Rhythm is not limited, and therefore the possibilities of its physical implementation are innumerable.
E.J. Dalcroze.
We all know what a huge role rhythm plays in human life. Our whole life is subject to rhythm: the rhythm of breathing and heart activity, the rhythm of the day and seasons, the rhythm of work and music. It is not difficult to imagine how easily rhythm, spoken words or rhythmic breathing can inspire movement. Movement subject to a certain rhythm is already a prototype of dance. Nowhere else do the body, soul and will develop so comprehensively as in dance. Therefore, dance is so important and necessary for the education and development of children.
During rhythmic classes, the volume of motor activity increases, which has a significant impact on the increase in mental activity, the development of physical qualities, the functional state of the cardiovascular and nervous system. Movement in the rhythm and tempo of the given music contributes to the rhythmic work of all internal organs and systems, which, with regular exercise, leads to a general improvement of the body.
The program was drawn up in accordance with the Law of the Russian Federation "On Education", "Model Regulations on an Educational Institution additional education children”, sanitary and epidemiological rules and norms.
In my work, I rely on the programs of the leading teachers: E.J. IV Lifits Pedagogical education. Moscow 1999; E.N. Moshkova Program "Rhythm and ballroom dancing". Approved by the Ministry of Education in 1997; Vaganova A.Ya. - teacher-choreographer, choreographer (1879-1951); Program on rhythmic plasticity for children "Rhythmic Mosaic" by A.I. Burenina. Recommended by the Ministry of Education of the Russian Federation. 2000
Relevance of the program
In rhythmic classes, special attention is paid not only to the development of rhythmic, but also to the emotional and effective connection between music and dance. Dance solves the same problems of aesthetic development and education as music does. Music contains the content and character of any dance work. There can be no dance without music, without rhythm. Learning the art of dance takes place in parallel with musical education: children learn to understand, listen and hear music, organically merge movement and music into a single whole.
My program is a modified one, it is designed for the physical, emotional and moral development and improvement of children. The program is aimed at personal development child. The rhythm program is designed for children 7-10 years old and is designed for 3 years of study. Classes are held in group form, lasting 40 minutes.
Program focus: general developmental.
The novelty of the program.
The versatility of training sessions allows in the process of growth creativity students to use their education in everyday life.
Goals and objectives
The main goal of rhythm lessons is to activate musical perception through movement. Move as the music suggests, go from music to movement, creatively displaying musical impressions.
The program "rhythm and dance" solves the following tasks:
- Physical training of children:
- development of the musculoskeletal system;
- formation of body and foot setting;
- promoting the development and functional improvement of the respiratory, circulatory, cardiovascular and nervous systems of the body.
- Improving the psychomotor abilities of schoolchildren:
- development of muscle strength, flexibility, endurance, speed-strength and coordinating abilities;
- developing a sense of rhythm musical ear, memory, attention, ability to coordinate movements with music;
- the formation of skills of expressiveness, plasticity, grace and grace of dance movements.
- Development of creative and creative abilities of students:
- development of thinking, imagination, resourcefulness and cognitive activity, expanding horizons;
- formation of skills of independent expression of movements to music; development of initiative, a sense of camaraderie, mutual assistance and diligence.
At the end of the course, the student must
- know
- the order and correctness of the dance warm-up movements;
- elements of musical rhythmic literacy, be able to recognize and convey by movement the nature of music (sad, solemn, cheerful, etc.), determine the size of an unfamiliar piece of music and convey its rhythmic pattern with claps;
- names and methods of performing dance movements taught with a teacher;
- names and techniques for performing movements at the machine (exercise).
- be able to
- methodically and musically accurately perform a dance warm-up;
- be able to listen and analyze dance music, move to the music;
- easily, musically, emotionally perform learned dances;
- methodically perform the learned movements at the machine.
The program contains the following sections:
- Rhythm, elements of musical literacy.
- Dance alphabet.
- Dance.
- Conversations on choreographic art.
- Creative activity
Section "Rhythm and elements of musical literacy"
From the first lessons, children acquire the experience of musical perception. The main task of the teacher is to create an emotional mood in children during classes. From this follow the requirements for the musical design of classes:
- the correct selection of a piece of music in accordance with the performed movement;
- artistic and expressive performance of music, which is the main method of teaching.
Musical-rhythmic activity includes rhythmic exercises, building and rebuilding, musical games for schoolchildren of the 2nd grade, listening and analysis dance music for students in grades 3 and 4. The exercises in this section contribute to the development of musicality: to form the perception of music, the development of a sense of rhythm and harmony, the enrichment of musical and auditory representations, the development of skills to coordinate movements with music.
Section "Dance alphabet"
This section includes the study of the basic positions and movements of classical, folk - characteristic and ballroom dance.
Exercises contribute to the harmonious development of the body, technical skills, culture of movements, educate posture, develop flexibility and coordination of movements, help to learn the rules of choreography.
Classes in classical dance are of particular importance, because. classical dance is the basis of the choreographic training of students.
The main task of the teacher in the study of movements, position or posture is to decompose them into the simplest components, and then, in the aggregate of these parts, recreate the image of movement and achieve competent and accurate implementation from children. Here imitative activity of students is used.
Section "Dance"
This section includes the study of folk dances, historical and modern ballroom dancing. Most suitable material is chosen, if possible, depending on the specific conditions. In the process of learning the dance, the teacher ensures that the students perform the learned dances musically, expressively, meaningfully, preserving the style of the era and national character dance.
Classes in historical, everyday and ballroom dance are organically connected with the assimilation of ethical norms, the development high culture, communication between people.
The program material for the study of historical and everyday dance includes:
- assimilation training exercises in the middle of the hall
- rhythm exercises,
- learning dance compositions.
At the beginning, students get acquainted with the origin of the dance, with its distinctive features, compositional structure, manner of performance and the nature of the musical accompaniment. In the dances of a certain composition, the number of figures, parts and the number of measures is noted. Next comes the assimilation by students of the necessary specific movements according to the degree of complexity. After that, the learned elements are assembled into a single composition.
Folk stage dance is studied throughout the course of study and is important for the development of artistic creativity and dance technique among students. At the first stage, children study the simplest elements of Russian dance, exercises in folk stage dance, are studied in a small amount and are included in the "dance alphabet" section. Folk dance classes include: training exercises, stage movements in the middle of the hall and diagonally, dance compositions.
Children also learn elements of modern plastic arts. The set of exercises includes:
- ground gymnastics;
- exercise in the middle of the hall;
- dance moves;
- compositions of various coordination complexity.
Section "Conversations on choreographic art"
Conversations on choreographic art are held systematically throughout the course of study; includes lectures on the history of Russian ballet, the history of world ballet, general information about the art of choreography, its specifics and features. The purpose of the classes is to help students to clearly imagine the historical path of the development of choreographic art, its struggle for a progressive orientation, originality and realism, its connection with other art forms.
Conversations are held in a separate lesson once a quarter and are supplemented by visual aids, listening to or watching recordings of fragments from ballets, creative concerts etc.
The organization of creative activity of students allows the teacher to see the character of the child, to find individual approach to him, taking into account gender, age, temperament, his interests and needs this kind activities, identify and develop his creative potential.
In games, children are given the opportunity to "be" animals, actors, choreographers, researchers, while observing how much more their creative possibilities become, their imagination is richer.
When creating creative situations, the method of modeling “adult relationships” by children is used, for example: “I am a dance teacher”, “I am a costume designer”, etc.
One of the areas of creative activity: dance improvisation - the composition of dance movements, combinations in the process of performing tasks on the proposed topic.
In addition, the content of the section includes tasks for the development of rhythmoplasty, dance training exercises, staging of poems, songs, proverbs, fairy tales, etc.; sketches for the development of expressiveness of movements.
Creative tasks are included in the lessons in a small volume, or are held in separate lessons on the topic.
Each lesson includes all types of activities: a warm-up, carried out in each lesson in the form of a "statistical dance" in the style of aerobics under modern and popular music, which creates a favorable emotional background and increases interest in exercises. Rhythm, listening and analysis of music, elements classical dance, dance sketches, spatial orientation exercises, musical games. All types of activities do not alternate mechanically, but are combined organically, subordinating a single pedagogical plan.
Course program.
Grade 2
1 hour per week, 34 hours.
Task: teach to listen to music, understand commands, diversify the set of ordinary movements, develop coordination, sense of rhythm, memory, attention, interest. General developmental exercises. Dancing.
Grade 3
1 hour per week, 34 hours.
Task: to further develop a sense of rhythm, musicality, plasticity, coordination. Development of memory, diversify the set of habitual movements. In the course of the lesson, problems of behavior in pairs are solved. General developmental movements. Dancing.
4th grade.
1 hour per week, 34 hours.
Task: dances are mastered by more complex coordination, and leading in pairs. Positions in a pair improve, logical and muscle memory develops. The technique of movements is being worked out, musicality and rhythm are achieved. The movement at the machine is methodically performed. General developmental exercises. Dancing.
Terms of the program.
To implement this program, you need:
choreography hall for rhythmic lessons;
inventory (balls, jump ropes, hoops, ballet barre);
uniform for those involved (gymnastic leotard, skirt, white socks, Czech shoes, for a girl). White T-shirt, black shorts, white socks, Czech shoes (for a boy).
Forms of organizing classes
The main forms of classes are:
- group training sessions;
- group and individual theoretical classes;
- participation in competitions concert programs;
- contests, quizzes.
Diagnosis of program implementation.
- observation;
- open classes;
- demonstration performances.
Diagnostics of the program implementation is carried out at the beginning of the academic year (September), at the end of the first half of the year (December) and at the end of the academic year (May).
Methodological aspects mastering the program.
The main principles in mastering the program of this course are the principles: “from simple to complex”, “from slow to fast”, “look and repeat”, “understand and execute”, “from emotions to logic”, “from logic to sensation”.
Acquaintance with dance begins with music, the history of dance, the place of its origin, its rhythmic characteristic tempo. The development of elements occurs gradually. Children learn the movements by repeating it after the teacher. Ability to visual perception allows the trainee to read the movements. In dances with complex coordination, it is necessary to strictly observe the sequence of presentation of information about the movement. It starts “from the floor” and should be explained in sequence:
- where it comes (how the weight is transferred);
- how we put the foot (how the foot works);
- what does the corpus do?
How do hands move?
- where the gaze is directed.
Classical training develops the ability to maintain the vertical axis, which ensures the balance of the body in any position, develops the accuracy of movement execution, and muscle coordination. Having mastered the rules for performing classical dance movements (exercise at the barre), students transfer these rules to the performance of any movement studied in the lesson.
Successful assimilation of all recommendations should be combined with the creation of such a psychological microclimate in the classroom, when the teacher, freely communicating with children on the principles of cooperation, commonwealth, general interest to the point, clearly responds to the perception of students, maintaining an atmosphere of joy, interest and fun, encourages them to be creative.
In the classroom, their own language of communication is developed: speech - gesture - music, which allows you to quickly change the type of activity, mobilizes attention.
In order to create positive motivation are used, game moments, role-playing games aimed at switching attention, unloading and rest.
Educational and thematic plan
| section number | Subject | Class |
| 2 3 4 | ||
| 1 | Section "Rhythm, elements of musical literacy" | 10 10 10 |
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| 2 | Section "Dance alphabet" | 8 8 8 |
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| 3 | Section "Dance" | 8 8 8 |
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| 4 | Section "Conversations on choreographic art" | 4 4 4 |
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| 5 | Section "Creative activity" | 4 4 4 |
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| Total: | 34 34 34 |
Knowledge, skills, abilities.
At the end of the first year of this course, students should know and be able to:
Elements of musical literacy: the nature of the music (cheerful, calm, sad); pace (slow, moderate, fast); the structure of a musical work (musical introduction, parts); dynamic shades (forte - piano, staccato - legato); accent. Perform rhythmic exercises with: the beginning and end of the movement along with the music, be able to distinguish between musical parts. Perform movements at different paces. Define the character of dance music with words and convey character in movement. Transmit dynamic shades in motion.
Students must freely rebuild into a column one by one and two by two, rebuild into columns one by one into pairs and back; alignment; building in a circle, narrowing, expanding a circle; free seating in the hall.
Know the plan points of class 1, 2, 3, 4, 5, 6, 7, 8, diagonals.
Perform musical games and dances at the pace and character set by the teacher.
At the end of the second year, students should know and be able to:
Elements of musical literacy: the structure of musical speech (sentence, musical phrase); duration whole, half, quarter, eighth, rhythmic pattern. Students must convey changes in tempo in motion; transmission in motion of durations and rhythmic pattern.
To be able to rebuild from a column of one to a column of three (triples). Rebuilding from a column of one to a column of four (fours). Rebuilding from triples and quadruples to circles and stars. Rebuilding in pairs: one partner bypassing the other; change of place with a turn to face each other.
Know the positions and exercises of classical dance. Hull positioning. Leg positions 1, 2, 3, 4, 5, 6.
Hand positions: preparatory position 1, 2, 3. The position of the hands behind the skirt, hands down with the palm of your hand, hands with your palms on the belt. Half squat (demi plie) in 1,2,3 positions. Stretching the legs (batman tandyu) to the side, forward, backward in 1 and 3 positions. Semicircle of the leg (demi rond dejamb parterre, rond de jamb parterre) in 1 position. Transfers of hands in positions (port de bras). Perform musical games and dances at the pace and character set by the teacher
At the end of the third year, students should know and be able to:
Elements of musical literacy: be able to distinguish between musical sizes 2/4, 3/4, 4/4; the concept of tact and tact. Could perform rhythmic exercises with musical task; convey in motion the nature of music, the size and rhythmic pattern. Listen and make the simplest analysis of dance music (definition of character, musical size and structure).
They could change from one circle to two. Movement in columns one at a time different parties diagonally, with a transition in the center through one.
Move expressively in dances (consistency and harmony of arms, legs, body, head). Know the names of the movements of the classical exercise and the correct execution.
Used Books:
- Baryshnikova T."ABC of choreography" - M .: Iris-Press, 1999.
- Babenkova E.A., Fedorovskaya O.M."Games that heal". - M .: TC Sphere, 2009.
- Vaganova A.Ya."Fundamentals of classical dance" - St. Petersburg., 2000.
- Vasilyeva T.K."The Secret of Dance" - St. Petersburg: Diamant, 1997.
- Voronina I. « Historical and everyday dance"- M.: Art, 1980.
- Derekleeva N.I."Motor games, trainings and health lessons: grades 1-5". –M.: VAKO, 2007.
- "Playful and rhyming forms of physical exercise". Author-compiler S.A. Avilova, T.V. Kalinin.- Volgograd: Teacher, 2008.
- Klimov A."Fundamentals of Russian folk dance" - M .: Art, 1981.
- Kovalko V.I."School of Physical Education: Grades 1-4". – M.: VAKO, 2009.
- Petrusinsky V.V."Education, training, leisure" - M .: New school, 1998.
- Rothers T.T."Musical and rhythmic education" - M .: Education, 1989.
- Shershnev V.G. From Rhythm to Dance. - M., 2008.
Training and metodology complex:
- Bondarenko L."Methods of choreographic work at school and out-of-school institutions." - Kyiv: Musical Ukraine, 1985.
- Dobovchuk S.V. « Rhythmic gymnastics: tutorial". – M.: MGIU, 2008.
- T. A. Zatyamina, L. V. Strepetova Musical Rhythm: teaching aid". - M .: Publishing house "Globus", 2009.
- Pustovoitova M.B."Rhythm for children: a teaching aid". – M.: VLADOS, 2008.
- Firileva, Zh.E., Saykina, E.G. Sa-fi-dance. "Dance and game gymnastics for children: a teaching aid." - St. Petersburg: Detstvo-press, 2001.
Hello.
Soft toys or tambourines.
1 option.
Option 2.
Walk-run.
Diamonds
Dance with tambourines.
Diamonds
7 - 8 t. - 4 steps back
We light the lanterns.
Lanterns (you can use sheets of colored cardboard folded in the form of a cone with tinsel glued along the edge of the wide part).
We stand in a circle.
1 - 8 measure - swing your hand with a flashlight
9 - 12 tons - we take 4 steps towards each other, joining hands with flashlights
13 - 16 tons - take 4 steps back
17 - 18 tons - raise the flashlight up
19 - 20 tons - we lower it down.
Sticks.
Gymnastic sticks.
We march, rhythmically tapping the stick on the floor. At the end of each sentence, we stop, change the hand in which we hold the wand and continue to move.
Pillows.
Pillows
Children walk around the room between the pillows laid out on the floor. At the end of each musical sentence, the teacher stops the music, and the children jump onto the pillows and become somehow new each time (they come up with poses).
12-13. We play with a handkerchief *.
Handkerchief
We stand in a semicircle, at a distance outstretched hand. In the hands - light gas handkerchiefs
1 - 4 tons - download handkerchiefs
5 - 6 tons - raise the handkerchief
7 - 8 tons - we lower the handkerchief
9 - 14 tons - throw up and catch a handkerchief
15 - 16 tons - spinning
The task is to follow the rhythm of the movements.
*Option - with balloons
On a horse.
Gymnastic sticks
Introduction - tap the floor with a stick
1 - 8 measure - we ride on a horse-stick (straight gallop) in one direction;
9 - 16 measure - change the direction of movement.
Let's count.
Diamonds.
We distribute tambourines. Count 1 - 3 - shake the tambourine.
Count 4 - slam on the tambourine.
Get a house.
hoops
We lay out hoops around the room (1 for each child). For each musical phrase, the child, whose name is called by the teacher, leaves the hoop and runs around the room between the hoops. At the end of the musical phrase, he jumps into the hoop that turned out to be closest to him. The child whose hoop has been jumped into continues the game. We draw the attention of children to the change in the musical phrase - the musical stop must be reflected in movement.
We go and deliver.
Any object suitable for transfer.
To the music, children pass the object in a circle.
It is necessary to distribute the children around the room at a sufficiently large distance. Pay attention to musical proposals - you need to take such steps so as not to run ahead and keep up with the music. When learning the game, you can say "We go, go, go, go, go and pass"
Drop it.
To the music we swing in our hands and throw balloon in a circle (at the end of a musical phrase). You can pronounce "Pump-pump-pump-drop."
Chickens.
Finger puppets - chickens.
1 - 8 bars - with a light, mincing step, we run around the room in a circle.
When repeated, we change the direction of movement. At the end, we turn to the center of the circle.
Bars 9 - 10 run to the center of the circle
11 - 12 tons - 3 jumps
13-14 tons - run back (back)
15 - 16 tons - 3 jumps
17 - 24 tons - movements as at the beginning of the game. You can replace running with walking (calm your breathing).
Sparrows.
Finger puppets - sparrows or handkerchiefs-wings.
We explain to the children that sparrows first jump, and then they fly to the music. We listen to music, noting the change in parts with gestures (slapping our feet and waving our hands in the air). We play the game in motion, using dolls or handkerchiefs
Part 1 - jump;
Part 2 - Run.
butterflies
Finger puppets-butterflies or handkerchiefs-wings, betrothed pillows - flowers.
For the game you need to choose a leader.
1 - 16 bars, butterfly children fly around the room, changing the direction of movement to repeat the music (the second eight bars). At the end of measure 16, all the butterflies (except the leader) sit down “on flowers” and close their eyes.
On measures 16 - 22, the leader chooses one of the children and, coming up, puts his butterfly behind him. The selected child, in turn, becomes the leader himself.
Bunnies and bear cubs.
Toys or story caps (bears and bunnies).
We listen to music, displaying the change of parts with gestures (part 1, 3 - slap on the legs, part 2 - swing)
We divide children into groups (hares - bears)
1, 3 part - bunnies jump;
Part 2 - cubs walk.
Clap.
Diamonds.
1 - 8 bars - mark strong beat playing the tambourine to the right and left of yourself
9 - 12 - slowly raise your arms above your head
13 - 16 - mark the strong beat by playing the tambourine overhead
Decisive-cautious.
Claves or spoons.
1 option: We move around the room, accompanying walking and running with playing on spoons or claves.
1 - 4 tons - marching in a circle
5 - 8 tons - we run in a circle, at the end of the section we turn to face the center of the circle
9 - 12 tons - run to the center of the circle
13 - 16 - we march with our backs from the center of the circle
Option 2: We sit on the floor on pillows (in a circle), legs extended forward (towards the center of the circle)
1 - 4 tons - stomp your feet
5 - 8 tons - quickly slide our feet along the floor
9 - 12 tons - raise your legs up and lower them down (in accordance with the movement of the melody)
13 - 16 tons - stomp our feet
Boat.
hoops
1 - 8 measure - sit opposite each other, holding on to the hoop, swinging your arms (the boat is rocking on the waves).
9 - 12 measure - a storm broke out. We pull each other by the hands (by the hoop)
3 - 16 measures - see 1-8 m.
Mice.
Mom and baby.
Spoons, claves or drums
Listen to music with children. Explain that the music is about mother and baby. Mom walks with a calm, unhurried step (ta-ta), and the baby runs nearby (ti-ti). At the end of the musical phrase (“piece”) they stop (tu). Invite the children to tap (spoons, claves, drums) how the mother walks, and then how the baby runs. Pay attention to stops. Then offer to divide into groups (mothers - babies), each group plays its own rhythm. Then do the exercise in motion (walking - running, alternating - in subgroups)
Autumn rain.
Conductors.
"Conductor's sticks" (claves)
We invite children to play conductors - take a conductor's baton and show "how to play." We sing a melody with durations (tu-ta-ti), as if drawing sticks of different lengths in the air. We conduct to the music, continuing to hum the rhythm.
45-46. look-repeat.
Stuffed Toys.
We invite children to take soft toys and “dance with them to the music.” We explain that the toy first carefully looks and only then repeats the movements. We sing a melody with the words “You look - and repeat”, showing the children simple actions (using a toy) and asking the children to first look and then repeat the same movements. Then we play the game to the music.
Help.
Stuffed Toys
Singing a melody and rhythmizing it with syllables (ti-ta-tu), we ask the children to help the soft toy clap their hands.
Fish.
fish toys
We round the palms, we close our hands in front of the chest. We hold the fish in the palms. We run around the room (the fish swim). At the end of the musical sentence, we change the direction of movement.
Chickens.
Guess.
Riders.
Spoons or clover
“Riding on horseback” we celebrate the pulsation by playing on spoons or claves.
Elephant.
ropes
Explain to the children that this song is about a baby elephant. We sing a song, accompanying the singing with rhythmic clapping.
“A dog has a puppy, a cow has a heifer
And our elephant has a baby elephant.
He is a baby for elephants, a giant for others
That's what an elephant has a baby elephant.
We listen to the song again, marking the rhythm with overstepping: the baby elephant is just learning to walk. Take two steps and stop. Walk around the room like elephants - stamping your feet, making a trunk or ears, like an elephant. When a rhythmic pattern is obtained in children, we walk like a snake, holding on to the ropes (as if elephants were holding on to their trunks.
Rope game.
Rope
We play with a rope to the music. Holding on to a long rope with your hand, we lead the children around the room with a snake, twist into a “snail”, make different shapes out of the rope.
Bells.
Playing with bags
Filler bags
1 - toss the bag
2 - shift the bag from palm to palm
3 - pass the bag to a neighbor
(or, if all the children have bags, we turn in the opposite direction - with our backs to the teacher “and turn away”).
Rock the doll.
Toy.
We rock and pass the toy in a circle.
We play with a ball.
balls
Ball game:
Part 1 - running (1-2 and 5-6 bars) and jumping (3-4 and 7-8 bars)
Part 2 - toss the ball over your head.
Pair dance:
Part 1 - running and jumping (run, run, jump-jump-jump)
Part 2 - picker with overflow (toe-heel-overflow)
When repeated - "okays" (themselves-together).
Watch.
Claves
We offer music to listen to music “about the clock” and hear where they tick: “high” (in the melody, upper voice) or “low” (in the accompaniment, lower voice). We transmit the pulsation (tick-tock) by playing the claves.
Dance.
Handkerchiefs
1 - 4 measure - swing handkerchief
5 - 6 tons - raise your hands with a handkerchief up and down
7 - 8 tons - spinning
9, 11 tons - we throw up a scarf, 10, 12 - we catch a scarf.
13 - 14 tons - we swing a handkerchief
15 - 16 tons - spinning
Throw-catch.
Toy.
The strong beat of measures 1, 3, 5 - we throw the ball up and catch it.
7 - 8 measure - turn on the spot ("and turn")
Downbeat 9 and 13 bars - toss and catch the ball
11 - 12 measure three steps forward (1-2-3-stop)
15 - 16 measure three steps back (1-2-3-stop)
Gloves.
Gloves
Distribute gloves to children. We ask them to clap their hands (wearing gloves) while saying the rhythm. Let's pat each other's backs with gloves.
Soldiers and horses.
Spoons and claves
We tell the children that in this march you can hear how the soldiers are marching and how the horses are jumping. We offer to listen to music and hear where (“upstairs or downstairs”). We propose to “voice” each “part” in turn, distributing spoons or claves
We divide the children into groups (one - marching, others - moving at a gallop).
We sweep.
Gymnastic stick with lenami at the end (panicle)
We knock with a stick on the floor (rhythmic pattern) and “sweep”.
We go around the stick, knock the stick on the floor and “sweep”.
Skok-jump.
We play with ribbons.
Ribbons (on a stick).
1 - 4 measure - no movement.
5 - 6 tons - we wave the ribbons, spreading our arms to the sides
7 - 8 tons - we spread our arms a little higher
9 - 10 tons - we raise our hands with ribbons above our heads, closing the wrists with the back side
11 - 12 - lower your hands down (in front of you)
13 - 20 tons - actions are repeated
21 - 28 tons - running in a circle
29 - and to the end - dilution of hands with ribbons.
March.
drums
Divide the children into groups.
Introduction - the teacher imitates playing the trumpet.
Part - plays a pulse on the drums, part - marches. Then, we switch roles.
Tambourine.
Diamonds
We stand in a circle. Each of the children in right hand holds a tambourine, and with his left hand he holds on to the neighbor's tambourine.
1 - 8 tons - we run in a circle, at the end - overflowing on the spot ("that's all")
9 - 16 tons - we stop, releasing our hands, we play a rhythmic pattern (ti-ti-ta), changing the position of the hands with a tambourine as shown by the presenter
17 - 26 tons - run in a circle
27 - 28 tons - stop, shake
29 tons - release hands (hit the tambourine)
30 tons - put the tambourine on the floor (we bow)
Couples.
Stuffed Toys.
We stand in a circle, holding soft toys in front of us.
1 - 2 and 5-6 tons - jump
3 - 4 and 7 - 8 tons - spinning
9 - 12 tons - run in a circle
13 - to the end of the part - we wave the hands / paws of the toys.
We carry a ball.
Balloon
We distribute the children around the room.
30 - 32 measure - we walk in rhythm from each other, passing the ball
33 - 48 - we throw the ball in a circle, everyone remains in their places.
49 tons - the one who has the object continues to pass it in a circle (with transitions).
Frogs and heron.
Heron (or "beak")
1 - 8 measure - frogs jump. At the end - squat down.
9 - 16 tons - a heron walks, looking for frogs
Toy march.
Toy
We invite the children to listen to the march, ask if real soldiers can march under it, or if it is suitable for a toy. We propose to show how the toy is marching, passing it in a circle.
We repeat.
Ribbons
1 - 8 measure - the teacher (or presenter) shows the movements
9 - 16 measure - children repeat the shown movements
Rhythm and rhythmic exercises with objects for children 3-6 years old.
Audio aids from the "Music with Mom" series, developed according to the unique author's technique of Sergey and Ekaterina Zheleznova, have already managed to fall in love with many caring parents. The manuals are used by teachers of leading children's centers in Moscow and other cities of Russia, near and far abroad.
The purpose of rhythmic lessons is to develop children's musicality, a sense of rhythm, as well as to familiarize them with the means of musical expression.
The proposed rhythmic exercises are designed for classes with children 3-6 years old. The exercises will teach children:
1. Move in accordance with the character, tempo, dynamic shades of the piece of music
2. Move in accordance with the structure of a piece of music: distinguish between the introduction and be able to use it as a signal to move; recognize musical phrases and parts; start and end the movement according to the music
3. Distinguish durations (quarters, eighths, half), simple rhythmic patterns, be able to perform them in motion
4. Move easily, correctly and expressively.
To conduct specialized rhythmic classes, combine the proposed exercises into rhythmic complexes.
1-2. Hello. 3-4. Walk-run. 5-6. Dance with tambourines. 7. We light flashlights.
8-9. March. 10-11. March. 12-13. We play with a handkerchief. 14-15. On a horse.
16-17. Let's go stop. 18-19. Pass it on! 20-21. We go and deliver. 22-23. Drop it. 24-25. Chickens. 26-27. Sparrows. 28-29. Butterflies 30-31. Bunnies and bear cubs. 32-33. Clap. 34-35. Decisive-cautious. 36-37. Boat.
38-39. Mice. 40-41. Mom and baby. 42. Autumn rain. 43-44. Conductors.
45-46. Look, repeat. 47-48. Help. 49-50. Fish. 51-52. Hen and chickens. 53-54. Guess. 55-56. Riders. 57-58. Elephant. 59-69. Rope game. 61-62. Bells. 63-64. We play with a bag 65-66. Rock the doll.
67-68. We play with a ball. 69-70. Watch. 71-72. Dance.73. Throw-catch. 74. Gloves. 75-76. Soldiers and horses. 77-78. We sweep.
79. Jump-jump. 80-81. We play with ribbons. 82-83. March. 84-85. Tambourine.
86-87. Couples. 88. Ball. 89-90. Frogs and heron. 91-92. Toy march. 93. We repeat.
Hello.
Soft toys or tambourines.
1 option.
Walk around the room with soft toy in the hands, saying quietly "we walk, we walk." At the end of the musical sentence, we raise the toy above our heads and say “hello everyone” loudly.
Option 2.
We get up in a round dance, holding on to tambourines (everyone holds a tambourine in his right hand, and with his left he holds on to his neighbor's tambourine). We walk in a circle, saying “we walk, we walk”, and at the end of each musical sentence we release left hand and, clapping your palm on your tambourine, we say "hello everyone."
Walk-run.
Diamonds
We listen to music, drawing the attention of children to the melody (“running”) and accompaniment (“walking”). We distribute tambourines to children. We suggest, listening only to the accompaniment (steps), first clap the tambourine, and then, listening to the melody (running), shake the tambourine.
We run and walk around the room, at first all together, changing the nature of the movement for each musical phrase. And then we divide into subgroups.
Dance with tambourines.
Diamonds
We stand in pairs, opposite each other (in 5 - 6 steps)
Bars 1-4 playing the tambourine (downbeat)
5 - 6 tons - 4 steps to the center, hit with tambourines ("collided")
7 - 8 t. - 4 steps back
9 - 15 tons - alternation of jumps and turns on the spot
16 tons - remelting on the spot with the words "that's all"
17 - 24 t. - walking around the room, we accompany walking by playing the tambourine (for each step)
Possible variant- one child has a tambourine, and the other does not. Then at 16 tons - one child holds out a tambourine to another and at 17-24 tons they walk around the room holding on to the tambourine.
We light the lanterns.
Municipal budgetary educational institution
Voznesenskaya secondary school
Considered: Approved:
At the methodological council of the school Director
MBOU Voznesenskaya secondary school
__________________________ __________
"____" _____________2014
The rhythm circle program is designed for younger children. school age(7-10 years old) and includes 72 lessons per year (at the rate of 8 lessons per month).
Based on this, the work in the classroom is built in two directions:
1 direction - compulsory exercises - "march", "jumps", "stomp", "pick", "exercises for hands" and others;
Value orientations of the content of the program
In rhythmic classes, special attention is paid not only to the development of rhythmic, but also to the emotional and effective connection between music and dance. Learning the art of dance takes place in parallel with musical education: children learn to understand, listen and hear music, organically merge movement and music into a single whole.
This program is modified, it is designed for the physical, emotional and moral development and improvement of children, and is aimed at the personal development of the child.
Methodological aspects of mastering the program
The main principles in mastering the Program are: “from simple to complex”, “from slow to fast”, “look and repeat”, “comprehend and do”, “from emotions to logic”, “from logic to sensation”.
The development of elements occurs gradually. Children learn the movements by repeating it after the teacher. The ability to visual perception allows the student to read movements.
In the classroom, their own language of communication is developed: speech - gesture - music, which allows you to quickly change the type of activity, mobilizes attention.
In order to create positive motivation, game moments are used, aimed at switching attention, unloading and rest.
Personal results:
the ability to freely navigate in a limited space, naturally and naturally perform all game and dance movements.
Metasubject results:
the ability of children to move in accordance with the diverse nature of the music, to convey the simplest rhythmic pattern in movement;
Subject Results:
Students should be able to:
understand and accept the correct starting position in accordance with the content and characteristics of music and movement;
build in an organized manner (quickly, accurately);
keep the correct distance;
independently determine right direction movements according to the verbal instructions of the teacher.
observe the pace of movement.
"Rhythm" includes a warm-up, general developmental exercises and dances.
GENERAL THEORETICAL CONCEPTS
Throughout the course, students are introduced to the following concepts:
leg positions,
hand positions,
positions in pairs
dance line,
direction of travel,
turning angles.
WARM-UP
It is carried out at each lesson to modern and popular music, which creates a favorable emotional background and increases interest in exercises, increases the degree of joint mobility and strengthens the muscular apparatus.
GENERAL DEVELOPMENT EXERCISES
Movements for the development of coordination, elements of asymmetric gymnastics, movements along the dance line:
on socks, heels,
foot rolls,
raising your knees high
face and back movement
jump run,
gallop face and back, to the center and with a change of legs.
Changes for dancing:
"lines"
"round dance",
"chess",
"snake",
enrich the set of movements, develop their coordination, develop the muscles of the foot, teach you to navigate in the gym, follow commands.
The basic movements and variations of them are studied, as well as some popular dances which develop a sense of rhythm, coordination of movements, the ability to move to music, communication skills. Improves memory, attention, internal organization.
1. Rhythm, elements of musical literacy:
be able to walk correctly to the beat of the music, while maintaining a beautiful posture, easy step with a sock;
feel the nature of the music and convey it with the end of the piece of music;
note in the movement a strong share of the beat;
be able to independently accelerate and slow down the pace of movements;
have concepts and three basic concepts (genres) of music: march - song-dance;
expressively move in accordance with musical images;
have acting skills;
recognize the nature of dance music;
have a basic understanding dance genres: polka, waltz, dance, disco;
perform movements in the nature of music - clearly, strongly, slowly, smoothly;
know tempo designations, hear tempos in relation to movements;
to distinguish the features of dance music: march, waltz, polka, dance, round dance, etc.;
2. Creative activity:
disclosure of creative abilities;
development of organization and independence;
FORMS OF CONTROL
Current control allows you to see the process of formation of skills and abilities, replace individual methods of work, change the types of work in time, their sequence. Current control is carried out in the form of practical tasks.
Final control is carried out in the form of a final performance junior schoolchildren at the concert.
Thematic planning
Lesson topic Hours
1. Teaching rhythm: goals and objectives.
while learning to dance. 1
2. The concept of "rhythm". Basic movements, concepts.
3. outdoor switchgear. Walking with hand and foot coordination.
4. Movements for the development of coordination. Running and jumping.
5. Elements of asymmetric gymnastics.
Exercises for the development of the body.
6. Movement along the line of dance.
Tests that assess the mobility of the cervical spine.
7. Rebuilding for dancing.
Tests to assess the elasticity of the muscles of the shoulder girdle.
8. Learning the warm-up.
Tests assessing the elasticity of the elbow
joints, forearms.
9. Hand positions. Basic Rules. Dance "Palm"
10. Positions of the legs. Basic Rules. Dance "Palm"
11. Hand positions. Dance "We"
12. Positions of the legs. Dance "We" 1 6
13. Dance "Palm", "We", "Toy"
14-15. Dance "Lavata", "If you like it, then do it!"
16. Consolidation of dance movements.
17. Repetition of the studied.
18. The main movements of the dance “Three girlfriends”.
Learning movements.
Exercises for the development of the spine.
19. Exercises to improve the flexibility of the knee joints.
Elements of hip-hop, dance "Three girlfriends".
20. Repetition of positions.
21. Checking the orientation on the dance floor.
Dance "Aerobics for Bobik".
22. Fixing. Dances "Aerobics for Bobik" "Three girlfriends".
23. I am the hero of a fairy tale.
Favorite character of a fairy tale (imitation to music).
24. Musical and rhythmic games “Types of step”.
25. Dance "Winter". Basic movements, transitions to hand positions.
26. Elements of folk choreography: picker, ladder, herringbone.
27-28. Consolidation. Dancing " New Year", "Winter" .
29. Consolidation of the studied.
30-33. Basic movements of the Polka dance.
Learning movements. 2
34. Repetition. Dances “Palm”, “We”, “Polka”, “Winter”,
"New Year!".
35. Elements of asymmetric gymnastics. 1
36. Learning the warm-up.
37. Rebuilding for dancing. Dance drawing. 1
38. Hand positions. Basic Rules. 1
Leg positions. Basic Rules.
Consolidation. Dance "Polka"
40. Listening to music. 1
42. The main movements of the dance “Dance of Flowers”.
Learning movements. 1
43. Practicing the basic movements of the dance "Dance of Flowers". 1
44. Fixing. Preparing for a performance.
45. "The sun is shining" dance. Positions of legs, arms.
46. Practicing movements. 1
47. Consolidation of the studied. 1
48. Dance " Happy childhood". 1
49. The concept of “line of dance”. General developmental exercises.
50. Practicing the construction of a “line”, “chess” ...
51. Dance “Happy childhood”. Basic movements.
52. Practicing dance movements “Happy childhood”.
53. ORU: foot rolls, socks, heels.
"Sirtaki" - basic movements.
54. The history of the formation of “Sirtaki”. Positions of legs, arms.
Practicing movements.
55. Dance “Musical”. positions in pairs.
56. The main positions of the arms, legs in a pair.
57. Fixing the dances “Sirtaki”, “Musical”,
"Happy childhood".
59. Basic movements. Dance" School years ”.
60. geometric compositions figures
(individual and collective).
61. The main movements of the dance "School years".
62. musical composition"School years".
63. View video of modern dances.
64. Practicing the dance "School years".
65. Lesson review of knowledge. Preparing for a performance. 3
66. Concert. 1
Total: 72h
Literature:
1. Work programs on GEF rhythm (grades 2-4).
2. “Plan-program of the circle of rhythm “Caprice”.
3. the program of the circle of additional education "Rhythm".
ADDITIONAL PRE-PROFESSIONAL
EDUCATIONAL PROGRAM
IN THE FIELD OF CHOREOGRAPHIC ART
"CHOREOGRAPHIC CREATIVITY"
Subject area
SW.01. CHOREOGRAPHIC PERFORMANCE
PO.01.UP.02.RHYTHMIC
PROGRAM OF THE DISCIPLINE "RITHMIK"
in the system of pre-professional education - comprehensive training of children 7-9 years old
to enter the professional choreographic educational institution
Compiled by: A.A. Sartakova
Novosibirsk
I. ORGANIZATIONAL AND METHODOLOGICAL SECTION
The main goal of this discipline is the development of musical-rhythmic, motor-dance and creative abilities of children 7-9 years old through musical-rhythmic culture.
Educational goals: 1) mastering the basics of musical literacy; 2) improving the skills of expressing the rhythmic pattern and character of music through dance movements; 3) involving children in various types musical and dance art.
educational goal: professional orientation and self-determination of the child.
Educational:
1) Teaching the basics of musical literacy.
2) Development of tempo-rhythmic memory.
3) Education of the motor apparatus.
4) Education of the most important psychophysical qualities in combination with the moral and volitional qualities of the individual - coordination, dexterity, speed, endurance, strength.
5) Teaching the basics of choreography, culture and aesthetics of movement, its expressive means, dance elements, postures, movements, combinations of movements in dance combinations and compositions, dance etudes.
Developing:
1) Formation of ideas about the general patterns of reflection of reality in musical and choreographic art, specifically expressed in the connection of the rhythm and nature of the music, forms, lines and movements of the dance with vital content, meaning, feelings and mood.
2) Acquaintance with the concepts of musical and dance image, the concepts of form (quantitative characteristics) and content (qualitative characteristics) in music and dance.
3) Development of creative abilities and creative independence.
Educational:
1) Education of a culture of emotions, their expression in dance and in life, a culture of behavior and communication.
2 ) Upbringing personal qualities: discipline, organization, ability to interact with a partner, with a team through joint educational and creative activities.
3) Expansion of the scope cultural education children by means of music and dance for harmonization personal development.
3. Place course in vocational training
The proposed course is designed for 2 years, is additional program education and the first stage of pre-professional choreographic training for children aged 7-9 who receive elementary education(Grades 1-2) in general education schools cities.
The quality of its assimilation helps to determine the level of the child's psychomotor abilities (sense of rhythm, musicality, coordination, expressiveness, artistry), - one of critical factors suitability for future vocational training profession ballet dancer.
4. Requirements for the level of mastering the course
As a result of studying the course, children should have the following knowledge, skills and abilities:
1. Know the basics of musical literacy: know musical terms, the concepts of "strike", "strong beat", "phrase", "square", "accent", "rhythmic pattern", etc., be able to determine the nature of music, tempo, time signature, duration, register coloring, dynamic shades, know and be able to identify musical genres.
2. Know the names of musical rhythmic exercises, and be able to perform them methodically and technically competently.
3. Know the names of dance elements and movements, and be able to perform them in different characters and musical tempahmethodically and technically competently.
4. Perform the basic movements of exercises and dance studies to the music of 2/4, 3/4, 4/4, 6/8.
5. Hear changes in the sound of music and transmit them by changing movements, consciously control their movements, coordinate them easily and freely.
6. enjoy expressive means when performing musical and rhythmic exercises, dance elements, movements and dance etudes, conveying the character and mood of the music.
7. Be able to independently analyze music (determine the tempo, size and nature of music, rhythmic pattern, accents), note the rhythmic pattern in movement, hear and independently change the movement in accordance with the change of parts of musical phrases.
8. Be able to improvise on a given or independently chosen music based on the material covered using your own imagination.
Classes in the discipline of rhythm are held in groups of 8 to 16 people, under musical accompaniment.
1. Course sections
SECTION I. Beginning of the lesson.
SECTION I. Beginning of the lesson.
1. Bows
SECTION II. Fundamentals of musical literacy.
1st year of study:
8) Concepts: "tact", "zatakt", "square", "meter", "rhythm", "rhythmic pattern".
2nd year of study:
SECTION III. Musical and rhythmic exercises.
1st year of study:
2nd year of study:
2) Development of expressiveness and artistry: conveying the nature of music, its mood through plasticity and facial expressions. Individual and group tasks.
SECTION IV. Dance elements, movements, etudes.
1st year of study:
2) The positions of the hands (down, up, to the sides, at the waist, behind the skirt, in a pair, on the shoulders of one's own or a partner, by the hands with a partner, by the hands in a group, standing or moving in a line or in a circle). The concept of "free " hands. Wavy hand movements.
2nd year of study:
SECTION V. Musical and rhythmic games and creative activity.
1st year of study:
2nd year of study:
1) Independent analysis of music (determination of register color, dynamic shades, tempo, size and nature of music, rhythmic pattern, accents, number of parts in the proposed piece of music).
2) Individual improvisation to a given or self-selected music based on the material covered using your own imagination.
III. DISTRIBUTION OF COURSE HOURS BY TOPICS AND TYPES OF WORK
Classes in the discipline of rhythm are held from September to May 1 time per week (36 weeks) with a duration of 1 hour 30 minutes (2 academic hours). The period of study is 2 years.
1st year of study:
2nd year of study:
Number of lessons in academic year- 36, number of hours - 54 (72 academic).
Control lessons - 2, number of hours - 3 (4 academic).
Concert performances - 1, number of hours - 1.5 (2 academic).
Total: 58.5 hours (78 academic).
Over a period of two years of study:
The number of lessons in the academic year is 72, the number of hours is 108 (144 academic).
Control lessons - 4, number of hours - 6 (8 academic).
Concert performances - 2, number of hours - 3 (4 academic).
Total: 117 hours (156 academic).
1st year of study
| Name of topics and sections | Total per lesson (min.) | For the year (September-May) (hour) | |||||
| SECTION I. Beginning of the lesson. 1. Bows 2. Warm-up in the hall: march (dance step), step on high half-toes, step on high half-toes with high knees, spring run (with lowering the lower leg back, then forward with high knees - "horses"), dancing again step. Music: 4/4 - 2/4 - 4/4. | |||||||
| SECTION II. Fundamentals of musical literacy. 1) Register coloring. The concept of sound (low, medium and high). 2) The nature of the music (sad, sad, etc., cheerful, perky, etc.). 3) Music tempo(fast, slow, moderate). 4) Dynamic shades (loud, quiet). 5) time signature (2/4, 3/4, 4/4). 6) Acquaintance with the duration of sounds (notes): whole, half, quarter, eighth. 7) Concepts: “strong share”, “accent”. 8) Concepts: “tact”, “zatakt”, “square”, “meter”, “rhythm”, “rhythmic pattern”. 9) Concepts: “musical phrase”, “beginning of a musical phrase”, “end of a musical phrase”. 10) Concepts: "melody", "accompaniment". 11) Musical work and its parts. | |||||||
| SECTION III. Musical and rhythmic exercises. 1) Development of musical-rhythmic memory through listening and subsequent reproduction of various rhythmic patterns with the help of movements of arms and legs (clap, stomp), object (stick, ball on the floor, etc.) or percussion musical instrument(tambourine, spoons, etc.). Individual and group assignments. 2) Development of expressiveness and artistry: conveying the nature of music, its mood through plasticity and facial expressions. Individual and group tasks. 3) Practical exercises to reproduce in motion the past theoretical material By musical literacy: movements fast, slow, moderate; movements "quiet" and "loud"; movements only on a strong beat, etc. at the choice of the teacher. Individual and group tasks. | |||||||
| SECTION IV. Dance elements, movements, etudes. 1) Positions of the legs (VI position, free I position), the concept of a supporting and working leg. 2) Hand positions (down, up, to the sides, at the waist, behind a skirt, in a pair, on the shoulders of one's own or a partner, by the hands with a partner, by the hands in a group, standing or moving in a line or in a circle). The concept of "free" hands. Wavy hand movements. 3) Turns and tilts of the head, turns and tilts of the body, squats, lifting on half-toes, moving the leg to the side and forward, raising the extended toe to the knee of the supporting leg ("flag"), jumping (jumping, on one leg, "separate-together "). 4) Learning simple dance elements and movements: dance step, dance run, jumps in place and with advancement, gallop. Coordination of movements in different paces(e.g. feet slowly, hands fast and vice versa). 5) Exercises for orientation in space (distribution of points in dance class, the concept of "dance pattern": line (lines), column (columns), checkerboard pattern, circle, semicircle). 6) Using the learned elements, movements and combinations when creating dance sketches at the choice of the teacher. | |||||||
| SECTION V. Musical-rhythmic games and creative activity. 1) Group musical-rhythmic games at the choice of the teacher. 2) Group analysis of music together with the teacher (determination of register coloring, dynamic shades, tempo, size and nature of music, rhythmic pattern, accents, number of parts in the proposed piece of music). 3) Group and individual improvisation to the given music based on the material covered, using your own imagination. | |||||||
| 54 hours (72 academic) | |||||||
2nd year of study
| Name of topics and sections | Total per lesson (min.) | For the year (September-May) (hour) | Independent work |
|
| SECTION I. Beginning of the lesson. 1. Bows 2. Warm-up in the hall: march (dance step), step on high half-toes, step on high half-toes with high knees, spring run (with lowering the lower leg back, then forward with high knees - "horses"), dancing again step. Music: 4/4 - 2/4 - 4/4. | ||||
| SECTION II. Fundamentals of musical literacy. 1) The nature of the music (solemn, majestic, etc., playful, playful, etc., thoughtful, reserved, etc.). 2) Musical size (2/4, 4/4, 3/4, 6/8). 3) Genres in music: song, dance, march. 4) Getting to know couplet form. 5) Concepts: "tonic", "major", "minor". 6) Dynamic shades (crescendo, diminuendo). 7) Musical pauses (half, quarter, eight). Fermata. 8) Musical tempo: deceleration, acceleration. 9) Musical strokes (legato, staccato). 10) Basics of conducting (2/4, 3/4, 4/4). | ||||
| SECTION III. Musical and rhythmic exercises. 1) The development of musical-rhythmic memory through listening and subsequent reproduction of more complex rhythmic patterns compared to the first year of study, not only with the help of movements of the arms and legs (clap, stomp), an object (stick, ball on the floor, etc.) or percussion musical instrument (tambourine, spoons, etc.), but also using various dance elements and movements: steps, jumps, turns, clapping not only in the hands, but also in various parts of the body: shoulder, thigh, lower leg, etc. .P. Exercises can be performed on your own or with the help of a partner. 2) Development of expressiveness and artistry: conveying the nature of music, its mood through plasticity and facial expressions. Individual and group tasks. 3) Musical and rhythmic exercises with objects (scarf, ribbon, hoop, ball). Exercises can be performed both independently and with the help of a partner. 4) Practical exercises for reproducing in motion the theoretical material covered in musical literacy: the concept of a pose - a frozen movement illustrating musical break, the concept of smooth and sudden movements- transmission of musical strokes by movement (legato, staccato), the use of conducting skills with hands (2/4, 3/4, 4/4), coordinating them with leg movements (squatting, lifting on half-toes, walking), etc. at the choice of the teacher. Individual and group assignments. | ||||
| SECTION IV. Dance elements, movements, etudes. 1) Positions of the legs (free III position). 2) The positions of the hands of classical dance (introductory character), the position of the hands in Russian dance: at the waist "in fists", in front of the chest, opening and closing hands, using an object in Russian dance (handkerchief, spoons, etc.). 3) Turns and tilts of the head, turns and tilts of the body, squats, lifting on half-toes, moving the legs to the side and forward, jumping (springboard, on one leg, "separately-together"), jumping forward, backward, to the side, jumps with a turn of 1/4, 1/2. Everything is performed in more complex combinations, combinations and tempos compared to the first year of study. 4) Dance elements and movements: dance step at different tempos on the spot and with advancement, dance (stage) running on the spot and with advancement, on the spot with a turn around oneself, jumps on the spot and with advancement, on the spot with a turn around oneself, gallop, polka (on half-fingers and with chasse), elements of Russian dance ("dance step", "crouching", stomp, "pick", "winder", "hammers"), 3/4 step (waltz). Coordination of movements at different rates in more complex combinations and combinations compared to the first year of study. 5) Exercises for orientation in space (diagonal, two diagonals, a circle in a circle, two circles side by side, an asterisk, the concept of simple and complex, symmetrical and asymmetrical patterns, various rearrangements from one pattern to another). 6) The use of the learned elements, movements and combinations when creating dance sketches at the choice of the teacher. | ||||
| SECTION V. Musical-rhythmic games and creative activity. 1) Independent analysis of music (determination of register coloring, dynamic shades, tempo, size and nature of music, rhythmic pattern, accents, number of parts in the proposed piece of music). 2) Individual improvisation to a given or self-chosen music based on the material covered, using your own imagination. | ||||
| 54 hours (72 academic) | ||||
IV. FORMS OF FINAL CONTROL
Certification by discipline is:
1. Control lesson ( 1st semester, December), 1st year of study.
2. Control lesson (II half-year, April - May), 1st year of study.
3. concert performance(II semester, May), 1st year of study.
4. Control lesson (Ist half of the year, December), 2nd year of study.
5. Control lesson (II half-year, April - May), 2nd year of study.
6. Concert performance (II semester, May), 2nd year of study.
Criteria for assessing the quality of mastering the program
| Evaluation criteria |
|
| 5 (excellent) | Technically high-quality and artistically meaningful performance that meets all the requirements at this stage of training. |
| 4 (good) | The mark reflects a competent performance with minor flaws, both technically and artistically. |
| 3 (satisfactory) | The presence of some theoretical knowledge with a large number of practical shortcomings at this stage of training, namely: irregularity, non-musicality, inexpressiveness, lack of knowledge of the technique of performing the studied movements, weak technical training and so on. |
| 2 (unsatisfactory) | Failure to meet program requirements large complex shortcomings. |
V. Educational and methodological support of the course
1. Baryshnikova T. ABC of choreography, M.: Iris Press, 1999
2. Babenkova E.A., Fedorovskaya O.M. Games that heal, M .: TC Sphere, 2009
Bekina S.I., Lomova T.P., Sokovnina E.N. Music and movement. Exercises, games, dances for children 6-7 years old. Part 1 and Part 2, M., 1981
3. Burenina A.I. Rhythmic mosaic, St. Petersburg, 2000
4. Vaganova A. Ya. Basics of classical dance, St. Petersburg, 2000
5. Vasilyeva T. K. Secret of dance, St. Petersburg: Diamant, 1997
6. Voronina I. Historical and everyday dance, M .: Art, 1980
7. Gorshkova E. V. From gesture to dance. M .: Publishing house "Gnome and D", 2004
8. Derekleeva N.I. Motor games, trainings and health lessons: grades 1-5, M.: VAKO, 2007
9. Dobovchuk S.V. Rhythmic gymnastics: textbook, M.: MGIU, 2008
10. Zatyamina T.A., Strepetova L.V. Musical rhythm: teaching aid, M.: Globus Publishing House, 2009
11. We play from the beginning. Gymnastics, rhythm, dance. M., 2007
12. Playful and rhyming forms exercise. Author-compiler S.A. Avilova, T.V. Kalinina, Volgograd: Teacher, 2008
13. Klimov A. Fundamentals of Russian folk dance, M .: Art, 1981
14. Kovalko V.I. School of physical education: grades 1-4, M .: VAKO, 2009
15. Konorova E.V. Toolkit on rhythm in the I and II classes of the music school. Issue 1. Music Publishing House. M., 1972
16. Konorova E.V. Rhythm classes in grades III and IV of the music school. Issue 2. Music Publishing House. M., 1973
17. Konorova E.V. Dance and rhythm. M: Muzgiz, 1960
18. Konorova E.V. Methodical manual on rhythm. Rhythm lessons in preparatory classes. Issue 1. M.: Muzgiz, 1963, 1972, 1979
19. Kolodnitsky G.A. Music games, rhythmic exercises and dances for children. Teaching aid for teachers, M., 2000
20. Lifits I. Franio G. Methodical manual on rhythm. M., 1987
21. Petrusinsky V.V. Education, training, leisure, M .: New school, 1998
22. Programs for choreographic art schools. Compiled by Bakhtov S.M., M., 1984
23. Pustovoitova M.B. Rhythm for children. Teaching aid, M., Humanitarian publishing center "VLADOS", 2008
24. Rothers T.T. Musical and rhythmic education, M .: Education, 1989
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