^ CARD FILE OF DIRECTOR'S GAMES
RECOMMENDATIONS FOR CONDUCTING DIRECTOR'S GAMES AND FOR THE PROCESS OF WORK ON A ROLE.
Drawing up a verbal portrait of the hero;
Fantasizing about his home, relationships with parents, friends, inventing his favorite dishes, activities, games;
The composition of various cases from the life of the hero, not provided for by the dramatization;
Analysis of invented actions;
Work on stage expressiveness: determination of appropriate actions, movements, gestures of the character, place on the stage, facial expressions, intonation;
Preparation of theatrical costume;
Using makeup to create an image.
Games aimed at developing the plot
Card #1
The game "Creating a miracle"
Purpose: development of communication skills, empathic abilities. Necessary devices: "magic wands" - pencils, twigs or any other object.
Description of the game: children are divided into pairs, one of them has a "magic wand" in his hands. Touching his partner, he asks him: “How can I help you? What can I do for you?". He replies: “Sing (dance, tell something funny, jump rope),” or offers to do something good later (time and place are negotiated).
Comment: egocentrism is one of the characterological features of preschool children. They do not tend to worry much about the feelings of another. Therefore, the development of empathy and decentration, the ability to understand the feelings of another, to sympathize with him is one of the main tasks in the education of preschool children.
Card number 2
^ Game "Zoo"
Purpose: development of communication skills, the ability to recognize the language of facial expressions and gestures, the removal of bodily clamps.
Description of the game: it is more interesting to play in teams. One team depicts different animals, copying their habits, postures, gait. The second team - the audience - they walk around the "menagerie", "photograph" the animals, praise them and guess the name. When all the animals are guessed, the teams switch roles.
Commentary: children should be encouraged to pass on the habits of this or that animal, and also endow it with any character traits at will.
Card #3
^ Game on the bridge
Purpose: development of communication skills, motor dexterity.
Description of the game: an adult invites children to go over the bridge across the abyss. To do this, a bridge is drawn on the floor or on the ground - a strip 30-40 cm wide. According to the condition, two people must walk along the "bridge" towards each other at the same time, otherwise it will turn over. It is also important not to cross the line, otherwise the player is considered to have fallen into the abyss and is out of the game. The second player also drops out with him (because when he was left alone, the bridge turned over). While two children are walking along the “bridge”, the rest are actively “cheering” for them.
Commentary: having started the game, the children must agree on the pace of movement, follow the synchronism, and when they meet in the middle of the bridge, carefully change places and reach the end.
Card number 4
^ Game "Palm to palm"
Purpose: development of communication skills, gaining experience of interaction in pairs, overcoming the fear of tactile contact.
Necessary fixtures: table, chairs, etc.
Description of the game: children become in pairs, pressing the right palm to the left palm and the left palm to the right palm of a friend. Connected in this way, they must move around the room, bypassing various obstacles: a table, chairs, a bed, a mountain (in the form of a pile of pillows), a river (in the form of an unfolded towel or a children's railway), etc.
Commentary: In this game, a couple can be an adult and a child. You can complicate the game if you give the task to move by jumping, running, squatting, etc. The players need to be reminded that they cannot open their palms.
The game will be useful for children experiencing difficulties in the process of communication.
Pedagogical situations resolved with the help of director's play
Card#1
"Immersion in a fairy tale"
C: to teach how to create an imaginary situation.
"Immersion in a fairy tale" with the help of "magic things" from a fairy tale. Creating an imaginary situation. For example, look at things in a group using a “magic ritual” (close your eyes, inhale, open your eyes and look around with an exhalation) or “magic glasses”. Then draw the attention of the children to some thing: a bench (did an egg fall from it?), a bowl (Maybe a Gingerbread Man was baked in this bowl?), etc. The children are then asked if they learned these things from which fairy tale.
Card number 2.
"Special" mirror.
C: to learn to play various emotional states.
Reading and joint analysis of fairy tales. For example, a conversation is held aimed at getting to know emotions and feelings, then highlighting characters with different character traits and identifying oneself with one of the characters. To do this, during dramatization, children can look into a “special” mirror, which allows them to see themselves at various moments of the theatrical game and is successfully used when playing various emotional states in front of it.
Card number 3
"Interesting episodes from a fairy tale."
C: to learn to play excerpts from a fairy tale according to the director's plan.
Playing passages from a fairy tale that convey various character traits, with a parallel explanation or explanation by the educator and children of the moral qualities and motives of the characters' actions.
Card number 4
"We are directors."
C: to teach directing.
Director's play with building and didactic material.
Card number 5
"Drawing Pictures".
C: to learn to draw a plot for a picture according to the director's intention.
Drawing, coloring the most vivid and emotional events for children from fairy tales with verbal commentary and an explanation of the personal meaning of the events depicted.
Card number 6.
"Rules in games".
C: to teach to assimilate moral rules and tasks according to the director's plan..
Verbal, desktop-printed and outdoor games aimed at mastering moral rules and setting moral tasks in the free activities of children after class.
Card number 7
"Plots in games".
C: to learn how to compose plots according to the director's intention.
If it is necessary to introduce problematic game situations, then directorial games can be carried out in two versions: with a change in the plot, preserving the images of the work, or with replacing characters, preserving the content of the fairy tale.
Card number 8.
"Cancer hermit".
Purpose: to teach to choose a plot; create stage space.
^ Characters : Hermit crab, sea rose, jellyfish, seaweed, crab, moray eel, dolphins.
Game actions: Hermit crab, the main character, is looking for a friend. Sea rose - beautiful, always sad, also looking for a friend. Medusa: very arrogant, does not want to be friends with anyone. Crab: A bit boastful and always ready to have fun. Moray eel: an evil fish, lives in its hole, does not want to see anyone, does not want to be friends with anyone, sees only a source of food in the inhabitants of the sea. Dolphins: a friendly kind couple, help all marine inhabitants to make friends.
^ Plot description:
Sun, sand, sea. The hermit crab is sad, the sea seems gray to him. Dolphins passing by advise him to find a friend - then the world will become brighter. The hermit crab takes their advice and tries to befriend the jellyfish, but she remains indifferent to his request and swims away. In search of a friend, he meets various inhabitants of the sea (crab, moray eel), who are very busy with themselves and do not want to be friends with anyone. The sad crayfish swims up to the algae and meets a beautiful sea rose there. She also suffers from loneliness. The hermit crab offers her his friendship, and the rose does not refuse him. They dance together and are very happy.
^ Directing highlights:
* Choice of plot: For this director's game, the fairy tale "The Hermit Crab and the Rose" by B. Zochoder was chosen. At the first stage, the fairy tale was read to the children, and each child chose the role of the character that he liked.
* Creation of stage space: On the stage, with the help of scenery, music, the atmosphere of the sea is created, where the action of a fairy tale unfolds, very important point director's play. The brighter, more interesting the stage space, the easier it is to captivate children with the plot of a fairy tale, a play-performance
* Creation of the stage image of "I" - not "I": In the play-performance "The Hermit Crab Rose" an attempt was made to create plastic images of marine inhabitants, such elements of theatrical art as costume and makeup were used to create images.
* Action in accordance with the plot of the fairy tale: The children are given the following task - to do on stage not what I want, but to act in the image and according to the plot, that is, I do what my character does, using the method of theatrical sketches, with the help of the improvisation game, the educator at rehearsals helps the child to understand.
Synopsis of the game "Luntik"
Purpose: to form a sense of belonging to a group; help each child feel more secure, overcome communication difficulties
Equipment: a toy - Luntik, felt-tip pens, an outline of the Luntik figure, soft toys: a squirrel, a hedgehog, a screen, attributes for decoration: paper lilies, plane trees, wall mirrors.
^
Preliminary work.
A conversation about an animated film about Luntik and his friends. Learn a song with the music director "Luntik". Muses. and words by I. Ponomareva
Game progress.
Teacher Far beyond the seven seas, in a hot country, an unusual animal has settled. It wakes up early in the morning and enjoys the sun. But while it sleeps. Close your eyes and imagine a fabulous animal. But now the sun has risen, the animal has opened its eyes and is looking at you (the psychologist has a toy in his hands - Luntik).
open your eyes
The sun is hot, and the animal exposes its palms, muzzle, and back to the hot rays. Rejoices and smiles
Show how the animal is happy.
Children sing the song "Luntik" The teacher He offers us to go on a journey through a fairy-tale country. Get on the steam locomotive
^ The game "Locomotive with a name"
(Goal: to be able to work in pairs and negotiate).
Rules:
the children clinging to each other's shoulders move around the room. This train is not easy, its wagons are very friendly, they hold on tightly to each other, no one lags behind, but no one runs ahead. Stand up one after another, put your hands on your shoulders. “Steam locomotive”, which depicts the child, changes at the signal of the teacher (the name of the child is called).
teacher
Here our locomotive stopped at the lake. Go to the lake (children come to the mirror), look into it. Luntik also saw his reflection. Do you guys think he was happy or scared? Did he like his reflection? Show how he was delighted, frightened, surprised (pantomime).
^ The whistle of a locomotive sounds.
The game "Locomotive with a name"
Educator Our next stop is a clearing in the forest. Do you hear someone swear?
A squirrel and a hedgehog appear from behind a screen.
Squirrel: I won't play with you! You offend me!
Hedgehog: Yes, I didn’t offend you, but just pushed
Squirrel: Look how many guys came to visit us. Are you going to offend them all, push and call names?
Hedgehog: And these guys themselves can offend not only me and you, but also each other. Really guys?
Children's answers.
teacher
In friendship, it is very important to be able to negotiate with each other. After all, even best friends sometimes argue with each other, but no one is offended, as they know how to find mutual language. We can show Hedgehog how to negotiate.
Luntik has prepared gifts for you - mittens. I will lay out pairs of mittens with the same pattern, but not painted. You pick up a mitten and find yourself a pair. With three pencils different color try to color the mittens as quickly as possible in exactly the same way (the teacher, if necessary, provides assistance in the process of work).
Our game is over, I propose to give your mittens to the forest dwellers so that they do not quarrel.
Children give mittens to a squirrel and a hedgehog.
^
Dramatization rules (according to R. Kalinina)
^ Individuality rule. Dramatization is not just a retelling of a fairy tale; there are no strictly defined roles in it with a pre-learned text.
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 child. Playing psycho-gymnastic exercises on the image of emotions, character traits, discussion and answers to adult questions are necessary training to dramatization, to "living" for another, but in one's own way.
^ The rule of universal participation. All children participate in dramatization.
If there are not enough roles to depict people, animals, then trees, bushes, wind, a hut, etc. can become active participants in the performance, which can help the heroes of a fairy tale, can interfere, or can convey and enhance the mood of the main characters.
^ Freedom of Choice Rule. Each story plays out over and over again. It is repeated (but it will be a different story each time - see the rule of individuality) until each child plays all the roles he wants.
^ Rule of Helping Questions. To facilitate the playing of a particular role, after getting acquainted with the fairy tale and before playing it, it is necessary to discuss, “speak out” each role. The following questions will help you with this: what do you want to do? What's stopping you from doing this? What will help to do this? How does your character feel? What is he? What is he dreaming about? What does he want to say?
^ Feedback rule. After playing the fairy tale, its discussion takes place: What feelings did you experience during the performance? Whose behavior, whose actions did you like? Why? Who helped you the most in the game? Who do you want to play now? Why?
paraphernalia(decoration) helps children immerse themselves in the fairy-tale world, better feel their characters, convey their character. It creates a certain mood, prepares young artists to perceive and convey the changes that occur in the course of the plot. Attributes should not be complicated, children make it themselves.
Synopsis of the director's game based on the fairy tale "Geese Swans" in the senior group
reference: table, shadow theater and theater on a flannelograph can be attributed to director's games: a child (or an adult) is not a character, but creates scenes, plays the role of a toy character, acts for him, depicts him with intonation, facial expressions.
^
Program content
:
Continue to improve children's skills in managing table puppets, improve performance skills, expressiveness in conveying the images of fairy tale characters.
To develop a steady interest in the game-dramatization, the ability of children to consistently and expressively retell a fairy tale;
To consolidate the ability to communicate without conflict in preparation for the dramatization of a fairy tale.
Preliminary work:
1. Reading the fairy tale "Geese Swans", conversations on the content of the fairy tale;
2. memorizing tongue twisters for clarity of diction;
3. breathing trainings;
4. conversations on the topic: “Remember theatrical words”, “Different genres of stage speech”, “Minor characters”, “Intonation of the main characters”;
5. preparation of props.
Material and equipment:balloon; props for showing a fairy tale: hut + background, sister and brother dolls, stove, apple tree, river, forest image, Baba Yaga's hut, individual trees, swan geese, hedgehog.
Stroke:
^
1. Game motivation
teacher: Guys, a balloon flew into our window, he is so scared. He says that the Geese-Swans were chasing him, hissing, shouting. Guys, can this be? What story do we know about swan geese and can we tell Sharik? (fairy tale "Geese-swans")
teacher(to Sharik): And you know, Sharik, the guys and I will not only tell it, but we can also show it to you in our theater. And you sit comfortably and watch.
^
2. Organization of a table theater
Teacher: Guys, before we start the show, tell us who is participating in the performance? (director, actors, artist, musicians, etc.) Who is a director? (He is the most important in the theater, chooses the actors, shows where to place the scenery, observes the sequence of events, etc.).
Teacher: Now we will choose a director.
The teacher and children choose the director
Teacher: And now the director will distribute cards with the symbols of the heroes of the fairy tale. In accordance with your roles, the director will place you on the game table. (the cards are then put back in the box).
Card file of games aimed at developing interest in directing games, enriching children's gaming experience, the ability to select game material, distribute toys, improve performance skills, expressiveness in conveying images of fairy tale characters.
Download:
Preview:
CARD FILE
DIRECTOR'S GAMES
FOR SENIOR PRESCHOOL CHILDREN
RECOMMENDATIONS FOR HOLDING DIRECTOR'S GAMES AND FOR THE PROCESS OF WORK ON A ROLE.
Fantasizing about his home, relationships with parents, friends, inventing his favorite dishes, activities, games;
The composition of various cases from the life of the hero, not provided for by the dramatization;
Analysis of invented actions;
Work on stage expressiveness: determination of appropriate actions, movements, gestures of the character, place on the stage, facial expressions, intonation;
Preparation of theatrical costume;
Using makeup to create an image.
Games aimed at developing the plot
Card #1
The game "Creating a miracle"
Target: development of communication skills, empathic abilities. Necessary devices: "magic wands" - pencils, twigs or any other object.
Game description: children are divided into pairs, one of them has a “magic wand” in his hands. Touching his partner, he asks him: “How can I help you? What can I do for you?". He replies: “Sing (dance, tell something funny, jump rope),” or offers to do something good later (time and place are negotiated).
Card number 2
^ Game "Zoo"
Target: development of communication skills, the ability to recognize the language of facial expressions and gestures, the removal of bodily clamps.
Game Description : It's more fun to play in teams. One team depicts different animals, copying their habits, postures, gait. The second team - the audience - they walk around the "menagerie", "photograph" the animals, praise them and guess the name. When all the animals are guessed, the teams switch roles.
Commentary: children should be encouraged to pass on the habits of this or that animal, and also endow it with any character traits at will.
Card number 3 Game
"On the bridge"
Target: development of communication skills, motor dexterity.
Game description: an adult invites children to walk along the bridge over the abyss. To do this, a bridge is drawn on the floor or on the ground - a strip 30-40 cm wide. According to the condition, two people must walk along the "bridge" towards each other at the same time, otherwise it will turn over. It is also important not to cross the line, otherwise the player is considered to have fallen into the abyss and is out of the game. The second player also drops out with him (because when he was left alone, the bridge turned over). While two children are walking along the “bridge”, the rest are actively “cheering” for them.
A comment: having started the game, the children must agree on the pace of movement, monitor synchronism, and when they meet in the middle of the bridge, carefully change places and reach the end.
Card number 4
Game "Palm to palm"
Target: development of communication skills, gaining experience of interaction in pairs, overcoming the fear of tactile contact.
Necessary fixtures: table, chairs, etc.
Game description: the children become in pairs, pressing the right palm to the left palm and the left palm to the friend's right palm. Connected in this way, they must move around the room, bypassing various obstacles: a table, chairs, a bed, a mountain (in the form of a pile of pillows), a river (in the form of an unfolded towel or a children's railway), etc.
A comment : in this game, an adult and a child can be a couple. You can complicate the game if you give the task to move by jumping, running, squatting, etc. The players need to be reminded that they cannot open their palms.
The game will be useful for children experiencing difficulties in the process of communication.
Card number 5
"Immersion in a fairy tale"
Target: learn to create an imaginary situation.
"Immersion in a fairy tale" with the help of "magic things" from a fairy tale. Creating an imaginary situation. For example, look at things in a group using a “magic ritual” (close your eyes, inhale, open your eyes and look around with an exhalation) or “magic glasses”. Then draw the attention of the children to some thing: a bench (did an egg fall from it?), a bowl (Maybe a Gingerbread Man was baked in this bowl?), etc. The children are then asked if they learned these things from which fairy tale.
Card number 6.
"Special" mirror.
Target: learn to play various emotional states.
Reading and joint analysis of fairy tales. For example, a conversation is held aimed at getting to know emotions and feelings, then highlighting characters with different character traits and identifying oneself with one of the characters. To do this, during dramatization, children can look into a “special” mirror, which allows them to see themselves at various moments of the theatrical game and is successfully used when playing various emotional states in front of it.
Card number 7
"Interesting episodes from a fairy tale."
Target: learn to play excerpts from a fairy tale according to the director's intention.
Playing passages from a fairy tale that convey various character traits, with a parallel explanation or explanation by the educator and children of the moral qualities and motives of the characters' actions.
Card number 8
"We are directors."
Target: learn directing.
Director's play with building and didactic material.
Card number 9
"Drawing Pictures".
Target : learn to draw a plot for a picture according to the director's intention.
Drawing, coloring the most vivid and emotional events for children from fairy tales with verbal commentary and an explanation of the personal meaning of the events depicted.
Card number 10.
"Rules in games".
Target:to learn to assimilate moral rules and tasks according to the director's plan.
Verbal, desktop-printed and outdoor games aimed at mastering moral rules and setting moral tasks in the free activities of children after class.
Card number 11
"Plots in games".
Target: learn to compose plots according to the director's intention.
If it is necessary to introduce problematic game situations, then directorial games can be carried out in two versions: with a change in the plot, preserving the images of the work, or with replacing characters, preserving the content of the fairy tale.
Card number 12.
"Cancer hermit".
Target: learn to choose a plot; create stage space.
Characters:Hermit crab, sea rose, jellyfish, algae, crab, moray eel, dolphins.
Game actions:Hermit crab, the main character, is looking for a friend. Sea rose - beautiful, always sad, also looking for a friend. Medusa: very arrogant, does not want to be friends with anyone. Crab: A bit boastful and always ready to have fun. Moray eel: an evil fish, lives in its hole, does not want to see anyone, does not want to be friends with anyone, sees only a source of food in the inhabitants of the sea. Dolphins: a friendly kind couple, help all marine inhabitants to make friends.
^ Plot description: Sun, sand, sea. The hermit crab is sad, the sea seems gray to him. Dolphins passing by advise him to find a friend - then the world will become brighter. The hermit crab takes their advice and tries to befriend the jellyfish, but she remains indifferent to his request and swims away. In search of a friend, he meets various inhabitants of the sea (crab, moray eel), who are very busy with themselves and do not want to be friends with anyone. The sad crayfish swims up to the algae and meets a beautiful sea rose there. She also suffers from loneliness. The hermit crab offers her his friendship, and the rose does not refuse him. They dance together and are very happy.
^
Directing highlights:
* Scene selection: For this director's play, the fairy tale "The Hermit Crab and the Rose" by B. Zochoder was chosen. At the first stage, the fairy tale was read to the children, and each child chose the role of the character that he liked.
*
Stage space creation:On the stage, with the help of scenery and music, the atmosphere of the sea is created, where the action of a fairy tale unfolds, a very important moment of the director's game. The brighter, more interesting the stage space, the easier it is to captivate children with the plot of a fairy tale, a play-performance
*
Creating a stage image of "I" - not "I":In the play-performance "Rose the Hermit Crab", an attempt was made to create plastic images of marine life, such elements of theatrical art as costume and makeup were used to create images.
*
Action in accordance with the plot of a fairy tale: The children are given the following task - to do on stage not what I want, but to act in the image and according to the plot, that is, I do what my character does, by the Method of theatrical sketches, with the help of the improvisational game, the educator at rehearsals helps the child understand.
Synopsis of the director's game "Luntik"
Target: develop a sense of belonging to a group; help each child feel more secure, overcome communication difficulties
Equipment: toy - Luntik, felt-tip pens, outline of Luntik's figure, soft toys: squirrel, hedgehog, screen, attributes for decoration: paper lilies, plane trees, wall mirrors.
Preliminary work.
A conversation about an animated film about Luntik and his friends. Learn a song with the music director "Luntik". Muses. and words by I. Ponomareva
Game progress.
Teacher Far beyond the seven seas, in a hot country, an unusual animal has settled. It wakes up early in the morning and enjoys the sun. But while it sleeps. Close your eyes and imagine a fabulous animal. But now the sun has risen, the animal has opened its eyes and is looking at you (the psychologist has a toy in his hands - Luntik).
open your eyes
The sun is hot, and the animal exposes its palms, muzzle, and back to the hot rays. Rejoices and smiles
Show how the animal is happy.
Who is it?
Children sing the song "Luntik" The teacher He offers us to go on a journey through a fairy-tale country. Get on the steam locomotive
The game "Locomotive with a name"
(Target:be able to work in pairs and negotiate).
Children clutching each other's shoulders move around the room. This train is not easy, its wagons are very friendly, they hold on tightly to each other, no one lags behind, but no one runs ahead. Stand up one after another, put your hands on your shoulders. “Steam locomotive”, which depicts the child, changes at the signal of the teacher (the name of the child is called).
teacher
Here our locomotive stopped at the lake. Go to the lake (children come to the mirror), look into it. Luntik also saw his reflection. Do you guys think he was happy or scared? Did he like his reflection? Show how he was delighted, frightened, surprised (pantomime).
The whistle of a locomotive sounds.
The game "Locomotive with a name"
Teacher: Our next stop is at a forest clearing. Do you hear someone swear?
A squirrel and a hedgehog appear from behind a screen.
Squirrel: I won't play with you! You offend me!
Hedgehog: Yes, I didn’t offend you, but just pushed
Squirrel: Look how many guys came to visit us. Are you going to offend them all, push and call names?
Hedgehog: And these guys themselves can offend not only me and you, but also each other. Really guys?
Children's answers.
teacher
In friendship, it is very important to be able to negotiate with each other. After all, even best friends sometimes argue with each other, but no one is offended, as they know how to find a common language. We can show Hedgehog how to negotiate.
Luntik has prepared gifts for you - mittens. I will lay out pairs of mittens with the same pattern, but not painted. You pick up a mitten and find yourself a pair. With the help of three pencils of different colors, try to color the mittens as quickly as possible in exactly the same way (the teacher, if necessary, provides assistance in the process).
Our game is over, I propose to give your mittens to the forest dwellers so that they do not quarrel.
Children give mittens to a squirrel and a hedgehog.
Synopsis of the director's game based on the fairy tale "Geese Swans"
in the senior group
Tasks:
Continue to improve children's skills in managing table puppets, improve performance skills, expressiveness in conveying the images of fairy tale characters.
To develop a steady interest in the game-dramatization, the ability of children to consistently and expressively retell a fairy tale;
To consolidate the ability to communicate without conflict in preparation for the dramatization of a fairy tale.
Preliminary work:
1. Reading the fairy tale "Geese Swans", conversations on the content of the fairy tale;
2. memorizing tongue twisters for clarity of diction;
3. breathing trainings;
4. conversations on the topic: “Remember theatrical words”, “Different genres of stage speech”, “Minor characters”, “Intonation of the main characters”;
5. preparation of props.
Material and equipment:balloon; props for showing a fairy tale: hut + background, sister and brother dolls, stove, apple tree, river, forest image, Baba Yaga's hut, individual trees, swan geese, hedgehog.
Stroke:
^ 1.
Game motivation
Teacher: Guys, a balloon flew into our window, he is so scared. He says that the Geese-Swans were chasing him, hissing, shouting. Guys, can this be? What story do we know about swan geese and can we tell Sharik? (fairy tale "Geese-swans")
Teacher (to Sharik): You know, Sharik, the guys and I will not only tell it, but we can also show it to you in our theater. And you sit comfortably and watch.
^ 2.
Table theater organization
Teacher: Guys, before we start the show, tell us who is participating in the performance? (director, actors, artist, musicians, etc.) Who is a director? (He is the most important in the theater, chooses the actors, shows where to place the scenery, observes the sequence of events, etc.).
Teacher: Now we will choose the director.
The teacher and children choose the director
Teacher: And now the director will distribute cards with symbols of the heroes of the fairy tale. In accordance with your roles, the director will place you on the game table. (the cards are then put back in the box)
Synopsis of the director's play
"Terem-Teremok and Neighbor"
Target :
Tasks :
1. arouse in children the desire to independently organize a theatrical performance
2. to promote the development of the ability to expressively convey game images and the desire to find their own game intonation, gestures, facial expressions
3. arouse interest in Russian folklore, an emotional response to musical and decoration theater
4. Promote vocabulary activationchildren through words: two-three-four-five-five-six-seven, good neighbors
5. attract viewers to the theatrical action through reception"count" (for example : and they began to live ... together)
Methodological support and didactic material
attributes, costumes for a Russian folk tale"Teremok".
Lesson progress
Characters:
storyteller
Fly - goryukha Bunny - jumper
Mosquito - squeaker Chanterelle - sister
Mouse - norushka Wolf - teeth click
Frog - frog Bear - clubfoot bear
Storyteller:
Hello my friends! We came to visit you for a reason.
We will invite you to the magical forest, funny fairy-tale miracles.
Where a fly and a frog are friends, a mosquito with a hare, a long ear,
A fox, a bear and a gray wolf who knows a lot about hares.
Listen carefully, the fairy tale begins.
The curtain opens, the song sounds“Teremok is standing in the field”
A fly is a mountain. Who, who lives in a teremochka. Who, who does not live high.
Storyteller:
There is no one in the teremochka, except for the wind alone. A fly flew into the tower, began to live, not to grieve. A mosquito flew by - a squeaker. He knocked on the tower and asked.
Pisk mosquito. Who, who lives in a teremochka. Who does not live high.
Fly. I am a fly - a grief, and who are you?
Mosquito. And I'm a mosquito - a peep. Let me live with you.
Fly. Come in.
Storyteller:
They began to live ... together. A mouse ran across the field. I saw a teremok and knocks.
Mouse. Who, who lives in a teremochka, who lives in a low one.
Fly. I am a fly.
Mosquito. I am a mosquito. And who are you.
Mouse. I am a mouse - norushka, let me live with you.
Fly. Come in.
Storyteller:
They began to live ... together. A frog jumped past - a frog.
Frog. Who lives in a teremochka, who lives in a low house?
Residents of the tower answer her, wondering who she is.
Frog. I am a frog. Let me live.
Storyteller:
They let the frog in, they began to live ... four of them. They live happily, they sing songs. A bunny ran past. Teremok saw and knocked.
Bunny is a jumper. Who lives in a teremochka.
The characters respond, in turn, asking who he is.
Bunny is a jumper. I'm a bunny, let me live with you.
Storyteller:
They began to live ... five of us. They live, they sing songs, they bake pies.
A fox ran past - sister. I saw a teremok and knocks.
Fox is a sister. Who lives in a little house, who lives in a low house.
From the little house they answer her, in order of priority, wondering who she is.
Chanterelle. I am a fox - sister, let me live with you.
Storyteller:
They let the fox live, began to make friends together, sing songs, and look out the window. They began to live together.
The wolf ran past. He knocked on the tower.
Wolf. Who lives in the terem.
He is answered, all the inhabitants of the tower, in turn. They ask, fearfully, who he is.
Wolf. I am a wolf - click teeth, let me live.
Storyteller:
They began to live in seven, the wolf guards the tower, the fly sings songs, the frog bakes buns.
I learned about the Teremok bear. Came and well, let's roar.
Bear. Who lives in the tower, who lives in a not high.
Everyone, in order of priority, answers him, wondering who he is.
Bear. And I'm a bear - a clubfoot bear, let me live with you.
Leading. Mishka, I wanted to go in the door, the walls trembled. He climbed onto the roof, the tower staggered. The animals were scared and crying.
Bear. Do not cry friends, I will fix the tower.
Storyteller:
The bear took a hammer and let's repair the tower. And the animals to help him, but during the break for musical instruments began to play along.
Reflection:
How do you guys think you fixed the Teremok animals? And the bear next to the house found what it could be called(den).
And they began to live and live like (neighbors! Good neighbors. They began to visit for tea with juniper twigs, and walk with berry jam, eat pies, and listen to fairy tales!
That's the end of the tale, and who listened well done. The actors did a great job and deserved applause.
To applause, they bow and leave.
Synopsis of the director's play
"Winter's Tale"
Target : Arouse children's interest in directing games, help create a playful environment, and establish interaction between the guys who have chosen certain roles.
Tasks: To contribute to the formation of the ability to select game material, distribute toys. To promote the development of dialogical speech, imagination, thinking. Ensure the development of friendly relationships during the game.
Material: parcel with toys, a letter, trees, different houses.
Preliminary work:Production and selection of attributes for the game, didactic games, reading and dramatization, fairy tales.
Move.
Guys, when I came to the group today, I saw a package on the table. Do you want to know who the package is from? Yes (I take out a letter) This package came from the children from kindergarten: Crystal. Here is what they write: Hello guys! We are in kindergarten love to play very much. We have a lot of interesting toys with which we come up with interesting games, and we decided to send some toys so that you can create a winter fairy tale with these toys.
What do you think, and we will get such a game?
Each game has its own rules, let's also come up with rules for our game, how to play and how not to.
Rules:
- Think together.
- Take turns speaking.
- Listen to each other.
- Invite everyone to the game.
- You can not shout at each other and quarrel.
- You can't interrupt each other.
Now it's time to distribute the roles in the play,
Prepare the scenery. And like real actors, we will show the performance: "Winter's Tale" for our guests.
Performance show. (During the show, use questions)
Guys, did you like our game?
What did you like?
Let's clap each other for acting success.
Synopsis of the director's play
"Birthday"
Tasks
1. To consolidate the norms of ethical behavior in various situations.
2. To develop the individual's ability to perceive and take into account in his behavior the conditions, desires and interests of other children.
3. To educate children's intelligence, the ability to behave correctly in different situations.
Equipment: color box, various items for playing the theater.
Game progress:
Guys, look what a big beautiful box I brought you. Let's see together what's in it (open the box).
How many different things are here! Who needs these things? (actors, clowns, artists) Today we will be artists in the theater.
Let's imagine that today is your birthday and you are waiting for friends. And suddenly there was a knock on your door. How do you know it's your friends. Suddenly it's completely stranger. How will you act in such a situation? (I’ll look through the peephole, I’ll ask “Who is there?”, I’ll call my mother and ask who should come) - Well done, so we won’t open the door to strangers.
And let's play this situation with you.
(Children act out the situation)
Now imagine that the guests have already arrived, you let them in. They give you gifts, but how will you behave in this situation? (I must say thank you, I am very glad, I am pleased to receive gifts from you)
Well done guys, you made a good choice.
Let's play this situation (children act out situations).
Well, what will you look like when you meet guests?
How will you dress for your birthday? (put on festive clothes) - That's right, you need to be smart and beautiful.
Guys, how will you entertain guests at your birthday party? (children's answers, play one situation)
Now the holiday is coming to an end, it's time for the guests to go home. How will you see off the guests?
Escort to the door and say goodbye;
Escort the guests and thank them for coming, and then say goodbye;
Do not go to see off the guests, but stay in your place (children choose the correct answer, the teacher offers to beat this situation)
Well done! Here we are at a birthday party.
Did you like it?
What was your mood?
What did you feel? (answers det
Now you can play on your own.
Synopsis of the director's play
"We're going to a birthday party"
GOAL: To consolidate and develop in children the skills and habits of safe behavior in the environment.road transport environment.
TASKS :
1. Strengthen the skills and aspirations to comply with the rules of safe behavior on the street. To consolidate the concepts: road, sidewalk, carriageway, street, traffic light.
2. To consolidate and form in children a holistic perception of the surrounding road environment, observation, attention, thinking, speech.
3. Enrich children's play experience, experience of interaction with toys.
4. Develop constructive abilities (activity planning, artistic abilities.
5. To cultivate the desire to be friendly, attentive to each other, to teach them to independently use knowledge in everyday life.
Creation of a developing object-spatial environment:layout "City", road signs: pedestrian crossing, traffic light, houses, equipment for the playground, hero toys, bus.
Preliminary work:
1. Conversation “Traffic signals”, “Road signs”, “Rules for crossing roads”, “About the “zebra” and road sign"Pedestrian crossing", "Behavior in urban transport"
2. Didactic games: "Cross the street", "I am the driver", "Guess the road signs"
3. Reading fiction: V. Berestov “I'm going to run”, M. Plyatskovsky “Stop the car! ”, S. Mikhalkov “If the light turned red”, S. Yakovlev “You must obey without a dispute”, B. Zhitkov “Traffic light”
4. Equipment of the tablet "Streets of our city" (manufacturing of houses, cars, signs, trees)
5. Drawing "Truck", application "Bus", designing "Our street", "Houses of our city", "Road signs"
6. Drawing up a story according to traffic rules using story pictures.
Methodical methods:
Educator: Oh, who is tickling me all the time? (Takes out Dunno toy from pocket)
Stranger: Oh, where did I go? I have never been here! And how many people have gathered here! - Hello guys! Who are you and where are you from?
CHILDREN: (example answers of children)
We are kindergarten kids.
Stranger: Did you recognize me?
CHILDREN: Yes!
Dunno: - Guys, the Kid invited me to his birthday, and I got lost. Can you help me find my way to the Baby?
CHILDREN: - Yes, we will help.
Dunno: - Do you want to go to my birthday party with me? You won't get lost with me! Let's go! - Only you are so big, and I am tiny. Do you want to turn into little people for a while?
Children: Yes!
Stranger: Let's transform! Who will you be? And you? (children choose toy characters)
Dunno: - The kid sent me a telegram, where he writes that he is waiting for me at the playground, which you need to get to by bus number 6. I don’t know where to find this bus… Don’t you know? CHILDREN: We know! In the city.
Stranger: What is a city? This city? (points to the tablet) Children: No, this one is expensive. There are houses in the city, people live in them.
Dunno: (chooses a house for himself) Then this will be my house! It is tall, multi-apartment, it has an elevator. My house will be here. (puts)
Children choose houses for themselves, place them on a tablet, decorate with trees ...
Stranger: Hello! (calling one of the kids) Meet me at the bus stop!
Dunno: (goes out onto the carriageway). So, here is the shortest way! I'll go straight across the road! Car horns and brakes screech.
CHILDREN: - Oh, oh, oh! Dunno, this is the roadway. Cars drive on it, but pedestrians cannot walk there! Pedestrians walk on the sidewalk. Here. (show)
Dunno: -And what are these white stripes?
CHILDREN: - And this, Dunno, is just a pedestrian crossing, along which people need to cross the road.
Dunno: - And what is this "box" with multi-colored eyes? I have never seen this...
CHILDREN: - And this is a traffic light that will always tell us when to cross the road. It has three signals: Red - stop; yellow - get ready, and green - you can go. Did you understand everything? (waiting for a traffic light to cross the road, fixing the rules for crossing)
Dunno: - Well, now I understand where you need to cross the road. So let's go to the bus.
Children: You need to enter the bus through the middle door, and we will exit through the front door. Dunno: Will they take us for free?
Children: No, the fare is paid to the driver when leaving the bus. Do you have money?
Stranger: Yes
(they entered the bus through the middle door, sat down, they go, they sing the song “We are going, we are going, we are going!”, We pay the fare before leaving). They go out and meet the Kid.
Dunno: - Dear Baby! I came to you, but not alone, but with the guys. These are my friends. And if I'm your friend, then my guys are also your friends. We wish you a happy birthday and want to sing the song "Loaf" to you (they lead a round dance and sing a song).
Dunno: - Baby, we came to you with gifts. I'll give you a balloon!
Children: I will give you ... .(they say they give)
Kid: Thanks guys! I am very glad that you came to me and I invite you to play with me. Dunno: I and the Kid will ride down the hill. (rolls downhill) Wow! How amazing! One more time! Fun! Children: choose what they will play, put on the layout, play. (slide, sandbox, swing, ball) Dunno approaches the children, plays with them. You can leave the children for further independent play activities.
Synopsis of the director's play
for older preschool children:
"Mishkin's Birthday"
Goals:
- Cultivate friendships among the children during the game
- To form the ability of children to act according to a ready-made plot, to build a dialogue communication with a partner
- Develop constructive abilities (activity planning).
- Develop the ability to select game material, distribute toys
- Develop an interest in directing games
- Enrich children's play experience, the experience of interacting with toys.
- Develop children's creativity.
- Activate children's speech, imagination, thinking.
Equipment: envelope with a letter, toys (bear, hare, fox, bees, beehive),
monopoles (flower meadow, forest), small designer, doll utensils
Game interaction progress:
The guys play in a group. The teacher enters, he has an envelope in his hands
Educator: Guys, today a letter has come to our group. Do you want to read it?
Children: Yes!
Children sit next to the teacher on the carpet.
Educator: This letter was sent to us by the guys of the senior group from the kindergarten. Here is what they write:
"Hello guys! We love to play in kindergarten. We have many interesting toys. Yesterday we came up with an interesting story.
Toptygin the bear had a birthday! He invited his friends to the holiday - a hare and a fox. Friends began to think what to give Mishka for his birthday! Bunny said: “I figured it out! And let's give the bear honey! The fox asked: "Where can we find him?" Then the hare replied, “We will go to the flower meadow and ask the bees to collect flower nectar, and then make honey.” Cheerful hare and fox went through the forest to the flower meadow. When the animals came to the clearing, they saw bees circling over the flowers. And then the fox asked the bee “Hello! Could you give us some honey as a gift to our friend?”
The bee replied: "With pleasure." All the bees began to collect nectar together. Then they made honey out of it and gave it to a hare with a fox. The animals thanked the bees and went to visit the bear. The bear was very happy with this gift. He seated the guests at the table and began to treat them with sweets. It was a wonderful birthday!!!”
Guys, can you make such a story? Do you have such toys? Write to us, please, the answer!
Educator: Guys, what do you think, can we get such a game? Do we have such toys?
Children: Yes! We have such toys!
Educator: Guys, let's first determine what we need to play and where will we play with you?
Children determine a convenient place to play (either a table, or a carpet, etc.)
Children: For the game we need toys - a hare, a bear, a fox, bees. Still need a beehive, a flower meadow, etc.
Children select the appropriate equipment. Next, the proposed situation is played.
After the game, the teacher, together with the children, evaluates the game.
Teacher: You did great! You did great with everything! Did you like this game? What do you think, is it more interesting to play alone or with friends?
Children's answers
After the game (or the next morning), the teacher and children write a response to the letter.
Synopsis of the director's play
"Search for Masha's granddaughter"
Tasks:
To develop in children an interest in directing games, to help create a game environment, to establish interaction between the guys who have chosen certain roles.
Develop the ability to select game material, distribute toys.
Enrich children's play experience, toy manipulation experience.
Develop children's creativity.
To activate the dialogic speech of children, imagination, thinking.
Cultivate friendships among the children during the game.
Material: Screen, bi-ba-bo puppets, finger theater, animal figurines, tree decorations, various houses.
Preliminary work:
Production and selection of the necessary attributes for the game, role-playing games, didactic game"Wild Animals and Their Cubs", dramatization of fairy tales.
Stroke:
Guys, today we will compose a fairy tale. What do you think is the difference between a fairy tale and a story? / In the story, all the actions take place in reality, for real, and in a fairy tale there can be different adventures, and even plants and animals can talk /.
Here you have different theaters: finger, table, "bee-ba-bo", masks of various animals, toys; decorations, screen.
Think carefully about who can come up with a fairy tale and show the rest of the guys.
Please, Sasha. Choose your heroes. / Grandfather, grandmother, granddaughter, matryoshka, squirrel, hare with a bunny, magpie, Baba Yaga /.
“Once granddaughter Masha, together with her girlfriend matryoshka, went to the forest for berries. They promised their grandparents to return quickly as soon as they got a bucket of berries. A lot of time has passed, and they are all gone and gone. "Does something happen to them?" - they thought and decided to go look for them. The road is long, the granddaughter is long gone, hungry, probably, you need to take some food, well, carrots, nuts, sweets, for example.
Grandfather and grandmother collected a basket of treats and set off on the road. They walked, walked, finally, a thick forest appeared ahead. They went into the thicket, looked around, there were tall trees everywhere, and began to shout to Mashenka so that she would respond. And instead of answering, bumps fell on their heads, they only managed to turn their heads. Finally, they were able to look up and saw that a squirrel was sitting on a pine branch and holding a cone in its paw.
- “Why are you throwing cones at us, squirrel? grandfather asked.
“Why are you screaming in the forest? You scared me and my squirrels, don't you know that you need to be quiet in the forest.
- “Sorry, we are a squirrel. We apologize to you, but we have a great grief: the granddaughter with the matryoshka was lost in the forest, so we call them. Haven't you seen them?"
- "No, I have not seen. But ask a white-sided magpie, she knows all the forest news, flies everywhere.
- "Thank you, squirrel, here are nuts from us for your squirrels." /Thanks/
- “Magpie-magpie, have you seen our granddaughter with a bucket, did she come for berries?”
- “I saw that they are so small, how did you let them go alone: it’s scary in our forest, and the wolf can catch, and Baba Yaga does not sleep. They were here, and then they found a little bunny, he was sitting under a tree and crying, he could not find his way home. So they decided to take him to the hare. So, even though they are small, but kind, they don’t leave their friends in trouble. Go past the broken pine tree over there to that birch, and then down the hill, under the bushes you will see the hare's house. Hurry up." /Thanks/.
The grandfather and the woman went further, and it was already getting dark outside, it was getting scary, but what to do? We passed by a pine tree, past a birch, went down a hill, looking, we can see a house. They approached him, looked out the window, and there the hares with the hare mother were sitting at the table, and in front of them was a leaf of cabbage. The grandfather and the woman knocked on the window, the hares clung to their mother, shaking.
- “Do not be afraid, hares, this is a grandfather and a woman, we are looking for our granddaughter. Have you seen them?"
- “How, of course, they saw, they brought our bunny, and treated us with berries, while they themselves were also in a hurry to go home. Thank you for your granddaughter. She is good to you. Now go along the river, just be careful, Baba Yaga lives there.” /Thank you, bunny, here's a carrot for bunnies/.
They went further past the river, saw a house on chicken legs. They approached quietly, looked out the window, and there on the bench Masha and Matryoshka were sitting bound and crying. And Baba Yaga heats the stove, wants to cook them and eat them. She took out a pot, wanted to pour water, but there was not enough water, took a bucket and went to the river for water. While she was walking, the grandfather and the woman came in, untied Masha with the matryoshka and ran from there. And Baba Yaga returned, looks, but there are no children, sat down in a mortar and flew after them.
Grandfather and woman run, the children behind them, hiding under the bushes, do not show themselves. Baba Yaga flew past, did not see them.
They returned home, joyful, happy, although without berries and without a bucket. This is how the story ends."
Children's play in the theater liberates and gives rise to an amazing, joyful atmosphere, helps to develop artistic abilities, form a style of behavior adequate to modern needs, introduces them to musical culture, fiction, introduces the rules of etiquette, folklore and national traditions in a fascinating way. Therefore, it is so important that theatrical play is present in the life of a preschooler, and teachers do not forget about such interesting, original and creative forms of work with kids as a performance and a concert, improvisation and etude.
The meaning of theatrical play
The world of puppet theater is the innocence of childhood, its purity and spontaneity, and the wisdom of a philosopher. For me, the puppet theater always holds a special charm, because it is a unique phenomenon in the field of art: in its amazing simplicity and, at the same time, in its ambiguity, this is a real universe of mysterious and figurative, mystery and fantasy. Arising in real time and space, the puppet theater returns to our souls the true essence ...
Indian puppet theater performer Kapila Vatsyayan
Main goals and objectives
A theatrical game is the basis of a theatrical lesson, one of the leading forms of theatrical activity in kindergarten, in which children act out a literary, fairy-tale story or a scene from real life in their faces using special tools to convey the image, such as facial expressions, gestures, expressive speech, body plasticity. Director's play awakens imagination and fantasy, reveals hidden talents in the child's personality, reveals creative potential. Game-dramatization develops attention, memory, promotes free self-expression, helps to overcome communication problems and psychological clamps, to feel self-confidence.
Purposes of the event:
- expand the narrow traditional framework of a rational worldview, activate the ability of children to figuratively perceive the world of people, culture, nature;
- to create a favorable creative atmosphere conducive to the development of fantasy, the improvement of speech and behavioral culture;
- harmonize the child's relationship with the outside world, help him feel more confident and protected in a controversial social environment.
- Emotional-psychic area - enrichment inner peace child, the development of mental processes:
- develop the ability to feel and understand the emotional world and experiences of literary and fairy-tale characters;
- to form a sense of empathy, empathy;
- help relieve psycho-emotional stress;
- improve memory while remembering the role, attention in the process of tracking events storyline, imaginative thinking and fantasy;
- promote the disclosure of abilities and talents, help overcome psychological complexes, develop self-confidence.
- Communicative area - stimulation of speech development:
- achieve clarity of pronunciation with the help of articulation exercises and breathing exercises;
- expand vocabulary, develop the ability to competently build dialogic speech;
- master the techniques of intonational and figurative expressiveness of speech.
- Socialization - mastering the rules and norms of behavior in society, awakening interest in individual search and collective creative cooperation through participation in performances, sketches, sketches, improvisations, assistance in decorating costumes and scenery.
- Spiritual, moral and aesthetic education - the formation of ideas about good and evil, the development of the ability to feel the beautiful.
- Physical development - improvement of plastic capabilities, body coordination.
Theatrical play awakens interest in individual and collective creative search
Two opposing trends hindering the realization of the creative possibilities of children's play in the theater:
- In an effort to demonstrate a bright, impressive result, educators rehearse with children not only the words of the role, but also means of expression, diligently memorizing gestures, intonations, movements in the process of numerous trainings. However, the skills acquired by the method of such artificial coaching are not used by the child in practice in the process of free play.
- The other extreme is characterized by the passive behavior of the teacher. In real life, such non-interference is transformed into a complete disregard for the theatrical game: the pupils occupy themselves, the role of the teacher is reduced to preparing the same type of attributes for theatrical productions. Work on performances is mainly done by a music worker, and free play in the theater, despite its age demand, is practically absent in the life of children.
The study and development of the technology of theatrical play will help to overcome the controversial problem, on the basis of which teachers will build fruitful work with their pupils.
Video: playing puppet theater as a means of developing speech and cognitive abilities
https://youtube.com/watch?v=xeRY9-iTp-w Video can't be loaded: DEVELOPMENT OF SPEECH AND MEMORY I Puppet Theater | Tips for Parents 👪 (https://youtube.com/watch?v=xeRY9-iTp-w)
Techniques for preparing and conducting a theatrical game in the senior group
The range of playing techniques in the senior group is quite diverse:
- Modeling an imaginary plot or situation in the form of a small etude-improvisation, acting out scenes by children within the framework of a self-invented dialogue, for example: “ Phone conversation”, “On the playground”, “Basilio the cat and Alice the Fox”, “The old man and the old woman from the tale of the Golden Fish”, etc. The teacher helps to understand the nature of the role, come up with replicas, think over the line of dialogue.
- A creative conversation that helps to liberate the child's imagination, to feel the character, emotional state of the character, to choose the most accurate mimic, intonation, plastic tools for transforming into the image of a hero. With his questions (What is your hero? What do you like about him and what not? How should he speak, move? What does he look like, what is he wearing?), the teacher leads the pupil to a deep and conscious perception of the role, helps him get used to the created image.
- Game trainings in rhythmoplasty and acting skills, helping to master the expressive methods of conveying the image:
- intonation - working out an independent expressive pronunciation of words and remarks with a certain intonation (joy, surprise, sadness, fear, courage, etc.);
- static pose - learning the ability to depict in a fixed pose some object of living and inanimate nature or a character (a bird, a flower, a skater, a runner, a butterfly).
- gestures - during artistic game exercises, children master the skills of conveying sensations (I'm hot, cold), imitation of actions (my dishes, rolling out dough, sculpting from plasticine) using sign language.
- facial expressions - mastering the skills of reading information about the emotional state of the interlocutor by the expression of his face, then the children learn to convey their mood or emotional reaction by means of facial expressiveness.
- The method of analogies and associative comparison - stimulates the awakening of the child's imagination and search thinking during creative work on the role.
Playing out scenes in the form of self-made dialogue by children develops imagination and communication skills
Depending on the model of behavior of the teacher, the techniques can be:
- direct - direct display by the teacher and imitative activity of the child;
- indirect - the teacher encourages the pupil to show independence and activity of actions.
Table: theatrical games in poetic form
| Tell poems using facial expressions and gestures. “Milk ran away” (M. Boroditskaya) The milk has run out. Run away! Rolled down the stairs, Along the street started, Flowed across the square Bypassed the guard slipped under the bench, Three old women got wet Treated two kittens Warmed up - and back. Flying down the street Up the stairs puffed And crawled into the pan, Breathing heavily. Here the hostess arrived in time: - Boiled? Boiled! All children participate in pantomime. Before starting, you can remember and ask the children if they saw milk “running away” from the pan. The poem is read several times, movements and facial expressions are specified. Children can be divided into subgroups: spectators and actors, then they change roles. |
Pantomime game “The hare had a garden” (V. Stepanov) Purpose: to develop pantomime skills. The teacher reads, the children imitate movements. The bunny had a garden Rovnenkie two beds. There he played snowballs in the winter, Well, in the summer - hide and seek. And in the spring in the garden Bunny is happy to go! But first, everything will dig up, And then it all sorts out. Seeds sow cleverly And he goes to plant carrots. And you look - in the garden again Peas and carrots will grow. And how autumn suits, Harvest will gather. And just- the story ends here! |
| "Let's agree on something that the author did not invent" Goals:
The teacher invites the children to remember the fairy tale by K.I. Chukovsky "Fly-Tsokotuha". |
"Song Art"
|
| Games for the development of plasticity: Purpose: to develop motor ability, motor skills of different parts of the body, coordination of movements, the ability to perform movements in the text.
|
Games for the development of plasticity:
|
Riddles about fairy tales
You can start classes in theatrical activities with riddles based on popular fairy tales:
- Above my simple question
You won't spend a lot of energy.
Who is the boy with the long nose
Did you make it from a log? (Papa Carlo). - Grandmother loved her granddaughter very much,
She gave her a red hat.
The girl forgot her name.
Can you tell me what her name was? (Red Riding Hood). - The nose is a round snout.
It is convenient for them to rummage everywhere.
The tail is a small hook.
Instead of shoes - hooves.
Three of them, and to what
The brothers are similar.
Guess without a clue
Who are the heroes of our fairy tale? (Three little pigs: Naf-Naf, Nif-Nif, Nuf-Nuf). - He was unknown for a long time.
He became everyone's friend.
All from an interesting fairy tale
The onion boy is familiar. (Cipollino). - Heals small animals
He treats adults and children.
Looks at everyone through glasses
Good doctor ... (Aibolit). - Near the forest, on the edge,
Three of them live in a hut.
Three tables there and three mugs,
Three beds, three pillows.
Guessed without a clue
Who are the heroes of this tale? (Three Bears). - Someone grabbed onto something.
Pulls - does not pull out, oh, sat down firmly.
I'll call assistants, let them come running.
Only common labor will pull out the stubborn.
Who sat down so tight? Maybe this is ... (Turnip?). - How slowly the evening approaches.
I want it to come soon.
I want in a gilded carriage
Come to a fabulous ball.
No one in the palace knows
Where am I from, what is my name.
However, only midnight will come,
I will return to the hut again. (Cinderella). - The old woman plucked one flower
And she gave it to the girl Zhenya.
Its petals contain Magic power,
Their girl Zhenya asked for something.
And she whispered something, tearing it away.
Tell me, what is the name of this fairy tale? (Flower-seven-flower). - There is a blue sea
And the coast is gentle.
The old man went to the sea
To cast a net.
Now we are a reader
Let's ask our
Who will he catch?
And what will he ask? (Goldfish). - He is mixed with sour cream,
On the window was cooled.
Round and ruddy side.
Rolled ... (Kolobok). - Good-natured and non-violent
This cute weirdo.
His friend is so special
Very cute - Piglet.
For him, a walk is a holiday.
And honey - a special scent.
This teddy prankster is a bear cub ... (Winnie the Pooh).
Types of theatrical games
The game is the leading mental activity of preschoolers, it is the most interesting and understandable way for the child to process and express information, emotional reactions. Children aged 5–6 years old have an urgent need for collective theatrical activities, games are distinguished by a variety of topics, complexity and development of plots. In games, events and experiences are reflected both from personal experience preschoolers, and going beyond their personal experience, taking place in the life of the country and the whole world.
The theatrical game is an effective means of socialization of a preschooler, since in the process of playing various situations, scenes, fairy tales, their moral implication is understood and the development of norms of behavior, emotional and speech development child.
Dramatization games
Dramatization - independent acting out by a child of a literary or fairy tale story or scenario based on a poem, nursery rhyme, folklore work. Such a game attracts older preschoolers because it is necessary to interact with people and connect their life experience, play various roles, and improvise.
The classic version of the dramatization game involves memorizing and voicing the finished text of the role by the child artist, but a free version of the creative game “in your own way” is also allowed without preliminary study. The image is created with the help of intonation, expressive facial expressions and gestures, plasticity of movements. Children transform into a literary or fairy-tale hero, involuntarily filling his image with their own personality traits. Dramatizations can be played out without an audience or in the genre of a concert performance. If they are held using traditional theatrical paraphernalia (stage, scenery, costumes, etc.), then they are called theatricalizations.
Dramatization types:
- game imitation of characters literary works, fabulous animals;
- role-playing dialogues from the text;
- staged productions of songs, fragments of poems, folk and author's tales, folklore and literary works;
- acting out performances (dramatic performance, musical, pantomime, performance based on choreographic production and rhythmoplasty) based on one or more works;
- spontaneous game improvisations based on a well-known literary plot.
Video: staged production of the fairy tale "Geese-Swans"
https://youtube.com/watch?v=gSYIvpw8gNk Video can't be loaded: Children's fairy tale "Geese Swans 2015" (Video for the development of children) (https://youtube.com/watch?v=gSYIvpw8gNk)
Video: musical performance based on the work "Moydodyr"
https://youtube.com/watch?v=Pw0e8bsMdWU Video can’t be loaded: Theatrical performance Moidodyr, Kindergarten 328 Krasnoyarsk (https://youtube.com/watch?v=Pw0e8bsMdWU)
Video: role-playing joke on the theme "Family"
https://youtube.com/watch?v=5reFj-G062M Video can’t be loaded: Family joke scene (video by Valeria Verzhakova) (https://youtube.com/watch?v=5reFj-G062M)
Director games
Director's game - a child, as a director or director of a theatrical action, controls toys, puppets or their analogues, pronounces words for "actors" and at the same time is a narrator. Director's games can be both individual and collective, requiring coordination of actions and creative ideas.
In the process of director's play, the child creates play situations with toys, substitute objects
Classification of director's games:
- Puppet theater (table, floor, stand). Used as ready made industrial way(table theatrical games, bibabo), and puppets handmade created by children from paper, cardboard, improvised, natural, waste material. Doll types:
- Puppet - A child manipulates a puppet with strings attached to its head and limbs.
- Cardboard - flat, voluminous (cylindrical and cone-shaped, from paper boxes).
- Riding (cane, bibabo, on spoons) - with one hand the child holds the body, with the other he leads the canes attached to the hands of the doll.
- Shadow - a flat silhouette with the help of a directed stream of light creates a shadow image on the stage screen.
- Glove - worn directly on the hand (gloves, mittens, socks).
- Theater in the form of an unfolded book with voluminous scenery.
- Shadow theater (live, manual, finger, puppet).
Video: puppet theater based on the Russian folk tale "By the Pike"
https://youtube.com/watch?v=RwLEwQsz8t4 Video can’t be loaded: Children of the older group show “By Pike” (https://youtube.com/watch?v=RwLEwQsz8t4)
Video: do-it-yourself table puppet theater based on the fairy tale Geese-Swans
Organization and conduct of classes in the form of theatricalization
In the older group, planned classes in theatrical activities are held 2 times a week for 25 minutes, some of them can be held in the original form of a theatrical game. However, one should not be limited to the narrow time frame of the game, it is possible to increase the activity of the lesson or break down the work on dramatization into several lessons. The structure of the game lesson as a whole does not differ from the classic three-part model (organizational, main and final) of any lesson in kindergarten, but conducting a dramatization game or director's game will require preliminary work from the teacher. In addition, the specifics of the play activities of older preschool children should be taken into account.
Conducting any theatrical games requires a creative approach and attentive attitude of the teacher.
The specifics of theatrical play in older preschoolers
Game activity is leading in preschool age. For children 5-6 years old, theatrical game is characterized by the following features:
- Performing skills become more complicated and improved, the degree of independence in the selection of means of figurative expression increases, and collective cooperation develops.
- The plot of a literary or folklore plot is perceived as an indicative basis, based on which the child improvises, independently invents a continuation of the story, combines several well-known or fictional situations in the form of a kind of collage, using fantasy and imagination, for example, “The Magical World of A.S. Pushkin.
- The game becomes a tool for self-expression of a child actor who creates the image of a character.
- The range of theatrical specialties in play activities is expanding, each child chooses one or another theatrical “profession” according to his abilities and interests, whether it is an “artist”, “costume designer”, “designer-decorator”, “ticket operator” or “director”.
- Children are more likely to experiment and try their hand at independent directing. The child bolder masters the space of director's play, controlling puppets or toys, inventing fairy tales with continuation.
- Literary material for dialogues, scenes, game sketches becomes more complex, filled with deep philosophical and moral content. Such texts form the ability to understand not only the literal, superficial meaning of the work, but also to see the subtle, hidden subtext.
In the senior group, the performing skills of children become more complicated and improve, collective cooperation develops
Playing positions and skills that are formed in the process of acquiring the experience of a theatrical game:
- The ability to be a grateful spectator:
- the position of a smart, subtle critic and adviser;
- the ability to greet the artists with applause, to watch the performance to the end, to master the skills of theatrical culture.
- Master artistic techniques of self-expression (facial expressions, gestures, etc.) for transmission artistic image character, be able to properly control the puppet in the director's game.
- To get acquainted with the positions of the "director" and "scriptwriter", to improve the ability to embody one's creative ideas by organizing coordinated interaction and cooperation with other participants in the game: not to conflict, observe the order of entry into the theatrical action, etc.
- To master the playing skills of a "costume designer" and "decorator": independently create sketches of the stage design of a performance, make theatrical attributes and costume elements, draw original invitations in paper drawing and design classes, draw a poster.
The procedure for preparing a performance in the classroom
Preparatory stage:
- Informative talk about the theater.
- Examining illustrations, watching cartoons, videos, listening to music and songs that will help you feel the atmosphere of the work, form images of characters.
- Artistic practical activity based on the work in the classroom for drawing and modeling.
- Work on the development of culture and speech technology:
- role-playing dialogues based on pictures;
- exercises to improve diction, breathing exercises and articulatory gymnastics;
- exercises aimed at developing techniques that enhance the verbal, plastic and mimic expressiveness of the created image.
- Stages of preparing a dramatization of a fairy tale:
- Selection of a work and discussion with children, distribution of roles.
- Dividing the text into stage episodes and retelling them by children.
- Initial rehearsal study of episodes in the form of improvisational etudes.
- Staging dance numbers, working on musical accompaniment, preparing costumes and scenery sketches.
- Work on the text, clarifying the understanding of the characters' characters, the motivation for their actions.
- Elaboration of the stage expressiveness of the behavior of the characters.
- Rehearsal work on individual mise en scenes with elements of props and musical accompaniment.
- Rehearsal of the entire production with details of costumes and stage design.
Work on musical accompaniment is an important component of a theatrical production.
The organizational part of the theatrical game lasts no more than 5 minutes and is designed to emotionally set the guys up for creative work, to activate their attention. The teacher traditionally uses a surprise moment, riddles, poems, viewing illustrations, listening to songs.
- The teacher invites the children to make an amazing journey to an unusual, mysterious country called "Theater", in which miraculous transformations take place, dolls come to life, dance and sing, fairy-tale characters are waiting for guests, and birds and animals speak human language. The light movement of the magic wand turns children into artists. In the magical world of the theater, they find a chest, and in it is a letter with riddles that will help to understand what kind of fairy tale will be played out.
- The children hear a knock on the door. A fairy-tale hero runs in and tells his sad story that the Queen of the Fairy Tale asked to give the children an urgent and very important telegram. But he was in such a hurry to complete an important assignment that he stumbled and fell into a puddle, the telegram got wet, the letters spread, now not all words can be read. The fairy-tale hero turns to the guys for help, who will read the text of the telegram and guess what kind of fairy tale the Queen invited them to.
- The teacher together with the children recalls their favorite fairy tales. Then the teacher invites the children to go to a fairyland where magical fairies live, who will pass on knowledge and skills and help children become real artists. The inhabitants of this country sing and dance, they are very fond of exciting games and amusing fun. In order to go on a fabulous journey, children need to say the magic words and take their imagination with them.
The introductory part of the theatrical game is designed to emotionally set up the children for creative work, to activate their attention.
The main stage of the game in the theater is devoted to the direct playing of a fairy-tale or literary plot by children. In the older group, the duration of the main part of the lesson, in accordance with age norms, is approximately 15–20 minutes.
The main stage of the dramatization game is dedicated to children playing out a fairy tale or literary plot.
The final part (2-3 minutes) - the teacher thanks all the participants in the performance and the audience, the children share their impressions and analyze the production, discussing the following questions:
- Did you like the show and why?
- Which of the characters (artists) made the biggest impression and why?
- Did the actors like playing roles in the theater?
- How did the costume and set designers work?
Table: examples of imitation games and improvisation games
| Scene "Naughty grandchildren" | Trains the skills of intonational expressiveness of speech. Children are divided into pairs. The first couple will transform into grandparents, and the second will portray different models behavior of grandchildren. Grandparents persistently persuade the children to eat any dish (porridge, soup ...). Both kids refuse the dish offered to them, but they do it in a different manner: the granddaughter is defiantly naughty and clearly annoys the elders with her behavior; grandson - chooses a polite refusal style, so grandparents condescendingly give in to him. The same plot can be played out in the version with baby animals, for example, puppies should bark, ducklings should quack. |
| Pantomime "Make a snowman" | The teacher pronounces the sequence of actions, and the children imitate them with expressive gestures. V .: “Imagine that we are having a modeling lesson. You sat down at your desks, prepared colored plasticine, boards, stacks. We pinch off a piece of plasticine and roll out a large ball for the body of our snowman, then a smaller ball for the head. So, let's get to work. And what do we do then? That's right, we sculpt small details: eyes, nose, mouth, bucket. Great, now show each other your crafts, consider and use facial expressions and gestures to show your emotional reaction. |
| "Tale in a new way" | V .: “Imagine that you find yourself in the fairy tale “Swan Geese”, met Masha in a forest clearing, who disobeyed the order of the father and mother, left her little brother unattended and carelessly plays with her friends. Tell us what you would talk about with her, how you helped save Vanechka, what journey you went on, what adventures you experienced, whom you met "... |
| "Help the bunny" | Children, together with the teacher, recall the famous poem by A. Barto about a bunny that was abandoned by the hostess. The teacher picks up a soft bunny toy and addresses the children with the words: “Guys, look, I have a little bunny in my hands. He is completely lonely and unhappy, he is wet and wants to eat. Each of you can hold him, caress him, warm him, feed him, say kind sincere words to him. Children take turns picking up a toy, the teacher helps to find the right words. |
| "Flower field" | A beautiful melody sounds, the children themselves come up with dance movements, plastically depicting the dance of flowers in a clearing. Then the music suddenly stops, it is a sharp gust of icy wind that froze the flowers (the babies freeze in a static pose). |
| "Pantomimes-miniatures" |
|
| Study games |
|
| "Landscape" - a game for the development of imagination | V .: “Guys, imagine that you are artists. Your hands are brushes with which you pick up green paint and draw juicy, tender grass. With yellow paint we will depict a round sun with thin rays, a sweet smile and happy eyes. Now let's draw a high blue sky. Oh, what's so fragrant? We draw flowers in the meadow. Which? Let it be snow-white daisies. Listen, it seems that the wind is humming a cheerful song, and somewhere nearby a stream is babbling. |
| "Electronic and Clown" | A game of impersonation aimed at developing the ability to imitate movements. The image of the mechanical way of movement of the boy-robot requires muscular tension of the arms, legs, and body. Hands are tightly pressed to the body, the child makes sharp turns, tilts, steps in different directions, while maintaining a motionless, frozen position of the neck and shoulder girdle. The flexible, plastic movements of the gutta-percha rag clown are completely different, they are associated with the need to relax the body, performing jerky rocking of the body. Arms are actively and energetically raised, the head makes circular movements, the feet are firmly pressed to the floor. |
| "Mimic Fantasies" | Depict an emotional reaction, mood, feeling: interesting-boring, sad-fun, cold-hot, sweet-sour, angry-reconciled. |
| "Gifts of Autumn" | V .: “We go together to the garden, inhale the sweet aroma of fruits. We try to reach the pears and apples, alternately raise the right and left hand. We are trying to pick fruits in a jump (we bounce in place with our hands raised up). How to get apples and pears? The stairs will help us. (Children imitate climbing the stairs.) We pick fruit and put it in a basket. That’s it, we’ve harvested the crops, we’re tired, we sit down, close our eyes and relax.” |
Table: card file of games-dramatizations of fairy tales with scenarios
| Title, author | Scenario |
| Game-dramatization of the fairy tale "Teremok", Neuronskaya M.B. | Storyteller: There is a teremok in the field, a teremok. He is not low, not high. Who, who lives in a teremochka? Who, who lives in the low? Suddenly, a mouse runs across the field. She stopped at the door and knocked. (Music). Mouse: Who, who lives in the little house? Who, who lives in the low? Storyteller: A mouse ran into the tower and began to live and live there. It is warm in the little house, but outside the wind blows, it brings cold. And now a frog jumps across the field, stopped at the tower. Frog: Who, who lives in the little house? Who, who lives in the low? Mouse: I am a mouse, and who are you? Frog: And I'm a frog. What a glorious hut, let me live! Mouse: Oh, what a funny frog, come live with me! Storyteller: A frog frog ran into the tower, and they began to live together. And then a bunny runs to the little house. (Running up to the tower.) Bunny: Terem, terem, teremok. Who, who lives in a teremochka? Mouse: I am a mouse. Frog: I am a frog. And who are you? Bunny: I'm a playful bunny. You have a wonderful hut! Frog: Yes, let him live, the three of us are no worse! Such an assistant is very necessary! Storyteller: A hare ran into the teremok, and they all began to live in it together. Who runs to the teremochka? Ah! Yes, this is a fox-sister. Fox: Who, who lives in the little house? Who, who lives in the low? Enumeration of the heroes of the fairy tale. All: Come live with us! Storyteller: And the fox-sister settled in the little house. And now a top runs to the little house - a gray barrel. Wolf: Terem, terem, teremok! Who lives in the terem? Character responses. Wolf: Can I live with you? I have no one to be friends with in the forest ... All: Come to us, wolf, we will treat you to tea. Storyteller: Animals live happily in a little house. But what's the noise? What's the crack? Why do bushes bend, branches break? Who is coming to us? Oh yes, it's a teddy bear. Bear: Who lives in the little house? Who lives in a low place? Character responses. Bear: And I, a bear, want to live with you! All: Come live with us! Under the weight of the Bear, the tower falls apart. Mouse: Winter is coming, and you broke our house, where will we all go now? Bear: Excuse me, I didn't do it on purpose! Let's build a new one! All Animals: Exactly! More, so that the bear climbs, we will build a tower to the skies !!! Storyteller: Although the bear is to blame, we will help him! Rather than regretting the house, it’s better to build a new one! Construction from soft modules-blocks. Everyone is building a teremok together to cheerful music. |
| Game-dramatization of the fairy tale "Turnip", Artyomova L.V. | Presenter: Grandfather planted a turnip (Expresses approval of the grandfather's diligence and diligence with the help of facial expressions and gestures). A big, big turnip has grown (Amazed by its size). Grandfather began to pull a turnip from the ground. All: Pulls, pulls - can't pull. Presenter: This is how the grandfather grew the turnip, and he cannot cope with it! But he has many helpers. Whom shall we call? Grandfather: Grandma, help! Leading: The grandmother does not go, she does not hear. Household chores. Shall we call grandma? All: Grandma, help! Grandmother. I'm coming! Leading: Grandmother for grandfather, grandfather for turnip - they pull, pull, they can’t pull out (Expresses surprise at how firmly the turnip sits in the ground). The grandmother called her granddaughter. Grandma: Granddaughter, help! Host: The granddaughter hurries to help the elderly. Granddaughter. I'm coming! Presenter: Granddaughter for grandmother, grandmother for grandfather, grandfather for turnip ... All: They pull, they pull, they can’t pull it out (Surprised). Presenter: The granddaughter called the dog Zhuchka. The bug didn't linger. Bug: Woof-woof-woof, run! All: A bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip - they pull, they pull, they can’t pull it out (Very upset). Leading: Called Bug a cat. Bug: Murka, help! Leading: The cat does not go, lies basking, does not listen to the Bug. Let's all call together. All: Murka, go! Can't manage without you! Murka: I'm coming, I'm coming! Everyone: the Cat for the Bug, the Bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip - they pull, they pull, they can’t pull (The patience of the audience and the “actors” is running out, despair from endless failures on their faces). Host: The cat called the mouse. The mouse squeaks with fear, but still hurries to help (Cheers up the mouse, calms it down). All: A mouse for a cat, a cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip - they pull, they pull, they pulled a turnip! (Rejoice). If the children want to continue playing on their own, help them put on the attributes. See what they can do on their own, what needs your help. As the game progresses, invite the children to say the chain: granddaughter for the grandmother, grandmother for the grandfather, grandfather for the turnip, etc. If there are too many people who want to pull the turnip, you can offer them hats with images of other animals that came to the rescue. The game will turn out to be very fun and interesting if the host inserts approximately the following remarks along the way: - Grandma, is it not hard for you to work in the garden? Does your granddaughter help you? - Grandfather, how often do you dig a turnip, water your garden? - And who helped you? What else grows in your beds? - Granddaughter Masha, did you forget to weed the beds so that the turnip grows better? - Murka, don't be lazy, it's time to wake up. Everyone has already stood up. - Mouse, without you we can’t pull out a turnip, help. At the end of the game, when the elongated turnip lies on the ground, invite the children to dance around such a large turnip, to arrange a harvest festival. You can invite guests, neighbors to see what a beautiful turnip has grown in the garden, treat them. |
| Dramatization of the fairy tale "Zayushkina's hut", Roslyakova N.A. | Leading: At the forest on the edge in his bast hut Peacefully the Hare lived obliquely next to the red Fox. But the lazy Fox did not want to work hard - to build a bast house, but moved into an ice one. Here in the spring the ice melted, the ice hut was gone ... The cunning Fox began to ask Zayushka to go to the yard. (The fox approaches the gate, knocks). Fox: You let it go, do me a favor! Hare: I won’t let you in: why did you tease? (He thinks, waving his paw, smiling good-naturedly). Anyway! No quarrels... Come, Lisa, into the yard! (The fox walks into the yard.) Leading: Without a hut, it's damp, it's bad ... The fox began to groan. The night passed without sleep She asks the hare again. (The fox, groaning, approaches the porch, speaks ingratiatingly). Fox: You let at least on the porch ... How much space do I need? Good Zainka, I'm sorry Have pity on me, let me go! Hare (from the window): We must let Fox go, Drink sweet tea! (The hare goes out onto the porch, hands the Fox a mug of tea; the Fox drinks tea and settles on the porch). Host: The third day has come. The fox is knocking at the door to the Bunny. Fox: I got cold on the porch. I would go to the bench, closer to the stove. (The hare opens the door, the Fox enters the hut and sits down near the door). Host: On the fourth day again I began to pester the Hare With soft, gentle speech. (The Fox carefully, with small steps, approaches the Hare and timidly asks). Fox: Hare, let it on the stove ... (The hare turns to the audience). Hare: How can she not give in here ?! (to Fox) Get in, so be it! (The fox climbs onto the stove). Leading: Hare, kind heart, Red put on the stove. Another day has passed. The fox suddenly started scolding. Fox (from the stove loudly, defiantly): I don’t want to live with you! Get out, Kosoy! (The Fox throws a bundle with things to the Hare; the Hare leaves the house, sits at a distance on a stump and cries). Leading: And the Bunny drove away, I just gave away the bundle. Sat Bunny on the edge And, pressing his ears from fear, He began to cry bitterly ... (The Dog runs, approaches the Hare). Host: A dog approached him. Dog: Whoa! Tyaf! Tyaf! What are you crying about? Why don't you jump buddy? Hare (continuing to sob): I lived in a bast hut, Here, on this edge, And the Fox is in the ice. How the ice melted in spring She came to live with me Yes, she drove me away. Dog: That's it, don't shed any more tears! I will help your grief! (The dog approaches the hut). Dog: Whoa! Tyaf! Tyaf! Well, Lisa Get out into the woods! Leading: And the Fox is from the oven Screams in a loud voice. Only shreds will fly. If you don't want to fight Get out, Dog! (The dog yelps in fright and runs away. The hare starts crying again. The wolf runs towards him). Leading: Again Bunny is crying bitterly, Does not call friends, does not jump. Here Volchok runs to him ... Wolf: What are you, Zainka, not oars Did you hang your head on Buina? Hare: How can I not cry, Wolf? I lived in a bast hut, Here, on this edge, And the Fox is in the ice. How the snow melted in spring She came to live with me And she drove me away!!! Wolf: I will help your grief, Liska, red cheat, I will drive away quickly, deftly! (Goes to the hut, knocks on the window). Wolf: Hey Fox, get off the stove!!! Lisa: Who wants kalachi? That's how I'll jump out now Only shreds will fly... Wolf: Okay, Zainka, bye... The skin is very expensive... (The wolf strokes the fur and runs away. The hare starts crying again). Bear (good-naturedly): Enough, Zainka, roar! You, answer me, do me a favor, What grief happened? Hare: How not to cry, grandfather, Grandfather Bear? I lived in a bast hut, Here on this edge, And the Fox is in the ice. How the snow melted in spring She came to live with me Yes, she drove me away. Bear: Don't worry, my friend! Lisa ... I will force To live in the forest ... (The bear approaches the hut and growls). Host: The bear growled menacingly, He shouted at the top of his voice: Bear: Come on, red Fox, Get out into your woods! Leading: And the Fox shouts to him from the stove in a loud voice. Fox: That's how I'll jump out now, Sparks will fly from your eyes! Get out yourself, Bear, Don't you dare yell at me! (The bear angrily waves its paw and leaves) Host: Even Mishka did not help .... Sorry Bunny... A Rooster appears on the stage with a scythe on his shoulder, approaches the crying Hare. Host: Here comes the Rooster with a scythe!!! Rooster: What are you crying about Oblique? Hare: I lived in a bast hut, Here on this edge, And the Fox is in the ice. How the snow melted in spring She came to live with me And she drove me away. Rooster (confidently, cheerfully): Do not worry, buddy! Soon We will help your grief! I'll show Lisa the braid, I'll kick Lisa out! Hare (sobbing): Yes, the Dog drove her, Yes, I ran away in fear. The wolf - the skin is dear ... The Bear himself drove her recently ... You won't be able to do it! (The rooster goes to the hut). Leading: Rooster to the hut, What stood on the edge, Approached ... Fun went! It became red is not funny! Rooster: Ku-ka-re-ku! Wow, Lisa! Here I will take a braid on my shoulders ... I'm going to flog Lisa! Fox (frightened): What are you, Petya, do not rush! Let me get dressed! Rooster: Stop empty speeches! Go away, cheat, from the stove! (The fox jumps from the stove and runs away). Leading: Oh, and the Fox got scared ... Jump from the stove and into the forests, She let go with all her might: Rooster scared her. Since then, Bunny with Petya The best friends in the world. They live on the edge of the forest, In his bast hut. And now from the samovar Steamed carrot tea Gingerbread cookies are chewed, Have fun and sing… (Hare and Rooster sing and dance). Redhead ran away Red - shameless! Hee hee hee! Ha ha ha! Scared Rooster! |
| Game-dramatization based on the fairy tale "Rocked Hen", Gravel I.A. | The fairy tale is attended by: Grandfather, Baba, Hen, Mouse. Preliminary work. There is a rustic fence in the hall. Screen house. Chicken bowls. The composition "Birdsong" sounds. Presenter: Once upon a time there was a grandfather and a woman. (Grandfather and Baba appear in turn). And they had a hen Ryaba. (Chick appears.) Grandfather and grandmother loved the chicken very much. (Grandfather and woman are stroking a chicken). They fed and watered her. Grandfather: Eat, my chicken, eat, get better. Grain by grain, peck, have fun. I have a lot in my bins. In the barn I have the Golden Grain. (Feeds the hen.) Baba: Drink, my chicken, drink, my bird, I have enough water in the bucket, Get drunk, go for a walk outside the gate. And I'll add water to you again. (Takes out a bucket of water and pours water into a saucer). Hen: Co-co-co, co-co-co. (Leaves and continues to cackle offstage.) Grandfather: To know, Hen Ryaba wants to communicate. Hear how it cackles. Look, grandma. Baba: And even then, old lady, let me have a look. I'll go for a fresh egg as soon as possible. (Baba leaves. Grandfather hobbles after her). Presenter: And the chicken laid an egg, but not a simple one, but a golden one ... Grandfather: That's the testicle, it's very big. Have you seen, woman, somewhere like that? Baba: Look, the egg is not simple, can't you see, old one? Golden egg. Grandfather: I have never seen golden eggs, Know there, in the middle of pearls and diamonds. (He hits the egg with his hand 4 times). Baba: There is no point in beating him with the palm of your hand. Fist with a swing, that's how it should be, grandfather. (He hits the egg with his fist 4 times, at this time the grandfather leaves and brings wooden spoon). Grandfather: Wait a minute, woman, step back a little. I'll slap him harder with this spoon. (He hits the egg with a spoon. At this time, the woman takes out the yoke). Baba: There is no point in hitting him with a spoon, Step back a little, I'll hit the rocker. (He beats with a yoke. Grandfather carries a shovel). Grandfather: Where do you manage? I'll break it with a shovel. (He beats with a shovel. Baba carries a broom). Baba: Come on, grandfather, aside, you see, I'm carrying a whisk, I will gather my strength and I will succeed. (Beats with a broom. Grandfather carries a log). Grandfather: Beat him with a whisk like peas against a wall. Step aside, I'll log him. (He hits the egg with a log. Baba carries an ax). Baba: Drop your log, there is little strength in it, Break an egg with a sharp axe. (He hits with an ax. Grandfather leaves. Baba looks around, does not see grandfather and also leaves). A mouse appears, she runs around the egg. The egg falls behind the screen and breaks. The mouse runs away. The leader appears. Looks behind the screen. Host: The testicle broke. (At the same time, a grandfather and a woman come out with large hammers in their hands. The grandfather notices that there are no eggs). Grandfather: Baba, and a woman. But no eggs! Baba: No! Lost egg. Where did it go??? Father, where is the testicle? (Looking for him under the table). Baba: Guys, did you take an egg? Maybe you hid it? (Children answer: “No!”) Baba: Did you see where it went? (Guys answer). Grandfather: Wait, I can't figure it out. Baba: Let's ask I.A. I.A., did you take a testicle? Host: No. Baba: Or maybe you know where it went? Host: I know, I know. The mouse ran, waved its tail, the testicle fell and broke. (Grandfather and woman find and lift the shell). Grandfather: It really broke. Baba: Here are some shells left. (Grandfather and woman are crying. A chicken appears). Chicken: Do not cry, grandfather, do not cry, grandmother, You will still lay a testicle, your Ryabushka. (pats them on the head). But I won't lay more than a golden egg. Grandfather and Baba: We do not want gold. Hen: I'll bring a simple one. Grandfather and Baba: Thank you, thank you, our Ryabushka. Thank you very much, our sweetheart. We will not beat the testicles, and do not think about We will collect a dozen of them and breed chickens! (Music sounds. The hen starts dancing Grandfather and Baba join her). Required Attributes: Papier-mâché egg, spoon, yoke, shovel, broom, log, ax, 2 wooden hammer. Suits:
|
Table: an example of a synopsis of a dramatization game
| author | Krasnikova E.V., teacher MBDOU Kindergarten No. 62, Altai region, from. Shebalino |
| Name | Synopsis of a dramatization game for children of the senior group based on the work of S.Ya. Marshak "The Tale of the Silly Mouse" |
| Goals, tasks | Purpose: to teach children to play a familiar fairy tale, independently perform actions in accordance with the role. Tasks:
|
| Material and equipment |
|
| preliminary work | Reading and analysis of the work of S.Ya. Marshak "The Tale of the Silly Mouse", playing sketches based on a fairy tale, drawing on the theme "Hero of a fairy tale", exercises for the development of intonational expressiveness. |
| Introduction | Children are freely located in a group, the teacher is located in the place of the greatest concentration of children and organizes joint activities. Surprise moment: (Audio is playing.) “Attention, attention, listen to the radio message. Only today and only here is a children's theater open ... (noise, hiss, recording is interrupted). Guys, did you hear the radio message? And I didn’t understand anything, let’s listen again in more detail. (Children together with the teacher listen to the recording again). Theater talk: Children's theater ... how interesting! Do you like going to the theatre, watching performances? Then we definitely need to get into this theater! Who is with me? Then go! Wait, who heard the name of the theater and where is it located? What to do, we even did not recognize the name? It turns out that we will not get to the theater? And I so wanted! I think I've come up with something! What if we open a children's theater ourselves right here and now? Want to? So, attention, the kindergarten theater is opening. And what will it be called? (Children come up with and choose a name). Where will it be located? Where will the stage be? And the auditorium? What about the dressing room and dressing room? Now tell me, please, what theatrical professions do you know? Who wants to be an actor? And the spectators? Can I be a director? To decide which performance we will show, we need to remember what works we read, discussed, listen to your suggestions. (The teacher listens to everyone in turn). So, we are playing "The Tale of the Stupid Mouse", who is its author, who wrote this tale? |
| Main part | Distribution of roles: You all want to be actors and I need 2 assistants. How to be? Can anyone agree? Then I suggest that you distribute the roles and responsibilities in an honest way. Draw a card and see what role awaits you. Well, actors, go to the dressing room, put on your costumes. As soon as you are ready, go to the dressing room, we will apply real theatrical makeup to you. And we with assistants, in the meantime, will prepare the stage and scenery. Children independently choose and put on pre-prepared costumes, masks in accordance with the role. The children released from the role help to prepare the scenery - the bed of the mouse, the armchair for the mother-mouse, apply makeup on the models. During the application of makeup, the “director” suggests saying a tongue twister so that the speech of the “actors” sounds clear and precise: “33 cars in a row chatter, chatter, chatter, rumble.” Children, together with the teacher, reproduce the content of the tale. |
| Final part (game analysis) | Did you like our theater game? What did you like the most? I have red and green cards on a plate. Think and remember how you performed your role, evaluate yourself: if you did a good job with your role and responsibilities - take a green card, and if something didn’t work out for you and you could do better - take a red card. Thank you, I think those who took the red card next time will try very hard. And I suggest you play a little more. The game is called "Praise". Starting with me, we will praise each other. And I want to thank you on my own behalf and note that you played very well today, supported and helped each other, treated your friends and guests with respect. |
Theatricalization in kindergarten helps to solve many pressing problems of pedagogy and psychology related to the moral education and aesthetic development of children, the formation of communication skills, and the removal of emotional stress. The theatrical art is based on the game, which is why it attracts adults and children so much, contributes to greater mutual understanding and decision conflict situations. Children of senior preschool age improve their performing skills, the level of their psycho-emotional development allows expanding the range of literary and folklore material for theatrical productions.
Share with friends!Reference: director's games include tabletop, shadow theater and theater on flannelgraph: a child (or adult) is not a character, but creates scenes, plays the role of a toy character, acts for him, portrays him with intonation, facial expressions.
Program content:
- Continue to improve children's skills in managing table puppets, improve performance skills, expressiveness in conveying the images of fairy tale characters.
- To develop a steady interest in the game-dramatization, the ability of children to consistently and expressively retell a fairy tale;
- To consolidate the ability to communicate without conflict in preparation for the dramatization of a fairy tale.
Preliminary work:
- reading the fairy tale "Geese-swans", conversations on the content of the fairy tale;
- memorizing tongue twisters for clarity of diction;
- breathing exercises;
4. conversations on the topic: “Remember theatrical words”, “Different genres of stage speech”, “Minor characters”, “Intonation of the main characters”;
5. preparation of props.
Material and equipment: balloon; props for showing a fairy tale: hut + background, sister and brother dolls, stove, apple tree, river, forest image, Baba Yaga's hut, individual trees, swan geese, hedgehog.
Stroke:
1. Game motivation
teacher: Guys, a balloon flew into our window, he is so scared. He says that the Geese-Swans were chasing him, hissing, shouting. Guys, can this be? What story do we know about swan geese and can we tell Sharik? (fairy tale "Geese-swans")
teacher(to Sharik): And you know, Sharik, the guys and I will not only tell it, but we can also show it to you in our theater. And you sit comfortably and watch.
2. Organization of a table theater
Teacher: Guys, before we start the show, tell us who is participating in the performance? (director, actors, artist, musicians, etc.) Who is a director? (He is the most important in the theater, chooses the actors, shows where to place the scenery, observes the sequence of events, etc.).
Teacher: Now we will choose a director.
The teacher and children choose the director
Teacher: And now the director will distribute cards with the symbols of the heroes of the fairy tale. In accordance with your roles, the director will place you on the game table. (the cards are then put back in the box).
3. Arrangement of props
Sequence: hut + background, sister and brother dolls, stove, apple tree, river, image of the forest, Baba Yaga's hut, individual trees, swan geese, hedgehog.
4. Showing a fairy tale
Producer: So, the fairy tale begins ... Once upon a time there was a husband and a wife. And they had a daughter, Masha, and a son, Ivanushka. Once, the parents went to the city and punished their daughter so that she did not go out of the yard, did not leave her brother alone. For this they will return home with gifts. But the girl did not obey her parents; as soon as they left, she sat her brother by the window, and she herself ran to her friends. And then swan geese flew in, picked up Ivanushka and flew away. Masha is back
But there is no brother! Only the swan geese rushed in the distance and disappeared. The girl guessed who took her brother away. Mashenka rushed to look for and catch up with them. And on the way she has a stove.
M .: Stove, stove, tell me, where did the swan geese fly?
P .: Eat my rye pie, I'll tell you.
M .: My father doesn’t eat wheat.
The stove said nothing to her. The girl ran further, on the way she had an apple tree.
M .: Apple tree, apple tree, tell me, where did the swan geese fly?
Me: Eat my forest apple, I'll tell you.
M .: My father doesn’t eat garden ones either.
The apple tree did not answer her. The sister ran on. I met a milky river, kissel banks.
M .: River, river. Tell me, where did the swan geese fly?
R .: Eat my milk with jelly, I’ll tell you.
M .: My father and cream are not eaten.
Again Mashenka did not recognize anything. She runs further. I ran to the dense forest, what to do? Here a hedgehog meets her.
M .: Hedgehog, hedgehog, tell me where the swan geese flew away?
Y .: I saw these robbers, they serve Baba, they must have dragged your brother away, let's go, I'll show the way.
Hedgehog showed the way, and he went into the forest. Baba Yaga's hut stood in a dense forest, and her brother sat on a bench nearby and played with apples. The girl grabbed Ivanushka and ran out of the forest. Baba Yaga noticed the loss and sent her assistants in pursuit. Mashenka is running, and here is the river.
M .: River, river, hide us.
R .: Eat my milk with jelly.
Sister and brother ate, the river hid them under a steep bank. Geese-swans flew, did not notice anything, flew further. The children thanked the river, ran again. And the Geese returned, catching up with Mashenka and Brother. There is an apple tree in the field, they go to it.
M .: Apple tree, apple tree, hide us.
Me: Eat my forest apple.
The children ate an apple each, covered their apple tree with their branches and leaves. Geese flew over the apple tree, did not notice anything, flew away. Children run further, on the way they have a stove.
M .: Stove, stove, hide us.
P .: Eat my rye pie, I'll hide it.
The sister and brother ate the sills. The stove hid them, the geese flew over the stove, flew, flew, shouted, shouted, and returned to Baba Yaga with nothing. And Masha and her brother returned home, but on time. Here, mother and father came and brought gifts. That's the end of the fairy tale, and whoever listened, well done!
teacher: Here is a cautionary tale about how important it is to obey your parents. Did you like our artists, Sharik? We ask the artists to pay their respects.
The teacher and children together put the props in place and play with the ball.
Literature:
1. A. V. Shchetkin "Theatrical activity in kindergarten" (classes with children 5-6 years old), Mosaic-Synthesis, 2007
2. I.A. Agapova, M.A. Davydova "Theatrical activities and games in kindergarten: developmental exercises, trainings, scenarios", ARCTI, 2010
3. O.A. Shorokhov. We play fairy tale. Fairy tale therapy and classes on the development of coherent speech for preschoolers, Phoenix, 2008
Directing game based on the Russian folk tale "Fox with a rolling pin" (excerpt).Target: To please children by repeating familiar works of fiction with them; improve dialogical and coherent speech; to teach children to build complete and expressive answers to questions on the content of fairy tales; to teach to recognize familiar fairy tales by separate phrases from them; arouse a desire in children to participate in the dramatization of excerpts from works; to educate children in humane feelings (kindness, empathy for favorite characters, responsiveness, etc.)
Preliminary work: Reading the story and looking at the illustrations. Vocabulary work is a rolling pin.
Material and equipment: Illustrations from the series "Favorite Tales"; costumes for the director's game (fox, man, grandmother); tape recorder, flash drive with Russian folk motifs; a model of a house, a model of a Russian stove, a bench, a rolling pin, a chicken toy.
Techniques and methods: conversation, guessing riddles, staging an excerpt from a fairy tale (the Fox, like a rolling pin, changed to a chicken), game techniques (dynamic pause).
Course progress. (Org moment, greeting)
Educator: - Guys, today we have guests. Let's greet the guests. Hello!
The sun woke up in the sky
We guys smiled.
We close our eyes quietly
We raise our hands to the sky.
Let's take the rays of the sun
And let's take it to the heart.
Good story, I remember from childhood.
I want you to listen to the story.
To sneak up to the very heart
And planted a seed of kindness.
Educator: Now guys, sit down on the chairs.
Educator: - Guys, do you like fairy tales? (Answers of children). Do you like listening to them? (Answers of children). What fairy tales do you know? (Answers of children). I have prepared riddles for you. And you have to solve and name a fairy tale. Listen carefully.
1. Oh, Petya - simplicity
I messed up a little
Didn't listen to the cat
Looked out the window. (Cat, rooster and fox).
2. The mouse found a home
The mouse was kind
In that house, after all
There were many residents. (Teremok)
3. Opened the door of the kids
And they all disappeared! (The wolf and the seven Young goats)
4. “They pull, they pull, they can’t pull.” (Turnip)
5. “I left my grandmother, I left my grandfather,
And from you the hare and even more so will leave. (Kolobok)
6. Ah, the road is far
Ah, the basket is not easy.
Sit on a stump
Sit down to a pie. (Masha and the Bear)
Educator: -Well done boys! How smart you are! (Show pictures)
Look at this picture and name the characters that are depicted (Children's answers. Chanterelle, man, grandmother).
What is the nature of the fox? (Cunning, cheat, deceiver.)
What is the name of this tale? ("Fox with a rolling pin")
Educator: That's right. This tale is called "The Chanterelle with a rolling pin." And here, on the stove, there is a rolling pin. (Shows to children). Remember what a rolling pin is for? (Children's answers) - Guys, now let's do itgame exercise "Rock".
We will take the rolling pin in our hands (standing, imitation “hold the rolling pin in our hands in front of the chest”).
We lead stronger on the test, (hand movements back and forth, fingers clenched in fists.)
Delicious cakes will come out (imitation of “making cakes”).
Birds get crumbs ("waving wings")
Educator: - Not in vain, guys, we remembered the fairy tale “Fox with a rolling pin.” Do you want to see it, and show it yourself? I have everything ready for this. (Points to the scenery, costumes). Let's remember a fairy tale and act out an excerpt from a fairy tale how a fox deceived a man, how he changed a rolling pin to a chicken. And those guys who will be spectators will tell later about their impressions, about what they saw. (Participants come out, put on hats, suits.)
Dramatization of a fairy tale.
caregiver : - Hush, kids, don't make noise.
Don't scare our story.
Let's sit side by side
Listen to a fairy tale.
This fairy tale is “The Chanterelle with a rolling pin”.
The fox walked along the path, found a rock. She got up and moved on. She came to the village and knocked on the hut:
Chanterelle: - Knock-knock-knock!
Man: - Who's there?
Chanterelle: - I'm a fox-sister! Let's sleep over!
Man: - We are tight without you.
Chanterelle: - Yes, I will not press you: I myself will lie down on the bench, the tail - under the bench, the rolling pin - under the stove.
Educator: - They let her in. Here she lay down on the bench herself, the tail - under the bench, the rolling pin - under the stove. Early in the morning she got up before everyone else and burned her rolling pin in the stove, and then she shouted to the whole house:
Chanterelle: - Where is my rock? Rocket stolen! Give me a chicken for her!
Educator: - The hosts shrugged - nothing to do! - gave her a chicken for a rolling pin! The fox took the chicken and went on. Goes and sings:
Chanterelle: - The fox was walking along the path,
The fox found a rock.
I took a chicken by the rock!
The performance is over. All the artists come out to bow.
caregiver : Did you like the show? Let's clap for our artists.
Summary of the lesson: - What did we do today? (Answers of children).
What is the name of the fairy tale that the artists showed us? ("Fox with a rolling pin").
Tell us how it all started?
How did the fox deceive the owners?
Try to say how the fox asked to spend the night. What did the fox say? What voice? (Answers of children).
Did the fox do well or badly in the fairy tale?
What does this fairy tale teach, guys? (The fairy tale teaches us to be kind, not to deceive, not to beg for anything).
Educator: - Using the example in the fairy tale, we were convinced that it is not necessary to deceive others. The people condemn cunning, deceit and make you think that you can’t behave like a fox. That's why we read fairy tales in order to better know which deeds are good and which are bad.
Guys, I wish you to be honest, truthful, kind, polite.
Now let's hold hands tightly
And smile to each other.
And we say goodbye to the guests
Together we say "Goodbye!"
