Educational choreography program for 1 year. Educational program in choreography

Municipal Autonomous Educational Institution

secondary school No. 66 in Yekaterinburg

Additional general education program

Talankina Tatyana Gennadievna

Yekaterinburg, 2017

Explanatory note 3

A set of basic characteristics of education (volume, content, planned results) 7

Organizational and pedagogical conditions for the implementation of the educational program 10

The curriculum of the additional general education program "Choreography" 12

Educational and thematic plan of the 1st year of study 12

Educational and thematic plan 2 years of study 13

Educational and thematic plan 3 years of study 14

Work program 15

Methodological support 24

Table tennis safety 25

Explanatory note

Additional general educational program "Choreography" (hereinafter referred to as the program) was developed in accordance with federal law"On education in Russian Federation» dated December 29, 2012 No. 273-FZ, the Procedure for organizing and implementing educational activities for additional general education programs (approved by order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008), the Federal State Educational Standard of Primary General Education (approved Order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 N 373 "On approval and implementation of the federal state educational standard of primary general education"), Decree of the Chief State Sanitary Doctor of the Russian Federation of 04.07.2014 No. 41 "On approval of SanPiN 2.4 .4.317-14 "Sanitary and epidemiological requirements for the device, content and organization of the operating mode of educational institutions of additional education for children", the Charter and other local regulations of the Municipal Budgetary Society educational institution middle secondary school No. 66 of Yekaterinburg (hereinafter - MAOU SOSH No. 66).

This program is adapted to the conditions of work within the framework of a general educational institution. The educational program in choreography is compiled on the basis of the following author's programs, legal and instructive documents:

"Historical, everyday and modern ballroom dance" compiled by Bakhto S.E., Moscow 1983.

"Education program creative personality by means of choreography "authors Narskaya T.B., Ivleva L.D., Chelyabinsk 1990.

Approximate requirements for programs of additional education for children, annex to the letter of the Department of Youth Policy, Education and Social Support for Children. Ministry of Education and Science of Russia dated 11.12.2006. No. 06-1844

Requirements for the content and design of educational programs for additional education of children, approved at a meeting of the Scientific and Methodological Council for Additional Education for Children. Ministry of Education and Science of Russia 03.06.2003

In the development and implementation of the Choreography program, there are guidelines Professor Narskaya T.B. and Professor, Candidate of Pedagogical Sciences Ivleva L.D. Chelyabinsk State Academy of Culture and Arts. In his program "Education of a creative personality by means of choreography

The art of choreography makes a certain contribution to the artistic and aesthetic education of children. Dancing classes teach the beauty and expressiveness of movements, form the correct posture, develop musicality and a sense of rhythm. Choreography provides a comprehensive educational influence on the physical and spiritual culture of man. Not every adult has modesty, politeness, a sense of proportion. Dance has a great influence on the formation of the internal culture of a person, especially a child, teaches the rules of behavior, good manners, a culture of communication between people. Dance classes help to educate the volitional qualities and character of a person.

Dance is a source of aesthetic satisfaction. A person who dances well experiences unique sensations from the freedom and ease of his movements, from the ability to control his body, he is pleased with the accuracy, beauty, plasticity with which he performs complex dance movements and steps.

In dance art, the beauty and perfection of forms are inextricably linked with the beauty of the inner content of the dance. This unity contains the power of its educational influence. With the help of classical dance, we can provide such conditions for human activity that help to reveal to the child his creative potential and moral possibilities of the individual.

Program focus"Choreography" in content is artistic and aesthetic; by functional purpose - leisure, educational and educational and general cultural; according to the form of organization - group, circle, for amateur groups, public.

Program feature consists in the fact that most of the lesson, in the first year of study, is based on parterre exercise and a separate stage movement block is also provided, in which blocks are located according to the years of study: acting and creative activity.

Relevance of the program due to the fact that at present, special attention is paid to culture, art and introducing children to a healthy lifestyle, to universal values. Strengthening mental and physical health. Obtaining a general aesthetic, moral and physical development.

Pedagogical expediency the program is explained by the basic principles on which the entire program is based, this is the principle of the relationship of learning and development; the principle of the relationship of aesthetic education with choreographic and physical training, which contributes to the development of children's creative activity, gives children the opportunity to participate in staging and concert activities. Aesthetic education helps the formation of the basic qualities of a person: activity, independence, diligence. The program material is aimed at the development of the child, at introducing him to a healthy lifestyle as a result of versatile education (development of various movements, muscle strengthening; children's understanding of the connection between the beauty of movements and the correct performance of physical exercises, etc.).

Program goal:

Teach children the basics of choreography.

Develop dance skills.

Tasks:

To form dance knowledge, skills and abilities on the basis of mastering and mastering the program material.

To teach expressiveness and plasticity of movements.

To form a figure, dexterity, endurance and physical strength.

To give children the opportunity to independently fantasize and develop new dance movements and plots.

Tasks of the 1st year of study:

Mastering parterre exercise: increase the flexibility of the joints, improve the plasticity of the muscles of the ligaments, increase muscle strength.

Cultivate a sense of collectivism, the ability for productive creative communication.

To develop the eversion of the legs, the dance step, the correct posture, the setting of the body, the precise coordination of movements.

Tasks of the 2nd year of study:

To form dance knowledge and skills.

To master a more fluent possession of the body, movements of the head and especially hands, plasticity and expressiveness

Develop flexibility.

Tasks of the 3rd year of study:

To teach children to experience, think, remember and evaluate the culture of their movements.

Perform movements while maintaining dance posture, selectivity, master the movements of the foot.

Develop musical taste and love for the art of dance.

Distinctive features of this educational program from those already existing in this area lies in the fact that the group of the third year of study independently work in staging the dance.

When creating creative or problem situations, the method of modeling “adult relationships” by children is widely used. As you know, children are very fond of playing "adults". And the knowledge of the material and spiritual world they mainly occurs through imitative games. The topics of creative classes are determined by the specifics of choreographic education:

"I'm a dance teacher"

"I am a choreographer"

Creative situations are played out both in individual and in collective work.

The method of teaching in circles is based on the school of vocational choreographic training. The child must not only competently and convincingly solve each of the creative tasks that arise in the course of his work, but also be aware of the very logic of their following. Therefore, an important method of teaching dance is to explain to the child the sequence of actions in staged work.

The passage of each new topic involves a constant repetition of the topics covered, the appeal to which practice dictates. Methods such as “return to the past”, “playing adults” add volume to the linear and sequential mastering of the material in this program.

A set of basic characteristics of education
(volume, content, planned results)

The structure of the program is a stepped (spiral) in which the educational material is presented in such a way that each “step” is based on the material covered and itself serves as the basis for a further “step” according to the principle from simple to complex.

Children form into groups according to age characteristics:

The younger group is 7-9 years old. The number of students is 15 people. Classes are held 3 times a week. The duration of one lesson is 2 hours

The average group is 10-13 years old. The number of students is 15 people. Classes are held 3 times a week. The duration of one lesson is 2 hours.

The senior group is 14-17 years old. The number of students is 15 people. Classes are held 3 times a week. The duration of one lesson is 2 hours

Implementation timeline educational program for three years. Particular attention is paid to children of the younger group. Emphasis is placed on parterre exercise. In the first year of classes, the teacher needs to show special sensitivity and attention to the children, to interest them in the art of choreography and understanding the need for labor to master the basics of dance activity. The second stage of training is connected with the acceleration of the pace. The third stage - with the complication of the course and the improvement of the studied.

Groups of forms of organization of education: by the number of children - group; according to the peculiarities of the communicative interaction of the teacher and children - a workshop, competitions, festivals, reporting concerts; for the didactic purpose - an introductory lesson, to deepen knowledge, a practical lesson, to control knowledge, skills, combined forms of classes.

The main content of the cycle of classes is designed for three stages, the content and tasks of each of them are interconnected, the stages correspond to the groups of the initial level of education, and from stage to stage there is a complication. The program contains a minimum of training exercises and dance movements - the ABC of classical, folk stage and pop dance, which contributes to the harmonious development of students' dance abilities a. Theoretical information on musical literacy is given directly in the course of the lesson and in the course of work on productions. The program is given by years of study, during which students should acquire a certain minimum of knowledge, skills, and information on choreography.

At each stage of training, material is given in the main four sections:

ABC musical movement;

elements of classical dance;

elements of pop dance.

additional stage of training:

1) creative activity;

2) acting skills.

The program is divided into separate thematic hours, but due to the specifics of classes in the choreographic circle, their boundaries are somewhat smoothed out: elements of classical, pop and folk dance can be studied in one lesson. The work is structured in such a way as not to violate the integral pedagogical process, taking into account the training goals, the tasks of aesthetic education and the specific perspectives of the team.

Teaching the ABC of musical movement, classical, folk, pop dance is based on a professional methodology, without which students will not be able to acquire the necessary skills.

The first section includes collectively - ordinal and rhythmic exercises aimed at the musical and rhythmic development of students. In the first year of training, they are built on a step and run in various patterns, orienting children in space and time, developing musicality. In the future, rhythmic education occurs directly on the elements of dance movements.

The second section includes elements of classical and pop dance and exercises that prepare students for more complex movements and physical activity. They strengthen the muscles of the back, arms, legs, form posture, and contribute to the development of coordination of movements.

Physically healthy children aged 7-8 years are accepted into the choreographic circle. As they progress through the program, they are grouped into age groups.

Practice mode. Classes in each group, as a rule, are held 2 times a week. The duration of classes with younger students is 1 academic hour. In the second year of study 2 hours 2 times a week. On the third for 2 hours 3 times a week.

By the end of their first year, students should be able to:

How to walk to the beat of the music while maintaining a good posture.

Have the skill of a light step from toe to heel.

Buy plastic.

Know the positions of the legs and arms of classical dance.

Know the rules for setting the legs at the machine (with an eversion support).

Know the position of the legs, sur lek y de pied - “conditional”, “girth”. Know the difference between a circular motion and a straight one (using the example of tandyu and ron de jamb par ter).

To be able to time the hands with the sizes 2/4, 4/4, 3/4 with a duh-bar introduction, start the movement in time and finish it with the end of the musical sentence (4/4 march).

To be able to feel the nature of the march (sports, drill, marching) and be able to convey it in a step.

To be able to depict the habits of a cat, fox, bear, hare in a dance step, to express the image in their native emotional state - fun, sadness, etc.

Recognize the nature of music, be able to perform movements, moves, elements of Russian dance.

Be able to perform a variable step.

To be able to correctly perform two preparatory por de bras.

At the end of Year 2, children should be able to:

Know the rules for setting hands, grouping dance hands

To be able to close the hand, ending the movement in an adagio.

To be able to accentuate the step on the right beat of the measure in the march and in 3/4 time.

Hear and understand the meaning of the opening and closing chords in the exercises.

Have the skill of turning the legs “heel against heel” in batman tandyu from the 1st position (forward, backward, sideways),

Know the position of "toe against heel" in movements from the 5th position.

Know the characteristic hand movements in dancing.

Distinguish features of marching music (sports, military).

The following are used in the learning process types of control students:

1. Introductory, organized at the beginning of the academic year.

2. Current, held during the academic year.

3. Frontier, carried out during the period and upon completion of certain works.

4. Final, held upon completion of the entire curriculum.

Summing up the results of mastering the material of this program is carried out in the form of concerts, participation in New Year's performances for children, reviews and festivals of both regional and republican significance. At the end of the year there is a big reporting concert, where teachers, parents, the population are present, the results are summed up and the work of children for the school year is evaluated.

Organizational and pedagogical conditions
implementation of the educational program

Form of program implementation: full-time.

Forms of organization of students in the classroom: group, individually.

Form of conducting training sessions: theoretical, practical, combined.

Forms and methods of checking the effectiveness of the training process: fulfillment at the end of each year of the program requirements for the level of preparedness of students, expressed in quantitative and qualitative indicators of technical, tactical, physical, integral, theoretical preparedness, physical development;

Diagnostics of the results is carried out in the form of concerts, open lessons.

The groups are enrolled students aged 8 to 17 who wish to engage in choreography and have a doctor's permission.

Curriculum of the additional general educational program "Choreography" Curriculum of the 1st year of study

Educational and thematic plan 2 years of study

Educational and thematic plan 3 years of study

Working programm

1 year of study.

Section 1. Educational and training work

Topic 1.1: Introductory lesson.

Purpose: Get to know the children. Create a relaxed atmosphere in class. Give the concept of dance, tempo, rhythm. Conduct a safety briefing.

Topic 1.2: Parterre exercise.

Target: increase the flexibility of the joints, improve the elasticity of muscles and ligaments, increase muscle strength. Prepare for the traditional classical exercise at the barre. Develop body flexibility.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes), mats, tape recorder, CDs (children's melodies).

Topic 1.3: ABC of musical movement.

Target: Teach children to move to the music and rebuild. To instill in children theatrical skills, in the form of work on figurative exercises. Basic concepts: music, tempo, beat.

Improving rhythm (the ability to create, identify and perceive rhythm). Practical development of the concept of "melody and movement". Tempo (fast, slow, moderate). Musical sizes 4/4, 2/4,3/4. contrast music: fast - slow, cheerful - sad. The rules and logic of rebuilding from one drawing to another, the logic of turning right and left. Correlation of spatial constructions with music. Musical-spatial exercises.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers,)

Topic 1.4: Elements of classical dance.

Target:

Practical work: position and position of legs and arms. Stretching in a playful way. Setting the body (in the top position, facing the machine from the second half of the year - holding the machine with one hand). Leg positions - 1,2, 3rd each. Hand positions - preparatory, 1,2,3 (learned in the middle, with incomplete eversion of the legs), then holding with one hand, standing sideways to the machine.

Demiplier - folding, bending, squatting, develops eversion, trouble, elasticity and strength of the legs; studied facing the machine in 1,2, 3rd positions.

Batman tandyu - movements that develop the tension of the entire leg in the knee, instep, fingers, developing strength and elasticity of the legs (study facing the machine in 1, 3 positions, first to the side, forward, at the end of the year - back).

Demi ron de jamb pore ter - circular motion, develops the mobility of the hip joint; studied facing the machine from the 1st position point by point - forward to the side, side to front, later back to the side, side to back. The position of the leg, sur le cou de pied - “girth” (grabs the ankle of the supporting leg) - develops eversion and mobility of the leg; “conditional” - strongly extended toes of the working leg touch the supporting one.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes),

Topic 1.5: Elements of folk stage dance.

Target: To teach the elements of Russian dance and the characteristic features of performance. To instill in children a love for folk dances.

Practical lessons. Russian dance. The position of the hands - 1, 2, 3 - at the waist. Dance steps, from the toe: a simple step forward; variable step forward. Stomp - blow with the whole foot 4 step with a stomp to the side; triple flush.

When falling in place with moving to the side: initial, free 3rd position; rising on the half-toes of the leg set back, fall on the other leg in a half-squat, then again rise to the half-toes. The same with moving to the side. Bringing the foot to the heel from the free 1st position, then bringing it to its original position. "Kovyryalochka" - alternate blows to the side with one foot with the toe in the closed position and with the edge of the heel in the open position, without jumps.

A half-squat move, slipping on one leg on low half-toes with the simultaneous lifting of the other bent leg in a straight position, with three subsequent steps in place, with movements forward, backward with a turn. Stomp in a semi-squat; jump to the whole foot with two followed by two successive blows of the whole foot in the 6th position.

Methodological support

Topic 1.6: Elements of variety dance.

Target: To acquaint children with the features of dance styles, with the movements of these dances.

Practical lessons.

Hand positions. (teacher's display). The simplest composition. The work of hands, body, head, body, in different directions of pop dance.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes),

Topic 1.7.: Work on the repertoire.

Target:

Methodological support: song "Orange sky"

Topic 1.8: Final lesson.

Target: Diagnosis of assimilation of program material, physical capabilities of children (whether the plasticity of the child has changed during the year).

Section 2. Stage movement.

Topic 2.1: Creative activity.

Target:

Practical work: artist, flight of birds, storm at sea, fox and hares, rain in the forest, walk in the park.

Music and dance games:

Practical work: a fisherwoman, whose circle will gather faster, an owl, a cat and mice, who is faster ?, a carousel.

Methodological support: special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers, Czech shoes), tape recorder, discs, umbrella, fishing rod.

Topic 2.2.: Music and dance games.

Target: Develop expressiveness, accuracy and individuality in the manner of performing exercises. have a positive effect on emotional condition children through music.

Dance-rhythmic exercises - "Draw yourself", "Washing".

Musical games - carrying the ball, collar, snake, remember the melody.

Methodological support: special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers, shoes)

Target:

Practical work: listening to musical fragments Attending concerts.

2 year of study.

Topic 1.1: Introductory lesson.

Target: To introduce children to the goals and objectives of the second year program, to consolidate safety rules in the classroom, to talk about a suit for classes and personal hygiene.

Methodological support: the text of the introductory briefing and briefing at the workplace.

Target: Learn to hear and understand the meaning of chords in the exercises. Learn to dance in different paces. Define the concept of rhythm.

Practical work: emphasis on the strong beat in steps. musical structure movements: half cadence - full cadence. Intro chords. Final chords.

The design of the lesson of classical, modern and folk music with a pronounced rhythmic pattern. Marches, polkas, waltzes in slow and medium tempo.

Methodological support:

Target: To develop the eversion of the legs and the strength of the legs, the correct positioning of the body. Correctly place the individual bones of the hands: hands, fingers, elbows, shoulders.

Material content: Additionally, the level of lifting the legs is studied, for example, the position of the working leg at the level of the ankle of the supporting leg (cou de pied), calf and knee. Practical work: preparatory movement of the hand (preparation). Closing the hand into a preparatory position for the final two chords. Coordination of legs, arms and head in motion - tan relevé par ter. Jumping - from two legs to two. Different stages of the jump (tan leve sote): preparation for takeoff (demi plie), push, takeoff, fixing the position of the legs, landing, position of the legs after the jump.

Batman frappe strong striking movement, develops leg strength, agility, speed and mobility of maple; studied facing the machine, first to the side, then forward and later back.

Relevant len ​​at 45 ° - slow raising of the leg, develops the strength and lightness of the legs in the dance step; studied standing sideways to the machine, holding with one hand, to the side, later forward.

Body bends: back, facing the machine, in the 1st position. Size 3/4, character is slow, calm. Two strokes per movement.

Jumps: tanleve sote - 1st, 2nd, 5th positions. Size 2/4, fast polka character. The music combines two tempos: smooth and jerky.

Pa eshappe - to the 2nd position, jump with clearance; is studied first facing the machine. 4/4 time, a combination of smooth and clear tempos.

Poses of classical dance are studied in the middle of the hall. Croise pose, effase pose (with the foot on the floor). The 3/4 time signature is smooth, performed over four measures.

Pa smoke - a small run on half-fingers, performed in a straight line in a non-reverse position, forward and backward. Size 4/4, 2/4, 3/4, movements are performed in sixteenths. The character is light, lively. Dropping to one knee. Rotation, turns in 6th position, 1/4 and 1/2 circles.

Methodological support: special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers, Czech shoes), tape recorder, machine disks.

Topic 1.4: Elements of folk stage dance.

Target: Achieve precise movement. Learn folk movements at the barre and in the middle. Learn the elements of folk dances.

Practical work: Machine tool. Preparatory hand movements. Half squats and full squats, smooth and sharp squats. Sliding foot on the floor. Stepping on half toes. "Kovyryalochka" - is relearned at the machine again.

Sliding on the leg in the open position (preparation for the rope), in the open and closed position on the entire foot of one leg. Preparing for heel movements.

Middle exercises. Hand position, leg position. The position of the hands in group dances in figures: an asterisk, a circle, a carousel, a chain. Bows - in place, with movement forward and backward.

Moves: a simple step forward and backward; variable step forward and backward. Stomp - a blow with the whole foot. Fractions (fractional to the horn). "Harmony" - simultaneous turns of both feet from a free position to the 1st closed position and back, moving to the side. Squatting - in place, with advancement to the side, with a 1/4 turn. "Hammers" - a blow with half-fingers to the floor, from the knee in a straight position, with a jump on the other leg; in place.

Moves. Kneeling - on one, on both with a simultaneous turn

Elements of stylized dance. Features and performance. The position of the hands - in solo and in pairs. Moves. Easy step. Easy run. Body movements. Jump step; jumps on two legs. Slip on both feet. Small jumps with the leg forward. Lateral steps with free leg forward. The work of the feet in the dance.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes).

Topic 1.5: Elements of variety dance.

Target: To acquaint students with the features of jazz-modern dance.

Composition from the passed elements of variety dance. Rhythmic constructions of combinations.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes).

Target: dance staging, movement training, performance technique.

Methodological support: the works of the song "Neighbor" "we dance Vanya" are used

Topic 1.7: Final lesson.

Target: Diagnosis of assimilation by children of the program material of the second year of study.

Section 2. Creative activity.

Topic 2.1: Creative activity.

Target: Development of mise-en-scene thinking and plastic imagination of children.

Methodological support: special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers, Czech shoes), tape recorder, CDs

Section 3. Educational activities.

Topic 3.1. Talking about art, listening to music. Visiting concerts.

Target: acquire a general aesthetic and dance culture. Develop a subtle perception of choreographic art.

3 year of study.

Section 1. Educational and training work.

Topic 1.1: Introductory session

Target: To introduce the main goals and objectives of the course. Conduct a briefing on T.B.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes), tape recorder, CDs.

Topic 1.2: ABC of musical movement.

Target: Learn to distinguish dynamic shades in music. Develop musicality.

Practical exercises for the development of musicality (carried out) directly at the lesson of classics, folk and pop dance).

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes), tape recorder, (dance melodies).

Topic 1.3: Elements of classical dance.

Target: Summarize the acquired practical skills and knowledge. Learn the basic rules of movement at the machine.

Practical work: movements - ligaments (pas de bure). Patterns of coordination of movements of the hands of the head in the por de bra.

Batman tandyu from 5th position, in all directions. With off-beat structure. Size 2/4, tempo - moderato (medium). Batman tandyu jet in 1st position (forward and backward). Ron de jamb par ter - en deor and en dedan (with stops in front and behind). Size 3/4, tempo - moderato.

Batman frappe - in all directions. Size 2/4, 4/4, (upbeat 1/8, tempo - moderato). Releve lyang from the 5th position - in all directions (holding the machine with one hand). Size 3/4, 4/4 tempo - Andante. Pas de bourre - with a change of legs (standing facing the machine). Size 2/4, tempo moderato. Changeman de pied (large) - jump from the 5th position with a change of legs (facing the machine). Size 2/4, tempo - allegro (moving).

Methodological support: special uniform, shoes (shorts, T-shirts, t-shirts), shoes (soft slippers, Czech shoes), tape recorder, disks, machine.

Topic 1.4: Elements of folk stage dance.

Target: Master the basic technical skills of folk stage dance. Learn Russian stylized dance.

Practical work: exercises at the machine are repeated. Batman tandyu - sliding feet on the floor; with the turn of the leg in the closed position, to the side. Batman tandyu zhete - small throws: forward, sideways, back; with one foot strike on the 5th open position (short strike on the floor with a toe or heel edge). Batman tandyu - half squatting on one leg. Russian stylized dance "Fly, summer." The position of the hands in the dance. "Rope" - simple and with stepping. "Motalochka" easy to turn. Dance support. Swing movements. Seizures. Hand movements - sharp and accented strokes. Shoulder movements - alternate and simultaneous (forward and backward), short (up and down). Head movements, leg movements. Moves. Step forward, to the side with a turn. Kneeling: on one, on both with a simultaneous turn.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czechs), tape recorder, (Russian folk songs in modern processing), machine tool.

Topic 1.5: Variety dance

Target: Introduce children to modern dance

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes), tape recorder, CDs (Modern melodies of Russian and foreign stage),

Topic 1.6: Work on the repertoire.

Target: dance staging, movement training, performance technique.

Practical work: dance "Merry Exercise", Dance "Nakhodka".

Methodological support: the works of the children's song "Merry Charging", "Ah, I'm cool" are used.

Topic 1.7: Final lesson.

Target: Diagnosis of assimilation by children of the program material of the third year of study.

Methodological support

Section 2. Acting skills.

Topic 2: Acting.

Target: Mastering a number of particular motor skills - techniques for performing plastic tasks.

Activities - fantasies

Role-playing games (for attention, for memory).

Development of creative imagination.

Creative performances.

Methodological support: special uniform, shoes, piano (button accordion), tape recorder, cassettes.

Section 3. Educational activities.

Topic 3.1. Talking about art, listening to music. Visiting concerts.

Target: acquire a common aesthetic and dance culture. Develop a subtle perception of choreographic art.

Methodological support: Listen to melodies.

Methodological support

Considering that children without special selection are often accepted into the choreographic circle, one of the tasks of the choreographer is to correct posture defects. Attention should be paid to the position of the entire leg and foot, in full and partial eversion, so that there is no tilt in the ankle joint either from the outside or inside.

During training, students should get an idea of ​​the expressiveness of dance movements that reflect the inner world of a person, strive to improve their movements - expressiveness, lightness, style, grace.

Students who have completed a certain course in this program should also receive general information about the art of choreography, its specifics and features.

The reports of the choreographic circle can be held as a concert performance and as an open lesson. At the same time, performances on the stage can be combined with performances of children in the air, in an open area on May holidays, on days winter holidays choreographic group takes part in the games and dances of children around the Christmas tree.

Educational activities include the preparation and holding of reporting concerts, performances by children at school, clubs, polling stations, helping teammates in various dances, replacing the sick, independent work on creating, performed at their school, in camps.

Children must come to class in a special uniform, this disciplines them. Girls wear a sleeveless swimsuit and wide skirts, boys - shorts and T-shirts. Soft-soled slippers for both boys and girls.

The teacher should have handouts: sketches of costumes. Also, the class should have its own music library and video library. For performances, you must have costumes and dance shoes, as well as props: umbrellas, hats, etc.

The results of the control of educational activities serve as the basis for making adjustments to the content and organization of the learning process, as well as to encourage the successful work of pupils, the development of their creative abilities, independence and initiative in mastering knowledge, skills and abilities. The program provides for a connection with the program of a comprehensive school: physical education, life safety, MHC.

Table tennis safety

1. General safety requirements for choreography classes.

For choreography classes, the dance floor and equipment must comply with safety measures.

Students are allowed to attend:

trained in safety;

having sports shoes and a uniform that does not restrict movement and corresponds to the conditions for conducting classes.

The student must:

have short-cut nails;

enter the gym and do exercises with the permission of the teacher;

know and follow these instructions.

2. Safety requirements before starting choreography classes:

The teacher must:

think over in advance the arrangement of children, the location of the equipment in the dance hall, so that everyone has enough space to complete the task;

The student must:

take off Jewelry with sharp corners during the lesson to avoid traumatic situations (for girls).

under the guidance of a teacher, prepare the inventory and equipment necessary for conducting classes;

3. Safety requirements during choreography classes:

The teacher must:

monitor the children during the exercises, timely adjusting their location on the dance floor;

do not give children excessively emotional tasks, after which they do not control their own motor skills.

The student must :

do not perform exercises without a preliminary warm-up;

do not wave props;

when moving, performing the exercise - look where other students are;

do not stand close to students who perform exercises with objects;

to avoid injury, avoid too sudden a change in your movement.

when performing exercises, observe the interval and distance;

in case of deterioration of health, stop classes and notify the teacher.

4. Safety requirements at the end of classes.

The student must :

leave the place of the lesson in an organized manner;

change in the locker room, take off your dance costume and shoes;

wash face and hands thoroughly with soap.

For non-compliance with security measures, the student may be excluded or removed from participation in the educational process.

Bazarova N., May V. "ABC of classical dance" M. 1964

Tkachenko T. "Work with dance groups" M., 1958

Ustinova T. "Russian Dances" M. 1975

Kostrovitskaya V. "School of classical dance" M. 1964

Valanova A. "Fundamentals of classical dance" M. 1964

Tkachenko T "Folk dances" - M. 1975

Tarasov N.I. "Classical dance" M. 1971

Kostrovitskaya B.C. "100 lessons of classical dance" L. 1981

Municipal educational institution

"Pomar Secondary School"

Volzhsky district

Approved by the pedagogical council

Director of MOU A. M. Semseeva

CHOREOGRAPHY

The program of additional education for children.

Ivashchenko O. N.

Teacher of additional education

First qualifying category

Explanatory note.

Program focus"Choreography" in content is artistic and aesthetic; by functional purpose - leisure, educational and educational and general cultural; according to the form of organization - group, circle, for amateur groups, public ..

Program featureconsists in the fact that most of the lesson, in the first year of study, is based on parterre exercise and a separate stage movement block is also provided, in which blocks are located according to the years of study: acting and creative activity.

Relevance of the programdue to the fact that at present, special attention is paid to culture, art and introducing children to a healthy lifestyle, to universal values. Strengthening mental and physical health. Obtaining a general aesthetic, moral and physical development.

Pedagogical expediencythe program is explained by the basic principles on which the entire program is based, this is the principle of the relationship of learning and development; the principle of the relationship of aesthetic education with choreographic and physical training, which contributes to the development of children's creative activity, gives children the opportunity to participate in staged and concert activities. Aesthetic education helps the formation of the basic qualities of a person: activity, independence, diligence. The program material is aimed at the development of the child, at introducing him to a healthy lifestyle as a result of versatile education (development of various movements, muscle strengthening; children's understanding of the connection between the beauty of movements and the correct performance of physical exercises, etc.).

Program goal:

1. Teach children the basics of choreography.
2. Develop dance skills.

Tasks:

1. To form dance knowledge, skills and abilities on the basis of mastering and mastering the program material.
2. To teach expressiveness and plasticity of movements.
3. To form a figure, dexterity, endurance and physical strength.
4. To give children the opportunity to independently fantasize and develop new dance movements and plots.

Tasks of the 1st year of study:

1. Mastering parterre exercise: increase the flexibility of the joints, improve the plasticity of the muscles of the ligaments, increase muscle strength.
2. Cultivate a sense of collectivism, the ability for productive creative communication.
3. To develop the eversion of the legs, the dance step, the correct posture, the setting of the body, the precise coordination of movements.

Tasks of the 2nd year of study:

1. To form dance knowledge and skills.

1. To master a more fluent possession of the body, movements of the head and especially hands, plasticity and expressiveness
2. Develop flexibility.

Tasks of the 3rd year of study:

1. To teach children to experience, think, remember and evaluate the culture of their movements.
2. Perform movements, maintaining dance posture, eversion, master the movements of the foot.
3. Develop musical taste and love for the art of dance.

Distinctive featuresof this educational program from those already existing in this area lies in the fact that the group of the third year of study independently works with children of the first year of study, in the role of a teacher.

When creating creative or problem situations, the method of modeling “adult relationships” by children is widely used. As you know, children are very fond of playing "adults". And the knowledge of the material and spiritual world they mainly occurs through imitative games. The topics of creative classes are determined by the specifics of choreographic education:

1. "I'm a dance teacher"
2. "I am a choreographer"

Creative situations are played out both in individual and in collective work.

The method of teaching in circles is based on the school of vocational choreographic training. The child must not only competently and convincingly solve each of the creative tasks that arise in the course of his work, but also be aware of the very logic of their following. Therefore, an important method of teaching dance is to explain to the child the sequence of actions in staged work.

The passage of each new topic involves a constant repetition of the topics covered, the appeal to which practice dictates. Methods such as “return to the past”, “playing adults” add volume to the linear and sequential mastering of the material in this program.

The structure of the programis a stepped (spiral) in which the educational material is presented in such a way that each “step” is based on the material covered and itself serves as the basis for a further “step” according to the principle from simple to complex.

Children form into groupsaccording to age characteristics:

The younger group is 7-9 years old. The number of students is 15 people. Classes are held 2 times a week. The duration of one lesson is 1 hour

The average group is 10-13 years old. The number of students is 15 people. Classes are held 2 times a week. The duration of one lesson is 2 hours.

The senior group is 14-17 years old. The number of students is 15 people. Classes are held 3 times a week. The duration of one lesson is 2 hours

Implementation timelineeducational program for three years. Particular attention is paid to children of the younger group. Emphasis is placed on parterre exercise. In the first year of classes, the teacher needs to show special sensitivity and attention to the children, to interest them in the art of choreography and understanding the need for labor to master the basics of dance activity. The second stage of training is connected with the acceleration of the pace. The third stage - with the complication of the course and the improvement of the studied.

Groups of forms of organization of education: by the number of children - group; according to the peculiarities of the communicative interaction of the teacher and children - a workshop, competitions, festivals, reporting concerts; for the didactic purpose - an introductory lesson, to deepen knowledge, a practical lesson, to control knowledge, skills, combined forms of classes.

The main content of the cycle of classes is designed for three stages, the content and tasks of each of them are interconnected, the stages correspond to the groups of the initial level of education, and from stage to stage there is a complication. The program contains a minimum of training exercises and dance movements - the ABC of classical, folk stage and pop dance, which contributes to the harmonious development of students' dancing abilities. Theoretical information on musical literacy is given directly in the course of the lesson and in the course of work on productions. The program is given by years of study, during which students should acquire a certain minimum of knowledge, skills, and information on choreography. At each stage of training, material is given in the main four sections:

1. ABC of musical movement;
2. elements of classical dance;
3. elements of folk stage dance;
4. elements of pop dance.

additional stage of training:

1) creative activity; 2) acting skills.

The program is divided into separate thematic hours, but due to the specifics of classes in the choreographic circle, their boundaries are somewhat smoothed out: elements of classical, pop and folk dance can be studied in one lesson. The work is structured in such a way as not to violate the integral pedagogical process, taking into account the training goals, the tasks of aesthetic education and the specific perspectives of the team.

Teaching the ABC of musical movement, classical, folk, pop dance is based on a professional methodology, without which students will not be able to acquire the necessary skills.

The first section includes collectively - ordinal and rhythmic exercises aimed at the musical and rhythmic development of students. In the first year of training, they are built on a step and run in various patterns, orienting children in space and time, developing musicality. In the future, rhythmic education occurs directly on the elements of dance movements.

The second section includes elements of classical and pop dance and exercises that prepare students for more complex movements and physical activity. They strengthen the muscles of the back, arms, legs, form posture, and contribute to the development of coordination of movements.

Physically healthy children aged 7-8 years are accepted into the choreographic circle. As they progress through the program, they are grouped into age groups.

Practice mode. Classes in each group, as a rule, are held 2 times a week. The duration of classes with younger students is 1 academic hour. In the second year of study 2 hours 2 times a week. On the third for 2 hours 3 times a week.

By the end of their first year, students should be able to:

1. How to walk to the beat of the music while maintaining a good posture.
2. Have the skill of a light step from toe to heel.
3. Buy plastic.

1. Know the positions of the legs and arms of classical dance.

1. Know the rules for setting the legs at the machine (with an eversion support).
2. Know the position of the legs, sur lek y de pied - “conditional”, “girth”. Know the difference between a circular motion and a straight one (using the example of tandyu and ron de jamb par ter).
3. To be able to time the hands with the sizes 2/4, 4/4, 3/4 with a duh-bar introduction, start the movement in time and finish it with the end of the musical sentence (4/4 march).
4. To be able to feel the nature of the march (sports, drill, marching) and be able to convey it in a step.
5. To be able to depict the habits of a cat, fox, bear, hare in a dance step, to express the image in their native emotional state - fun, sadness, etc.
6. Recognize the nature of music, be able to perform movements, moves, elements of Russian dance.
7. Be able to perform a variable step.
8. To be able to correctly perform two preparatory por de bras.

At the end of Year 2, children should know

1. Know the rules for setting hands, grouping dance hands
2. To be able to close the hand, ending the movement in an adagio.
3. To be able to accentuate the step on the right beat of the measure in the march and in 3/4 time.
4. Hear and understand the meaning of the opening and closing chords in the exercises.
5. Have the skill of turning the legs “heel against heel” in batman tandyu from the 1st position (forward, backward, sideways),
6. Know the position of "toe against heel" in movements from the 5th position.
7. Know the characteristic hand movements in dancing.
8. Distinguish features of marching music (sports, military).

The following are used in the learning process types of control of students:

1. Introductory, organized at the beginning of the academic year.

2. Current, held during the academic year.

3. Frontier, carried out during the period and upon completion of certain works.

4. Final, held upon completion of the entire curriculum.

Summing up the results of mastering the material of this program is carried out in the form of concerts, participation in New Year's performances for children, reviews and festivals of both regional and republican significance. At the end of the year, a large reporting concert is held, where teachers, parents, and the population are present. the results are summed up and the work of children for the school year is evaluated.Educational and thematic plan of the 1st year of study

Educational and thematic plan 2 years of study

Educational and thematic plan 3 years of study

1 year of study.

Section 1. Educational and training work

Topic 1.1: Introductory lesson.

Purpose: Get to know the children. Create a relaxed atmosphere in class. Give the concept of dance, tempo, rhythm. Conduct a safety briefing.

Topic 1.2: Parterre exercise.

Target: increase the flexibility of the joints, improve the elasticity of muscles and ligaments, increase muscle strength. Prepare for the traditional classical exercise at the barre. Develop body flexibility.

Methodological support:special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes), mats, tape recorder, CDs (children's melodies).

Topic 1.3: ABC of musical movement.

Target: Teach children to move to the music and rebuild. To instill in children theatrical skills, in the form of work on figurative exercises. Basic concepts: music, tempo, beat.

Improving rhythm (the ability to create, identify and perceive rhythm). Practical development of the concept of "melody and movement". Tempo (fast, slow, moderate). Musical sizes 4/4, 2/4,3/4. contrasting music: fast - slow, cheerful - sad. The rules and logic of rebuilding from one drawing to another, the logic of turning right and left. Correlation of spatial constructions with music. Musical-spatial exercises.

Methodological support:special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers,)

Topic 1.4: Elements of classical dance.

Target:

Practical work: positions and position of legs and arms. Stretching in a playful way. Setting the body (in the top position, facing the machine from the second half of the year - holding the machine with one hand). Leg positions - 1,2, 3rd each. Hand positions - preparatory, 1,2,3 (learned in the middle, with incomplete eversion of the legs), then holding with one hand, standing sideways to the machine.

Demi plie - folding, bending, squatting, develops eversion, trouble, elasticity and strength of the legs; studied facing the machine in 1,2, 3rd positions.

Batman tandyu - movements that develop the tension of the entire leg in the knee, instep, fingers, developing strength and elasticity of the legs (study facing the machine in 1, 3 positions, first to the side, forward, at the end of the year - back).

Demi ron de jamb pore ter - circular motion, develops the mobility of the hip joint; studied facing the machine from the 1st position point by point - forward to the side, side to front, later back to the side, side to back. The position of the leg, sur le cou de pied - “girth” (grabs the ankle of the supporting leg) - develops eversion and mobility of the leg; “conditional” - strongly extended toes of the working leg touch the supporting one.

Methodological support:special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes),

Topic 1.5: Elements of folk stage dance.

Target: To teach the elements of Russian dance and the characteristic features of performance. To instill in children a love for folk dances.

Practical lessons. Russian dance. The position of the hands - 1, 2, 3 - at the waist. Dance steps, from the toe: a simple step forward; variable step forward. Stomp - blow with the whole foot 4 step with a stomp to the side; triple flush.

When falling in place with moving to the side: initial, free 3rd position; rising on the half-toes of the leg set back, fall on the other leg in a half-squat, then again rise to the half-toes. The same with moving to the side. Bringing the foot to the heel from the free 1st position, then bringing it to the starting position. "Kovyryalochka" - alternate blows to the side with one foot with the toe in the closed position and with the edge of the heel in the open position, without jumps.

A half-squat move, slipping on one leg on low half-toes with the simultaneous lifting of the other bent leg in a straight position, with three subsequent steps in place, with movements forward, backward with a turn. Stomp in half squats; jump to the whole foot with two followed by two successive blows of the whole foot in the 6th position.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes),

Topic 1.6: Elements of variety dance.

Target: To acquaint children with the features of dance styles, with the movements of these dances.

Practical lessons.

Hand positions. (teacher's display). The simplest composition. The work of hands, body, head, body, in different directions of pop dance.

Methodological support: special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers, Czech shoes),

Topic 1.7.: Work on the repertoire.

Target:

Methodological support: song "Orange sky"

Topic 1.8: Final lesson.

Target: Diagnosis of assimilation of program material, physical capabilities of children (whether the plasticity of the child has changed during the year).

Section 2. Stage movement.

Topic 2.1: Creative activity.

Target:

Sketches.

1. Practical work: artist, flight of birds, storm at sea, fox and hares, rain in the forest, walk in the park.

Music and dance games:

1. Practical work: a fisherwoman, whose circle will gather faster, an owl, a cat and mice, who is faster ?, a carousel.

Methodological support: a special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers, Czech shoes), a tape recorder, disks, an umbrella, a fishing rod.

Topic 2.2.: Music and dance games.

Target: Develop expressiveness, accuracy and individuality in the manner of performing exercises. Positively affect the emotional state of children with the help of music.

1. Dance-rhythmic exercises - "Draw yourself", "Washing".
2. Musical games - carrying the ball, collar, snake, remember the melody.

Methodological support: special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers, shoes)

Target:

Practical work: listening to musical fragments Attending concerts.

2 year of study.

Topic 1.1: Introductory lesson.

Target: To introduce children to the goals and objectives of the second year program, to consolidate safety rules in the classroom, to talk about a suit for classes and personal hygiene.

Methodological support:the text of the introductory briefing and briefing at the workplace.

Target: Learn to hear and understand the meaning of chords in the exercises. Learn to dance at different tempos. Define the concept of rhythm.

Practical work: emphasis on the strong beat in steps. Musical structure of the movement: half cadence - full cadence. Intro chords. For closing chords.

The design of the lesson of classical, modern and folk music with a pronounced rhythmic pattern. Marches, polkas, waltzes in slow and medium tempo.

Methodological support:

Target: To develop the eversion of the legs and the strength of the legs, the correct positioning of the body. Correctly place the individual bones of the hands: hands, fingers, elbows, shoulders.

Material content:Additionally, the level of lifting the legs is studied, for example, the position of the working leg at the level of the ankle of the supporting leg (cou de pied), calf and knee. Practical work: preparatory movement of the hand (preparation). Closing the hand into a preparatory position for two final chords. Coordination of legs, arms and head in motion - tan relevé par ter. Jumping - from two legs to two. Different stages of the jump (tan leve sote): preparation for takeoff (demi plie), push, takeoff, fixing the position of the legs, landing, position of the legs after the jump.

Batman frappe strong striking movement, develops leg strength, agility, speed and mobility of maple; studied facing the machine, first to the side, then forward and later back.

Relevant len ​​at 45 ° - slow raising of the leg, develops the strength and lightness of the legs in the dance step; studied standing sideways to the machine, holding with one hand, to the side, later forward.

Body bends: back, facing the machine, in the 1st position. Size 3 /4, character is slow, calm. Two strokes per movement.

Jumps: tanleve sote - 1st, 2nd, 5th positions. Size 2/4, fast polka character. The music combines two tempos: smooth and jerky.

Pa eshappe - to the 2nd position, jump with clearance; is studied first facing the machine. 4/4 time, a combination of smooth and clear tempos.

Poses of classical dance are studied in the middle of the hall. Croise pose, effase pose (with the foot on the floor). The 3/4 time signature is smooth, performed over four measures.

Pa smoke - a small run on half-fingers, performed in a straight line in a non-reverse position, forward and backward. Size 4/4, 2/4, 3/4, movements are performed in sixteenths. The character is light, lively. Dropping to one knee. Rotation, turns in 6th position, 1/4 and 1/2 circles.

Methodological support:special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers, Czech shoes), tape recorder, machine disks.

Topic 1.4: Elements of folk stage dance.

Target: Achieve precise movement. Learn folk movements at the barre and in the middle. Learn the elements of folk dances.

Practical work: Machine tool. Preparatory hand movements. Half squats and full squats, smooth and sharp squats. Sliding foot on the floor. Stepping on half toes. "Kovyryalochka" - is relearned at the machine again.

Sliding on the leg in the open position (preparation for the rope), in the open and closed position on the entire foot of one leg. Preparing for heel movements.

Middle exercises. Hand position, leg position. The position of the hands in group dances in figures: an asterisk, a circle, a carousel, a chain. Bows - in place, with movement forward and backward.

Moves: a simple step forward and backward; variable step forward and backward. Stomp - a blow with the whole foot. Fractions (fractional to the horn). "Harmony" - simultaneous turns of both feet from a free position to the 1st closed position and back, moving to the side. Squatting - in place, with advancement to the side, with a 1/4 turn. "Hammers" - a blow with half-fingers to the floor, from the knee in a straight position, with a jump on the other leg; in place.

Moves. Kneeling - on one, on both with a simultaneous turn

Elements of stylized dance. Features and performance. The position of the hands - in solo and in pairs. Moves. Easy step. Easy run. Body movements. Jump step; jumps on two legs. Slip on both feet. Small jumps with the leg forward. Lateral steps with free leg forward. The work of the feet in the dance.

Methodological support:special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes).

Topic 1.5: Elements of pop dance dance.

Target: To acquaint students with the features of jazz-modern dance.

Composition from the passed elements of variety dance. Rhythmic constructions of combinations.

Methodological support:special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes).

Target: dance staging, movement training, performance technique.

Methodological support: the works of the song "Neighbor" "we dance Vanya" are used

Topic 1.7: Final lesson.

Target: Diagnosis of assimilation by children of the program material of the second year of study.

Section 2. Creative activity.

Topic 2.1: Creative activity.

Target: Development of mise-en-scene thinking and plastic imagination of children.

Methodological support: special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers, Czech shoes), tape recorder, CDs

Section 3. Educational activities.

Topic 3.1. Talking about art, listening to music. Visiting concerts.

Target: acquire a common aesthetic and dance culture. Develop a subtle perception of choreographic art.

3 year of study.

Section 1. Educational and training work.

Topic 1.1: Introductory session

Target: To introduce the main goals and objectives of the course. Conduct a briefing on T.B.

Methodological support:special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes), tape recorder, CDs.

Topic 1.2: ABC of musical movement.

Target: Learn to distinguish dynamic shades in music. Develop musical talent.

Practical exercises for the development of musicality (carried out) directly at the lesson of classics, folk and pop dance).

Methodological support:special uniform (shorts, T-shirts, t-shirts), shoes (soft slippers, Czech shoes), tape recorder, (dance melodies).

Topic 1.3: Elements of classical dance.

Target: Summarize the acquired practical skills and knowledge. Learn the basic rules of movement at the machine.

Practical work: movements - ligaments (pas de bure). Patterns of coordination of movements of the hands of the head in the por de bra.

Batman tandyu from 5th position, in all directions. With off-beat structure. Size 2/4, tempo - moderato (medium). Batman tandyu jet in 1st position (forward and backward). Ron de jamb par ter - en deor and en dedan (with stops in front and behind). Size 3 /4, pace - moderato.

Batman frappe - in all directions. Size 2/4, 4/4, (upbeat 1/8, tempo - moderato). Releve lyang from the 5th position - in all directions (holding the machine with one hand). Size 3/4, 4/4 tempo - Andante. Pas de bourre - with a change of legs (standing facing the machine). Size 2/4, tempo moderato. Changeman de pied (large) - jump from the 5th position with a change of legs (facing the machine). Size 2/4, tempo - allegro (moving).

Methodological support: special uniform, shoes (shorts, T-shirts, t-shirts), shoes (soft slippers, Czech shoes), tape recorder, disks, machine.

Topic 1.4: Elements of folk stage dance.

Target: Master the basic technical skills of folk stage dance. Learn Russian stylized dance.

Practical work: exercises at the machine are repeated. Batman tandyu - sliding feet on the floor; with the turn of the leg in the closed position, to the side. Batman tandyu zhete - small throws: forward, sideways, back; with one foot strike on the 5th open position (short strike on the floor with a toe or heel edge). Batman tandyu - half squatting on one leg.Russian stylized dance "Fly, summer."The position of the hands in the dance. "Rope" - simple and with stepping. "Motalochka" easy to turn. Dance support. Swing movements. Seizures. Hand movements - sharp and accented strokes. Shoulder movements - alternate and simultaneous (forward and backward), short (up and down). Head movements, leg movements. Moves. Step forward, to the side with a turn. Kneeling: on one, on both with a simultaneous turn.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czechs), tape recorder, (Russian folk songs in modern processing), machine tool.

Topic 1.5: Variety dance

Target: Introduce children to modern dance

Methodological support:special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes), tape recorder, CDs (Modern melodies of Russian and foreign pop music),

Topic 1.6: Work on the repertoire.

Target: dance staging, movement training, performance technique.

Practical work: dance "Merry Exercise", Dance "Nakhodka".

Methodological support:the works of the children's song "Cheerful exercise", "Ah, I'm cool" are used.

Topic 1.7: Final lesson.

Target: Diagnosis of assimilation by children of the program material of the third year of study.

Methodological support

Section 2. Acting skills.

Topic 2: Acting.

Target: Mastering a number of particular motor skills - techniques for performing plastic tasks.

1. Activities - fantasies
2. Role-playing games (for attention, for memory).
3. Development of creative imagination.
4. Creative performances.

Methodological support: special uniform, shoes, piano (button accordion), tape recorder, cassettes.

Section 3. Educational activities.

Topic 3.1. Talking about art, listening to music. Visiting concerts.

Goal: Goal: acquire a common aesthetic and dance culture. Develop a subtle perception of choreographic art.

Methodological support: Listen to melodies.

Methodological support.

Considering that children without special selection are often accepted into the choreographic circle, one of the tasks of the choreographer is to correct posture defects. Attention should be paid to the position of the entire leg and foot, in full and partial eversion, so that there is no tilt in the ankle joint either from the outside or inside.

Students during training should get an idea of ​​the expressiveness of dance movements that reflect the inner world of a person, strive to improve their movements - expressiveness, lightness, style, grace.

Students who have completed a certain course in this program should also receive general information about the art of choreography, its specifics and features.

The reports of the choreographic circle can be held as a concert performance and as an open lesson. At the same time, performances on the stage can be combined with performances of children in the air, on the open area during the May holidays, during the winter holidays, the choreographic group takes part in the games and dances of children around the Christmas tree.

Educational activities include the preparation and holding of reporting concerts, performances by children at school, clubs, polling stations, helping teammates in various dances, replacing the sick, independent work on creating, performed at their school, in camps.

Children must come to class in a special uniform, this disciplines them. Girls wear a sleeveless swimsuit and wide skirts, boys - shorts and T-shirts. Soft-soled slippers for both boys and girls.

The teacher should have handouts: sketches of costumes. Also, the class should have its own music library and video library. For performances, you must have costumes and dance shoes, as well as props: umbrellas, hats, etc.

The results of the control of educational activities serve as the basis for making adjustments to the content and organization of the learning process, as well as to encourage the successful work of pupils, the development of their creative abilities, independence and initiative in mastering knowledge, skills and abilities. The program provides for a connection with the program of a comprehensive school: physical education, life safety, MHC.

1. .Bazarova N., May V. "ABC of classical dance" M. 1964
2. Tkachenko T. "Work with dance groups" M., 1958
3. .Ustinova T. "Russian Dances" M. 1975
4. .Kostrovitskaya V. "School of classical dance" M. 1964
5. .Valanova A. "Fundamentals of classical dance" M. 1964
6. .Tkachenko T "Folk dances" - M. 1975
7. .Tarasov N.I. "Classical dance" M. 1971
8. .Kostrovitskaya B.C. "100 lessons of classical dance" L. 1981

Explanatory note

goals and objectives of the Program

Expected 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 the knowledge and perfection of dance is long and difficult, the skill does not come immediately. To help the child develop creative abilities, imagination, expressiveness of movements, plasticity, the choreographer in the preschool educational institution is called upon.

At present, the organization of education and upbringing of children in preschool educational institutions is subject to ever higher requirements. Society wants to see the future student as a full-fledged and comprehensively developed. Therefore, it is necessary to develop the child in a multifaceted way, without stopping at any difficulties.

The most complete disclosure of the creative potentials of the personality of a preschooler in a preschool educational institution 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 preschool children.

The ABC of Dance program is aimed at the all-round harmonious development of children. To teach a baby to perceive the beauty of forms, lines, sounds, movements, colors means to make him better, cleaner, more meaningful. This is an emotional, intellectual, physical, communicative, moral, ethical, 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 fantasy, memory and diligence, instill love for beauty and contribute to the development of a comprehensively harmonious personality of a preschooler.

Meanwhile, choreography, like no other art, has enormous potential for the full-fledged aesthetic improvement of the child, for his harmonious spiritual and physical development. Dance is the richest source of aesthetic impressions of the child. He forms his artistic "I" as an integral part of the instrument of "society", through which it draws the most personal aspects of our being into the circle of social life.

Studying according to this program, children will learn to feel the rhythm, hear and understand music, and coordinate their movements with it. At the same time, they will be able to develop and train the muscular strength of the body and legs, the plasticity of the hands, grace and expressiveness. Dance classes will help to form the correct posture, teach the basics of etiquette and competent behavior in society, and give an idea of ​​acting skills.

Choreography classes give the body a physical load equal to a combination of several sports. The movements used in the choreography, which have passed a long selection, certainly have a positive impact on the health of children. In the classroom, various movements are learned to the music. Children learn to speed up and slow down movements, to move freely in accordance with musical images, a diverse character, and the dynamics of music. In the process of systematic studies, the children develop musical and auditory perception. Children gradually have to listen to the music in order to simultaneously accurately perform movements.

In parallel with the development of musicality, plasticity and other dance qualities, in choreography classes, children will learn to feel more liberated, will be able to develop individual personality traits, instill diligence and patience in themselves.

Dance is of great importance as a means of education national consciousness. Getting information about dances 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 one's land, one's homeland.

This program is based on the richest experience of the great masters of dance, theorists, teachers - practitioners - A.Ya. Vaganova, 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 per week. Duration of classes: middle group - 20 min., senior group- 25 min., preparatory group - 30 min. Diagnostics is carried out 2 times a year: introductory (September), final (May).

2.Goals and objectives of the Program

Target- introduce children to the art of dancing, promote the aesthetic and moral development of preschoolers. To instill in children the basic skills of listening to music and conveying its diversity and beauty in motion. To reveal and reveal the creative abilities of a preschooler through choreographic art.

Tasks:

educational - to teach children to control their bodies, to teach the culture of movement, the basics of classical, folk and children's - ballroom dance, musical literacy and the basics of acting, to teach children to listen to music, to distinguish means of expression, coordinate their movements with the music;

developing - the development of musical and physical data of children, imaginative thinking, imagination and memory, the formation of creative activity and the development of interest in dance art;

educating - education of aesthetically - moral perception of children and love for beauty, diligence, independence, accuracy, determination in achieving the goal, the ability to work in a team and in pairs

3. Estimated results

By the end of 1 year of study, the child:

By the end of year 2, the child:

By the end of year 3, the child:

1. Introductory lesson.

On this lesson children learn what dance is. Where do its origins come from? How do you master this art? They will learn about how the dance originated, what dances are, what is their difference. Get acquainted with what is necessary for dancing (dance uniform, shoes). What will children do during the three school years.

2. Parterre gymnastics.

Parterre gymnastics or parterre exercise. Exercise in choreography is the foundation of dance. Exercise is parterre, classical, folk-characteristic, jazz and in the "modern" style. What is a parterre exercise and why should it be performed? P.e. are exercises on the floor that allow you to achieve three goals at once with the least amount of energy: increase joint flexibility, improve muscle and ligament elasticity, and increase muscle strength. These exercises also help to correct some shortcomings in the body, legs and help develop the eversion of the legs, develop flexibility, elasticity of the feet.

For these activities, soft mats 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 constructions (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 to another in choreographic studies.

4. Warm-up exercises.

This section will help children prepare for the beginning of the lesson, develop a sense of rhythm in the child, the ability to move to the music. It will serve as the basis for the development of various types of movements by children, ensuring the effective formation of the skills and abilities necessary for further work on the ABC of Dance program.

5. Folk dance.

In this section, aunts will get acquainted with the elements of folk dance: the positions and positions of the arms and legs, with various dance movements, they 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 the complex of various movements, children will get acquainted with dance combinations built on these movements. And from these combinations, training dance etudes 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 liberated personality in them. In the future, training dance sketches based on these movements will be compiled and learned.

6. Classical dance.

Classical dance is the basis of all choreography. It will help children to know their body, learn how to competently, control their arms and legs, performing one or another dance element. In classical dance classes, children will get acquainted with the main 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 academic year, more complex ones will be added to simpler dance movements. At the end of introducing children to this section, they are invited to learn dance etudes.

7. Ballroom dance.

The "ballroom dance" section includes such dance elements as jumps, par polkas, par waltzes. Children learn to hold the body and hands according to the time to which the dance movements performed are related, they will try to adopt the manner of performing dances of that time. During ballroom dancing, much 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 scarves, hats, etc. As well as after getting acquainted with the previous sections, children are invited to study and perform the etudes "Polka", "Waltz", "Charleston".

5. Thematic plan.

Middle group.

(classes are held once a week)

Senior group.

(classes are held 2 times a week)

Preparatory group.

(classes 2 times a week)

Calendar-thematic plan.

MIDDLE GROUP.

(lesson once a week)

SENIOR GROUP.

(classes 2 times a week)

PREPARATORY GROUP.

(classes 2 times a week)

6. List of used literature:

1. Baryshnikova T.K. ABC of choreography. - St. Petersburg, 1996.

2. Gusev G.P. Methods of teaching folk dance. Dance movements and combinations in the middle of the hall. - M., 2004.

3. Gusev G.P. Sketches. - M., 2004.

4. Zvezdochkin V.A. Classic dance. - Rostov n / D., 2003.

5. Bogdanov G. lesson of Russian folk dance. - M., 1995.

6. Ustinova T. Protect 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 kids to dance. - M., 2003.

General development program of additional

artistic education

"Choreography"

(implementation period 1 year, children 5-7 years old)

Krasnoufimsk, 2017

General developmental program additional education in the artistic direction "Choreography".

Compiled by: Sidorova T.V.

The general developmental program of additional education of artistic and aesthetic orientation for children aged 5-7 years "Choreography", is focused on the development of musical, rhythmic and dance movements in children.

The program of additional education of the artistic and aesthetic orientation "Choreography" for children of senior preschool age is focused on:

Development of muscular expressiveness of the body: forms a figure and posture, improves health;

Formation of expressive movement skills: the ability to dance easily, gracefully and in a coordinated manner, as well as navigate in space;

Development of tempo-metro-rhythmic sensitivity, knowledge musical forms, style and nature of the work;

Formation personal qualities: strength, endurance, courage, will, dexterity, diligence, perseverance and determination;

Education of children's communication skills: develops a sense 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 a large and wonderful world dances, through the game introduces some genres, types, styles.

1. TARGET SECTION

1.1. Explanatory note

Choreography is a synthetic art. It allows you to solve the problems of physical, musical-rhythmic, aesthetic, and, in general, mental development of children. Meanwhile, choreography, like no other art, has enormous potential for the full-fledged aesthetic improvement of the child, for his harmonious spiritual and physical development. Dance is the richest source of aesthetic impressions of the child. He forms his artistic "I" as an integral part of the instrument of "society", through which it draws the most personal aspects of our being into the circle of social life.

The well-known Russian psychologist L.S. Vygotsky emphasized the motor nature of the mental process in children, the effectiveness of recreating images "through one's own body." Consequently, dance, with its rich figurative and artistic movement system, can and certainly plays a key role in the development of productive imagination and creativity. Child development preschool creativity- a prerequisite for the active progress of the creative qualities of the individual.

This program is aimed at introducing children to the world of dance. Dance can be called a rhythmic poem. The word "Dance" evokes in our minds the idea of ​​something grandiose, tender and airy. Dance classes not only teach to understand and create beauty, they develop imaginative thinking and fantasy, memory and diligence, instill love for beauty and contribute to the development of a comprehensively harmonious personality of a preschooler.

Choreography classes help children relieve 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 stage performance, as well as develop endurance, correct posture, coordination, body positioning, which is necessary not only for dancing, but also for health in general.

Choreography not only gives the output of increased motor energy of the child, but also contributes to the development of many useful qualities in him.

In the process of working on movements to music, the artistic taste of children is formed, their creative abilities develop.

Thus, there is a versatile influence on children, contributing to the upbringing of a harmoniously developed personality, they cause bright emotional impulses in children, a variety of motor reactions, enhance the joy and pleasure of movement. Children are extremely sensitive to musical rhythm and respond with joy 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 themselves, the dance, without exaggeration, develops the child comprehensively.

The program introduces children to the big and wonderful world of choreography, through the game introduces some genres, types, styles of dance. Helps them to join the huge world of music - from classical to modern styles, and try to express themselves through plastics 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 the drawing, plasticity is being formed.

1.1.1. Goals and objectives of the Program implementation.

Target: the formation of children's creative abilities through the development of musical, rhythmic and dance movements, the development of the performing abilities of children.

Tasks:

Tutorials:

study of elements of classical, folk, ballroom, modern dances;

the formation of musical and rhythmic skills (the ability to move and realize oneself to the music);

teaching proper breathing (breathing exercises);

study of exercises for body development and health promotion (improvement of physical data, formation of posture

The ability to hear in motion the meter (strong beat), the simplest rhythmic pattern, to change movements in accordance with the two- and three-part form, and musical phrases.

Developing:

improvement of 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:

educating children's interest in dance art;

education of 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;

upbringing, camaraderie, mutual assistance and diligence.

Distinctive feature of this Program is that the content of the program is interconnected with programs for physical and musical education in preschool. Various sections are presented in the Program, but the main ones are dance-rhythmic gymnastics, non-traditional types of exercises. It is assumed that the development of the main sections of the Program will help the natural development of the child's body, the morphological and functional improvement of its individual organs and systems. Training according to the Program creates the necessary motor mode, a positive psychological attitude, a good level of training. All this contributes to the health of the child, his physical and mental development.

Novelty of the Program is the adaptation and combination of several dance styles, allowing for a comprehensive choreographic preparation of children for further education in a choreographic studio.

1.1.2. Principles and approaches to the formation of the Program

Basic principles of building a program:

The principle of accessibility of the studied material. It provides for taking into account the age characteristics and capabilities of children and, in connection with this, the determination of tasks that are feasible for them. The optimal measure of accessibility is determined by the correspondence between the age capabilities of the child and the degree of complexity of the tasks.

The principle of "from simple to complex". It consists in the gradual complication of the material being studied, in setting up and performing ever more difficult new tasks for the child, in a gradual increase in the volume of the intensity of the loads. A prerequisite for successful learning is also the alternation of physical activity with musical and 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 repeatability of the material. Choreographic classes require repetition of the developed motor skills. Only with multiple repetitions is muscle memory developed, and then the child can pay more attention to emotions during the dance.

The principle of co-creation of a teacher and a pupil: the interaction of a teacher and parents, parents and children-pupils of a preschool institution.

The necessary conditions for the organization of the pedagogical process are:

the use of modern technologies for organizing the pedagogical process;

familiarity with various forms of traditional folk culture: applied artistic creativity, features of dance movements, distinctive features of 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 allow complicating the material. Psychological features allow the child to better coordinate their actions with a partner, children increase the ability to compose, fantasies, and combinations of various movements. Therefore, the main direction in working with older children is the interaction of several characters, the combination of several movements and rearrangements.

The task of the teacher is to form ways of relations with several characters, develop the ability to understand them, convey the same image in different moods, in a different character, form ways to combine 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 make it possible to master movements that are complex in coordination, understand complex changes, feel a partner and interact with each other, while controlling the quality of movement execution. Psychological features allow you to independently invent new images, interpret familiar images, and convey their interaction. Children of the preparatory group are able to independently compose small dance compositions with rebuilding and combination of dance movements.

The task of the teacher at this stage is the formation of ways of relations between partners, perception and transmission of musical images with shades of their mood and character, figurative-plastic interaction between several partners. At this stage, the teacher creates as many conditions for children 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, jumping, jumping, galloping, squatting.

The definition of the complexity and accessibility of musical-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.

Child at the stage of development of the Program:

Know the purpose of individual choreography exercises;

They are able to perform the simplest constructions and rearrangements, move rhythmically in various musical tempos and convey the simplest rhythmic pattern with claps and stomp;

Expressively, freely, independently move to the music;

They show a desire to move, dance to music, convey in movements, plasticity the nature of music, a playful image;

They are able to accurately coordinate movements with the main means of musical expression;

Possess skills in various types of movement around 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, circling one by one and in pairs, alternately throwing the legs forward, side step with a squat; moving forward, circling; squatting with legs forward, step on the whole foot in place, moving forward.

Perform dance movements: a step with a stomp, an attached step with a squat, a springy step, a side gallop, a variable step; expressively and rhythmically perform dances, movements with objects (balls, hoops, flowers).

Know the basic dance positions of the 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.

Capable of improvisation using original and varied movements.

Criteria for evaluating the development of the Program: The following methods are used to identify the effectiveness of mastering the program: observation, conversation, analysis of children's creativity products.

II. CONTENT SECTION

2.1. Educational and thematic planning

Planning is developed for a month, 8 lessons per month, each lesson includes various structural elements

October (8 lessons):

Elements of musical literacy:

tempo (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;

building in a line, in two lines;

building in a circle.

Learning to Bow:

curtsy for girls;

bow for boys.

Practicing basic dance steps:

November (8 lessons):

Elements of musical literacy:

Definition and transfer to movements:

dynamic shades (quiet, loud);

verse form (introduction, chorus, chorus).

Parterre gymnastics elements (performed lying on the back, on the 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;

back flexibility exercises (“frog”, “bridge”, “stand on the shoulder blades);

exercise for the development of the dance step (twine, "stretching").

Exercises for the development of orientation in space:

building a circle within a circle;

position in pairs;

free accommodation in the hall with subsequent return to the column;

building from a circle into one line, into two, into four lines and the reverse rebuilding on the spot, in advance.

dance game:

"Catchers".

Practicing basic dance steps:

pas polka;

jumps.

Dance setting:

December (8 lessons):

Parterre gymnastics elements (performed lying on the back, on the 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;

back flexibility exercises (“frog”, “bridge”, “stand on the shoulder blades);

exercise for the development of the dance step (twine, "stretching").

in giraffes;

Exercises for the development of orientation in space:

"streamlet"

"Column".

Practicing basic dance steps:

march "dance step" (performed with a change in size and tempo);

step on half-toes with a high knee lift;

pas polka;

jumps.

Dance setting:

January (8 lessons):

Parterre gymnastics elements (performed lying on the back, on the 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;

back flexibility exercises (“frog”, “bridge”, “stand on the shoulder blades);

exercise for the development of the dance step (twine, "stretching").

Practicing basic dance steps:

pas polka;

jumps.

Dance exercises for the development of artistic and creative abilities:

dance game:

"Ocean is shaking".

Dance setting:

"And in our yard."

February (8 lessons):

Elements of musical literacy:

Definition and transfer to movements:

the nature of the music (cheerful, sad);

tempo (slow, fast);

genres of music (march, song, dance)

Parterre gymnastics elements (performed lying on the back, on the 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;

back flexibility exercises (“frog”, “bridge”, “stand on the shoulder blades);

exercise for the development of the 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):

Parterre gymnastics elements (performed lying on the back, on the 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;

back flexibility exercises (“frog”, “bridge”, “stand on the shoulder blades);

exercise for the development of the dance step (twine, "stretching").

Dance exercises for the development of artistic and creative abilities:

"Where are our hands?"

Basic hand positions in classical dance:

first position.

The main positions of the legs in classical dance:

second position.

Dance setting:

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 lift;

pas polka;

jumps.

dance game:

"Day Night".

Practicing dances for an open lesson:

"Smilies";

"Funny 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.

1. Description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of pupils, the specifics of their educational needs and interests

Teaching methodology

It is possible to perfectly master the huge variety of movements, combinations and entire complexes of exercises included in the Program only if the correct teaching methodology is used.

The holistic learning process can be divided into three stages:

the initial stage is training in an exercise (a separate movement);

the stage of in-depth learning of exercises;

stage of consolidation and improvement of the exercise.

1. Initial stage

Stage of in-depth learning. The stage of consolidation and improvement

the name of the exercise;

explanation of the technique;

exercise testing.

clarification of motor actions;

understanding the patterns of movement;

rhythm improvement;

Free and continuous exercise.

consolidation of motor skills;

use of exercises in combination with other exercises;

formation of an individual style.

The primary role in the choreography lesson is played by musical accompaniment. Musical works used to accompany classes are very diverse: by genre, style, form, size, tempo, etc. But with all this, musical works are accessible to the understanding of children, musical, expressive, awaken children's imagination and imagination. All this allows children to form the most complete idea of ​​the diversity of musical works, enrich them with emotional and aesthetic experiences, and helps in educating musical taste.

In order for the educational activity to be effective, in the lesson on rhythm, the leading type of activity of the preschool child, the game, is used to the maximum. Using game exercises, imitation movements, plot-creative sketches enhance the emotional perception of music by children and help to solve the tasks more fully and comprehensively.

Separate game exercises can be used as dynamic breaks for rest - if the whole lesson is carried out at a sufficiently high pace and involves a lot of movement.

Complexes of gaming exercises are included in various parts of the lesson: in the warm-up or in the whole lesson. 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 plasticity, on the emotional richness of the image, imitative movements are included in the classes, which are very valuable for preschool age.

Choreography classes contribute to the development of children musical perception, emotionality and figurativeness, improvement of melodic and harmonic hearing, musical memory, sense of rhythm, culture of movements, the ability to creatively embody the musical and motor image. An aesthetic taste is formed, thereby helping to harmonize the inner world of the child. Movements to music are considered as the most important means of developing the child's bodily experience and, consequently, the development of his personality as a whole. The formation of creativity in dance is a very delicate, fragile process. Therefore, when using all the above teaching methods, the following conditions are necessary.

2.3. Features of educational activities of different types and cultural practices.

The cultural practices of the child ensure its active and productive educational activities. Cultural practices are diverse types of independent activities, behavior and experience, based on the current and future interests of the child, that develop from the first days of his life.

It is in these practices that an internal plan of action appears and is enriched, an idea is formed, which becomes articulated (verbally formalized, conscious), and a transition is made from the original procedurality to effectiveness (the embodiment of an articulated, formalized idea 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 connectedness and processuality of the child.

Thus, the plot game translates the external action into the internal plan of "planning", but to the maximum extent it preserves and provokes the game attitude as a procedural (outside the result) attitude to the world. The plot of the game is, in the end, a virtual world of possible events, which is built at the whim of the players and does not have a productive conclusion.

− Game 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 the preschool child. Game activity is presented in the educational process in various forms - these are didactic and plot-didactic, educational, outdoor games, travel games, game problem situations, dramatization games, sketch games, etc. At the same time, the enrichment of the game experience of children's creative games is closely related with the content of directly organized educational activities. The organization of plot-role-playing, directing, theatrical games and dramatization games is carried out mainly in sensitive moments (in the morning and in the afternoon).

- Communicative practice, carried out against the background of gaming, productive, cognitive and research activities, requires the articulation (verbal formulation) of the idea, its awareness and presentation to others (in a joint game and research) and sets social performance criteria (in a joint productive activities). Communicative 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, the education of tolerance, and preparation for learning to read and write (at senior 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 gained by children in other activities.

− Musical activity Musical activity is organized in the process 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 their deeper perception and understanding. Through movements, the child perceives music brighter and more emotionally, consolidates knowledge about the means of musical expression (mode, 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 right position feet, ease of running, body flexibility. Choreography is an additional reserve of children's motor activity, a source of their health, joy, increased efficiency, relaxation of mental and psychological stress, therefore, one of the conditions for preparing for educational activities at school.

1. Methods and directions of children's initiative

The dance activity of a child in kindergarten can be carried out in the form of independent initiative activity - dance and music games and creative improvisations, in motion, theatrical and performing activities. The head of the dance group advises teachers, gives the necessary recommendations, and provides practical assistance in guiding the independent dance activities of preschoolers. The independent dance activity of preschoolers is of an initiative, creative nature, is based on the acquired experience, is distinguished by a variety of forms and is the initial manifestation of self-learning.

The activities of a teacher to support children's initiative with children 5-7 years old:

- Introduce an adequate assessment of the result of the child's activity with simultaneous recognition of his efforts and an indication of possible ways and means to improve the product.

- Calmly respond to the failure of the child and offer several options for correcting the work: re-execution after a while, finishing; improvement of details, etc. Tell your children about the difficulties you yourself experienced in learning new activities.

- Create situations that allow the child to realize his competence, gaining respect and recognition from adults and peers.

- Ask children to show the educator and teach him the individual achievements that everyone has.

- Maintain a sense of pride in your work and satisfaction with its results.

− Create conditions for a variety of independent creative activities of children.

- If necessary, help children in solving problems in the organization of 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, suggest:

1) provision emotional well-being through:

- direct communication with each child;

− respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

- creation of 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 assistance to children, support for children's initiative and independence in different types activities (game, research, design, cognitive, etc.);

3) establishing the rules of interaction in different situations:

- creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;

− development of children's communicative abilities, allowing them 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 manifests itself in a child in joint activities with an adult and more experienced peers, but is not actualized in his individual activity (hereinafter referred to as 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, artistic and aesthetic development of children;

- support for spontaneous play of children, its enrichment, provision of play time and space;

− assessment individual development 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 based on the identification of needs and support educational initiatives families.

1. Features of interaction with the families of pupils

According to the target settings of the program, it is possible to identify areas of interaction with the families of pupils:

Cooperation between teachers and parents involves the following approaches:

Parents are seen as an important factor in improving the developmental 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 rapid success, they can master new skills, guided by a strong desire to help their children.

Parents have the right to be informed and to turn to kindergarten teachers for advice in order to more effectively influence the development of their children.

Parents, under appropriate conditions, can be subjects of organization, planning and development of the educational system MADOUCRR - kindergarten.

Directions for interaction with parents:

systematic, active dissemination of pedagogical knowledge among parents;

practical assistance to the family in raising children;

organization of propaganda of positive experience of social and family education;

involvement of parents in planning, prognostic, organizational, analytical and evaluation activities of a preschool institution.

Principles of interaction between kindergarten and family:

trusting relationships - ensuring the faith of parents in professional competence, tactfulness of teachers, their ability to understand and help in solving the problems of family education;

approach to parents as 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, results of the child's development;

help, support, respect and trust in the child from the teacher and parents;

personal interest of parents - a change in the pedagogical position of parents, which will help to properly build communication and joint activities with the child.

Forms of work with parents:

− information stands (visual campaigning);

− folders - shifters;

− consultations;

− booklets;

− memos;

− parent meetings;

− individual and group conversations;

− questioning, testing.

III.ORGANIZATION SECTION

3.1. Logistics support for the implementation of the Program:

3.2. Description of the provision with methodological materials and means of training and education.

ABC of choreography - Baryshnikova T. (Moscow, 1999).

Burenina A. I. Rhythmic mosaic. Rhythmic plastic program for preschool children. 2nd ed., St. Petersburg, LOIRO, 2007.

"Dance Mosaic" - choreography in kindergarten - Slutskaya S.L. (2006).

Ladushki "Dance with me my friend" - Kaplunova I., Novoskoltseva I..

"Sa-fi-dance" - dance and game gymnastics for children - Firileva Zh.Yo.

Slutskaya S. L. Dance Mosaic. Choreography in kindergarten - M., Linka-Press. 2006.

Dance rhythm - Suvorova T.

8. Firileva, Zh.E., Saikina, E.G. Sa-fi-dance. Dance and game gymnastics for children: a teaching aid, St. Petersburg, Detstvo-press, 2001.

3.3. Timetable of classes.

The duration of the program is one year of study. The program of additional education is implemented 2 times a week. The duration of the 1st lesson is 30 minutes. Classes are organized in the music room.

Organization of educational activities

All sections of the program are united by the game method of conducting classes. The game method gives educational activity an attractive form, facilitates the process of memorizing and mastering exercises, increases the emotional background of classes, and 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 maintain health and based on 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 (combat, general developmental exercises); rhythm; musical - outdoor games; dances (dance steps, elements of choreography, 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: gymnastic leotard, chiffon skirt, hair must be gathered in a bun, Czech shoes on the legs. For boys: T-shirt, sports shorts, Czechs.

Summing up forms:

Performances by children at open events;

Participation in thematic holidays;

Final session;

Open classes for parents;

Reporting concert (2 times a year).

Main forms of work:

By subgroups;

Group.

Conditions necessary for the implementation of the Program.

For the effective implementation of the program, the following conditions are necessary:

Personal communication between the teacher and the child;

Proper floor covering

4 meters of space should be allocated for each child;

Wide use technical means training (video, audio equipment);

Attributes, visual aids;

Pre-ventilate the hall and carry out wet cleaning;

The performance of each student at the end of the year.