Dramatization games based on your favorite works of art. Dramatization

29.07.2019

Dramatization games are necessary and useful for children at different stages of their development.
Dramatization games are special games, in which children themselves portray the heroes of literary works, often these can be fairy tales, songs, and poems. In them the child creates his own small world and feels like a creator, the master of the events taking place, he himself controls the actions of the heroes and builds their relationships himself. The kid speaks in the voices of his heroes and worries about them. He, as it were, transforms into the image and lives its life.

During such games are on intensive development of speech, enrichment of vocabulary, develop Creative skills the child, his imagination, as well as the ability to control himself, learns to think independently and logically. All this is reflected in the further development of the child and in the future, on educational activities.

These games require special toys-artists:

While your Baby is still small, he is about 6 months old, you can put on a show for him yourself. It could be a cheerful green frog; he loves it more than any other toy. She will speak to the Baby in the voice of his mother, sing him songs and tell him simple rhymes. But rest assured, the Kid will not remain indifferent!

After one year, when he already understands speech well, you can “stage” a play with two toys - a Cat and a Horse or a Doll Masha. They can sing, dance with each other, recite rhymes, and run in their mother’s hands. True, the Kid will not see his mother’s hands, he only sees the artists - the DOLL.

After two years, you can organize small classical performances with your child. For example, this could be the fairy tale “Kolobok”. You just need to choose the appropriate toys: wolf, fox, hare, bear. A kolobok can be made from a small ball - draw a face on it. At first, the child sees your game, it is very expressive, you constantly address him, including him in the game, and he, too, will want to be one of the heroes of the fairy tale and speak in his voice.
By the age of three, children are already playing with toys themselves, staging small performances, developing their imagination and improvisation.

FINGER DOLLS are very popular - these are dolls made of wood, fabric or other materials that are worn on the finger. You can buy them in the store, they are sold in sets, or you can make them yourself. Dolls can be made of cardboard, corks, acorns, knitted, sewn, combined.
Wooden dolls have a recess inside; it should fit tightly around the finger so as not to jump off, but also not to squeeze the fingers. The dolls have expressive faces, and the animals have their characteristic features. All heroes can fit on one or two hands. Kids will be happy to play with such dolls, pronounce the text, dance and sing with the toy on one finger, and then on several.
Finger theater is good when you need to show several characters at the same time. At first, you can act out a simple plot based on the fairy tale “Kolobok”, “Ryaba Hen”, then take more complex plots: “Little Red Riding Hood”, “Masha and the Bear”, “Geese-Swans”, “The Three Little Pigs”. For the game you can use a screen, they are sold in stores, or you can make it yourself.
The finger puppet theater is very useful for the development of fine motor skills, which has a beneficial effect on preparing the brush for writing.

Kids love to play with cardboard or plywood silhouettes on stands, painted on both sides, that move around the table - TABLE-FLASH theater. Such sets are always dedicated to some kind of fairy tale. The set always includes a lot of decorations: these can be houses, trees, bushes, streams. The child happily voices the roles of the characters in the fairy tale, while he can be the only “storyteller”, changing the intonation of his voice. He can even voice the voice of the wind, thunder, and the noise of trees.
Such the game will do children from four years old. It develops speech, imagination, coordination of movements, and vocal range well.

Older children, more often in kindergartens, play CONE theater. You can buy it in the store - it's an album in which all the parts are cut out and glued together. Every single detail is a geometric figure: the body and arms are cones, the head is a circle, the ears are triangles, etc. They can be decorated. The dolls turn out to be voluminous. Or you can come up with and make such figures yourself. Here the child has many opportunities - to make a toy himself, to translate his fantasies and creativity into staging mini performances - fairy tales, nursery rhymes, songs. Bulk toys made of paper require caution; more often than not, this is a game for only one plot.

The greatest opportunities for play and dramatization are provided by GLOVE dolls or “BI-BA-BO” dolls. This is a real theater that you can arrange at home. These dolls are made from a hard head and a cloth suit that has no legs but two arms. The child puts on forefinger head, and the middle and thumb in the hands, the body of the doll is the hand of the artist.

“Bi-Ba-Boshek” is characterized by various movements and gestures. In the hands of actors, they can laugh and cry, sing and dance, and take various poses. In general, they can express everything that a child experiences while playing with this doll. He perceives the doll as a person and worries about it. He identifies himself with the doll.
So in the play “The Three Little Pigs”, the Kid will worry about each brother. He may be the only actor-puppeteer, speak in different voices, different intonations - both for the wolf and for the piglets, but still, he will worry about each piglet.
Such glove theaters can be bought as a set in the store, “Puppet theater - Little Red Riding Hood, Three Bears, Little Goats and the Wolf, Ryaba Hen, Wolf and Fox.” Or you can make “Bi-Ba-Boshek” yourself from scrap materials.

Children love to play with marionette dolls - dolls that an actor controls by pulling strings. The head, arms, legs are attached with loops and suspended on a thread to a wooden base, which controls the movements of the dolls. They are especially necessary for hyperactive children. The kids themselves don’t notice how they gradually control their movements, act carefully and voluntarily.

Children of preschool and younger age take the game of dramatization very seriously. At the beginning there is a choice fairy tale (plot of the game), then discussing it, retelling it, then assigning roles, settling down play space and children's direct play.
To play a role, an attribute is required - a sign of the character that is most typical for him. If your child doesn’t have a real costume, don’t despair. Let the children themselves say which feature is most typical for this character. Based on this, you can make this attribute yourself. For example, an animal mask cut out of paper, an apron, a cap, a wreath, a kokoshnik, etc. We need to convince children that the most important thing is the image that they must perform with the help of gestures, movements, intonation, and facial expressions. Also, you should not demand precision performance from children; experience will come gradually.

To dramatize means to act out a literary work, while maintaining the sequence of episodes in it and conveying the personalities of its characters. They require children to have skills, competencies in literature, theater, fine arts and musical activity. A literary work tells a child actor what actions to perform, but there are no instructions about their methods of implementation: movements, intonation, facial expressions.

Play-dramatization will be possible if the child perceives, comprehends and experiences while reading literary work; and also already knows about the theater, about the performances that are performed there; willingly joins the game, taking into account his capabilities and abilities.

Based on the individual abilities of children, dramatization games are divided into:
Child “DIRECTOR”- this child is an erudite. He has a good imagination and memory. He quickly “grabs” a literary text and immediately translates it into a staged performance. He is purposeful, has organizational skills: distributes roles, text, directs the game, its further development, determines the place where the performance will take place, and brings the game to the end. He can combine: include poetry, songs, dances, improvisation in the course of the performance.
Child - "ACTOR"- He is sociable, easily joins group games, can convey the image of the hero well, improvises easily, can quickly find the necessary attributes so that the image is more accurate, is very emotional, follows the plot exactly and plays his role to the end.
Child - "spectator"- He seems to be participating in the game from the sidelines. This child is attentive, observant, empathizes with the acting, loves to analyze and discuss the acting, how it unfolds story line, conveys his impressions through words, drawings, and games.
A child is a “DECORATOR” - he has the ability to convey the image of the characters and the work as a whole, through the creation of scenery, props, and costumes. He has a good sense of color and shape.

Dramatization games can be varied in content, form and objectives.
These can be games - round dances, accompanied by singing. For example, a Russian folk song: “There was a birch tree standing in the field” - children in costumes of “birch trees”, Russian girls (in kokoshniks or scarves, Russian colored sundresses), sing, dance, movements correspond to the words of the song.
These could be games - dramatizations of poems; tabletop theater; puppet show; creative games; prose.

In all dramatization games there is an atmosphere of goodwill, mutual understanding and openness, and self-realization. Children's knowledge about the world around them expands. The child learns to convey his emotional condition in movements, facial expressions, gestures, the ability to empathize. He learns to understand the peculiarities of animal behavior, tries to reproduce them, and learns onomatopoeia.

Children develop imagination, speech, and coordination of movements. These games promote organization, intelligence, develop a sense of teamwork, and build relationships and understanding between peers and adults. All this affects the future life potential of the child.

Socialization is extremely important process not only for individuals in particular, but also for society as a whole. In the course of socialization, a person acquires the qualities necessary for him to function in society, and the formation of all social experience, called the human world, takes place. IN Lately L.S.’s position is becoming increasingly important. Vygotsky that the construction and formation higher forms mental activity occurs in the process social development child.
Currently actual question theories and practices of preschool education: how to help teachers and parents contrast the magnificent games that have been almost completely repressed in many kindergartens and families with the heroes of fairy tales struggling with evil forces, helping the weak, the offended, saving the honest and kind, games with militant content, in which aggressive characters of popular cartoons dominate, “action films”, prevailing among many children, even among girls. In my opinion, the solution to this issue is facilitated by dramatization games, which make it possible to enrich children’s games with morally valuable content and, to a certain extent, realize the tasks of the social development of preschoolers.
Of all kinds joint activities As is known, it is the game that has a significant impact on the social and moral development of the child’s personality up to school age. The game reflects the content of the social world around the child, the moral norms and rules that exist in it. But the success of children’s mastery of social experience and the formation of friendly relationships depends on the content and nature of children’s interaction in the game.
Play-dramatization is considered by pedagogical science as one of the means of comprehensive education of a child and the development of his personality. The child learns the ideological content of the work, the logic and sequence of events, and their causality. This type of game has a great influence on speech development. The child gets acquainted with the bright and expressive folk language, enriches his vocabulary, and the dialogical, emotionally rich speech of children is formed.
Play-dramatization promotes mental development children, development mental processes(memory, imagination, attention, etc.) and personality traits - independence, initiative, emotional responsiveness, imagination. These games are of great importance for the aesthetic education of preschool children, the development of artistic abilities and creativity, which manifests itself in the search for various means of expression to create the image of the hero of the work. The development and improvement of movements in the game contributes to physical development children.
I would especially like to highlight the importance of dramatization games in the social and moral education of preschool children. Children are attracted by the inner, emotional richness of literary plots, specific active actions characters. Children emotionally master a literary work, penetrate into inner meaning actions of the heroes, they form an evaluative attitude towards the hero. A literary work brings a child closer to a literary character, activates the processes of developing empathy, sympathy, assistance, and contributes to the formation of moral motives of behavior.
Already the first steps in this direction have shown how great the interest of children in dramatization games is. The children enjoy participating in the staging of fairy tales, selecting costume elements for the characters, making attributes for fairy tales, agreeing with each other on the nature of their actions, etc. The purpose of the study is to theoretically substantiate and test the role of dramatization games in learning through experimental research. literary text younger children preschool age.
The object of the study is dramatization games for children of primary preschool age.
The subject of the study is the process of dramatization games as a means of mastering literary text by children of primary preschool age.
Research objectives:
· to study the features of assimilation of literary text by preschool children;
· determine the role of dramatization games in early preschool age;
· to justify the means and methods of conducting a dramatization game for the assimilation of a literary text by primary schoolchildren;
· conduct pilot study the influence of dramatization games in the assimilation of literary texts by primary schoolchildren;
Research methods:
· study of psychological and pedagogical literature on the topic of research;
· observation;
· conversation;
· testing.
The play activity of preschoolers is associated with the gradual advancement of the modern preschool child in the space and time of play. In the period from 3 to 6-7 years, he, with the help of an adult, independently masters different types of individual and group games.
Each type of games makes its contribution to the development of cognitive and creative activity, the formation of the child’s personality and its relationships with the world, specifically influencing the formation of the prerequisites for educational activity as leading in the following age period. Game for children fourth year life - a kind of “experimental platform” for getting acquainted with the subject and social world, testing oneself and determining the boundaries of one’s capabilities, realizing individual needs and demonstrating the inclinations of future abilities.
In order for the community of children of the fourth year of life to become playful, directed pedagogical influence is required. The main pedagogical objectives are:
· assisting children in acquiring gaming skills, enriching them gaming experience;
· expansion of children's ideas about objects, events and phenomena of the surrounding world, which can then be reflected in the game;
· encouraging children's initiative when developing individual, paired and group games;
· creating conditions for children to be active during the day, etc.
Dramatization games are special games in which the child acts out a familiar plot, develops it, or comes up with a new one. It is important that in such a game the baby creates his own little world and feels like the owner, the creator of the events that take place. He controls the actions of the characters and builds their relationships. In the game, the child turns into an actor, a director, and a screenwriter. A child never plays such games in silence. Using his own voice or the voice of a character, the child pronounces events and experiences. He voices the characters, comes up with a story, lives what is in ordinary life life is not easy for him. During such games, speech intensively develops and is enriched qualitatively and quantitatively. lexicon, the child’s imagination, creative abilities, ability to control himself, maintain attention in accordance with the plot, logic and independent thinking develop. All this takes on special significance in cognitive development and further educational activities. Therefore, dramatization games are extremely useful and necessary for a child at different stages of his development.
In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to role-playing games: they are based on the conditional reproduction of a phenomenon, actions and relationships of people, etc., and also have elements of creativity. The uniqueness of dramatization games lies in the fact that according to the plot of a fairy tale or story, children play certain roles and reproduce events in the exact sequence.
Most often, fairy tales are the basis for dramatization games. In fairy tales, the images of heroes are outlined most clearly; they attract children with the dynamism and clear motivation of their actions, actions clearly replace one another, and preschoolers willingly reproduce them. Children's loved ones are easily dramatized folk tales“Teremok”, “Kolobok”, “Turnip”, “Three Bears”, etc. In dramatization games, poems with dialogues are also used, thanks to which it is possible to reproduce the content by role.
With the help of dramatization games, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causality.
To develop dramatization games, it is necessary to: excite and develop children’s interest in them, children’s knowledge of the content and text of the work, the availability of costumes and toys. The costume in games complements the image, but should not embarrass the child. If it is impossible to make a costume, you need to use its individual elements that characterize the individual characteristics of a particular character: a cockerel's comb, a fox's tail, a bunny's ears, etc. The teacher’s guidance lies in the fact that he first of all selects works that have educational significance, the plot of which is easy for children to learn and turn into a dramatization game.
You should not specifically learn a fairy tale with preschoolers. Beautiful language, a fascinating plot, repetitions in the text, the dynamics of the action - all this contributes to its rapid assimilation. When a fairy tale is told repeatedly, children remember it quite well and begin to join the game, playing the roles of individual characters. While playing, the child directly expresses his feelings in words, gestures, facial expressions, and intonation.
In a dramatization game, there is no need to show the child certain expressive techniques: the game for him should be just that: a game.
Of great importance in the development of dramatization play, in the assimilation of the characteristic features of the image and their reflection in the role, is the interest of the teacher himself in it, his ability to use the means artistic expression when reading or telling. The correct rhythm, various intonations, pauses, and some gestures enliven the images, make them close to children, and arouse their desire to play. By repeating the game over and over again, the children need the help of the teacher less and less and begin to act independently. Only a few people can participate in the dramatization game at a time, and the teacher must ensure that all children take turns participating in it.
Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works, clarifies some of the characteristic features of the characters, and finds out the children’s attitude to the game.
Thus, play is the most accessible and interesting way for a child to process and express impressions, knowledge and emotions. Dramatization game as one of its types is effective means socialization of a preschooler in the process of understanding the moral implications of a literary or folklore work and participating in a game that is collective in nature, which creates favorable conditions for developing a sense of partnership and mastering ways of positive interaction. The importance of dramatization games is also great for speech development(improving dialogues and monologues, mastering the expressiveness of speech); Dramatization play is a means of self-expression and self-realization for a child.
The features of the dramatization game are the literary or folklore basis of its content and the presence of spectators. In dramatization games, the child, playing a role as an “artist,” independently creates an image using a set of means of verbal and nonverbal expressiveness. Types of dramatization are games that imitate images of animals, people, and literary characters; role-playing dialogues based on text; staging of works; staging performances based on one or more works; improvisation games with the acting out of a plot (or several plots) without prior preparation.
The main directions of development of dramatization play in early preschool age consist in the child’s gradual transition from observation theatrical production adult to independent play activities; from individual play and “side-by-side play” to play in a group of three to five peers playing roles; from imitation of the actions of folklore and literary characters to imitation of actions in combination with the transfer of the main emotions of the hero and mastering the role as the creation of a simple “typical” image in a dramatization game.
An important aspect of the teacher’s activity is the gradual expansion of gaming experience through the development of varieties of dramatization games. The implementation of this task is achieved by successively complicating game tasks and dramatization games in which the child is involved.
The teacher’s activities should be aimed at stimulating interest in creativity and improvisation, which is an important part of working with children. Gradually they become involved in the process of playful communication with theatrical puppets, and then in joint improvisations with adults.

BIBLIOGRAPHY

Dramatization games are special games in which the child acts out a familiar plot, develops it, or comes up with a new one. It is important that in such a game the child creates his own little world and feels like the master, the creator of the events that take place. He controls the actions of the characters and builds their relationships. In the game, a child turns into an actor, a director, and a screenwriter. A child never plays such games in silence. Using his own voice or the voice of a character, the child pronounces events and experiences. He voices the characters, comes up with a story, experiences things that are not easy for him to live through in ordinary life. During such games, intensive development of speech occurs, vocabulary is enriched qualitatively and quantitatively, the child’s imagination, creative abilities, ability to control himself, maintain attention in accordance with the plot, logic and independence of thinking develop. All this acquires special significance in cognitive development and further educational activities. Therefore, dramatization games are extremely useful and necessary for a child at different stages of his development.

Dramatization games should be distinguished from role-playing games. Distinctive feature The first is not only the plot, but also the nature of the gaming activity. Dramatization games are one of the types of theatrical games. However, both have certain differences. Theatrical games, in contrast to dramatization games, have a fixed content in the form of a literary work, acted out by children in person. In them, as in real theatrical art, specific images are created with the help of such expressive means as intonation, facial expressions, gesture, posture and gait. There are also differences in the child’s level of independence.

Thanks to special pedagogical research conducted by L. Vyroshnina, N. Karpinskaya, E. Trusova, L. Furmina and others, the following was established.

Even children of older preschool age do not play dramatization games on their own. Most Interest They are encouraged to engage in theatrical games at the suggestion of the teacher and under his guidance (L. Furmina). But, if from the first junior group the children, with the help of the teacher, act out folk songs, nursery rhymes, small scenes, and in the second younger group, using toys and figures of the plane theater, will continue to do this, then already in middle age, play-dramatization is possible as independent activity(Sigutkina). There is several evidence to support this assumption.

It was found that children of the fifth year of life, in the process of theatrical activities, actively strive to bring personal, individual, original elements into the performance of roles (N. Karpinskaya). And in older preschool age, it becomes possible to specially teach children methods of artistic and figurative expressiveness (Kofman).

At the same age, it becomes possible to include fragments of theatrical activities using different types theater into the system of classes for teaching children storytelling, as well as using classes on speech development to enrich theatrical games (L. Vyroshnina).

It was also found that the effectiveness of theatrical activities largely depends on its integration with children’s visual arts classes. In the process of decorative and design creativity, children have the opportunity to think, reflect, remember and fantasize, which also has a positive effect on the expressiveness of the created images (E. Trusova).

In dramatization games, the child artist independently creates an image using a set of expressive means (intonation, facial expressions, pantomime), and performs his own actions in playing the role. In a dramatization game, a child performs a plot, the script of which exists in advance, but is not a rigid canon, but serves as a framework within which improvisation develops. Improvisation can concern not only text, but also stage action.

There are several levels of dramatization games:

1. Games that imitate images of animals, people, and literary characters.

2. Role-playing dialogues based on text.

3. Performances of works.

4. Staging performances based on one or more works.

5. Improvisation games with playing out the plot without prior preparation.

At each of the listed levels, several types of dramatization games can be used (L.P. Bochkareva):

1. Dramatization works of art, when a child takes on the role of a character. At the same time, he enters the character and feels relaxed and free. As a rule, at the same time, his fear disappears, his speech acquires a bright intonation color, the gesture-facial side of speech and the ability to imitate develop.

2. Tabletop theater with planar and three-dimensional figures - these are cardboard or plywood silhouettes on stable stands. All characters are colored on both sides and move by sliding on the table. The plywood analogue is more durable and extends the period of use of the theater. This is especially true in preschool settings.

3. Tabletop cone theater. All the parts that make up the performing toys - geometric figures. The head is a circle, the body and limbs are cones, the ears are triangles, and the mustache is rectangular stripes. The finished figurine body can be painted, supplemented with applique, etc. The dolls turn out to be voluminous and take up quite a lot of space on the table, so no more than three dolls are used in the performance. The semi-movable figure “slides” across the table. Since the field of activity with cone-shaped toys-actors in this type of theater is limited, since each set is intended for only one plot, and the cone figures have a low degree of mobility, all the creativity and imagination of the child is embodied in voicing the roles.

4. Dramatization games with fingers. They are especially useful for the development of fine motor skills of the hands, and at the age of 5 - 6 years, the mastery of finger theater prepares the hand for writing. In such a theater, all the characters, stage and plot are located... on one or two hands. There are special finger puppets for this. They are made of fabric and wood. The reliability of the image can be considered one of important signs quality toys. The dolls have softly drawn expressive faces without a hint of satire in the image, the animals have the characteristic features of a particular animal. Wooden toys can look like tiny character heads, or they can be a whole figurine with a head, torso, arms, legs or paws (if it's an animal). You can even find a wooden Snake-Gorynych with three heads. The parts of fabric or combined dolls must be made of high-quality materials and be well attached to each other. Wooden dolls have a recess for a finger, so when choosing a toy, it is important to pay attention to the size of this recess. The doll should fit your finger tightly without jumping out of it and vice versa, without squeezing too tightly. The thin and delicate skin of a child is vulnerable, so the wood must be well sanded. During the game, it is good to use a table screen, behind which the actors and scenery will change.

5. Puppet theater. A marionette is a doll on strings. The head and joints are attached with hinges and suspended from a wooden base, which controls the movements of this doll.

6. Shadow theater. This theater is rightly considered one of the most conventional theaters. In it, according to Nina Yakovlevna Simonovich-Efimova, “there are no impressions that distract attention (colors, relief). That is why it is accessible and well perceived by children. It is precisely because the silhouette is a generalization that it is understandable to children. Because the art of children themselves is generalized Children's drawings are always beautiful, always pleasant. And children draw with “emblems”.

It becomes obvious that the types of theatrical games are diverse. They complement each other and can take their rightful place in educational work kindergarten and make a child’s life brighter, richer and more diverse.

According to the famous psychologist A.N. Leontyev, “A developed dramatization game is already a kind of “pre-aesthetic” activity. The dramatization game is, therefore, one of the possible forms of transition to productive, namely aesthetic activity with its characteristic motive of influence on other people"

In addition, thanks to the decorations and costumes, children have great opportunities to create an image using color, shape, and design. However, it is also necessary to remember the sanitary and hygienic requirements for theatrical equipment. For example, pediatricians believe that not all types of puppet theaters can be used in working with children of older preschool age. Prolonged actions by a child with his arm extended and raised above his head are contraindicated at this age, while puppet theater, in which children act while sitting, is recognized as one of the most psycho-physiological types of theater for children of this age. The appearance of the dolls also plays an important role.

A significant contribution to the solution of this issue was made by the artist Natalya Vasilyevna Polenova, the daughter of the outstanding Russian artist V.D. Polenova. Natalya Vasilievna's dolls were very original. They did not have a profile, due to which a convention arose that was close to the culture of the ancient ritual mask northern peoples Siberia, and the dolls seemed to turn into works of plastic art with a degree of conventionality present in them.

This idea of Natalya Vasilievna was highly appreciated by artists, but was not picked up by teachers. Puppets for finger theater, puppets, etc. were and are being made in massive batches, with a molded head, in which facial features frozen in one expression are clearly indicated, which, by the way, are often not visible to the small viewer.

But the Waldorf kindergarten in its puppet theater makes extensive use of the plasticity and conventionality of doll images. Freya Jaffke writes about it this way:

“The appearance of the doll does not change throughout the entire action: whether she is laughing or angry, in a hurry or in no hurry, her face remains unchanged. Therefore, in performances for preschoolers, dolls with caricatured forms (for example, a witch with a long nose) should be abandoned; then children turn from observers into active participants in the performance. The character of the doll can be expressed in its entirety, first of all, through the color of clothes. For example, the king’s yellow-gold robe with a purple robe radiates dignity, and the red-violet dress of the old one. wise woman inspires awe. Evil images are never surrounded by delicate light tones, but muted dark colors are used."

We agree with the approaches of Waldorf teachers in matters related to the organization of this work and the technology of making dolls. But we believe that more attention should be paid to artistic development children.

In older preschool age, children develop a number of qualities that are valuable for later life. aesthetic development: activity, consciousness, independence, holistic perception of content and form, ability to participate and empathy, spontaneity of impressions, brightness in expression and manifestation of imagination. Thanks to these qualities, the child is already able to make a doll himself for his performance and convey its image through the color of clothes. For example, in art classes, children use cones to make the base of a puppet doll, and then, by drawing the face, clothing, and adding various additional details, they create the desired image. In another case, teachers and parents can make a base for dolls from fabric. And the children themselves can make many different cloaks and capes and other attributes. When preparing for a performance, with the help of clothes and additional attributes, children can create any image at their discretion.

At the same time, we do not agree with F. Jaffke’s approach regarding color, in which the yellow-golden color is associated with dignity, and the red-violet dress with wisdom. This forms color stereotypes. It is much more important to organize work with children in such a way that each child is able to find a visible image corresponding to his plan.

Obviously, not every child will become an artist or actor in the future. But in any matter, he will be helped by creative activity and a developed imagination, which do not arise on their own, but, as it were, ripen in his artistic activity.

Therefore, when working with children in theatrical activities, one cannot limit oneself to the development of only performing creativity. The measure of a child's own activity can be very different.

For some performances they can do everything themselves:

Consider the content of the performance;

Determine a role for yourself in it;

Based on your own ideas, make a doll for the performance or make a costume for yourself.

In others, they act only as costume designers and performers.

Thirdly, to simply be spectators and participants in the performance that teachers and parents will prepare for them.

But no matter what level of independence and activity the child chooses, the leading role is always played by the teacher. It is on his professional skill and personal interest that the degree of involvement of the child in the game, the maintenance of his interest and creative activity throughout the game, and the competent achievement of the set pedagogical and psychological goals depend. There are special requirements for the methodology for conducting and directing dramatization games at different stages of preschool age. We will consider these requirements in the next paragraph of our work.

By participating in dramatization games, the child, as it were, enters the image, transforms into it, lives its life. This is perhaps the most difficult execution, since
it does not rely on any materialized model.

An attribute is a sign of a character that symbolizes its typical properties. For example, a characteristic animal mask cut out of paper, a cap, an apron
(elements of work clothes), kokoshnik, wreath, belt (elements of national dress), etc. the child puts on himself. He must create the image himself - with
using intonation, facial expressions, gestures, movements.

If you don't have a full costume for your role, don't bother yourself or others with making one. Advise img with the children what the character's sign is
most typical. And using it, make an emblem by which everyone will immediately recognize the hero being depicted. Convince the guys that the main thing is how they
perform their roles - it seems similar or not. At the same time, do not demand great precision in execution; there is no need to spoil the children’s mood during the game. Skill
will come gradually - after repeatedly playing the role and observing peers.

Dramatization games with fingers (color table 30-31). The child puts the attributes on his fingers, but, as in dramatization, he himself acts for the character, the image
which is on the hand. As the action progresses, the child moves one or all fingers, pronouncing the text, moving his hand behind the screen. You can do without a screen and
depict actions by moving freely around the room.

Finger theater is good when you need to show several characters at the same time. For example, in the fairy tale “Turnip” new characters appear one after another.
Such a performance can be performed by one child using his fingers. Fairy tales “The Goat and the Seven Little Kids”, “Twelve Months”, “Boy-Ki-Balchish”,
“Geese-Swans” and others with many characters can be shown by two or three children who are located behind the screen. Showing such tales with crowd scenes
possible due to finger attributes.

Dramatization games with bibabo dolls (color tables 23-24).

In these games, a doll is placed on the fingers of the hand. The movements of her head, arms, and torso are carried out with the help of movements of her fingers and hand.

is also being played out.

a little imagination.

In these games, a doll is placed on the fingers of the hand. The movements of her head, arms, and torso are carried out with the help of the movements of the MILITS and the hand.

Bibabo dolls usually act on a screen behind which the driver is hidden. But when the game is familiar or the dolls are played by the children themselves, that is, the moment of mystery has disappeared,
then the drivers can go out to the audience, communicate with them, give them something, take someone by the hand, involve them in the game, etc. Such “exposure” is not
reduces, but rather increases, the interest and activity of the children.

When children see an adult playing with bibabo dolls, they will most likely also want to learn how to drive them themselves. If the doll turns out to be too big for a child’s hand, then
You can insert two fingers into the head instead of one. Shorten the doll's sleeves so that the children's fingers fit into the sleeves of the hands. You can make dolls for
children's hands. Well-preserved parts from old broken toys and soft animals will be useful for this. Dress them up and make them up for the desired role.
Show the children how the doll should move, how to move it across the screen.

Improvisation - acting out a theme or plot without prior preparation - is perhaps the most difficult, but also the most interesting game. Everyone is preparing for it
previous types of theater. And yet children will be at a loss if you suddenly invite them to act out this or that scene. Prepare them for this - together
come up with a theme, discuss how to portray it, what the roles and characteristic episodes will be.

The next step is to let each participant in the game depict the theme in their own way. And an even more difficult task: the child chooses a theme and acts it out himself. IN
Next time the guys will ask each other topics themselves. And finally, with the help of facial expressions, intuition, and attribute, you can make a riddle. The answer is the topic that
is also being played out.

Theatrical games as a type of role-playing games retain their typical features: content, creative concept, role, plot, role-playing and
organizational actions and relationships. The source of all these components is the surrounding world. It is also a support for the creativity of the teacher and children.
Each theme can be played out in several variations.

However, unlike role-playing games, theatrical games develop according to a pre-prepared scenario, which is based on content of the tale,
poems, stories. The finished plot seems to lead the game. But, while facilitating the development of the topic, it at the same time reduces the teacher’s creative solution to it
and children. All current practical recommendations for theatrical games come down mainly to the development of scenarios based on literary
works, most of which are performed by adults. Older preschoolers are sometimes involved in performances, but their creativity consists only of
own emotional expression of the role being played.

Children rarely participate in the preparation of attributes and scenery for the performance. Most often they are offered ready-made costumes, which, of course, pleases the guys, but at the same time
thereby constraining their independence and creativity. Without denying the theme of ready-made scripts, I would like to show in this book how you can creatively use them
in theatrical games, so that children have the opportunity to independently improvise on topics taken from life (funny incident, interesting event,
good deed). It is useful to find different options for the development of each topic, as if to see in perspective the results of your deeds, actions, etc.

Creative and independent development of the topic, search different options its solution is also facilitated by a reasonable combination of images in one game,
characteristic different games. This allows children to use all the image methods they know.

For the first time, it is best to play the game on a flannelgraph. It allows you to freely model and capture at the same time various situations. Tabletop theater
toys and pictures also have the same properties. In addition, it is convenient to imitate the movement of cars, pedestrians, animals and other characters.

It is more difficult to play with bibabo dolls if you have poor command of the technique of driving them. They must constantly move, as if alive, they cannot be fixed on a plane,
table. But you can create a lot with them funny skits and use the same dolls in repeated games, constantly maintaining the children’s interest in them.

All of the listed types of theatrical games require re-imaging and speaking lines. This also requires expressive intonations, typical of
a certain image, characterizing his actions and behavior, and corresponding facial expressions that complement the play of the voice. Depiction of gay behavior
becomes more complicated in the dramatization game. Pantomime becomes the leading visual medium here. The image is born from the character’s actions, facial expressions, intonations and
content of the replicas. All this gives scope for creative transformation of a familiar plot.

When the plots are played out in the sequence suggested in the book, children’s independent play is facilitated and conditions are created for creative
solutions to the same topic, since each previous game becomes a stepping stone for the next one. Want to try? You may not be able to
worse. Don't be upset if you don't have enough attributes and don't put off playing. After all, you can adapt any available material to its plot. For this you only need
a little imagination.

Think with your children about how best to combine in one game the attributes and methods of representation used in different types of games. After all, the same plot can be
act out on a flannelgraph, and with the help of tabletop theater toys, and other means. Opportunities for creativity for children and adults are not here
limited. Preschoolers, with the help of adults, are able to make the simplest attributes and decorations that would emphasize characteristics
character or setting.

Description of the presentation by individual slides:

1 slide

Slide description:

Municipal budgetary preschool educational institution for children "Salgal" village. Ust-Elegest MR "Kyzyl kozhuun" of the Republic of Tyva Consultation for teachers "Dramatization games and its types" Prepared by Russian language teacher MBDOU d/s "Salgal" Shoilaa O.K. With. Ust-Elegest 2017

2 slide

Slide description:

Play is a special activity that blossoms in childhood and accompanies a person throughout his life. In modern pedagogical theory, play is considered as the leading activity of a child - a preschooler. Leading position play is determined not by the amount of time the child devotes to it, but by the fact that: it satisfies his basic needs; in the depths of the game other types of activities arise and develop; the game is most conducive to mental development child. In a variety of educational systems, play has a special place. And this is determined by the fact that the game is very in tune with the nature of the child. From birth to adulthood, a child pays great attention to games. A game for a child is not just an interesting pastime, but a way of modeling the external, adult world, a way of modeling its relationships, during which the child develops a pattern of relationships with peers. Children are happy to come up with games themselves, with the help of which the most banal, everyday things are transferred to a special interesting world adventures.

3 slide

Slide description:

"Play is a need for a growing child's body. In play they develop physical strength a child's hand is stronger, his body is more flexible, his eyes are more precise, intelligence, resourcefulness, and initiative develop. In the game, children develop organizational skills, develop self-control, the ability to weigh circumstances, etc.,” wrote N. K. Krupskaya. In the game, the child makes discoveries of what has long been known to adults. Currently, a whole direction has appeared in pedagogical science - gaming pedagogy, which considers play to be the leading method of educating and educating children of preschool and primary school age and therefore the emphasis on play (. play activity, game forms, techniques) is the most important way to include children in educational work, a way to ensure an emotional response to educational influences and normal conditions life activity. Dramatization games are one of the types of theatrical games. However, both have certain differences. Theatrical games, unlike dramatization games, have a fixed content in the form of a literary work, acted out by children in person.

4 slide

Slide description:

In them, as in real theatrical art, specific images are created with the help of such expressive means as intonation, facial expressions, gesture, posture and gait. There are also differences in the child’s level of independence. Even children of older preschool age do not play dramatization games on their own. They are most interested in theatrical games at the suggestion of the teacher and under his guidance. But, if from the first younger group children, with the help of the teacher, act out folk songs, nursery rhymes, small scenes, and in the second younger group, using toys and plane theater figures, they continue to do this, then already in middle age, dramatization play is possible as an independent activity. There is several evidence to support this assumption. It was found that children of the fifth year of life, in the process of theatrical activities, actively strive to bring personal, individual, and original characteristics into the performance of roles.

5 slide

Slide description:

Dramatization games are a special type of activity for preschool children, in which the child acts out a familiar plot, develops it, or comes up with a new one. It is important that in such a game the child creates his own little world and feels like the master, the creator of the events that take place. He controls the actions of the characters and builds their relationships. In the game, a child turns into an actor, a director, and a screenwriter. A child never plays such games in silence. Using his own voice or the voice of a character, the child pronounces events and experiences. He voices the characters, comes up with a story, experiences things that are not easy for him to live through in ordinary life. During such games, intensive development of speech occurs, vocabulary is enriched qualitatively and quantitatively, the child’s imagination, creative abilities, ability to control himself, maintain attention in accordance with the plot, logic and independence of thinking develop. All this acquires special significance in cognitive development and further educational activities. Therefore, dramatization games are extremely useful and necessary for a child at different stages of his development.

6 slide

Slide description:

At an older age, it becomes possible to include fragments of theatrical activities using different types of theater in the system of classes for teaching children storytelling, as well as use classes on speech development to enrich theatrical games. It was also found that the effectiveness of theatrical activities largely depends on its integration with children’s visual arts classes. In the process of decorative and design creativity, children have the opportunity to think, reflect, remember and fantasize, which also has a positive effect on the expressiveness of the images created. In dramatization games, the child artist independently creates an image using a set of expressive means (intonation, facial expressions, pantomime), and performs his own actions in playing the role. In a dramatization game, a child performs a plot, the script of which exists in advance, but is not a rigid canon, but serves as a framework within which improvisation develops. Improvisation can concern not only text, but also stage action.

7 slide

Slide description:

In preschool educational institution Where the number of bilingual children predominates, difficulties arise in mastering the Russian language, since verbal communication in Russian has not been formed. The priority task in my work is the development of oral speech in children of non-Russian nationality. Formation and improvement of oral skills there's talk through the use of oral folk art: nursery rhymes, proverbs, sayings, rhymes, ditties, fairy tales. The use of gaming technologies plays an important role in teaching Russian to bilingual children. Dramatization games develop not only oral speech, but also activate cognitive activity, enrich children's vocabulary. After reading fairy tales, short stories about children, about animals, they are dramatized. Before the performances, a lot of preliminary work takes place: directing, making masks, preparing costumes. vocabulary work, improving diction. The use of dramatization games has a positive impact on learning and mastering the Russian language in bilingual conditions.

8 slide

Slide description:

Dramatization games can be performed without spectators or have the nature of a concert performance. If they are performed in the usual theatrical form (stage, curtain, scenery, costumes, etc.) or in the form of a mass plot spectacle, they are called theatricalizations. There are several levels of dramatization games: -Games that imitate images of animals, people, and literary characters. -Role dialogues based on text. -Stagings of works. -Staging performances based on one or more works. -Improvisation games with playing out the plot without prior preparation. At each of the listed levels, several types of L.P. dramatization games can be used. Bochkareva: 1. Dramatization of works of art, when a child takes on the role of a character. At the same time, he enters the character and feels relaxed and free. As a rule, at the same time, his fear disappears, his speech acquires a bright intonation color, the gesture-facial side of speech and the ability to imitate develop.

Slide 9

Slide description:

10 slide

Slide description:

11 slide

Slide description:

3. Tabletop cone theater. All the parts that make up the performing toys are geometric shapes. The head is a circle, the body and limbs are cones, the ears are triangles, and the mustache is rectangular stripes. The finished figurine body can be painted, supplemented with applique, etc. The dolls turn out to be voluminous and take up quite a lot of space on the table, so no more than three dolls are used in the performance. The semi-movable figure “slides” across the table. Since the field of activity with cone-shaped toys-actors in this type of theater is limited, since each set is intended for only one plot, and the cone figures have a low degree of mobility, all the creativity and imagination of the child is embodied in voicing the roles.

12 slide

Slide description:

4. Dramatization games with fingers. They are especially useful for the development of fine motor skills of the hands, and at the age of 5 - 6 years, the mastery of finger theater prepares the hand for writing. In such a theater, all the characters, stage and plot are located... on one or two hands. There are special finger puppets for this. They are made of fabric and wood. The authenticity of the image can be considered one of the important signs of a quality toy. The dolls have softly drawn expressive faces without a hint of satire in the image, the animals have the characteristic features of a particular animal. Wooden toys can look like tiny character heads, or they can be a whole figurine with a head, torso, arms, legs or paws (if it's an animal). You can even find a wooden Snake-Gorynych with three heads. The parts of fabric or combined dolls must be made of high-quality materials and be well attached to each other. Wooden dolls have a recess for a finger, so when choosing a toy, it is important to pay attention to the size of this recess. The doll should fit your finger tightly without jumping out of it and vice versa, without squeezing too tightly. The thin and delicate skin of a child is vulnerable, so the wood must be well sanded. During the game, it is good to use a table screen, behind which the actors and scenery will change.

Slide 13

Slide description:

14 slide

Slide description:

15 slide

Slide description:

5. Puppet theater. A marionette is a doll on strings. The head and joints are attached with hinges and suspended from a wooden base, which controls the movements of this doll.

16 slide

Slide description:

Slide 17

Slide description:

6.Shadow theater. This theater is rightly considered one of the most conventional theaters. In it there are, according to Nina Yakovlevna Simonovich-Efimova, “no attention-dispersing impressions (colors, relief). That is why it is accessible and well received by children. It is precisely because the silhouette is a generalization that it is understandable to children. Because the art of the children themselves is generalized. Children's drawings are always beautiful, always pleasant. And the children draw with “emblems”.

18 slide

Slide description:

Slide 19

Slide description:

Most often, the basis of dramatization games are fairy tales. In fairy tales, the images of heroes are outlined most clearly; they attract children with the dynamism and clear motivation of their actions, actions clearly replace one another, and preschoolers willingly reproduce them. Children's favorite folk tales “Turnip”, “Kolobok”, “Teremok”, “Three Bears” are easily dramatized.

20 slide

Slide description:

In dramatization games, poems with dialogues are also used, thanks to which it is possible to reproduce the content by role. It becomes obvious that the types of theatrical games are diverse. They complement each other and can take their rightful place in the educational work of a kindergarten and make the child’s life brighter, richer and more diverse. You can also note some types of dramatization games. Conducting these games, their use in educational process and making your own attributes various types dramatization games, the involvement of students in work depends on the creative imagination of the teacher. Games and activities with children charge so much energy that it lasts for a long time.