performance. Special games - conversations, quizzes - will help prepare them for visiting the theater. For example: “How Little Fox went to the theater”, “Rules of conduct in the auditorium”, etc. Getting to know different types of theater contributes to the accumulation of live theatrical impressions, mastering the skill of understanding them and aesthetic perception.

A dramatization game often becomes a performance in which children play for the audience, and not for themselves; they have access to director's games, where the characters are dolls obedient to the child. This requires him to be able to regulate his behavior, movements, and think about his words. Children continue to act out small stories using different types of theater: tabletop, bibabo, bench, finger; invent and act out dialogues, expressing intonation the characteristics of the character and mood of the hero.

In the preparatory group important place It takes not only the preparation and performance of the performance, but also the subsequent work. The degree of assimilation of the content of the perceived and acted performance is determined in a special conversation with children, during which opinions are expressed about the content of the play, characteristics of the acting characters are given, and means of expression are analyzed. To determine the degree to which children have mastered the material, the association method can be used. For example, on separate lesson children remember the entire plot of the performance, accompanied by musical works that sounded during it, and using the same attributes that were on stage. Repeated use of the production contributes to better memorization and understanding of its content, focusing children’s attention on the features expressive means, makes it possible to relive experienced feelings. At this age, children are no longer satisfied with ready-made stories - they want to come up with their own and for this they should be provided the necessary conditions:

Encourage children to create their own crafts for the director's theatrical board game;

Introduce them to interesting stories and fairy tales that help create your own ideas;

Give children the opportunity to reflect their ideas in movement, singing, drawing;

Show initiative and creativity as a role model.

Helps improve individual elements of movement and intonation special exercises and gymnastics that preschoolers can do themselves. They come up with and assign some image to their peers, accompanying it with words, gestures, intonation, posture, and facial expressions. The work is structured: reading, conversation, performance of a passage, analysis of the expressiveness of reproduction. It is important to provide children with more freedom in action and imagination when simulating movements.

For example, an exercise for sound imagination:

Can you hear what the cloud is saying? Maybe it sings, sighs? Imagine and hear extraordinary sounds or come up with your own, unknown to anyone yet. Describe or draw your own sound.

Game "Who am I?" Imagine and tell. I:

Breeze;

Pasta;

3. Puppet theater

Puppet theater has existed for a very long time. Ancient peoples believed that different gods, evil and good spirits, supernatural beings. To pray to them, people made images of large and small dolls from stone, clay, bone or wood. They danced around such dolls, carried them on stretchers, carried them on chariots, on the backs of elephants, and arranged cunning devices for the dolls to open their eyes, nod their heads, and bare their teeth. Gradually, such spectacles began to look more and more like theatrical performances. For a thousand years, in all countries of the world, with the help of dolls, legends about gods, demons, genies, angels were played out, and human vices were ridiculed: stupidity, greed, cowardice, cruelty. In Russia in the 17th century. The most popular puppet theater was the Petrushka Theater. Parsley is the favorite character among the buffoons who gave performances for the audience. He is a daring daredevil and a bully who maintained a sense of humor and optimism in any situation. In the 18th century Petrushka appeared in Russia - a glove puppet controlled by a wandering puppeteer. Puppet theater is a type of theatrical performance in which puppets act, driven by actors-puppeteers, most often hidden from the audience.

A) Types of theaters

There are several classifications of puppet theater games for preschool children. For example, teachers L.V. Kutsakova, S.I. Merzlyakov is considered:

Tabletop puppet theater (theater on a flat picture, on circles, magnetic tabletop, cone theater, toy theater (ready-made, homemade);

Stand theater (flannelograph, shadow, magnetic stand, stand-book);

Theater on the hand (finger, pictures on the hand, mitten, glove, shadow);

Riding dolls (on gapit, on spoons, bibabo, cane);

Floor puppets (puppets, cone theater);

Living puppet theater (theater with a “living puppet”, life-size puppets, human puppets, mask theater, Tanta Moreschi).

For example, G.V. Genov classifies the types of theaters for preschoolers as follows:

Cardboard;

Magnetic;

Desktop;

Five fingers;

Hand shadows;

- “living shadows”;

Finger shadow;

Book-theater;

Puppet theater for one performer.

b. Types of dolls

To organize theatrical activities, you can use toys and dolls produced by industry (table theaters, bibabo). But toys made by children themselves have the greatest educational value; they develop visual skills, manual skills, and creative abilities. Toys for a tabletop theater can be made of paper, foam cardboard, boxes, wire, natural materials, etc.

According to the method of control they distinguish five main types of dolls :

puppets, glove, cane, stick, shadow.

Puppet- a doll walking on the floor; threads are attached to her head, legs and arms, with the help of which she is led by an actor located above her on a special platform. Glove, cane and stick dolls are called riding: the actor holds the puppets above him. glove puppet is worn directly on the hand, with cane doll the actor works with two hands: one holds the body, the other controls the canes attached to the doll’s hands. Shadow doll- a flat image of a living creature casting a shadow on the screen that serves as the stage. Also used: flannelograph, flat toys, toys made of cones and cylinders, toys made of foam rubber, magnetic theater, toys made of boxes, toys - talkers, toys made of natural materials, finger theater, glove dolls, dolls made of mittens, cardboard, dolls - dancers, balloon dolls. Theater puppet originates from a doll-symbol, a doll-object, which acted in various rituals and ceremonies Ancient Egypt, India, in ancient Europe. The oldest dolls are those from Asian countries (especially China).

V. Organization of a corner for theatrical activities

In kindergarten groups, corners for theatrical performances and performances are organized. They provide space for director's games with finger, table, stand, theater of balls and cubes, costumes, and mittens. In the corner are located:

Different kinds theaters: bibabo, tabletop, puppet theater, flannel theater, etc.;

Props for acting out skits and performances: a set of dolls, screens for a puppet theater, costumes, costume elements, masks;

Attributes for various playing positions: theatrical props, makeup, scenery, director's chair, scripts, books, samples of musical works, seats for spectators, posters, ticket office, tickets, pencils, paints, glue, types of paper, natural material.

Theater activities should provide children with the opportunity not only to study and understand the world around them through comprehension of fairy tales, but to live in harmony with it, receive satisfaction from classes, a variety of activities, and successfully complete tasks.

4. The role of the teacher in organizing theatrical activities

A. Skills and abilities of a teacher in organizing theatrical activities

For the comprehensive development of the child through theatrical and play activities, first of all, a pedagogical theater is organized in accordance with the goals preschool education. The work of the teachers themselves requires from them the necessary artistic qualities, the desire to professionally work on the development of stage performance and speech, musical abilities. With the help of theatrical practice, the teacher accumulates the knowledge, skills and abilities he needs in educational work. He becomes stress-resistant, artistic, acquires directorial qualities, the ability to interest children with expressive embodiment in the role, his speech is figurative, “speaking” gestures, facial expressions, movement, intonation are used. The teacher must be able to read expressively, tell, look and see, listen and hear, be ready for any transformation, i.e. Possess the basics of acting and directing skills.

Main conditions – emotional attitude an adult has sincerity and genuineness of feelings towards everything that happens. The intonation of the teacher’s voice is a role model. Pedagogical guidance of play activities in kindergarten includes:

Raising a child's basics general culture.

Introducing children to the art of theater.

Development of creative activity and play skills of children.

The role of the teacher in educating the foundations of general culture is to instill in the child the needs of a spiritual nature, which are the main motivating force of the individual’s behavior, the source of his activity, the basis of the entire complexity of the motivation system that forms the core of the individual. This is facilitated by the inculcation of moral standards, moral - value orientation children to highly artistic examples (in music, art, choreography, theater, architecture, literature), instilling communication skills and interaction with a partner in various kinds activities. Theatrical games are based on the performance of fairy tales. Russian folk tale delights children with his optimism, kindness, love for all living things, wise clarity in understanding life, sympathy for the weak, slyness and humor, while the experience of social behavior skills is formed, and favorite heroes become role models.

b. Main areas of work with children

Theater game

Objectives: To teach children to navigate in space, to be evenly placed around the site, to build a dialogue with a partner on a given topic. Develop the ability to voluntarily tense and relax individual muscle groups, remember the words of the characters in performances, develop visual auditory attention, memory, observation, imaginative thinking, fantasy, imagination, interest in the performing arts.

Rhythmoplasty

Objectives: To develop the ability to voluntarily respond to a command or musical signal, the willingness to act in a coordinated manner, to develop coordination of movement, to learn to remember given poses and convey them figuratively.

Culture and technique of speech

Objectives: To develop speech breathing and correct articulation, clear diction, varied intonation and logic of speech; teach to compose short stories and fairy tales, select the simplest rhymes; pronounce tongue twisters and poems, expand your vocabulary.

Fundamentals of theatrical culture

Objectives: To acquaint children with theatrical terminology, with the main types of theatrical art, to cultivate a culture of behavior in the theater.

Work on the play

Objectives: Learn to compose sketches based on fairy tales; develop skills in working with imaginary objects; develop the ability to use intonations that express a variety of emotional states(sad, happy, angry, surprised, delighted, pitiful, etc.).

5. Theatrical activities together with other activities

Theatrical activities in kindergarten can be included in all classes, joint activities children and adults in their free time, independent activity, in the work of studios and clubs, holidays, entertainment. For example, an integrated lesson on theatrical, playful and visual activities for children of the first junior group “Rukavichka”:

The lesson begins with a puppet show based on the fairy tale “Rukavichka”.

Storyteller: Grandfather was riding a sleigh and lost his mitten on the way. A mitten is lying down, a mouse is running past.

Mouse: This is such a small hut,

Sheepskin mitten

It's lying on the road.

I will live in a mitten.

The mouse hides in a mitten. A hare appears.

Hare: Gray runaway bunny

I ran through the spruce forest,

I was trembling from the rustle,

I'm on the way to my hole

I lost it out of fright.

Oh, mitten!

Who, who lives in a mitten?

Mouse: I am a little mouse.

Hare: I am a runaway bunny. Let me go too.

Mouse: Come live with me.

The hare hides in his mitten. A fox appears.

Fox: Through the bushes, through the forests

A red fox is walking.

Looking for a mink - somewhere,

Get comfortable and sleep.

What is this? Mitten!

Who, who lives in a mitten?

Mouse: I am a little mouse.

Hare: I am a runaway bunny. And who are you?

Fox: Let the little fox-sister into the mitten.

Mouse: Come live with us.

The fox hides in his mitten. A bear appears.

Bear: The bushes are cracking under my paws,

Under a furry paw.

I'm walking, wandering through the fir tree,

Over crunchy dead wood.

Oh, mitten! Who, who lives in a mitten?

Mouse: I'm a little mouse

Hare: I am a runaway bunny.

Fox: I am a fox sister! And who are you?

Bear: I am a clumsy bear. Let me live too.

Mouse: Where will we let you in, we’re already cramped here

Bear: What should I do?

The storyteller shows the bear a white mitten.

Bear(lowers his head) no, I don't like her. The animals have a bright, beautiful mitten. And this is not at all elegant. I don't want a mitten like that.

Storyteller: Guys, the bear is completely upset. And we can help him. How can we help the bear? We can decorate the mitten with beautiful patterns.

Children each paint their own mittens.

After examining the finished works, the storyteller thanks the guys and invites them to give the decorated mittens to the bear.

Emotional responsiveness develops puppet show, learn to carefully follow the plot of a fairy tale and listen to it to the end. Creative depiction in motion (rhythmoplasty) of the habits of animals - the heroes of a fairy tale. We must strive to create such an atmosphere, an environment for children, so that they always play with great desire and comprehend the amazing, Magic world. A world whose name is theater!

Used Books

1. Migunova E.V. Theater pedagogy in kindergarten, Sfera shopping center, 2009.

2. Shchetkin A.V. Theatrical activities in kindergarten Mosaic - Synthesis, 2008.

3. Dodokina N.D., Evdokimova E.S. Family Theater in kindergarten, Mosaic - Synthesis, 2008

4. Gubanova N.F. Play activities in kindergarten Mosaic - Synthesis, 2008.

5. Baranova E.V., Savelyeva A.M. From skills to creativity Mosaic - Synthesis, 2009.

6. Gubanova N.F. Development of gaming activities Mosaic - Synthesis, 2008.