What types of theaters are in kindergarten. The theater in kindergarten, in the view of many parents, is limited to performances shown to children by professional actors

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Theater for a child is always a holiday, bright, unforgettable impressions. Expression " fairy world childhood" are not empty words. In the life of a child there is a fairy tale with its own good heroes, transformations and magic items. The fairy tale is close and understandable to children, and they find the embodiment of fantasies and a reflection of their worldview in the theater. To ensure joint and independent theatrical activities of children in groups, "Theatrical Corners" were created. In order to realize the individual interests, inclinations and needs of preschoolers, the subject-spatial environment should ensure the right and freedom of choice for each child to favourite hobby or theatricalization of your favorite work. Therefore, we, teachers, together with our parents, tried to create various types of theaters, which we bring to your attention.

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First junior group The development of children's interest in theatrical and gaming activities begins from an early age, when simple varieties of theaters help in conveying the image, the ability to express it through movement and word. You can interest the baby in the world of theatrical play by participating in a mini-performance, in every possible way supporting his very insignificant successes. This requires special types of theater for kids.

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There is a finger theater (when each doll is put on a finger); rubber dolls (presented as rubber toys); table theater (characters, as well as some attributes of a fairy tale, a hut, trees, etc., are presented in the form of wooden figures). Also in the theater corner there is a theater of masks and various hats with the image of characters. .

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The second junior group In the second junior group, the ability to use some means of expression (facial expressions, gestures, movements, strength and timbre of voice, speech rate) is formed. These means are used to convey the image of the hero, his emotions and experiences. Gradually, the children are included in the process gaming communication with theatrical puppets, figurines fairy tale characters

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This age group includes such types of theater as table-cone theater, flannelograph theater, glass theater and perhaps the most mysterious and interesting shadow theater. Puppet theater on the table - contributes to the possession of puppet control techniques table theater(dolls made of paper cones, cylinders, boxes, toys made of fabric, fur, foam rubber Picture theater and flannelgraph - develops dexterity, the ability to control one's movements, concentrate on one type of activity "Shadow theater" is considered one of the most conditional theaters. There are no colors or relief in it that scatter attention, therefore the attention of the child-spectator is not scattered on the multiple and heterogeneous features of the object, but is focused only on its shape and movement. That is why it is accessible and well perceived by children.

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Middle group The child gradually moves: from the game "for himself" to the game, focused on the viewer; the simplest fairy tales are dramatized using a table theater. The gaming experience of children is expanding through the development of a theatrical game, different types of table theater: soft toys, knitted or conical and planar figures.

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The theaters of riding puppets, the theater on sticks, the theater of spoons are available to children. There is an acquaintance of children with a theatrical screen, the basics of puppetry Finger theater more often used in independent activities based on familiar poems and nursery rhymes

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Senior group Children continue to improve their performing skills. The child becomes available to independent productions of performances. The experience of director's play is enriched by puppets, puppets "with a living hand". Used mask theater, theater on spoons, theater on sticks...

Theatrical activities of preschoolers.

Description: this material is interesting and useful for parents, educators, music directors kindergartens, for teachers of additional education.
Target: the importance of theater in the life of a child, the guiding help of an adult.
Tasks:
1. To acquaint parents, teachers with theatrical activities and its significance for the development of the child.
2. Show which a huge impact theatrical activity has on the disclosure of the creative potential of the child.
3. To teach to navigate in the directions of work on theatrical activities.

"The Magical World of Theater!" Theatrical activities of children preschool age.

Theater is Magic world! He gives lessons in beauty, morality and morality. And the richer they are, the more successful is developing spiritual world children.
B. M. Teplov

Theatrical activities in kindergarten

This is a good opportunity to reveal the creative potential of the child, education creative orientation personality. Children learn to notice the world around them interesting ideas, embody them, create your own artistic image character, they develop creative imagination, associative thinking, speech, the ability to see unusual moments in the ordinary.
- Theatrical activity helps the child overcome shyness, self-doubt, shyness.
-Thus, the theater helps the child to develop comprehensively.

The value of theatrical activity

In children's educational institutions can and should be given to all types of children's theater, because they help:
- to form the correct model of behavior in modern world;
- to improve the general culture of the child, to attach to spiritual values;
- improve the child's speech, activate the dictionary, improve the sound culture of speech, its intonation system; improve dialogical speech, its grammatical structure;
- introduce the child to children's literature, music, fine arts, rules of etiquette, rituals, traditions, instill a steady interest;
- gives elementary ideas about the types of theater;
- improve the skill to embody certain experiences in the game, encourage the creation of new images, encourage thinking;
- be creative in any business, the ability to communicate with peers and adults, the development of stage creativity, musical and artistic abilities of children;
- develops skills of public speaking and creative community.

Main areas of work with children

Theatrical play
Theatrical play is a historically established social phenomenon, an independent type of activity inherent in man.
Tasks: to teach children to navigate in space, to be evenly placed on the site, to build a dialogue with a partner on a given topic. Develop the ability to voluntarily strain and relax individual muscle groups, memorize the words of the heroes of the performances, develop visual auditory attention, memory, observation, imaginative thinking, fantasy, imagination, interest in performing arts.
Rhythmoplasty
Rhythmoplasty includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of natural psychomotor abilities of preschoolers, freedom and expressiveness of body movements, gaining a sense of harmony of one's body with the outside world.
Tasks: to develop the ability to arbitrarily respond to a command or a musical signal, the willingness to act in concert, develop coordination of movement, learn to memorize given poses and figuratively convey them.
Culture and technique of speech
This section of the work combines games and exercises aimed at developing breathing and freedom of the speech apparatus.
Tasks: develop speech breathing and correct articulation, clear diction, varied intonation, logic of speech; learn to compose short stories and fairy tales, pick up the simplest rhymes; pronounce tongue twisters and poems, replenish vocabulary.
Fundamentals of theatrical culture
This section of the work is designed to introduce children to elementary concepts and professional terminology. theatrical art, with its features and types of theatrical art; with the basics of acting; with the culture of the viewer.

Tasks: to acquaint children with theatrical terminology, with the main types of theatrical art, to educate a culture of behavior in the theater.
Work on the play
Work on the performance is based on author's plays and includes acquaintance with the play, fairy tale, as well as work on the performance - from sketches to the birth of the performance.
Tasks: Learn to compose etudes based on fairy tales; develop skills of action with imaginary objects; develop the ability to use intonations that express a variety of emotional states (sad, happy, angry, surprised, delighted, plaintive, etc.).

Organization of theatrical activities of preschoolers at different age stages

Junior group

At the age of 2-3 years, kids are keenly interested in playing with the doll, they are impressed by the small stories shown by the teacher, they are happy to express their emotions in motor images-improvisations to the music. The theatrical game is closely related to the role-playing game, so most games reflect the range of everyday interests of children: games with dolls, with cars, at a construction site, at a hospital, etc. Familiar poems and songs are good game material. Showing mini-plays in the table theater, with the help of separate toys and puppets, the educator conveys the palette of experiences through intonation, and, if possible, through the external actions of the hero. All words and movements of characters should be clearly defined, differ in their character and mood, should be followed at a slow pace and the action should be short. In order to liberate and eliminate the inner constraint of the kids, special etudes and exercises for the development of emotions are carried out. Using the tendency of children to imitate, you can achieve expressive imitation by voice. various sounds animate and inanimate nature. For example, children, depicting the wind, puff out their cheeks, doing it diligently and carelessly. The theatrical game allows the child to enter into special relationships with the outside world, in which he cannot enter on his own due to the limitations of his abilities.

middle group

The child is gradually moving:
- from a game "for oneself" to a game focused on the viewer;
- from a game in which the main thing is the process itself, to a game where both the process and the result are significant;
- from playing in a small group of peers who perform similar roles to playing in a group of five to seven peers whose role positions are different (equality, subordination, control);
- from creating in-game dramatization a simple image to the embodiment of a holistic image, which combines the emotions, moods of the hero, their change.
Interest in theatrical games deepens. Children learn to combine movement and text, movement and word in the role, develop a sense of partnership, use the pantomime of two or four actors. The theatrical and gaming experience of children is expanding through the development of dramatization games. Working with children:
- multi-character games - dramatizations based on the texts of two - three - private fairy tales about animals and fairy tales("Swan geese");
- games - dramatizations based on stories on the theme "The work of adults";
- staging a play based on the work.
The content is based on game etudes of a reproductive and improvisational nature (“Guess what I'm doing”).

Senior group

Children continue to improve their performing skills, a sense of partnership develops. There are walks, observations of the environment (behavior of animals, people, their intonations, movements.) For the development of the imagination, tasks such as: “Imagine ...”, etc. are carried out. Creating an atmosphere of freedom and looseness, it is necessary to encourage children to fantasize, modify, combine , compose, improvise based on existing experience. So, they can change the beginning and ending of familiar plots, come up with new circumstances in which the hero finds himself, introduce new characters into action. Mimic and pantomic etudes and etudes for memorization are used physical actions. Children are connected to inventing the design of fairy tales, reflecting them in visual activity. In dramatization, children manifest themselves very emotionally and directly; the process of dramatization itself captures the child much more than the result. The artistic abilities of children develop from performance to performance. In the process of theatrical activity, a special, aesthetic attitude to the surrounding world develops, general mental processes develop: perception, imaginative thinking, imagination, attention, memory, etc.

preparatory group

Children of the preparatory school group are keenly interested in theater as an art form. Preschoolers already know the basic rules of behavior in the theater. Special games - conversations, quizzes - will help prepare them for visiting the theater. Acquaintance with various types of theater contributes to the accumulation of live theatrical impressions, mastering the skill of their comprehension and aesthetic perception.
Game - dramatization often becomes a performance in which children play for the audience, and not for themselves, directorial games are available to them, where the characters are puppets obedient to the child. This requires him to be able to regulate his behavior, movements, and think about his words. Children continue to act out small stories using different types theater: table, bibabo, poster, finger; invent and act out dialogues, expressing with intonation the features of the character and mood of the hero.
In the preparatory group important place occupies not only the preparation and holding of the performance, but also the subsequent work. The degree of assimilation of the content of the perceived and played performance is clarified in a special conversation with children, during which opinions are expressed about the content of the play, characteristics are given to the acting characters, means of expression are analyzed. At this age, children are no longer satisfied with ready-made stories - they want to invent their own, and for this the necessary conditions must be provided:
- aim children at creating their own crafts for the director's board theatrical game;
- to acquaint them with interesting stories and fairy tales that contribute to the creation of their own idea;
- give children the opportunity to reflect ideas in movement, singing, drawing;
- Show initiative and creativity as an example to follow.

Forms of organization of theatrical activities
When choosing material for staging, you need to build on the age capabilities, knowledge and skills of children, enrich them life experience, stimulate interest in new knowledge, expand creative potential.
- Joint theatrical activities of adults and children, theater class, theatrical game at holidays and entertainment.
-Independent theatrical and artistic activities, theatrical games in Everyday life.
-Mini-games in other classes, theatrical play-performances, children visiting theaters together with their parents, mini-sketches with puppets during the study regional component with children, involving the main puppet - Petrushka in solving cognitive problems.

Forms of work
- Theatrical games
- Speech games
- Rhythmoplasty
- Dramatization of songs, chants, round dances
- Use of different types of theater
- Dramatization of fairy tales
- Visiting theaters;
- Interaction with parents

Types of theater in kindergarten
- bibabo
- table theater
- theater book
- theater of five fingers
- mask theater
- shadow theater
- finger shadow theater
- theater of "living" shadows
- magnetic theater
- puppet theater
- flannelgraph theater

Organization of a theatrical activity corner
Corners for theatrical performances and performances are organized in kindergarten groups. They allocate space for director's games with a finger, table theater.
In the corner are:
- different types of theaters: bibabo, tabletop, flannelograph theater, etc.;
- props for acting out scenes and performances: a set of puppets, screens for a puppet theater, costumes, costume elements, masks;
-attributes for various game positions: theatrical props, scenery, scripts, books, samples musical works, posters, cash desk, tickets, pencils, paints, glue, types of paper, natural material.

Theatricalization in kindergarten

Plan

1. The development of children in theatrical activities

a) What is theater and its origins

b) The meaning and specificity of theatrical art

c) Involving children in theatrical activities

d) Characteristics of theatrical games

e) Classification of theatrical games

a) Forms of organization of theatrical activities

b) Junior group

c) Middle group

d) senior group

e) Preparatory group

3. Puppet show

a) Types of theaters

b) types of dolls

c) Organization of a theatrical activity corner

a) The skills and abilities of the teacher in organizing theatrical activities

b) Main areas of work with children

1. Development of children in theatrical activities

a) What is theater and its origins

What is theater? This is the best, according to K.S. Stanislavsky, a means for communicating people, for understanding them innermost feelings. This is a miracle that can develop creative inclinations in a child, stimulate the development of mental processes, improve bodily plasticity, and form creative activity; help to reduce the spiritual gap between adults and children. The whole life of a child is full of play, each child wants to play his part in it. In the game, the child not only receives information about the world around him, the laws of society, beauty human relations, but also learns to live in this world, build relationships with others, and this, in turn, requires the creative activity of the individual, the ability to keep himself in society. ancient theater- theatrical art Ancient Greece, Ancient Rome, the countries of the Middle East (VI century BC IV-V centuries AD) At this time, European theatrical art arose. All the peoples of the world since ancient times have holidays associated with the annual cycles of dying and rebirth of nature, with the harvest. These rituals gave life to the drama and theater of Greece and Rome. In Greece, they were dedicated to the god Dionysus. The choir of mummers and the singer did not just sing a song, a dialogue arose between them, which means active facial expressions, action. In Rome, at the harvest festivals, cheerful, amusing songs were sung, in which actual topics and social motives were rarely heard; dances were performed (plastic culture of movement, gesture). Thus, at the origins of the theater - folk art, which appeared as necessary element in the social and spiritual life of people, as a mass spectacle. In ancient Greece, the theater consisted of an orchestra (a round platform on which the actors performed, and a choir around which the audience was located), visual places, skene (a place for changing clothes and the exit of actors to the audience, which was outside the circle of the orchestra). Later, paraskenia, where the property of the theater was kept, began to be attached to the skene; parody - passageways between the stage and seats for spectators. The ancient Greek actor (could only be a man) could play several roles during the performance, changing masks.

The Greeks came up with the idea of ​​presenting stories about their gods and heroes in living faces, they realized how instructive and entertaining a theatrical spectacle can be. where instead of a narrator, the very people who are described in a fairy tale (myth) spoke before the audience. From the Greeks, we borrowed the very word "theater", which in Greek is pronounced theatron and means "spectacle".

In Russia, the school theater was the source of the theater, the home theater was popular. Exactly educational theater, amateur stage played a role in the emergence professional theater. School theaters, which appeared in the XVI - XVII centuries. in educational institutions, for the first time put on plays about Russian history and modern Russia. In the 19th century a huge role in the upbringing and education of children is played by theaters created in gymnasiums, cadet corps, and educational homes. The peasant theater for children was also popular. In European countries, the tradition of theater for children is associated with Christmas performances of play actions based on biblical and folklore stories.

b. The meaning and specificity of theatrical art

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

FROM art education and upbringing of children;

Formation of aesthetic taste;

moral education;

The development of communicative qualities of the individual;

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

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

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

Collective theatrical activity is aimed at a holistic impact on the personality of the child, his emancipation, independent creativity, development of leading mental processes; promotes self-knowledge and self-expression of the individual; creates conditions for socialization, strengthening adaptive abilities, corrects communicative qualities, helps to realize a sense of satisfaction, joy, success.

in. Introducing children to theatrical activities

Introducing children to theatrical activities contributes to the development of the world human feelings, communication skills, the development of the ability to empathize. Kids get acquainted with the first theatrical performances very early in the process of various fun games, round dances. When listening to expressive reading of poems and fairy tales by adults. Different possibilities should be used in order to beat any object or event, awakening the child's imagination. For example, on a walk I say, when I see a crow: “Look, what a beautiful and curious crow has flown in. She sits on a branch and croaks, it is she who greets you. Let's smile at her and say hello too. Now let's fly and croak like a crow."

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

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

G. Characteristics of theatrical games

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

d. Classification of theatrical games

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

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

Dramatization types:

Games imitating images of animals, people, literary characters;

Role-playing dialogues based on text;

Dramatization of works;

Performances based on one or more works;

Improvisational games with acting out the plot without prior preparation.

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

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

Role-playing - these are games on everyday topics, with industrial themes, construction games, games with natural material, theatrical games, fun games, entertainment.

Games with rules include didactic games(games with objects and toys, verbal didactic, desktop-printed, musical and didactic games) and mobile (plot, plotless, with elements of sports). In games with rules, attention should be paid to the combination of an exciting task and vigorous activity based on mental effort; it mobilizes the intellectual potential of the child.

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

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

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

a. Forms of organization of theatrical activities

When choosing material for staging, you need to build on the age capabilities, knowledge and skills of children, enrich their life experience, stimulate interest in new knowledge, and expand their creative potential:

1. Joint theatrical activities of adults and children, a puppet museum, a theater lesson, a theatrical game at holidays and entertainment.

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

3. Mini-games in other classes, theatrical play-performances, children visiting theaters together with their parents, mini-sketches with puppets in the course of studying the regional component with children, involving the main puppet - Petrushka in solving cognitive problems.

b. Junior group

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

A doll Katya came to you in an elegant dress. What is it with Katya? (Bow.) Yes, this is a bow. And what's that? (Hat) What's on her legs? (Shoes) Let's ask Katya to dance: "Katya, please dance." (Katya is dancing.) Katya, our children can dance too. Look. (Children dance to the "Gopachok" Ukrainian Nar, melody).

Katya: I am Katya doll. I have beautiful dress and a hat. I love to sing. I will sing you a happy song. (Children listen to the song "Dolly" music by Krasev).

I ask the children

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

The theatrical game is closely related to the role-playing game, so most games reflect the range of everyday interests of children: games with dolls, with cars, at a construction site, in a hospital, etc. Familiar poems and songs are good game material. Showing mini-plays in a table theater, on a flannelograph, in the bibabo technique, with the help of separate toys and dolls, the educator conveys a palette of experiences through intonation, and, if possible, through the external actions of the hero. All words and movements of characters should be clearly defined, differ in their character and mood, should be followed at a slow pace and the action should be short. In order to liberate and eliminate the inner constraint of the kids, special etudes and exercises for the development of emotions are carried out. For example, simple etudes “The sun is rising”, “The sun is setting”, in which the emotional state is transmitted to children with the help of verbal (the sun rises and the sun sets) and musical (the melody moves up and down) prompts to perform the appropriate movements. Using the tendency of children to imitate, it is possible to achieve expressive imitation by voice of various sounds of living and inanimate nature. For example, children, depicting the wind, puff out their cheeks, doing it diligently and carelessly. The exercise becomes more difficult when they are faced with the task of blowing in such a way as to frighten away the evil wolf, the faces of the children become frightening, a gamut of the most diverse feelings is transmitted in the eyes. The theatrical game allows the child to enter into special relationships with the outside world, which he cannot enter on his own due to his limited abilities, contributes to the development of positive emotions, imagination, and further correlates various impressions with his personal experience in independent play activities.

in. middle group

The child is gradually moving:

From a game "for yourself" to a game focused on the viewer;

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

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

Creation of a simple image in the game-dramatization to the embodiment of a holistic image, which combines emotions, moods of the hero, their change.

Interest in theatrical games deepens. Children learn to combine movement and text, movement and word, to develop a sense of partnership, to use the pantomime of two to four characters. The theatrical and gaming experience of children is expanding through the development of dramatization games. Working with children:

Multi-character games - dramatizations based on the texts of two - three - private fairy tales about animals and fairy tales ("Geese-swans");

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

Stage performance based on the work.

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

G. Senior group

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

d. preparatory group

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

Game - dramatization often becomes a performance in which children play for the audience, and not for themselves, directorial games are available to them, where the characters are puppets obedient to the child. This requires him to be able to regulate his behavior, movements, and think about his words. Children continue to act out small plots using different types of theater: tabletop, bibabo, poster, finger; invent and act out dialogues, expressing with intonation the features of the character and mood of the hero.

In the preparatory group, an important place is occupied not only by the preparation and conduct of the performance, but also by the subsequent work. The degree of assimilation of the content of the perceived and played performance is clarified in a special conversation with children, during which opinions are expressed about the content of the play, characteristics are given to the acting characters, means of expression are analyzed. To determine the degree of assimilation of material by children, the method of associations can be used. For example, in a separate lesson, children recall the entire plot of the performance, accompanied by musical works that sounded during it, and using the same attributes that were on stage. Re-addressing the staging contributes better memorization and understanding of its content, focuses the attention of children on the features of expressive means, makes it possible to relive the experienced feelings. At this age, children are no longer satisfied with ready-made stories - they want to invent their own, and for this the necessary conditions must be provided:

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

To acquaint them with interesting stories and fairy tales that contribute to the creation of their own idea;

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

Show initiative and creativity as a role model.

Improvement of individual elements of movements, intonations help special exercises and gymnastics that preschoolers can do themselves. They come up with and ask their peers any image, accompanying it with a word, gesture, intonation, posture, facial expressions. The work is built according to the structure: reading, conversation, performance of an excerpt, analysis of the expressiveness of reproduction. It is important to provide children with more freedom in actions, fantasies when imitating movements.

For example, an exercise in sound imagination:

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

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

Breeze;

macaroni;

3. Puppet theater

Puppet theater has been around for a very long time. The ancient peoples believed that different gods, evil and good spirits, supernatural beings. To pray to them, people made images of large and small dolls from stone, clay, bone or wood. They danced around such dolls, carried them on a stretcher, drove them on chariots, on the backs of elephants, arranged cunning devices for opening their eyes, nodding their heads, baring their teeth at the dolls. Gradually, such spectacles began to resemble theatrical performances more and more. For a thousand years in all countries of the world, with the help of dolls, legends about gods, demons, genies, angels were played out, human vices were ridiculed: stupidity, greed, cowardice, cruelty. in Russia in the 17th century. The most popular puppet theater was the Petrushka Theatre. Petrushka is a favorite character from the buffoons who gave a performance for the audience. This is a daring daredevil and a bully, who in any situation retained a sense of humor and optimism. In the XVIII century. Petrushka appeared in Russia - a glove puppet, which was controlled by a wandering puppeteer. Puppet theater - view theatrical performances, in which puppets operate, set in motion by puppeteer actors, most often hidden from the audience.

a) Types of theaters

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

Table puppet theater (theater on a flat picture, on mugs, magnetic table, cone, toy theater (ready-made, home-made);

Poster theater (flanellograph, shadow, magnetic poster, stand-book);

Theater on the hand (finger, pictures on the hand, mittens, gloves, shadows);

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

Floor puppets (puppets, cone theatre);

Theater of a living puppet (theater with a "living puppet", life-size puppets, people-puppets, mask theater, tanta-moreski).

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

Cardboard;

Magnetic;

Desktop;

five fingers;

hand shadows;

- "living shadows";

Finger shadow;

Book-theatre;

Puppet theater for one performer.

b. Types of dolls

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

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

puppets, glove, cane, on a stick, shadow.

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

in. Organization of a theatrical activity corner

Corners for theatrical performances and performances are organized in kindergarten groups. They allocate space for director's games with finger, table, poster theater, theater of balls and cubes, costumes, on mittens. In the corner are:

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

Props for playing scenes and performances: a set of puppets, puppet theater screens, costumes, costume elements, masks;

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

Theatrical activities should provide children with the opportunity not only to study and learn the world through the comprehension of fairy tales, but to live in harmony with it, to receive satisfaction from classes, a variety of activities, and the successful completion of a task.

4. The role of the teacher in the organization of theatrical activities

a. Skills and skills of the teacher in the organization of theatrical activities

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

The main conditions are the emotional attitude of an adult to everything that happens, sincerity and genuineness of feelings. The intonation of the teacher's voice is a role model. Pedagogical guidance of gaming activities in kindergarten includes:

Raising the basics in a child common culture.

Introducing children to the art of theater.

Development of creative activity and game skills of children.

The role of the teacher in educating the foundations of a general culture is to educate the child in the needs of a spiritual nature, which are the main motivating force behind the behavior of the individual, the source of its activity, the basis of the entire complexity of the motivation system that constitutes the core of the personality. This is facilitated by the instillation of moral norms, the moral and value orientation of children to highly artistic examples (in music, fine arts, choreography, theatrical art, architecture, literature), the inculcation of communication skills and interaction with a partner in different kind activities. Theatrical games are based on acting out fairy tales. The Russian folk tale pleases children with its optimism, kindness, love for all living things, wise clarity in understanding life, sympathy for the weak, cunning and humor, while the experience of social behavior skills is formed, and favorite characters become role models.

b. Main areas of work with children

Theatrical play

Tasks: To teach children to navigate in space, to be evenly placed on the site, to build a dialogue with a partner on a given topic. Develop the ability to voluntarily strain and relax individual muscle groups, memorize the words of the heroes of the performances, develop visual and auditory attention, memory, observation, imaginative thinking, fantasy, imagination, interest in theatrical art.

Rhythmoplasty

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

Culture and technique of speech

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

Fundamentals of theatrical culture

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

Work on the play

Tasks: To teach to compose etudes based on fairy tales; develop skills of action with imaginary objects; develop the ability to use intonations that express a variety of emotional states (sad, happy, angry, surprised, delighted, plaintive, etc.).

5. Theatrical activities in conjunction with other activities

Theatrical activities in kindergarten can be included in all classes, joint activities of children and adults in free time, independent activity, in the work of studios and circles, holidays, entertainment. For example, an integrated lesson in theatrical, gaming and visual activities for children of the first junior group "Mitten":

the lesson begins with a puppet show based on the fairy tale "Mitten".

storyteller: Grandfather rode in a sleigh and lost his mitten on the way. A mitten lies, a mouse runs past.

Mouse: That's how small the hut is,

Sheepskin mitt

It lies on the road.

I will live in a mitten.

The mouse hides in a mitten. A hare appears.

Hare: Gray runaway bunny

I ran along the fir tree

I was trembling from the rustle

I'm on my way to my mink

Lost with a fright.

Oh mitt!

Who, who lives in a mitten?

Mouse: I am a mouse.

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

mouse: Come live with me.

The hare hides in a mitten. The fox appears.

Fox: Through the bushes, through the forests

The red fox is walking.

Looking for a mink - somewhere

Take shelter and sleep.

What's this? Mitten!

Who, who lives in a mitten?

mouse: I am a mouse.

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

Fox: Chanterelle - sister put in a mitten.

mouse: Come live with us.

The fox hides in a mitten. A bear appears.

Bear: Bushes crackle under the paw,

Under the furry paw.

I'm going, wandering through the spruce forest,

On a crispy felt.

Oh mitt! Who, who lives in a mitten?

Mouse: I am a mouse

Hare: I am a runaway bunny.

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

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

mouse: Where are we going to let you in, we are already cramped here

Bear: What should I do?

The storyteller shows the bear a white mitten.

Bear(lowers her head) No, I don't like her. The animals have a bright, beautiful mitten. And it's not pretty at all. I don't want this mitten.

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

Children paint each their own mitten.

After looking finished works the storyteller thanks the children and invites them to present decorated mittens to the bear.

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

Used Books

1. Migunova E.V. Theatrical pedagogy in kindergarten, SC Sphere, 2009.

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

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

4. Gubanova N.F. Game activity in kindergarten Mosaic - Synthesis, 2008.

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

6. Gubanova N.F. Development of game activity Mosaic - Synthesis, 2008.

Bibabo is the simplest doll, consisting of a head and a dress in the form of a glove. The head has a hole for forefinger, and the thumb and middle finger are used for gesticulation with the doll's hands. Such a doll determined the fate of Sergei Obraztsov, who writes in his memoirs: Mom gave me a little funny doll. This Bibabo doll was called and consisted of a celluloid head and a blue dressing gown that was put on the hand like a glove ... Everything that Bibabo did was funny and a little touching. I both loved him and pitied him, as children of little kittens love and pitied him. I even took him for a walk, and he stuck out in the sleeve of my sheepskin coat, looking at passers-by, a policeman, children on Chistoprudny Boulevard or a shop window ... Is it because the sky is blue, and the earth is my lover in this festive cleaning, I give you poems , funny as bibabo and sharp and useful as toothpicks! (Vladimir Mayakovsky)

Palm theater on plates Masks-mittens. The theater is made from disposable paper plates. colorized watercolor paints, covered with colorless varnish.

Tantamaresque Theater Tantamaresque is a stand with a bright pattern that contains a funny story, and holes are cut out in place of the heads of the characters. Characters are given interesting poses, you can place them on the background fairyland or outer space, it depends on your imagination. Tantamaresque is a puppet with the help of which facial expressions, emotional expressiveness of speech and gestures, expressiveness of movements are practiced.

1. Introduction to theatrical doll Bi-ba-bo and theatrical games. 2. Simulation games. 3. Working out the main emotions. First junior group

Consistent acquaintance with the types of theaters, the basics of acting. 1. Games-imitations of individual actions of a person, animals and birds. 2. A game-imitation of the images of well-known fairy-tale characters. 3. Game-improvisation to music. 4. One-dark wordless improvisation game with one character based on the texts of poems and jokes. Second junior group

5. Game-improvisation based on texts short stories, stories, poems. 6. Role dialogue of the heroes of fairy tales. 7. Staging fragments of fairy tales about animals. 8. Single theme improv game with multiple characters folk tales and copyright texts.

Puppet theater should be combined with theatrical play. 1. Multi-character games-dramatizations based on the texts of two-three-part fairy tales about animals and fairy tales. 2. Dramatization games based on the texts of stories on the topics "Children and their games", "Guys and animals", "Adult labor". 3. Staging a play based on the work. middle group

4. Acquaintance with facial expressions and pantomime. 5. Theater performances based on poetic and prose works (S. Marshak "The Tale of the Stupid Mouse", K. Chukovsky "Confusion"). 6. Finger theater in independent activity (“We lived with a grandmother”, S. Mikhalkov “Kittens”, L. Zubkova “We shared an orange”)

senior group B senior group all children actively participate in theatrical games and dramatizations. 1. Children already have access to independent productions of performances, including those based on a “collage” of several literary works. 2. Cool puppets, puppets with a live hand are added. 3. Russian folk tales-fables about animals are used.

In the preparatory group, theatrical games are distinguished by the more complex characters of the characters, the mise-en-scenes (the location of the actors on the stage) that are difficult to develop. Develop skills to perform the same actions in different situations, circumstances and in different ways. Goodwill and sociability are brought up in communication with peers. Children learn to respond appropriately to the behavior of partners. Children compose etudes with imagined circumstances. preparatory group

Watching puppet shows and talking about them; Dramatization games; Exercises for social and emotional development; Correctional and educational games; Diction exercises (articulatory gymnastics); Tasks for the development of speech intonation expressiveness; Transformation games (“learn to control your body”), figurative exercises; Exercises for the development of children's plasticity; The content of classes on theatrical activities

Rhythmic minutes (logorhythmics); Finger game training for the development of hand motor skills, necessary for puppetry; Exercises for the development of expressive facial expressions, elements of the art of pantomime; Theatrical sketches; Separate ethics exercises during dramatizations; Preparation (rehearsals) and acting out various fairy tales and dramatizations;

Acquaintance not only with the text of a fairy tale, but also with the means of its dramatization - gesture, facial expressions, movement, costume, scenery (props), mise-en-scene, etc. One of the conditions for the successful development of theatrical activities by children, improving speech is effective interaction with parents. Thus, a theatrical game has an impact on the development of coherent speech in children if it arouses interest and desire to join the game, and age and individual abilities are also taken into account.

There are many forms of education and upbringing as a process of all-round development of children, but theatrical activity stands apart in this series. This is the type of activity where the game, education and training are inextricably linked. Every child is a magician by nature. The inclinations of creativity are inherent in any child. You need to be able to discover and develop them. The joint task of the kindergarten and parents is to help not to lose the creative abilities of whom they appear, as well as to develop who they sleep in.

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

All theatrical games can be divided into two main groups: dramatization and directorial. In games - dramatizations, the child, playing the role as an "artist", independently creates an image with the help of a complex of means of expression.

The types of dramatization are: games - imitations of images of animals, people, literary characters. Dramatization games are role-playing dialogues based on text. But in the director's game, "artists" are toys or their deputies, and the child, organizing activities as a "screenwriter and director", controls the "artists". "Voicing" the characters and commenting on the plot, he uses different means of expression.

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

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

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

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

pantomime- facial expressions combined with gestures.

Classification of theatrical games

In children younger preschool age the primary development of the director's theatrical game is noted through:

• tabletop toy theatre;
• desktop plane theater;
• planar theater on flannelgraph;
• finger theatre.

AT age 4-5 years the child masters different types of table theater:

• soft toys;
• wooden theater;
• cone theatre;
• theater of folk toys;
• planar figures;
• theater of spoons;
• theater of riding puppets (without a screen, and by the end of the academic year - with a screen), etc.

AT senior and preparatory age groups , children can be introduced to puppets, the theater of the "living hand", the shawl theater, people - puppets.

Walking theater

shadow theater