The program of the "puppet theater" circle, material on the topic. Program of the "puppet theater" circle Plan for the year circle of the smart puppet theater
MKOU Poselkovaya secondary school
Puppet Theater program
Compiled by: Efremenko OV
Explanatory note.
Puppet theater - one of the most favorite spectacles of children. It attracts children with its brightness, colorfulness, and dynamics. In the puppet theater, children see familiar and close toys: a bear, a bunny, a dog, dolls, etc. - only they came to life, moved, spoke and became even more attractive and interesting. The extraordinary nature of the spectacle captivates children, transporting them to a very special, fascinating world, where everything is incredibly possible.
Puppet theater gives children pleasure and brings a lot of joy. However, one should not consider a puppet show as entertainment: its educational value is much broader. Primary school age is the period when a child begins to develop tastes, interests, and a certain attitude towards the environment, therefore it is very important for children of this age to show an example of friendship, righteousness, responsiveness, resourcefulness, courage, etc.
To achieve these goals, the puppet theater has great opportunities. Puppet theater influences the audience with a whole range of means: artistic images - characters, design and music - all this taken together due to the figurative and concrete thinking of a primary school student helps the child understand the content easier, brighter and more correctly literary work, influences the development of his artistic taste. Younger schoolchildren are very impressionable and quickly succumb to emotional influence. They actively get involved in the action, answer questions asked by the dolls, willingly carry out their instructions, give them advice, and warn them of danger. The emotionally experienced performance helps determine children’s attitude towards the characters and their actions, and evokes a desire to imitate positive characters and be different from negative ones. What they see in the theater broadens the children’s horizons and remains in their memory for a long time: they share their impressions with friends, talk about
performance to parents. Such conversations and stories contribute to the development of speech and the ability to express one’s feelings.
Children depict various episodes of the performance in drawings, sculpt figures of individual characters and entire scenes.
But the most vivid reflection of the puppet show is in creative games: children set up a theater and act out what they see themselves or with the help of toys. These games develop children's creative powers and abilities. Thus, the puppet theater has great value for nurturing the comprehensive development of children.
The purpose and objectives of the educational program.
Target:
*introduce children into the world of theater, give an initial idea of “transformation and reincarnation” as the main phenomenon of theatrical art, in other words, reveal the secret of theater for children.
Tasks:
Educational:
Introduce the history of puppet theater;
Arouse interest in reading, feel poetry folk tales, songs, love and understand art;
Teach children to make their own dolls;
Ensure that children can use the skills acquired in theatrical games in everyday life.
Educational: -develop children's individual creative abilities;
Develop children's imagination and spatial thinking;
Promote the development of fine motor skills.
Educational:
Foster a respectful attitude towards a person’s work activity;
Develop artistic and aesthetic taste and a creative approach to completing tasks of varying complexity;
Develop communication skills.
Conditions for the implementation of the educational program .
The program is addressed to primary school students and is aimed at the development and correction of higher mental functions.
Main ComponentsRecognition methods
Motives and values
Interest in theatrical art, desire to improve your skills in working with puppets.
Knowledge
Knowledge: about the history of the puppet theater, theatrical vocabulary, professions of people who work in the theater (director, artist, decorator, prop maker, actor).
Skills
Making dolls, working with a doll over a screen.
Dominant personality traits
Acquiring the necessary personal qualities.
Recruitment of students to the team is optional.
Classes are held 1 at a time school hour per week.
Total for the academic year – 36 hours.
Expected results of the implementation of the educational program.
The learning outcomes of the program can be determined by the following parameters:
1.Able to design and produce dolls and props of varying complexity.
2. They know how to work with a doll and a screen.
3.Able to competently and reasonably evaluate their creative capabilities, see and correct mistakes.
4. They know how to independently select, learn and act out a role with a doll.
5. They know how to set specific goals and objectives.
6. Develop needs and habits for self-improvement, both knowledge and creativity.
The practical result when making a doll and props is the creation by a child own works, first simple (finger puppet, papier-mâché props), then more complex (frame doll, decoration elements, etc.)
The practical result of working with a doll is that the child first creates simple images (heroes of fairy tales, poems, jokes), then more complex ones (heroes of stories, plays, etc.).
At the end of the year, exhibitions of works and a performance of the play are held at the school and the district library.
Ways to track and control results.
Children with different character and varying degrees of talent. The attitude of an adult should be extremely friendly. It is necessary to celebrate every child’s achievement, no matter how small. It is extremely important to have a correct attitude towards inability, failure, and mistakes, so that the child does not transfer the mistake noticed by an adult, his inability, to the assessment of his abilities as a whole, but learns, together with the teacher, to analyze and understand what his difficulties are.
Children are united by the creative process itself, discussion of the results, holding exhibitions and shows. Relationships in the team are changing noticeably: children are becoming more tolerant and kind.
Each created work clearly shows the capabilities and degree of mastery of each student’s skill. Gradually creating works of both small and large forms the children themselves, teachers see qualitative and creative growth from work to work.
All successes are encouraged, all shortcomings are gently corrected in practice.
By analyzing the creative process of each child and the works created by him, the teacher develops a differentiated and individual approach to students.
The element of creative competition in a team is very important. The results of each lesson are taken into account. Twice a year, in December and May, the results are summed up and the winners in each group are awarded.
Educational and thematic plan.
(34 hours)
TopicsNumber of hours
Total
Theory
Practice
Introductory lesson
Mysterious transformations
Working on the play chosen for the performance
Making dolls and props
Choosing a play for the performance
Showing the play to children
Doll repair
Total
Contents of the educational program .
SubjectIntroductory lesson . Theory. Theater. Its origins. Acquaintance with the history of the emergence of the Parsley Theater, theatrical vocabulary, professions of people who work in the theater (director, decorative artist, prop maker, actor).
Mysterious transformations . Theory. To introduce children to the world of theater, to give an initial idea of “transformation and reincarnation” as the main phenomenon of theatrical art.
Choosing a play for the performance. Practice. Expressive reading of plays by the teacher. Conversation about what you read. - Did you like the play? Which of her characters did you like? Would you like to play her? What is main idea this play? When does the action take place? Where does it happen? What pictures do you imagine when reading?
Distribution of roles.
Practice. Reading students' work.
Theory. How many characters are there in the play? What's it like emotional state character? What is his character?
Practicing reading each role .
Practice. read clearly, clearly pronouncing all sounds in words, do not swallow endings, follow the rules of breathing; identify logical stresses, pauses; try to imagine yourself character's place, think about how to read for “him” and why exactly.
Training to work on a screen.
Practice. Place the doll on your hand: the head on the index finger, the doll’s hands on the thumb and middle fingers; hold the doll over the screen at arm's length, trying to do it smoothly, without jumps; Do the suggested exercises with each child.
Training to work on a screen .
Practice. reading by each puppeteer of his role, the actions of the role.
Rehearsal of the play.
Practice. Distribution of technical responsibilities for the performance, installation of design, decorative details, supply of props, helping each other in managing the puppets, sound design of the performance.
Dress rehearsal of the play .
Practice . Sound and music design.
Showing the play to children.
Choosing a play for the performance.
Theory . Reading the play aloud in the presence of all students. Determining the time and place of action. Characteristics of the characters, their relationships.
Distribution of roles.
Practice. Role readings at the table
Readings by role .
Theory. Deep and detailed analysis of the play.
Play rehearsal .
Practice. Learning the text by heart, connecting the actions of the doll with the words of your role.
Rehearsal of the play.
Practice.
Dress rehearsal .
Practice. Sound design of the performance.
Showing the play to children.
Choosing a play for the performance.
Practice. Expressive reading of students' work.Theory.
Role distribution.
Theory. Determine how many characters are in the play. What is the character's emotional state? What is his character?
Role distribution.
Practice . Process reading of each role.
Making props and puppets for the play.
Play rehearsal .
Practice . Learning text by heart, connections
the actions of the doll with the words of its reli.
Rehearsal of the play.
Practice. Distribution of technical responsibilities for the performance, installation of design, decorative details, supply of props, helping each other in managing the puppets.
Dress rehearsal.
Practice . Musical arrangement.
Showing the play to children.
Choosing a play for the performance.
Theory. Expressive reading of plays by the teacher. Conversation about what you read.
Distribution of roles .
Theory . Characteristics of the characters, their relationships. Determination of place and time.
Working with a doll on a screen.
Practice. Each puppeteer's reading of his role, the action of the role.
Making dolls and props.
Rehearsal of the play.
Practice. Learning text by heart. Distribution of technical responsibilities.
Dress rehearsal.
Practice. Musical and sound design.
Showing the play to primary school students .
Forms and methods of work.
Working with a doll is a labor-intensive process that requires developed imagination, fantasy, systematic actions, and the ability to analyze and predict the result. Not all children have these qualities. Therefore, all stages are thought out and the most rational learning rhythm is chosen.
The learning process is built from simple to complex. Techniques for working with a doll are practiced using simple and small forms, which allows children to gradually encourage creativity, give
an opportunity to believe in yourself, fall in love with this type of creativity and awaken the desire to continue to study. It is necessary to develop the child’s personality, confidence in his abilities, and provide him with the opportunity to show the best, most successful works at exhibitions and shows. At the end of the year, the children participate in a reporting show at school. This shapes children's readiness to solve more complex problems.
The form of classes can be different:
Creative workshop;
Master class;
Visiting and participating in exhibitions and shows;
Visiting museums and theaters.
The classes are structured in such a way that theoretical and practical lessons are given to the whole group. Further work is carried out with each student individually, taking into account his capabilities, age and personal characteristics. Theoretical questions are included in practical classes and are a channel for the child’s creative initiative.
Educational and methodological support:
Information material;
Visual aids;
Photos;
Video materials;
Product samples;
Templates;
Handout material.
The theoretical part of the lesson includes:
Setting goals and explaining tasks;
Creating conditions for the development of students’ cognitive independence (it is advisable to ensure that children themselves determine goals, methods, and choose control);
Presentation of new material (conducted in the form of a conversation based on the material already covered and previously acquired knowledge, with the demonstration of new techniques).
The practical part of the classes is based on the following principles:
Accessibility - “from simple to complex”;
Visibility;
Individual approach to each student;
Organizations of mutual assistance in carrying out work;
Multiple repetitions.
Depending on the student's abilities, are used various shapes work: imitative, partially exploratory, creative.
For each completed piece of work, all members of the team express their opinions: they analyze the advantages and disadvantages, which helps all students once again consolidate their acquired knowledge and take into account possible mistakes.
Requirements for the quality of work are increasing slowly and gradually. This allows you to achieve good results training.
At the end of each lesson, a work analysis is carried out and an assessment is given.
Material and technical support of the educational program.
Puppet group classes are held in the office.
The office has technical equipment: a stereo system, a computer. There is a rack for storing discs and video cassettes.
Dolls, props, decorations, and screens are stored in the cabinets. The bookcase contains works by children's writers. There is an album with drawings of product samples, the best creative works also become samples, with the obligatory indication of the author.
The office has tools: scissors, pencils, rulers, pens, templates and everything necessary for making dolls, props and decorations.
The teacher provides materials for making dolls, props and decorations.
In our computer age, children's interest in reading fiction is rapidly declining. Because of this, children’s vocabulary becomes poorer, their speech is less common and inexpressive. Children experience communication difficulties and are unable to express their thoughts orally or in writing.
And the situation developing in the sphere of Russian literary education and children's reading looks dramatic. In the course of educational reforms, reading turns into a superficial acquaintance with retellings of works, which causes great harm to the ideological, spiritual and moral formation and development of children.
It is important to realize that children’s reading today is a battlefield for the souls of children, and therefore for the future of Russia. It is the lessons of literary reading that should teach children to love, teach them to forgive, and teach them to do good.
But in my opinion, just lessons are not enough. My research has shown that for three reading lessons a week, a child reads for 15 minutes in class. When discussing a work, he speaks on average 15-17 sentences. And if this is a shy child, then even less.
Maybe children read at home on their own or with their parents and discuss what they read there? I conducted a survey of children on the following questions:
1.Do you read books with your parents?
2. Do you have a home library?
3.How often do you visit the library?
The answers were disappointing.
This prompted me to look for new ways of aesthetic education in children's art education; techniques for developing individual creative abilities of younger schoolchildren.
Explanatory note
Puppet theater- one of the most favorite spectacles of children. It attracts children with its brightness, colorfulness, and dynamics. In the puppet theater, children see familiar and close toys: a bear, a bunny, a dog, dolls, etc. - only they came to life, moved, spoke and became even more attractive and interesting. The extraordinary nature of the spectacle captivates children, transporting them to a very special, fascinating world, where everything is incredibly possible.
Puppet theater gives children pleasure and brings a lot of joy. However, one should not consider a puppet show as entertainment: its educational value is much broader. Primary school age is the period when a child begins to develop tastes, interests, and a certain attitude towards the environment, therefore it is very important for children of this age to show an example of friendship, righteousness, responsiveness, resourcefulness, courage, etc.
To achieve these goals, the puppet theater has great opportunities. Puppet theater influences the audience with a whole complex of means: artistic images - characters, design and music - all this taken together due to the figurative and concrete thinking of a junior schoolchild helps the child to understand the content of a literary work easier, more clearly and more correctly, and influences the development of his artistic taste. Younger schoolchildren are very impressionable and quickly succumb to emotional influence. They actively get involved in the action, answer questions asked by the dolls, willingly carry out their instructions, give them advice, and warn them of danger. The emotionally experienced performance helps determine children’s attitude towards the characters and their actions, and evokes a desire to imitate positive characters and be different from negative ones. What they see in the theater broadens the children’s horizons and remains in their memory for a long time: they share their impressions with their friends and tell their parents about the performance. Such conversations and stories contribute to the development of speech and the ability to express one’s feelings.
Children depict various episodes of the performance in drawings, sculpt figures of individual characters and entire scenes.
But the most vivid reflection of the puppet show is in creative games: children set up a theater and act out what they see themselves or with the help of toys. These games develop children's creative powers and abilities. Thus, puppet theater is of great importance for nurturing the comprehensive development of children.
Purpose of the circle
To introduce children to the world of theater, to give an initial idea of “transformation and reincarnation” as the main phenomenon of theatrical art, in other words, to reveal the secret of theater for children;
Program objectives
To reveal the specifics of theater as an art: to introduce the history of puppet theater and the moral sphere of children; awaken interest in reading, teach to see the beauty of the native land, man and his work, feel the poetry of folk tales, songs, love and understand art; make children's lives interesting and meaningful, fill it with vivid impressions, interesting activities, and the joy of creativity; teach children to make their own dolls; to ensure that children can use the skills acquired in theatrical games in everyday life.
Pedagogical principles
A differentiated approach to a child’s education, taking into account his individual capabilities and abilities, the child’s position in the family and school; respect for the individual; using the subject teaching method; encouraging creativity, achieving quality, independent search for an artistic solution: providing conditions for participation in a variety of activities.
Process organization
Anyone from the age of 7 who has an aptitude for this type of art is accepted into the circle. The planned number of students in the circle is 15 people. This standard is based on sanitary and hygienic standards. This amount allows the teacher to put into practice the principle of an individual - personal approach to students, which is very important. Classes begin on September 15 and end on May 25. Classes are held 1 hour per week. The class schedule is drawn up taking into account the wishes of students, their parents, as well as the capabilities of the institution. From the proposed distribution of hours for various types, the teacher, at his discretion, can allocate hours for individual work. Students will master this art gradually: they will study history, master the skill of working with a doll, the ability to independently make dolls and props, and then begin working on the chosen play. When organizing work, the teacher needs to remember and fulfill one of the most basic requirements for classes - it is necessary to take into account the influence of the puppet theater on children and be very demanding about the ideological content of the performances, their artistic design and execution. Everything that is shown to children must be highly ideological and methodologically correct. When distributing classes, take into account the level of training and age of students. Make wider use of individual forms of work. One of the important points and conditions for the fruitful work of the circle is summing up the interim and annual results. They take place openly in the presence of all members of the circle. The form is different. At the same time, remember: each person’s successes are compared only with the previous level of his knowledge and skills. At each lesson, the results of the work are summarized in the idea of a final briefing. Based on the interests and needs of the children, the order of topics presented and the number of hours may vary.
Educational and thematic plan
Main blocks |
Number of hours |
|||
Practice |
||||
| 1 | Introductory lesson | |||
| 2 | Mysterious transformations | |||
| 3 | Working on the play chosen for the performance | |||
| 4 | Making dolls and props | |||
| 5 | Choosing a play for the performance | |||
| 6 | Showing the play to children | |||
| 7 | Doll repair | |||
| Total | ||||
| Introductory lesson. Theater. Its origins. Acquaintance with the history of the emergence of the Parsley Theater, theatrical vocabulary, and the professions of people who work in the theater (director, decorative artist, prop maker, actor). | |
| . Mysterious transformations. To introduce children to the world of theater, to give an initial idea of “transformation and reincarnation” as the main phenomenon of theatrical art. | |
| Choosing a play for the performance. Expressive reading of plays by the teacher. Conversation about what you read. - Did you like the play? Which of her characters did you like? Would you like to play her? What is the main idea of this play? When does the action take place? Where does it happen? What pictures do you imagine when reading? | |
| .Distribution of roles and reading the work of students: Determine how many characters are in the play? What is the character's emotional state? What is his character? | |
| Practicing reading each role: read clearly, clearly pronouncing all sounds in words, do not swallow endings, follow the rules of breathing; identify logical stresses, pauses; try to imagine yourself in the character’s place, think about how to read for “him” and why exactly that way. | |
| Processing the reading of each role, rehearsing at the table (teaching children the ability to get used to their role, teaching their intonation to convey mood, feelings, character). | |
| Learning to work on a screen: put the doll on your hand: the head on the index finger, the doll’s hands on the thumb and middle fingers; hold the doll over the screen at arm's length, trying to do it smoothly, without jumps; Do the suggested exercises with each child. | |
| Training to work on the screen, each puppeteer reading his role, the actions of the role. Distribution of technical responsibilities for the performance, installation of design, decorative details, supply of props, helping each other in managing the puppets, sound design of the performance. | |
| Dress rehearsal of the play. Making dolls and props. | |
| Showing the play to children. | |
| Choosing a play. Reading the play aloud in the presence of all students. Determining the time and place of action. Characteristics of the characters, their relationships. Distribution of roles. Role readings at the table. | |
| Readings by role, deep and detailed analysis of the play. | |
| Rehearsal of the play. Making props and puppets for the play. | |
| Rehearsal of the play. Learning the text by heart, connecting the actions of the doll with the words of your role. | |
| Dress rehearsal, sound design of the performance. | |
| Showing the play to children. | |
| Choosing a play for the performance. Expressive reading of students' work. Determine how many characters are in the play. What is the character's emotional state? What is his character? | |
| Distribution of roles and reading of the work by students. Determine how many characters are in the play. What is the character's emotional state? What is his character? | |
| Process reading of each role. | |
| Rehearsal of the play. Making props and puppets for the play. | |
| Rehearsal of the play. Learning the text by heart, connecting the actions of the doll with the words of your reli. | |
| Rehearsal of the play. Distribution of technical responsibilities for the performance, installation of design, decorative details, supply of props, helping each other in managing the puppets. | |
| Dress rehearsal. Musical arrangement. | |
| Showing the play to children “like a dog looking for a friend.” | |
| Choosing a play for the performance. Expressive reading of plays by the teacher. Conversation about what you read. | |
| Distribution of roles, characteristics of the actors, their relationships. Determination of place and time. | |
| Reading by role. Working with a doll on a screen. | |
| Rehearsal of the play. Making dolls and props. | |
| Rehearsal of the play. Learning text by heart. Distribution of technical responsibilities. | |
| Dress rehearsal. Sound design. | |
| Showing the play to primary school students. | |
| Doll repair. |
Methodological literature: “Puppet theater”, T.N. Karamanenko, M. 2001; newspaper: “Primary School”, .№30.. 1999; Magazine: “Primary School” No. 7, 1999; “Playing Puppet Theater”, (a manual for practical workers of preschool educational institutions), N.F. Sorokina, M., 1999, Arkti.
CLUB PROGRAM
PUPPET THEATER “PETRUSHKA”
(1 CLASS)
Compilation program
(compiled by a primary school teacher at Municipal Educational Institution Secondary School No. 9
Mudrakova Elena Ivanovna)
Explanatory note
As a result of processes occurring in modern society, a new social order is emerging, namely the formation of a creative, socially adapted personality. Society needs proactive, thinking people who are capable of creatively performing any type of activity. In this regard, new requirements arise for the educational process, the goal of which should be the development of individuality and increasing the intellectual potential of each member of society.
Artistic and aesthetic education, being an integral part of the entire pedagogical process, acquires special significance. Students’ attendance at an art circle is of great importance for the formation of children’s self-awareness. While learning the secrets of mastery, schoolchildren get acquainted with amazing world art, which contributes to the formation of aesthetic tastes and raising the cultural level. Communication with art is an organic way of understanding the world, expanding the experience of life and aesthetic relationships, and a condition for personal self-expression.
IN present moment In our opinion, the diverse use of theatrical creativity among schoolchildren is relevant. The introduction of theater classes can effectively influence the educational - educational process. Uniting the class team, expanding the cultural range of students, improving the culture of behavior - all this can be achieved through learning and creativity in theater classes at school.
Theater creativity takes on special significance in elementary school. In the artistic world of today's schoolchild, theater occupies a more modest place than cinema, pop music, and literature. But it is he who will help the child realize his ideas, creativity, and fantasies. Puppet theater is very close to children's perception, since children tend to mentally animate dolls, toys, and objects of the surrounding world. Children almost always quickly grasp the playing conditions proposed by the theater, which is facilitated by the special mobility of children's imagination. Undoubtedly, all this has a beneficial effect on the development of children's perception, imagination, and promotes experience. positive emotions. This type of art gives children a lot of joy and creates in them good mood, aesthetic taste develops, clear pronunciation and expressiveness of speech are developed.
Each teacher-director creates his own unique program, reflecting the successful progress of his work and capable of enriching general ideas about the features of theatrical education and upbringing. As K.S. said Stanislavsky: “...it’s not enough to study the “system”, you need to come up with your own based on it.” We offer our educational and training program through the school puppet theater. The school puppet theater allows you to form a friendly creative team. The main idea of the theater is the artistic and aesthetic education of its participants, creating an atmosphere of joy in children's creativity and cooperation.
The presented program is designed for 66 hours in first class. One of the distinctive features of this program is the game form of conducting classes, because For children at this age, play is the main activity that constantly develops into work (learning). This contributes to the emancipation of the child’s personality and serves a more painless transition from the schoolchild’s leading play activity to educational activity.
Program goals:
Uniting children in order to realize the creative interests and abilities of students.
Satisfying the needs and requests of children, revealing their creative potential.
Through puppet theater, influence students, developing their artistic taste and moral principles.
Fostering children's sensitivity, love and interest in art.
Formation of ideas about theatrical art.
Organization of children's leisure time.
Training in techniques for working with dolls.
Development of children's speech, their vocabulary and expressiveness of speech.
Aesthetic education Guys.
Development of creative and labor activity of children, their desire for independent activity.
Development of communication skills, teamwork skills.
Age of students, school classes : junior school age, first grade.
Program implementation period : 1 year.
Duration of one lesson : 35 minutes.
Forms of activity : club activities.
Methods :
Conversation
- story
Individual work
Group work
Teamwork.
Means :
Illustrations and literature
Listening to audio and video recordings (using technical means).
Expected results
:
Mastery of beautiful, correct, clear, sonorous speech by children involved in a puppet theater group as a means of full communication.
Discovering opportunities for self-realization, i.e. satisfying the need to express and express oneself, convey one’s mood, and realize one’s creative abilities.
Showing performances in schools and kindergartens
Introduction: “Hello, dolls!” (5 hours)
Staging shadow theater"Turnip". (8 hours)
Production of the finger puppet theater “Ryaba Hen”. (5 hours)
Production of the Teremok puppet theater. (11 o'clock)
Production of the puppet theater “Zayushkina Izbushka”. (11 o'clock)
Production of the tabletop puppet theater "Kolobok". (8 hours)
Staging the puppet show “The Little Goats and the Wolf.” (16 hours)
|
Number |
No. occupied |
Lesson topic |
Lesson content |
Number of hours |
|
1. | Introduction. Puppet theater The magical world of theater. My magic pen. Theater begins with a hanger, and puppet theater begins with a screen. Watching a puppet show. |
Introduction to puppet theater. History of puppet theater. Types of puppet theater. Conversation. Slide show. Conversation on the topic: “Features of the puppet theater.” Acquaintance with theatrical vocabulary, professions of people who work in the theater (director, set designer, prop maker, actor, musical design). Mastering puppeteering skills (glove puppets, finger puppets, tabletop and shadow theater puppets). Conversation about the screen, work behind it. |
5 hours 1 hour |
|
|
6. 9. 11. 13. |
Let's get acquainted. Rehearsal for episodes. Creative report. |
Introduction to shadow theater. Listening to a fairy tale. Basic concepts: fairy tale, character. Distribution of roles, discussion of the characters of the fairy tale "Turnip". Learning words (stress, emotional intonation, pause, tempo). Learning to connect the actions of puppets with the words of the play. Classes on stage movements, installation of mise-en-scenes, plastic and speech behavior of fairy tale characters. Screening of the shadow play “Turnip”. |
8 hours 1 hour 1 hour 1 hour |
|
|
14. 16. |
Let's get acquainted. You can't even catch a fish from a pond without difficulty. |
Introduction to finger puppet theater. Practicing skills in working with finger puppets. Listening to a fairy tale. Distribution of roles. Initial work with character dolls. Screening of the fairy tale “Ryaba Hen”. |
5 hours 1 hour 1 hour |
|
|
19. 20. 24. 26. 28. 30. | Terem, tower, tower. My magic mitten. Let's get acquainted. Hello, fairy-tale heroes. Heroes speak. You can't even pull a fish out of a pond without difficulty. Rehearsal for episodes. Creative report. |
Introducing children to glove puppets. Practicing the skill of working with them. Listening to the fairy tale “Teremok”. Work on basic terms and concepts, names of animals: Frog-frog, Mouse-norushka, etc. Distribution of roles, discussion of the characters of the heroes of the fairy tale “Teremok”. Learning words (stress, emotional intonation, pauses, tempo). Learning to connect the actions of puppets with the words of the play. Working behind a screen. Searches for the expressive possibilities of dolls in the proposed circumstances of the play, sketches with dolls based on the material of the play. Screening of the play "Teremok". |
11 o'clock 1 hour 1 hour 3 hours 1 hour |
|
|
32. 34. 36. 37. 42. |
Magic lantern. Hello fairy-tale heroes. Heroes speak. You can't even pull a fish out of a pond without difficulty. Rehearsal for episodes. Creative report. |
Listening to the fairy tale “Zayushkina’s hut.” Watching a cartoon. Working with the words of the fairy tale text. Practicing reading the role of each doll. Learning words (stress, intonation, tempo). |
11 o'clock 1 hour 2 hours 3 hours |
|
|
43. 45. 49. 50. |
Let's get acquainted. The role of my hero. You can't even pull a fish out of a pond without difficulty. Creative report. |
Introduction to tabletop puppet theater. Expressive reading of a fairy tale, discussion of the characters of the fairy tale characters, discussion of the production plan. Distribution of roles. Getting to know fairy tale dolls. Initial development of the skill of working with them. Practicing expressive reading of the words of each fairy tale character, sketches with dolls based on the material of the play. |
8 hours 1 hour 3 hours |
|
|
52. 53. 55. 57. 58. 60. 61. 63. 65. | Production of the play “The Little Goats and the Wolf”. Magic lantern. The role of my hero. Heroes speak. What can dolls do? Rehearsal for episodes. Creative report. Give joy to people. Total: |
Listening and expressive reading of a fairy tale. Watching a movie. Learning words (stress, intonation, tempo). Learning to connect the actions of dolls with the words of the role. Practicing the performance. Screening of the puppet show “The Little Goats and the Wolf.” |
16 hours 1 hour 1 hour 3 hours 66 hours |
Literature:
Karamanenko T.N., Karamanenko Yu.T. Puppet theater for preschoolers. M.,
Smirnova N.I. And the dolls come to life. M., 1980.
Medvedeva I.Ya., Shishova T.L. The medicine of puppet theater.
How to develop and educate children in play? (from the book by L.V. Artemova “What is good about theatrical games?”
Larina L.A. Puppet theater is an art form and a means of education.
Gymnasium No. 2 of Novokubansk
WORK PROGRAM
EXTRA-CURRICULAR ACTIVITIES
Program type:
by specific types extracurricular activities
circle
"Puppet theater"
Duration of the program: 1 year.
Age of students: 8 – 9 years
Compiled by: primary school teacher Sokolova Larisa Mikhailovna
2013 – 2014 academic year.
“...Dramaturgy is the lifeblood of the theater.
It is not for nothing that only those theaters remain in history
who created their own repertoire, their own dramaturgy"
S. Obraztsov
I. Explanatory note
Relevance of the program
The program was developed taking into account the requirements of the federal educational standard for primary general education second generation, aimed at implementing general cultural direction according to the Federal State Educational Standard under license
This Puppet Theater program is designed for primary school students. At the moment, the diverse use of theatrical creativity among schoolchildren is relevant. Effectively influences the educational process. Unites the class team, expands the cultural range of students - all this is accomplished through learning and creativity in theater classes at school. Helps educate through play, since for children at this age play is the main activity.
Children love theatrical games. Younger schoolchildren are happy to join in the game: answer the dolls’ questions, fulfill their requests, and transform into one image or another. The guys laugh when the characters laugh, feel sad with them, and are always ready to help them. By participating in theatrical games, children get acquainted with the world around them through images, colors, and sounds.
The advantage of a puppet theater as a concert group is its mobility: it can perform on almost any stage, in a hall, in a classroom, in a kindergarten. The repertoire is selected taking into account the age characteristics of students.
In an atmosphere of friendly and patient attitude towards each other, children's sensitivity to truthful, purposeful action is formed. Voice and speech exercises are also used to train the imagination: speak slowly, loudly, quietly, quickly, in a bass voice. Speech exercises play a propaedeutic role in future work on artistic reading.
In the artistic world of today's schoolchild, theater occupies a more modest place than cinema, pop music, and literature. Puppet theater is very close to children's perception, since children tend to mentally animate dolls, toys, and objects of the surrounding world.
In the educational process in primary school, the main means of education are: culture. This area of human existence, which is based on universal human values. By accumulating experience in relationships with the outside world, the child develops as a person.
Undoubtedly, all this has a beneficial effect on the development of children's perception, imagination, and contributes to the experience of positive emotions. This type of art brings children a lot of joy and puts them in a good mood, develops aesthetic taste, and develops clear pronunciation and expressiveness of speech.
The curriculum allocates 2 hours per week to study this course.
all 68 hours. The Puppet Theater program is designed for children aged 7-8 years.
Program goals:
Uniting children in order to realize the creative interests and abilities of students.
Satisfying the needs and requests of children, revealing their creative potential.
Aesthetic education of participants, creating an atmosphere of children's creativity.
Tasks:
Fostering children's sensitivity, love and interest in art.
Formation of ideas about theatrical art.
Organization of children's leisure time.
Training in techniques for working with dolls.
Development of children's speech, their vocabulary and expressiveness of speech.
Creating conditions for the creative, intellectual, physical and personal development of children through the basics of such an art form as puppet theater;
Development of creative and labor activity of children, their desire for independent activity.
Forms of activity: club activities.
Methods:
Conversation
Story
Individual work
Group work
Teamwork.
Means:
Illustrations and literature
II . Table of thematic distribution of hours
No.III. Program content:
Introduction: “Hello, dolls!” (5 hours)
Shadow theater production "Hare in the Garden". (8 hours)
Production of the puppet theater "Rukavichka". (5 hours)
Puppet theater production of “The Wolf in Little Red Riding Hood.” (13 hours)
Production of the puppet theater “Zayushkina Izbushka”. (11 o'clock)
Tabletop puppet theater production
“Kolobok in a modern way.” (8 hours)
Staging the puppet show “The Little Goats and the Wolf.” (16 hours)
Visit to theater performances (2 hours)
1.Introductory lesson.
Features of theatrical terminology
The concept of a play, characters, action, plot, etc. The concept of “puppeteer”. Introducing children to the principle of controlling the movements of a doll (movements of the doll’s head, hands). Safety precautions. Features of theatrical terminology.
Practical work: practicing the technique of moving the doll on your hand.
2. Arranging screens and decorations
Introduction to the concept of “decoration”. Familiarization with the design elements (scenery, color, light, sound, noise, etc.) of a puppet theater performance. Production of planar decorations (trees, houses, etc.).
3. Types of dolls and ways to control them
Expanding knowledge about types of dolls. Making dolls.
Practical work: Development of puppeteering skills.
4.Features of the puppeteer’s work
The concept of the variety of movements of various parts of dolls. Practicing the skills of moving a doll along the front flap of the screen. Practicing doll movement skills in the depths of the screen. The concept of theatrical professions (actor, director, artist, costume designer, make-up artist, lighting designer, etc.).
Practical work: calculating the timing of certain scenes, mise-en-scène and the length of the entire performance
5. Visit to the puppet theater. Discussion of the performance (sketches)
Visit to the regional art theater dolls Familiarity with the rules of behavior in the theater. They learn to simultaneously and consistently engage in team work.
6. Speech gymnastics
Speech gymnastics (in the scenery). Working with tongue twisters.
7. Choosing a piece
Choosing a play. Reading the script. Distribution and audition for roles (two casts). Learning roles using voice modulations. Design of the performance: production of accessories, selection of musical accompaniment. Practicing musical numbers, rehearsals.
8. Dress rehearsal. 8.
8.Performance
Preparing the room for the presentation of a puppet show.
Installation of the screen and placement of all performers (actors). Sound, color and light design of the performance. Analysis of the results of the dress rehearsal.
Practical work: organizing and conducting a performance; showing the play at a regional seminar for primary school students and preschoolers;
IV. Expected Results
These results can be summarized in terms of achieving the standard requirements for student learning outcomes:
Personal UUD
1. Development of children’s speech, their vocabulary and expressiveness of speech:
2. Ability to learn techniques for working with dolls:
3. Rules of behavior in classes, locker rooms, and during the creative game process.
4. The ability to develop the creative and labor activity of children, their desire for independent activity:
Regulatory UUD:
1. Determine the purpose of the activity with the help of the teacher.
2. Plan your actions with the help of a teacher.
3. Discover and formulate a general cultural problem with the help of a teacher.
Cognitive UUD:
1. Search for the necessary information.
2. Process the information received: observe and draw conclusions with the help of the teacher.
3. Build logical reasoning.
Communication UUD:
1. Formulate your thoughts in oral and written speech (in the form of a monologue or dialogue).
2. Listen and understand other people's speech.
3. Agree and come to a common opinion.
Value guidelines for the course content:
– patriotism is love for one’s small Motherland.
– pride in the residents of our area.
– labor and creativity - respect for work.
The program allows you to combine different forms of educational work.
Expected results:
At the end of the first year of study the student will know:
The stage in a puppet theater is a screen.
The concepts of “theater”, “director”, “set designer”, “property maker”, “actor”.
Rules of behavior in the theater.
The student will be able to:
Do articulation gymnastics with the help of a teacher.
Correctly put the doll on your hand.
Control the doll correctly and speak for it, hiding behind a screen.
When children involved in a puppet theater group master their speech, it becomes correct and clear. Discovering opportunities for self-realization, i.e. satisfying the need to express and express oneself, convey one’s mood, and realize one’s creative abilities.
Showing performances in schools and kindergartens
V. Forms and types of control
The level and degree of knowledge acquisition is monitored during classes. competitions, quizzes and theater shows.
Conversation, story, etc.
Group work (excursions, exhibitions, theater shows)
Means:
Illustrations and literature
Listening to audio and video recordings (using technical means).
Participation in puppet theater“Hare in the Garden”, “Mitten”, “Wolf in Little Red Riding Hood”, “Zayushkina’s Hut”, “Kolobok in a Modern Way”, “Kids and the Wolf”, visiting theatrical performances, quiz “On the roads of fairy tales”, creation of the presentation “My favorite 2nd grade”, defense of the project “Puppet Theater”.
VI . Methodical recommendations
One of the indispensable conditions for the successful implementation of the course is a variety of forms and types of work that contribute to the development of students’ creative abilities, placing them in the position of active participants. In order to create conditions for self-realization of children, the following is used:
inclusion of play elements into classes that stimulate children’s initiative and activity;
creation of favorable dialogue socio-psychological conditions for free interpersonal communication;
moral encouragement of initiative and creativity;
a thoughtful combination of individual, group and collective forms of activity;
regulation of activity and rest (relaxation).
Main characteristics of the activity
1. The combination of training and general cultural education, the integration of spiritual and moral content into the aesthetic.
2. The presentation of the material is designed for 1 year. To implement the program, the following methods are proposed: visual, verbal, practical.
Visual method
Watching films, slides, presentations;
Excursions to the drama theater; observations;
Targeted walks;
Verbal method
Reading poems;
Conversations with elements of dialogue, generalizing fairy tales;
Message additional material;
Examination of visual material;
Conducting quizzes and competitions.
Practical method
Staging puppet theater, competitions, quizzes;
Conducting excursions of various directions.
VII.Material and technical support of the educational process.
No.Municipal entity Novokubansky district, Novokubansk
municipal general education budgetary institution
Gymnasium No. 2 of Novokubansk
municipal formation Novokubansky district
Calendar – thematic planning
mug "Puppet theater"
Class: 2 "G"
Teacher: Larisa Mikhailovna Sokolova
Number of hours: total 68 hours, 2 hours per week
Planning is based on work program extracurricular activities of the Puppet Theater club
(compiled by L.M. Sokolova).
2013 – 2014 academic year
Novokubansk
Calendar and thematic planning.
Lesson NumbersVII. Description of the material and technical support of the program.
№p/p For the teacher Ganelin E.R. Program for teaching children the basics of stage actingart "School Theater". http://www.teatrbaby.ru/metod_metodika.htmGeneralov I.A. Theater course program for primary schoolEducational system "School 2100" Collection of programs. Preschool education.Primary school (Under the scientific editorship of D.I. Feldshtein). M.: Balass, 2008. Pokhmelnykh A.A.Educational program “Fundamentals of Theater Arts”. youthnet.karelia.ru/dyts/programs/2009/o_tea.doc How to develop speech using tongue twisters? How-to-develop-speech-with-tongue-twisters.php Programs for out-of-school institutions and secondary schools. Art clubs. – M.: Education, 1981.For children Bukatov V. M., Ershova A. P. I’m going to class: A textbook of game teaching techniques. - M.: “First of September”, 2000Generalov I.A. Theater. Benefit for additional education. 2nd grade. 3rd grade. 4th grade. – M.: Balass, 2009.Art clubs. – M.: Education, 1981.A collection of children's tongue twisters. http://littlehuman.ru/393/
This program was compiled to implement the general cultural direction of personal development and cultural orientation. The program of extracurricular activities was developed in accordance with the requirements of the federal state educational standard for primary general education, approved by order of the Ministry of Education and Science of Russia dated October 6, 2009 No. 373 “On approval and implementation of the federal educational standard for primary general education.”
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