Voronina Marina Mikhailovna, primary school teacher explanatory note.
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THEATER CIRCLE
"FANTASY WORLD"
Additional education program for children 7-11 years old.
The duration of the program is 1 year.
Program developer:
Voronina Marina Mikhailovna,
Primary school teacher
EXPLANATORY NOTE
Orientation the modification program of the theater circle "Fantasy World" in content is artistic - aesthetic, general cultural, in the form of organization of a circle, designed for 1 year.
The project of theatrical activity was based on the following principles:
- principle of consistency- implies the continuity of knowledge, complexity in their assimilation;
- principle of differentiation- involves the identification and development of students' inclinations and abilities in various areas;
- fascination principle is one of the most important, it takes into account the age and individual characteristics of students;
- principle of collectivism- in collective creative affairs, the development of versatile abilities and the need to give them to the common joy and benefit.
Distinctive features and novelty program is active an approach to the upbringing and development of the child by means of the theater, where the student acts as an artist, performer, director, composer of the performance;
principle of interdisciplinary integration– applicable to related sciences. (lessons of literature and music, literature and painting, fine arts and technology, vocals and rhythm);
principle of creativity- implies a maximum orientation on the child's creativity, on the development of his psychophysical sensations, the emancipation of the personality.
Relevance programs due to the need of society in the development of moral, aesthetic qualities of a person's personality. It is by means of theatrical activity that it is possible to form a socially active creative person who is able to understand universal values, be proud of the achievements of national culture and art, capable of creative work, writing, fantasizing.
Pedagogical expediency of this course for younger students is due to their age characteristics: diverse interests, curiosity, enthusiasm, initiative. This program is designed to expand the child's creative potential, enrich vocabulary, form moral and aesthetic feelings, because.
It is in elementary school that the foundation of a creative personality is laid, the moral norms of behavior in society are fixed, and spirituality is formed.
When planning the work of the circle, the main goals:
1. Introduce the elements of stage literacy.
2. Improve the artistic taste of students, educate their moral and aesthetic feelings, teach them to feel and appreciate beauty.
3. To develop the creative abilities of younger students, their speech and stage culture, observation, imagination, emotional responsiveness.
Goal setting determined tasks circle activities:
Develop practical skills in expressive reading of works of different genres.- Help students overcome psychological and speech "tightness".
- To form a moral and aesthetic responsiveness to the beautiful and the ugly in life and in art.
- To develop fantasy, imagination, visual and auditory attention, memory, observation by means of theatrical art.
- Development of the ability to act with a word, evoke a response from the viewer, influence their emotional state, learn to use words expressing basic feelings;
7. To bring up in children kindness, love for neighbors, attention to people, native land, indifferent attitude to the world around.
Develop the ability to coordinate their actions with other children; cultivate goodwill and contact in relationships with peers;- Develop a sense of rhythm and coordination of movement;
- Develop speech breathing and articulation; Develop diction on the material of tongue twisters and poems;
- To acquaint children with theatrical terminology; with types of theatrical art; with the arrangement of the auditorium and stage; To cultivate a culture of behavior in the theater;
Age children participating in the implementation of the program from 7 to 11 years old. The program is designed for 1 year.
Forms and methods of work.
The form of classes is group and individual lessons, with the whole group at the same time and with the participants of a specific performance for practicing diction, mezzanine. The main forms of conducting classes are theatrical games, competitions, quizzes, conversations, excursions to the theater and museums, performances and holidays.
Staging scenes for specific school events, staging scenarios for school holidays, theatrical performances of fairy tales, episodes from literary works - all this is aimed at introducing children to theatrical art and skill.
Moving from simple to complex, children will be able to comprehend the fascinating science of theatrical skills, gain experience in public speaking and creative work. It is important that in the theater circle, children learn teamwork, work with a partner, learn to communicate with the audience, learn to work on the characters' characters, the motives for their actions, and creatively refract the data of the text or script on stage. Children learn expressive reading of the text, work on remarks that must be meaningful and felt, create the character of the character as they see it. Children bring elements of their ideas, their ideas into the script, the design of the performance.
In addition, work on the design of the performance, on the scenery and costumes, and musical arrangement is of great importance. This work also develops the imagination, creative activity of schoolchildren, allows them to realize the possibilities of children in these areas of activity.
An important form of this circle's activities are excursions to the theater, where children get directly acquainted with the process of preparing the performance: visiting the dressing room, dressing room, watching the performance. Joint viewing and discussion of performances, films, visits to theaters, exhibitions of local artists; oral stories on read books, reviews of viewed performances, essays.
Conversations about the theater acquaint the children in a form accessible to them with the features of realistic theatrical art, its types and genres; reveals the social and educational role of the theater. All this is aimed at developing the spectator culture of children.
The development of program material occurs through the theoretical and practical parts, mainly the practical direction prevails. The lesson includes organizational, theoretical and practical parts. The organizational stage involves preparation for work, the theoretical part is very compact, reflects the necessary information on the topic.
Class mode
The class schedule is based on two classes per week. Each session lasts 1 hour 20 minutes with a 5 minute break. The educational process is built in accordance with the age, psychological capabilities and characteristics of the children, which implies a possible adjustment of the time and mode of classes.
Expected results
By the end of the year, the child
KNOWS:
1. What is theater
2. How theater differs from other arts
3. How theater was born
4. What types of theaters exist
5. Who creates theatrical canvases (performances)
HAS CONCEPTS:
1. On the elementary technical means of the stage
2. About stage design
3. On the norms of behavior on stage and in the auditorium
CAN:
1. Express your attitude to phenomena in life and on stage
2. Think figuratively
3. Focus
4. Feel yourself in the stage space
ACQUIRES SKILLS:
1. Communication with a partner (classmates)
2. Elementary acting
3. Figurative perception of the world around
5. Collective creativity
And it also gets rid of excessive shyness, fear of society, the "view from the outside" complex, acquires sociability, openness, respect for the world around, responsibility to the team.
Summing up form count: performance at school holidays, solemn and thematic lines, participation in school events, parent meetings, class hours, participation in elementary school events, staging fairy tales, scenes from the life of the school and staging fairy tales and plays for free viewing.
Classes in the circle "Fantasy World" are conducted according to the program, which includes several sections.
At the first introductory lesson, acquaintance with the team takes place in the game "Snowball". The head of the circle introduces the children to the program of the circle, the rules of conduct in the circle, instructions on labor protection, fire safety briefing for students, briefing on traffic rules. At the end of the lesson - the game "Theater - Impromptu": "Gingerbread Man".
1.1 Theme "Plasticity"
"Plasticity" includes complex rhythmic, musical, plastic games and exercises designed to ensure the development of the child's motor abilities, the plastic expressiveness of body movements, and reduce the consequences of educational overload.
1.3 Forms - theatrical exercises in front of a mirror, the competition "Plastic riddles".
1.4 Methodological support:
Krylov I.A. "A Crow and a fox".
Tape recorder, music recordings.
2.1 Theme "Speech gymnastics"
The section combines games and exercises aimed at developing breathing and freedom of the speech apparatus, correct articulation, clear diction, logic and orthoepy. Unlike everyday speech, the speech of a teacher, lecturer, actor should be distinguished by diction frequency, clarity, intelligibility, as well as strict adherence to orthoepic norms, rules of literary pronunciation and stress.
Avoid dictional sloppiness in the words: (training exercises) troika - construction; helmet - a fairy tale; to clap - to devour; break - break; flow - confluence; open - hide.
The voice is the clothing of our speech. In everyday life, strong voices are distinguished - weak, high - low, clean - impure, sonorous - deaf, squealing - grumbling, i.e. household classification indicates the distinctive qualities (signs, signs) of the voice: strength, volume, purity, character of coloring.
The richness of the voice is largely determined by its volume, its register range. In the voice of each person there are 2-3 notes that sound pleasant and are formed without any tension. These are normal or natural voice sounds.
2.3 Forms - etudes and exercises that require purposeful influence of the word. For example: stop a comrade, a passer-by who is walking without noticing an obstacle (a hole has been dug, asphalt has been raised); ask a stranger for a coin for a pay phone; ask a friend: “Have you read this book?” - in order to find out if it is interesting, or to remind with a hint that it is high time to return the book.
Studies on the ability to listen to a partner and achieve the impact of their words on him (short dialogue). Based on these words, come up with what intention, under what circumstances it is necessary to influence the partner with these words (where? when? why? why? what kind of relationship?). For example: "You?" - in the sense: "Here is a pleasant, unexpected meeting!" or: “I didn’t expect you to decide to come!” etc. The partner answers, in accordance with the action of a friend: “Yes!” - as a confirmation of the intention to surprise a friend with his unexpected appearance or as an excuse for untimely arrival, his guilt. Similar exercises and etudes students come up with themselves.
2.4 Methodological support:
Petrova T.I., Sergeeva E.L., Petrova E.S. "Theatrical games in kindergarten" / preschool education and training, supplement to the magazine "Education of schoolchildren". Issue 12 - Moscow, School Press, 2000.
Tape recorder with recording device, microphone.
3.1 Theme "Development of speech"
The section includes word games that develop coherent figurative speech, the ability to compose short stories and fairy tales, and select the simplest rhymes. Children learn to create different character images. In this work, the child lives with the hero's actions and deeds, emotionally reacts to his external and internal characteristics, builds the logic of the hero's behavior. Children develop a moral and aesthetic responsiveness to the beautiful and the ugly in life and in art. When composing works, the vocabulary is enriched, the logic of plot construction develops, when choosing musical and artistic elements for the brightness of the image, a sense of taste is formed.
3.3 Forms - group games, exercises and studies for the simplest types of communication.
3.4 Methodological support:
Volina V.V. "Entertaining ABCs". – M.: Enlightenment, 1994.
4.1 Theme "Folklore"
Effective acquaintance with the legends, traditions, rituals, games and holidays of the Russian people: Christmas, Maslenitsa, Krasnaya Gorka, Trinity expands the inextricable link between art and life, with the origins of the Russian people. Acquaintance with Russian folk genres: fairy tales, songs, games, proverbs, teasers, counting rhymes.
4.3 Forms - improvisation of games, round dances, fairy tales, KVN.
4.4 Methodological support:
Russian folk tales, songs, chants, proverbs, counting rhymes.
"Christmas" - a play for the school theater / Newspaper "Primary School". No. 11/1997.
Shmakov S.A. "From play to self-education". - M .: New School, 1993
5.1 Theme "Theater"
Section "Theater" - designed to introduce students to the theater as an art form; to give a concept of what theatrical art gives in the formation of personality. It includes conversations, excursions to the theater, to the dressing room, video screenings and audio listening, participation of children in sketches, presentation of their works on the topics of conversations. Brief information about theatrical art and its features: the theater is a collective art, the performance is the result of the creative work of many people of various professions. Respect for their work, culture of behavior in the theater,
The section provides for not so much the acquisition of professional skills by the child as the development of his play behavior, aesthetic sense, the ability to communicate with peers and adults in various life situations.
5.3 Forms - excursions, staging a performance.
5.4 Methodological support:
Dzhivilegov A., Boyadzhiev G. The history of the Western European theater. M., 1991
Arto A. Theater and its double. M., 1993
Video camera, computer, projector, screen.
6.1 Theme "Creativity"
The section includes word games that develop coherent figurative speech, the ability to compose tongue twisters, counting rhymes, short stories and fairy tales, and to select the simplest rhymes. Children learn to create different character images. In this work, the child lives with the hero's actions and deeds, emotionally reacts to his external and internal characteristics, builds the logic of the hero's behavior. It is necessary to discuss sketches, to educate the children in interest in each other's work, self-criticism, to form a criterion for assessing the quality of work. Children develop a moral and aesthetic responsiveness to the beautiful and the ugly in life and in art. When composing works, the vocabulary is enriched, the logic of plot construction develops, when choosing musical and artistic elements for the brightness of the image, a sense of taste is formed.
6.3 Forms - creative games, competitions.
6.4 Methodological support:
Video camera, computer, projector, screen.
7.1 Theme "Performance"
"Performance" - is auxiliary, based on the author's scripts and includes working with excerpts and staging performances. The manifestation of children's creativity is possible: the addition of the script by students, the choice of musical accompaniment for the performance, the creation of sketches of costumes and scenery.
Preview of the play. The first reading of the work by the leader in order to captivate children, help them grasp the main meaning and artistic originality of the work.
Exchange of impressions. Children's retelling of the plot of the play in order to identify the main theme, main events and the semantic essence of the clashes of the characters.- Collective learning of replicas. From the formation of a holistic emotional state, one should move on to a more detailed analysis of roles.
- Reproduction in action of separate events and episodes. Reading a play (according to events); analysis of the text along the lines of action and the sequence of these actions for each character, as in a given episode.
Based on the results of the casting for the best acting skills, the main performers are selected. Playing the parsed event in action on the stage. Analysis of advantages and disadvantages.- Sketches of scenery, costumes, their production are collectively carried out.
- Individual training of the main performers, practicing the mezzanine.
- Revisiting the text of the play.
- Run-through and general rehearsals, performance.
- The direct organization of the performance of the play is also important: preparation of posters, programs, tickets, preparation and verification of design, allocation of those responsible for the scenery, props, costumes, for lighting, musical accompaniment, for working with the curtain. We also need people on duty in the hall from among the circle members who are not involved in the performance.
Video camera, computer, projector, screen.
TECHNICAL MEANS
A computer,
Record player
Discs with recording of fairy tales and productions,
CDs with music (classical and children's),
Video camera for analysis of performances.
LITERATURE.
Petrova T.I., Sergeeva E.L., Petrova E.S. "Theatrical games in kindergarten" / preschool education and training, supplement to the magazine "Education of schoolchildren". Issue 12 - Moscow, School Press, 2000.
- Volina V.V. "Entertaining ABCs". – M.: Enlightenment, 1994.
- Kolcheev Yu.V., Kolcheeva N.M. "Theatrical games at school" / "Education of schoolchildren" library of the magazine. Issue 14 - M .: School press, 2000.
- Stroganova L.N. The program of the Drama Club "Fairy Tale" link hidden
- Streltsova L.E. "Literature and Fantasy". – M.: ARKTI, 1997
- “Hares are my weakness” - a play for the school theater / Newspaper “Elementary School”. No. 27/2000
- Games, learning, training./Ed. Petrushinsky. - M .: New school, 1993
- Pobedinskaya L.A. “Once upon a time there were fairy tales” - M .: Sphere, 2001
- "Our Merry New Year" - a New Year's play for the school theater / Newspaper "Primary School". No. 11/1997
- Marshak S.Ya. "Twelve months"
10. Krylov I.A. "A Crow and a fox".
I am Voronina Marina Mikhailovna, a primary school teacher in Chelyabinsk. I have 27 years of teaching experience. I master modern theories of teaching. I use in my work various techniques, means and methods of training and education for the formation of knowledge and skills of students.
Working on the methodological topic “Formation of the cognitive interests of younger students in the Russian language lessons”, I develop the abilities of students, instill in students independent work, and contribute to the development of creative abilities.
In 2008, she took advanced training courses on the topic: “Variable educational programs for a four-year elementary school (traditional system)”, in 2011 “The program for the formation of universal educational activities as part of the introduction of the Federal State Educational Standard of a new generation”
I use in my work the methods of developmental learning, gaming technologies, collective forms of work: discussion, disputes, learning technologies based on the construction of diagrams and iconic modules of educational program material.
Every year I invite my students to participate in olympiads at various levels: school, district-city, in international competitions - the mathematical game "Kangaroo", "Russian Bear Cub - Linguistics for All", the game competition "Golden Fleece".
Competition of Specialists "Erudite-Marathon of students - 1st place at school, 2nd and 3rd place at school. Intellectual marathon of local history - 3 second places at school, Olympiad Man and Nature" - 1st place in the region, Mathematical competition-game "Kangaroo" - 1st place in the region.
I am an active participant in the district panoramas of open lessons on the basis of MOU SOSH No. 17 of the Soviet District (a lesson on the topic "Unstressed vowels, checked by stress", a city seminar based on MOUSOSH No. 89 in 2010. In the 2010-2011 academic year, I was a participant in a city seminar based on MOU secondary school No. 89 on the topic: "The formation of universal actions through the implementation of a system-activity approach in teaching younger students."
In 2006, she completed a short-term training at the Regional State Institution "Regional Center for Information and Logistics Support of Educational Institutions located in the Chelyabinsk Region" under the program "Information and Communication Technologies in the Activities of a Subject Teacher". From February 11, 2008 to February 22, 2008, she underwent a short-term training at the Chelyabinsk Institute for Retraining and Advanced Training of Educational Workers on the topic: “Variable educational programs for a four-year elementary school (traditional system)”, in April 2011 she studied at the municipal educational the institution of additional education (advanced training) for specialists "Educational and methodological center of Chelyabinsk" according to the program of the thematic seminar "the program for the formation of universal educational activities in the framework of the introduction of the Federal State Educational Standard of a new generation"
I have the following awards
2000 Diploma of the Moscow Educational Institution No. 17 of Chelyabinsk Winner of the "Star Hour" competition in the nomination "My First Teacher" (for creating a bright image of the school in the soul of a child) 2002 Diploma of the Deputy of the State Duma of the Russian Federation V. Hartung. 2004 Diploma of the Main Department of Education and Science of the Chelyabinsk region. 2008 Honorary diploma of the Ministry of Education and Science of the Russian Federation 2010 Diploma of the Department of Education of the Kurchatovsky District of the Administration of Chelyabinsk. 2010 Diploma of the Head of the Department of Education of the Kurchatovsky District of the Administration of Chelyabinsk 2011 Diploma of the Autonomous Non-Commercial Organization of the Youth Development Center for the organization of the competition of the Specialists of the project "Erudite Marathon of Students" 2011 Gratitude of the Educational and Methodological Center of Chelyabinsk |
How to help a child not to get lost in a complex reality, to resist various influences and later find their place in life? Economic knowledge is becoming more and more necessary for our children. In order to fully realize their abilities, children from an early age must be well oriented in the life around them. And without knowledge of economics, it is very difficult to do this.
The proposed development of classes for an additional educational program for younger students can be implemented in circle activities. Their content will help the teacher to satisfy children's needs for the knowledge of simple economic laws, to orient themselves in economic concepts, which, in turn, will contribute to the development of logical thinking, cognitive activity, the education of thrift and economy.
The manual is intended for teachers of additional education; can be recommended to primary school teachers, parents for joint classes with children.
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