About choreography in kindergarten Choreography is an art loved by children. Choreographic art has a rare opportunity to influence in many ways. The main tasks of choreography in kindergarten
MUNICIPAL BUDGET EDUCATIONAL
INSTITUTION ADDITIONAL EDUCATION
THE HOUSE FOR ARTS AND CRAFTS FOR CHILDREN
Considered I approve at the pedagogical council Director of MBOU DO DDT Protocol No. 2 ___________ O.V. Goncharova
dated January 1, 2016 January 1, 2016
ADDITIONAL GENERAL EDUCATIONAL DEVELOPMENT PROGRAM
choreography
"CARAMEL"
artistic direction
age of students 5 - 7 years old,
implementation period - 2 years
Petrova Natalia Anatolievna
Art. Tatsinskaya
2016
Passport of additional general education
general development program
"CARAMEL"FULL NAME. Petrova Natalia Anatolievna
Place of work: MBOU DO DDT
per. Pionersky, 23
Address: Art. Tatsinskaya
Telephone: 89185119357
Job title: teacher additional education
Direction of the OP
Socio-pedagogical
Age of students
Preschoolers 5-7 years old
EP implementation period
2 years
Normative - legal base
The federal law dated December 29, 2012 No. 273 - Federal Law (as amended on May 7, 2013)
"On Education in the Russian Federation";
UN Convention on the Rights of the Child
"Federal Program for the Development of Education 2011-2015", approved by the Decree of the Government of the Russian Federation of 07.02.2011 No. No. 61;
Sample Requirements
to programs of additional education for children (Appendix to the letter of the Department of Youth Policy, Education and social support children of the Ministry of Education and Science of Russia dated December 11, 2006 No. 06- 1844).
Order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008 “On approval of the procedure for organizing and implementing educational activities for additional general educational programs "
Sanitary and epidemiological rules and regulations SanPiN 2.4.4.3172-14 "Sanitary and epidemiological requirements for the device, content and organization of the working hours of educational institutions of additional education for children" for institutions of additional education for children "
Year of development and editing of the EP
2016 Creation educational program
CONTENT
EXPLANATORY NOTE
Relevance and novelty of the program
Goals and objectives
Distinctive features and age of students
Terms of implementation, duration of the educational process
1.7 Forms and mode of employment
1.8 Expected outcomes of the educational process
1.9 Debriefing Forms
SYLLABUS
Educational and thematic plan of the 1st year of study
Educational and thematic plan of the 3rd year of study
METHODOLOGICAL SUPPORT
EDUCATIONAL PROGRAM
3.1 Forms of classes and summing up, techniques and methods
3.3 Technical support of classes
BIBLIOGRAPHY
EXPLANATORY NOTE
Orientation additional general educational general development program"Caramels" - artistic.
Currently, among the most topical issues areas of additional education for children include such as the creation of an integral system of teaching choreography, which would allow:
identify and develop the personal qualities of students, their giftedness;
organize a full-fledged leisure of students, filling it with active, emotionally and psychologically comfortable content;
instill in them a musical and aesthetic taste, the ability to appreciate beauty;
attach to the cultural values of the classical heritage;
help students organize a healthy lifestyle.
Thus, it is important to carry out the process of teaching choreographic art with preschool age.
Relevance program is that it is focused on the spiritual and moral development of preschoolers, forming in them a sense of belonging to their small homeland, respect for the choreographic traditions of the Don region, a tolerant attitude towards the original dance creativity of the peoples living in Russian Federation.
The presented program is the foundation for the development of the choreographic abilities of preschool children, as it includes theoretical knowledge on the history of this subject, the chronological sequence of the most important directions, styles, phenomena and events in the evolutionary path of development of choreography in Russia and abroad, and this is its relevance and significance. .
Novelty givenprograms are the peculiarity of the topic"Elements of modern dance ”, which includes not only the study of modern plasticity of movements, staging in modern rhythms, but alsodance aerobics , which is currently popular for its simplicity and accessibility. Children like to move energetically to rhythmic popular tunes. Thus, students gradually overcome the difficulties of the first steps on the way to the top of mastery.
Dance classes give the body physical activity equal to a combination of several sports. Used in choreography, rhythmic movements, which have passed a long selection, of course, have a positive effect on children's health.
Pedagogical expediency
Teaching children under this program, which involves learning the basics of dance culture, the ability to beautifully and plastically move to various dance rhythms and tempos of music, accompanies physical development and an increase in the level of general education and culture of children.
The expediency of this program lies in the fact that it is necessary to continue to develop in preschoolers the musical, rhythmic and dance movements laid down by nature, because. musical and rhythmic creativity can successfully develop only under the condition of purposeful guidance from the teacher, and proper organization and carrying out this type of creativity will help the child develop their Creative skills.
Being engaged in the program, children have the opportunity to try to master various directions dance culture.
Given the age characteristics of preschool children, their needs and interests, choreography classes are held in game form, great attention is given to musical games, improvisation. In musical games, creating this or that image, children hear in music and convey various feelings in movement.
In choreography classes, the selection of exercises corresponds to the capabilities and preparedness of children. The system of exercises is built from simple to complex, taking into account all the necessary musical and rhythmic skills and expressive movement skills, provided that tasks are repeated many times, which helps to successfully fulfill the requirements of the Program.
During the course of the program, children get acquainted with the basics of dance art, master the repertoire, show their skills at children's parties and concerts.
Musical material is selected according to the following principles:
age compliance;
artistry musical works, brightness, dynamism of their images;
variety of themes, genres, nature of musical works on the examples of folk, classical and modern music, children's songs, music from cartoons.
Based on the selected musical material, a dance repertoire is created. The repertoire for the program is selected for each age of the children.
Purpose of the program - the formation of children's creative abilities through the development of musical, rhythmic and dance movements.
Tasks:
developing:
development of the physical data of the child, improvement of coordination of movements;
development of musical and rhythmic skills in children;
ability to move rhythmically different character music, dynamics;
educational:
need formation healthy lifestyle life;
education of patriotism, citizenship, morality, tolerance;
psychological emancipation of the child;
educational:
teaching preschoolers methods of independent and teamwork, self-control and mutual control;
teaching the skills of correct and expressive movement in the field of classical, folk and modern choreography.
Distinctive features
Educational and thematic plan of the 1st year of study
Subject
Number of hours
Total
Theory
Practice
stage step
Modern dance
Folk dance
Production work
rehearsal work
Dance studies
Public performance
Final lesson
TOTAL:
108
6
102
At the age of 5-6 years, the child's individuality, his initiative, attempts at his own interpretation during performance, and emotionally conscious perception are clearly revealed.
A developed sense of rhythm is characterized by a sensitive grasp of meter, accents, pulsation, rhythmic pattern, musical form, and tempo of the work.
1. Introductory lesson
Theory. Recall with the children the rules of conduct in the classroom, the rules for conducting the lesson (bow).
2. Introduce the requirements for appearance.
3. Talk about safety in the classroom.
4. Carry out initial diagnostics on elementary movements.
2. Stage step
Theory. Melody, rhythm, tempo. Musical sizes 4\4, 2\4. Tact and tact. Rules and logic of rebuilding. The concept is a dance step. Listening to music - clocking - highlighting a strong beat.
Practice. Bow. March to the music in place, in a circle, around you, to the right, to the left.
Dance patterns: circle, diagonal, line, formation, checkerboard pattern, star.
Steps: dance step, springy step, side step, toe step, heel step, cross step, stop step (toe at knee), toe and heel side steps. Running: running on toes, running with an overlap of the lower leg back, running with scissors, jumps, gallop.
Combinations for coordination of movements, general developmental exercises, claps, stomp, side steps, exercises for hands, walking, squatting, ball jumps, jumps in the 6th position, points, turns to the right, to the left; jumping - stretching, jumping with legs tucked in.
3. Modern dance
Theory : Features of the performance of modern dance movements. Fundamentals of rhythmic movements.
Practice : exercises for arms, elbows, hands, neck, shoulders, body, hips, legs and feet.
side step, with cotton, with heels, with palms, withplie. The same elements with a step across.
Turn on the steps, turn on the spot
steps back and forth. "corner"
running on half toes
jumping on pointsVIp. (2-4-6-8), jumps with raising the knees with advancement, in place.
Warm-up elements:
head tilts (cross), turns, rotation
shoulder work: alternate, simultaneous raising and lowering, rocking chair, circles back and forth.
Stop work: on demipli By IIn., alternate, simultaneous raising and lowering of the heels, rocking chair.
Stretching exercises: lunges, "spider", etc.
Types of movements for the development of mobility of the spine:
Torso tilts with a straight back forward, backward, to the sides
Curves of the torso
4. Folk dance
Theory: Features of Russian popular movements. Leg positions: open, closed, straight. Hand positions. The positions of the arms and hands, head, body. Lyrical and fast dance.
Practice: Russian folk stage dance .
Bow in Russian character.
Hand positions . Opening and closing hands at the waist, in fists. Shelf.
Preparatory position of the hands, hands bent up, etc.
Foot strikes in a semi-squat, stomp, step with a stomp, stomp with a jump.
Dance moves: "Harmonic". Lying on the spot, moving to the side along the 6th, 3rd pos. "Kyryalochka". "Motolochka". Hammers. Combinations.
Dance drawings. Transitions in pairs, lines, in a circle: "comb", "snake", "before - behind - before", "collar".
5. Staging work
Theory : Transfer of the image in a dance production. Dance drawing.
Practice: Learning combinations, working them out. Staging.
Approximate repertoire: “Mom”, “March of snowmen”, “Gnomes”, dance of snowflakes ...
6. Rehearsal work.
Theory : conversations about the features and differences in the performance of classical, folk and sports dance numbers. Behavior on stage: exit and departure. Emotionality of performance and transmission of the image.
This section includes general developmental exercises, practicing complex movements, studying the pattern of a dance composition and working with lagging children. Showing dance is a necessary stage of staging work. During the performance, students develop an attitude towards public speaking and assert themselves. The repertoire of productions is planned in accordance with the current needs and the creative state of the group. In this regard, every year an analysis is made of the pedagogical and artistic and creative work of the collective, a new repertoire of the musical repertoire is determined.
7. Dance studies
Theory: the teacher corrects the performance individual elements, figures, drawing. Group and individual lessons (upon request).
Practice: the teacher puts dance sketches himself: they serve as a step, preparation for further numbers.
dance sketches - students improvise to the music. This is a search for a plastic image, a state of mood.
8. Public speaking
Practice: The result of the activities of children are performances at concerts, parent meetings. The joy of children, the desire to show their skills, is mixed with fear: going on stage is a very responsible step. And overcoming this fear will serve the children in overcoming life's difficulties.
9. Final lesson
By the end of the first year, the student will
know:
the basics of choreographic exercises for this year of study;
be able to:
to navigate well in the hall when conducting musical outdoor games;
perform special exercises to coordinate movements with music,
perform rhythmic, folk, ballroom dances and sets of exercises, as well as motor tasks in creative gymnastics of this year of study;
master the skills of the art of dance, the ability and desire to continue choreography after mastering the program.
Educational and thematic plan of the 2nd year of study
Subject
Number of hours
Total
Theory
Practice
Introductory lesson
Emotional and creative development
Dance-rhythmic gymnastics
classical dance
Folk dance
Dance studies
Composition and staging work
rehearsal work
Public performance
ballroom dance
Final lesson
TOTAL:
108
10
98
1. Introductory lesson.
Introduction to the program. Incoming diagnostics. Conducting briefing on labor protection, rules of conduct in the classroom in a dance group, traffic rules, PPB. Organizational start, dating games "You have, I have".
Target : getting to know the pupils, determining the work in the team, solving organizational issues, determining the musical and dance data of the pupils; familiarity with safety in the classroom, PPD, PPB.
Work form: group.
2. Emotional and creative development.
Theory: Plot - role-playing games, outdoor games, general developing games.
Practice: Plot - role-playing games, outdoor games, general educational games, games for creating trusting relationship in the group, games aimed at developing the child's attention to himself, his feelings, games for the development of hearing, a sense of rhythm: "The sound will come and the clapping of hands." "Let's sing, clap, our favorite tune." “I will hear in music who you are, what you are.” "Musical Chamber". "Games for the development of acting skills."
3. Dance-rhythmic gymnastics.
A feature of the 3rd year of study is the inclusion in the program of knowledge of music, a rhythm lesson. Music for children becomes an opportunity to express themselves, to find their own music for the soul. Today, performers who often sound on the air become role models. And behind the tinsel of arrangement, preschoolers do not notice the emptiness of the text, primitive melodies. Rhythm lessons reveal to children other facets of music worthy of attention. The purpose of the rhythm lesson is to develop hearing, a sense of rhythm, the formation of musical perception and ideas about the expressive means of music.
Rhythm game
Gymnastics game
Plastic and rhythmic studies.
Goals: development of a common physical training(strength, endurance, dexterity), the development of dance data, the study of dance elements, the development of rhythm, musicality, emotional expressiveness, and the child's imagination.
Work form: collective, group, pair.
4. Classical dance:
theoretical and practical foundations of classical dance technique;
the implementation of a close relationship, mutual influence of work at the machine and in the middle of the hall;
poses of classical dance;
adagio, allegro;
ballet history.
Goals: to achieve the purposefulness of physical efforts, laying and implementing in each lesson deep internal connections between the word of the teacher and the muscular sensation of the pupil, to achieve the most accurate plastic expression heard in music.
Work form : collective, group, individual.
5. Folk stage dance.
Getting to know the basic elements folk dance.
Studying and performing exercises at the barre and basic dance elements in the middle of the hall.
Mastering the technique, style, manners of performing folk dances of different nationalities.
The history of the origin of folk dance.
The history of the emergence of folk stage dance.
Goals: mastering knowledge in the field of dances of the peoples of the world, their character and manner of performance, including the original features of the folk dance of their region, the development of musicality, coordination, stage expressiveness, creative activity, the cultivation of a sense of patriotism, love for one's homeland through love for dance.
Work form: collective, group.
6. Dance studies
Stage movement.
Stage makeup.
Training and games for emotional liberation.
Etudes for emotional expressiveness.
Goals: mastering the ability to convey images in dance compositions, the ability to transform, convey the mood of people, involving the viewer in a common vicious circle actions.
Work form: collective.
Composition and dance performance.
Composing a dance miniature.
Etude work.
Dance setting.
"Dramaturgy of Dance".
Goals: familiarity with the laws of dramaturgy, the development of emotional and creative activity, artistic taste, strong-willed qualities, effective and practical abilities, self-control and self-esteem, the formation of the personal qualities of the pupil (the ability to work in a team, resolve creative disputes, assist participants in the activity), the ability to apply the acquired knowledge for the benefit of yourself and those around you.
Work form: group , collective.
rehearsal work
Production and rehearsal activities:
a) a selection of musical material;
b) preliminary selection of expressive means;
c) writing a compositional construction - a drawing of a dance.
Public performance.
Open classes
parent meetings
Goals: familiarization with concert activity, development of motivation and personal success, attention and endurance, independence and creative activity, skills of collective interaction, education of a culture of behavior on stage and during rehearsals.
Work form: collective, group, individual.
Theme: Ballroom dance
Theory: preparing kids for graduation kindergarten. The elements and figures of figured waltz are being learned.
Practice:Learning the basics of the dance "Waltz":“boat” with a turn, “window”, waltz with a cross, “herringbone”, “brook”, sheen.
essential elements:
“swing”, “waltz track”, “change”; balance (swaying in different directions); work in pairs: the position of the hands in a pair, the rotation of the “asterisk”;
simple dance combinations.
11. Final lesson.
Summing up the academic year.
Reporting Concert.
Goals: development of motivation, personal success; development of group interaction skills; tracking the result of the acquisition of knowledge, skills, creative, personal and socially significant achievements by pupils.
Work form: collective.
By the end of the second year of study, the student will
know:
Rules of conduct in class and traffic rules;
Positions of arms and legs;
Program material of the preparatory stage;
be able to:
navigate in space;
Distinguish the nature of music, tempo, size, parts, phrase;
Perform movements according to the nature of the music;
Keep posture, aplomb, chin, hold hands correctly;
Perform plastic, gymnastic and figurative studies.
METHODOLOGICAL SUPPORT
EDUCATIONAL PROGRAM
3.1 Forms of classes and summing up, techniques and methods for each topic
conversation,practical lesson
Diagnostics of choreographic data
2
stage step
conversation,
practical lesson
visual practical verbal
3
classical dance
conversation,
practical lesson
visual practical verbal
speeches, open classes
4
modern dance
conversation,
practical lesson
visual practical verbal
Performances, open classes
5
Folk dance
conversation,
practical lesson
visual practical verbal
Performances, open classes
6
ballroom dance
conversation,
practical lesson
visual practical verbal
Performances, open classes
7
Production work
conversation,
practical lesson
visual practical verbal
Performances, open classes
8
rehearsal work
practical lesson
visual practical verbal
Performances, open classes
9
Dance studies
conversation,
practical lesson
visual practical verbal
Performances, open classes
10
Public performance
conversation,
practical lesson
practical
Speeches, open and final classes
Didactic material Computer
Videos Rugs
Audio recordings Form
speakers
BIBLIOGRAPHY
1. Burenina A.I. on rhythmic plasticity for children, ed. "Rhythmic mosaic"
2. Baryshnikova T. "ABC of choreography" Moscow."Iris-press"2000
3. Volodina O.V. Tutorial for club dances, "Phoenix" 2005
4. Voronina N.V., Mikhailova M.A. Dances, games, exercises for beautiful movement, Yaroslavl 2004
5. Zaretskaya N., RootZ. "Dancing in kindergarten» Moscow 2003
6 . Ovcharenko E., CMolyaninova N. History and theory of folk stage dance. - Barnaul, 2000.
7. Potudanskaya O.V., Program school-studio of variety dance "Samanta", MTsEVDiM, Novocherkassk
8. Saikina E.G., Firileva Zh.E. "Dance and game gymnastics for children" St. Petersburg 2003.
9. Cheremnova E.Yu. Dance therapy: dance and health-improving techniques for children - Rostov-on-Don: Phoenix, 2008
MAIN TASKS OF CHOREOGRAPHY IN KINDERGARTEN
Choreography is an art loved by children. Choreographic art has a rare opportunity to influence a child in many ways.
Choreography is a synthetic art. It allows you to solve the problems of physical, musical-rhythmic, aesthetic and, in general, mental development of children.
After analyzing the developmental features of a preschooler and taking into account the phenomenon of acceleration, many experts in preschool choreography have come to the conclusion that the best age to start choreography is 4-5 years old.
Choreography classes in kindergarten are designed to teach children to move beautifully to music, to distinguish musical works by rhythmic and dynamic patterns and dance characters.
The use of choreography exercises to coordinate movements with music, musical games, rhythmic gymnastics, etc. introduces children to musical works and genres, develops an ear and instills aesthetic taste. In this regard, I would like the children to come to class in uniform (T-shirt, shorts, skirt) and in Czechs. The form organizes and disciplines children.
For any child of preschool age, choreography is important and necessary, since with their help each child is revealed as a person. To do this, individual tasks are used in the classroom, role-playing games in dance form, the ability to invent dance moves, and this is important for subsequent schooling.
With all the children, dances are staged in various genres, this significantly replenishes the motor reserve of movements. Everyone knows that children want to dance from a very young age, because they experience constant need in motion. Beautiful emotional music gives children joy, cheers up, makes them want to move to it. Dance is exactly the form of self-expression that children need. In the classroom, dances of a different nature are studied: calm, lyrical round dances, mischievous polkas, graceful waltzes, rhythmic marches, dances with objects, thematically dedicated to any holiday. To expand the horizons of children, various dance etudes are used. Through dancing, children begin to get acquainted with genre concepts of music: waltz, polka, march, Russian folk dance. Sensitively responding to music and mastering the skills of dance movements, children enthusiastically and with pleasure take part in creating dance compositions.
Dance teaches children to the norms of cultural communication. Modesty, goodwill, friendliness are brought up in children. Boys begin to take care of their partner. Dance becomes one of the means of moral education of the child.
Attending concerts of choreographic groups, watching performances, all this is important and necessary. However, the most effective is the own choreographic activity of children. Need in motor activity in children of preschool age is so great that doctors and physiologists call this period the "age of motor extravagance". And it is choreography that helps to creatively fulfill this need, because an endless variety of movements allows you to develop not only a sense of rhythm, strengthen the skeleton and muscles, but also stimulate the memory, attention, thinking and imagination of the child. It should also be noted that children involved in choreography are much less likely to get sick than their peers.
Choreography training is always a dialogue, even when the student is still a little man, but all the same, success depends on his perseverance, determination in the desire to comprehend the secrets of the art of dance joint labor.
Choreography classes are designed to:
improve children's health;
Develop strength, endurance, agility, flexibility, coordination of movements, the ability to overcome difficulties, temper the will;
Contribute to the formation of a sense of rhythm, tempo, performing skills in dance and artistic taste;
To form beautiful manners, gait, posture, expressiveness of body movements and postures;
Get rid of shyness, tightness, complexes;
To learn to rejoice in the success of others and to contribute to the overall success.
High plasticity nervous system at this age contributes to the best and rapid development new exercises, even difficult ones. Because the spine is flexible and malleable, we Special attention we turn to movements that help strengthen skeletal muscles. Also at this age, incompleteness of the structure of the foot is observed. In this regard, we consider important prevention flat feet. And it is the choreography that has a large arsenal of movements that strengthen and shape the foot, its arch.
Children are relatively easy to walk, run, jump, but they have difficulty performing exercises related to the work of small muscles. And again, it is in the choreography that we will find a large number of exercises for the fingers, which are at the same time a powerful stimulating factor in the development and improvement of speech in preschool age. In the process of studying the basics of choreography, the indicators of maintaining a stable balance in children increase. Also, due to targeted exercises, coordination of movements improves.
Character at this age is only developing, but children already have some perseverance in achieving what they want, they are able to set certain goals for themselves.
About choreography in kindergarten Choreography is an art loved by children. Choreographic art has a rare opportunity to influence a child in many ways. The need for physical activity in preschool children is so great that doctors and physiologists call this period the "age of motor extravagance." Choreography classes help to creatively realize this need, because the endless variety of movements allows you to develop not only a sense of rhythm, strengthen the skeleton and muscles, but also stimulate the memory, attention, thinking and imagination of the child. It should also be noted that children involved in choreography are much less likely to get sick than their peers. In modern kindergartens, musical and motor education has well-established traditions: a program, a methodology. Teaching choreography is always a dialogue, even when the student is still a little man, but all the same, the success of joint work depends on his perseverance, determination in the desire to comprehend the secrets of the art of dance. Choreography is a synthetic art. It allows you to solve the problems of physical, musical-rhythmic, aesthetic and, in general, mental development children.
Choreography classes are designed to: improve the health of children; develop strength, endurance, dexterity, flexibility, coordination of movements, the ability to overcome difficulties, temper the will; contribute to the formation of a sense of rhythm, tempo, performing skills in dance and artistic taste; to form beautiful manners, gait, posture, expressiveness of body movements and postures; get rid of shyness, tightness, complexes; learn to rejoice in the success of others and contribute to the overall success.
Dear parents! Since ancient times, movements performed to music have been used in the upbringing of children and were revered as activities that bring physical and spiritual health. We owe the emergence of the system of rhythmic education to the Swiss teacher and composer E. Jacques - Dalcroze. Rhythm is a performing type of musical activity in which the content of music, its character, images are transmitted in motion. The basis of rhythm is music, and movements are used as a means of its deeper education and understanding. The program content of rhythm leads children to a sense of the harmonious fusion of their movements with music, which contributes to the development of creative imagination. The perception of music is an active, hearing-motor process. Through movement, the child perceives music brighter and more emotionally, consolidates knowledge about the means of musical expression.
"I want to dance!" A child involved in any kind of dance art always stands out among his peers. A beautiful posture, a graceful gait, a neat noble appearance are the integral features of a "dancing" child. Your child's first step in this wonderful world dance classes can become classes in a choreography circle. Choreography classes for children of middle preschool age in kindergarten are built in a playful way and include elements of rhythm, plasticity, stretch marks and, of course, the basics of classical choreography. The most important thing is to instill in the child an interest in classes, a desire to dance, and a love for dance. Of course, not every parent sees their child dancing on stage in a tutu and pointe shoes. But this does not mean that his studies in the circle will not benefit him. After all, such classes are also the missing modern child physical activity, and emotional discharge, and the formation of correct posture, and the education of aesthetic qualities - necessary for normal growth and development of your baby. The rhythmic component of the lessons includes the development of a sense of rhythm, i.e. move to the beat of the music, distinguish the tempo and mood of movements. Plasticity allows you to work out the smoothness of movements, learn to feel your body. Stretching is an integral component of choreography classes. Stretching increases the elasticity of the ligaments, the softness of the muscles, expands the range available to the child movements.
Rhythm in the musical development of children Along with the development musical ability We pay the most serious attention to rhythmic education of children. The whole body must participate in the development of a sense of rhythm. Another important observation concerns the fact that the basis of the sense of rhythm is the perception of the expressiveness of music. That is, the emotional nature of the rhythm is no less important. The use of both categories in the system of musical development of children gives exclusively positive result. In order for the child to really feel the sense of rhythm, everything needs to start with simple movements to the music (walking, running, jumping). The main task at this stage is to achieve a quick reaction in the child. Rhythm is present in all moments of music lessons: in singing, listening to music. Often a sounding gesture is added to this (clapping, slapping on the knees, stomping, etc.). Also, a lot of rhythmic work is being done in music-making on musical instruments. Gradually rhythmic formulas become more complex. They become longer, an interrupted rhythm, syncopation, is introduced. Rhythmic compositions are compiled together with a variety of movements (imitation, dance, general developmental). They allow you to express different emotional states, plots, images. Interpreting music, the child gains experience of creative rethinking of music. It is this experience that will allow the child to successfully master other types of creative activity in the future. Rhythm is present in our life everywhere. The beating of the heart is the rhythm of our body. With it, you can calm or activate the reactions of our body in different situations. Our speech, reading and writing also require developed sense rhythm. Therefore, musical rhythm lessons are a training that gives the child an invaluable life experience.
What is choreography for? Both gifted children and those who need help to gain a sense of self-confidence join the movement to the music. It has been proven that motor exercises develop the brain, allow you to express emotions, realize energy. To achieve the result, the principle of joy is used in the construction of the lesson. What do choreography lessons give? Choreography classes develop creative abilities, cultivate taste, develop coordination of movements and a sense of rhythm. The ability to navigate in space develops, correct posture is formed and beautiful walk. At the same time, there is a development of mental processes (perception, attention, will, memory, thinking) and a general recovery. What is included in the choreography program? - Acquaintance with the basic movements of choreography: positions of arms, legs, individual movements from exercice. - Dance sketches. Outdoor games. - Learning dances: polka, gallop, gavotte, Russian dance, polonaise, waltz (lite versions). As the material is mastered, the pattern of the dance becomes more complicated, new compositions are added. Classes are accompanied by musical works of various genres: classical music, folk melodies, modern rhythms, adaptations of children's songs. The uniform for classes for boys is white, preferably without inscriptions, a T-shirt and black or dark shorts. On the feet are white socks and Czech shoes or ballet shoes. Girls must wear a white swimsuit or White T-shirt and short White skirt. The legs are the same as the boys.
Adult questions about children's holidays New Year, Spring Festival, Autumn Festival - these are the so-called calendar holidays, when we invite all parents to kindergarten. Teachers want to show what children have learned in the classroom, parents want to see how their children sing, dance and recite poetry brilliantly. Sometimes everything goes great, but sometimes the holiday doesn't go the way you imagined right from the start. It is your child who suddenly begins to cuddle up to you and refuses to go on the “stage” or stands with other children, nervously fiddling with his sleeve, and looks at the floor, clearly not getting any pleasure from everything that is happening. Who is this holiday for? Organization of a children's holiday can be approached in different ways. If the holiday has only one goal - for children to have fun from the heart and receive gifts - everything is very simple. Artists who play with children and entertain them are invited. Then refreshments and presentation of gifts. Holidays are something else entirely. Here the children themselves become artists. Sometimes such a holiday turns into a serious test for children, especially if they are under 5 years old. Why is this happening? Have you thought about the fact that not all people (even adults) like to speak in public, especially when they are expected to demonstrate some results. But a child, unlike an adult, cannot say this. Moreover, parents want to see that he not only does everything better than anyone, but also enjoys what he does. When the expectations of the holiday do not match what you saw, the mood deteriorates for everyone: you, the child, and even the teacher. After all, the teacher also wants the holiday to go well. There are many problems, but such holidays are still very useful for children, because this is a real psychological training - training for responsible behavior in a situation where maximum concentration is required from a child. The ability to behave adequately to the situation, to follow the rules is one of the signs of a child's social maturity. And this maturity does not come suddenly by itself, it is the result of experience.
What should parents do? You can help your child and us a lot. In order for the child to really enjoy the holiday, we advise you to adhere to the following rules. Treat the holiday positively and, most importantly, calmly. No need to tell the child that he must be the best or that the whole family (and especially dad!) Will be very upset if he performs poorly. Please trust the teacher. Do not be upset if your child received a secondary, in your opinion, role. Believe me, the teacher does not want to single out anyone or, conversely, offend. We are interested in every child showing himself with the most better side. The teacher is well aware of the capabilities of each child: someone is better able to move to music, someone to sing, and someone to read poetry. Someone is not yet ready to sing solo, but he sings wonderfully in an ensemble and enjoys it. Be very careful when choosing holiday clothes for your child. Sometimes the reason for the whims of the baby may be that he is just hot in a fur coat. fancy dress or uncomfortable to move in a crinoline dress. It is better if the clothes match the theme of the holiday or are just comfortable. For example, could you do a bunny dance in a pirate costume? Probably with difficulty. If the child is afraid to perform, tell him that you also went to kindergarten and participated in the holidays as a child. No need to force the child to do something on the holiday by force. Do not be upset or annoyed if the child does not behave the way you want. Not all children are born artists, some need more time to adapt. Try to take less pictures during the performance. Firstly, such photographs are very rarely successful, because children are constantly moving. Secondly, parents who run around the hall with cameras, trying to catch their child in the lens, make it very difficult for all children to concentrate. And most importantly: please smile during the holiday. Your child is looking at you all the time and your facial expression is very important to him. After all, he wants to please you!
There are several types of posture: 1. "Excellent posture" - front surface chest protrudes above the surface of the abdomen, the back is evenly wavy, which depends on the vertebral bends. 2. "Good posture" - the head is slightly tilted forward, the front surface of the abdomen protrudes above the front surface of the chest, the uniform wave-like curves of the back are somewhat disturbed. 3. "Satisfactory posture" - the chest is somewhat flat, the front surface of the abdomen protrudes significantly above the front surface of the chest. The waviness of the back is disturbed, especially in the lumbar spine. 4. "Bad posture" - the head is pushed forward, the chest is sunken, the back is stooped. With normal posture, the curves of the spine are moderately pronounced. The direction of the line of the vertebrae is strictly vertical. The right and left parts are symmetrical: the neck-shoulder lines are at the same level, the angles of the shoulder blades are at the same height and at the same distance from the spine, the waist triangles (the space between the lines of the body and the arms extended along) are the same. In normal posture, the axis of the body, passing through the common center of gravity, is projected onto the middle of the support area, which ensures a stable balance of the body (aplomb). “Equilibrium is a state of immobility, rest, in which a body is located under the influence of equal, oppositely directed and therefore mutually destroying forces” - this is how Russian dictionaries define the concept of balance. But in choreography, the term "stability" is understood more broadly - as the ability (or ability) to maintain poses without hesitation on the entire foot, on one leg, on half-toes, and also to maintain balance in complex motor situations. Only those who have correct posture, good eyesight, normal functioning of the vestibular apparatus, coordination, general good physical development and a healthy nervous system can achieve stability.
7. Allow your child to have personal life. Respect your child the way you respect other people. 8. Do not skimp on affection: kisses, hugs, sweet words- all this is necessary for both you and the child. 9. Do not engage in education when you are irritated, tired, feel bad. Rest first. 10. Do not protect the child from life circumstances and the consequences of his behavior, because children learn only from their own experience. 1. Children are born out of love and for love. Rejoice in your child! 2. Don't expect children to make your dreams come true. They have their dreams, help the children to realize them. 3. Do not sacrifice your life, work, love for a child. Children will not benefit from these sacrifices. 4. Treat children's feelings and deeds with respect. Childhood is not a preparation for life, childhood is also life. 5. When the child is with you - talk, listen to him carefully, empathizing. 6. Do not test the child's honesty if you do not want to be deceived. Tips for parents
The program of additional education of the choreographic circle is developed in accordance with the age and individual characteristics of children. The program is based on Rhythmic mosaic”, developed by A.I. Burenina, recommended by the Ministry of Education of the Russian Federation as a program for the upbringing, education and development of children of preschool and primary school age.
The focus of the program is artistic and aesthetic.
Teaching children on this work program, involving the study of the basics of dance culture, the ability to beautifully and plastically move to various dance rhythms and tempos of music, accompanies physical development and an increase in the level of general education and culture of children. If an educational institution can provide its pupils with the opportunity to become familiar with the wonderful world of dance, then a childhood enriched by contact with this bright and joyful art will allow children to grow and develop not only physically, but also spiritually.
The relevance of choreographic education
Choreography, like no other art, has great potential for the full-fledged aesthetic improvement of the child, for his harmonious spiritual and physical development. Dance is the richest source of aesthetic impressions of the child, it forms his artistic "I" as constituent part tools of society.
Dance organically combines various types of art, in particular, music, song, elements of theatrical art, folklore. It affects the moral, aesthetic, spiritual world of people of different ages. As for the children themselves, the dance, without exaggeration, develops the child comprehensively.
The syncretism of dance art implies the development of a sense of rhythm, the ability to hear and understand music, to coordinate one's movements with it, at the same time to develop and train the muscular strength of the body and legs, the plasticity of hands, grace and expressiveness. Dance classes give the body a physical load equal to a combination of several sports. Used in choreography, rhythmic movements, which have passed a long selection, of course, have a positive effect on children's health.
The art of dance is a synthesis of the aesthetic and physical development of a person. General developmental exercises, parterre gymnastics exercises, dance elements are performed to musical accompaniment. Imagery, the different nature of music, the variety of its genres increases the emotionality of children, nourishes the imagination. Fascinating, during the game, performing various movements and exercises, the musculoskeletal system is strengthened, the correct posture is formed, coordination of movements and orientation in space develop.
The problem of developing creative abilities in children is that it is necessary to continue to develop musical, rhythmic and dance movements in preschoolers, laid down by nature, because. musical and rhythmic creativity can be successfully developed only under the condition of purposeful guidance from the teacher, and the correct organization and conduct of this type of creativity will help the child develop his creative abilities.
Musical and rhythmic activity attracts children with its emotionality, the ability to actively express their attitude to music in motion. Given the age characteristics of children, their needs and interests, choreography classes are held in a playful way, much attention is paid to musical games, improvisation. In musical games, creating this or that image, children hear in music and convey various feelings in movement.
The system of exercises is built from simple to complex, taking into account all the necessary musical and rhythmic skills and expressive movement skills, provided that tasks are repeated many times, which helps to successfully fulfill the requirements of the Program.
Dance is of great importance as a means of educating moral self-awareness. Getting information about dances different peoples And different eras as necessary as learning world history and the stages of development of the world artistic culture, for each nation has its own, unique dances, which reflect its soul, its history, its customs and character. Learning the dances of one's people should be as much a necessity as learning mother tongue, melodies, songs, traditions, because this contains the foundations of the national character, ethnic identity, developed over many centuries.
The proposed Program will guide teachers to work with children, regardless of whether they have special physical abilities, to develop a choreographic culture and instill initial skills in the art of dance.
PURPOSE OF THE PROGRAM- to form creative abilities in children through the development of musical, rhythmic and dance movements.
PROGRAM OBJECTIVES:
Educational:
- through images to give the opportunity to express their own perception of music;
— expansion of musical horizons, replenishment vocabulary;
- the ability to mark in motion the meter (strong beat), the simplest rhythmic pattern;
- the ability to change movements in accordance with two- and three-part forms, and musical phrases.
Developing:
- development of coordination, flexibility, plasticity, expressiveness and accuracy of movements;
- the ability to move rhythmically in accordance with the different nature of the music, dynamics;
- coordination and strengthening of the musculoskeletal system;
- initiation to the joint movement with the teacher.
Educational:
- educating children of interest in choreography by creating a positive emotional mood;
- psychological emancipation of the child;
- developing the ability to work in pairs, in a team,
- understand and perform rhythmic movements, the names of which are given by the teacher in French.
Successful solution of the tasks set in choreography classes with preschoolers is possible only when using pedagogical principles and teaching methods.
PRINCIPLES:
individualization (determination of feasible tasks, taking into account the capabilities of the child);
systematic (continuity and regularity of classes);
visibility (impeccable demonstration of movements by the teacher);
repeatability of the material (repetition of the developed motor skills);
consciousness and activity (learning based on the conscious and interested attitude of the pupil to his actions).
METHODOLOGICAL TECHNIQUES:
game method. The main method of teaching choreography to preschool children is a game, since the game is the main activity, the natural state of preschool children.
This is not about using the game as a means of relaxation and relaxation in the lesson, but about permeating the lesson with a game beginning, making the game its organic component. Each rhythmic game is based on a specific goal, some kind of task. During the game, children get acquainted with the life around them, clarify and comprehend their ideas about the world.
visual method- expressive display under the score, with music.
analogy method. In the training program, the method of analogies with the animal and plant world (image, posture, motor imitation) is widely used, where the teacher-director, using game paraphernalia, the image, activates the work of the right hemisphere of the child’s brain, his spatial and figurative thinking, contributing to the release of hidden creative possibilities of the subconscious.
verbal method. This is a conversation about the nature of music, the means of its expressiveness, an explanation of the methodology for performing movements, and evaluation.
practical method consists in the repeated performance of a specific musical-rhythmic movement.
DISTINCTIVE FEATURES OF THE PROGRAM
A distinctive feature of the program is the complexity of the approach in the implementation of educational tasks, which primarily imply the developmental orientation of the program. This complexity is based on the following principles:
- development of the child's imagination through special forms motor activity (the study of the simplest dance movements that form the basis of children's dances);
- the formation of meaningful motor skills, which involves the development of the child's coordination and the ability at a certain stage of studying dance movements not only to recognize the melody and rhythm of the dance, but also the ability to implement them in the simplest combinations of dance movements;
- the formation in children of the ability to interact in a pair and in a group, performance skills, the ability to understand each other in the process of dancing;
– the formation of skills of collective interaction and mutual respect when staging dances and preparing a public performance.
CHILDREN'S AGE
This program provides for the construction of the learning process in a spiral with improvement at each stage to a qualitatively new level of knowledge. The same educational material for students of various ages and different years learning can be used in various proportions.
1 year of study: 5-6 years
2nd year of study: 6-7 years
PROGRAM TIMELINE
The program is designed for teaching children 5-7 years old and is designed for two academic years. This period can be defined as the first stage in mastering the basics of rhythm, the ABC of classical, Russian and ballroom dancing.
The long-term development of the program is determined by:
- the gradual nature of the formation of the physical apparatus of the child for development and, in connection with this, the gradual complication of the educational program;
- the processes of mental development of the child;
- a large amount of material, multi-subject;
- the group nature of the development of the program and the presentation of the educational result.
Classes are held: twice a week, in the afternoon. The duration of classes in the first year of study is 20 - 25 minutes, in the second - 25-30 minutes. A total of 68 hours per year in the first and second years of study, 4 hours are allocated for monitoring 2 times a year September - May.
LESSON STRUCTURE
The lesson consists of preparatory (introductory), main and final parts and begins with a bow.
The introductory part consists of exercises and movements of a dynamic nature that affect the entire body: walking, running, jumping. This is followed by the main part, in which the tasks of the learning stages are implemented. The third part of the lesson - musical and rhythmic - is the most dynamic. It includes dance movements, creative tasks, dance compositions, round dances, tasks for building and rebuilding. In this part of the task, children can independently create musical images.
Exercises are distributed taking into account the increase in physiological load in the main part of the lesson: in the preparatory part, exercises that are simple in coordination, small in amplitude and performed at a slow moderate pace are combined; a gradual increase in these parameters of movement and pace leads to an increase in the load in the main part; in the final part, the load gradually decreases.
Music in the classroom is accessible to the perception of the child. Children's songs, songs from cartoons, pop and classical works are used.
Musical styles and tempo change throughout the session, but the basic tempo is moderate.
STAGES OF THE LEARNING PROCESS
The whole process of learning to dance can be divided into three stages:
The initial stage is teaching an exercise (a separate movement);
The stage of in-depth learning of the exercise;
The stage of consolidation and improvement of the exercise.
The initial stage of training is characterized by the creation of a preliminary idea of the exercise. At this stage of training, the teacher tells, explains and demonstrates the exercises, and the children try to recreate what they saw, try out the exercise, imitating the teacher.
The name of the exercises, introduced by the teacher at the initial stage, creates conditions for the formation of his image, activates the work of the central nervous system of children.
The exercise is shown in a mirror image.
The explanation of the technique of performing the exercise complements the information that the child received while watching. The first attempts to test the exercise are of great importance in the further formation of a motor skill.
When teaching simple exercises (for example, basic movements of arms, legs, head, torso, simple jumps, etc.), the initial stage of training may end already on the first attempts. When teaching complex movements (for example, multidirectional movements of arms, legs, head in dance exercises), the teacher must choose the most rational methods and techniques for further forming an idea of the technical basis of the exercise. If the exercise can be divided into its component parts, it is advisable to use a dissected method. For example: first study the movement only with the legs, then with the hands, then combine these movements together and only after that continue further training in the exercise.
The success of the initial learning phase depends on skillful error prevention and correction. If the exercise is successfully completed, it is advisable to repeat it several times, thereby consolidating a preliminary idea about it.
Stage of in-depth learning exercises are characterized by refinement and improvement of the details of the technique of its implementation. The main task of the stage is to clarify the motor actions, understanding the patterns of movement, improving the rhythm, free and unified performance of the exercise.
The main condition for training at this stage is the holistic performance of the exercise. The number of repetitions in the lesson increases, compared with the previous stage. At the stage of in-depth learning, children gain some experience in performing movements as shown by the teacher and memorize several compositions. All this contributes to the development in children to independently perform the learned exercises in general.
The stage of consolidation and improvement is characterized by the formation of a motor skill, its transition to creative self-expression in movement to the music.
The task of the teacher at this stage is not only to consolidate the motor skills in children, but also to create conditions for the formation of higher-level movements, the implementation of which could be used in combination with other exercises.
At this stage, it is necessary to improve the quality of the exercises and form an individual style in children.
The stage of improving the exercises can be considered completed only when the children begin to move freely with full emotional and aesthetic feedback. Only after that, this exercise can be applied with other previously studied exercises, in various combinations, complexes and dances.
In choreography classes, the selection of exercises corresponds to the capabilities and preparedness of children.
In the process of studying the course, children get acquainted with the basics of dance art, master the repertoire, show their skills at children's holidays and concerts.
The repertoire for the program is selected for each age of the children.
The main activator of the child's fantasy is music. Therefore, the musical material is selected especially carefully, according to the following principles:
- age appropriate;
- artistry of musical works, brightness, dynamism of their images;
- the motor nature of a piece of music, which encourages movement;
– a variety of topics, genres, nature of musical works on the examples of folk, classical and modern music, children's songs, music from cartoons.
Based on the selected musical material, a dance repertoire is created.
It is important that in the process of choreography lessons, the acquisition of knowledge, skills and abilities is not an end in itself, but develops musical and dancing and general abilities, creativity, and forms the foundations of children's spiritual culture.
SUMMING UP FORMS
- children's performances open events;
- participation in themed holidays;
- final lesson;
- open classes for parents;
- Reporting concert at the end of the year.
EXPECTED RESULTS
By teaching preschoolers under this program, by the end of the year we achieve the following results:
First year of study(senior group). Children master skills in various types of movements around the hall and acquire a certain “reserve” of movements in general developmental and dance exercises. They can convey the nature of a piece of music in motion (cheerful, sad, lyrical, heroic, etc.). They master the basic choreographic exercises according to the program of this year of study. They are able to perform rhythmic and ballroom dances and sets of exercises to music.
Second year of study(preparatory school group). They can navigate well in the hall when conducting musical outdoor games. They know how to perform special exercises to coordinate movements with music, they know the basics of choreographic exercises of this year of study. They are able to perform rhythmic, folk, ballroom dances and sets of exercises, as well as motor tasks in creative gymnastics of this year of study.
Main expected result: mastering the skills of the art of dance by children, the ability and desire to continue choreography after mastering the program.
First year of study (5-6 years)
At the age of 5-6 years, the child's individuality, his initiative, attempts at his own interpretation during performance, and emotionally conscious perception are clearly revealed.
A developed sense of rhythm is characterized by a sensitive grasp of meter, accents, pulsation, rhythmic pattern, musical form, and tempo of the work.
Priority tasks:
- the ability to operate with musical performances;
- continue to form the ability to combine pantomime, dance, plasticity;
- to teach to reflect changes in the musical image in dance improvisations;
- to introduce elements of ballet and modern mass dance.
|
№ n\n |
Subject |
Theory |
Practice |
Total |
| 1. | introductory |
— |
||
| 2. | Introduction to dance |
— |
||
| 3. | Musical literacy | |||
| 5. | Elements of classical dance | |||
| 6. | dance games | |||
| 7. | Dance drawing | |||
| 8. | Folk dance | |||
| 9. | ballroom dance | |||
| 10. | dance mosaic |
— |
||
| TOTAL: |
Introductory lesson
1. Recall with the children the rules of conduct in the classroom, the rules for conducting the lesson (bow).
2. Introduce the requirements for appearance.
3. Talk about safety in the classroom.
4. Carry out initial diagnostics on elementary movements.
SUBJECT "Introduction to Dance"
Tasks:
1. Introduce children to various types dances: folk, classical, modern, ballroom.
2. Tell about the dances of the peoples various countries and get to know their characteristics.
3. Talk about the health benefits of dance for children.
4. Conversation about favorite dances.
TOPIC "Musical literacy"
Tasks:
1. Consolidate the knowledge, skills and abilities acquired earlier.
2. Expand your understanding of dance music
3. To teach children to consciously select the necessary complex characteristics for musical images.
4. Develop the ability to move in accordance with the nature of the music.
Content:
2. Measure, time signature 2/4, 4/4.
3. The ability to distinguish strong and weak parts by ear (clapping, step, movement, object).
- creative task: alternate introduction (by canon) on 2/4, 4/4. Children begin to make a movement in turn for each next measure;
- highlight the strong beat, hear the weak beat;
- to clap a given rhythmic pattern.
4. Music genre
- polka, march, waltz (orally define the genre)
- game: "March - polka - waltz
5. Listen to music a capella , to be able to move under it.
Tasks:
Content:
Performing exercises in the middle (working out the positions and positions of the arms and legs):
leg positions;
alternation of positions
light jumps;
TOPIC "Dance Games"(complexes of rhythmoplasty)
Tasks:
Content:
“Colorful game”, “Little Red Riding Hood”, “Amateur fisherman”, “Cats and mice”, “Dancing while sitting”, “Washing”, “Blue water”, “Pinocchio”.
TOPIC "Dance drawing"
Tasks:
Content:
Movement along the line of dance.
Circle dance pattern:
vicious circle;
open circle (semicircle);
circle within a circle;
couple circle,
reverse circle.
rebuilding from a circle into a column, into a line, (to the background, foreground);
3. The concept of "Diagonal":
indicating leaders).
4. Drawing of the dance "Spiral".
The game "Bar of threads".
5. Drawing of the dance "Snake":
horizontal.
TOPIC "Folk dance"
Tasks:
Content:
Setting up the body;
"accordion", picker;
- handkerchief skills;
- Russian bow;
- jumps;
- triple jumps
- running with outstretched toes
- side gallop
- claps
- "pick" forward and to the side;
— spring with turn;
- side steps to the side;
Moves:
- simple, half-fingered,
- lateral, attached,
Preparing for "fractions":
- floods,
- half-finger strikes,
heel strikes;
- heel exercises - putting the working leg on the heel in all directions;
- squatting with legs on heels
TOPIC "Ballroom dance"
Tasks:
Content:
Introduction to the subject
jumps, gallop;
couple positions:
"boat",
criss-cross hands
essential elements:
"swing",
"waltz track"
"turn";
pair work:
the position of the hands in a pair,
star rotation;
TOPIC "Dance Mosaic"(rehearsal and production work)
Tasks:
Content:
Round dances: "Mother Russia", "Red Sundress"
Subject dances: Walkers, Aquarium, Frogs and Heron
Children's dances "Barbariki", Dance of the Dwarves, "One, palm", "Light it up!", "Dance with ribbons", "Dating Waltz", "Spring Fantasy".
Dances of the peoples of other countries: "Ukrainian Polechka", "Sirtaki", "Russian Patterns", "Cossacks", "Merry Rock and Roll",
Figurative dances "Penguins", "Snowmen", "Butterflies", "Laundry", "Sailors"
At this age, the preschool child reaches its culmination in the development of movements, which is expressed in a special grace, lightness and grace. Children have a sharp increase in the ability to perform diverse and complex movements in coordination - from the field of choreography, gymnastics. This makes it possible to select a more complex repertoire for work with children, which is based not only on folk modern and dance music, but also on some classical works.
Priority tasks:
- development of the ability for expressive, spiritual performance of movements, the ability to improvise to unfamiliar music, the formation of an adequate assessment and self-esteem.
|
№ n\n |
Subject |
Theory |
Practice |
Total |
| 1. | introductory |
— |
||
| 2. | Introduction to dance |
— |
||
| 3. | Musical literacy | |||
| 5. | Elements of classical dance | |||
| 6. | Dance games (rhythmoplasty) |
— |
||
| 7. | Dance drawing | |||
| 8. | Folk dance | |||
| 9. | ballroom dance | |||
| 10. | dance mosaic
(rehearsal and production work) |
— |
||
| TOTAL: |
COURSE CONTENT
Second year of study (6-7 years)
TOPIC "Introduction to dance"(Introduction to the subject)
Tasks:
1. Introduce children to the history of the birth of dance, genres of dance art.
2. Tell about the benefits of dancing.
3. Introduce children to the varieties of ballroom dancing.
4. Conversation about styles and trends.
TOPIC "Musical literacy"
Tasks:
1. Consolidate the knowledge and skills acquired earlier.
2. Be able to analyze a piece of music, move in accordance with the music.
Content:
1. Tasks for the analysis of musical works (tempo, character, dynamics, rhythmic pattern, register, structure).
2. The ability to distinguish strong and weak parts by ear (clapping, step, movement, object).
3. measure, lead-in, time signature 2/4, 3/4, 4/4.
- to be able to allocate a strong share;
- be able to start the movement from the beat;
- creative task: alternate introduction (by canon) on 2/4, 3/4, 4/4. Children begin to make a movement in turn for each next measure;
- game: "Question - answer", "Echo", "Repeat"
4. Music genre
- polka, march, waltz, polonaise, gallop (orally define the genre)
- game: "March - polka - waltz"
5. Listen to music a capella , to be able to move under it.
TOPIC "Elements of classical dance"
Tasks:
Develop the muscles of the legs, arms, back.
To form the correct posture and coordination of movements.
Prepare children to learn more complex elements.
Content:
Exercise in the middle:
setting the body (legs in a free position);
concepts of working leg and supporting leg;
leg positions;
setting the body in I - II - III positions;
setting the body on half-fingers;
alternation of positions;
light jumps;
bending the body forward and to the side.
hand positions: preparatory, I-I, II-I, III-I;
moving hands from position to position;
head turns 1/2; 1/4.
TOPIC "Dance Games"(complexes of rhythmoplasty)
Tasks:
1. Develop attention, memory, coordination of movements.
2. Prepare the child's body to perform more complex elements.
3. Move according to the nature of the music.
4. To teach through movement to convey the emotional mood of the work.
Content:
“Colorful game”, “Amateur fisherman”, “Cat and mouse”, “Dancing while sitting”, “Washing”, “No stake, no yard”, “Kuklyandiya”, “Animal aerobics”
Dance etudes on modern material.
TOPIC "Dance drawing"
Tasks:
1. Acquire the skills of free movement in space.
2. Study simple dance patterns for use in concert numbers.
3. To instill the skill of keeping alignment in the drawing, observing intervals.
Content:
Movement along the line of dance.
Drawing of the dance "Circle" (story from the story):
vicious circle;
open circle (semicircle);
circle within a circle;
woven circle (basket);
face in a circle, face out of a circle;
couples circle.
Learn to change from one type to another.
2. Drawing of the dance "Column", "Line":
rebuilding from a circle into a column, into a line, (to the background, foreground);
rebuilding from several circles (on their own, choosing the leaders).
3. The concept of "Diagonal":
rebuilding from a circle to a diagonal;
rebuilding from small circles to a diagonal (on your own
indicating leaders).
4. Drawing of the dance "Spiral".
The game "Bar of threads".
5. Drawing of the dance "Snake":
horizontal;
vertical.
Rebuilding from the "circle" to the "snake" (independently, choosing the leader).
6. Drawing of the dance "Vorottsa": Russian dance "Vorottsa".
Game - dance "Endless".
TOPIC "Folk dance"
Tasks:
To acquaint children with the history of Russian dance, its features, forms.
Tell about the distinctive features of the character, manners of performance.
Learn the basics of Russian dance.
Content:
Introduction to the subject "Russian dance";
Setting up the body;
3. Learning the basics of Russian folk dance:
– development of foot mobility based on herringbone elements,
"accordion", picker;
- handwork in Russian dance;
- handkerchief skills;
- Russian bow;
- jumps;
- seizures;
- triple jumps
- running with outstretched toes
- side gallop
- step with outstretched socks (round dance)
- claps
- movement with putting the foot on the toe;
- key movement
- "pick" back and forth
- twist spring
- side steps
Moves:
- simple, half-fingered,
- lateral, attached,
- lateral move "squatting" in the VI position,
- running step with bent legs thrown back.
Preparing for "fractions":
- floods,
- half-finger strikes,
heel strikes;
Claps and crackers for boys:
- single on the thigh and bootleg.
- heel exercises - putting the working leg on the heel in all directions.
TOPIC "Ballroom dance"
Tasks:
Introduce children to the history of ballroom dancing.
Learn the basics of the Polka dance.
Learn the basic elements of the dance "Waltz".
Learn the basic movements of the dance "Waru-Waru"
Content:
Introduction to the subject
Learning the basics of the Polka dance:
jumps, polka step, gallop;
combination of the studied elements;
couple positions:
"boat",
criss-cross hands
the boy holds the girl by the waist, the girl puts her hands on the boy's shoulders.
Learning the basics of the dance "Waltz":
essential elements:
"swing",
"square",
"rhombus",
"waltz track"
"turn";
valance (swaying in different directions)
pair work:
the position of the hands in a pair,
"rhombus" in a pair,
star rotation;
simple dance combinations.
Learning the basics of the dance "Waru-Waru"
throwing legs alternately in a jump forward:;
throwing legs alternately in a jump in different directions;
combined study of the main elements;
dance pattern:
- position an face;
- face-to-face position
pair work:
- the position of the hands in a pair;
- the position of the legs in a pair;
- rotation in a pair of "top";
rhythm work:
- patting the main rhythm of the dance;
- work on the rhythm in motion.
TOPIC "Dance Mosaic"(rehearsal and production work)
Tasks:
Teach children to move independently to music.
Prepare for demonstrations.
Learn to express a given image through movement.
Content:
Round dances: "Alyonushki", "Cornflower", "Native expanses"
Subject dances: "At the Samovar", "Summer Rest", "In the Bird's Yard"
Children's dances "Barbariki", "Awakening" dance, "Merry Squares", "Light it up!", "Paratroopers", "Anastasia", "Spring Fantasy".
Dances of the peoples of the world: "Oriental dance", "Sirtaki", "Russian dance", "Jewish dance", "Cossacks", "Cowboys", "Argentine tango", "Dance with canes", "Merry rock and roll" , "Carmen" (Spanish dance), "Gypsy dance".
Figurative dances "Penguins", "Snowmen", "Gnomes", "Butterflies".
Requirements for the level of preparation of pupils
|
pupil |
Must know: |
Should be able to: |
|
- the mood and character of the music. -genre features music. -types of movements used in the process of musical-rhythmic performance. -skills of cultural behavior in the process of group communication. - to recognize a piece of music, to name the author; - types of basic movements used to convey a musical image; -contrasts and character of music; - the style of the piece of music. |
- convey in plastic the diverse nature of music; - convey the main means of musical expression: tempo, dynamics, register, etc. - independently find their place in the hall; - perform familiar movements in various game situations; -independently start and end movements along with music; - sympathize, empathize, perceiving the musical image; - convey a musical image in plastic; - reorganize in a circle. Becomes in pairs and one after another, etc. - compose simple dance movements; - express various emotions in facial expressions and pantomime; -sympathize and empathize with other people and animals, game characters. |
Determining the level of mastering by pupils of this work program
Diagnostic card
|
№ p. / p. |
F.i. child |
Determining the nature of music, tempo, rhythm |
Knowledge genre features music |
Knowledge of the main types of movements for the transmission of music. image |
The ability to self. perform familiar dance moves |
The ability to convey music in plastic. image. |
Ability to move objects |
Knowledge and definition of types of dance (ballroom, folk, classical) |
Average level |
|||||||
|
N.g |
K.g. |
N.g. |
K.g. |
N.g |
K.g. |
N.g |
K.g. |
N.g. |
K.g |
N.g. |
K.g. |
N.g |
K.g |
|||
Indicator criteria:
High level - 3 points;
Average level - 2 points;
Low level - 1 point.
High level: The child knows and names the genres of musical works, knows how to perform familiar dance movements, correctly performs rearrangements on the site. Correctly determines the nature of music, tempo, rhythm, knows how to convey a musical image in the plasticity of movements. Able to compose simple dance movements. Knows how to determine the type of dance.
Average level: The child determines the tempo, rhythm, character of music, knows, but makes mistakes when determining the genres of music, knows how to convey a musical image in plastic, performs simple dance movements with the participation of an adult. With a little help from an adult, he determines the type of dance.
Low level: The child makes mistakes when performing dance movements, does not know and is not able to determine the tempo, rhythm, nature of music, does not perform dance movements on his own, does not know how to convey a musical image in plastic, does not know how to rebuild on the site, does not perform exercises with objects correctly.
Educational and methodological support:
1.Technical learning aids (sound):
Video equipment;
multimedia system;
Piano.
2. Teaching and visual aids:
Children's musical instruments.
3.Music games:
“Determine by Rhythm”, “Quiet, Loud”, “Musical Lotto”, “Funny Hands”, “Nuka, Repeat”, “Washing”, “Hares”, “Three Little Pigs”, “Magic Flower”, “Mill ”, “Circus horses”, “Kuklyandiya”, “Flower”, “Ribbons”, “Snowflakes”, “Sweet orange”, etc.
4. A set of CDs - discs with melodies.
5.Note application.
Bibliography
- T. Baryshnikova "The ABC of Choreography" Moscow 2001
- J.E. Firileva, E.G. Saikin "Dance and game gymnastics for children" St. Petersburg 2003.
- 4. N. Zaretskaya, Z. Root "Dancing in kindergarten" Moscow 2003
Program on rhythmic plasticity for children "Rhythmic Mosaic", ed. A.I. Burenina
Choreography in kindergarten
choreographic art- mass art, it is available to everyone, including preschool children. Children are mobile, emotional, receptive, and therefore most of the information is easier for them to assimilate through movement. And the imagination of the child, as L.S. Vygotsky, has a motor character. Choreography helpsphysical development of children: coordination of movements improves, posture improves, muscle tone increases, which creates a cheerful, joyful mood in the child and favorably affects the state of the body as a whole. Strengthens health physical forces it harmoniously, evenly and with the same degree of activity develops all muscle groups, including the facial ones (facial expressions).
Choreography is inconceivable without music. The child quickly learns various genres of music (waltz, polka, march), if this is supported by movements, combinations.
Choreography provides the following opportunities in the development and upbringing of the child:
- develops a child's sense of orientation and placement in space;
- forms social behavior in the spirit of humane values and norms;
- a sense of mutual assistance;
- responsibility for correct performance.
Assignment of choreography classes in a preschool institution
The first is to teach children free coordination of movements, the ability to control their bodies, to perform various movements to the music. Here it is important to use the method of improvisation. To teach a sense of space, orientation on the stage.
The second is the conscious performance of both a separate movement and a dance as a whole; getting satisfaction from classes, matinee.
The third is freedom of expression of emotions and facial expressions. Expressive skills. creative imagination through imaginative thinking.
The tasks of the teacher-choreographer are the identification, disclosure, and development of special (choreographic) abilities of each pupil, the development of the personality of a preschooler. The teacher-choreographer must teach his pupils the basics of dance art, give them the necessary knowledge, skills, dance technique, taking into account the age characteristics of children; he must constantly remember that the fulfillment of the tasks assigned to choreography directly depends on the content and methodology of the educational process.
On the topic: methodological developments, presentations and notes
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