Program on Cossack choreography. Choreography in the Cadet Corps "Victoria" as a means of harmonizing the development of the personality of students

20.06.2020

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Work curriculum

for the subject "Rhythm and choreography" in cadet classes

Work program



Explanatory note ........................................................................ 3 p.
Calendar and thematic planning. ................................................ 5 p.

Requirements for the training level of students ..................... ... ............... ... 8 pp.
Schedule of the practical part of the working curriculum ....... .......................9 p. The effectiveness of the assimilation of the software material ...................................9 pp. References for teacher ................................................... .........10 p. Scroll Web -sites for additional education on the subject ............10 p.

I. . Explanatory note

This program is designed for five years of study. Based on the curriculum, for the subject "Rhythm and choreography" was assigned 34 hours. According to the schedule, classes are held 1 time per week for 45 minutes in 1 and 5 classes.

The Rhythm and Choreography program is designed to teach the basics of choreographic art from the first to the fifth grade in the mode of training sessions. The program is the basis of classes in the lesson. It provides systematic and consistent training. However, the teacher, adhering to the content of the program, can be creatively approaching classes. It depends on the level of general and musical development of children, mastery of the teacher, working conditions.

In the lessons of rhythms, the load and rest, tension and relaxation are constantly alternate. The disciples get used to increasing the voltage and load, which beneficially affects other lessons.

Rhythm classes are closely related to training in physical education and music lessons, complementing each other. After all, it is precisely the lessons of rhythm, along with other subjects, contribute to the overall versatile development of schoolchildren, corrected emotional-willed maturity. Children develops a sense of rhythm, musical hearing and memory. In the lessons, children are improving motor skills, they develop spatial orientation, the posture is improved, the clarity and accuracy of movements are formed.

Rhythmics has a positive effect on the mental development of children: after all, each occupation needs to be correctly understood, to comprehend, to properly perform movements, on time to turn on in operation, it is necessary to comprehend the compliance of the selected movements of the music. These classes create favorable conditions for the development of the creative imagination of schoolchildren. Their impact on the formation of arbitrary attention, the development of memory is indisputable. The need for children in motion turns into ordered and meaningful activities. Rhythm lessons have the organizing and disciplining effect on children, help remove excessive excitability and nervousness.

Rhythm lessons as a whole increase the creative activity and fantasy of schoolchildren, encourage them to be included in the collective class activities. Gradually, students overcome stiffness, they increase the awareness of responsibility for their actions to comrades, acquire the ability to be a stage action to the music. Using the elements of suit and scenery. Exhaust scenic musical productions are convenient to use when conducting children's matinee. Especially I would like to note the value of folk dances and dances. They encourage children to folk culture. All folk dances are designed for joint execution and improve the skills of communication of children among themselves. In them, children learn carefully to relate to the partner, find a common rhythm of movement with him.

The program from 1 to 5 years of study contains the following sections:

The program includes elements of historical dance, dance material of the most significant genreschoreography: elements of classic, folk, modern dance, Rhythmics, ballroom dancing, elements of music certificates,repetition of dance elements on the program for grade 4.

High step, soft, spring step, step with sock, steps with stop, walking on the seams, walking with a high knee raising. Light cocks, jumping, gallop. Turns diagonally, twist, exercises on a concentration of attention, work in a pair, training for the skills of noble, polite access to the partner. Introduction of dance elements for the 5th grade with a cadet bias. Plastic and figures of a slow waltz. Waltovoy "Promenade". Step and figures of Polonza. Scheme and figures of figure waltz elements of modern ballroom dancing. Jap's steps. Steps cha-cha cha. Scheme and figures of "Hussar Polka". Rock and roll elements.

The purpose and objectives of the educational program on rhythm and choreography.

Basic targetprograms - continue to develop the aesthetic abilities of the younger generation through choreography. Acquisition of children to all types of dance art: from historical and household to modern dance, from children's dance to a ballet performance.

To make a goal, it is necessary to solve the following tasks.

Educational and musical tasks:

· repeat in training for basic principles of pedagogy;

· to continue to teach children to think, listen and hear teachers, be able to correct inaccuracies in performance;

· continue to instill with children love for dance, form their dance abilities (musical - motor, artistic - creative).

· form in gifted children a complex of knowledge, skills andskills allowing to learn professional educational programs in the field of choreographic art;

Development of the ability to perceive the development of musical images, transmit them in movements, coordinating these movements with the nature of music, means of musical expressiveness,
development of general physical training (strength, endurance, coordination, flexibility);

· development of communicative qualities of students;

· education from Cadets aesthetic, emotional-conscious relationship to music, development of musicality, feelings of rhythm, inner hearing

· development of performing abilities, motor activity, coordination of movements, orientation in space, musicality, expressiveness in the performance of movements, the ability to independently evaluate the choreographic work;

· education of discipline, independence, excerpts, creative activity, culture of communication and respect for each other in the process of joint activity, the advent of the artistic taste.

Upbringing organized, harmoniously developed personality;
Development of artistry, the ability to be liberated;
Give ideas about the plot line of dance, about the correctness of the connection of movements;
Give the foundations of historical and domestic, ballroom dancing.

Developing tasks:

· continue to develop a sense of rhythm, emotional responsiveness to music;

· testing of coordination of movements, the speed of the reaction acquired on the 5th year of study;

· enrich dance expressiveness, coordination of movements, orientation in space;

· develop fantasy, the ability to improvisation;

· develop artistry, the ability to perform ballroom and historical and domestic dances;

· Pay special attention to the upbringing of the cadet of a common culture, aesthetic pupil, physical endurance and resistance.

Wellness:

· strengthening various muscle groups, the development of all organism systems (respiratory, cardiovascular, and others);

· prevention of disorders of the posture and the curvature of the spine, the upbringing of the correct posture;

Formation of beautiful posture, expressiveness, plastics of movements and gestures in dancing, games, various dance combinations;

· formation of the correct foot of the foot, prevention of flatfoot.

Educational challenges:

continue to raise artistic taste, interest in the dance art of different peoples, allowing to respect and take spiritual and their cultural values;

· continue the work on the cohesion of the collective, to build relations on the basis of mutual assistance and creation;

· take part in the concert life of the school

education and development of personal qualities in cadets;
formation and development of a sense of loyalty to civil and professional debt, discipline, conscientious attitude towards studying.

Description of the value orientation of the content of the educational subject

The content of the program is aimed at raising the creative competent and successful citizens of Russia capable of active self-realization in personal social and professional activities. In the process of mastering the program, students are strengthened, general and specific skills, methods of cognitive and subject activity, are formed.

II calendar - thematic

PLANNING

on the subject of rhythm and choreography

Class 5.

Teacher: Karamalikova Svetlana Ilinichna

Number of hours: only 34 hours; a week 1 hour;

Thematic planning

№	Theme lesson	Number of hours	the date of the
№	Theme lesson	Number of hours	according to plan	actually
1 quarter
	Introductory occupation. Safety Instructions.
	Waltz: the main step. Heading movements to dance "Figure Waltz"
	Balance (learning of the Waltz Movement). Heading movements to the dance "Figure Waltz".
	Right turn of the Waltz. Heading movements to the dance "Figure Waltz".
	Waltz track. Heading movements to the dance "Figure Waltz".
	Left turn of the Waltz. Staging a dance "Figure Waltz"
	Elements of folk exercisis: *demi -* *pLIE* and *gran -* *pLIE* For one hand. Putting the dance "Figure Waltz".
	*batTement.* *tendu.* With the reduction of foot, with the translation of the foot on the heel - sock, on the stretched leg, and with semi-man. For one hand. Putting the dance "Figure Waltz".

	Credit lesson. №1
	*batTement.* *gETE* source 3rd position on the stretched leg and on - *demi -* *pLIE.* For one hand Learning movements to New Year's dance.
	*grand.* *batTement.* *gETE* in the 3rd position of the cross. For one hand. Learning movements to new year dance
	*passe -* preparation for the rope. With work hand. The production of New Year's dances.
	"Rope." With work hand. The production of New Year's dances.
	Fastening the material studied.
	Counting lesson .№2.
	The history of the "Waltz".
	"Vienna Waltz". Musical size ¾.
	Right change of Waltz in a pair of learning of the main movement to the dance "Padegras"
	Right change of Waltz in a pair of learning of the main movement to the dance "Vienna Waltz"
	Left change of Waltz paired. Heading the main movement to the dance "Vienna Waltz"
	Left change of Waltz in a pair of learning of the main movement to the dance "Vienna Waltz"
	Balance. Balance combination with a turn of the Waltz to the side in the middle of the hall.
	Balance combination with a turn of the Waltz aside in a pair in a circle manner of execution, character. Heading the main movement to the dance "Vienna Waltz"
	Promenade, turn at hand. Heading the main movement to the dance "Vienna Waltz"
	Picture. (drawings to dance learning the main movement to the dance "Vienna Waltz")
	Putting dance "Vienna Waltz"
	Fixing the material studied.

	Credit lesson. Number 3.
	Archings of movements to the dance "Gusar Polka". Putting dance
	Archings of movements to the dance "Gusar Polka". Putting dance
	Archings of movements to the dance "Gusar Polka". Putting dance.
	Archings of movements to the dance "Gusar Polka". Putting dance.
	Fastening the material studied.
	Public lesson.

3 Contents of the curriculum

The program is compiled, taking into account the implementation of interdisciplinary links by sections:

"Music upbringing" where children learn:

continue to learn to hear different emotional state in music and transfer it by movements;
take the right initial position in accordance with the content and features of music and movement;
maintain the right distance in the column of pairs;
independently determine the desired direction of movement on the verbal instruction of the teacher, by sound and musical signals;
observe the rate of movements, paying attention to music;
perform exercises on flexibility, plasticity in a specific rhythm and pace;
easy, naturally and easily to perform all game and dance movements;
feel the change of parts of the musical work;
perform dance moves with simultaneous work of hands (variable step forward, back, step on the semi-coils) in moderate and fast pace;
rebuild from one figure to another figure, know the names of these figures;
perform movements in combination;
be able to move and determine the nature of music;
be able to improvise on a given teacher theme.

Section "Rhythm, Elements of Music Diplomas" includes rhythmic exercises, musical games, musical - rhythmic tasks for the hearing,artistic and expressive performance of music, listening and analysis of dance music . The exercises of this section continue to develop and enrich musicality: form a musical perception, give an idea of \u200b\u200bexpressive means of music, develop the feelings of rhythm, the ability to navigate in marching and dance music, to determine its character, metrochrome, structure and ability to coordinate music with movement.

Use of rhythm and choreography elements They contribute to the harmonious development of the body, technical skills, culture of movements, bring up posture, develop flexibility and coordination of movements, help assimilate the rules of choreography.

Section "Elements of classic, folk, pop and ball dance."

The exercises included in the Exercise section contribute to the formation of the correct posture, help to correct the physical disadvantages, teach the proper formulation of the corps, developing coordination of movements, teach properly breathing in the performance of exercises and dances. Exercises on people's stage dance are studied in a small amount: include training exercises, scenic movements in the middle of the hall and diagonally, dance compositions.

Ballroom dancing They are an integral part of modern choreography, so included in the Rhythm - Choreography program for students in the cadet direction.

Ballroom dances have a huge positive effect on the physical and emotional development of the child. Regular exercise that strengthen the different kind of child's muscles is especially important because it concerns the growth process. Also, ballroom dances train students' memory, help develop in the child a sense of dance, plastic, coordination and will liberate it that in the future will avoid many complexes.

Ballroom dances vaccinate culture and aesthetic taste, from the first speeches, teacher teaches children to dress beautifully and be neat.

Historical and household danceit is the processing of folk dance material and reflects the features of a certain era or environment. Historical and household dance develops an important posture of a slow dimension, as well as nobility. Knowledge of historical dancers are of great importance in the development of cadets and future officers and at the same time they are the expansion of the cognitive opportunities of students.

Section "Etudes and staged work" includes folk, pop, ballroom, historical and children's storyline dances in the training, staged and scenic version.

4 Requirements for the training level of students

Personal, metapredal and subject results of extracurricular activities.

· personal results -the formation of self-assessment, including the awareness of its capabilities, the ability to adequately judge the reasons for their success / failure; The ability to see their advantages and disadvantages, respect themselves and believe in success, to express themselves during the period of learning as a bright personality, create an unauthorized stage image. Running scenic, possessing natural artistry, the child can mobile to manage his emotions, to transform, which contributes to the development of the soul, the spiritual essence of man.

· metaPrequent Results -the ability to control and evaluate your actions to make adjustments to their implementation on the basis of assessment and taking into account the nature of errors, to show the initiative and independence in training ; take into account different opinions and interests and justify your own position;allowing the ability to exist in people from different points of view, including those who do not coincide with their own, and focus on the partner's position in communication and interaction; take into account different opinions and strive to coordinate various positions in collaboration; the vision of the beauty of movements, the allocation and substantiation of aesthetic signs in the movements and movement of man; emotion management; technically proper implementation of motor actions;

· subject results - performing rhythmic combinations at a high level, the development of musicality (the formation of musical perception, ideas about expressive means of music), the development of a rhythm, the ability to characterize the musical work, coordinate music and movement.

V. Schedule of the practical part of the program The most important link of the educational process is to account, check and assess the knowledge, skills and skills of students. To track these results, the diagnosis is provided, which is carried out in 2 stages:

incoming control;
final control.

Purpose of control:

incoming - diagnosis of the initial level of choreographic abilities of students;
the final is determining the level of learning the software material.

It is necessary to pay attention to the external stage data of the student, as well as to check their professional physical data, the status of the stop, coordination of movements, musically - rhythmic coordination. Using this method, the levels of preparedness of students are determined.

The results of the work of students can be seen at open lessons, a reported concert, etc.

8.G.Vlasenko. Dancing peoples of the Volga region.

The program is designed for 2 years of study.

Classes 2 times a week in 1 academic hour. Just a year - 68 hours.

The most suitable form for the implementation of this program is a mug form.

The composition of the participants is not more than 20 people.

The process of implementing the program provides 2 levels of learning.

I Step - 5-6 Class - Basic Level.

Stage II - 7-9 Class - Main Level

The program provides for a combination of both group and individual classes, meetings with interesting people, if possible, visit the house of culture, museums and other cultural institutions; Joint work teacher, parents and children.

The main form of educational work with children: Music and training classes, during which systematic, purposeful and comprehensive education and formation of musical and dance abilities of each child are carried out.

Classes include alternation of various activities: listening to music, training exercises, dance elements and movements. Conversations conducted in classes correspond to the age and degree of development of children. In these classes, children receive information about choreographic art, its development history and traditions.

Educational material for classes is extensive, its main content is exercises for the development of motor qualities and exercises of a training character. This is due to the fact that one of the tasks of work is the development and improvement of dance abilities, skills and skills.

The theoretical part of each section contains a list of knowledge obtained in the learning process: knowledge of music certificate and expressive dance language, knowledge of the characteristic features and history of dance of various eras and peoples, knowledge of musical etiquette. The practical part includes a list of skills and skills: exercises, movements, dances.

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Municipal General Education

secondary school №4

"Choreography for cadet classes"

designed in 2012

for students of grades 5-9 (from 10 to 15 years)

Term of implementation - 2 years

under the discipline "choreography"

Lesogorsk - 2012

Explanatory note

Among the many forms of artistic education of the younger generation, choreography occupies a special place. Dance classes not only learn to understand and create beautiful, they develop figurative thinking and fantasy, give harmonious plastic development.

Meanwhile, choreography, like no other art, has enormous opportunities for the full aesthetic improvement of the child, for its harmonious spiritual and physical development. The dance is the richest source of the aesthetic impressions of the child, forms his artistic "I" as an integral part of the instrument of "society, through which it involves the most intimate and the most personal sides of our creature in a social life." Choreography, choreographic art (from Dr.-Greek. Χορεία - dance, dance and γράφω - I write) - dance art in general, in all its varieties.

Dance - the form of choreographic art, in which the means of creating an artistic image are the movements and positions of the human body.

The syncreticity of dance art involves the development of the feeling of rhythm, the ability to hear and understand the music, coordinate with it their movements, at the same time develop and train the muscle strength of the body and legs, plastic, grace and expressiveness. Choreography classes give a physical activity equal to a combination of several sports. Movement used in choreography, long-term selection, have a positive impact on the health of children.

The development of modern society is so rapid that adolescents pay attention to the environment of them, responding to the relationship of society emotionally. Showing his bright emotions in dance, children receive energy charges in their speeches in front of their relatives and people close to them.

The choreography has enormous opportunities for the full aesthetic cultivation of the child, for its harmonious spiritual and physical development. Classes of dance form the right posture, instill the foundations of etiquette and competent behavior in society, give an idea of \u200b\u200bacting skills. The dance is of great importance as a means of upbringing a national self-consciousness. Getting information about dancing of different peoples and various eras is necessary, because Every people have their own, only inherent dancing, in which his soul reflects, his story, his customs and character. Dance material is given in elements and movements, learned according to the rules of the school of classical, folk and ball dance. An indicator of dance culture is the emotional perception of choreographic art, the ability to independently assess the choreographic work, musicality and expressiveness, nobility of the manner of execution, understanding the expressiveness of individual elements, a sense of partnership and mutual assistance.

Novelty program

This educational program was written on the basis of the analysis of state programs for extracurricular institutions and general education schools: "Mastery of Historical and Dance Dance" Moscow 2005, "Balling Dance" Storoborova S. G. 1996. et al. All listed programs have their value, but their content is brief, compressed or vice versa, provides for more in-depth study, which does not comply with the conditions of the mass school. This program presents a special, wider integrated approach to the realization of the purpose and objectives of training, the section of choreographic training has been increased.Students seize the skills of the fundamental principle of synthetic dance art, including detailed pre-working with the musical material. The presented program "Choreography for Cadet Class" is the author's and developed for students of grades 5-9 of the secondary school at the age of 10-15 years, taking into account their age capabilities and abilities.

Relevance

This program is relevant due to the fact that the modernization of Russian education provides for the widespread extension in the general education school on choreography in the form of additional training. Ballroom dances are necessarily entering an educational program for cadet classes.

Historical and domestic and ballroom dancing play an important role in raising children. This is due to the polyhedral of ball dance, which combines the means of musical, plastic, sports, physical, ethical and artistic - aesthetic development and education.

Our school passes an annual, already traditional "Cadet Ball", where children are actively involved and with great enthusiasm trying to convey the beauty of dance, his style and era. One of the tasks of the program is to prepare children to the "Cadet Ball".

Pedagogical feasibility of the program

In class "Choreography for Cadet Class" program, mass training is based on the basics of ball choreography. This will certainly help the pedagogical team in organizing an educational process of an educational institution, for example, in the preparation of school and out-of-school events. At the same time, students who studied ballroom dance will subsequently become carriers and propagandists of the national and world balloor choreography.

The development of the program is not limited to the competitive ballroom dancing, since all the dances included in the concept of "ball choreography" have equal rights in the educational process, and insist on the priority of one type of ball choreography (classical, national characteristic, household, sports and Dr.) is incorrect. The development of the types of dances offered by the program is aimed at the awakening of schoolchildren of interest and respect for the national culture and art of other nations.

The program is drawn up taking into account the planning of educational work in the cadet classes, which provides for weekly choreography classes. Students already have choreography skills, therefore only produced activities and educational work are included in the program.

The purpose of the program - Formation of the personality of a schoolboy, the ideological and moral orientation of his consciousness against choreographic culture.

Tasks:

Give children an idea of \u200b\u200bthe general laws of reflection of reality in choreographic art;

Use specific dance art tools to harmonize student development, expanding the framework of cultural and historical education of children;

Use the ethical features of the dance to educate morality, discipline, sense of duty, collectivism, organization;

Teach dance etiquette and form the ability to endure the culture of behavior and communication in dance for interpersonal communication in everyday life;

Ensure emotional unloading of students, raise the culture of emotions;

To ensure the formation and preservation of the correct posture of the child, the strengthening of the muscular corset with the means of ballroom dancing, to bring up the culture of movement.

During the year, it should be stimulated to study the training of ballroom dance. To do this, it is advisable to inform dance duets about their ranking in class, school, city, republic. The role of the informant can be successfully carried out by wall newspaper, photo stakes, brochures, booklets, etc. A good tradition is to reward at the end of each school year of dance couples on various nominations (the most efficient steam; the most technical pair; the most charming couple, etc.) with a subsequent concert or competition with the participation of all classes.

The origins of ballroom dance - in mass social dances. Social dances are divided into two groups: duet and linear (executed by dancers one by one, standing in line). These dance groups are also material for conducting training competitions and preparation of concert numbers.

In the process of implementing the program, it is necessary to introduce students to visit the concerts of the best choreographic teams working in other choreography genres.

A distinctive feature Programs is the complexity of an approach when implementing educational and educational tasks involving primarily the developing orientation of the program. This complexity is based on the followingprinciples:

The principle of consciousness and activity provides consciousness in relation to classes, the formation of interest in mastering dance movements and meaningful attitude towards them, education of the ability to self-assess their actions and to their appropriate analysis;

The principle of visibility helps to create an idea of \u200b\u200bthe pace, rhythm, amplitude of movements; increases interest in the deeper and durable absorption of dance movements;

The principle of accessibility requires setting to students of the tasks corresponding to their forces, gradually increasing the difficulty of the developed educational material on the didactic rule: from the known to unknown, from the easiest to difficult, from simple to complex;

The principle of systematic involves the continuity of the process of formation of dance skills, alternation of work and recreation to maintain the performance and activity of students, a certain sequence of solving dance and creative tasks;

The principle of humanity in educational work (unconditional faith in a good start, laid in the nature of each child, lack of pressure on the will of the child; deep knowledge and understanding of the physical, emotional and intellectual needs of children; creating conditions for maximum disclosure of individuality of each child, his self-realization and self-affirmation) ;

The principle of democratism is based on the recognition of equal rights and duties of adults and the child, on the creation of an emotionally comfortable climate in a social environment.

The program highlighted the followingdirections:

Development of the physical abilities of children;

Acquisition of dance and rhythmic skills;

Work on a dance repertoire;

Music and theoretical preparation;

Theoretical and analytical work;

Concertian activities.

Methods of control and management of the educational process -this is the observation of the teacher in the course of classes, analysis of the preparation and participation of pupils of the choreographic circle in school events, an assessment of viewers, members of the jury, analysis of the results of speeches at various events, contests; open classes for parents; performances on thematic holidays; organization and holding of contests; Participation of couples in competitive programs of different levels.

Knowledge, skills and skills obtained in classes must be subjected to pedagogical control in order to identify the quality of knowledge learned by children under the training program.

Forms of pedagogical control are the final classes once every year, open lessons, performances, contests, who also contribute to maintaining interest in work, target children to achieve a positive result. In the informative part of the classes, the initiative and creative composition of dance combinations of students shown by them during the lesson, analyzing their speeches and finding the proposed problem situations.

Assessing the result of practical work, namely the speeches of students, rely on such criteria: the qualitative execution of dance etudes and dances, the overall aesthetic type of performance, creative finds and independence of the compound combinations.

To make sure the strength of knowledge and skills, the effectiveness of training under this educational program is monitored:

Entrance - pedagogical observation, interviewing with children and parents, conversation with an educator (or teacher - a class teacher);

Intermediate - indicative performances, participation in concerts and competitions;

The final is a creative report in the form of a control lesson or concert.

When analyzing the level of learning of the program material, the teacher uses cards of achievements of students, where the assimilation of the software and the development of other qualities of the child is determined by three levels:

Maximum - the software material is learned by the student completely, the pupil has high achievements (winner of international, all-Russian, regional, district competitions);

Medium - the assimilation of the program in full, in the presence of insignificant errors (participates in views, competitions at the level of children's creativity, village, school);

The minimum is the assimilation of the program in an incomplete amount, makes significant errors in theoretical and practical tasks (participates in competitions at the team level).

Takes and methods for organizing the educational process:

Methods of visual perception - contribute to a more rapid, deep and durable learning program of the course of study, increase interest in the studied exercises. These methods include: showing exercises, demonstrating posters, drawings, video recordings, listening to the rhythm and the tempo of movements, music that helps to fix the muscular feeling and memorizing movements in connection with the sound of musical passages. All this contributes to the upbringing of musical memory, the formation of the motor skill, fixes the habit of moving rhythmically.

Practical methods are based on the active activities of the students themselves. This is a method of holistic development of exercises, stepped and gaming methods.

The method of holistic exploration of exercises and movements is explained by the relative availability of exercises. However, the use of this method involves the presence of a motor base obtained earlier. This database includes motor elements and bundles, allowing more complex movements based on them.

The stepped method is widely used to master the most different exercises and dance movements. Almost every exercise can be suspended to clarify the motor movement, improving the expressiveness of movement, etc. This method can also be used when studying complex movements.

The game method is used when carrying out musically rhythmic games. This method is based on elements of rivalry of students among themselves and increasing the responsibility of each for achieving a certain result. Such conditions increase the emotionality of learning.

These teaching methods in practice can be complemented by various techniques of pedagogical impact on students.

The program is designed for 2 years of study.

Classes 2 times a week in 1 academic hour. Just a year - 68 hours.

The most suitable form for the implementation of this program is a mug form.

The composition of the participants is not more than 20 people.

The process of implementing the program provides 2 levels of learning.

I Step - 5-6 Class - Basic Level.

Stage II - 7-9 Class - Main Level

The program provides a combination of both group and individual exercises,

meetings with interesting people, if possible - visits to the house of culture, museums and other cultural institutions; Joint work teacher, parents and children.

Expected program implementation results

As a result of the implementation of the "Choreography for Cadet Class" program, students should know:

Special vocabulary;

Position of classic dance;

Main types of ballroom dancing;

Basic shapes of ballroom dancing.

Students should be able to:

Accurately and expressively perform the main movements of ballroom dance;

Artistically move to the music;

Create compositions from basic figures.

In the process of occupying ballroom dancing, the following concepts of music certificates should be mastered: Music - rhythmic and emotional dance basis. Communication of music and motor reactions of the human body. Music genres: song, dance, march. Sound as the smallest building element of musical speech. Musical sound and its main properties: height, strength, timbre and duration. Music phrase, offer and topic. Dismemberment and connected musical speech. Melodic pattern. Dynamics as one of the most important means of expressiveness in dance music, "dynamic rhythm". Melody and accompaniment. Compliance with plastics with melody in some dancing or with rhythm in others. Single and duplex forms. Concept of meter (musical size). Two-three and four-dollar meters are the main musical dimensions of dance music. Duration: 1/2, 1/4, 1/8, 1/16; Strong and weak shares. Uctat Syncope. Temp, rhythm, rhythmic pattern. Legato, Stakkato. Tooling (orchestration), arrangement. The dependence of the plastics studied dances from the melody, rhythm and the tempo of the music. Music theme and artistic image.

Subject	Number of hours
Subject	1 step	2 steps
Introduction
Fundamentals of dance Padegras.
Basics of dance Polonaise
Basics of samba dance
Basics of Tanza Cha C-cha
Basics of dance jiva
Basics of dance tango
Basics of dance slow waltz
Basics of dance Vienna Waltz
Final diagnosis

Introduction

Topic: Introduction:

Questioning of children.

Topic: Safety:

Topic: Initial Diagnostics:

2. Basics of Padegras dance.

Topic: Exploring the basics of dance:

The main step along the dance line;

The main step to the side.

Setting the simplified version of Padegras dance.

3. Basics of dance polonaise.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

The main movement forward;

- "Coming";

Balance forward.

Topic: Putting the dance composition:

Setting a simplified version of the dance Polonaise.

5. Basics of Tanza Cha-Cha-cha.

Topic: Subject: Musical Basics:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Weight transfer from foot to foot, bending your knee back, making the fuzz of eight;

Open Shasse Left - right (Timestep);

The main movement without turning and turning to the left;

- "Receipt";

Hand to hand;

Full turn right and left;

Locke Shasse forward and backward;

Rond Shasse;

Hip Twist Shasse.

Topic: Putting the dance composition:

Staging a simplified version of Cha-Cha-cha.

9. Dance Vienna Waltz.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Right detailed square;

Left expanded square with fixing;

Changes with P.N. and with L.N;

- "CONSTANDE" from the left in the right "flex";

Right turn;

Left turn.

Topic: Putting the dance composition:

Dance is a Vienna Waltz.

10. Final diagnosis.

Topic: Reporting Concert:

Introduction

Topic: Introduction:

Questioning of children.

Topic: Safety:

Safety Instructions.

Topic: Initial Diagnostics:

Detection of the level of Zun, who have children.

2. Basics of Padegras dance.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

3. Basics of dance polonaise.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Termination of the main dance movements.

4. Basics of samba dance.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Small squats on 1 and 2 blows, after lifting on "and" legs together;

The main movement with the right and left legs;

Television to the right and left;

Running in place with right and left legs;

Samba move one by one;

Promenade stroke in pairs;

Jaca Court with P.N. Forward and with L.N. back;

Progressive bot foam and back;

Volta right and left.

Topic: Putting the dance composition:

Stopping a simplified samba dance version.

5. Basics of Tanza Cha-Cha-cha.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Termination of the main dance movements.

6. Basics of Jive dance.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Open Shasse right and left;

Open Shasse back and forth;

The same making instead of Shasse Locke;

Two chassis ahead - two chassis back;

Ball Chandge;

Svivly with a sock on the heel, holding the support;

- "Rock with LN, with Mon".

- "Promenade Room".

- "Promenade ending".

- "Right Twist Turning."

- "Mini Favstep".

- Fayballstep.

- "Left turn in a progressive side step."

Topic: Putting the dance composition:

Stopping a simplified version of the dance jive.

7. Basics of tango dance.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Move forward in a small circle, turning to the left;

- "Left Square" (Cort forward and backward);

- "Big Left Square";

- "Left deployed square";

- "left open expanded square";

- "Left deployed square back";

- "Left open expanded square back";

- "Rock" (swaying forward and backward).

- "Progressive side step."

- "move."

- "Rock turn."

- "Corte back."

- "Progressive link."

- "Closed Promenade".

- "The main left turn."

- "Open Promenade".

- "Forstp".

Form Stug;

Topic: Putting the dance composition:

Tango dance formulation.

8. Slow Waltz:

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Standing in the sixth position, go down and climb;

Step forward with the right leg, tightening the left foot, step back from the left leg, pulling up the right leg (dropping to 1, rising by 2.3, at the end - decline);

The same with the left leg;

Step to the side with the right leg, pulling up the left foot, with lowering and lifting;

Same with L.N.;

- "Right Square";

- "Left Square";

- "Big Right Square";

- "Big Left Square."

9. Dance Vienna Waltz.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Termination of the main dance movements.

10. Final diagnosis.

Topic: Control session: - Writing the Zun children.

Topic: Reporting Concert:

Demonstration of studied dance compositions.

In connection with the objectives and objectives set for this academic year, as well as with the nature of creative events and competitions, the content of thematic planning can be modified.

Calendar - thematic plan

No. N \\ P	Section	Subject	Number of hours
			1 step			2 steps
			theory	practice	total		theory	practice	total
	Introduction	Introductory occupation. Briefing on TB. Initial diagnosis
	Fundamentals of dance Padegras.	Studying the basics of dance
	Basics of dance Polonaise	Basics of musical literacy Orientation in space Studying the basics of dance Setting the dance composition
	Basics of samba dance	Basics of musical literacy Orientation in space Studying the basics of dance Setting the dance composition
	Basics of Tanza Cha C-cha	Basics of musical literacy Orientation in space Studying the basics of dance Setting the dance composition
	Basics of dance jiva	Basics of musical literacy Orientation in space Studying the basics of dance Setting the dance composition
	Basics of dance tango	Basics of musical literacy Orientation in space Studying the basics of dance Setting the dance composition
	Basics of dance slow waltz	Basics of musical literacy Orientation in space Studying the basics of dance Setting the dance composition
	Basics of dance Vienna Waltz	Basics of musical literacy Orientation in space Studying the basics of dance Staging a dance composition.
	Final diagnosis	Control exercise Reporting concert
	TOTAL:

Control - methodical support

Classes:

Classes can take place with the whole team, according to subgroups, individually.

Forms:

Conversation which outlines theoretical information that is illustrated by poetic and musical examples, visual benefits, presentations, video materials.

Practical lessons,where children are mastering the musical literacy, learning the basic elements of the dance composition.

Study, rehearsal -concert numbers are being worked out, the acting abilities of children are developing.

Final lessonThe final topic is a concert occupation. It is conducted for children themselves, teachers, guests.

Exit lesson -visiting exhibitions, museums, concerts, holidays, competitions, festivals.

In class solo executionthe following learning methods are used:

- visual hearing;

- vividly visual;

- reproductive;

One of the leading techniques for teaching children's dances is a demonstration of the teacher's manner of execution.

Each occupation is built according to the scheme:

- Parter's gymnastics;

- Exercise in the middle;

- learning new elements and combinations;

- repetition of the material passed;

- Analysis of classes;

- Task for the house.

Concertian activities

The repertoire is selected taking into account the age characteristics of the participants of the mug and their abilities.

The concert activity plan is drawn up for the year, taking into account traditional school holidays, the most important events of the current year. Without the help of the teacher, children act with a continued repertoire on their class holidays, parental meetings.

Creative report It is held once at the end of the school year and provides for:

presentation of photos and video from speeches;
summing up the activities of each student, awarding the most successful and efficient;
the final reflection "What I learned for the year";
speech on graduation ball.

The reporting concert is the final result of the work year. Be sure to perform all children, all the best is fulfilled, which is accumulated in the year. The main task of the teacher is to educate the necessary quality in the process of concert activity, to interest, captivate children with collective creativity.

Rehearsal held before performances in a planned manner. This work on rhythm, dynamics is polished by the performing manner of each artist.

Technical equipment of classes

1. Availability of a special office (assembly hall).

2. The presence of the rehearsal hall (scene).

3. Music center, computer.

4. Record phonograms in "+" and "- ».

5. Electric device.

6. Mirror.

7. Record audio, video, CD format, MP3.

8. Records of speeches, concerts.

References for teachers

Alfonso, P. K. Art Dance Flamenco / P. K. Alfonso. - M.: Art, 1984.
Ballroom dancing / Ed. M. Zhilamen. - Riga, 1954.
Baryshnikova, because Alphabet choreography / T.K.Baryshnikova. - St. Petersburg., 1996.
Beckin S. I. et al. "Music and Movement", M., 2000
Bottomer W. "Learning to dance", "Eksmo-Press", 2002
Bottomer, B. "Dance Lessons" / B. Bottomer. - M.: Eksmo, 2003.
Govard "Technique of European Ballroom Dance", "Artis", M. 2003
Dinnitz E. V. "Jazz Dances", LLC "AST Publishing House", 2004
Kaul N. "How to learn to dance. Sports ballroom dancing. " Rostov - Donu, "Phoenix", 2004
Knorova E.V. Dance circles for senior schoolchildren / E. V. Knorova, V. N. Svetinskaya - M.: Academy of Ped. Sciences, 1958.
Lard U. "Technique of Latin American Ballroom Dance", "Artis", M. 2003
Mikhailova M. A. Dancing, games, exercises for the beautiful movement / M. A. Mikhailova, E. V. Voronina. - Yaroslavl, 2000.
Revised European Dance Technology / Per. from English and ed. Yu. Pina - St. Petersburg., 1993.
Revised Latin American Dance Technique / Per. from English and ed. Yu. Pina - St. Petersburg., 1993.
Podalusy I. P. "Pedagogy: in 2 kN", "Vlados", 2003
Rean A. A. and others. "Psychology and Pedagogy", "Peter", 2004

References for children

1. Brailovskaya L. V. "Tutorial for Dance: Waltz, Tango, Samba, Jiv." Rostov -n - Don, "Phoenix", 2003

2. Ermakov D. A. "Dancing on Bals and prom", LLC "Publisher AST", 2004

3. Ermakov D. A. "From Fockey to Quixsepa", LLC "AST Publishing House", 2004

4. Yermakov D. A. "In Waltz Vortex", LLC "AST Publishing House", 2003

5. Rubestein N. "Psychology of dance sports or what you need to know to become the first", M., 2000

Explanatory note

Meanwhile, choreography, like no other art, has enormous opportunities for the full aesthetic improvement of the child, for its harmonious spiritual and physical development. The dance is the richest source of aesthetic impressions of the child, forms his artistic "I" as an integral part of the instrument of "society, through which it involves the most intimate and the most personal parties of our creature in a social life circle.

Dance - the form of choreographic art, in which the means of creating an artistic image are the movements and positions of the human body.

Relevance

The school passes an annual, already traditional "Cadet Ball", where children are actively involved and with great enthusiasm trying to convey the beauty of dance, his style and era. One of the tasks of the program is to prepare children to the "Cadet Ball".

Pedagogical feasibility of the program

The purpose of the program - Formation of the personality of a schoolboy, the ideological and moral orientation of his consciousness against choreographic culture.

Tasks:

Give children an idea of \u200b\u200bthe general laws of reflection of reality in choreographic art;

Use specific dance art tools to harmonize student development, expanding the framework of cultural and historical education of children;

Use the ethical features of the dance to educate morality, discipline, sense of duty, collectivism, organization;

Teach dance etiquette and form the ability to endure the culture of behavior and communication in dance for interpersonal communication in everyday life;

Ensure emotional unloading of students, raise the culture of emotions;

To ensure the formation and preservation of the correct posture of the child, the strengthening of the muscular corset with the means of ballroom dancing, to bring up the culture of movement.

A distinctive feature Programs is the complexity of an approach when implementing educational and educational tasks involving primarily the developing orientation of the program. This complexity is based on the followingprinciples:

The principle of visibility helps to create an idea of \u200b\u200bthe pace, rhythm, amplitude of movements; increases interest in the deeper and durable absorption of dance movements;

The principle of democratism is based on the recognition of equal rights and duties of adults and the child, on the creation of an emotionally comfortable climate in a social environment.

The program highlighted the followingdirections:

Development of the physical abilities of children;

Acquisition of dance and rhythmic skills;

Work on a dance repertoire;

Music and theoretical preparation;

Theoretical and analytical work;

Concertian activities.

Methods of control and management of the educational process. Observation of the teacher in the course of classes, analysis of the preparation and participation of pupils of the choreographic circle in school events, assessment of viewers, jury members, analysis of the results of speeches at various events, competitions;open classes for parents; performances on thematic holidays; organization and holding of contests; Participation of couples in competitive programs of different levels.

Knowledge, skills and skills obtained in classes must be subjected to pedagogical control in order to identify the quality of knowledge learned by children under the training program.

Forms of pedagogical control are the final classes once every year, open lessons, performances, contests, who also contribute to maintaining interest in work, target children to achieve a positive result. In the informative part of the classes, the initiative and creative composition of dance combinations of students shown by them during the lesson, analyzing their speeches and finding the proposed problem situations.

To make sure the strength of knowledge and skills, the effectiveness of training under this educational program is monitored:

Entrance - pedagogical observation, interviewing with children and parents, conversation with an educator (or teacher - a class teacher);

Intermediate - indicative performances, participation in concerts and competitions;

The final is a creative report in the form of a control lesson or concert.

When analyzing the learning level of software, teachers use teacherscards of achievements of studentswhere the learning of the software and the development of other qualities of the child is determined by three levels:

Maximum -the software material is learned by the student fully, the pupil has high achievements (winner of international, all-Russian, regional, district competitions);

Middle - The assimilation of the program in full, in the presence of insignificant errors (participates in views, competitions at the level of children's creativity, village, school);

Minimum - The assimilation of the program in incomplete volume, makes significant errors in theoretical and practical tasks (participates in contests at the team level).

Takes and methods for organizing the educational process:

Practical methods are based on the active activities of the students themselves. This is a method of holistic development of exercises, stepped and gaming methods.

These teaching methods in practice can be complemented by various techniques of pedagogical impact on students.

The program is designed for 2 years of study.

Classes 2 times a week in 1 academic hour. Just a year - 68 hours.

The most suitable form for the implementation of this program is a mug form.

The composition of the participants is 14 - 16 people.

The process of implementing the program provides 2 levels of learning.

I. Stage - 5-6 Class - Basic level.

II. Step - 7-9 Class - Main Level

The content of classes is aimed at ensuring the versatile training of students on the basis of the requirements of choreographic and musical disciplines.

Expected program implementation results

As a result of the implementation of the "Choreography for Cadet Class" program, students should know:

Position of classic dance;

Main types of ballroom dancing;

Basic shapes of ballroom dancing.

Students should be able to:

Accurately and expressively perform the main movements of ballroom dance;

Artistically move to the music;

Create compositions from basic figures.

In the process of occupying ballroom dancing, the following concepts of music certificates should be mastered: Music - rhythmic and emotional dance basis. Communication of music and motor reactions of the human body. Music genres: song, dance, march. Sound as the smallest building element of musical speech. Musical sound and its main properties: height, strength, timbre and duration. Music phrase, offer and topic. Dismemberment and connected musical speech. Melodic pattern. Dynamics as one of the most important means of expressiveness in dance music, "dynamic rhythm". Melody and accompaniment. Compliance with plastics with melody in some dancing or with rhythm in others. The dependence of the plastics studied dances from the melody, rhythm and the tempo of the music. Music theme and artistic image.

Contents of the program

The content of the first stage program

Introduction

Topic: Introduction:

Questioning of children.

Topic: Safety:

Topic: Initial Diagnostics:

2. March. Rebuildings.

Topic: Studying the foundations of the march:

The main step in place;

3. Basics of Padegras dance.

Topic: Basics of musical literacy:

Topic: Orientation in space:

Topic: Exploring the basics of dance:

The main step along the dance line;

The main step to the side.

Topic: Putting the dance composition:

Setting the simplified version of Padegras dance.

4. Basics of dance polonais.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

The main movement forward;

- "Coming";

Balance forward.

Topic: Putting the dance composition:

Setting a simplified version of the dance Polonaise.

5. Basics of Tanza Cha-Cha-cha.

Topic: Subject: Musical Basics:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Weight transfer from foot to foot, bending your knee back, making the fuzz of eight;

Open Shasse Left - right (Timestep);

The main movement without turning and turning to the left;

- "Receipt";

Hand to hand;

Full turn right and left;

Locke Shasse forward and backward;

Rond Shasse;

Hip Twist Shasse.

Topic: Putting the dance composition:

Staging a simplified version of Cha-Cha-cha.

9. Dance Vienna Waltz.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Right detailed square;

Left expanded square with fixing;

Changes with P.N. and with L.N;

- "CONSTANDE" from the left in the right "flex";

Right turn;

Left turn.

Topic: Putting the dance composition:

Dance is a Vienna Waltz.

10. Final diagnosis.

Topic: Reporting Concert:

Contents of the second stage

Introduction

Topic: Introduction:

Questioning of children.

Topic: Safety:

Safety Instructions.

Topic: Initial Diagnostics:

Detection of the level of Zun, who have children.

2. March. Rebuildings.

Topic: Basics of musical literacy:

Music and rhythmic characteristics of the march.

Topic: Orientation in space:

Acquaintance with the directions of movements.

Topic: Studying the foundations of the march:

The main step in place;

The main step along the dance line;

The main step in rebuildings.

Topic: Putting the dance composition:

Stopping a simplified option of rebuildings.

3. Basics of Padegras dance.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

4. Basics of dance polonais.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Termination of the main dance movements.

5. Basics of samba dance.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Small squats on 1 and 2 blows, after lifting on "and" legs together;

The main movement with the right and left legs;

Television to the right and left;

Running in place with right and left legs;

Samba move one by one;

Promenade stroke in pairs;

Jaca Court with P.N. Forward and with L.N. back;

Progressive bot foam and back;

Volta right and left.

Topic: Putting the dance composition:

Stopping a simplified samba dance version.

6. Fundamentals of Cha-Cha-chara dance.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Termination of the main dance movements.

7. Basics of tango dance.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Move forward in a small circle, turning to the left;

- "Left Square" (Cort forward and backward);

- "Big Left Square";

- "Left deployed square";

- "left open expanded square";

- "Left deployed square back";

- "Left open expanded square back";

- "Rock" (swaying forward and backward).

- "Progressive side step."

- "move."

- "Rock turn."

- "Corte back."

- "Progressive link."

- "Closed Promenade".

- "The main left turn."

- "Open Promenade".

- "Forstp".

Form Stug;

Topic: Putting the dance composition:

Tango dance formulation.

8. Slow Waltz:

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Orientation in space:

Acquaintance with the directions of movements in dance.

Topic: Exploring the basics of dance:

Standing in the sixth position, go down and climb;

Step forward with the right leg, tightening the left foot, step back from the left leg, pulling up the right leg (dropping to 1, rising by 2.3, at the end - decline);

The same with the left leg;

Step to the side with the right leg, pulling up the left foot, with lowering and lifting;

Same with L.N.;

- "Right Square";

- "Left Square";

- "Big Right Square";

- "Big Left Square."

9. Dance Vienna Waltz.

Topic: Basics of musical literacy:

Music and rhythmic characteristic of dance.

Topic: Termination of the main dance movements.

10. Final diagnosis.

Topic: Control session: - Writing the Zun children.

Topic: Reporting Concert:

Demonstration of studied dance compositions.

In connection with the objectives and objectives set for this academic year, as well as with the nature of creative events and competitions, the content of thematic planning can be modified.

Calendar - thematic plan

p \\ P.

Section

Subject

Number of hours

1 step

2 steps

theory

practice

total

theory

practice

total

Introduction

Introductory occupation. Briefing on TB.

Initial diagnosis

March. Rebuildings.

Studying the basics of dance

Fundamentals of dance Padegras.

Basics of musical literacy

Orientation in space

Studying the basics of dance

Setting the dance composition

Basics of dance Polonaise

Basics of musical literacy

Orientation in space

Studying the basics of dance

Setting the dance composition

Basics of samba dance

Basics of musical literacy

Orientation in space

Studying the basics of dance

Setting the dance composition

Basics of Tanza Cha C-cha

Basics of musical literacy

Orientation in space

Studying the basics of dance

Setting the dance composition

Basics of dance tango

Basics of musical literacy

Orientation in space

Studying the basics of dance

Setting the dance composition

Basics of dance slow waltz

Basics of musical literacy

Orientation in space

Studying the basics of dance

Setting the dance composition

Basics of dance Vienna Waltz

Basics of musical literacy

Orientation in space

Studying the basics of dance

Staging a dance composition.

Final diagnosis

Control exercise

Reporting concert

TOTAL:

Control - methodical support

Classes:

Classes can take place with the whole team, according to subgroups, individually.

Forms:

- Conversation , which outlines theoretical information that is illustrated by poetic and musical examples, visual benefits, presentations, video materials.

- practical lessons, where children are mastering the musical literacy, learning the basic elements of the dance composition.

- Stopping, rehearsal - concert numbers are being worked out, the acting abilities of children are developing.

- Exit lesson - visiting exhibitions, museums, concerts, holidays, competitions, festivals.

One of the leading techniques for teaching children's dances is a demonstration of the teacher's manner of execution.

Each occupation is built according to the scheme:

– exercise in the middle;

– learning new elements and combinations;

– repetition of the material passed;

– analysis of classes;

– task at home.

Concertian activities

The repertoire is selected taking into account the age characteristics of the participants of the mug and their abilities.

Creative report It is held once at the end of the school year and provides for:

summing up the activities of each student, awarding the most successful and efficient;

the final reflection "What I learned for the year";

speech on graduation ball.

Rehearsal held before performances in a planned manner. This work on rhythm, dynamics is polished by the performing manner of each artist.

Technical equipment of classes

1. Availability of a special office (assembly hall).

2. The presence of the rehearsal hall (scene).

3. Music center, computer.

4. Record phonograms in "+" and "- ».

5. Electric device.

6. Mirror.

7. Record audio, video, CD format, MP3.

8. Records of speeches, concerts.

References for teachers

Alfonso, P. K. Art Dance Flamenco / P. K. Alfonso. - M.: Art, 1984.

Ballroom dancing / Ed. M. Zhilamen. - Riga, 1954.

Baryshnikova, because Alphabet choreography / T.K.Baryshnikova. - St. Petersburg., 1996.

Beckin S. I. et al. "Music and Movement", M., 2000

Bottomer W. "Learning to dance", "Eksmo-Press", 2002

Bottomer, B. "Dance Lessons" / B. Bottomer. - M.: Eksmo, 2003.

Govard "Technique of European Ballroom Dance", "Artis", M. 2003

Dinnitz E. V. "Jazz Dances", LLC "AST Publishing House", 2004

Kaul N. "How to learn to dance. Sports ballroom dancing. " Rostov - Donu, "Phoenix", 2004

Knorova E.V. Dance circles for senior schoolchildren / E. V. Knorova, V. N. Svetinskaya - M.: Academy of Ped. Sciences, 1958.

Lard U. "Technique of Latin American Ballroom Dance", "Artis", M. 2003

Mikhailova M. A. Dancing, games, exercises for the beautiful movement / M. A. Mikhailova, E. V. Voronina. - Yaroslavl, 2000.

Revised European Dance Technology / Per. from English and ed. Yu. Pina - St. Petersburg., 1993.

Revised Latin American Dance Technique / Per. from English and ed. YU. Pina. – St. Petersburg., 1993.

Podalusy I. P. "Pedagogy: in 2 kN", "Vlados", 2003

Rean A. A. and others. "Psychology and Pedagogy", "Peter", 2004

References for children

1. Brailovskaya L. V. "Tutorial for Dance: Waltz, Tango, Samba, Jiv." Rostov -n - Don, "Phoenix", 2003

2. Ermakov D. A. "Dancing on Bals and prom", LLC "Publisher AST", 2004

3. Ermakov D. A. "From Fockey to Quixsepa", LLC "AST Publishing House", 2004

4. Yermakov D. A. "In Waltz Vortex", LLC "AST Publishing House", 2003

5. Rubestein N. "Psychology of dance sports or what you need to know to become the first", M., 2000

Choreography in the Cadet Corps "Victoria" as a means of harmonizing the development of the personality of students

Especially bright samples of behavior, relationships provide us with household dances of various eras. Each historical era has its own domestic dances. The style of household choreography is largely determined by the living conditions of people, morality and etiquette of society. Household dance makes it possible to learn, "try on" the culture of relationships, the rules of behavior, the norms of morality of various layers of the society of this or that era.

Even in the era of Catherine II in the Cadet Corps, special attention was paid to the development of music and dance. In such an atmosphere, "noble youth" was brought up - the future light of the Russian officer corps was educated. In the XIX century, the ball dance in Russia occupies a strong place in the education program: Teaching is conducted in all major educational institutions, the Russian school of ball dance is finally formed and the pedagogical principles of Russian teachers are approved

Ballroom dance - One of the means of aesthetic education and upbringing the creative start in man. Like any art, the ballroom dance is able to bring deep aesthetic satisfaction.

. Purpose Classes are the formation of artistic and aesthetic, creative, performing abilities, the introduction of students to the cultural Russian traditions and achievements of global culture

Tasks:

1 . To give children an idea of \u200b\u200bthe general laws of reflection of reality in choreographic art specifically expressed in the connection of forms and lines of movements with life content, meaning, feeling and mood of music. Knowing the general, the children themselves will be able to figure out the dance material that can meet in their life practice;

2 . Use specific dance art tools to harmonize student development, expanding the framework of cultural and historical education of children: deepening and expansion by means of historical and domestic dance of cognitive opportunities for students in the field of history, geography, literature, folklore;

3 . use the ethical features of the dance to educate morality, discipline, sense of duty, collectivism, organization; teach dance etiquette and form the ability to endure the culture of behavior and communication in dance for interpersonal communication in everyday life;

4 . Increase the motion activity period in the educational process, develop the need for motor activity as the basis of a healthy lifestyle.

The pedagogical process is constructed in such a way that students acquiring knowledge, mastering the skills and skills of dance activities at the same time formized the worldview. Dance classes contribute to the aesthetic education of children, have an impact on physical development and contribute to the growth of their common culture.

For several years now in the Cadet Corps "Victoria" successfully develops the dance ensemble "In Walt's Vortex", whose head I am. I have developed a school program on choreography "Basics of Dance Art" in the system of additional education of the Cadet Corps "Victoria".

In the process of work, from the entire variety of practical material offered by different genres and directions of choreographic art, the movements of the classical, folk, modern and historical and domestic dances, most influencing the versatile development of the person and accessible to the development of children not possessing choreographic abilities.

The basis of the program was determined to study the samples of historical and household choreography. Each dance, ("Polonais", "Mazurka", "Polka", "Figure Waltz", "Pavan", "Russian lyrical", etc.), included in the program, introduces students with history and geography of its occurrence, way and customs , character and temperament of the people, who invented him. Samples of historical and domestic dance are expanding the knowledge gained in the history lessons, information about the history of costume and hairstyle, etiquette, relationship between a man and a woman.

Dance ensemble "In Waltz Vaxé" - a permanent participant of all school activities, various holidays, parental meetings: "Mother's Day", "Cadet Day", "Day of Defenders of the Fatherland", "Day of Open Doors" and others. My pupils regularly take part in City creative competitions, become winners and diploma (G. G.).

The specificity of choreographic art is determined by its multifaceted effect on a person, which is due to the nature itself of dance as a synthetic type of art. Effecting the development of the emotional personality sphere, improving the body of a person physically, raising the spiritually, choreography helps to gain confidence in their own power, gives impetus to self-improvement, to continuous development. At various stages of its development, humanity was constantly addressed to the dance as a universal means of educating the body and the soul of a person - the means of harmonizing the education of the person.

Program on Cossack choreography. Choreography in the Cadet Corps "Victoria" as a means of harmonizing the development of the personality of students

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