The level of the choreography program is basic. Additional educational program on "releva" choreography

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 the plasticity of the body, help to eliminate a number of physical defects, develop a correct and beautiful posture, give the appearance of a person 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 be liberated. 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. Since 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 take into account their interests.

Children develop the ability to convey the heard musical image in drawing, plastic. For the first time, children can wear a stage costume prepared specifically for a 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' ideas about dance styles and directions, forms a sense of harmony, and helps to strengthen 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.

It is advisable to use the generally accepted terminology in French to indicate the movements of the exercise.

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;

student performances.

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, cheerful-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

Academic plan

Thematic plan

1 year of study

	Sections	Number of hours
		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 musical works of various styles and genres, including classical and folk works.

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	Explanatory, 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 diagnostics of giftedness: Textbook 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. Student-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)

Methodological materials on 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.

Program for working with gifted children

Completed by: Selezneva Olga Nikolaevna teacher of additional education MBOU Lyceum1

Relevance of the program

Today, the problem of identifying, developing and supporting gifted children is extremely urgent for Russia. Disclosure and realization of their abilities and talents are important not only for a gifted child as an individual, but also for society as a whole. Gifted, talented children and youth are the potential of any country, allowing it to develop effectively and constructively solve modern economic and social problems. In this regard, work with gifted and highly motivated children is essential.

The President of the Russian Federation Vladimir Putin spoke about the importance of this problem. Here is one of the points of the message to the Federal Assembly of the Russian Federation: «… It is necessary to complete the creation of a nationwide system for finding and supporting talented children. Everyone should have the opportunity to develop their abilities from an early age, regardless of the income level, the social status of the parents and the place of residence of the families. I instruct the Government to take this recommendation into account when introducing new educational standards and develop a funding standard for pedagogical support for gifted children.”

The proposed program contains the main requirements of the Federal State Educational Standard. The identification of gifted and highly motivated children, the organization of systematic work is one of the main tasks of the modern school and educational practice in the context of the modernization of the Russian education system.

Among the key areas for the development of education within the framework of the national educational initiative “Our New School”, a special place is occupied by the development of a support system for gifted children, improving the development of a creative environment to identify gifted children.

The program for working with gifted children takes into account the main tasks of the development of education in the region. One of the main goals in the field of education, in the Program "Development of education in the Khanty-Mansiysk Autonomous Okrug-Yugra for 2014-2020", adopted by the Government of the Khanty-Mansiysk Autonomous Okrug-Yugra dated September 26, 2013 No. 378-p. is "the identification and support of gifted children and talented youth, including their effective support at all stages of education."

Explanatory note

Thisthe program is designed for individual training of students with special educational needs - gifted children in the field of choreography.It provides for the inclusion of tasks and assignments, the difficulty of which is determined by the novelty and unusualness of such a situation, which contributes to the students' desire to abandon the model, to show independence, as well as the formation of skills to work in a search environment and the development of quick wit, curiosity.

DannaI program is compiled on the basis of the following legal documents:

Federal Law No. 273-FZ of December 29, 2012 “On Education in the Russian Federation”;

Decree of the President of the Russian Federation of June 1, 2012 No. 761 “On the National Strategy for Action in the Interests of Children for 2012-2017”;

Law of Khanty-Mansi Autonomous Okrug-Yugra "On Education in the Khanty-Mansiysk Autonomous Okrug-Yugra" dated July 1, 2013 No. 68-oz;

by order of the Department of Education and Youth Policy of the Khanty-Mansiysk Autonomous Okrug - Ugra dated January 31, 2013 No. 63 "On Approval of the Concept for the Development of Education in the General Education System of the Khanty-Mansiysk Autonomous Okrug - Yugra";

the National Doctrine of Education in the Russian Federation until 2025;

the Strategy for the Development of Education in the Khanty-Mansiysk Autonomous Okrug - Yugra until 2020;

Law of the Russian Federation "On Education in the Russian Federation";

The State Program of the Russian Federation "Development of Education" for 2013-2020" (approved by the order of the Government of the Russian Federation dated May 15, 2013 No. 792-r).

Target programs: creation of favorable conditions conducive to the disclosure and development of the natural inclinations and creative potential of the child in the process of teaching the art of choreography.

Tasks:

Formation of students' practical skills and abilities in given areas of choreographic art, preparation of students to apply the acquired knowledge in practical activities;

Formation and improvement of communicative interpersonal communication (“performer-teacher”, “partner-partner”, “participant-ensemble / team”);

Development of reproductive and productive imagination, fantasy, creativity, visual-figurative, associative thinking, independent artistic comprehension of choreographic material;

Identification and development of the abilities inherent in the pupil: ear for music, memory, sense of rhythm, the formation of the ability to speak the language of dance through emotions, gestures, plasticity, facial expressions, the ability to move gracefully;

Typology of the program.

artistically-aesthetic direction - on the main content of the activity, setting goals and objectives.

Modified– the curriculum for choreography is based on the presented exemplary curriculum for choreography. Integrated - an integrated approach consists in the fact that teaching classical dance is combined with teaching modern, folk, ballroom dancing, as well as with rhythm, parterre gymnastics and the basics of acting.

General characteristics of the program

The program of organizing individual training with gifted children creates the conditions for achieving the requirements of the educational standard by students who are on individual training in the field of choreography, conditions for social, cultural and professional self-determination, creative self-realization of the child's personality, its integration into the system of world and national cultures. The program is pedagogically expedient, as it contributes to a more versatile disclosure of the individual abilities of the child, the development of children's interest in various activities and the desire to actively participate in it, the ability to independently organize their free time.

Basic principles of implementation.

This program was developed in accordance with the requirements of modern didactics and involves a special content, in addition, it has one important feature: it allows you to implement the pedagogical idea of ​​developing the ability to learn in schoolchildren - to independently obtain and systematize new knowledge.

In this capacity, the program ensures the implementation of the following principles:

principle of consciousness and activity, which provides, first of all, the education of a meaningful mastery of the technique of dance; interest and creative attitude to solving the tasks;

visibility principle, which provides for the use of a set of tools and techniques in training (personal demonstration of techniques, video and photographic materials, a verbal description of a new technique with reference to previously studied ones);

systematic principlewhich provides for the learning of elements, regular improvement of the technique of elements and the study of new elements to expand the active arsenal of techniques, the alternation of work and rest in the learning process in order to maintain the efficiency and activity of students

principle of humanistic orientation of education, supporting the subject-subject character in relation to interaction, establishing an equal partnership between all participants in educational activities;

the principle of personal self-worth and advanced learning, which considers each subject of the educational process as an individual;

principle of personally significant activity, involving the participation of students in various forms of educational activities in accordance with personal meanings and attitudes.

principle of individuality taking into account age characteristics, taking into account the individual characteristics of each child.

the principle of gradual increase in requirements - gradual setting and performance by the child of more difficult tasks, in a gradual increase in the volume and intensity of the load. Consistency, regularity, alternation of loads with rest.

principle creativity involves the development and activation of creative abilities - of each child;

principle of variability and freedom of choice necessary for the self-realization of the individual.

the principle of emotional richness. Art classes provide the basis for creating an environment rich in valuable communication, stimulate positive emotions that favorably affect the physical and mental health of students and encourage the child to further development.

principle of individualization is important for the implementation of a personality-oriented approach in the process of aesthetic education and creative development of the personality of students.

the principle of dialogue provides for the mastery of the language of arts by children, not just the assimilation of the proposed material, but the knowledge of the world through an active dialogue with it.

The principle of integration is based on the interpenetration of the specific language of one art into another.

Teaching methods used in the implementation of this program:

Verbal: story, explanation, explanation about the nature of the dance and the means of conveying the expressiveness of its images; explanation, reminder - in the training; performance evaluation.

Visual: display, demonstration of video, photo materials.

Practical: exercises reproducing, training, etc.

Heuristic : creative tasks of an improvisational nature, sketches, independent productions.

The method of individual approach to each child, in which originality, manifestation of individuality, freedom of expression are encouraged, non-standard approaches to solving creative problems are welcomed.

Age features of pupils. Leading forms and activities.

The program is aimed at children aged 8-10 who show interest and ability in choreography, the art of dance, and is designed for 2 years of study.

leading forms organization of the educational process are practical and rehearsal classes. The following forms are used: master class, conversation, video lesson, excursion , quiz , collective visiting concerts, performances, public events. In the classroom, along with frontal methods, work in pairs, individual work, work in microgroups.

The choice of forms, methods and activities in the study group is determined taking into account the age and individual characteristics of the pupils.

Psychological features of the age group of 8 - 10 years:

Change of the leading type of activity from gaming to educational.

Mastering new types of activities when presenting new social requirements to the child, the emergence of new social expectations. (“You are already a schoolboy, you must ..., you can, you have the right ...”)

Unformed emotional-volitional sphere. Arbitrary regulation of one's own behavior is difficult.

Immaturity of personal structures (conscience, decency, aesthetic ideas).

Anxiety, fear of evaluation.

Orientation to communication with a significant adult (teacher).

Formation of skills of educational reflection.

Development of cognitive functions.

Differences in the development of boys and girls (the predominance of the logical sphere in boys, the emotional-sensual in girls)

Orientation in behavior to justify the expectations and approval of significant adults

The choice of methods and forms of conducting classes at this stage is due to the age characteristics of the pupils: these are game forms aimed at emancipation, removing the fear of evaluation, the formation of friendly relations within the study group, the perception and awareness of art, the embodiment of their feelings and thoughts in images; on the development of the emotional-sensory sphere, immersion in a given situation

The program provides for the development of the educational environment of the lyceum.

Stimulation of further creative activity, encouragement:

Creation of mobile stands dedicated to the winners and prize-winners of school, municipal and regional olympiads, conferences, competitions;

Public timely encouragement of the winning students (rulers, lightning announcements, presentation of certificates, diplomas, valuable gifts);

Presentation of letters of thanks to parents for their merits in raising gifted children at parent meetings, rulers, graduation parties.

Personal, meta-subject and subject results of development programs.

personal results- active involvement in communication and interaction with peers on the principles of respect and goodwill, mutual assistance and empathy, the manifestation of positive personality traits and the management of one's emotions, the manifestation of discipline, diligence and perseverance in achieving goals.

metasubject results- detection of errors in the performance of training tasks, selection of ways to correct them; analysis and objective evaluation of the results of their own work, search for opportunities and ways to improve them; vision of the beauty of movements, selection and justification of aesthetic features in the movements and movements of a person; emotion management; technically correct performance of motor actions.

subject results- performing rhythmic combinations, developing musicality (forming musical perception, ideas about the expressive means of music), developing a sense of rhythm, the ability to characterize a piece of music, coordinate music and movement.

The value orientations of the content of the program are :

The following principles of choreography, reflecting the creative direction, are the basis for the construction of classes:

Productive development of the ability of aesthetic comprehension of art, as the ability to enter into a special form of spiritual communication with the aesthetically transformed and ethically meaningful world of human feelings and emotions.

Focus on the formation of figurative thinking as the most important factor in artistic development. It is figurative thinking that optimizes the child's understanding of the aesthetic multidimensionality of the surrounding reality.

Development of artistic communication skills as the basis for a holistic perception of art.

Creation of moral and aesthetic situations as the most important condition for the emergence of emotional and creative experience.

The development of improvisation skills as a basis for the formation of an artistic and original attitude to the world around.

Technologies, methods and forms of organization of activities

The following innovative pedagogical technologies are used to develop creative talent:

Diagnostic technologies. Technologies that allow to reveal the potential of the participant's creative abilities. These can be: viewing students to identify their motor activity, plastic expressiveness, musical and rhythmic hearing, performing a creative task;

Creative technologies. The main condition for the implementation of this technology is the education in students of a sense of tolerance;

Technologies for the formation of a psychophysical state. This technology is dominated by a soft approach, mainly meditation and relaxation techniques;

Technology of artistic perception and attitude/poeticization of action. They include a set of techniques that, through familiarization with the forms of artistic experience of human culture, carry out a stage-by-stage transition of the performer from everyday perception to artistic comprehension of dance movements;

Technologies for liberation and removal of clamps include sets of exercises and studies to overcome psychological and physical obstacles for the free implementation of a variety of stage activities;

Technologies for the development of the mental apparatus. A specific direction of training sessions aimed at increasing the mental lability of participants. This is achieved through a psychological attitude, where an emotionally rich field of artistic communications is created;

Technologies for creating an artistic image. Fantasizing the virtual reality of a stage action has, as a rule, not external, but internal limitations. The image is a sensually perceived integrity of the work, which determines the space, time, structure, relationships of the elements of a single work of art, its atmosphere.

Features of the construction of a choreographic lesson.

Classes according to the program are held in the form of collective, group, individual lessons or rehearsals.

The program consists of sections corresponding to the age characteristics of schoolchildren, taking into account the dynamics of the child's development.

The construction of a choreographic lesson, like any other educational lesson, is subject to such conditions as:

Preservation of the structure of the lesson as a whole;

The ratio of the proportionate duration of its individual parts;

Correct assignments;

Maintaining a dynamic pace;

Creation of a business atmosphere;

Specific rules for constructing a choreographic lesson:

1. The choreographic lesson begins with a clear organization - a greeting to the teacher and accompanist in the form of a bow. Such a beginning of the lesson is not a tribute to tradition, not a mere formality, but an introduction to educational action, concentration of attention.

2. All training tasks are offered to students without repeated explanation, except for new movements being studied, which definitely contributes to a better work of attention. Therefore, care must be taken to ensure that the proposed task was compiled correctly and did not overload the attention of students, taking into account their age and preparedness.

3. All exercises begin with a préparation, which introduces the rhythm and character of the music and gives the starting position for the beginning of the exercise, as well as fixes the end of each exercise, i.e. set a performance point.

4. The physical load is evenly distributed throughout the lesson, static and dynamic loads are correlated.

5. The work of various muscle groups alternates and the pace of performing individual tasks is correlated.

The choreography program with gifted children provides for the use of evaluation tools.

Performance evaluation.

This program is subject to the laws of the educational process: it has goals and objectives, the content of the interaction between the teacher and children determined by them, the result of training, education and development of the child. An important element in teaching children is control and monitoring.

The main types of control are: current control, intermediate certification, final certification.

The main principles for conducting and organizing all types of progress control are: systematic, taking into account the individual characteristics of the student, collegiality.

The current control of students' progress is aimed at maintaining educational motivation and interest, identifying the student's relationship to the subject being studied, and increasing the level of mastering the program requirements.

current control has educational goals and takes into account the individual psychological characteristics of the student, is part of intra-school control.

Intermediate certification determines the level of practical training of the student and the assimilation of the educational program of the association at a certain stage of training.

The indicators of the quality of teaching education are:

The level of cognitive motivation of educational activities of students (measured by the results of intermediate and final certification);

Active participation in competitions, festivals of various levels;

Active participation of students in concerts, extracurricular activities of the institution;

Positive dynamics of the student's achievements in accordance with his abilities and cognitive interests: positive dynamics of the indicators of the number of winners and prize-winners in various competitions, festivals in associations.

Social motives that give rise to various types of activities aimed at taking a certain place in society, gaining recognition and respect from others (public speaking), and spiritual motives that are associated with human self-improvement (learning new dances, compositions).

Main content of the program

Topics 1-2. Theory of choreographic art "My team is my second home" (viewing video).

Topics 3-4. Folk dance

Technique of folk characteristic dance. Russian dance movements.

Topics 5-6. Theory of choreographic art "Music is the basis of dance." Practice is the connection between music and movement. Reflection in the movements of the construction of a musical work. The concept of three musical genres - march - dance - song.

Topics 7-8. Historical and everyday, ballroom modern dance.

Ballroom dance technique. Mazurka movements.

Topics 9-10.

Topics 11-12.

Topics 13-14. The tempo of a piece of music in dance movements. Performing movements at different tempos, transition from one tempo to another, speeding up and slowing down the set tempo, maintaining the set tempo after the music stops playing.

Topics 15-16. Folk dance

Technique of folk characteristic dance. Moldovan dance movements

Topics 17-18. Classic dance. Classical dance technique

Topics 19-20 Theory of choreographic art "Vocal and dance" (viewing video materials) .Practice - The dynamics and nature of a piece of music in dance movements. Reproduction by clapping and tapping a rhythmic pattern.

Topics 21-22.

Ballroom dance technique. Waltz movements.

Topics 23-24. Acting Basics

Topics 25-26. Parterre gymnastics. Performing exercises for joint mobility, back flexibility, twisting, stretching.

Topics 27-28. Folk dance

Technique of folk characteristic dance. Latvian dance movements

Topics 29-30. Production work . Etudes for the proposed music

Topics 31-32 Classic dance. Classical dance technique

Exercise at the machine. Exercise in the middle of the hall. Allegro (jumping)

Topics 33-34 Historical and everyday, ballroom modern dance

Ballroom dance technique. Polonaise movements.

Topics 35-36 Parterre gymnastics. Performing exercises for joint mobility, back flexibility, twisting, stretching.

Topics 37-38 Stage work.

Topics 39-40 Theory of choreographic art

The history of dance (viewing video materials). Learning a dance composition.

Topics 41-42 Acting Basics Attention exercises Imagination exercises Muscle release exercises.

Topics 43-44 Classic dance. Classical dance technique

Exercise at the machine. Exercise in the middle of the hall. Allegro (jumping)

Topics 45-46 Staged work. Etudes for the proposed music.

Topics 47-48 Folk dance

Methodology of folk characteristic dance. Movements of the Khanty dance

Topics 49-50. Learning a dance composition .

Topics 51-52 Theory of choreographic art. Stage make-up and culture of the stage Magical country - ballet (viewing video materials).

Topics 53-54 Stage work.

Topics 55-56 Historical and everyday dance. Ballroom dance technique. Branle.

Topics 57-58 Classic dance. Classical dance technique

Exercise at the machine. Exercise in the middle of the hall. Allegro (jumping).

Topics 59-60 Parterre gymnastics. Performing exercises for joint mobility, back flexibility, twisting, stretching.

Topics 61-62. dance compositions.

Topics 63-64 Theory of choreographic art "Stage costume" (viewing video materials). Work on the stage.

Topics 65 -66. Concert activity. Stage work

Topics 65-66 Reporting Concert.

Personal, meta-subject and subject results of mastering the program:

1. Development of curiosity, ingenuity when performing various tasks of a problematic and heuristic nature.

2. The development of mindfulness, perseverance, determination, the ability to overcome difficulties - qualities that are very important in the practical activities of any person.

3. Formation of a respectful attitude towards a different opinion, history and culture of other peoples.

3. Raising a sense of justice, responsibility.

4. Development of independence of judgments, independence and non-standard thinking.

5. Formation of aesthetic needs, values ​​and feelings.

6. Formation of a mindset for a safe, healthy lifestyle, the presence of motivation for creative work, work for results, respect for material and spiritual values.

Literature for the teacher

1. Age and educational psychology: Childhood, adolescence, youth - M .: Academy, - 2000. - 624s.

2. Kudryavtsev V.T. Childhood development and developmental education - Part 1. / V.T. Kudryavtsev - Dubna, 1997 - 206s.
3. Profitable G.N. Methodical recommendations and program on classical dance for amateur choreographic groups. M., 1984.
4. Pulyaeva L.E. Some aspects of the methodology of working with children in a choreographic team: Textbook. Tambov: Publishing House of TSU im. G.R. Derzhavin, 2001. - 80 p.
5. Purturova T.V., Belikova A.N., Kvetnaya O.V. Teach Children to Dance: A Textbook for Students of Secondary Vocational Education. - M.: Vlados. - 2003. - 256 p.: ill.
6. Psychology of childhood: Workshop. / Ed. A.A. Reana - M .: OLMA - PRESS, 20047. - 224 p.
7. Development of creative activity of schoolchildren / Ed. A.M. Matyushkin. - M.: Pedagogy. - 1991. - 160 p.
8. Rutberg I. Pantomime. Movement and image. M., 1981. .
9. Selivanov V.S. Fundamentals of General Pedagogy: Theory and Methods of Education: Textbook / V.S. Selivanov - M .: Academy, 2004 - 336s. .
10. Tarasov N.I. Classic dance. 3rd ed. - St. Petersburg: Publishing house "Lan". - 2005. - 496 p.: ill.
11. Ufimtseva T.I. Child education. – M.: Science. 2000. - 230 p.
12. Choreographic art. Directory. – M.: Art. – 2005. with ill.
12. Yankovskaya O.N. It is necessary to teach a child to dance // Primary School. - 2000. No. 2. pp. 34-37.
13. Yanaeva N.N. Choreography. Textbook for elementary choreographic school. – M.: Release. - 2004. - 340 p.

Teacher of additional education O.N. Selezneva

Municipal Autonomous Educational Institution

secondary school No. 66 in Yekaterinburg

Additional general education program

Talankina Tatyana Gennadievna

Yekaterinburg, 2017

Explanatory note 3

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

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

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

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

Educational and thematic plan 2 years of study 13

Educational and thematic plan 3 years of study 14

Work program 15

Methodological support 24

Table tennis safety 25

Explanatory note

The additional general educational program "Choreography" (hereinafter - the program) was developed in accordance with the Federal Law "On Education in the Russian Federation" dated December 29, 2012 No. 273-FZ, the Procedure for organizing and implementing educational activities for additional general educational programs (approved by order of the Ministry of Education and Science of the Russian Federation dated August 29, 2013 No. 1008), the Federal State Educational Standard for Primary General Education (approved by Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 N 373 "On Approval and Entry into Force of the Federal State Educational Standard for Primary General Education"), Decree of the Chief State Sanitary Doctor of the Russian Federation dated 04.07.2014 No. 41 "On approval of SanPiN 2.4.4.317-14" Sanitary and epidemiological requirements for the device, content and organization of the mode of operation of educational institutions of additional education children”, the Charter and other local regulations of the Municipal Budgetary Educational Institution of Secondary School No. 66 of Yekaterinburg (hereinafter - MAOU Secondary School No. 66).

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

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

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

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

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

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

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

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

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

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

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

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

Pedagogical expediency the program is explained by the basic principles on which the entire program is based, this is the principle of the relationship of learning and development; the principle of the relationship of aesthetic education with choreographic and physical training, which contributes to the development of children's creative activity, gives children the opportunity to participate in 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:

Teach children the basics of choreography.

Develop dance skills.

Tasks:

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

To teach expressiveness and plasticity of movements.

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

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

Tasks of the 1st year of study:

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

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

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

Tasks of the 2nd year of study:

To form dance knowledge and skills.

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

Develop flexibility.

Tasks of the 3rd year of study:

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

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

Develop musical taste and love for the art of dance.

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

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

"I'm a dance teacher"

"I am a choreographer"

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

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

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

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

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

Children form into groups according to age characteristics:

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

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

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

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

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

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

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

ABC of musical movement;

elements of classical dance;

elements of pop dance.

additional stage of training:

1) creative activity;

2) acting skills.

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

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

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

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

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

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

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

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

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

Buy plastic.

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

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

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

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

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

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

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

Be able to perform a variable step.

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

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

Know the rules for setting hands, grouping dance hands

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

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

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

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

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

Know the characteristic hand movements in dancing.

Distinguish features of marching music (sports, military).

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

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

2. Current, held during the academic year.

3. Frontier, carried out during the period and upon completion of certain 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, the population are present, the results are summed up and the work of children for the school year is evaluated.

Organizational and pedagogical conditions
implementation of the educational program

Form of program implementation: full-time.

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

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

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

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

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

	Program section	Form of organization and conduct of the lesson	Methods and techniques for organizing the educational and training process	Didactic material, technical equipment of classes	Kind and form control, presentation result
	Theoretical training	group, frontal	Verbal, (explanation, story, conversation) practical tasks.	Special literature, visual material (posters, videos, tables, diagrams), rules
	General physical preparation	individual, group		Sports Equipment	Public lesson.
	Special physical training	individual, group	Verbal, visual demonstration, exercises individual, group, in pairs	Sports Equipment	Performance at a concert.
	Technical training	individual, group,	Verbal, visual demonstration, exercises individual, group, in pairs	Sports Equipment	Participation in a school competition.
	tactical training	Group	Verbal, visual demonstration, group, in pairs	Sports Equipment	Participation in regional, city competitions.
	Concert preparation.	Group	Practical exercises, exercises in pairs, training, educational game	Sports Equipment	Reporting concert.
	Psychological preparation	individual, group	Conversations, exercises, training		Testing, interview

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

	Topic	Number of hours
		Total	Theory	Practice
	Educational and training work
	Parterre exercise
	ABC of musical movement
	Elements of classical dance
	Elements of folk stage 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

	Topic	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

Educational and thematic plan 3 years of study

	Topic	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. Listening to music, attending concerts.
	Total

Working programm

1 year of study.

Section 1. Educational and training work

Topic 1.1: Introductory lesson.

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

Topic 1.2: Parterre exercise.

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

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

Topic 1.3: ABC of musical movement.

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

Improving rhythm (the ability to create, identify and perceive rhythm). Practical development of the concept of "melody and movement". Tempo (fast, slow, moderate). Musical sizes 4/4, 2/4,3/4. 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.

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

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

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

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

Topic 1.5: Elements of folk stage dance.

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

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

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

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

Methodological support

Topic 1.6: Elements of variety dance.

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

Workshops.

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

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

Topic 1.7.: Work on the repertoire.

Target:

Methodological support: song "Orange sky"

Topic 1.8: Final 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:

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

Music and dance games:

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

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

Topic 2.2.: Music and dance games.

Target: Develop expressiveness, accuracy and individuality in the manner of performing exercises. 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. Final chords.

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

Methodological support:

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

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

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

Relevant len ​​at 45° - 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, performed over four measures.

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

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

Topic 1.4: Elements of folk stage dance.

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

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

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

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

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

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

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

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

Topic 1.5: Elements of variety dance.

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

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

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

Target: dance staging, movement training, performance technique.

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

Topic 1.7: Final lesson.

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

Section 2. Creative activity.

Topic 2.1: Creative activity.

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

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

Section 3. Educational activities.

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

Target: acquire a 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 musicality.

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

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

Topic 1.3: Elements of classical dance.

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

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

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

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

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

Topic 1.4: Elements of folk stage dance.

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

Practical work: exercises at the machine are repeated. Batman tandyu - sliding feet on the floor; with the turn of the leg in the closed position, to the side. Batman tandyu zhete - small throws: forward, sideways, back; with one foot strike on the 5th open position (short strike on the floor with 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 "Merry Charging", "Ah, I'm cool" are used.

Topic 1.7: Final lesson.

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

Methodological support

Section 2. Acting skills.

Topic 2: Acting.

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

Activities - fantasies

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

Development of creative imagination.

Creative performances.

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

Section 3. Educational activities.

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

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

Methodological support: Listen to melodies.

Methodological support

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

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

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

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

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

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

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

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

Table tennis safety

1. General safety requirements for choreography classes.

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

Students are allowed to attend:

trained in safety;

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

The student must:

have short-cut nails;

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

know and follow these instructions.

2. Safety requirements before starting choreography classes:

The teacher must:

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

The student must:

remove jewelry with sharp corners during the lesson in order to avoid traumatic situations (for girls).

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

3. Safety requirements during choreography classes:

The teacher must:

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

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

The student must :

do not perform exercises without a preliminary warm-up;

do not wave props;

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

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

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

when performing exercises, observe the interval and distance;

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

4. Safety requirements at the end of classes.

The student must :

leave the place of the lesson in an organized manner;

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

wash face and hands thoroughly with soap.

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

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

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

Ustinova T. "Russian Dances" M. 1975

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

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

Tkachenko T "Folk dances" - M. 1975

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

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

Explanatory note

goals and objectives of the Program

Expected Results

Thematic plan

Bibliography

1. Explanatory note.

Dance is the most beloved mass art. It is difficult to imagine a family celebration, a folk festival, an evening of relaxation without dancing.

Children especially love to dance. But to love a dance does not mean to be able to perform it. Learning to dance is very difficult. The path to the knowledge and perfection of dance is long and difficult, the skill does not come immediately. To help the child develop creative abilities, imagination, expressiveness of movements, plasticity, the choreographer in the preschool educational institution is called upon.

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

The most complete disclosure of the creative potentials of the personality of a preschooler in a preschool educational institution is determined through the choice of a choreographic direction. This program is based on an extensive study of Russian folk dance, the most understandable and accessible to preschool children.

The ABC of Dance program is aimed at the all-round harmonious development of children. To teach a baby to perceive the beauty of forms, lines, sounds, movements, colors means to make him better, cleaner, more meaningful. This is an emotional, intellectual, physical, communicative, moral, ethical, aesthetic development, which is achieved in educational dance activities.

This program is aimed at introducing children to the world of dance. Dance classes not only teach to understand and create beauty, they develop imaginative thinking and fantasy, memory and diligence, instill love for beauty and contribute to the development of a comprehensively harmonious personality of a preschooler.

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

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

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

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

Dance is of great importance as a means of educating national identity. Getting information about the dances of different peoples and different eras is also necessary, as is the study of literacy and mathematics. This is the basis of the national character, love for one's land, one's homeland.

This program is based on the richest experience of the great masters of dance, theorists, teachers - practitioners - A.Ya. Vaganova, T.A. Ustinova, T.S. Tkachenko and others.

The ABC of Dance program is designed for three years of study and is recommended for children from 4 to 7 years old. Classes are held in the senior and preparatory groups 2 times a week, in the middle 1 time per week. Duration of classes: middle group - 20 minutes, senior group - 25 minutes, preparatory group - 30 minutes. Diagnostics is carried out 2 times a year: introductory (September), final (May).

2.Goals and objectives of the Program

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

Tasks:

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

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

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

3. Estimated results

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

	has an idea
Elements of ground gymnastics.	About the structure of the human body, about muscles and joints. About what movements warm up a particular muscle.	Determine the capabilities of your body, perform the movements of the parterre exercise correctly, smoothly and without jerks.
	About the dance hall, about elementary constructions and rebuildings.	Column; Movement along the line of dance and against the line of dance.
Warm-up exercises.		Competently control your body, correctly perform squat turns, bends, etc.
	About classical dance and ballet in general.	Hand positions; Transfer of hands from one position to another; Corpus positioning.
Positions and movements of the legs of classical dance.		Leg positions; Demi-plie; Various types of running and dance steps; Bow for boys, curtsy for girls.
Positions and movements of the hands of folk dance.	About Russian folk dance, about Russian traditions and holidays.	Preparation for the start of the movement; The simplest claps; Wave your handkerchief and brush; - "shelf".
Positions and movements of the feet of folk dance.		Leg positions; Battement tendu in a folk character with a transition from toe to heel; tributaries; Side steps; Dance moves.
	About dance as a form of performing art.	Subject dance "Summer".

By the end of year 2, the child:

	has an idea
A.Ya. Vaganova's square.	About classical dance.	Navigate the dance floor.
Positions and movements of the hands of classical dance.	About port de bras (classical dance).	Correctly transfer hands from one position to another.
Positions and movements of the legs of classical dance: (positions - eversion, dance steps, elements of classical exercise).	On the exercise of classical dance (in the middle of the hall).	Correctly perform all the elements of classical dance (corresponding to this age).
Folk dance hand positions and movements: (position of the hand at the waist, port de bras of a characteristic dance, clapping, "shelf", etc.)	About Russian folk dance.	Correctly change one position of the folk dance hands to another and perform handclaps.
Paired hand positions.	On the work of partners in pairs.	Perform turns and various dance moves in pairs.
Folk dance foot movements.	About Russian folk dance. (boys) - about the squat.	Perform various types of steps, elements of folk exercise and dance movements of folk dance, appropriate for this age. Correctly perform a sharp and smooth squat (preparation for a squat), jumps on two legs.
Exercises for orientation in space.	About dance drawings.	Unmistakably rebuild from one dance pattern to another: - "asterisk"; - "basket"; - "brook"; - "snake".
Ballroom dance moves.	About the historical-domestic dance.	Be able to perform the steps of ballroom dancing, move in pairs and know the basic positions of the hands in pairs. Be able to feel your partner.
		Accurately perform the set training etudes, conveying the nature of the music.

By the end of year 3, the child:

	has an idea
Elements of classical exercise in the middle.	About classical dance.	Demi-plie; Battement tendu;
Elements of folk dance.	About Russian folk dance.	Bow in Russian character; Various types of steps; Dance moves; (boys): swearing; Types of cotton; - "goose step"; (girls): Half toe rotation.
Elements of ballroom dancing.	About dancing: - "Polka"; - "Waltz"; - Charleston.	Perform dance moves of various dances. Distinguish the movement "Waltz" from "Polonaise" or "Polka" from "Charleston".
	About different dance directions.	Unmistakably dance training etudes, conveying the character and tempo of the musical accompaniment.

1. Introductory lesson.

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

2. Parterre gymnastics.

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

For these activities, soft mats are needed, on which it will be convenient to practice on the floor.

3. Exercises for orientation in space.

This topic will allow children to get acquainted with elementary rearrangements and constructions (such as: circle, column, line, diagonal, semicircle, etc.), teach children to clearly navigate in the dance hall and find their place. In the future, repeating and consolidating this section, children will learn to change one drawing to another in choreographic studies.

4. Warm-up exercises.

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

5. Folk dance.

In this section, aunts will get acquainted with the elements of folk dance: the positions and positions of the arms and legs, with various dance movements, they will get acquainted with dance rearrangements. Each academic year will make its own changes in the process of mastering the material. Every year it will be more intense and complex. After mastering the complex of various movements, children will get acquainted with dance combinations built on these movements. And from these combinations, training dance etudes will be compiled and learned in the future. Folk dance classes will allow children to get acquainted with the basics of acting, help develop a more liberated personality in them. In the future, training dance sketches based on these movements will be compiled and learned.

6. Classical dance.

Classical dance is the basis of all choreography. It will help children to know their body, learn how to competently, control their arms and legs, performing one or another dance element. In classical dance classes, children will get acquainted with the main positions of the arms and legs, various classical movements (battement tendu, demi plie, etc.), get acquainted with the square of A.Ya. Vaganova. with each academic year, more complex ones will be added to simpler dance movements. At the end of introducing children to this section, they are invited to learn dance etudes.

7. Ballroom dance.

The "ballroom dance" section includes such dance elements as jumps, par polkas, par waltzes. Children learn to hold the body and hands according to the time to which the dance movements performed are related, they will try to adopt the manner of performing dances of that time. During ballroom dancing great attention will be given to work in pairs, which is of great importance for this art form. In these classes, various attributes can be used, for example: fans, silk scarves, hats, etc. As well as after getting acquainted with the previous sections, children are invited to study and perform the etudes "Polka", "Waltz", "Charleston".

5. Thematic plan.

Middle group.

(classes are held once a week)

	Thematic planning.
	Introductory lesson.
	Parterre gymnastics: Exercises for the development of mobility of the ankle joint, elasticity of the muscles of the lower leg and feet; Exercises for the development of eversion of the legs and dance step; Exercises to improve the flexibility of the spine; Exercises to improve the mobility of the hip joint and the elasticity of the thigh muscles; Exercises to improve the elasticity of the muscles of the shoulder and forearm, the development of mobility of the elbow joint; Exercises to correct posture; Exercises to strengthen the abdominal muscles.
	Game "Find your place"; The simplest constructions: line column; The simplest rebuildings: circle; The narrowing of the circle, the expansion of the circle; Interval; The difference between the right, left arm, leg, shoulder; Turns to the right, to the left; Spatial sensation of the points of the hall (1,3,5,7);
	Warm-up exercises: Head tilts up, down, right, left, "Puppets"; Shoulder movements: lifting, lowering the shoulders in turn, simultaneously, circular movements of the shoulders “Washing”, “Dunno”; Turning the shoulders, bringing the right or left shoulder forward; Shoulder rotations with simultaneous half-squats; Hand movements: hands freely lowered to the bottom, raised forward, arms to the sides, arms up; - "Swing" (smooth roll from half toes to heels); Alternating steps on the toes and heels; Jumping alternately on the right and left legs; - "Herons" (steps with a high raising of the hip); - "Horses" (running with high hips); - "Scissors" (light running with alternately bringing straight legs forward); Jumps (from 1 straight line to the second straight line) with and without hand work; Running in place and moving forward and backward.
	Classic dance. 1. Corpus positioning. 2.Hand positions and movements: Preparatory position; Hand positions (1,2,3); Setting the brush; Opening and closing hands, preparing for movement; 3. Positions and movements of the legs: Leg positions (reversible 1,2,3); Demi plie (6 positions each); Relleve (6 items each); Sotte (6 items each); Easy running on half-toes; dance step; Dance step in pairs (hands in the main position); Transfer of the body from one leg to another (through battement tendu); 4. dance combinations.
	Folk dance. 1. Hand positions and movements: Preparation for the start of the movement (palm on the waist); Clapping hands; Waves with a handkerchief (girls), wave with a brush (small); Shelf position (hands in front of the chest); Boat position. 2. Positions and movements of the legs: Leg positions (1-3 free, 6th, 2nd closed, straight); A simple household step; - "Spring" - a small triple squat (6 positions each); - "Spring" with simultaneous rotation of the body; Battement tendu forward, to the side on the toe, with a translation to the heel in the Russian character; Battement tendu forward to the toe, with a transfer to the heel in the Russian character and a simultaneous squat; - rhythmic combination of clapping with stomp; A simple side step on the entire foot and on the toes in 1 straight position; Raising and lowering the leg bent at the knee, forward (with and without fixation); Side step with a squat; Side step with a squat and simultaneous work of the hands (position of the hands "shelf", tilt in the direction of travel); Squatting on two legs with a turn of the body and the removal of the leg on the heel in the direction of the turn; Side steps in pairs, facing each other (hand position "boat"); - "Christmas tree"; - "picker"; 3. dance combinations.
	Dance sketches, dances: Subject dance "Summer".
	Final control session.
TOTAL: 36 hours

Senior group.

(classes are held 2 times a week)

	Thematic planning.
	Classical dance: 1. Repeat 1 year of study. 2. Exercises for orientation in space: Position straight (full face), half turn, profile; Free accommodation around the hall, couples, triples; A.Ya. Vaganova's square. 3. Hand positions and movements: Transfer of hands from one position to another. 4. Positions and movements of the legs: Leg positions (reversible); Steps on half-toes with advancement forward and backward; Dance step back at a slow pace; Steps with a high raising of the leg, bent at the knees forward and on the toes (forward, backward). Relleve on 1,2,3 positions (music times 1/2, 1/4, 1/8); Demi-plie by 1,2,3 pos.; The combination of half-squats and lifting on half-toes; Sotte 1,2,6 pos.; 5. dance combinations.
	Folk dance: 1. Repeat 1 year of study. 2. Hand positions and movements: Position on the belt - cam; Change of palm to fist; Transfers of hands from one position to another (in the nature of Russian dance); Hands in front of the chest - "shelf"; - "invitation". 3. The position of the hands in a pair: - “boat” (turn by hand); - “under the handles” (facing forward); - “under the handles” (facing each other); Behind the waist (in pairs, in triplets). 4. Leg movements: A simple step with an inflow; A simple variable step with the foot on the heel to the side (at the end of the musical measure); A simple variable step with the removal of the leg on the heel to the side and the simultaneous opening of the arms to the sides (into a lowered 2 position); Battement tendu forward and to the side on the toe (heel) 1 free position each, in combination with demi-plie; Battement tendu forward, to the side on the toe with transfer to the heel in 1 free position, in combination with a stomp; The inflow is simple, double, triple; A simple Russian step back through the half-toes on the whole foot; A simple step with a footstep moving forward, backward; Dance step in pairs (for the last beat, squat and turn the body towards each other); A simple household step in pairs in a turn, holding hands with opposite hands; Dance step in pairs, threes (arm position behind the waist); Jumping with tucked up legs; - "shuffling step"; - "Christmas tree"; - "accordion"; Bow in place with hands; Bow moving forward and stepping back; Lateral jumps from foot to foot in 1 straight position; (boys) Preparation for squatting (smooth and sharp lowering down in 1 straight and free position); (girls) Simple run with arms open to preparatory position (above, between 2nd and 3rd positions) Small squat (with a tilt of the body), hands in front of the chest "shelf"; Running with bending the legs back diagonally, hands in front of the chest "shelf"; 5. Exercises for orientation in space: Diagonal; The simplest rebuildings: a column one at a time, in pairs, threes, four; - "asterisk"; - "brook"; - "snake". 6. dance combinations.
	Ballroom dance: 1. 1. Leg movements: Steps: household, dance; Bow and curtsey; - "side gallop" is simple, with a stomp (in a circle, along lines); - "pike" (single, double) in a jump; Light running on toes in a circle in pairs face and back forward. 2. Movements in pairs: - (boy) squat on one knee, (girl) light run around the boy; - "side gallop" to the right, to the left; Slight swaying facing each other to the right side. 3. Paired hand positions: main position; - "basket". 4. dance combinations.
	Subject dance "Polka"; - "Quadrille"; - We are the stars.
	Preparation for the final control lesson.
	Final control session.
	Diagnosis of the level of musical and motor abilities of preschool children.
TOTAL: 72 hours

Preparatory group.

(classes 2 times a week)

	Thematic planning.
	Diagnosis of the level of musical and motor abilities of children at the beginning of the year.
	Classical dance: 1.Repeat 2 years of study. 2. movements hands: 3. movements hands: Battement tendu; 4. dance combinations.
	Folk dance: 1. Repeat 2 years of study. 2. Hand positions and movements: Transfers of hands from one position to another; Sliding clap in the hands, "plates"; Sliding cotton on the thigh on the lower leg (boys); Wave your handkerchief (girls). 3. Leg movements: Bow in Russian character; Quadruple step from the heel; Shuffling step (heels, half toes on the floor); spring step; Round dance step; Round dance step with a stop of a leg behind; Round dance step with the leg forward on the toe; Variable stroke forward, backward; - "picking" (with a stomp, with a squat, with the opening of the hands); Picker with a jump; Lateral "falling" in 3 positions; - "falling" in turn; Jumping from foot to foot in 3 free positions in place and moving to the side; Alternate throwing of the legs in front of you or cross to cross on the toe or edge of the heel (in place or with a step back); Preparation for the "rope"; - "rope"; Jump with preloaded; (girls): Rotation on half fingers; (boys): Squat "ball" (hands on the belt - fist, hands in front of the chest "shelf"); Squat on 6 pos. with the removal of the leg forward on the entire foot; Squat in 1 free position with the leg on the toe or heel; Sliding cotton on the thigh, on the lower leg; Single blows on the outer and inner side of the lower leg with advancement back and forth; - "goose step". 4. Movements in pairs: Jump on two legs facing each other; Springy step under the handle (in turn). 6. Exercises for orientation in space: - "gate"; - "carousel". 5. dance combinations.
	Ballroom dance: 1. Repeat 2 years of study. 2. Positions and movements of the legs: Polka: Par polka (one by one, by pairs); Par polkas combined with jumps; - "dive" with a single and double impact on the floor (with backward movement); Jump from 6 to 2 position on one leg; - "jumps" in the turn (one by one and in pairs). Waltz: Par waltz (one by one, in pairs); Charleston: The main movement is the "Charleston"; Double Charleston; Alternating single and double Charleston; Charleston with a dot forward, backward, moving forward, backward, turning; 3. Movements in pairs: Light running on half-toes in pairs face and back forward with a turn through the middle; Light running in pairs on half-fingers in a circle (the girl performs a turn under her arm for a strong beat). 4. dance combinations.
	- "Russian dance"; - "Polka"; - Charleston.
	Preparation for the final control lesson.
	Final control session.
	Diagnosis of the level of musical and motor abilities of preschool children.
TOTAL: 72 hours.

Calendar-thematic plan.

MIDDLE GROUP.

(lesson once a week)

	Lesson 1. Introductory lesson.	Lesson 2. Parterre gymnastics.	Lesson 3. Parterre gymnastics.	Lesson 4. Parterre gymnastics.
	Lesson 5. Corpus positioning. Exercises for orientation in space: Game "Find your place"; The simplest constructions: line, column.	Lesson 6. Warm-up exercises: Turning the head to the right, to the left; Head tilts up, down, right, left, Tilts of the body back, forward, to the side; Shoulder movements; Hand movements. Exercises for orientation in space: The simplest rebuildings: circle; - narrowing the circle, expanding the circle; Interval.	Lesson 7. (n.t.) Hand positions and movements: Preparation for the start of the movement (palm on the waist). Positions and movements of the legs: A simple household step forward with a heel.	Lesson 8. (n.t.) Positions and movements of the legs: 6 position. Warm-up exercises: - "Swing" (swinging from half toes to heels); Steps on half-toes and heels (alternation of steps). Positions and movements of the legs: Light running on half toes.
	Lesson 9. Exercises for orientation in space: Difference between right and left hand, leg shoulder; Turns right, left. Exercises for orientation in space: Movement along the line of dance, against the line of dance.	Lesson 10. (n.t.) Positions and movements of the legs: - "Spring" - a small triple squat; - "Spring" with simultaneous rotation of the body. Warm-up exercises: Simple run (legs are thrown back); Simple running in place and moving forward and backward.	Lesson 11. Warm-up exercises: - "Herons" - steps with a high raising of the hip; - "Horses" - running with high hips.	Lesson 12. Warm-up exercises: - "Scissors" - easy running with alternately throwing straight legs up; Jumping alternately on the right and left legs. Exercises for orientation in space: Spatial sensation of the points of the hall (1,3,5,7). (k.t.) Positions and movements of the legs: Sote (6th position).
	Lesson 13. (k.t.) Positions and movements of the legs: Leg positions (reversible 1,2,3)	Lesson 14. (n.t.) Positions and movements of the legs: Leg positions (free 1,2,3; 2 - straight closed).	Lesson 15. Warm-up exercises: Jumps from 6th position to 2nd straight position; Jumps from 6th position to 2nd straight position with simultaneous opening of the arms to the sides. (k.t.) Hand positions and movements: Setting the brush; Preparatory position; Opening and closing hands, preparing to start the movement.	Lesson 16. (k.t.) Hand positions and movements: Hand positions (1-3);
	Lesson 17. (k.t.) Hand positions and movements: Opening and closing hands. Positions and movements of the legs: Relleve 6 positions in a row for each set of music. tact and with fixation at the top.	Lesson 18. (k.t.) Positions and movements of the legs: Demi-plie (1 position). (n. t.) Positions and movements of the legs: Battement tendu forward, side to toe with transfer to the heel in the Russian character.	Lesson 19. (n.t.) Positions and movements of the legs: Battement tendu on the toe with a transfer to the heel and a squat at the same time. Hand positions and movements: Clap your hands.	Lesson 20. (n.t.) Positions and movements of the legs: The inflow is simple, double, triple; Rhythmic combination of clapping with stomp.
	Lesson 21. (k.t.) Hand positions and movements: Basic position (partners' inner arms extended forward). Positions and movements of the legs: dance step; Dance step in pairs (hands in the main position).	Lesson 22. (n.t.) Hand positions and movements: Waving a handkerchief (dev.); Brush stroke (small). Positions and movements of the legs: A simple side step on the entire foot and on the toes in 1 straight position.	Lesson 23. Positions and movements of the legs: A simple side step with an inflow; A simple side step with a squat.	Lesson 24. (n.t.) Hand positions and movements: - "Shelf" (arms bent at the elbows, in front of the chest). Positions and movements of the legs: Raising and lowering the leg bent at the knee, forward (with and without fixation).
	Lesson 25. (n.t.) Positions and movements of the legs: Side step with squats and simultaneous work of the hands (position "Shelf", tilt of the body in the direction of travel); Squatting on two legs with a turn of the body and the removal of the leg on the heel in the direction of the turn.	Lesson 26. (n.t.) Positions and movements of the legs: Side step with a squat and leg extension to the side on the heel (against the direction of movement); Side steps in pairs, facing each other. Hand positions and movements: - "Boat" (position of hands in a pair).	Lesson 27. (n.t.) Positions and movements of the legs: - "Kovyryalochka"; - "Kovyryalochka" (with a flood).	Lesson 28. (n.t.) Positions and movements of the legs: - "Herringbone"; Bow in Russian character (without hands).
	Lesson 29. (k.t.) Positions and movements of the legs: Transfer of the body from one leg to another (through battement tendu); Curtsy for girls, bow for boys.	Lesson 30. Dance sketches: Subject dance "Summer".	Lesson 31. Dance sketches: Subject dance "Summer".	Lesson 32. Dance sketches: Subject dance "Summer".
	Lesson 33. Dance sketches: Subject dance "Summer".	Lesson 34.	Lesson 35.	Lesson 36.

SENIOR GROUP.

(classes 2 times a week)

	Lesson 1. Lesson 2. Repetition of 1 year of study. Exercises for orientation in space.	Lesson 3. (k.t.) Repetition of 1 year of study. Positions and movements of the legs. Lesson 4. (k.t.) Repetition of 1 year of study. Hand positions and movements.	Lesson 5. (k.t.) Exercises for orientation in space: Position straight (full face), half turn, profile. Lesson 6. (k.t.) Positions and movements of the legs: Leg positions (reversible); Relleve in 1,2,3 positions.	Lesson 7. (k.t.) Exercises for orientation in space: A.Ya. Vaganova's square; Positions and movements of the legs: Sotte on 1,2.6 positions on the points of the hall. Lesson 8. (k.t.) Positions and movements of the legs: Sotte in turn (according to the points of the hall).
	Lesson 9. (k.t.) Positions and movements of the legs: Demi - plie in 1,2,3 positions. A combination of a small squat and lifting on the half-toes. Lesson 10. (k.t.) Positions and movements of the legs: Steps on half-toes with advancement forward and backward. Dance step back at a slow pace.	Lesson 11. (k.t.) Exercises for orientation in space: Free placement around the hall, couples, triples. Positions and movements of the legs: Steps with a high raising of the leg bent at the knee forward and backward on the toes. Lesson 12. (k.t.) Positions and movements of the legs: Demi-plie with simultaneous hand work.	Lesson 13. (k.t.) Lesson 14. (k.t.) A dance combination based on elements of classical dance.	Lesson 15. (k.t.) Narrative dance "Moth". Lesson 16. (k.t.) Narrative dance "Moth".
	Lesson 17. (n.t.) Repetition of 1 year of study. Positions and movements of the legs. Lesson 18. (n.t.) Repetition of 1 year of study. Hand positions and movements.	Lesson 19. (n.t.) Repetition of 1 year of study. Positions and movements of the legs. Lesson 20. (n.t.) Hand positions and movements: The position of the hands on the belt is a cam; Change of palm to fist.	Lesson 21. (n.t.) Leg movements: Step from the heel in folk character; A simple step with a tread. Lesson 22. (n.t.) Hand positions and movements: Transfers of hands from one position to another (in the nature of Russian dance).	Lesson 23. (n.t.) Leg movements: A simple variable step with the foot on the heel to the side (at the end of the musical measure). Lesson 24. (n.t.) Leg movements: A simple variable step with the removal of the leg on the heel to the side and the simultaneous opening of the arms to the sides (to the lowered 2nd position).
	Lesson 25. (n.t.) Leg movements: Battement tendu forward and to the side on the toe (heel) in 1 free position, in combination with demi-plie. Lesson 26. (n.t.) Leg movements: The inflow is simple, double, triple; Battement tendu forward, to the side on the toe with transfer to the heel in 1 free position, in combination with a stomp.	Lesson 27. (n.t.) Hand positions and movements: - "invitation". Leg movements: A simple Russian step back through the half-toes on the whole foot. Lesson 28. (n.t.) Hand positions and movements: Clapping hands - double, triple; Hands in front of the chest - "shelf".	Lesson 29. (n.t.) Paired hand positions: - "boat" (turn under the arm). Lesson 30. (n.t.) Leg movements: A simple step with a footstep moving forward, backward.	Lesson 31. (n.t.) Leg movements: A simple fractional move (with and without handwork). Lesson 32. Paired hand positions: - “under the handles” (facing forward). Leg movements: A simple household step in pairs under the handle forward, backward; Dance step in pairs (for the last beat, squat and turn the body towards each other).
	Lesson 33. (n.t.) The position of the hands in a pair: - “under the handles” (facing each other). Leg movements: A simple household step in pairs in a turn, holding the handle with opposite hands. Lesson 34. (n.t.) Exercises for orientation in space: The simplest rebuilding: a column of one, in pairs, threes, four.	Lesson 35. (n.t.) Paired hand positions: Behind the waist (in pairs, triples). Leg movements: Dance step in pairs, triples (arm position behind the waist). Lesson 36. (n.t.) Exercises for orientation in space: Diagonal.	Lesson 37. (n.t.) Exercises for orientation in space: - "snake"; - "brook". Lesson 38. (n.t.)	Lesson 39. (n.t.) A dance combination based on folk dance steps. Lesson 40. (n.t.) Leg movements: Jumping with tucked up legs.
	Lesson 41. (n.t.) Leg movements: - "shuffling step". Lesson 42. (n.t.) Leg movements: - "Christmas tree"; (boys): Preparation for the squat (smooth and sharp lowering down in 1 straight and free position).	Lesson 43. (n.t.) Leg movements: - "accordion"; (girls): Simple run with arms open to preparatory position (above, between 2nd and 3rd positions). Lesson 44. (n.t.) Leg movements: - "picker" with double and triple inflow; (girls): Small squat (with a tilt of the body), hands in front of the chest "shelf".	Lesson 45. (n.t.) Leg movements: Bow in place with hands; Bowing forward and backward. Lesson 46. (n.t.) Leg movements: (boys): (girls): Running with bending the legs back diagonally, hands in front of the chest "shelf".	Lesson 47. (n.t.) Exercises for orientation in space: - "asterisk". Lesson 48. (n.t.) Exercises for orientation in space: - "basket".
	Lesson 49. (n.t.) Leg movements: Lateral jumps from foot to foot in 1 straight position. Lesson 50. (n.t.) Leg movements: - “crouching” forward and backward in 1 straight position.	Lesson 51. (n.t.) Lesson 52. (n.t.) A dance combination based on folk dance movements.	Lesson 53. (n.t.) "Quadrille". Lesson 54. (n.t.) "Quadrille".	Lesson 55. (b.t.) Posture of the body, head, arms and legs. Leg movements: Steps: household and dance. Lesson 56. (b.t.) Leg movements: Bow, curtsy.
	Lesson 57. (b.t.) Leg movements: - "side gallop" simple (in a circle). Lesson 58. (b.t.) Leg movements: - “side gallop” with a stomp (along the lines).	Lesson 59. (b.t.) Leg movements: - "pike" (single) in a jump. Lesson 60. (b.t.) Leg movements: - "pike" (double) in a jump.	Lesson 61. (b.t.) Paired hand positions: Main position. Leg movements: Light running on half-toes in a circle in pairs face and back forward. Lesson 62. (b.t.) Movements in pairs: - (boy) squat on one knee, (girl) light run around the boy.	Lesson 63. (b.t.) Movements in pairs: - "side gallop" to the right, to the left. Lesson 64. (b.t.) Movements in pairs: Slight swaying facing each other; Pair turn.
	Lesson 65. (b.t.) Leg movements: Lateral lifting step. Lesson 66. (b.t.) Paired hand positions: - "basket".	Lesson 67. (b.t.) Lesson 68. (b.t.) A dance combination based on ballroom dance elements.	Lesson 69. Preparation for the final control lesson. Lesson 70. Final control session.	Lesson 71. Diagnosis of the level of musical and motor abilities of children. Lesson 72. Diagnosis of the level of musical and motor abilities of children.

PREPARATORY GROUP.

(classes 2 times a week)

	Lesson 1. Diagnosis of the level of musical and motor abilities of children at the beginning of the year. Lesson 2. Repetition 2 years of study. Classical dance (exercises for orientation in space, position and movement of the hands)	Lesson 3. Repetition 2 years of study. Classical dance (positions and movements of the legs). Lesson 4. (k.t.) Hand movements:	Lesson 5. (k.t.) Leg movements: Lesson 6. (k.t.) Leg movements: Demi-plie.	Lesson 7. (k.t.) Leg movements: Battement tendu. Occupation 8. (to. t.) Leg movements:
	Lesson 9. Repetition 2 years of study. Folk dance (positions and movements of the hands, positions of the hands in pairs). Lesson 10. Repetition 2 years of study.	Lesson 11. Repetition 2 years of study. Folk dance (foot movements, exercises for orientation in space). Lesson 12. (n.t.) Hand positions and movements: Hand transfers from one position to another.	Lesson 13. (n.t.) Leg movements: Bow in Russian character. Lesson 14. (n.t.) Leg movements: Round dance step.	Lesson 15. (n.t.) Leg movements: Round dance step with a stop of a leg behind. Lesson 16. (n.t.) Leg movements: Round dance step with the legs on the toe forward.
	Lesson 17. (n.t.) Leg movements: Variable forward, backward. Lesson 18. (n.t.) Hand positions and movements: Sliding clap in the hands - "plates"; (girls): Wave your handkerchief.	Lesson 19. (n.t.) Exercises for orientation in space: - "gate"; - "carousel". Lesson 20. (n.t.) Leg movements: Lateral "crouching" in 3 positions.	Lesson 21. (n.t.) Leg movements: - “falling” in a turn. Lesson 22. (n.t.) Hand positions and movements: Sliding cotton on the thigh, on the lower leg.	Lesson 23. (n.t.) Lesson 24. (n.t.) A dance combination based on folk dance movements (round dance).
	Lesson 25. (n.t.) Leg movements: Quadrille step from the heel. Lesson 26. (n.t.) Leg movements: Shuffling step (heels on the floor).	Lesson 27. (n.t.) Leg movements: Shuffling step (half-fingers on the floor). Lesson 28. (n.t.) Leg movements: Springy step.	Lesson 29. (n.t.) Leg movements: - "picking" (with a stomp, with a squat, with the opening of the hands). Lesson 30. (n.t.) Leg movements: "Pick" with a jump.	Lesson 31. (n.t.) Leg movements: Jumping from foot to foot in 3 free positions in place. Lesson 32. (n.t.) Leg movements: Jumping from foot to foot in 3 free positions moving to the side.
	Lesson 33. (n.t.) Leg movements: Alternately throwing legs in front of you or cross to cross on the toe or edge of the heel in place. Lesson 34. (n.t.) Leg movements: Alternately throwing legs in front of you or cross-crossing on the toe or edge of the heel with a step back.	Lesson 35. (n.t.) Leg movements: Getting ready for the rope. Lesson 36. (n.t.) Leg movements: - "rope".	Lesson 37. (n.t.) Leg movements: Jump with preloaded; (boys): Squat "ball" (hands on the belt - fist). Lesson 38. (n.t.) Leg movements: (boys): Squat "ball" (hands in front of the chest "shelf"). Movements in pairs: Jump on two legs facing each other.	Lesson 39. (n.t.) Leg movements: Springy step under the handle in a circle; (boys): Squatting in 6 positions with the leg forward on the whole foot. Lesson 40. (n.t.) Leg movements: Springy step under the handle in turn; (boys): Squat in 1 free position with the leg forward on the entire foot or heel.
	Lesson 41. (n.t.) Exercises for orientation in space: - "gate". Leg movements: (boys): Single blows with the palms on the inner or outer side of the lower leg moving forward and backward. Lesson 42. (n.t.) Leg movements: (girls): Rotation on half fingers; (boys): - "goose step".	Lesson 43. (n.t.) Exercises for orientation in space: - "carousel". Lesson 44. (n.t.) A dance combination based on the movements of folk dance (dance).	Lesson 45. "Russian dance". Lesson 46. "Russian dance".	Lesson 47. Repeat 2 years of study. Ballroom dance (foot movements, hand positions in pairs, movements in pairs). Lesson 48. (b.t.) Leg movements: Polka: Par polka (one at a time); Par polka (in pairs).
	Lesson 49. (b.t.) Leg movements: Polka: - "jumps" (one by one, in pairs); - "jumps" in the turn. Lesson 50. (b.t.) Leg movements: Polka: Par polkas combined with "jumps".	Lesson 51. (b.t.) Leg movements: Polka: - “dive” with a single and double impact on the floor (with backward movement). Lesson 52.. (b.t.) Leg movements: Polka: Jump from 6th position to 2nd position on one leg.	Lesson 53. (b.t.) Lesson 54. (b.t.) A dance combination based on ballroom dance movements ("Polka").	Lesson 55. (b.t.) Leg movements: Waltz: Par waltz (one by one, in pairs). Lesson 56. (b.t.) Leg movements: Waltz: Par balance (in place, moving forward, backward).
	Lesson 57. (b.t.) Movements in pairs: Light running on half-toes in pairs, face and back forward (with a turn through the middle); Light running in pairs on half-fingers in a circle (the girl performs a turn under her arm for a strong beat of the beat). Lesson 58. (b.t.) A dance combination based on ballroom dance movements ("Waltz").	Lesson 59. (b.t.) Leg movements: Charleston- par polonaise; Par polonaise (in pairs, in a circle). Lesson 60. (b.t.) A dance combination based on basic steps ("Polonaise").	Lesson 61. (b.t.) Leg movements: Charleston: The main movement of the "Charleston". Lesson 62. (b.t.) Leg movements: Charleston: Double Charleston.	Lesson 63. (b.t.) Leg movements: Charleston: Alternating double and single Charleston. Lesson 64. (b.t.) Leg movements: Charleston: Charleston with dot forward, backward
	Lesson 65. (b.t.) Leg movements: Charleston: Charleston forward, backward and turning. Lesson 66. (b.t.) Leg movements: Charleston: Springy step with arms open to the sides.	Lesson 67. "Charleston". Lesson 68. "Charleston".	Lesson 69. Preparation for the final control lesson. Lesson 70. Final control session.	Lesson 71. Diagnosis of the level of musical and motor abilities of children. Lesson 72. Diagnosis of the level of musical and motor abilities of children.

6. List of used literature:

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

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

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

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

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

6. Ustinova T. Protect the beauty of Russian folk dance. - M., 1959.

7. Tkachenko T. Folk dance. - M., 1975.

8. Belkina S.I., Lomova T.P., Sokovnina E.N. Music and movement. - M., 1984.

9. Purtova T.V., Belikova A.N., Kvetnaya O.V. Teach kids to dance. - M., 2003.