Program for developing children's creative abilities through theatrical art
Authors: Natalia Feliksovna Sorokina , music director, Lyudmila Grigorievna Milanovich , head of State Educational Institution Kindergarten No. 790, Moscow
The program has been approved by leading methodologists, scientists, practitioners and has been successfully tested in kindergarten. It is one of the first works aimed at developing the creative potential of a young child.
The publication contains the objectives of the program, the curriculum for the year, types of artistic and gaming activities, repertoire, etc.
Recommended age: second group of early age (from one year to two years); first junior group (from two to three years old)
List of publications
Puppet theater for kids//2006. – No. 4. – P.10.
Theater classes with puppets
The author is Natalia Feliksovna Sorokina, Honored Teacher of the Russian Federation, author of programs, books, articles dedicated to puppet theater for children of early and preschool age.
These materials will help teachers and parents create a puppet theater in kindergarten and at home, make puppets of various systems and teach children how to control them. Theater classes include sketches that develop speech, facial expressions, gestures, and emotions of children, as well as sketches that teach how to control dolls of various systems. A wealth of practical material (puppet shows, theatrical games) will help teachers and parents conduct matinees, leisure activities, entertainment, and family celebrations at home and in kindergarten in a fun way.
List of publications
Theater classes with dolls//2007. – No. 6. – P. 11; No. 7. – P.13; No. 8. – P. 26.
A fairy tale about the friendship of forest animals for children 4-6 years old
A fairy tale for preschool children “Forest Tale”
Author: Alena Ponomareva, pupil of GBDOU No. 43, Kolpino St. Petersburg Leader: Efimova Alla Ivanovna, teacher of GBDOU No. 43, Kolpino St. Petersburg Description: This material will be useful to teachers of preschool institutions , parents of children to organize home reading. The fairy tale is intended for preschool children.
Goal: to attract attention to reading works of fiction. Objectives: - teach to understand the semantic side of a fairy tale, evaluate the actions of the heroes; - develop imagination, auditory perception, speech; - cultivate a sense of responsiveness and friendliness.
Once upon a time there were animals in a fairy-tale forest: the squirrel Minx with a fluffy tail, the little fox - the little sister - a red-haired beauty, the bunny - a little runner - a coward and a braggart.
They lived and were friends, they had fun. It’s daytime in a fairytale forest—the daylight sparkles, the sun warms, bright meadows beckon, and berries and mushrooms ask to be put in a basket.
All day long our young friends could play, tumble and frolic, and invented many different games for themselves. But sometimes there comes a time when you need to do a little work. This time has come for the squirrel - Minx. One fine day, the squirrel, Minx, decided to start collecting supplies for the winter. Time passes, winter is approaching, but there are no supplies. She began to collect nuts and mushrooms, she would approach a bush of nuts, visibly or invisibly, bend down for a mushroom, and there was a sea of mushrooms, collect them, and put them in a basket. Squirrel - Minx collected mushrooms and nuts, sang a song and very quickly filled all the baskets with supplies.
If you want to help Squirrel, sing her cheerful song with her. I am cheerful - Naughty, I am a mischievous squirrel. I collect supplies and treat all my friends. I’ll collect all the supplies and store them for the winter. Come all to me, I invite you to my place. We'll chew nuts and drink tea with raspberries. But the bunny friend did not want to help Minx. He wanted to play with her, pestered her, and interfered with her picking nuts and mushrooms. Then the squirrel got angry, yelled at the bunny, and said that he was lazy. The bunny was offended and ran away and hid in the forest, in the dense bushes.
He sits, sad, crying bitterly, even the bushes around him are sad, together with our little friend. And at this time, a fox passed by the same bushes.
The little fox, the sister of the sad little bunny, saw him running around and asked: “Why are you sitting here and being sad?” “The squirrel and I had a fight,” said the sad bunny. - How did this happen? - asked the little fox-sister. “The squirrel was collecting nuts and mushrooms, preparing for winter, and I was disturbing her. So she got offended at me, got angry and shouted. But I really wanted to play,” the bunny said in a whiny voice. The little fox listened to the bunny and said: “Don’t be offended, little bunny, go to the squirrel, apologize, ask for forgiveness, promise that you won’t bother her anymore,” said the little fox. - Do you think she will forgive me? – the bunny mumbled sadly. - Of course, you will definitely make peace with her. She’ll even invite you to play with her,” the fox answered confidently. That's what the bunny did. I calmed down, plucked up my courage and went back to my friend. He realized everything, realized that he was wrong, he had to help Minx, because together they would have picked berries, mushrooms, and many different goodies faster. Squirrel Minx had by that time finished gathering supplies for the winter. I picked a lot of nuts and mushrooms, managed to hide everything in my hiding place and was very pleased with my harvest. She hung the mushrooms out to dry, and hid the nuts and cones in a chest.
Now you can play. Of course, she forgave the runaway bunny and they began to play different games together, and the little fox-sister was also invited to play with them. What games do you think animals can play in the forest? They also dance in circles, play hide and seek, and play football, no worse than little kids. Do you know the game of forest animals?
Game: Bunnies and fox. Bunnies scattered across the forest lawn. These are the bunnies, the running bunnies! The bunnies sat in a circle, digging a root with their paws. These are the bunnies, the running bunnies! Suddenly a little fox, a red-haired sister, runs, looking for where the bunnies are, the running bunnies! And so they played together, cheerfully and for a very long time. And when they were tired, they went to drink tea with various delicacies. And when winter came, the little squirrel often invited her friends to visit her, set the table, took out her delicious nuts, and they remembered how they had fun, and looked forward to the arrival of spring. We also wish you to be hard workers, like a squirrel, friendly, like all of them, to understand your mistakes in time, to have time to correct them. Try to learn a rhyme about a squirrel and nuts. You will need it for games.
A squirrel rode on a cart, Handing out nuts to everyone: To those who are two, to those who are three - Get out of the circle! Good luck everyone!!!
We recommend watching:
A fairy tale about a bear cub for children 5-7 years old A fairy tale about a frog for children 5-7 years old A fairy tale for preschool children about cats A fairy tale for children 5-11 years old about a baby elephant
Similar articles:
Scenario of a spring fairy tale for preschoolers
Puppet theater in variable forms of preschool education (GKP, CIPR, etc.)
Authors – Natalia Feliksovna Sorokina , Lyudmila Grigorievna Milanovich
The authors propose to begin each musical lesson in a short-term group (STG) with a small puppet show, which is performed by the music director. This is necessary so that the kids immediately get involved in the creative process of perceiving, understanding and comprehending what they see. The puppet performance is performed by the teacher during several music classes, so that children better understand the content of the fairy tale, learn to react emotionally to what is happening, so that they develop a sustainable interest in theatrical and play activities. In the same way, over the course of a month, children get acquainted with other puppet shows.
A script for the puppet show “Turnip” based on a Russian folk tale is proposed.
List of publications
Puppet theater in variable forms of preschool education (GKP, CIPR, etc.)//2015. – No. 6. – P. 17.
Project "Theater for Kids"
Age group: second youngest group (3-4 years).
Project goal: To introduce children to theatrical culture.
Relevance:
Today, when the problem of preschool education and upbringing is being widely and fundamentally solved and the tasks facing teachers of preschool educational institutions are becoming more complex, the task of introducing children to theatrical activities from a very early age remains very important.
Creative activity and the development of human creative abilities are an integral part of the socio-economic and spiritual directions of the modern social structure. The word “creativity” in the social sense means to search for, to depict something that has not been encountered in past experience, individual and social. Creative activity is an activity that gives birth to something new; the free art of creating a new product that reflects the personal “I”. Creativity is not only the creation of something new in material and spiritual culture, but also a person’s improvement of himself, primarily in the spiritual sphere.
Children's creativity is one of the pressing problems of preschool pedagogy and child psychology. It was studied by L. S. Vygotsky, A. N. Leontiev, L. I. Venger, N. A. Vetlugina, B. M. Teplov, O. M. Dyachenko, A. I. Volkov and many others.
Theatrical activity is the most common type of children's creativity. It is close and understandable to the child, lies deeply in his nature and is reflected spontaneously, because it is connected with play. The child wants to translate any of his inventions, impressions from the life around him into living images and actions. Entering the character, he plays any role, trying to imitate what he saw and what interested him, and receiving great emotional pleasure.
Theater activities help develop the child’s interests and abilities; contribute to overall development; manifestation of curiosity, desire to learn new things, assimilation of new information and new ways of action, development of associative thinking; perseverance, dedication to the manifestation of general intelligence, emotions when playing roles. In addition, theatrical activities require the child to be decisive, systematic in work, and hardworking, which contributes to the formation of strong-willed character traits. The child develops the ability to combine images, intuition, ingenuity and ingenuity, and the ability to improvise. Theatrical activities and frequent performances on stage in front of audiences contribute to the realization of the child’s creative powers and spiritual needs, emancipation and increased self-esteem. Alternating the functions of performer and spectator, which the child constantly takes on, helps him demonstrate to his comrades his position, skills, knowledge, and imagination.
Exercises for the development of speech, breathing and voice improve the child’s speech apparatus. Completing game tasks in the images of animals and characters from fairy tales helps to better master your body and understand the plastic possibilities of movements. Theatrical games and performances allow children to immerse themselves in the world of fantasy with great interest and ease, and teach them to notice and evaluate their own and others’ mistakes. Children become more relaxed and sociable; they learn to clearly formulate their thoughts and express them publicly, to feel and understand the world around them more subtly.
The love for theatrical creativity, the desire to pass this love on to children, the desire to make a child’s life happier and his inner world richer through theatrical skill, became the reference point for the creation of this project.
Project objectives:
- Create conditions for the development of children's creative activity in theatrical activities.
- Teach children various means of improvisation.
- To form children's ideas about various types of theater and theatrical genres.
- Provide conditions for the relationship between theatrical and other activities.
- Involve children in dramatizing small works.
- Learn to convey the habits of animals in movements, create playful images, instill communicative qualities, and the ability to move in the character of music.
- Develop children's dialogical speech.
- Learn to read individual lines of dramatization expressively.
- Form the need to share your impressions with the teacher and parents.
10. Create conditions for joint activities of children and adults.
Project participants:
- Pupils of the group.
- Group teacher.
- Parents of group children.
- Musical director.
Stages and timing of the project: March (3-4 weeks) from March 14 to March 25, 2021.
Expected results:
Child development in all areas of educational fields.
Significant expansion of children's ideas about theatrical culture.
Creating a subject environment that promotes the development of theatrical culture in children.
Forms of working with children:
- organization of educational, developmental and creative activities;
- organizing joint events with parents;
- organization of theater evenings (showing fairy tales and performances);
Theater classes in the second junior group.
During theater classes, children learn the simplest techniques for controlling tabletop theater puppets. You can suggest coming up with small stories that happen with the toy, so that the child can compose dialogues himself and find expressive intonations. At the same time, you can provide assistance with leading questions, without providing a ready-made role model. No matter how primitive the stories written by children are, encouragement is necessary. The child must be encouraged to want to play with the doll. Acting out written fairy tales spiritually liberates the child and you need to pay attention to this. In theater classes, it is necessary to create an atmosphere of goodwill, mutual trust, and respect for each other. A child can only create when he feels the friendly attitude of his peers and adults.
In the second junior group, great importance is given to working on sketches. This is a kind of school that helps children learn the secrets of controlling theatrical puppets and the basics of acting. Children learn to express their feelings and understand the feelings of other people through play. This will help them avoid difficulties in communicating with peers and adults. Working on sketches develops the child and gives him the necessary skills to participate in puppet and other performances. Only by creating an atmosphere of creative cooperation can we begin staging the play. In the second younger group, you can act out well-known Russian folk tales with tabletop dolls: “Hen-Ryaba”, “Masha and the Bear”, “Bull-Tar Barrel”, “Zayushkina’s Hut”. Here you can also invite children to come up with a dialogue themselves. By the end of the second junior group, children should already have mastered the skills of controlling tabletop dolls, can fully concentrate their attention on the doll, and listen carefully to their partner. Children can also compose a short fairy tale on their own.
Forms of interaction with families of pupils:
- Joint production of toys and aids for organizing a subject-development environment.
- Involving parents in joint events.
- Open screenings of classes and theatrical performances.
- Consulting parents on leading and current issues.
- Organization of visits to cultural sites and cultural events.
Final event (form, name): dramatization of the fairy tale “Turnip” for parents
Main stages of the project:
Stage 1
Preliminary work
- Studying methodological literature.
- Drawing up a program of activities to implement the project’s objectives.
- Acquisition of didactic material to create a subject-development environment
Stage 2
Main job
The project is focused on the comprehensive development of the child’s personality, taking into account his individuality. It systematizes the means and methods of theatrical and play activities.
The content of theatrical activities includes:
— watching puppet shows and conversations about them;
- dramatization games;
— correctional and educational games; diction exercises (articulation gymnastics);
— tasks for the development of speech intonation expressiveness;
- transformation games (“learn to control your body”), imaginative exercises;
— rhythmoplasty;
— finger play training for the development of hand motor skills;
- preparation (rehearsals) and performance of various fairy tales and dramatizations;
Song creativity, playing children's musical instruments, dance creativity, holidays, and leisure activities are planned and carried out together with the music director during music classes and in free time.
Theater classes 1-2 times a week. In the schedule of classes it is planned in the first half of the day.
The material for classes is taken from the book by N.F. Sorokina “Scenarios for theater classes”, Moscow, Arkti Publishing House, 2007.
Stage 3
Final work
The content of the work:
— Monitoring the implementation of project tasks.
— Final event. Children's dramatization of the fairy tale "Turnip". Showing the performance to parents.
| Educational area/event | Content | Familiarization with works of fiction | Expected Result | |||
| Stage 1 - organizational and preparatory 3 days | ||||||
| Study of regulatory documentation and methodological literature on this topic |
| |||||
| Project development | Determining the topic of the project, its goals, objectives, relevance, stages and deadlines for implementation, indicators for achieving the project goal, forecasting the expected results. Preliminary work with children's parents. | |||||
| Creating a subject-development environment | To successfully implement the project's objectives, it is necessary to create an appropriate subject-development environment.
| By participating in theatrical games, children become participants in various events from the lives of people, animals, and plants, which gives them the opportunity to better understand the world around them. At the same time, theatrical play instills in the child a sustainable interest in his native culture, literature, and theater. The educational significance of theatrical play is also enormous. Children develop a respectful attitude towards each other. They learn the joy associated with overcoming communication difficulties and self-doubt. Children’s enthusiasm for theatrical play, their inner comfort, relaxedness, easy, non-authoritarian communication between an adult and a child, the “I can’t do it” complex disappears almost immediately | ||||
| Stage 2 – implementation (5 days) | ||||||
| 1 day - work with children | ||||||
| Speech development |
| Russian folk tale "Turnip" | Children will remember a familiar fairy tale, learn to express emotions with the help of facial expressions and gestures, the prerequisites will be created for the development of dialogic speech; a stable interest in theatrical activities will develop. | |||
| GCD “Journey to the fairy tale “Turnip”” (Appendix No. 1) | ||||||
| Conversation with children “Going to the theater with parents” |
| Children's knowledge about theater and theatrical performances is systematized. | ||||
| Reading fiction. Reading of V. Berestov’s poem “Petrushka” (Appendix No. 3) | Learn to listen carefully and interestedly to a story | Children listen carefully to the story. | ||||
| Didactic game "Guess by the sound" (Appendix No. 6) | Develop children's auditory attention. | Children will learn to distinguish musical instruments by sound. | ||||
| Examination of theatrical sets “Tabletop Theatre”, “Puppet Theatre”, |
| Reading nursery rhymes “Cucumber, cucumber”, “Vanya walks” | ||||
| Artistic and aesthetic development: | Encourage children to improvise simple dance movements to a variety of music | “Dance of Parsley” (music by D. Kabalevsky), | Children will learn to improvise simple dance movements to a variety of music. | |||
| NOD “Dance creativity. Dance improvisations: | ||||||
| Physical development |
| Learning words from the game | Children will learn to perform movements in accordance with the text | |||
| Outdoor game while walking (Appendix No. 7) | ||||||
| Physical education (Appendix No. 7) | Learn to perform movements in accordance with the text. | Learning words from the game | Children will learn to perform movements in accordance with the text | |||
| Interaction with families of pupils | ||||||
| Promotion “Costume for a fairy tale hero” | Involve parents in setting up a theater corner in the group and in sewing costumes for theatrical performances. | The parents of the group actively responded to the action. | ||||
| Day 2 - work with children | ||||||
| Artistic and aesthetic development of NOD |
| Reading the fairy tale "Kolobok" | Children will remember a familiar fairy tale and learn to convey the image of their favorite characters in their drawing. | |||
| Drawing “Kolobok rolled along the path” | ||||||
| Speech development |
| Reading of A. Barto’s poem “Bear” | Children will learn to accompany their actions with words. | |||
| Didactic game “Let’s collect Bear for a walk” (Appendix No. 6) | ||||||
| Finger gymnastics “Flower and Butterfly” |
| Physical education text (Appendix No. 7) | Fine motor skills of the hands develop. | |||
| Social and communicative development: | Teach children the rules of behavior in public places (theater) | Reading an excerpt from G. Shalaeva’s book “Rules of conduct for well-mannered children. Theater" | Children will learn proper behavior in the theater. | |||
| Conversation “Rules of conduct in the theater” | ||||||
| Role-playing game using a rubber toy theater "Meeting in the forest". (written by children) | Involve children in writing short fairy tales and stories and acting them out. | Children will try to compose a story on their own, focusing on their imagination, and play it out with the help of toys. | ||||
| Physical development: |
| Learning words from the game. | Children will learn to implement joint decisions and develop an interest in improvisation. | |||
| Outdoor game while walking We won’t tell you where we were, but we’ll show you what we did.” (Appendix No. 4)) | ||||||
| Ri (Appendix No. 2) |
| Children will learn to perform movements in accordance with the text | ||||
| Interaction with families of pupils | ||||||
| Screen "Let's go to the theater" | Clearly inform parents: how to profitably spend a day off with their child | Parents were interested in the information. | ||||
| Day 3 | ||||||
| Cognitive development: | To instill and maintain interest and desire to look at paintings and illustrations, to expand children’s knowledge about the theater. | Looking at illustrations | Children will learn to understand the world around them by looking at reproductions | |||
| Looking at illustrations on the theme “Children’s Theater” | ||||||
| Reading fiction by S. Marshak “In the theater for children” (Appendix No. 3) | Develop the ability to listen carefully to a work and answer questions about its content. | Reading the work of S. Marshak “In the Theater for Children” | With the help of a work of art, children expanded their understanding of theater. | |||
| Artistic and aesthetic development: |
Form in children characteristic gestures of repulsion, attraction, opening, closing. | Orchestral accompaniment of free dances | Children will learn to extract sounds from musical instruments, maintain the character and tempo of the music, and learn to improvise the characters of fairy tale characters with dance movements. Children will develop characteristic gestures. There will be a desire to use them in theatrical activities. | |||
| GCD Musical lesson. "We play, dance and sing" Individual lessons “Basics of acting” Sketches for the expressiveness of gestures “Hush”, “Come to me”, “Go away”, “Goodbye” | ||||||
| Speech development: |
| Memorizing the text of the game. | Children will develop object-based play actions and a desire to accompany their movements with words. | |||
| Improvisation game “Cat and Mouse” (Appendix No.  | ||||||
| Social and communicative development: | Attract children to role-playing games through artistic expression* | A. Brodsky “Novichok” (Appendix No. 3) | Children develop the plot independently. | |||
| Role-playing game “Newcomer in Kindergarten” | ||||||
| Physical development: | Learn to perform movements in accordance with the text , imitate the habits of animals | Learning words from the game | Children will learn to perform movements in accordance with the text, and there will be a desire to imitate animals in the game. | |||
| Outdoor game during a walk “Mice dance in a circle” (Appendix No. 4) | ||||||
| Ri (Appendix No. 2) |
| Compliance with the rules of the game. | Children will develop an interest in improvisational games, a joyful mood, a desire to be friends and help each other. | |||
| Interaction with families of pupils | ||||||
| Consultation for parents “The role of theatrical activities in the development of children’s speech” (Appendix No. 9) | To acquaint parents with the role of theatrical activities in the development of children's speech. Give advice on organizing a home theater and its accessories. | Parents expressed interest in consultation. | ||||
| 4 day | ||||||
| Cognitive development: |
| Solving theatrical riddles | Children will get acquainted with the world of theater, become interested in theatrical activities, and learn to move smoothly and purposefully. | |||
| GCD "Introduction to the magical world of theater" (Appendix No. 1) | ||||||
| Watching finger theater with children | Introduce children to finger theater. Talk about methods of acting with elements of theater. Create interest in various types of theater | Reading the nursery rhyme “Squirrel” (Appendix No. 8) | Children will get acquainted with finger theater and learn basic puppeteering techniques. | |||
| Speech development: | Involve children in theatrical activities; teach them to combine words with movements | Reading the text of the game (Appendix No. 7) | Children will learn to accompany the movements of the text character with words | |||
| Didactic game “Finger Games” | ||||||
| Artistic and aesthetic development: | Invite children to compose songs on individual syllables in the lullaby or dance genre | Music “The bear is dancing”, “The doll is sleeping” by M. Protasov | Children will learn to perform movements in accordance with the text | |||
| Song creativity | ||||||
| Physical development: | Develop the ability to justify one’s behavior, develop imagination, expand children’s knowledge, teach them to change their movements in accordance with their plans | Remembering the rules of the game | Children will learn to perform movements in accordance with their intended role. | |||
| Outdoor game while walking "Journey" (Appendix No. 4) | ||||||
| Social and communicative development Role-playing game “Mishka came from a walk” (Appendix No. 5) | Develop subject-game activities; form accompanying speech. | Repeating individual words from the text after the teacher | Children develop an interest in role-playing games; children enrich their actions with words. | |||
| Interaction with families of pupils | ||||||
| Consultation for parents “Theatrical activities in kindergarten” (Appendix No. 9) | Introduce parents to the organization of theatrical activities in kindergarten. | N.F.’s methodological manual for parents to familiarize themselves with. Sorokina “Scenarios for theatrical puppet classes”, Moscow, Arkti publishing house, 2007. | Parents' knowledge about theater activities in kindergarten with children will expand | |||
| 5 day | ||||||
| Artistic and aesthetic development | Creating a comic composition based on a literary work. Modeling of individual images according to design. | Reading of the poem “Barabek”, author K. Chukovsky (Appendix No. | Thanks to the artistic expression of children, children are happy to reflect objects from the text in modeling, playing out their works. | |||
| NOD Modeling "Robin Bobin Barabek" (collective) | ||||||
| Reading fiction “Poem by V. Berestov "Artist Hand" (Appendix No. 8) | Teach children to listen carefully to the work and answer questions about its content. Introduce children to puppet theater techniques | Reading of V. Berestov’s poem “The Artist’s Hand” (Appendix No. | Enriching children's knowledge on the topic, awareness of the emotional response to the work. | |||
| Speech development: | Teach children onomatopoeia | Reading the text of the game. | Children will learn onomatopoeia | |||
| Didactic game “Animals” (Appendix No. 6) | ||||||
| Social and communicative development: | To involve in telling fairy tales, to arouse interest in what is happening on stage, to enrich children with vivid impressions | Children actively participate in games; their imagination and imagination develop. | ||||
| Role-playing game “With dolls to the theater” | ||||||
| Artistic and aesthetic development: | Introduce children to the cone theater, encourage children to independently prepare attributes for theatrical games | Mini-scene based on L. Korchagina’s poem “Hedgehog” (Appendix No. | Children will develop an emotional response to the action of the character in the mini skit | |||
| Paper construction “Cone Theatre. Hedgehog" | ||||||
| Song creativity | Encourage children to compose songs based on given text and use them in puppet shows and dramatizations | Music by P. Tchaikovsky “New Doll” | Children will learn to accompany the doll's movements with a song invented by the child. | |||
| Physical development: | Learn to perform movements in accordance with the text | Learning words from the game | Children will learn to perform movements in accordance with the text | |||
| Outdoor game during a walk “Geese, geese, ha-ha-ha!” | ||||||
| Rhythmoplasty | Develop children's creative thinking. Motor abilities of children | Reading game text | Children receive positive emotions from the dramatization of the text of the game. | |||
| “Brave mice” (Appendix No. 2) | ||||||
| Stage 3 – final and analytical (2 days) | ||||||
| Final event Children's dramatization of the fairy tale "Turnip". Showing the performance to parents. (Appendix No. 3) | Summarize children's knowledge about theater and theatrical activities. Develop artistic and aesthetic skills, imagination, fantasy. To involve in telling fairy tales, to arouse interest in what is happening on stage, to enrich children with vivid impressions. | Enriching children's knowledge on the topic. | ||||
Stage 3
Analysis of the results of the “Theater for Kids” project
1. The group has created conditions for the development of children’s creative activity in theatrical activities:
— children’s performing arts are encouraged (children perform various roles in theatrical productions and performances, expressively read text material in classes and matinees);
- children behave calmly and relaxed when speaking in front of adults and peers. The active participation of each child in plays and other performances is ensured;
- children actively use facial expressions and pantomime for improvisation;
- distinguish between different experiences and emotional states of characters;
— children independently choose means for improvisation and self-expression.
2. The group has created conditions for introducing children to theatrical culture:
— the subject-developmental environment is organized taking into account the active involvement of children in theatrical culture
- the teacher organizes a visit to the theater, shows slides and videos about the theater and theatrical performances, there is demonstration material on the study of theatrical genres;
— the group has various types of theater: finger theater, shadow theater, tabletop theater, puppet theater, etc.
3. Conditions are provided for the relationship between theatrical and other types of activities in the pedagogical process:
— dramatization games are used in speech development and music classes;
— dramatization games are used when reading fiction;
— during labor classes, attributes for theatrical productions are made
4. Conditions have been created for joint events in theatrical activities of children and adults:
— joint performances are held with the participation of children, teachers, and parents.
The full version of the work is available.
