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Choreography program 1 year of study. Work program on the topic: Choreography program

Choreography program 1 year of study. Work program on the topic: Choreography program

25.04.2019

Municipal educational institution

"Pomar average comprehensive 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 creative activity children, 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, agility, endurance and physical strength.
To give children the opportunity to fantasize and develop new dance moves and stories.

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, maintaining dance posture, eversion, master the movements of the foot.
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:

"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 problems that arise in the course of his work. creative tasks, but also to 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 junior 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:

ABC musical movement;
elements of classical dance;
elements of folk stage 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. Duration of classes from younger students 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 a skill easy 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 know

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 of students:

1. Introductory, organized at the beginning school year.

2. Current, held during the academic year.

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

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

p/n	Subject	Number of hours
		Total	Theory	Practice
	Educational and training work

	Parterre exercise
	ABC of musical movement
	Elements of classical dance

	Elements of pop dance
	Work on the repertoire
	Stage movement.
	Creative activity.
	Music and dance games.

	Talking about art, listening to music, attending concerts
	Total

Educational and thematic plan 2 years of study

p/n	Subject	Number of hours
		Total	Theory	Practice
	Educational and training work
	Introductory lesson. Safety engineering.
	ABC of musical movement
	Elements of classical dance
	Elements of folk stage dance
	Elements of pop dance
	Work on the repertoire
	Creative activity.
	Educational activities

	Total

Educational and thematic plan 3 years of study

p/n	Subject	Number of hours
		Total	Theory	Practice
	Educational and training work
	Introductory lesson. Safety engineering.
	ABC of musical movement
	Elements of classical dance
	Elements of folk stage dance
	Elements of pop dance
	Work on the repertoire
	Creative activity.
	Educational activities
	Conversations about art. Listening to music, attending concerts.
	Total

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). Time signatures 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 the hands, body, head, body, in different directions stage 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 session.

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.

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: 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.

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 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° - slowly raising 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, played 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 the toe or edge of the heel). 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.

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.

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 creativity, 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.

.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 budget institution

additional education

House of Children's Culture (Arts) "Rainbow"

Agreed: I approve:

Deputy Director for WRM Director of DDC

M.A. Kukunchikova _______ I.A. Sumina

"___"______2016 "___"_______2016

Accepted

at the pedagogical council

protocol no.

from

Additional educational program

"Relevé"

for 3 years of study

for children 5 - 11 years old

Compiled by:

teacher of additional

education

A.A. Dubrovskaya

Vyksa

2016

Introduction

Dance art has existed since ancient times. Dance is a way to express your mood and feelings through rhythmic steps and body movements. In many countries, dance is an important and integral part of the culture; dancing is accompanied by various social and religious events. The main directions of dance in modern world distinguish: dances of the peoples of the world, ballet, sports ballroom dancing and modern choreography.

Each of these species has its own history of development. For example, Russian folk dance at all stages of its development reflected national features, the social and everyday way of life of the people, their mood, rituals and customs. Modern dance or modern dance originated at the endXIXcentury, when many believed that classical ballet imposes too many restrictions on the plasticity of the dancer and the emotional fullness of the dance.

The purpose of modern dance is primarily the expression of feelings and moods, and therefore this dance is quite free and universal. And since the thoughts and feelings of people are different, dancers are constantly looking for and inventing new movements, which often leads to a mixture and transformation of styles, but the main thing that choreographers are called upon to do today is to feel the time. We have moved to new Age, we are surrounded by new people, a younger generation is growing up, completely unfamiliar with traditional Russian folk art. Instilling respect for the rich choreographic heritage of the legendary masters of the past, modern choreographers working in the field of not only modern, but also Russian folk dance, we must try to build choreography, in the nature of our time, for those people who surround us in everyday life and, above all for the rising generation. We need to help them develop their own artistic outlook, based on modern directing and plastic and musical techniques which, of course, should be based on a special relationship to the Fatherland. Youth need to instill love for the Motherland, native nature, to tell by means of choreography about the beauty and talent of world craftsmen.

Explanatory note

Dancing is a useful and pleasant thing. Dancing, children develop their body. Dancing can increase self-confidence and even make a person happier. Learning to dance is a very exciting activity. This is a great way to spend time with friends.

In our time, children are at great risk from the outside world. School lessons, computers, TVs - a sedentary lifestyle leads to various diseases, curvature of the spine. Dancing is a training of the body as a whole:

They serve as protection against heart disease, increase the vital capacity of the lungs, which in turn affects life expectancy;

Strengthen the skeletal system;

Give a good opportunity to regulate body weight;

Improves physical and intellectual performance;

Helps to cope with stress.

Children who are stressed sometimes cannot concentrate. Because of this, it is difficult for them to acquire new knowledge. But since dancing is a lot of fun, the dance moves gradually teach them to concentrate. Gradually, they begin to perform more and more complex movements and sequences, which, in turn, develops memory.

Dance classes are a way to help children who are lagging behind, as well as withdrawn, unsociable and emotionally unbalanced. In addition, dancing helps to get rid of constant colds and keeps a person working and cheerful.

Children are especially favorably affected by their own successes, which strengthen their faith in their own strengths and capabilities. To achieve a situation of success, as the most effective incentive for the formation of motivation in the classroom, various forms of training are used (dance ring, game-travel, an impromptu concert, etc.), methods and techniques for presenting educational material that help children engage in and perform dance movements with interest.

Program focus "Relevé" is artistic and aesthetic in content; by functional purpose - leisure, general developmental, educational and cognitive and general cultural.

Program feature consists in the fact that most of the lesson, in the first year of study, is based on parterre exercise, which allows you to strengthen the child's body as a whole. Used in the classroom various games, creative collective tasks "Improvisation". All these techniques help children to study with interest and develop creative and communication skills, artistry, the ability to make choices, and independence. Studying the basics of Russian folk dance helps the younger generation to instill love for the motherland and contributes to the preservation of Russian traditions.

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 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:

Creation of favorable conditions for strengthening health and revealing the creative abilities of the emerging personality of a young citizen, his abilities for self-expression.

Tasks:

Teaching theoretical and practical knowledge, skills and abilities on the basis of mastering and mastering the program material.

Develop agility, endurance and physical strength; musicality, plasticity and sense of rhythm; the ability of children to experience, think, remember and evaluate the culture of their movements.

Raise interest in the art of dance; a sense of collectivism, the ability to productive creative communication; hard work, independence and self-confidence.

The program of the dance studio "Confetti" is designed for 3 years of study for children aged 6 to 11 years.

Classes with children of the first year of study are designed for 144 hours (2 times a week for 2 hours).

Classes with children of the second year of study are designed for 216 hours (3 times a week for 2 hours).

Classes with children of the third year of study are designed for 216 hours (3 times a week for 2 hours).

The educational and thematic plan of 1,2,3 years of study is characterized by the complication of the performed choreographic elements, exercises, as well as an increase in the physical and informative load of students.

Classes in the group are held in group and individual form, since each child has an individual form of development and age characteristics.

Everyone is accepted to the studio - physically healthy children, regardless of the general level physical training. In the classroom, the initiative and independence of students are encouraged.

In the classroom, children are systematically introduced to the rules of personal hygiene, safety precautions and traffic rules. A prerequisite for learning is to familiarize children with the history of dance.

During the training in the dance studio, children should learn how to move beautifully to the music, get the necessary physical training.

Once every three months, a control lesson is held in the form of a test with an assessment based on practical material.

At the end of each year of study, a final lesson is held in the form of a concert, a creative report.

At the end of the training, children who continuously and successfully completed the course of this program are awarded a diploma.

The form of summarizing the implementation of the program dance studio, for a certain period of time is the participation of children in concert activities, festivals and competitions in the DDC and at the city level.

The program can be implemented provided there is a spacious, ventilated classroom. A stick (machine) attached along the wall should correspond to height, be at waist level or slightly higher. Supports are installed opposite the mirrors. In the classroom, the mirror helps to check the correctness of the exercises, harmony, posture, the beauty of the posture. The technical means of training is a tape recorder and a laptop.

First year of study

Tasks:

Teach the basics of parterre exercise: increase the flexibility of the joints, improve the plasticity of the muscles of the ligaments, increase muscle strength; rules of conduct in speeches

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

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

By the end first of the year learning childrenmust know : safety rules, exercise technique, the simplest elements of ground gymnastics,skills in the eversion position of the legs, stability, coordination of movements,hull placement rulesbasic types of dance pattern,rules of conduct in the classroom and at the concert.

Should be able to: perform the basics of parterre exercise, move freely to the music, think creatively and fantasize in accordance with the musical material, correctly move to the beat of the music, maintaining a beautiful posture, light step from the toe, feel the nature of the music, move expressively in accordance with musical images, build relationships with peers.

Educational and thematic plan of the first year of study

№ P / P

Name Topics

Number of hours

Theory

Practice

Total

Introductory lesson

Parterre gymnastics

dance alphabet

game sketches

Basic movements

Speeches

Control classes

Final lesson

Total:

132

144

1. Introductory lesson

Theory: acquaintance, filling in information about the pupils, the content and form of classes. Acquaintance of children with safety rules, traffic rules. Acquaintance with the curriculum of the first year of study, the charter of the House of Children's Culture and the rules of conduct.

Practice: the game "Hares danced merrily"

2. "Parterre gymnastics"

Theory: story "Preparation for classes", "Warm-up", "Relaxation"

Practice:

EXERCISES

step development exercise;

inclinations of the body to the legs;

exercise on the floor (twine).

"Dance alphabet"

Theory: story "Rhythm and its role in the formationmusical perception, ideas about the expressive means of music, the development of a sense of rhythm”, a conversation about the importance of the ability to navigate in marching and dance music, determining its nature, harmonizing music with movement, the basic positions of the arms and legs.

Practice:

Leg position - I, II, III, IV, V, VI.

Hand positions - I, II, III.

Exercises:

- Definition and transmission in motion:

1-character of music (calm, solemn);

2-tempo (moderate);

3-strong and weak beats.

- Exercises for the development of orientation in space.

dance step (reversible position of the leg, from toe to heel);

building and rebuilding.

"Game sketches"

Theory: introducing children to the concept of "Improvisation", conversation "Game as a kind of dance."

"Hares in the meadow".

"Cats and mice".

"Fluffs-snowflakes".

"Birds".

"Thread and Needle"

"Herons and Frogs".

"Horsemen".

"Autumn Leaves"

"Spring dance".

"Merry quadrille".

"Checkers".

Basic movements

Theory: Conversation “The origins of the drawing dance."

Practice: working out movements under the account; practicing movements to music; connection of movements in bundles under the account; connection of movements in bundles to the music. Basic movements and steps:

 dance step;

 side step;

 step on half toes;

 simple hand movements

 connection of the simplest movements of the arms and legs.

Production and rehearsal work

Theory: introducing children to the types of dance patterns - standard, linear, circular, combined.

Practice:

 synchronicity in performance;

 building a dance composition into a finished form - dance.

Speeches

Theory: conversation "Rules of conduct at a concert"

Practice:

concerts at DDC

Control classes

Elements of ground gymnastics,

Basic hand and foot positions

Knowledge and quality of movement

offset with an assessment for organicity and artistry when showing a dance.

Final lesson

Second year of study

Tasks:

To teach the basics of classical dance, the simplest elements of folk dance, various styles of modern dance.

To develop flexibility, fluency in the body, head movements and especially hands, plasticity and expressiveness, imagination, acting skills.

Cultivate a friendly attitude towards peers and respect for elders, self-esteem.

By the end second of the year learning childrenmust know : names of elements of classical and folk dance, elements of parterre gymnastics, the most common styles of modern dance,rules of conduct in society.

Should be able to: perform elements of classical dance,to think creatively and fantasize in accordance with the musical material, to correctly select movements for certain music, to show artistry.

Educational and thematic plan of the second year of study

№ P / P

Name Topics

Number of hours

Theory

Practice

Total

Introductory lesson

Parterre gymnastics

classical dance

Folk dance

game sketches

Basic movements

Production and rehearsal work

Speeches

Control classes

Final lesson

Total:

201

216

1. Introductory lesson

Theory: Repetition of safety rules, traffic rules. Acquaintance with the curriculum of the second year of study.

Practice: Do as I do game.

2. "Parterre gymnastics"

Theory: conversation "The main types of exercises in floor gymnastics."

Practice:

EXERCISESin a sitting position, lying down, on its side, from various stops:

exercise for the development of flexibility of the shoulder and lumbar joints;

ankle mobility exercise;

step development exercise;

flexibility exercise;

exercise to strengthen the spine;

exercise for the development and strengthening of the abdominal press;

exercise for the development of eversion of the legs;

stretching legs (forward, to the side);

inclinations of the body to the legs;

exercise on the floor (twine);

"basket";

"boat";

bridge and half-bridge;

"ring".

"Classical dance"

Theory: Watching a video about a classic exercise. Terminology,basic conceptsand rules of movement at the machine.Hand and leg positions.The concept of turns an deor and an dedan.

Practice: Spins (tour, tour pique). Jumps (assembly, shazhman de pied, eschappé). Exercise at the machine

Leg position - I, II, III, IV, V, VI.

Hand positions - I, II, III.

Plie. Performed byI, II, V positions.

Batman tandu. Performed byV positions.

Batman tandyu jet. Performed byV positions.

Rond de Jamb par terr. Performed byI positions.

Grand batman zhete. Performed byV positions.

Relevé. Performed byI, II positions.

"Folk dance"

Theory: The story "The connection between classical and folk dance."

Practice: Studying the elements of Russian folk dance. Hand position - 1, 2, 3. Dance steps, from the toe: a simple step forward; variable step forward. Harmonic. Seizures. Hammers. Kovyryalochki and winders. Rotations.

5. "Game studies"

Theory: conversation “Application of drawing in contemporary choreography».

Practice: games taking place on the basis of the children's culture house on the topic:

"Spring dance".

"Merry quadrille".

"Checkers".

"Naughty bugs".

"Butterflies and Clown"

"The swallows have flown."

"We're going to visit grandma."

"Steam locomotive".

"The wolf and the seven Young goats".

"Big Wash".

Basic movements

Theory: Conversation "The most common styles of modern dance».

Practice: practicing movements to the beat and to the music; connection of movements in bundles to the score and to the music.Hand positions (teacher demonstration). The simplest composition. The work of the arms, body, head, body, in different directions.

Basic movements and steps:

 side step;

 step on half toes;

walking: vigorous, march-like, calm, the ability to walk to the music;

running (easy, fast, wide);

jumps in place and moving forward with an extended and shortened foot;

building and rebuilding.

 hand movements, work of the body and head.

 combination of arm and leg movements.

 learning more complex dance moves.

Production and rehearsal work

Theory: Conversation "How to learn to dance." "How Dance Is Created".

Practice:

 acquaintance with the musical material of the production;

 combining movements into dance combinations;

 synchronicity in performance;

 working out the clarity and purity of drawings, constructions and rebuildings;

 expressiveness and emotional performance;

 building a dance composition into a finished form - variety dance.

Speeches

Theory: conversation "Rules of behavior in society"

Practice:

concerts at DDC

Control classes

credit with an assessment on the technique of performing all the studied material

Elements of folk dance,

Final lesson

Theory: Summing up the work for the academic year.

Practice: Demonstration by children of the dance combinations studied during the year. Encouragement for success and diligence, rewarding with diplomas. Games. Contests. Tea drinking.

Third year of study

Tasks:

Teach children the history and basic movements of folk dance.

To develop acting skills in children, the ability to experience, think, remember and evaluate the culture of their movements.

Cultivate musical taste and love for the art of dance; benevolence, courtesy, observance of the rules of cultural behavior and the desire for self-improvement.

By the end third of the year learning childrenmust know : the history of Russian folk dance, elements of classical and folk dance, parterre gymnastics.

Should be able to: organically build movements, show acting skills, be able to improvise on a given topic, clearly perform movements in set compositions, work in a team.

Educational and thematic plan of the third year of study

№ P / P

Name Topics

Number of hours

Theory

Practice

Total

Introductory lesson

Parterre gymnastics

classical dance

Folk dance

game sketches

Basic movements

Production and rehearsal work

Speeches

Control classes

Final lesson

Total:

201

216

1. Introductory lesson

Theory: Repetition of safety rules, traffic rules. Acquaintance with the curriculum of the third year of study.

Practice: game "understand me".

2. "Parterre gymnastics"

Theory: conversation "Exercises for the development of the body."

Practice:

All material from previous years is included.

"Classical dance"

Theory: Terminology,basic conceptsand movement rules in the middle.

Practice: Rotations, jumps, exercise at the barre - all the elements studied in the previous year are repeated and new elements are included

Batman fondue. Performed byVpositions.

Batman frappe. Performed byVpositions.

Rond de jamb en ler. Performed byVpositions.

Adagio. Performed byVpositions.

"Folk dance"

Theory: The story "Types of round dances." Viewing video materials on folk dance.

Practice: Repetition of elements of Russian folk dance. Seizures. Hammers. Kovyryalochki and winders. Rotations. Fractions. Fractions in a circle. Ropes. Exercises at the machine

Plie

Characteristic batman tandu

Percussion exercises

Rotational movements

Leg rotations

big batmans

5. "Game studies"

Theory: conversation "Artistic image in choreography".

Practice: games taking place on the basis of the children's culture house on topics studied in previous years.

6. Basic movements

Theory: Conversation "The meaning of music in a choreographic work».

Practice:practicing the movements of Russian folk dance to the beat and to the music; connection of movements in bundles to the score and to the music.

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 track). "Accordion" - simultaneous turns of both feet from a free position to the 1st closed position and vice versa, moving to the side. Fall - in place, moving to the side, with a 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

Production and rehearsal work

Theory: Conversation "History of Russian folk dance".

Practice:

 acquaintance with the musical material of the production;

 combining movements into dance combinations;

 synchronicity in performance;

 working out the clarity and purity of drawings, constructions and rebuildings;

 expressiveness and emotional performance;

 building a dance composition into a finished form - Russian folk dance.

Speeches

Theory: conversation "Rules of work in a team", "Rules of the road"

Practice:

Concert programs in DDC

Reporting concert

Outdoor concerts in the institutions of the city

Control classes

credit with an assessment on the technique of performing all the studied material

- elements of ground gymnastics

- elements of classical exercise,

- elements of folk dance,

a test with an assessment for the correct execution of movements and acting skills when demonstrating a dance.

Final lesson

Theory: Summing up the work for the academic year.

Practice: Creative report within concert program DDK.

Demonstration by children of dance compositions studied during the year. Encouragement for success and diligence, rewarding with diplomas. Presentation of diplomas on completion of the training program. Tea drinking.

Methodological support of the program

Technical equipment

classes

Summing up forms

Introductory lesson

Conversation

Role-playing game

Methods: verbal

Techniques: dialogue, explanation, communication of new information

Books, questionnaires

Parterre gymnastics

Conversation, practical work

Exercise schemes

Mirror wall, tape recorder

Practical test

dance alphabet

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Techniques: message, explanation, demonstration of exercises

Posters "Basic positions of legs and arms",

Show by teacher

Mirror wall, tape recorder

Practical test

game sketches

conversation, games

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Techniques: communication, explanation, observation

Computer tools, handouts

Mirror wall, tape recorder

Independent work

Basic movements

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Show by teacher

Mirror wall, tape recorder

Practical test

Production and rehearsal work

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Techniques: message, explanation, showing movements

Show by teacher

Mirror wall, tape recorder

Practical test

classical dance

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Techniques: message, explanation, showing movements

Practical test

Folk dance

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Techniques: message, explanation, showing movements

Demonstration by the teacher, use of video material

Mirror wall, tape recorder, laptop

Practical test

Speeches

Conversation, concerts

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Record player

Concerts, competitions, festivals

Control classes

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Techniques: message, explanation

Record player

Practical test, independent work

Final lesson

Activity-game

Record player

List of literature for students:

Baryshnikova T. “ABC of choreography”, M., 1999

Ivanova O., Sharabarova I. "Do rhythmic gymnastics", M. Soviet sport, 1988

Lucy Smith Dancing. Initial course”, M. Astrel, 2001

List of literature for the teacher:

Bekina S. et al. “Music and movement”, M., Enlightenment, 1984

Belaya K. “Three hundred answers to the questions of the head of the kindergarten”, M., 2004

Bondarenko L. “Methods of choreographic work at school”, Kyiv, 1998

Developmental and educational psychology: Childhood, adolescence, youth - M .: Academy, - 2000, p.38.

Kostrovitskaya V. “One hundred lessons of classical dance”, St. Petersburg, 1999

Zakharov V. "Poetics of Russian dance", M., Publishing house "Svyatogor", 2004.

General development program of additional

artistic education

"Choreography"

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

Krasnoufimsk, 2017

I.	TARGET SECTION
	Explanatory note
	Goals and objectives of the Program implementation
	Principles and approaches to the formation of the Program
	Characteristics significant for the development and implementation of the Program
	Planned results of the Program
II.
	Description educational activities
	Description of variable forms, ways, methods and means of implementing the Program, taking into account age and individual characteristics pupils, the specifics of their educational needs and interests
	Features of educational activities of different types and cultural practices
	Ways and directions to support children's initiative
	Features of the interaction of the teaching staff with the families of pupils
III.	ORGANIZATION SECTION
	Description of the Logistics of the Program
	Description of the provision with methodological materials and means of training and education
	Timetable of classes

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 of musical forms, style and nature of the work;

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

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 national cultures 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 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 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 yourself 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 fine motor skills, memory, attention, imagination;

development of musical abilities (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 a preschool institution. 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 the musical image, more complex schemes of rebuilding, 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 the 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

Structural elements of classes	October 8 lessons	November 8 lessons	December 8 lessons	January 8 lessons	February 8 lessons	March 8 lessons	April 8 lessons	8 lessons
Elements of musical literacy.
Elements of ground gymnastics
Exercises for the development of orientation in space
Exercises for the development of artistic and creative abilities
Bow learning

Basic hand positions in classical dance
Basic foot positions in classical dance
dance game
Dance staging
Reporting concert

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.

		subject	target			watch
October		Exercises with autumn leaves.					Bow. Warm up. Heating around. The game "Weave a wattle fence" Positions of the legs: eversion (more precisely, half-inversion: the socks are turned away from each other) and parallel (the feet are parallel). Poklon dance performance
		Dance composition with autumn leaves
		Dance composition with ribbons	To promote the development of coordination of movements, mobility of nervous processes, attention, memory.
		Dance composition "Autumn Park".	Development of musicality, plasticity and expressiveness of hand movements
november	Dance performance "Smilies"
		Dance Etude "Lyrical".					Bow. Warm up. Heating around. The game "Stream" Preparatory position of the hands (arms are lowered down, but do not touch the legs, elbows are rounded, palms look up); Poklon dance performance
		Dance etude "Doll".	Development of figurative thinking, expressiveness of plasticity, coordination of movements
		Dance etude "Aquarium".	The development of musicality, the ability to hear musical phrases, to feel the structure of music.
			Development of coordination, accuracy and dexterity of movements, memory, attention.
December	Dance performance "Sleep".
		Dance etude "Christmas Trees and Snowflakes"		Development of coordination, accuracy of movements, expressiveness of plasticity, the ability to listen to words and music, accurately conveying all the nuances of a song in movements.			Bow. Warm up. Heating around. The game "Echo" Exercises in plasticity Dance staging Bow
		Dance etude "Snowmen".		Development of expressiveness of plasticity, education to behave in a group during movement
		Dance etude "Dance of snowflakes and blizzards".		Promote the development of joy and empathy, the formation of a sense of tact.
		Dance composition "Old Polka".		Education of the ability to behave in a group while moving, the formation of cultural habits in the process of group communication with children and adults.
January		Dance composition. "Dance of snowflakes and blizzards".	Development of moral and communicative qualities of a person: education of the ability to empathize with other people and animals; education of the ability to behave in a group while moving, the formation of a sense of tact and cultural habits in the process of group communication with children and adults.				Bow. Warm up. Heating around. The game "Owl" Exercises to turn the feet from the VI position to the I position alternately right and left, then simultaneously two feet. Poklon dance performance
		Dance composition "Playing with the ball".	Development of creative abilities, the need for self-expression in movement to music; development of creative imagination and fantasy. To promote the development of expressiveness of movements, figurative thinking, a sense of rhythm. The development of the emotional sphere and the expression of emotions in facial expressions.				Bow. Warm up. Heating around. Game "Trap" Exercises for expressing emotions. Poklon dance performance
February	Performance of the dance "Varenka"
		Dance etude "Dance of the Bogatyrs"			Development of coordination, accuracy of movements, expressiveness.		Bow. Warm up. Heating around. The game "Third extra" Exercises for posture. Poklon dance performance
		Dance etude "Minuet".			Formation of correct posture, beautiful gait, emotional expressiveness of movements.
		Dance composition "Sailor".			Development of motor qualities and skills: development of dexterity, accuracy, coordination of movements; formation of correct posture, beautiful gait; development of the ability to navigate in space; enrichment of motor experience with various types of movements.
		Dance composition "Polka"			consolidate the acquired skills, develop the ability to move in accordance with the music, enrich the motor experience with various types of movements.
March	Statement of the dance "And in our yard"
		Dance etude "Pair dance"			to promote the development of expressiveness of movements, a sense of rhythm, the ability to improvise. The development of the emotional sphere and the expression of emotions in facial expressions.		Bow. Warm up. Heating around. The game "Handkerchief" Rebuilding in threes Setting up a dance Bow
		Dance etude “Dance in threes”			development of the ability to navigate in space; enrichment of motor experience with various types of movements, to convey characteristic types of movements in dance.
		Dance Etude "Aerobics"			To promote the development of the ability to perceive music, that is, to feel its mood, character and understand its content; development of musical memory, attention; development of coordination of movements, plasticity, softness.
		Dance etude "Barbariki"			Development of creative abilities, the need for self-expression in movement to music; development of creative imagination and fantasy.
April	Performance of the dance "Merry Peas"
		Dance etude "Fresh wind			To promote the development of expressiveness of movements, figurative thinking, a sense of rhythm, the ability to improvise.		Bow. Warm up. Heating around. The game "Echo" Jumping Dance staging Bow
		Dance sketch "Let's dance"			The development of attention, accuracy of movements, the development of the emotional sphere and the expression of emotions in facial expressions, trusting and warm attitude to each other.
		Dance composition "Polonaise"			development of the ability to navigate in space; enrichment of motor experience with various types of movements.
		Dance etude "Hands of the clock"			Formation of circling skills in place on jumps in motion, development of the ability to combine movements with music at a fast pace

		Dance etude "Dance in threes".			The development of musicality, the ability to coordinate movements with music.		Bow. Warm up. Heating around. The game "Politeness" Movements for orientation in space Setting up a dance Bow
		Musical-rhythmic composition "Polkis"			Contribute to the development of accuracy of movements, softness, smoothness of movements.
		Dance Etude "Slow Waltz"			To promote the development of coordination of movements, mobility of mental processes, attention, memory.
		Dance composition "Waltz"			To promote the ability to navigate, rebuild.
Total for a year

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.

Musical accompaniment plays a primary role in the choreography lesson. 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's musical perception, emotionality and imagery, the improvement of melodic and harmonic hearing, musical memory, a sense of rhythm, a culture of movements, and the ability to creatively embody a 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, developing, outdoor games, travel games, game problem situations, staging games, etude games, etc. At the same time, the enrichment of the gaming experience of children's creative games is closely related to 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.

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) ensuring 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 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 various types of activities (game, research, project, 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 communication skills, allowing them to resolve conflict situations with their 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 of the individual development of children;

5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on the identification of needs and support educational initiatives families.

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, can master new skills, guided by strong desire help your 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 educational system MADOUTSRR - 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.

Event
Organizational parent meeting	September	Familiarization of parents with the work of the choreographic circle. Goals and objectives, uniforms.
Parent survey	September	Identification of the level of awareness of parents about the choreographic circle, the need for it.
Parent meeting following the results of training	On request, no more than 2 times a year	Organization of joint efforts for a decent education of children, analysis and demonstration of educational and other achievements of students.
Final parent meeting		To acquaint with the results of the year, a long-term plan for the next academic year.
Open classes, concerts	As part of open events, MDOU CRR - kindergarten	Creative reports of children's and pedagogical teams to parents.
Parent survey		Identification of the level of satisfaction with the educational process
Distribution of information materials	During a year	Children's success Upcoming Events
Consultations	During a year	At the request of parents
Participation in joint holidays, performances and competitions	During a year	Team building
Involving parents in making costumes for holidays and competitions	During a year	Contribute to strengthening cooperation between the family and the choreographic team

III.ORGANIZATION SECTION

3.1. Logistics support for the implementation of the Program:

Technical training aids

carpet covering;

music center, with recordings of rhythmic music to accompany

videos of various dance moves

5. multimedia system;

6. customized mats.

Educational visual aids

Didactic games, a card file of games that promotes the development of an ear for music, a sense of rhythm, which are necessary for practicing choreography;

Baby musical instruments

Presentations

Attributes for dancing illustrations depicting animals, fairy tales, poems, a selection of musical works

A selection of exercises and studies

Video films

9. A complex of games and tasks for sections of topics.

10. Album with photos of performances, classes, life of the creative team DVD materials with recordings of the team's performances

11.DVD and video materials with recordings of performances by famous choreographic groups

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. game method gives educational activity an attractive form, facilitates the process of memorizing and mastering exercises, increases the emotional background of classes, contributes to the development of thinking, imagination and creative abilities of the child.

The program is designed for 64 academic hours. Classes are held 2 times a week. In order to 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. This part gives large volume knowledge 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 of technical teaching aids (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.

Preview:

Moscow Department of Education

Western District Department of Education

State budget educational institution

Special (correctional) general education school of the VIII type No. 804

Educational programadditional education for children

"Fundamentals of choreography"

Program of artistic and aesthetic directions l values
Designed for students aged 8 to 17
Implementation period - 3 years

Program developed
additional education teacher
Rudik Elena Ivanovna

Moscow

201Zg.

1. Explanatory note:

The concept of "Choreography";

Relevance;

Origin of choreography;

Types of choreography;

Scientific novelty of choreography;

Purpose of the program;

Program objectives;

Pedagogical principles;

Principles of organization of the pedagogical process;

Principles of managing the activities of pupils;

Direction, timing of the program, features of the program.

2. Main directions and content of activities:

Organization of the educational process in the first age group - 7 - 10 years;

Organization of the educational process in the second age group - 11 - 13 years;

Organization of the educational process in the third age group - 14 - 17 years;

Organization of basic classes for all age categories;

Organization of the educational process within the framework of one lesson (structure of the organization of the lesson) for all age categories;

Methods of teaching education, development and pedagogical technologies.

3. Curriculum:

Educational - thematic plan of the first year of study with summary sections and topics;

Educational - thematic plan of the second year of study with a summary of sections and topics;

Educational - thematic plan of the third year of study with a summary of sections and topics;

4. Conditions for the implementation of the program, material and technical conditions:

Premises;

Special premises;

Furniture;

Organizational conditions;

Methodological conditions;

Personnel conditions;

external conditions.

5. Predicted results:

Form of control - the first year of study for all age groups;

Requirements by the end of the first academic year;

Form of control - the second year of study for all age groups;

Requirements by the end of the second academic year;

Form of control - the third year of study for all age groups;

Requirements by the end of the third academic year;

6. References:

List of literature used by the teacher;

7. List of methodological applications to the educational program:

Description of methods.

8. List of regulatory and legal documentation used in the organization of educational activities and during the implementation of the educational program.

The first section is "Explanatory Note".

The concept of choreography(from the Greek. choreo - I dance) covers various types of dance art, where an artistic image is created with the help of conditional expressive movements. Many people think that choreography is a dance, or choreography is a ballet, but, according to R. Zakharov, the concept is much broader. It includes not only dances themselves, folk and domestic, classical ballet. The very word Greek origin literally means. But later, this word began to be called everything that relates to the art of dance. In this sense, this word is used by most contemporary dancers.

Choreography - an original type of creative activity, subject to the laws of development of the culture of society. Dance is an art, and any art should reflect life in a figurative and artistic form. The specificity of choreography lies in the fact that it conveys thoughts, feelings, experiences of a person without the help of speech, by means of movement and facial expressions. Dance is also a way of non-verbal self-expression by a dancer, which manifests itself in the form of body movements rhythmically organized in space and time. Dance has existed and exists in the cultural traditions of all human beings and societies. Over the long history of mankind, it has changed, reflecting cultural development.

Relevance . Currently, choreographic art covers both traditional folk and professional stage art. Dance art is present in varying degrees, forms in the culture of each ethnic group, ethnic group. And this phenomenon cannot be an accident, it is objective and always relevant. Traditional folk choreography occupies a paramount place in the social life of society, both in the early stages of human development and now. It performs one of the functions of culture, is one of the original institutions of the socialization of people and, first of all, children, adolescents and youth, and also performs a number of other functions inherent in culture as a whole. Choreographic art is very much loved in our country. From year to year, the number of amateur dance groups is growing, the level of their skills is increasing.

Choreography is bornat the dawn of mankind: even in primitive society, there were dances depicting labor processes, reproducing the movements of animals, dances of a magical nature, warlike. In them, man turned to the forces of nature. Unable to explain them, he prayed, conjured, made sacrifices to them, asking for a successful hunt, rain, sun, the birth of a child or the death of an enemy. All this, however, can be seen in our time, in the art of the peoples of Africa, for example. Descriptions of dances by travelers and folklorists tell about the life, customs and customs of various peoples. Dance is one of the most ancient and popular forms of art.

New themes, new images, a different manner of performance appeared in the dances of the peoples of our country. There are a lot of lyrical, heroic, comic, slow and smooth or whirlwind, fiery, collective and solo dances, in which the image of our contemporaries is clearly and convincingly revealed. Dances have: styles, forms, content.

Choreography has three types:

Folk dance is an art based on the creativity of the people themselves;

Household dance - a type of dance that has folk origins, but is performed at evening parties, balls, etc .;

Professional dance, including classical ballet, is a kind of scenic dramatic art that requires professional choreographic processing of national and folk origins.

The body is capable of performing incredibly diverse movements, while using almost all the motor capabilities inherent in man by nature. All these laws are absorbed in the dance lesson.

Program noveltyconsists in student-centered learning.

The task of the teacher of additional education is not to maximize the development of the child's creative abilities, not to determine the timing and pace, but, above all, to create for each child all the conditions for the most complete disclosure and realization of abilities.

Scientific novelty choreography research is as follows:

1. The place of the subject “Choreography” in the system of upbringing and education of children in the conditions of institutions of additional education and general educational institutions was revealed.

2. The minimum (given the total physical, musical, aesthetic, moral development and contributing to the health of the child) and optimal (allowing us to talk about the beginning of the formation of a dance culture) content of the subject “Choreography” from the age of 3, which can be mastered by children who do not have special choreographic abilities.

3. The developing influence of choreography on the formation of physical and personal qualities, the emotional sphere of students was revealed; the healing effect of the exercises was revealed.

Program goal: development of children's creative abilities through the study and acquaintance with various types of choreographic art on the basis of spiritual and moral values.

Program objectives:

Formation common culture children;

Respect for the spiritual, moral and cultural heritage;

Using the ethical features of dance for the education of morality, discipline, sense of duty, collectivism, organization;

Teaching dance etiquette and the formation of the ability to transfer the culture of behavior and communication in dance to interpersonal communication in everyday life;

Providing emotional relief for children, fostering a culture of emotions;

Ensuring the formation and preservation of the correct posture of the child, strengthening the muscular corset by means of characteristic, folk and ballroom dances, cultivating a culture of movement;

To increase the period of physical activity in the educational process, to develop the need for physical activity as the basis of a healthy lifestyle.

Raising mutual understanding, respect, goodwill and emotional responsiveness among participants in the educational process;

Development of independence;

Disclosure of creative potential;

Realization of individual abilities of students;

Teaching the necessary basics and techniques of choreographic art;

Development of fantasy and imagination;

Expanding the horizons of children in the field of dance art;

Assistance to parents in the implementation of the educational process;

Satisfaction of the cognitive interest of the child;

Enrichment with the skills of joint activities within the framework of the educational program.

Pedagogical principles:

- principle of nurturing education(in the course of the educational process, not only knowledge is given, but also a personality is formed);

- scientific principle(the content of training includes only scientific facts, theory and laws that reflect the current state of science or areas of creative activity);

- the principle of linking learning with practice(the use of the acquired theoretical knowledge in solving practical problems, the ability to analyze and transform the surrounding reality, to develop one's own views);

- principle of systematic and consistent(construction of the educational process in a certain logic in accordance with the established rules);

- accessibility principle(the content and study of educational material should not cause intellectual, moral, physical stress in children);

The principle of visibility(during the educational process, the maximum "inclusion" of all the senses of the child through the provision of the opportunity: to observe, measure, use the acquired knowledge and skills in practical activities);

- principle of consciousness and activity(children should become subjects of the learning process, understand the goals and objectives of learning, be able to independently plan and organize their activities, be able to pose their problems and look for ways to solve them, take into account the actual interests and needs of children);

- strength principle(the knowledge gained by children should become part of their consciousness, the basis of behavior and activity through the manifestation of cognitive activity, consolidation of the material covered, systematic monitoring of learning outcomes);

Accounting for age characteristics(the content and methods of work are focused on children of a particular age).

Principles of organization of the pedagogical process:

Communication principle pedagogical process with life and practice, which implies the need to connect theoretical knowledge and practical experience.

- orientation principlethe pedagogical process on the formation in the unity of knowledge and skills, consciousness and behavior of pupils, which involves the organization of such activities in which students would be convinced of the truth and vitality of the knowledge and ideas received, would master the skills and skills of socially valuable behavior;

- collectivity principleteaching and educating children, aimed at optimizing the combination of collective, group and individual forms of organization of the pedagogical process;

The principle of continuity, consistency and systematicity of the pedagogical process, aimed at consolidating previously acquired knowledge, skills, acquired personal qualities, their consistent development and improvement;

- visibility principleas a reflection of the interdependence of intellectual knowledge and sensory perception of reality;

- aestheticization principlethroughout the life of a child, first of all, education and upbringing, which involves the formation of an aesthetic attitude to reality in pupils as the basis of a moral attitude.

Principles of managing the activities of pupils:

- combination principlepedagogical management with the development of initiative and independence of pupils;

Principle consciousness and activitystudents in a holistic pedagogical process, requiring the teacher to organize such interaction with the pupil, in which the latter could play an active role;

- principle of respectto the personality of the child, combined with reasonable demands on him;

- the principle of relying on positive qualitiesin person, support strengths his personality;

- consistency principlethe requirements of the family, school and the public for the child, obliging the teacher to achieve balance, harmony of external influences on him;

- combination principledirect and parallel pedagogical actions, involving the actualization by the teacher of the educational, developing potential of the group, the team, turning them into subjects of personality education;

- the principle of affordability and accessibilitytraining and education, which requires the teacher to take into account the real capabilities of the child, to prevent various kinds of overloads that adversely affect his physical and mental health;

- principle of an integrated approachin the organization of choreographic classes - in the aesthetic education of a child, various types of art interact with each other, influencing the child in a complex way. This interaction in the organization of choreography classes is carried out as a result of close interdisciplinary connections with listening to music, fine arts and other subjects.

The principle of unity of the choreographic and general mental development of children -this principle is due to the need for an organic relationship between aesthetic and general development child's personality. The choreographic activity of children ensures the intensive development of their imagination, emotional sphere, figurative and logical memory, and thinking. In the process of practicing choreography, children set in motion all their mental powers and use the abilities that they develop in this process in other activities;

The principle of artistic and creative activity and amateur performance of children in choreography classes - withobservance of this principle in choreography classes directly determines the effectiveness of these classes in the aesthetic education of children. Choreography introduces children to works of art, polishes performing skills, becomes the content of spiritual life, is a means artistic development, individual and collective creativity, self-expression of children. This is achieved only when the choreographic activity is not reproductive, but active independent creative;

The principle of the aesthetics of children's life -this principle requires choreographers to organize relationships, activities, communicate with children according to the laws of beauty, bring them joy. For a child, everything has an educational value: the decoration of the room, the neatness of the costume, the form of personal relationships and communication with peers and adults, the conditions for classes and the nature of entertainment. At the same time, it is important to involve all children in active activities to create and preserve beauty. own life. Beauty, in the creation of which the child takes an active part, seems especially attractive to him, becomes sensually tangible, makes him its zealous defender and propagandist. Maintaining beauty in everything is a necessary condition for choreographic activity;

The principle of taking into account the age characteristics of children -the observance of all these principles when organizing choreographic classes with children makes it possible to make these classes an effective means of aesthetic development of children, awakening in them the abilities of active aesthetic perception, emotional experience, figurative thinking, as well as the formation of high spiritual needs in them.

This program belongs to the artistic and aesthetic orientation. The duration of the program is 3 years for children aged 6-14 years. When organizing the educational process, children are divided into three age categories:

The first age group - children from 7-10 years old;

the second age group - children from 11-13 years old;

the third age group - children from 14-17 years old.

Each age category exists autonomously, has its own curriculum and repertoire, designed for three years of study. Thus, the program has the possibility of a wide age coverage of children from the beginning of its implementation, when it is carried out by one teacher. Children are admitted to the children's association, without taking into account special skills, but having a medical permit for choreography classes.

The second section is "The main directions and content of activities."

the first age group - children from 7-10 years old:

Years of study	Repertoire	Organizational events
1 year	Russian dance; Polka; Czech dance; Dance composition "New Year's Surprise"; Russian dance "Lady"; Dance composition "Matryoshka"	Interviewing and viewing children in the presence of parents (legal representatives). Organizational parent meeting and familiarization with the Charter of the institution, the Regulations of the children's dance association. Conclusion of agreements between the institution and parents (legal representatives). Formation of the personal file of the student. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students, at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Public lesson at the end of the academic year. Participation in the reporting event. Children who have successfully mastered the program material of the first year of study are transferred to the second academic year of study. Children who have not mastered the program material of the first year of study for a good reason and with the consent of their parents (legal representatives) repeat the material of the first year of study.
2 year	Dance composition "Golden Autumn"; Kazachek; Dance composition "New Year's Tale"; Dance composition “Friendship; Dance composition "Spring Flowers"; Dance "Change a couple"
3 year	Dance composition "Golden Leaves"; Dance composition Dolls "; figured waltz; Sports composition with tufts; Dance composition "Funny heels"; Sports dance "Joy"

Organization of the educational processthe second age group - children from 11-13 years old:

Years of study	Repertoire	Organizational events
1 year	Dance composition "Autumn round dance"; Dance composition "Dolls"; Dance composition "Snowflakes"; Dance composition "Dance with me"; Dance composition "Childhood"; Waltz "Friendship".
2 year	Dance composition "Autumn"; Sports dance; Dance composition "New Year's"; Polka "Find a Pair"; figured waltz; Dance composition "Childhood is me and you."	Formed from children of the first year of study. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the reporting event. Children who have successfully mastered the program material of the second year of study are transferred to the third year of study. Children who have not mastered the program material of the second year of study, for a good reason and with the consent of their parents (legal representatives), repeat the material of the second year of study.
3 year	Dance composition "Falling, Falling Leaves"; Sports composition with an object; Dance composition "Winter has come to us"; The plot polka "Girlfriends"; Dance composition "Dances from around the world"; Figure waltz.	Formed from children of the second year of study. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the final reporting event. Children who have successfully mastered the program material of the third year of study receive certificates.

Organization of the educational processthe third age group - children from 14-17 years old:

Years of study	Repertoire	Organizational events
1 year	Sports dance; Waltz (right turn); Greek dance "Sirtaki"; Polonaise; Quadrille.	Interviewing and viewing children in the presence of parents (legal representatives). Organizational parent meeting and familiarization with the Charter of the institution, the Regulations of the children's dance association. Conclusion of agreements between the institution and parents (legal representatives). Formation of the personal file of the student. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the reporting event. Children who have successfully mastered the program material of the first year of study are transferred to the second academic year of study. Children who have not mastered the program material of the first year of study, for a good reason and with the consent of their parents (legal representatives), repeat the material of the first year of study.
2 year	Sports composition with an object; Figured polka; Sea dance; Quadrille; Cha-cha-cha ( household dances peoples of the world); Dance composition "Cowboys".	Formed from children of the first year of study. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the reporting event. Children who have successfully mastered the program material of the second year of study are transferred to the third year of study. Children who have not mastered the program material of the second year of study, for a good reason and with the consent of their parents (legal representatives), repeat the material of the second year of study
3 year	Sports composition; Waltz; Dance composition "Fair"; Cha-cha-cha (domestic dances of the peoples of the world by choice); Dance composition "Carnival"; Quadrille.	Formed from children of the second year of study. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the final reporting event. Children who have successfully mastered the program material of the third year of study receive certificates.

Organization of classesfor all age groups:

Year of study	Age	Organizational composition of the training session	Form of occupation	Group occupancy	Number of lessons per week and their duration
1 year	7 – 10 years	group	auditorium	10 - 15	2 times x 1 hour. = 2 hours
2 year	11 – 13 years old	group	auditorium	10 - 15	2 times x 1 hour. = 2 hours
3 year	14 - 17 years old	group	auditorium	10 - 15	2 times x 1 hour. = 2 hours

Organization of the educational process within one training session for all age groups:

Organizational composition of the training session:

Year of study

Lesson duration, total:

The composition of the lesson and the duration of the components:

group

1 - 3

2 hours

5 minutes - the introductory part of the lesson (building, bowing).

10 minutes - preparatory part (exercises: march, run).

30 minutes - the main part of the lesson (parterre middle, work on the repertoire)

15 minutes break.

Methods of training, education, development and pedagogical technologies

"... It is difficult to imagine a better method of education than the one that has been discovered and tested by the experience of centuries; it can be expressed in two positions: gymnastics for the body and music for the soul..."

Plato

Methods used in teaching :

verbal methods(the source of knowledge is the spoken or printed word);

Visual Methods(the source of knowledge is observed objects, phenomena, visual aids);

Practical Methods(students gain knowledge and develop skills by performing practical actions).

Methods and forms used in the upbringing and development of children:

Form of educationis the outward expression of the process of education. According to the number of people covered by the process of educating people, the forms of education are divided into:

individual;
microgroup;
group (collective);
massive.

The effectiveness of the educational process depends on the form of its organization. With an increase in the number of students, the quality of education decreases.

Education methods- these are specific ways of forming feelings, behavior in the process of solving pedagogical problems in the joint activities of educators with educators. This is a way of managing activities, in the process of which self-realization and personal development are carried out. Education methods:

belief;
exercises;
presentation to the pupil of the social and cultural norm
attitudes and behaviors;
educational situations;
stimulation of activity and behavior.

Classification according to the areas of educational work: mental, moral, ethical, aesthetic, labor, physical.

moral education- a purposeful process of formation in the younger generation of value relations, high self-awareness, moral feelings and behavior in accordance with the ideals and principles of humanistic morality. Moral education is focused on the reproduction in the emerging consciousness of universal principles. Any knowledge, abilities, skills that a person acquires should be significant for him, become part of his worldview. The social purpose of knowledge, which consists in its application for the benefit of society, is realized through moral education.

At the heart of moral education as the assimilation of universal human values, enduring moral norms and principles developed by people in the process of the historical development of society, is the development of a consciously emotional attitude towards them, the unity of knowledge and experience, moral sense activities, behaviour.

Choreography as a means of shaping the moral character of children

Dance, acting directly on the feelings of the child, forms his moral character. This influence is stronger than any instructions. By introducing children to works of various emotional and figurative content, we encourage them to empathize.

Round dances, dances different peoples arouse interest in their customs, bring up international feelings. The genre richness of the choreography helps to perceive heroic images and lyrical mood, cheerful humor and fervent dances. A variety of feelings arising from the perception of dances enrich the experiences of children, their spiritual world. Collective dances also contribute to solving educational problems, as children are covered by common experiences. The dance requires united efforts from the participants. Shared experiences create fertile ground for individual development. The example of comrades, the general enthusiasm, the joy of performance activate the timid, indecisive. For the spoiled by attention, overly self-confident, successful performance other children, serves as a brake on negative manifestations.

Choreography classes affect the general culture of preschoolers. The alternation of various tasks requires children's attention, quick wit, quick reaction, organization, manifestation of strong-willed efforts. When performing a dance, it is necessary to start and finish it on time; act, constantly obeying the music, restraining from impulsive desires to stand out, to overtake someone.

Thus, choreographic activity creates the necessary conditions for the formation of the moral qualities of the child's personality, lays the initial foundations for the general culture of the future person.

Labor educationcovers those aspects of the educational process where labor actions are formed, production relations are formed, tools of labor and ways of using them are studied.

Labor in the process of education acts both as a leading factor in the development of the individual, and as a way of creative exploration of the world, gaining experience of feasible labor activity in various fields labor, and as an integral component of general education, to a large extent centering general educational educational material, and as an equally integral part of physical and aesthetic education.

mental education- this is a systematic and purposeful pedagogical influence on the child and interaction with him in order to develop his mind and form a worldview. It proceeds as a process of mastering the general historical experience accumulated by mankind and represented in knowledge, skills and abilities. Under the mental development of a person we mean such a function of the brain, which consists in an adequate reflection of the laws and phenomena of the surrounding life.

Choreography as a means of activating mental abilities.

Choreography is closely related to mental processes, as it requires attention, observation, quick wit. Children listen to music, note the characteristic semantic features of artistic images, learn to understand the structure of the work. Answering the questions of the choreographer, after the work has been performed, the child makes the first generalizations and comparisons: he determines the general nature of the work, its tempo, dynamic coloring, and looks for dance means to express its content. These attempts at an aesthetic evaluation of the work require active mental activity of the child.

In choreographic activity, children with great pleasure invent, combine dance movements, singing and moving to the music. Dance, folk dance, pantomime, and especially musical dramatization encourage children to portray a picture of life, to characterize a character using expressive movements, facial expressions, and gestures. At the same time, a certain sequence is observed: children listen to music, discuss a topic, distribute roles, and then act. At each stage, new tasks arise that make you think, fantasize, and create.

Thus, choreography classes are the most important means of the comprehensive harmonious development of the child's personality. The relationship between the various aspects of education develops in the process of practicing various types and forms of choreographic activity. Emotional responsiveness and musicality will allow children to respond to good feelings and deeds, activate mental activity and, by constantly improving the movements, they will develop the children physically. In a word, to make children healthy - teach them to dance, to make children beautiful - teach them to dance, to make children smart - teach them to dance.

Physical education- an integral part of almost all educational systems. Modern society, which is based on highly developed production, requires a physically strong younger generation capable of working at enterprises with high productivity, enduring increased loads, and being ready to defend the homeland. Physical education also contributes to the development in young people of the qualities necessary for successful mental and labor activity.

Dance as a means of physical development and education.

Whether a child laughs at the sight of a toy, whether Garibaldi smiles when he is persecuted for excessive love for the Motherland, whether a girl trembles at the first thought of love, whether Newton creates world laws and writes them down on paper - everywhere the final factor is muscle movement.

THEM. Sechenov

We live in our body, without it it is not possible to exist in this world, it is the habitat of our soul. This unity cannot be broken without interrupting life at the same time. When the soul and body are in interaction, influence each other, a harmoniously balanced personality develops. The body and its processes are the foundation of the personality, through it one can understand the personality, the essence of a person, through the body one can build, develop this su power is much stronger than we think.

Any good upbringing at all times was inextricably linked with work on the body. A stable, full-fledged person seems to us to be straight, energetic, with good posture, gait, the ability to move plastically, dance, control his body. Freedom, looseness of external movements are inextricably linked with internal freedom, natural feeling, bodily and peace of mind. Everything in a person is connected with the work of muscles: both movement, and the respiratory system, and the nervous system that controls them. How more active work muscles, the more intensive self-renewal of the body.

A person is 35-40% muscle. Almost all other systems of the body serve to set the muscles in motion, ensure their performance. Muscular inactivity, especially in combination with nervous tension, has a detrimental effect on health, provokes disturbances in the activity of the autonomic nervous system, endocrine glands. Lack of muscle activity also leads to discoordination of the brain.

Just moving a lot does not mean using all the muscles in the body. The idea of health, perfection of the body is often mistakenly associated in people's minds with violent physical activity, running, exhausting sports, lifting weights, pumping muscles, etc. But few people can do this systematically and constantly, starting with early childhood throughout life for a variety of reasons. In addition, any sport usually involves only one third of the muscles, often leaving the muscles of the feet undeveloped, the muscles for maintaining posture. In this sense, choreography classes have a number of advantages in comparison with other types of motor activity. Let's consider some of them.

1. Dance is a synthesis of music and movement. Music, perceived by the auditory receptor, affects the general condition of the entire human body, causes reactions associated with changes in blood circulation and respiration. It has been proven by medicine that under the influence of music in the human body it is possible to cause or weaken excitation. That is why music, as a means of physiological influence, is used in gymnastics and aerobics, and in game stretching and other types of activities, but a truly organic fusion of music and movement can only be achieved in dance, since it is dance that is the materialization of a musical work, the embodiment of musical images and its content in the language of plasticity of the human body.

2. Dance involves literally all muscle groups; from the muscles of the foot to the mimic muscles of the face.

3. Dance is a complex, a synthesis of all kinds of physical exercises; dance is both slow walking, and fast running, and a swift jump, dance is a fast explosive movement and a static pose of pantomime; dance is an energetic lightning-fast rotation of the whole body and a barely perceptible movement of a finger; dance is the ultimate tension and complete relaxation of one or another muscle group.

4. Dance is natural and inherent in a person just like breathing itself. Dance is the movement of a child in the cradle, reacting to the music and song of the mother, it is the waltz of the gray-haired veterans, and the obsession of the young on the dance floors of discos. Dance is available to everyone, dance accompanies a person from his birth to old age,

5. Dance is always delight and joyful emotions. Dance is a holiday that is always with you.

Emotional (aesthetic) education- one of the basic components of the goal of education and the educational system, generalizing the development of aesthetic ideals, needs and tastes of pupils. The tasks of aesthetic education can be conditionally divided into two groups - the acquisition of theoretical knowledge and the formation of practical skills. The first group of tasks solves the issues of initiation to aesthetic values, and the second - active inclusion in aesthetic activities.

Attachment tasks:

formation of aesthetic knowledge;
education of aesthetic culture;
mastering the aesthetic and cultural heritage of the past;
the formation of an aesthetic attitude to reality;
development of aesthetic feelings;
familiarizing a person with beauty in life, nature, work;
development of the need to build life and activity according to the laws of beauty;
formation of an aesthetic ideal;
the formation of the desire to be beautiful in everything: in thoughts, deeds, deeds, appearance.

Choreography as a means of aesthetic education and training of children.

The aesthetic upbringing of a person is understood as his ability to perceive, feel and understand the beautiful, to distinguish between good and bad, to act creatively independently in life and art, to live and create “according to the laws of beauty”.

Aesthetic education implies that a person has aesthetic ideals, artistic taste, the ability to deeply experience aesthetic feelings.

From birth, nature lays in the child the inclinations and the ability to comprehend beauty, an aesthetic attitude to reality and art. At the same time, these inclinations and opportunities can be fully realized only in the conditions of purposeful organized artistic and aesthetic education and training. Neglect of the aesthetic development of children leaves them deaf to genuine spiritual aesthetic values. A stream of artistic and aesthetic, and along with it, anti-artistic information overwhelms an uneducated, aesthetically ill-mannered person. He turns out to be unable to understand the quality of this information, to give it a critical analysis and a correct assessment. Therefore, it is very important from early childhood to introduce children to the world of genuine, great art, to develop and educate their aesthetic consciousness on outstanding examples of domestic and world artistic creativity.

The combination in choreographic activity of such properties of dance as the unity of music, movement and play makes choreography the most fruitful means of aesthetic education and training of children at an early age. However, the implementation of this most important function of choreographic activity is possible only if certain principles of organizing choreography classes with children are observed.

self-education - the formation in the child of conscious purposeful activity to improve their positive qualities and overcome the negative ones. The level of self-education is the result of personality education.

Tasks:

The ability to comprehend their personal qualities.

Feel the positive or negative reactions of others.

Be able to interact with peer groups.

Develop the need for self-knowledge, introspection, self-control, self-esteem.

The biggest impact on the child is his family. It is with the family that the understanding of the goals and content of educational work should go. Skillful stimulation of students' activity is possible only with the joint work of the teacher, family and the public.

Forms pedagogical work with a family:

Organizational and pedagogical work with parents;
Pedagogical education of parents;
Providing individual assistance to parents in the education and upbringing of children.

Visual information:- visual information in the form of stands and corners has great potential for consecrating the pedagogical process. At the same time, it does not provide for direct contact between the teacher and the parent. Therefore, the form and method of presenting information, as well as its content, is important:
- photo showcases and photo collages: stands presented with photographs of children reflecting their life activities in the DUO;

Newspaper - new form visual text information. It attracts with its colorfulness, photographs of children, articles, the authors of which are the children themselves, teachers and parents themselves. The newspaper may include a report from the scene, interviews, practical advice, congratulations and thanks, humor, and much more.

The magazine - as a way to establish a dialogue with the family at the initial stage of establishing cooperation.

Gold funds: - the video library may include films, recordings of children's holidays, competitions, open classes, or simply the life of children in the parole. This includes documentaries on nature, sports, art, children's fiction and cartoons suitable for parent-child viewing together.
Individual consultation- the motive of the consultation: "We are together against the problem, but not against each other."

Open days- this day is not only a means of satisfying interest in how children live in the association. This is, first of all, a way to acquaint parents with the content, methods and techniques of education and training, the conditions of children's activities. "Doors Open Day" helps to overcome the negative or prejudiced attitude of parents towards the child, his abilities, to see him in a different, previously unknown light. Can be done up to 3 times a year.

Parent meeting:-the main form of work with parents, where the whole complex of psychological and pedagogical interaction between the educational institution and the family is concentrated.

Online communication with parents through the Internet site, quarterly familiarization of parents with the achievements of the child

The third section is "Curriculum".

Educational - thematic work plan of the first year of study for all age groups:

	Total	Theory	Practice
Introductory lesson
ABC of musical movement
Elements of classical dance

Repertoire

Safety
Parterre exercise
TOTAL:

I. INTRODUCTION SESSION:Association tasks. Work plan. Introduction to the repertoire. Introduction to the art of choreography. TV instruction.

Theory:

Practice:

Theory

Practice:

Exercising in the middle of the hall(in game form)

1. Leg positions /1, 2, 3.5/

3. Relevé (rising on toes)

4. Deme plie (spring)

5. Rond de jamb par ter (leg circle on the floor)

6. Twists in place (hold the dot)

7. Port de bras

5. Jumps /saute in 6 positions/

4. ELEMENTS OF FOLK STAGE DANCE:

Theory:

Practice:

Diagonal:

5. REPERTOIRE:- (see section 2)

6. MUSIC AND DANCE GAMES, rehearsals and preparation for concerts:

Theory:

Child.

Practice: " Day and night”, “The sea is worried”, “Who is faster?”

"Boys and Girls", "Handkerchief", "Guess whose voice?", "One, two - islands", "Stand straight"

7. SAFETY INSTRUCTIONS:

Theory: Rules of conduct in the classroom. hygiene requirements. Requirements for the form involved. T.B. on roads and public places. Rules of anti-terrorist and fire safety.

8. GROUND EXERCISE:

Theory:

Practice:

Educational - thematic work plan of the second year of study for all age groups:

	Total hours	Theory	Practice
Introductory lesson
ABC of musical movement
Elements of classical dance
Elements of folk stage dance
Repertoire
Music and dance games. Rehearsals and preparation for concerts.
Safety
Parterre exercise
TOTAL:

I. INTRODUCTION SESSION:Association tasks. Work plan. Introduction to the repertoire. Introduction to the art of choreography.

2. THE ABC OF MUSICAL MOVEMENT:

Theory: Melody and movement. Pace. Contrasting music. Musical size. The rules and logic of rebuilding from one drawing to another, the logic of rotation - to the right, to the left.

Practice: Musical and spatial exercises. Marching in place, around you, to the right, to the left. Figured marching with rebuilding from column to line and back, from one circle to two. Walking: springy step, on toes, on heels. Dance steps in the form of animals. Claps to the rhythm of the music.

3. ELEMENTS OF CLASSICAL DANCE:

Theory : The specifics of the dance step and running. Training of the joint-muscular apparatus of the child: posture, support, eversion, elasticity and strength of the ankle and hip joints. Positions of arms and legs. Exercise. Bow.

Practice:

Exercise at the machine/ facing the machine /

1. Relevé

2. Demi plie

3. Grand plie

4. Rond de jamb par ter

Exercising in the middle of the hall

1. Leg positions /1, 2, 3.5/

2. Hand positions / preparatory, 1, 2, 3./

3. Spins in place

4. Port de bras

5. Jumps /saute in 1, 6 positions/

4. FOLK STAGE DANCE:

Theory: Plots and themes of folk dances. Features of folk

movements. The characteristic position of the hands in a solo and group round dance. Dance steps, foot positions, jumps.

Practice: Russian dance: Positions of arms and legs. Dance steps:

round dance, fractional, attached, inflows. Picker. Herringbone.

Harmonic. Polka step. Jumps, preparation for the squat /boys/.

Seizures. Winder. Clap your hands. Jumping.

Diagonal:

"balls", "goslings", "frogs", "soldiers", "dance

Step, polka step, jumps.

Dances: Polka, Polka Joke, Hopak, Waltz.

5. REPERTOIRE: (see section 2)

6. MUSIC AND DANCE GAMES-25h

Theory: Games, game rules. The value of games in development, education

child.

Practice: " Day and night”, “The sea is worried”, “Who is faster?” "Boys and Girls", "Handkerchief", "Guess whose voice?

7. SAFETY INSTRUCTIONS:Rules of conduct in the classroom. hygiene requirements. Requirements for the form involved. T.B. on roads and public places. Fire safety rules.

8. GROUND EXERCISE:

Theory: Coordination of movement, eversion of the legs. Development of flexibility.

Practice: A set of exercises for the development of the body.

Educational - thematic work plan of the third year of study for all age groups:

No./n		Total	theory	practice
	Introductory lesson
	ABC of musical movement
	Elements of classical dance
	Elements of folk stage dance
	Elements of pop and ballroom dance
	Parterre exercise
	Repertoire. Rehearsals and preparation for concerts.
	Safety
	Total:

1. INTRODUCTION LESSON:Association tasks. Work plan. Introduction to the repertoire.

2. THE ABC OF MUSICAL MOVEMENT:

Theory: Dynamic shades in music. Features of music - marches.

Practice: Exercises for the development of musicality (classical, folk and historical dance)

3. ELEMENTS OF CLASSICAL DANCE:

Theory: Rules of movement at the machine. Concepts about turns an deor and an dedan. Logic and technique. Epolman shifts (croise and efface). Movements - ligaments (pas de bure). Patterns of coordination of arms, head (por de bra) and body (waist).

Practice:

Exercise at the machine:Demi plie (grand plie), Relevé, body slopes, batman tandu, Ron de jamb par ter, Batman frappe , Grant batman , Releve liang, Pas de bure, Batman Fund.

Exercise in the middle:Positions of the arms and legs, Demi plie, Batman tandyu, Ron de jamb par ter, Port de bra, Tanli

Jumps: Saute, Echape, Shazhman de pied.

4. ELEMENTS OF FOLK STAGE DANCE:

Theory: Basic technical skills. The nature of women's dances. Fractional movements of Russian dance. Open and closed, free leg positions.

Practice:

Machine exercises: Relevé, Demi plie, Ron de jamb par ter, Batman tandyu (Zhete)

in the middle of the room:Russian dance. Hand movements. Round dance step. Fractional step. Academic and variable steps. Kovyryalochka, "Accordion", "Herringbone", stomps, "Rope" (with various compositions), fractions,

diagonal rotation ("twisting").

Ukrainian dance: "moves", "runner", "stuffed cabbage", falling, hand positions.

5. ELEMENTS OF VARIETY DANCE:

Theory: coordination of the movements of the arms, body, legs and head from simple to more complex. Characteristic features of plastics.

Practice: Rhythmic movements - head, arms, body. Jumping to the rhythm of the music. Plastic exercises in the style of Latin American music.

6. GROUND EXERCISE:

Theory: Coordination of movement, eversion of the legs. Development of flexibility.

Practice: A set of exercises for the development of the body.

7. REPERTOIRE, REHEARSALS AND PREPARATION FOR CONCERTS:- (see section 2).

8. SAFETY.

The fourth section - Conditions for the implementation of the program "

Material and technical conditions.

Premises:

The height of the premises for choreography classes should not be less than 3.0 m.

Separately for boys and girls, it is necessary to provide changing rooms, toilets, showers, washrooms with sinks for washing hands with hot and cold water supply to them, at the rate of 1 shower net and 1 sink for 10 people.

Special rooms:

When organizing theoretical classes, rooms are allocated with an area of at least 2 m2 per person;

For dance performances are equipped with: concert hall with a capacity of 300 - 500 seats with an area of 200 - 400 m2;

Two dressing rooms for boys and girls (10 - 18 m 2) in a convenient connection with the stage;

Utility rooms (for storing costumes, scenery, etc.).

Special equipment:

The ballet crossbar in the hall should be installed at a height of 0.9 - 1.1 m from the floor and a distance of 0.3 m from the wall;

One of the walls of the hall is equipped with mirrors to a height of 2.1 m;

The floors in the hall should be plank unpainted or covered with special linoleum;

Furniture:

Banquets or chairs.

Organizational conditions:

Classes for children in institutions of additional education can be held on any day of the week, including Sundays and holidays;

An institution of additional education for children should be equipped with first aid kits for first aid;

Classes with a group of children. Groups can be of the same age or of different ages;

The schedule of classes is drawn up taking into account the fact that they are an additional burden to the compulsory educational work of children and adolescents in general educational institutions;

When enrolling in an association, each child must submit a certificate from a doctor on the state of health with a conclusion on the possibility of participating in choreography groups;

It is not recommended for a child to attend classes in more than 2 associations (sections, studios, etc.). The frequency of attending classes is recommended no more than twice a week;

Between classes in a general education institution (regardless of education) and a visit to an institution of additional education for children, there must be a break for rest of at least an hour;

The beginning of classes in institutions of additional education should be no earlier than 8.00, and their end - no later than 20.00;

Classes for children in institutions of additional education can be held on any day of the week, including Sundays and holidays;

The duration of classes for children in institutions of additional education on school days, as a rule, should not exceed 1.5 hours on weekends and vacation days - 3 hours. After 30 - 45 min. classes, you must arrange a break lasting at least 10 minutes. for rest of children and airing of rooms;

Choreography classes should be carried out only in special clothes and shoes on serviceable equipment.

Methodical conditions:

TO concert costumes;

Tape recorder, cassettes, musical instruments. Methodical cards, posters. , DVD discs, USB media, discs with records;

Methodical literature:Baryshnikova T. "ABC of choreography", Rolf, Moscow, 1999, Volanova A., "Fundamentals of classical dance", Art, 1948, Ovechkina M. "Children are dancing", Krasnodar, 1995, Katrek N. "I want to dance";

- piano.

Personnel conditions:

- accompanist.

External conditions:

- interaction with educational and cultural institutions;

- participation in competitions, festivals, excursions, various events;

- commercial activity is possible;

- financingbudget.

Fifth section - "Forecasted results».

First year of study for all age groups.

FORMS AND TYPES OF CONTROL:

№	Types of jobs	Forms and types of control
1.	Introductory lesson	Interview
2.	ABC of musical movement
3.	Elements of classical dance
4.	Elements of folk stage dance
5.	Repertoire
6.
7.	Safety

- by the end of the school year, the student should know the following movements: side step with a tread, picker, herringbone, accordion;

- perform 1 folk stage dance;

- know the position of arms and legs in classical dance;

- know the rules of setting the body in the dance.

- be able to depict the habits of a cat, a fox, a hare, a bear in a dance step;

Second year of study for all age groups.

FORMS AND TYPES OF CONTROL:

№	Types of jobs	Forms and types of control
1.	Introductory lesson	Interview
2.	ABC of musical movement	Current control at each lesson, work in the form of a survey, in the form of a game
3.	Elements of classical dance	Current control at each lesson, final lesson at the end of each quarter
4.	Elements of folk stage dance	Control classes, final lesson at the end of each quarter
5.	Repertoire	Final control at the end of each quarter in the form of games, concerts
6.	Music and dance games	Current control at each lesson in the form of games
7.	Safety	Conversation, work on cards. Twice a month.

REQUIREMENTS BY THE END OF THE SCHOOL YEAR:

- by the end of the school year, the student should know the following movements: a side step with a stomp, a pick, a herringbone, an accordion, a folk stage dance;

- know the ABC of musical movement;

- know the positions of arms and legs in classical dance. Know the rules for setting the body, legs at the machine;

- be able to bow correctly;

- be able to start the movement in time and finish it with the end of the musical movement;

- be able to depict the habits of a cat, fox, hare, bear, etc. in a dance step;

- at the end of the year, children should know and perform "Polka", a round dance, built on the simplest elements of folk stage dance.

Third year of study for all age groups.

FORMS AND TYPES OF CONTROL:

№	Types of jobs	Forms and types of control
1.	Introductory lesson	Interview
2.	ABC of musical movement	Current control at each lesson, work in the form of a survey, in the form of a game
3.	Elements of classical dance	Current control at each lesson, final lesson at the end of each quarter
4.	Elements of folk stage dance	Control classes, final lesson at the end of each quarter
5.	Elements of pop dance	Final control at the end of each quarter in the form of games, concerts
6.	Parterre exercise	Current control at each lesson in the form of games
7.	Repertoire	Conversation, work on cards. Twice a month.
8.	Safety	Interview

REQUIREMENTS BY THE END OF THE SCHOOL YEAR:

- students should know the movements: side step, step with a tread, picker,winder;

-know the positions of arms and legs in classical dance;

-know the difference between circular motions and direct ones using an example: tandu batman and ron de jamb par ter;

- know the rules for setting the body at the machine;

- students should be able to perform: exercise at the machine / minimum elements /; por de bras;

- be able to perform a march, clapping to the rhythm of the music. escort;

- in a folk dance, be able to perform a combination built on a picker, herringbone, side step, accordion;

- be able to perform the correct jump on the VI position of the legs;

- be able to perform "Polka", round dance, pop dance on the simplest elements.

The sixth section is “List of references and methodological applications”.

List of literature used by the teacher:

1. Baryshnikova T. "ABC of musical movement", Rolf Moscow, 1999

2. Bazarova N. "ABC of classical dance" Moscow, 1964

4. Blazis K. "The Art of Dance" Moscow, 1934

5. Vaganova A. "Fundamentals of classical dance" Leningrad, 1934

6. Klimov A. "Fundamentals of Russian dance" Moscow, 1994

7. Katrek N. "I want to dance" Moscow, 1998

8. Methodological guide for choreography

9. Root Z. "Dancing in kindergarten" Moscow, 2004.

10 . A. Korgin "A practical guide for a teacher of additional education" - Moscow, School Press, 2006,2007.

11. "Approximate requirements for programs of additional education for children" - an annex to the letter of the Department of Youth Policy, Education, and social support children of the Ministry of Education and Science of Russia - dated December 11, 2006 No. 06-1844.

1. Baryshnikova T. "The ABC of musical movement", Rolf. Moscow, 1999

2. Katrek N. "I want to dance" Moscow, 1998

3. Bobrova G. "The Art of Grace", Leningrad, 1986

4. Methodological guide: cards, posters.

Seventh section - List of methodological applications to the educational program.

- the system of mastering the educational program by children;

- tests and other forms of knowledge testing;

- calendar plans for educational work;

- a list of didactic materials and teaching aids;

- description of methods;

- method of organizing an introductory lesson;

- methodology of practical training;

- reports.

The eighth section - "List regulatory documentation used in the organization of educational activities and during the implementation of the educational program":

- Convention on the Rights of the Child (1989);

- Constitution Russian Federation(December 12, 1993);

- Law of the Russian Federation "On Education" (2012);

- Law of the Russian Federation “On Basic Guarantees of the Rights of the Child in the Russian Federation” (1998);

- The concept of art education in the Russian Federation (2004);

-Standard regulation on educational institution of additional education of children (1995);

- Sanitary and epidemic requirements for institutions of additional education for children. Sanitary and epidemic rules and norms. SanPiN 2.4.4.1251-03 (June 20, 2003 No. 27 D);

- Project federal law"On education"(December 1, 2010);

- Charter of the GBOU of Moscow DOOTs "Park Presnensky";

- normative legal documentation on the organization of the educational process;

- plans and programs of the educational institution;

- local acts educational institution;

- regulation on children's association;

- the rights and obligations of pupils;

- agreement with parents (legal representatives);

- personal sheet of the student;

- student's personal file;

- educational and educational plan for the current academic year;

- system of attestation of students of the institution;

- methodical appendices to this program;

- plan of work with parents;

- Timetable of classes;

- promotion of the association's activities.

ADDITIONAL

GENERAL EDUCATIONAL PROGRAM

BASICS OF CHOREOGRAPHY

Explanatory note

The additional general education program “Fundamentals of Choreography” has artistic direction. The program provides ample opportunities for teaching the basics of dance art, makes it possible to introduce children aged 6–9 years into the world of choreography, with the help of game technologies to introduce some choreographic genres, types and styles. The program will help students to express themselves creatively and express themselves through plasticity, rhythm and improvisation.

Any choreography is associated with a specific body workout. Therefore, training involves special training exercises that give a significant sports and physical load. A feature of choreography, modern in particular, is the harmonious development of the whole organism. Skills are developed in the conscious control of the muscles of the body, clamps are eliminated, an ear for music develops, which makes it possible to subordinate your body to a certain musical rhythm. Systematic exercises develop body plasticity, help to eliminate a number of physical defects, develop a correct and beautiful posture, give appearance a person's composure, elegance, which is important for a child. Choreography teaches logical, purposefully organized and graceful movement, the ability to express feelings and emotions with the help of the body.

Dancing classes allow children to learn how to move beautifully, give free rein to their imagination, the opportunity to fulfill themselves, and learn to liberate themselves. The atmosphere in the classroom is relaxed, not intrusive, the teacher only accompanies the children, imperceptibly prompting and correcting mistakes and shortcomings, which allows the child to show himself and his abilities to the maximum.

Choreography also has a great influence on the formation of a person’s internal culture; classes help to educate a person’s character. Because the educational process takes place in a team and is of a collective nature, choreography classes develop a sense of responsibility towards comrades, the ability to reckon with their interests.

Children develop the ability to convey the heard musical image in drawing, plastic. Children can wear for the first time stage costume specially prepared for dance number. With the direct participation of parents, children will perform at their first concerts and competitions. All this undoubtedly contributes to the strengthening of the educational effect carried out in the complex of the family and the educational institution.

Cooperation, mobility, dynamism, constructiveness, responsibility - these are the personal qualities that are formed in children as a result of systematic choreography.

Program implementation period – 2 years

Age of children from 6 - 9 years

Classes are held 2 times a week for 2 academic hours .

In the educational process, the main role is given to aesthetic education.

The program is aimed at:

to introduce children aged 6–9 years to the basics of choreographic art

identification of gifted children in order to develop their creative abilities;

formation of a harmoniously and comprehensively developed personality in the process of mastering the art of dance,

development of artistic talent in the field of dance and performing skills;

development and improvement of special musical abilities.

Program novelty is that, unlike the standard ones, this program is aimed not only at learning choreographic compositions, but also at integrating dance and theatrical art, for which the program includes classes on developing body plasticity, the basics of breathing in choreography, and acquaintance with the basics of acting , the development of the ability to improvise and compose dance movements, combinations used in the dance.

Relevance this educational programs due to the fact that at present the interest in the art of choreography is steadily increasing. There are new modern dance styles that are very attractive to teenagers. This program is aimed not only at learning choreographic compositions, but also at the integration of dance and theatrical art, for which the program includes classes on the development of body plasticity, the basics of breathing in choreography, acquaintance with the basics of acting, developing the ability to improvise and compose dance movements , combinations used in the dance.

Choreography not only teaches you to understand and create beauty, but also develops imaginative thinking, fantasy, and creative imagination. Choreographic activity at the same time contributes to the physical development and health of children; educates the beauty of movements, the plasticity of the body, the correctness of posture, gestures, the culture of behavior. At present, there is a large social order for educational services in the field of choreography from parents and children.

The pedagogical expediency of the educational program is aimed to create conditions for the development of students in the basics of choreography, the formation of a culture of a creative personality, to introduce children to universal values through their own creativity, to create conditions for social, cultural and professional self-determination, creative self-realization. The content of the program expands students' understanding of dance styles and directions, forms a sense of harmony, promotes physical health.

C program – harmonious development of children through dance art, through the acquisition of basic knowledge, creative qualities, performance skills.

Tasks:

Tutorials:

teach the basics of ground gymnastics;

gradual mastery of the basics of classical exercise at the stick and in the middle of the hall;

to teach the simplest elements of classical and folk dance;

teach the elements of musical literacy;

To acquaint children with the history of the origin and development of dance.

Developing:

promote the removal of muscular and psychological inhibition through dance movement;

form the correct posture, adjust the figure of the child;

to form an interest in dance art;

develop musicality, expressiveness and meaningfulness of the performance of dance movements;

develop imagination, fantasy, the ability to find your own original movements to express the nature of the music;

develop cognitive interest, curiosity and the ability to think creatively;

develop artistic taste.

Educational:

foster a culture of behavior and communication;

educate the child's ability to work in a team;

lay the foundations for the formation of an aesthetically developed personality;

to cultivate a sense of responsibility, diligence, constructiveness.

Distinctive feature The educational program of modern choreography is its focus on the formation of a wide range of skills and abilities in students in the field of dance art. The formation of performing abilities is based on two main activities of students: the study of theory and creative practice. The value of the knowledge necessary for creativity is determined, first of all, by their consistency, the leading, structure-forming element, which is classical choreographic training. Other significant elements are body plasticity and a sense of rhythm. .

The age of children participating in the implementation of this educational program is 6-9 years. Admission of children is carried out on the basis of a written application of the parents and a medical report on the state of health of the child. It is allowed to transfer students from one group to another in the process of learning and as they master the program material, as well as complicating or simplifying the material with an individual approach to each student, it is also possible to shift some topics to other stages of training.

Terms of implementation of the educational program- 2 years.

Stages of the educational program

1st year of study (6-7 years) - Preparatory stage

involves mastering the basics of rhythm, studying the simplest elements of parterre gymnastics, studying dance elements using game technologies, performing simple dance compositions and dances.

2nd year of study (8-9 years) – Primary level

consolidation of the basics of rhythm and parterre gymnastics, classical exercise at the barre (setting the body, studying the positions of arms and legs, support, eversion, elasticity and strength of the ankle and hip joints), staging activities based on the studied dance movements.

Forms of classes:

traditional occupation;

combined lesson;

practical lesson;

game, holiday, competition, festival;

creative meeting;

rehearsal;

concert, open lesson.

Forms of organizing the activities of students in the classroom:

frontal;

group;
individual-group;
ensemble.

Choreographic activity includes the following tasks:

musical-rhythmic exercises for mastering, consolidating musical-rhythmic skills and skills of expressive movement;

dances: paired, folk-themed;

games: plot, non-plot with singing, musical and didactic;

round dances;

building, rebuilding;

exercises with objects: balls, ribbons, flowers, balls, etc.;

assignments for dance and game creativity.

The structure of the lesson consists of three parts:

I part includes tasks for moderate motor activity: building, greeting, a set of exercises to prepare different muscle groups for the main work. By duration - 1/3 of the total time of the lesson.

II part includes tasks with high physical activity, learning new movements. By duration - 2/3 of the total time of the lesson.

III part includes musical games, creative tasks, a set of exercises to relax muscles and restore breathing. Duration - 2-3 minutes.

Classes are held in the form of a game. Elements of classical exercise are introduced gradually. When fixing in teaching the elements of exercise, it is advisable to introduce didactic music and dance games.

To indicate the movements of the exercise, it is desirable to use the generally accepted terminology in French.

Class mode:

The preparatory and initial stages of training are basic, they allow you to lay the foundations of dance. These groups are up to 12 people inclusive. Classes are held twice a week for two training hours. It is possible to conduct classes in the mode 4 times a week for 1 study hour. The duration of one teaching hour for children for children aged 6–9 is 40 minutes.

Techniques and methods of organizing the educational process:

verbal (oral presentation, conversation, etc.);

visual (showing video materials, illustrations, observation, showing by a teacher);

practical (exercises).

Receptions:

display of video materials;
showing by the teacher;
observation.

Didactic material used in the process of organizing classes:

Photos, literature on choreography, rhythm, plasticity, dance, video-audio recordings, rules of conduct on stage, dictionaries.

The mechanism for identifying the results of the development of the program

Evaluation of the effectiveness of mastering the program (activity) of students is based on the method of comparative analysis, in which the learning outcomes of some students are compared with the previous results of the same pupil (individual correlative norm), with the set educational goals and criteria (subject correlative norm).

Along with the main methods for assessing the effectiveness of training, the system developed by the institution for monitoring the progress and attestation of students is used. This system involves current control, as well as intermediate and final certification.

Current control is regularly (within the schedule) carried out by the teacher leading the subject.

Entrance, intermediate and final assessments determine how successfully the student develops and masters the educational program at each stage of education.

The methods of intermediate and final certification are:

method of pedagogical observation;

performing control exercises;

open classes;

concert performances students.

Predicted results

	Must know	Should be able to
General expected results of the first year of study
	Safety and behavior during and after classes; General concepts about choreography, the meaning of music in dance; Features of Russian folk dances: dance, dance, round dance; Musical sizes 2/4, 3/4, 4/4; Tempo (fast, slow, moderate); Contrasting music: fast-slow, happy - sad, loud-quiet; The concept of "points" of the hall.	Rebuilding from one drawing to another, the logic of turns left and right; Correlation of spatial constructions with music. Tact and tact; Distinguish a blow from a flood; Walk on half-toes, gallop, run with knees up (in circles and diagonally), walk on heels facing in a circle and back in a circle; Dance steps in images, for example: birds, butterflies, bear, wolf, fox, etc.; General developmental exercises for various muscle groups and a different nature, method of movement (exercises for smooth movements, swings, springiness), flexibility exercises; Movements to music in free games; Invite the girl to dance and take her to the place; Perform small choreographic sketches.
General expected results of the second year of study
	- basic rules of movement at the machine; Positions and positions of legs and arms; Demi plie, grand plie, Releve, Por de bra.	Perform the basics of classical exercise at the machine; Perform dance with the inclusion of various hand movements, body, claps; Running: simple, shallow, stomping, jumping from foot to foot; Perform elements of folk stage dance; Perform small choreographic etudes in rehearsal and concert versions.

Stages	Year of study	Number of hours per week	Number of hours		Number of students in a group	Age of learning
				Practice
Preparatory stage
First stage

Syllabus

Thematic plan

1 year of study

	Sections	Number of hours
	Sections	theory	practice	Total
	ABC of musical movement
	Parterre gymnastics
	Basic dance moves

Total

Theoretical content (35 hours)

Basic rules of movements in parterre gymnastics. Patterns of coordination of movement of hands, head, body. The beginning of the training of the musculoskeletal system of the child. Development of posture, support, eversion, elasticity and strength of the ankle and hip joints. Positions and positions of legs and arms. Additionally studied: the level of lifting the legs, the preparatory movement of the hand (priporacion), closing the hand in the preparatory position for two final chords. Develop interest and love for music, the need to listen to it, move to music in free games.

Enriching the listening experience with a variety of styles and genres musical works, including classical and folk art.

Practical work (101 hours)

- independently find a free place in the hall,

Rebuild in a circle, becomes in pairs one after another,

Build in a column and line,

Dance steps: walking - brisk, calm, on half-toes, on heels, stomping step forward and backward (back), with high raising of the knee (high step) at a different pace and rhythm. d.;

Development of the ability to convey in plastic the diverse nature of music, various shades of mood (merry-sad, playful, calm, joyful, restless, etc.).

Parterre gymnastics

Flexion and extension of the legs, lying on the stomach and back;

Body tilts to the right, left and forward, legs are vertically apart

not less than 90 degrees;

Exercise for mobility of the ankle joint, elasticity of muscles, lower leg and foot;

Exercises for the flexibility of the spine;

Exercises for the hip joints, muscle elasticity, hips;

Exercises for the mobility of the knee joints;

Exercises associated with contraction and stretching of the feet;

Exercises that develop the mobility of the elbow joint, increasing the elasticity of the muscles of the shoulder and forearm;

- “bicycle”, “boat”, “butterfly”, “frog”, “bridge”, “candle”, “mountain”, “basket”, “swing”, side squats;

Adagio (slow leg raise);

Grand battement (large strong kicks);

Port de Bras (tilts forward, sideways, back).

Basic dance moves

Dance steps from a sock;

Simple step forward and variable step;

Stomp-hit with the whole foot, a step with a stomp to the side, a triple stomp,

Bringing the foot to the heel and toe and free first position, ghost of the starting position;

- "picker";

Flappers (single) - in the palms and on the thigh;

Running with knees up (horse);

Running with a strong overlap of the legs back;

Walk on half-fingers;

Run with your knees up (in a circle and diagonally), walk on your heels facing in a circle and back in a circle.

jumping

On 2 legs, high and low, different in duration and in combination with each other, high with an emphasis upwards with strongly stretched socks on the 2nd and on the 1st leg. Jumping from foot to foot: legs lean back or rise forward; step with a jump: emphasis upwards (in place, with advancement and in a turn around oneself); step with a slip: the supporting leg is not extended, the jump is not high, creeping (in place with moving forward). Lateral step - gallop: learned in a line, ends with a side step, then in a circle.

educational aspect

Education of cultural habits in the process of group communication with children and adults, follow all the rules without the prompting of adults to let the elders go ahead of them. Rules of conduct when visiting cultural events of the city. Hygiene rules during classes.

Predicted result

Perform the movements correctly

Thematic plan

2 year of study

	Sections	Number of hours
		theory	practice	Total
	ABC of musical movement
	Parterre gymnastics
	Basics of classical exercise
	Elements of folk stage dance
	Choreographic studies
Total

Theoretical content (45 hours)

Generalization of acquired knowledge and skills. Repetition at a faster pace of the exercises specified in the program of the 1st year of study. The criterion of performing activity (the presence of logical movement, literacy, musicality, acting expressiveness). The specifics of the dance step and running. The beginning of the training of the musculoskeletal system of the child. Development of posture, support, eversion, elasticity and strength of the ankle and hip joints. Positions and positions of arms and legs.

Practical work (91 hours)

ABC of musical movement (rhythm)

All the material covered in the 1st year of study is included:

Alternating strong and weak beats of the measure;

Dance music, marches (sports, military);

Development of imagination, fantasy, the ability to find their own original movements to express the nature of the music;

Independently find a free place in the hall, rebuild in a circle, in several circles, in ranks, in columns, independently perform rearrangements based on dance compositions (snake, collar, spiral);

General developmental exercises for various muscle groups and a different nature, method of movement (exercises for smooth movements, swings, springiness), flexibility exercises;

Parterre gymnastics (rhythm)

Exercises that help stretch the Achilles tendons, hamstrings and ligaments;

Strengthen all muscle groups, accustom to the feeling of elongation of the legs, including the toes and the entire foot;

Exercises to improve the eversion of the legs;

Exercises that contribute to the development of eversion and mobility of the lower leg in the knee joint;

Stretch and strengthen the muscles of the back, and especially the lower back;

Exercises to strengthen the abdominal muscles, which also contribute to the correction of posture.

Basics of classical dance

Correct body position. Positions of the hands - preparatory, 1, 2, 3 (learned in the middle, with incomplete eversion of the legs) positions of the legs 6, 1.2, 3.5 pos. (facing the machine) ;

Releve - on half-fingers along I, II, V poses facing the machine; -Port de Bra tilts forward, to the side, back facing the machine;

Demiplie in I, II, V positions facing the machine.

Elements of folk stage dance:

Hand positions 1,2,3;

Leg positions 1,2,3;

- "Kovyryalochka";

- "winder";

- "Accordion";

- "A simple step, a step on half-toes";

- "Fraction - small continuous, variable";

- "Hammers - a blow with half-fingers on the floor";

- "Clappers - single in the palm of your hand, on the thigh, on the knee";

- "Squat-slider, ball, heel squat."

Choreographic studies

Acquaintance with the musical accompaniment of the future choreographic etude, a conversation about the nature and image of music.

educational aspect

Cultivate a culture of behavior, organization.

Predicted result

Perform the movements correctly.

jumping

- tempsleve on I, II, V pos. (facing the machine);

Jumping in VI pos. (small and high);

Jumping in VI pos. with legs tucked up to the chest and under you.

Methodological support of additional educational

programs

Main sections	Methods and techniques	Didactic material, technical equipment	Summing up forms
ABC of musical movement	Explanation, visual, practical	Piano, button accordion, phonograms	Control lesson
Elements of folk stage dance		Piano, button accordion, tape recorder, phonogram.	control lesson,
Basics of classical dance	Explanation, visual, practical, creative, reproductive	Piano, button accordion, tape recorder, phonogram	control lesson,
Choreographic studies	practical, creative	Piano, button accordion, tape recorder, costumes.	control lesson,

Literature

For the teacher:

Bazarova N.P. Classical dance Leningrad "Art" 1984;

Vaganova A.Ya. Basics of classical dance Leningrad "Art" 1980;

Denisova F. Folk dances Publishing house of the All-Union Central Council of Trade Unions 1954;

Zakharov V.M. Rainbow of Russian dance Soviet Russia» 1986;

Folk stage dance Moscow 1985;

Ustinova TA. Selected Russian folk dances - Moscow, Art, 1996;

Istratova O.N. Psychological tests for high school students - Rostov n / a: Phoenix, 2007.-249.p.- (Psychological workshop);

Loseva A.A. Psychological diagnosis of giftedness: Tutorial for universities. - M.: Academic Project; Tricksta, 2004 - 176 pp.;

Pedagogical technique in the work of a teacher. - M .: Center "Pedagogical Search", 2001 - 176p.;

Pityukov V.Yu. Fundamentals of pedagogical technology: Teaching aid. 3rd ed..corr. and additional - M .: Publishing house "Gnome and D", 2001;

Pligin A.A. Person-Centered education: history and practice. Monograph.- M.: KSP+", 2003, 432p.;

Psychodiagnostics of children. Comp. A.S. Galanov.- M.: TC Sphere, 2002-128s.;

Olshanskaya N.A. Technique of pedagogical communication: Workshop for teachers and class teachers. - Volgograd: Teacher, 2005 - 74 p.

Monina G.B., Lyutova - Roberts E.K. Communicative training (teachers, psychologists, parents)

Verbitskaya A.V. Fundamentals of stage movement. M., 1973;

Mur A., translation and editing by Pina Yu.S. Revised technique of European dances. M., 1999;

Pin Yu.S. (translation and edition). Revised technique of Latin American dances. M., S.-P., 1992;

Pin Yu.S. (translation and edition). Perspective directions and forms of dance teaching. M., S.-P., 1995;

Uglov F.G. Take care of honor and health from a young age. M., 1991;

Collection of normative documents of the Federal Customs Service (parts I-II), M., 2001;

Bazarova N., May V., ABC of classical dance. L.-M., 1994;

Bazarova N., Classical dance. L., 2005;

Vaganova A. Basics of classical dance L.-M., 2003;

Yamal Encyclopedia of the Yamalo-Nenets Autonomous Okrug in three volumes. Publishing house TSU Salekhard 2004;

Creativity of the peoples of the Tyumen region Album from the collection of the Tyumen Regional Museum named after I.Ya. Slovtsova Moscow 1999;

For students:

Bogatkova L. Dances and games of the pioneers "Detgiz" 1961;

Folk dance school Moscow 1994;

I know the world: Det. encycl.; Music\auth. A.S. Klenov. Under total Ed. O.G. Hinn.- M.; Publishing house AST-LTD, 1998;

Pasyutinskaya V., Magic world of dance, M., "Enlightenment" 1985;

Zhdanov L., Entry into the ballet, M., "Planet", 1986;

Zharikov E., Krushelnitsky For you and about you. - M.: Enlightenment, 1991. - 223 p.;

Nenets fairy tales and epic songs "syudbabts", "yarabts" Comp. N.M. Yangasova Tomsk Publishing House Vol. university in 2001;

Northern Encyclopedia European editions. Northern expanses 2004

For parents:

Rozanova O.I. Choreographic team in the club Leningrad 1981;

Character dance Moscow 1988;

Sontag L. Hairstyles and beauty. M .: "Eksmo" 1994;

Simanovsky A.E. Development of creative thinking of children. A popular guide for parents and educators. /M.V. Dushin, V.N. Kurov. - Yaroslavl: "Academy of Development", 1997. - 192 p., class - (Series: "Learning Together, Playing");

Kanasova N.Yu., Boitsova A.T., Koshkina V.S., Kurtseva E.G. The rights of children to additional education and social and pedagogical support: Educational and methodological manual. - St. Petersburg: KARO, 2005;

Kozyreva A. Yu. Lectures on Pedagogy and Psychology of Creativity. - NMC, Penza. - 1994. - 344 p.;

Markovskaya I.M.. Training of interaction between parents and children. - St. Petersburg: Speech, 2005. - 150p.;

Monina G.B., Lyutova-Roberts E.K. Communicative training (teachers, psychologists, parents). - St. Petersburg: Rech Publishing House, 2005 - 224 pages;

Perelman Ya.I. - Entertaining tasks and experience. M., 1972, corrected. Vachkov I.V. Fairy tale therapy: The development of self-awareness through a psychological fairy tale. -2nd ed., revised. and additional – M.; 2003

Information card

Teaching materials of the additional educational program "Fundamentals of choreography"

Children's association : "Cucaracha" (choreography)

teacher implementing the program(education, qualification) - Zakharova E.M.

type of program: modified

orientation: artistic

educational area : art

program goal: harmonious development of children through dance art, through the acquisition of basic knowledge, creative qualities, performance skills.

program implementation forms: group

children's age: 6-9 years old

program implementation period: 2 years (3 stages)

number of hours per week: 2 times a week for 2 academic hours

The first year of study is 4 hours per week.

The second year of study is 4 hours per week.

Expected results: Students accurately perform the classic exercise at the barre and in the middle of the hall. They master the elements of choreographic etudes in dances. Actively participate in concert activities.

License: Series A No. 323615 dated 30.07. 2009

External review _________________________________ from ___________

(name, position) (date)

Training aids - materials that ensure the implementation

content programs

Didactic materials corresponding to the content of the program, learning objectives, the level of preparedness of students (presented in the form of handouts and visual aids)

Rhythm (schemes-tables of exercises, music discs - video and audio);

Parterre exercise (diagrams-tables of exercises, music discs - video and audio);

Elements of Russian dance (schemes-tables of exercises, musical accompaniment);

Musical-spatial exercises (musical recordings);

Basics of classical exercise (illustrations from magazines, charts-tables);

Choreographic etudes (diagrams-tables);

Elements of folk stage dance (schemes - tables of movements);

Staging and rehearsal work (diagrams-tables of exercises, music discs - video and audio)

Methodical materials by topics, classes, including lesson plans, composition and list of tasks, situations, control tasks, standards, etc.

Rhythm (L. Bogatkova "Dances and Games" - a methodological guide);

Parterre exercise (Vaganova A.Ya. "Fundamentals of classical dance" - a methodological guide);

Elements of Russian dance (Denisova F. "Folk dances" - a methodological guide);

Musical-spatial exercises (“Folk-stage dance” - methodological guide);

Basics of classical exercise (Bazarova N.P. "Classical dance" - methodological guide);

Choreographic sketches (Bazarova N.P. "Classical dance" - methodological guide);

Elements of folk stage dance (Zakharov V.M. "Rainbow of Russian dance" - methodological guide);

Staging and rehearsal work (Ustinova T.A. "Selected Russian folk dances" - methodological guide)

List of basic concepts with interpretation or translation used in the program:

Additional education- a purposeful process of education and training through the implementation of additional educational programs, the provision of additional educational services and the implementation of educational and information activities outside the main educational programs in the interests of a person, society, and the state.

Teacher of additional education- specifically contributing to the development of additional education for children in a particular institution, owning the pedagogy of additional education, implementing programs of additional education for children.

Pedagogical activity- a type of socially significant activity, specifically aimed at organizing the conditions for the emergence and formation of a child's activity in the development of his human image.

Personal development- the process of personality formation, the accumulation of qualitative changes in it, leading to the transition from one state to another, more perfect.

Creation- an original, highly effective solution to the problems of the pedagogical process.