Kuzina Irina Vladimirovna,
teacher GBOU 14, Nevsky district of St. Petersburg
The clarity and colorfulness of the cards allows children to retain a large amount of information in their memory. In addition, these cards stimulate the development of mental processes, activate coherent speech, and enrich the vocabulary.
The functions presented in fairy tales (prohibition, appearance of a hero, victory, returning home) are generalized actions, concepts - this allows children to abstract from a specific act, hero, situation, and therefore will develop more intensively in children logical thinking. Maps also provide invaluable assistance in the sensory development of children, because they affect all senses.
The usefulness of Propp's maps
Visualization allows the child to retain much more in memory large quantity information. The functions presented in the cards are generalized actions, which allows the child to abstract from the specific action of the hero, and, consequently, the child develops abstract, logical thinking. Cards stimulate the development of attention, perception, imagination, creative imagination, strong-willed qualities; enrich the emotional sphere, activate coherent speech, enrich the vocabulary; help increase search activity.
Preparatory games
Before you begin to directly compose fairy tales using Propp's cards, you should organize preparatory games, during which the guys will get to know and master all the fabulous functions:
“Miracles in a sieve” - how and with the help of what transformations and magic are carried out (magic word, wand and other objects, and their actions);
“Who is the meanest person in the world?” Revealing the evil and treacherous fairy-tale heroes, description of them appearance, character, lifestyle, habits, home (positive heroes are analyzed in the same way);
“Treasured words” is an attempt to isolate the most effective, meaningful words in a fairy tale (magic words, fabulous sentences, repentance of a false hero);
“What will be useful on the road?” (self-assembled tablecloth, walking boots, The Scarlet Flower, treasure sword, etc.). Inventing new helper items;
"What common?" — comparative analysis various fairy tales in terms of similarities and differences between them (“Teremok” and “Rukavichka”; “Moroz Ivanovich” and “Mistress Blizzard”);
"Magic names." Finding out the reasons why the hero was given this name (Cinderella, Baba Yaga, Little Red Riding Hood, etc.);
“Good - bad” - identifying positive and negative traits the character of the heroes, their actions;
Sequence of getting to know the cards
Making cards. The maps used in the work must be made in a plot-based manner and colorfully. In the future, use cards with a rather schematic image of each function, the meaning of which would be clear to children, or together with them, specify each image (Appendix No. 1).
Reproduction of a familiar fairy tale, differentiation: semantic parts and relationships with a specific function. Joint search and finding of designated functions in new fairy tales (3-5 cards are used during one lesson). Independent search for functions by children based on familiar and then new fairy tales. Holistic development of fairy tale functions (the entire set of cards is used).
Writing fairy tales (first collectively and using a limited set of cards, gradually adding 3 - 4 cards). See Appendix No. 2. Working with an individual set of cards (at first, children can be offered a ready-made name for a fairy tale, specifying only the location of the action and the number of characters). Propp's maps promote the development of coherent speech, attention, perception, fantasy, and creative imagination in children; children's interest in search activity increases. Children learn to compose a new, interesting work of their own, in which good always triumphs over evil.
Preliminary lessons showed that children very actively act as writers of fairy tales. Subgroups of children with whom classes were held came up with a new line in fairy tales: the evil hero is evil because no one gives him gifts. And the children gave magical gifts in their fairy tale evil hero so that he becomes kinder. Consequently, Propp's maps also influence moral education children. Writing a fairy tale and then performing in front of other children requires children to have a certain courage and overcome themselves, which contributes to the development of strong-willed qualities.
In progress preliminary work It was found that children very quickly and easily remembered the names of functions on the cards, when reading and remembering fairy tales, they quickly divided fairy tales into functions, the children worked actively and they liked these activities, which also cannot but affect their internal psychological state child.
Examples of fairy tales invented by children using Propp's cards.
Venzhik Valeria
Fairy tale "Dragonfly and Beetle"
Beetle, Dragonfly and Bumblebee were friends. One evening the Beetle and the Dragonfly were playing hide and seek. But Bumblebee didn’t want to play, he told his friends: “Don’t hide in the flowers - you’ll get in trouble.”
The Dragonfly began to lead, and the Beetle hid in a flower.
The sun has already completely set, but the Dragonfly cannot find the Beetle. Suddenly he sees one flower swaying and somehow strangely ringing: “F - f - f.” With difficulty, the dragonfly opened the petals of the flower, and there was the Beetle: “Thank you, Dragonfly, for helping me get out. The sun set and the flower closed, so I found myself trapped. I didn’t listen to the Bumblebee, and that’s why I got into trouble.”
Functions (Propp's cards) used in inventing a fairy tale:
2. Violation
14. Difficult tests
15. Elimination of trouble
20. Lesson learned: “You need to learn from other people’s mistakes, not your own.”
I wish you, dear colleagues, creative success, inquisitive students, responsive and interested parents to your students!
LITERATURE
Sidorchuk T. “Formation program creativity children." Obninsk 1998
Fesyukova L. “Education with a fairy tale.” Kharkiv. 1996.
Belobrykina O.A. “Speech and Communication” (a manual for parents and teachers) // Game, learning, development, entertainment. - Yaroslavl: Publishing house "Academy of Development", 1998
It is not often that adults consider retelling for preschoolers as a way to develop their analytical thinking. The main thing is to reproduce the text you read in detail.
This is healthy and sufficient if you have a good memory. But let’s take hyperactive children, children with MMD. (For some reason they are separated) In searches, the question appears from time to time: how to help children with minimal brain dysfunction, how to educate them?
A peculiarity of children with MMD is weak attention, and, consequently, memory. Children, who often have a good level of intellectual development, learn for the most part poorly. What to do with these? How to compensate for losses? Only by focusing on the development of thinking.
And here a retelling will help. Because you can retell a text with poor memory only by analyzing it. Propp's cards will help us. With their help, preschoolers and younger schoolchildren can not only retell, but also invent fairy tales according to a figurative plan.
Analysis of fairy tales according to V. Ya. Propp
The domestic folklorist V. Ya. Propp, who studied Russian fairy tales, identified certain elements (functions) in their structure that are constantly repeated. According to Propp’s system, there are 31 of these functions. Of these, twenty are basic. Not every fairy tale contains them all. Most often the complete set is in fairy tales. The functions are represented by pictures.
Stages of working with Propp maps
- Making cards. They can be colorful or sketchy. Below is a description of fairytale function elements with support cards. But you can draw them yourself. It is only important that the pictures are understandable to children.
- We are slowly introducing the children to support cards, first reading small texts and accompanying them with Propp cards
- Retelling based on Propp's map
- Let's try to compose fairy tales using Propp's cards. We select 5-8 cards, come up with characters, determine the main character, his assistants, as well as those who will harm the hero.
It is important to remember: it is not necessary for all functions to be present in a fairy tale. Let's give a very simple example based on the analysis of a nursery rhyme.
Cucumber, cucumber! Don't go to that end. The mouse lives there. He'll bite your tail off.
What we have here:
- The hero is a cucumber.
- The ban is that you cannot go to the other end of the village.
- The pest is a mouse.
- Sabotage - the tail will be chewed off.
- Moral - I didn’t listen - I was left without a tail.
Even in such a small folklore form there are elements of a fairy tale.
Description of the elements-functions of fairy tales
V. Ya. Propp identified the following structure of fairy tales. We will not take all (31) elements, but only the main ones. They are quite enough for preschoolers and primary schoolchildren.
1. Once upon a time. The fairy tale begins with introductory words that create a fairy-tale space: in a certain kingdom, in a distant state, they lived and lived in ancient times...
2.Special circumstance. An unusual, extraordinary event: someone tramples rye every night, the goose lays a golden egg...
3. Prohibition. There are some things you can’t do: don’t leave your brother, don’t drink from a puddle, don’t look out the window...
4. Violation of the ban. Fairy tale characters violate the ban. And this is just what the pest (antagonist) is waiting for. Masha ran away to her friends...
5. Sabotage. The swan geese were right there, they picked up their brother and carried him away.
6. The hero leaves home. Options. He himself goes in search of (his missing brother). Parents send (for rejuvenating apples). Expelled from her home (stepmother orders her stepdaughter to be taken to the forest)
7. Task. What the hero must achieve: return his brother, free the beauty...7. Meeting with the donor. Good deed someone always helps. The appearance of a character who has something magical: a scooter ball wool threads, cherished words,..
8. Difficult tests. Weave a carpet, build a crystal bridge “from my porch to my palace” in one night...
9. Receiving magical gifts: objects or words. They can be simply given by a donor, made, purchased, appear out of nowhere, or stolen.
10. The hero appears and challenges the pest to battle. Supernatural properties of the enemy. The serpent Gorynych has three heads and breathes fire; Has no bones of death
11. Fight (persecution). Fight with the enemy (they fight with swords, have a competition: who can run the devil or the hare the fastest, who can carry the horse farther; they play cards), or kidnapping. Koschey is defeated. The hero is chased by geese, swans, and Baba Yaga. The hero fights with the enemy (in open battle - with the Serpent Gorynych, sometimes competes in speed, dexterity, cunning, or plays cards).
12. Victory. The enemy may be defeated in battle, lose in a competition, or be driven out or destroyed by cunning.
13. Elimination of trouble. The beauty was saved, the enemies were gone, the father recovered...
14. Arrival home.
15. People don’t recognize him at home because of a spell that changed his appearance.
16. A false hero posing as a hero or appropriating his merits: The witch’s daughter drowned her sister and took her place; the brothers killed Ivan, took the rejuvenating apples and told their father that they were the ones who got them.
17. Exposing the false hero. Ivan appears, saved by the wolf; a real king easily pulls a sword out of a stone...
18. The hero is recognized. Substitution detected. The false hero runs away on his own or is cast out in disgrace. The people welcome the hero.
19. Happy ending. Gifts, wedding, folk festival- a feast for the whole world...
20. Moral of this tale. The moral conclusion of the tale.
Propp's maps (pictures)
We print out the cards, stick them on cardboard (they will last longer this way), and begin to analyze the fairy tales, laying out the necessary cards. And then we retell the fairy tale one by one.
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| Lived once | Ban | Violation of the ban |
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| Sabotage | The hero leaves home | Task |
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| Giver of magical gifts | Difficult tests | Challenge a pest to a fight |
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| Struggle | Victory | Chase |
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Methodology for working with maps V.Ya. Proppa
Methodology for working withmaps of Vladimir Yakovlevich Propphas been known for a long time. But it has not lost its relevance even today. Tasks, which are solved using this technique fully comply with the provisions and requirements of the Federal State Educational Standard for Education:
The ability to think through a plan, follow it in an essay, choose a topic, interesting story, heroes;
Cards develop attention, perception, fantasy, imagination, enrich the emotional sphere, and activate oral coherent speech;
Cards develop personality activity, without leaving the child indifferent to the fairy tale plot.
Folklorist Vladimir Yakovlevich Propp studied in detail the fairy tales of the peoples of the world, analyzed hundreds of plots and identified31 permanent functions, without which not a single fairy-tale work can do. It is not necessary that they will all be present together in the fairy tale; sometimes their sequence is disrupted, but the idea and content of the fairy tale do not suffer.
J. Rodari reduced the number of these functions up to 20:
- prohibition or order; 2. violation; 3. sabotage; 4. departure of the hero; 5. task; 6. meeting with the donor; 7. magical gifts; 8. appearance of the hero; 9. supernatural properties of the antihero; 10. fight; 11. victory; 12. returning home; 13. arrival home; 14. false hero; 15. difficult trials; 16. elimination of trouble; 17. recognition of the hero; 18. exposing the false hero; 19. punishment of the false hero; 20. Wedding or happy ending.
Here are some examples: ban acts as a strong motive and forces one to argue with existing authority. In the fairy tale “Tiny - Khavroshechka,” the cow says: “Don’t eat my meat, collect my bones, tie them in a scarf, plant them in the garden, water them every morning.” In this case, Khavroshechka did not violate the ban. And in "Geese-Swans" - parents forbade leaving the house. Alyonushka did not listen. Happeningbreaking the rules. Sabotage committed by the protagonist's ill-wisher (geese-swans). The Firebird steals golden apples (“The Tale of Ivan Tsarevich, the Firebird and the Gray Wolf.”
By the way, all detective stories (films and books) can be sorted into these functions quite easily.
Methodology
The listed 20 functions must be drawn and made in the form of cards. On each card, any symbolic image is invented. Don't forget that getting to know the fabulous functions involves accumulation of a large set fairy tale images, characters, knowledge of many fairy tales andsecrets of constructing fairy tales(structure).
Saying. Initiation(Invitation to a fairy tale).
The saying itself puts listeners in a special mood, transports them to fairy world. The sayings sound significant and promising. The role of the saying is similar to the role of the epic chorus and for the most part is not related to the plot of the fairy tale. Target - prepare the audience for listening to the fairy tale, interest it. The teacher can start like this:
- Do you want a fairy tale? A fairy tale is a knitted piece, it is woven from moonlight, tied sunbeam, and is entwined with a cloud belt.
- Beyond the distant fields, beyond the deep seas, beyond high mountains, among the azure glades, in a certain kingdom, a heavenly state, there lived...
- In some kingdom, in some state...or in the distant kingdom, the thirtieth state...
Ending
The ending, like a saying, limits (separates) the fairy tale from real life and brings listeners back to reality. Ending options:
- They organized a feast for the whole world, I was there, I drank honey and beer, it flowed down my mustache, but it didn’t get into my mouth.
- Here's a fairy tale for you, and a bunch of bagels for me.
- This is where the fairy tale ends, and whoever listened, well done.
The saying and the ending form a frame in which the storyteller includes narration.
The tale is usually rich traditional, so-calledfabulous formulas:speech cliches, rhythmic proverbs that characterize various actions and descriptions of characters, constant epithets etc.:
- The king began to celebrate feasts and invite guests.
- Hut, hut! Stand in the old way, as your mother put you - with your back to the forest, and your front towards me.
- He became such a fine fellow - he couldn’t think of it, couldn’t guess, couldn’t describe it with a pen.
- The horse runs, the earth trembles, flames burst from its ears.
- Treasure sword, Vasilisa the Beautiful, self-assembled tablecloth, etc.
It is necessary to explain to children that a fairy tale begins with some extraordinary event, where main role played by a magical creature. Sooner or later, the hero of a fairy tale encounters evil forces or great difficulties and obstacles, and then overcomes them. The hero usually completes difficult tasks with the help of magic items or creatures.
When children have knowledge of many fairy tales, you can conduct severalthematic activities or games-tasks, quizzeson the topic: “Fairy-tale heroes (heroines)”, Fairytale monsters", "Magic Helpers", " Magic transformations" “A journey through the distant kingdom (the location of the action in fairy tales is determined)”, “Fairytale figure 3 (triple repetitions)”, “Visiting sisters-sayings, brothers-beginnings, girlfriends-endings”, preferably using works of painting, music as additional funds impact on the child.
Preparatory games-tasksthat can be included in educational activities:
Miracles in a sieve. In the process of this game, various miracles occurring in fairy tales are revealed: how and with the help of which transformations and magic are carried out. Magic words, objects and their effects are clarified.
Who is the meanest (kindest) in the world?Identification of evil and insidious heroes (good ones), description of their appearance, character, lifestyle, habits, home. Then they analyze whether a fairy tale can exist without such heroes, what is their role in the development of the plot. For whom are these characters good, for whom are they evil and why (probably for Koshchei Baba Yaga is very kind woman and true friend).
Cherished words. During this game, the guys try to isolate the most effective, meaningful words (magic, sentences).
What will be useful on the road? Based on the analysis of magical fairy-tale objects that help overcome the enemy (self-assembled tablecloth, running boots, scarlet flower, etc.), new assistant objects are invented. The most ordinary object (a pen, a shoe) can become magical, or maybe it will begin to perform functions that are not typical for it - a bowler hat as a nest, a bag, a mirror.
What common. The game involves a comparative analysis of various plots from the point of view of similarities and differences (“Teremok” and “Mitten”, “Morozko” and “Mistress Blizzard”)
The work of composing fairy tales can be divided into two stages:
Stage 1 - directfamiliarization with functions fairy tale.
Begin The lesson can be done like this: “In a forest clearing, in a small carved hut, fairy tales live. They live very friendly, helping each other to write fairy tales. Let's get to know them."
The teacher may not take all 20, but the ones most often found in fairy tales. For example: a hero leaves home, a ban, a violation of a ban, a difficult task, a magical remedy, help, a hero escapes persecution, struggle, the enemy is defeated, a happy ending.
You read a fairy tale, then “arrange” it by function. Later, the children themselves find the designated function verbally and lay out cards with the functions.
As children gain experience with cards and functions, you can offer tasks:
- find familiar “magic cards” in a new fairy tale you just read;
- independently determine the absence of a familiar card;
- put the cards in the order in which they are given by the plot of the new fairy tale;
- find an error in the arrangement of cards according to the plot of a new fairy tale.
Based on the material of fairy-tale texts, conductexercises to develop speech figurativeness.They make the process of perception deeper, focus attention on linguistic material, and make you think about the meaning of the words and expressions used in the text.
For example, Baba Yaga - say it differently. Or: As they said before? (Golden-maned horse, damask sword, morning is wiser than evening, etc.).Praise Baba Yaga.
At stage 2 it is carried out learning to write your own fairy talesusing "magic cards".
Children are offered a set of 5-6 cards. They can come up with two or three of them (this makes it easier to cope with a complex task). When writing in groups, the child may notice inaccuracies in a friend’s story (speech, logical errors), but he himself must be careful when composing.
For example, the task is to compose a fairy tale “About the Christmas tree.”5 cards offered- absence, ban, violation of the ban, magic remedy, happy ending. You can give the cards in order, or you can invite them to think about how to arrange them.
Or - come up with a fairy tale about Baba Yaga and Koshchei. Condition : They are kind and help people.Which magic card will be the main one?(“help”), what cards could make the fairy tale more interesting, full of adventures and surprises (prohibition, violation of the prohibition, difficult task, happy ending)?
Negotiations with children the following provisions:
- who will be the main character;
- who will interfere with the hero;
- who will help him solve a difficult task (magical assistants, other heroes);
- come up with a title for a fairy tale;
- what beginnings and endings will be used;
- inventing fairy tale words and expressions;
- the presence of the main and minor characters, meetings, actions of heroes, their moral characteristics.
The number of game techniques and situations depends on your imagination. Can you suggest gaming techniques:
"Propp's Maps"
Vladimir Yakovlevich Propp (April 17 (29), 1895, St. Petersburg - August 22, 1970, Leningrad) - Russian folklorist, one of the founders of modern text theory.
Propp's cards: fairy tale constructor
Later, these three dozen functions were trimmed down to 28 by various scientists.
Teaching method: Stage 1: introduce children to fairy tales as a genre literary work. Explain the general structure of a fairy tale: - saying, beginning (invitation to a fairy tale); - narration; - ending of the fairy tale (returning the listener to reality).
Stage 2: reading a fairy tale and accompanying the reading by laying out Propp's cards;
Stage 3: retelling a fairy tale based on Propp's cards Stage 4: at this stage you can try to compose fairy tales yourself using Propp's cards. To do this, 5-8 cards are selected, the main characters are invented, who will be the main character, the hero’s assistants and those who will harm him are chosen.
How can you use the fairy tale method to help your child cope with some task? It is advisable that the main character and the child have some common features. Maybe they both like jam or watch the same cartoon. When constructing a fairy tale, it is necessary to create a safe magical space for the main character. Therefore, formulas like: “A long time ago, in some kingdom-state” are used...
It’s good when in the space of a fairy tale the main character finds himself friend-helper. A friend in a fairy tale helps to ease mental stress and defuse emotions. During the fairy tale, it is necessary to solve some problem. Main character solves a problem, acquires a certain skill and is transformed.
An antihero is introduced into the fairy tale - a character who must be defeated (or perhaps changed). The ending of the fairy tale should be positive. The problem is solved, after which the hero returns home, receives half the kingdom and a beautiful wife
Thank you for your attention!
Trifanova Natalya Viktorovna
Job title: teacher
Educational institution: MBDOU " Kindergarten №35"
Locality: Anzhero-Sudzhensk city, Kemerovo region
Name of material: methodological development
Subject:"Introducing children to Propp's maps"
Publication date: 20.01.2018
Chapter: preschool education
FOR BEGINNING STORYTELLERS
A fairy tale is a means of introducing a child to the world human destinies, to the world of history, this
“golden key” to changing the world, to its creativity, to creative transformation.
K.I. Chukovsky believed that the purpose of a fairy tale “is to educate a child
humanity - this marvelous ability to worry about other people's misfortunes, to rejoice at the joys
another, to experience someone else's fate as if it were your own. After all, a fairy tale improves, enriches and
humanizes the child’s psyche, because a child listening to a fairy tale feels active in it
participant and always identifies himself with the character who fights for justice, goodness
and freedom.
But at the same time, a child is an active creature by nature; he loves not only to listen to fairy tales, but also
act, create, relying on them.
Propp's cards allow you to stimulate and develop coherent speech, enrich children's speech,
allow you to study a huge number of fairy tales, which contributes to successful learning at school.
Propp's cards or fairy-tale situations, as the famous folklorist V.Ya. Propp called them,
Having carefully studied and analyzed the tales of the peoples of the world, he identified 31 constant functions.
In his work “The Grammar of Fantasy” D. Rodari reduced their number to 20.
Their sequence may vary and not every fairy tale may contain them.
in full. D. Rodari noted that the advantage of cards is obvious, because each card is a whole
a slice of the fairy-tale world; each card resonates with inner world child. Propp's maps,
How constructor, from the details of which you can compose a fairy tale. 20 fairy-tale situations or functions:
Violation of the ban
Sabotage
Departure of the hero
Meeting with the donor
Magic gifts or magic remedy
The Hero Appears
Pest or antihero
Homecoming
Arrival home
False hero
Difficult tests
Elimination of trouble
Recognition of the hero
Exposing the False Hero
Punishment of the False Hero
Wedding or happy ending.
Let's look at Propp's cards using the example of the fairy tale "Geese and Swans". (prohibition, violation of prohibition,
sabotage, departure of the hero, task, magical gifts, supernatural properties of the antihero,
fight, victory, homecoming, punishment of the false hero, happy ending.)
Proppa structured her work with maps as follows.
On first At this stage I introduce children to the genre of a literary work - a fairy tale; let's identify it
difference from other genres and isolate the structure of a fairy tale - its composition.
Saying. The opening (invitation to a fairy tale) puts listeners in a special mood,
transports you to a fairy-tale world. Its goal is to prepare the audience to listen to the tale,
interest. (Beyond distant fields, beyond deep seas; In some kingdom, in
once upon a time lived in a heavenly state...)
The narrative is full of events and so-called fairy-tale formulas:
speech clichés, rhythmic proverbs that characterize different actions and
descriptions of characters (He did such a good job - neither thought nor guessed, nor pen
describe; Hut, hut, stand with your back to the forest, and with your front to me, etc.).
The ending, like a saying, limits the fairy tale from real life and returns to
real reality. (They had a feast for the whole world, I was there, drinking mead, drinking beer, on my mustache
it flowed but didn’t get into my mouth; Here's a fairy tale for you, and for me a bunch of bagels...).
On second stage, “preparatory games” are held.
“Miracles in a sieve” - identification of various miracles: how and with what help they are carried out
transformation, magic.
“Magic words” or fairy-tale sentences that carry the main meaning.
“What will be useful on the road” - the main magical means of a fairy tale (self-assembled tablecloth,
The Scarlet Flower)
“Get to know the hero” - identifying the positive and negative character traits of the heroes.
“What’s in common” - a comparative analysis of fairy tales from the point of view of similarities and differences between
“The fourth odd one” is the definition of an extra item.
"Solving Fairytale Problems"
“Lost and Found” - a golden incubator for golden eggs was found; lost three-collar
chain mail, etc.
“Fairytale Dictionary” - come up with a new unprecedented word and explain it if possible
or draw it: walking boots, flying carpet, invisible hat.
On third stage - direct familiarization with the functions of a fairy tale. Reading
fairy tale and “lay out” it according to its functions or accompany it with Propp’s maps (schematic
images).As you gain experience, you can offer tasks or games:
Place cards as the story progresses
Find “familiar” cards in the fairy tale you just read
Find an error in the arrangement of cards according to the plot of the fairy tale
Determine the absence of a familiar card
Separate the extra card
On fourth At this stage, you are asked to retell the tale based on Propp's cards. For this you need
highlight the key moments of the fairy tale, build diagrams based on the plot of the fairy tale and try to tell
according to Propp's maps.
On fifth stage, you create your own fairy tales - a set of 5-6 cards is offered,
it is agreed in advance who will be the main character, who or what will interfere with the hero, what
the hero will have magical means, what the beginning and ending will be, what fairy tale words will be in
fairy tale, etc. You can also use games such as: “Salad from fairy tales”, “Support words”
“Addition”, “Fairy tale triangle (divided into three groups, where each has its own task), “
Fairytale confusion." Then new characteristics of antiheroes are introduced and considered with
the other side (Baba Yaga as a donor), etc. In the end, children come to compose their own
a unique fairy tale.
In this way, you can come to the conclusion that the child will love the language and understand the deep meaning
sounds, words and phrases, learn to play with words, begin to compose.
Propp Map
Purpose of the lesson: introducing children to Propp's maps; teaching children how to use cards for
writing new fairy tales.
The purpose of the lesson: Introducing children to Propp's cards, teaching children to use cards for
writing new fairy tales.
Lesson objectives:
Learn to form nouns in the genitive and instrumental cases
Develop imagination creative thinking, coherent speech. Nurture humanity:
the ability to experience the fate of fairy-tale heroes as if it were our own.
To promote, through a fairy tale, the development of communication with peers, kindness, and friendship.
Progress of the lesson
1. Game “What will be useful on the road?”
Children enter to the music “Visiting a Fairy Tale.”
The teacher offers to go beyond distant lands to the thirtieth kingdom. Let's
Let's think about what will be useful for us on the road?
How can you quickly go to the search site?
On a magic carpet
In boots
On a winged horse
On a sivka-burka
On a humpbacked horse
On a gray wolf
On a flying ship, etc.
Who can show us the way?
Who will help us not to die of hunger and thirst?
Self-assembled tablecloth
That, I don’t know what, etc.
Remember the assistants who carry out any order of the hero:
Two from the bag
Genie from a bottle
Aladdin's magic lamp
Well done from the casket
Remember the miraculous drinks and fruits:
Living and dead water
Rejuvenating apples
Fruits (nuts, apples) from which ears and nose grow.
Name the musical instruments:
Horn (troops appear)
Name the assistants who are needed to delay the pursuit?
Stick a comb into your hair (dies - comes to life)
Scallop - forest
Towel - river
Brush, tooth - mountains
Other means:
Mother's blessing, doll, ax (butt up or down)
2 . Transference to the thirtieth kingdom, distant lands(magic remedy “that - I don’t know”
Guess the magical means with which we will travel to the magical
country? - “I just called, out of nowhere, a table appeared, on it were various dishes, snacks,
snacks, wines and honeys”?
Educator: Swat Naum, are you here? Show yourself to us.
Educator: Swat Naum, take us to the distant kingdom.
(Sounds strong wind, violent wind, weakens at the end)
Children hold hands and “curl up” into a ball.
A wild wind picked up the children and carried them away - mountains and forests, cities and villages flash below.
The wind weakens and we descend into the thirtieth kingdom.
Educator: We are standing at the crossroads of three roads near a large stone, and on the stone there is an inscription:
“If you go straight, you will do a good deed”
“If you go to the right, you will disappear (you yourself will disappear or you will part with your friends forever)
“If you go left, you will find a toy”
3. “If you go left, you will find the game”
(there is a game on a stump, it is guarded by the snake Scarapea) – Game “Fairy Tale Constructor”
V.Ya. Propp studied many fairy tales and compiled a constructor, with the help of Propp's cards you can easily
write fairy tales.
Tasks: Guess who I am? From what fairy tale
4. “Travel on a straight path" “If you go straight, you will do a good deed”
Goal: Reproduction of the fairy tale “Little Red Riding Hood” ( old tale in a new way), differentiation
into semantic parts and correlation with a specific function (absence, prohibition, violation
prohibition, trouble, way out of trouble, magical remedies, difficulties and trials, victory).
Worth a small antique
House over a green hillock
There is a bell hanging at the entrance,
Decorated with silver.
And if you gently, quietly
You will call it
Then believe me,
That an old lady will wake up in the house,
Gray-haired, gray-haired old lady,
And immediately open the door
The old lady will say affably:
- Come in, don’t be shy, my friend! –
He will put the samovar on the table,
A pie is baked in the oven
And he will be with you
Drink tea until dark,
And a good old fairy tale
She'll tell you.
Let's ring the bell.
- Nobody opens it.
There is a note at the door: “The evil witch mixed up all the pages in my book of fairy tales. Help me collect
a book, and then I can return to my hut.”
Separately there are pages from books on fairy tales “Little Red Riding Hood”, “The Three Little Pigs”, “Puss in Boots”,
“Masha and the Bear”, “Little Muk”, “Doctor Aibolit”.
Once upon a time there was a girl. Grandmother gave her a red riding hood. The girl wore a hat
every day and nicknamed her Little Red Riding Hood. One day Little Red Riding Hood went to
Take a pot of butter and a pie to grandma.
“Walk straight along the path and don’t turn anywhere,” her mother told her. Not with anyone
talk on the road, it's very dangerous.
But the girl picked flowers, feasted on berries, sang loudly and met a wolf. She
told him that she was going to her grandmother, who lived on the edge of the village.
The wolf ran to grandma along a short path. He runs, and towards him... Naf - Naf.
The wolf was happy, he wanted to eat him, and the pig invited him to go visit him,
where his two brothers Nif - Nif and Nuf-Nuf - are waiting for him.
The wolf decided to eat the piglets and went to visit Naf-Naf. But Naf - Naf quickly
slammed the door in front of the wolf's nose. The wolf lost time
And when he came to his grandmother, Little Red Riding Hood was already there.
They began to live - to live, not to know grief
The wolf ran to his grandmother along a short path, and when he ran to her, she was visiting
Doctor Aibolit, who came to find out how my grandmother was doing.
And then Little Red Riding Hood came up.
The wolf ran to his grandmother, and Little Red Riding Hood met Carlson, who offered her
take a ride to grandma's and drink tea with jam. And the wolf was treated to sausages and he stayed
guard my grandmother's house.
Educator: That’s how wonderful it turned out.
The pages are mixed up magic book, but surprisingly, they turned out new and interesting
fairy tales.. We composed these fairy tales ourselves and give the old lady “Old fairy tales in a new way.”
5. We return to the intersection. “If you go to the right, you will be lost”
Baba Yaga's hut.
B.-Y.: “Fu-fu-fu! Before, the Russian spirit was unheard of, unseen; now the Russian spirit
sits on the spoon and rolls into his mouth.”
Voss: You, grandma, don’t scold, get off the stove and sit on the bench. You will have time on our
ride on the bones. Better come play with us. Guess which fairy tale the sons of Malanya are from.
If you guess right, we will stay with you. If you don’t guess, you’ll let us go in peace.
Fizminutka Game “At Malanya’s, at the old lady’s”
Purpose: Formation grammatical structure speech. Formation of words in the creative and
genitive cases singular and plural, formation of new words with
using suffixes (ate, fought, chilled, ran away, shot, heard, drank)
At Malanya's, at the old lady's,
In a cramped little hut,
There were five sons
And all without eyebrows.
With ears like these,
With eyes like these
With a head like this
With such a beard
Didn't eat anything
We looked all day
And they did everything like this!
Vos-l: – Who helped us B.-Ya. win. True, ingenuity is an addition to the mind. Hope for magic, but
Don't be bad yourself.
6. Hurry, matchmaker Naum, return us to kindergarten.
A “strong whirlwind” sounds - A violent wind picked up and carried children: mountains and forests, cities and villages
That's how they flicker below. The wind weakened and we descended. Being a guest is good, but being at home is better.
7. Game “Reporter”
Writing fairy tales using Propp's cards using reference tables.
Let's call Propp's cards. Enumeration: absence (the hero’s departure from home),
prohibition, violation of prohibition, trouble, way out of trouble, magical remedies, difficulties and trials,
Target: Reproduction of new fairy tales invented by children, in order of functions (based on cards
Propp), (using cards from the game “Fairy Tale Constructor”, “support” cards).
Fairy tale “About the good girl Masha.”
Fairy tale “The Enchanted Princess”.
Natalia Dippel
At teaching children creative storytelling, composing fairy tales are used Propp's maps. Since V. Ya. Propp was a folklorist, then he recommended working with magic folk tales. Before you start writing fairy tales maps, preparatory games should be organized, during which the children will get to know each other and master all the fabulous functions. This will help Propp's maps, peculiar schemes by which children recognize those events and episodes of the fairy tale that are symbolically depicted on these maps.
These are the games I bring to your attention. They are made within competition task teachers of our kindergarten to the teachers' council.
AT THE FIRST STAGE WE INTRODUCE CHILDREN WITH THE MEANING OF THE CARDS
The game is called "Apply a symbol to a fairy tale"
This playing field contains the main Propp's maps, throwing a dice, the child “walks” along playing field, and stopping near any symbolic image, names it. For example, “Victory”, he remembers which fairy tale has such a plot and explains why this map fits this race. You can work on one or several fairy tales, but children should know their content well.
Such dice are necessary to make a move and calculate how many moves you need to move forward.
may lie on the table pictures-fragments from fairy tales, which the child chooses in accordance with the symbol
Since visual support should be mandatory at first, what cards must have for hint
Such games help to analyze a fairy tale and develop evidence-based speech.
children independently select fairy tales to match the symbol
It is interesting to analyze a fairy tale through symbolic analogy.
a fairytale cube will also come in handy
and the cube of emotions
And these are the main 20 fairy-tale functions that are used to work with a fairy-tale plot1. prohibition or order
2. violation
3. sabotage
4. departure of the hero
6. meeting with the donor
7. magical gifts
8. appearance of the hero
9. supernatural powers
10. fight
11. victory
12. returning home
13. arrival
14. false hero
15. difficult tests
16. Elimination of trouble
17. recognition of the hero
18. exposing the false hero
19. punishment of the false hero
20. wedding
SEQUENCE OF INTRODUCTION TO PROPP MAPS.
Manufacturing kart. Cards, used at the beginning of work, in junior and middle age they should be done in a plot-driven manner and colorfully. In the future, use cards with a rather schematic representation of each function, the meaning of which would be clear to children, or each image must be specified.
Reproduction of a familiar fairy tale, differentiation: relate to a specific function.
Joint search and finding of designated functions in new fairy tales (during one lesson 3-5 are used kart) .
Independent search for functions by children based on familiar and then new fairy tales.
Holistic mastery of fairy tale functions (the whole set is used kart) .
Writing fairy tales (first collectively and using a limited set kart, gradually adding 3 - 4 cards).
Working with an individual set kart(at first, children can be offered a ready-made title for the fairy tale, specifying only the location of the action and the number of characters).
But how you designate this or that function and with what symbol is not at all important, the main thing is that the child understands that if a “prohibition” is indicated by a crossed out circle or a lock on the door or as in signs traffic- entry is prohibited, then you need to remember this. Or the sign “giver, magic gift” - you can use a magic wand to mark it, like a box with a gift, as the teacher decides.
At the second stage, in an organized learning in class, read the fairy tale aloud with the intention of retelling, then the children themselves select cards in accordance with what they read and try to retell the text based on the laid out diagram.
RESULT:
– the ability to determine the genre of a work;
– remember the sequence of events;
– highlight the main content
- build a content outline,
relying on Propp's maps;
- confidently manipulate cards;
– feel beauty and imagery
