How to instruct children in small classes to perform pantomime

Abstract: Children's pantomime is a literary style that children like. How teachers use it flexibly, skillfully and appropriately in children's emotional world, so that children can receive education in a relaxed and happy atmosphere and generate positive emotions, and mime becomes another novel and effective form of children's mental health, which is another important topic worthy of our study in children's psychological education. Then, how to guide children to perform pantomime vividly is also a topic we have been discussing. Based on the author's work experience, this paper talks about some methods to guide children to perform pantomime, and is willing to share with you. Key words: performing independent pantomime before subsection instruction is a favorite literary form of children and a fairy tale that children enjoy. Its unique artistic form adapts to children's psychological and physiological characteristics. Rich fantasy helps to develop their thinking ability and imagination. At the same time, positive ideological content helps them cultivate their sentiments and increase their knowledge. French writer Francois said: "The whole art of education is the art of awakening the natural curiosity of young minds, and its purpose is to satisfy this curiosity." Then, how can teachers use pantomime flexibly, skillfully and appropriately in children's emotional world, so that children can receive education in a relaxed and happy atmosphere and generate positive emotions, so that pantomime can become another novel and effective form of children's mental health education? Below, I will talk about some practices based on my own experience at work: First, stimulating children's interest in performance is the primary condition for the development of pantomime. Children's interest in mime ultimately depends on the wonderful performance of mime. In the past, when we were guiding children to rehearse pantomime, we found that children could never get into the role well. Children's expressions are stiff and inflexible, and their movements are random, so they can't express the characteristics of their roles well. The whole script is boring and lacks excitement. For a time, we were confused and didn't know how to better guide our children to perform pantomime. Later, through theoretical study, teaching and scientific research activities, consulting relevant materials and summing up experience, it is concluded that pantomime should have the following characteristics: 1. Children's pantomime with more action language rarely has long dialogues or monologues, mainly through the actions of the role (including dance) to shape the image and express the theme. For example, the pantomime "Sweet Peach" and "Everybody Together" mainly rely on action and dialogue to unfold the plot. Because this is in line with the characteristics of children's hyperactivity and emotional exposure. This makes it easier for actors to design actions and attract active children's audiences. Therefore, children's pantomime attaches great importance to action language. Then, we should pay attention to the following points in designing action language for children's pantomime at work: 1) Understanding. Is to understand the meaning of each action. That is, the small audience must understand the meaning of the action through the action of the characters. Avoid adding unnecessary actions to avoid distracting children. For example, there is such a plot in the pantomime "Everybody Together": The wolf quietly approaches the little black sheep from behind the tree and bares his teeth step by step. The little black sheep is so scared that he covers his eyes with his hands and cries while running: "Mom, come and save me!" Let the small audience under the stage be very nervous, and let the children understand the truth that we should abide by the collective rules and not leave the group casually. Achieved the purpose of "entertainment". 2) Large amplitude. Subtle expressions and movements often fail to attract children's attention. For example, in the pantomime "Everybody Together", the wolf bared his teeth and approached the little black sheep step by step, and then said with laughter: "Haha! I can eat today! " Then he jumped on the little black sheep, grabbed the little black sheep and dragged it hard. He leaned back, fell down, got up and continued to catch the little black sheep. This series of movements has a great range and vividly depicts the ferocious image of the wolf. 3) there are changes. There should be changes in movements, and the rhythm of movements should also be changed. Because the action is monotonous, the slow rhythm will make the child feel bored, while the continuous fast-paced action will make the child too excited and tired. For example, in the pantomime "Everybody Together", after a series of actions of the wolf catching the little black sheep, the hunter came to save the little black sheep, and the pace was a little slower. Then the mother sheep led the other two children to run anxiously to find the little black sheep. This relaxed, fast and slow rhythm change can not only keep children's attention focused, but also avoid excessive fatigue. 2. There are many musical factors 1) The musicality of lines. The lines should be catchy so that children can remember them. 2) the lyrics of the composition. The situation of small and medium-sized songs and dances in pantomime is very popular with children because of its strong action and the lyrics with music that can impress the audience. 3) Set off the atmosphere and the music of the characters. Children's pantomime often uses musical images to set off the atmosphere. In the pantomime "Together", every small animal comes out with the corresponding music. Because children have a strong sense of music, the image of music helps small audiences understand the image and atmosphere in the play. 3. Many game elements are very obvious features of children's fairy tales. Games are the main content of children's activities and interests. The simulated movements and galloping imagination in the game can bring great happiness to children. Therefore, if children's mime can be close to their games, they will be more interested. If the small audience in the play can also participate in the game, it will make the actors and audience on and off the stage become one. At this time, the small audience is watching a play and playing games, and the atmosphere is excellent. Children can get great happiness and satisfaction from it. For example, when rehearsing the pantomime "Everybody Together" and performing the plot of "The Hunter Beats the Wolf", let the small audience shout together: "Kill it, kill it". The atmosphere of the venue was very strong, and the children's interest reached the highest point. Second, the rehearsal method is conducive to guiding the smooth progress of pantomime performance. The so-called "rehearsal" means that several teachers play the role first. In the past, when guiding children to perform pantomime, we found that children could never enter the role, and their movements and expressions were stiff and inflexible, and teachers were at a loss about how to guide children to improve their performance skills. Through research, children can be guided to perform pantomime in the form of pre-performance. First of all, our teacher has a deep understanding of the plot, and then role-playing and acting. The movements and expressions of the characters in the play, the emotional communication between the characters, the route up and down, the location of the station and the layout of the scene, etc. Are carefully arranged, know fairly well. We find that the use of "pre-performance" is helpful to guide the smooth performance of pantomime. Thirdly, subsection instruction is the best way to help children perform pantomime. Piecewise instruction is to cut the pantomime into several paragraphs, tell a story and perform a performance. This type of performance can be for everyone, and many people can play the same role. For example, in the pantomime Three Butterflies, a group of children can play a red butterfly, a group of children can play a yellow butterfly, and then a group of children can play a white butterfly. Red flowers, white flowers, yellow flowers, Grandpa Sun, rain, etc. Several children can play separately as needed. This kind of performance allows the whole class to participate, which solves the contradiction of fewer roles and more audiences. When performing, after listening to the teacher recite a story, it's the role's turn to perform the corresponding actions. At this time, the teacher can retell the story paragraphs as appropriate, and the rest of the children can recite them along. When the performance is over, the performer makes a shape, and then the next paragraph begins. In this kind of performance, each child plays a specific role, and can enter the role more easily without the feeling of being on and off the stage. In the past, when guiding children to perform pantomime, we always invited several children to demonstrate and rehearse on stage. As a result, we found that the young actors on the stage were very tired and uninterested, and the young audience had nothing to do, so there was a waiting phenomenon. Later, through study and discussion, we performed the script in sections and made the following points in the guidance: 1. Because this performance divides the pantomime into several paragraphs, after the story is finished, we guide the children to discuss. For example, the first paragraph of the story "Three Butterflies" is the scene of three butterflies playing in the garden. At first, they were happy, but when it rained, they panicked and became anxious. We help children analyze the emotional changes of butterflies and lay the foundation for their performances. Stage performance makes many children play the same role. Before the performance, children in the same role can be provided with opportunities to communicate and influence each other. For example, discuss and try to do the action of the role together. At the same time, we also encourage children to make different actions from their peers according to their own understanding and wishes of the role, especially the shape at the end of each performance, so that children can put on the most beautiful modeling actions they think. 3. Because this activity is class-wide, although it increases the difficulty of our teacher's guidance, we can skillfully control the performance process, which can not only make children enter the role happily, but also prevent the occurrence of out-of-control phenomenon. Generally speaking, after our children understand the story, they can grasp the opportunity of role-playing according to the development order of the story, but teachers still need to pay attention to all directions at all times, remind them of role-playing in time, remind them to do appropriate actions, and remind them to do static modeling at the end of each paragraph. Through this segmented guidance, children have made great progress in the process of performing pantomime and become bold, generous and more active. Fourth, give full play to children's autonomy and promote the development of children's multiple intelligences. "New Outline" points out: "Kindergarten education activities are an educational process in which teachers guide children to be lively and active in various forms, purposefully and in a planned way." Based on the theory of "multiple intelligences", we use pantomime as a carrier to penetrate into various fields, cultivate children's intelligence in language, mathematics, logic, insight, space, interpersonal relationship, music, body movements, natural observation and so on, and promote their all-round development. For example, in the pantomime "Everybody Together", the mother sheep listened to the music and said that she would take the lamb to eat grass, inspiring the children to experience what it would be like for the lamb to eat grass. What actions can show this happy mood? This is when the children can't help clapping their hands and jumping up and saying, "Great! Great! " Through the children's own experience of each role's mood, exaggerated movements and rich expressions, the interest in performance is particularly high. This has changed the situation that teachers always passively teach children to learn, and children's autonomy has been fully exerted. In short, children's pantomime should be acceptable to children and can get happiness from it. Only in this way can we achieve the purpose of "entertainment".