Games sketches in kindergarten. Card index of theatrical games and sketches. Game-sketch “Delicious porridge”
Many people ask the same question:
Musicians constantly argue about this topic (what to play music or exercises). Everyone has their own opinion, because everyone is an individual.
The answer is music.
I thought about this a lot and talked about this topic. I came to the conclusion that it is necessary to do this, but this is not the goal. The goal is to play music...
Have you ever had a moment when you were told:
Well, you’ve been going to the guitar for a year now and can’t play anything worthwhile, but Sanyok, your neighbor, doesn’t go anywhere or see anyone, he plays nirvana and all sorts of riffs, and you’re all scales and etudes.
Regarding the fact that someone came and said play something... it will always be like this... there was such an example with me personally, when I went to my teacher, and there sat a guy who did not want to learn notes and play on principle exercises (my age). At that time, of course, he played perfectly (in my opinion), but then I still did not understand how he played, cleanly, dirty, evenly or unevenly... then he simply played some solo that was too popular at that time (some of Deep Purple) and it seemed to me that this was the height of skill.
“Cool,” I thought, and why don’t I study this with my teacher?
In fact, when he left, my teacher told me that such people are used to playing “chips.” They don't work on learning the instrument in depth. They don't like to do painstaking work. As a rule, the filigree of technology is not honed. And as a rule, they study forever. Well, it’s clear that we are all learning forever, because there is no limit to perfection, but here we are talking about something a little different. This means that they need to work on the sound, on vibrato, rhythm and other musical things. And since they don’t go deep into it, they constantly need to show it and work on it. If they don’t specifically practice this in sketches and exercises, then they won’t be able to do it.
-How to do and what, you ask? Yes, that's the right question!
The most important thing when you want to start playing guitar professionally, or, say, some other musical instrument, is
To not give up. Yes, yes, don't give up. Because at first nothing will work out. This period takes approximately a year. The year is my statistic. Since I have been teaching guitar quite a bit since 2001. During this time, believe me, I retrained quite a lot of people. And he managed to discover some observations of his students. For example, the fact that our hands begin to obey when we exercise them correctly and set the right goals and objectives for ourselves.
At first, you need to do different exercises for your hands, or more precisely, for your fingers. Hone transitions from string to string, work on hand endurance, vibrato, braces, sweep, legato, tapping and other techniques, we will not list them all, since there are plenty of them. It is better to do all this on sketches. Etudes are small pieces aimed at developing the performer's musical technique. You should definitely keep them in your arsenal. Preferably more, say 5-10.
This is a very important element in playing the guitar, because if you play some long piece, you simply will not be able to finish it. Why, because you simply don't have the stamina. Halfway through the musical text, your hands will begin to clench from fatigue. It’s worse if you also play with unrelaxed hands. Then the game of long plays will end in double. First, learn to relax while playing, then you will be able to play long pieces in sixteenth notes, without stopping. In fact, musicians are called “small muscle athletes.” That's right, I think you will agree with me? If a person does something every day, his body first begins to resist and then gets used to it. Soon the body takes it for granted. For example, running 5-10 kilometers or more. You can compare it to a cross-cutting exercise.
This is when you and I play all the notes in a row in the first position. For example, the first string is 1-2-3-4 frets, then 2-3-4-5, and so on, then we go down the same principle. I think everyone understood what we were talking about. So, this exercise reminds me a lot of a six-kilometer run. Because if you and I run a cross-country race, each lap is a kilometer, then we need to run six laps. How will we do this? Just run all six laps without stopping and that’s it, right? It's the same with playing the guitar. You need to play through the exercise all six strings without making the slightest pause, and play at a good tempo. It’s not like you play, but watch TV yourself, and God forbid the “let’s get married” program, thinking that I’ll learn to play and go to the program to win the hearts of beautiful ladies, but concentrate my attention on the fretboard.
Which was voiced at the beginning of this topic: some Sanek will ask you to play something for him... After all, he plays metallica and all sorts of riffs, and wants to measure his strength with you. He doesn’t go anywhere, but you go and spend money, he’ll say. And on the one hand, it turns out that in his own way he is right... after all, what do the people need? People need to play something painfully familiar and melodic, sometimes, of course, fast...
You won’t play at a birthday party or just like that, some surprise for your girlfriend: “etude in G flat major sharp”)) This is somehow completely different. And your girlfriend will feel awkward because she simply does not understand what you are playing to her. She simply won’t understand your scales and exercises. A beautiful smiling face with brightly painted eyelashes, she will still have to build at this moment for you. Make a cute and at the same time interested look in what you are doing there. Although, on the other hand, if there is love between you, then whatever you do for her, she will be pleased. After all, you are doing this only for her!
It turns out the same way as if you started going to the gym and after a month, or even two, you wanted to show off your “muscles” to your beloved. If you dressed like that in a T-shirt, smeared yourself with makeup for bodybuilding athletes. You walk out the door and voila, what does she see? It’s clear that in a month or two, she will see a stranger painted brown in a white T-shirt and nothing else. Yes, you yourself will not appear to her like that, although... who knows, your games;)
Well, that's it, a small digression...
Therefore, for a good sound, a certain time must pass, during which you can install your sound and equipment.
But if you play with poor quality sound and, on top of that, it’s not smooth, then in the end they’ll just come up to you and say:
Don't worry, you'll learn more!
And you will agree that this is not a particularly bright compliment :)
Something more musical is needed here.
And people won’t like it at all. We are mostly used to listening to either something popular or something melodic... If we play a fast etude for the people. Even if you perform it well: make it dynamic, crescendo, diminuendo, it is unlikely that those people who will be at your celebration will be able to appreciate it. Those who will be their faces in the salad will definitely not be able to do this..
In fact, that’s how it is, now there’s a different moment. Look, when a person wants to start doing something seriously, and not superficially, what does he do? Starts from the very basics... generally from the basics. For example, take ballroom dancers. This topic is close to me, since my eldest son is engaged in ballroom dancing. And I see what he already had to go through to achieve success in this amazingly beautiful art. It's just that it's much easier to teach why to young children, because they accept everything you tell them. They don't ask you:
-Why do I need to play this scale?
-What will this exercise give me?
-When will I play fast passages? etc.
Children are just that, children. This is their big advantage in training. They absorb everything like a sponge. Unfortunately, sometimes they absorb bad things too, but what can you do?
Look what a huge plus this is:
You can pump up your fingers in a year or two, hone your technique to a good result. Work on theoretical points such as intervals, triads, seventh chords, scales, pentatonic scales and much more. And after this, the student (no matter big or small) acquires a culture of sound. Here he himself can determine who plays how and how he should play. There is already a foundation on which he can firmly rely and develop further.
Many years later the same student came to me,
about whom I wrote at the beginning, who played Deep Purple. We figured it out word by word. What happens? It turns out that initially my teacher gave me a basis that seemed incredibly boring to me at that time. But the most interesting thing is that after several years, thanks to these seemingly boring scales and exercises, the guitar became a part of me. I began to understand how to play, how to compose, improvise, what the sound should be...
Many guys don't understand the importance of exercises and etudes. Give them everything at once. And sometimes it turns out really interesting. Especially when someone comes to study for the first time. They set the following task: I want to play cool! They say the following:
I don’t need scales, the exercises are very boring and I simply won’t play them, I don’t play with an alternating stroke, I play with my own stroke, it takes a long time to relearn and there’s no time for that. I just want to play rock!
Sometimes you just want to say, but how do you imagine this? After all, in essence, if you came, for example, to karate (I once went there for five whole years. I even broke boards with my fist. I don’t understand how I did it now.) and say:
-Let me break something from you, like a board or a brick, I’m not interested in push-ups with my fists. And I’m not interested in your running in circles either. Just give me a couple of tricks and that's it...
But at one time I was the same. I asked my teacher to play the most difficult pieces. He then told me:
-Kolya, you’re about to “break all your fists” over this play. What's the point in playing it now? because today you are simply not ready for it. Wait a year or two. Let's work on the sound, rhythm and then it will sound like it's supposed to! All this was not very clear to me then. Now I find myself in the same situation and I understand perfectly well that everything has its time. You need to prepare for complex compositions, otherwise they will simply be performed poorly.
My teacher was 100% right then. Because they look at music differently. They want to hear it perfectly from our hands. So that the composition sounds beautiful, smooth and dynamic. Therefore, at first you need to practice the sound, rhythm, and technique of playing the guitar. And only then will you be able to amaze all your loved ones by playing not just as a young man, son, husband, father or grandfather, but as a true professional. And don’t worry about such compliments... no one will be able to tell you, but they will only shake your hand and ask:
-Where did you learn to play like that?
Therefore, we can conclude from all of the above:
Playing etudes and exercises is absolutely necessary in order for you to grow in sound and technique. But it’s also worth noting that you don’t need to focus only on sketches and exercises alone. Since the music itself is not an exercise or an etude, it is music. And she needs to study too. And since you will already have experience in playing various kinds of exercises and etudes, you will be able to play much more pieces of music. So when you are asked to play something, you can demonstrate it with ease!
Don’t be discouraged by the fact that you are only playing etudes and exercises for now.
After all, this is one way or another the basis of your musical growth. Believe me, everything has its time.
After all, when we play etudes and exercises, we work on ourselves. We are working, not having fun, sitting near YouTube in search of an interesting and simple riff. Now we can create it ourselves and teach Sanka to play like you, since now we know what the sound consists of and how to perform it correctly. And Sanya will continue to ask how you achieved this. He doesn’t study seriously, why does he need to know intervals, triads, scales, pentatonic scales, seventh chords and other musical guitar theory. He also plays in a punk rock band. And most importantly, he has long hair))
Unfortunately, such people look at everything superficially and do not delve into the essence. As a rule, they do not study with a music teacher. And since he simply doesn’t have it, no one can give him a good kick and suggest the path of development. And if no one shows you, then you won’t be able to find the “way” alone.
Many of us really need a kick in one place.
Sometimes it's just not enough. Sometimes I just want someone to call me and say: did you study today? Let's take the instrument, stop sitting at the computer, and go practice!
It is best to teach children not etudes, but simple melodies. Think in images.
When children at 6 years old come to Muz. school, then they are taught to sit, and then they begin to learn an easy one-voice melody. I remember it "On a Green Meadow". Then a song about a bunny. I had to sing and play. Everything is on three notes - popevki. But the teacher clearly directed that you need to play “like a bunny galloping”, and not like “an elephant stomping”! The child understands that it is necessary to reflect an image in music - a “bunny” or a cheerful “shepherdess” with a pipe, or a Christmas tree that is cold in the winter of a mouse))) Then, six months later, the first exercise begins - scales. For arm training.
This is a secondary activity, rather an additional one. The main classes were learning plays from simple to more complex.
This is a classical piano school that has produced a huge number of stars on the world stage (Richter, Matsuev, etc.)
Draw conclusions on how and what to do to become a musician.
According to the student’s level, gradually complicating the tasks (it’s good if the teacher knows the methodology, and not just his dude).
When playing music (for example, B.B. King's part), a simple blues guitarist (meaning a rock guitarist) immediately works on all aspects of the artistic image, phrasing, intonation, and rhythm. In this case, his thought works to create a musical picture. And the fingers are trained in parallel, performing the task set by the head.
Many take a different path. They first start training their arms. Thinking that “I’ll practice the exercises and then (when I’m ready) I’ll start playing music.” This approach risks turning everything into sports activities. And since you can train your hands ad infinitum (it will always seem that I still don’t know much), many people never get to music. Ask this person to play a simple song, with an introduction, development, climax, (that is, with an understanding of the form), at best he will drive up and down high-speed scales. Because what you gave time to is what you got.))) Whoever devotes time to music receives music. And whoever trains his fingers gets trained fingers. He just doesn’t know where to use them. It turns out like a “headless horseman”))))
Of course, without exercises and technical studies, learning does not occur. Nobody canceled the exercises. But they do not become the main priority and center of the universe.
From all of the above, we can conclude: The main thing is to play music, and the rest is up to you...
Example of an etude for electric guitar:
Introduction.
The focus of teachers working with preschool children is on creating the necessary conditions for learning and education; children’s development of a system of knowledge and methods of independent activity; implementation of the state standard of preschool education.
A child’s acquisition of knowledge and skills and the development of his abilities are carried out only through active activity.
The most important activity of a preschool child is play. The game develops thinking, speech, imagination, memory, learns the rules of social behavior and develops appropriate skills.
One of the forms of organizing the pedagogical process is theatrical play.
Through various forms of theatrical play, children improve moral and communication qualities, creativity, and mental processes.
When solving these pedagogical problems, an important role is played by the coordination of theatrical elements with the plan of educational work. Depending on calendar planning, you can select game and stage material. So, with children of primary preschool age, on the topic “Autumn, Autumn, we invite you to visit us!”, You can act out the Russian folk tale “Turnip” using a cardboard theater. In the middle group on the topic “How animals spend the winter in the forest” - a dramatization based on the Russian folk tale “The Winter of Animals”. In the senior group on the theme “Autumn Forest”, you can offer children a mini-dramatization “Lesovichka’s Riddles”, using glove dolls: a bear, a bunny, a fox. In the preparatory group on the theme “Maslenitsa” for the lesson-game “Spring is Red” with folk games and round dances.
At the end of the school year, summing up the results of learning and the quality of children’s knowledge, it is possible to diagnose the level of the child’s emotional sphere and creative expression. The degree of manifestation of children's emotional and creative abilities is assessed by indicators: high level, average, low. The dynamics of changes in the level of these indicators allows us to draw a conclusion about the advisability of using methods and techniques of theatrical games in the process of educational work.
The practice of educational work and the annual comparative analysis of the quality of knowledge and indicators of creative manifestation of children show: theatrical forms give impetus to the development of cognitive abilities; activates thought processes; awaken creative initiative, imagination, fantasy.
Theatrical play, corresponding to the age of the child, can harmonize his appearance. Speech exercises, sketches, a theatrical story, a game activity, a fairy-tale quiz, a dramatization of a fairy tale - all these forms of theatricalization develop mental processes, improve the moral and communicative qualities of the individual, and awaken the desire for creativity.
Theatrical play promotes:
1. Development of children's speech.
2. Development of moral and communicative qualities of the individual.
3. Development of motor qualities and skills.
4. Development of creative imagination and fantasy.
5. Development of cognitive abilities.
The types of theatrical games are:
1. Games with theatrical elements.
2. Activity-game.
3. Theatrical story.
4. Quiz-entertainment.
5. Performance-game.
The most important conditions in the implementation of game forms of work are:
1. Using speech exercises.
2. Selecting exercises or tasks depending onchildren's individuality.
3. Ensuring psychological comfort in and outside of class.
4. Encouraging children to actively participate in theatrical games, exercises, sketches.
Let us dwell on the methodology of theatrical games and the conditions for their implementation.
I. Games with theatrical elements.
Games with theatrical elements include: speech exercises; sketches for the expression of basic emotions; sketches to reproduce the main character traits; games to develop attention and memory; studies on the expressiveness of gestures; role-playing games.
1. Speech exercises influence emotional and personal
the sphere of the child; develop purity of pronunciation; improve intonation coloring of speech; develop the ability to use expressive means of voice. To perform these exercises, you must first learn the texts. The exercise can be group or individual. It is important that children do this meaningfully, emotionally, and with interest. Texts must be age-appropriate for children.
For example, the following: “Echo”, “We’re going, we’re going on a cart”, “Clean talk” - develop the expressiveness of speech, memory, and imagination.
2. Sketches for the expression of basic emotions develop moral and communicative qualities of the individual; contribute to understanding the emotional state of another person and the ability to adequately express one’s own. The content of the sketches is not readable to children.
An emotional retelling of the proposed situation is a condition for creating many game options on a given topic. Sketches should be short, varied and accessible to children in content.
Thus, in the sketch “The Fox Eavesdrops,” children learn to convey the emotional state of the character through a certain posture and facial expressions.
3. In studies for reproduction character trait Children learn to understand what behavior corresponds to what character trait.
The emphasis is on positive behavior models.
Thus, in the episodes “Greedy Dog”, “Terrible Beast”, through facial expressions, gestures, and posture, children convey individual character traits (greed, isolation, cowardice, courage).
4. Games to develop attention and memory develop the ability to quickly concentrate; activate memory and observation skills. In these games, children perform various movements according to a signal, repeat given movements and exercises.
Thus, in the game “Magic Circle”, children perform various movements according to a signal and develop attention; In the game “Wind-up Toys,” players develop motor-auditory memory through transformations.
5. Purpose sketches on the expressiveness of gestures is to develop children's correct understanding of emotionally expressive hand movements and adequate use of gesture. The content of the sketches activates the expressiveness of movements and creative imagination.
In the game “Snowballs”, children master the expressiveness of movements through imaginary winter entertainment; in “A Friendly Family”, through pantomime, the accuracy and expressiveness of conveyed actions develops: painting with a brush, knitting, sewing, modeling, etc.
6. Role-playing games Using elements of costumes, props, masks and dolls, they develop creative imagination, fantasy, and communication. Children, together with the teacher, make masks, props, elements of costumes and scenery. Parents can participate in the preparation process.
In the game “Organizing a General Theater,” children, together with their teacher, make dolls from paper bags and cups and act out everyday and fairy-tale scenes. Collective relationships, creative imagination, and fantasy develop.
II. Activity-game.
This form of organizing pedagogical work may include: sketches, fragments of fairy tales, games with theatrical elements.
During the lesson, fragments of a fairy tale are performed in an improvised form. This method of teaching helps to solve software problems in a fun way; has a positive effect on the formation of the child’s emotional and moral environment. At a complex lesson-game based on the Russian folk tale “Masha and the Bear”, children complete the teacher’s tasks to develop coherent speech, develop mathematical abilities, memory, and attention.
III. Theatrical story.
Techniques and methods of theatrical storytelling can be used both during class and outside of it. While reading or narrating a literary work, the teacher himself “plays” the characters, using intonation and emotional coloring of speech. Through expressive reading, acting out episodes; Through illustrative material, children are immersed in the atmosphere of a literary work. All tasks that are included in the program content of the lesson can be solved with the help of expressive gaming theatrical means. An example of such a theatrical form could be a lesson on familiarization with fiction: the Russian folk tale “Khavroshechka”.
IV. Quiz is fun.
The theatrical form of literary quiz-entertainment helps broaden children's horizons; activates emotional and creative potential. Work is underway to make costumes and props. The musical arrangement is prepared, the soundtrack is recorded, the texts are learned, and excerpts from literary works are rehearsed.
A stage version of the activity-game based on the works of A.S. Pushkin “Lukomorye” takes children on a fabulous journey. In this quiz, children participate in short performances, answer questions, and solve riddles. Preschoolers participate with interest and pleasure in educational theatrical games.
V. Performance-game.
This form of work requires long and careful preparation: a special dramatization is written taking into account the age-specific individual characteristics of the children. Rehearsals are held in a playful way. Scenery and costumes are being prepared, posters and theater programs are being produced.
The play-play, based on the Russian folk tale “Turnip”, helps to reveal the creative potential of children, emotionally enriches the performers and spectators of the play.
Thus, children, through various forms of theatrical play, develop moral and communicative qualities, creative abilities, and mental processes.
Practical material.
Speech games and exercises .
1. “Funny poems” (for children 3-4 years old).
Goal: Develop purity of pronunciation. Pay attention to intonation expressiveness of speech.
Progress: Children recite poetry together with the teacher. Gradually, from exercise to exercise, children acquire the skill of intonation expressiveness.
“There is a stump in the swamp,
He's too lazy to move.
The neck does not move.
But I want to laugh!”
“Was there a shoemaker? - Was!
Did the shoemaker sew? - Sheel!
Who are the boots for?
For the neighbor's cat!
“- Cat, what’s your name?
Are you guarding the mouse here?
Meow! Do you want some milk?
How about a puppy as a companion?
2. “Echo” (for children 4-5 years old).
Goal: Change intonation coloring when reading a text.
Progress: “We wandered through the dark forest,
We asked in unison:
Is Grandma Yaga at home?
Les answered us:
The text is repeated, only the adverb is replaced - as you asked? –
“Friendly; quiet; menacing; cowardly; boldly…"
3. “We’re going, we’re going on a cart” (for children 5-6 years old).
Goal: To develop clarity of pronunciation, sense of rhythm, expressiveness.
Move: “We’re going, we’re going on a cart,
Collect nuts in the forest
Creak, creak, creak,
Creak, creak, creak.
The leaves are rustling - sh-sh-sh,
The birds are whistling - hit-piryu, hit-piryu,
Squirrel on a branch
He keeps gnawing on nuts - click, click, click, click,
The red fox is guarding the hare (pause)
We drove for a long, long time,
Finally, we’ve arrived!”
Goal: To develop the ability to use expressive means of voice.
Proceedings: “The sun has warmed up (singing a high-pitched sound oo-oo-oo)
A cheerful stream ran down the hill (they wag their tongue, imitating the cheerful “gurgling”).
Filled a large deep puddle to the brim
(“gurgling” with low sounds).
It overflowed (“gurgling” like a wave: up and down).
Bugs crawled out from under the bark (w-w-w)
And insects (z-z-z)
Spread your wings (crash-crash-up)
And they flew somewhere (tr-tr-tr – in a whisper).
Spring has come!”
5. Tongue twisters. Pure talk.
Goal: Improve the clarity of pronunciation.
Move: “Hot bricks!
Get off the stove
Bake it in the oven
Rolls made from flour!”
“Tary-bars, rastabars,
Varvara’s chickens are old!”
“Senya was carrying a cart of hay”
“Sasha knocked off the pine cones with a stick.”
"Eagle on the mountain, feather on the eagle."
“A beetle is buzzing over the honeysuckle,
Green casing on the beetle"
Sketches for the expression of basic emotions.
1. “The fox is eavesdropping” (for children 3-4 years old).
Goal: To develop the ability to understand the emotional state and adequately express oneself (attention, interest, concentration).
Progress: The fox stands at the window of the hut in which a cat and a cockerel live. Eavesdropping. The head is tilted to the side - listening, the mouth is half open. The leg is put forward, the body is slightly tilted forward.
2. “Delicious candies” (for children 4-5 years old).
Purpose: To convey the internal state through facial expressions (pleasure, joy).
Progress: The girl is holding an imaginary box of candy.
She hands it to the children one by one. They take the candy, thank you, unwrap the paper and help themselves. You can see from their faces that the food is delicious.
3. “Walk” (for children 5-6 years old).
Goal: Consolidate the reproduction of various emotions (joy, pleasure, surprise).
Progress: Summer day. Children are walking. Rain is coming. The children are running home. We arrived on time, a thunderstorm begins. The storm passed, the rain stopped. The children went outside again and began running through the puddles.
4. “Battle” (for children 6-7 years old).
Goal: Consolidation of the reproduction of various emotions (joy, pride, fear). Development of creative imagination.
Progress: One child portrays Ivan Tsarevich, the second
Snake - Gorynych (the head and hands are the heads of the Snake). There is a battle going on. Ivan Tsarevich wins. The snake is defeated.
Sketches for the reproduction of character traits.
1. “Old Man” (for children 3-4 years old).
Purpose: Through facial expressions and gestures, convey character traits (cheerful, kind, funny, mischievous).
Procedure: Read D. Kharms’ poem “The Cheerful Old Man” to the children. Children imitate the states and actions mentioned in the poem.
“Once upon a time there lived an old man
Vertically challenged,
And the old man laughed
Extremely simple:
Ha-ha-ha, yes he-he-he,
Hee-hee-hee, boom-boom!
Boo-boo-boo, yes be-be-be,
Ding-ding-ding
Yes, trick-trick!
Once I saw a spider,
I was terribly scared
But, clutching my sides,
Laughed loudly:
Hee-hee-hee, yes ha-ha-ha,
Ho-ho-ho, yes gulp-gul!
Gi-gi-gi, yes ha-ha-ha,
Go-go-go, yes glug-glug!
And when I saw a dragonfly,
I got terribly angry
But laughing on the grass
And so he fell:
Gee-gee-gee, yes gu-gu-gu,
Go-go-go, yes bang-bang,
Oh guys! I can not!
Oh guys! Ahah!
2. “Greedy Dog” (for children 4-5 years old).
Goal: To convey character traits (greed) through facial expressions and gestures.
Progress: The teacher reads a poem by V. Kvitko.
“The greedy dog brought firewood,
I applied water, kneaded the dough,
He baked the pirogov, hid it in a corner,
And he ate it himself - noise, noise, noise!”
Children imitate the state and actions mentioned in the poem.
3. “Terrible beast” (for children 5-6 years old).
Purpose: Through pantomime, convey the character traits and behavior of the characters (brave, cowardly, stupid, cautious).
Progress: The teacher reads V. Semerin’s poem “Terrible Beast.” Children who have received roles act according to the text.
"Right to the room door,
A predatory beast is infiltrating!
His fangs are sticking out
And the mustache bristles -
His pupils are burning -
I want to be scared!
Could it be a lioness?
Can a she-wolf howl?
The stupid boy shouted:
The brave boy shouted:
4. “Magic ring” (for children 6-7 years old).
Goal: To convey character traits (good, evil, fair) through pantomime. Develop creative imagination.
Progress: An evil wizard, with the help of an enchanted ring,
Turns a good boy into a bad one. The boy offends everyone, teases everyone, breaks everything. Finally, tired, he falls asleep. A good wizard offers to save the boy and remove the ring. All the children quietly come up and take off the ring.
The boy wakes up. He is affectionate again and asks everyone for forgiveness. Everyone is having fun.
Games to develop attention.
1. “Be careful!” (for children 3-4 years old).
Purpose: Stimulate attention; respond quickly and accurately to sound signals.
Progress: Children walk to cheerful music. Then, for the word “Bunnies”, children pretend to be bunnies (jumping), for the word “Horses” - horses (hitting their feet on the floor), for the word “Crayfish” - they back away, “Stork” - stand on one leg, “Birds” - they run with their arms outstretched.
2. “Magic Circle” (for children 4-5 years old).
Goal: Carry out movements carefully when given a signal.
Progress: The players stand in a circle. At the signal of the bell, the children take turns making the following movements: one crouches and stands up, the other claps his hands, the third crouches and stands up, etc.
3. “Listen to the claps” (for children 4-5 years old).
Goal: Develop active attention.
Progress: The players go in a circle. When the leader claps his hands once, the children must stop and take the stork pose (stand on one leg, arms to the sides). If the leader claps twice, take a frog pose (sit down, heels together, toes and knees to the sides, hands between your legs on the floor). After three claps, the players resume walking.
4. “Milchanka” (for children 6-7 years old).
Goal: To develop attention and the ability to focus quickly.
Move: Leading:
Hush, mice!
Cat on the roof
And the kittens are even taller!
One two three four five,-
From now on it's time to be silent!
The players fall silent. The driver watches who speaks or laughs. This child pays forfeit. When there are 5-6 forfeits, they are played out. Each owner performs an artistic performance.
Memory development games.
1. “Remember your place” (for children 3-4 years old).
Progress: Children stand or in different corners of the room.
Everyone must remember their place.
Cheerful music sounds, everyone “turns into birds and moves around the room. The music ends. Everyone must return to their places.
2. “Wind-up toys” (for children 4-5 years old).
Goal: To develop motor-auditory memory.
Progress: There are toys in the wind-up toy store: dolls, bunnies, bears, frogs, birds, butterflies. Music sounds: “The toys’ factory is turning on.”
Children move around the room. The music stops and the children return to their seats.
3. “Artist” (for children 5-6 years old).
Goal: Develop attention and memory.
Progress: The child plays the role of an artist. He carefully examines the person he will “draw”, then turns away and gives him a verbal portrait.
4. “In the mirror store” (for children 6-7 years old).
Goal: Develop observation and memory.
Progress: There were a lot of large mirrors in the store. A man came in with a monkey on his shoulder. She saw herself in the mirrors and thought that they were other monkeys and began to turn her head. The monkeys answered her in kind.
She stamped her foot - and all the monkeys stamped their feet. Whatever the monkey did, everyone repeated its movements exactly.
Studies on the expressiveness of gestures.
1. “Quiet” (for children 3-4 years old).
Goal: To develop expressive hand movements and adequately use gesture.
Progress: Little mice cross the road where the kitten is sleeping.
They walk on their toes, then stop and sign to each other: “Quiet!”
Expressive movements: the neck is stretched forward, the index finger is placed on pursed lips, the eyebrows “go up.”
2. “Snowball fight” (for children 4-5 years old).
Progress: The sketch is accompanied by cheerful music. Winter. Children play in the snow. Expressive movements: bend down, grab snow with both hands, make a snowball, throw a snowball with sharp, short movements.
3. “Game with pebbles” (for children 5-6 years old).
Goal: To develop expressiveness of movements and creative imagination.
Progress: Children walk along the seashore, bending over pebbles.
They enter the water and splash, scooping up water with both hands. Then they sit on the sand and play with pebbles: either throwing them up or throwing them into the sea. Light music is playing.
4. “Friendly family” (for children 6-7 years old).
Goal: To develop expressiveness of movements and creative imagination.
Procedure: Children sit on chairs in a circle. Everyone is busy with something: one sculpts, another hammers a nail into a board, someone paints with a brush, someone sews, knits. Children perform pantomime with imaginary objects, trying to convey actions more accurately.
Role-playing games using elements of costumes, props, masks and dolls.
1. “Let's play a fairy tale” (for children 3-4 years old).
Progress: The teacher acts as a storyteller. Children, using masks and props, act out a fairy tale they know. (“Turnip”, “Teremok”, etc.)
2. “Guess the situation” (for children 4-5 years old).
Goal: To develop creative imagination and fantasy.
Progress: Children take turns using props and costume elements to “create a situation.” The rest are guessing:
1) “Tanya collects mushrooms in the forest.”
The girl portrays a mushroom picker, in her hands is a basket and a staff, and on her head is a headscarf.
2) “Oleg swims underwater.”
A boy wearing a diving mask and a rubber cap pretends to be a diver.
3) “Katya got caught in the rain.”
A girl in a raincoat with an umbrella jumps through puddles, shivering from the cold drops.
3. “Blind Man’s Bluff” (for children 5-6 years old).
Goal: To develop communication, creative imagination, fantasy.
Procedure: All children, together with the teacher, prepare mouse and cat masks. The eyes of the cat mask are not cut out. Children sit in a circle. “Cat” is in the center. Cat: “Mouse, mouse, look!” One mouse fulfills the request. A cat in a mask with painted eyes doesn’t see who. She must guess whose voice it was. If he can’t, let him touch the mouse’s clothes. When he guesses correctly, a new mouse is selected.
Game continues.
4. “We will organize a universal theater.” (for children 6-7 years old).
Goal: To develop creative interaction, imagination, fantasy.
Procedure: All children, together with the teacher, make dolls from gloves and paper bags. Then they act out everyday or fairy-tale scenes.
Literature
1. Burenina A.I. From game to performance. Toolkit. St. Petersburg, 1996.
2. Genov G.V. Theater for kids. M., "Enlightenment", 1968.
3. Gurin Yu.V., Monina G.B. Games for children from three to seven. St. Petersburg, “Rech”, 2008.
2. Kryazheva N.L. Development of the emotional world of children. Ekaterinburg, U-Factoria, 2004.
4. Orlova F.M. We are having fun. M., "Enlightenment", 1993.
5. Ulikova N.A. In a word, the soul grows.” St. Petersburg, “Start”, 1999.
6. Chistyakova M.I. Psycho-gymnastics. M., "Enlightenment", 1999.
7. Theater lessons at the school of the Scientific Research Institute of Academy of Pedagogical Sciences of the USSR. M., “Pedagogical workshops on artistic education”, 1990.
8. Fopel K. How to teach children to cooperate. M., Genesis, 2006.
Municipal autonomous preschool educational institution
"Kindergarten of a combined type No. 56" AGO
Theatrical sketches.
Compiled by:
E.N.Urintseva, teacher.
By participating in theatrical games, children get acquainted with the world around them in all its diversity through images, colors, and sounds. They learn to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonation structure are improved. Children develop the ability to recognize a person’s emotional state by facial expressions, gestures, intonation, the ability to put themselves in their place in various situations, and find adequate ways to help. Theatrical games allow the child to solve many problematic situations indirectly on behalf of a character. This helps overcome timidity, self-doubt, and shyness. Thus, theatrical games help to develop the child comprehensively.
This collection presents games aimed at developing the expressiveness of speech and the emotional sphere of a four- to five-year-old child. Sketches help enrich children's ability to convey the image of a character using artistic means. The proposed games and sketches will help develop children's communication skills and abilities.
CARD INDEX OF GAMES
Target:
Children greet each other on behalf of any imaginary or fabulous
character (fox, hare, wolf), put on (optional) costumes and tell
who they became like. The teacher helps them portray the selected characters through
A game “We won’t say where we were”
Target: promoting the development of a sense of truth and belief in fiction; training in coordinated actions.
The children choose a driver who goes out the door, and the remaining children, together with the teacher, agree on who or what they will portray. Then they invite the driver, who enters with the words: “Tell me where you were, what you did.” The children answer: “We won’t tell you where we were, but we’ll show you what we did!” (if action). We’ll show you who we saw (if it’s an animal), etc. During the game, the teacher helps to find the most characteristic features of animals or objects and convey them expressively.
Outdoor game "Brave Mice"
Target: development of expressiveness of gestures and facial expressions.
First, the children listen to the poem:
One day the mice came out
See what time it is.
One two three four -
The mice pulled the weights.
Suddenly a terrible ringing sound was heard...
The mice ran away.
The teacher invites the children to turn into mice and expressively portray them using gestures and facial expressions.
Outdoor game "Rain"
Target: teaching children the ability to coordinate their actions with other children; development of imagination.
Children are given the opportunity to imagine and depict how raindrops are knocking on the roof or road. Show how children splash in puddles, clap their hands and have fun after the rain. The teacher further explains that instead of rain, the game will feature music reminiscent of the murmur of water and the sound of droplets. When the music plays, all the children splash in puddles (made of cardboard or imaginary ones). As soon as the music ends, it means that a “thunderstorm” is approaching - everyone gathers together under the roof (umbrella). Children are invited to portray a “thunderstorm” (tapping movements with fists, clapping their hands). At the moment when the children pretend to be a thunderstorm, the teacher says:
Thunder is everywhere, thunder is thundering,
Lightning flashes in the sky!
The storm is over, and we are again
Let's have fun playing!
A game "Visiting grandmother"
Target: development of expressiveness of gestures, facial expressions, voice.
The teacher, meeting the children, says that she promised to come to visit them today
An unusual guest is Grandma Zabava, who loves to play and have fun.
He offers to call Grandma Zabava with the words:
Hello, Grandma Zabava,
We are waiting for you to visit here!
Come play with us
Have fun, laugh.
Shhhh, quiet, quiet.
Maybe grandma came?
The teacher asks the children very quietly, on tiptoe, to look for their grandmother, with a gesture
Grandma Zabava wants to meet the children and make friends. Offers
play. Children stand in a circle. Whoever Grandma Zabava touches says her name. After this, Grandma Zabava is interested in how the children recognize each other when they meet (tell the children that everyone has their own characteristics).
A game "Speaker"
Target: development of attention and observation.
One child describes one of the children, the rest guess by signs.
The game is repeated several times. The drivers change.
A game "Play the Hero"
Target: development of expressiveness of movements, gestures, facial expressions, voice.
The presenter offers to portray fairy-tale characters, recalling that each of them has their own characteristics, by which they are easy to recognize:
Fox, little fox,
The fur coat is very good!
Red tail, cunning eyes,
I love chickens - yes, yes!
Petya, Petya the Cockerel!
Gilded comb!
When you see the dawn,
You will shout: “Ku-ka-re-ku!”
The bunnies went out for a walk,
They started jumping and playing.
Clumsy, clubfooted
A bear walks through the forest.
If they ask. What does he like,
He will say: “I wish I could eat some honey!”
Children portray different characters.
A game "Tricky Little Animal"
Target: development of attention, observation, speed of reaction, memory.
The teacher invites the children to imagine that they are all different animals and are sitting in
cages at the zoo. One of the children is chosen to be a zoo visitor. He will stand in the center and make various movements and gestures. "Animals"
imitate the visitor, accurately repeating his gestures and movements. The “visitor” is selected using a counting rhyme:
Above the rays, above the water
A torrential rain poured down.
And then a yoke hung in the sky.
The children are delighted with the golden rainbow.
“Visitors change several times during the game.
A game “Say a kind word about a friend”
Target: developing a friendly attitude towards each other in children.
The teacher gathers the children in a round dance with the words:
In a round dance. In a round dance
People have gathered here!
One-two-three - you start!
Following this, the teacher picks up an inflatable heart and affectionately addresses the child standing next to him. For example: - Sonechka, good morning!
The teacher specifies what kind and affectionate words we can pronounce,
addressing their friends (Hello, how glad I am to see you; what beautiful hair you have; you have a smart shirt, etc.) After this, the children again go in a circle with a song. The teacher gives a heart
to the next child, who should, in turn, gently turn to the baby standing next to him.
Game dance "Best friends"
Target: teaching children the ability to coordinate their actions with the text and with
other children.
Start dancing and bow to your friend.
We will all squat: sit down together and stand up together.
The children's hands are waving - these are birds flying.
Stomp one foot and stamp the other.
Handles - clap, hands - clap, once again: clap and clap.
The dance is over, bow again.
A game "What can I do"
Target: promoting the development of memory, sense of truth.
The teacher meets the children and invites them to play the game “I can…” Children,
passing the ball to each other, they talk about what they can do. First game
the adult begins (for example: “I know how to have fun,” etc.)
Word intonation game
Target: development of attention, observation, imagination of children.
Children are asked to say familiar words with different intonations: “hello” - joyfully, affably, casually, gloomily; “goodbye” - with regret, with grief or hope for a quick meeting; “thank you” - confidently, tenderly, impatiently, offended; “Sorry” - reluctantly, with remorse.
A game “Imagine the taste of an apple”
Target: development of expressive facial expressions and imagination.
The teacher invites the children to imitate how they bite an apple, depicting
facial expressions of what they think it tastes like. Moreover, the adult starts first, and the children guess (sour, sweet, bitter, tasty, etc.). The teacher points out to the children that an apple may taste different to everyone, and facial expressions will depend on this.
Etude "Boastful Hare"
Target: development of the ability to convey character through movement, facial expressions,
The hare proudly shows off. The head is thrown back. The voice is loud and confident.
The sketch is repeated several times by different children.
Sketches - moods
Target: developing the ability to convey an emotional state using
facial expressions and gestures.
Sad mood– eyebrows drawn together, eyes downcast, looking down, corners of the mouth
slightly lowered.
Mood of joy– cheerful eyes, raised corners of the mouth.
Etude "Make a gesture"
Target: development of expressiveness of gestures, movements, facial expressions.
Children, standing in a circle, use gestures to depict the words that the teacher calls them:
“tall”, “small”, “there”, “I”, “goodbye”, “hello”, “no”, “come here”, “get out of here”, “quiet”, etc.
Etude "Deaf Grandma"
A child talks to a deaf grandmother (the teacher plays the role of grandmother),
who, it turns out, is looking for him. He already understood that with his grandmother it was necessary
talk with her hands because she can't hear anything. Grandma asks: “Where is Sasha?” (says the name of any child), “Whose books are these?”, “Whose toys?”, “Where is mommy?” and so on. the child responds with gestures.
Etude "Quiet"
Two mice must cross the road where a kitten is sleeping. For children
It is suggested to cross the road in such a way as not to wake the kitten, indicating to each other with signs: “quiet!”
Etude « Weasel"
Children are encouraged to show how much they love their toy, kitten, dog, etc.
Etude "Delicious candy"
The teacher is holding an imaginary bag of candy. He stretches it across
queues for children. They take one candy at a time, thank you with a gesture, unwrap the wrapper and put the candy in their mouth, showing with facial expressions and gestures what they taste like.
Etude "Ill-mannered mouse"
A mouse walks through the forest. Hares and squirrels greet him, but he turns away.
Etude "The mouse wants to play with friends"
The mouse runs up to his friends, and they turn away from him.
Etude "The little mouse makes peace with his friends"
The mouse runs up to hares, squirrels, and other animals, which children can choose at will, and says polite words to them.
GAMES – PANTOMIME
Game - pantomime "Duck"
Goal: development of pantomime skills, fine motor skills of the hands.
The teacher reads a poem:
A motley duck sat on a stone, A duck scared a gudgeon in the river:
The duck hummed into a thick pipe: “Quack, quack, quack!”
While reading, children stand with their hands behind their backs, rolling from side to side.
The ducks say the line loudly all together.
The teacher stands at a distance from the children and calls them, placing an imaginary bowl of food on the floor:
My ducklings, come to me. I'll feed you.
The teacher clarifies and shows how ducks walk, how they flap their wings.
They crane their necks and eat.
Game - pantomime "Fox"
Target: development of pantomimic skills, the ability to move freely.
The teacher invites the children, while reading a poem, to depict
He walks softly, more cunningly than anyone else,
What a beauty this fox is!
Game - pantomime "Naughty Puppy"
Target: development of pantomimic skills and creative imagination.
The performer jumps up, nods his head, waves his tail, etc.
Game - pantomime "The puppy is looking"
The performer looks under the table, chair, looks around, listens, turns his head, etc.
Game - pantomime "Proud Cockerel"
The performer walks, raising his legs high, flapping his wings on his sides, shouting “Ku-ka-re-ku!” etc.
Game - pantomime "Shy little mouse"
The child shrinks into a ball with a frightened expression on his face, trying to
hide, become invisible.
Game - pantomime "Angry dog"
The performer with wide open eyes growls and barks angrily.
Game - pantomime "Bee"
A child with an angry expression on his face flaps his “wings” and buzzes “I sting!”
Game - pantomime "Frog"
The performer squats, spreading his paws, slowly jumps and croaks.
Game - pantomime "Naughty cat"
The person imitating arches his back and hisses and snorts with shifting eyes.
Game - pantomime "Guess who I'll show you"
Target: development of pantomimic skills, the ability to identify oneself with
given character.
The teacher invites the children to divide into two teams: some children pretend, and others guess. Pantomimically, conveying characteristic features, sometimes, helping with their voices, children show a puppy, a rooster, a mouse, a dog, a bee, a cat, a frog. Then the children change.
Game - pantomime “Guess who the puppy met?”
Target: learning the ability to move freely, using everything around you
space; formation of improvisation skills.
Children are invited to independently choose a character from V. Suteev’s fairy tale “Who said “meow”? and, keeping your choice a secret, portray it by imitating movements. The game is repeated at the request of the children, because Each child portrays the same hero in his own way.
Pantomime game "Understand me"
Target: development of pantomime skills.
The teacher gives the children the task of making a wish for any character from a fairy tale by V. Suteev
"Apple", but keep your plan a secret. Then the person who makes the wish needs
portray your hero, and the children guess, justifying the answer. The game is repeated at the request of the children.
Pantomime game “Guess who asked for fungus”
The child, imitating the movements of V. Suteev’s fairy tale, asks to be treated with a fungus. The rest of the children try to guess who it is.
-Exercise"Little People"
Tra-ta-ta. Tra-ta-ta
The gates were opening
And from these gates
A small crowd came out.
One uncle like this (furrow his eyebrows)
Another uncle like this (raise eyebrows in surprise, open mouth slightly)
The third uncle is like this (make eyebrows a house, lower the corners of the lips)
And the fourth one is like this (smile widely)
One aunt is like this (depict glasses)
Another aunt like this (comb her hair)
The third aunt is like this (look in the mirror)
And the fourth one is like this (put your hands on your hips)
One boy like this (stick out tongue)
Another boy like this (squint one eye, then the other)
The third boy is like this (open mouth slightly, move tongue left and right)
And the fourth one is like this (puff out your cheeks).
Show how the Goat (Baba Yaga, Little Red Riding Hood, etc.):
looks in the mirror;
tries his favorite dish
tries his least favorite dish
Riddles - pantomimes:
at the zoo: guess who is sitting in the cage;
guess the profession (based on characteristic movements and posture);
guess how the journey took place (by boat, plane, train, etc.);
guess what the weather is like outside;
identify a passerby by their gait (ballerina, soldier, very old person, fashion model, person whose shoes are pinching, etc.).
Show (with hands or fingers):
Stay where you are!
Come with me!
Goodbye!
Let's make it up.
I love you!
Show body parts:
how your shoulders say: “I’m proud”;
how your back says: “I am an old, sick man”;
like your finger says: Come here!"
how your eyes say: "No";
how your nose says: "What don't I like..."
.
1.Imagine yourself as a dog in a kennel. Serious dog. Yeah, someone is coming, we need to warn you(growl).
2. We take a snowflake in our hand and say good words to it. Let's talk quickly before it melts.
3. The boy strokes the kitten, which closes its eyes with pleasure, purrs, and rubs its head against the boy’s hands.
4. The child has an imaginary bag (box) of candy in his hands. 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.
5. Spring snowman, whose head was baked by the spring sun; frightened, feels weak and unwell.
Sketches for the development of creative imagination.
1. Inverted TV box. Children sit on chairs and watch the “program”. Who's watching what show? Let everyone talk about what they see.
2. Pass the book to each other as if it were:
Piece of cake;
Porcelain figurine, etc.
3. Take a pencil from the table as if it were:
Hot baked potato;
Small bead.
4. Perform various movements:
peel potatoes;
string beads on a thread;
there is cake, etc.
5. Game "Mirror". Children are divided into pairs and agree who will be the “Mirror” and who will be the “Man Looking in the Mirror.” Then the children take any poses, and the “Mirror” repeats them with maximum accuracy. After 3-4 poses, partners change places.
Note: this exercise can be used in class as a physical education exercise.
Sketches for communication.
Tasks (children hold “bi-ba-bo” dolls or ordinary toys in their hands).
1. The dolls meet each other and:
a) say hello
b) ask each other about health,
c) say goodbye.
2. One doll accidentally pushed the other. We must ask for forgiveness and, accordingly, apologize.
3. The doll is celebrating her birthday. Her friends come to her and:
a) congratulate you on your birthday and give gifts.
b) the doll thanks for the congratulations and invites you to the table.
c) one of the guests was late: ask for forgiveness for being late.
d) one of the guests accidentally spilled compote on the tablecloth, play out the actions of the hosts and the offender.
3. Some tasks can be offered to children to complete without dolls:
a) explain to “mom” why the clothes are dirty after visiting kindergarten;
b) apologize to the children for the fact that the ball rolled and broke the sand buildings.
Target: teach children the elements of the art of pantomime, develop the expressiveness of facial expressions. Improve children's performing skills in creating an expressive image.
We dress for the street. Let's undress.
We wash the dishes. Wipe it off.
Mom and dad are going to the theater.
Like a snowflake falling.
How a sunbeam jumps.
Fishing: getting ready, hiking, getting worms, casting a fishing rod, fishing.
We make a fire: we collect different branches, chop wood chips, light it, add firewood. They put it out.
The wolf sneaks after the hare. Didn't catch it.
Horse: beats its hoof, shakes its mane, gallops (trot, gallop).
Kitten in the sun: squinting, basking.
Offended puppy.
Piglet in a puddle.
My tooth hurts.
The princess is capricious and majestic.
Grandma is old and limps.
It’s cold: your feet, hands, body are freezing.
We catch a grasshopper. Nothing succeeded.
The ugly duckling, everyone is chasing him (head lowered, shoulders pulled back).
Games to develop expressive facial expressions.
Target: learn to use expressive facial expressions to create a bright image.
Salty tea.
I eat lemon.
Angry grandfather.
The light went out and came on.
Dirty paper.
Warm-cold.
They got angry at the fighter.
We met a good friend.
Offended.
We were surprised.
They were afraid of the bully.
We know how to be disingenuous (wink).
Show how a cat begs for sausage (dog).
I'm upset.
Receive a gift.
Sketch scripts
Tops and roots
Duration of the performance:
Characters:
Narrator
Narrator
Near the village in the dark thicket
There lived a very scary bear.
Then he will drag the cow into the forest,
It will begin to roar in the night.
And people to their edge
How many people did he break here?
Bear
I am the Bear - the owner of the forest!
I turn what I want.
I’ll answer any trouble,
I'll trample your arms and legs!
Narrator
Everyone was afraid of the bear
They walked around a mile away.
They didn’t bother for firewood
Don't tear up the birch bark.
And some berries for my girlfriend
They didn’t dare go into the forest.
But he started at the edge of the forest
Fedor plant turnips!
He just plowed the furrow,
A bear came out of the forest.
Bear
Wow, I'll deal with the impudent one,
Well, you can’t be so impudent!
Ali, man, you don’t know
What is my land all around?
Man
Don't worry, the harvest is coming
I'll share it with you!
All the tops are yours by right,
Well, at least I have some roots.
Bear
I like your words!
Narrator
From the edge to the river
Without fear of reprisal, Fedya
He plowed all the land.
Well, in the fall the bear
Honestly, I gave away all the tops.
The Bear was very pleased
But having tasted an inch,
He scattered everything in an open field.
Bear
Give me your stub!
Narrator
The man gave me where to go,
And the Bear ate a turnip,
He began to be loudly indignant,
He roared with all his might.
Bear
Your roots are sweet!
Deceived! Wait for it!
I have my own rules -
Don't come to the forest again!
Narrator
But Fedya was not afraid.
Man
Don't touch me, Bear,
We are neighbors after all.
In the spring I will sow rye,
So be it, at your own loss
I'll give you the roots.
Bear
Okay, the past is forgotten
We'll divide everything in half!
Narrator
So they decided
We lived in peace for a whole year,
Together we guarded the field
And weeded the garden.
The rye is ripe, in an open field
The Bear came to Fedya again.
Bear
Give me my share
We agreed after all.
Man
Today the harvest is considerable,
There's a whole cartload of Koreshkov.
Well, goodbye! I gave yours
And I took my own home.
Narrator
Even though the bear got it
This time all the roots,
But they tasted good
Even worse than tops.
He got angry with Fedya,
The horse ate him out of spite.
And the man with the bear
Fierce hostility has begun!
End.
Fox and crane
Russian folk tale for reading and performance
Duration of the performance : 1 minute; number of actors: from 1 to 3.
Characters:
Fox
Crane
Narrator
Narrator
Previously, animals lived in the world,
They met and became friends.
We will tell our story
About a fox with a crane.
Once upon a time in the swamp
The fox was going hunting,
I met a crane.
Fox
Oh! I've been dreaming for a long time
Invite you to lunch
And treat you like a king.
Crane
Why not come?
Treat me to semolina porridge,
I really like her.
Fox
I will try my best!
I'll wait for you tomorrow at three o'clock.
Crane
I'll be on time, fox!
Narrator
The crane did not eat or drink for a day,
Everyone walked back and forth -
Put on a serious look
And an excellent appetite.
Looking forward to lunch
He was having a conversation with himself.
Crane
There is no better friend in the world!
I'll order a fox portrait
And I'll hang it over the fireplace,
As an example for my daughter and son.
Narrator
Meanwhile, the fox
After thinking for half an hour,
I cooked semolina porridge,
Yes, I spread it over the cup.
I prepared it and here it is
Waiting for a neighbor for lunch.
Crane
Hello, little fox, my light!
Well, bring lunch quickly!
I smell the smell of semolina porridge.
Fox
Help yourself, welcome guest!
Narrator
The crane pecked for a whole hour,
The fox nodded his head.
But, even though there is a lot of porridge,
Not a single crumb got into my mouth!
And the fox, our mistress,
Slowly licks the porridge -
She doesn't care about the guest
She took it all and ate it all herself!
Fox
You must forgive me
There is nothing else to treat.
Crane
Well, thanks for that.
Fox
It's a pity that there is no more porridge.
Don't blame me, godfather.
And by the way, don’t forget -
It's your turn, neighbor,
Invite a friend over for lunch!
Narrator
The crane harbored a grudge.
Although he was polite in appearance,
But he conceived a fox
Treat like a bird to a bird!
He prepared a jug
With a neck arshin long,
Yes, he poured okroshka into it.
But no bowl or spoon
He didn't save anything for the guest.
Fox
Knock-Knock!
Crane
Now!
Hello, dear neighbor,
You're not a homebody at all.
Come in, sit down at the table,
Help yourself, don't be ashamed!
Narrator
The fox began to spin,
Rubbing your nose on the jug,
It will go like this, then like this,
No way to get food.
The smell of treats teases,
Only the paw won’t get through,
And the crane pecks itself
And his soul sings -
A little from the jug
He ate all his okroshka!
Crane
You have to forgive me
There is nothing else to treat.
Fox
Nothing? You ate everything yourself!
Did you want to deceive me?
I'll show you!
I'll tell everyone in the forest
About your hospitality.
This is not lunch, this is disgusting!
Narrator
They fought like that for a long time,
And they bit and rushed
Whatever was at hand...
And since then their friendship has been apart!
End.
A Crow and a fox
Duration of the performance : 4 minutes; number of actors: from 1 to 3.
Characters:
Crow
Fox
Narrator
Narrator
How many times have they told the world,
That flattery is vile and harmful; but everything is not for the future,
And a flatterer will always find a corner in the heart.
God once sent a piece of cheese to the crow.
Narrator
Raven perched on the spruce tree,
I was just about ready to have breakfast,
Yes, I became thoughtful, but I held the cheese in my mouth.
Then, unfortunately, the Fox ran nearby.
Narrator
Suddenly the cheese spirit stopped the Fox:
The fox sees the cheese, the fox is captivated by the cheese.
The cheat approaches the tree on tiptoe;
He twirls his tail and doesn’t take his eyes off Crow.
And he speaks so sweetly, barely breathing.
Fox
My dear, oh, how beautiful you are!
What a neck, what eyes!
Tell it, really, in a fairy tale!
What feathers! What a sock!
And, truly, there must be an angelic voice!
Sing, little light, don’t be ashamed! What if, sister,
With such beauty, you are a master at singing, -
After all, you would be our king bird!
Narrator
Veshunin's head was spinning with praise,
The breath stole from my throat with joy, -
And Lisitsyn’s friendly words
The crow croaked at the top of its lungs.
Crow
Narrator
The cheese fell out, and there was a trick with it.
The crow is complaining.
End.
Mimic and pantomimic games sketches
Sketch “In the Rain”
Learn to imitate simple movements.
Develop fine motor skills of the hands.
Equipment and materials: large umbrella, audio recording of the sound of rain, sheets of blue paper for each child.
Progress of the sketch.
Children begin to run in the “rain” and put their palms under its “drops”. The music begins to sound more alarming, and there is a real downpour in the forest! An adult opens an umbrella and calls the children, offering to hide from the rain. The teacher under the umbrella happily greets the children, imitates movements - as if wiping their noses, hands, shaking off raindrops from their clothes, inviting the children to do the same.
Then the teacher invites the children to be the “rain” themselves. He asks them to make blue paper droplets (tear the blue paper into small pieces, roll them into small balls) and then throw them up. The teacher shows how you can throw drops on yourself or another child.
Sketch "Droplets"
Goals: - teach children to express emotions of joy and sadness.
Cultivate emotional responsiveness to music.
Develop orientation in space.
Equipment: audio recording of the sound of rain, sheets of blue paper for each child.
Progress of the sketch.
Children make “droplets”, toss them, trying to “wet” as many people around them as possible.
Then the adult draws the children’s attention to the fact that the rain has stopped, the sun has come out and they can take a walk or run around the clearing.
Study "Hedgehogs".
Goals: - to develop the ability to control a bibabo doll.
Learn to imitate the movements characteristic of a hedgehog.
Develop the ability to play next to each other, interact with each other.
Equipment: bibabo dolls, audio recording of melodies of various types.
Progress of the sketch.
The teacher asks the children to go to the mirror and imitate the movements characteristic of a hedgehog, accompanying them with the sounds: “puff-puff.”
Disturbing music sounds. The teacher asks to show what hedgehogs do when they are scared or afraid. Children “curl up” into a ball (bend their back). The teacher asks you to guess: what or who scared the hedgehogs so much? Children offer their own answers.
Calm music sounds. The teacher reports that the danger has passed, and invites the “hedgehogs” to turn around, stretch, then lie down and relax in a forest clearing.
Sketch “Walking through the forest”
Goals: - to develop the ability to imitate movements, imitating the actions of the teacher.
Equipment: autumn forest decorations - leaves, cones, mushrooms, stumps.
Progress of the sketch.
We are walking through a dense forest
(children straighten up and walk carefully).
Branches interfere with walking (they push the branches away with their hands).
We need to step over a fallen tree
(raise their legs high, as if stepping over),
go around the stump (stop and go around in a circle).
Here again the branches are preventing us from walking (they walk forward carefully),
The branches get into the eyes (they push the branches away with their hands, one by one moving them to the sides).
Sketch “Flying Leaves”
Goals: - clarify ideas about autumn.
Learn to imitate movements, imitating the actions of the teacher.
To instill in children a caring and kind attitude towards nature.
Enrich children's motor experience.
Equipment: autumn leaves.
Progress of the sketch.
The last leaf (the child takes one leaf),
Take me to the forest
(holds it in front of him with both hands).
The wind blew (blows on a leaf and runs,
Hold the sheet in front of you) -
I'm flying, flying, flying...
Sketch "It's Raining"
Develop the ability to answer questions.
Develop the ability to tell a fairy tale using plane theater.
Develop the ability to imitate the simplest movements of animals and insects.
Develop orientation in space.
Equipment: flat animal figures, recording the sound of rain.
The course of the rain.
Children run in the rain, expose their palms to the raindrops, and open imaginary umbrellas over their heads.
Children sit on the carpet and remember in which fairy tale animals hid under fungus from the rain. Then an audio recording of V.G. Suteev’s fairy tale “Under the Mushroom” is played. While listening to the fairy tale, they imitate various movements and sounds corresponding to the situations of the fairy tale: the sound of rain - tapping their fingers on the carpet; the flight of a butterfly - they wave their arms; the voice of a frog is croaking; hare ears - shown with hands; movements of the fox's paws - mincingly moving their hands along the floor; the sun - they trace a circle with their hands.
An adult invites children to tell a fairy tale, using flat animal figures, to explain why, why all the animals and insects fit under the fungus.
The teacher asks the children to depict the facial expressions and poses of each character in front of the mirror during the rain and after the sun came out.
Sketch “Joy and Sadness”
Objectives: - to introduce children to the expression of emotions of joy and sadness.
Equipment: - a set of drawings depicting faces with different emotions.
Progress of the sketch.
Standing in front of the mirror, together with the teacher, children depict sadness and joy on their faces.
Sketch “Who Walks How”
Goals: - consolidate children's ideas about animals and poultry.
Teach children to imitate movements characteristic of various animals, accompanied by music.
Teach children to play together together.
Equipment: toys depicting a chicken, hen, cat, rooster, frog; hero costumes.
Progress of the sketch.
An adult invites children to turn into the heroes of K.I. Chukovsky’s fairy tale “Chicken” and show how they can walk, imitating the movements of a chicken, hen, etc.
The group contains toys depicting fairy tale characters. Children choose any character and go to him, accompanied by certain music, imitating the movements.
The teacher invites the children to turn into fairy tale characters and play. An adult helps children assign roles to become a hen, chickens, a cat, etc.
Sketch “Aibolit on the way”
Develop emotionality and expressiveness of movements.
Progress of the sketch.
The teacher asks the children to depict trees (the children raise their hands and sway, moving their leaf-like fingers), then the wind (blowing), hail (knocking their fingers on the floor).
Sketch “How did the Cucumber become brave!?”
Goals: - to develop figurative ideas in children.
Develop expressiveness and emotionality of movements.
Cultivate courage in children.
Equipment: Cucumber costume, leaf blanket.
Progress of the sketch.
The teacher (child) puts on a Cucumber costume and lies down on the carpet. Children cover his head with a leaf blanket. The child feigns fear and trembles. Children narrow the circle, pet Cucumber, hug him, say gentle words: “Don’t be afraid, we are with you, you are brave,” etc. Cucumber stands up, throws off a leaf, says in a cheerful, loud voice: “I am brave! I'm not afraid of darkness!" After this, the role of the Cucumber is played by other children. The sketch is played out by each child.
Sketch “Fishing”
Goals: - to develop figurative ideas in children.
Learn to imitate movements.
Introduce children to the expression of emotions (joy, annoyance, grief, disappointment).
Progress of the sketch.
The teacher invites all children to an imaginary river and asks them to guess what he will do now. The teacher imitates fishing, depicting different emotional states (joy, annoyance, grief, disappointment). Then he puts the caught fish in a bucket. Children must determine by the face of an adult whether he managed to catch a fish or not, a large slave or a small thing. Then the teacher invites the children to imitate fishing, and the caught fish should be placed in an imaginary bucket.
Sketch “Strawberry growing”
Goals :- develop figurative ideas in children.
Learn to imitate movements in accordance with the pictures.
Strengthen children's ideas about plants.
Develop expressiveness of movements.
Teach children to play together.
Equipment : a set of pictures depicting the stages of plant development, costumes for characters from the fairy tale “Strawberry”.
Progress of the sketch.
The teacher shows the children a set of pictures depicting the stages of plant development, and we invite them to arrange these pictures sequentially in order to understand how a plant develops from a seed: first, a sprout appears (children sit huddled in a ball); then the stem extends (children gradually rise); a twig grows from the stem (children move one hand to the side); a flower blooms (children unclench their palm upward); the flower fades (palm drops); A small berry is formed (the palm is clenched into a fist).
The teacher shows a basket in which they find costumes for the characters from the fairy tale “Strawberry”.
The teacher suggests putting on costumes and acting out a fairy tale. Children dress up, rehearse their roles in front of the mirror, trying to transform into the character, and then, with the help of the presenter (teacher), act out the fairy tale “Strawberry”.
Sketch “Good - Bad Weather”
Goals: - develop children's creative imagination.
Introduce children to expressing emotions of joy and sadness.
Equipment: audio cassette “Sounds of the Forest”, pictograms “My Mood”.
Progress of the sketch.
The teacher invites the children to imagine how warm and light it is in a fairy-tale forest, beautiful flowers grow on a green lawn, and butterflies flutter merrily above them. He asks the children to just sit on the lawn and listen to the insects “singing” (you can use the “Sounds of the Forest” audio cassette).
The teacher asks the children about their mood. Asks to depict it using pre-prepared pictograms.
The teacher tells the children that it became dark in the forest, a cold wind blew, it began to rain, and the butterflies hid in the bark of the trees. The teacher asks the children what mood they are in now and asks them to depict it with the appropriate pictogram.
The teacher notices that in the rain the mood can be different. He invites children to remember who can enjoy the rain.
municipal budgetary educational institution No. 102
"Terem - teremok" "Combined kindergarten"
city of Kaluga
A selection of games – etudes and transformation games for seniors
preschoolers.
Prepared by the teacher
Golik Olga Valentinovna
MBDOU No. 102
"Terem - teremok"
"Combined kindergarten"
Kaluga
Kaluga 201 3
Working with children on sketches allows the child to find and emphasize the characteristic features of each doll, learn to express its actions, feelings and thoughts. Sketches help to master the basic nuances of speech and learn to penetrate the world of artistic images.
Game - sketch “What happened?”
Target: development of imagination in the process of creating original images using facial expressions and pantomime.
Progress of the game. The children sit on the carpet. Each child is asked to choose a picture that depicts a person with pronounced external characteristics (tall, short, thin, fat, old, etc.) experiencing some emotion (joy, sadness, anger, pain, fear, surprise, etc.) .d.).
Children should not show pictures to each other. After viewing the picture, each child (in turn) without using words shows the person depicted and the emotion that this person is experiencing, and the other children guess what the child showed. If the child finds it difficult to demonstrate or other children cannot guess what he depicted, then the teacher tells the child how best to complete the task.
Game – sketch “Heroes of fairy tales come to life”
Target: Develop imagination in the process of creating original images using facial expressions and pantomime.
Progress of the game. Children sit in a semicircle on the carpet. They are invited to choose a fairy-tale character who is depicted in the picture (Kolobok, Mashenka, Pinocchio, Malvina, Elena the Wise, Baba Yaga). Each child portrays the chosen character, and at the same time endows him with some kind of character (good, evil, harmful, cheerful, clumsy, pugnacious, cowardly, etc.). The rest of the children guess the character and characterize the hero’s actions, explaining why he acts this way (Is Dunno a liar or a dreamer? Is Baba Yaga actually evil, or is she just offended by someone? Does Pinocchio always do the right thing?
Game – sketch “Guess what I’m doing?”
Target: Justify a given pose, develop memory and imagination.
Progress of the game. The teacher invites the children to take a certain pose and justify it.
1. Stand with your hand raised. Possible answers: I put the book on the shelf; I take out candy from a vase in the cabinet; hanging up my jacket; I decorate the Christmas tree, etc.
2. Stand on your knees, arms and body pointing forward. I'm looking for a spoon under the table; watching the caterpillar; feeding the kitten; I'm polishing the floor.
3. Squat. I look at the broken cup; I draw with chalk.
4. Lean forward. I tie my shoelaces; I lift my scarf and pick a flower.
Game - sketch "The same thing -differently»
Target. Develop the ability to justify one’s behavior, one’s actions with fantasized reasons (suggested circumstances), develop imagination, faith, fantasy.
Progress of the game. Children are asked to come up with and show several options for behavior for a specific task: a person “walks”, “sits”, “runs”, “raises his hand”, “listens”, etc.
Each child comes up with his own behavior, and the other children must guess what he is doing and where he is. The same action looks different under different conditions.
Children are divided into 2-3 creative groups, and each receives a specific task.
1 group. “Sit” task. Possible options:
a) sit in front of the TV;
b) sit in the circus;
c) sit in the dentist’s office;
d) sit at the chessboard;
e) sit with a fishing rod on the river bank, etc.
2nd group. The task is “go”. Possible options:
a) walk along the road, surrounded by puddles and mud;
b) walk on hot sand;
c) walk along the deck of the ship;
d) walk along a log or a narrow bridge;
e) walk along a narrow mountain path, etc.
Group 3 - task “run”. Possible options:
a) run away, being late for the theater;
b) run away from an angry dog;
c) run when caught in the rain;
d) run, playing blind man's buff, etc.
Group 4 - “waving your arms” task. Possible options:
a) drive away mosquitoes;
b) give a signal to the ship to be noticed;
c) dry wet hands, etc.
Group 5 - task “Catch the little animal”. Possible options:
b) parrot;
c) grasshopper, etc.
Game – sketch “A trip around the world”
Target. Develop the ability to justify one’s behavior, develop faith and imagination, and expand children’s knowledge.
Progress of the game. Children are invited to go on a trip around the world. They must figure out where their path will lie - through the desert, along a mountain path, through a swamp, through a forest, a jungle, across the ocean on a ship - and change their behavior accordingly.
"Mushrooms"
Porcini
Educator: Who knows what a porcini mushroom looks like? He is called the king of mushrooms. What kind of leg does he have? Round, strong, white. And the cap is brown, velvety, rounded. What is his character? He is serious, important, proud, loves to show off, loves to be admired. Who will show you the porcini mushroom?
Russula
Educator: What does russula look like? She is small, fragile, with a red or yellow hat, and looks like a little girl. What kind of character could she have?
She is kind, modest, cheerful, and is friends with everyone. Russulas often grow around other mushrooms. Maybe they like to dance in circles? Who can show the little russula? And now several Russula will start a round dance. Well done!
Chanterelles
Educator: Why are these mushrooms called that? They are very similar to a real red fox. Chanterelles have a thin leg, a wavy hat, as if with flounces - chanterelles are real fashionistas. What is their character? They are cunning - they hide in the grass under the leaves, not everyone will be able to notice them. Chanterelles are curious hooligans: they carefully look out of their hiding places so as not to miss anything. They grow up in large families, often two or three from one root, as if they lined up to dance. How can you show chanterelles? Let's show a large family of foxes. Who wants to be fox parents? Everyone else will be baby foxes. How can we show with our hands what kind of hat the fox has? Well done!
Small young mushroom and old wrinkled mushroom
Educator: Now imagine that the mushroom grandfather is walking with his grandson mushroom. How can you show a small fungus? Squat down, curl into a ball. How can you show a big, old, wrinkled mushroom? Relax your arms and legs, wrinkle your face. What kind of gait will the little mushroom have? Small steps. What about the big mushroom? Slow gait, it is difficult for him to walk quickly, maybe he shuffles his feet a little. Let's show.
"Different Dogs"
Educator: What dogs do you know?
Children's answers.
Educator: What can you call dogs that live at home in one word?
Children: Dogs that live at home are called pets.
Educator: And those who perform in the circus?
Children: Artistic dogs.
Educator: These dogs are called circus dogs. What can you call all the dogs that help the police, in the Ministry of Emergency Situations, and at the border?
Children . : Such dogs can be called service dogs.
Educator: What kind of service dogs do you know?
Children: Shepherds.
Educator: What do service shepherd dogs do?
Children: Shepherd dogs sniff suitcases at the airport.
Educator: Do shepherd dogs behave the same at the border as at the airport?
Children: They sniff the ground, trees, sniff the air.
Educator: Who can show us different shepherd dogs?
Children show different shepherd dogs.
Educator: What kind of circus dogs are there?
Children: Poodles, lap dogs, there are also small poodles.
Educator: Who can show us how small dwarf poodles behave? Do large poodles move the same way as small ones?
Children: Small poodles run very fast and jump funny, but big ones don’t walk very fast and raise their paws high.
Children show different poodles.
Educator: What kind of domestic dogs do you know?
Children: Shepherd, Pekingese, Collie.
Educator: That's right, different dogs can live at home. Who can show what kind of dog lives in his house? And we'll try to guess.
Think, guys, what kind of dog is Alena showing us? Look how she walks: hard, slow. It's a big dog, maybe a shepherd. It seems to me that Alena is trying to show us what kind of face her dog has.
Children: This is probably Beethoven, because he is big, his cheeks are big and he drools.
Educator: That's right, this dog is called a St. Bernard.
And now Pasha wants to show off his dog. Look how she walks, what kind of face she has: she walks quickly, with small steps, her face is funny. Who could it be?
Children: A small dog, maybe a poodle.
Educator: Pasha, what kind of hair does your dog have?
Pasha. Long.
Educator: Maybe she has some kind of decoration?
Pasha, in the mummers' corner, takes a bow with an elastic band and puts it on his hair.
Oh l I. I know this dog, but I don’t know what it’s called.
Educator: This dog is called Pekingese.
Who else wants to show off any breed of dog and what they do?
Children show dogs of different breeds.
Educator: Well done.
"Hedgehog Family"
Educator: Look at the picture, who do you see?
Children: This is a family of hedgehogs.
Educator: How did you guess that this was a family?
Children: There are two large hedgehogs and two small ones in the picture.
Educator: What are the features of hedgehogs?
Children: They have thorns instead of fur.
Educator: Why do hedgehogs need spines?
Children: To protect yourself from enemies.
Educator: What do hedgehogs do in times of danger?
Children: Hedgehogs curl up into a ball, hide their noses and expose their needles.
Educator: How do hedgehogs walk?
Children: They run fast, sniffle all the time, and they also make a funny sound, like “puff-puff-puff.”
The teacher removes the picture.
Educator: Let's imagine that we are a family of hedgehogs. First, let's come up with characters for them. How did hedgehogs come out of their burrows? Who is first? Why dad? What did he do? How to show this? Mom came out second. Who wants to show it off? And behind her are two hedgehogs. We decided that they have different characters, which means they will come out of the hole differently. How will a cautious hedgehog girl appear? How will the brave baby hedgehog jump out?
Educator: Why did the hedgehogs come out? Just for a walk or on business? What business can hedgehogs have? How did they do it? What could happen unexpectedly? Did you see people, maybe mushroom pickers? What can hedgehogs do? The danger is over! But it started to rain! First small, then stronger! Hurry home, to the hole! How does the family help the baby run faster? Well thought out!
Children answer questions and show hedgehogs.
Educator: Well done!
"Crane"
Educator: We read the fairy tale “The Fox and the Crane,” and now let’s play. Imagine that you are cranes. What does a crane look like?
Children: He has a long neck, long legs, he walks slowly, lifts his legs high.
Educator: Well done! Now imagine: a crane comes to visit. How does he feel, what is his gait like?
Children: He rejoices, hopes for a treat, he is in a hurry: his head is raised high, his steps are long.
Educator: What happened at a party?
Children: The fox deceived the crane: she smeared food on the plate, and he was not full at all.
Educator: How did he feel when he walked back?
Children: He was offended and upset.
Educator: Has his gait changed?
Children: He walked slowly, his head was lowered, he did not raise his legs high.
Educator: And now we will become cranes ourselves. Let's show how we go to visit the fox. And now - how we return from visiting.
Children show a crane.
Educator: Well done!
"Fox"
Educator: In what fairy tales is the fox found?
Children: “Fox with a rolling pin”, “Snow Maiden and the Fox”, “Fox and Goat”...
Educator: Let's remember, what kind of fox?
Children: She is cunning, affectionate, quiet, kind, nimble, fashionable.
Educator: Let's think: does the fox consider itself beautiful? Why do you think so?
Children's answers.
Educator: Imagine that your mother bought you a new dress (suit, outfit), and you are standing in front of the mirror. You look at your reflection, you really like it. You really like the sleeves and collar. You gently touch the puffy sleeves with your fingers, afraid to wrinkle them or get them dirty. And this outfit suits you so well. Show off in front of the mirror.
Children “show off in front of the mirror.”
Educator: The fox also loves to show off. She loves her fur coat and is afraid of getting it dirty or wrinkled. How should she walk?
Children: The fox must walk carefully and quietly.
Educator: To show everyone what a beautiful fur coat she has?
Children demonstrate.
Educator: Well done, everyone is doing well!
And now everyone will wish for a fox from a fairy tale and remember the situation in which she goes somewhere, show us her heroine, and we will guess the image.
The person who wishes shows his fox, and the rest of the children guess itimage.
"Different Snow"
Educator: Imagine that the first snow has fallen. What is he like?
Children: Light, fluffy, white, melts quickly.
Educator: Let's show how a snowball falls to the ground; Snowflakes either slowly or quickly fall to the ground.
Children show how a snowball falls. You can perform movements undermusic “Waltz of Snow Flakes” from the ballet “The Nutcracker” by P. Tchaikovsky.
Educator: How do you feel when the first snow falls?
Children: Someone is happy, and someone is sad, because they love summer.
Educator: Let's show how we meet the first snow.
Children show the meeting of the first snow.
Educator: When a lot of snow falls, what happens then?
Children: Snowdrifts.
Educator: How can you show a snowdrift?
Children express their guesses.
Educator: You can show several children to sit down or lie down next to them. You can show a snowdrift to one person: spread your legs, spread your arms a little to the sides and hang them down, hunch over, hang your head.
Is it easy to walk through snowdrifts?
Children: No. Your legs sink, get stuck in the snow, you need to raise them high.
Educator: Show how you walk through deep snow. And through the snowdrifts? What if you encounter an ice slide? So we got out onto the well-trodden path, how do we go now?
Children show how they make their way through the snow.
Educator: Now let’s remember how the stepdaughter from the fairy tale “Morozko” makes her way through the snowy forest. First, tell us how you imagine it, and then show it in a skit.
Children tell a story and then show a skit.
"Kettle"
Beforehand, the teacher discusses different types of tea with the children.kov (by shape, details, material).
Educator: Guys, today we will pretend to be a teapot, but not a simple one, but one that can think. Shall we try? Let's remember what kind of teapots there are?
Children: By material, teapots are glass, metal, plastic, by shape - round, oblong, etc.
Educator: Our first teapot imagined itself to be glass. He will not make a single sudden action - he is afraid that he will be hurt and broken. He walks, afraid of bumping into something. Carefully goes to bed. Warns all friends and strangers about its peculiarity so that they do not break it with an accidental movement, because not everyone knows that it is made of glass. Too hot tea is harmful to our teapot - it can burst. Walk around the room as if you were a glass teapot!
Children show how a glass teapot can move.
Educator: Vanya and Anya did the best. Show it again and we'll see. What interesting movements and facial expressions did the guys use to show the character of this object? Who wants to tell you about these teapots? Are they the same or different in some way?
Children's answers.
Educator: Now think about your teapot: what is its character, what material is it made of, what shape? Remember: your teapot must be unique.
Children take turns showing their image. Stand outthe bestor at mostmore liked.
Educator: You and I created a whole country of teapots, did you like it?
Children: Yes!
Complication options
1. Based on real life: the kettle is boiling, whistling, pouring tea, broken, used for other purposes, etc.
2. On a literary basis: “Remember, we recently read the fairy tale by G.-H. Andersen, where the main character was an important teapot. Show him to us, reflecting the character of this unusual hero."
