Project on theatrical activities in the middle group “Theater and us. Project "Theater and Children" in the middle group project (secondary group) on the topic Theater project middle group planning

Irina Salakhetdinova
Short-term pedagogical project in the secondary group “Theater and We”

Short-term pedagogical project in the secondary group "Theater and We"

Project activities

Subject:"Theater and us"

Type: informational and creative, group

Age: middle group

Project type: short

Project participants:

Group teachers;

Children 4-5 years old;

Parents;

Explanatory note

Childhood is not a small country at all, it is a huge planet where every child has his own talents. It is important to treat children's creativity with care and respect, no matter in what form it appears.

The shortest way to emotionally liberate a child, relieve tension, teach feeling and artistic imagination is through play, fantasy, and writing. It is known that children love to play; they should not be forced to do so. While playing, we communicate with children on “their territory.” By entering the world of play, we can learn a lot ourselves and teach our children. “A game is a huge window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity” (V. A. Sukhomlinsky)

And the words spoken by the German psychologist Karl Gross are relevant in this regard: “We play not because we are children, but childhood itself is given to us so that we can play.”

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

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

Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, deeply. From a very early age, the child strives for creativity. Therefore, it is so important to create an atmosphere of free expression of feelings and thoughts in the children's team, to awaken the imagination of children, and to try to realize their abilities to the maximum.

Relevance:

Our society needs a person of such quality who could boldly enter into a modern situation, be able to handle a problem creatively, without prior preparation, and have the courage to try and make mistakes until the right solution is found.

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

Artistic and aesthetic education occupies one of the leading places in the educational process of a preschool educational institution and is its priority direction. An important task of artistic and aesthetic education is the formation of creative abilities in children. The richest field for solving this problem is theatrical activity.

Problem:

There is insufficient attention of parents and children to the theater;

Children’s “acting skills” are poorly developed;

There are not enough theatrical costumes and masks in the group.

Shyness of children, poorly developed artistic imagination.

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

Due to the relevance of this problem, the goal of the project is to develop the artistic and creative abilities of preschool children through theatrical activities.

Tasks:

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

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

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

images, as well as their performing skills.

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

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

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

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

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

3. The principle of coordination of the teacher’s activities - the activities of specialists are coordinated with the educational activities of the music director.

4. The principle of age targeting - the content of the activity is built in accordance with and taking into account the age of the children.

5. The principle of continuity of interaction with the child in the kindergarten and family settings - parents support forms of work with children and continue them in the family.

Methods and forms of work:

Reading fiction;

Games - dramatization;

Listening to music;

Viewing a fairy tale;

Examination of illustrations for fairy tales;

Memorizing poetry;

Theatrical activities.

Expected results:

Enriched group environment;

Card index of audio, video materials, presentations;

Development of interest in fiction and dramatization of works.

Expansion of vocabulary, development of coherent speech;

Activation of children's creative abilities;

Active participation of parents in the life of the group;

Material and technical resources:

Fairy tales, illustrations;

Audio, video materials;

Multimedia technology;

Costumes for theatrical activities;

Attributes for different types of theaters.

Project for preschoolers of the preschool educational institution “Theater where the fairy tale lives”

The proposed project is necessary to reveal the child’s creative talent, for the successful implementation of his intellectual and creative potential, for social and communicative abilities, for the cohesion of the family and kindergarten.
The project is aimed at teaching children the art of theater in all types of theatrical activities, creating their own scripts for performances by all project participants, and showing theatrical performances to children and parents.
Theatrical activity helps the development of a child’s creative talent and his all-round development, teaches the child to see the beauty in life and in people, and engenders the desire to bring beauty and goodness into life.
Using the methods of fairy tale therapy, modeling fairy tales, and various techniques for developing verbal creativity during the implementation of the project, participants in the theater studio will create new fairy tales and scripts for performances.
Involving parents in joint work will create a joyful atmosphere of joint creativity with the child. The project is designed for three age groups of preschoolers 4-7 years old.
Project participants: A creative group of teachers, children and their parents.
Relevance of the project
In preschool age, children very easily and quickly acquire new knowledge, skills and abilities. But at present, the child’s communicative development is alarming. Unfortunately, television and computers, various computer games have begun to replace communication and gaming activities. Children stop communicating not only with adults, but also with each other.
Only live communication enriches the lives of children - we must not forget about this!
In many children, the communicative function of speech is impaired. Such children have poor memory, unstable attention, the child gets tired quickly, his cognitive activity does not develop sufficiently, and the grammatical structure of speech is disrupted. In preschoolers, this manifests itself in timidity and constraint; they cannot always formulate their thoughts correctly, answer questions correctly, cannot ask questions correctly; children find it difficult to establish contact with both adults and peers.
In modern society, in the age of computer science, the social prestige of intelligence and scientific knowledge has sharply increased. All pedagogical guidelines are aimed primarily at developing thinking.
A pressing problem in our time is that the emotional and spiritual essence of a child becomes a secondary value. Children, unfortunately, are much less likely to admire, be surprised and empathize; more and more often they show indifference and callousness.
And in my work there are problems:
How to teach a child everything that is useful to him in this complex modern life?
How to educate and develop his basic abilities: to hear, see, feel, understand, fantasize and invent?
How to awaken children's interest in the world and in themselves?
How to teach children to empathize, understand the feelings of others, fantasize, and build harmonious relationships with the world around them?
The shortest way to emotionally liberate a child, relieve tension, teach feelings and artistic imagination is the path through play, fantasy, and creativity.
The theater can give all this to a child; it is in theatrical activities that the child connects artistic creativity and personal experiences.
In my work with children, important tasks are to reveal the creative talent of children, reduce the level of anxiety, self-doubt, and get rid of shyness. These problems can be solved through theatrical activities.
From the point of view of pedagogical attractiveness, we can talk about versatility, playful nature and social orientation, as well as the correctional capabilities of theater and the development of gifted children. Therefore, for me, theatrical activities are the most basic and exciting area in preschool education.
For effective work, creating favorable conditions and showing signs of giftedness in students, it is necessary to early identify their creative potential and abilities, the development and self-development of an individual capable of optimal creative self-realization.
Therefore, I had the idea to open a theater studio in kindergarten for more in-depth work with children on theatrical activities, starting with the middle group of preschoolers, with its gradual development, which would become the implementation of my project: “The theater where the fairy tale lives.”

Objective of the project: Discovering a child's creative talent, successful realization of his intellectual and creative potential, promoting social and communicative development, creating an optimal psychological climate for preschoolers through a children's theater studio.

Tasks for project implementation:
Introduce children to different types of children's theaters: mask theater, finger theater, table theater, walking theater, shadow theater, puppet theater, puppet theater "Bibabo", life-size puppet theater, actors' theater. To teach manipulation techniques for children's theaters of various types.
Introduce the concepts of “emotions”, “pantomime”, the ability to recognize the emotional states of others. Develop the emotional and creative potential of preschool children.
Maintain the desire for friendly contacts in joint dramatization games, create favorable conditions for the development of communication abilities.
To expand preschoolers’ general awareness of the world around them through theatrical creativity; to form a certain elementary experience of professional actions in railway transport, about the work of railway workers and other professions through theatricalization.
Develop imagination and imagination in composing your own fairy tales using the modeling method. Form independent thinking, that is, find your own solutions, openly present bold ideas and hypotheses.
To develop the ability to accept criticism without offense, as well as the ability to find flaws in one’s own judgments and assessments.
Develop the ability to adapt to people, correctly perceive and evaluate them and their actions, interact with them and establish good relationships in various social situations.
Develop an interest in making scenery, costumes, and tabletop theaters with your own hands together with parents and children.
Involve parents in joint work, creating a joyful atmosphere of joint creativity with the child.

Project implementation stages

Summer period (June–August)- Diagnostics to study children's creativity abilities.

Stage 2 – Work with the older group of preschoolers and their parents
(September – May)
1. Acquaintance with the rules of behavior in the theater, famous theaters in Russia.
2. Modeling fairy tales by choosing an object or plot.
3. Compiling fairy tales using techniques for developing verbal creativity together with parents.
4. Children to children. Showing puppet and shadow theaters for children of younger groups.
5. Puppet theater “Dancing little ostriches”. Demonstration of puppeteering skills at kindergarten celebrations.
6. Life-size puppet theater. Children show the play through the joint creativity of the target group of the project “We are saving Kolobok.”
7. Creation of a collection of fairy tales of joint creativity of children and parents “Fairy tales for preschool children in a new way.”

Summer period (June-August) - Diagnostics to study children's creativity abilities.

Stage 3 – Working with preparatory group children and their parents
(September – May)
1. Acquaintance with the theater of actors, theatrical terms.
2. Introduction to theatrical professions (what work people in these professions do in order to stage a performance).
3. Games for developing acting skills “Land of Emotions”, “Say Without Words”, “Pantomime”, etc.
4. Staging performances based on scripts of one’s own composition using the method of modeling fairy tales:
“How seven kids went to kindergarten”;
“How a little train saved the forest”;
“He’s so absent-minded.”
5. Involving parents in helping to make costumes and scenery for performances.

Conditions necessary for the full implementation of the project
clear planning and implementation of theatrical activities throughout the continuation of project activities;
the presence and development of children’s ideas and interest in various types of theater;
the presence of a variety of costumes and the availability of artistic design for performances and dramatizations based on works of art;
children mastering the rules and techniques of one or another type of theatrical activity;
interactions between children, parents and preschool teachers;
a serious, emotionally positive attitude of the teacher towards children's theater games.

Project implementation methods
Preliminary work on the project will be conducting diagnostics to study children's abilities for creativity, which is important to carry out in cooperation with teachers and parents. In middle preschool age, one of the main methods for identifying signs of creatively gifted children is the observation method. As a rule, creatively gifted children are characterized by a relatively easy and rapid assimilation of ethical standards of behavior and positive social-emotional qualities available to them.
Indicators of giftedness levels in childhood do not remain constant, so some methods are carried out in all age groups.
Also, to correct the psycho-emotional state, theatrical activities are useful for shy children with a high level of anxiety. The complex of psychodiagnostic methods for children of middle preschool age includes:
The “Three Steps” technique for studying a child’s self-esteem;

Methodology for studying personality “Three Wishes”;
Methodology for determining the level of development of creative abilities “Sun in the Room”.

Project Description

Work on the project begins with the middle group. Children of middle preschool age get acquainted with the types of theaters.
Types of theater required in project work with children:

1. Theater of masks
2. Finger Theater
3.Walking theater
4. Tabletop theater
5.Shadow theater
6.Puppet theater "Bibabo"
7.Puppet theater
8.Puppet theater
9. Actors' Theater

Finger Theater- This is an excellent material for developing children's imagination, thinking and speech. Performing finger movements inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of speech zones, which ultimately develops the child’s brain, stimulates speech development, and concentrates attention on one type of activity.

Dolls walking theater are designed in such a way that a child can insert his index and middle fingers into her legs (from behind) and make the character “walk”. This makes the doll “come to life” in the child’s eyes. You can also work with different pairs of fingers, different hands, and two hands at the same time.

Tabletop theater- these are toys and decorations that can be placed on the table. They can be cardboard, wood or rubber. Thanks to this type of theater, children begin to master the director's theatrical acting.

IN bibabo theater, glove-type dolls are used: a doll, hollow inside, is put on the hand, while the index finger is placed in the head of the doll, the thumb and middle finger are placed in the sleeves of the suit, the remaining fingers are pressed against the palm. Such theater is played out behind a screen.

Shadow theater- this is a screen on which flat cardboard or plywood figures, touching its reverse side, leave shadows. The screen is placed so that it is between the light source and the children (the light source can be a lamp or a window). In the shadow theater you can act out familiar fairy tales. This is an unusual type of puppet theater. In the shadow-silhouettes, the child recognizes familiar characters, and the fairy tale comes to life in his imagination. Such performances enrich the child’s inner world, teach children to imagine, and develop their imagination.

Puppet theater. The puppet is a difficult doll to control, but it is “magical” - it seems that it lives separately from the person who controls it.

Thanks to these types of theater, children learn how to manipulate theatrical puppets. By engaging in theater with children, the life of our students will be interesting and meaningful, filled with vivid impressions and the joy of creativity. And most importantly, children will be able to use the skills acquired in theatrical games in everyday life.
Also, children, playing in the theater, learn to retell Russian folk tales.
In the process of telling and showing a fairy tale, the child develops speech, fine motor skills, verbal and gestural expressiveness, and learns to independently convey the image of fairy-tale characters.
With the help of sketch sketches, children become familiar with emotions and the ability to recognize them.
A special role is given to working with parents. The child and parents are one whole. And joint creative activity between children and adults is always effective. For this, there is a need to create a parent club “Theater Workshop” to conduct master classes on making theatrical puppets and theaters with your own hands. The club participants will be parents with their children. Thanks to these methods of performing theater at home, the child’s level of self-esteem, confidence in his abilities, and family cohesion increase. In the form of consultations and round tables, parents receive information about the importance of theater in raising children, as well as the opportunity to attend a particular performance with their child, and then discuss with him what they saw and make illustrations.
At the end of the school year (in May), together with all participants of the parent club, a photo album is created, which will contain all the work done in the theater workshop.

In the summer (June-August) diagnostics of children of senior preschool age is carried out:

Methods for studying child anxiety;
Methodology for studying personality “Tsvetik-Semitsvetik”;

Game test "Three words" to assess creative imagination.

Children in the older group learn the rules of behavior in the theater using slide presentations and get acquainted with the theaters of Russia.
Children play out scenarios of Russian folk tales using various types of theater. Using the methods and techniques of fairy tale therapy, modeling fairy tales, and various techniques for developing verbal creativity, you can come up with a new fairy tale or script for a play.
Using the method of fairy tale therapy, the child develops imagination, which is the psychological basis of creativity, making him capable of creating something new. For example, after reading and discussing the RNS “Kolobok”, children are asked a number of questions: “What would happen to Kolobok if he lived in our city? Where would he go? If he lived on a high floor? What needs to be done to prevent trouble from happening to Kolobok? How would we help him? etc. Thanks to this method, children develop positive social and communication qualities, friendly relationships, and a desire to help. Thus, with children you can come up with a new plot for the fairy tale “We are saving Kolobok.”
The modeling method is one of the most effective methods of teaching children to write fairy tales, allowing them to develop various skills in composing fairy tales (by choosing an object, plot, etc.). Since one of the important areas of activity has been identified in our kindergarten - this is work on early career guidance on a railway theme, then the bias in choosing the plot of fairy tales is on a railway theme. There are few ready-made fairy tales and stories on the railway theme, so all dramatizations and performances staged by children are a product of children's imagination. Modeling fairy tales occurs through communication, dialogue, with many leading questions correctly posed by the teacher in advance. And the “right” questions encourage the child to think, analyze, draw conclusions and generalizations.
Collaborative creativity in writing fairy tales is offered to children and their parents. Taking Russian folk tales as a basis and using the techniques of verbal creativity: “twisting a fairy tale,” “complement a fairy tale,” “beginning and ending,” etc., new plots are obtained for fairy tales, which will later become theatrical performances.
Children's imagination has no limits, and not all scenarios of the resulting fairy tales can be played out on stage, but they can be played out in other types of theater: finger theatre, shadow theatre, puppet theatre.
Children of the older group consolidate their skills in puppeteering techniques. They show ready-made performances to children of younger groups in the form of shadow and puppet theaters. They perform at kindergarten celebrations, presenting their experience of manipulating puppets (in March).
By the end of the school year (in May), the children of the senior group are preparing a performance using life-size puppets “We are saving Kolobok.”

Life-size puppet allows the child to quickly transform into one or another role. The doll's legs are put on the child's legs, mittens are put on the hands, the doll's head is hung on a strap on the child's neck - and the child is “in the costume” of the chosen hero.

A collection of fairy tales on a railway theme, “Fairy Tales for Preschool Children in a New Way,” is also being created, invented jointly by children and parents (in May).

In the summer (June-August), children in the preparatory group are diagnosed:
“Ladder” technique for studying a child’s self-esteem;
Methods for studying child anxiety;
Methodology “Diagnostics of natural memory”;
Methodology for studying personality “If I caught a goldfish”;
Methods for studying a child’s creativity, Williams creativity test “Complete the figure”;
Methodology for modeling fairy tales.

In the preparatory group, children get acquainted with actors' theater

Actors' Theater. The largest and most labor-intensive type of theater in which children themselves perform. While playing in the theater of actors, the child shows a strong interest in theatrical art and theatrical activities, creatively applies knowledge about various emotional states and the character of the characters in performances, uses various means of communication, shows initiative, coordination of actions with partners, and creative activity at all stages of work on the play. .
With the help of slide presentations, children become familiar with theatrical professions and theatrical terms. In order to develop emotional and creative potential and form non-verbal means of communication, children become familiar with various emotions and pantomimes.
Based on the fairy tale “The Wolf and the Seven Little Goats”, combining the two holidays Mother’s Day and the Birthday of the kindergarten, using the “beginning and end” technique, the children will show the play “How the Seven Little Goats Went to Kindergarten” (November). Based on the fairy tale “The Engine from Romashkovo”, taking the theme of ecology as a basis, the children will show the fairy tale “How the Engine Saved the Forest” (February). Using the “complete the fairy tale” technique, the children will show the musical “He’s so absent-minded” (May).
All fairy tales invented by children require a lot of preparation, not only in memorizing the roles, but also in making costumes, scenery, attributes, etc. Therefore, the parents of the students must be involved in participation in theatrical productions, not only as spectators, but also as co-authors of the text and scenery makers and suits. This will help them get to know their child better, the characteristics of his character and temperament.

(Scenarios for performances are included in the section in other entries)

Conclusion
In accordance with the targets outlined by the Federal State Educational Standard for Preschool Education, a child at the stage of completing preschool education must have a developed imagination, show initiative and independence in various activities, and actively interact with adults and peers. All these personal characteristics will develop especially clearly during the implementation of my project.
The presentation of fairy tales and funny skits, personally invented by children with their favorite characters, is the most popular for dramatizations and contributes to the development of thinking, speech, attention, memory and creativity, allowing them to express their imagination.
The educational value of theatrical games is also enormous. Children develop a respectful attitude towards each other. In addition, by “playing” a fairy-tale hero, a child gets an idea of ​​good and evil, learns to understand human characters, empathize and help the weak, thereby giving him self-confidence and helping him get rid of his own fears. And speaking in front of an audience forms children’s experience of social behavioral skills and promotes the development of all components of speech in preschoolers. Theater in kindergarten will teach the child to see the beautiful in life and in people, and will give rise to the desire to bring the beautiful and good into life.
Thus, working on the project reduces the level of anxiety, eliminates shyness and self-doubt, and helps develop the child’s creative talent and all-round development. It is obvious that theatrical activities teach children to be creative individuals, capable of perceiving novelty and the ability to improvise. Our society needs a person of such quality who could boldly enter into a modern situation, be able to handle a problem creatively, without prior preparation, and have the courage to try and make mistakes until the right solution is found.

Project on theatrical activities in the middle group “Theater and We”

“The theater is a magical land in which a child rejoices while playing,

and in the game he learns about the world!”

S.I.Merzlyakova

Explanatory note

Childhood is not a small country at all, it is a huge planet where every child has his own talents. It is important to treat children's creativity with care and respect, no matter in what form it appears.

The shortest way to emotionally liberate a child, relieve tension, teach feeling and artistic imagination is through play, fantasy, and writing. It is known that children love to play; they should not be forced to do so. While playing, we communicate with children on “their territory.” By entering the world of play, we can learn a lot ourselves and teach our children. “A game is a huge window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity” (V.A. Sukhomlinsky)

And the words spoken by the German psychologist Karl Gross are relevant in this regard: “We play not because we are children, but childhood itself is given to us so that we can play.”

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

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

Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, deeply. From a very early age, the child strives for creativity. Therefore, it is so important to create an atmosphere of free expression of feelings and thoughts in the children's team, to awaken the imagination of children, and to try to realize their abilities to the maximum.

Relevance.
Our society needs a person of such quality who could boldly enter into a modern situation, be able to handle a problem creatively, without prior preparation, and have the courage to try and make mistakes until the right solution is found.

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

Artistic and aesthetic education occupies one of the leading places in the educational process of a preschool educational institution and is its priority direction. An important task of artistic and aesthetic education is the formation of creative abilities in children. The richest field for solving this problem is theatrical activity.

Problem.

• insufficient attention of parents and children to the theater;
• Children’s “acting skills” are poorly developed;
• There are not enough theatrical costumes and masks in the group.
• shyness of children, poorly developed artistic imagination.

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

Due to the relevance of this problem, the goal of the project is is: development of artistic and creative abilities of preschool children through theatrical activities.

Tasks:

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

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

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

images, as well as their performing skills.

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

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

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

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

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

3. The principle of coordination of the teacher’s activities - the activities of specialists are coordinated with the educational activities of the music director.

4. The principle of age targeting - the content of the activity is built in accordance with and taking into account the age of the children.

5. The principle of continuity of interaction with the child in the kindergarten and family settings - parents support forms of work with children and continue them in the family.

Expected result of the project

• Enriched group environment;
• Card index of audio, video materials, presentations;
• Development of interest in fiction and dramatization of works.
• Expansion of vocabulary, development of coherent speech;
• Activation of children's creative abilities;
• Active participation of parents in the life of the group;

Forms and methods of work:

• Reading fiction;
• Conversations;
• Games - dramatization;
• Listening to music;
• Viewing a fairy tale;
• Examination of illustrations for fairy tales;
• Memorizing poetry;
• Theatrical activities.

Project participants:

Group teachers;

Children 4-5 years old;

Parents;

Project type: informational and creative, group.

Project duration:average duration (November-December).

Material and technical resources:

Fairy tales, illustrations;

Audio, video materials;

Multimedia technology;

Costumes for theatrical activities;

Attributes for different types of theaters.

Project implementation stages

Stage 1: preparatory

Stage 2: main

Stage 3: final

Stage 1: Preparatory

Stage 2: Main

Stage 3: Final

Project Implementation Plan

Tatyana Shchepetova
Project “The World of Theater in the Life of Middle Group Children”

MBDOU Kindergarten No. 62

Final work for the course: “Psychological and pedagogical conditions for the development of personality, motivation and abilities children in various types of activities in the context of the Federal State Educational Standard for Education"

Project

on the topic: "World theater in the lives of middle school children»

Done the job:

teacher of 1st qualification category

Shchepetova Tatyana Aleksandrovna

Dzerzhinsk-2017

Type project:

Practice-oriented

Duration:

Long term

Age children:

middle group

Participants project:

Educators,

Parents

Relevance: « Theater is a magical world. He gives lessons in beauty, morality and ethics. And the richer they are, the more successful the development of the spiritual world is. children» (B. M. Teplov).

The most popular and exciting area in preschool education is theatrical activity. Creative activity and the development of human creative abilities are the main part of the socio-economic and spiritual directions of the modern and social order. Particular importance in children's educational institutions should be given theatrical activities, all types of children's theater, because they help to form the correct model of behavior in the modern world, improve the child’s general culture, introduce him to spiritual values, introduce him to children’s literature, music, fine arts, etiquette rules, rituals, and traditions. Improve the skill of embodying certain experiences in the game, encourage the creation of new images, encourage thinking.

Theatrical activity is the most common type of children's creativity. It is close and understandable to the child. Classes theatrical activities help develop the child’s interests and abilities; contribute to general development, the manifestation of curiosity, and the desire to learn new things. IN theatrical activity, the child becomes liberated, conveys his creative ideas, and receives satisfaction from the activity. Theatrical The activity helps to reveal the child’s personality, his individuality, and creative potential.

Completing game tasks in the images of animals and characters from fairy tales helps to better master your body and realize the plastic possibilities of movements. Theatrical Games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, and teach them to notice and evaluate their own and others’ mistakes. Children become more relaxed and sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and understand the world around them more subtly. Classes theatrical activities and frequent performances in front of audiences contribute to the realization of the child’s creative powers and spiritual needs, emancipation and increased self-esteem. The child has the opportunity to express his feelings, experiences, emotions, and resolve his internal conflicts.

Implementation of this project will make the lives of children interesting and meaningful, filled with vivid impressions, interesting activities, and the joy of creativity.

Problem: inability to convey the emotional character of the characters. Insufficient vocabulary and related speech.

Target project: introduce consistently children with different types theater, develop initiative, independence, connected speech, imagination and fantasy.

Tasks and techniques theatrical performances in preschool educational institutions

Classes on theatricalization solve many problems, contributing, first of all, to the harmonious development of the child.

Educational objectives:

1. Basic Basics theatrical culture. The guys get acquainted with theatrical terminology, varieties theatrical arts, learn how to behave correctly while staying in theater.

2. Theater game. Preschoolers improve their ability to navigate the stage space, move around the set, build a dialogue with a production partner on a specific topic, and remember the words of the characters. theatrical sketch.

3. Work on the play. Children develop skills in manipulating imaginary objects. Children learn to embody specific feelings and experiences in the game, and create a certain image. through intonation, facial expressions and pantomimes.

4. Rhythmoplasty. Preschoolers learn to respond to a musical signal or command, while acting in concert, remembering various poses and conveying them figuratively.

5. Speech culture. Children develop speech breathing, correct articulation, clear diction, develop the ability to change intonation, write short stories and fairy tales, and find elementary rhymes.

Developmental tasks:

1. Theatrical The activity instills in children public speaking skills.

2. U children The vocabulary is activated, the vocabulary is enriched, the intonation structure is improved, and dialogical speech develops.

Educational tasks:

1. The child’s general culture improves and he becomes familiar with spiritual values.

2. Theatrical The activity fosters in the preschooler independence, artistry, creativity, and the ability to communicate with peers and adults.

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

1. Verbal: reading short fairy tales and stories (which are then transformed into a play script, conversations with kids, turning to your personal experience, reading competition.

2. Visual: joint examination of costumes, scenery for specific performances, viewing theatrical performances in kindergarten (they are organized by teachers or professional actors are invited).

3. Practical: this includes dramatization games, acting out short sketches, drawing episodes from specific fairy tales and stories, making your own decorations, attributes, masks and other costume elements

Tasks project:

Develop children expressiveness of speech;

Call children's interest in theater, desire to participate in theatrical activities;

Promote the development of creative activity children;

Development of fine motor skills of the hands.

For parents:

Involve parents in making characters based on fairy tales;

Exhibition of drawings "We are from a fairy tale";

Form at children and parents' interest in theater and joint theatrical activities;

Photo vernissage "Into the puppet room theater with family»

For the teacher:

Develop a plan for the year;

Develop scenarios for open events for the year.

Expected Result:

Through a system of various activities, basic concepts of theatrical activities for children;

Children's acquisition of primary skills in the field theatrical arts;

Development of the emotional background and speech of preschool children, replenishment theater corner;

Passionate use theater center with children in a group in independent activities and good acting performance for children 4-5 years old.

Stage 1 - preparatory, informational research:

Creation of a joint teacher with parents and children of different types theater;

Reading works of fiction (fairy tales, stories);

Finger gymnastics;

Development of an entertainment script for children.

Second stage main:

September.

Preliminary work theater to a fairy tale"Puff" processing N. Myalika.

Acquaintance children with a Belarusian fairy tale "Puff" processing N. Myalika.

Examination of puppet characters theater.

Repeated reading.

Distribution of roles.

Fairy tale rehearsal.

Fairy tale show "Puff".

Preliminary work: parents and children created carton characters theater to a fairy tale"Turnip".

"Turnip".

Examining the heroes of the carton theater.

Re-reading a fairy tale.

Distribution of roles.

Individual work with fairy tale characters.

Individual work with characters on onomatopoeia of fairy tale heroes.

Fairy tale rehearsal.

Fairy tale show "Turnip".

Preliminary work: parents and children made puppet characters theater to a fairy tale"Teremok".

Reading a Russian folk tale "Teremok".

Examination of puppet characters theater.

Re-reading a fairy tale.

Distribution of roles.

Individual work with fairy tale characters.

Individual work with characters on onomatopoeia of fairy tale heroes.

Fairy tale rehearsal.

Fairy tale show "Teremok".

Preliminary work theater to a fairy tale"Zayushkina's hut".

Reading a fairy tale "Zayushkina's hut".

Examination of heroes with fingers theater.

Repeated reading.

Distribution of roles.

Story rehearsal.

Fairy tale show "Zayushkina's hut".

Preliminary work: Parents and children made finger characters theater to a fairy tale"Zimovye" processing I. Sokolova-Mikitova.

Acquaintance children with a Russian folk tale "Zimovye" processing I. Sokolova-Mikitova.

Repeated reading.

Distribution of roles.

Individual work with fairy tale characters.

Individual work with characters on onomatopoeia of fairy tale heroes.

Fairy tale rehearsal.

Fairy tale show "Zimovye".

Preliminary work theater to a fairy tale"Kolobok".

Reading a Russian folk tale "Kolobok".

theater.

Re-reading a fairy tale.

Distribution of roles.

Individual work with characters to convey the character's character.

Individual work with characters.

Fairy tale rehearsal.

Fairy tale show "Kolobok".

Preliminary work: parents and children made cardboard characters theater to a fairy tale"Three Bears".

Reading a fairy tale by L. N. Tolstoy "Three Bears".

Examination of cardboard heroes theater.

Repeated reading.

Distribution of roles.

Individual work with fairy tale characters.

Individual work with characters on onomatopoeia of fairy tale heroes.

Fairy tale rehearsal.

Showing a fairy tale by L. N. Tolstoy "Three Bears".

Preliminary work: Parents and children created Palchikov characters theater to the story T. Karamanenko "The Hedgehog and the Fungus".

Reading a story "The Hedgehog and the Fungus".

Consideration of Palchikov's heroes theater.

Repeated reading.

Distribution of roles.

Individual work with the characters in the story.

Individual work with characters on onomatopoeia of the heroes of the story.

Story rehearsal.

Showing the story "The Hedgehog and the Fungus".

Preliminary work: dramatization of a fairy tale "Masha and the Bear".

Reading Russian folk

Repeated reading.

Distribution of roles.

Individual work with fairy tale characters.

Individual work with characters on onomatopoeia.

Fairy tale rehearsal.

Fairy tale show "Masha and the Bear".

Creating conditions for independent activities:

Cognition: looking at books with bright illustrations;

Socialization: role-playing game « Theater» ;

Artistic creativity: coloring books based on fairy tales, drawing fairy-tale characters;

Theater corner: play independence children with different types theater;

Physical line: finger gymnastics.

Working with parents:

Consultation for parents, questionnaire « Theater and children» ;

Help in making different types theater;

Participation in an exhibition of drawings "We are from a fairy tale".

Stage 3 – Communication of experience

Theatrical fairy tale"Masha and the Bear"

Kinds theater

Table: fragments of lesson notes on theatrical activities in the middle group

Khlebnikova N. A.

"We're playing theater» The teacher comes in the guise of a storyteller and talks with the children about where they can see fairy tales. The children are invited to transform into artists - to learn to convey feelings through facial expressions and gestures. Warm-up game "Transfers".

According to the teacher’s instructions, children must convey to each other specific emotions: smile, "heartbreaker", "fright", "horror story".

The next task is to pass a certain number of claps around the circle.

The storyteller tells the preschoolers that a kitten has come to visit them. Children remember cartoons and fairy tales in which this character is, and then pass a toy kitten to each other, stroke it, and say kind words.

The teacher reads a poem by B. Zakhoder "Kiskino grief"

Pussy crying in the hallway

She is in great grief.

Evil people poor pussy

They don't let you steal sausages.

Conversation on content. Some children they tell it sadly, others say it cheerfully. The teacher invites the children to turn into a kitten who wants to steal sausages. You need to get up from the chair, like a pussy, on your hind legs, spin around the table, inhale the fragrant smell of sausages. But then the owner comes in and the kitten runs away. Reading a poem by L.P. Savina:

Pussy, pussy, pussy! -

Julia called the kitten. -

Don't rush, wait, wait! -

And she stroked it with her hand.

The children are asked to imagine how they are stroking a cat with their hand.

It's time for the storyteller to return home. She asks the guys what they liked most about the lesson, what interesting things they learned

The teacher tells the children that on the way to kindergarten she found a beautiful box. To open it, you need to solve riddles (toys are shown as the guessing process progresses):

Lives in a mink, gnawing on crusts.

Short legs, afraid of cats. (Mouse).

I'm green like grass

My song "kwa-kwa". (Frog)

Jumps across the field and hides its ears.

It will stand up like a pillar with its ears sticking out. (Bunny).

Who walks around angry and hungry in the cold winter? (Wolf)

The tail is fluffy, the fur is golden.

Lives in the forest, steals chickens from the village. (Fox).

In winter he sleeps, in summer he stirs up the hives. (Bear)

The guys guess that the animals are the heroes of the fairy tale. "Teremok". The teacher offers to act out this fairy tale, pronounces magic words, and the children turn into forest dwellers - they put on hats and masks. Some of the guys play the role of the sun and Christmas trees (matching masks).

A physical education session is being held "Building a house".

Knock-knock with a hammer,

(Imitation hammer).

We are building, building a new house.

(Walking in place).

You drank, drank faster,

(Simulation saw).

We are building a house for animals.

(Jumping in place).

We worked together

the house was quickly built -

each with a room.

The animals lived together, did not grieve,

the stove in the house was lit.

This is the end of the fairy tale

Well done who listened!

And now we need to turn from forest animals into guys again!

(the teacher takes off children's hats and masks) .

Children are invited to sit at the tables and make a tower out of counting sticks.

Lesson analysis. The teacher finds out from the preschoolers what they liked most and what was difficult.

Municipal autonomous educational institution

Kindergarten No. 418

Middle group project « Visiting a fairy tale"

Project implementation period:Short-term (13.01-30.01.2014)

Introduction

Artistic and aesthetic education occupies one of the leading places in the educational process of a preschool educational institution and is its priority direction. For the aesthetic development of a child’s personality, a variety of artistic activities - visual, musical, artistic and speech, etc. - are of great importance in content. An important task of artistic and aesthetic education is the formation of creative abilities in children. The richest field for solving this problem is theatrical activity.

Play is the most accessible and interesting way for a child to process and express impressions, knowledge and emotions.

Theatricalization is, first of all, improvisation, the animation of objects and sounds.

Theatrical play, as one of its types, is an effective means of socializing a preschooler in the process of his understanding of the moral implications of a literary or folklore work.

In theatrical play, emotional development occurs:

Children get acquainted with the feelings and moods of the characters,

They master the ways of their external expression,

They understand the reasons for this or that mood.

Theatrical play is also of great importance for speech development (improving dialogues and monologues, mastering the expressiveness of speech). Finally, theatrical play is a means of self-expression and self-realization for the child.

Objective of the project - Development of artistic and creative abilities of preschool children in theatrical activities.

Tasks

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

4. organizing performances for middle group children in front of juniors and parents.

2. Improve children’s artistic skills in terms of experience and implementation

images, as well as their performing skills.

3. Introduce children to theatrical culture, enrich their theatrical experience: knowledge

children about the theater, its history, structure, theatrical professions, costumes, attributes,

theatrical terminology.

4. Organizing performances for middle group children in front of juniors and parents.

5. Involve parents in the implementation of the project.

Forms and methods of work:

• Reading fiction,
• Conversations,
• Games - dramatizations,
• Listening to music,
• Creative workshops,
• Viewing a fairy tale, presentation,
• Looking at illustrations for fairy tales,
• Memorization of poems,
• Theatrical activities.

Ensuring project implementation:

Psychological and pedagogical resources:

Teachers - educators,

Children 4-5 years old,

Parents.

Material and technical resources:

Fairy tales, illustrations

Audio, video, educational presentation

Multimedia technology

Costumes for theatrical activities

Attributes for different types of theaters

Project implementation stages

Stage 1: Preparatory

Stage 2: Main

Stage 3: Final

Project Implementation Plan