Theatrical activities in preschool age
Tatiana Gryaznova
Theatrical activities in preschool age
Report
THEATER ACTIVITIES FOR CHILDREN IN KINDERGARTEN
Teacher: Gryaznova Tatyana Sergeevna Dzerzhinsk 2019
INTRODUCTION
1. THE IMPORTANCE OF THEATER EDUCATION FOR PRESCHOOL
2. GAME AS ONE OF THEATERIC ACTIVITIES
CONCLUSION
BIBLIOGRAPHY
APPLICATIONS
INTRODUCTION
Modern preschool institutions are painfully searching for new humanistic, personality-oriented approaches to education. Today, many teachers are concerned about finding unconventional ways to interact creatively with children.
How to make every activity with a child interesting and exciting, to simply and unobtrusively tell him about the most important thing - about the beauty and diversity of this world, how interesting it is to live in it? How to teach a child everything that is useful to him in this complex modern life? How to educate and develop his basic abilities: to hear, see, feel, understand, fantasize and invent?
The most popular and exciting area in preschool education is theatrical activities . From the point of view of pedagogical attractiveness, we can talk about the versatility, playful nature and social orientation, as well as the correctional capabilities of the theater .
It is theatrical activities that make it possible to solve many pedagogical problems related to the formation of the expressiveness of a child’s speech, intellectual and artistic-aesthetic education. By participating in theatrical games , children become participants in various events from the lives of people, animals, and plants, which gives them the opportunity to better understand the world around them. At the same time, theatrical play instills in the child a sustainable interest in his native culture, literature, and theater .
of theatrical games is also enormous . Children develop a respectful attitude towards each other. They learn the joy associated with overcoming communication difficulties and self-doubt. Children’s enthusiasm for theatrical play , their inner comfort, relaxedness, easy, non-authoritarian communication between an adult and a child, the “I can’t do it”
- all this surprises and attracts.
It is obvious that theatrical activities teach children to be creative individuals, capable of perceiving novelty and the ability to improvise. Our society needs a person of such quality who could boldly enter into a modern situation, be able to handle a problem creatively, without prior preparation, and have the courage to try and make mistakes until the right solution is found.
1. THE IMPORTANCE OF THEATER EDUCATION FOR PRESCHOOL
Theatrical games are of great importance in a child’s life. They fully develop the child’s speech. The process of speech development involves mastering not only the content, but also the figurative, emotional side of the language. To develop the expressive side of speech, it is necessary to create conditions in which each child could express his emotions, feelings, desires, views, not only in ordinary conversation, but also publicly, without being embarrassed by the presence of outside listeners. It is important to teach this in early childhood, since it often happens that people with rich spiritual content and expressive speech turn out to be withdrawn, shy, and get lost in the presence of unfamiliar faces.
The habit of expressive public speech can be cultivated in a person only by involving him in speaking in front of an audience from an early age. Theater in kindergarten can be of great help with this . Theatrical games always delight children and are always loved by them. By participating in plays and performances, children get acquainted with the world around them in all its diversity through images, colors, sounds, and skillfully posed questions force them to think, analyze, draw conclusions and generalizations. Improvement of speech is also closely related to mental development. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonation structure are improved. The role played and the spoken lines confront the child with the need to express himself clearly, distinctly, and intelligibly. His dialogical speech and its grammatical structure improve.
It can be argued that theatrical activity is a source of development of feelings, deep experiences and discoveries of a child, and introduces him to spiritual values. This is a concrete, visible result. But it is no less important that theatrical activities develop the emotional sphere of the child, make him sympathize with the characters and empathize with the events being played out.
Thanks to the works, the child understands the world not only with his mind, but also with his heart, and expresses his own attitude towards good and evil. Favorite heroes become role models and identification. This is why teachers can have a positive impact on children through children's performance.
Such games help overcome timidity, self-doubt, and shyness. It is obligatory to look at illustrations in children's books or just pictures that match the work you read. Then children learn to convey the mood and character of the characters through facial expressions and movements during physical education and music classes.
After a conversation about what has been read and similar exercises, it is necessary to return to the text again, involving the children in pronouncing its individual fragments. Moreover, you should never demand a literal reproduction of the content. If necessary, you can easily correct the child and move on without delay. However, when the text is well understood, accuracy and expressiveness of its presentation should be encouraged. At first, fragments from the works are used as an exercise, gradually the tasks become more complicated. The teacher faces two main tasks: firstly, to understand, figure out what the baby feels, what his experiences are aimed at, how deep and serious they are, and, secondly, secondly, to help him express his feelings more fully, to create for him special conditions in which his activity will manifest itself, his assistance to those about whom he has heard. After such preparation, the entire work is played out in its entirety. You can’t divide children into “artists”
and
“spectators”
, i.e. constantly performing and constantly staying to watch
“play”
.
Parents should take an active part in preparing children for theatrical activities : helping the teacher in making various theaters , costumes, selecting the necessary literature, organizing performances for children (for young children, parents are artists, for older children, parents are often spectators).
When teaching children the means of verbal expression, it is necessary to use familiar and favorite works. theatrical activities help them adapt better and faster in kindergarten and develop them comprehensively. Almost all children speak well, but each has its own character, not all of them are sociable, each reacts in its own way to strangers, does not want to communicate with them. Theatrical activity develops their speech , gives each child the opportunity to get comfortable, and makes kindergarten for them a place where they want to come. When working with children, we use small sketches, act them out, and include finger exercises and sound pronunciation exercises in our classes. These classes reinforce children's sensory knowledge, design skills, fine arts, and movement development. Children really like this.
GAME AS ONE OF THEATERIC ACTIVITIES
Theatrical games are the acting out of literary works (fairy tales, short stories, specially written dramatizations)
.
The heroes of literary works become characters, and their adventures, life events, changed by children's imagination, become the plot of the game. The peculiarity of theatrical games is that they have a ready-made plot, which means activity is largely predetermined by the text of the work.
Real creative play is a rich field for children's creativity. After all, the text of a work is like a canvas into which children themselves weave new storylines, introduce additional roles, change the ending, etc. In a theatrical play, the image of the hero , his main features, actions, and experiences are determined by the content of the work. The child's creativity is manifested in the truthful portrayal of the character. To do this, you need to understand what the character is like, why he acts this way, imagine his state, feelings, that is, penetrate into his inner world. And this needs to be done while listening to the work.
All this suggests that children’s full participation in play requires special preparedness, which is manifested in the ability to aesthetically perceive the art of literary expression, the ability to listen attentively to the text, to capture intonations, and peculiarities of speech patterns. To understand what a hero is, you need to learn how to simply analyze his actions, evaluate them, and understand the moral of the work. The ability to imagine the hero of a work, his experiences, the specific environment in which events develop, largely depends on the child’s personal experience: the more diverse his impressions of the life around him, the richer his imagination, feelings, and ability to think. To play the role, the child must master a variety of visual means (facial expressions, body movements, gestures, speech expressive in vocabulary and intonation, etc.). Consequently, preparedness for a theatrical play can be defined as a level of general cultural development on the basis of which the understanding of a work of art is facilitated, an emotional response to it arises, and mastery of artistic means of conveying an image occurs. All these indicators do not develop spontaneously, but are formed in the course of educational work.
Theatrical themselves are part of such educational work. It is of great importance for the development of the personality of a preschool child, not only because it exercises individual mental processes, but also because these processes rise to a higher level of development due to the fact that the child’s entire personality, his consciousness, develops in the game. The child becomes aware of himself, learns to desire and subordinate his fleeting affective aspirations to desire; learns to act, subordinating his actions to a certain pattern, rule of behavior, learns to live, living the lives of his heroes, loving or not loving and trying to understand the essence and reasons for their actions and learning from their mistakes.
There are many varieties of theatrical games , differing in artistic design, and most importantly, in the specifics of children's theatrical activities . In some, children present the performance themselves, like artists; Each child plays his role. In others, children act as if in a director's game: they act out a literary work, the characters of which are portrayed with the help of toys, voicing their roles. Similar are performances using a tabletop theater with three-dimensional and flat figures or the so-called bench theatrical games , in which children play on a flannelgraph, screen using pictures (often cut out along the contour)
show a fairy tale, story, etc. The most common type of bench
theatrical games is shadow theater .
Sometimes children act as real puppeteers; in such a game, two types of theatrical toys . The first is the parsley type - the parsley theater (in practice it is often called the bibabo theater , where glove-type puppets are used: a doll, hollow inside, is put on the hand, while the index finger is placed in the head of the doll, the thumb and middle finger are placed in the sleeves of the suit, the remaining fingers are pressed to the palm. The performance is shown from behind a screen: the puppeteers hold the puppets above their heads.
In theatrical games, various types of children's creativity are developed: artistic and speech, musical and playful, dancing, stage, singing. With an experienced teacher, children strive for an artistic depiction of a literary work not only as “artists” performing roles, but also as “artists” designing the performance, as “musicians” providing sound accompaniment. Each type of such activity helps to reveal the individual characteristics and abilities of the child, develop talent, and captivate children.
Of particular note is the role of theatrical games in introducing children to the arts: literary, dramatic, theatrical . Preschoolers get acquainted with various types of theatrical art . With proper guidance, children develop ideas about the work of artists, directors, theater designers , and conductors. Children of senior preschool age understand that the performance is prepared by a creative team (everyone does one thing together - the performance)
.
By analogy with the experience of their own theatrical games, children feel and realize that theater gives joy to both creators and spectators.
Dramatization or theatrical play poses many very important tasks for the child. Children should be able, with a little help from the teacher, to organize into play groups, agree on what will be played out, determine and carry out the basic preparatory actions (select the necessary attributes, costumes, decorations, design the scene, select the role players and the presenter, perform several times trial play); be able to invite the audience and show them the performance. The speech and pantomimic actions of the role players must be quite expressive (intelligible, intonationally diverse, emotionally charged, purposeful, figuratively truthful).
Thus, in the process of organizing a theatrical game, children develop organizational skills and abilities, improve forms, types and means of communication, develop and understand the direct relationships of children with each other, and acquire communicative skills. In preschool age, for the first time, the need to be treated well by people around you, the desire to be understood and accepted by them, appears. Children in the game look closely at each other, evaluate each other and, depending on such evaluations, show or do not show mutual sympathy. The personality traits they discover in the game determine the relationships that form. Peers refuse to deal with children who do not follow the established rules in the game and demonstrate negative character traits in communication. Personality emerges in communication, built on a conscious, motivated basis. In the process of play and preparation for it, relations of cooperation, mutual assistance, division and cooperation of labor, care and attention to each other develop between children. In games of this kind, children learn to perceive and transmit information, focus on the reactions of their interlocutors and spectators, and take them into account in their own actions. This is especially important in order to be able to quickly navigate and control oneself in a difficult situation that may arise during a performance, for example: one of the participants forgot their words, mixed up the order, etc. Therefore, mutual understanding between the participating children is very important and mutual assistance, which develop during the game and preparation for it.
Theatrical activities add variety to the life of a child in kindergarten, give him joy and are one of the most effective ways of corrective influence on a child, in which the principle of learning is most clearly manifested: learning by playing.
During theatrical games :
children’s knowledge about the world around them expands and deepens;
mental processes develop: attention, memory, perception, imagination;
mental operations are stimulated;
development of various analyzers occurs: visual, auditory, speech motor;
vocabulary, grammatical structure of speech, sound pronunciation, coherent speech skills, melodic-intonation side of speech, tempo, expressiveness of speech are activated and improved;
motor skills, coordination, smoothness, switchability, and purposefulness of movements are improved;
the emotional-volitional sphere develops;
behavior correction occurs;
a sense of collectivism and responsibility for each other develops, and the experience of moral behavior is formed;
the development of creative, search activity, and independence is stimulated;
participation in theatrical games brings joy to children, arouses active interest, and captivates them.
Rules for preparing for the performance:
do not overload children;
do not impose your opinion;
provide all children with the opportunity to try themselves in different roles.
Stages of working on a performance
Choosing a play or dramatization, reading, discussion.
Dividing into episodes and retelling them by children.
Work on episodes in the form of sketches with improvised text.
Searching for musical and plastic solutions for individual sketches, staging dances and songs, creating sketches of scenery and costumes with children and parents.
Transition to the text of the play: work on episodes (expressiveness of speech, authenticity of behavior in stage conditions)
.
Rehearsal of individual paintings in different compositions with details of scenery and props (possibly conventional, with musical accompaniment.
Rehearsal of the entire play with costumes, props, scenery. Clarifying the tempo of the performance.
Premiere of the play. Discussion with children and spectators.
Rerun of the performance. Preparing an exhibition of children’s drawings based on the performance, as well as a stand or album with photographs.
Among creative games, children are especially fond of “ theater” , dramatizations, the plots of which are well-known fairy tales, stories, and theatrical performances .
By participating in theatrical games , children get acquainted with the world around them through images, colors, and sounds. Theatrical and play activities enrich children with new impressions, knowledge, skills, develop interest in literature, activate the vocabulary, and contribute to the moral and ethical education of each child.
Participation in theatrical games , the child enters the image, transforms into it, lives its life. Therefore, along with verbal creativity, dramatization or theatrical production represents the most frequent and widespread type of children's creativity.
Game-dramatization allows you to solve many problems of the kindergarten program: from familiarization with social phenomena, the formation of elementary mathematical knowledge of physical perfection.
The variety of themes, means of representation, and emotionality of games make it possible to use them for the purpose of comprehensive personal development.
The figurative, vivid depiction of social reality and natural phenomena characteristic of the dramatization game introduces children to the world around them in all its diversity. And skillfully posed questions in preparation for the game encourage them to think, analyze rather complex situations, draw conclusions and generalizations. This contributes to the improvement of mental development and the closely related improvement of speech. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, and the sound side of speech is improved. A new role, especially the dialogue of characters, confronts the child with the need to express himself clearly, distinctly, and intelligibly. His dialogical speech and its grammatical structure improve, he begins to actively use the dictionary, which, in turn, is also replenished.
CONCLUSION
Thus, theatrical activities comprehensively develop the child. They make it possible to frequently and unobtrusively give children knowledge on sensory skills, mathematics, introduce them to the world around them, improve movements, finger motor skills, and acquire skills in artistic activities . Preparation for theatrical activities should take place in several stages. First, the teacher needs to read the work expressively, and then conduct a conversation on it, explaining and clarifying the understanding of not only the content, but also individual means of expression. One of the main conditions is the emotional attitude of an adult to what is being read. When reading, children need not so much artistry as the sincerity and genuineness of the teacher’s feelings. For kids, this is like a model of an emotional attitude to certain situations. Moreover, the smaller the child, the more specific and accentuated the reading should be.
The role of the teacher in organizing and conducting such games is very great. It consists in setting fairly clear tasks for the children and quietly transferring the initiative to the children, skillfully organizing their joint activities and directing them in the right direction; do not leave without attention a single issue, both organizational and issues relating to each child personally (his emotions, experiences, reactions to what is happening)
; to the difficulties children face. It is very important for the teacher to take an individual approach to each child.
Thus, play should be a school of activity in which the subordination of necessity appears not as imposed from the outside, but as responding to the child’s own initiative, as desired. Theatrical play in its psychological structure is a prototype of future serious activity - life .
BIBLIOGRAPHY
Artemova L. V. Theatrical games for preschoolers (methodological manual, M, 2006.
Borovik T. A., Zhilin V. A., Tyutyunnikova T. E. Using elements of orf pedagogy of innovative teachers in the production of theatrical games , St. Petersburg, - 1999.
Petrova T. I., Sergeeva E. L., Petrova E. S. Theatrical games in kindergarten (methodological manual, Nizhny Novgorod, - 2008.
Technology of problem-based developmental education in the practice of using theatrical performances in preschool institutions (methodological manual, St. Petersburg, VLADOS, 2005.
APPLICATIONS
“Whose voice is this?”
( Theatrical mini-game for children of primary preschool age )
Purpose of the game: To distinguish between adult animals and young animals by onomatopoeia, to correlate the names of an adult animal and its young.
For this game you will need masks or mini-costumes (distinctive features: tails, paws, ears and whiskers)
: mouse and little mouse, duck and duckling, frog and little frog, cow and calf, cat and kitten.
If choosing masks or costumes causes difficulties, you can select pictures or fashion toys from plasticine, involving the child in joint activities .
They come to visit the child (they come by car, by train)
animals, they want to play. The child must guess whose voice he heard.
Meow meow. Who is that meowing? (Cat.)
And who meows in a thin voice?
(Kitten.)
The mother cat has a baby.
How does he meow? (Meow-meow.)
Moo-oo - who moos like that? (Cow.)
And who is her cub?
(Calf.)
What voice does he moo in?
(Thin.)
Now listen again and guess who is mooing - a cow or a calf.
Kwa-kwa - whose rude voice is this? (Frogs.)
And who croaks thinly?
(Little frog.)
The frog is large and croaks in a rough voice, and its baby croaks thinly. Who is the baby frog?
In such theatrical mini-games, children learn to distinguish between adult animals and their young by onomatopoeia (a cow moos in a loud voice, and a calf in a quiet, thin voice; a frog croaks loudly, and a little frog croaks subtly).
Its emotionality and expressiveness depend on the sound design of a statement, so it is important to teach children the ability to clearly pronounce simple phrases using the intonation of a whole sentence, question or answer.
"Wind"
( Theatrical game for children of primary preschool age )
The purpose of the dramatization : To teach children to form verbs using prefixes (looked out, rushed, jumped)
.
Organization of activities .
One of the children plays the role of the breeze, the rest - hares. Children-hares put hats with long ears on their heads and squat down in a circle. To the words spoken by the teacher:
From a snowdrift at the edge of the forest
Someone's ears peeked out,
And he rushed - hop and hop -
White little ball
Children slowly rise and jump forward on two legs.
CHILDHOOD GUIDE
In accordance with the targets outlined in the Federal State Educational Standard for preschool education , a child at the stage of completing preschool education must have a developed imagination, show initiative and independence in various activities, and actively interact with adults and peers. All these personal characteristics develop especially clearly in the theatrical activities of preschool children.
Objectives : to develop a sustainable interest in fiction and theater in a preschooler; development of creative abilities, speech and play activities of children through theater. Classes Content: standard, dominant, thematic, fragmentary (in other classes), integrative, rehearsal. They are called so depending on the use of various types of musical and artistic activities, and the presence of a theme.
Typical includes all types of theatrical and artistic activities. In the dominant one , one type predominates (dance-rhythmic activity or theatrical play). At the thematic stage , one topic is selected that unites all types of theatrical activities. Integrative contains various types of art, types of artistic activities (making posters, dolls, costumes, scenery, drawing characters, etc.). Fragmentary is used as a structural part in another lesson (speech, music). Rehearsal includes direct preparation for the performance.
Lesson structure : Part 1. Theatrical play is aimed at developing play behavior, aesthetic sense, and the ability to communicate with peers and adults in various life situations. General developmental and special theater games develop the creative abilities of preschoolers.
General educational games for children Exercise with chairs Purpose: To instill the ability to move freely in space and coordinate your actions with friends. Progress: At the teacher’s suggestion, children move around the hall with their chairs and “build” a circle (sun), a house (square), an airplane, a bus. Pass the pose Goal: to develop memory, attention, observation, imagination, endurance. Procedure: Children sit on chairs in a semicircle and on the floor cross-legged with their eyes closed. The leading child comes up with a pose and fixes it, shows it to the first child. He remembers and shows it to the next one. As a result, the pose of the first and last child is compared. Children should definitely be divided into spectators and performers. Special theatrical games for children In order to move on to work on sketches and performances, special theatrical games are needed that mainly develop imagination and fantasy. Guess what I'm doing Purpose: explain a given pose, develop imagination, memory. Move: the teacher suggests taking a certain pose and explaining it. 1. Stand with your hand raised. Possible answers: putting a book on a shelf, hanging a jacket, decorating a Christmas tree, etc. 2. Stand on your knees, arms and body pointing forward. I'm looking for a spoon under the table, watching a caterpillar, feeding a kitten. 3. Squat. I look at the broken cup and draw with chalk. 4. Lean forward. I tie my shoelaces, pick up my scarf, and pick a flower. The same thing in different ways Goal: to develop the ability to justify and explain one’s behavior, one’s actions with fantasized reasons suggested by circumstances, to develop imagination, faith, fantasy. Move: children are asked to come up with and show several options for behavior for a specific task: a person walks, sits, runs, listens, etc. Each child comes up with his own behavior, and the other children must guess what he is doing. Children are divided into 2-3 creative groups, each receiving a specific task. 1 - sit. Options: sitting in front of the TV, in the circus, in the dentist’s office, etc. 2 - go. Options: walk along the road with puddles and mud all around, along hot sand, along a narrow bridge, along a mountain path. 3 - run. Running, being late for the theater, from an angry dog, getting caught in the rain, etc. Transformation of an object. Goal: to develop intelligence, imagination and fantasy. Move: the object is placed on a chair in the center of the circle or passed from one child to another. Everyone must act with the object in their own way, justifying its new purpose. Options: 1. pencil or stick - key, screwdriver, fork, toothbrush 2. small ball - apple, shell, snowball, chicken, bun Then you can move on to sketches (“teaching” - French). It serves as preliminary training work. This is a small performance in which a certain event should take place in expected situations, circumstances, conditions. Topics should be close and understandable to children - Quarrel, Meeting, Getting to know each other, Treating, Talking on the phone, etc. You can offer studies on basic emotions: Sadness, Anger, Joy, Surprise, Fear. You can use five senses: Hearing, Vision, Smell, Touch, Taste. For example, taste a bitter medicine, a candy; smell the paint, the cake being cooked. They all develop the ability to convey a certain state using facial expressions and gestures, as well as the logic of behavior. The next stage: writing sketches based on fairy tales. Children must choose an episode from a fairy tale and compose a sketch based on it - Kolobok and the Fox, Little Red Riding Hood at Grandma's...
Part 2. Rhythmoplasty - includes complex rhythmic, musical, plastic games and exercises that develop a sense of harmony of your body with the outside world, the development of freedom and expressiveness of body movements. Cactus and willow Purpose: to develop the ability to control muscle tension and relaxation, navigate in space, and coordinate movements. Progress: at the signal, the children begin to move chaotically around the hall. On command from the cactus, they stop and take the cactus pose - feet shoulder-width apart, arms slightly bent at the elbows, raised above the head, palms back turned towards each other, fingers spread, muscles tense. With a clap, the movement resumes, then the command - willow - the arms are relaxed, hanging, the head is hanging, the muscles are relaxed. Snowman Goal: alternately strain and relax the muscles of the arms, legs, neck, and body. Progress: children-snowmen. Feet shoulder-width apart, arms bent at the elbows and extended forward, muscles tense. “The sun warmed up, under its warm rays the snowman began to slowly melt.” Children gradually relax their muscles, lower their arms, squat down, and fall to the floor.
Musical and plastic improvisations (musical development) Goal: to convey the character and mood of the muses in free plastic images. works. Loss - the child improvises the proposed situation, as if answering the questions: where, when, what did he lose? Do children, using facial expressions, gestures, and plastic movements, create a mini-study on a given topic? Gift - convey a joyful mood in connection with the gift received. Morning - children lie on the carpet (sleep), feel the sun's ray sliding across their faces, slowly open their eyes, stretch, get up, go to the window, admire the morning.
Part 3. Culture and speech technique (speech development) - combines games and exercises aimed at developing breathing, correct articulation, clear diction, and intonation. This section includes word games that develop figurative speech and creative imagination. “Game with a candle” - blow on the flame, but do not extinguish it. The task is to develop correct speech breathing. “Soap bubbles” - blow out bubbles while exhaling evenly, try to make them bigger, and when they come off, they fly away. Exercise for the lips - “Cheerful Piglet”: 1. one time the lips are stretched forward, like a piglet’s nose, two times they stretch into a smile without exposing the teeth, 2. the closed, elongated lips (piglet) move first up and down, then right and left, 3. the snout makes circular movements, first in one direction, then in the other direction. When finishing the exercises, children are asked to completely release their lip muscles by snorting like a horse.
Part 4 Fundamentals of theatrical culture - the following topics are included: - features of theatrical art - types of theatrical art - the birth of a performance (who takes part - lighting, make-up artists, etc.) - theater outside and inside - spectator culture
Part 5 Working on a play 10 main stages of working on a play: 1. Selecting a play or dramatization and discussing it with the children. 2. Dividing the play into episodes and retelling them for children. Children retell each episode, coming up with a name for it. 3. Work on individual episodes in the form of sketches with improvised text. At first, the most active ones become participants in the etudes, but gradually everyone needs to be involved. 4. Searching for a musical and plastic solution to individual episodes, staging dances. Creating sketches of scenery and costumes together with children. 5. Transition to the text of the play: work on the episodes. Clarification of the proposed circumstances and motives for the behavior of individual characters. During rehearsals, the same passage is repeated by different performers, i.e. the same text is heard several times, this allows children to learn almost all the roles. The teacher, taking into account the speech, plastic, and acting capabilities of the children, can already identify 2-3 performers who can cope with the role. 6. Work on the expressiveness of speech and the authenticity of behavior in stage conditions, consolidating individual mise-en-scenes. Due to age, it is still difficult for a child to transform. He can only rely on his own experience. Help him remember situations or feelings similar to those of the characters. But don't impose your behavior patterns. 7. Rehearsals of individual films in different compositions with details of decorations and props, musical accompaniment. We must ensure that children do not repeat the poses and gestures of other performers, but look for their own variations. It is necessary to teach children to place themselves on the stage without blocking each other. Every successful decision should be encouraged and celebrated. 8. Rehearsal of the entire play with elements of costumes, props, and scenery. Clarifying the tempo of the performance. Appointment of those responsible for changing scenery and props. Depending on the capabilities and preparedness of the team, general rehearsals can be from one to three. 9. Premiere of the play. Discussion with spectators and children. The discussion does not need to be held immediately after the performance. But the next day we need to find out how critically they are able to think about their own game. The teacher, while pointing out shortcomings, should at the same time praise and note the most successful moments of the performance. 10. Reruns. Preparation of an exhibition of children's drawings based on the performance, an album with photographs. Performances can be performed in different casts. The same role, when performed by different children, completely changes, acquiring a new meaning.
You definitely need to show the performance to your parents.
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The concept of “theatrical play”, its types, meaning and place in the educational process
Prospects for education » Theatrical play as a means of aesthetic education » The concept of “theatrical play”, its types, meaning and place in the educational process
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In the explanatory dictionary of S.I. Ozhegova theatrical play or dramatization play is interpreted as the ability to “remake any work, giving it the form of drama as a kind of literary work written in a dialogical form and intended to be performed by actors on stage.”
Theatrical play as a “pre-aesthetic” activity, one of the forms of transition to productive, aesthetic activity with its characteristic motive of influencing other people is defined by A.N. Leontyev.
Theatrical games, depending on the leading methods of emotional expressiveness, through which the theme or plot is played out, are distinguished by T.A. Kulikova. She divided theatrical games into two main groups: director's games and dramatization games. To director's games for kindergarten T.A. Kulikova includes tabletop, shadow theater, and theater on flannelgraph. Here the child is not the protagonist; he portrays the character through intonation and facial expressions. The child's pantomime is limited, because he acts with a stationary or sedentary toy.
Dramatizations are based on the role performer’s own actions; in this case, the child plays himself, using his own means of expression - intonation, facial expressions, pantomime.
Various types of theatrical games are highlighted by L.V. Artemov, distinguished by artistic design and specificity of children's theatrical activities:
Dramatization games. In them, children present the performance themselves, each child plays his own role. By participating in dramatization games, the child, as it were, enters the image, transforms into it, lives its life. An attribute is a sign of a character that symbolizes its typical properties (for example, a mask). The child must create the image himself - with the help of intonation, facial expressions, gestures, and movements.
Finger Theater. The child puts the attributes on his fingers, but as in a dramatization, he himself acts for the character whose image is on his hand. As the action progresses, the child moves one or all fingers, pronouncing the text. Finger theater is good when you need to show several characters at the same time.
Parsley Theater (bi-ba-bo dolls). In these games, a doll is placed on the fingers of the hand. The movements of her head, arms, and torso are carried out using the movements of the fingers of the hand. Bi-ba-bo dolls usually act on a screen.
Puppet theater. They are led around the site, stage, pulling from above by threads and ropes attached to slats.
Tabletop toy theater. This theater uses a wide variety of toys - factory-made and homemade, from natural and any other material. Here the imagination is not limited, the main thing is that the toys and crafts stand steadily on the table and do not interfere with movement.
Tabletop picture theater. In these games, children use flat figures or pictures. On a flannelgraph or screen, children show a fairy tale or story. All pictures - characters and decorations - must be made double-sided, since turns are inevitable, and to prevent the figures from falling, supports are needed. The actions of toys and pictures in the tabletop theater are limited. It is important to imitate the desired movement: running, jumping, walking and at the same time pronounce the text. It is advisable to use decorative elements: 2-3 trees, a lawn, a stream.
To the bench theatrical games of L.V. Artemova says:
Stand - book. The author notes that the dynamics and sequence of events are easy to depict with the help of successive illustrations. For travel type games it is convenient to use a stand book. You need to strengthen it on the bottom of the board. As the game progresses, the presenter turns over the sheets of the stand-book and demonstrates various stories, meetings, and events that take place in the game.
Flannelograph. Pictures are also good to show on the screen. They are held in place by the adhesion of the flannel that covers the screen and the back of the picture. Screens of various shapes allow you to create “living” pictures that are convenient to demonstrate to the whole group of children.
Shadow theater. For which, according to L.V. Artemova, you need a screen made of translucent paper, expressively cut out features of flat characters and a bright light source behind them, thanks to which the characters cast shadows on the screen. Very interesting images are obtained using your fingers.
L.B. Artemova, L.V. Voroshnina, L.S. Furmin and others highlight the literary or folklore basis of their content and the presence of spectators as a characteristic feature of theatrical games. These researchers also divide theatrical games into two main groups: dramatization and director's (each of them, in turn, is divided into several types).
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