A lesson on theatrical activities in the senior group of a kindergarten. Plan-program for theatrical and aesthetic activities “Theater and children

MDOU "Kindergarten of a general developmental type" in the village of Kajerom

Long-term planning for theatrical activities with children in the second junior group

teacher

Ryzhenko E.G.

Children preschool age will know the world more with the heart, emotions, feelings than with the mind. That is why the main activity of children is play. Preschoolers are happy to try on different roles, drawing on their little life experience.

Children can imitate the characters of their favorite cartoons, fairy tales, and repeat the behavior of adults, for example, transform into a doctor, a store clerk, or a teacher. In order for games to bring educational and educational benefits, kindergartens provide planning for such work. A card file of theatrical games in the second junior group will help the teacher effectively organize the activities of four-year-old pupils. How to compose such a methodological manual and how to use it is in our article.

Theatrical games for children in the younger group of preschool educational institutions

Why do children need theatrical games? Such activities solve a whole range of tasks set by the program and the Federal State Educational Standard:

• social adaptation is formed (children learn to communicate with peers, listen to others, argue their own opinions, etc.);
• knowledge of the surrounding world (preschoolers get acquainted with the most different areas knowledge);
• speech development (kids learn to form sentences, control voice strength and intonation, etc.);
• development of creative abilities and aesthetic taste.

It should be clarified that theatrical games are not only performances. Contents include different shapes and types of work with children. These could be the following games:

• articulatory;
• finger;
• pantomimes;
• recitation of small literary forms;
• puppet shows;
• mini-productions.

Planning theatrical activities in preschool educational institutions

The educational process, according to the Federal State Educational Standard, provides for holding all of the above games in a group of children of the specified age. Therefore, the teacher will have to think through a plan for organizing such activities. A card index of theatrical games in the second junior group with goals will help with this. This manual should be structured, choosing the most interesting activities. Below we offer several effective entertaining theatrical games.

Articulation gymnastics

This type of activity promotes the development of articulation and strengthens facial muscles.

Card index of theatrical games for children in preschool educational institutions

The card file of theatrical games in the second junior group may contain the following types of work aimed at:

Development of the speech apparatus

"Hamster." When the teacher says the words: “Hurry up, hamster, eat a freshly picked pod,” the children puff out their cheeks and roll the air from one side to the other.

"Dog". Children are asked to stick out their tongue “like a dog.”

“The cat drinks milk” - an imitation of lapping milk with the tongue.

Finger games

Games aimed at developing fine motor skills are widely used in kindergarten. An interesting type of activity for four-year-olds would be finger theater. With the help of small dolls, you can play out fairy tales familiar to children, for example, “Kolobok”, “Turnip”, “Teremok”, “Dereza Goat” and others.

Shadow theater also helps develop speech and creativity. It will still be difficult for children in their fourth year of life to demonstrate a whole fairy tale like this. But you can invite kids to repeat certain elements, for example, to depict the flight of a bird, a dog, a deer.

Pantomimes

Gestures and facial expressions contribute to the development of the child’s emotional sphere, communication abilities, and adaptation to a group of peers. The organization of such activities can take place either in game room, on music lessons, and on a walk.

We offer a theatrical pantomime game: “What we ate (did, sculpted, where we were) - we won’t say, it’s better we’ll show you as soon as possible!” The rules of the game are simple: the teacher asks the children to choose a card with an image at random. Then, in turn, each child demonstrates, using facial expressions and gestures, what is drawn on his card. The rest of the participants guess.

Recitation of nursery rhymes, jokes, poems

The catalog of theatrical games in the second junior group according to the Federal State Educational Standard necessarily includes such forms of work as playing out nursery rhymes and jokes. Children take part in such fun games with pleasure. For children three to four years old, the following works are recommended: “The White-sided Magpie”, “Our Chickens in the Morning...”, “The Little Gray Cat”, “Lada-Lada-Okay” and others.

Theatrical performances

The catalog of theatrical games in the second junior group includes puppet and staged performances. But such activities require lengthy preparation and proper organization. In addition, certain material and technical equipment is required.

An effective way to develop the creative potential of four-year-old children and consolidate their communication and speech skills is to use in pedagogical practice such an activity as theatrical games in the second junior group. The card index helps the teacher structure planned activities with children and organize work correctly and effectively.

Long-term planning for theatrical activities with children in the second junior group

SEPTEMBER

Game-activity for children 3-5 years old. "Cat and her kittens"

Goals: introduce the fairy tale “Cat and Kittens” and theater on flannelgraph; develop empathy; teach to listen carefully to a fairy tale; learn to answer questions based on its content.

Material and equipment: flannelograph; pictures for the theater (kittens, cat, dog, booth, tree, bowl of milk).

Progress of the lesson

The teacher sits the children in a semicircle near the flannelgraph and tells a fairy tale about a cat and kittens.

Fairy tale on flannelograph “Cat and kittens”

Once upon a time there was a cat, and she had five kittens. The kittens ran around the yard all day and played. The mother cat came into the yard and called her kittens: “Meow! Meow! It's time to go home, kittens! The kittens ran up to their mother, purred affectionately and asked for milk. Mom gave her babies milk, and the kittens fell asleep.
One day, the mother cat, as always, sent all five kittens into the yard to play. The kittens came out and immediately noticed a large booth. She had never been in the yard before. A huge head was sticking out of the booth - it was the dog Rex. Rex saw the kittens and growled angrily: “Rrrr...” The kittens knew everyone in the yard, but they saw Rex for the first time. They decided to meet. But as soon as they came closer, the dog rushed at them. The kittens ran in all directions. Rex didn't know who to run after - the kittens scattered in different directions. And finally he managed to drive all the kittens into a large tree.

At this time, the mother cat, as always, went out into the yard to call the kittens for lunch. Suddenly she sees that the yard is empty. The cat called the kittens in vain - no one responded. The cat went to look for her kittens. I walked around the entire yard - there were no kittens anywhere. Then she saw a large booth and was surprised: just yesterday this booth was not there. And suddenly the mother cat heard an angry growl: “R-rr...” A huge dog’s head was very close to her. And from somewhere above came a frightened meow. The cat saw her kittens on the tree and understood everything: that’s who offended her children.
The angry cat scratched Rex on the nose with all her might, the dog howled and rushed to his booth. And the kittens climbed down from the tree and approached their mother. They realized that their mother would always be able to protect them from danger. The mother cat watched the kittens drink milk and thought:
“What beautiful children I have.”

And Rex realized that in his yard he had to live peacefully with everyone.

After the fairy tale, the teacher asks the children questions: did they like the fairy tale, who were its heroes, what happened in the yard, how did the cat take care of the kittens, how did she protect them?

At the end of the lesson, the children sing the song “Cat” (music by A. Alexandrov).

The pussy came to the children,
She asked for milk
She told the children:
Meow meow meow.

Treated with milk
Kitty ate
Sang a song:
Moo-ur, moo-ur, moo-ur.

Game "Mice in holes"

Game description: An active game develops reaction, attention, memory, and is well suited for use on walks in kindergarten.

Rules of the game:

1. Circles (“minks”) are laid out one less than the number of children participating in the game.

2. The leader gathers the children in a chain and leads them away from the “holes,” saying the following words:

“Little mice are going for a walk,

We went out into the clearing to sing and dance - Ira the mouse, Petya the mouse, Lena the mouse(all children are listed) .

They danced and danced, their paws were all trampled!

It suddenly became completely dark, evening knocked on the window.

We should run home and occupy our holes!”

3. C the last word leader, each child must take his own circle “hole”. One circle - one child.

4. The one who did not have time to occupy his “mink” becomes the leader or drops out of the game.

Improvisation game “Leaves in the Garden”

(Children repeat the movements after the teacher)

Leaves, leaves are spinning in the garden,

(Leaf children dance and spin.)

I’ll go to the autumn kindergarten to see the leaves.

Leaves, leaves, fly boldly,

(Leaves are flying.)

And let the autumn wind blow stronger.

Leaves, leaves, the breeze has fallen silent,

(The leaves sat in a circle.)

He collected the leaves in a cheerful circle,

The leaves are quiet, rustling softly

(They sit and flap their wings.)

And they are in no hurry to fly into the gray sky.

Suddenly the wind blew alarmingly, hummed,

(They rise and fly.)

He ordered the leaves to fly from the paths,

Leaves, leaves are flying in the wind,

They take off from the paths, rustle, rustle.

Staging “In the Brightroom”

Educator:

We have a bright hut, a new gorenka,
Come on in, come on in, don’t trip over the threshold.
In our house there is someone to do housekeeping:
Two women are lying on benches, two girls are sitting by the stove,
Yes, I myself, Ulyana, am dexterous and rosy.

Child 1.

Our mother stove is exactly warm.

Child 2.

Heated the whole house.

Child 3.

I baked it, boiled it and fried it.

Child 4.

Here are pies with cottage cheese.

Child 5.

Here's tea with milk.

All.

Let's start a dance - for you!

The Russian folk melody “Utushka Meadow” sounds. Children walk in a round dance. Children act out prepared skits. The texts of the skits are Russian folk nursery rhymes.

Scenes

1. “Nenila Pig”

N e n i la.

Pig Nenila praised her son:

(Nenila points to her son.)

That's pretty good
That's so pretty -
Walks sideways

(The son walks awkwardly.)

Ears upright
Crochet ponytail,
Pig nose!

(Puts a finger to his nose - “piglet.”)

2. "Two Crows"

Roles and performers: reader - a child of the older group; two crows - children of the younger group.

Note. Children of the younger group, playing the roles of crows, sit astride a bench, as if on a roof, turning away from each other.

Reader.

On the edge, on the barn
Two crows are sitting, both looking apart:
They quarreled over a dead beetle!

Hostess Ulyana shows the children what gifts she bought at the fair.

U ulya na.

I bought different goods at the fair, find out which ones. I'll tell you riddles. Whoever guesses the riddle gets a gift.

Puzzles

Soft lumps, fluffy guys,
Yellow ones run out onto the path... (chickens).

Clack-clack, who runs along the smooth road?
This fleet-footed one is clicking... (horse).

Well, who is this, find out
He plays the drum... (bunny).

Hostess Ulyana gives toys to children who solved the riddles. Ulyana invites the children to the table for tea. After this, the hostess and guests say goodbye.

Dramatization "Guests say goodbye"

U ulya na.

We sang and danced and never tired of having fun.
Only a while passed, it became dark in the upper room.
Come, guests, the day after tomorrow.
Let's bake cheesecakes, butter pancakes,
Come visit us to taste delicious pies.
In the meantime, we say goodbye, we will part on the threshold.
Be healthy.

(Ulyana goes into the house.)

The teacher ends the lesson, summing up: where the children were, what they saw, what they did.

Dramatization of the fairy tale “Spikelet” in kindergarten

Characters:

Storyteller.

Mouse Cool.

Storyteller: Once upon a time there were two mice, Twirl and Twirl, and a cockerel, Vocal Throat. All the little mice knew was that they sang and danced, twirled and twirled. And the cockerel rose as soon as it was light, first woke everyone up with a song, and then got to work.

One day the cockerel was sweeping the yard and saw a spike of wheat on the ground.

Cockerel: Spin, Spin, look what I found!

Storyteller: The little mice came running.

Little mice: It needs to be threshed.

Cockerel: And who will thresh?

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Okay, I'll thresh it.

Storyteller: And he got to work. And the little mice began to play rounders.

The cockerel has finished threshing.

Cockerel: Hey, Cool, hey, Turn, look how much grain I threshed!

Storyteller: The little mice came running and squealed in one voice.

Little mice: Now we need to take the grain to the mill and grind the flour!

Cockerel: And who will bear it?

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Okay, I'll take the grain to the mill.

Storyteller: He put the bag on his shoulders and went. Meanwhile, the little mice started leapfrog. They jump over each other and have fun.

The cockerel has returned from the mill and is calling for the little mice again.

Cockerel: Here, Spin, here, Spin! I brought flour.

Storyteller: The little mice came running, they looked, they couldn’t boast enough.

Little mice: Oh yes cockerel! Well done! Now you need to knead the dough and bake the pies.

Cockerel: Who will knead?

Storyteller: And the little mice are theirs again.

1st mouse: Not me!

2nd mouse: Not me!

Cockerel: Apparently, I'll have to.

Storyteller: He kneaded the dough, hauled in the wood, and lit the stove. And when the oven burned out, I planted pies in it. The little mice don’t waste time either: they sing songs and dance. The pies were baked, the cockerel took them out and laid them out on the table, and the little mice were right there. And there was no need to call them.

1st mouse: Oh, and I'm hungry!

2nd mouse: Oh, and I'm hungry!

Storyteller: And they sat down at the table.

Cockerel: Wait, wait! First tell me who found the spikelet.

Little mice: You found!

Cockerel: Who threshed the spikelet?

Little mice(quietly): You threshed!

Cockerel: Who carried the grain to the mill?

Little mice: You too.

Cockerel: Who kneaded the dough? Did you carry firewood? Did you heat the stove? Who baked the pies?

Little mice: It's all you. It's all you.

Cockerel: What did you do?

Storyteller: What should I say in response? And there's nothing to say. Twirl and Twirl began to crawl out from behind the table, but the cockerel could not hold them back. There is no reason to treat such lazy people and lazy people with pies.

Round dance game “Our vegetable garden is good”

V o s p i t a t e l.

You, little carrot, come out and look at the people.

(The carrots go in a circle.)

We'll sing a sonorous song and start a round dance.

All. One-two, heel, dance with me, my friend.

(Children get up and dance in a circle.)

(The carrots are dancing.)

V o s p i t a t e l.

Early in the morning I get up and go out to the garden beds.

(The teacher walks around the garden.)

I'll wait and see if everything is okay here.

(Children are sitting on the garden bed.)

You, cabbage, come on, come out bolder,

(Cabbage and beets go in a circle.)

And bring the beets with you as soon as possible.

All

(Children lead a round dance.)

Three-four, sing louder, dance with me.

(Cabbage and beets dance.)

V o s p i t a t e l.

Our garden is good, you won’t find anything like it,

(The teacher walks around the garden.)

There are a lot of peppers and young onions growing.

(Children are sitting on the garden bed.)

You, little onion, come out, pepper will follow you.

(Onions and peppers go in a circle.)

Put your hands on your side, there are two of you in the salad.

All. One-two, heel, dance with me, my friend.

(Children get up and dance in a circle.)

Three-four, sing louder, dance with me.

(Onions and peppers dance.)

The teacher praises the good harvest. Children sit on chairs.

The teacher takes a basket of vegetables and invites them to listen to a vegetable story.

Game “A Bunny in the Garden” (Russian folk song)

There's a little bunny in the garden, there's a little bunny in the garden,

(Children put their hands on a shelf and make a spring.)

He gnaws a carrot, he takes cabbage.

Skok, skok, skok - he ran into the woods.

(They turn after each other and jump in a circle like bunnies.)

Jump, jump, bunny, jump, jump, little one,

In the green forest and sit under a bush,

Leap, hop, hop, under a bush - and silence.

(They sit down with a jump and put a finger to their lips.)

Game "Pilots".

Tell me where the planes fly? (High in the sky.)

You will be an airplane pilot.

Spread your wings

start the “engine”: “f - f - f”, we’re flying...

The plane is flying,

The plane hums:

“Oooh – ooh – ooh!”

I'm flying to Moscow!

Commander - pilot

The plane leads:

“U-oo-oo-oo!”

I'm flying to Moscow!

Game "Bunny's Paws"

V o s p i t a t e l.

The bunnies came out to the meadow,
The bunnies stood in a circle.

(The bunnies make a spring.)

White bunnies,
Friendly, brave.

(They bow and spin.)

The bunnies sat down by the tree stump,
At the damp hemp,

(Hares squat down.)

White bunnies,
Friendly, brave.

(They wave their paw.)

The bunnies are knocking their feet,
They don't want to freeze.

(They get up and stamp their feet.)

White bunnies,
Friendly, brave.

(They bow and spin.)

The bunnies hit their paw with their paw,
The song is merrily sung,

(Make plates.)

White bunnies,
Friendly, brave.

(They bow and spin.)

Game "Buddy"

I have a puppy, a black little puppy,

(Children jump like puppies.)

I'll play with the puppy, I'll throw the ball,

(They jump in place.)

Yap-yap, yap-yap, I’ll throw the ball.

He will run as fast as he can, he will run as fast as he can,

(They run in all directions.)

I shout to him: “Dude,” the puppy responds,

(They jump up and bark.)

Yelp, yap, yap, yap, the puppy responds.

Sketch “Hen, chicks and cockerel”

V o s p i t a t e l. The mother hens went out for a walk, walking around the yard, flapping their wings, worrying. (Teacher and children They run slowly, waving their arms, cackling.) The chickens came running after the hens. (Children pretending to be chickens, finely fingering kicking, running fast, squeaking.) A cockerel came out into the yard. He strides importantly, slaps his sides, and crows. (Some children-cockerels make appropriate movements, crow.)

Suddenly the wind blew, the chickens got scared and began calling loudly for their mother. (Chickens restlessly flap their wings, run along yard, squeaking.) The hens run to their chickens, want to save them from the wind, and cover the chickens with their wings. (Chicken children take under wing of their chickens.) Now the wind has stopped, the hens and chicks have calmed down.

The cockerel strides importantly around the yard. Hens and chicks follow him. (Children make appropriate movements.)

Grandmother. Our journey has now ended. It's time to get on the train, it will take you home. Goodbye!

The children board the train and go home. The teacher, on his own behalf, asks whether they liked visiting their grandmother, who they saw in their grandmother’s yard.

Game "Hostess and Guests"

Household.

Here are the guests on the doorstep:

(The hostess greets the guests.)

Better dry your feet
I'm glad to see you, come in,
What do you want to tell me?

Guests.

Congratulations, congratulations

(Guests give gifts.)

And we wish you good health!

Household.

Thank you, that's nice

(Sit on chairs.)

I set the table for you too.

Guests.

Congratulations, congratulations

(Clap their hands.)

And we wish you good health!

Household.

Now let's go dance

(The guests come out in a circle.)

We need to turn on the music!

The teacher invites the children to dance with dolls.

Dance with dolls

V o p i t a t e l (sings).

We are on holiday on our

(Children hold the dolls by both hands, the dolls “dance.”)

Let's dance together with the dolls,
The dolls are spinning merrily

(Children spin around with dolls, raising them above their heads.)

They have fun with us.
Let's run down the path

(Children hold dolls in front of them and run in a circle.)

Run more merrily, little legs,
Let's run one lap,
And then one more time.
The dolls are spinning merrily

(The dolls are dancing.)

They have fun with us.

At the end of the lesson, the Katya doll thanks the children for teaching her and the guests how to behave correctly at a birthday party.

Sketches “Kittens”

1. “Kittens are waking up”

Calm music sounds. Children sit on the rug with their eyes closed and their paws folded (the kittens are sleeping). Then they stretch slowly, rub their eyes and stretch again.

2. “Kittens frolicking”

Moving music sounds. Kittens jump in circles; they stop, open their “scratches”, and scratch in the air with their paws.

3. “Kittens are hunting for a mouse”

Disturbing music sounds. The kittens sneak carefully and slowly, on tiptoe; then they run quietly; stop; “smell” prey; they sneak further in dashes.
The teacher puts cat hats on the children and invites them to start the round dance game “How the cats danced.”

Round dance game “How the cats danced”

V o s p i t a t e l.

This is how the cats had fun

(Cats run in all directions, claws spread.)

Forgot about the danger
Having fun by the river
The shoes were scattered.

K osh k i.

Meow, meow, purr-purr-purr,

Made the chickens laugh, the chickens.

V o s p i t a t e l.

The cats were jumping and frolicking,

(Cats jump.)

Immediately we found ourselves in the river,

(They squat down with a jump.)

The Murki shouted:
Oops, the skin is wet!

(The words of the text are shouted.)

K osh k i.

Meow, meow, purr-purr-purr,

(They sing pitifully, sticking out their claws.)

They made the chickens laugh, the chickens.

V o s p i t a t e l.

Clothes dried out

(They run in all directions.)

The cats are having fun again.
Having fun by the river
The shoes were scattered.

K osh k i.

Meow, meow, purr-purr-purr,

(They stop, scratch in the air, spin around.)

They made the chickens laugh, the chickens.

Improvisation game “Snowflakes”

V o s p i t a t e l.

Snowflakes, snowflakes are flying to the ground,

(Snowflakes are flying.)

Their beautiful white outfit sparkles.
Snowflakes, snowflakes, fly boldly,

(They spin around and sit down.)

And quickly lie down quietly on the ground.
Snowflakes, snowflakes, it's time for you again

(They flap their wings.)

Spin over the field and fly into the sky.
Snowflakes, snowflakes, flying in the wind

(Snowflakes are flying.)

And they fall right on the boys’ cheeks.

Round dance game “Under the Pine Tree”

Forest Fairy.

In a clearing under a pine tree,

(The animals dance in a circle, using familiar movements.)

The forest people danced:
Hares, bears and foxes,
Wolves in gray mittens.

Z v e r i a t a.

Here's a round dance

(Clap their hands.)

Everyone dances and sings.

Forest Fairy.

The hedgehogs came running here:

(Hedgehogs go to the center of the circle.)

E f i.

Our fur coats are good

(They become pairs and spin around.)

We'll curl up into a ball,

We don't give in to anyone's hands.

Z v e r i a t a.

Here's a round dance

(The animals clap their hands.)

Everyone dances and sings.

Forest Fairy.

A big bear came out into the circle:

(The bear comes out and sings.)

Bear.

I can sing songs.
And behind him sleepy

(The little bear runs out.)

The bear cub is rushing.

Honey

Here's a round dance

(The little bear sings.)

Everyone dances and sings.

Forest Fairy.

Had fun until the morning

(The animals walk in a round dance.)

All the forest kids.
Jumped, danced,
Songs were sung.

Z v e r i a t a.

Here's a round dance

(The animals clap their hands.)

Everyone dances and sings.

(Children sit down.)

Forest Fairy.

You children have pleased me so much with your game that I want to give you a whole basket of snowdrops. Snowdrops are the very first spring flowers. There is still snow in the forest, but the snowdrops are already blooming. They are not afraid of the cold, they are very beautiful.

The Forest Fairy gives the children a basket of snowdrops. The teacher thanks the Forest Fairy and invites the children to dance with snowdrops.
Children take snowdrops and dance with them.

Game “The Sun Is Warmer”

Hold hands and stand in a circle so that the kids are opposite each other. Sing a children's song while performing the movement, encourage children to imitate. Standing still, spring your legs:

The sun is warmer,

The house became more fun.

We're in a circle, we're in a circle

Let's get up quickly.

Stomp your feet quickly:

We'll stomp a little

Dance more joyfully, little legs,

And like this, and like this,

Dance your feet!

Do not be stingy with praise, rejoice with your children.

Finger gymnastics game “Fingers are walking”

Once the fingers walked,

(Children rhythmically clench and unclench their fingers.)

Fingers, fingers.
Fingers along the ravine,

(Spread your palms and swing them rhythmically from side to side.)

Fingers, fingers.
The sun is in a cloud, fingers,

(Children clasp their fingers in front of them.)

Fingers, fingers.
It's going to rain soon, fingers,
Fingers, fingers.
The rain started dripping: tra-ta-ta,

(Children shake their hands.)

Leave the yard.
Fingers ran
Fingers under the bridge.
They hid and sat.

(Put your palms behind your back.)

V o s p i t a t e l.

You guys know that there are different types of rain.
Sometimes the rain is mischievous. That's what he is like. (Fast music sounds.) Hey, mischievous rain, run out!
(The teacher takes the child out and gives him rain plumes.)

R O R N I K.

I can run fast
I'll water the grass in the garden.

(To the accompaniment of fast music, the rain child runs and waves his plumes.)

V o s p i t a t e l.

There are also other rains. It rains like sloth. Its droplets drip so slowly that they seem too lazy to drip onto the ground. This rain will not run away, will not hurry. Do you hear what he is like? (Slow rain music sounds.) Hey lazy rain, show yourself!
(A child comes out pretending to be a sloth rain.)

R o w d e n i v e c.

Drip-drip, and I am silent.
I don't want to drip anymore.

(To the music of rare rain, the rain child rhythmically shakes his plumes.)

V o s p i t a t e l.

Here are the different types of rain. In our clearing, sometimes the rain drips, sometimes the sun shines. Let's guess when the sun shines and when it rains. We will listen to music, it will tell us what the weather is like outside. We will go for a walk in sunny weather. On a rainy day, we will listen to what kind of rain it is outside: a mischievous person or a lazy one.

Game "Rainy and Sunny"

Children listen to music. They walk in pairs holding hands to calm music. When they hear the music of rain, they run away to their chairs and continue listening to the music. The teacher helps the children determine what kind of rain it is. If it is mischievous rain, then the children quickly hit their knees with their palms. If it's sloth rain, they knock slowly. The game is repeated several times. Rain children run out in different rains: sometimes mischievous rain,
it's lazy rain.

Game "Walk in the Rain"

The teacher invites the children to choose umbrellas and go for a walk in the warm spring rain. Children walk to the calm music of rain. Under the rhythmic part, they squat lightly.

“Help the hedgehog collect mushrooms”

Look at the hedgehog

Well, the fur coat is good!

And it sits so beautifully.

What a sight for sore eyes, what a marvel!

From the looks of it, you can’t tell right away

What needles, very sharp.

The only problem is, friends,

Don't pet the hedgehog!

Let us help the hedgehog, tell him everything we know about mushrooms.

Guys, what do you know? edible mushrooms? (Chanterelles, boletus, boletus, porcini mushroom).

Now name the poisonous mushrooms (fly agaric, white toadstool, false mushrooms).

Now we will play the game “Guess the Mushroom”.

I will ask riddles about mushrooms, and you will guess and say whether they are edible or poisonous.

Slide show "Mushrooms".

1. I'm growing up in a red cap,

Among the aspen roots,

You'll recognize me a mile away

My name is... (Boletus, edible)

1. But someone important

On a white leg.

He has a red hat

There are polka dots on the hat. (Amanita, poisonous)

1. I don’t argue - not white,

I, brothers, am simpler,

I usually grow

In a birch grove. (Boletus, edible)

1. What kind of yellow sisters are they?

Hidden in the thick grass?

I see them all perfectly,

I'll take it home soon.

Very clean, tasty mushroom -

Both the cook and the mushroom picker are happy.

These yellow sisters

They are called...(chanterelles, edible)

1. She stands pale

She looks edible.

If you bring it home, it’s a disaster,

That food will be poison.

Know that this mushroom is a deception,

Our enemy is pale... (Grebe, poisonous)

1. He stood on a strong leg,

Now it's in a basket. (Porcini mushroom, edible).

Well done, you guessed all the mushrooms! I think the hedgehog remembered everything, and now he will be happy to pick mushrooms!

Guys, where do mushrooms mostly grow? (In the forest). Imagine you are tall beautiful trees that grow in the forest.

Song-game “Across the meadow”

Children (walk in pairs).

And we are walking through the meadow,
We carry baskets
We carry baskets
Let's collect strawberries.

(The couples stop.)

Galya (sings and dances).

I'm walking through the meadow
I'm hurrying along the green
I see the berry is growing,
I see the ripe one growing.

Children (walking in pairs again).

We'll pick berries
We'll start a round dance.
You are my little basket
You are intact.

Galya.

Now let's dance
In our clearing!

(At Galya’s call, the children dance freely. The Russian folk melody “In the garden, in the vegetable garden” sounds.)

V o s p i t a t e l.

I invite you guys to listen to the streams ringing. (The music of running streams sounds.) Brooks, run to us.

(Children run out in shiny capes with plumes in their hands. The sketch song “Streams” is performed.)\

Song-sketch “Streams”

V o s p i t a t e l.

Here's a stream running

(Children stand and take turns gently shaking their arms.)

He has a long way to go.
It murmurs, it shines,
And trembles in the sun.

Children.

Zhur-zhur-zhur, we are running,

Zhur-zhur-zhur, we're running
And we shine in the sun.

V o s p i t a t e l.

Where are you going, streams?

Children.

Let's get to the river
Let's mutter and then
We'll turn home.

Child

Zhur-zhur-zhur, we are running,

(Children run, waving their arms.)

Zhur-zhur-zhur, we're running
And we shine in the sun.

V o s p i t a t e l (with a horse in his hands).

The horse screamed...

Children (together with the teacher).

V o s p i t a t e l.

She screamed in the clearing...

Children. Eeyore!

V o s p i t a t e l.

Who can hear me now?

Children. Eeyore!

V o s p i t a t e l.

Who will ride me?

Children. Eeyore!

V o s p i t a t e l.

Tanya and Vanya heard...

Children. Eeyore!

V o s p i t a t e l.

And they rode off on a horse

Children. Eeyore!

Scene “Mom Goat Comes Home”

Koza.

Little goats, guys!
Open up, open up,
Your mother came and brought milk,
Milk flows down the groove,
From the soil into the cheese.

Goats (do imaginary actions - unlock the door).

Mom mom!

Koza.

Do you little goats recognize me?

Goats.

Goats.

Thin.

Koza.

Show me how you sang.

Goats (imitating mom, subtly).

Little goats, little kids...

Koza.

And you didn’t open it to the wolf?

Goats.

Goats.

Koza.

Show me how he sang.

Goats (imitate a wolf, rudely).

Little goats, kids...

Koza.

You are obedient little goats, go into the house, play, and don’t open the door for the wolf.

Warm-up game “Goat, oh!”

V o s p i t a t e l.

Our goat in the forest

Where is she? We shout: “Ay!”

Children. Aw! Aw!

V o s p i t a t e l.

Children, children, I call you:

Helen, where are you? Aw!

Lena. Aw!

V o s p i t a t e l.

Our goat in the forest

Where is she? We shout: “Ay!”

Children. Aw! Aw!

V o s p i t a t e l.

Children, children, I call you:

Sasha, where are you? Aw!

Sasha. Aw!

Note. In the game, children call the goat: “Mila, hey!”, and call out to each other: “Lena, hey, where are you?”, “Katya, hey, I’m here.”

Children walk “through the forest” to disturbing music. While searching for the goat, the howl of a wolf is periodically heard. The teacher offers the game “Drive away the evil wolf.” The children begin to clap their hands loudly, stomp their feet and shout: “The hunters are coming, the hunters are coming!”

The children finally find Mila the goat, entangled in a thicket. They help Mila out of trouble. The goat (child of the older group) is happy.

Kozochka Mila.

I love wandering in the forest

Sticking out your legs

I can deceive a fox

I have horns.

I'm not afraid of anyone

I can even fight an evil wolf.

Hey you, wolf and fox,

Go into the woods.

V o s p i t a t e l. Goat Mila, how brave and formidable you are.

D e d M a t v e y. Why didn't you listen to me? You went so far that we couldn't find you. Your bell is lost. Say “thank you” to our guys for finding your bell and helping you out of trouble.

Kozochka Mila.

Thanks to all the guys

I will say it from the heart.

I'm very glad to see you,

You are all so good.

I invite you to dance

And sing songs together!

The teacher invites the children to play the game “Goats and Wolves”.

Game "Goats and Wolves"

Leading.

In a clearing, in a forest

(The goats dance, sticking out their horns.)

Under the green pine

The goats danced the polka:

Step, step, just that much more.

(The goats are jumping.)

We danced and had fun

They forgot about the danger.

At this time the evil wolves

(Evil wolves walk in a circle.)

We walked through a dense forest.

Trembling, teeth clicking -

(The wolves move their paws in the air.)

Don't get caught by the toothy one!

Well, the goats were all playing

(The goats dance in a circle.)

And they didn’t notice the wolves.

We've already walked a hundred circles

(The wolves walk in a circle.)

One hundred hungry evil wolves.

On the last lap - they got angry,

(They catch goats.)

Together we caught the goats!

Mila the goat thanks the children for playing. Grandfather Matvey thanks the children and the teacher for helping him find his beloved goat.

Drama games based on the fairy tale “Spikelet”

The Cockerel appears on the screen. The teacher brings the child to Cockerel, who reads poetry to him.

Child.

Cockerel, cockerel,
golden comb,
That you get up early
Sing loudly
Don't you let the kids sleep?

Petushok.

I am a cockerel
golden comb,
I get up early and early
I sing loudly
I'm calling everyone to work.
Do you guys know who lives with me?

Children.

Yes! These are little mice.

Petushok.

What are their names?

Children.

Twist and Vert.

Petushok.

Did they help me work?

Children.

Petushok.

Will you help?

Children.

Petushok.

Help me around the house, please. Let's do everything together: chop wood, sweep with a broom, shake out rugs.

Finger gymnastics “The little foxes walked along the path”

Fox cubs walked along the path,

(Bend your fingers at the same time.)

In patent leather boots,
Up the hill - top-top,

(Clap their hands forcefully.)

And down the hill - top, top, top!

Squatted while exercising

(They rhythmically clench and unclench the fingers of both hands.)

They squatted in order.
Top-top for charging,

(Clap their hands forcefully.)

And from charging - top, top, top!

(Lightly shake hands.)

V o s p i t a t e l.

Did you like playing with us, little fox? (The little fox nods his head: I liked it.) Guys, while we were playing, pancakes ripened on my stove. (The teacher goes to the children's toy stove and takes a toy pot and pan and begins to bake pancakes.) These are what I have - pancakes. (The teacher approaches the children and begins to sing the song “Ladushki”, the children get up and dance.)

Song-game “Ladushki”

Okay, okay,

(Children “bake pancakes” (place their palms in cotton from one side to the other))

Where were you?
- By Grandma.
Grandma baked for us
Sweet pancakes,
I poured oil on it,

(Children offer open palms.)

Gave the children:

(The teacher places imaginary pancakes on his palms.)

Ole - two, Kolya - two,
Tanya - two, Vanya - two.
I gave it to everyone!

(The teacher approaches the little fox and also places pancakes in his paws).

V o s p i t a t e l.

Soon, little fox, your mother will come. She went into the forest, the fox tore off the birch bark, and began to weave bast shoes.
The teacher takes a bunch of bast shoes from the wall and shows them to the children, then puts the little fox on the paws. Then he puts on a fox cap and plays with the children, singing a joke.

Russian folk joke “The fox walked through the forest”

The fox walked through the forest,

(The children are sitting. The fox walks near the children.)

The songs were calling out.
The fox was tearing his stripes.

(The fox and the children “tear” the bast (make imitative movements))

The fox was weaving bast shoes.
The fox weaved bast shoes,

(They tap their palms on their knees.)

She said:

(The fox lays out imaginary sandals.)

Two for yourself
My husband has three
And the kids - bast shoes.

Work plan

mug "Teremok"

on theatrical activities

MBDOU DS No. 2

Educator: Bogdanova N.V., I sq. category.

,

2016-2017 academic year

The relevance of using theatrical activities in the education of preschool children is that it is one of the brightest, most colorful and accessible spheres of art for a child to perceive. It brings joy to children, develops imagination and fantasy, and promotes creative development child and the formation of the basis of his personal culture. The idea of ​​fairy tales, their meaning is in the active struggle against evil, confidence in the victory of good, glorification of work, and protection of man. In a fairy tale, a child meets ideal images heroes, which helps him develop a certain moral attitude towards life. Stage images are generalized images, and therefore each specific image always brings a lot of information to the child about life, people, and the social experience of the society around him. Therefore, of particular importance in preschool educational institutions can and should be given to theatrical activities, all types children's theater which will help to form the correct model of behavior in the modern world, increase general culture child, introduce him to children's literature, music, fine arts, etiquette rules, rituals, traditions.Purpose of the circle - Creating conditions conducive to the formation of creative abilitiesthrough theatrical activities.Circle tasks.

1.Develop creative independence, artistic abilities, aesthetic taste, imagination, speech - in conveying an image. 2. Foster a love of theater and theatrical activities.

3.Improve body plasticity.

4.Form creative activity.Expected results:

Ability to independently organize theatrical games.

The ability to independently choose a fairy tale, poem, song for production; prepare the necessary attributes and decorations for the future performance; distribute responsibilities and roles among themselves.

Creative independence, aesthetic taste intransfer of the image; clarity of pronunciation.

Ability to use means of expression (posture, gestures, facial expressions, intonation, movements).

Interest and love for the theater.

Use in theatrical activities is different
types of theater (bibabo, finger theater, cup theater, picture theater, glove theater, puppet theater, etc.).

Knowledge of some theatrical professions. Middle group

Objectives of the circle in the middle group: 1. To cultivate a sustainable interest in theatrical and gaming activities. 2. Replenish and activate children's vocabulary. Be able to identify and name the location of theatrical characters, objects, and scenery. 3. Encourage children to improvise and accompany the movements of the dolls. Use of riding dolls.

Efficiency - Showing the fairy tale “Kind Words” for children of the younger group.

Senior group

Objectives of the circle in the senior group: 1. Continue to develop a sustainable interest in theatrical and gaming activities.. 2. Strengthen children’s ideas about various types of puppet theaters, be able to distinguish them and name them (tabletop, riding puppets, with a living hand) 3. Encourage children improvise on the theme of familiar fairy tales, stories, stories of your own composition.

Tasks of the circle in preparatory group. 1.Improve comprehensive development children's creative abilities through theatrical art. 2.Develop creative independence in creating an artistic image. using gaming games for this purpose, dance improvisations. 3.Improve the dialogic and monologue form of speech. 4. Continue to cultivate humane feelings. Form ideas about honesty, justice, kindness. Foster a negative attitude towards cruelty and cunning.

Efficiency -

Defense of a project based on the works of K.I. Chukovsky

Diagnostic examination of preschool children : according to the method of A. Bureninaand criteria for assessing the results of theatrical and gaming activities developed by N.F. Sorokina.

Productivity.

Diagnostics of children's playing positions.

In the senior group: in dramatization games, children occupy the following positions: “Viewer - director” - 20% “Viewer - actor” -20% “Viewer - actor - director” - 10% Position “actor” -20%. "Spectators" -30%.

In the preparatory group. In dramatization games: “Viewer-director” -5% “Viewer-actor” - 50% “Viewer-actor-director” -45% “Actor” -95%.

A comparative analysis of diagnostic results in the middle group and the preparatory group allows us to see that the level of the “actor” position increased by 40%,

The level of development of children's creative abilities has increased. Childrenare fluent in improvisational skills. Skillfully use the means of theatrical expressiveness: facial expressions, gestures, movements and means of intonation. They are proficient in puppeteering techniques. They have basic performing skills and actively participate in theatrical performances. Happy to do it creative tasks. They became much more sociable.

Bibliography:

1. Sorokina N.F. “Playing puppet theater: Program “Theater - creativity”

children", M., ARKTI, 2004.

2. Artemova L.V. “Theatrical games for preschoolers”, M., education, 1991.

3. E. V. Migunova “Organization of theatrical activities in kindergarten”,

4. Karamanenko Yu.G. "Puppet theater for preschoolers»

5. Sorokina N. F., Milanovich L. G. Program “Theater-creativity-children:

6. Development of children's creative abilities by means theatrical arts. Doshk. education - 1996 - No. 8 - p. 9-18; No. 9 - p. 14-20; No. 11 - pp. 7-13.

7. Shchetkin A.V. “Theatrical activities in kindergarten” Mosaic - Synthesis, 2008.

8. Makhaneva M.D. “Classes on theatrical activities in kindergarten”

9. Goncharova O.V. "Theater Palette".

10.Antipina E.A. "Puppet theater in kindergarten"

11. Kryukova S.V. Slobodyannik N.P. Program - “I’m surprised, angry, afraid, boastful and happy”

12. Vaskova O.F. Politykina A.A. "Fairy tale therapy".

13. Agapova I.A. Davydova.M. “Theatrical activities and games in kindergarten”

Evsina Elena Nikolaevna
Planning for theatrical activities in the senior group

SEPTEMBER

Talk about diversity theatrical activities

DEVELOPMENT ENVIRONMENT

Showing illustrations with various types theaters, their structure, actions with various puppets, group theater, curtain

Puppets: table theater, puppet.

Showing scenes with various dolls.

Reasoning game “Who is the boss in the theater?”

Week 2 “Tales on the table”

Tell us about the features of the tabletop theater

Demonstration of methods of acting with tabletop theater puppets.

Introducing tabletop theater puppets: Pinocchio, Alice the fox, Basilio the cat, Artemon the dog, Karabas-Barabas, Malvina

Children's choice of roles in a fairy tale

3. Reading the fairy tale “Pinocchio”

Develop attention, observation, imagination. Consolidating knowledge about methods of acting with a tabletop theater puppet.

Table theater puppets.

Game “Where we were, we won’t tell.”

4. Reading a fairy tale

"Pinocchio"

Introduce children to the art of theater, cultivate interest in theatrical performances, teach them to interact with a dialogue partner. Consolidating knowledge about methods of acting with a tabletop theater puppet.

Table theater puppets.

Showing an excerpt from the fairy tale “Pinocchio”.

Game improvisations based on a fairy tale.

1. Dramatization of Ukrainian. adv. fairy tales "Spikelet"

Develop acting skills: facial expressions, gestures, expressiveness of speech Reading the fairy tale “Spikelet” Masks-pictures of fairy tale characters; ear of wheat (natural)

2. First reading of K. Chukovsky’s fairy tale “Telephone” with elements of dramatization - excerpts of characters most familiar to children (elephant, bunnies, monkeys)

Reading the work of K. Chukovsky “Telephone” (excerpts best known to children)

Text of K. Chukovsky’s work “Telephone”, attributes for dramatization: two telephones, masks, pictures of selected characters.

3.Second reading of a fairy tale with elements of dramatization

Bring to the child the humor of Chukovsky’s poems, the desire to read them expressively, without deviating from the text

Reading the entire work of K. Chukovsky “Telephone”

Improvising other fragments of the poem, inventing your own characters,

who call the hero of the work.

4. Third reading of a fairy tale with elements of dramatization

Text of K. Chukovsky’s work “Telephone”, attributes for dramatization: two telephones, hats, masks, pictures of selected characters.

Reading the entire work of K. Chukovsky “Telephone”;

Game: “Sinking Hippopotamus”

Planning for theatrical activities in the senior group

1.Improvisation, dramatization using puppets(bibao, glove puppets, character toys, etc.)

Playing out the nursery rhyme “The little gray bunny is sitting”

L. V. Artemova “Theatrical games for preschoolers,” p. 9/28

Introduce children to nursery rhymes, fairy tales, poems,

which will be dramatized by them in the process of theatrical activity.

Game: “Cold - Hot”

Reading nursery rhyme: “The gray bunny is sitting”

Playing out nursery rhymes with children

Dolls - characters famous fairy tales: bunny, wolf, bear, fox, etc. Active participation of children in theatrical activities

2. Improvisation, dramatization of poetic texts

L. V. Artemova “Theatrical games for preschoolers,” p. 10/28

Teach children to evaluate their own actions and the actions of their comrades, comparing them with the actions of the characters literary heroes works; Encourage children to get rid of bad habits and imitate positive heroes

Reading of the poem “New Girl” by N. Naydenova

Playing out a poem with children

Game for the development of expressive plastic movements “Shadow-shadow-shade”

Cultivate interest in theatrical activities, instill a love for the theater. Making houses for fox and hare,

Dolls - fairy tale heroes: rooster, dog, bear, fox, hare); scenery - a house of a fox and a hare; text of the work – Russian folk tale “The Fox, the Hare and the Rooster”

Game: "Fox, Hare and Rooster"

4. Improvisation, dramatization using puppets (bibao, glove puppets, character toys, etc.)

Game: "Fox, Hare and Rooster"

Encourage children to actively participate in theatrical play.

Develop communication skills and independence.

Cultivate interest in theatrical activities, instill a love for the theater. Games

1. “Show how good children behave in the theater”

2. “Show how the actors would feel if”

3. Game: “Fox, Hare and Rooster”

Dolls - fairy tale heroes: rooster, dog, bear, fox, hare); scenery - a house of a fox and a hare. Active participation of children in theatrical activities, expressive, emotional narration of the words of the chosen character in the fairy tale.

5. Dramatization of poetic works

L. V. Artemova “Theatrical games for preschoolers,” p. 11/28

Teach children to evaluate their actions and the actions of their comrades, comparing them with the actions of characters in literary works; encourage children's desire to get rid of bad habits and imitate positive heroes 1. Reading and dramatization of a poem

M. Evensen “Who will help?”

2. Game: “Chair of pleasant wishes to each other”

Active participation of children in theatrical activities, expressive, emotional narration of the words of the chosen character in the fairy tale.

Planning for theatrical activities in the senior group

1. Christmas holidays

2. Finger Theater: fairy tale by V. Oseeva “Who is stupider?”

O. F. Vaskova, A. A. Politykina “Fairytale therapy as a means of developing the speech of preschool children.” p. 27

Develop the ability to play finger theater; fine motor skills of hands; communication skills and independence

Encourage children to actively participate in theatrical play.

1. Game "Palms"

2. Game "Magic Flower"

3. “Fairytale task”

4. Finger play

"My family"

5. Dramatization of V. Oseeva’s fairy tale “Who is stupider?”

Staging a fairy tale using finger puppets.

2. Game “The Snow Maiden and the Fox”

To promote the development of creative independence and aesthetic taste in conveying the image of your hero.

Improve the ability to dramatize with the help of bibabo dolls.

1. Exercise for the development of expressive plastic movements “Shadow-shadow-shade”

2. Staged fairy tales

Dolls are the heroes of the fairy tale: Snow Maiden, grandfather, woman, bear, wolf and fox.

Active participation of children in theatrical activities, expressive, emotional narration of the words of the chosen character in the fairy tale.

Dramatization of the fairy tale “The Snow Maiden and the Fox”

3. Getting to know emotions. Joy.

O. F. Vaskova, A. A. Politykina “Fairytale therapy as a means of developing the speech of preschool children.” p. 40

Introducing children to some basic emotions.

1. Game "Palms"

2. “Fairytale task”

3. Finger game “Rain”

4. Watching a cartoon episode

“It’s just like that.” Discussion.

5. Looking at pictures of people experiencing different feelings.

6. Drawing “Emotions” TV, cartoon

“Just like that” on a flash drive, pictures with images of people experiencing different feelings: joy, resentment, interest, anger, shame, fear.

Planning for theatrical activities in the senior group

1. Behavior correction. Traffic light.

O. F. Vaskova, A. A. Politykina “Fairytale therapy as a means of developing the speech of preschool children.” p. 53

Use a fairy-tale situation to reinforce traffic rules

Development of creative thinking and imagination

Game "Palms"

Finger game

"To the garden for plums"

Game "Sparks"

Reading a fairy tale in verse “Advice from Nikitochkin and Vvverkhtormashkin.” Discussion of the behavior of fairy tale characters.

Game “Traffic Light” Circles of different colors for each child (5 colors,

a picture with several color placement options;

photo “Traffic light”, “City street”.

1. Overcoming shyness by children at the stage of the “Palms” game, strengthening friendly relationships between children in the group.

2. Reinforcement of traffic rules by children.

Week 2 Getting to know emotions. Joy.

O. F. Vaskova, A. A. Politykina “Fairytale therapy as a means of developing the speech of preschool children.” p. 41

Continue to introduce children to some basic emotions (joy)

1. Game "Palms"

2. “Fairytale task”

3. Finger game “Family”

4. D/i “Joy”

5. Game “Tender name”

6. Drawing “Joy” Pictures with images of people experiencing this feeling: joy,

Pencils and sheets of paper for each child. Active participation of children in theatrical activities

Week 3 First reading of a fairy tale with elements of dramatization

(K. Chukovsky “Doctor Aibolit”)

O. A. Skorolupova, L. V. Loginova ARE WE PLAYING? LET'S PLAY! Pedagogical guidance of games for preschool children,” p. 78

Develop play actions in an imaginary way, developing creativity when creating a play environment.

Bring to the child the humor of Chukovsky’s poems, the desire to read them expressively, without deviating from the text

Text of K. Chukovsky’s work “Doctor Aibolit”, attributes for dramatization: two phones, masks, pictures of selected characters.

Improvising other fragments of the poem, inventing your own characters,

who call the hero of the work.

Week 4 Second reading of a fairy tale with elements of dramatization of K. Chukovsky’s fairy tale “Doctor Aibolit”

To convey to the child the humor of Chukovsky’s poems, the desire to read them expressively, without deviating from the text.

Develop acting skills: facial expressions, gestures, expressiveness of speech.

Week 5 Reading the entire work of K. Chukovsky “Doctor Aibolit”;

Game: “The day comes - everything comes to life, the night comes - everything freezes”

V. M. Bukatova, p. 100

Text of the work, attributes for dramatization: two phones, hats, masks, pictures of selected characters.

Collective dramatization of the work

Planning for theatrical activities in the senior group

1 week Show of sketches:

“What you can ride”;

"Tearing an imaginary thread from a spool"

"Games for kindergarten. Development of a child’s talents through play” / ed.

V. M. Bukatova, p. 53, 133

Promote comprehensive training of imagination, attention, speed of attention, skill of coordinated work.

Activation of the emotional, mental, and communicative mood of children. 1. Game “Stand up on your fingers”

“What you can ride”;

"Tearing an imaginary thread from a spool."

3. Game “Transformed by myself” Background music.

Active participation of children in theatrical activities

Week 2 Playing out the nursery rhyme “We are walking through snowdrifts”

(creative folder “Theatrical games in the senior group”) development of skills of intonation, speech and emotional expressiveness

1. Breathing exercise:

"Let's warm our hands"

2. Exercise “Snowflake”

3. Playing out the nursery rhyme “We are walking through snowdrifts”

4. Sketch “Snowball fight”.

5. Outdoor game “Bear”.

TV, classical music

A. Vivaldi “Winter”, pieces of cotton wool for games. exercises.

Active participation of children in theatrical activities

Playing out the nursery rhyme “We are walking through snowdrifts”

Week 3 Games and play exercises to develop expressive facial expressions on the topic of emotions.

“Games for kindergarten. Development of a child’s talents through play” / ed.

V. M. Bukatova, p. 104,151, 171

Introducing children to some basic emotions

1. Exercise to develop expressive facial expressions

"Animals"

2. Game for coordination of memory and movements “Arms and feet”

3. Choir. game "Zainka"

Rus. adv. song (at the teacher's choice, TV Active participation of children in theatrical activities

Week 4 Games and play exercises to develop the expressiveness of facial expressions, gestures and articulation.

Creative folder “Theatrical games in the senior group”

Develop expressiveness of facial expressions and gestures, attribution.

1. Game to develop articulation

"Silent Dialogue"

2. A game to develop the expressiveness of facial expressions and gestures “Riddles without words”

Attributes for the role of “mother” (handbag, scarf, dress, etc. at the request of the children);

illustrations for riddles without words.

Active participation of children in theatrical activities

Planning for theatrical activities in the senior group

1. Voice-over of illustrations, pictures, frames from cartoons

“Games for kindergarten. Development of a child’s talents through play” / ed.

V. M. Bukatova, p. 128

Develop expressive speech, imagination, fantasy, ability to work in a group (team)

1. Children watch an episode of the cartoon “Mother for a Baby Mammoth” with sound.

2. Discussion of the characters’ phrases, intonation.

3. Voice-over of the episode by children from the cartoon (with the sound turned off).

TV, episode of the cartoon “Mother for Baby Mammoth.” Active participation of children in theatrical activities.

Voice-over of an episode by children from a cartoon.

2. Finger Theater: fairy tale “The Wolf and the Fox”

Develop the ability to play finger theater; fine motor skills of hands; communication skills and independence.

Encourage children to actively participate in theatrical play

1. Watching a cartoon based on the fairy tale “The Wolf and the Fox”

2. Conversation based on a fairy tale.

3. Finger Theater: fairy tale “The Wolf and the Fox”

Active participation of children in theatrical activities

3. Pantomime game “The hare had a garden” (V. Stepanov.)

Creative folder “Theatrical games in the senior group”

Develop pantomime skills, facial expressions and plastic abilities of children;

Creative thinking, imagination, fantasy.

1. Pantomime game “The hare had a garden”

2. “Game with a handkerchief”

Shawl, text of a work for a pantomime game.

Active participation of children in theatrical activities

4. Games to develop plastic expressiveness

“Games for kindergarten. Development of a child’s talents through play” / ed.

V. M. Bukatova, p. 104

Game “We won’t tell you what we did, but we will show you”

Game "Who's in the picture?"

Pictures depicting various living creatures (insects, fish, animals, birds) To form the simplest figurative and expressive skills

Acting out the situation

“I don’t want semolina porridge!”

Creative folder “Theatrical games in the senior group”

Learn to pronounce phrases with intonation and expressiveness

Acting out the situation “I don’t want semolina!”

Attributes for dramatization: the role of “mom”, the role of “dad”: scarves, handbags, hats, caps Active participation of children in theatrical activities

Planning for theatrical activities in the senior group

1. Transformation suit

“Games for kindergarten. Development of a child’s talents through play” / ed.

V. M. Bukatova, p. 117

To develop children’s ability to independently select attributes for dressing up to play a role. Develop creative thinking and imagination; bring up careful attitude to things for the dressing up corner Looking at things in the dressing up corner.

Conversation “What things would you choose for the heroes?”

Request from parents of children regarding the enrichment of the dressing up corner with new attributes. Dressing corner, things for dressing corner. Active participation of children in theatrical activities

Movement imitation game

“How the soup was made”

2. Game to develop a sense of rhyme - “Pick a rhyme”

Creative folder “Theatrical games in the senior group”

Develop imagination and pantomime skills;

sense of rhyme

Tape recorder or TV, audio recording of “Russian folk dance” Active participation of children in theatrical activities

“How the soup was made”;

Game "Pick a Rhyme".

Children's poems by role

“Games for kindergarten. Development of a child’s talents through play” / ed.

V. M. Bukatova, p. 102

3. Acting out the poem by B. Zakhoder “The pussy is crying...”

Develop pantomimic abilities, love for animals

Reading a work with some changes: changing the ending of the work, adding characters in the work.

Text of the work, Acting out the poem

B. Zakhodera “The pussy is crying...”

"Cheerful Old Man - Lesovichok"

Creative folder “Theatrical games in the senior group”

Learn to use different intonations

Develop pantomime skills, facial expressions and plastic abilities of children. 1. The teacher reads a poem, Old Lesovichok pronounces his words according to the text with different intonations, the children repeat.

2. Pantomime game “Bear Cubs”

Text of the work, background music “Sounds of the Forest”, tape recorder or TV Active participation of children in theatrical activities

Game "Jolly Old Man - Lesovichok"

1Voice over illustrations.

The fairy tale “The Scarlet Flower” by Aksakov

“Games for kindergarten. Development of a child’s talents through play” / ed.

V. M. Bukatova, p. 128 Develop expressive speech, imagination, fantasy, ability to work in a group (team);

improve figurative performing skills.

Develop creative independence in conveying images.

1. Pre-reading of Aksakov’s fairy tale “The Scarlet Flower”.

2. Discussion.

3. Vocalization of photo illustrations by children.

4. Transformation game

“Flower” Photo illustrations for Aksakov’s fairy tale “The Scarlet Flower”

Voice-over of illustrations. Fairy tale “The Scarlet Flower” by Aksakov.

To form an idea of ​​the significance of the Victory Parade for all Russians; develop interest in the history of Russia, its past; cultivate patriotic feelings: pride, love for one’s country. To show that military bands play a significant role in the parade. 1. View episodes of the parade.

2. Conversation about the parade.

3. Conversation about the military band,

4. D/game “Musical Instruments”

TV, Internet resources “Victory Parade 2018”

To evoke an emotional response in children from what they saw, a desire to do good for their country in the future.

3.Game - transformation, a game for the development of expressiveness and imagination; game - poetry

Creative folder “Theatrical games in the senior group”

Teach children to control their body, to freely and naturally use the movements of their arms and legs.

Form the simplest figurative and expressive skills; teach children to play literary text, support the desire to independently search means of expression to create an image using movement, facial expressions, posture, gesture.

1. Transformation game

“Shake the water off the tissues”

2. Game to develop expressiveness and imagination “After the Rain”

3. Game - poems “We wash ourselves”

Background music “The Sound of Water”: ocean, sea, stream.

Active participation of children in theatrical activities.

4. Playing with an imaginary object

Creative folder “Theatrical games in the senior group”

Develop skills in working with imaginary objects; to cultivate a friendly attitude towards all living things, including the smallest - young children.

Playing with an imaginary object.

Games for muscle tension and relaxation

"Wooden and rag dolls"

Evoke an emotional response, a desire to care for small children.

Active participation of children in theatrical activities.

Role-playing a poem

“Grasshopper” by A. Apukhtin.

Encourage active participation in the dramatization,

teach expressive speech.

1. Articulation game “Gymnastics for the tongue”

2. Role-playing the poem

“Grasshopper” by A. Apukhtin

Long-term planning for theatrical activities

Target: develop intonation expressiveness of speech. Develop the ability to perceive artistic image literary work and creatively reproduce it in skits and theatrical performances.

Tasks:

1. To develop intonation expressiveness of speech in children.
2. Develop the ability to sense the character of a literary work.
3. To develop expressiveness of gestures and facial expressions in children.
4. Develop the ability to distinguish between genres: nursery rhyme, fairy tale, story, highlight positive and negative qualities characters.
5. Develop the ability to evaluate the actions of characters, situations, and a sense of humor.
6. To develop children’s ability to take part in dramatizations based on the plots of familiar works of art.
7. Encourage initiative and creativity.
8. Develop the ability to pronounce all sounds clearly and clearly; coordinate words in sentences.
9. Cultivate a friendly attitude towards each other.

Card index of theatrical games for

1. Game: “Cheerful Old Man-Lesovichok”

Target: learn to use different intonations.

The teacher reads the poem, Old Lesovichok pronounces his words according to the text with different intonations, and the children repeat.

Educator: There lived a small old man in the forest

And the old man laughed extremely simply:

Old Lesovichok:

Ha-ha-ha yes he-he-he,

Hee-hee-hee yes boo-booh-booh

Boo-bu-buda be-be-be,

Ding-ding-ding and ding-ding!

Educator:

Once, when I saw a spider, I was terribly scared,

But, clutching his sides, he laughed loudly:

Old Lesovichok:

Hee-hee-hee yes ha-ha-ha,

Ho-ho-go gul-gul-gul!

fb-go-go-go-go-go-go-go-go."

Educator:

And when I saw the dragonfly, I became terribly angry,

But he fell down on the grass laughing:

Old Lesovichok:

Gee-gee-gee yes gu-gu-gu,

fb-ro-ro yes bang-bang-bang!

Oh guys, I can't!

Oh guys, ah-ah-ah!

(D. Harms) The game is played several times.

1. Movement imitation game

The teacher addresses the children:

Remember how children walk?

Little feet walked along the path. Big feet walked along the path.

(Children first walk in small steps, then in large steps - giant steps.)

- How does Old Lesovichok walk?

How does the princess walk?

How does the bun roll?

How Gray wolf roaming the forest?

How does a hare, with his ears flattened, run away from him?

1. “Silent dialogue” for the development of articulation

Educator: Imagine that your mother is in the store, and you are waiting for her on the street, at the window. She tells you something, you don’t hear her, but you try to guess.

(First, the teacher takes on the role of the mother, and the children guess. Then the children are asked to play the role of the mother.)

1. "Riddles without words"

Target:

The teacher calls the children:

I'll sit next to you on the bench,

I'll sit with you.

I'll tell you riddles

I'll see who's smarter.

The teacher, together with the first subgroup of children, sits on the modules and looks at illustrations for riddles without words. Children choose pictures that they can guess without saying a word. The second subgroup at this time is located in another part of the hall.

Children of the first subgroup, without words, using facial expressions and gestures, depict, for example: the wind, the sea, a stream, a teapot (if it’s difficult, then: a cat, a barking dog, a mouse, etc.). Children of the second subgroup guess. Then the second subgroup makes a guess, and the first one guesses.

1. “Let's play. - let’s guess.”(ABoseva)

Target:

Parsley calls the children: What do you know, guys?

About my riddle poems?

Where there is a solution, there is an end.

Who can tell me - well done!

Children sit in a semicircle near Parsley. Parsley makes riddles and shows them with pantomime.

A crocodile with a sharp beak walked importantly around the yard,

He shook his head all day and muttered something loudly.

Only this, it’s true, it wasn’t a crocodile,

And turkeys are a faithful friend. Guess who? (Turkey.)

(The recording is turned on. Children, pretending to be a turkey, walk around the entire hall, raising their legs high, pressing their hands to their torso, making sounds - woah, woah, woah, shaking their heads, wagging their tongues in their mouths at the same time.)

Yes, turkey. Frankly, brothers, it was difficult to guess!

A miracle happened to the turkey - it turned into a camel!

He began to bark and growl, and beat his tail on the ground.

I'm confused though, is he a camel or...? (Dog.)

(The recording is turned on, the children pretend to be a dog: they bark, growl, run on all fours and “wiggle their tail.”)

They don't call her a mongrel, and she doesn't sleep under a bench,

And she looks out the window and meows like... (Cat.)

(To the accompaniment of music, children pretend to be cats: they move smoothly on all fours, meow, purr, “wash themselves” with their paws, hiss and snort, and show their “claws.”)

That's right, they guessed right, as if they had seen her somewhere!

Now let's go to the forest to pick mushrooms.

(children sit on an imaginary car and, pronouncing various sounds, imitate driving the car.)

Trrrrr, we've arrived! Look, guys, there are chanterelles here, honey mushrooms there,

Well, these are poisonous ones in the clearing... (Grebes.)

(children disperse around the hall (“forest”) and collect “mushrooms” (dummies).)

Stop. stop! What did I tell you! What mushrooms? After all, it’s winter outside! Do mushrooms grow in the forest in winter? What grows in the forest in winter? (Snowdrifts.)

1. Game "Mirror"

Target: develop monologue speech.

Parsley asks a riddle:

And it shines and shines,

It doesn't flatter anyone

And he will tell anyone the truth -

Show him everything as it is!

What is this? (Mirror.)

They bring into the group (hall) large mirror. Each member of the team approaches the mirror, and, looking into it, the first one praises himself, admires himself, the second one talks about what he doesn’t like about himself. Then members of the other team do the same. Petrushka and the jury evaluate this competition.

7. Game "Telephone"

Target: develop imagination and dialogical speech.

Parsley for a riddle:

I'll turn the magic circle -

And my friend will hear me.

What is this? (Telephone.)

Parsley invites two people from each team, especially those who like to talk on the phone. For each couple, a situation and a topic for conversation are proposed. A pair is made up of members of opposing teams.

1. Congratulate you on your birthday and ask to visit.

2. Invite a person who doesn’t like going to the theater to a performance.

3. They bought you new toys, but your friend wants to play with them.

4. You were offended, but your friend consoles you.

5. Your friend (girlfriend) took away his favorite toy, and now he apologizes.

6. It’s your name day

1. Game: "Pantomime"

Children of one team use pantomime to show an object (train, iron, telephone, mushroom, tree, flower, bee, beetle, hare, dog, TV, faucet, butterfly, book). The children of the other team guess.

1. Game: “How to make soup” to imitate movements

Target: develop imagination and pantomime skills.

With my right hand I peel the potatoes and remove the skins from them little by little.

I hold the potato with my left hand, twirl the potato and carefully wash it.

I'll run a knife along the middle and cut the potato into two.

halves.

I hold a knife with my right hand and chop the potatoes into pieces.

Well, now I light the burner and pour the potatoes from the plate into the pan.

I’ll wash the carrots and onions clean and shake off the water from my labored hands.

I’ll finely chop the onions and carrots and gather them into a handful, it turns out neat.

I wash a handful of rice with warm water, pour the rice into the pan with the left hand

by hand.

With my right hand I’ll take a ladle and mix the cereal and potatoes.

I will take the lid with my left hand and close the pan tightly with the lid.

The soup is cooking, bubbling and boiling. Smells so delicious! saucepan

puffs.

Well, the soup is ready. “Treat” each other!(Russian folk plush is included). Children and adults use imaginary ladles to pour soup into imaginary plates and “eat.”

Have you refreshed yourself? Now everyone will wash their plates.

Children open an imaginary tap, wash plates and spoons, turn off the water, and wipe their hands.

1. Pantomime game "Snowdrift"

Target: develop expressive facial expressions and gestures.

Children imitate movements according to the text.

There is a snowdrift in the clearing. Big, very big. But the sun has warmed up. The snowdrift quietly began to settle under the rays of the warm sun. And small streams slowly flowed from the snowdrift. They are still sleepy and weak. But then the sun warmed up even more, and the streams woke up and ran quickly, quickly, skirting pebbles, bushes, and trees. Soon they united, and now a stormy river roars in the forest. The river runs, carrying with it last year's leaves and branches. And soon the river flowed into the lake and disappeared.

Why did the river disappear into the lake?

1. Pantomime game "Bear Cubs"

Target: develop pantomime skills

But look, a mountain of old dead wood. Oh, this is a den! And the cubs sleep in it. But then the sun warmed up and melted the snow. Droplets of water seeped into the den. Water got on the cubs' noses, ears, and paws.

The cubs stretched, snorted, opened their eyes and began to get out of the den. Spreading the branches with their paws, they got out into the clearing. The rays of the sun blind the eyes. The cubs cover their eyes with their paws and growl with displeasure. But soon my eyes got used to it. The cubs looked around, sniffed the fresh air with their noses and quietly scattered around the clearing. There are so many interesting things here! Further improvisation is possible.

Spring: Come to me quickly! Listen to what the sparrows are chirping about in the spring!

1. Game "Pick a Rhyme"

Target: develop a sense of rhyme.

The wizard sets the rhymes one by one:

A hummock - a barrel, a line, a daughter, a dot...

Potatoes - matryoshka, cloudberry, cat...

The stove is a sword, flow, lie down...

Frog - croak, girlfriend, mug...

Bunny - finger, boy...

Mouse - quiet, reeds, rustling...

Cat - midge, flea, bowl...

Hook - knot, tank, silence, snout...

A snowflake is a fluff, a spring...

1. Pantomime game “Nose, wash your face!”(based on a poem by E. Moshkovskaya)

Target: develop initiative and pantomime skills.

The wizard pronounces the words of the poem, the children imitate the movements.

Tap, open! Nose, wash your face! Neck, wash yourself thoroughly!

Wash both eyes at once! Wash, wash, shower!

Wash your ears, wash your neck! Dirt, wash away, dirt, wash away!

1. Role-playing the poem “Grasshopper” by A. Apukhtin.

Target: encourage active participation in the performance.

Presenter: A grasshopper jumped out of the grass onto a hummock.

The grasshopper knocked with a ringing hammer.

Grasshopper: Hammer knock and knock! Who bends a blade of grass?

The beetle climbs, the beetle climbs, groans and groans!

Beetle: Oh, grasshopper, help me out, even though it’s awkward to ask!

I don’t know where and how the horseshoe burst.

I can’t live without horseshoes, that’s how I get calluses.

Don't work, don't walk, don't even scream in pain!

Grasshopper: This matter is not a problem! Raise your leg!

Hammer knock and knock! Get a horseshoe, bug!

(A mosquito appears.)

Komarik: I, the mosquito, am the most unfortunate of all, completely confused!

As luck would have it, I broke a sharp needle!

Grasshopper: Don’t let the one who sucks someone else’s blood ask me!

Get out of my forge as quickly as possible!

(The mosquito flies away. A centipede appears.)

Centipede: Oh, grasshopper, help! The leg was cracked a little.

I was left without a leg, what a disaster!

Grasshopper: A leg is a leg, but which one?

Centipede: I think it's forty.

Presenter: Knock, knock, knock, knock! This is the work of good hands.

The leg is intact again.

Centipede: No more limping

Everyone is in harmony: The hammer is playing again, the anvil is singing!

The grasshopper helps everyone, quickly provides help!

If possible, both subgroups of children should act out the scene. After the performance, it is necessary to discuss what happened and what needs to be worked on.

1. Playing with fingers (L.P. Savina) “Brothers”

Target: develop fine motor skills of fingers.

Two brothers went for a walk together.

And behind them are two more brothers.

Well, the eldest did not walk, he called them very loudly.

He sat them down at the table and fed them delicious porridge.

Place your palm on the table. Connect straight fingers. Move two pairs of fingers to the sides alternately: first the little finger and ring finger, then the middle and index fingers. Use your thumb to “call” your brothers and “feed” them porridge.

Guys, which of you likes porridge? What kind of porridge do you like? What porridge do you not like? (Children's answers.)

1. Acting out the situation “I don’t want semolina porridge!”

Target: learn to pronounce phrases with intonation and expressiveness.

Children are divided into pairs. One of them will be mothers or fathers, others will be children. Mom or dad should insist that the child eat semolina porridge (rolled oats, buckwheat...), giving various reasons. But the child cannot stand this dish. Let the children try to act out two versions of the conversation. In one case, the child is capricious, which annoys the parents. In another case, the child speaks so politely and softly that the parents give in to him.

The same situation can be played out with other characters, for example: the sparrow and the little sparrow, but with the condition that they must communicate only by tweeting; cat and kitten - meowing; frog and little frog - croaking.

1. Pantomime "Morning Toilet"

Target: develop imagination and expressiveness of gestures.

The teacher says, the children do

Imagine that you are lying in bed. But we need to get up, stretch, yawn, scratch the back of our heads. I don't want to get up! But - rise!

Let's go to the bathroom. Brush your teeth, wash your face, comb your hair, put on clothes. Go have breakfast. Phew, porridge again! But you have to eat. eat

no pleasure, but they give you candy. Hooray! You unwrap it and place it behind your cheek. Yes, but where is the candy wrapper? That's right, throw it in the bucket. And run outside!

1. Acting out a poem by B. Zakhoder: “The pussy is crying...”

Target: develop pantomimic abilities, love for animals.

Pussy crying in the hallway:

She has great grief -

Evil people poor pussy

They don't let you steal sausages.

Imagine that you are a pussy who wants to steal a sausage from the table. You spin around the table, rub your back against its leg, stand on hind legs and enjoy the pleasant smell. But then the hostess came out of the kitchen. You reach for the sausage with your paw, and there it is in your paws. But then the hostess comes in. Pussy throws the sausage and hides under the sofa.

Children are divided into pairs: mistress and pussy. Each couple offers their own version of the situation.

The teacher suggests changing the poem a little. Read the words “She has great grief” in the first person: “I have great grief.”

Children also act out this situation in pairs.

Guys, do you feel sorry for the pussy? Let's feel sorry for her. Imagine that your left hand is a cat, and with your right you are stroking it:

Pussy, pussy, pussy! -

Julia called the kitten.

Don't rush home, wait! -

And she stroked it with her hand. (L.P. Savina)

Kitty calmed down and went into the yard. And in the yard she saw two crows who were having an animated conversation with each other.

The teacher invites the children to imagine themselves in the role of crows and act out the conversation. One of the crows tells how she had fun at her friend’s birthday, what a wonderful cake it was, how they sang songs loudly and danced. The second crow listens and is very sorry that he did not come to this holiday. Crows communicate by cawing.

In the second situation, one of the crows talks about a terrible incident that happened to her. In the yard, where she was pecking at a crust of bread, an angry boy appeared and almost caught her. The second crow sympathizes with her friend and is glad that she was able to fly away in time.

1. Role-playing I. Zhukov’s poem “Pussy”

Mistress: Hello, Kiska, how are you? Why did you leave us?

Pussy: I can’t live with you

There is nowhere to put the tail.

Walk, yawn,

You're stepping on the tail!

First, this poem is learned in free time, outside of class. Then, during the lesson, children, acting out the situation in pairs, can improvise intonations. For example, the teacher sets the task: The Mistress is glad that she found Pussy, or, conversely, Pussy treats her with disdain.

Pussy is offended by the Mistress or angry and is very glad that she left the house.

The relationships of the heroes can be different. Each pair of children presents their own variation.

Hey, my little kitties, come, I’ll treat you with milk. I'll give you a piece of sausage. I'll stroke your back.

Children, pretending to be Kisonka, “lap milk” from an imaginary bowl, chew an imaginary sausage, arch their backs and purr. Children's movements are improvisation.

1. Tell poems with your hands

Target: encourage children to improvise.

The teacher reads a poem, the children imitate movements according to the text:

The cat plays the accordion

Pussy is the one on the drum,

Well, the Bunny on the pipe

He's in a hurry to play.

If you start helping,

We'll play together. (L.P. Savina.)

Children imitate playing on various musical instruments. It is possible to use a recording of a Russian dance song.

1. Game "Let's laugh"

Target: develop improvisation skills and monologue speech.

The teacher invites the children to remember any favorite song. Sing it, and then laugh the melody of the song without words. First, the teacher plays: he “wants” the song, and the children guess what kind of song it is. Then each of the children “laughs” at the melody of their song, and everyone else guesses.

The teacher gathers the children in a circle on a piledriver and invites them to say the phrase “Soon, soon the New Year, what will it bring us?” with different intonations. To begin with, it is clarified with what intonations this phrase can be pronounced (thoughtfully, confidently, with a feeling of displeasure, with regret, with joy, with the expectation of magic, etc.).

The child pronounces the phrase, then explains why this particular intonation was chosen.

1. Role-playing the poem “Who thinks what?” M.Karim

Target: develop intonation expressiveness of speech.

Picture theater is used. Children draw character pictures at home with their parents. The text of the poem is learned at home. Children are divided into two subgroups: one is spectators, the other is actors, then they change. This performance can be shown at your leisure to parents or children of other groups, or you can just play.

Rooster: I'm smarter than everyone else!

Presenter: The rooster crowed.

Ferret: Just think!

Host: The ferret is grumbling.

Ferret: I can do it until four!

Beetle: I'll go until six!

Presenter: The beetle exclaimed.

Spider: I'm here until eight!

Host: The spider whispered. Then a centipede crawled up.

Centipede: I seem to be a little smarter

A beetle and even a spider -

I'm counting to forty.

Already: Oh, horror!

Host: I was horrified.

Already: After all, I’m not stupid,

But why

I have neither arms nor legs,

Student: I have a pencil.

Ask him whatever you want.

With one foot he will multiply, add,

1. Tell poems using facial expressions and gestures.

"The milk ran away"(M. Borovitskaya)

Target: develop pantomime skills in children

Warmed up - and back:

It rolled down the stairs, flew along the street,

Along the street it started, up the stairs it puffed

It flowed across the square and crawled into the pan,

He walked around the guard, panting heavily.

It slipped under the bench, then the hostess arrived in time:

Three old ladies got wet, did it boil?

Treated two kittens, Boiled!

All children participate in the pantomime. Before you start, you can remember and ask the children if they saw the milk “running away” from the pan. The poem is read several times, movements and facial expressions are clarified. Children can be divided into subgroups: spectators and actors. Then the children change.

The teacher gathers the children around him and invites them to remember the fairy tale “Kolobok”. Some scenes from the fairy tale can be played out. And then the children are offered the following enactment option: sing all the roles in the fairy tales. Moreover, the melodies are invented by the actors themselves. This task is difficult, so first the teacher sings along with the children. You can use hats, masks and theatrical costumes.

1. Game: “My Imagination.”

Target: develop improvisation skills, fantasy, creative imagination.

In my Imagination, in my Imagination Fantasy reigns there in all its omnipotence; There all dreams come true, and our sorrows now turn into funny adventures; The teacher takes out the “Cancer” and “Frog” masks from the magic bag. Role-playing the mini-Sienka “Cancer the Slacker.”

Presenter: An old hermit crab lived by the river under a snag. He was a sleepyhead, white-handed, a quitter and a slacker. He called the frog to him:

Cancer: Will you be my dressmaker?

Seamstress, dishwasher, laundress, cook.

Host: And the white-breasted frog answers Raku:

Frog: I don’t want to be a servant to a stupid lazy person!

Children act out the mini-scene several times in different groups. And then they are asked to come up with and act out a continuation of the dialogue. The teacher and parents are included in the game.

Educator: I will wave my magic wand, and you will no longer be able to speak, but will only move.

(The text sounds, children imitate the movements.)

As soon as we arrived in the forest, mosquitoes appeared.

Suddenly we see: a chick has fallen out of the nest near a bush.

We quietly pick up the chick and carry it back to the nest.

We enter a clearing and find a lot of berries.

Strawberries are so fragrant that you can’t be too lazy to bend over.

A red fox looks out from behind a bush ahead

We will outwit the fox and run on tiptoes.

We became lumberjacks, we took axes in our hands.

And with his hands he made a strong swing at the log - BANG!

In the swamp, two girlfriends, two green frogs

In the morning we washed ourselves early, rubbed ourselves with a towel,

They spanked with their paws, they clapped with their paws.

Paws together, paws apart, paws straight, paws askew,

Paws here and paws there, what a noise and what a din!

(A cheerful dance melody is turned on. Children dance at will.)

The teacher reads a poem:

It’s not difficult to get into my Imagination,

It is extremely conveniently located!

And only those who are completely devoid of imagination -

Alas, he doesn’t know how to get into her favor!

1. Game: Gymnastics for the tongue

Target: teach expressive speech.

Educator: Once upon a time there was NOISE!

Ate NOISE: Children: Crook, crunch, crunch!

Educator: Ate soup: Children: Squish, squish, squish!

Educator: Slept like this: Children: Snoring, snoring, snoring!

Educator: There was a NOISE: Children: Boom, boom, boom!

(Children not only pronounce “!; but also imitate movements.)

1. Game: “Imagine” 2

Target: develop imagination and pantomime skills. cultivate partnerships in the game.

The teacher invites the children to remember any poem, for example:

As in our meadow, two grouse flew in,

A cup worth of cottage cheese. They pecked and flew away.

Tasks

Imagine:

1. You were offended to the point of tears, and you tell us your offense in the words of this poem.

2. You have a joyful event, you were given a long-awaited toy. Tell about your impressions in the words of a poem. (Children, finding the right intonations, using facial expressions, gestures, text, try to convey state of mind a person who finds himself in a given situation. They can come up with or remember life situations themselves.)

3. The alarm clock rang. You woke up, stretched, opened your eyes, and looked for slippers on the floor. We found it, put it on and went to the bathroom. Suddenly you find that you can't walk. There is a pebble in your slipper. Oh, how painful it is!

4. You are walking in the forest. There is snow all around, you have felt boots on your feet, and suddenly something sharp sticks into your heel... It's a button!

5. You are sleeping sweetly, and suddenly your mother wakes you up and says that you overslept. Everyone quickly gets dressed and runs to kindergarten. On the way, you discover that you are wearing your little sister's shoes. They are terribly small for you. But there is no time to go back. You barely made it to kindergarten...

Do your legs hurt a lot? Sit down and relax. You can do a foot massage.

1. Pantomime game “The hare had a garden”(V. Stepanov.)

Target: develop pantomime skills.

The teacher reads, the children imitate the movements.

The bunny had a garden. The bunny walked happily.

There are exactly two beds. But first everything will be dug up,

There he played snowballs in the winter, and then he smoothed everything out,

Well, in the summer - hide and seek. He sows the seeds deftly

And in the spring he will go to the garden and plant carrots.

Hole is a seed, hole is a seed,

And look, in the garden again

Peas and carrots will grow.

And when autumn comes,

He will reap his harvest.

And just like that, the story ends here!

Develop facial expressions and plastic abilities of children;

Develop children's creative thinking, imagination, fantasy.

1. Game: “Let’s say what the author didn’t come up with”

Goals: develop dialogical and monologue speech of children;

Develop communication skills;

The teacher invites the children to remember K.I. Chukovsky’s fairy tale “The Tsokotukha Fly.”

The teacher begins:

Fly, Fly-Tsokotuha,

Children pronounce the words of the fairy tale in chorus:

Gilded belly.

A fly walked across the field,

The fly found the money...

Let's imagine the situation in which Mukha found herself.

Children act out a mini-scene if they wish, making up words. There can be a lot of variations. For example:

Oh, look, I found some money, what happiness. I'll go to the market and buy... no, better than a samovar! I'll invite my friends, we'll have a party...

Or:

What is this? Money? I wonder who could have dropped it here? Maybe the bear was walking along the road to the market and dropped it? Or maybe a hare or a fox. Well does not matter. I won't give the money to anyone! This money is mine because I found it. What should I buy?

1. Finger games:

Goals: develop fine motor skills in combination with speech;

The teacher asks a riddle:

Who is furry and has a mustache lives nearby? With us? (Dog and cat.)

Dog: The dog has a sharp nose, a neck, and a tail. Right palm on the rib, towards yourself, thumb up. Index, middle and ring - together. The little finger alternately lowers and rises

Cat: A cat has ears on the top of its head so it can better hear the mouse in its hole. The middle and ring fingers rest on the thumb. The index and little fingers are raised up.

1. Playing with an imaginary object

Goal: to develop skills in working with imaginary objects;

Foster a humane attitude towards animals.

Children in a circle. The teacher folds his palms in front of him: Guys, look, in my hands little kitty. He is completely weak and helpless. I will give each of you to hold him, and you stroke him, caress him, just be careful and tell him kind words.

The teacher hands over an imaginary kitten. Helps children find the right words and movements with guiding questions.

1. Game "Bees in the hive"

Goals: develop logical and associative thinking;

Teach children to pronounce phrases with intonation and expressiveness; .

Mystery:

What kind of house, tell me, who lives in that house,

Does every resident fly in it? Stocking up sweet Honey? (Bees and hive.)

How do bees fly and buzz?

(Children, pressing their elbows to their bodies, wave their palms like wings and move around the group with the sound J-J-J.)

Children build a “beehive” from a large construction set (available material) and assemble in it. Flat paper flowers are laid out on the floor. The teacher reads to musical accompaniment.

The bees flew into the field, the bees sat on the flowers,

They buzzed and hummed, I am a bee and you are a bee.

Children move in a group around flowers. They sit down near the flowers and “collect” nectar. They return to the “hive”.

Guys, what kind of forest dweller loves honey and often climbs into the bees’ hive? (Bear.)

1. Speaking dialogue with different intonations

Child: A bear found honey in the forest...

Bear: Little honey, many bees!

The dialogue is spoken by all children. The teacher helps you find the right intonation.

1. Pantomime game "Anthill"

Target teach to identify oneself with a given character, encourage independent choice of role:

Mystery:

In the forest near the stump there is bustle and running around.

The working people are busy all day -

He wants to build his own city.

Who are these builders? What kind of house are they building? (Ants are building an anthill.)

Imagine that you are walking through the forest. The sun is hot, it’s far from home, your legs are tired, and you decided to rest. And here is the stump!

Sit on a tree stump, stretch your legs, close your eyes, and relax.

And suddenly... what is this? Someone is crawling along your legs... Oh, it's ants! You have sat on an anthill stump! Quickly shake off the ants and, carefully, so as not to crush them, jump to the side...

The game is played several times collectively and, if desired, individually.

1. Transformation games.

Target: teach future artists expressiveness, revive fantasy and imagination, and improve imaginative performing skills. Develop creative independence in conveying images.

Games for muscle tension and relaxation

"Wooden and rag dolls"

When depicting wooden dolls, the muscles of the legs, body, and arms lowered along the body tense. Sharp turns of the whole body are made to the right and left, the neck, arms, and shoulders remain immobile; feet stand firmly and motionless on the floor.

By imitating rag dolls, it is necessary to relieve excess tension in the shoulders and body; hands hang passively.

In this position, you need to turn your body in short jerks, now to the right, now to the left; at the same time, the arms fly up and wrap around the body, the head turns, the legs also turn, although the feet remain in place. Movements are performed several times in a row, sometimes in one form, sometimes in another.

"Flower"

Stretch upward, straining your entire body to your fingertips (“the flower meets the sun”). Then sequentially drop your hands (“the sun has hidden, the head of the flower has drooped”), bend your arms at the elbows (“the stem has broken”), releasing the muscles of the back, neck and shoulders from tension, allow the body, head and arms to passively “fall” forward and bend slightly knees (“the flower has wilted”).

"Ropes"

Lean forward slightly, raising your arms to the sides and then dropping them. Hanging, they sway passively until they stop. You should not actively swing your arms after a fall. You can suggest a game image: drop your hands like strings.

« Shake the water off the tissues"

Bend your arms at the elbows, with your hands hanging palm down. Move your forearm several times in a row to push them down passively. Before this movement, it is useful to clench your hands into fists in order to more clearly feel the difference in the tense and relaxed state of the muscles.

"Dunno"

Raise your shoulders as high as possible, then let them fall freely to their normal position (reset).

"Airplane Wings and a Soft Pillow"

Raise your arms to the sides, straightening all the joints to the limit, tense all the muscles from the shoulder to the ends of the fingers (representing the wings of an airplane). Then, without lowering your arms, release the tension by allowing your shoulders to drop slightly and your elbows, hands and fingers to bend passively. The hands seem to rest on a soft pillow.

"Mill"

Free circular movement of the arms, describing large circles forward and upward. Swing movement: after a quick, energetic push, the arms and shoulders are freed from all tension, having described a circle, they fall freely. The movement is performed continuously, several times in a row, at a fairly fast pace (the hands fly as if they were not their own). It is necessary to ensure that there are no tensions in the shoulders, in which the correct circular movement is immediately disrupted and angularity appears.

"Pendulum"

Transferring the weight of the body from heels to toes and back. The arms are lowered down and pressed to the body. The weight of the body is transferred slowly forward to the front of the foot and toes; heels are not separated from the floor; the whole body leans slightly forward, without bending the body. Then the weight of the body is also transferred to the heels. Socks do not separate from the floor. Transferring the weight of the body is also possible in another way: from foot to foot, from side to side. The movement is carried out with legs apart, the right and left arms are pressed to the body. Rocking from foot to foot slowly, without lifting off the floor.

"Locomotives"

Circular movements of the shoulders. The arms are bent at the elbows, the fingers are gathered into a fist. Continuous leisurely circular movement of the shoulders up and back - down and forward. Elbows do not move away from the body. The amplitude in all directions should be maximum. When the shoulders tilt back, the tension increases, the elbows come closer together, and the head tilts back. The exercise is performed several times without stopping. It is desirable that the movement of the shoulders begins upward and backward, and not forward, i.e. expanding rather than narrowing the chest.

"The cat lets out its claws"

Gradual straightening and bending of fingers and hands. Bend your arms at the elbows, palms down, clench your hands into fists and bend them upward. Gradually, with effort, straighten all your fingers upward and spread them to the sides as far as possible (“the cat releases its claws”). Then, without stopping, bend your hands down, while squeezing your fingers into a fist (“the cat hid its claws”), and finally return to the starting position. The movement is repeated several times non-stop and smoothly, but with great tension. Later, the exercise should include the movement of the entire arm - either bending it at the elbows and bringing the hand to the shoulders, or straightening the entire arm (“the cat rakes with its paws”).

"Giants and Dwarves"

With your hands on your waist, stand with your heels together and your toes pointed to the sides. Slowly rise onto your toes, continuing to keep your heels together. After a short pause, lower yourself onto your entire foot, without transferring the weight to your heels.

1. Games to develop expressiveness and imagination

Target: teach children to control their body, to freely and naturally use the movements of their arms and legs. To form the simplest figurative and expressive skills.

"The fox is eavesdropping"

The fox stands at the window of the hut in which the Cat and the Cockerel live, and overhears what they are talking about.

Pose: put your leg forward, tilt your body slightly forward.

Expressive movements: tilt your head to the side (listen with your ear up), direct your gaze to the other side, and open your mouth halfway.

"Grasshopper"

The girl was walking in the garden and suddenly saw a large green grasshopper. She began to sneak up on him. She just stretched out her arms to cover him with her palms, and he jumped - and now he was chirping in a completely different place.

Expressive movements: stretch your neck forward, gaze intently, slightly tilt your torso forward, step on your toes.

« Tasty candy"

The girl is holding an imaginary box of chocolates. She hands it to the children one by one. They take one piece of candy and thank the girl, then unfold the pieces of paper and put the piece of candy in their mouth. You can see from the children's faces that the treat is delicious.

Facial expressions: chewing movements, smiling.

"New Doll"

The girl was given new doll. She is happy, jumps merrily, spins, shows everyone the desired gift, hugs her to herself and spins again.

"After the rain "

Hot Summer. It just rained. Children step carefully, walk around an imaginary puddle, trying not to get their feet wet. Then, having become naughty, they jump through the puddles so hard that splashes fly in all directions. They have a lot of fun.

"Flower")

A warm ray of sun fell to the ground and warmed the seed. A sprout sprouted from it. A beautiful flower grew from the sprout. The flower basks in the sun, exposing each of its petals to warmth and light, turning its head after the sun.

Expressive movements: squat down, lower your head and arms; raise your head, straighten your body, raise your arms to the sides, then up - the flower has bloomed; tilt your head back slightly and slowly turn it after the sun.

Facial expressions: eyes half-closed, smile, facial muscles relaxed.

"Dance of the Rose"

To a beautiful melody (recording, your own tune) perform the dance of an amazingly beautiful flower - a rose. The child himself comes up with movements for it.

Suddenly the music stops. It was a gust of north wind that “froze” the beautiful rose. The child freezes in any pose he can think of.

"Along the Shore"

A swan floats along the shore,

He waves his white wing,

Shakes the water off the wing.

A young man walks along the bank,

The young man is walking higher up the bank,

Above the bank the little head is carried,

He taps with his boot

Yes, he taps on the heels.

1. "Guess who we are"

A presenter is selected. He is informed that in his absence the children will turn into animals (the season, the weather, or some object). The leader leaves the room, the players agree and invite the leader.

With their movements, children show what or who they have become (elephants, hares, rainy weather, artists, builders, woodcutters, etc.). The presenter guesses - having guessed, he casts a spell on the children.

1. "Who am I"

An adult or a child, with a gesture, facial expression, or sound, depicts something or someone: a train, a car, a teapot, a tree, a dog, a good wizard, Tsokotukha the Fly, a samovar. Children are asked to guess the depicted object. After the correct answer, you should ask how the child guessed and recognized what was depicted.

1. Game: "At the mirror." Role-playing exercises in front of the mirror.

Target: , improve figurative performing skills. Develop creative independence in conveying images.

1) Frown like:

a) king

b) a child whose toy was taken away,

c) a person hiding a smile.

2) Smile like:

a) polite Japanese,

b) a dog to its owner,

c) mother to baby,

d) mother's baby,

d) cat in the sun.

3) Sit like:

a) a bee on a flower,

b) punished Pinocchio,

c) an offended dog,

d) a monkey portraying you,

e) rider on a horse,

e) the bride at the wedding.

"Game with a handkerchief." Invite the child to use a scarf, movements, and facial expressions to depict: a) a butterfly,

b) fox,

c) princess

d) a wizard

d) grandmother

e) magician

g) a patient with toothache.

1. Game: "Pantomime"

Target : teach children the elements of the art of pantomime, develop the expressiveness of facial expressions. Improve children's performing skills in creating an expressive image.

1. Dress for the street. Let's undress.

2. There is a lot of snow - let's make a path.

3. Wash the dishes. Wipe it off.

4. Mom and dad are going to the theater.

5. How a snowflake falls.

6. How silence walks.

7. How a sunbeam jumps.

8. Fry potatoes: pick, wash, peel, cut, fry, eat.

9. We are eating cabbage soup, we came across a tasty bone.

10. Fishing: getting ready, hiking, getting worms, casting a fishing rod, fishing.

11. Make a fire: collect different branches, chop wood chips, light it, add firewood. They put it out.

12. Making snowballs.

13. Bloomed like flowers. Withered.

14. The wolf sneaks after the hare. Didn't catch it.

15. Horse: beats its hoof, shakes its mane, gallops (trot, gallop), has arrived.

16. Kitten in the sun: squinting, basking.

17. Bee on a flower.

18. Offended puppy.

19. Monkey representing you

20. Pig in a puddle.

21. Rider on a horse.

22. Bride at the wedding. Groom.

23. A butterfly flutters from flower to flower.

24. The tooth hurts.

25. The princess is capricious, majestic.

26. Grandmother is old and limps.

27. Cold: feet, hands, body are freezing.

28. We catch a grasshopper. Nothing succeeded.

29. Icicle.

Under our roof

A white nail hangs (arms raised up).

The sun will rise -

The nail will fall (relaxed hands fall-

go down, sit down).

30. A warm ray fell on the ground and warmed the grain. A sprout sprouted from it. A beautiful flower grew from it. He basks in the sun, exposing each petal to the warmth, turning his head towards the sun.

31. Ashamed: eyebrows raised and drawn together, shoulders raised.

32. I don't know.

33. ugly duck, everyone is chasing him (his head is lowered, his shoulders are pulled back).

34. I am a terrible hyena, I am an angry hyena.

Foam always boils on my lips from anger.

35. Fry with fried eggs. Eat.

36. “We are in the forest.” Sounds like “Sweet Dream” by P.I. Tchaikovsky. All children choose an image for themselves on a given topic, come up with a plot and embody it in movements. The music stopped and the children stopped, the adult asks the children questions.

Who are you? - Bug. - What are you doing? - I'm sleeping. Etc.

1. Study games:

Target: develop children's imagination. Teach children to express various emotions and reproduce individual character traits.

1. Imagine early morning. Yesterday you were given a new toy, you want to carry it with you everywhere. For example, on the street. But my mother didn’t allow it. You are offended (you pout). But this is mom - they forgave, smiled (teeth closed).

2. Imagine yourself as a dog in a kennel. Serious dog. Yeah, someone is coming, we need to warn you (we growl).

3. We take a snowflake in our hand and say good words to it. Let's talk quickly before it melts.

4. I am a sweet worker,

A whole day in the garden:

I eat strawberries, I eat raspberries,

To eat for the whole winter...

There are watermelons ahead - here!..

Where can I get a second belly?

5. I walk on my toes -

I won't wake up mom.

6. Oh, what sparkling ice, And a penguin walks on the ice.

7. The boy strokes the kitten, which closes its eyes with pleasure, purrs, and rubs its head against the boy’s hands.

8. The child has an imaginary bag (box) of candy in his hands. He treats his comrades, who take it and thank him. They unwrap the candy wrappers, put the candy in their mouth, and chew it. Tasty.

9. Greedy Dog

Brought firewood

He applied water

Kneaded the dough

Baked some pies

Hid it in a corner

And he ate it himself.

Gum, din, din!

10. Mom angrily scolds her son for getting his feet wet in a puddle.

11. The janitor grumbles as he sweeps last year’s garbage out of the melted snow.

12. Spring snowman, whose head was baked by the spring sun; frightened, feels weak and unwell.

13. A cow carefully chewing the first spring grass. Calmly, with pleasure.

:And 14. The hare had a house like a home

Under a spreading bush

And he was pleased with the scythe:

There is a roof over your head! - ""

And autumn has come,

The bush has dropped its leaves,

The rain poured down like buckets,

The hare wet his fur coat. –

A hare is freezing under a bush:

This house is worthless!

15. Scratching wool - your hand hurts,

Writing a letter - my hand hurts,

Carrying water - my hand hurts,

Cooking porridge - my hand hurts,

And the porridge is ready - your hand is healthy.

16. Lonely at the fence

The nettle became sad.

Maybe she's offended by someone?

I came closer

And she, the mean one,

Burnt my hand.

17. The balloon is inflated by two girlfriends

They took it from each other.

Everything was scratched! The balloon burst

And two girlfriends looked -

There is no toy, they sat down and cried...

18. What's that squeak? What's that crunch? What kind of bush is this?

How to be without crunch, If I am cabbage.

(Arms are extended to the sides with palms up, shoulders are raised, mouth is open, eyebrows and eyelids are raised.)

19. Let's admire it a little,

How a cat walks softly.

Barely audible: thump, thump, thump

Tail down: op-op-op.

But, raising your fluffy tail,

A cat can be fast.

Daringly rushes upward,

And then he walks important again.

1. GAMES - poems.

Target: teach children to play with a literary text, support the desire to independently search for expressive means to create an image, using movement, facial expressions, posture, gesture.

"Airplane"

Let's play airplane? (Yes.)

You are all wings, I am the pilot.

Received instructions -

Let's start aerobatics. (They line up one after another.)

We fly into the snow and blizzard, (Ooooh!)

We see someone's shores. (Ah-ah-ah!)

Ry-ry-ry - the engine growls,

We fly above the mountains.

Here we are all going down

To our runway!

Well, our flight is over.

Goodbye, plane.

"Let's wash ourselves"

Open the tap

Wash your nose

Don't be afraid of water!

Let's wash your forehead

Let's wash our cheeks

chin,

Let's wash the temples,

One ear, second ear -

Let's wipe it dry!

Oh, how clean we have become!

And now it's time to go for a walk,

IN let's go to the forest we play,

And what we'll go on - you have to say. (Plane, tram, bus, bicycle.) (And they go.)

Stop!

The tires are out, friends.

We will pump the pump,

Inflate air into tires.

Wow! Pumped up.

"Cat and Mouse"

This pen is a mouse,

This pen is a cat,

Play cat and mouse

Can we do it a little?

The mouse scratches its paws,

The mouse is gnawing on the crust.

The cat hears it

And sneaks up to the Mouse.

The mouse grabbed the cat,

Runs into a hole.

The cat sits and waits:

“Why isn’t the Mouse coming?”

"Bear"

Clubbed feet,

He sleeps in a den during the winter,

Guess and answer

Who is this sleeping? (Bear.)

Here he is Mishenka the Bear,

He walks through the forest.

Finds honey in hollows

And he puts it in his mouth.

Licks his paw

Sweet tooth clubfoot.

And the bees fly in,

The bear is driven away.

And the bees sting Mishka:

“Don’t eat our honey, you thief!”

Walking along a forest road

The bear goes to his den,

Lies down, falls asleep

And the bees remember...

"Ranging day»

(to the tune of “Oh, you canopy”)

I took Toptygin's double bass:

“Come on, everyone, start dancing!

There's no point in grumbling and getting angry,

Let's have fun!"

Here is the Wolf in the clearing

Played the drum:

“Have fun, so be it!

I won't howl anymore!

Miracles, miracles! Fox at the piano

Fox pianist - red soloist!

The old badger blew out his mouthpiece:

“What is the pipe

Excellent sound!

Boredom escapes from such a sound!

The drums beat and knock

Hares on the lawn

Hedgehog-grandfather and Hedgehog-grandson

We took balalaikas...

Picked up by the Squirrels

Fashionable plates.

Ding-ding! Rumble!

A very loud day!

42. IMAGINATION GAMES

Target:improve children's imagination and perception, teach them to look for expressive means to create a vivid image.

1. Guys, imagine that you are artists. Hands are hands. We dipped them in blue paint and painted the sky while listening to the music.

And now - in yellow paint, draw the sun. Circle. And now - rays, expressive eyes.

Now let's draw a clearing. What color is it? (Green.) Draw.

We inhale the smell through our nose: what does it smell like? (Flowers.) And what kind? (With daisies.) Let's draw.

Listen: the wind rustles the branches of a tree - which one? (Birch trees.) Let's draw.

So, we are in the forest, in a clearing.

Imagine that you are flowers.

It's early morning, the sun is out. The flower is still sleeping, but now it is rising, moving its leaves - these are fingers. Let's listen. Do you hear? The stream is running.

2. Now let’s breathe correctly: put our right hand on our stomach and our left hand on our belt. Belly is balloon. Slow inhale - exhale - “the thread of the ball smoothly unravels.”

Inhale - right hand forward, into a fist. They opened the fist, and there was a small feather. Exhale - they blew on it, it flew away.

Frightened by the sudden cracking of branches - take a quick breath. But it turns out there’s nothing wrong with it. Slow exhalation - freedom.

Inhale, and we take the elevator: 1st floor, 2, 3, 4, 5, 6th - that's it, we've arrived. Have you all arrived? Who stopped on what floor? Now let's go down.

3. Music plays with a clear rhythm.

"Let's go to Orchard"(walking around the hall). “Inhale the aroma of apples.” “We are trying to get the apples on the tree” (first we raise our left hand up, then our right). “Once again we’re trying to get the apples” (we jump in place, hands up in turn).

“How can I get apples?” (half squats, arms to the sides - down).

“You need to set up a ladder and climb on it” (we imitate climbing the ladder).

“We pick apples and put them in a bucket” (we imitate picking apples).

“We rest” (we go down and sit, closing our eyes, on the carpet).

43. Game: “Ringing Palms.”

Target:

Draw children's attention to the nature of the claps depending on the music and images. Teach the ability to clap quietly and loudly, with a swing and holding your hands close to one another, to convey the rhythmic pattern of music, to fill the movement with emotional meaning.

1. "Bells".

Active clapping overhead. The movement is bright, with a large scope of slightly bent elbows and relaxed arms.

2. "Bells"».

Small claps with straight fingers of one hand on the palm of the other. The movement is light, not loud in strength. The arms can be bent at the elbows, straightened or raised to the sides (right or left). There are possible options for “bells” sounding near the right ear or near the left

3. "Plate".

Sliding pops. One hand swings from top to bottom, the other from bottom to top.

4. “I catch mosquitoes.”

Light ringing claps with straight palms to the right and left of the body, above and below - with arms bent at the elbows.

5. "Tambourine".

Claps the palm of one hand against the stationary open palm of the other.

The claps can be loud or quiet depending on the dynamics of the musical image.

6. "Pillow".

Claps are performed with free, relaxed, soft hands in front of and behind the body.

7. “Turntables.”

Based on turning the hands from the body and back. The arms are bent at the elbows and fixed in a static position, only the hands work, the force of the impact of palm on palm is small. The movement is playful.

44. Exercises for the development of smooth hand movements

1. “Breeze”.

Cross movements of the arms above the head. The work involves the shoulder, forearm, and hand.

2. "Ribbons"».

Alternating plastic movements of the right and left hands up and down in front of the chest.

3. "Wave".

Smooth up and down movement with one hand. It can be pulled to the side or pulled forward. The “wave” is formed due to the plastic movements of the shoulder, forearm, and hand. The “wave” can smoothly flow from one hand to the other.

4. "Wings"».

Smooth swinging movements with arms spread to the sides. It should be remembered that when raising the arms, the hands are lowered, and when lowering the arms, the elbows are slightly bent, the hands are expressively raised up.

5. “Singing hands.”

From the “arms to the sides” position with a gentle movement

the brushes are directed towards each other, as if collecting elastic air in front of them. With the same plastic movements, the arms are again spread to the sides. The body helps express the movement by slightly leaning forward and leaning back.

44. Games for the DEVELOPMENT OF PLASTIC EXPRESSIVENESS

Target:consolidate expressive techniques for creating a game image. Ensure that children themselves notice differences in the performance of their friends and strive to find their own movements and facial expressions.

1. Invite children to walk on pebbles across a stream on behalf of any character (fairy tale, short story, cartoon) of their choice.

2. Invite the child, on behalf of any character, to sneak up on a sleeping animal (hare, bear, wolf).

3. Offer to catch a butterfly or a fly on behalf of various characters.

4. Depict a walk of a family of three bears, but in such a way that all three bears behave and act differently.

Note. The above tasks show the path along which you can search

45. Games to develop expressive facial expressions.

Target:learn to use expressive facial expressions to create a bright image.

1. Salty tea.

2. Eat lemon.

3. Angry grandfather.

4. The light went out and came on.

5. Dirty paper.

6. Warm-cold.

7. They got angry with the fighter.

8. Met a good friend.

9. Offended.

10. We were surprised.

11. We were afraid of the bully.

12. We know how to be disingenuous (wink).

13. Show how a cat begs for sausage (dog).

14. I'm sad.

15. Receive a gift.

16. Two monkeys: one grimaces - the other copies the first.

17. Don't be angry!

18. The camel decided that he was a giraffe,

And he walks with his head up.

He makes everyone laugh

And he, the camel, spits on everyone.

19. I met a bull hedgehog

And licked his side.

And after licking his side,

He pricked his tongue.

And the prickly hedgehog laughs:

- Don’t put anything in your mouth!

20. Be careful.

21. Joy.

22. Delight.

23. I brush my teeth.

46. Game: “Musical dialogue”

Target:Encourage children to create their own answer by improvising a melody. Assigned texts:

1. Two chickens under a rope flap their wings awkwardly:

- Oh, what a big worm! There's no way to get it!

(Suggested answer: "It's not a worm.")

2. The dog sits by the well and does not come closer:

- The bucket is hanging on a chain... Maybe it’s biting?

(Suggested answer: “They use a bucket to draw water from a well.”)

3. Chickens walk along the paths, clucking in the alley:

- Do buns really grow from crumbs?

(Suggested answer: “On the contrary, the crumbs come from the buns.”)

4. The foal from the haystack grabbed some grass:

- I have never seen such large and delicious mountains before.

(Suggested answer: "It's a haystack, not a mountain.")

5. The kitten climbed onto the fence and became as tall as the sky. He meowed: “Oh, friends! Look - I’ve grown!”

(Suggested answer: “No, I haven’t.”)

6. The puppy is sitting at the booth,

He's been sitting for two days.

He just can't understand

Where does the sun go to sleep?

(Suggested answer: “Over the mountain,” etc.)

7. A calf walks through the forest,

With red spots on the sides.

- Why is there no milk in green grass?

(Children answer.)

47. Game: “Song Creativity”

1. In a clearing, in a meadow

Three bears lived

Three bears lived

They loved to eat raspberries.

How to find raspberries -

They'll start singing the song right away.

Papa Misha sang low

: "La la la la".

Mom sang a tender song:

"La la la la".

And Mishutka the bear cub

Sang a song loudly

Yes, I finished eating the raspberries:

"La la la la!"

2. Sing your first and last name, address, mother’s name, etc.

3. Sing the dialogue: “Olya, where are you?” - "I'm here". (With cheerful and affectionate intonations.)

48. Game: “Musical improvisation”

1. Take sticks in your hands, help the bears sing, and a forest melody

You tap rhythmically.

2. Repeat the rhythm on a metallophone, xylophone, etc. Come up with your own.

3. Draw sad and happy rain on the xylophone.

49. Games for the development of plasticity.

Target:develop motor ability, motor skills of different parts of the body, coordination of movements, and the ability to perform movements according to the text.

1. Two floods, Two slams,

Hedgehogs, hedgehogs (rotations with hands)

Forged, forged (hitting fist on fist)

Scissors, scissors (crossing hands).

Running in place

Running in place

Bunnies, bunnies (jumping).

Come on, together,

Come on, together (spring),

Girls-boys.

2. You need to play sports

(“pull” the back, shoulders back):

Train every day.

We will begin now without delay.

And stomp your feet together,

And clap your hands loudly -

We perform the movements correctly.

Turns left-right,

We're doing great.

Let's all be healthy and strong!

And now - jumping on the spot,

Come on, together, come on, together -

We must be the most beautiful!

3.Once upon a time there lived a grandfather and a woman

In a clearing by the river

And they loved it very, very much

Koloboks with sour cream.

Although the grandmother has little strength (bends forward with arm movements),

Grandma kneaded the dough.

Came out smooth

Came out smooth

Not salty

And not sweet

Very round

Very tasty,:

Even eat it

We are sad.

The gray mouse ran

I saw the little bun.

Oh! What does it smell like

Kolobochek (sniff)

Give

At least a piece!

From a little bun

There is little sense -

Stupid galloping

Anywhere.

Need to take

Our little bun

Under the lock (we show with our hands).

4. (Tilts left and right, hands slide along the body.)

I repeat in the morning (bending forward and back, arms

on the belt):

My spine -

Flexible, straight,

When I sleep, (hands in a shelf position)

I’m standing, sitting (hands on knees),

I watch the spine (lock with wrists, hands

wound alternately over each shoulder behind the back).

I take care of the spine (we stroke it with the palm of one hand

on the stomach, back side other hand" - on the back)

And I will run away from illnesses.

5. The deer has a big house (arms cross above his head)

He looks out his window.

A bunny runs across the field,

There is a knock on his door.

Hurry up, Deer, open the door,

There is an angry hunter in the forest (pretend to be holding a gun).

Bunny, bunny, run (beckon), give me your paw.

6. A goat walked through the forest, through the forest, through the forest,

I found myself a princess, princess, princess,

Come on, goat, let's jump, jump, jump,

And we kick our legs, we kick, we kick,

And let's clap our hands, clap our hands, clap our hands,

And we stomp our feet, stomp, stomp.

Let's shake our heads... And start over.

7. I play the violin:

Tir-li-li yes tir-li-li

Bunnies are jumping on the lawn,

Tili-li and tili-li.

And now on the drum:

Tram-there-there, tram-there-there.

The hares ran away in fear

Through the bushes, through the bushes.

8. I'm jumping, jumping, jumping

And I twist the rope.

You, rope, spin,

Learn Russian dance.

9. Like ours at the gate

The janitor sweeps the street

The janitor sweeps the street

He will pick up all the specks.

The goat went out for a walk

He began to jump and gallop.

The goat is knocking its legs,

He shouts like a goat: “Bee!”

I'm knocking my heels (pick)

I'm learning Russian dance (fraction)

. My Russian dance is wonderful!

I'll sit and stand, I'll sit and stand

And I’ll bounce like a ball.

I won’t get tired of squatting

I want to become a dancer.

10. We have fun taking skis

And we'll all walk through the snow.

We raise our legs high through the snowdrifts,

And it’s very easy on ice,

We walk quietly.

We are trees and bushes

Let's go around like a snake,

And to the fluffy Christmas tree

We'll be there soon.

12. Goose bought himself an accordion,

But it’s a little holey.

The accordion sang widely,

It hissed like a goose.

13. There are eight couples on the floor -

The flies danced

We saw a spider

They fainted.

14. Our tongues are tired,

But the necks were resting

. Come on, neck, turn around,

Come on, little neck, have some fun

Hello everyone in the world:

Moms, dads, children!

We shake our heads deftly:

Oh-oh-oh, let's shake our heads.

15. The children walked through the forest,

Nature was observed

We looked up at the sun,

And their rays warmed them.

Butterflies were flying and flapping their wings.

Let's clap together]

One two three four five!

We need to collect a bouquet.

One - sit down, two - sit down,

The lilies of the valley began to sing in my hands.

On the right is a ding-dong ringing,

On the left - ding-dong!

A bee landed on my nose, look what it is!

We raised the leaves

They collected berries in their palms (imitation of movements).

16. I'm walking, I'm walking, raising my legs,

I have new boots on my feet.

I raise my legs high, high,

To show everyone new boots.

Ah ah ah! Look, what a puddle!

Ah ah ah! Look, the puddle is big

I'll jump high, high, high.

I'm not afraid, I'm not afraid, I'll jump over the puddle.

50. Game: "Zverobika"(music by B. Savelyev, lyrics by A. Khait)

The cat sat down on the window and began to wash her ears with her paw. After watching her a little, we can repeat Her movements.

Chorus: One, two, three - come on, repeat! One, two, three - come on, repeat! Three, four, five - repeat again! Three, four, five - repeat again!

A snake crawls along a forest path, gliding along the ground like a ribbon, and we can depict such a movement for you with our hands.

Chorus.

The heron stands in the swamp all day

And he catches frogs with his beak.

It's not hard to stand like that

For us, for the trained guys.

Chorus.

There are a lot of people living in the world

But man, you are nature's friend

And he must know the habits of all animals.

Chorus.

51. A game: . “Soldiers” (finger game training)

Palms are closed. Little fingers are children (speaking in a thin voice).

Ring fingers- Mom (speaks in a normal voice).

Middle fingers - dad (speaks in a low voice).

Index fingers- soldiers (speaking in a deep voice).

Crossed thumbs- the threshold of the hut.

Night. Everyone in the hut is sleeping. There is a knock.

Soldiers. Knock Knock! Index fingers tap-

are rubbing against each other.

Children. Who's there? Little fingers tap each other

friend.

Soldiers. Two soldiers. Index fingers tap-

We came to spend the night! are rubbing against each other.

Children. Let's ask mom. Little fingers tap each other

Mother! friend.

Mother. What, children? Ring fingers tapping

are rubbing against each other.

We came to spend the night! friend.

Mother. Ask dad! Ring fingers tap each other.

Children. Dad! Little fingers tap each other

friend.

Dad. What, children? Middle fingers tapping

about each other.

Children. Two soldiers. Little fingers tap each other

We came to spend the night, friend.

Dad. Let me in! Middle fingers tapping

about each other.

Children. Come in! Little fingers tap each other

friend.

Soldiers. Ah, index fingers "dance-

What grace, buffoon,” making crosses

Why were they allowed to spend the night? movements.

Let's come in!

Turn your closed palms with your fingers towards your chest, then quickly turn your arms 180" so that the backs of your hands touch. Arms are extended forward.

Olga Nikolaevna Shchemeleva
Planning theatrical activities in preschool educational institutions

“Planning theatrical activities in preschool educational institutions”

Relevance.

Theater- one of the types of art that helps solve many problems in kindergarten:

Formation of aesthetic taste;

Moral education;

Development of personal communicative qualities;

Development of speech, memory, imagination;

Creating a positive emotional mood.

By participating in theatrical activities, children get acquainted with the world around them through images, colors, and sounds. At the same time, the child’s vocabulary is activated, the sound culture of his speech and its intonation structure are improved.

Theatrical games make it possible to move from wordless sketches to sketches with words, to improvise with elements of mummery on a given topic. By playing and participating in performances, children willingly develop their speech and activate their vocabulary. At the same time, children learn to express themselves in movement, to move freely without being embarrassed.

The problem of mastery of words is relevant today for all ages. Frequent rehearsals give children the opportunity to communicate, understand the feeling of partnership, mutual assistance, relieves stiffness, and speeds up the process of mastering public speaking skills.

To solve this problem, we have developed a work plan for two months. Working according to plan, the children and I will enter the world of theater, get acquainted with it, and prepare to perform in front of other children in the future.

Work plan.

The date of the.

February 1 – 15

1. The fascinating world of theater.

Goal: to give children an idea of ​​the fascinating world of theater and theatrical puppets.

2. “Let’s play some theater.”

Goal: - to introduce children to theatrical professions;

To consolidate knowledge about the means of expression in conveying the character of the hero and his emotional state.

Develop the ability to improvise.

3. Decoration of theater corners in groups, mummers’ corner.

February 16 – 28

1. "Let's play with dolls"

(bibabo, finger, table, etc.)

Goal: - consolidate the ability to come up with a simple plot and play it out (meeting, acquaintance, game, quarrel, reconciliation, friendship);

Develop fantasy and imagination.

2. Russian folk tales. Let's play a fairy tale.

Purpose: - to introduce the characters of the fairy tale;

Improve communication skills;

Develop fine motor skills of the hands;

Experience the joy of communication.

3. Making characters for a puppet theater with your own hands.

March 1 – 15.

1. Preparing for a fairy tale.

Purpose: - to introduce children to the theater screen and scenery;

Create a desire to make decorations with your own hands, work collectively, and maintain friendly relations.

2. Watching a puppet show staged by adults.

Goal: - to consolidate the ability to carefully watch and listen to a puppet show;

Carefully observe what is happening on the screen;

After watching the performance, participate in the discussion.

3. Writing fairy tales.

Goal: - learn to invent a fairy tale and tell it;

Develop puppeteering skills;

Expand children's theatrical experience.

March 15 – 30.

1. Let's show each other a fairy tale.

Goal: - learn roles;

Teach partnership interaction;

Learn to distinguish and depict emotions using facial expressions, gestures, movements;

Cultivate a sustainable interest in theatrical and play activities.

Purpose: summing up the work on a given topic.

Literature.

N. F. Gubanova “Theatrical activities of preschool children.”

T. A. Falkovich, L. P. Barylkina “Development of speech.”

M. D. Makhaneva, E. G. Churilova “Theatrical games in kindergarten.”

M. A. Chistyakova “Psycho-gymnastics”.

Publications on the topic:

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