Introducing preschool children to theatrical and play activities. Introducing children to theatrical activities Introducing children to theatrical activities in preschools

Introducing children to theatrical activities helps the child master the world of human feelings and communication skills, and develop the ability to empathize.

Children become acquainted with the first theatrical actions very early in the process of various fun games, round dances, and when listening to expressive readings of poetry and fairy tales by adults.

The teacher must use different opportunities to play with any object or event, awakening the child’s imagination. For example, on a walk he can say: “Look how gentle the sun is, it smiles at you, children. Let’s smile at him and say hello”; will invite kids to depict how a bear stomps, a bunny jumps, an airplane flies, tree branches sway, leaves rustle. It is advisable to accompany such actions with suitable rhymes and songs.

Children can get acquainted with real theatrical performances in a children's institution when watching performances, circus performances, puppet theater, both staged by professional artists and by teachers, parents and older children.

Teachers can dramatize fairy tales and rhymes familiar to children in everyday life. To do this, you can use a variety of puppet theaters (bi-ba-bo, shadow, finger, tabletop, flanograph theater), as well as ordinary toys. It is advisable to involve children in participating in performances as much as possible and discuss with them what they saw. To do this, it is best to use fairy tales familiar to children - “Turnip”, “Teremok”, “Kolobok”, “The Pockmarked Hen”, etc. For children early age It is difficult to pronounce the text of the role in full, but they can pronounce some phrases and depict the actions of the characters with gestures. For example, in “Turnip” kids can “pull” a turnip, in “Ryabka Hen” they can depict the crying of a grandfather and woman, show how a mouse waved its tail, and squeak for it. Kids can not only play some roles themselves, but also act as puppet characters. In the process of such dramatization games, acting together with adults and imitating them, they learn to understand and use the language of facial expressions and gestures, improve their speech, in which emotional coloring and intonation are an important component.

When attracting children to a dramatization game, one should not expect them to accurately depict the characteristics of the character; what is much more important is the child’s desire to participate in it, his emotional state. Children’s joint experience of feelings, their desire to show what the character is experiencing, helps children learn the ABCs of relationships. Empathy for the characters in dramatizations develops empathy and ideas about “bad” and “good” human qualities.

From a very early age, children show interest in music, works of fine art, poetry, and theatrical performances. These aesthetic impressions enrich their emotional sphere, form the basis for the formation of artistic taste, and stimulate creative activity.

The most important role in the artistic and aesthetic development of a child belongs to adults. Teachers attract children's attention to the beauty of the world around them, introduce them to works of literature and art in an accessible form, awaken and maintain interest in various types of artistic and aesthetic activities, introduce them to a variety of materials and means, use a variety of gaming techniques to stimulate children's imagination, and involve in different types of activities (drawing, modeling, making appliqués).

Teachers support children's interest in music: provide the opportunity to listen to fragments of classical and folk music, experiment with a variety of musical toys and instruments; encourage them to display musical images in movements, singing; create conditions for introducing children to theatrical activities; organize viewings of performances and dramatizations using different types of theater (puppet, tabletop, finger, shadow, etc.), attract children to participate in all possible ways in acting out fairy tales, nursery rhymes, and rhymes.

Questions and tasks 1.

What is artistic aesthetic development children at an early age? 2.

What techniques do teachers use to develop children’s aesthetic attitude towards the world around them? 3.

Describe the developmental environment that promotes children’s involvement in various types of artistic and aesthetic activities. 4.

Name the techniques that awaken children's interest in participating in various types of artistic and aesthetic activities. 5.

How can teachers encourage children to develop creative imaginations?

More on the topic INVOLVING CHILDREN IN THEATER ACTIVITIES:

1. PREPARING CHILDREN FOR ARTISTIC AND AESTHETIC ACTIVITIES
2. LECTURE XIII. Pedagogical conditions for the development, training and education of children in artistic and aesthetic activities
3. 8. ORGANIZATION OF PLANNING PEDAGOGICAL ACTIVITIES AND MONITORING CHILDREN’S DEVELOPMENT
4. LECTURE XI. Pedagogical conditions for the development, training and education of children in play activities
5. LECTURE IX. Pedagogical conditions for the development, training and education of young children in substantive activities

Fri, 12/02/2016 - 16:29 | admincgmiideia

MADOU "Kindergarten No. 224 of a combined type" of the Sovetsky district of Kazan

Project work

Introducing children to theatrical art and theatrical activities

in the context of the Federal State Educational Standard for preschool education

Completed:

Rimanas Olga Georgievna, music director

highest qualification category

Kazan - 2016

Introduction
1.Relevance of the project
2.Goals and objectives of the project
2.1 Project goal
2.2 Project objectives
2.3 Project target group
3.Project type
4. Design solution
5. Life cycle and stages of project implementation
6. Program of project activities
7. Expected results of the project implementation
Conclusion
References
Internet resources
Appendix 1
Appendix 2
Appendix 3
Appendix 4

Introduction

Theater is always a holiday for children! Joy, fun, and vivid impressions are associated with it. Theater develops imagination, shapes culture, enriches the child’s inner world, helps to form the correct model of behavior in modern world. Through the theater, the child gets acquainted with children's literature, music, fine arts, rules of etiquette. One of the priority areas of work preschool is the artistic and aesthetic development of the child, which is solved by involving preschoolers in theatrical art.

Theatrical activities are a bridge that helps children get into their future adult life and form a positive experience of perceiving the surrounding reality.

Using theatrical activities in the system of teaching children in preschool educational institution(DOW), we solve a complex of interrelated problems in all educational fields according to the Federal State Educational Standards of Preschool Education (FSES DO). Theatrical activities teach children to be creative individuals, capable of perceiving novelty and the ability to improvise.

1. Relevance of the project

Theatrical art is one of the most democratic and accessible forms of art for children. It allows you to solve many current problems modern pedagogy and psychology related to art education and raising children; formation of aesthetic taste; moral education; development of personal communicative qualities; education of the will, development of memory, imagination, initiative, fantasy, speech - dialogical and monologue; creating a positive emotional mood, relieving tension, resolving conflict situations.

1. Project goal and objectives
   1. Project goal

Nurturing preschoolers’ love for folk art through theatrical activities through performances with older children preschool age Tatar folk tale"Three Sisters"

2.2. Project objectives:

Enrich children's understanding of types of theater (puppet theater, drama, music).

To promote understanding of the basics of stage art (gestures, facial expressions, expressiveness of speech, diction, plastic movements).

Develop emotional responsiveness, aesthetic taste, the ability to role-play, and act out simple storylines.

To develop the ability to establish and regulate contacts in joint and independent activities.

Getting to know Tatar folk art and traditions through the arts, music, dance and theatrical activities.

1. Project target group: pupils 6-7 years old, teachers, music director, training teacher Tatar language, parents

3. Project type: creative - playful

4. Design solution (main ideas of the project, reflecting its novelty)

The main idea of ​​the project: creation, implementation and testing of the developed material to introduce children to theatrical activities in the educational process. Establishing effective and targeted interaction between kindergarten and parents. Introduction to theatrical art in accordance with the targets of the Federal State Educational Standard for Education. Acquisition personal experience teacher in the design and organization of the educational process within the framework of the project.

5. Life cycle and stages of project implementation

5.1. Project implementation timeline: from 03.09.16 to 28.11.2016

5.2. Project implementation stages

1. Preparatory(from 03.09 to 17.09.2016)

2. Main(from September 18 to November 20, 2016)

3. Final(from 21.11 to 28.11.2016)

1. Program of project activities

	Complex events	Venue	Date		Responsible
	Stage 1
	Setting goals, objectives, determining the relevance and significance of the project.					Musical Director, Teachers, Tatar language teacher
	Selection of literature on conducting theatrical activities with preschoolers, drawing up a script	Personal library, methodological office				Musical director
	Selection of musical repertoire, compilation of dance compositions	Personal music library, methodological office				Musical director
	Creation of scenery and attributes for the performance with the participation of teaching staff, parents and children	Music hall, preschool educational institution group
	Introducing children to the content of a fairy tale	Preschool educational institution group				Musical director, teachers
	Questioning parents to identify preferences and interest in theater	Music hall				Musical director
	Stage 2
	Telling and retelling a fairy tale by roles within	Preschool educational institution group		18.09.2016 – 20.11.2016		Musical director, teachers
	Learning dialogues based on the plot of the Tatar folk tale “Three Sisters” through the use of different types of theater (tabletop, finger, puppet).	Preschool educational institution group Music hall				Musical director, teachers
	Work on diction and expressiveness of speech (tongue twisters, articulation exercises)	Music hall				Musical director, educators, Tatar language teacher
	Work on plasticity, expressiveness, ease of movement and the transmission of a theatrical and playful image	Music hall				Musical director
	Learning songs and dance compositions	Music hall		18.09.2016 – 20.11.2016		Musical Director, educators
	Joint creative activity of children and parents based on the fairy tale “Three Sisters”	Music hall		18.09.2016 – 20.11.2016		Music director, teachers, parents
	Consultation for parents	Music hall				Musical director
	Rehearsals with children: within club activities(2 times a week) individual and subgroup work during the day	Music hall				Musical director
	Productive activity(modeling, appliqués) based on the fairy tale “Three Sisters”	Preschool educational institution group				Educators
	Visits by children and parents to children's performances	Throughout the project		18.09.2016 – 20.11.2016		Musical Director, teachers, parents
	Practical classes on expressive means of theatrical activities (facial expressions, gestures, movements)	Music hall		15.10.2016-01.11.2016		Musical director
	Stage 3
	Exhibition of joint creativity between children and parents “My Favorite Fairy Tale”	Music room, kindergarten foyer		21.11.2016 – 28.11.2016		Educators
	Theatrical performance for parents and children dedicated to Mother's Day	Music hall				Music director, teachers
	Questioning parents to determine their interest in the results of the project	Music hall				Musical director
	Presentation of the results of the project or a creative report in the form of a wall photo album or wall newspaper	Music hall, preschool group				Musical director

7. Expected results of the project implementation

For the teacher:

- Gaining experience in implementing the educational process within the framework of project activities.

Subject enrichment - spatial environment groups in the field of theatrical activities.

Increasing the theoretical level and professionalism of teachers.

For children:

Development of the child’s emotional and moral sphere, his aesthetic

Expanding children's understanding of genres and types of theater.

Development of a child’s monologue and dialogic speech.

Mastery of gestures, facial expressions, plastic movements and means

expressiveness of speech: diction, timbre and pitch hearing.

Development of the ability to transform, convey mood through gestures, facial expressions and movement.

Development of social and communication skills.

For parents:

Involving parents in the life of the kindergarten and the ability to perceive the child’s inner world and his personal needs.

Getting the opportunity to observe your children in the process of theatrical activities, which makes it possible to better understand the issues of child development.

Developing trust in teachers and other kindergarten staff

Conclusion

Project activities on the topic “Introducing children to theatrical art and theatrical activities in the context of the Federal State Educational Standard for preschool education” will provide an opportunity to draw conclusions about the effectiveness of the work carried out and will reveal positive dynamics in the development of children’s skills: to improvise, to carry out creative tasks with pleasure, to skillfully use means of theatrical expression : facial expressions, gestures, movements (grace, plasticity, accuracy, smoothness, the ability to embody the mood, character and process of image development in a creative movement); ability to use means of intonation (expressiveness, clarity, sensuality, regulation of tempo, volume); children’s ability to master puppeteering techniques, have simple performing skills, and active participation in theatrical performances. And most importantly - in the process joint activities formation of positive relationships in children, awareness of a sense of satisfaction, joy, emotional emancipation.

References

Main

1. Antipova E.A. Theatrical activities in kindergarten. M.: Creative Center, 2009
2. Grigorieva T.S. Program “Little Actor” for children 5 - 7 years old M.: Sfera, 2012 3.
3. Grinin L. E., Perepelkina A. V. Puppet and toy theater in kindergarten. Puppet shows, variety miniatures for children 3-7 years old. Volgograd, Teacher, 2016
4. Makhaneva M.D. Classes on theatrical activities in kindergarten. M.: Sfera, 2009 1. Antipova E.A. Theatrical activities in kindergarten. M.: Creative Center, 2009
5. Soldatova O. V., Development of creative activity of older preschoolers. Minsk: White Wind, 2014.

Additional

1. Artemova L.V. Theatrical games for preschoolers: methodological manual. M., 2006
2. Berezin V.I. The art of performance design. M., 1986
3. Burenina A.I. Theater of everything: educational and methodological manual. St. Petersburg, 2002
4. Devina I.A. , Mashtakova I.V. Managing emotions. M., Os, 2002
5. Zimina I.A. Theater and theatrical games in kindergarten / Preschool education, 2005, No. 4
6. Migunova E.V. Organization of theatrical activities in kindergarten: educational and methodological manual. St. Petersburg, 2002
7. Churilova E.G. Methodology and organization of theatrical activities for preschoolers and junior schoolchildren. M., VLADOS, 2003
8. Shurochkina I.S. The use of theatrical activities in working with children: a directory of senior educators, 2008, No. 3.

Appendix 1

Questionnaire for parents No. 1.

1. What is theatrical activity?

a) gaming activity

b) work activity

c) educational activities

d) motor activity

1. Is theater a combination of all types of art?

1. What personal qualities does theatrical activity develop?

(communication skills, emancipation, artistry, creative self-expression, the ability to realize one’s needs, etc.)

1. How often do you visit the theater with your children?

1. When, where and what performance did you watch with your child for the last time?

1. Do you want to take part in staging a children's play in kindergarten?

1. What help can you provide? (assistance in decorating the scenery, sewing costumes, designing attributes and accessories for the performance)

Appendix 2

Three sisters

Once upon a time there was a woman. She worked day and night to feed and clothe her three daughters. And three daughters grew up, fast as swallows, with faces like the bright moon. One by one they got married and left.

Several years have passed. An old woman's mother fell seriously ill, and she sent a red squirrel to her daughters.

Tell them, my friend, to hurry to me.

“Oh,” the eldest sighed, hearing the sad news from the squirrel. - Oh! I would be glad to go, but I need to clean these two basins.

Clean two basins? - the squirrel got angry. - So may you be inseparable from them forever!

And the basins suddenly jumped up from the table and grabbed the eldest daughter from above and below. She fell to the floor and crawled out of the house like a big turtle.

The squirrel knocked on the door of the second daughter.

“Oh,” she answered. “I would run to my mother now, but I’m very busy: I need to weave canvas for the fair.”

Well, now go on for the rest of your life, never stopping! - said the squirrel. And the second daughter turned into a spider.

And the youngest was kneading dough when the squirrel knocked on her door. The daughter didn’t say a word, didn’t even wipe her hands, and ran to her mother.

“Always bring joy to people, my dear child,” the squirrel told her, “and people will take care and love you, and your children, and grandchildren, and great-grandchildren.”

Indeed, the third daughter lived for many years, and everyone loved her. And when the time came for her to die, she turned into a golden bee.

All summer, day after day, the bee collects honey for people... And in winter, when everything around is dying from the cold, the bee sleeps in a warm hive, and when it wakes up, it eats only honey and sugar.

Appendix 3

Questionnaire for parents No. 2.

1. Did you take part in the implementation of the project?

1. If yes, which one?

1. Have you visited the theater with your children? Which? (Between September and November 2016)

1. What impression did the child get when attending the performance?

1. How do you feel about the fact that circus and theater artists come to perform in kindergarten?

1. Did you take part in joint exhibitions and rehearsals for the play?

1. What is your attitude towards joint educational activities in a group?

Appendix 4

Using tongue twisters to practice diction

1. Senka is carrying Sanka and Sonya on a sled
2. The water truck was carrying water from the water supply
3. Karl stole corals from Clara, Clara stole a clarinet from Karl
4. Mom washed Mila with soap, but Mila didn’t like soap.
5. Mom did not spare soap. Mom washed Mila with soap.
6. The Christmas tree has pins and needles.
7. Sledge jump, Senka off his feet, Sonya in the forehead, all in a snowdrift.
8. Sasha hit a bump with his hat.
9. From the clatter of hooves, dust flies across the field.
10. A weaver weaves fabric on a Tane scarf.

Khormatle ata-analar,balalar belen tizaytkechlar

kabatlagyz.

1.Min әayt әalam, whom әaytә ala?

2. Tuky, tuky tukygan, tugyz talny chukygan.

3. Tau bashynda tallykta tukrannar tukyldy.

4. Mich bashynda bish mәche, bish mәchenen, bish bashi.

5.Bish machenen bish bashyna ishelmasen mich tashi.

6.Җіләк, җіләк, җіләкәр,

Bik tiz tulmy chiklәr.

Tulyr ide chilage,

Yuk bit anin hilage.

7. Chypchyk, chypchyk, chyk, chypchyk,

Chick-chick, cat-chick, ochyp-chick!

Appendix 5

Music director consultation

Finger Theater- this is a magical world in which a child rejoices while playing, and while playing, he learns the world around us. From the first months of life, along with lullabies, nursery rhymes and jokes, the child gets acquainted with magical world fairy tales From fairy tales, children gain ideas about time and space, the connection between man and nature, good and evil, courage, perseverance, and cunning. Finger theater is a unique opportunity to place a fairy tale on the palm of a child, in which he can take the role of any hero. Finger theaters are very good for theatrical activities. Theatrical games create an emotional uplift and increase the child’s vitality; by participating in a home performance, the child feels relaxed and free. Finger theater is an excellent material for developing children's imagination, thinking and speech. Finger theater promotes development fine motor skills. During games, children, repeating the movements of adults, activate hand motor skills. With the help of this, dexterity is developed, the ability to control one’s movements, and concentrate attention on one type of activity. Finger theater is indispensable for working with children with special needs: Games with little characters allow you to stimulate speech activity, since all the warmth, originality, brightness put into the figure by the author involves the child in fairy world, helping to remove various blocks. Play is a natural means of self-expression for a child, and the use of symbolic materials helps him distance himself from problematic (difficult) situations. Finger theater is a great helper in communicating with a child! Finger puppets “coming to life” on your finger will not let you get bored, and will keep you company during a walk, visiting a clinic or on the road. Finger puppets won't take up much space in mom's purse and will help entertain the baby. Uniqueness finger theater is also that these are the author's creations self made. Finger puppets are made with soul and carry creative energy that can be transferred to the one who holds them in their hands.

Appendix 6

Musical accompaniment for the performance

Tatar folk tale “Three Sisters”

1. Mother's exit
2. Daughters coming out
3. Pair dance
4. Squirrel dance
5. Turtle theme
6. Spider theme
7. Bee theme
8. Final

Appendix 7

Sketches for the expression of emotions

1. In front of the children are cards - sunflowers depicting different emotions.

Assignment: listen to a piece of music, find the corresponding picture, depict the emotion with facial expressions

1. Exercise “Mirror”.

Assignment: the child looks in the mirror, the teacher asks to show this or that emotion

1. Exercise.

“How beautiful I am.” Say:

1. Usually
2. With admiration
3. With amazement
4. With arrogance
5. With surprise

1. Games - transformations (learning to control yourself)

1. Practical lessons with a theater artist (facial expressions, gestures, movements)

Introducing preschool children to theatrical activities

Preschool children have great potential for perception, understanding and emotional responsiveness to works of art (N.A. Vetlugina, L.S. Vygotsky, A.V. Zaporozhets, T.S. Komarova, etc.), which make them worry, empathize with characters and events.

Theatrical activity is an inexhaustible source of development of feelings, experiences, emotional discoveries of the child, introduces him to spiritual wealth, and is the most important means of developing empathy - a condition necessary for organizing joint activities of children.

The synthetic nature of theatrical art acts as an active, individual process that combines the ability to perceive specific stage art and carry out creative actions of different nature (productive, performing, design). Such synthesis creates conditions for development and improvement emotional sphere and creativity of children. However, in real life it is, as a rule, violated (E.A. Dubrovskaya). This shows up as follows:

Preschoolers have no experience in perceiving theatrical art. Introduction to the theater is not widespread and a significant part of children remain outside this type of art for objective (lack of theaters in a given area) and subjective reasons (underestimation by adults of the need to become familiar with this type of art);

There is an unsystematic and superficial acquaintance with theater in kindergarten and family, which forms in children the idea that it is accessible to perceive a staged work without special knowledge, which leads to the subsequent rejection of types of art, the perception of which requires proficiency in their specific language;

Theatrical games of children are characterized by primitiveness and “curtailed” improvisation, poverty of means of expression used to create an image, etc.;

There is no readiness of teachers to guide the process of perception of theatrical art and the development of children's theatrical activities.

A contradiction arises: between the recognition of art history and pedagogical science of the importance of theater in the emotional and creative development of a child and the deficit of theatrical art in the lives of children. In addition, the intellectualization of teaching and upbringing of preschool children has had a negative impact on the development of the child’s emotional sphere: attention to the development of feelings, imagination and creativity has decreased. Overcoming these contradictions is possible by introducing children to theater as a form of art and organizing theatrical and play activities for the children themselves.

A number of conditions should ensure the full artistic and creative development of preschool children (E.A. Dubrovskaya):

1. the child’s mastery of the system of corresponding standards and the degree of formation of operations to correlate these standards with the perceived qualities of objects (L.A. Wenger, A.V. Zaporozhets);
2. the child’s experience of perceiving different works of art and comparing different ways of realizing a person’s relationship to reality (music, painting, fiction, etc.);
3. providing opportunities for preschool children to demonstrate the ability and need for improvisation- in the visual arts (T.S. Komarova, V.S. Mukhina, N.P. Sakulina, E.A. Flerina, etc.) and music (N.S. Karpinskaya, V.I. Glotser, L.S. Furmina and others) art;
4. quite high level story game based on imitation and creative processing of received ideas;
5. the usefulness and depth of the child’s perception of a literary work intended for dramatization;
6. the child’s ability to control his feelings and subordinate play actions to them.

Conditions for the development of theatrical gamesand introducing children to theatrical activities(S.A. Kozlova, T.A. Kulikova):

From an early age, teach children to listen attentively to the artistic word, respond emotionally to it, and more often turn to nursery rhymes, nursery rhymes, songs, jokes, poems, including those encouraging dialogue;

To instill in children an interest in theatrical activities, create situations in which puppet theater characters enter into dialogue with children and act out skits;

Take care of the equipment for theatrical games: purchasing theatrical toys, making homemade toys, costumes, scenery, attributes, stands with photographs reflecting the students’ theatrical games;

Pay serious attention to the selection of literary works for theatrical games: with a moral idea that is understandable for children, with dynamic events, with characters endowed with expressive characteristics.

The participation of children in theatrical games and performances becomes possible withtheir readiness for this type of activity is formed: knowledge of theater as an art form; an emotionally positive attitude towards him and a certain experience of his own theatrical and gaming activities.

At different stages of introducing children to the theater and developing a positive emotional attitude towards it, the following tasks are solved:

Formation of ideas about the theater, an emotionally positive attitude towards it through observations and excursions; it is necessary to highlight the features of the theater as a cultural institution with the specifics of work, social significance, the building itself and the interior;

Leading to an understanding of the specifics of acting. Based on viewings of performances, to form children’s understanding of the means of figurative expression with the help of which artists convey an image;

Formation of ideas about theatrical professions (main and auxiliary) based on observations of workmake-up artist, decorator, costume designer, etc., which activates interest in theatrical art and helps expand vocabulary (make-up artist, wig designer, lighting designer, etc.). Children will learn what the direct participants in theatrical action do (actors, musicians, conductor), who prepares the play for production (director, artist, choreographer), who provides the conditions for its implementation (make-up artist, costume designer, wardrobe attendant). Your impressions are reflected in the drawings. An exhibition of artwork will help summarize what you see;

Familiarization with the rules of conduct in a cultural institution. A system of conversations, game dialogues that form the moral side of interaction with an art institution.The spectator's experience of visiting theaters and museums contributes to the expansion and systematization of knowledge, strengthens the culture of behavior in the theater. This aspect should permeate all work: precede direct acquaintance with the theater, accompany conversations, games, visual arts etc. It is necessary to repeatedly discuss the following problems with children: “What are the rules of behavior in the theater?”; “Who should comply with them and why?”; “How to get to your seat if other spectators are already sitting?”; “Is it possible to talk during the action, eat, rustle candy wrappers?”; “What is the intermission for?”

After conversations on these topics, it is advisable for the children to act out skits to reinforce the rules of behavior in the theater. For example: children draw tickets, choose “cashier”, “ticket attendant”. Having bought a ticket, they enter the “hall” (the chairs are pre-arranged as in an auditorium). The "ticketer" helps the "spectators" find their seats. “Spectators” ask for help in finding a seat, thank you for your help, apologize when passing through a row, etc. You can offer to role-play situations in which they might find themselves: “Imagine that the performance has already begun, and you cannot find a seat. What would you do?

When meeting different types theatrical art, you can try to stage a well-known fairy tale (“Turnip”, “Teremok”) in the genre of puppet, dramatic, musical (opera, ballet, operetta) performances. It is also better to get acquainted with the structure of the theater by taking an excursion to the “backstage” theater, where you can walk around the real stage, sit in the dressing room, try on costumes, take pictures in them, and listen to the stories of theater workers.

It is better to introduce preschool children to the basic concepts and terminology of theatrical art practically: during games, working on a play, visiting theaters, museums, and exhibitions. It is not necessary to strictly demand the assimilation of concepts; it is enough that children understand the basic theatrical terms, replenish their vocabulary. For this purpose, theatrical games are offered in the form of questions and answers, puzzles, crosswords, riddles, puzzles, which always evoke positive emotions in children

INVOLVING CHILDREN IN THEATER ACTIVITIES AS A MEANS OF DEVELOPING THEIR COGNITIVE ACTIVITY

Kdyrbaeva A.A. - Professor of KazNPU named after Abai,

Zhumash Zh.E. -Master of Pedagogy of KazNPU named after Abai.

The decisive importance in the development of a preschool child belongs to learning in the classroom, mastering the knowledge, skills and abilities provided for by the Education Program in kindergarten. But play occupies a very special place in a child’s life. Children's whole life is filled with play. Play is the most accessible and interesting way for a child to process, express emotions and impressions. Childhood is spent in the world of role-playing games, which help the child master the rules and laws of adults. In the game he can be a doctor, a pilot, a teacher - whatever he wants. And this gives him great joy. Games can be considered as improvised theatrical performances in which the doll or the child himself has his own props, toys, furniture, clothes, etc.

The child is given the opportunity to play the role of an actor, director, decorator, prop maker, musician, poet and thereby express himself. Each child plays his role in his own way, but everyone copies adults in their games. Therefore, in kindergarten, theatrical activities are given special importance, all types of children's theater, which will help to form the correct model of behavior in the modern world, improve the child's culture, introduce him to children's literature, music, fine arts, etiquette rules, rituals, traditions.

Theatrical play is one of the effective means of socializing a preschooler in the process of his understanding of the moral implications of a literary work and participation in a game that creates favorable conditions for the development of a sense of partnership. In the course of improving dialogues and monologues, mastering the expressiveness of speech, speech development occurs most effectively.

A theatrical play is an action in a reality specified by a work of art or pre-determined by the plot, i.e. it may be reproductive in nature. Theatrical play is close to the plot play. Role-playing and theatrical games have a common structure: concept, plot, content, game situation, role, role-playing action, rules. Creativity is manifested in the fact that the child conveys his feelings in the depicted action, artistically conveys the idea, varies his behavior in the role, uses objects and substitutes in the game in his own way.

The difference between plot-role-playing and theatrical play is that in plot-role-playing play, children reflect life phenomena, but in theatrical play there may be such a product - a staged performance, staging. The peculiarity of the theatrical game is the literary or folklore basis of the content and the presence of spectators. In theatrical games, a play action, object, costume or doll is of great importance, as it facilitates the child’s acceptance of the role that determines the choice of play actions. The image of the hero, his main features of action and experience 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 the character, his actions, imagine his state, feelings, and be able to analyze and evaluate actions. This largely depends on the child’s experience: the more diverse his impressions of the life around him, the richer his imagination, feelings, and ability to think. When performing a performance, the activities of children and real artists have a lot in common. Children are also concerned about impressions, audience reactions, results, i.e. how the children depicted the plot.

Researchers divide theatrical play into two groups: dramatization and director's play. In dramatization games, the child independently creates an image using a set of means of expressiveness (intonation, facial expressions, pantomime), performs his own actions in playing the role, performs any plot with a pre-existing scenario, which is not a rigid canon, but serves as a canvas within which they act from his name, bringing your personality to the character. That is why the hero played by one child will be completely different from the hero played by another. If they are performed in the usual theatrical form (stage, curtain, scenery, costumes, etc.) or in the form of a mass plot spectacle, they are called theatricalizations.

Types of dramatization:

–games that imitate images of animals, people, and literary characters;

– role-playing dialogues based on text;

– staging of works;

– staging performances based on one or more works;

– improvisational games where the plot is played out without prior preparation.

In dramatization, children express themselves very emotionally and directly; the process of dramatization itself captures the child much more than the result. Children's artistic abilities develop from performance to performance. Joint discussion of the production of the play, collective work on its implementation, the performance itself - all this brings together the participants in the creative process, makes them allies, colleagues in a common cause, partners. Work on the development of theatrical activities and the formation creativity children brings tangible results, being one of the most important factors in aesthetic inclinations, interests, and practical skills.

Children in the pre-school group are keenly interested in theater as an art form. They are fascinated by stories about the history of theater and theatrical art, about the internal arrangement of the theater premises for spectators (foyer with photographs of artists and scenes from performances, wardrobe, auditorium, buffet) and for theater workers (stage, auditorium, rehearsal rooms, costume room, dressing room , art workshop). Children are also interested in theatrical professions (director, actor, make-up artist, artist, etc.). Preschoolers already know the basic rules of behavior in the theater and try not to break them when they come to a performance. Special games - conversations, quizzes - will help prepare them for visiting the theater. For example: “How the Little Fox went to the theater”, “Rules of conduct in the auditorium”, etc. Acquaintance with various types of theater contributes to the accumulation of live theatrical impressions, mastering the skill of understanding them and aesthetic perception. A dramatization game often becomes a performance in which children play for the audience, and not for themselves; they have access to director's games, where the characters are dolls obedient to the child. This requires him to be able to regulate his behavior, movements, and think about his words. Children continue to act out small stories using different types of theater: tabletop, bench, finger; invent and act out dialogues, expressing intonation the characteristics of the character and mood of the hero.

IN preparatory group An important place is occupied not only by the preparation and performance of the performance, but also by subsequent work. The degree of assimilation of the content of the perceived and acted work is determined in a special conversation with children, during which opinions are expressed about the content of the play, characteristics of the acting characters are given, and means of expression are analyzed. To determine the degree to which children have mastered the material, the association method can be used. For example, in a separate lesson, children remember the entire plot of the play, accompanied by musical works that sounded during it, and using the same attributes that were on stage.

Repeated use of a production contributes to better memorization and understanding of its content, focuses children’s attention on the features of expressive means, and makes it possible to relive experienced feelings. At this age, children are no longer satisfied with ready-made stories - they want to come up with their own and for this the necessary conditions must be provided:

– encourage children to create their own crafts for the director’s theatrical board game;

– introduce them to interesting stories and fairy tales that will help them create their own ideas;

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

– show initiative and creativity as a role model.

Improvement individual elements movements and intonations are helped by special exercises and gymnastics that preschoolers can do themselves. They come up with and assign some image to their peers, accompanying it with words, gestures, intonation, posture, and facial expressions. The work is structured: reading, conversation, performance of a passage, analysis of the expressiveness of reproduction. It is important to provide children with more freedom in action and imagination when simulating movements.

Theatrical games are based on acting out fairy tales. N A folk tale delights children with its optimism, kindness, love for all living things, wise clarity in understanding life, sympathy for the weak, slyness and humor, while the experience of social behavior skills is formed, and favorite characters become role models. Practice shows that children love to read and act out fairy tales. For example, in the process of studying in the preparatory group the Kazakh folk tale “The Wonderful Fur Coat”, the hero of which is the popularly known character Aldar-Kose, the children role-played the conversation between the bai and Aldar-Kose, then recalled other stories about this hero and depicted them in their faces .

Thus, theatrical activities provide children with the opportunity not only to study and understand the world around them through comprehension of fairy tales, but to live in harmony with it, receive satisfaction from activities and successfully complete tasks.

Literature

1. Gubanova N.F. Development of gaming activities. - M.: Mosaic - Synthesis 2008.

2. Shchetkin A.V. Theatrical activities in kindergarten. - M.: Mozaika-Sintez, 2008.

3. Veraksa N.E. Child development in preschool childhood. - M.: Mosaika - Synthesis, 2008.

Tuyin

Makalada oyyn tarbieleu zhane damytu kuraly ekendіgі aytylgan.Munda balalarga arnalgan korkemdik shygarmalardy sakhnalyk koyylymdarga ainaldyryp, olardy keipker retinde katysty ore manyyzy korsetilgen.

Summary

In the article are considered about the game bring ing and means development. Also talked about acting the children’s poem and the importance of acting as a personage.

Preschool children have great potential

opportunities for perception, understanding and emotional responsiveness to works of art (N.A. Vetlugina, L.S. Vygotsky, A.V. Zaporozhets, T.S. Komarova, etc.), which make you worry and empathize with characters and events.

Theatrical activity is an inexhaustible source of development of feelings, experiences, emotional discoveries of the child, introduces him to spiritual wealth, and is the most important means of developing empathy - a condition necessary for organizing joint activities of children.

The synthetic nature of theatrical art acts as an active, individual process that combines the ability to perceive specific stage art and carry out creative actions of different nature (productive, performing, design). This synthesis creates conditions for the development and improvement of the emotional sphere and creativity of children. However, in real life it is, as a rule, violated (E.A. Dubrovskaya). This manifests itself in the following:

Preschoolers have no experience in perceiving theatrical art. Introduction to the theater is not widespread and a significant part of children remain outside this type of art for objective (lack of theaters in a given area) and subjective reasons (underestimation by adults of the need to become familiar with this type of art);

There is an unsystematic and superficial familiarization with the theater in kindergarten and family, which forms in children the idea that it is accessible to perceive a staged work without special knowledge, which leads to the subsequent rejection of types of art, the perception of which requires proficiency in their specific language;

Theatrical games of children are characterized by primitiveness and “curtailed” improvisation, poverty of means of expression used to create an image, etc.;

There is no readiness of teachers to guide the process of perception of theatrical art and the development of children's theatrical activities.

A contradiction arises: between the recognition by art history and pedagogical science of the importance of theater in the emotional and creative development of a child and the lack of theatrical art in the lives of children. In addition, the intellectualization of teaching and upbringing of preschool children has had a negative impact on the development of the child’s emotional sphere: attention to the development of feelings, imagination and creativity has decreased. Overcoming these contradictions is possible by introducing children to theater as a form of art and organizing theatrical and play activities for the children themselves.

A number of conditions must ensure full-fledged artistic

creative development of preschool children (E.A. Dubrovskaya):

the child’s mastery of the system of corresponding standards and the degree of formation of operations to correlate these standards with the perceived qualities of objects (L.A. Wenger, A.V. Zaporozhets); a child’s experience of perceiving different works of art and comparing different ways of realizing a person’s relationship to reality (music, painting, fiction etc.);

providing an opportunity for preschool children to demonstrate the ability and need for improvisation - in the visual arts

(T.S. Komarova, V.S. Mukhina, N.P. Sakulina, E.A. Flerina, etc.) and musical (N.S. Karpinskaya, V.I. Glotser, L.S. Furmina, etc. .) art; the usefulness and depth of a child’s perception of a literary work intended for dramatization;

the child’s ability to control his feelings and subordinate play actions to them.

Conditions for the development of theatrical games and the introduction of children to theatrical activities (S.A. Kozlova, T.A. Kulikova):

From an early age, teach children to listen attentively to the artistic word, respond emotionally to it, and more often turn to nursery rhymes, nurseries, songs, jokes, poems, including those encouraging dialogue;

To instill in children an interest in theatrical activities, create situations in which puppet theater characters enter into dialogue with children and act out skits;

Take care of the equipment for theatrical games: purchasing theatrical toys, making homemade toys, costumes, scenery, attributes, stands with photographs reflecting the students’ theatrical games;

Pay serious attention to the selection of literary works for theatrical games: with a moral idea that is understandable for children, with dynamic events, with characters endowed with expressive characteristics.

Children’s participation in theatrical games and performances becomes possible when their readiness for this type of activity is formed: knowledge of theater as an art form; an emotionally positive attitude towards him and a certain experience of his own theatrical and gaming activities.

At different stages of introducing children to the theater and developing a positive emotional attitude towards it, the following tasks are solved:

Formation of ideas about theater, emotional

a positive attitude towards him through observations, excursions;

it is necessary to highlight the features of the theater as a cultural institution with the specifics of work, social significance, the building itself and the interior;

Leading to an understanding of the specifics of acting. Based on viewings of performances, to form children’s understanding of the means of figurative expression with which artists convey an image;

Formation of ideas about theatrical professions (main and auxiliary) by observing the work of a make-up artist, decorator, costume designer, etc., which activates interest in the theatrical expansion of vocabulary (make-up artist, wig, lighting designer, etc.).

Children will learn what the direct participants in theatrical action do (actors, musicians, conductor), who prepares the play for production (director, artist, choreographer), who provides the conditions for its implementation (make-up artist, costume designer, wardrobe attendant). Your impressions are reflected in

drawings. An exhibition of artwork will help summarize what you see;

Familiarization with the rules of conduct in a cultural institution.

A system of conversations, game dialogues that form the moral side of interaction with an art institution. The spectator's experience of visiting theaters and museums contributes to the expansion and systematization of knowledge, strengthens the culture of behavior in the theater. This aspect should permeate all work: precede direct acquaintance with the theater, accompany conversations, games, visual activities, etc. It is necessary to repeatedly discuss the following problems with children: “What are the rules of behavior in the theater?”; “Who should comply with them and why?”; “How to get to your seat if other spectators are already sitting?”;

“Is it possible to talk during the action, eat, rustle candy wrappers?”; “What is the intermission for?”

After conversations on these topics, it is advisable for the children to act out skits to reinforce the rules of behavior in the theater. For example: children draw tickets, choose “cashier”, “ticket attendant”. Having bought a ticket, they enter the “hall” (the chairs are pre-arranged as in an auditorium). The "ticketer" helps the "spectators" find their seats. “Spectators” ask for help in finding a seat, thank you for your help, apologize when passing through a row, etc. You can offer to role-play situations in which they might find themselves: “Imagine that the performance has already begun, and you cannot find a seat. What would you do?

When getting acquainted with different types of theatrical art, you can try to stage a well-known fairy tale (“Turnip”, “Teremok”) in the genre of puppet, dramatic, musical (opera, ballet, operetta) performances. It is also better to get acquainted with the structure of the theater by taking an excursion to the “backstage” theater, where you can walk around the real stage, sit in the dressing room, try on costumes, take pictures in them, and listen to the stories of theater workers.

It is better to introduce preschool children to the basic concepts and terminology of theatrical art practically: during games, working on a play, visiting theaters, museums, and exhibitions. There should be no strict requirement to master concepts; it is enough that children understand basic theatrical terms and expand their vocabulary. For this purpose, theatrical games are offered in the form of questions and answers, puzzles, crosswords, puzzles, which always evoke positive emotions in children (Appendix 4).

Questions: