Theater games for children 4-5 years old. Games with theatrical elements for preschool children. Is there no

Municipal autonomous preschool educational institution

G. Vladimir “Child Development Center – Kindergarten No. 128”

Compiled and prepared:

music director

II qualification category

A.A. Rybakova

№ p/p	Name of material
1. 2. 3. 4. 5.	Introduction. Theatrical and musical play performances as a form of cultural, leisure and creative activity for preschool children. The purpose and objectives of organizing theatrical performances. Theatrical games for young children Theatrical games for older children Card index of special theatrical games. Bibliography

Goal and tasks

organizing theatrical productions

gaming musical performances

Target:

1. to intensify interest in theatrical art;

1. ensure the further development of diverse ideas about theatrical activity.

Tasks:

1. Encourage children to actively participate in theatrical play
2. Promote understanding and comparison of the nature of music with the image of the character
3. Encourage parents of children to actively participate in theatrical performances
4. To foster an emotional-figurative perception of the content of a fairy tale
5. Develop imitation abilities and imagination
6. Encourage creative initiative and the ability to improvise
7. To promote the ability to convey various emotions using intonation expressiveness
8. Promote the emergence of partnerships in theatrical play
9. To develop the ability to combine melodious speech with plastic movements

THEATRICAL PRODUCTION

MUSICAL GAME PERFORMANCES

AS A FORM OF CULTURAL AND RECREATIONAL

AND CREATIVE ACTIVITY OF PRESCHOOL CHILDREN

A study of the practice of preschool institutions showed that the most favorite type of entertainment for children istheatrical performance.

It takes the baby into the colorful, magical world of a fairy tale, where the real and the fictional are harmoniously combined. Dolls, toys and other figurative characters in performances are very expressive, and thanks to this, a lot of funny, interesting, and instructive things can be shown in the theater. Children believe the characters and perceive them as alive. The child enters into joyful communication with his favorite characters, reacts vigorously and joyfully to all events taking place in the theater.

Puppet showallows you to solve a whole range of educational problems:

1. uniting the children's team, increasing the overall level of children's development,
2. expanding their horizons in the field of art and cultural behavior skills,
3. nurturing high moral qualities and positive character traits.

Organizing a puppet theater in a group helps to increase the overall activity of children and allows them to solve problems of moral and aesthetic education. Preschoolers love to imitate the characters they like best. Therefore, for puppet productions, it is best to choose plays of purposeful, educational significance with examples of friendship, courage, truthfulness, hard work, and resourcefulness.

The work on the play consists of two parts.

Firstly, preparation of its material part, i.e. dolls, screens and decorations. Secondly, the performers learn the piece and rehearse. When organizing a puppet theater, the capabilities of each age should be taken into account. For example, only older children can be actors, while younger children take part in the production of scenery and small props.

When directing the activities of children, the teacher must take into account the individual characteristics of each child and his interests. When talking about a play or a fairy tale, you should gradually involve all children in the conversation, even those who are little talkative. First, the teacher invites the child performers to remember how they talked to their dolls when they played school, kindergarten, family, hospital. From analyzing life situations, the music director moves on to teaching how to work with puppets. Both children and adults (kindergarten staff, parents, etc.) can take part in the puppet show.

When working on a piece, the music director should remember the following rules:

1. when distributing roles, attention is paid to the voices of the performers who should fit the role;
2. one and the same adult performer can play two or even three roles, but there is no need to give those characters who, during the course of the action, meet each other in the same picture, since it will become noticeable that he is talking to himself;
3. if the performance is prepared by children, then the child can perform only one role;
4. the first two or three rehearsals are held with children without puppets, the play is simply read by role;
5. When starting rehearsals with a doll, the teacher should ensure that it always stays at the level of the imaginary floor on which it seems to be walking;
6. the play must be rehearsed in separate scenes, even in separate episodes or parts of the play;
7. It should be remembered that the doll must live on stage.

In order to help children understand which doll is speaking at a given moment, the teacher explains to them that when the doll “speaks,” it moves slightly, accompanying the words with hand gestures, tilting the head, even the entire body; if a fairy tale character is silent and listens to his partner, then he should not move.

Flannelograph and shadow theaterrequire special equipment. For a flannelgraph you need a sheet of plywood covered with a plain, dimly colored flannel. It is not difficult to create paintings for him. Illustrations from the books are glued onto another piece of flannel and then cut out. This is necessary so that they stick to the flannelgraph due to the fibers. During the teacher's or child's story, cut out figures are placed on the flannelgraph in accordance with the course of the story. The organization and conduct of this type of entertainment can be entrusted to older children.

Seven and six year old children know quite a lot of fairy tales, stories, poems that they can tell to kids and illustrate their stories with pictures. This increases interest not only among listeners, but also among storytellers.

The value of the flannelgraph lies in the fact that it can be used when organizing entertainment, which is aimed at preliminary work in preparation for classes in visual arts or speech development. So, a child in the older group shows and tells the children a fairy tale, and then everyone creates drawings based on its plot. This will help the children remember its main characters, their actions and actions, see how the drawing should be placed on a sheet of paper, and correctly convey the composition of the chosen scene. This type of entertainment is easy to organize at home. At the same time, it is natural for children and parents to engage in joint activities, which will bring them closer together and help adults organize the child’s cultural leisure.

For preschoolers, the most exciting type of shadow theater isshadow theater using hands.To organize it you need a table, a table lamp and a screen - a large sheet of paper or a small sheet. If the wall is whitewashed, then the wall can serve as a screen. Near it, at a distance of one and a half to two meters, you should place a table and install a lamp on it. Two low chairs or benches should be placed near the table. They will be seated by performers, whose roles may be school-age children or a teacher. They should sit opposite each other between the lamp and the screen.

Spectators should sit on the opposite side of the screen at some distance from the table. When showing a shadow theater, one must take into account that the closer the hands are to the lamp, the larger the shadow will be, and therefore the silhouette. But the smaller the silhouette, the clearer it is. Therefore, it is advisable to install the lamp so that the shadow figures are clear, and most importantly, so that they are clearly visible to the audience.

Other equally interesting entertainments for children aretoy theater and picture theater.Organizing these types is very simple, since they do not require complex technical devices. For a toy theater, several tables moved together are used as a stage. Toys are placed on chairs so that children cannot see them. The teacher takes a doll and, right in front of the children’s eyes, begins to act out the plot of a fairy tale or play, and to improvise situations from the life of the group. This type of group entertainment can be organized at any time. Children themselves are often active participants, starting from middle age. You can use doll furniture and other toys as decoration. The organization of this type of theater captivates everyone, and the most valuable thing is that children can be the initiators of its implementation and at the same time show their creativity. The use of this type of theater can help the teacher in preparing for work on speech development.

When preparing for and conducting this type of entertainment, it is very important to create a festive mood in children. In preparation for it, children can make gifts for the doll. On the day of the event, they change their clothes so that they can go to a party dressed up. When the children arrive, they are greeted by a beautiful doll. Children give gifts and then have fun: they sing songs, read poems, ask riddles, play with a doll and dance.

A significant place in organizing entertainment is occupied by concerts, those. performance of musical and literary works. The concert may consist of alternating solo and group performances by children, former kindergarten students or adults.

As a rule, concerts are held by children. Thematic concerts should be united by a common theme. They are based on works familiar to children. Such concerts may include vocal or instrumental music and be dedicated to one composer (“Music of M. Krasev”, “Evening of Music by P.I. Tchaikovsky”), Russian folk art or a poet, writer, artist (“Meeting with a Fairy Tale”, “Our Friend” S.Ya.Marshchak”, “Artist E.Charushin”).

Concerts dedicated to people of art should begin with showing a portrait, photographs, a story about their life and activities, and then talk about their works in an accessible form.

Experience working with preschoolers has shown that the most interesting form of a thematic concert isintegration of several art forms.So, for example, music and poetry, music and visual arts. In such concerts, one type of art is deepened by another, having a stronger impact on the child’s perception and creating a certain emotional mood. They can be a good form for reflecting interesting events, the surrounding world, the lives of children, the work of adults, as well as seasonal phenomena (“There is always something to do”, “Seasons”, “Friendship of Peoples”).

Often concerts are held in older groups, the purpose of which is to introduce children to the sound of various instruments - strings, wind instruments, keyboards. Acquaintance with the instrument should begin with showing the appearance and its main components. Then show how sound is produced, pay attention to the nature of the sound, and then perform a short musical excerpt. You should also let children listen to the same piece on different instruments, then the peculiarity of the sound of each will appear more clearly.

A children's amateur concert is one of the exciting forms of entertainment in which all children take an active part. It alternates between vocal, dance and literary performances. Such concerts can be conducted by children themselves. But it’s better when they are led by adults: they skillfully perform each number. In addition, the teacher sees the reaction of the children and can, at the necessary moment, include a magic trick in the program or insert a mass performance of a dance or song, which will give the children relaxation and the opportunity to join in the course of events and also become participants.

Theatrical games

for children of primary preschool age

Golden autumn

Presenter:

Children! I suggest you go to the autumn forest today. This year autumn was very warm, there were many sunny days, the trees dressed in bright, festive attire. When you went for a walk, you collected leaves and admired them. What color were the leaves?

Children's answers.

We are going with you to the autumn forest. I hope that we will see a lot of interesting things in the forest clearings. What will you and I go on? I know we will ride with you on a horse! Each one harness his own horse.

We rode a horse

We reached the forest.

Hop, gop, gop, gop, stop!

We've arrived.

Here we are in the autumn forest. Look, there is a birch tree in the clearing. Let's get closer to her. Look, there are no leaves left on the branches; the wind tore them off and scattered them along the paths. Hear the wind howl!

Children sing the song “Autumn” (music by I. Kishko, lyrics by I. Planida).

Presenter:

Look, children, what red leaves the wind scattered along the paths. Let's take a leaf in each hand and dance with them.

Dance improvisation with leaves. Ukrainian folk melody. Arranged by N. Metlov

Presenter:

Let's put the leaves in a basket, we will decorate our group's room with them when we return to kindergarten.

Oh! Guys, it's raining! Hide quickly under an umbrella.

Children sing the song “Rain” (Russian folk melody arranged by T. Popatenko)

Presenter.

It's raining, it's raining, it's pouring down,

Get the little kids wet!

The rain stopped, but the sun did not appear from behind the clouds. In order for the sun to warm us, we need to sing him a song.

Children sing the song “Sun” (music by T. Popatenko, lyrics by Naydenova).

LEADERSHIP:

The sun came out and it became warm. Let's, children, sit in the clearing, relax and listen to autumn poems.

Poems of the teacher's choice (2-3).

Presenter:

It's good in this clearing, but it's time for us to move on!

You and I will go to the distant forest by car, hold on tightly to the steering wheel.

We were traveling by car,

We reached the river.

Trrr! Stop! U-turn!

We've arrived!

There is a hut on the bank of the river, let's sit on the grass and see who lives in the hut.

Tabletop puppet theater “Masha and the Bear” (Dymkovo toy).

Presenter:

There is a steamer on the river.

We were traveling by steamboat,

We reached the mountain.

The ship is unlucky.

Wait, we've arrived.

I'll have to stop. Look, there is a hut near the mountain and in the hut live a grandfather, a woman, a granddaughter, a Bug, a Cat and a Mouse. Let's sit and look at them.

Dramatization of the fairy tale "Turnip".

Presenter:

It's good to be visiting, but it's time to go. Look what a smooth path leads us forward. Let's follow it and to make it fun for us along the way, let's sing a song.

Children's song improvisation.

First child:

On a flat path

Our feet are walking -

One, two, one,

One, two, one.

Second child:

On a flat path

Our legs are tired

This is our home

This is where we live.

Presenter: Look, the house is standing, but who lives in the house? Let's see. (Takes soft toys out of the house.) Toys! Do you know poems about these toys?

Children's answers.

Sit in the clearing, watch and listen.
Reads A. Barto’s poems “Toys” (“Teddy Bear”, “Doll”, “Horse”).

Presenter:

It's good to be away, but it's time to go home.

We need to get on a plane.

The plane is flying,

The motor is humming.

We were traveling by plane,

We arrived at kindergarten.

Presenter:

All! We've arrived at kindergarten! Look, children, how many guests we have in the hall. These are your moms and dads, grandparents. They were looking forward to your return from the autumn forest. We will end our journey with a merry dance.

Quadrille, Russian melody (free dance).

Presenter: Time for business is an hour for fun. It's time to go home. Goodbye!

Excursion to the spring forest

Presenter:

Spring has come! The days have become longer, the sun is warming like spring. The snow is melting, fast streams are running. Migratory birds fly from hot countries. It's nice in the forest in spring! Shouldn't we, children, go to the spring forest?

(Children's answers.)

What will we go with you?

(Children's suggestions.)

Let's go by train. Look, the train is already waiting for us, take your seats. You and I have a long road ahead, and to make the journey more fun, we took our friends with us.

(Children take toys.)

Let's all sing a funny song together.

Song “Merry Travellers”, music by Starokadomsky, lyrics by S. Mikhalkov.

Presenter:

Here we are! Look, children, what a beautiful forest, what huge pines and spruces! Get out of the car, let's go into the forest. Maybe one of you would like to come up with and sing your own song to us? Sing along, Marina, it’s more fun with a song on the way.

Children sing song improvisation based on a given text.

First child.

Sunshine, sunshine,

Shine brighter for us

They will be in the clearing

Flowers bloom.

Second child.

Sunshine, sunshine,

Shine brighter for us

All the guys will be there

Weave wreaths.

Third child.

Sunshine, sunshine,

Shine brighter for us

There will be a lot of berries

Grow in the forest.

(N. Naydenova)

Presenter:

So we arrived at the clearing, look how many flowers there are! Let's weave wreaths out of them. (Girls wear flower hats, boys wear butterfly costumes.)

“Waltz of the Flowers”, music by P.I. Tchaikovsky (girls' dance improvisation).

Presenter:

Butterflies fly in the forest.

Saw a flower

Sit quietly on a flower

And they drink fragrant juice.

“Butterflies”, music by F. Couperin (boys’ dance improvisation).

Presenter:

It’s good in this clearing, but we need to move on. Look what a smooth path leads us forward. Who wants to write a song about the track?

Song improvisation to a given text.

First child:

The legs walked -

Top, top, top!

Right along the path -

Top, top, top!

Second child:

Come on, more fun -

Top, top, top!

This is how we can -

Top, top, top!

(N. Frunkel)

Presenter:

Oh! Look how many bunnies are jumping around the clearing! Maybe one of us knows a poem about bunnies and will read it to us?

Child:

Bunnies gallop, hop, hop, hop

To the green meadow,

They pinch the grass, eat it,

Listen carefully

Is there a wolf coming?

Presenter: Don’t you want to become little bunnies?
(Children's answers.)

Then put on your bunny hats and run out into the clearing.

Game "Hares I am a wolf"

Presenter:

It's good in this clearing, but it's time for us to go. Look at the wide stream that blocked our path - we’ll have to jump over it, but be careful so that the same thing doesn’t happen to you as with Sasha and Natasha. Listen to their story.

First child:

Streams and puddles all around:

Wider here, narrower there.

I'm jumping, look - one!

In a puddle, bang and the whole story.

Second child:

The sun washed itself in a puddle

And it wasn’t “contaminated” at all,

I swam in a puddle -

The whole family was scared!

(L. Mironova)

Presenter:

I hope that what the children told us about will not happen to you. Then we jump over streams and puddles. Here we are in another clearing. Look, the squirrels are flying.

Starlings are flying from the south,

They want to live in a new house.

It's time for us to get to work -

Build houses for the squirrels.

(V. Kolosova)

Children stand in three circles, a starling flies into each circle. One child pretends to be a cat.

Presenter:

Did you like the starlings and birdhouses?

Starlings:

They built us houses

Not at home, but in a mansion!

(V. Kolosova)

Presenter:

Be careful, squirrels, because there is a cat wandering somewhere nearby.

Game “Starlings and the Cat”, music by V. Gerchik

Presenter:

It's time to go! Oh, look what a wide river blocked our way, how can we get to the other side? I know we will walk along the bridge.

Song “On the Bridge”, music by A. Fillipenko, lyrics by G. Boyko (game improvisation).

Presenter:

So we crossed to the other side. How beautiful it is here! How many mushrooms are hiding under birch trees! Look what kind of fungus I found, let’s not pick it, let it grow, and we’ll sit next to each other on the grass and watch it. Sit down.

Sketch “Under the Fungus”, V. Suteev (children’s play and song improvisation).

Presenter:

So our journey into the spring forest has ended. The train has arrived at the station, take your seats. Go.

Song “Cheerful Travellers,” music by M. Starokadomsky, lyrics by S. Mikhalkov.

Presenter:

So we arrived at the kindergarten, how many guests are waiting for us! Grandmothers and mothers were looking forward to our return from the spring forest! Did you guys like our trip?

(Children's answers.)

Well, then see you again!

"Teremok" in a new way

Characters:

Presenter - the role is played by an adult

Two mice

Two frogs

Two foxes

Two bunnies

Wolf

Bear

(The hall is decorated like a forest clearing. There is a little house a little to the side).

Leading:

Everyone in the world loves fairy tales, They tell us how to live,
Adults and children love it! To be friends with everyone around you!

Fairy tales teach us goodness “Teremok” in a new way

And diligent work, kindergarten will show you!

There is a teremok in the field - a teremok! He is not short, not high, not tall. Suddenly mice are hurrying across the field...

(Mice theme music plays.)

They ran up to the tower and spoke.

Little mice:

What kind of tower is this tower?

He is neither short nor tall!

Well, okay, so be it,

We'll live in the little house!

(Music sounds, the little mice run into the little house).

Presenter: The little mice ran into the little house and began to live and live there! It’s warm in the little house, but outside the wind is blowing, bringing in the cold. And now frogs are jumping across the field!

(The music theme of the frogs coming out sounds).

Frogs:

Kva-kva da kva-kva-kva!

All the grass has turned yellow!

My paws and stomach are freezing...

Who lives in the little house?

Who lives in the little house?

Who lives in high places?(They knock).

Mice (looking out the window):

We mice are little people! And who are you?

Frogs:

And we are frogs! Let us live with you!

Mice: What can you do?

Frogs: We can sing songs!

(The song “About Frogs and Mosquitoes” is performed, edited by T. Volgina, music by A. Filippenko).

Frogs: Did you like our song?

Mice: I liked it! Come live with us!

(Music sounds, frogs run into the tower).

Leading:

The frogs ran into the little house and began to live in it together with the little mice! And in the forest the grass has already turned yellow and the leaves are falling from the trees. It's raining more and more often... And then little bunnies run to the little house!

(Sounds like a rabbit theme).

Bunnies:

We are naughty bunnies,

We ran through the fir forest,

We are on our way to our hole

Lost in fright...

(They approach the little house and knock).

Who lives in the little house?

Does anyone live in a low place?

Mice: We little mice!

Frogs: We are frogs!

Together: Who are you?

Bunnies: And we are runaway bunnies! Let us live with you

Frogs: What can you do?

Bunnies: We are the best at doing exercises! Look!

(The bunnies take dumbbells. “Hare exercises” are performed (several physical exercises)).

Bunnies: Did you like our exercise?

Mice and Frogs: I liked it! Come visit us, let's live together!

(Music sounds, bunnies run into the tower).

Leading:

The bunnies ran into the mansion, and the little animals began to live in it all together!

But what is it? Why are the bushes swaying like that? Who is this running to the little house?

(The Chanterelles theme music plays).

A-ah! Yes, these are chanterelle sisters!

Chanterelles:

Through the forests, through the bushes

The red fox is walking!

Looking for a mink - somewhere

Get cozy and sleep!

(They knock).

Who lives in the little house?

Does anyone live in a low place?

Mice: We little mice!

Frogs: We are frogs!

Bunnies: We are runaway bunnies!

Together: Who are you?

Chanterelles: And we are little fox sisters! Let us live with you!

Bunnies: What can you do?

Chanterelles: We can sing ditties!

(Performed “Ditties - fun”).

Put your ears on top of your heads, the red cat slept under it -
Listen carefully! Became a striped tiger! Wow!

We'll sing ditties for you - I eat porridge and sour cream,
It will be great! Wow! I have strength!

Vova was lazy in the morning. Still, I won’t fight,

Comb your hair, but don’t meddle with me! Wow!

A cow came up to the cow, we sang ditties for you,

Tongue hairstyle! Wow! You say from your heart:

I painted “Your ditties are good,

Black paint blanket! and you are good too!” Wow!

Chanterelles: Did you like our ditties?
Animals: Liked it! Come live with us!

(Music sounds, foxes run into the tower).

Leading:

So the little fox sisters settled in the little house! How much fun all the little animals have! Some sing songs, some bake pies, some sweep the floor... Everyone has enough to do!

And autumn has already completely come into its own. It has been raining all day, the wind is howling, and soon it will probably snow... And then a top runs towards the little house - a gray barrel!

(Wolf theme music plays).

Wolf:

Autumn has come, I'm hiding somewhere

The animals are waiting for winter. All the forest people.

To the wolf, brother gray, Whose hut is this?

It's boring to be alone. Who lives in it?

(Knocking).

Who lives in the little house?

Does anyone live in a low place?

Mice: We mice are little people!

Frogs: We frogs are frogs!

Bunnies: We bunnies are runaways!

Chanterelles: We are little fox sisters!

Together: Who are you?

Wolf: And I am a wolf - silk with teeth!

Let me live with you!

Animals: What can you do?

Animals: We want!

Wolf:

Everyone around is afraid of the wolf -

They say I love to bite!

Don't believe in these fairy tales

And don't be afraid of me, children!

I'm not evil, not evil at all,

I won't eat anyone here!

Did you like my poem?

Animals:

I liked it! Come live with us!

(Music sounds, the wolf runs into the mansion).

Leading:

The animals live happily in the little house! But what is all this noise? What's that noise? Why do bushes bend and twigs break? Who is sneaking in to us? Oh, yes, this is a teddy bear! (The bear's theme music plays.)

Bear:

I climbed into the beehive for honey,

I worked so hard, so tired.

Angry bees bit

Nose and ears and eyes!

I can't find peace

My nose is burning like this...

Teremochek? What's happened?

Who lives in the little house?(Knocking).

Who lives in the little house?

Does anyone live in a low place?

Mice: We mice are little people!

Frogs: We frogs are frogs!

Bunnies: We bunnies are runaways!

Chanterelles: We are little fox sisters!

Wolf: I, the wolf, have silk in my teeth!

Together: Who are you?

Bear: And I'm a teddy bear! Let me live with you!(Stomps his foot).

Wolf: What can you do?

Bear: I can dance, look!

(Performed “Bear Dance”).

Bear: Did you like my dance?

Animals: I liked it! Come live with us!

(Music sounds, the bear enters the tower).

Leading:

Animals live together in a little house! Mice sweep the floor, frogs bake pies, bunnies play sports, foxes play ditties, the wolf reads poetry, and Misha the bear makes everyone happy with his dance! Nobody offends anyone. Everyone helps each other and sings this song!

(Performed “Song of Friends”, edited by Y. Akim, music by V. Gerchik).

Leading:

That's the end of the fairy tale. And whoever listened - well done!

Theatrical games

for children of senior preschool age

Travel to the land of road signs

Characters.

Leading

Adults: Interference – Clueless, Cat

Children: Road signs

(The hall is decorated with road signs. Children enter the hall to the music).

Leading:

Guys, do you know where we are? And what's that? Some kind of letter... (reads).

“We, the people of the land of road signs, are in trouble. We were captured by Interference - Incompetence. And now we have constant accidents. Help us!" Child:

Someone here will probably say.

What kind of witchcraft is this?

What kind of magic is this?

Nothing happened!

Child:

Well, the transitions have disappeared,

Pedestrians won't pay.

They will choose their own paths

Where to cross the road.

Child:

Is the traffic light not working?

Well, what is the grief in this?

Red light, green light...

Maybe there is no point in it?

Host: Guys, what do you think? Are traffic rules necessary? For what?

(Children's answers).

(Noise-Incompetent runs in, briefly reads the letter and screams)

Interference:

Ha! They wanted help! There will be no help for them!

Leading:

We will help. Guys, can we help?

Children: Yes!

Interference:

You won't be able to help! You won't get traffic lights and road signs, I hid them!

Host: Let's not waste time and hit the road in search of signs.

(Enter road sign)

Road sign:

I am a road sign. I was bewitched by Interference. I can only open up when you solve these riddles.

(The sign conveys the riddles to the presenter.)

Leading:

Wide in width

But it is long in length,

Where is the water and depth?

It's concrete there. (Road).

Little houses are running along the street,

Boys and girls are being taken to their houses.(Bus).

I'm standing on the edge of the street

In a long boot -

Three-eyed stuffed animal

On one leg. (Traffic light).

Road sign: Do you recognize me? Where can you meet me?

Children: On the road.

(Turn sign).

Host: Correct.

The game “Who can fold the car the fastest” is played. Two drawn cars are cut into pieces. Two players participate. On command, everyone must find parts of their car and build a truck out of them. The one who completes the task faster wins.

(Cat enters)

Cat:

I am a cat, a student of traffic light sciences.

Leading:

Do you know the traffic rules?

Cat: Why should I know them?

Leading:

Tell me, Cat, how should you cross the street?

Cat:

On four legs!

Host: Guys, did he answer correctly?

Children: No!
Host: How should it be?

Child:

Pedestrian, pedestrian!

Remember about the transition!

Underground, above ground, zebra-like.

Know that only a transition from cars will save you!

Leading:

Answer, Cat, is it possible to play on the roadway?

Cat:

It depends on what. You can't play chess.

Host: Why?

Cat: The machines knock down all the pieces. But you can hit the ball!

Leading:

Do you guys agree with Cat?

Children: No!

All children:

Not on the pavement - don't play, don't ride.

If you want to stay healthy!

The game “Guess the Sign” is played. The presenter shows a road sign, and the children answer what it is called.

Presenter (shows the traffic light to the children):

He looks formidable and serious.

A very important traffic light.

Everything he wants to say

You must distinguish clearly

Color green, yellow, red.

Leading:

Oh, guys, do you hear? It must be an accident! Maybe you need help?

(Cat enters with a bandaged paw).

Host: What happened?

Cat: I had an accident. I want to study with you! I'll tell you the secret of how to save road signs.

Host: How can we save them?

Cat: You need to say the magic words: “Signs, signs, respond!”

(Children repeat)

Interference: That's it! I'm missing! My magic is powerless!

Road signs: We are glad, very glad. That you saved us all. Let's dance a cheerful dance of friendship now!

Leading:

We did a good deed today - we saved road signs and traffic lights from interference. Traffic lights and traffic signs are our reliable friends!

Exit to music: D. Shteibelt. Adagio.

Music town

(Based on the work of E. Tilicheeva)

Children - notes: Do, Re, Mi, Fa, Sol, A, Si.

Boys: Major and Minor.

Teacher: Composer

Musical director:

Guys, we read the fairy tale “Town in a Snuff Box” and found out where the notes live, each of them has its own name, they all live in the musical town of Tinker Bell.

The piece “Musical Snuff Box” is played, music by A. Tomasi.

The note A appears.

Note A.

Here I am, hello friends! I am the note A.

What do you know about me?

I live with my brothers and sisters in a musical country, in the town of Tinkerbell. Each of us has our own house, our own music, but you can get there if you answer the questions: who is a composer?

What are the people who perform music called?

There are people who listen to music - these are listeners.

Now close your eyes, we're going to music town.

(The piece “The Musical Snuff Box” plays again, music by A. Tomasi; a town appears, the note A invites everyone there.)

The music of the composer will lead us through the musical city... But you will find out which one if you guess the musical riddle.

(The sound is “Waltz”, music by E. Tilicheeva.)

The children, together with the note, go to the house on which the sun is depicted. They knock.

The note C appears.

Note Do.

I'm so glad we're having a housewarming party today! (She begins to sing the first verse, stops, and invites the A note to help her, leading the children.)

The game is based on the song “Housewarming”, music by B. Tilicheeva, lyrics

V. Semernina.

Note Do.

My house is full of songs, I have morning songs, and there are sleepy ones. Let's call the sun with a nickname, whoever wants.

(Children improvise chants based on words.)

Sunshine, bucket,

Look out the window

Sunshine, dress up

Red, show yourself...

The sun comes out, the children sing the song “The Sun is Smiling”, music

E. Tilicheeva, words by L. Nekrasova.

Note Do.

There is also a sleepy song in my house:

The sun was walking across the sky, it stretched - it was time to sleep -

The sun was tired in the evening. And fell asleep until the morning.

A bear appears in the window and asks you to sing a lullaby to him and the sun; children sing a lullaby.

The children go to the next house, knock, and the note of D comes out.

Note Re.

I am a D note, I play various musical instruments. On what?

Guess the riddles:

Now she gets fat, now she loses weight, Who is she? Guess it.

(Accordion.) Gently touch -

It will ring quietly

Oh, it rings, it rings, you hit it hard -

He makes everyone happy with the game, he barks dashingly,

And just three strings, knows joy and sadness,

She needs it for music. And his name is... (piano).

The trumpeters puff out their cheeks.

The drums set the rhythm for the strict march...

Let's perform with our orchestra "March" by E. Tilicheeva or the play "Star".

Children say goodbye to the note D, go to the house of the next note E, on which are drawn characters from the musical and didactic games “Guessing Game” and “Bells”.

The note Mi conducts musical and didactic games with the children at the request of the children, the children go to the house to the note Fa - dancing children are depicted here.

Note Fa.

My house is a dance house, I invite you to dance.

Children can choose to perform “Children’s Krakowiak” or “Dance.”

Then the notes Salt go to the house, it depicts a musical ladder.

Note Salt.

I stand on the stairs and sing you songs. Composer Elena Tilicheeva has many pop songs. Name which ones you know.

Children are invited to sing 2-3 of their choice. Then the children go to the house of notes A and B.

Notes A and Si.

We are two friends, we love to do everything together: play, sing, and dance.

(They invite the children to dramatize the Russian folk song “I’m Teasing the Pegs”, arranged by E. Tilicheeva.)

All the notes come out.

Presenter.

We, the Notes, love our city very much. What city do you live in?

Let's all sing a song about our favorite city together.

The song “Our City” is performed, music by B. Tilicheeva, words by M. Kravchuk.

The music director invites the children to leave the town of Tinkerbell. (Children sit on the carpet):

We had a great time, the music of Elena Tilicheeva helped us in this; here we were composers, performers, and listeners. Now close your eyes and let the magical music take us back to kindergarten.

(The piece “Musical Snuffbox” plays, music by A. Tomasi.)

Children open their eyes, stand in a circle, they are invited to sing the song “The Singing World is Beautiful”, music by L. Abelyan, words by V. Stepanov, after singing the song the children leave.

The Adventures of Pinocchio

(Theatrical game with elements of puppet theater)

1 scene. In Papa Carlo's closet

Presenter:

A long time ago, an old organ grinder, Carlo, lived in a poor closet. His hearth was not even real, but painted on a piece of canvas. One day his friend, Giuseppe, brought a log and said: “Cut a doll out of it, teach it to sing and dance, it will be a nice helper for you.” Carlo did just that.

(Song of Papa Carlo)

Presenter:

When the doll was ready, suddenly a thin voice squeaked.

Buratino: Oh, oh, oh! Why are you pinching! Finally, let me go, it hurts.

Papa Carlo:

Who is this? Where is it?

Pinocchio:

It's me, Pinocchio!

(Song and dance of Pinocchio (dance improvisation).

Papa Carlo:

Buratino, you prankster! Where are you?

Pinocchio:

I'm here, Papa Carlo!

Papa Carlo:

Pinocchio! You must go to school and become smart and sensible!

Pinocchio:

Papa Carlo, how can I go to school without the ABCs?

Papa Carlo:

I'll give you the alphabet. Here's the ABC for you. Learn to be healthy!

Pinocchio:

Thank you, Papa Carlo. I will be smart and prudent. I'll go to school now.

(Music “To School”.)

Scene II. In the puppet theater of Karabas Barabas

Presenter:

Pinocchio walked along the road and saw the puppet theater of Karabas Barabas.

(Song “To us, to us, everyone quickly!” (the dolls on the screen invite the audience to the theater).)

Piero:

Hello, my name is Pierrot! Now we will perform for you a comedy called “The Girl with Blue Hair” or 33 slaps on the head.” This is a very funny comedy. Pierrot (song improvisation):

My name, alas, is Pierrot,

My eyes are always wet.

The curtain will rise now

We will play a play for you.

It gives me shocks,

Pinches, blows, fists.

You can die from laughter.

I'm fed up with kicks,

Always beaten to the point of bruises.

It’s not in vain that you bought a ticket -

There really is no funnier play.

First doll:

Look, it's Pinocchio! Live Pinocchio! It can't be, Pinocchio is alive!

Second doll:

Oh, how glad I am, my dear Pinocchio!

Third doll: Well, of course, I recognized him right away!

Fourth doll:

It's a wooden man!

Fifth doll: Pinocchio, come to us!

All together: Pinocchio! Pinocchio! Come to us!

Presenter:

Hearing this noise, Karabas Barabas appeared. (Song and dance by Karabas Barabas “Consider me mean” (dance improvisation).)

Karabas:

Scoundrel! You interrupted the performance of my wonderful comedy! There's not enough wood in the hearth, so I'll throw you into the fire!

Pinocchio:

Don't throw me into the fire, Papa Carlo will die of grief. We are so poor that our hearth is even painted on a piece of canvas.

Presenter:

Karabas Barabas took five gold coins out of his pocket.

Karabas:

Give them to Papa Carlo, tell him to keep an eye on the hearth painted on a piece of canvas. I'll come to you soon.

Pinocchio:

Thank you, sir! You couldn't trust your money into more reliable hands.

Presenter: Pinocchio clutched gold coins in his fist and ran home.

(Music “Pinocchio’s Run.”)

Scene III. Fox Alice and cat Basilio

Presenter:

On the way, Pinocchio came across two beggars - the fox Alice and the cat Basilio (dolls with a living hand).

(Music “Exit of the Fox and the Cat.”)

Fox Alice:

Hello, dear Pinocchio. Where are you going in such a hurry?

Pinocchio:

Home to dad Carlo!

Cat Basilio:

Smart, sensible Pinocchio, come with us to the Land of Fools!

B u r a t i n o:

What for?

Fox Alice:

In the Land of Fools there is a magical Field of Miracles. There you will bury your money, say “Cracks, fex, peke” - and a tree will grow on which a bunch of gold coins will hang for Papa Carlo.

Pinocchio:

Okay, let's go!

(Song and dance of the fox Alice, the cat Basilio and Pinocchio (dance improvisation of children with dolls with a “living hand”).)

LEADERSHIP:

On the way, the cat and the fox dressed up as robbers and attacked Pinocchio.

Pinocchio:

Ay-ay!

Fox:

Stop, stop! Hold him! Grab it!

Presenter:

Pinocchio saw the swan, grabbed it by the paws, and the swan carried him.

(Swan music.)

Presenter:

The swan got tired of carrying Pinocchio, and he said...

Swan:

Please let go of my paws and fall!

Scene IV. Visiting Malvina

Presenter:

Pinocchio fell near a pretty house. Malvina, the most beautiful doll of Karabas Barabas, lived here.

Malvina:

Pinocchio, are you hurt?

Pinocchio:

No!

Malvina:

Artemon, help Pinocchio!

Artem he:

Bow-wow!

Malvina:

Please drink this! (Hands out the medicine.)

B u rati but:

Nothing hurts me, I'm terribly healthy.

Malvina:

Pinocchio, I beg you!

Pinocchio:

I don't want, I don't want, I don't want!

Malvina:

Tell me, Pinocchio, who is raising you?

Pinocchio:

When it's Mr. Carlo, and when it's no one.

Malvina:

Now I will take care of your education. Pinocchio, stand up and invite me to dance.

(Dance of Malvina and Pinocchio (dance improvisation).)

Malvina:

Now sit down and place your hands in front of you. We'll do some arithmetic. You have two apples in your pocket...

Pinocchio:

You're lying, not a single one.

Malvina:

I say, suppose you have two apples in your pocket. Someone took one apple from you. How many apples do you have left?

Pinocchio:

Two!

Malvina:

Why?

Pinocchio:

I won’t give Someone the apple, even if he fights.

Malvina:

You are a nasty naughty boy, you must be punished! Artemon, take Pinocchio to the closet.

Artemon:

Woof, woof, woof1

Pinocchio:

I don't want to go to the closet. Also my teacher.

Presenter:

Suddenly a bat flew in and said...

Mouse:

Get out of the closet, otherwise it will get worse.

Presenter: The bat led Pinocchio out of town, to a pond overgrown with mud.

(Bat music.)

V scene. Meeting Tortila the Turtle

Presenter:

An old turtle, Tortila, lived in this pond. Pinocchio sat on a water lily leaf and began to cry.

Pinocchio:

Poor, unfortunate me! All the girls and boys drank milk and slept in warm beds. I'm sitting alone on a wet sheet.

Presenter:

The green duckweed on the surface of the pond began to sway, and Tortila the turtle himself climbed onto the leaf.

(Tortilla's song (song improvisation).)
Drowned with brown mud
The surface of an ancient pond.
Ah, she was like Pinocchio,
I was once young.

Howled careless and naive

Turtles young look.

Everything around seemed wonderful

Three hundred years ago.

Young friend, always be young,

Don't rush to grow up.

Be cheerful, daring, noisy.

You have to fight, so fight.

Never know peace

Cry and laugh at random.

I was like that myself

Three hundred years ago.

Turtle:

Oh, you brainless, gullible boy with short thoughts. You should stay at home and study diligently. It took you to the Land of Fools.

Pinocchio:

So I wanted to get more gold coins for Papa Carlo!

Tortilla:

Eh, you gullible fool with short thoughts.

Pinocchio:

Rather than swear, it would be better if they helped me. How will I get back to Papa Carlo now?

T o r t i l a:

Okay, I'll help! I'll give you this key. He was lost by one evil man named Karabas Barabas. I'm giving it to you. The golden key will open the secret door in Pana Carlo's closet, and this will bring you happiness. Don't lose him, Pinocchio!

Pinocchio: Thank you, thank you, Signora Tortila! You couldn't put it in more capable hands.

(Music "Coming Home.")

Scene VI. Homecoming

Piero:

Pinocchio! Run, save yourself! Karabas Barabas knows that you have a golden key! It's late, here he is! Our unfortunate fate! What will happen to us?

Karabas Barabas:

Ah, here you are, my darlings! Well watch out!

Presenter: Suddenly dad Carlo appeared.

Papa Carlo:

Oh, who did you get involved with in your old age? Shame on you, doctor!

Karabas Barabas:

Yes Yes! I got it!

Papa Carlo:

My son, Buratino, you rogue! You are alive and well. Come to me quickly.

Presenter:

Papa Carlo, Pinocchio and Piero walked along the road to the city. Papa Carlo walked up to his house and unlocked the door to a darkened closet.

Pinocchio:

Papa Carlo, take a hammer and remove the holey canvas from the wall.

Papa Carlo:

No no! Why, son, do you want to rip such a beautiful painting off the wall? In winter, I look at it and it makes me feel a little warmer.

Pinocchio:

Papa Carlo, I give my puppet my word of honor, you will have a real fire in the hearth, a real cast-iron pot and hot stew.

Presenter:

Papa Carlo took a hammer and began to tear off the canvas.

Pinocchio:

And here is the key to the door. Dear, kind Papa Carlo, open the door.

Pana Carlo:

A! Look, look quickly! Puppet theater for children and adults!

Pinocchio:

What, did you see? In this theater we will stage the comedy “The Golden Key, The Extraordinary Adventures of Pinocchio and His Friends”!

Hurry, the comedy begins, the curtain opens!

(Papa Carlo’s song “I was convinced myself today” (dance improvisation by Buratino, Papa Carlo, Pierrot, Malvina and Artemon).)

TOA R T O T E K A

special theater games

K A R T O T E K A

special theater games

Target:

1. Promote the transition from theatrical games to work on sketches and performances;
2. Activate cognitive interest, the ability to navigate the environment;
3. Form a child’s readiness for creativity;
4. Develop attention and observation, imagination and fantasy;
5. Cultivate courage and resourcefulness, the ability to coordinate your actions with partners.

RELAY RACE

Progress of the game. Children sit on chairs in a semicircle. When starting the game, they stand up and sit down in turns, maintaining the tempo and not interfering with each other’s actions. This exercise can be performed in different ways, coming up with interesting game situations with the children.

a) ACQUAINTANCE. From behind the screen, a favorite hero from children’s fairy tales appears (Carlson, Little Red Riding Hood, Buratino, etc.). He wants to get to know the children and offers to stand up and say his name clearly after the previous one.

b) RADIOGRAM. Game situation: a ship is sinking at sea, the radio operator transmits a radiogram asking for help. The child sitting on the first chair is the “radio operator”, he transmits by
chain with claps or pats on the shoulder a certain
rhythmic pattern. All children take turns repeating it, passing it on. If the task is completed correctly and the last child, the “captain” of the rescue ship, accurately repeats the rhythm, then the ship is saved.

What do you hear?

Target. Train auditory attention.

Progress of the game. Sit quietly and listen to the sounds that will be heard in the study room for a certain time.

Option: listen to sounds in the hallway or outside the window.

EXERCISE WITH OBJECTS

Target. Train visual attention.

Progress of the game. The teacher randomly places several objects on the table (pencil, notebook, watch, matches, coin). The driving child turns away at this time. Then he approaches the table, looks carefully and tries to remember the location of all the objects. Then he turns away again, and the teacher at this time either removes one object or changes something in their arrangement. The driver must accordingly either name the missing item or put everything back as it was.

HANDS-LEGS

Target. Develop active attention and speed of reaction.

Progress of the game. With one clap, children should raise their hands, with two clap, they should stand up. If your hands are raised: one at a time - lower your hands, two at a time - sit down.

EXERCISE WITH CHAIRS

Target. Instill the ability to move freely in space and coordinate your actions with friends. (You must sit on the chairs after constructing the given figure at the same time.)

Progress of the game. At the teacher’s suggestion, children move along the shaft with their chairs and “build” a circle (sun), a doll house (square), an airplane, a bus.

IS THERE NO?

Target. Develop attention, memory, creative thinking.

Progress of the game. The players stand in a circle and join hands; the leader is in the center. He explains the task; if they agree with the statement, they raise their hands up and shout: “Yes!”; if they don’t agree, they throw up their hands and shout: “No!”

Are there fireflies in the field?

Are there any fish in the sea?

Does a calf have wings?

Does a piglet have a beak?

Does the mountain have a ridge?

Are there doors to the hole?

Does a rooster have a tail?

Does the violin have a key?

Does the verse rhyme?

Does it have errors?

PASS THE POSE

Target. Develop memory, attention, observation, imagination, endurance.

Progress of the game. Children sit on chairs in a semicircle and cross-legged on the floor with their eyes closed. The leading child comes up with and fixes the pose, showing it to the first child. He remembers and shows it to the next one. As a result, the pose of the last child is compared with the pose of the driver. Children should definitely be divided into performers and spectators.

REMEMBER THE PHOTO

Target. Develop voluntary attention, imagination and fantasy, coordination of actions.

Progress of the game. Children are divided into several groups of 4-5 people. A “photographer” is selected from each group. He arranges his group in a certain order and “takes pictures”, remembering the location of the group. Then he turns away, and the children change positions and positions. The “photographer” must reproduce the original version. The game becomes more complicated if you invite children to pick up some objects or figure out who is being photographed and where.

WHO'S DRESSING WHAT?

Target. Develop observation skills and voluntary visual memory.

Progress of the game. The driving child stands in the center of the circle. The children are coming

in a circle, holding hands, and singing to the melody of the Russian folk song “Like ours at the gate.”

For boys:

Stand in the center of the circle

And don't open your eyes.

Please answer quickly:

What is our Vanya wearing?

Or for girls:

We are waiting for your answer:
What is Mashenka wearing?

The children stop, and the driver closes his eyes and describes the details, as well as the color of the named child’s clothing.

CAREFUL NESTING DOllS

Target. Develop attention, coordination of actions, activity and endurance.

Progress of the game. Children sit on chairs or on a carpet, the teacher shows cards with a certain number of drawn matryoshka dolls. After a few seconds he says: “One, two, three - freeze!” There should be as many children standing as there are nesting dolls on the card (from 2 to 10). The exercise is difficult because at the moment of completing the task, no one knows who exactly will be “rising” and how many there will be. Everyone’s willingness to stand up (if there are not enough “matryoshka dolls”) or sit down immediately (if he sees that there are more people standing up than necessary) effectively influences the activity of each child. As an option, children can be asked not just to stand up, but to form a round dance of a given number of children.

FRIENDLY BEASTS

Target. Develop attention, endurance, consistency of actions.

Progress of the game. Children are divided into three groups - bears, monkeys and elephants. Then the teacher calls one of the commands in turn, and the children must simultaneously perform their movement. For example, bears - stomp one foot, monkeys - clap their hands, elephants - bow. You can choose other animals and come up with other movements. The main thing is that each group performs its movement synchronously, communicating only with their eyes.

TELEPATHY

Target. Learn to maintain attention and feel your partner.

Progress of the game. The children stand scattered, in front of them the driver is a child - a “telepath”. He must, without using words or gestures, contact one of the children only with his eyes and change places with him. The game continues with a new “telepath”. In the future, you can invite the children, changing places, to say hello or say something nice to each other. Continuing to develop the game, children come up with situations when they cannot move or talk, but they must call a partner to them or change places with them. For example: “On reconnaissance”, “On the hunt”, “In the kingdom of Koshchei”, etc.

TRAIL TO TRAIL

Target. Develop attention, coordination of actions, spatial orientation.

Progress of the game. Children walk along the hall in a chain, placing their foot only in the vacant “footprint” of the person in front. Don't rush and step on your feet. As the game progresses, children fantasize about where they are, where and why they are going, and what obstacles they are overcoming.

For example: a cunning fox leads her cubs along a path where hunters have set traps; scouts walk through the swamp over hummocks; tourists climb over pebbles, across a stream, etc.

Be sure to divide the children into teams, with each team coming up with its own version.

FLYING - NOT FLYING. GROWING - NOT GROWING

Target. Develop attention and coordination.

Progress of the game. The teacher or driver names the object, if it flies, the children wave their arms like wings; If it doesn’t fly, they lower their hands. If it grows, they lift it up; if it doesn’t grow, they embrace themselves with both hands.

FUNNY MONKEYS

Target. Develop attention, observation, speed of reaction.

Progress of the game. The children are standing scattered - they are monkeys. Facing them is a child - a visitor to the zoo, who performs small movements and gestures. The "monkeys", imitating the child, exactly repeat everything after him.

SPARROWS - RAVENS

Target. Develop attention, endurance, dexterity.

Progress of the game. Children are divided into two teams: “Sparrows” and “Crows”; then they stand in two lines with their backs to each other. The team that the leader calls catches; the team, which is not named, runs away to “houses” (on chairs up to a certain line). The presenter says slowly: “Vo-ro-o...”. At this moment, both teams are ready to run away and catch. It is this moment of mobilization that is important in the game.

A simpler option: the team that the leader names claps its hands or begins to “fly” scattered around the hall, while the second team remains in place.

SHADOW

Target. Develop attention, observation, imagination, fantasy.

Progress of the game. One child, the driver, walks around the hall, making voluntary movements: stopping, raising his hand, bending over, turning. A group of children (3-5 people), like a shadow, follows him, trying to exactly repeat everything he does. Developing this game, you can invite children to explain My actions: I stopped because there was a hole ahead; raised his hand to catch a butterfly; bent down to pick a flower; turned around because he heard someone scream; etc.

COOKS

Target. Develop memory, attention, imagination.

Progress of the game. Children are divided into two groups of 7-8 people. One group of “cooks” is invited to cook the first dish (which the children will offer), and the second, for example, prepare a salad. Each child comes up with what he will use: onions, carrots, beets, cabbage, parsley, pepper, salt, etc. - “For borscht: potatoes, cucumber, onion, peas, egg, mayonnaise - for salad. Everyone stands in a common circle - this is a saucepan - and sings a song (improvisation):

We can quickly cook borscht or soup

And a delicious porridge made from several grains,

Chop salad or simple vinaigrette,

Prepare compote.

Here's a nice lunch.

The children stop, and the leader names one by one what he wants to put in the pan. The child who recognizes himself jumps into the circle. When all the “components” of the dish are in the circle, the host offers to prepare the next dish. The game starts over. In the next lesson, children can be asked to prepare porridge from different cereals or compote from different fruits.

LITERATURE

1. Ageeva I.D. Funny fold riddles and trick riddles. M.: Sfera,
   2004.
2. Burenina A.I. Rhythmic mosaic. SPb.: LOIRO, 2000.
3. Burenina A.I. Communicative dance games for children. SPb.: Muz.
   palette, 2004.
4. Cheerful kindergarten./Auth.-comp. Rudenko V.I. Rostov-on-Don: Phoenix,
   2000.
5. Gurin Yu. Guessing game. Fairy tales. St. Petersburg: Neva; M.: OLMA-PRESS, 2001.
6. Hello New Year! M.: Muzyka, 1983.
7. Hello, Christmas tree!/Comp. Belitskaya A.S. M.: Muzyka, 1986.
8. Kartushina M.Yu. Theatrical performances for children and adults. M.: Sfera, 2005.
9. Kitty-Purlysonka./Comp. Chamorova N.V. Donetsk: BAO, 2006.

10. Book of favorite poems. M.: Astrel: AST, 2006.
11. Kryukova T.Sh. Arithmetic. M.: Astrel, 2001.
12. From autumn to summer./Comp. Vladimirskaya L.A. Volgograd: Teacher, 2003.
13. Prikhodkina M. Herringbone. M.: LING-BUK, 2001.

14. Semernin V.N. Music lives everywhere... M.: Soviet composer,
1991.

15. Happy New Year!/Comp. Kozlovskaya N.V. M.: Samovar, 2001.
16. Modern dictionary of foreign words. M.: Russian language, 1993.
17. Stepanov V.A. Russia is my homeland. M.: Flamingo, 2004.
18. Stepanov V.A. Textbook for kids. Arithmetic. M.: Foliot-
    Press, 2004.
19. Riddle poems for children./Compiled by. Maznin I.A. M.: Sfera, 2004.
20. Poems for your favorite holidays. M.: Astrel, 2002.
21. Poems about mom. M.: Rosman-Press, 2004.
22. Talyzin V.F. Addition riddles in pictures. M.: GNOM i D, 2001.
23. Chukovsky K.I. Barmaley. M,: Periodicals, 1988.
24. Entin Yu.S. Fairytale songbook. M.: Astrel, 2003.

Magazines

“Musical Palette” No. 3, 2002; No. 1, 2004; No. 6, 2006,

“Musical Director” No. 2, 2007

"Bell" No. 21, 33.

NOTE LITERATURE

1. Bokova TV. Seasons. Spring. M.: Rosman-Press, 2002.
2. Boromykova O.S. Correction of speech and movement with musical accompaniment. St. Petersburg: Detstvo-Press, 1999.
3. Let's sing songs./Comp. Sorokin P.A. M.: Russian Song, VMO, 1998.
4. Vikhareva G.F. Song, ring! St. Petersburg: Detstvo-Press, 1999.
5. Gomonova E.A. Fun songs for kids all year round. Yaroslavl:
   Academy K, Academy Holding, 2000.
6. Zaitseva O.G. Little artists, dancers, vocalists. Yaroslavl:
   Academy of Development, 2005.
7. Singing games for kindergarten./Compiled. Metlov N.A. M.: Muzyka, 1965.
8. What, what, what are our boys made of?/Auth.-comp.
   Solovyova N.A. M.: Mozaika-Sintez, 1996.
9. Kaplunova I.A., Novoskoltseva I.M. Ah, carnival!.. SPb.: Composer,
   2001.

10. Konvenan I. Clouds. St. Petersburg: Composer, 2004.
11. Metallidi J. We play, compose and sing. Solfeggio for preschool group of children's music school. St. Petersburg: Composer, 1999.
12. Music in kindergarten. Second junior group./Comp. Vetlugina N.A.,
    Dzerzhinskaya I.L., Komissarova L.N. M.: Muzyka, 1989.

13. Music in kindergarten. Preparatory group for school./Compiled
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14. Music in kindergarten. Middle group./Comp. Vetlugina N.A.,
    Dzerzhinskaya I.L., Komissarova L.N. M.: Muzyka, 1987.
15. Music in kindergarten. Senior group./Comp. Vetlugina N.A.,
    Dzerzhinskaya I.L., Komissarova L.N. M.: Muzyka, 1986.
16. Music at school. 1st class./Auth.-comp. Bader T.A., Kritskaya E.D.,
    Levandovskaya L.Ya. M.: Muzyka, 1979.

17. Music for kindergarten./Comp. Metlov N.A. M.: Muzyka, 1947.

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    6-7 years. Vol. 3.)/Aut.-stat. Bekina S., Lomova T.P., Sokovnina E.N. M.:
    Enlightenment, 1984.

20. Our Motherland./Comp. Chesheva S., Vladimirova I.G. M.: Muzyka, 1985.
21. Songs for kindergarten./Comp. Metlov N.A. M.: Soviet Composer, 1974.
22. Songs of our days./Comp. Agafonov O.F., Beketova V.G., Shibaev V.I.
    M.: Muzyka, 1984.
23. Ponomareva I.V. Musical moments for kids. St. Petersburg: LOIRO, 1998.
24. Ponomareva I.V. Songs for Alyosha. SPb.: LOIRO, 1995.
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26. Nursery rhymes and fun. Vol. 1. M.: Soviet Composer, 1988.
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30. Sauko T.N., Burenina A.I. Top clap, kids. SPb.: LOIRO, 2001.
31. It's fun to walk with a song. Vol. Z./Comp. Krylusov A.S. M.: Muzyka, 1991.
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    3-5 years). Vol. 1./Comp. Orlova T.M., Bekina S.I. M.: Education, 1986.
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AUDIO CASSETTES

1. Ah, carnival!..CO.St. Petersburg: Composer, 2003.

2. Vladimir Shainsky - for children. Crocodile Gena and others... M.: Tweek-
Lirek, 2002.

3. Victory Day. M.: News - TDA, 1998.
4. Children's album./Classical music for children. M.: Most-V.
5. Children's hit parade. M.: Most-V.
6. Disco "City of Fairy Tales". M.: Tvik-Lirek, 2000.
7. Zheleznoye S, Zheleznova E. Aerobics for kids. M.: News - TDA, 2004.
8. Zheleznoye S, Zheleznova E. Ten mice-1. M.: News - TDA, 2004.
9. Villain songs. M.: Tvik-Lirek, 2001.

10. Gold ring. Am I to blame... M.: Bekar KesopZz, 1994.
11. Golden 70s/Golden hit. M-.: Oesop51shs1yup.

12. Our school country./Songs of our parents. M.: News - TDA, 2003.

13. The Secret of the Snow Queen. M.: AREXSh,1995.

Winner of the all-Russian competition "The most popular article of the month" NOVEMBER 2017

Theatrical games.

• A game: "Cheerful Old Man-Lesovichok"

Goal: learn to use different intonations.

The teacher reads the poem, Old Lesovichok pronounces his words according to the text with different intonations, and the children repeat.

Educator:

There lived a small old man in the forest
And the old man laughed extremely simply:

Old Lesovichok:

Ha-ha-ha yes he-he-he,
Hee-hee-hee yes boo-booh-booh
Boo-bu-buda be-be-be,
Ding-ding-ding and ding-ding!

Educator:

Once, when I saw a spider, I was terribly scared,
But, clutching his sides, he laughed loudly:

Old Lesovichok:

Hee-hee-hee yes ha-ha-ha,
Ho-ho-go gul-gul-gul!
Go-go-go and glug-glug-glug.

Educator:

And when he saw the dragonfly, he became terribly angry,
But he fell down on the grass laughing:

Old Lesovichok:

Gee-gee-gee yes gu-gu-gu,
Go-ro-ro yes bang-bang-bang!
Oh guys, I can't!
Oh guys, ah-ah-ah!

(D. Kharms)

The game is played several times.

• Movement imitation game:

The teacher addresses the children:

Remember how children walk?

Little feet walked along the path. Big feet walked along the path.

(Children first walk in small steps, then in large steps - giant steps.)

How does Old Lesovichok walk?

How does the princess walk?

How does the bun roll?

How does a gray wolf prowl through the forest?

How does a hare, with his ears flattened, run away from him?

• "Silent Dialogue" on the development of articulation:

Educator: Imagine that your mother is in the store, and you are waiting for her on the street, at the window. She tells you something, you don’t hear her, but you try to guess.

(First, the teacher takes on the role of the mother, and the children guess. Then the children are asked to play the role of the mother.)

• "Riddles without words"

The teacher calls the children:

I'll sit next to you on the bench,
I'll sit with you.
I'll tell you riddles
I'll see who's smarter.

The teacher, together with the first subgroup of children, sits on the modules and looks at illustrations for riddles without words. Children choose pictures that they can guess without saying a word. The second subgroup at this time is located in another part of the hall.

Children of the first subgroup, without words, using facial expressions and gestures, depict, for example: wind, sea, stream, teapot (if it’s difficult, then: a cat, a barking dog, a mouse, etc.). Children of the second subgroup guess. Then the second subgroup makes a guess, and the first one guesses.

• “Let's play. - let’s guess.” (ABoseva)

Parsley calls the children:

What do you guys know?
About my riddle poems?
Where there is a solution, there is an end.
Who can tell me - well done!

Children sit in a semicircle near Parsley. Parsley makes riddles and shows them with pantomime.

A crocodile with a sharp beak walked importantly around the yard,
He shook his head all day and muttered something loudly.
Only this, it’s true, it wasn’t a crocodile,
And turkeys are a faithful friend. Guess who? (Turkey.)

(The recording is turned on. Children, pretending to be a turkey, walk around the entire hall, raising their legs high, pressing their hands to their torso, making sounds - woah, woah, woah, shaking their heads, wagging their tongues in their mouths at the same time.)

Yes, turkey. Frankly, brothers, it was difficult to guess!
A miracle happened to the turkey - it turned into a camel!
He began to bark and growl and beat his tail on the ground.
I'm confused though, is he a camel or...? (Dog.)

(The recording is turned on, the children pretend to be a dog: they bark, growl, run on all fours and "twirl their tail" .)

They don’t call her Shavka, and she doesn’t sleep under a bench,
And she looks out the window and meows like... (Cat.)

(To the accompaniment of music, children imitate cats: they move smoothly on all fours, meow, purr, "wash themselves" paw, hiss and snort, show "claws" .)

They guessed correctly, correctly, as if they had seen her somewhere!
Now let's go to the forest to pick mushrooms.

(children sit on an imaginary car and, pronouncing various sounds, imitate driving the car.)

Trrrrr, we've arrived! Look, guys, there are chanterelles here, honey mushrooms there,
Well, these are poisonous ones in the clearing... (Toadstools.)

(children disperse around the hall ( "forest" ) and collect "mushrooms" (dummies).)

Stop. stop! What did I tell you! What mushrooms? After all, it’s winter outside! Do mushrooms grow in the forest in winter? What grows in the forest in winter? (Snowdrifts.)

• A game "Mirror"

Goal: to develop monologue speech.

Parsley asks a riddle:

And it shines and shines,
It doesn't flatter anyone
And he will tell anyone the truth -
Show him everything as it is!

What is this? (Mirror.)

To the group (hall) They bring in a large mirror. Each member of the team approaches the mirror, and, looking into it, the first one praises himself, admires himself, the second one talks about what he doesn’t like about himself. Then members of the other team do the same. Petrushka and the jury evaluate this competition.

7. Game "Telephone"

Goal: to develop imagination, dialogical speech.

Parsley for a riddle:
I'll turn the magic circle -
And my friend will hear me.
What is this? (Telephone.)

Parsley invites two people from each team, especially those who like to talk on the phone. For each couple, a situation and a topic for conversation are proposed. A pair is made up of members of opposing teams.

1. Congratulate you on your birthday and ask to visit.
2. Invite a person who doesn’t like going to the theater to a performance.
3. They bought you new toys, and your friend wants to play with them.
4. You were offended, and your friend consoles you.
5. your friend (girlfriend) He took away his favorite toy, and now he’s apologizing.
6. It's your name day

• Game: "Pantomime"

Children of one team show an object using pantomime (train, iron, telephone, mushroom, tree, flower, bee, beetle, hare, dog, TV, crane, butterfly, book). The children of the other team guess.

• A game: “How the soup was made” to imitate movements

Goal: to develop imagination and pantomime skills.

With my right hand I peel the potatoes and remove the skins from them little by little.
I hold the potato with my left hand, twirl the potato and carefully wash it.
I’ll run a knife along the middle and cut the potato into two halves.
I hold a knife with my right hand and chop the potatoes into pieces.

Well, now I light the burner and pour the potatoes from the plate into the pan.
I’ll wash the carrots and onions clean and shake off the water from my labored hands.
I’ll finely chop the onions and carrots and gather them into a handful, it turns out neat.
I wash a handful of rice with warm water and pour the rice into the pan with my left hand.

With my right hand I’ll take a ladle and mix the cereal and potatoes.
I will take the lid with my left hand and close the pan tightly with the lid.
The soup is cooking, bubbling and boiling. Smells so delicious!
The saucepan puffs.

Well, the soup is ready. "Treat" each other! (Russian folk plush is included). Children and adults use imaginary ladles to pour soup into imaginary plates and "are eating" .

Have you refreshed yourself? Now everyone will wash their plates.

Children open an imaginary tap, wash plates and spoons, turn off the water, and wipe their hands.

• Pantomime game "Snowdrift"

Goal: to develop expressiveness of facial expressions and gestures.

Children imitate movements according to the text.

There is a snowdrift in the clearing. Big, very big. But the sun has warmed up. The snowdrift quietly began to settle under the rays of the warm sun. And small streams slowly flowed from the snowdrift. They are still sleepy and weak. But then the sun warmed up even more, and the streams woke up and ran quickly, quickly, skirting pebbles, bushes, and trees. Soon they united, and now a stormy river roars in the forest. The river runs, carrying with it last year's leaves and branches. And soon the river flowed into the lake and disappeared.

Why did the river disappear into the lake?

• Pantomime game "Bear Cubs"

Goal: develop pantomime skills

But look, a mountain of old dead wood. Oh, this is a den! And the cubs sleep in it. But then the sun warmed up and melted the snow. Droplets of water seeped into the den. Water got on the cubs' noses, ears, and paws.

The cubs stretched, snorted, opened their eyes and began to get out of the den. Spreading the branches with their paws, they got out into the clearing. The rays of the sun blind the eyes. The cubs cover their eyes with their paws and growl with displeasure. But soon my eyes got used to it. The cubs looked around, sniffed the fresh air with their noses and quietly scattered around the clearing. There are so many interesting things here! Further improvisation is possible.

Spring: Come to me quickly! Listen to what the sparrows are chirping about in the spring!

• A game "Pick a Rhyme"

Goal: develop a sense of rhyme.

The wizard sets the rhymes one by one:

A hummock - a barrel, a line, a daughter, a dot...
Potatoes - matryoshka, cloudberry, cat...
The stove is a sword, flow, lie down...
Frog - croak, girlfriend, mug...

Bunny - finger, boy...
Mouse - quiet, reeds, rustling...
Cat - midge, flea, bowl...
Hook - knot, tank, silence, snout...
A snowflake is a fluff, a spring...

• Pantomime game “Nose, wash your face!” (based on a poem by E. Moshkovskaya)

Goal: to develop initiative and pantomime skills.

The wizard pronounces the words of the poem, and the children imitate the movements.

Tap, open! Nose, wash your face! Neck, wash yourself thoroughly!
Wash both eyes at once! Wash, wash, shower!
Wash your ears, wash your neck! Dirt, wash away, dirt, wash away!

• "Grasshopper" A. Apukhtina.

Goal: to encourage active participation in the performance.

Leading:

A grasshopper jumped out of the grass onto a hummock.
The grasshopper knocked with a ringing hammer.
Grasshopper: Hammer knock and knock! Who bends a blade of grass?
The beetle climbs, the beetle climbs, groans and groans!

Beetle: Oh, grasshopper, help me out, even though it’s awkward to ask!
I don’t know where and how the horseshoe burst.
I can’t live without horseshoes, that’s how I get calluses.
Don't work, don't walk, don't even scream in pain!

Grasshopper: This matter is not a problem! Raise your leg!
Hammer knock and knock! Get a horseshoe, bug!

(A mosquito appears.)

Komarik: I, the mosquito, am the most unfortunate of all, completely confused!
As luck would have it, I broke a sharp needle!
Grasshopper: Don’t let the one who sucks someone else’s blood ask me!
Get out of my forge as quickly as possible!

(The mosquito flies away. A centipede appears.)

Centipede: Oh, grasshopper, help! The leg was cracked a little.
I was left without a leg, what a disaster!
Grasshopper: A leg is a leg, but which one?
Centipede: I think it's forty.

Presenter: Knock, knock, knock, knock! This is the work of good hands.

The leg is intact again.

Centipede: No more limping

Everyone is in harmony: The hammer is playing again, the anvil is singing!
The grasshopper helps everyone, quickly provides help!

If possible, both subgroups of children should act out the scene. After the performance, it is necessary to discuss what happened and what needs to be worked on.

• Finger play (L.P. Savina) "Brothers"

Goal: to develop fine motor skills of the fingers.

Two brothers went for a walk together.
And behind them are two more brothers.
Well, the eldest did not walk, he called them very loudly.
He sat them down at the table and fed them delicious porridge.

Place your palm on the table. Connect straight fingers. Move two pairs of fingers to the sides alternately: first the little finger and ring finger, then the middle and index fingers. Thumb "call for" brothers and "feed" their porridge.

Guys, which of you likes porridge? What kind of porridge do you like? What porridge do you not like? (Children's answers.)

• Acting out the situation “I don’t want semolina porridge!”

Goal: to learn to pronounce phrases with intonation and expressiveness.

Children are divided into pairs. One of them will be mothers or fathers, the other will be children. Mom or dad should insist that the child eat semolina porridge (rolled oats, buckwheat...), giving various reasons. But the child cannot stand this dish. Let the children try to act out two versions of the conversation. In one case, the child is capricious, which annoys the parents. In another case, the child speaks so politely and softly that the parents give in to him.

The same situation can be played out with other characters, for example: the sparrow and the little sparrow, but with the condition that they must communicate only by tweeting; cat and kitten - meowing; frog and little frog - croaking.

• Pantomime "Morning Toilet"

Goal: to develop imagination and expressiveness of gestures.

The teacher says, the children do

Imagine that you are lying in bed. But we need to get up, stretch, yawn, scratch the back of our heads. I don't want to get up! But - rise!

Let's go to the bathroom. Brush your teeth, wash your face, comb your hair, put on clothes. Go have breakfast. Phew, porridge again! But you have to eat. eat

no pleasure, but they give you candy. Hooray! You unwrap it and place it behind your cheek. Yes, but where is the candy wrapper? That's right, throw it in the bucket. And run outside!

• Acting out a poem by B. Zakhoder: "Pussy is crying..."

Goal: to develop pantomimic abilities, love for animals.

Pussy crying in the hallway:
She has great grief -
Evil people poor pussy
They don't let you steal sausages.

Imagine that you are a pussy who wants to steal a sausage from the table. You spin around the table, rub your back against its leg, stand on your hind legs and inhale the pleasant smell with pleasure. But then the hostess came out of the kitchen. You reach for the sausage with your paw, and there it is in your paws. But then the hostess comes in. Pussy throws the sausage and hides under the sofa.

Children are divided into pairs: mistress and pussy. Each couple offers their own version of the situation.

The teacher suggests changing the poem a little. Words "She has great grief" read in first person: “I have great grief” .

Children also act out this situation in pairs.

Guys, do you feel sorry for the pussy? Let's feel sorry for her. Imagine that your left hand is a cat, and with your right you are stroking it:

Pussy, pussy, pussy! -
Julia called the kitten.
- Don’t rush home, wait! -
And she stroked it with her hand. (L.P. Savina)

Kitty calmed down and went into the yard. And in the yard she saw two crows who were having an animated conversation with each other.

The teacher invites the children to imagine themselves in the role of crows and act out the conversation. One of the crows tells how she had fun at her friend’s birthday, what a wonderful cake it was, how they sang songs loudly and danced. The second crow listens and is very sorry that he did not come to this holiday. Crows communicate by cawing.

In the second situation, one of the crows talks about a terrible incident that happened to her. In the yard, where she was pecking at a crust of bread, an angry boy appeared and almost caught her. The second crow sympathizes with her friend and is glad that she was able to fly away in time.

• Role-playing a poem by I. Zhukov "Pussy"

Mistress: Hello, Kiska, how are you? Why did you leave us?

Pussy:

I can't live with you
There is nowhere to put the tail.
Walk, yawn,
You're stepping on the tail!

First, this poem is learned in free time, outside of class. Then, during the lesson, children, acting out the situation in pairs, can improvise intonations. For example, the teacher sets the task: The Mistress is glad that she found Pussy, or, conversely, Pussy treats her with disdain.

Pussy is offended by the Mistress or angry and is very glad that she left the house.

The relationships of the heroes can be different. Each pair of children presents their own variation.

Hey, my little kitties, come, I’ll treat you with milk. I'll give you a piece of sausage. I'll stroke your back.

Children, portraying Kisonka, "Lapping up the milk" from an imaginary bowl, chew an imaginary sausage, bend their back and purr. Children's movements are improvisation.

• Tell poems with your hands

Goal: to encourage children to improvise.

The teacher reads a poem, the children imitate movements according to the text:

The cat plays the accordion
Pussy is the one on the drum,
Well, the Bunny on the pipe
He's in a hurry to play.

If you start helping,
We'll play together. (L.P. Savina.)

Children imitate playing various musical instruments. It is possible to use a recording of a Russian dance song.

• A game "Let's laugh"

Goal: to develop improvisation skills and monologue speech.

The teacher invites the children to remember any favorite song. Sing it, and then laugh the melody of the song without words. First the teacher plays: he "laughs" song, and the children guess what kind of song it is. Then each of the children "laughs" everyone else guesses the melody of their song.

The teacher gathers the children in a circle on a piledriver and asks them to say the phrase “Soon, soon the New Year, what will it bring us?” with different intonations. To begin with, it is clarified with what intonations this phrase can be pronounced (thoughtfully, confidently, with a feeling of displeasure, with regret, with joy, with the expectation of magic, etc.).

The child pronounces the phrase, then explains why this particular intonation was chosen.

• Role-playing a poem “Who thinks so?” M.Karim

Goal: to develop intonation expressiveness of speech.

Picture theater is used. Children draw character pictures at home with their parents. The text of the poem is learned at home. Children are divided into two subgroups: one is spectators, the other is actors, then they change. This performance can be shown at your leisure to parents or children of other groups, or you can just play.

Rooster: I'm smarter than everyone else!
Presenter: The rooster crowed.
Rooster: I can count to two!
Ferret: Just think!

Host: The ferret is grumbling.
Ferret: I can do it until four!
Beetle: I'll go until six!
Presenter: The beetle exclaimed.

Spider: I'm here until eight!
Host: The spider whispered. Then a centipede crawled up.
Centipede: I seem to be a little smarter
A beetle and even a spider -

I'm counting to forty.
Already: Oh, horror!
Host: I was horrified.
Already: After all, I’m not stupid,

But why
I have neither arms nor legs,
Otherwise I could count too!
Student: I have a pencil.

Ask him whatever you want.
With one foot he will multiply, add,
He can count everything in the world!

• Tell poems using facial expressions and gestures.

"The milk ran away" (M. Borovitskaya)

Goal: to develop pantomime skills in children

Warmed up - and back:
It rolled down the stairs, flew along the street,
Along the street it started, up the stairs it puffed
It flowed across the square and crawled into the pan,

He walked around the guard, panting heavily.
It slipped under the bench, then the hostess arrived in time:
Three old ladies got wet, did it boil?
Treated two kittens, Boiled!

All children participate in the pantomime. Before you start, you can remember and ask the children if they saw how "runs away" milk from the pan. The poem is read several times, movements and facial expressions are clarified. Children can be divided into subgroups: spectators and actors. Then the children change.

The teacher gathers the children around him and asks them to remember the fairy tale. "Kolobok" . Some scenes from the fairy tale can be played out. And then the children are offered the following enactment option: sing all the roles in the fairy tales. Moreover, the melodies are invented by the actors themselves. This task is difficult, so first the teacher sings along with the children. You can use hats, masks and theatrical costumes.

• A game: "My Imagination" .

Goal: to develop improvisation skills, fantasy, creative imagination.

In my Imagination, in my Imagination Fantasy reigns there in all its omnipotence; There all dreams come true, and our sorrows now turn into funny adventures; The teacher takes masks out of the magic bag "Cancer" And "Frog" . Role-playing a mini-Siena "Cancer the Slacker" .

Presenter: An old hermit crab lived by the river under a snag. He was a sleepyhead, white-handed, a quitter and a slacker.

He called the frog to him:
Cancer: Will you be my dressmaker?
Seamstress, dishwasher, laundress, cook.
Host: And the white-breasted frog answers Raku:

Frog: I don’t want to be a servant to a stupid lazy person!

Children act out the mini-scene several times in different groups. And then they are asked to come up with and act out a continuation of the dialogue. The teacher and parents are included in the game.

Educator: I will wave my magic wand, and you will no longer be able to speak, but will only move.

(The text sounds, children imitate the movements.)

As soon as we arrived in the forest, mosquitoes appeared.
- Suddenly we see: a chick fell out of the nest near a bush.
We quietly pick up the chick and carry it back to the nest.
- We go into a clearing, we find a lot of berries.

Strawberries are so fragrant that you can’t be too lazy to bend over.
- A red fox is looking out from behind a bush ahead
“We’ll outwit the fox and run on our tiptoes.”
- We became lumberjacks, we took axes in our hands.

And with his hands he made a strong swing at the log - BANG!
- There are two girlfriends in the swamp, two green frogs
In the morning we washed ourselves early, rubbed ourselves with a towel,
They spanked with their paws, they clapped with their paws.

Paws together, paws apart, paws straight, paws at an angle,
Paws here and paws there, what a noise and what a din!

(A cheerful dance melody is turned on. Children dance at will.)

The teacher reads a poem:

It’s not difficult to get into my Imagination,
It is extremely conveniently located!
And only those who are completely devoid of imagination -
Alas, he doesn’t know how to get into her favor!

• Game: Gymnastics for the tongue

Purpose: to teach expressive speech.

Educator: Once upon a time there was NOISE!
Ate NOISE: Children: Crook, crunch, crunch!
Educator: Ate soup: Children: Squish, squish, squish!
Educator: Slept like this: Children: Snoring, snoring, snoring!

Educator: There was a NOISE: Children: Boom, boom, boom!

(Children not only pronounce, but also imitate movements.)

• A game: "Imagine" 2

Goal: to develop imagination and pantomime skills. cultivate partnerships in the game.

The teacher invites the children to remember any poem, for example:

As in our meadow, two grouse flew in,
A cup worth of cottage cheese. They pecked and flew away.

Imagine:

1. You were offended to the point of tears, and you tell us your offense in the words of this poem.
2. You have a joyful event, you were given a long-awaited toy. Tell about your impressions in the words of a poem. (Children, finding the right intonation, using facial expressions, gestures, text, try to convey the mental state of a person who finds himself in a given situation. They themselves can come up with or remember life situations.)
3. The alarm clock rang. You woke up, stretched, opened your eyes, and looked for slippers on the floor. We found it, put it on and went to the bathroom. Suddenly you find that you can't walk. There is a pebble in your slipper. Oh, how painful it is!
4. You are walking in the forest. There is snow all around, you have felt boots on your feet, and suddenly something sharp sticks into your heel... It's a button!
5. You are sleeping sweetly, and suddenly your mother wakes you up and says that you overslept. Everyone quickly gets dressed and runs to kindergarten. On the way, you discover that you are wearing your little sister's shoes. They are terribly small for you. But there is no time to go back. You barely made it to kindergarten...

Do your legs hurt a lot? Sit down and relax. You can do a foot massage.

• Pantomime game “The hare had a garden” (V. Stepanov.)

Goal: to develop pantomime skills.

The teacher reads, the children imitate the movements.

The bunny had a garden. The bunny walked happily.
There are just two beds. But first everything will be dug up,
There he played snowballs in the winter, and then he smoothed everything out,
Well, in the summer - hide and seek. He sows the seeds deftly

And in the spring he will go to the garden and plant carrots.
Hole is a seed, hole is a seed,
And look, in the garden again
Peas and carrots will grow.

And when autumn comes,
He will reap his harvest.

And just like that, the story ends here!

• develop facial expressions and plastic abilities of children;
• develop children's creative thinking, imagination, fantasy.
• A game: “Let’s say what the author didn’t come up with”

Goals: to develop dialogic and monologue speech of children;

• develop communication skills;

The teacher invites the children to remember the fairy tale by K.I. Chukovsky "Fly Tsokotukha" .

The teacher begins:

Fly, Fly-Tsokotukha, Children pronounce the words of the fairy tale in chorus:
Gilded belly.
A fly walked across the field,
The fly found the money...

Let's imagine the situation in which Mukha found herself.

Children act out a mini-scene if they wish, making up words. There can be a lot of variations. For example:

Oh, look, I found some money, what happiness. I'll go to the market and buy... no, better than a samovar! I'll invite my friends, we'll have a party...

What is this? Money? I wonder who could have dropped it here? Maybe the bear was walking along the road to the market and dropped it? Or maybe a hare or a fox. Well does not matter. I won't give the money to anyone! This money is mine because I found it. What should I buy?

• Finger games:

Goals: to develop fine motor skills in combination with speech;

The teacher asks a riddle:

Who's furry and with a mustache lives next to us? (Dog and cat.)

Dog: The dog has a sharp nose, a neck, and a tail. Right palm on the edge, towards you, thumb up. Index, middle and ring - together. The little finger alternately lowers and rises

• Cat: A cat has ears on the top of its head so it can better hear the mouse in its hole. The middle and ring fingers rest on the thumb. The index and little fingers are raised up.
• Playing with an imaginary object

Goal: to develop skills in working with imaginary objects;

• develop a humane attitude towards animals.

Children in a circle. The teacher folds his palms in front of him: Guys, look, I have a small kitten in my hands. He is completely weak and helpless. I will give each of you to hold him, and you stroke him, caress him, just be careful and tell him kind words.

The teacher hands over an imaginary kitten. Helps children find the right words and movements with guiding questions.

• A game "Bees in the Hive"

Goals: develop logical and associative thinking;

• teach children to pronounce phrases with intonation and expressiveness;

Mystery:

What kind of house, tell me, who lives in that house,

Does every resident fly in it? Stocking up on sweet honey? (Bees and hive.)

How do bees fly and buzz?

(Children, pressing their elbows to their bodies, wave their palms like wings and move around the group with the sound J-J-J.)

Children build with a large construction set (material at hand) "hive" and gather in it. Flat paper flowers are laid out on the floor. The teacher reads to musical accompaniment.

The bees flew into the field, the bees sat on the flowers,

They buzzed and hummed, I am a bee and you are a bee.

Children move in a group around flowers. Sit down near the flowers and "collect" nectar. Return to "hive" .

Guys, what kind of forest dweller loves honey and often climbs into the bees’ hive? (Bear.)

• Speaking dialogue with different intonations

Child: A bear found honey in the forest...

Bear: Little honey, many bees!

The dialogue is spoken by all children. The teacher helps you find the right intonation.

• Pantomime game "Anthill"

The goal is to teach oneself to identify with a given character, to encourage one to independently choose a role:

Mystery:

In the forest near the stump there is bustle and running around.
The working people are busy all day -
He wants to build his own city.

Who are these builders? What kind of house are they building? (Ants are building an anthill.)

Imagine that you are walking through the forest. The sun is hot, it’s far from home, your legs are tired, and you decided to rest. And here is the stump!

Sit on a tree stump, stretch out your legs, close your eyes, and relax.

And suddenly... what is this? Someone is crawling along your legs... Oh, it's ants! You have sat on an anthill stump! Quickly shake off the ants and, carefully, so as not to crush them, jump to the side...

The game is played several times collectively and, if desired, individually.

• Transformation games.

Goal: to teach future artists expressiveness, revive fantasy and imagination, and improve imaginative performing skills. Develop creative independence in conveying images.

Games for muscle tension and relaxation

"Wooden and rag dolls"

When depicting wooden dolls, the muscles of the legs, body, and arms lowered along the body tense. Sharp turns of the whole body are made to the right and left, the neck, arms, and shoulders remain motionless; feet stand firmly and motionless on the floor.

By imitating rag dolls, it is necessary to relieve excess tension in the shoulders and body; hands hang passively.

In this position, you need to turn your body in short jerks, now to the right, now to the left; at the same time, the arms fly up and wrap around the body, the head turns, the legs also turn, although the feet remain in place. Movements are performed several times in a row, sometimes in one form, sometimes in another.

"Flower"

Stretch upward, straining your entire body to your fingertips ("the flower meets the sun" ) . Then drop the brushes sequentially (“the sun hid, the flower’s head drooped” ) , bend your elbows ("the stem is broken" ) , releasing the muscles of the back, neck and shoulders from tension, allow the body, head and arms to passively "fell" forward and bend your knees slightly ("the flower withered" ) .

"Ropes"

Lean forward slightly, raising your arms to the sides and then dropping them. Hanging, they sway passively until they stop. You should not actively swing your arms after a fall. You can suggest a game image: drop your hands like strings.

“Shake the water off the tissues”

Bend your arms at the elbows, with your hands hanging palm down. Move your forearm several times in a row to push them down passively. Before this movement, it is useful to clench your hands into fists in order to more clearly feel the difference in the tense and relaxed state of the muscles.

"Dunno"

Raise your shoulders as high as possible, then let them fall freely to their normal position. (reset them).

"Airplane wings and a soft pillow"

Raise your arms to the sides, straightening all joints to the limit, tense all muscles from the shoulder to the ends of the fingers (depicting airplane wings). Then, without lowering your arms, release the tension by allowing your shoulders to drop slightly and your elbows, hands and fingers to bend passively. The hands seem to rest on a soft pillow.

"Mill"

Free circular movement of the arms, describing large circles forward and upward. Swing movement: after a quick, energetic push, the arms and shoulders are freed from all tension, having described a circle, they fall freely. The movement is performed continuously, several times in a row, at a fairly fast pace. (hands fly like "not our own" ) . It is necessary to ensure that there are no tensions in the shoulders, in which the correct circular movement is immediately disrupted and angularity appears.

"Pendulum"

Transferring the weight of the body from heels to toes and back. The arms are lowered down and pressed to the body. The weight of the body is transferred slowly forward to the front of the foot and toes; heels are not separated from the floor; the whole body leans slightly forward, without bending the body. Then the weight of the body is also transferred to the heels. Socks do not come off the floor. Transferring the weight of the body is also possible in another way: from foot to foot, from side to side. The movement is carried out on spread legs, the right and left arms are pressed to the body. Rocking from foot to foot slowly, without lifting off the floor.

"Locomotives"

Circular movements of the shoulders. The arms are bent at the elbows, the fingers are gathered into a fist. Continuous leisurely circular movement of the shoulders up and back - down and forward. Elbows do not move away from the body. The amplitude in all directions should be maximum. When the shoulders tilt back, the tension increases, the elbows come closer together, and the head tilts back. The exercise is performed several times without stopping. It is desirable that the movement of the shoulders begins upward and backward, and not forward, i.e. expanding rather than narrowing the chest.

"The cat lets out its claws"

Gradual straightening and bending of fingers and hands. Bend your arms at the elbows, palms down, clench your hands into fists and bend them upward. Gradually, with effort, straighten all your fingers up and spread them to the sides as far as possible ("the cat lets out its claws" ) . Then, without stopping, bend your hands down, while clenching your fingers into a fist. ("The cat hid her claws" ) , and finally return to the starting position. The movement is repeated several times non-stop and smoothly, but with great tension. Later, the exercise should include the movement of the entire arm - either bending it at the elbows and bringing the hand to the shoulders, or straightening the entire arm ("The cat is raking with its paws" ) .

"Giants and Dwarves"

With your hands on your waist, stand with your heels together and your toes pointed to the sides. Slowly rise onto your toes, continuing to keep your heels together. After a short pause, lower yourself onto your entire foot, without transferring the weight to your heels.

• Games to develop expressiveness and imagination

Goal: to teach children to control their body, to freely and naturally use the movements of their arms and legs. To form the simplest figurative and expressive skills.

"The fox is eavesdropping"

The fox stands at the window of the hut in which the Cat and the Cockerel live, and overhears what they are talking about.

Pose: put your leg forward, tilt your body slightly forward.

Expressive movements: tilt your head to the side (listen with your ear), look in the other direction, mouth half open.

"Grasshopper"

The girl was walking in the garden and suddenly saw a large green grasshopper. She began to sneak up on him. She just stretched out her arms to cover him with her palms, and he jumped - and now he was chirping in a completely different place.

Expressive movements: stretch your neck forward, gaze intently, slightly tilt your torso forward, step on your toes.

"Tasty candy"

The girl is holding an imaginary box of chocolates. She hands it to the children one by one. They take one piece of candy and thank the girl, then unfold the pieces of paper and put the piece of candy in their mouth. You can see from the children's faces that the treat is delicious.

Facial expressions: chewing movements, smiling.

"New Doll"

The girl was given a new doll. She is happy, jumps merrily, spins, shows everyone the desired gift, hugs her to herself and spins again.

"After the rain"

Hot Summer. It just rained. Children carefully step, walk around an imaginary puddle, trying not to get their feet wet. Then, having become naughty, they jump through the puddles so hard that splashes fly in all directions. They have a lot of fun.

"Flower" )

A warm ray of sun fell to the ground and warmed the seed. A sprout sprouted from it. A beautiful flower grew from the sprout. The flower basks in the sun, exposing each petal to warmth and light, turning its head after the sun.

Expressive movements: squat down, lower your head and arms; raise your head, straighten your body, raise your arms to the sides, then up - the flower has bloomed; tilt your head back slightly and slowly turn it after the sun.

Facial expressions: eyes half-closed, smile, facial muscles relaxed.

"Dance of the Rose"

To a beautiful melody (recording, own tune) perform the dance of an amazingly beautiful flower - a rose. The child himself comes up with movements for it.

Suddenly the music stops. It's a gust of north wind "frozen" beautiful rose. The child freezes in any pose he can think of.

"Along the Shore"

A swan floats along the shore,
Above the bank the little head is carried,
He waves his white wing,
Shakes the water off the wing.

A young man walks along the bank,
The young man is walking higher up the bank,
Above the bank the little head is carried,
He taps with his boot
Yes, he taps on the heels.

• "Guess who we are"

A presenter is selected. He is informed that in his absence the children will turn into animals. (season, weather or some object). The leader leaves the room, the players agree and invite the leader.

With their movements, children show what or who they have become (elephants, hares, rainy weather, artists, builders, woodcutters, etc.). The presenter guesses - having guessed, he casts a spell on the children.

• "Who am I"

An adult or a child, with a gesture, facial expression, or sound, depicts something or someone: a train, a car, a teapot, a tree, a dog, a good wizard, Tsokotukha the Fly, a samovar. Children are asked to guess the depicted object. After the correct answer, you should ask how the child guessed and recognized what was depicted.

• A game: "At the Mirror" . Role-playing exercises in front of the mirror.

Goal: to improve figurative performing skills. Develop creative independence in conveying images.

1) Frown like:

a) king

b) a child whose toy was taken away,

c) a person hiding a smile.

2) Smile like:

a) polite Japanese,

b) a dog to its owner,

c) mother to baby,

d) mother's baby,

d) cat in the sun.

3) Sit like:

a) a bee on a flower,

b) punished Pinocchio,

c) an offended dog,

d) a monkey portraying you,

e) rider on a horse,

e) the bride at the wedding.

"Game with a handkerchief" . Invite the child to use a scarf, movements, and facial expressions to depict: a) a butterfly,

c) princess

d) a wizard

d) grandmother

e) magician

g) a patient with toothache.

• A game: "Pantomimes"

Goal: to teach children the elements of the art of pantomime, to develop the expressiveness of facial expressions. Improve children's performing skills in creating an expressive image.

1. We dress for the street. Let's undress.
2. There's a lot of snow - let's make a path.
3. We wash the dishes. Wipe it off.
4. Mom and dad are going to the theater.
5. Like a snowflake falling.
6. How silence goes by.
7. How a sunbeam jumps.
8. We fry the potatoes: pick them, wash them, peel them, cut them, fry them, eat them.
9. We are eating cabbage soup, we came across a tasty bone.
10. Fishing: getting ready, hiking, getting worms, casting a fishing rod, fishing.
11. We make a fire: we collect different branches, chop wood chips, light it, add firewood. They put it out.
12. Let's make snowballs.
13. They bloomed like flowers. Withered.
14. The wolf sneaks after the hare. Didn't catch it.
15. Horse: beats its hoof, shakes its mane, gallops (trot, gallop), arrived.
16. Kitten in the sun: squinting, basking.
17. Bee on a flower.
18. Offended puppy.
19. Monkey impersonating you
20. Piglet in a puddle.
21. Rider on a horse.
22. Bride at the wedding. Groom.
23. A butterfly flutters from flower to flower.
24. My tooth hurts.
25. The princess is capricious and majestic.
26. Grandma is old and limps.
27. It’s cold: your feet, hands, body are freezing.
28. We catch a grasshopper. Nothing succeeded.
29. Icicle.

Under our roof
White nail hanging (hands raised up).
The sun will rise -
The nail will fall (relaxed arms fall down, sit down).

30. A warm ray fell on the ground and warmed the grain. A sprout sprouted from it. A beautiful flower grew from it. He basks in the sun, exposing each petal to the warmth, turning his head towards the sun.

31. Ashamed: eyebrows raised and drawn together, shoulders raised.

32. I don't know.

33. The ugly duckling, everyone is chasing him (head lowered, shoulders pulled back).

34. I am a terrible hyena, I am an angry hyena.

Foam always boils on my lips from anger.

35. Fry with fried eggs. Eat.

36. "We are in the forest" . Sounds "Sweet Dream" P.I. Tchaikovsky. All children choose an image for themselves on a given topic, come up with a plot and embody it in movements. The music stopped and the children stopped, the adult asks the children questions.

Who are you? - Bug. - What are you doing? - I'm sleeping. Etc.

• Study games:

Goal: to develop children's imagination. Teach children to express various emotions and reproduce individual character traits.

1. Imagine early morning. Yesterday you were given a new toy, you want to carry it with you everywhere. For example, on the street. But my mother didn’t allow it. You offended (sponges "cheated" ) . But this is mom - they forgave, smiled (teeth closed).
2. Imagine yourself as a dog in a kennel. Serious dog. Yeah, someone is coming, we need to warn you (growl).
3. We take a snowflake in our hand and say good words to it. Let's talk quickly before it melts.

4. I am a sweet worker,
A whole day in the garden:
I eat strawberries, I eat raspberries,
Ch2ob for the whole winter...

There are watermelons ahead - here!..
Where can I get a second belly?

5. I walk on my toes -
I won't wake up mom.

6. Oh, what sparkling ice, And a penguin walks on the ice.

7. The boy strokes the kitten, which closes its eyes with pleasure, purrs, and rubs its head against the boy’s hands.

8. The child has an imaginary bag in his hands (box) with sweets. He treats his comrades, who take it and thank him. They unwrap the candy wrappers, put the candy in their mouth, and chew it. Tasty.

9. Greedy Dog
Brought firewood
He applied water
Kneaded the dough

Baked some pies
Hid it in a corner
And he ate it himself.
Gum, din, din!

10. Mom angrily scolds her son for getting his feet wet in a puddle.

11. The janitor grumbles as he sweeps last year’s garbage out of the melted snow.

12. Spring snowman, whose head was baked by the spring sun; frightened, feels weak and unwell.

13. A cow carefully chewing the first spring grass. Calmly, with pleasure.

14. The hare had a house like a home

Under a spreading bush
And he was pleased with the scythe:
- There is a roof over your head! -
And autumn has come,

The bush has dropped its leaves,
The rain poured down like buckets,
The hare wet his fur coat. –
A hare is freezing under a bush:

This house is worthless!

15. Scratching wool - your hand hurts,
Writing a letter - my hand hurts,
Carrying water - my hand hurts,
Cooking porridge - my hand hurts,
And the porridge is ready - your hand is healthy.

16. Lonely at the fence
The nettle became sad.
Maybe she's offended by someone?
I came closer

And she, the mean one,
Burnt my hand.

17. The balloon is inflated by two girlfriends
They took it from each other.
Everything was scratched! The balloon burst
And two girlfriends looked -
There is no toy, they sat down and cried...

18. What's that squeak? What's that crunch? What kind of bush is this?
- How to be without crunch, If I am cabbage.

(Arms are extended to the sides with palms up, shoulders are raised, mouth is open, eyebrows and eyelids are raised.)

19. Let's admire it a little,
How a cat walks softly.
Barely audible: thump, thump, thump
Tail down: op-op-op.

But, raising your fluffy tail,
A cat can be fast.
Daringly rushes upward,
And then he walks important again.

• GAMES - poems.

Goal: to teach children to play with a literary text, to support the desire to independently search for expressive means to create an image, using movement, facial expressions, posture, gesture.

"Airplane"

Let's play airplane? (Yes.)
You are all wings, I am the pilot.
Received instructions -
Let's start aerobatics. (They line up one after another.)

We fly in snow and blizzards, (Uh-uh-uh!)
We see someone's shores. (Ah-ah-ah!)
Ry-ry-ry - the engine growls,
We fly above the mountains.

Here we are all going down
To our runway!
Well, our flight is over.
Goodbye, plane.

"Let's wash ourselves"

Open the tap
Wash your nose
Don't be afraid of water!
Let's wash your forehead

Let's wash our cheeks
chin,
Let's wash the temples,
One ear, second ear -

Let's wipe it dry!
Oh, how clean we have become!
And now it's time to go for a walk,
We'll go to the forest to play,

And what we'll go on - you have to say. (Plane, tram, bus, bicycle.) (And they go.)

Wow! Pumped up.

"Cat and Mouse"

This pen is a mouse,
This pen is a cat,
Play cat and mouse
Can we do it a little?

The mouse scratches its paws,
The mouse is gnawing on the crust.
The cat hears it
And sneaks up to the Mouse.

The mouse grabbed the cat,
Runs into a hole.
The cat sits and waits:
“Why isn’t the Mouse coming?”

"Bear"

Clubbed feet,
He sleeps in a den during the winter,
Guess and answer
Who is this sleeping? (Bear.)

Here he is Mishenka the Bear,
He walks through the forest.
Finds honey in hollows
And he puts it in his mouth.

Licks his paw
Sweet tooth clubfoot.
And the bees fly in,
The bear is driven away.

And the bees sting Mishka:
“Don’t eat our honey, you thief!”

Walking along a forest road
The bear goes to his den,
Lies down, falls asleep
And the bees remember...

"Ringing Day"

(to the tune "Oh, you canopy" )

I took Toptygin's double bass:
“Come on, everyone, start dancing!
There's no point in grumbling and getting angry,
Let's have fun!"

Here is the Wolf in the clearing
Played the drum:
“Have fun, so be it!
I won't howl anymore!

Miracles, miracles! Fox at the piano
Fox pianist - red soloist!
The old badger blew out his mouthpiece:
“What is it like at the pipe

Excellent sound!
Boredom escapes from such a sound!
The drums beat and knock
Hares on the lawn

Hedgehog-grandfather and Hedgehog-grandson
We took balalaikas...
Picked up by the Squirrels
Fashionable plates.

Ding-ding! Rabble!
A very loud day!

• IMAGINATION GAMES

Goal: to improve children’s imagination and perception, to teach them to look for expressive means to create a vivid image.

1. Guys, imagine that you are artists. Hands are hands. We dipped them in blue paint and painted the sky while listening to the music.

And now - in yellow paint, draw the sun. Circle. And now - rays, expressive eyes.

Now let's draw a clearing. What color is it? (Green.) Let's draw.

We inhale the smell through our nose: what does it smell like? (With flowers.) And what? (Chamomiles.) Let's draw.

Listen: the wind rustles the branches of a tree - which one? (Birches.) Let's draw.

So, we are in the forest, in a clearing.
Imagine that you are flowers.

It's early morning, the sun is out. The flower is still sleeping, but now it is rising, moving its leaves - these are fingers. Let's listen. Do you hear? The stream is running.

2. Now let’s breathe correctly: put our right hand on our stomach and our left hand on our belt. The stomach is like a balloon. Slow inhale - exhale - “the thread of the ball unravels smoothly” .

Inhale - right hand forward, into a fist. They opened the fist, and there was a small feather. Exhale - they blew on it, it flew away.

Frightened by the sudden cracking of branches - take a quick breath. But it turns out there’s nothing wrong with it. Slow exhalation - freedom.

Inhale, and we take the elevator: 1st floor, 2, 3, 4, 5, 6th - that's it, we've arrived. Have you all arrived? Who stopped on what floor? Now let's go down.

3. Music plays with a clear rhythm.

"Let's go to the orchard" (walking around the hall). “Inhale the aroma of apples” . “We’re trying to get apples from the tree.” (raise your left hand up first, then your right). “Once again we are trying to get apples” (bounce in place, hands up one by one).

“How can I get apples?” (half squats, arms to the sides - down).

“You need to set up a ladder and climb on it” (simulate climbing stairs).

“We pick apples and put them in a bucket” (simulate picking apples).

"Let's relax" (we go down and sit, closing our eyes, on the carpet).

• A game: "Sounding Palms" .

Target:

Draw children's attention to the nature of the claps depending on the music and images. Teach the ability to clap quietly and loudly, with a swing and holding your hands close to one another, to convey the rhythmic pattern of music, to fill the movement with emotional meaning.

1. "Bells" .

Active clapping overhead. The movement is bright, with a large scope of slightly bent elbows and relaxed arms.

2. "Bells" .

Small claps with straight fingers of one hand on the palm of the other. The movement is light, not loud in strength. Arms can be bent at the elbows, straightened or raised to the sides (right or left). Possible options "bells" , sounding near the right ear or near the left

3. "Plate" .

Sliding pops. One hand swings from top to bottom, the other from bottom to top.

4. "Catching mosquitoes" .

Light ringing claps with straight palms to the right and left of the body, above and below - with arms bent at the elbows.

5. "Tambourine" .

Claps the palm of one hand against the stationary open palm of the other.

The claps can be loud or quiet depending on the dynamics of the musical image.

6. "Pillow" .

Claps are performed with free, relaxed, soft hands in front of and behind the body.

7. "Turntables" .

Based on turning the hands from the body and back. The arms are bent at the elbows and fixed in a static position, only the hands work, the force of the impact of palm on palm is small. The movement is playful.

44. Exercises for the development of smooth hand movements

1. "Breeze" .

Cross movements of the arms above the head. The work involves the shoulder, forearm, and hand.

2. "Ribbons" .

Alternating plastic movements of the right and left hands up and down in front of the chest.

3. "Wave" .

Smooth up and down movement with one hand. It can be pulled to the side or pulled forward. "Wave" is formed due to plastic movements of the shoulder, forearm, and hand. "Wave" can flow smoothly from one hand to another.

4. "Wings" .

Smooth swinging movements with arms spread to the sides. It should be remembered that when raising the arms, the hands are lowered, and when lowering the arms, the elbows are slightly bent, the hands are expressively raised up.

5. "Singing Hands" .

From the position "hands to the side" soft movement

the brushes are directed towards each other, as if collecting elastic air in front of them. With the same plastic movements, the arms are again spread to the sides. The body helps express the movement by slightly leaning forward and leaning back.

• Games for the DEVELOPMENT OF PLASTIC EXPRESSIVENESS

Goal: to consolidate expressive techniques for creating a game image. ensure that children themselves notice differences in the performance of their friends and strive to find their own movements and facial expressions.

1. Invite children to walk on pebbles across a stream on behalf of any character (fairy tales, stories, cartoons) according to their choice.
2. Invite your child, on behalf of any character, to sneak up on a sleeping animal (hare, bear, wolf).
3. Offer to catch a butterfly or a fly from the perspective of various characters.
4. Depict a walk of a family of three bears, but in such a way that all three bears behave and act differently.

Note. The above tasks show the path along which you can search

• Games to develop expressive facial expressions.

Goal: learn to use expressive facial expressions to create a bright image.

1. Salty tea.
2. I eat lemon.
3. Angry grandfather.
4. The light went out and came on.
5. Dirty paper.
6. Warm-cold.
7. They got angry at the fighter.
8. We met a good friend.
9. Offended.
10. We were surprised.
11. They were afraid of the bully.
12. We know how to be disingenuous (wink).
13. Show how a cat begs for sausage (dog).
14. I'm upset.
15. Receive a gift.
16. Two monkeys: one grimaces - the other copies the first.
17. Do not be angry!

18. The camel decided that he was a giraffe,
And he walks with his head up.
He makes everyone laugh
And he, the camel, spits on everyone.

19. I met a bull hedgehog
And licked his side.
And after licking his side,
He pricked his tongue.

And the prickly hedgehog laughs:

Don't put anything in your mouth!

20. Be careful.

21. Joy.

22. Delight.

23. I brush my teeth.

• A game: "Musical Dialogue"

Purpose: to encourage children to compose their answer by improvising a melody. Assigned texts:

1. Two chickens under a rope flap their wings awkwardly:

Oh, what a big worm! There's no way to get it!

(Suggested answer: "It's not a worm" .)

2. The dog sits by the well and does not come closer:

The bucket is hanging on a chain... Maybe it's biting?

(Suggested answer: “They use a bucket to draw water from a well.” .)

3. Chickens walk along the paths, clucking in the alley:

Do buns actually grow from crumbs?

(Suggested answer: “On the contrary, the crumbs come from the buns.” .)

4. The foal from the haystack grabbed some grass:

I have never seen such large and delicious mountains before.

(Suggested answer: "It's a haystack, not a mountain" .)

5. The kitten climbed onto the fence and became as tall as the sky. Meowed: “Oh, friends! Look - I’ve grown!”

(Suggested answer: “No, I haven’t grown up” .)

6. The puppy is sitting at the booth,
He's been sitting for two days.
He just can't understand
Where does the sun go to sleep?

(Suggested answer: "Over the Mountain" etc.)

7. A calf walks through the forest,
With red spots on the sides.
- Why is there no milk in green grass?

(Children answer.)

• A game: "Song creativity"

In a clearing, in a meadow
Three bears lived
Three bears lived
They loved to eat raspberries.

How to find raspberries -
They'll start singing the song right away.
Papa Misha sang low
"La la la la" .

Mom sang a tender song:
"La la la la" .
And Mishutka the bear cub
Sang a song loudly

Yes, I finished eating the raspberries:
"La la la la!"

2. Sing your first and last name, address, mother’s name, etc.

3. Sing the dialogue: “Olya, where are you?” - "I'm here" . (With cheerful and affectionate intonations.)

48. Game: "Musical improvisation"

1. Take sticks in your hands, help the bears sing, and a forest melody

You tap rhythmically.

2. Repeat the rhythm on a metallophone, xylophone, etc. Come up with your own.

3. Draw sad and happy rain on the xylophone.

• Games for the development of plasticity.

Goal: to develop motor ability, motor skills of different parts of the body, coordination of movements, the ability to perform movements according to the text.

1. Two stomps, Two slams,
Hedgehogs, hedgehogs (rotation with hands)
Forged, forged (blows fist on fist)
Scissors, scissors (crossing hands).

Running in place
Running in place
Bunnies, bunnies (jumping).
Come on, together,

Come on, together (spring),
Girls-boys.

2. You need to play sports ("pull" back, shoulders back):
Train every day.
We will begin now without delay.
And stomp your feet together,

And clap your hands loudly -
We perform the movements correctly.
Turns left and right,
We're doing great.

Let's all be healthy and strong!
And now - jumping on the spot,
Come on, together, come on, together -
We must be the most beautiful!

3. Once upon a time there lived a grandfather and a woman
In a clearing by the river
And they loved it very, very much
Koloboks with sour cream.

Although grandma has little strength (bending forward with arm movements),
Grandma kneaded the dough.
Came out smooth
Came out smooth

Not salty
And not sweet
Very round
Very tasty,:

Even eat it
We are sad.
The gray mouse ran
I saw the little bun.

Oh! What does it smell like
Kolobochek (sniff)
Give
At least a piece!

With a little bun
There is little sense
Stupid galloping
Anywhere.

Need to take
Our little bun
And hide
Under lock and key (show with hands).

4. (Tilts left and right, arms slide over the body.)

I repeat in the morning (bending forward and back, arms

on the belt):

My spine -
Flexible, straight,
When I'm sleeping (hands "shelf" )
I'm standing, sitting (hands on knees),

I'm taking care of my spine (lock with the wrists, hands are placed alternately over each shoulder behind the back).
I take care of the spine (we stroke it with the palm of one hand
on the stomach, with the back of the other hand" - on the back)
And I will run away from illnesses.

5. The deer has a big house (arms cross above head)
He looks out his window.
A bunny runs across the field,
There is a knock on his door.

Hurry up, open the door, Deer,
There's an evil hunter in the forest (pretend to be holding a gun).
Bunny, bunny, run (beckoning), Give me your paw.

6. A goat walked through the forest, through the forest, through the forest,
I found myself a princess, princess, princess,
Come on, goat, let's jump, jump, jump,
And we kick our legs, we kick, we kick,

And let's clap our hands, clap our hands, clap our hands,
And we stomp our feet, stomp, stomp.
Let's shake our heads... And start over.

7. I play the violin:
Tir-li-li yes tir-li-li
Bunnies are jumping on the lawn,
Tili-li and tili-li.

And now on the drum:
Tram-there-there, tram-there-there.
The hares ran away in fear
Through the bushes, through the bushes.

8. I'm jumping, jumping, jumping
And I twist the rope.
You, rope, spin,
Learn Russian dance.

9. Like ours at the gate
The janitor sweeps the street
The janitor sweeps the street
He will pick up all the specks.

The goat went out for a walk
He began to jump and gallop.
The goat is knocking its legs,
He shouts like a goat: “Bee!”

I'm knocking my heels (pick),
I'm learning Russian dance (fraction)
-My Russian dance is wonderful!
I'll sit and stand, I'll sit and stand

And I’ll bounce like a ball.
I won’t get tired of squatting
I want to become a dancer.

10. We have fun taking skis
And we'll all walk through the snow.
High in the snowdrifts
We raise our legs,

And it’s very easy on ice,
We walk quietly.
We are trees and bushes
Let's go around like a snake,

And to the fluffy Christmas tree
We'll be there soon.

12. Goose bought himself an accordion,
But it’s a little holey.
The accordion sang widely,
It hissed like a goose.

13. There are eight couples on the floor -
The flies danced
We saw a spider
They fainted.

14. Our tongues are tired,
But the necks were resting
* Come on, neck, turn around
Come on, little neck, have some fun

Hello everyone in the world:
Moms, dads, children!
We shake our heads deftly:
Oh-oh-oh, let's shake our heads.

15. The children walked through the forest,
Nature was observed
We looked up at the sun,
And their rays warmed them.

Butterflies were flying and flapping their wings. Let's clap together]
One two three four five!
We need to collect a bouquet.
One - sit down, two - sit down,

The lilies of the valley began to sing in my hands.
On the right is a ding-dong ringing,
On the left - ding-dong!
A bee landed on my nose, look what it is!

We raised the leaves
We collected berries in our palms (imitation of movements).

16. I'm walking, I'm walking, raising my legs,
I have new boots on my feet.
I raise my legs high, high,
To show everyone new boots.

Ah ah ah! Look, what a puddle!
Ah ah ah! Look, the puddle is big
I'll jump high, high, high.
I'm not afraid, I'm not afraid, I'll jump over the puddle.

• A game: "Zverobika" (music by B. Savelyev, lyrics by A. Khait)

The cat sat down on the window and began to wash her ears with her paw. After watching her a little, we can repeat Her movements.

Chorus: One, two, three - come on, repeat! One, two, three - come on, repeat! Three, four, five - repeat again! Three, four, five - repeat again!

A snake crawls along a forest path, gliding along the ground like a ribbon, and we can depict such a movement for you with our hands.

The heron stands in the swamp all day
And he catches frogs with his beak.
It's not hard to stand like that
For us, for the trained guys.

There are a lot of people living in the world
Monkeys, cats, birds and snakes.
But man, you are nature's friend
And he must know the habits of all animals.

• A game:. "Soldiers" (finger play training)

Palms are closed. Little fingers - children (speaking in a small voice).
Ring fingers - mom (speaks in a normal voice).
Middle fingers - dad (speaks in a low voice).
Index fingers - soldiers (speak in a deep voice).

Crossed thumbs - the threshold of the hut.
Night. Everyone in the hut is sleeping. There is a knock.
Soldiers. Knock Knock! The index fingers tap each other.
Children. Who's there? Little fingers tap each other.

Soldiers. Two soldiers. The index fingers tap each other.
We came to spend the night!
Children. Let's ask mom. Little fingers tap each other.
Mother!

Mother. What, children? Ring fingers tap each other.
Children. Two soldiers. Little fingers tap each other.
We came to spend the night!
Mother. Ask dad! Ring fingers tap each other.

Children. Dad! Little fingers tap each other.
Dad. What, children? The middle fingers tap each other.
Children. Two soldiers. Little fingers tap each other
We came to spend the night, friend.

Dad. Let me in! The middle fingers tap each other.
Children. Come in! Little fingers tap each other.
Soldiers. Ah, index fingers. "dancing" , making cross movements.
What grace

Why were they allowed to spend the night?
Let's come in!

Turn your closed palms with your fingers towards your chest, then quickly turn your hands 180 degrees so that the backs of your palms touch. Hands stretch forward

Pump and ball

A game to organize interaction in pairs and develop acting skills. Children are divided into pairs. One of the pair plays the role of the Pump, and the other plays the role of the Ball. Before starting the exercise, the ball sits on your knees, with your arms and head down, looking limp, flaccid (deflated). The pump begins to imitate inflating the Ball, which fills with air and gradually rises from its knees, straightening its arms and raising its head. At the same time, the expression on his face changes (from extremely sad to cheerful). Next, the children can change roles.

Basketball player and ball

A game to organize interaction in pairs and develop acting skills. Children are divided into pairs. One of the pair plays the role of the Basketball Player, and the other plays the role of the Ball. The ball is squatting. The basketball player puts his hand on the head of the person sitting and begins to make movements that imitate dribbling a basketball. The task of a sitting child: while jumping on his haunches, get into the rhythm and rhythm of the basketball player’s movement. The game lasts one or two minutes. Next, the children can change roles.

Actor's pantomime

A game to develop interaction and non-verbal communication, as well as the development of pantomime. Children are divided into two groups of equal size, competing with each other to gather as many members of the other group into their group as possible. To do this, the group invites one of the members of the competing group and gives him the task of showing the object they have hidden. A prerequisite is that this object must be shown without the help of speech, sounds and silent pronunciation (articulation). If the participant has completed the task and his group has guessed this item, then the right to move passes to her, and she invites a member of the competing group. If the participant did not complete the task after three attempts and the group did not guess the object, then the participant moves to another team, and the right to move remains with it.

To prevent children from guessing simple objects that are easy to guess, you can complicate the task by adding some quality to the objects. For example: a broken vacuum cleaner, a mad chicken, a deaf musician, a cheerful milkman, etc.

Before the game, it is necessary to agree with the children that if the opponent names a similar meaning of an object (faulty vacuum cleaner, abnormal chicken, hearing-impaired musician, etc.), then the answer is counted.

Sculpture competition

A game to develop interaction in a group, individual plasticity and expressiveness. It takes place in several stages.

The first stage is individual. The presenter asks everyone to depict any real or imaginary sculpture. Children are given from 15 to 30 seconds to do this. Then the one who most accurately conveys the shape, mood and character of the given sculpture is selected. He is declared the winner in this category. There can be from three to six such individual nominations (depending on the number and age of children).

The second stage is paired. Children are divided into pairs. Their task is to show a paired sculptural composition. At this stage, the process of communication between children is important, and therefore it is worth increasing the time for preparing the composition: from 30 seconds to 1 minute. Just like at the first stage, the winners in each category are determined.

The third stage is group. Groups consisting of three to four people can participate in it (depending on the number of them in the overall group). The main wish is that there are no children left uninvolved in the game. The task remains the same, but only the sculptural composition is made up of the participants of each microgroup. Just like in the first and second stages, the winners in each category are determined.

The competition can be completed by building two group sculptures, which include the children of two large teams, or by building one sculptural composition, which will include the children of the entire squad, class or group.

Examples of single and group sculptures: Girl in a ball; Atlas, holding the sky in flux; Thinker; Discus thrower; Girl with an oar; Napoleon; V.I. Lenin (with his arm extended forward); Pythagorean theorem; Ivan Tsarevich in the swamp; Minin and Pozharsky; Samson tearing the lion's mouth; Worker and Collective Farm Woman; Ivan the Terrible kills his son; Ostap Bender and Kisa Vorobyaninov; Free Rider and Controller; A Crow and a fox; Three heroes; Again a deuce...; The Cossacks write a letter to the Turkish Sultan; Boyarina Morozova; Coward, Stupid and Experienced, etc.

Weather forecast

A game to develop speech expressiveness and group communication. The presenter prepares a weather forecast for the coming day (real or imaginary) in advance. Five to seven participants are called who wish to take part in the competition. Their task is to read this forecast with a given intonation, conveying the mood and character of the imaginary speaker. For example:

Television announcer;

Football commentator;

Station information service announcer;

Russian language teacher on exposition;

Speaker at the ceremonial meeting;

Detective;

Priest during service;

A private reporting to the commander;

A guilty loser;

Storyteller.

Group recitation

The presenter selects a poem from the school curriculum in advance (according to the age of the children). Assignment to the group: read one line of the poem to each participant so that the result is an intonationally and logically consistent work. The main thing is the expressiveness of reading, logical pauses, intonation. If the poem does not end after completing the first circle, then the same participants read it further.

This game can also be positioned as a game for organizing interaction.

Sketches with a balloon

This group of sketches serves to develop the expressiveness of facial expressions, plasticity, the ability to enter into character and build a given plot. The game can be played with one participant or in a group. To conduct it, you need one or more inflated balloons, which are distributed to the participants.

The presenter gives the task to create a sketch with a ball on a specific topic. For example:

Man looking in the mirror;

Declaration of love;

Parting with a loved one;

Boss and subordinate;

Couples in love;

A child in a zoo in front of an animal's cage;

A parent scolding his poor son;

Chess players playing a game;

Buyer and seller.

Speech on a given topic

An exercise to develop public speaking abilities. Conducted individually with an individual participant in the presence of the entire group. Sectors of human activity and topics to which this or that speech is dedicated are selected. After the industry has been determined, the selected participant is given a topic on which he must make a speech without preparation for one to two minutes (depending on age).

For example: the field of pedagogy (school, upbringing, education). Topics on which a speech should be made:

Cool magazine;

School diary;

Headmaster's door;

School desk;

Favorite pen (writing);

Cool window;

School break;

Classroom teacher;

Parents' meeting, etc.

Possible topics: medicine, transport, army, theater, fishing, love, nature, home, friends, etc.

Pantomime "Where Have I Been?"

Pantomime participants are given tasks to depict the places they have been recently. Tasks are given to everyone so that others do not hear. The group members must guess which place is shown to them. If they didn’t guess after three attempts, then the performer is given a forfeit (to recite a poem, sing a song, etc.). Possible locations:

Zoo;

Cinema;

Bus;

Shop;

Airplane;

Kindergarten;

Hospital.

Pantomime “Declaration of Love”

Pantomime participants are divided into opposite-sex pairs (boy-girl). Their task is to jointly compose a pantomimic sketch “Declaration of Love”. It is quite obvious that they only need to use facial expressions and gestures. Time to compose a sketch is one to two minutes. The winner is the couple who completed the task in the most artistic, emotional and original way.

To develop the communicative qualities of an individual and organize interpersonal communication, you can choose an option when pantomime participants do not have time to prepare. Another option is when they are given time, but they compose this sketch one by one, without interacting with each other.

The same kind of paired sketches can be played on other topics, for example: Buyer and Seller, Patient and Doctor, Free Rider and Controller, Chief and Subordinate, Teacher and Student, etc. d.

Hello, dear readers, guests, friends. Today I want to introduce you to a very talented mother, professional, actress, director - Yulia Belousova

We play in the theater - why?

And really – why? We don’t have the task of making an artist out of a child, and the vast majority of children are naturally okay with imagination, and they play role-playing games with great success without our adult help.

That's right. But acting training (and we will talk about it, only in a slightly adapted form) is an amazing and unique activity in that you do not get knowledge, skills, information, food for thought and impressions from the outside, from a teacher or from a book, but mostly you draw from yourself. And - equally - from your “colleagues”, if there are any (ideally, acting training is a collective endeavor, but it is quite possible to do it alone with your mother). That is, this is a great way to get to know yourself - different, contrasting, unusual, to realize your creative courage, try to be the director of your own ideas, and, of course, bring them to life here and now.

At what age can you play these games?

From anyone. Such activities can be interesting and useful for both children and adults. Any game or exercise can, if desired, be adapted for the baby and vice versa - made more difficult and varied, you just need to turn on your imagination. Therefore, the age range of our classes will be approximately as follows: from 2-3 years to infinity. I will deliberately not talk about what exactly develops this or that task - you and I understand perfectly well that any game develops absolutely everything in a child, no matter what is written in the manuals and on the boxes of games and toys.

Let's agree on the shore!

Before you and I set sail from the shore and sail along the theatrical and creative waves, I want to draw your attention to one thing in order to avoid disappointment later. What we are accustomed to consider the theatrical activities of our children - matinees in kindergarten, for example - actually have nothing to do with theater in any of its manifestations and forms. I don’t want to offend anyone: matinees are an excellent, interesting and useful thing in their own way, but... infinitely far from the theater. Therefore, in this article you will not find advice on “how to teach a child to speak in public and not be embarrassed,” “what to do so that the child reads poetry loudly and clearly,” etc. Today we will not “learn roles”, put on makeup and sew costumes. But we will play all sorts of stories, come up with real sketches and even master the basics of pantomime. Well, once everything has been agreed upon, go ahead!

Queen Fantasy and King Imagination

These are our friends and helpers; we can’t live without them. Therefore, a whole block of training will be dedicated to them.

Transformers. And now we are all wizards. The game is somewhat similar to “the sea is rough.” I will clap my hands and say what we will turn into, and we all immediately become... a ball, a pencil, a flower, a toothbrush... And now it’s a little more complicated: a white rose bud, a faded chamomile in a vase, sad autumn rain, hot sand on the beach …. And now it’s even more difficult: rainbow, doubt, New Year, the letter “A”, cheerful mood, mother’s smile.

Now tell me, please, is it possible to play rain? No, not show it, but play it (or “play it” – whatever you want)? Of course you can! But you can only play a story, but you need to find out or create it. What does rain do? It's going... Great! What else? It’s pouring like buckets, drizzling... Wonderful! And he can also play on the roofs, like on drums, or draw drops on the asphalt, or play with a passerby, trying to drop a drop right down the collar, or blow bubbles in a puddle, or... And now we already have something to do, and the question is “how to play rain" is simply not worth it! And what kind of rain is it? What is his character? Gait? What's your mood today? Maybe he didn't get enough sleep or is angry with someone? And against whom and for what?... Or vice versa - he is very happy because his grandmother came to see him! By the way, can rain have a grandmother? And if so, what does it look like?... And now our rain becomes alive. And we ended up with a small sketch, almost a performance!

Etude . Now let's try to play a story that someone else came up with. I suggest turning to A. Usachev’s well-known book “Once upon a time there were hedgehogs.” The choice fell on this work, firstly, because probably almost everyone has read this fairy tale, and secondly, the events of this story are quite detailed, they can easily be looked at through a “magnifying glass” and turned into a full-fledged sketch-story.

The kids love to “paint with broad strokes,” so they are ready to show and tell an entire cartoon or fairy tale in two or three gestures. And that's great! And our task is to direct their attention to little things that are no less interesting and “tasty” than dashing plot twists.

Veronica the Hedgehog fell into a jam jar. This is a whole story! You just need to help the child live it in detail a little. To do this, right during our “performance” we can suggest to the child something that has escaped his attention, we can even come up with little things that were not in the book; the magic word “suddenly” is very important in this “prompting”.

Veronica was eating raspberry jam. The forbidden is important! So, she ate without anyone noticing. Delicious! At first she took the jam with one finger, and then she got carried away and began to eat it with her whole paw. And suddenly... it dripped onto the dress. Upset? No? Well, that’s right – jam is more important. She ate and ate and was full! The belly has become so big and the paws are sticky! Does he still want it or not? And this doesn’t matter anymore: the jam has run out anyway, and the last drop remains on the bottom. Suddenly Veronica realized that she was inside the jar... It's fun: you can press your nose to the glass, you can shout up - and you get a funny echo. How many games can you come up with! Oh-oh-oh... How do we get out now? Jump? No, I can’t reach the neck... Maybe I should climb up? But the paws slip... What if the can is broken? I don't have enough strength. Somehow I already feel uneasy... And I really want to go to my mother... What will Veronica do next? Call for help? Or will he come up with his own way out of this situation?

You need to be as delicate as possible with hints: if the child is good at coming up with options on his own, then you shouldn’t interrupt his thoughts, unless you offer some very unexpected circumstance - let him try to get out. And if the child strives to “jump” straight to the result, then the more detailed the mother’s monologue is, the better.

And here are more ideas for similar sketches from the same book: Veronica stuck to the oil can, Vovka plays football and pierces the ball with needles every time, Veronica peeks into a box of bronze medals, Veronica drinks daddy’s ink instead of compote, etc.

Music, let's be friends!

Without music, perhaps, there is no theater. She is a powerful means of expression, a character, the creator of the atmosphere of the performance and an exponent of the feelings and emotions of the characters. Let's listen to her. It is better if the music is classical, instrumental (without words). It’s good if it’s a small and easy-to-understand piece or a 1.5-2 minute excerpt. I.S. Bach, D. Kabalevsky, S. Prokofiev, P. Tchaikovsky, R. Schumann wrote music for children; in their creative heritage there are many such works that we need: small, bright and expressive, eventful. You can easily choose something interesting just for you and your baby. There is a small list of musical pieces suitable for such games.

Now let's imagine who this music is about? About how the cat drank milk and sharpened its claws? Great! Can you show me this cat? But I wonder what happened to our cat during this “boom” - but obviously something happened, because the music screamed so loudly?!

The more questions the child is asked, the better. Pay your and your children’s attention to musical accents and all sorts of changes: suddenly the music became quiet, quiet, and now there is a pause - also for good reason, and now the tempo and tonality have changed - why is this? etc.

What is the character of this music? Is she kind or militant, thoughtful or playful? It is not necessary to listen to music while sitting, you can move, there is only one condition: listen to the music where it leads and calls. Or maybe we can draw or sculpt it? Let's try! Or compose a fairy tale (together with your mother, of course), and then play it to music, like a sketch?

Voice acting. Here's another interesting team game. True, it is not with music, but with sounds. Together we come up with a chain of simple actions. For example, I take a glass of tea from the table, put two lumps of sugar in it, stir it with a spoon and drink it. All this, of course, is not real, but imaginary. Now let's think about what sounds we hear during these actions? Footsteps, the sound of sugar cubes, the clanking of a spoon, the sound of drinking water... Perhaps something else? Now let's find suitable objects around us so that we can make these sounds - the most inappropriate objects at first glance can become excellent helpers. All is ready? Now, if there are more than two players, you need to distribute the sounds among themselves. One of the players performs all the actions with imaginary tea, and everyone else voices this process. The game requires close attention from everyone, because the task is not to catch each other, but, on the contrary, to voice the fragment as accurately as possible!

Living word

How we miss him, as soon as life puts us in a situation of some kind of “show”! The words of a memorized poem awkwardly fall down somewhere, and even try to forget themselves along the way! Horror! And how easily we talk about how we vacationed at sea, about the little kitten who has been living at our house since yesterday, about the holiday on the occasion of our birthday. It’s all true: a word can become alive and expressive, and therefore interesting to the listener, only if it is born as a “picture” inside. That is, first we imagine in our imagination what we are talking about - not the text itself, but a very interesting story! – and then we turn our picture into words. This is the main secret of “speaking” games: the birth of a living word.

A tale about... Yes about anything! I have a bus ticket in my pocket, let’s write a fairy tale about it. The one in whose hands the ticket is located will begin to speak. At my request, the ticket is passed on, and the story is continued by another narrator. I wonder where the plot will lead by the end of the fairy tale? The passing of the “baton” occurs at the boundary of events: “and suddenly...”, “and one day...”, “and then...”

Say it as if... Here's another game with words. I will suggest a short but not very easy to pronounce phrase: “too salty soup”, for example. For older children, the phrases will be more intricate and longer, but for kids, on the contrary, they will be simpler, you can even limit yourself to one or two words. The main thing is that it can be quickly and easily remembered. Now say it as if you don’t want to eat this nasty soup, and now as if salty soup is your favorite delicacy, the saltier it is, the better. And now it’s as if you cooked this soup, and now you’re apologizing for the fact that it came out too salty. And now this is not about soup at all - this is an encrypted message, it must be said in secret so that no one else can hear it. And now “too salty soup” is your name. Introduce youreself! And now you are the host of the concert and announce the next number of the program. You can continue for a long time.

"Mother" What a wonderful word! We say it very often. And for what reason? Let's remember in what situations we turned to our mother today. In the morning we drew a beautiful drawing and invited admire my mother. And then we saw children walking on the street and began persuade Mom should go for a walk. After asked for help tie your shoelaces. And then the phone rang and we called mom. And on a walk we met a large and scary spider, and out of fear we shouted: “Mom!” And after lunch, my mother lay down to rest, and we really needed to ask her something, so quietly, in a whisper, so as not to wake us up, and very affectionately: “Mom!” That's how many stories have happened today, and how different the same word sounded! Now let's play them like a sketch, like a small performance in which only one word will sound.

Two hands - two sorceresses

Hands are perhaps one of the most expressive means. How often, when telling or explaining something, we involuntarily gesture with our hands, helping our story. Their gestures can sometimes say even more than words.

Fly. It seems to be flying around us and buzzing. And we have her - once! - and caught him in his fist. Let's hear how she's buzzing there? Now let's look at it, just be careful - it will fly away! We open one finger at a time - one, two, three, four, five - it flew away! Now let’s find it again with our eyes and catch it again, only this time with the other hand.

Glue. Today we glued (by the way, what kind of craft did we make? Was it a gift or just for ourselves? Did it turn out beautifully?), and there was glue left on the palm. You need to clean it off with each finger of the same hand in turn. Happened? Now on the other palm.

Modeling. You can sculpt from plasticine, from clay, from dough. Or maybe from your own hand. First you need to stretch your hands and warm them up. And now you can sculpt. Anything! Table, mushroom, boat, house, chair. Now let's blind some creature. It can be the most incredible and fantastic. Ready? How does it move? Can I pet him so he won't bite? What does it eat for breakfast and where does it live? What does he have - antennae or paws? He has friends? And most importantly: what is his name, because a name is destiny in some way?

Pantomime. This is theater without words, but in this case they are not needed, everything is clear. Let's make an imaginary ball. We sculpt it carefully, it should be very, very round and smooth. Here it is getting bigger and bigger, and now let's make it denser and smaller, for this we need to put in more effort. Oh, it has become heavy and almost touched the ground, and it’s hard to hold it - your hand itself is reaching for the ground. And now he suddenly became light. And now you need to hold him so that he doesn’t fly away, you’ll even have to stand on tiptoe. Let's now release him into the sky, let him fly! And we look at him, and there he is, completely transformed into a dot.

Maybe now we can “blind” a cube and build a whole house from our imaginary bricks? You decide. We can go on forever. For those who want to play such games, I would like to wish them not to get carried away with “roles”, but to look for and notice what is alive and real in everything around them: in themselves and in each other, in their own and others’ reactions and emotions, in words, actions, impressions, in the surrounding world. Although they say that actors “play a role,” acting in this case is a process that is as honest as possible, akin to a child’s game: seriously, to the end, for real. This is the paradox of acting training: while acting, don’t act. Don’t grimace and pretend, but live and feel.

Try to play any of the proposed games with your baby, and your own instinct will definitely tell you the direction where you want to go next.

This concludes our lesson. With great pleasure I will answer any of your questions. Creative success to everyone!

Belousova Yulia

P.S. This article is copyrighted and is entirely intended for private use; publication and use on other sites or forums is possible only with the written consent of the author. Use for commercial purposes is strictly prohibited. All rights reserved.

Play is the most accessible and interesting way for a child to process and express impressions, knowledge and emotions.

Theatricalization is, first of all, improvisation, the animation of objects and sounds.

Theatrical play, as one of its types, is an effective means of socializing a preschooler in the process of his understanding of the moral implications of a literary or folklore work.

In theatrical play, emotional development occurs:

• * children get acquainted with the feelings and moods of the characters,
• * master ways of their external expression,
• * realize the reasons for this or that mood.

Theatrical games can be divided into two main groups: dramatization and director's (each of them, in turn, is divided into several types).

In dramatization games, the child, playing a role as an “artist,” independently creates an image using a set of means of verbal and nonverbal expressiveness.

Types of dramatization are:

• - games that imitate images of animals, people, and literary characters;
• - role-playing dialogues based on text;
• - staging of works;
• - staging performances based on one or more works;
• - improvisation games with the playing out of a plot (or several plots) without prior preparation.

In director's play, “the actors are toys or their substitutes, and the child, organizing the activity as a “scriptwriter and director,” controls the “artists.” “Voicing” the characters and commenting on the plot, he uses different means of verbal expression. Types of director’s games are determined in accordance with variety of theaters used in kindergarten.

Games - performances are characterized by a shift in emphasis from the process of the game to its result, which is interesting not only to the participants, but also to the audience. They can be considered as a type of artistic activity:

• - Games - performances
• - Dramatic performance
• - Musical and dramatic performance
• - Children's Opera
• - Performance based on choreography
• - Rhythmoplasty performance
• - Pantomime
• - Musical

The large and diverse influence of theatrical games on a child’s personality allows them to be used as a strong, unobtrusive pedagogical tool, since he himself experiences pleasure from it.

Requirements for theatrical play:

• - Constant, daily inclusion of theatrical games in all forms of organization of the pedagogical process.
• - Maximum activity of children at all stages of preparation and conduct of games.
• - Cooperation of children with each other and with adults at all stages of organizing theatrical games.

Requirements for classes that include theatrical play:

• - Development of speech and theatrical performance skills.
• - Creating an atmosphere of creativity.
• - Development of musical abilities.
• - Social-emotional development.

Theatrical lesson includes:

• - Viewing puppet scenes.
• - Theatrical game.
• - Acting out various fairy tales and dramatizations.
• - Conversations about the theater.
• - Exercises to develop the expressiveness of song and dance performances.
• - Exercises for the social and emotional development of children

The main directions of development of theatrical play consist in the child’s gradual transition:

• - from observing a theatrical performance by an adult to independent play activities;
• - from individual play and “side-by-side play” to play in a group of three to five peers playing roles;
• - from imitation of actions of folklore and literary characters to imitation of actions in combination with the transfer of the main emotions of the hero and mastering the role as the creation of a simple “typical” image in a dramatization game

When implementing the objectives of the program, first of all, it is necessary to form an interest in theatrical games, which develops in the process of watching small puppet shows that the teacher shows, taking as a basis the content of nursery rhymes, poems and fairy tales familiar to the child.

In the future, it is important to stimulate his desire to join the performance by complementing individual phrases in the characters’ dialogues, stable turns of the beginning and ending of the fairy tale. On their behalf, the adult thanks and praises the children, says hello and goodbye.

The implementation of the task is achieved by successively complicating game tasks and dramatization games in which the child is involved.

The steps of work are as follows:

• * A game-imitation of individual actions of humans, animals and birds (children woke up, stretched, sparrows flapping their wings) and imitation of basic human emotions (the sun came out - the children were happy: they smiled, clapped their hands, jumped in place).
• * A game simulating a chain of sequential actions combined with the transfer of the main emotions of the hero (cheerful nesting dolls clapped their hands and began to dance; the bunny saw a fox, got scared and jumped onto a tree).
• * A game that imitates the images of well-known fairy-tale characters (a clumsy bear walks towards the house, a brave cockerel walks along the path).
• * Improvisation game to music (“Happy Rain”, “Leaves fly in the wind and fall on the path”, “Round dance around the Christmas tree”).
• * A wordless improvisation game with one character, but the texts of poems and jokes read by the teacher (“Katya, little Katya.”, “Baby, dance.”, V. Berestov “Sick Doll”, A. Barto “Snow, Snow” ).
• * Improvisation game based on the texts of short fairy tales, stories and poems told by the teacher (3. Alexandrova “Christmas tree”; K. Ushinsky “Cockerel with his family”, “Vaska”; N. Pavlova “By the car”, “Strawberry”; B Charushin "Duck with ducklings").
• * Dramatization of fragments of fairy tales about animals ("Teremok", "Cat, Rooster and Fox").
• * Dramatization game with several characters based on folk tales ("Kolobok", "Turnip") and author's texts (V. Suteev "Under the Mushroom", K. Chukovsky "Chicken").

The main directions of development of theatrical play consist in the child’s gradual transition from:

• - games “for yourself” to games aimed at the viewer;
• - from a game in which the most important thing is the process itself, to a game where both the process and the result are significant;
• - from playing in a small group of peers playing similar (“parallel”) roles to playing in a group of five to seven peers whose role positions are different (equality, subordination, control);
• - from creating a simple “typical” image in a dramatization game to the embodiment of a holistic image that combines emotions, moods, states of the hero, and their changes.

A new aspect of the joint activity of adults and children is the introduction of children to theatrical culture, that is, familiarization with the purpose of the theater, the history of its origin in Russia, the structure of the theater building, the activities of people working in the theater, prominent representatives of these professions, types and genres of theatrical art (drama, musical, puppet, animal theater, clownery, etc.).

There is a deepening of theatrical gaming experience through the development of different types of dramatization games and director's theatrical games. Along with figurative play sketches, improvisation games, and staging, older preschoolers have access to independent productions of performances, including those based on a “collage” of several literary works.

Texts for productions are becoming more complex. They are distinguished by a deeper moral meaning and hidden subtext, including humorous ones. In theatrical play, Russian folk tales and fables about animals begin to be used ("The Fox and the Crane", "The Hare and the Hedgehog", works by L. Tolstoy, I. Krylov, G.H. Andersen, M. Zoshchenko, N. Nosov.

A striking feature of children’s games is their partial transition to speech. This is explained by the tendency to combine different types of story-based games, including fantasy games. It becomes the basis or an important part of a theatrical play in which real, literary and fantasy plans complement each other. Games with continuations appear. They also master a new game for themselves, “To the Theater,” which involves a combination of role-playing and theatrical play, based on familiarity with the theater and the activities of the people participating in the production of the play.

Children demonstrate independence and subjective position in theatrical play more vividly and variedly. Using specific examples, it is necessary to help the child understand that “the best improvisation is always prepared.” Preparation is achieved by having previous experience, the ability to interpret the content of the text and comprehend the images of the characters, a certain level of mastery of various means of realizing their ideas, etc. The solution to this problem requires giving children the right to choose means for improvisation and self-expression.

Methodology for organizing theatrical play

For the development and upbringing of children, first of all, proper organization of theatrical games is necessary. The sequence and complexity of the content of the themes and plots chosen for the games are determined by the requirements of the education program for each age group of the kindergarten. The creative development of the topic begins with preparing a game script based on the plot of a literary work: a fairy tale, a story, a poem. Next, children are expected to improvise on a given or chosen topic.

The independence of children's play largely depends on whether they know the content of the fairy tale or script. It is very important to preserve the original text in its entirety at the stage of listening to it by children. Do not distort it under any circumstances. But you shouldn’t learn the text with the guys before the game starts. Such preparation would take away time intended for other equally important matters and activities. Moreover, the result will be a performance, not a game. We offer the development of games that do not require long-term painstaking preparation of the teacher and children.

Questions may arise: how and when to introduce the guys to the content of the script? How independent and creative will the game be if the children know the text of the work well? Maybe it's better to offer them unfamiliar text? The well-known and, in general, completely justified recommendation - reading the work before starting the game - requires discussion and clarification. What you read becomes clear if it is sufficiently well illustrated. For this purpose, it is best to display “live” pictures on a flannelgraph or on a table, but you can also use a theater of toys or bibabo dolls. In this way, visual images are simultaneously created and ways of their emotional expressiveness and play are demonstrated.

At first, it is better for the teacher-leader to read the text himself, involving the children in pronouncing its individual fragments. In repeated games, the children’s activity increases as they master the content of the text. Never ask for it to be literally reproduced. If necessary, correct the child casually and, without delay, continue playing. In the future, when the text is well understood, encourage the accuracy of its presentation. This is important so as not to lose the author's findings. When reading poetic texts, involve children in the game if possible. Let them actively participate in the dialogue with you, play along with the main storyline, imitate the movements, voices, and intonations of the game characters.

It is difficult for a teacher to learn many poems and texts of various theatrical games. You can make a recording; it allows you to preserve the means of artistic expression of the text, the figurative expressions of the author. But don't rely entirely on the recording. Learn the texts yourself as much as you can. After all, reading a work must be combined with facial expressions. In addition, you can use poetry every day when communicating with children. For example, while washing toys - “She washed and caressed them for a long, long time.”

Participants in theatrical games must master the elements of transformation so that the character’s character and his habits are easily recognized by everyone. At the same time, give children more freedom in action and imagination when depicting the theme and plot of the game.

Every child wants to play a role. But almost no one knows how to do this in order to experience satisfaction yourself and gain approval from peers. Unexpressive intonations and monotonous movements generate dissatisfaction with oneself, lead to disappointment, loss of interest in the game, and, consequently, a decrease in its emotional impact on children.

Among the variety of means of expression, the kindergarten program recommends the following: in the second junior group, to develop in children the simplest figurative and expressive skills (for example, to imitate the characteristic movements of fairy-tale characters - animals); in the middle group, use artistic and figurative means of expression - intonation, facial expressions and pantomime (gestures, posture, gait); in the senior group, improve artistic and figurative performing skills; in the preparatory group for school, to develop creative independence in conveying an image, the expressiveness of speech and pantomime actions.

Before teaching children the means of expression, check whether you yourself are ready for this. For example, with how many different intonations can you say the words “hello”, “help”, “take”, “listen”, etc. that are so familiar to everyone? Try changing the meaning of the phrase several times by rearranging the logical stress (each time on a different word): “Here is my doll,” “Give me the ball.” Well, you certainly know how to read a fairy tale, changing your voice depending on the character, say, speaking either as Little Red Riding Hood or as the wolf. You will be able to convincingly express fear, compassion, complaint, request while reading K. Chukovsky’s poem “Doctor Aibolit” or any other. Challenge yourself before you speak in front of children. Don't forget that the intonation of your voice is a model for them. The understanding of a fairy tale, poem, story, its emotional and moral impact on children, and the expressiveness of their statements depends on how flexibly and consciously you emphasize the meaning of the work with intonation and characterize the images.

So, your speech in everyday communication, reading, recitation, theatrical games, which you initially lead yourself, serve as the first role models.

Next - some small exercises with children. They need to start with the younger group. It is better to conduct it immediately after the end of the theatrical game. Children are delighted with the way you drove the characters, how they spoke, and acted for them. It's time to invite them to play the same way. For exercises, use the statements of the characters who just spoke. For example, in the fairy tale "The Mitten" you need to ask to wear a mitten, like a mouse and like a wolf. As a rule, there are many people who want to speak out and listen. Make the exercise more difficult - let several mice ask to come into the house one by one. Who will say more plaintively? And then they are for the wolf. Who is more similar? The rest, of course, are burning with impatience, wanting to perform. Let everyone do this. But first, announce a competition - who is better? The winner receives applause.

Children find it more interesting when they not only speak, but also act like the heroes of fairy tales. Point out some of the character's driving techniques and let them try it themselves. The rest will also imitate role-playing movements. Draw children's attention to perform better. Ten minutes of such exercises will satisfy the children’s desire to participate in the game and will bring them joy. In addition, the necessary skills will be developed.

Next time, invite the students to act out a dialogue between two characters: pronounce the words and act for each. This is an exercise in intonation of dialogue. An example is the requests of animals to let them into the mitten and the responses of those who settled in it.

Children feel well and repeat intonations based on contrasts. For example, how the stepdaughter and stepmother's daughter refer to the months; how three bears talk. The exercise can be done like this. Name a fairy tale. And let the children guess which girl or which bear you were talking about. Then they themselves, using intonation, ask each other similar riddles. It is useful to use all appropriate cases in everyday communication and play to train children in the varied intonation of the most common words: “hello” (joyfully, affably, benevolently, casually, gloomily); “goodbye” (with regret, grief or hope of meeting soon); “give” (confident, polite, impatient, offended, begging); “take it” (casually, reluctantly, affably, with a desire to please), etc.

Choose a quatrain and read it to the children with different intonations. Ask them to repeat, and maybe find new intonation options, for example: surprised/mocking, bewildered, sad, cheerful, compassionate. Say the phrase, placing emphasis on a new word each time. For example: “Don’t forget to feed the fish,” “I love my sister,” etc. Draw the children’s attention to how the meaning of the phrase changes depending on the stressed word. Be sure to continue to practice them on fragments from theatrical games, for example, “Grandfather planted a turnip,” “And Fedora became kinder,” etc.

In a circle of children, sit a child in front of you, give him a character in his hands, and take another one for yourself. Conduct a dialogue, involving your partner in it, so as to evoke intonations of surprise, objection, joyful amazement, etc. For example, take yourself a cube, give your child a ball.

Educator:

• -- What do you have?
• - No, look carefully.
• - No, not a ball, but a cube.
• - Yes, cube, cube!
• -- Indeed? So what?
• - Is it really a ball?

• - Ball.
• - I see: a ball.
• - Cube?
• - No, not a cube, not a cube!
• - Ball, ball...
• - Yes, here it is, the ball!

Swap the toys for fairy tale characters and invite other children to argue.

Similar exercises also develop pantomimic means of expression. For example, you can ask children: “Who walked along the path (on the bridge)?” Invite them to choose a character (wolf, fox, hare, mouse). Without naming him, you need to make a riddle about him by imitating his movements. Children guess who walked along the path. Or another exercise: everyone chooses the role of any famous character, but keeps their plan secret. They depict him in various tasks that you can come up with, for example, demonstrating a walk, searching for food, meeting guests, asking to be allowed into the house, running in a competition, the ability to sneak up unnoticed, catching birds, insects, dodging pursuers, etc.

While watching performers with children, teach the children to notice differences in the characteristics of the images. It’s good if you give everyone the opportunity to portray in their own way.

Music helps convey the character's character. For example, in music classes, you can use melody to encourage children to imitate the movements of various characters. For example, after listening to the song “Cockerel” by V. Vitlin, depict how the cockerel sings when he was sick and when he recovered.

The child, rhythmically striking the tambourine, shows how the bear walks and the hares jump. Other children guess which movements correspond to the movements of the bear and hares. Together with musical accompaniment, you can imitate the movements of a frolicking or tired horse.

And here are the musical riddles: “Show how the bunny jumps” (V. Agafonnikov. “Little, Little White”); “Show me how silently the cat moves softly” (V. Agafonnikov. “All furry”); “Show me how a cockerel walks” (V. Agafonnikov. “Not a rider, but with spurs”).

While the children are completing the task, you, along with the rest of the children, carefully look and note the features of each “actor’s” play, and involve the children in finding their own ways of showing. In the future, be sure to include these kinds of fragments in theatrical games to find practical use for them.

Each game requires its own means of expression and creativity. Therefore, we directly included many methodological techniques in the description of game plots. Your task is to find new, more interesting and perfect ones.