Choreography program for gifted children. Work program on the topic: Educational program of additional education for children "Basics of choreography"
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Municipal budgetary educational institution
"Secondary school number 9"
municipality
the city of Noyabrsk
Working programm
creative choreographic association "Zadorinka"
Compiled by: additional education teacher
MBOU SOSH # 9
Yangizova Olesya Viktorovna
Explanatory note
This educational program of the creative association "Zadorinka" is aimed at the education and development of dance techniques in children and has an artistic and aesthetic focus.
Choreography is an art loved by children. Choreography is fraught with tremendous wealth for successful artistic and moral education, it combines not only the emotional side of art, but also brings joy to both the performer and the viewer. Hard work, patience, perseverance in achieving results, self-confidence, independence, openness, help and mutual assistance, communication with each other are the leading moments in the learning process.
One of the main tasks of a teacher is to identify and develop the creative individuality of each student.
This program contains several sections: rhythm, children's dance, elements of classical dance, elements of folk dance, cultural and national choreography and in the world of dance.
In drawing up the work program, the experience of leading specialists in choreography was used, modern trends were taken into account. The author of the program used methodological literature, basic programs, personal work experience.
Goals and objectives of the program
The main goal programs - the ability to aesthetic development of the younger generation through choreography.
To achieve this goal, it is necessary to solve the following tasks.
Educational and musical tasks:
To give all children initial choreographic training, to reveal their inclinations and abilities;
Rely in teaching on the basic principles of pedagogy;
Teach the relationship between music and movement;
Teach children to think, listen and hear the teacher, be able to correct inaccuracies in performance;
To instill in children a love of dance, to form their dancing abilities (musical and motor, artistic and creative).
Developmental tasks:
Develop a sense of rhythm, emotional responsiveness to music;
To develop dance expressiveness, coordination of movements, orientation in space;
Awaken imagination, the ability to improvise;
To develop artistry, the ability to perform role dances.
Educational tasks:
To cultivate artistic taste, interest in the dance art of different nations;
Unite the team, build relationships in it based on mutual assistance and co-creation;
Take part in the concert life of the school.
Distinctive features of the program
The program is designed for 6 years of study, is carried out in three stages, the age of children is from 7-13 years.
First step- mastering the basics of rhythm, the basics of classical dance, simple elements of folk dance, learning children's dances. Children are 7-9 years old.
Objectives of the first stage of training:
Educational - to teach the skills of musical movement.
Developing - to develop musical and rhythmic coordination, muscle sense, posture, foot, musical and motor memory.
Educational - to educate children in the ability to listen, perceive, evaluate music.
Expected Result
Be able to accurately reproduce, correctly execute the taught material;
To be able to distinguish between dynamic changes in music, to create a musical and motor image;
Learn to listen to music carefully.
Second phase – improving the knowledge gained, continuing the study of classical exercise (as the basis for the correct physical development and rhythmic education of a child), studying and performing folk dances, acquaintance with modern dance trends. Continuation of the work begun at the first stage on the development of acting skills and the education of abilities for dance and musical improvisation.
With this stage, you can complete the so-called dance universal education for some categories of children. Those of them who have shown interest and ability in certain choreographic genres, have expressed a desire to continue their education, can proceed to the third stage of training. The age of children is 9-11 years old.
Objectives of the second stage of training:
Educational - to enrich children with new expressive means.
Developing - to improve the techniques of musical and motor expressiveness, posture, foot work, to develop body plastic, to develop motor imagination.
Educational - to foster a sense of responsibility, the desire for a clear, correct, beautiful performance of the task, which in turn requires organization, activity, attention.
Expected Result
Be able to act and create independently;
- be able to correctly master the techniques of musical movement, the means of plastics to express the given image;
- be able to communicate in a team, show creative initiative
Third stage involves specialized classes for children who have shown certain dancing abilities. Improving their knowledge in the chosen genre, children actively master the repertoire. At this stage of the work, the teacher must either carry out independent productions, or resort to the help of special literature and video materials. The age of children is 11-13 years old.
The proposed program, from this point of view, will be innovative. She will guide the teacher to work with children, regardless of whether they have special physical data, to foster a choreographic culture and instill basic skills in the art of dance.
Objectives of the third stage of training:
Educational - to solve staged and artistic tasks by means of stage and plastic expressiveness.
Developing - to improve the dance technique.
Educational - to form a conscious attitude towards classes.
Expected Result
Possess dance terminology;
- own elements stage action as a means of expressing one's thoughts, feelings and physical sensations;
- be able to prove your point of view on the topic under discussion, correctly assess the artistic result seen.
The program is given according to the years of study, during which trainees should master a certain minimum of skills, knowledge, skills, information on the art of dance. The program provides for teaching material in an "ascending spiral", that is, every year, in certain topics, we return to what we have passed at a higher and more complex level.
Terms of implementation and diagnostics of the effectiveness of the implementation of the educational program
The first stage of training (1.2 year of study)
The program at the initial stage of training is designed for two years. During this period, among the main tasks of the teacher, one can single out:
Development of general physical fitness (strength, endurance, dexterity);
Development of dance data (eversion, flexibility, jump, step, stability and coordination), study of dance elements;
Development of rhythm, musicality, artistry and emotional expressiveness;
Education of hard work, patience, communication skills in a team.
The basis of teaching children of primary school age must be based on a playful beginning.
Correctly selected and organized in the learning process dances - games contribute to the ability to work, arouse interest in the lesson, to work.
One of the important factors of work at the initial stage of training is the use of a minimum of dance elements with a maximum of the possibility of their combination.
Long-term study, study of a small amount of material makes it possible to assimilate it qualitatively, which in the future will be a solid foundation of knowledge. A variety of combinations of dance movements creates an impression of novelty and develops the creative imagination of children.
Dance moves are taught through hands-on demonstration and verbal explanations.
Choreographic training (exercise) is a rather lengthy process of developing a large number of increasingly complex musical and motor skills. Poses, positions, movements and their combinations in various versions - these are motor skills new to the body, new psychological and physical stress.
Educational psychology introduced the basic law of assimilation of material: perceive, comprehend, remember, apply, check the result.
In this regard, the following formula is proposed: from sensations to feelings; from them to habit. Therefore, the formula must be applied in the following sequence:
perceiving - feel
comprehending - feel
remembering - act, try
checking the result - show it to another
Conditioned stimuli contribute to the formation of a plastic stereotype for each motor skill. They can be varied: verbal and speech explanations and comments of the teacher; professional demonstration of body movements by the teacher - visual contemplation and comprehension; watching yourself in a mirror image.
The principled approach to mastering dance movements is as follows: a movement performed repeatedly becomes simple and accessible.
Skill is the first stage of mastering an action, in which it is performed, but relatively slowly, uneconomically, with a very large number of errors and corrections, and with continuous control of consciousness. A skill is already a more perfect form of mastering an action.
Three stages are conventionally distinguished in the formation of a dynamic stereotype of any motor skill.
First stage. In the motor area of the cerebral cortex, a wide spread of excitation is observed, therefore the movement is performed inaccurately, is accompanied by a large number of side effects, there is still no coordination of blood circulation, respiration and other systems and organs with the activity of the locomotor apparatus.
The main components of the method are music, musical movement, musical and plastic games, musical and psychological elements and the development of emotional expressiveness.
The body has two different types of movement at its disposal: voluntary and involuntary.
The movements of the limbs, body, neck, face, eyes, lips, tongue are arbitrary. Involuntary movement is usually limited to muscles inside the body.
At the first stage of training, it is appropriate to offer the following musical and psychological recipe: the “and” count sounds short, and the “one” count is longer, the weak beat of the bar seems to be hiding behind the strong one.
Second stage. Conditional inhibition, primarily differential inhibition, develops. This is facilitated by verbal stimuli - explanations and corrections made by the teacher.
Excitation is concentrated only in certain areas of the sensitive - motor zone, movements become more precise and coordinated. It is at the second stage that the dynamic stereotype begins to take hold.
In this regard, the method of triple movements proceeds. There are five basic senses with the help of which we perceive the world around us, but there is one more feeling - this is coordination, a sense of balance.
Without the education of coordination, dance classes will become impossible, it must be developed and consolidated constantly. Ignoring this property of the organism during training will lead to significant difficulties in further work.
Start with triple head turns.
Triple head turns are performed in combination with side stepping.
The next underlying stereotype is the triple alternating step forward and backward.
In a more complicated version, it is very important to maintain conscious flexion of the legs at the knee joint before starting movement (with an emphasis). A noticeable detail of the stereotype, which is constantly used in dance practice, is a kind of innate "kick-off" of a motor skill.
Third stage. As a result of multiple repetitions of the movement and the instructions of the teacher, the final consolidation of the system of temporary connections, included in the dynamic stereotype of the motor skill, occurs. At the same time, work becomes coordinated internal organs and the musculoskeletal system. Outwardly, this is manifested in the accuracy of movements, in the lightness and grace of execution.
The key to the successful formation of any motor skill is a conscious control over the execution of movements according to the principle that thought is ahead of movement.
To memorize movements, you can use short figurative clues such as children's counting rhymes.
As a dynamic stereotype is formed, certain elements of the movements cease to be realized, i.e. are performed automatically. If a motor skill is brought to automatism in the process of preparing for a responsible performance, the longer it will be learned.
It should be remembered that there is a direct connection between the motor and volitional qualities of a person. Without purposefulness, endurance, perseverance, it is impossible to achieve the required strength, speed, endurance. Force- This is the ability to overcome resistance or resist it due to muscle tension. Endurance- this is the ability to long-term preservation of working capacity, i.e. ability to resist fatigue.
Endurance training techniques increase the number of repetitions of movements; increase the intensity of work on the movement; both of these techniques alternate; give ultimate loads.
Each new element that complicates the already memorized movement develops dexterity as the ability to switch from one movement to another, change direction or pattern. This will teach children to feel their movements in accordance with the temperament of the music.
The coordination of movements in choreography can be divided into simple and complex coordination. Simple coordinations are simultaneous and unidirectional movements of the arms and legs. Complex coordination is a simultaneous multidirectional movement.
Second stage of study (3.4 year of study)
Pupils already possess a certain stock of dance technique, initial coordination of movement, their attention to the perception of new material is developed. However, the middle age group has its own difficulties, especially when working with boys. Boys are starting to get involved in various sports.
Given these difficulties, the teacher should maintain children's interest in dance, continue to study dance games, focus on the study of dance novelties, introduce a competitive moment into the lessons, include elements of new dance techniques - jazz - dance and modern plastics in classes, use for musical accompaniment modern works popular among teenagers.
You can introduce students to the basic elements of acting - stage attention, imagination, the concept of "proposed circumstances."
One of the essential elements of an acting technique is muscle release, which can be achieved by studying the basics of jazz dance and modern plastics.
Having introduced children to the elements of acting technique, one should seek from them a complex combination of these elements when performing sketches.
An important component of learning at this stage is the replenishment of knowledge of the basics of musical culture, it should be explained to children expressive possibilities music, to acquaint with works of different genres and styles.
Children should understand that any dance is an emotional plastic expression of music.
A more in-depth study of the classical exercise continues.
The repertoire of dances is selected taking into account the degree of interest of children, usefulness from the point of view of artistic and physical development.
The result of training at the second stage should be the ability of students to move gracefully and organically, communicate with a partner, correlate their movements with the music they hear.
For the second stage of training, it is desirable to increase the number of hours per week.
Third stage of training (5.6 years of study)
The third stage of teaching children choreography involves specialized classes in the chosen genre of choreographic art, the study of a new repertoire and the improvement of performing skills. The acquired choreographic skills are consolidated and developed, and there is an intensive replenishment of knowledge.
Classes, as a rule, are organized in the system of additional education in the form of children's choreographic groups. The work of the team is based on stable and periodic training sessions.
It is hardly advisable to describe in detail the methodology, principles of constructing classes and curricula at the third stage of work. The teacher, by virtue of his knowledge, experience, interests and creative aspirations, will be able to organize the process of classes at his own discretion.
The most difficult task for a teacher-leader at the third stage of training is staging work. When creating productions, new numbers, one should remember about the basic laws of building a choreographic work. The musical material is of paramount importance. A well-built drama of a dance number presupposes the presence of an exposition, set, development of the action, culmination and denouement. The logic of the drama must correspond to the dance pattern, composition and choreographic text. All these terms together will lead to the most accurate plastic expression of the choreographic image, meaning and content of the dance.
The repertoire of the collective must correspond to the performing abilities and age characteristics of the students.
Forms and structure of classes
The main form of organizing the educational process is a group lesson.
The structure of the lesson.
A well-organized and interesting lesson is of great importance in choreographic work with children. By the beginning of the lesson, children change into dance uniforms and line up. It disciplines children and creates a work environment. To the music of the march, starting with the right foot, the children walk in a circle and line up in columns, bow to the teacher (greet). Then the teacher communicates the topic of the lesson.
In order to avoid stretching the muscles, a warm-up exercise is carried out so that all the muscles of the body are warmed up and ready to learn the complex elements of the dance. During the warm-up, which includes exercises and games, the teacher makes sure that each student performs the warm-up at full strength.
After training exercises, dance exercises or their individual elements are learned. Next, they learn the sketches, movements and combinations that are included in the planned production.
By the end of the lesson, children should take their original workplaces for bowing (goodbye).
Expected results
STUDENTS SHOULD KNOW:
1st stage of training
1 year of study
1. Building a dance lesson
2. An idea of the genres of choreographic art
3. The history of the emergence and development of dance
2nd year of study
1. Choreographic exercise at the barn and on the ground
2. Choreographic warm-up in the middle of the hall
3. Know the dance repertoire
2nd stage of training
3rd year of study
1 the basics of acting
2.The nature of the music
3.Know the dance repertoire
4th year of study
1. Analysis of a piece of music
2. Know the dance repertoire
3rd stage of training
5th year of study
1.Specialized construction of classes in the published genre of choreographic art
2.Know the dance repertoire
6 year study
1. Improvement in performing skills
2. Understand the importance of choreographic art in modern life youth
3. Know the dance repertoire
STUDENTS SHOULD BE ABLE TO:
I stage of training
1 year of study
1.Control yourself through sensation (direction of movement)
2. Match movement with music
3. To form listening to music to understand the mood, its character
2nd year of study
1. Perform movements with a musical mood and tempo
2. Correctly execute movements
ІІ stage of training
3rd year of study
1. develop creative imagination
2. Combine elements of acting technique when performing sketches
4th year of study
1.Creatively approach classes, a concert program, staging work
2.Emotionally perceive, feel the harmony of music and movement
ІІІ stage of training
5th year of study
1. Move gracefully and organically
2. Communicate with your dance partner
6 year study
1. Correlate your movements with the music you hear
2. Possess skill in the technique of classical, folk, pop dances
The level of assimilation of the program and methods of determining their effectiveness
The curriculum is designed for 6 years of study, but assumes two levels of development: general cultural and advanced. This is due to the fact that at the first and second stages of training ( GENERAL CULTURAL level) the child retains a "zone of uncertainty": he can change the team, change the profile of his activities, if necessary.
At the third stage of training ( DEEP level) children are involved in artistic and staging work, take part in competitions, concerts, festivals. The result of their activity is assessed, which is associated with their activity, search, creative growth.
1st level - GENERAL- expanding the artistic horizons of children, the development of creative abilities, the formation of aesthetic taste, general and dance culture. Individual opportunities are taken into account children's collective, its individual performers.
2nd level - DEEP- mastering the technique of performing various dances, as well as stage skills.
FORMS and METHODS OF LEARNING
Forms of organizing the activities of those involved .
Group and individual forms are used, as well as work with part of the team.
Forms of conducting classes .
Educational lesson;
- conversation;
- the game;
- music competition;
- holiday lesson;
- concert;
- contest;
- the festival.
Methods used when working:
The method of combined movements, turning into small educational studies;
Layout method, conditioned by the following tasks:
elaboration and consolidation of the passed program material;
disclosure of the individuality of the circle member through creative self-expression;
education of artistic taste;
creation of choreographic compositions;
identification and development of abilities among the members of an amateur ensemble, the development of technicality.
Repetition method;
Collective creativity method;
Explanation method;
Deceleration acceleration method;
Memorization method;
Method "one pa";
The method of repeated repetition of all kinds of movements.
Academic-thematic plan
Quantity
teaching hours
Theoretical
Practical
1st stage of training
1 year of study (2 hours per week)
Elements of classical dance
Folk dance elements
Children's dances
In the world of dancing
Total
2nd year of study (3 hours per week)
Elements of classical dance
Folk dance elements
Children's dances
In the world of dancing
Total
2nd stage of training
3rd year of study (3 hours per week)
Elements of classical dance
Folk dance elements
Elements of modern dance styles
Dances of the peoples of the north
In the world of dancing
Total
4th year of study (3 hours per week)
Elements of classical dance
Folk dance elements
Elements of modern dance styles
In the world of dancing
Total
3rd stage of training
5th year of study (3 hours per week)
Elements of classical dance
Folk dance elements
Elements of modern dance styles
In the world of dancing
Total
6th year of study (4 hours per week)
Elements of classical dance
Folk dance elements
Elements of modern dance styles
In the world of dancing
Total
1st stage of training
Theme: Rhythmics
Acquaintance takes place during the lesson on music and dance exercises, music games, dance compositions.
There is an acquaintance with the nature of the music, tempo, rhythm, musical meter.
Allows with the lowest cost dynamic shades in music, the nature of the performance and emotional expressiveness.
energy to achieve three goals at once: to increase the flexibility of the joints, improve the elasticity of muscles and ligaments, build up muscle strength, and also help to correct some deficiencies in the body, legs and help develop leg eversion, develop flexibility, elasticity of the feet.
Theme: Elements of classical dance
In the classical exercise, the body is set, as well as the positions of the legs and arms, both in the middle of the hall and at the machine.
Theme: Folk dance elements
In folk exercise, the position of the arms, legs, as well as the basic movements of Russian, Ukrainian and Belarusian dances is studied.
Theme: Children's dances
To master children's dances, it is necessary to familiarize students with the most characteristic dance patterns. It is also important to teach them how to move from one formation to another.
Theme: In the world of dancing
Introducing students to dancing.
1 year of study
Topic: Rhythm (15h.)
Theory:
1. The nature of the music, tempo (jumps, gallop, different types of running), rhythm, dynamic shades in music (forte, piano), the nature of the performance (legato, staccato), sound duration, measure, phrase, sentence, emotional expressiveness. (1h .)
2. The structure of musical speech (introduction, end of introduction, beginning and end of part, period, sentence, phrase), metro rhythm (2-4.3-4.4-4) (1 hour).
3. Marching and dance music. (1h.)
4. Game sketches ("Gena's song crocodiles", "I am a teapot") (1 hour).
Practice:
1. Bow. Walking. Walking to the music. (1h.)
2. Walking with hand and foot coordination. Walking with a stop. (1h.)
3. Walking with a side step. Walking on heels and on toes without bending the knees. (1 hour)
4. Walking forward and backward. (1 hour)
5. Walking with high knees and light jogging on toes. (1 hour)
6. Walking with hand movements. (1 hour)
7. Running. Running on toes in small steps. (1h.)
8. Running with claps. (1h.)
9. Walking, jumping, stopping. (1 hour)
10. Jumps with variable steps with forward movement. Jumping exercises. (1h.)
11 Securing. (1h.)
Theoretical lessons - 4 hours, practical lessons - 11 hours.
Topic: Elements of classical dance (12h.)
Theory:
1. Positions of the legs (1,2,3). To memorize and consolidate the positions of the legs, you can use the game "Legs, legs ...". (1h.)
This game can also be used to learn hand positions.
2. Hand positions (1,3,2) (1 hour)
Practice:
1. Demi -plie. (1h.)
This exercise forces you to restrain the muscles, squatting, not to protrude the buttocks, the whole figure is more concentrated.
2. Battement tentu. (2 hours)
This exercise develops a reliable and firm eversion, so that later, in jumps, the legs themselves take the correct, distinct position.
3. Port de bras (first). (2 hours)
4. Port de bras (third). (2 hours)
This exercise is at the heart of the great science of hands in classical dance. The arms, legs and body are brought up separately with special exercises; the muscles of the legs develop, the manner of holding the body, but only the correct finding of one's place for the hands completes the artistic appearance and gives complete harmony to the dance, the head finally finishes it, gives beauty to the whole drawing, and completes its look.
5. Releve. (2h.)
6. Fixing. (1h.)
Theory:
1 year of study includes the following movements:
1. Positions of the legs: five open (1,2,3,4,5); five straight lines (1,2,3,4,5): five free and two closed (1,2) (1 hour)
2. Hand positions (1,2,3,4,5,6,7) (1 hour)
3. Leg positions: leg extended, leg bent, instep stretched, instep reduced, beveled instep position, leg on the edge of the foot, leg on the edge of the heel, low half toes, middle half toes, high half toes, foot on toe. (1 hour)
4. Hand positions: preparatory, 1st and 2nd position. (1h.)
5. Body positions: body is flat, forward, backward, to the side. (1 hour)
6. Head positions: head straight, turned (right, left), tilted (forward, right or left), back. (1 hour)
7. Positions of the hand: the hand is palm down, up, the hand is down, the hand is up. (1 hour)
Practice:
Folk dance classes at the barre, especially at the beginning of training, do not immediately line up. Gradually, training combinations are formed from individual elements and movements. The new movement is learned by facing the machine, performed with one, then with the other leg. When designing a lesson, it is necessary to take into account what time of day the lesson is held, what the temperature is in the classroom, and much more, which can affect the condition of the students. Classes include 8-9 exercises, built on the principle of alternation: smooth, soft exercises alternate with fast, sharp exercises.
Practical demonstration of each exercise with music is important. The uniform pace of the lesson must be maintained. Explanations of the exercise should not be long, since a prolonged pause between the learned movements leads to hypothermia of the physical apparatus of the performers. The pace of the lesson is too high, big number repetitions of combinations are also unacceptable, as this can lead to overloads of certain muscle groups, and sometimes to their disease. For relaxation, you can perform one or two dance moves in the middle of the hall. A variety of material, its skillful alternation and sequence of mastering, a moderate load on the articular-ligamentous apparatus is the key to a successful lesson and achieving the main goal.
1.Squat: half-squat. (1h.)
2.Squat: full squat. (2h.)
3.Fixing. (1h.)
Squats put the knee, ankle and hip joints into work, strengthen the calf and gluteal muscles, thigh muscles, heel tendon, foot joints, develop softness, elasticity of movements, and strength of the legs. Musical size 3/4, 2/4, 4/4, 6/8.
These exercises prepare students for jumping.
Theoretical lessons - 8 hours, practical - 4 hours.
Topic: Children's dances (13h.)
Theory:
To master children's dances, it is necessary to familiarize students with the most characteristic dance patterns. It is also important to teach them how to move from one structure to another:
1.circle, semicircle, two circles (1h.)
2.column one by one, two by four, a row (1 hour)
3.chain, snake, circle, asterisk, chess construction of the column (1h.)
4.circle in a circle, basket (1h.)
5.walk, carousel (1h)
Practice:
After mastering the dance patterns and formations, small compositions are created:
1.Fun exercise: polka (2h.)
2.Invitation: the dance composition consists of two figures. The first figure is performed at a slow pace, the second at a fast pace. (1 hour)
3.Change a pair: polka (2h.)
4. Horses: at the heart of the game, figurative dance - imitation of movements harnessed to three horses. (2 hours)
5.Fixing. (1h.)
Theoretical lessons - 5 hours, practical - 8 hours.
Topic: In the world of dancing (14h.)
Theory:
1.An acquaintance with the history of the emergence of choreography. (1h.)
Practice:
1. Learning children's dances. (8h.)
2. Working out the positions of the arms, legs, body, head in the dance. (2 hours,)
3. Development of performing technique (2 hours)
Theoretical lessons - 1 hour, practical - 13 hours.
2nd year of study
Topic: Rhythm (23h.)
Theory:
1. Acquaintance with the video material of the parterre exercise. (2 hours)
Practice:
Parterre exercise allows you to achieve three goals at once with the least amount of energy: to increase the flexibility of the joints, improve the elasticity of muscles and ligaments, and build up muscle strength. Muscles and joints are prepared for classical and folk exercise at the machine, requiring high physical exertion. These exercises also help to correct some imperfections in the core, legs and help to develop leg eversion, develop flexibility, elasticity of the feet.
Flexibility exercises are performed smoothly, without jerking, at a slow pace, until a feeling of slight soreness appears.
The theme includes:
1.Exercises to improve the flexibility of the neck. (1h.)
2.Exercises to improve the elasticity of the shoulder girdle and the mobility of the shoulder joints. (1 hour)
3.Exercises to improve the mobility of the elbow joint and the elasticity of the muscles of the shoulder and forearm. (1 hour)
4.Exercises to increase the mobility of the wrist joints, develop the elasticity of the muscles of the hand and forearm. (1 hour)
5.Exercises to improve the mobility of the joints of the spine. (1h.)
6.Exercises to improve the mobility of the hip joints and the elasticity of the thigh muscles. (1 hour)
7.Exercises to improve the mobility of the knee joints. (1h.)
8.Exercises to increase the mobility of the ankle joint and the elasticity of the muscles of the lower leg and foot. (1 hour)
9.Exercises at the stick for stretching and forming a dance step. (1h.)
10.Exercises to correct posture. (1h.)
11. Jumping rope. (1h.)
12. Exercises for tension and relaxation of body muscles. (1 hour)
13.Exercises to improve the elasticity of the muscles of the shoulder and forearm, develop the mobility of the elbow joint. (1 hour)
14.Exercises for the development of flexibility of the shoulder and hip joints. (1h.)
15.Exercises to strengthen the abdominal muscles. (1h.)
16. Exercises to improve the flexibility of the spine. (1h.)
17.Exercises to improve the mobility of the hip joint and the elasticity of the thigh muscles. (1h.)
18.Exercise to improve the flexibility of the knee joints. (1h.)
19.Exercises for the development of mobility of the ankle joint, elasticity of the muscles of the leg and foot. (1 hour)
20.Exercises for the development of eversion of the legs and dance step. (1h.)
21. Exercise to correct posture. (1h.)
Theoretical lessons - 2 hours, practical lessons - 21 hours.
Topic: Elements of classical dance (22h.)
Theory:
1. Acquaintance with the history of Russian ballet through watching video material. (2 hours)
Practice:
1.Double battement tentu. (4h.)
2.Battement tentu jete (4h.)
This movement has tremendous educational value, and it must be performed very accurately, observing the implementation of the classical rules.
3.Rondde jambepar terre en dehors (4 h.)
4.Saute (3h.)
5.Sur le cou-de-pied (girth). (2 hours)
6.Sur le cou-de-pied (main). (2 hours)
7.Fixing. (1h.)
Theoretical lessons - 2 hours, practical lessons - 20 hours.
Topic: Elements of folk dance (12h.)
Theory:
1. Acquaintance with the culture, life and traditions of folk choreography, through the demonstration of video material. (2 hours)
Practice:
Exercises on this topic promote the development of ankle joint mobility. The movement consists in moving the foot from toe to heel and back, with the knees of both legs extended. Variants of the exercise are performed, including combinations of the main movement with others - half-squatting on the supporting leg at the time of transfer of the working leg from toe to heel; half-squatting when the working leg returns to position, etc.
2nd year of study includes:
1.Preparation exercise (2h.)
2.Transferring the leg from toe to heel and vice versa: the main view (1 hour)
3.Transferring the leg from toe to heel and vice versa: with a half-squat on the supporting leg (1 hour)
4.Transferring the leg from toe to heel and vice versa: with a half-squat when the leg returns to position (1 hour)
5.Transferring the leg from toe to heel and vice versa: with raising the heel of the supporting leg (1 hour)
Musical size 2 / 4,3 / 4, 6/8.
6. Then, after mastering the movements, the combinations are learned. (3 hours)
7.Fixing. (1h.)
Theoretical lessons - 2 hours, practical lessons - 10 hours.
Topic: Children's dances (15h.)
Theory:
Repetition of dance patterns and their construction:
1.Circle, semicircle, two circles (1h.)
2.Column one at a time, two at a time, four at a time (1 hour)
3. Chain, snake, circle, asterisk, chess construction of the column (1h.)
4. A circle in a circle, a basket (1 hour)
5. Collar, carousel (1 hour)
Practice:
After repeating the dance patterns and constructing them, we continue to study children's dances:
1.Polkis: Finnish dance is close to polka (5h.)
2.Sudarushka: the dance is based on the stylized movements of choreographic folklore (5h.)
Theoretical lessons - 5 hours, practical - 10 hours.
Topic: In the world of dancing (30h.)
Theory:
1.Display of video material with dances of different characters. (2 hours)
Practice:
1.Dance training. (20h.)
2. Working out the positions of the arms, legs, body, head in the dance. (3 hours,)
4. Preparation of dance costumes. Makeup concept. Creation of stage make-up. (1h.)
Theoretical lessons - 2 hours, practical - 28 hours.
2nd stage of training
Theme: The elements classical dance
Continuation of the study of the position of the legs, as well as the basic movements of classical dance.
Theme: The elements folk dance
Continuation of the study of hand movements and basic movements of Russian dance. And also the movements of various dances are studied.
Theme:
Acquaintance of students with isolated movements, with coordination of movements and with dance combinations.
Theme: Cultural and national choreography
Acquaintance of students with the cultural and national choreography of the region, way of life, tradition.
Theme: In the world of dancing
Introducing students to different types of dances
3rd year of study
Topic: Elements of classical dance (27h.)
Theory:
1.Leg positions (5 and 4). The first aradesque. (1h.) These are one of the main poses of modern classical dance. The back plays a decisive role in movement.
2.Second arabesque. Third arabesque. (1h.)
Practice:
1.Battement fondu (4h.)
This movement belongs to the stage of more difficult exercises, since the leg on which the student is standing takes part in the work.
2.Battement frappe (4 hours)
3.Battement releve lent (4 hours)
4.Passe (4h)
Corresponds to its name - passing, translating. In dance, it serves as an auxiliary movement, transferring the leg from one position to another.
5.Grand battement jete (4h.)
In this movement, the body should not make any movement, no shuddering, arising from improper efforts.
6.Port de bras (2) (2 hours)
7.Port de bras (5) (2 hours)
8.Fixing. (1h.)
Theoretical lessons - 2 hours, practical lessons - 25 hours.
Topic: Elements of folk dance (15h.)
Theory:
Practice:
Exercises on this topic develop mobility in the knee and ankle joints, strengthen the calf muscles.
When performing a movement on a half-squat, the heel of the supporting leg is included in the work, which, when the working leg is thrown, falls to the floor, and when it returns to the position, it is transferred to the half-toes. Small throws are executed sharply, clearly, with a slight fixation of the working leg in the air. Combinations are made up of different types of exercise, as well as in combination with other movements: "heel exercises", "fractional percussion", "preparation for the" string ". The exercise is performed in a Russian, Belarusian or Ukrainian character. Musical size 2 / 4,3 / 4.
3rd year of study includes the following movements:
1. Preparatory exercises (2 hours)
2. Small throws: basic view (2h.)
3. Small throws: touching the floor with an extended toe of the working leg (2 hours)
4. Small "through" throws: the main view. (2h.)
5. Small throws with a jump on the supporting leg. (2 hours)
6. After mastering the material, dance combinations are learned. (3 hours)
7.Fixing (1h.)
Theoretical lessons - 1 hour, practical - 14 hours.
Topic: Elements of modern dance styles (23h.)
Theory:
Practice:
Before you start learning the exercises, you need to introduce students to the concept of muscle tension and relaxation. When students master the technique of relaxation and tension, realizing the degree of tension in each muscle group, they will be able to feel the necessary amount of tension when performing a particular movement. Such exercises can be done as homework on your own. Constant training will help you reach a level where excess muscle tension will be relieved on its own, organically.
Isolated movements:
1. Head movements (tilting) (1h.)
2. Head movements (turns) (1h.)
3. Head movements (square) (1h.)
4. Head movements (circle) (1h.)
5. Head movements (semicircle) (1 hour)
6. Shoulder movements (lifting and lowering) (1h.)
7. Shoulder movement (opening) (1h.)
8. Shoulder movements (closing) (1h.)
9. Shoulder movements (semicircle) (1 hour)
10. Shoulder Movements (Full Circle) (1h)
11. Shoulder Movements (Shoulder Extension) (1h)
12.Hip movements (square) (1h.)
13.Hip movements (circle) (1h.)
14.Hip movements (semicircle) (1h.)
15.Moving hips (swinging back and forth) (1 hour)
16.Moving hips (swinging to the side) (1h.)
17.Hip movements (double swing to the side) (1h.)
18. Body movements (straight tilts) (1h.)
19. Body movements (deep forward bend) (1h.)
20. Body movements (bend) (1h.)
21. Coordination of movement (after mastering isolated movements, we combine them in various combinations) (1 h.)
22. Fastening. (1h.)
Theoretical lessons - 1 hour, practical lessons - 22 hours.
Topic: Cultural and national choreography (3 hours)
Theory:
Acquaintance with the culture, life and traditions of the northern peoples, through printed sources and video demonstration. (1h.)
Practice:
Acquaintance with the basic movements of northern dances. (2 hours)
Theoretical lessons - 1 hour, practical lessons - 2 hours.
Topic: In the world of dancing (34h.)
Theory:
Practice:
1.Dance training. (23h.)
4. Preparation of dance costumes. Makeup concept. Creation of stage make-up. (1h.)
Theoretical lessons - 1 hour, practical lessons - 30 hours.
4th year of study
Topic: Elements of classical dance (23h.)
Theory:
1. Acquaintance with the history of Russian ballet. Acquaintance with the biography of Russian ballerinas, through printed sources and demonstration of video material. (1h.)
Practice:
1.Battement developpe (2h.)
This movement, which has a slow tempo, should be performed with a delay at the extreme point. When performing the movement, you need to monitor the eversion, try to keep the supporting leg and body on the vertical axis.
2.Pas de bourre (with change of legs) (2h.)
3.Pas de bourre (no change of legs) (2h.)
This movement refers to connecting movements and is often used in the classroom and in dance compositions to transition from one movement to another or to change legs between movements. Also, this movement in classical dance is used to move in a chased dance step.
4. Half turn on two legs (2h.)
5.Full turn on two legs (2h.)
When performing a turn, you should mentally imagine the rotation of the body exactly around the axis. Hold your gaze for a moment at the starting point of the turn, and then, as if overtaking the turn, quickly move to the end of the turn.
6.Changement de pieds (2h.)
As you assimilate, the tempo accelerates, the jump is performed from the off-beat, without pauses. The technique develops softness and elasticity of the jump, eliminating the slightest stiffness.
7.Pas echappe (2h.)
As you assimilate, the tempo accelerates, the jump is performed from the off-beat, without pauses
8.Pas assemble (2h.)
This jump is an essential starting point for development. As you assimilate, the tempo accelerates, the jump is performed from the off-beat, without pauses.
9.Pas ballonnee (aside from the alternate leg) (2h.)
During the execution of the movement, the body and arms should remain stationary during the jump in the adopted pose, so that effort and twitching in the hands are not felt in the form of an imaginary aid to the jump.
10.Pas glissade (2 hours)
11.Temps lie (2 hours)
Theoretical lessons - 1 hour, practical - 22 hours.
Topic: Elements of folk dance (25h.)
Theory:
1. Acquaintance with the history, culture and life of folk choreography through printed sources. (1 hour)
Practice:
The movements of this theme are an important part of the folk dance class at the barre. When performing circular movements, the foot of the working leg is held with the edge of the outer side from the heel to the toe of the supporting leg and then with an elongated rise it is carried out in a semicircle up to position 2 or back. As a result of the alternating contraction of the muscles of the inner and outer sides of the ankle joint, the muscles of the foot develop and strengthen, and mobility is developed in the ankle and hip joints. The movements can be complicated by half-squatting on the supporting leg, turning the heel of the supporting leg, "figure eight", "stretching". Musical size ¾, 2/4.
4th year of study includes the following movements:
1.Circular movements on the floor with toe: basic view. (2 hours)
2.Circular movements on the floor with toes: with a half-squat on the supporting leg. (2 hours)
3.Circular movements on the floor with toe: with a turn of the heel of the supporting leg. (2 hours)
4.Circular movements on the floor with toe: with half-squatting and turning the heel of the supporting leg. (2 hours)
5.Circular motion on the floor with the heel: the main view. (2 hours)
6.Circular movements on the floor with the heel: with a half-squat on the supporting leg. (2 hours)
7.Circular movements on the floor with the heel: with a turn of the heel of the supporting leg. (2 hours)
8.Circular movements on the floor with the heel: with a half-squat and turn the heel of the supporting leg. (2 hours)
9. "Eight": the main view. (2 hours)
10. "Eight": with half-squats on the supporting leg. (2 hours)
11. "Eight": in combination with "stretching". (2 hours)
12. After mastering the movements, a dance combination is learned. (2 hours)
Theoretical lessons - 1 hour, practical - 24 hours.
Topic: Elements of modern dance styles (35h.)
Theory:
1. Acquaintance with the work of modern dance groups through video material. (1 hour)
Practice:
Classes begin with mastered isolated movements, after which they move on to their coordination "from simple to complex". Gradually, dance combinations are introduced into the lesson using well-mastered elements.
Dance combinations:
1. Semi-squat (2h.)
2.Quarter turns (2h.)
4.Spring (2h.)
5.Sliding (2h)
6. Roll (2h.)
7 Double wiggle with eight arms (2h.)
8.Promenade (2h.)
9.Twist with a circle of hands (2h.)
10. Pinocchio (2h.)
11.Pulsar (2h.)
12.Kick with a jump (2h.)
13. Chasse with a jump (2h.)
14. Frog (2h.)
15. Shuttle (2h.)
16. Then the dance warm-up is learned, which transfers flexibility to the joints and muscles, improves blood circulation and respiration, increases the tone of the muscles of the whole body, improves posture. (3 hours)
17.Fixing. (1h.)
Theoretical lessons - 1 hour, practical lessons - 34 hours.
Topic: In the world of dancing (19h.)
Theory:
1. Demonstration of video material with various dances. (1 hour)
Practice:
1.Dance training. (10h.)
2. Working out the positions of arms, legs, body, head in dance. (3 hours)
3. Development of performing techniques (4 hours)
4. Preparation of dance costumes. Makeup concept. Creation of stage make-up. (1h.)
Theoretical lessons - 1 hour, practical lessons - 18 hours.
3rd stage of training
Theme: Elements of classical dance
In addition to the movements studied at the 1st and 2nd stages of training at the machine and in the middle of the hall, a number of movements are additionally studied. A number of movements of the exercise are performed on the half-fingers. All movements of the classical exercise are performed in the middle of the hall, both en face and in poses.
Theme: Folk dance elements
In addition to the material mastered in the previous stages of training, more complex elements of familiar folk dances are added, and I also include new material of your choice.
Theme: Elements of modern dance styles
Continuing the study of isolated movements, movement coordination, dance combinations. Study of contemporary dance.
Theme: In the world of dancing
Acquaintance of students with different types of dances.
5th year of study
Topic: Elements of classical dance (19h.)
Theory:
1. Acquaintance with the history of foreign ballet, through printed sources and demonstration material. (1 hour)
Practice:
In addition to the movements studied at stages 1 and 2, the following elements are additionally studied: 1.grand plie (2h.)
2.petit battement sur le cou-de-pied (2 h.)
3.pirouette in 5 and 2 positions (2h.)
4.pas tombee on site and with promotion (2h.)
5.grand battement jete balancoire (2 h.)
6.pirouettes, soutenu turn on the spot and with promotion (2h.)
7.pas glissade en tourmant (2 hours)
8.pas de bourre dessus (2 hours)
9.pas de bouree balloted (2 hours)
Theoretical lessons - 1 hour, practical lessons - 18 hours.
Topic: Elements of folk dance (27h.)
Theory:
1. Acquaintance with the culture, life and traditions of folk dances, through printed sources. (1 hour)
Practice:
Exercises on this topic are performed in a half squat. In this case, both legs take part in the exercise. The working leg opens to the heel and returns to position, and the heel of the supporting leg either drops to the floor, then rises again above the floor. Heel exercises can be categorized as low, medium, and high. They develop mobility in the knee and hip joints, strengthen the ankle, Achilles tendon, gastrocnemius muscle, and thigh muscles. They can be combined with stepping, "picking", jumping. Combined with "small percussion", "rope preparation". Musical size 2/4.
5th year of study includes the following movements:
1. Low heel exercises: basic view (2h.)
2. Low heel exercises: with alternate transfer of the leg from heel to toe and vice versa (2 hours)
3. Medium heel exercises: basic view (2 hours)
4. Medium heel exercises: with a sliding blow with the half-toes of the working leg (2 hours)
5. Medium heel exercises: with overstepping on half-toes (2 hours)
6. Medium heel exercises: with a "pick" (2 hours)
7. High heel exercises: basic view (2h.)
8. High heel exercises: with a leap and opening in a jump of the leg to the heel. (2 hours)
9. Heel exercises from 1 straight position (2h.)
10. After mastering the material, the dance composition is learned. (2 hours)
In addition to heel exercises, fractional percussion is learned, which prepares students to perform a fraction in the middle of the hall. Fractional percussion is performed with the entire foot, heel, etc. Movements develop clarity, rhythm, leg strength, strengthen the muscles of the foot, calf muscles. Can be combined with heel exercises. Musical size 2/4, 3/4.
Includes movements:
11 .. 1 straight position: the whole foot, heel, heel and half toes, from 1 straight position forward. (2 hours)
12.At 3 open positions: the whole foot, heel and half-toes. (2 hours)
13. After mastering the material, dance combinations are learned. (2 hours)
Theoretical lessons-1 hour, practical-26 hours.
Topic: Elements of modern dance styles (13h.)
Theory:
1. Acquaintance with the work of modern dance groups through video material. (1 hour)
Practice:
1.Isolated movements (2h.)
The previously learned movements of individual parts of the body are repeated in order to improve the isolation technique.
2.Coordination of movement (2h.)
The previously learned connections of unidirectional movements are complicated by the involvement of three or more centers with hand movements, movement on simple or side steps, jumps, chasse. Exercises are also made more difficult due to the introduction of the oppositional direction of movements of various parts of the body.
3.Spiral (2h.)
The movements are performed in one piece, one after the other, as if in a spiral downward.
4. Wave forward. (2h.)
It is advisable to study this movement at the bench or imagine that the student is standing in front of a wall, which he touches successively with his knees, hips, chest, shoulders and head.
5.Side wave. (2h.)
6. Step relaxation. (2h.)
Theoretical lessons - 1 hour, practical lessons - 12 hours.
Topic: In the world of dancing (46h.)
Theory:
1. Demonstration of video material with various dances. (1 hour)
Practice:
1.Dance training. (35h.)
2. Working out the positions of the arms, legs, body, head in the dance. (4 hours,)
3. Development of performing techniques (5 hours)
4. Preparation of dance costumes. Makeup concept. Creation of stage make-up. (1h.)
Theoretical lessons - 1 hour, practical lessons - 45 hours.
6 year study
Topic: Elements of classical dance (27 hours)
Theory:
1. Acquaintance with the biography of foreign ballerinas through printed sources. (1 hour)
Practice:
1.Tour en dehors c degage. (2 hours)
2.Tour en dedans c coupe. (2 hours)
3.Tour chaine. (2h.)
Poses arabesques, attitudes of 90 degrees,
4.4 arabesques. (2 hours)
5.4 and 6 port de bras. (2 hours)
6.temps lie at 90 degrees. (2h.)
Pas jete in various options.
7.Pas sissonne ouverte. (2 hours)
8.Pas sissonne fermee. (2 hours)
9.Pas de chat. Pas emboite. (2 hours)
10.Pas sissone simple en tournant. (2 h.)
11.Entrechats-quatre. (2 hours)
12.Royale. (2 hours)
13Pas echappe battu. (2h.)
Theoretical lessons - 1 hour, practical lessons - 26 hours.
Topic: Folk dance elements (23hrs)
Theory:
Acquaintance with the history, culture and life of folk dances, through printed sources and demonstration material. (1 hour)
Practice:
Exercises on this topic include: low and high leg turns. Exercises primarily develop smoothness of movements, mobility in the knee and hip joints, strengthen the calf muscles, thigh muscles. It is important to alternate between slow and fast turns of the leg, which can be complicated by lifting on the half-toes, bending and bending of the body, stretching, and jumping. In the lesson, low and high leg turns are combined with "circular movements", with "leg openings at 90 degrees." Musical size ¾, 6/8, 2/4.
6th year of study includes movements:
1. Preparatory exercise (2 hours)
2. Slow low reversals: basic view. (1h)
3.Low turns: with a rise to half-toes. (1h.)
4 Fast low leg turns: basic view (1h)
5.Low turns: with a rise to half-toes. (1h.)
6. Slow high leg turns (1 hour)
7. High turns of the leg fast (1h.)
8. Tilts and bends of the body: basic view (1 hour)
9.Tilts and bends of the body: with a rise on the half-fingers. (1h.)
10. After mastering the material, dance combinations are learned. (2 hours) t
In addition to low and high turns of the leg, preparation for the "rope" is learned. The exercises develop mobility in the knee and hip joints and prepare the student to perform in the middle of the room. Musical size 2/4.
Includes movements:
11. The main view: with a half-squat, with a rise on half-toes, with turns of the leg bent at the knee to the machine and from the machine (1 hour)
12.Main view: with knee bends and raising to half-toes, with a jump. (1h.)
13. Rotations of the working leg from eversion to non-inverted position and vice versa: with a half-squat (1 h.)
14. Turns of the working leg from inverted position to non-inverted position and vice versa: with lifting on half-toes (1 hour)
15. Preparation for the "rope" with a turn of the heel of the supporting leg: the main view (2 hours)
16. Preparation for the "rope" with a turn of the heel of the supporting leg: with a rise on half-toes (2 hours)
17.After mastering the material, a dance combination is studied. (2 hours)
Theoretical lessons - 1 hour, practical lessons - 22 hours.
Topic: Elements of Contemporary Dance Styles (15 hours)
Theory:
Acquaintance with the work of modern dance groups through video material. (1 hour)
Practice:
Learning dance combinations:
1.Corners. (1h.)
2.Shoulder shedding. (1h.)
3. Impact. (1h.)
4.Bump. (1h)
7. Balance. (1h.)
8.Pyramid. (1h.)
9.Karate. (1h.)
10.Lunge-battement. (1h.)
11. Slide with rebound. (1h.)
12.Battement forward. (1h.)
13.Battement back. (1 hr.)
14. Rebus. (1 hour)
Theoretical lessons - 1 hour, practical lessons - 14 hours.
Topic: In the world of dancing (75 hours)
Theory:
Acquaintance with the history, culture and way of life of peoples through the demonstration of video material. (2 hours)
Practice:
1.Dance training. (62h.)
2. Working out the positions of the arms, legs, body, head in dances. (5 hours,)
3. Development of performing techniques (5 hours)
4. Preparation of dance costumes. Makeup concept. Creation of stage make-up. (1h.)
Theoretical lessons - 2 hours, practical - 73 hours.
Methodological support
additional educational program
Any dance affects the viewer only when the dancer's art is based on expressive rather than mechanical gesture, realistic and not abstract action. Consequently, educational work must lead students to strive to perform each movement not only technically competently and physically confidently, but also creatively and musically.
The methodology of teaching and educational work cannot be the same for all creative associations, since the collectives differ from each other in their creative direction, number, age composition, and the intellectual level of students.
The method of work on this program assumes:
Step-by-step, variable teaching of children.
Presence of a game moment at the initial stage of training.
Search for interesting musical material.
Creative approach to work.
The mastery of the elements of the program occurs gradually and it depends on the experience and intuition of the teacher when and how much to complicate the movement. It is necessary to choose the optimal complication mode based on the individual and age characteristics of the students.
In order to create positive motivation, it is necessary to use game moments, role-playing games aimed at switching attention, unloading and rest.
In the process of mastering the program, it is necessary to use the following methods learning dance movements:
piecemeal method(the movement is divided into simple parts and each part is learned separately);
holistic learning method(consists in learning the whole movement, in slow motion);
temporary traffic facilitation method(a complex exercise is reduced to a simple structure and is learned in this form, then the movement gradually becomes more complicated, approaching the finished form).
To achieve the goal, objectives and content of the program, it is necessary to rely in the learning process on the following choreographic principles:
The principle of the formation of artistic perception in children through dance;
The principle of developing a sense of rhythm, tempo, musical form;
The principle of teaching the mastery of the culture of movement: flexibility, eversion, plasticity.
Principles of didactics:
The principle of the developing and nurturing nature of education;
The principle of systematicity and consistency in the practical mastery of the basics of choreographic skill;
The principle of movement from simple to complex, as a gradual complication of instructional material, exercises, elements of folk dance;
The principle of visibility, attraction of sensory perception, observation, display;
The principle of relying on the age and individual characteristics of students;
The principle of accessibility and affordability;
The principle of the strength of learning as an opportunity to apply the acquired knowledge in extracurricular activities, for educational purposes.
Methods used to implement the program
in work with students
1. The method of active listening to music, where intonations are lived in figurative representations: improvisation, movement exercises - images.
2. The method of using the word, with its help the content of musical works is revealed, the elementary foundations of musical literacy are explained, the technique of movements in connection with music, terminology, historical information, etc. are described.
3. The method of visual perception, contributes to the rapid, deep and lasting assimilation of the program, increases interest in classes.
4. Method practical training, where in educational and training work the mastering of the basic skills associated with staging, rehearsal work is carried out, the search for an artistic and technical solution is carried out.
Receptions:
Commenting;
Coaching;
Correction.
Technical and didactic support of classes.
An important condition for the implementation of the curriculum is a sufficient level of material and technical support:
The presence of a special room equipped with mirrors, training machines;
High-quality lighting in the daytime and in the evening;
Musical equipment, audio recordings;
Special uniform and footwear for training (for parterre training - a mat);
Costumes for concert performances (such issues are resolved jointly with parents).
Teacher literature list
Moscow 1999
3. G. Ya. Vlasenko "Dances of the Volga Peoples". Samara University Publishing House 1992
4. G.P. Gusev "Methods of teaching folk dance" SEC "Vlados"
Moscow 2002
5. M. Ya. Zhornitskaya "Dances of the Peoples of the North". Moscow "Soviet Russia" 1988
6.S.I. Merzlyakova "Folklore - music - theater" SEC "Vlados"
Moscow 1999
7. T.V. Purtova, A.N. Belikova, O. V. Kvetnaya "Teach children to dance
Humanitarian publishing center "Vlados" Moscow 2003
8. "We dance, we play and we sing." Youth stage 1-2000
9. "Learning to dance" step by step. "Potpourri" Minsk 2002
Student literature list
1. T. Baryshnikova "The ABC of Choreography". Iris press "Rolf"
Moscow 1999
2. A. Ya. Vaganov "Fundamentals of Classical Dance". St. Petersburg 2002
3. M. Ya. Zhornitskaya "Dances of the Peoples of the North". Moscow "Soviet Russia" 1988
Explanatory note
goals and objectives of the Program
Estimated results
Thematic plan
Bibliography
1. Explanatory note.
Dance is the most beloved mass art. It is difficult to imagine a family celebration, a folk festival, an evening of relaxation without dancing.
Children especially love to dance. But to love a dance does not mean to be able to perform it. Learning to dance is very difficult. The path to knowledge and perfection of dance is long and difficult, skill does not come immediately. The choreographer at the preschool educational institution is called to help the child develop creativity, imagination, expressiveness of movements, plasticity.
Currently, more and more demands are made on the organization of education and upbringing of children in preschool educational institutions. Society wants to see the future student as full-fledged and comprehensively developed. Therefore, it is necessary to develop the child in many ways, without stopping before any difficulties.
The most complete disclosure of the creative potentials of a preschooler's personality in a preschooler is determined through the choice of a choreographic direction. This program is based on an extensive study of Russian folk dance, the most understandable and accessible to preschoolers.
The ABC of Dance program is aimed at the all-round harmonious development of children. Teaching a kid to perceive the beauty of forms, lines, sounds, movements, colors - this means making him better, cleaner, more meaningful. This is emotional, intellectual, physical, communicative, moral - moral, aesthetic development, which is achieved in educational dance activities.
This program is aimed at introducing children to the world of dance. Dance classes not only teach to understand and create beauty, they develop imaginative thinking and imagination, memory and hard work, instill a love of beauty and contribute to the development of a comprehensively harmonious personality of a preschooler.
Meanwhile, choreography, like no other art, has tremendous opportunities for the full-fledged aesthetic improvement of the child, for his harmonious spiritual and physical development. Dance is the richest source of aesthetic impressions for a child. He forms his artistic "I" as an integral part of the tool of "society", through which it draws into the circle of social life the most personal aspects of our being.
Studying according to this program, children will learn to feel the rhythm, hear and understand music, coordinate their movements with it. At the same time, they will be able to develop and train the muscle strength of the body and legs, plasticity of the arms, grace and expressiveness. Dance lessons will help to form the correct posture, teach the basics of etiquette and competent demeanor in society, and give an idea of acting.
Choreography gives the body a physical activity equal to a combination of several sports. The movements used in choreography, which have passed a long selection, undoubtedly have a positive effect on the health of children. In the classroom, various movements are learned to music. Children learn to speed up and slow down their movements, to move freely in accordance with musical images, diverse character, dynamics of music. In the process of systematic lessons, the children develop musical and auditory perception. Children gradually have to listen to the music in order to accurately execute movements at the same time.
In parallel with the development of musicality, plasticity and other dance qualities, in choreography classes, children will learn to feel more liberated, they will be able to develop individual personality traits, cultivate hard work and patience.
Dance is of great importance as a means of fostering national identity. Learning about the dances of different peoples and different eras is also necessary, as is the study of literacy and mathematics. This is the basis of the national character, love for their land, their homeland.
This program is based on the richest experience of the great dancers, theorists, teachers - practitioners - A.Ya. Vaganov, T.A. Ustinova, T.S.Tkachenko and others.
The ABC of Dance program is designed for three years of study and is recommended for children from 4 to 7 years old. Classes are held in the senior and preparatory groups 2 times a week, in the middle 1 time a week. Duration of classes: middle group - 20 minutes, older group - 25 minutes, preparatory group - 30 minutes. Diagnostics is carried out 2 times a year: introductory (September), final (May).
2.Goals and objectives of the Program
Target- to introduce children to the art of dancing, to promote the aesthetic and moral development of preschoolers. To instill in children the basic skills of listening to music and transmitting its diversity and beauty in motion. Reveal and reveal the creative abilities of a preschooler through choreographic art.
Tasks:
teaching - to teach children to control their bodies, to teach the culture of movement, the basics of classical, folk and children's - ballroom dancing, musical literacy and the basics of acting, teach children to listen to music, distinguish expressive means, coordinate their movements with music;
developing - the development of musical and physical data of children, figurative thinking, fantasy and memory, the formation of creative activity and the development of interest in dance art;
upbringing - upbringing aesthetically - moral perception of children and love for beauty, hard work, independence, accuracy, purposefulness in achieving the set goal, the ability to work in a team and in pairs
3. Anticipated results
By the end of 1 year of study, the child:
| has an idea | ||
| Elements of parterre gymnastics. | About the structure of the human body, about muscles and joints. About what movements warm up this or that muscle. | Determine the capabilities of your body, perform the movements of the ground exercise correctly, smoothly and without jerking. |
| About the dance hall, about elementary constructions and rebuildings. | Speaker; Movement along the line of dance and against the line of dance. |
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| Warm-up exercises. | Competently control your body, correctly perform turns, squats, bends, etc. |
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| About classical dance and ballet in general. | Hand positions; Transfer of hands from one position to another; Setting up the body. |
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| Positions and movements of the legs of classical dance. | Leg positions; Demi - plie; Various types of running and dance steps; Bow for boys, curtsy for girls. |
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| Hand positions and movements of folk dance. | About Russian folk dance, about Russian tradition and holidays. | Preparing to start driving; The simplest claps; Waves with a handkerchief and brush; - "shelf". |
| The positions and movements of the folk dance legs. | Leg positions; Battement tendu's popular character with transfer from toe to heel; Pritopes; Side steps; Dance moves. |
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| About dance as a form of performing arts. | Subject dance "Summer". |
By the end of the 2nd year of study, the child:
| has an idea | ||
| A.Ya. Vaganova's square. | About classical dance. | Find your bearings in the dance hall. |
| Positions and movements of the hands of classical dance. | About port de bras (classical dance). | Correctly transfer your hands from one position to another. |
| Classical dance leg positions and movements: (positions - inverted, dance steps, elements of classical exercise). | On the exercise of classical dance (in the middle of the hall). | Correctly perform all elements of classical dance (appropriate for a given age). |
| Folk dance hand positions and movements: (position of the hand at the waist, port de bras of a characteristic dance, hand claps, "shelf", etc.) | About Russian folk dance. | Correctly change one position of the folk dance hands to another and clap your hands. |
| Hand positions in a pair. | On the work of partners in pairs. | Perform turns and various dance moves in pairs. |
| Folk dance leg movements. | About Russian folk dance. (boys) - about squatting. | Perform various types of steps, elements of folk exercise and dance movements of folk dance, appropriate for a given age. Correctly perform a sharp and smooth squatting (preparation for squatting), bouncing on two legs. |
| Exercises for orientation in space. | About dance drawings. | Unmistakably rebuild from one dance pattern to another: - "asterisk"; - "basket"; - "trickle"; - "snake". |
| Ballroom dance moves. | About the historical and everyday dance. | Be able to perform ballroom dance steps, move in pairs and know the basic positions of the hands in pairs. Be able to feel your partner. |
| Unmistakably perform the set training etudes, conveying the character of the music. |
By the end of the 3rd year of study, the child:
| has an idea | ||
| Elements of classic exercise in the middle. | About classical dance. | Demi - plie; Battement tendu; |
| Folk dance elements. | About Russian folk dance. | Bow in Russian character; Various kinds of steps; Dance moves; (boys): Squat; Types of cotton; - "goose step"; (girls): Rotation on half fingers. |
| Ballroom dancing elements. | About dancing: - "Polka"; - "Waltz"; - Charleston. | Perform dance moves of various dances. Distinguish the movement "Waltz" from "Polonaise" or "Polka" from "Charleston". |
| About various dance styles. | Unmistakably dance training etudes, conveying the character and tempo of the musical accompaniment. |
1. Introductory lesson.
In this lesson, children will learn what dance is. Where does it come from? How is this art mastered? They will learn about how the dance was born, what dances are, what is their difference. Get acquainted with what is necessary for dancing (dance uniform, shoes). What children will do for three school years.
2. Parterre gymnastics.
Parterre gymnastics or parterre exercise. Exercise in choreography is the foundation of dance. Exercise can be parterre, classical, folk-characteristic, jazz and modern. What is ground exercise and why should it be done? P.E. is exercises on the floor that allow you to achieve three goals at once with the lowest energy consumption: to increase the flexibility of joints, improve the elasticity of muscles and ligaments, and build muscle strength. These exercises also help to correct some imperfections in the core, legs and help to develop leg eversion, develop flexibility, elasticity of the feet.
For these activities, soft rugs are needed, on which it will be convenient to practice on the floor.
3. Exercises for orientation in space.
This topic will allow children to get acquainted with elementary rearrangements and structures (such as: circle, column, line, diagonal, semicircle, etc.), teach children to clearly navigate in the dance hall and find their place. In the future, repeating and consolidating this section, children will learn to change one drawing for another in choreographic sketches.
4. Warm-up exercises.
This section will help the children prepare for the beginning of the lesson, develop the child's sense of rhythm, the ability to move to music. It will serve as a basis for the development of various types of movements by children, ensuring the effective formation of skills and abilities necessary for further work on the "ABC of Dance" program.
5. Folk dance.
In this section, the aunts will get acquainted with the elements of folk dance: positions and positions of arms and legs, with various dance movements, will get acquainted with dance rearrangements. Each academic year will make its own changes in the process of mastering the material. Every year it will be more intense and complex. After mastering a complex of various movements, children will get acquainted with dance combinations based on these movements. And from these combinations, training dance sketches will be compiled and learned in the future. Folk dance classes will allow children to get acquainted with the basics of acting, help, develop a more relaxed personality in them. Folk binations in the future will be compiled and learned training dance sketches based on these movements.
6. Classical dance.
Classical dance is the basis of all choreography. He will help children to know their body, learn to competently, control arms and legs, performing this or that dance element. In classical dance classes, children will get acquainted with the basic positions of the arms and legs, various classical movements (battement tendu, demi plie, etc.), get acquainted with the square of A.Ya. Vaganova. with each school year, more complex dance moves will be added to the simpler ones. At the end of the acquaintance of children with this section, they are invited to learn dance sketches.
7. Ballroom dance.
The section "ballroom dance" includes such dance elements as: jumps, polka par, waltz par. Children will learn to hold the body and hands according to the time to which the dance movements are performed, they will try to adopt the manner of performing the dances of that time. During ballroom dancing classes, great attention will be paid to working in pairs, which is of great importance for this type of art. In these classes, various attributes can be used, for example: fans, silk handkerchiefs, hats, etc. As well as after acquaintance with the previous sections, children are invited to study and perform etudes "Polka", "Waltz", "Charleston".
5. Thematic plan.
Middle group.
(classes are held once a week)
| Thematic planning. |
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| Introductory lesson. |
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| Parterre gymnastics: Exercises for the development of mobility of the ankle joint, elasticity of the muscles of the lower leg and feet; Exercises for the development of eversion of the legs and dance step; Exercises to improve the flexibility of the spine; Exercises to improve the mobility of the hip joint and the elasticity of the thigh muscles; Exercises to improve the elasticity of the muscles of the shoulder and forearm, develop the mobility of the elbow joint; Exercises to correct posture; Exercises to strengthen the abdominal muscles. |
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Find your place game; The simplest constructions: line column; The simplest rearrangements: circle; Narrowing the circle, widening the circle; Interval; The difference between right, left arm, leg, shoulder; Turns to the right, left; Spatial sense of the points of the hall (1,3,5,7); |
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| Warm-up exercises: Head tilts up, down, right, left, "Puppets"; Movement of the shoulders: lifting, lowering the shoulders in turn, at the same time, circular movements with the shoulders "Washing", "Dunno"; Turns of the shoulders, pulling out the right or left shoulder forward; Turns of the shoulders with a simultaneous half-squat; Hand movements: hands are freely lowered to the bottom, raised forward, arms to the sides, arms up; - "Swing" (smooth roll from half-toes to heels); Alternating steps on half-toes and heels; Jumping alternately on the right and left leg; - "Herons" (steps with a high rise of the thigh); - "Horses" (running with a high hip lift); - "Scissors" (easy running with alternate extension of straight legs forward); Jumping (from 1 straight line to the second straight line) with and without hand work; Running in place and moving forward and backward. |
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| Classical dance. 1. Setting up the body. 2.Hand positions and movements: Preparatory position; Hand positions (1,2,3); Brush positioning; Opening and closing hands, preparing for movement; 3. Leg positions and movements: Leg positions (inverted 1,2,3); Demi plie (6 positions each); Relleve (6 positions each); Sotte (6 positions each); Easy running on half-toes; Dance step; Dance step in pairs (hands in the main position); Shifting the body from one leg to the other (through the battement tendu); 4. Dance combinations. |
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| Folk dance. 1. Hand positions and movements: Preparation for the start of the movement (palm at the waist); Claps of hands; Waves with a handkerchief (virgin), wave with a brush (small); Shelf position (hands in front of the chest); Boat position. 2. Leg positions and movements: Leg positions (1-3 free, 6th, 2nd closed, straight); Simple household step; - "Spring" - a small triple squat (6 positions); - "Spring" with a simultaneous rotation of the body; Battement tendu forward, to the side to the toe, with the transfer to the heel in the Russian character; Battement tendu forward to toe, with transfer to the heel in Russian character and simultaneous squatting;
A simple additional step on the entire foot and on half-toes in 1 straight position; Raising and lowering the leg bent at the knee, forward (with or without fixation); Side step with squatting; Side step with squatting and simultaneous work of the arms (position of the arms "shelf", tilt in the direction of travel); Squat on two legs with a turn of the body and the extension of the leg to the heel in the direction of the turn; Side steps in pairs, facing each other (“boat” hand position); - "herringbone"; - "pick"; 3. Dance combinations. |
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| Dance sketches, dances: Subject dance "Summer". |
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| Final control lesson. |
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| TOTAL: 36 hours |
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Senior group.
(classes are held 2 times a week)
| Thematic planning. |
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| Classical dance: 1. Repetition of 1 year of study. 2. Exercises for orientation in space: The position is straight (full face), half-turn, profile; Free placement in the hall, couples, triplets; A.Ya. Vaganova's square. 3. Hand positions and movements: Transfer of hands from one position to another. 4. Leg positions and movements: Leg positions (inverted); Half-finger steps forward and backward; Dance step back at a slow pace; Steps with a high lifting of the leg, bent at the knees forward and on the half-toes (forward, backward). Relleve in 1,2,3 positions (music times 1/2, 1/4, 1/8); Demi-plie 1,2,3 items; The combination of a half-squat and a half-toe lift; Sotte 1,2,6 items; 5. Dance combinations. |
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| Folk dance: 1. Repetition of 1 year of study. 2. Hand positions and movements: Position on the belt - with a fist; Change of palm to cam; Transfers of hands from one position to another (in the nature of Russian dance); Hands in front of the chest - "shelf"; - "invitation". 3. Hand position in pair: - "boat" (turn by hand); - "under the handles" (facing forward); - "under the handles" (facing each other); Behind the waist (in pairs, in threes). 4. Leg movements: A simple step with a head; A simple alternating step with the extension of the foot to the heel to the side (at the end of a musical measure); A simple alternating step with the extension of the leg to the heel to the side and the simultaneous opening of the arms to the sides (to the low position 2); Battement tendu forward and to the side on the toe (heel), 1 free position, in combination with demi-plie; Battement tendu forward, to the side to toe with transfer to the heel, 1 free position, in combination with a headboard; Pritop simple, double, triple; A simple Russian step back through the half-toes for the whole foot; A simple step with a head, moving forward, backward; Dance step in pairs (for the last beat, squatting and turning the body towards each other); A simple household step in pairs in a turn, holding the arm with opposite hands; Dance step in pairs, threes (position of the hands behind the waist); Jumping with tucked legs; - "shuffling step"; - "herringbone"; - "accordion"; Bow in place with hands; Bow with moving forward and backward; Lateral jumps from foot to foot in 1 straight position; (boys) Preparation for squatting (smooth and sharp lowering down in 1 straight and free position); (girls) A simple run with arms open to a preparatory position (above, between 2 and 3 positions) Small squat (with an inclination of the body), hands in front of the chest "shelf"; Running with legs bent back diagonally, arms in front of the chest "shelf"; 5. Exercises for orientation in space: Diagonal; The simplest rebuilds: column one by one, by pairs, by threes, by four; - "asterisk"; - "trickle"; - "snake". 6. Dance combinations. |
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| Ballroom dance: 1. 1. Leg movements: Steps: household, dance; Bow and curtsy; - "lateral canter" simple, with a headlong (in a circle, along the lines); - "pique" (single, double) in a jump; Easy running on toes in a circle in pairs, face and back forward. 2. Pair movement: - (boy) squat on one knee, (girl) light running around the boy; - "lateral gallop" to the right, to the left; Slightly swinging facing each other to the right. 3. Pairing hand positions: Main position; - "basket". 4. Dance combinations. |
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| Subject dance "Polka"; - "Quadrille"; - "We are the stars." |
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| Preparation for the final control lesson. |
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| Final control lesson. |
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| Diagnostics of the level of musical and motor abilities of preschool children. |
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| TOTAL: 72 hours |
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Preparatory group.
(classes 2 times a week)
| Thematic planning. |
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| Diagnostics of the level of musical and motor abilities of children at the beginning of the year. |
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| Classical dance: 1.Repeat 2 years of study. 2. Movement hands: 3. Movement hands: Battement tendu; 4. Dance combinations. |
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| Folk dance: 1. Repeat 2 years of study. 2. Hand positions and movements: Hand transfers from one position to another; Sliding clap hands, "plates"; Sliding cotton on the thigh to the shin (boys); Handkerchief waves (girls). 3. Leg movements: Bow in Russian character; Square dance step from the heel; Shuffling step (with heels, half-toes on the floor); Spring step; Round dance step; Round dance step with a stop of the leg behind; Round dance step with the foot forward to the toe; Variable stroke forward, backward; - "pick" (with a sinking, with a squat, with opening arms); A pick with a jump; Lateral "fit" for 3 poses; - "hitting" in the turn; Jumps from foot to foot in 3 free positions in place and moving to the side; Alternate throwing of legs in front of you or cross to cross on the toe or edge of the heel (in place or with a retreat); Preparation for the "rope"; - "rope"; Jump with tucked in; (girls): Half-toe rotation; (boys): Squat "ball" (hands on the belt - with a fist, hands in front of the chest "shelf"); Squat 6 pos. with the extension of the leg forward on the entire foot; Squatting on 1 free position with the extension of the leg to the toe or heel; Sliding cotton on the thigh, on the lower leg; Single strikes on the outside and inside of the lower leg with forward and backward movement; - "goose step". 4. Pair movement: Dismount on two legs facing each other; Spring step under the handle (in turn). 6. Exercises for orientation in space: - "collar"; - "carousel". 5. Dance combinations. |
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| Ballroom dance: 1. Repeat 2 years of study. 2. Leg positions and movements: Polka: Par polkas (one at a time, in pairs); Par polkas combined with bounces; - "pique" with single and double strikes on the floor (with advancement backward); Jump from 6 to 2 position on one leg; - "jumps" in the turn (one by one and in pairs). Waltz: Waltz Par (one at a time, in pairs); Charleston: The main movement is "Charleston"; Double Charleston; Alternating single and double charleston; Charleston with a point forward, backward, moving forward, backward, with a turn; 3. Pair movement: Easy running on half-toes in pairs with the face and back forward with a turn through the middle; Easy running in pairs on half fingers in a circle (the girl performs a turn under her arm for a strong beat). 4. Dance combinations. |
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| - "Russian dance"; - "Polka"; - Charleston. |
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| Preparation for the final control lesson. |
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| Final control lesson. |
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| Diagnostics of the level of musical and motor abilities of preschool children. |
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| TOTAL: 72 hours. |
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Calendar-thematic plan.
MEDIUM GROUP.
(lesson once a week)
| Lesson 1. Introductory lesson. | Lesson 2. Parterre gymnastics. | Lesson 3. Parterre gymnastics. | Lesson 4. Parterre gymnastics. |
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| Lesson 5. Setting up the body. Exercises for orientation in space: Find your place game; The simplest constructions: line, column. | Lesson 6. Warm-up exercises: Turns of the head to the right, to the left; Head tilts up, down, right, left, Body tilts back, forward, sideways; Shoulder movements; Hand movements. Exercises for orientation in space: The simplest rearrangements: circle; - narrowing the circle, widening the circle; Interval. | Lesson 7. (n.t.) Hand positions and movements: Preparation for the start of the movement (palm at the waist). Leg positions and movements: A simple household step forward with a heel. | Lesson 8. (n.t.) Leg positions and movements: 6 position. Warm-up exercises: - "Swing" (swinging from half-toes to heels); Steps on half-toes and heels (alternating steps). Leg positions and movements: Easy running on half-toes. |
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| Lesson 9. Exercises for orientation in space: Difference between right and left arm, shoulder leg; Turns to the right, left. Exercises for orientation in space: Movement along the line of dance, against the line of dance. | Lesson 10. (n.t.) Leg positions and movements: - "Spring" - small triple squat; - "Spring" with a simultaneous rotation of the body. Warm-up exercises: Simple running (legs are thrown back); Simple running in place and moving forward and backward. | Lesson 11. Warm-up exercises: - "Herons" - steps with a high rise of the thigh; - "Horses" - running with a high hip lift. | Lesson 12. Warm-up exercises: - "Scissors" - easy running with alternate throwing straight legs up; Jumping alternately on the right and left leg. Exercises for orientation in space: Spatial sense of the points of the hall (1,3,5,7). (c.t.) Leg positions and movements: Sote (6th position). |
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| Lesson 13. (c.t.) Leg positions and movements: Leg positions (inverted 1,2,3) | Lesson 14. (n.t.) Leg positions and movements: Leg positions (free 1,2,3; 2 - closed straight). | Lesson 15. Warm-up exercises: Jumping from 6 position to 2 straight position; Jumping from 6 position to 2 straight position with simultaneous opening of arms to the sides. (c.t.) Hand positions and movements: Brush positioning; Preparatory position; Opening and closing the arms, preparing for the start of the movement. | Lesson 16. (c.t.) Hand positions and movements: Hand positions (1-3); |
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| Lesson 17. (c.t.) Hand positions and movements: Opening and closing hands. Leg positions and movements: Relleve 6 positions in a row for each set of muses. clock and with fixation at the top. | Lesson 18. (c.t.) Leg positions and movements: Demi-plie (1 item). (n. T.) Leg positions and movements: Battement tendu forward, side to toe with transfer to heel in Russian character. | Lesson 19. (n.t.) Leg positions and movements: Battement tendu on the toe with the transfer to the heel and the simultaneous squat. Hand positions and movements: Clap your hands. | Lesson 20. (n.t.) Leg positions and movements: Pritop simple, double, triple; Rhythmic combination of claps and taps. |
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| Lesson 21. (c.t.) Hand positions and movements: Basic position (partners' inner arms are extended forward). Leg positions and movements: Dance step; Dance step in pairs (hands in the main position). | Lesson 22. (n.t.) Hand positions and movements: Handkerchief waves (virgins); Brush wave (small). Leg positions and movements: A simple additional step on the whole foot and on the half-toes in 1 straight position. | Lesson 23. Leg positions and movements: A simple side step with an undercut; A simple side step with a squat. | Lesson 24. (n.t.) Hand positions and movements: - "Shelf" (arms bent at the elbows, in front of the chest). Leg positions and movements: Raising and lowering the leg bent at the knee, forward (with or without fixation). |
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| Lesson 25. (n.t.) Leg positions and movements: Side step with squatting and simultaneous work of the arms ("Shelf" position, body tilt in the direction of travel); Squat on two legs with a turn of the body and the extension of the leg to the heel in the direction of the turn. | Lesson 26. (n.t.) Leg positions and movements: Side step with squatting and bringing the leg to the side on the heel (against the direction of movement); Side steps in pairs, facing each other. Hand positions and movements: - "Boat" (the position of the hands in a pair). | Lesson 27. (n.t.) Leg positions and movements: - "Picker"; - "Picker" (with a trench). | Lesson 28. (n.t.) Leg positions and movements: - "Herringbone"; Bow in Russian character (no hands). |
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| Lesson 29. (c.t.) Leg positions and movements: Shifting the body from one leg to the other (through the battement tendu); Reverance for girls, bow for boys. | Lesson 30. Dance etudes: Subject dance "Summer". | Lesson 31. Dance etudes: Subject dance "Summer". | Lesson 32. Dance etudes: Subject dance "Summer". |
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| Lesson 33. Dance etudes: Subject dance "Summer". | Lesson 34.
| Lesson 35.
| Lesson 36.
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SENIOR GROUP.
(classes 2 times a week)
| Lesson 1.
Lesson 2. Repetition of 1 year of study. Exercises for orientation in space. | Lesson 3. (c.t.) Repetition of 1 year of study. Positions and movements of the legs. Lesson 4. (c.t.) Repetition of 1 year of study. Hand positions and movements. | Lesson 5. (c.t.) Exercises for orientation in space: The position is straight (full face), half-turn, profile. Lesson 6. (c.t.) Leg positions and movements: Leg positions (inverted); Relleve by 1,2,3 positions. | Lesson 7. (c.t.) Exercises for orientation in space: A.Ya. Vaganova's square; Leg positions and movements: Sotte by 1,2.6 positions by the points of the hall. Lesson 8. (c.t.) Leg positions and movements: Sotte in a turn (by points of the hall). |
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| Lesson 9. (c.t.) Leg positions and movements: Demi - plie for 1,2,3 positions. A combination of small squats and half-toe curls. Lesson 10. (c.t.) Leg positions and movements: Half-finger steps forward and backward. Dance step back at a slow pace. | Lesson 11. (c.t.) Exercises for orientation in space: Free placement in the hall, couples, triplets. Leg positions and movements: Steps with a high lifting of the leg bent at the knee forward and backward on half-toes. Lesson 12. (c.t.) Leg positions and movements: Demi-plie with simultaneous hand work. | Lesson 13. (c.t.)
Lesson 14. (c.t.) A dance combination based on elements of classical dance. | Lesson 15. (c.t.) Subject dance "Moth". Lesson 16. (c.t.) Subject dance "Moth". |
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| Lesson 17. (n.t.) Repetition of 1 year of study. Positions and movements of the legs. Lesson 18. (n.t.) Repetition of 1 year of study. Hand positions and movements. | Lesson 19. (n.t.) Repetition of 1 year of study. Positions and movements of the legs. Lesson 20. (n.t.) Hand positions and movements: The position of the hands on the belt - with a fist; Change of palm to cam. | Lesson 21. (n.t.) Leg movements: Step from the heel in the folk character; A simple step with a head. Lesson 22. (n.t.) Hand positions and movements: Transfers of hands from one position to another (in the nature of Russian dance). | Lesson 23. (n.t.) Leg movements: A simple alternating step with the leg extended to the side (at the end of a musical measure). Lesson 24. (n.t.) Leg movements: A simple alternating step with the extension of the leg to the heel to the side and the simultaneous opening of the arms to the sides (to the lowered 2nd position). |
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| Lesson 25. (n.t.) Leg movements: Battement tendu forward and to the side on toe (heel) 1 free position in combination with demi-plie. Lesson 26. (n.t.) Leg movements: Pritop simple, double, triple; Battement tendu forward, to the side to toe with transfer to the heel in 1 free position, in combination with the head. | Lesson 27. (n.t.) Hand positions and movements: - "invitation". Leg movements: A simple Russian step back through the half-toes on the whole foot. Lesson 28. (n.t.) Hand positions and movements: Clap hands - double, triple; Hands in front of the chest - "shelf". | Lesson 29. (n.t.) Pairing hand positions: - "boat" (turn under the arm). Lesson 30. (n.t.) Leg movements: A simple step with a head, moving forward, backward. | Lesson 31. (n.t.) Leg movements: Simple fractional move (with and without hand work). Lesson 32. Pairing hand positions: - "under the handles" (facing forward). Leg movements: A simple household step in pairs under the handle forward and backward; Dance step in pairs (squatting on the last beat and turning the body towards each other). |
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| Lesson 33. (n.t.) Hand position in pair: - "under the arms" (facing each other). Leg movements: A simple household step in pairs in a turn, grasping the handle with opposite hands. Lesson 34. (n.t.) Exercises for orientation in space: The simplest rebuilds: column one by one, by pairs, by threes, by four. | Lesson 35. (n.t.) Pairing hand positions: Behind the waist (in pairs, triplets). Leg movements: Dance step in pairs, threes (position of the hands behind the waist). Lesson 36. (n.t.) Exercises for orientation in space: Diagonal. | Lesson 37. (n.t.) Exercises for orientation in space: - "snake"; - "trickle". Lesson 38. (n.t.)
| Lesson 39. (n.t.) A dance combination based on the steps of a folk dance. Lesson 40. (n.t.) Leg movements: Jumping with legs tucked in. |
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| Lesson 41. (n.t.) Leg movements: - "shuffling step". Lesson 42. (n.t.) Leg movements: - "herringbone"; (boys): Preparation for squatting (smooth and sharp lowering down in 1 straight and free position). | Lesson 43. (n.t.) Leg movements: - "accordion"; (girls): A simple run with arms open to a preparatory position (at the top, between 2 and 3 positions). Lesson 44. (n.t.) Leg movements: - "pick" with double and triple inflow; (girls): Small squat (with an inclination of the body), hands in front of the chest "shelf". | Lesson 45. (n.t.) Leg movements: Bow in place with hands; Bow with moving forward and backward. Lesson 46. (n.t.) Leg movements: (boys): (girls): Running with legs bent back diagonally, arms in front of the chest "shelf". | Lesson 47. (n.t.) Exercises for orientation in space: - "asterisk". Lesson 48. (n.t.) Exercises for orientation in space: - "basket". |
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| Lesson 49. (n.t.) Leg movements: Lateral jumps from foot to foot in 1 straight position. Lesson 50. (n.t.) Leg movements: - "crouching" forward and backward in 1 straight position. | Lesson 51. (n.t.)
Lesson 52. (n.t.) A dance combination based on folk dance movements. | Lesson 53. (n.t.) "Quadrille". Lesson 54. (n.t.) "Quadrille". | Lesson 55. (b.t.) Posture of the body, head, arms and legs. Leg movements: Steps: household and dance. Lesson 56. (b.t.) Leg movements: Bow, curtsy. |
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| Lesson 57. (b.t.) Leg movements: - "Lateral canter" simple (in a circle). Lesson 58. (b.t.) Leg movements: - "lateral canter" with a headlong (along the lines). | Lesson 59. (b.t.) Leg movements: - "dive" (single) in a jump. Lesson 60. (b.t.) Leg movements: - "pique" (double) in a jump. | Lesson 61. (b.t.) Pairing hand positions: Basic position. Leg movements: Light running on half-toes in a circle in pairs, face and back forward. Lesson 62. (b.t.) Pair movement: - (boy) squat on one knee, (girl) light running around the boy. | Lesson 63. (b.t.) Pair movement: - "lateral gallop" to the right, to the left. Lesson 64. (b.t.) Pair movement: Light swaying facing each other; Rotate in pairs. |
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| Lesson 65. (b.t.) Leg movements: Lateral lifting step. Lesson 66. (b.t.) Pairing hand positions: - "basket". | Lesson 67. (b.t.)
Lesson 68. (b.t.) A dance combination based on ballroom dance elements. | Lesson 69. Preparation for the final control lesson. Lesson 70. Final control lesson. | Lesson 71. Diagnostics of the level of musical and motor abilities of children. Lesson 72. Diagnostics of the level of musical and motor abilities of children. |
PREPARATORY GROUP.
(classes 2 times a week)
| Lesson 1. Diagnostics of the level of musical and motor abilities of children at the beginning of the year. Lesson 2. Repetition of 2 years of study. Classical dance (exercises for orientation in space, position and movement of the hands) | Lesson 3. Repetition of 2 years of study. Classical dance (position and movement of the legs). Lesson 4. (c.t.) Hand movements: | Lesson 5. (c.t.) Leg movements: Lesson 6. (c.t.) Leg movements: Demi - plie. | Lesson 7. (c.t.) Leg movements: Battement tendu. Class 8. (To. T.) Leg movements: |
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| Lesson 9. Repetition of 2 years of study. Folk dance (positions and movements of hands, positions of hands in a pair). Lesson 10. Repetition of 2 years of study. | Lesson 11. Repetition of 2 years of study. Folk dance (leg movements, exercises for orientation in space). Lesson 12. (n.t.) Hand positions and movements: Hand transfers from one position to another. | Lesson 13. (n.t.) Leg movements: A bow in the Russian character. Lesson 14. (n.t.) Leg movements: Round dance step. | Lesson 15. (n.t.) Leg movements: Round dance step with a stop of the leg behind. Lesson 16. (n.t.) Leg movements: Round dance step with the foot toe forward. |
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| Lesson 17. (n.t.) Leg movements: Variable stroke forward, backward. Lesson 18. (n.t.) Hand positions and movements: Sliding clap hands - "plates"; (girls): Handkerchief waves. | Lesson 19. (n.t.) Exercises for orientation in space: - "collar"; - "carousel". Lesson 20. (n.t.) Leg movements: Lateral "crouch" in 3 positions. | Lesson 21. (n.t.) Leg movements: - "hitting" in the turn. Lesson 22. (n.t.) Hand positions and movements: Sliding cotton on the thigh, on the lower leg. | Lesson 23. (n.t.)
Lesson 24. (n.t.) Dance combination based on folk dance movements (round dance). |
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| Lesson 25. (n.t.) Leg movements: Square dance step from the heel. Lesson 26. (n.t.) Leg movements: Shuffling step (heel on the floor). | Lesson 27. (n.t.) Leg movements: Shuffling step (with half fingers on the floor). Lesson 28. (n.t.) Leg movements: Spring step. | Lesson 29. (n.t.) Leg movements: - "pick" (with a sinking, with a squat, with opening the arms). Lesson 30. (n.t.) Leg movements: "Pick" with a jump. | Lesson 31. (n.t.) Leg movements: Jumps from foot to foot in 3 free positions in place. Lesson 32. (n.t.) Leg movements: Jumps from foot to foot in 3 free positions with movement to the side. |
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| Lesson 33. (n.t.) Leg movements: Alternate throwing out of the legs in front of you or a cross on the toe or the edge of the heel in place. Lesson 34. (n.t.) Leg movements: Alternate throwing out of the legs in front of you or a cross to the cross on the toe or edge of the heel with a retreat back. | Lesson 35. (n.t.) Leg movements: Preparing for the rope. Lesson 36. (n.t.) Leg movements: - "rope". | Lesson 37. (n.t.) Leg movements: Jump with tucked in; (boys): Squat "ball" (hands on the belt - with a fist). Lesson 38. (n.t.) Leg movements: (boys): Squat "ball" (hands in front of the chest "shelf"). Pair movement: Dismount on two legs facing each other. | Lesson 39. (n.t.) Leg movements: Spring step under the handle in a circle; (boys): Squatting in 6 positions with the extension of the leg forward on the entire foot. Lesson 40. (n.t.) Leg movements: Spring-loaded step under the handle in the turn; (boys): Squat in 1 free position with the leg extended forward on the entire foot or heel. |
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| Lesson 41. (n.t.) Exercises for orientation in space: - "collar". Leg movements: (boys): Single blows with the palms on the inside or outside of the lower leg, moving forward and backward. Lesson 42. (n.t.) Leg movements: (girls): Half-toe rotation; (boys): - "goose step". | Lesson 43. (n.t.) Exercises for orientation in space: - "carousel".
Lesson 44. (n.t.) A dance combination based on the movements of a folk dance (dance). | Lesson 45. "Russian dance". Lesson 46. "Russian dance". | Lesson 47. Repeat 2 years of study. Ballroom dance (leg movements, hand positions in a pair, movement in a pair). Lesson 48. (b.t.) Leg movements: Polka: Par polka (one at a time); Par polkas (in pairs). |
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| Lesson 49. (b.t.) Leg movements: Polka: - "jumps" (one at a time, in pairs); - "jumps" in the turn. Lesson 50. (b.t.) Leg movements: Polka: Par polkas combined with bounces. | Lesson 51. (b.t.) Leg movements: Polka: - "pique" with a single and double impact on the floor (with advancement backward). Lesson 52.. (b.t.) Leg movements: Polka: Jump from 6 position to 2 position on one leg. | Lesson 53. (b.t.)
Lesson 54. (b.t.) A dance combination based on ballroom dance moves ("Polka"). | Lesson 55. (b.t.) Leg movements: Waltz: Waltz par (one at a time, in pairs). Lesson 56. (b.t.) Leg movements: Waltz: Par balance (in place, moving forward, backward). |
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| Lesson 57. (b.t.) Pair movement: Easy running on half-toes in pairs, face and back forward (with a turn through the middle); Easy running in pairs on half fingers in a circle (the girl performs a turn under the arm for a strong beat). Lesson 58. (b.t.) Dance combination based on ballroom dance moves ("Waltz"). | Lesson 59. (b.t.) Leg movements: Charleston- par of the polonaise; Par polonaise (in pairs, in a circle). Lesson 60. (b.t.) A dance combination based on the basic steps ("Polonaise"). | Lesson 61. (b.t.) Leg movements: Charleston: The main movement of "Charleston". Lesson 62. (b.t.) Leg movements: Charleston: Double Charleston. | Lesson 63. (b.t.) Leg movements: Charleston: Alternating double and single charleston. Lesson 64. (b.t.) Leg movements: Charleston: Charleston with point forward, backward |
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| Lesson 65. (b.t.) Leg movements: Charleston: Charleston moving forward, backward and with a turn. Lesson 66. (b.t.) Leg movements: Charleston: Spring step with arms opening to the sides. | Lesson 67. "Charleston". Lesson 68. "Charleston". | Lesson 69. Preparation for the final control lesson. Lesson 70. Final control lesson. | Lesson 71. Diagnostics of the level of musical and motor abilities of children. Lesson 72. Diagnostics of the level of musical and motor abilities of children. |
6. List of used literature:
1. Baryshnikova T.K. The ABC of choreography. - SPb., 1996.
2. Gusev G.P. Folk dance teaching method. Dance moves and combinations in the middle of the hall. - M., 2004.
3. Gusev G.P. Sketches. - M., 2004.
4. Zvezdochkin V.A. Classical dance. - Rostov n / a., 2003.
5. Bogdanov G. Russian folk dance lesson. - M., 1995.
6. Ustinova T. Preserve the beauty of Russian folk dance. - M., 1959.
7. Tkachenko T. Folk dance. - M., 1975.
8. Belkina S.I., Lomova T.P., Sokovnina E.N. Music and movement. - M., 1984.
9. Purtova T.V., Belikova A.N., Kvetnaya O.V. Teach children to dance. - M., 2003.
Gifted Children Program
Completed by: Selezneva Olga Nikolaevna teacher of additional education MBOU Lyceum1
Relevance of the program
Today the problem of identifying, developing and supporting gifted children is extremely urgent for Russia. The disclosure and implementation of their abilities and talents is important not only for a gifted child as an individual, but also for society as a whole. Gifted, talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, working with gifted and highly motivated children is imperative.
Russian President Vladimir Putin spoke about the importance of this problem. Here is one of the points of the message to the Federal Assembly of the Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Everyone should have the opportunity to develop their abilities from an early age, regardless of income level, social status of parents and place of residence of families. I instruct the Government to take this recommendation into account when introducing new educational standards and to develop a funding standard for pedagogical support gifted children "
The proposed program contains the basic requirements of the Federal State Educational Standard. Identifying gifted and highly motivated children, organizing systematic work is one of the main tasks modern school and educational practice in the context of modernization of the Russian education system.
Among the key areas of education development within the framework of the national educational initiative "Our New School", a special place is occupied by the development of a support system for gifted children, improvement of development creative environment to identify gifted children.
The program for working with gifted children takes into account the main tasks of the development of education in the region. One of the main goals in the field of education, in the Program "Development of education in the Khanty-Mansiysk Autonomous Okrug-Yugra for 2014-2020", adopted by the Government of the Khanty-Mansiysk Autonomous Okrug-Yugra dated 26.09.2013 No. 378-p. is "identification and support of gifted children and talented youth, including their effective support at all stages of education."
Explanatory note
Thisthe program is designed for individual training of students with special educational needs - gifted children in the field of choreography.It provides for the inclusion of tasks and assignments, the difficulty of which is determined by the novelty and unusualness of such a situation, which contributes to the appearance in students of the desire to abandon the model, to show independence, as well as the formation of the ability to work in conditions of search and the development of ingenuity, curiosity.
DunnThe program is based on the following regulatory documents:
Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation";
Decree of the President of the Russian Federation of 01.06.2012 No. 761 "On the national strategy of action in the interests of children for 2012 - 2017";
The Law of the Khanty-Mansiysk Autonomous Okrug-Yugra "On education in the Khanty-Mansiysk Autonomous Okrug-Yugra" dated July 1, 2013 No. 68-oz;
by the order of the Department of Education and Youth Policy of the Khanty-Mansiysk Autonomous Okrug - Ugra dated January 31, 2013 No. 63 "On approval of the Concept for the development of education in the general education system of the Khanty-Mansiysk Autonomous Okrug - Ugra";
National Doctrine of Education in the Russian Federation until 2025;
Education Development Strategy of the Khanty-Mansiysk Autonomous Okrug - Ugra until 2020;
The Law of the Russian Federation "On Education in the Russian Federation";
State Program of the Russian Federation "Development of Education" for 2013-2020 "(approved by the order of the Government of the Russian Federation dated May 15, 2013 No. 792-r).
Target programs: creation of favorable conditions conducive to the disclosure and development of natural inclinations and the creative potential of the child in the process of teaching the art of choreography.
Tasks:
Formation of students' practical skills and abilities in the given directions of choreographic art, preparation of students for the application of the acquired knowledge in practical activities;
Formation and improvement of communicative interpersonal communication ("performer-teacher", "partner-partner", "participant-ensemble / collective");
Development of reproductive and productive imagination, fantasy, creativity, visual-figurative, associative thinking, independent artistic comprehension of choreographic material;
Identification and development of the abilities inherent in the pupil: ear for music, memory, a sense of rhythm, the formation of the ability to speak the language of dance through emotions, gestures, plasticity, facial expressions, the ability to move gracefully;
Typology of the program.
Artistically-aesthetic direction - on the main content of the activity, setting goals and objectives.
Modified- the curriculum for choreography is based on the presented sample curriculum for choreography. Complex - an integrated approach is that teaching classical dance is combined with teaching modern, folk, ballroom dancing, as well as rhythm, parterre gymnastics and the basics of acting.
General characteristics of the program
The program of organizing individual education with gifted children creates conditions for achieving the requirements educational standard students who are on individual training in the field of choreography, conditions for social, cultural and professional self-determination, creative self-realization of the child's personality, its integration in the system of world and national cultures. The program is pedagogically expedient, as it contributes to a more versatile disclosure of the child's individual abilities, the development of children's interest in different types activity and the desire to actively participate in it, the ability to independently organize their free time.
Basic principles of implementation.
This program was developed in accordance with the requirements of modern didactics and assumes special content, in addition, it has one important feature: it allows you to implement the pedagogical idea of forming students' ability to learn - to independently obtain and systematize new knowledge.
As such, the program ensures the implementation of the following principles:
the principle of consciousness and activity, which provides, first of all, the education of a meaningful mastery of the dance technique; interest and creative attitude to solving the assigned tasks;
principle of visibility, which provides for the use of a set of tools and techniques in teaching (personal demonstration of techniques, video and photographic materials, a verbal description of a new technique with reference to previously studied ones);
systematic principle, which provides for the learning of the elements, the regular improvement of the technique of the elements and the study of new elements to expand the active arsenal of techniques, the alternation of work and rest in the learning process in order to preserve the efficiency and activity of students
principle of humanistic orientation of education supporting the subject-subject nature in relation to interaction, establishing an equal partnership between all participants in educational activities;
the principle of personal self-worth and anticipatory learning, which considers each subject of the educational process as an individual;
the principle of personally meaningful activity, involving the participation of students in various forms of educational activities in accordance with personal meanings and attitudes.
the principle of individuality - taking into account age characteristics, taking into account the individual characteristics of each child.
principle of gradual increase of requirements - gradual formulation and implementation of more difficult tasks by the child, in a gradual increase in the volume and intensity of the load. Consistency, regularity, alternation of loads with rest.
principle creativity presupposes the development and activation of creative abilities - of every child;
principle of variability and freedom of choice necessary for the self-realization of the individual.
the principle of emotional saturation. Art classes provide the basis for creating an environment rich in value communication, stimulate positive emotions that have a beneficial effect on the physical and mental health of students and encourage the child to further development.
principle of individualization is important for the implementation of a personality-oriented approach in the process of aesthetic education and the creative development of the personality of students.
the principle of dialogicity provides for the mastery of the language of arts by children, not just the assimilation of the proposed material, but the knowledge of the world through an active dialogue with it.
Integration principle based on the interpenetration of the specific language of one art in another.
Teaching methods used in the implementation of this program:
Verbal: story, explanation, explanation about the nature of the dance and the means of conveying the expressiveness of its images; explanation, reminder - in the training; performance assessment.
Visual: demonstration, demonstration of video, photo materials.
Practical: reproducing exercises, training exercises, etc.
Heuristic : creative tasks of an improvisational nature, sketches, independent performances.
Method an individual approach to each child, in which, originality, manifestation of individuality, freedom of expression are encouraged, non-standard approaches to solving creative problems are encouraged.
Age characteristics of pupils. Leading forms and types of activities.
The program is aimed at children 8-10 years old who show interest and ability in choreography, the art of dance, and is designed for 2 years of study.
Leading forms organization of the educational process are practical and rehearsal sessions. The following forms are used: master class, conversation, video lesson, excursion, quiz, collective visiting concerts, performances, public events. In the classroom, along with frontal methods, work in pairs, individual work, work in microgroups.
The choice of forms, methods and types of activities in the study group is determined taking into account the age and individual characteristics of the pupils.
Psychological characteristics of the age group 8 - 10 years old:
Change of the leading type of activity from play to educational.
Mastering new types of activity when presenting new ones to the child social demands, the emergence of new expectations of society. ("You are already a schoolboy, you must ..., you can, you have the right ...")
Lack of formation of the emotional and volitional sphere. The voluntary regulation of one's own behavior is complicated.
Immaturity of personality structures (conscience, decency, aesthetic ideas).
Anxiety, fear of evaluation.
Orientation towards communication with a significant adult (teacher).
Formation of educational reflection skills.
The development of cognitive functions.
Differences in the development of boys and girls (the predominance of the logical sphere in boys, emotional and sensual in girls)
Behavioral orientation towards meeting the expectations and approval of significant adults
The choice of methods and forms of conducting classes at this stage is due to the age characteristics of the pupils: this is play forms aimed at emancipation, removal of the fear of evaluation, the formation of friendly relations within the study group, at the perception and awareness of art, the embodiment of their feelings and thoughts in images; on the development of the emotional and sensory sphere, immersion in a given situation
The program provides for the development of the educational environment of the Lyceum.
Encouraging further creative activity, encouragement:
Creation of mobile stands dedicated to the winners and prize-winners of school, municipal and regional Olympiads, conferences, competitions;
Public timely encouragement of the winning students (rulers, lightning announcements, presentation of certificates, diplomas, valuable gifts);
Presentation of letters of thanks to parents for their services in raising gifted children at parent meetings, rulers, graduation parties.
Personal, metasubject and subject learning outcomes programs.
personal results- active inclusion in communication and interaction with peers on the principles of respect and benevolence, mutual assistance and empathy, the manifestation of positive personality traits and the management of their emotions, the manifestation of discipline, hard work and perseverance in achieving goals.
metasubject results- detection of errors in the performance of educational tasks, selection of ways to correct them; analysis and objective assessment of the results of their own work, search for opportunities and ways to improve them; seeing the beauty of movements, highlighting and substantiating aesthetic features in the movements and movements of a person; emotion management; technically correct performance of motor actions.
subject results- performance of rhythmic combinations, development of musicality (formation musical perception, ideas about the expressive means of music), the development of a sense of rhythm, the ability to characterize a piece of music, to coordinate music and movement.
The value guidelines for the content of the program are :
The lessons are based on the following principles of choreography, reflecting the creative focus:
The productive development of the ability of aesthetic comprehension of art, as the ability to enter into a special form of spiritual communication with the aesthetically transformed and ethically meaningful world of human feelings and emotions.
Focus on the formation of figurative thinking as the most important factor in artistic development. It is figurative thinking that optimizes the child's understanding of the aesthetic multidimensionality of the surrounding reality.
Development of artistic communication skills as the basis for a holistic perception of art.
Creation of moral and aesthetic situations as the most important condition for the emergence of emotional and creative experience.
Developing improvisation skills as a basis for the formation of an artistic and original attitude to the world around us.
Technologies, methods and forms of organizing activities
The following innovative pedagogical technologies are used to develop creative giftedness:
Diagnostic technologies. Technologies allowing to reveal the potential of the participant's creative abilities. These can be: viewing students for the purpose of identifying their motor activity, plastic expressiveness, musical and rhythmic hearing, performing a creative task;
Co-creation technologies. The main condition for the implementation of this technology is to foster a sense of tolerance in students;
Technologies for the formation of a psychophysical state. This technology is dominated by a soft approach, mainly the techniques of meditation and relaxation;
Technology of artistic perception and attitude / poeticization of action. They include a set of techniques that, through familiarizing with the forms of artistic experience of human culture, carry out a stage-by-stage transition of the performer from everyday perception to artistic comprehension of dance movements;
Emancipation and clamp removal technologies include complexes of exercises and studies to overcome psychological and physical obstacles for the free implementation of a variety of stage activities;
Technologies for the development of the mental apparatus. A specific direction of training sessions aimed at increasing the mental lability of participants. This is achieved through a psychological attitude, where an emotionally rich field of artistic communication is created;
Technologies for creating an artistic image. Fantasizing virtual reality of stage action has, as a rule, not external, but internal limitations. An image is a sensually perceived integrity of a work that determines space, time, structure, and the relationship of elements of a single artwork, its atmosphere.
Features of the construction of a choreographic lesson.
Classes under the program are held in the form of collective, group, individual lessons or rehearsals.
The program consists of sections corresponding to the age characteristics of schoolchildren, taking into account the dynamics of the child's development.
The construction of a choreographic lesson, like any training lesson, is subject to such conditions as:
Maintaining the structure of the lesson as a whole;
The proportion of the commensurate duration of its individual parts;
Correct compilation of assignments;
Maintaining a dynamic pace;
Creation of a business atmosphere;
Specific rules for building a choreographic lesson:
1. The choreographic lesson begins with a clear organization - greetings to the teacher and accompanist in the form of a bow. This beginning of the lesson is not a tribute to tradition, not a simple formality, but an introduction to educational action, concentration of attention.
2. All study tasks are offered to students without repeated explanation, except for new learned movements, which definitely contributes to a better work of attention. Therefore, it is necessary to make sure that the proposed task is composed correctly and does not overload the attention of students, taking into account their age and fitness.
3. All exercises begin with a préparation, which introduces the rhythm and character of the music and provides a starting position for the beginning of the exercise, and also fixes the end of each exercise, i.e. put a performing point.
4. Physical load is evenly distributed during the whole lesson, static and dynamic loads are correlated.
5. The work of various muscle groups alternates and the pace of the fulfillment of individual tasks is correlated.
A choreography program with gifted children involves the use of evaluative tools.
Performance assessment.
This program obeys the laws of the educational process: it has goals and objectives, the content of the teacher's interaction with children determined by them, the result of training, upbringing and development of the child. Control and monitoring is an important element in the education of children.
The main types of control are: current control, intermediate certification, final certification.
The basic principles of conducting and organizing all types of monitoring of progress are: systematic, taking into account the individual characteristics of the student, collegiality.
The current monitoring of students' progress is aimed at maintaining educational motivation and interest, identifying the student's relationship to the subject being studied, and increasing the level of mastering program requirements.
Current control has educational goals and takes into account the individual psychological characteristics of the student, is part of intraschool control.
Intermediate certification determines the level of practical training of the student and his mastery of the educational program of the association at a certain stage of training.
Indicators of the quality of teaching education are:
The level of cognitive motivation of students' educational activities (measured by the results of intermediate and final certification);
Active participation in competitions, festivals of various levels;
The active participation of students in concerts, extracurricular activities of the institution;
The positive dynamics of the student's achievements in accordance with his abilities and cognitive interests: the positive dynamics of the indicators of the number of winners and awardees in various competitions, festivals in associations.
As motivation and stimulation of pupils, aimed at disclosing creative and intellectual opportunities and abilities, there are social motives that give rise to various types of activities aimed at taking a certain place in society, gaining recognition and respect from others ( public performance), and spiritual motives that are associated with human self-improvement (learning new dances, compositions).
The main content of the program
Topics 1-2. The theory of choreographic art "My collective is my second home" (watching video materials).
Topics 3-4. Folk dance
Traditional folk dance technique. Russian dance movements.
Topics 5-6. The theory of choreographic art "Music is the basis of dance". Practice is the connection between music and movement. Reflection in the movements of building a piece of music. The concept of three musical genres - march - dance - song.
Topics 7-8. Historical, everyday, ballroom contemporary dance.
Ballroom dance technique. Mazurka movements.
Topics 9-10.
Topics 11-12.
Topics 13-14. The tempo of a piece of music in dance movements. Execution of movements at different tempos, transition from one tempo to another, acceleration and deceleration of the set tempo, maintaining the set tempo after the music stops playing.
Topics 15-16. Folk dance
Traditional folk dance technique. Moldovan dance movements
Topics 17-18. Classical dance. Classical dance technique
Topics 19-20 Theory of choreographic art "Vocal and dance" (watching video). Practice - The dynamics and character of a piece of music in dance movements. Play by clapping and tapping a rhythmic pattern.
Topics 21-22.
Ballroom dance technique. Waltz movements.
Topics 23-24. Basics of acting
Topics 25-26. Parterre gymnastics. Exercises for joint mobility, back flexibility, eversion, stretching.
Topics 27-28. Folk dance
Traditional folk dance technique. Latvian dance movements
Topics 29-30. Staging work . Etudes on the proposed music
Topics 31-32 Classical dance. Classical dance technique
Exercise at the machine. Exercise in the middle of the hall. Allegro (jumping)
Topics 33-34 Historical household, ballroom contemporary dance
Ballroom dance technique. Polonaise movements.
Topics 35-36 Parterre gymnastics. Exercises for joint mobility, back flexibility, eversion, stretching.
Topics 37-38 Work on stage.
Topics 39-40 Choreographic art theory
Dance history (watching videos). Learning a dance composition.
Topics 41-42 Fundamentals of Acting Exercises for attention Exercises for imagination Exercises to release muscles.
Topics 43-44 Classical dance. Classical dance technique
Exercise at the machine. Exercise in the middle of the hall. Allegro (jumping)
Topics 45-46 Staged work. Sketches on the proposed music.
Topics 47-48 Folk dance
Methodology of folk character dance. Khanty dance movements
Topics 49-50. Learning dance composition .
Topics 51-52 The theory of choreographic art. Stage make-up and stage culture A magical country - ballet (watching video materials).
Themes 53-54 Work on stage.
Themes 55-56 Historical and everyday dance. Ballroom dance technique. Branle.
Topics 57-58 Classical dance. Classical dance technique
Exercise at the machine. Exercise in the middle of the hall. Allegro (jumping).
Topics 59-60 Parterre gymnastics. Exercises for joint mobility, back flexibility, eversion, stretching.
Themes 61-62... Dance compositions.
Themes 63-64 Theory of choreographic art " Stage costume"(Viewing video materials). Work on stage.
Themes 65 -66... Concert activities. Work on stage
Themes 65-66 Reporting concert.
Personal, metasubject and subject results of mastering the program:
1. Development of curiosity, ingenuity when performing various tasks of a problematic and heuristic nature.
2. Development of attentiveness, perseverance, purposefulness, the ability to overcome difficulties - qualities that are very important in the practical activity of any person.
3. Formation of a respectful attitude towards other opinions, history and culture of other peoples.
3. Education of a sense of justice, responsibility.
4. Development of independence of judgment, independence and non-standard thinking.
5. Formation of aesthetic needs, values and feelings.
6. Formation of an attitude towards a safe, healthy lifestyle, the presence of motivation for creative work, work for results, respect for material and spiritual values.
Literature for the teacher
1. Developmental and educational psychology: Childhood, adolescence, youth - M .: Academy, - 2000. - 624s.
2. Kudryavtsev V.T. Childhood Development and Developmental Education - Part 1. / V.T. Kudryavtsev - Dubna, 1997 - 206s.
3. Profitable G.N. Methodical recommendations and a program on classical dance for amateur choreographic groups. M., 1984.
4. Pulyaeva L.E. Some aspects of the methodology for working with children in a choreographic collective: Textbook. Tambov: Publishing house of TSU im. G.R. Derzhavin, 2001 .-- 80 p.
5. Purturova T.V., Belikova A.N., Kvetnaya O.V. Teach Children to Dance: A Study Guide for Students of Secondary Vocational Education Institutions. - M .: Vlados. - 2003 .-- 256 p .: ill.
6. Psychology of childhood: Workshop. / Ed. A.A. Reana - M .: OLMA - PRESS, 20047 .-- 224s.
7. Development of creative activity of schoolchildren / Ed. A.M. Matyushkin. - M .: Pedagogy. - 1991 .-- 160 p.
8. Rutberg I. Pantomime. Movement and image. M., 1981.
9. Selivanov V.S. Fundamentals of General Pedagogy: Theory and Methods of Education: Textbook / V.S. Selivanov - M .: Academy, 2004. - 336s. ...
10. Tarasov N.I. Classical dance. 3rd ed. - SPb .: Publishing house "Lan". - 2005 .-- 496 p .: ill.
11. Ufimtseva T.I. Child education. - M .: Science. 2000 .-- 230 p.
12. Choreographic art. Directory. - M .: Art. - 2005. with ill.
12. Yankovskaya O.N. It is necessary to teach a child to dance // Primary School... - 2000. No. 2. S. 34-37.
13. Yanaeva N.N. Choreography. A textbook for an elementary choreographic school. - M .: Release. - 2004 .-- 340 p.
O.N. Selezneva
General developmental program of additional
artistic education
"Choreography"
(implementation period 1 year, children 5-7 years old)
Krasnoufimsk, 2017
| I. | TARGET SECTION | |
| Explanatory note | ||
| Goals and objectives of the Program | ||
| Principles and approaches to the formation of the Program | ||
| Significant characteristics for the development and implementation of the Program | ||
| Planned results of the Program | ||
| II. | ||
| Description of educational activities | ||
| Description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests | ||
| Features of educational activities of different types and cultural practices | ||
| Ways and directions of support for children's initiative | ||
| Features of the interaction of the teaching staff with the families of pupils | ||
| III. | ORGANIZATIONAL SECTION | |
| Description of the material and technical support of the Program | ||
| Description of the provision of methodological materials and means of teaching and upbringing | ||
| Timetable of classes |
General developmental program additional art education "Choreography".
Compiled by: T.V. Sidorova
General developmental program of additional education of artistic and aesthetic orientation for children 5-7 years old "Choreography", is focused on the development of musical, rhythmic and dance movements in children.
The program of additional education of artistic and aesthetic orientation "Choreography" for children of senior preschool age is focused on:
Development of muscular expressiveness of the body: shapes the figure and posture, strengthens health;
Formation of expressive movement skills: the ability to dance easily, gracefully and in a coordinated manner, as well as to navigate in space;
Development of tempo-metro-rhythmic sensitivity, knowledge of musical forms, style and nature of the work;
Formation of personal qualities: strength, endurance, courage, will, dexterity, hard work, perseverance and dedication;
Education of children's communication skills: develops a feeling of "partner's elbow", group, collective action.
Awakening interest in the study of the native national choreographic culture and tolerance for the national cultures of other peoples.
The Choreography program introduces children to the large and wonderful world of dancing, through the game introduces some genres, types, styles.
1. OBJECTIVE SECTION
1.1. Explanatory note
Choreography is a synthetic art. It allows solving problems of physical, musical-rhythmic, aesthetic, and, in general, mental development of children. Meanwhile, choreography, like no other art, has tremendous opportunities for the full-fledged aesthetic improvement of the child, for his harmonious spiritual and physical development. Dance is the richest source of aesthetic impressions for a child. He forms his artistic "I" as an integral part of the tool of "society", through which it draws into the circle of social life the most personal aspects of our being.
The well-known Russian psychologist LS Vygotsky emphasized the motor nature of the mental process in children, the effectiveness of the reconstruction of images "through the mediation of their own body." Consequently, dance, with its rich imaginative and artistic movement system, can and certainly does play a key role in the development of productive imagination and creativity. The development of children's preschool creativity is a prerequisite for the active progress of the creative qualities of a person.
This program is aimed at introducing children to the world of dance. The dance can be called a rhythmic poem. The word "Dance" evokes in our minds the idea of something grandiose, gentle and airy. Dance classes not only teach to understand and create beauty, they develop imaginative thinking and imagination, memory and hard work, instill a love of beauty and contribute to the development of a comprehensively - harmonious personality of a preschooler.
Choreography classes help children to remove psychological and muscle clamps, develop a sense of rhythm, self-confidence, develop expressiveness, learn to move in accordance with musical images, which is necessary for a stage performance, as well as cultivate endurance, correct posture, coordination, body positioning, which is necessary not only for dancing, but also for health in general.
Choreography not only gives the child an outlet for increased motor energy, but also contributes to the development of many useful qualities in him.
In the process of working on movements to the music, the artistic taste of children is formed, their creative abilities develop.
Thus, there is a multifaceted influence on children, contributing to harmonious upbringing. developed personality, cause bright emotional impulses in children, a variety of motor reactions, increase the joy and pleasure of movement. Children are extremely sensitive to musical rhythm and gladly react to it.
The relevance of choreographic education: 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 directly, dance, without exaggeration, develops the child comprehensively.
The program introduces children to the large and wonderful world of choreography, through the game it introduces some genres, types, styles of dances. Helps them integrate into the vast world of music - from classical to modern styles, and try to prove yourself through plastic surgery close to children. Through dance improvisation to the music they like, children develop the ability for independent creative self-expression. The ability to convey the heard musical image in drawing, plastics is being formed.
1.1.1. Goals and objectives of the Program.
Target: the formation of creative abilities in children through the development of musical-rhythmic and dance movements, the development of children's performing abilities.
Tasks:
Educational:
study of elements of classical, folk, ballroom, modern dances;
the formation of musical and rhythmic skills (the ability to move and realize oneself to music);
teaching correct breathing (breathing exercises);
the study of exercises for body development and health promotion (improvement of physical data, formation of posture
The ability to hear the meter in motion (a strong beat), the simplest rhythmic pattern, to change the movements in accordance with the two- and three-part form, and musical phrases.
Developing:
improvement of the psychomotor abilities of children (development of dexterity, accuracy, strength and coordination abilities; development of balance, strength, strengthening of the muscular apparatus);
development of fine motor skills, memory, attention, imagination;
development musical ability(development of a sense of rhythm, the ability to listen to music;
development of coordination and strengthening of the musculoskeletal system.
Educational:
fostering children's interest in the art of dancing;
developing the ability to behave in a group during movement, dancing and games, the formation of cultural habits in the process of group communication with children and adults;
education, feelings of camaraderie, mutual assistance and hard work.
Distinctive feature of this Program is that the content of the program is interconnected with programs in physical and musical education in preschool. The Program presents various sections, but the main ones are dance-rhythmic gymnastics, non-traditional types of exercises. It is assumed that mastering the main sections of the Program will help the natural development of the child's body, morphological and functional improvement of its individual organs and systems. Learning according to the Program creates the necessary motor regime, a positive psychological attitude, and a good level of training. All this contributes to the strengthening of the child's health, his physical and mental development.
The novelty of the Program is the adaptation and combination of several dance directions, allowing for complex choreographic training of children for further training in a choreographic studio.
1.1.2. Principles and approaches to the formation of the Program
Basic principles of building the program:
The principle of the availability of the studied material. Provides for taking into account the age characteristics and capabilities of children and, in this regard, the definition of tasks that are feasible for them. The optimal measure of accessibility is determined by the correspondence of the age of the child, the degree of complexity of the tasks.
The principle "from simple to complex." It consists in the gradual complication of the material being studied, in setting up and performing more and more difficult new tasks for the child, in a gradual increase in the volume of the intensity of the loads. A prerequisite successful learning is also alternating physical activity with musical rhythmic games.
The principle of systematicity. It consists in the continuity and regularity of classes. Otherwise, there is a decrease in the already achieved level of knowledge and skills.
The principle of material repeatability. Choreographic lessons require repetition of the developed motor skills. Only with multiple repetitions muscle memory is developed and then the child can pay more attention to emotions while performing the dance.
The principle of co-creation of a teacher and a pupil: interaction between a teacher and parents, parents and children-pupils of a preschool institution.
The necessary conditions for the organization of the pedagogical process are:
usage modern technologies organization of the pedagogical process;
acquaintance with various forms of traditional folk culture: applied art, peculiarities of dance movements, distinctive features national costumes.
1.1.3. Significant for the development and implementation of the Program.
Age features of children 5-6 years old:
The age characteristics of children make it possible to complicate the material. Psychological features allow the child to better coordinate his actions with a partner, the ability of children to compose, fantasize, and a combination of various movements increase. Therefore, the main direction in working with older children is the interaction of several characters, a combination of several movements and rearrangements.
The task of the teacher is to form ways of relations with several characters, to develop the ability to understand them, to convey the same image in different moods, in a different character, to form ways of combining various dance movements and rearrangements.
Children are offered more complex compositions, bright, contrasting pieces of music for the perception and transmission of a musical image, more complex schemes of rearrangements, combinations of dance movements are offered.
Age features of children 6-7 years old:
The age characteristics of children allow them to master complex movements in coordination, understand complex rearrangements, feel a partner and interact with each other, while controlling the quality of the movement. Psychological features allow one to independently invent new images, interpret familiar images, and convey their interaction. Children of the preparatory group are capable of independently composing small dance compositions with rebuilding and a combination of dance movements.
The task of the teacher at this stage is to form the ways of relations between partners, perception and transmission musical images with shades of their mood and character, figurative-plastic interaction between several partners. At this stage, the teacher creates for children as many conditions as possible for independent creativity. The intensity of the load depends on the tempo of the piece of music and on the selection of movements. The most stressful is: fast running, jumps, jumps, gallops, squats.
Determination of the complexity and accessibility of musical and rhythmic compositions for children is, of course, relative. It is necessary to correlate all the characteristics with the individual capabilities of a particular child. But it is also important to focus on the average indicators of the level of development of children in the group.
1.2. Planned results of the development of the Program.
The child at the stage of mastering the Program:
Know the purpose of the individual choreography exercises;
They are able to perform the simplest constructions and rearrangements, move rhythmically at various musical tempos and transmit the simplest rhythmic pattern with claps and taps;
Expressively, freely, independently move to the music;
They show a desire to move, dance to music, convey the character of music, a playful image in movements, plasticity;
Know how to accurately coordinate movements with the main means of musical expression;
Possess the skills of various types of movements in the hall and acquire a certain "reserve" of movements in general developmental and dance exercises;
They are able to perform dance movements: straight gallop; spring, jumps, whirling one by one and in pairs, alternately throwing legs forward, side step with squatting; moving forward, whirling; squatting with legs forward, step on the whole foot in place, moving forward.
Dance movements are performed: a step with a head, a side step with a squat, a spring step, a side canter, a variable step; expressively and rhythmically perform dances, movements with objects (balls, hoops, flowers).
Know the basic dance positions of arms and legs.
They are able to perform the simplest motor tasks (creative games, special tasks), use a variety of movements in improvisation to music.
They are capable of improvisation using original and varied movements.
Criteria for assessing the development of the Program: To determine the effectiveness of the development of the program, the following methods are used: observation, conversation, analysis of products children's creativity.
II... CONTENT SECTION
2.1. Educational-thematic planning
Planning is developed for a month, 8 lessons per month, each of the lessons includes various structural elements
| Structural elements of classes | October 8 lessons | November 8 lessons | December 8 lessons | January 8 lessons | February 8 lessons | March 8 lessons | April 8 lessons | 8 lessons |
|
| Elements of musical literacy. | |||||||||
| Elements of parterre gymnastics | |||||||||
| Exercises for the development of orientation in space | |||||||||
| Exercises for the development of artistic and creative abilities | |||||||||
| Studying the bow | |||||||||
| Basic hand positions in classical dance | |||||||||
| Basic leg positions in classical dance | |||||||||
| Dance game | |||||||||
| Dance staging | |||||||||
| Reporting concert |
October (8 lessons):
Elements of musical literacy:
pace (slow, fast);
genres of music (march, song, dance).
Exercises for the development of artistic and creative abilities:
woke up - stretched.
independently find their place in the hall;
construction in a line, in two lines;
building in a circle.
Bow Study:
curtsy for girls;
bow for boys.
Practicing basic dance steps:
November (8 lessons):
Elements of musical literacy:
Definition and transmission in motion:
dynamic shades (quiet, loud);
verse form (intro, solo, chorus).
Elements of parterre gymnastics (performed lying on your back, on your stomach and sitting on the floor):
leg exercises (shortened, extended foot);
exercises for the development of posture ("turtle - giraffe");
exercises for eversion of the legs, the development of the hip joint;
exercises for back flexibility ("frog", "bridge", "stand on the shoulder blades);
exercise for the development of a dance step (twine, "stretching").
Exercises for the development of orientation in space:
building a circle in a circle;
position in pairs;
free placement in the hall with subsequent return to the column;
formation from a circle in one line, in two, in four ranks and reverse formation on the spot, in advance.
Dance game:
"Catch-ups".
Practicing basic dance steps:
polka pas;
jumps.
Dance staging:
December (8 lessons):
Elements of parterre gymnastics (performed lying on your back, on your stomach and sitting on the floor):
leg exercises (shortened, extended foot);
exercises for the development of posture ("turtle - giraffe");
exercises for eversion of the legs, the development of the hip joint;
exercises for back flexibility ("frog", "bridge", "stand on the shoulder blades);
exercise for the development of a dance step (twine, "stretching").
in giraffes;
Exercises for the development of orientation in space:
"Trickle"
"Column".
Practicing basic dance steps:
march "dance step" (performed with a change in size and tempo);
step on half-toes with a high knee rise;
polka pas;
jumps.
Dance staging:
January (8 lessons):
Elements of parterre gymnastics (performed lying on your back, on your stomach and sitting on the floor):
leg exercises (shortened, extended foot);
exercises for the development of posture ("turtle - giraffe");
exercises for eversion of the legs, the development of the hip joint;
exercises for back flexibility ("frog", "bridge", "stand on the shoulder blades);
exercise for the development of a dance step (twine, "stretching").
Practicing basic dance steps:
polka pas;
jumps.
Dance exercises for the development of artistic and creative abilities:
Dance game:
"Ocean is shaking".
Dance staging:
"And in our yard."
February (8 lessons):
Elements of musical literacy:
Definition and transmission in motion:
the nature of the music (cheerful, sad);
pace (slow, fast);
genres of music (march, song, dance)
Elements of parterre gymnastics (performed lying on your back, on your stomach and sitting on the floor);
leg exercises (shortened, extended foot);
exercises for the development of posture ("turtle - giraffe");
exercises for eversion of the legs, the development of the hip joint;
exercises for back flexibility ("frog", "bridge", "stand on the shoulder blades);
exercise for the development of a dance step (twine, "stretching").
Dance exercises for the development of artistic and creative abilities:
"Zoo" (movements in the images of animals: hare, fox, wolf, cat and mice, etc.). Basic hand positions in classical dance:
preparatory position.
March (8 lessons):
Elements of parterre gymnastics (performed lying on your back, on your stomach and sitting on the floor):
leg exercises (shortened, extended foot);
exercises for the development of posture ("turtle - giraffe");
exercises for eversion of the legs, the development of the hip joint;
exercises for back flexibility ("frog", "bridge", "stand on the shoulder blades);
exercise for the development of a dance step (twine, "stretching").
Dance exercises for the development of artistic and creative abilities:
"Where are our pens."
Basic hand positions in classical dance:
first position.
Basic leg positions in classical dance:
second position.
Dance staging:
May (8 lessons):
Practicing basic dance steps for an open lesson:
march "dance step" (performed with a change in size and tempo);
step on half-toes with a high knee rise;
polka pas;
jumps.
Dance game:
"Day Night".
Practicing dances for an open lesson:
"Smilies";
"Merry Peas";
“And in our yard”;
"Varenka".
Practicing dance exercises for the development of artistic and creative abilities for an open lesson:
"Where are our pens";
"Frogs".
Final concert.
Program content and activities of children.
| theme | goal | watch | |||||
| October | Exercise with autumn leaves. | Bow. Warm up. Warming up in a circle. Game "Weave a wattle" Positions of the legs: inverted (more precisely, semi-inverted: the socks are turned from each other) and parallel (the feet are parallel). Dance staging Bow |
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| Dance composition with autumn leaves | |||||||
| Dance composition with ribbons | Promote the development of coordination of movements, mobility of nervous processes, attention, memory. | ||||||
| Dance composition "Autumn Park". | Development of musicality, plasticity and expressiveness of hand movements | ||||||
| November | Dance performance "Smilies" |
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| Dance study "Lyric". | Bow. Warm up. Warming up in a circle. The game "Stream" Preparatory position of the hands (hands are lowered down, but do not touch the legs, elbows are rounded, palms are looking up); Dance staging Bow |
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| Dance study "Doll". | Development of figurative thinking, expressiveness of plastics, coordination of movements | ||||||
| Dance study "Aquarium". | Development of musicality, the ability to hear musical phrases, feel the structure of music. | ||||||
| Development of coordination, accuracy and dexterity of movements, memory, attention. | |||||||
| December | Statement of the dance "Dream". |
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| Dance sketch "Christmas trees and snowflakes" | Development of coordination, accuracy of movements, expressiveness of plastic, the ability to listen attentively to words and music, accurately conveying all the nuances of the song in movements. | Bow. Warm up. Warming up in a circle. Game "Echo" Exercises in plastics Dance performance Bow |
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| Dance sketch "Snowmen". | Development of expressiveness of plastics, education to behave in a group during movement | ||||||
| Dance sketch "Dance of Snowflakes and Blizzards". | Promote the development of joy and empathy, the formation of a sense of tact. | ||||||
| Dance composition "Old polka". | Fostering the ability to behave in a group while driving, the formation of cultural habits in the process of group communication with children and adults. | ||||||
| January | Dance composition. "Dance of Snowflakes and Blizzards". | Development of moral and communicative personality traits: fostering the ability to empathize with other people and animals; developing the ability to behave in a group during movement, the formation of a sense of tact and cultural habits in the process of group communication with children and adults. | Bow. Warm up. Warming up in a circle. The game "Owl" Exercises for stop reversals from position VI to position I alternately right and left, then two stops simultaneously. Dance staging Bow |
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| Dance composition "Ball game". | Development of creative abilities, the need for self-expression in movement to music; development of creative imagination and fantasy. Promote the development of expressiveness of movements, figurative thinking, a sense of rhythm. The development of the emotional sphere and the expression of emotions in facial expressions. | Bow. Warm up. Warming up in a circle. Trap game Exercises for expressing emotions. Dance staging Bow |
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| February | Statement of the dance "Varenka" |
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| Dance study "Dance of the Heroes" | Development of coordination, accuracy of movements, expressiveness. | Bow. Warm up. Warming up in a circle. Game "The third extra" Exercises for posture. Dance staging Bow |
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| Dance study "Minuet". | Formation correct posture, beautiful gait, emotional expressiveness of movements. | ||||||
| Dance composition "Sailor". | Development of motor qualities and skills: development of dexterity, accuracy, coordination of movements; formation of correct posture, beautiful gait; development of the ability to navigate in space; enrichment of motor experience with various types of movements. | ||||||
| Dance composition "Polka" | to consolidate the acquired skills, to develop the ability to move in accordance with the music, to enrich the motor experience with various types of movements. | ||||||
| March | Statement of the dance "And in our yard" |
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| Dance etude " Couple dance» | contribute to the development of expressiveness of movements, a sense of rhythm, the ability to improvise. The development of the emotional sphere and the expression of emotions in facial expressions. | Bow. Warm up. Warming up in a circle. Game "Handkerchief" Rebuilding in threes Dance performance Bow |
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| Dance study "Dance in threes" " | development of the ability to navigate in space; enrichment of motor experience with various types of movements, transfer characteristic types of movements in dance. | ||||||
| Dance etude "Aerobics" | Promote the development of skills to perceive music, that is, to feel its mood, character and understand its content; development musical memory, attention; development of coordination of movements, plasticity, softness. | ||||||
| Dance study "Barbariki" | Development of creative abilities, the need for self-expression in movement to music; development of creative imagination and fantasy. | ||||||
| April | Performance of the dance "Merry Peas" |
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| Dance sketch "Fresh wind | Promote the development of expressiveness of movements, imaginative thinking, a sense of rhythm, the ability to improvise. | Bow. Warm up. Warming up in a circle. Game "Echo" Jumps Dance performance Bow |
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| Dance sketch "Let's dance" | The development of attention, accuracy of movements, the development of the emotional sphere and the expression of emotions in facial expressions, a trusting and warm relationship to each other. | ||||||
| Dance composition "Polonaise" | development of the ability to navigate in space; enrichment of motor experience with various types of movements. | ||||||
| Dance study "Hands of the clock" | Formation of skills in whirling in place on jumps in motion, development of the ability to combine movements with music in fast pace | ||||||
| Dance study "Dance in threes". | The development of musicality, the ability to coordinate movements with music. | Bow. Warm up. Warming up in a circle. Game "Politeness" Movement for orientation in space Dance performance Bow |
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| Musical and rhythmic composition "Polkis" | Contribute to the development of accuracy of movements, softness, smoothness of movements. | ||||||
| Dance etude " Slow waltz» | Promote the development of coordination of movements, mobility mental processes, attention, memory. | ||||||
| Dance composition "Waltz" | Promote the ability to navigate, rebuild. | ||||||
| In just one year | |||||||
Description of the variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of the pupils, the specifics of their educational needs and interests
Teaching methodology
Perfectly mastering a huge variety of movements, combinations and whole complexes of exercises included in the Program is possible only if the teaching method is correct.
The holistic learning process can be roughly divided into three stages:
the initial stage is training in an exercise (a separate movement);
stage of in-depth learning exercises;
the stage of consolidation and improvement of the exercise.
1. Initial stage
Advanced learning stage. The stage of consolidation and improvement
the name of the exercise;
explanation of the technique;
testing exercises.
specification of motional actions;
understanding the patterns of movement;
improving the rhythm;
Free and continuous execution of the exercise.
consolidation of motor skills;
using exercises in combination with other exercises;
the formation of an individual style.
The primary role in the choreography class is played by musical accompaniment. The musical compositions used to accompany the lessons are very diverse: by genre, style, form, size, tempo, etc. But with all this, musical works are understandable for children, musical, expressive, awaken imagination and imagination in children. All this allows children to form the most complete understanding of the variety of musical works, enrich them with emotional and aesthetic experiences, and helps in the education of musical taste.
In order for the educational activity to be effective, in the rhythm lesson, the leading type of activity of the preschool child is used as much as possible - the game. Using game exercises, imitation movements, plot-creative sketches enhance emotional perception music by children and help to more fully and comprehensively solve the assigned tasks.
Separate game exercises can be used as dynamic pauses for rest - if the whole lesson is carried out at a sufficiently high pace and involves a lot of movement.
Complexes of game exercises are included in various parts of the lesson: in the warm-up or in the whole lesson. The complexes are united by a plot, theme or object - an attribute with which movements are performed.
In the work on the expressiveness of movements, on plastic, on the emotional saturation of the image, imitation movements are included in the classes, which are very valuable for preschool age.
Choreography classes contribute to the development of children's musical perception, emotionality and imagery, the improvement of melodic and harmonic hearing, musical memory, a sense of rhythm, culture of movements, the ability to creatively embody a musical-motor image. Aesthetic taste is formed, thereby helping to harmonize inner world child. Movements to music are viewed as the most important means of developing a child's bodily experience and, consequently, the development of his personality as a whole. Formation of creativity in dance is a very delicate, fragile process. Therefore, when using all the listed teaching methods, the following conditions are necessary.
2.3. Features of educational activities of different types and cultural practices.
The child's cultural practices ensure his active and productive educational activities. Cultural practices - various types based on the current and future interests of the child independent activity, behavior and experience developing from the first days of his life.
It is in these practices that an internal plan of action appears and is enriched, a concept is formed, which becomes articulated (verbally formed, conscious), and the transition from initial procedurality to effectiveness is carried out (the embodiment of an articulated, formalized concept in a certain product - result).
Each of the cultural practices, modeling reality in a special way, in its own way "breaks through" the initial situational coherence and processuality of the child.
Thus, a plot game translates an external action into an internal plan of "conception", but to the maximum extent preserves and provokes a playful attitude as a procedural (non-productive) attitude to the world. The plot of the game is, ultimately, a virtual world of possible events, which is built at the whim of the players and has no resultant end.
- Play activity is the leading activity of a preschool child. In organized educational activities, it acts as the basis for the integration of all other activities of a preschool child. Play activities are presented in the educational process in various forms - didactic and plot-didactic, developmental, outdoor games, travel games, game problem situations, staging games, etudes games, etc. with the content of directly organized educational activities. The organization of role-playing, directing, theatrical games and games-dramatizations is carried out mainly in regime moments (in the morning period of time and in the afternoon).
- Communicative practice, carried out against the background of play, productive, cognitive and research activities, requires articulation (verbal formulation) of a concept, its awareness and presentation to others (in joint play and research) and sets social criteria for performance (in joint productive activity). Communication activity is aimed at solving problems related to the development of free communication of children and the development of all components of oral speech, the development of a culture of communication and etiquette, education of tolerance, preparation for literacy (in older preschool age). In the curriculum, it occupies a separate place, but at the same time communicative activity is included in all types of children's activities, it reflects the experience acquired by children in other activities.
- Musical activity Musical activity is organized in the course of classes, which are conducted by a teacher in a specially equipped room.
Motor activity The basis of choreography is music, and movements are used as a means of deeper perception and understanding. Through movements, the child perceives music brighter and more emotionally, consolidates knowledge about the means of musical expression (harmony, tempo, dynamics, rhythm, register, structure of musical speech). Choreography classes will help to successfully carry out work on the formation of a beautiful posture in children, freedom and plasticity of movements. In the classroom, attention is constantly paid to the technique of execution: a straight back, walking with the correct position of the foot, ease of running, flexibility of the body. Choreography is an additional reserve of children's motor activity, a source of their health, joy, increased efficiency, release of mental and psychological stress, therefore, one of the conditions for preparing for educational activities at school.
Ways and directions of children's initiative
The dance activity of a child in kindergarten can be carried out in the form of independent initiative activities - dance and musical games and creative improvisations, in movement, theatrical and performing activities. The head of the dance group advises teachers, gives the necessary recommendations, provides practical assistance in guiding the independent dance activities of preschoolers. The independent dance activity of preschoolers is proactive, creative character, is based on acquired experience, differs in a variety of forms and is the initial manifestation of self-study.
The activities of the teacher to support the children's initiative with children 5-7 years old:
- Introduce an adequate assessment of the result of the child's activity, while recognizing his efforts and indicating possible ways and means of improving the product.
- Calmly react to the failure of the child and offer several options for correcting the work: re-execution after a while, finishing work; improvement of details, etc. Tell the children about the difficulties you yourself experienced in learning new activities.
- Create situations that allow the child to realize their competence, gaining the respect and recognition of adults and peers.
- To appeal to children with a request to show the teacher and teach him the individual achievements that everyone has.
- Maintain a sense of pride in your work and satisfaction with its results.
- To create conditions for a variety of independent creative activities of children.
- If necessary, help children in solving problems when organizing the game.
- Involve children in planning the life of the group for the day, week, month. Consider and implement their wishes and suggestions.
- Create conditions and allocate time for independent creative or cognitive activities of children according to their interests.
The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, presuppose:
1) ensuring emotional well-being through:
- direct communication with each child;
- respectful attitude to each child, to his feelings and needs;
2) supporting the individuality and initiative of children through:
- creating conditions for children to freely choose activities, participants in joint activities;
- creating conditions for children to make decisions, express their feelings and thoughts;
- non-directive help to children, support of children's initiative and independence in various types of activities (play, research, project, cognitive, etc.);
3) establishing the rules of interaction in different situations:
- creation of conditions for positive, benevolent relations between children, including those belonging to different national, cultural, religious communities and social strata, as well as those who have different (including limited) health opportunities;
- development of communication skills of children, allowing to resolve conflict situations with peers;
- development of children's ability to work in a group of peers;
4) the construction of a variable developmental education focused on the level of development, which is manifested in a child in joint activities with an adult and more experienced peers, but not actualized in his individual activity (hereinafter - the zone of proximal development of each child), through:
- creation of conditions for mastering the cultural means of activity;
- organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;
- support for the spontaneous play of children, its enrichment, provision of play time and space;
- assessment of the individual development of children;
5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family on the basis of identifying the needs and support of educational initiatives of the family.
Features of interaction with families of pupils
According to the target settings of the program, we can single out the areas of interaction with the families of pupils:
Cooperation between teachers and parents involves the following approaches:
Parents are treated like important factor in improving the development prospects of children.
Parents not only do not interfere and do not interfere with the work of teachers, but on the contrary, they can contribute to quick success, they can master new skills, guided by a strong desire to help their children.
Parents have the right to be informed and to seek advice from kindergarten teachers in order to better influence the development of their children.
Parents, under appropriate conditions, can be subjects of the organization, planning and development of the educational system MADOUTSRR - kindergarten.
Areas of activity when interacting with parents:
systematic, active dissemination of pedagogical knowledge among parents;
practical assistance to the family in raising children;
organizing the promotion of the positive experience of social and family education;
involvement of parents in planning - prognostic, organizational, analytical - evaluative activities of a preschool institution.
Principles of interaction between kindergarten and family:
trusting relationship - ensuring parents' faith in professional competence, tactfulness of teachers, their ability to understand and help in solving problems of family education;
approach to parents as to active subjects of the interaction process - full partners in the upbringing and education of children;
unity in the understanding by teachers and parents of value-target guidelines, tasks, conditions, and the result of a child's development;
help, support, respect and trust in the child from the teacher and parents;
personal interest of parents - changing the pedagogical position of parents, which will help to build communication and joint activities with child.
Forms of work with parents:
- information stands (visual campaign);
- folders - moving;
- consultations;
- booklets;
- reminders;
- parenting meetings;
- individual and group conversations;
- questioning, testing.
| Event | ||
| Organizational parent-teacher meeting | September | Familiarization of parents with the work of the choreographic circle. Goals and objectives, uniform. |
| Parents survey | September | Revealing the level of awareness of parents about the choreographic circle, the need for it. |
| Parents meeting based on the results of training | On request, no more than 2 times a year | Organization of joint efforts for decent education of children, analysis and demonstration of educational and other achievements of students. |
| Final parent meeting | To acquaint with the results of the year, a long-term plan for the next academic year. |
|
| Open classes, concerts | Within the framework of open events MDOU CRR - kindergarten | Creative reports of children's and pedagogical collectives to parents. |
| Parents survey | Revealing the level of satisfaction with the educational process |
|
| Dissemination of information materials | During a year | Success of children Upcoming events |
| Consultations | During a year | At the request of parents |
| Participation in joint holidays, speeches and contests | During a year | Team building |
| Involving parents in making costumes for holidays and competitions | During a year | Contribute to the strengthening of cooperation between the family and the choreographic collective |
III. ORGANIZATIONAL SECTION
3.1. Material and technical support for the implementation of the Program:
| Technical training aids | carpet covering; music Center, with recordings of rhythmic music for accompaniment videos of a variety of dance moves 5. multimedia system; 6. customized rugs. |
| Teaching and visual aids | Didactic games, card index of games, contributing to the development of musical ear, sense of rhythm, which are necessary for practicing choreography; Children's musical instruments Presentations Attributes to dance illustrations depicting animals, fairy tales, poems, a selection of musical compositions A selection of exercises and studies Videos 9. A complex of games and tasks for sections of topics. 10.Album with photographs of performances, classes, life of the creative team DVD materials with recordings of the performances of the team 11.DVD and video materials with recordings of performances of famous choreographic groups |
3.2. Description of the provision of methodological materials and means of teaching and upbringing.
The ABC of choreography - T. Baryshnikova (Moscow, 1999).
Burenina A. I. Rhythmic mosaic. Rhythmic plastic program for preschool children. 2nd ed., SPb, LOIRO, 2007.
"Dance Mosaic" - choreography in kindergarten - SL Slutskaya (2006).
Ladushki "Dance with me friend" - Kaplunova I., Novoskoltseva I. ..
"Sa-fi-danse" - dance and play gymnastics for children - Firilyova Zh.Y.
Slutskaya S. L. Dance mosaic. Choreography in kindergarten - M., Linka-Press. 2006.
Dance rhythm - Suvorova T.
8. Firileva, J.E., Saykina, E.G. Sa fi danse. Dance and play gymnastics for children: teaching aid, St. Petersburg, Childhood-press, 2001.
3.3. Timetable of classes.
The term of the program is designed for one year of study. The additional education program is implemented 2 times a week. The duration of the 1st lesson is 30 minutes. Classes are organized in the music hall.
Organization of educational activities
All sections of the program are united by the game method of conducting classes. The play method gives educational activities an attractive form, facilitates the process of memorizing and mastering exercises, increases the emotional background of classes, contributes to the development of thinking, imagination and creative abilities of the child.
The program is designed for 64 academic hours. Classes are held 2 times a week. In order to preserve health and based on the program requirements, the duration of the lesson corresponds to the age of the children.
The structure of the choreography lesson is generally accepted and consists of three parts: preparatory, main and final.
The preparatory part of the lesson takes 5-15% of the total time. The tasks of this part are to prepare the child's body for work, to create a psychological and emotional mood. It includes: gymnastics (drill, general developmental exercises); rhythm; musically - outdoor games; dances (dance steps, choreographic elements, rhythmic dances); musical and rhythmic composition.
The main part takes 70-85% of the total time. In this part, the main tasks are solved, the main work is underway on the development of motor abilities. In this part, a large amount of knowledge is given that develops the creative abilities of children. It includes: rhythmic and classical dances, gymnastics.
The final part of the lesson lasts from 3 to 7% of the total time. It uses exercises to relax muscles, breathing and to strengthen posture, finger gymnastics. At the end of the lesson, a summary is made and the children return to the group.
For girls: a gymnastic leotard, a chiffon skirt, hair should be gathered in a bun, gym shoes on the legs. For boys: T-shirt, sports shorts, gym shoes.
Summing up forms:
Children's performances at open events;
Participation in themed festivals;
Final lesson;
Open classes for parents;
Reporting concert (2 times a year).
Basic forms of work:
By subgroups;
Group.
Conditions required for the implementation of the Program.
For the effective implementation of the program, the following conditions are required:
Personal communication between a teacher and a child;
Correct floor covering;
Each child should be allocated 4 meters of area;
Extensive use of technical teaching aids (video, audio equipment);
Attributes, visual aids;
Pre-ventilate the hall and carry out wet cleaning;
The effectiveness of each student at the end of the year.