Project for preschoolers of the preschool educational institution “Theater where the fairy tale lives”

The proposed project is necessary to reveal the child’s creative talent, for the successful implementation of his intellectual and creative potential, for social and communicative abilities, for the cohesion of the family and kindergarten.
The project is aimed at teaching children the art of theater in all types of theatrical activities, creating their own scripts for performances by all project participants, and showing theatrical performances to children and parents.
Theater activities helps the development of the child’s creative talent and his all-round development, teaches the child to see the beauty in life and in people, and engenders the desire to bring beauty and goodness into life.
Using the methods of fairy tale therapy, modeling fairy tales, and various techniques for developing verbal creativity during the implementation of the project, participants in the theater studio will create new fairy tales and scripts for performances.
Involving parents in joint work will create a joyful atmosphere of joint creativity with the child. The project is designed for three age groups of preschoolers 4-7 years old.
Project participants: A creative group of teachers, children and their parents.
Relevance of the project
In preschool age, children very easily and quickly acquire new knowledge, skills and abilities. But at present, the child’s communicative development is alarming. Unfortunately, TV and computer are different computer games began to replace communication and play activities. Children stop communicating not only with adults, but also with each other.
Only live communication enriches the lives of children - we must not forget about this!
In many children, the communicative function of speech is impaired. Such children have poor memory, unstable attention, the child gets tired quickly, his cognitive activity does not develop sufficiently, and the grammatical structure of speech is disrupted. In preschoolers, this manifests itself in timidity and constraint; they cannot always formulate their thoughts correctly, answer questions correctly, cannot ask questions correctly; children find it difficult to establish contact with both adults and peers.
In modern society, in the age of computer science, the social prestige of intelligence and scientific knowledge has sharply increased. All pedagogical guidelines are aimed primarily at developing thinking.
A pressing problem in our time is that the emotional and spiritual essence of a child becomes a secondary value. Children, unfortunately, are much less likely to admire, be surprised and empathize; more and more often they show indifference and callousness.
And in my work there are problems:
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?
How to awaken children's interest in the world and in themselves?
How to teach children to empathize, understand the feelings of others, fantasize, and build harmonious relationships with the world around them?
The shortest path to a child’s emotional liberation, relieving tension, teaching feeling and artistic imagination is the path through play, fantasy, and creativity.
The theater can give all this to a child; it is in theatrical activities that the child connects artistic creativity and personal experiences.
In my work with children, important tasks are to reveal the creative talent of children, reduce the level of anxiety, self-doubt, and get rid of shyness. These problems can be solved through theatrical activities.
From the point of view of pedagogical attractiveness, we can talk about versatility, playful nature and social orientation, as well as the correctional capabilities of theater and the development of gifted children. Therefore, for me, theatrical activities are the most basic and exciting area in preschool education.
For efficient work, creating favorable conditions and displaying signs of giftedness in students, it is necessary to early identify their creative potential and abilities, the development and self-development of an individual capable of optimal creative self-realization.
That's why I had the idea to open in kindergarten theater studio for more in-depth work with children on theatrical activities, starting with the middle group of preschoolers, with its gradual development, which would become the implementation of my project: “The theater where the fairy tale lives.”

Project goal: Discovering a child's creative talent, successful realization of his intellectual and creative potential, promoting social and communicative development, creating an optimal psychological climate for preschoolers through a children's theater studio.

Tasks for project implementation:
Introduce children to different types of children's theaters: mask theater, finger theater, table theater, walking theater, shadow theater, puppet theater, puppet theater "Bibabo", life-size puppet theater, actors' theater. To teach manipulation techniques for children's theaters of various types.
Introduce the concepts of “emotions”, “pantomime”, the ability to recognize the emotional states of others. Develop the emotional and creative potential of preschool children.
Maintain the desire for friendly contacts in joint dramatization games, create favorable conditions for the development of communication abilities.
To expand preschoolers’ general awareness of the world around them through theatrical creativity; to form a certain elementary experience of professional actions in railway transport, about the work of railway workers and other professions through theatricalization.
Develop imagination and fantasy in composing your own fairy tales using the modeling method. Form independent thinking, that is, find your own solutions, openly present bold ideas and hypotheses.
To develop the ability to accept criticism without offense, as well as the ability to find flaws in one’s own judgments and assessments.
Develop the ability to adapt to people, correctly perceive and evaluate them and their actions, interact with them and establish good relationships in various social situations.
Develop an interest in making scenery, costumes, and tabletop theaters with your own hands together with parents and children.
Involve parents in joint work, creating a joyful atmosphere of joint creativity with the child.

Project implementation stages

Stage 1 – Work with the middle group of preschoolers and their parents
(September – May)
1. Introducing children to types of theater (finger theater, mask theater, walking theater, puppet theater, shadow theater, puppet theater). Training in manipulation techniques for children's theaters of various types, puppeteering skills.
2. Acquaintance with Russian folk tales, learning the ability to retell them, acting out fairy tales in all types of theater.
3. Introduction to the concept of “emotions”, recognition of emotions.
4. Creation of a parents’ club “Theater Workshop” for the production of theatrical dolls for home theaters.
5. Creation of a photo album “The world of theater with your own hands.”

Summer period (June–August)- Diagnostics to study children's creativity abilities.

Stage 2 – Work with the older group of preschoolers and their parents
(September – May)
1. Acquaintance with the rules of behavior in the theater, famous theaters in Russia.
2. Modeling fairy tales by choosing an object or plot.
3. Compiling fairy tales using techniques for developing verbal creativity together with parents.
4. Children to children. Showing puppet and shadow theaters for children of younger groups.
5. Puppet theater “Dancing little ostriches”. Demonstration of puppeteering skills at kindergarten celebrations.
6. Life-size puppet theater. Children show the play through joint creativity of the target group of the project “We are saving Kolobok.”
7. Creation of a collection of fairy tales of joint creativity of children and parents “Fairy tales of preschool children on new way».

Summer period (June-August) - Diagnostics to study children's creativity abilities.

Stage 3 – Working with preparatory group children and their parents
(September – May)
1. Acquaintance with the theater of actors, theatrical terms.
2. Introduction to theatrical professions (what work do people in these professions do in order to stage a performance).
3. Games for developing acting skills “Land of Emotions”, “Say Without Words”, “Pantomime”, etc.
4. Staging performances based on scripts of one’s own composition using the method of modeling fairy tales:
“How seven kids went to kindergarten”;
“How a little train saved the forest”;
“He’s so absent-minded.”
5. Involving parents in helping to make costumes and scenery for performances.

Conditions necessary for the full implementation of the project
clear planning and implementation of theatrical activities throughout the continuation of project activities;
the presence and development of children’s ideas and interest in various types of theater;
the presence of a variety of costumes and the availability of artistic design for performances and performances according to works of art;
children mastering the rules and techniques of one or another type of theatrical activity;
interactions between children, parents and preschool teachers;
a serious, emotionally positive attitude of the teacher towards children’s theater games.

Project implementation methods
Preliminary work on the project will be conducting diagnostics to study children's abilities for creativity, which is important to carry out in cooperation with teachers and parents. In middle preschool age, one of the main methods for identifying signs of creatively gifted children is the observation method. As a rule, creatively gifted children are characterized by a relatively easy and rapid assimilation of ethical standards of behavior and positive social-emotional qualities available to them.
Indicators of giftedness levels in childhood do not remain constant, so some techniques are carried out in all age groups.
Also, to correct the psycho-emotional state, theatrical activities are useful for shy children with a high level of anxiety. Into the complex of psychodiagnostic techniques for middle-aged children preschool age included:
The “Three Steps” technique for studying a child’s self-esteem;

Methodology for studying personality “Three Wishes”;
Methodology for determining the level of development of creative abilities “Sun in the Room”.

Project Description

Work on the project begins with the middle group. Children of middle preschool age get acquainted with the types of theaters.
Types of theater required in project work with children:

1. Theater of masks
2. Finger Theater
3.Walking theater
4. Tabletop theater
5.Shadow theater
6.Puppet theater "Bibabo"
7.Puppet theater
8.Puppet theater
9. Actors' Theater

Finger Theater- This is an excellent material for developing children's imagination, thinking and speech. Performing finger movements inductively leads to excitation in the speech centers of the brain and a sharp increase in the coordinated activity of speech zones, which ultimately develops the child’s brain, stimulates speech development, and concentrates attention on one type of activity.

Dolls walking theater designed in such a way that the child can insert the index and middle fingers into her legs (from behind) and make the character “walk”. This makes the doll “come to life” in the child’s eyes. And you can work with different pairs of fingers, different hands and with both hands at the same time.

Tabletop theater- these are toys and decorations that can be placed on the table. They can be cardboard, wood or rubber. Thanks to this type of theater, children begin to master the director's theatrical acting.

IN bibabo theater, glove-type dolls 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 against the palm. Such theater is played out behind a screen.

Shadow theater- this is a screen on which flat cardboard or plywood figures, touching it back side, leave shadows. The screen is placed so that it is between the light source and the children (the light source can be a lamp or a window). IN shadow theater You can act out familiar fairy tales. This unusual look puppet theater. In the shadow-silhouettes, the child recognizes familiar characters, and the fairy tale comes to life in his imagination. Such performances enrich inner world child, teach children to imagine, develop imagination.

Puppet theater. The puppet is a difficult doll to control, but it is “magical” - it seems that it lives separately from the person who controls it.

Thanks to these types of theater, children learn how to manipulate theatrical puppets. By engaging in theater with children, the life of our students will be interesting and meaningful, filled with vivid impressions and the joy of creativity. And most importantly, children will be able to use the skills acquired in theatrical games in everyday life.
Also, children, playing in the theater, learn to retell Russian folk tales.
In the process of telling and showing a fairy tale, the child develops speech, fine motor skills, verbal and gestural expressiveness, and learns to independently convey the image of fairy-tale characters.
With the help of sketch sketches, children become familiar with emotions and the ability to recognize them.
A special role is given to working with parents. The child and parents are one whole. A joint creative activity children and adults is always effective. For this, there is a need to create a parent club “Theater Workshop” to conduct master classes on making theatrical puppets and theaters with your own hands. The club participants will be parents with their children. Thanks to these methods of performing theater at home, the child’s level of self-esteem, confidence in his abilities, and family cohesion increase. In the form of consultations and round tables, parents receive information about the importance of theater in raising children, as well as the opportunity to attend a particular performance with their child, and then discuss with him what they saw and make illustrations.
At the end of the school year (in May), together with all participants of the parent club, a photo album is created, which will contain all the work done in the theater workshop.

In the summer (June-August) diagnostics of children of senior preschool age is carried out:

Methods for studying child anxiety;
Methodology for studying personality “Tsvetik-Semitsvetik”;

Game test "Three words" to assess creative imagination.

Children senior group Using slide presentations, they learn the rules of behavior in the theater and get acquainted with Russian theaters.
Children play out scenarios of Russian folk tales using various types of theater. Using methods and techniques of fairy tale therapy, modeling fairy tales, and various techniques for developing verbal creativity, you can come up with a new fairy tale, script for the play.
Using the method of fairy tale therapy, the child develops imagination, which is the psychological basis of creativity, making him capable of creating something new. For example, after reading and discussing the RNS “Kolobok”, children are asked a series of questions: “What would happen to Kolobok if he lived in our city? Where would he go? If he lived on a high floor? What needs to be done to prevent trouble from happening to Kolobok? How would we help him? etc. Thanks to this method, children develop positive social and communication qualities, friendly relationships, and a desire to help. Thus, with children you can come up with a new plot for the fairy tale “We are saving Kolobok.”
The modeling method is one of the most effective methods teaching children to write fairy tales, which allows them to develop various skills in composing fairy tales (by choosing an object, plot, etc.). Since in our kindergarten one of the important areas of activity has been identified - this is work on early career guidance on a railway theme, then the bias in choosing the plot of fairy tales is on a railway theme. There are few ready-made fairy tales and stories on the railway theme, so all dramatizations and performances staged by children are a product of children's imagination. Modeling fairy tales occurs through communication, dialogue, with many leading questions correctly posed by the teacher in advance. And the “right” questions encourage the child to think, analyze, draw conclusions and generalizations.
Collaborative creativity in writing fairy tales is offered to children and their parents. Taking as a basis Russian folk tales and using the techniques of verbal creativity: “twisting a fairy tale,” “complement a fairy tale,” “beginning and ending,” etc., new plots are obtained for fairy tales, which will subsequently become theatrical performances.
Children's imagination has no limits, and not all scenarios of the resulting fairy tales can be played out on stage, but they can be played out in other types of theater: finger theatre, shadow theatre, puppet theatre.
Children of the older group consolidate their skills in puppeteering techniques. They show ready-made performances to children of younger groups in the form of shadow and puppet theaters. They perform at kindergarten celebrations, presenting their experience of manipulating puppets (in March).
By the end of the school year (in May), the children of the senior group are preparing a performance using life-size puppets “We are saving Kolobok.”

Life-size puppet allows the child to quickly transform into one or another role. The doll's legs are put on the child's legs, mittens are put on the hands, the doll's head is hung on a strap on the child's neck - and the child is “in the costume” of the chosen hero.

A collection of fairy tales on a railway theme, “Fairy Tales for Preschool Children in a New Way,” is also being created, invented jointly by children and parents (in May).

In the summer (June-August), children in the preparatory group are diagnosed:
“Ladder” technique for studying a child’s self-esteem;
Methods for studying child anxiety;
Methodology “Diagnostics of natural memory”;
Methodology for studying personality “If I caught a goldfish”;
Methods for studying a child’s creativity, Williams creativity test “Complete the figure”;
Methodology for modeling fairy tales.

IN preparatory group children get acquainted with actors' theater

Actors' Theater. The largest and most labor-intensive type of theater in which children themselves perform. Playing actors' theater, the child shows a strong interest in theatrical art and theatrical activities, creatively applies knowledge about various emotional states and the character of the characters in performances, uses various means communication, shows initiative, coordination of actions with partners, creative activity at all stages of work on the performance.
With the help of slide presentations, children become familiar with theatrical professions and theatrical terms. In order to develop emotional and creative potential and form non-verbal means of communication, children become familiar with various emotions and pantomimes.
Based on the fairy tale “The Wolf and the Seven Little Goats”, combining the two holidays Mother’s Day and the Birthday of the kindergarten, using the “beginning and end” technique, the children will show the play “How the Seven Little Goats Went to Kindergarten” (November). Based on the fairy tale “The Engine from Romashkovo”, taking the theme of ecology as a basis, the children will show the fairy tale “How the Engine Saved the Forest” (February). Using the “complete the fairy tale” technique, the children will show the musical “He’s so absent-minded” (May).
All fairy tales invented by children require a lot of preparation, not only in memorizing the roles, but also in making costumes, scenery, attributes, etc. Therefore, the parents of the students must be involved in participation in theatrical productions, not only as spectators, but also as co-authors of the text and scenery makers and suits. This will help them get to know their child better, the characteristics of his character and temperament.

(Scenarios for performances are included in the section in other entries)

Conclusion
In accordance with the targets indicated by the Federal State Educational Standard preschool education, a child at the stage of completing preschool education must have developed imagination, show initiative and independence in various activities, actively interact with adults and peers. All these personal characteristics will develop especially clearly during the implementation of my project.
The presentation of fairy tales and funny skits, personally invented by children with their favorite characters, is the most popular for dramatizations and contributes to the development of thinking, speech, attention, memory and creativity, and allows one to express their imagination.
The educational value of theatrical games is also enormous. Children develop a respectful attitude towards each other. Moreover, "playing" fairy tale hero, the child gets an idea of ​​good and evil, learns to understand human characters, empathize and help the weak, thereby giving him self-confidence and helping him get rid of his own fears. And speaking in front of an audience forms children’s experience of social behavior skills and promotes the development of all components of speech in preschoolers. Theater in kindergarten will teach the child to see the beautiful in life and in people, and will give rise to the desire to bring the beautiful and good into life.
Thus, working on the project reduces the level of anxiety, eliminates shyness and self-doubt, and helps develop the child’s creative talent and all-round development. 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.

Objectives: 1. Arouse the interest of children and parents in the theater. 2. Instill in children primary skills in the field of theatrical art (the use of facial expressions, gestures, voice, puppeteering). 3. To interest parents in purchasing, manufacturing different types theater and give information about ways to play at home with children.

Solving problems with children and parents: Dramatization of the fairy tale “Turnip” by children for junior group Presentation for children of different types of theaters Master class for parents “Do-it-yourself theater” Visit to the library “History of Fairy Tales” Active use of different types of theater in joint activities with children Playing out etudes, nursery rhymes, mini-skits, etc. in individual work Creating a play environment for independent theatrical activities

Solving problems with children and parents: Friendly meeting with younger children. (During the meeting, the children were shown options for playing out various works: the fairy tale “Turnip”, the nursery rhyme “A squirrel is sitting on a cart...”, the mini-sketch “Parsley and the Hedgehog”, the sketch “Silence”. The parents showed the fairy tale “Masha and the Bear” for the children ).

Acting out etudes, nursery rhymes, mini-scenes, etc. in individual work.. Creating a play environment for independent theatrical activities of children in kindergarten (making theaters, tickets; selecting music, props).. Rehearsals with children for further performance in music hall real viewers: children and parents.

Project result: 78% of the group’s families participated in the project. Parents and children got acquainted with the history of the theater, its types, methods of production and performance. When conducting a survey at the end of the project “Do you play theater with your child at home?”, the desire of parents to engage in theatrical activities at home with their children and attend the theater increased. Many parents purchased and made theaters for home use. Enthusiastic use of the theater center by children in the group in independent activities and good performance in “acting skills” for children 4–5 years old. Photo report of the project “Theatre for everyone!”

Tashpayeva Daniya Danilovna MADOU "Cinderella" Teacher in Kogalym, Khanty-Mansi Autonomous Okrug

“The theater is a magical land in which a child rejoices while playing, and in play he learns about the world!”

S.I. Merzlyakova

Explanatory note

Childhood is not a small country at all, it is a huge planet where every child has his own talents. It is important to treat children's creativity with care and respect, no matter in what form it appears.

The shortest way to emotionally liberate a child, relieve tension, teach feeling and artistic imagination is through play, fantasy, and writing. It is known that children love to play; they should not be forced to do so. While playing, we communicate with children "their territory" . By entering the world of play, we can learn a lot ourselves and teach our children. “The game is a huge window through which spiritual world The child receives a life-giving stream of ideas and concepts about the world around him. A game is a spark that ignites the flame of inquisitiveness and curiosity.” (V. A. Sukhomlinsky)

And the words spoken by the German psychologist Karl Gross are relevant in this regard: “We play not because we are children, but childhood itself was given to us so that we could play.” .

The founder of the Moscow Puppet Theater S.V. Obraztsov once expressed the idea that every child has a natural desire for acting. Theater is always a game, always a fairy tale, a miracle...

How to transfer a children's game to the stage? How to make a performance out of a game, and a game out of a performance? There is only one way - creating conditions for theatrical activities of children in kindergarten.

Theatrical activity is the most common type children's creativity. It is close and understandable to the child, deeply. From the very early years the child strives for creativity. Therefore, it is so important to create an atmosphere of free expression of feelings and thoughts in the children's team, to awaken the imagination of children, and to try to realize their abilities to the maximum.

Relevance.

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.

Theatrical games allow solving many pedagogical problems related to the formation of expressiveness of speech, intellectual, communicative, artistic and aesthetic education, the development of musical and creative abilities.

Artistic and aesthetic education occupies one of the leading places in the educational process of a preschool educational institution and is its priority direction. An important task of artistic and aesthetic education is the formation of creative abilities in children. The richest field for solving this problem is theatrical activity.

Problem.

• insufficient attention of parents and children to the theater;
• Children’s skills in "acting skills" ;
• There are not enough theatrical costumes and masks in the group.
• shyness of children, poorly developed artistic imagination.

Novelty. The means and methods of theatrical and play activities aimed at developing the speech apparatus, fantasy and imagination of children of middle preschool age, mastering communication skills, collective creativity, and self-confidence have been systematized.

Due to the relevance of this problem, the goal of the project is: to develop the artistic and creative abilities of preschoolers through theatrical activities.

Tasks:

1. Create conditions for the development of children's creative activity.
2. Introduce children to theatrical culture and enrich their theatrical experience.
3. Develop children's artistic skills in terms of experience and embodiment

images, as well as their performing skills.

4. Create an atmosphere of emotional comfort, mutual understanding and support.

5. To cultivate in the soul of every child a sense of beauty and to instill a love of art, to ardently sympathize and empathize.

The implementation of these tasks requires taking into account the basic principles of organizing a theatrical game.

1. The principle of organizing person-oriented interaction taking into account individual capabilities is accepting and supporting his individuality, interests and needs, developing creative abilities, caring for his emotional well-being.
2. The principle of integration - the content of theatrical games is interconnected with other sections of the program of education and training of children in kindergarten.
3. The principle of coordinating the activities of the teacher is that the activities of specialists are coordinated with the educational activities of the music director.
4. The principle of age targeting - the content of the activity is built in accordance with and taking into account the age of the children.
5. The principle of continuity of interaction with the child in the kindergarten and family settings - parents support forms of work with children and continue them in the family.

Expected result of the project

• Enriched group environment;
• Card index of audio, video materials, presentations;
• Development of interest in fiction and dramatization of works.
• Expansion of vocabulary, development of coherent speech;
• Activation of children's creative abilities;
• Active participation of parents in the life of the group;

Forms and methods of work:

• Reading fiction;
• Conversations;
• Games - dramatization;
• Hearing musical works;
• Viewing a fairy tale;
• Examination of illustrations for fairy tales;
• Memorizing poetry;
• Theatrical activities.

Project participants:

• Group teachers
• Children 4-5 years old
• Parents

Type of project: informational and creative, group.

Project duration: long-term (November-May)

Material and technical resources:

• Fairy tales, illustrations
• Audio, video materials
• Multimedia technology
• Costumes for theatrical activities
• Attributes for different types of theaters.

Project implementation stages

1. stage: preparatory
2. stage: main
3. stage: final
4. stage: Preparatory

Project

"Theater for everyone!"

Relevance: 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 gain deeper knowledge the world around us. At the same time, theatrical play instills in the child a sustainable interest in his native culture, literature, and theater.

Project type:

Participants: educators, pupils, pupils of other groups, parents.

Duration: short term.

Project goal: Formation of interest in theater and joint theatrical activities in children and parents.

Tasks:

To introduce children and parents to the types of theater activities in kindergarten.

To instill in children primary skills in the field of theatrical art (use of facial expressions, gestures, voice).

To interest parents in purchasing and making different types of theater and provide information on ways to perform it at home with their children.

Promote the development of creative and communication abilities, speech activity and vocabulary activation.

Project implementation stages:

stage – preparatory;

stage – organizational;

stage – final.

Expected result: Children and parents will get acquainted with the history of theatre, its types, methods of production and performance.

Enthusiastic use of the theater corner by children in the group in independent activities and good performance in “acting skills” for children 4–5 years old.

Practical significance:

This work experience can be used by preschool teachers educational institutions, teachers of additional education.

Contents of activities by stages

Stage 1 - preparatory

1. Analysis of scientific and methodological literature.

   Determination of relevance, problem, goal.

   Development of a long-term plan for working with children and parents.

   A selection of thematic albums, role-playing, didactic games, fiction.

   Organization of a subject-development environment, selection of equipment and attributes for conducting theatrical games.

Stage 2 - organizational

1. Implementation of a long-term plan for working with children and parents.

Working with children:

educational situations, individual work with children, independent play activities, didactic, role-playing, outdoor games, reading fiction, dramatization of fairy tales, conversations, viewing albums on this topic, cartoons, productive activities.

Working with parents :

information booklets, talks, master class“Making theater on sticks”, survey.

3 stage - final

1. Comparative analysis results: observation, conversations, conducting diagnostic situations with children.

   Prospects

Stages

Deadlines

Joint activities with children

Interaction with parents

Stage 1

2nd week of September

Teacher's story about theater as one of the art forms.

Presentation: " Theatrical ABC."

Reading x/l: “Zayushkina’s hut” and a conversation about it.

D/game: "Change your voice"

Review of the album: " Theater professions"

Involve parents to the creation of the album “Theater Professions”.

Stand information "Theater and children."

Stage 2

3-4 week of September

Conversation: “Types of theater?”

Dramatization of a fairy tale: "Turnip"

Reading x/l " Teremok" and a conversation about it.

S/r game : “Theater” plot: “To the theater with the whole family”

Construction: "Zayushkina's hut."

Visit to the theater "The birthday of Leopold the cat."

Involve parents to the creation of attributes for theatrical performance.

Consultation for parents “Theater at home”.

1-2 week of October

Finger Theater "Teremok"

P\i “We won’t say what we did, but we will show what we saw.”

Game "Draw an emotion"

Reading riddles, sayings, nursery rhymes.

Acting out sketches, nursery rhymes, mini-scenes, etc., in individual work.

Stand information about ways to play out fairy tales at home with children.

Making a theater on sticks.

Stage 3

3-4 week of October

Rehearsals with children for further showing in the music hall of the fairy tale “Zayushkina’s Hut” for young children.

Showing the fairy tale “Zayushkina’s Hut” (dramatization) for young children.

Questioning parents on the topic “Do you play theater at home with your child?”

Presentation of the project “Theater for Everyone” in the form of a photo report of the work done.

Results of the project:

Increasing children's interest in theatrical activities.

Children's performing skills have become more perfect, and a sense of partnership has developed.

A system of knowledge about theater as a fascinating art has been formed.

Attributes for theatrical games and performances were manufactured and selected.

Parents accepted active participation in the project.

Prospects

- Replenishment of the subject-spatial environment to expand children’s understanding of the theater, its types, attributes, costumes and scenery.

Creation of a card index of theatrical games.

Presentation of the project in kindergarten.

Continuation of systematic work in this direction.

Municipal autonomous preschool educational institution"Kindergarten No. 49" Perm region, Solikamsk

Short-term project "Music and Theater"

Ovchinnikova Albina Viktorovna

Musical director

Short-term project on the topic: “Music and Theater”

(Average group 4-5 years old)

"Music and Theater".

Type: Creative, group.

Participants: Musical director, children from 5 to 6 years old, parents of pupils, educators, specialists of MADOU.

Scale: Short.

Target: development of speech, communication abilities of children of primary preschool age through theatrical, play and musical activities.

Tasks:

1. To develop children's theatrical and creative abilities, knowledge and skills of theatrical culture.
2. .Develop emotional responsiveness, expressiveness of speech, artistic abilities through theatrical play.

3. To interest parents in purchasing, producing different types of theater and replenishing the music corner with new exhibits.

4. Create conditions for the development of children's creative activity.

5. Introduce children to theatrical culture and enrich their theatrical experience.

Expected outcome of the project:

- With the help of a teacher, children will learn to dramatize familiar fairy tales, folk songs, nursery rhymes, small entertaining scenes, the simplest puppet techniques - driving tabletop dolls;

- will get an idea about the theater and its varieties;

Get to know diversity musical instruments;

They will learn to work in a team, communicate with each other through theatrical images;

The ability to use your own voice will develop, using its different capabilities;

The group's theater corner will be replenished various types theater, music - with new instruments;

The interest of parents in the life of children in kindergarten will increase;

Final activities:

1. Dramatization of Russian folk tale"Kolobok"
2. Exhibition of children's musical instruments made with their own hands from waste material.

Technological map No. 1

Questions for the morning meeting, which are aimed at choosing a topic and activity.

What is our topic?
What interesting things have you decided to do?
What do we already know about the theater?
What else can you find out?
What would you like to do today?
What's your plan for today?
How will you do this? Where do you start?
What materials will you need (need, will be useful)?
Who will you be working with?

Technological map No. 2

Questions for the evening meeting, which are aimed at discussing the results of activities, options for the final event; planning activities for the next day.

Who wants to talk about their work?

What was the most interesting thing?

What new things have you learned about theatre?

What else do you want to know?

Did you get what you had in mind?

What would you like to change?

Was it difficult or easy for you?

What was the easiest thing to do?

Why did you use these materials?

What can be changed?

Was this work interesting to you?

What materials did you use?

Have you fully implemented your plan?

Do you plan to continue your work?

Have you completed your plan?

Technological map No. 3

Approximately comprehensive - thematic planning

Educational areas	Integration	Pedagogical tasks	Planned results
Cognition Construction	"Socialization", " Physical culture", "Cognition" (FCCM), "Communication". "Reading fiction."	Topic: "Kolobok" Cognition: continue to teach children how to build a house using blocks of different sizes. Develop the desire for playful and verbal communication, intensify speech activity (large - small) cube. Develop your first dramatization skills. Socialization: contribute to enriching the gaming experience by combining individual actions into a single storyline. Physical culture: develop the ability to follow basic rules, coordinate movements, and navigate in space. Communication: Develop the ability to conduct a dialogue with the teacher: listen and understand the question asked, answer it clearly, speak at a normal pace, without interrupting the adult speaking; Develop the ability to clearly pronounce words and short phrases, speak calmly, with natural intonations. Reading fiction: Develop the ability to understand the meaning of the text and perform movements in accordance with it.	Performs construction according to the model. Communicates while working with children and the teacher, responds to questions asked. Has initial skills in dramatization - intonation conveys the character of the hero, imitates movements. Able to develop the plot of the game using his own construction. Follows the rules of the m/n game, coordinates movements with musical accompaniment. Understands the meaning of a fairy tale, remembers the characters, the sequence of their appearance.
Cognition of FEMP		“A little bunny came to visit us”. Famp: Strengthen the ability to group objects by color; continue to teach how to determine where there is one object and where there are many, to express the result of the determination in speech; consolidate the concepts of “short” and “long”; continue to learn to recognize and correctly name geometric shapes. Socialization: cultivate activity, openness, freedom of communication, and willingness to help.	Able to form groups of objects according to certain characteristics. Determines where there are many and where there is one item. Knows and names geometric shapes - circle, square, triangle. Distinguishes objects by length.
Cognition (FCCM).	"Socialization", " Artistic creativity", "Physical Culture", "Cognition" (FCCM), "Communication".	Topic: “Journey to the theater.” Introduce children to the concept of "theater", types of theaters (puppet, shadow, ballet) and the features of this place. Talk about the rules of behavior in the theater. Introduce people who work in the theater to the professions. Learn to distinguish people's emotions by external manifestations, improve the ability to manage your emotions. Develop imagination, thinking, memory, cultivate aesthetic taste and sense of beauty. cultivate interest in educational activities, friendly relationships; Topic: Fun journey with a friend through music. To consolidate the concept that music is a person’s friend, that one should listen to beautiful and pleasant music that is healthy. To enrich children's musical experience, to activate a meaningful perception of music, to teach them to think and reflect on music. Develop musical taste.	He knows what theater is, the professions of those who work in the theater. Familiar with the types of theater. Knows the rules of behavior in the theater. Can identify a person's emotions from a picture.
Communication.	Reading fiction, “Artistic creativity”, “Socialization”. “Cognition”, “Music”, “Socialization”.	Topic: retelling of the Russian folk tale "Kolobok". Continue to learn, emotionally perceive the content of the fairy tale, memorize characters; Learn to retell the Russian folk tale “Kolobok” using the modeling method; Learn and expressively reproduce words and phrases from a fairy tale during the retelling process; Continue to cultivate responsiveness in children, teach them to empathize with fairy tale characters; Continue teaching children to solve riddles. "Musical toys." (Sound culture of speech). Reinforce the correct pronunciation of sounds [v], [b]. Learn to form verbs from the names of musical instruments, learn to form them with the help of a teacher short story about the toy; develop an interest in playing musical instruments.	Knows how to listen to a fairy tale, perceives the content, remembers the heroes - participants in the action of the fairy tale, the sequence of their appearance. Can retell a fairy tale using the speech patterns of the characters. He knows how to solve riddles. knows how to maintain a conversation, expresses his point of view; Pronounce isolated sounds correctly[c], [b]. Forms verbs from the names of musical instruments. Writes a short story about a toy - a musical clown. Enjoys taking part in playing musical instruments.
Reading fiction.	“Socialization”, “Communication”, “Music”, “Cognition”, “Labor”, “Cognition” (FCCM) “Socialization”, “Communication”, “Cognition”, “Cognition” (FCCM), “Artistic creativity”	Reading by V. Suteev “Who said meow?” Develop the ability to listen carefully to an adult’s story, actively answer questions about the content; develop an interest in fairy tales; develop onomatopoeia. Develop the ability to expressively imitate movements characteristic of various animals to music. Develop voluntary attention and imagination. Reading the Russian folk tale "The Fox and the Hare". Introduce a Russian folk tale, understand the meaning of the work (small daring, but brave). Construction	Listens attentively to a fairy tale; actively answers questions asked. Listens carefully to the story and answers questions about the content. Understands the meaning of a fairy tale and can explain the concept of a “daring kid.” Knows how to build houses that differ from each other (fox and hare houses). actively and kindly interacts with the teacher and peers in solving gaming and cognitive problems
Physical culture.	“Physical culture”, “Communication”, “Socialization”, “Reading fiction”, “Cognition” (FEMP).	"We play with the heroes of fairy tales." Consolidating the skills of basic movements in a playful way; strengthening the ability to listen and solve riddles; consolidation of the ability to perform movements in accordance with musical accompaniment; consolidate knowledge of primary colors; strengthening the ability to quickly find your place in the game.	Performs basic movements correctly; Listens carefully and solves riddles; Performs movements, coordinating them with musical accompaniment; Knows colors - red, yellow, green; Follows the rules of the game.
Music.	“Health”, “Safety”, “Socialization”, “Communication”, “Labor”	“Oh, this music, music, music...” Introducing and developing a positive attitude towards the art of music. - listening to music of different genres; - playing musical instruments, organizing an orchestra in a group; - familiarity with various musical instruments.	Listens carefully to a piece of music. Takes an active part in playing musical instruments in a general orchestra. Knows some musical instruments - tambourine, bell, metallophone, noise instruments.
Artistic creativity.	"Communication", “Physical culture”, “Music”, “Labor”	Application "Kolobok". Mastering the technique of cut appliqué (leaves); Strengthen the ability to apply glue to a finished form and stick it to a sheet; Cultivate accuracy and independence. Modeling "Kolobok". Consolidating the ability to sculpt round objects. Formation of interest in modeling. Fixing colors – yellow, green. Development of general motor skills, coordination of movements, and the ability to act according to instructions. Enrichment of the vocabulary of adjectives.	Knows how to properly use sheet space. Works carefully with glue, using a napkin and oilcloth. Does the work independently. Knows how to sculpt round objects. Knows yellow and green. Able to coordinate movements with words; Uses adjectives in speech to denote affectionate words has self-care skills
Socialization.	“Socialization”, “Health”, “Physical Education”, “Cognition” (FCCM), “Communication”	Invite children to participate as much as possible in theatrical performances, fun, and entertainment based on fairy tales. To promote the development of the skill of transforming into fairy-tale characters. Develop interest in various types of theatrical and musical games; develop children's interest in the world around them while playing; to develop in children the ability to follow the rules of behavior during the game.	Sticks to the intended plan while playing, leaving room for improvisation. Hears musical accompaniment, performs musical and rhythmic movements. Takes part in theatrical games and fun.
Health.	“Socialization”, “Health”, “Physical Education”, “Cognition” (FCCM), “Communication”	Develop the ability to take care of your health; continue to develop cultural and hygienic skills; continue to introduce physical exercises to strengthen various organs and systems of the body.	Observes basic rules of food intake and hygiene. Performs physical exercises to strengthen the body.
Work	Reading fiction, “Artistic creativity”, “Labor”, “Socialization”.	To teach children to independently maintain order in the group room and in the kindergarten area: to put away building materials and toys; help the teacher glue books and boxes. Teach children to be neat: keep their workplace in order, and remove everything from the table after finishing work (drawing, modeling, applique).	Notices disorder in the group and eliminates it independently; Puts toys and games away after play; Helps the teacher in repairing books and other materials. Independently tidies up his/her workplace after educational activities.
Safety.	“Socialization”, “Communication”, “Cognition” (FCCM).	Teach children to answer the teacher’s questions coherently; correctly use the names of objects in speech; activate prepositions and verbs in sentences; introduce children to fire safety rules	Knows the basic rules of handling fire, freely answers questions asked on the topic, using prepositions and verbs in speech.

Technological map No. 4 "Materials and equipment".

Social and personal development
Safety	Socialization			Work
Looking at picture albums, looking at and discussing illustrations from books. Explaining to children how to behave in the theater.	Musical games “Guess what sounds”, “Quiet - loud”. Table theater "Zayushkina Izbushka", "Tar Bull", finger theater "Turnip".			Napkins for cleaning tables after educational activities; materials for minor repairs of books, boxes, manuals.
artistic and creative development
Applique/sculpting	Development of children's creativity			Introduction to fine arts.
Materials and tools for creativity: paper, pencils, plasticine. Glue, whatman paper, natural and waste materials.	Albums with illustrations of musical instruments; musical and didactic games; musical toys and children's musical instruments; flannelograph with a set of fairy-tale characters.			Pencils, paints, brushes, drawing paper, various stencils. Coloring pages “Russian folk tales”, “Musical instruments”.
Physical development
Outdoor games: “Magic cheerful tambourine” (low mobility), “Owl” (music quietly - night, loud - day), “Spoons in a circle”, “Round dance with a bell”.
Cognitive and speech development
Cognition Communication
FCCM		FEMP	Artistic literature		Speech development
Illustrations for fairy tales, looking at paintings. Set of pictures “Musical instruments”. Sounding musical and noise instruments. D/i “Guess what it sounds like”, “Find out the fairy tale”, “Who says that?”		Counting sticks, d/u “Many - little.” “Matryoshka dolls are girlfriends.” Games “Close the doors in the houses”, “Who lives where”, “Match the cup to the saucer”.	Books with Russian folk tales, albums with nursery rhymes and sayings.		Finger exercises: “Okay, okay,” "Brothers" "Sun". Sets of pictures with fairy-tale scenes; game “Tell a fairy tale”, cubes - crumbs with fairy tales.

Technological map No. 5

« Types of activities and forms of organization.”

Musical and artistic activities	Experimental activities.	Productive activities:
Listening to the Russian folk song “In the garden, in the vegetable garden...” The game is a dramatization of “Cat and Mouse.” Stencil painting of heroes of Russian folk tales. Mini-sketch based on the poem by A. Barto “The bull walks and sways.”	“Sunny bunnies”, “Where does the breeze blow?” - experiments on a walk. “Which is louder? Which sounds quieter?	Drawing: “Heroes of Russian fairy tales”, modeling “Turnip”, appliqué “Turnip”, designing “There is a tower in a field”.
Constructive activity	Play activity :	Cognitive and research activities:
Construction "There is a tower in the field." "We play with counting sticks." Construction of a tower from large building material.	Story game "Doll's Birthday". Sensory games: “Wonderful bag”, “Rubber puzzles”, “Assemble a tower”.	“Big – small” - comparison of objects by size. "Who's the biggest? Who is the smallest?
Communication activities :	Motor activity:	Collaboration with parents :
Didactic games: “Who - who lives in the little house?”; “Which fairy tale?”, “Who is the bravest in fairy tales?”, “Who is everyone afraid of in fairy tales?”	P/i “Sly Cat”, musical p/game “Bell”, “Where did they call?”.	Replenishing the corner with various types of theater: plane, finger, theater of knitted hats. Purchase of musical instruments. Making children's musical instruments with your own hands from waste material.

Appendix 1

Final activities:

1. Dramatization of the Russian folk tale "Kolobok".

Tasks:

1. To form correct assessments in children, creating situations that require the manifestation of care, attention, empathy, responsiveness, compassion, as well as the beginnings with the help of riddles and fairy tales about animals, where good triumphs over evil.

2. Improve the ability to convey the emotional state of characters through facial expressions, gestures, and body movements.

3. Teach children to imitate the characteristic actions of the characters in the fairy tale “Kolobok”, as well as to accompany the movements of the characters with simple songs to musical accompaniment. Encourage imagination, creativity, and individuality in the transmission of images. Induce a desire in children to play roles in costumes and perform in front of their peers in a certain sequence.

4. Develop children’s ability to consistently and expressively tell the fairy tale “Kolobok”. Develop speech, thinking, imagination.

5. Cultivate friendship, camaraderie, the ability to act in concert, a sense of beauty, compassion for what is happening, a desire to help.

Production director: Ovchinnikova Albina Viktorovna, music director

Staged fairy tale "Kolobok"

Words and music. Boromykova O.S. Lyrics of the song Karamanenko T.N.

Leading:one or three children:

Grandmother and grandfather together

They lived in their own house.

And we need to say about them:

They lived together amicably.

Winter is already passing,

And the food supply is running out.

Even though spring is knocking on the door,

The house is hungry now.

They sit on the stove,

They only talk about food

Grandfather pushes grandmother in the side:

Grandfather: Bake me a bun!

Grandma: I would have baked it long ago

The flour has just ended.

Grandfather: Scratch the bottom of the barrel,

Maybe you'll find some torment.

Leading: Grandma took the broom

And she went to the barn herself.

There's a little broom there

And scraped up the torment.

I kneaded the dough for future use,

And so the bun came out.

Grandma: Look, grandpa, Kolobok!

He has a ruddy side!

Grandfather: Put it on the window,

Let it cool down at least a little.

Leading: They put it on the window

Where the breeze blows -

Cool the browned side.

The gingerbread man lay a little

And I decided: “It’s time to hit the road.”

Kolobok: Oh yes grandma, oh yes grandfather,

Did you decide to eat me? No!

I can't stay here

I'd rather run into the forest.

Leading: He was ready to run away

He jumped down and was gone.

Rolled along the path

And I instantly found myself in the forest.

And to the meeting, oh-oh-oh,

Zainka is walking with an oblique look.

Hare: Of course you are not a cabbage

Well, you smell very tasty.

My stomach is empty:

I'll eat you now, my friend!

Kolobok: Don't rush, you'll have time to eat.

Do you want to listen to a song?

Hare: Well, of course, sing, my friend,

My cheerful Kolobok!

Wolf: Hello, hello, bun,

I want to eat you, my friend!

Kolobok: Don't rush, you'll have time to eat.

Do you want to listen to a song?

Wolf: Okay, sing! Yes, just quickly

I don't love you artists!

The musical verse "Kolobok's Song" is performed. Then the musical verse “Kolobok is rolling.”

Leading: The bun rolled away,

A ruddy side flashed.

The wolf quickly chased after him,

But, alas, I was left with nothing,

And towards, oh-oh-oh,

A big bear is coming towards him.

Bearlooks around: He has a ruddy side!

Yes, this is Kolobok!

Here's a raspberry, here's a honey,

I'll eat you, my friend!

Kolobok: Don't rush, you'll have time to eat.

Do you want to listen to a song?

Bear: So be it, hurry up and sing

Jokes are bad with me!

"Kolobok's Song" is performed. Then “Kolobok is rolling.”

Leading: Kolobok rolled away,

A ruddy side flashed.

And the bear ran after

But I couldn’t find out where it was going!

And towards, oh-oh-oh,

The Fox was walking along a forest path.

Fox: This is who is in front of me

On a forest path?

His side is ruddy,

Yes, this is Kolobok!

Well, you got it, my friend,

I'll eat you, Kolobok!

Kolobok: Don't rush, you'll have time to eat,

Better listen to the song.

Fox: Well, of course, my friend, sing,

You will still be mine!

“Kolobok’s Song” is performed, but the last words in it are: “You may be a red beauty, but don’t eat me, Fox!”

Fox: I am a fox, I am a sister,

I walk silently

Early morning walk

I went out for a walk.

I have a red tail

Golden wool

Look at me