Basic elements of choreography. About classical dance, movements and terms. Classical choreography is a painstaking work aimed at improving agility, flexibility, strength and endurance.
What parent has not heard about the need for the all-round development of the child for his future success in all areas of life? Everyone heard. The main goal of the educational system of all countries is in one phrase: to raise a harmoniously developed person.
The best and main assistants in the development of the child are the parents who are always next to him, from the first cry, from the first step. It is they who rejoice in children's victories and empathize with children's defeats. First of all, it depends on them what their child will become.
Therefore, the development of the child at home is of great importance. And parents understand and accept it. After all, it is not only a duty, but also a joy - to spend time with your beloved child.
Many parents are often afraid that they may miss something, not give enough to their child. Our dear ones, there is no doubt! You will succeed! The main thing is not to feel sorry for the child of your sincere love, to show it and, together with the child, bathe in the happiness that moments of your intimacy give you.
Nevertheless, we have prepared for you a small memo that will tell you how to touch all areas of his development in classes and games with a child. You can print it out and it will serve as a light reminder to you.
Memo for classes at home "Spheres of Child Development":
1.Physical development: outdoor games, sets of exercises to music and in speech accompaniment (pestushki, nursery rhymes), toys and devices for developing hand motor skills, strengthening other parts of the body (for example, a trampoline, jump rope).
2. Cognitive and speech development: reading, games and activities for the development of thinking, speech games, work with didactic materials, project management (for example, "Space", "Transport"), etc.
3. Artistic and aesthetic development: creative activities (drawing, modeling, appliqué, decorating something, etc.), viewing and joint discussion of the world around us, beautiful things, art objects.
4. Social and personal development: role-playing games, situational games (to develop rules and norms of behavior), communication with other people, supporting the child's initiative in something.
As you can see, everything is not so complicated as it seems at first glance. Considering all of the above, you will be able to properly organize leisure and activities with the child for his comprehensive development.
The main problem on the way to this can only be a banal lack of time, when parents are too busy people and work a lot. They may be happy to work with the child, but they do not have time to prepare and organize everything properly. And then classes become unsystematic, and developmental goals are not fully realized.
To solve this problem, many projects for the development of children have been created, in which everything is taken into account, you just need to take it and make it a reality. One of these projects is the project "Two palms", the authors of which develop thematic kits for the harmonious development and interesting pastime of the child. If you are interested, we invite you to familiarize yourself with this project right now.
The main thing for the comprehensive development of the child is support at home, in the family. This allows the child to grow up satisfied with their achievements and ambitions. Our goal, as parents, is to help the child feel competent and confidently go towards his goal. This is crucial for preschoolers, as it is a key moment in the formation of the personality of a small person. If you want to improve your child's learning abilities in order to increase their academic performance, you need to be patient and consistent.
Six tips to help you raise a healthy, happy and confident child.
Encourage Special Skills
Every child has unique gifts and talents. These abilities may appear in a traditional school setting, but may become evident in a very unexpected place or situation. You can dance with the baby at home, or show him some karate techniques you know on your own, it is not necessary to immediately enroll the baby in expensive circles and electives. Don't underestimate the power of unstructured activities. Catching up in the yard, dancing in the living room, create opportunities for intellectual, physical and personal development. It will be even better if you find a hobby that both you and your child will enjoy. Knowing that you, too, are trying to learn new things will inspire your son/daughter to do the same.
Don't underestimate the power of praise
Praise your child for specific hard work, avoiding "smart" or "talented". Fixed mindsets tend to be reluctant to take on challenges because they believe that they can only achieve something through innate ability and often use the "no way, no way!" excuse. Those with growth mindset tend to respond more favorably to new challenges and challenges because they always see overcoming challenges as an opportunity to learn new skills.
Just because you need silence when you're focused on doing something doesn't mean your child needs the same kind of silence when doing their homework. Harvard researcher Howard Gardner deduced eight types of intelligence. Some of which include musical, logical-mathematical, linguistic, and interpersonal features. The trick is to pay attention to when and how your child learns best so you can determine their learning style. For example, if your school-age child is visual, consider using flashcards when learning the times table. If your child falls into the category of strong interpersonal intelligence, help him increase his vocabulary by using a lot of descriptions, read more.
Reading, reading, reading
When it comes to choosing the books you want to read with your child, don't stop half way because someone thinks it's too early for your baby to read. Reading with a preschooler stimulates the development of speech, instills reading skills and becomes the key to future success in school. Even if your child is still too young to understand everything you say, he will learn to notice the rhythms of speech, which will help him increase his vocabulary. It has also been proven that reading with a child from preschool age helps the child emotionally. These children have much less behavioral problems at school.
Dine with the whole family
Don't worry if your culinary skills aren't honed to a professional level. During a joint dinner, the child should learn something and get emotional saturation from the conversation, and not from the gourmet meal. You can discuss everything that happened to you during the day. This will allow your child to become aware of family values, in particular those related to education. Research conducted by Columbia University showed that children who eat at least five meals with their family are more successful in learning and less prone to digestive disorders. If all family members cannot get together for dinner, choose another time to spend time together - breakfast or lunch, when your family can get together.
Keep a sleep schedule
Compliance with sleep every night, involves the exclusion of watching TV and using a computer for half an hour before bedtime. If your child has a cell phone, pick it up before bed because 62 percent of kids admit to using it after their parents turn off the lights. In 2005, researchers at Tel Aviv University found that reducing sleep by just one hour could be enough to nearly halve a child's intelligence the next day.
hug more
Embracing a baby reduces stress and reduces tension. This contact makes the child feel safe. Studies of children who are left without parental warmth and support have shown that children to whom no one expresses their affection can suffer from chronic stress, which can disrupt parts of the brain involved in focus, learning and memory. The gentle touch of another person can relieve the symptoms - emotional, behavioral and physical - associated with stress. Not only will cuddling improve your baby's attention span, it will also make you feel like a million bucks.
Natalya Belaya (Boyarkina)
Comprehensive development of the child's personality through physical development
Municipal preschool educational institution MDOU d / s No. 28 p. Chernyshevsk
Subject: comprehensive development of the child's personality through physical development
Fulfilled:
Belaya N. M
instructor for physical education
Chernyshevsk
introduction
Raising a healthy generation with a harmonious development of physical and spiritual qualities is one of the main tasks of modern society.
For more than a year now, at all levels, an opinion has been expressed about the need to intensify physical education of the next generation. In 2005, the Concept of the federal target program " Development of physical culture and sports in the Russian Federation for 2006-2015”.
Within the framework of the Program, the priority direction is development children's physical education and sports. Currently, the 2nd stage of the Program implementation is underway. Purpose and task stage: creation of conditions for initiation to regular physical education, as well as the creation of an effective system physical education and development of children.
At no other time in life physical upbringing is not as closely connected with general upbringing and education as for the first time 6 years. During preschool childhood child laying the foundations for health and longevity comprehensive motor fitness and harmonious personal development.
The outstanding V. A. Sukhomlinsky emphasized that their spiritual life, worldview, mental development, strength in knowledge, faith in one's strength.
Preschool childhood - the initial stage of formation personalities, his values, orientation in the surrounding world.
Educators and psychologists (L. S. Vygotsky, A. Vallon, M. M. Koltsova) established a direct relationship between the level of physical activity of children and their vocabulary, speech development, thinking.
Many preschool children have unstable attention, which causes the memory process, the process development of speech breathing. Often there is no correct articulation, voice power, expressiveness, voice rhythm, almost no developed sense of pace of speech.
Numerous studies testify to the primary role of movements in the development of mental functions. child. There is a close relationship between indicators physical and mental qualities in preschoolers (G. A. Kazantseva 1993, V. A. Balandin 2000, N. I. Dvorkina 2002)
Currently, there is an acute problem of understanding the features of mental development of modern children, in particular, their emotional stability, which provides positive results of communication, learning and socialization. An emotionally stable person is productive and successful.
Physical and mental health is the most important prerequisite for the correct formation of character, development initiative, talents and natural abilities. It is especially important to emphasize that physical education is not only development locomotive apparatus and physical qualities, it is also a facilitator development all areas of the brain child. In progress physical education, various situations are created, including conflict situations, in which the preschooler's attitudes to society, to people, to himself are revealed and changed. Motor activity against the background of strong emotional arousal teaches to subordinate personal interests of the interests of the team, to control oneself, to show discipline, honesty, courage, determination. There is a relationship between the state of psychomotor development and manifestation of difficulties in emotional, communicative child development. performing their specific functions, physical development is objectively connected with such priority areas as mental, moral, labor and aesthetic education.
In this regard, the purpose of my research was to determine the possibilities physical education as a means comprehensive development of the personality of a preschool child.
Object of study is: process physical education
Subject: program sections "Childhood" and arising from them
educational and upbringing tasks
First steps in mathematics
Speech development
Theatrical activity
Ecology- child and the natural world
Socio-emotional development
Hypothesis: Let's pretend that physical education, carries the function comprehensive development of the child's personality.
Tasks:
Conduct an analysis of literary sources on the problem under study (sections of the program "Childhood")
Define Relationship physical education with educational and educational tasks of the Program and the possibility of their solution
To study the existing experience of introducing educational and educational tasks into the process physical education.
Methods:
Literature analysis
Experience learning
Observation
Diagnostic study
content
Introduction
1. Sections of the program "Childhood"
2. Educational tasks of the sections of the Program implemented in the process physical education
3. The role of outdoor games in comprehensive development of the child's personality.
Conclusion
Literature
Application
development of recitatives, elements of psycho-gymnastics, breathing exercises, relaxation, facial exercises
sample projects
diagnostics-examination
1. Educational sections of the program "Childhood"
1 First steps in mathematics
2. Speech development
3. Theatrical activities
4. Ecology- child and the natural world
5. Social-emotional development
2. Educational tasks to be solved in the process physical education
First steps in mathematics:
Orientation in space and allocation of spatial relationships;
quantitative and ordinal account and number;
determination of equality and inequality of objects on a specific basis (large-small, long-short, tall-low, thin-thick);
the difference between geometric shapes and their correct name;
building into groups of 2, 3;
reproduction of claps, movements by ear
Speech development:
Tempo Development, rhythm, timbre and intensity of speech;
improved articulation;
prevention various violations of the sound culture of speech;
formation of artistic and speech performing skills;
communication development, monologue and expressive speech.
Theatrical activities:
development creative imagination and fantasy;
imitation, improvisation and expressiveness of movements;
ability to transmit through movement emotional state;
the ability to enter an imaginary situation;
development gestures of facial expressions and pantomime;
education of aesthetic feelings
Ecology- child and the natural world
learning the basics of environmental safety;
names of inhabitants of flora and fauna;
through movement, creating your own image to the depicted character;
development of aesthetic sense.
valeological foundations:development interest in active motor activity;
instilling healthy lifestyle skills; (prevention and elimination of bad habits
increasing the reserve capacity of the body (resistance and hardening).
education in children of the consciousness that a person is a part of nature and society;
habit building personal hygiene;
Socio-emotional development
self-assessment of one's own "I";
moral education qualities: goodwill, mutual understanding, purposefulness, honesty, balance;
education of mutual assistance and the ability to unite;
development communication skills and education of tolerance;
development strong-willed skills and overcoming difficulties
mental and moral education;
labor education: diligent and accurate execution of instructions, careful attitude to objects and equipment, cleaning and arrangement of physical education aids;
From work experience
Childhood is a unique period in a person's life, during which not only health is formed, but all-round development of personality.
I work at the DOE as the head of physical culture. Before that, I worked as a teacher for many years and therefore I know well psychophysiological features of a preschool child. In the course of my work, I had to engage in self-education and re-read a large number of different methods, programs and technologies from which I learned a lot of new and interesting things. Came to the conclusion that physical education should not be limited to muscular activity. I was especially interested "The program of pedagogy-health" edited by V. Kudryavtsev. Indeed, motor activity is a wonderful basis for other types of educational work. And the improvement of old and the creation of new organizational and methodological approaches (traditional and non-traditional) allowed to ensure the improvement of results in upbringing and education.
In the process of researching her pedagogical work, as a physical education instructor, she analyzed all the motor activities of children from a new point of view. I came to the conclusion that with the introduction of new methods and technologies into physical culture and health work with children, it became possible to solve related tasks of an educational and upbringing nature. Such How: first steps in mathematics, speech development, theatrical activity, ecology, valueology, socio-emotional development.
Mathematics and physical culture... It would seem that it is impossible to draw any parallels here, but in reality it is not so at all. Already in the early stages of education child walking traced and the first results. For example, walking under the score of 1.2-3.4. And if you pay deep attention to the software requirements for physical education, then it is possible to trace how mathematical problems are solved in different types of movements.
walking with orientation in a given direction (diagonal, middle of the hall, "snake"
walking with count "10 steps on toes, 8 steps on heels";
walking with a task "depict parts of the day";
walking to the recitatives "one step and two steps, left-right boot";
various rebuilding and building by 3, by 2, "in pairs", V "circle";
calculations for 1-2;
turns to the right, to the left;
mission jumping through"low bench", through"high" bench;
jumps, bends. turns, exercises for arms and legs according to the named number or the shown figure;
steps and jumps one more or one less
jumps with turns 900-1800
You can give children exercises on knowing the size of objects and comparing specific lengths. through motor analyzer
For example, we invite children to walk along "wide-narrow", "short-length" track. step over through"wide", "narrow" brook. Children analyze where it is more convenient to walk. run through "slow-fast".
Give the task of throwing, catching and throwing balls and various items. Throw farther, higher, or in the indicated direction. Along the way, determine what shape the ball is and its properties.
In the organisation various relay games for a child we propose to determine the number of objects, group them by shape, or compare objects by size. For example, each team member queues you need to jump on your right foot to the hoop, put 5 small cubes and 3 large ones in it, or remove the extra ones from the unfolded geometric shapes. Distribute cards with geometric shapes to children and line up in groups "squares", "triangles", "circles" Whose group is the fastest? I made cards with geometric shapes, the children receive a task depending on the image figures: "square"- walk, "circle"-jump, "triangle"- squat. We designed the interior of our gym various geometric shapes. They painted the floor and walls with squares, circles, triangles of different colors and sizes. Teaching children different types of walking and running, I propose to navigate by geometric figures: "we walk to the square, turn at the triangle". I give assignments for eye development"hit the ball into a circle, square, triangle".
To relieve tension and fatigue in children, I apply various types of exercises with the reproduction of claps, movements by ear. For example, I suggest playing "raindrops"- children clap their hands in accordance with text:
“It started to rain and one drop fell -1 cotton
2 drops fell - 2 claps
3 drops fell - 3 claps
and so on until 5 or 10 drops, then the countdown
“The rain ends - 5 drops fell - 5 claps
4 drops fell - 4 claps, etc.
Exercises for fine motor skills of hands contain mathematical check:
(children fold their palms, beat off the claps with their fingers, pressing the lower parts of the palm tightly against each other friend: 1,2,3,4 who lives in our apartment? 1,2,3,4,5 I can count everyone - fingers press and clap their hands "dad, mom, brother"… etc.)
When organizing outdoor games, we choose a leader in various counting rhymes, which contain a mathematical score. (one two Three.)
This approach to the organization of motor activity allows children to better understand mathematical concepts and to some extent solve problems associated with the assimilation of the set program tasks for mathematics: quantitative and ordinal counting, reverse counting, names of geometric shapes, orientation in space, etc.
The relationship between general and speech motility has been studied and confirmed by the studies of many prominent scientists, such as I. P. Pavlov, A. A. Leontiev, A. R. Luria. The higher the activity child, all the better his speech develops. Precise, dynamic performance of exercises for the legs, arms, torso, head prepares and improves the movements of articular organs (lips, tongue, lower jaw, which are leading in the formation of correct sound pronunciation. On the one hand, motor activity helps to intensify develop the child's speech On the other hand, the formation of movements occurs with the participation of speech.
There were difficulties in walking with a cross step, I suggested that the children take these steps for amusement "The fox walked through the forest"… the result was obvious, I was able to form a movement with the participation of speech.
She drew attention to the fact that the less motor experience of children, the less their vocabulary. I came to such conclusions when I began to use in my practice "recitatives". And a special object of study was development children's speech at the moment of physical activity. Recitatives in combination with movements allow you to activate the speech activity of children. Developing the relationship of speech activity with movements. In children, the transition to active speech occurs faster, speech itself improves. As a result of accompanying movements with verses verbal development in children, arbitrary and involuntary memory. Walking to chants and recitatives develops the pace, rhythm, timbre and intensity of the voice child.
Through mobile games with text support monologic speech develops, artistic and speech performing skills. In children with speech defects, articulation improves, and the prevention of violations of the sound culture of speech is underway. An excellent tool for development creative speech activity are Russian folk games, because almost all of them contain literature.
Such a positive dynamics determines the expediency of using "recitatives", various outdoor games with words, texts, in the motor activity of children.
IN various types of exercises and actions with objects fine motor skills develop. general developmental exercises with handkerchiefs, cubes, flags, balls, rings and balls strengthen the hand child and develop motor skills. A variety of colors of flags, balls, manuals form the perception of colors in children. The color palette of the painted walls, the floor of the gym is pleasing to the eye child and helps to distinguish shades of color.
The most important feature of a preschooler's creativity is saturation with bright, positive emotions, due to which it has great attractive power and leads to development new motives of activity that form the eurytic personality» ( Development creativity of preschoolers. M. ed. knowledge, 2007).
Theatrical activity in the preschool educational institution is a huge potential of energy and emotional reserve for the activities of children. In sports and recreational work with children, new non-traditional forms and methods of organizing sports classes have appeared - thematic, plot, game. As a result of this innovation, there was a unique opportunity to solve problems and theatrical activities. With an introduction to the practice of their work various trainings, relaxation exercises, psycho-gymnastics, came to the conclusion that such non-traditional forms involuntarily contributed to the creation "small theater of physical education". Children love to do "imitative" movements on cards that depict animals or objects.
For example, I distribute cards to each to kid, he does not show a friend. Then I ask for each child's turn depict in motion what is drawn on his card, everyone must guess and name what it is or who it is.
Thus, develops creative imagination and fantasy child.
Holding entertainment, leisure activities and holidays of a sports and recreational orientation, with the participation of fairy-tale characters, make it possible to reveal artistic abilities in children. Children participating, during entertainment become real little actors and actresses.
The world of ecology is also in some form a field of activity physical education. To maintain interest in physical activity, I made a selection of poems and quatrains for general developmental exercises, the introductory part of the lesson and gymnastics. Children enjoy moving while reading poems with a plot. Through the poetic form in combination with movements, children replenish knowledge about different types of inhabitants of the animal and plant world, create their own images for the characters. Through elements of psycho-gymnastics exercises, in children, develop aesthetic feelings: "sun-bell", "we are warm, gentle rays", "beautiful flowers". Relaxation under an audio recording - the murmur of a stream, the voices of birds, the sound of sea waves, evokes an emotional response in the hearts of children. Elements of relaxation activate the activity of the nervous system, regulate mood and the degree of mental excitation, and allow to reduce mental and muscle tension caused by stress.
The problem of preserving and strengthening human health is becoming more and more acute, requiring serious pedagogical reflection and solution. Due to this physical education through instilling the foundations of valeological culture is relevant already at preschool age.
Valeology is the science of how to live today in order to have a chance to see tomorrow. Valeological education should be deeply national, that is, based on the cultural experience of the people, their traditions, customs, rituals and forms of social practice.
Growing diseases "civilization" urgently requires the formation in children, starting from preschool age, of the foundations of a healthy lifestyle. Before us are tasks: to teach children to love themselves and others, their body, their body, to form ideas about the structure of their body, to form an attitude towards their own health as a whole. Need to be taught child from early childhood, be smart about your health, respect physical culture, harden your body, eat rationally. The implementation of a set of these measures ensures optimal physical development and good health of children.
Working in this direction, I try to instill in children an interest in active motor activity, instill skills for a healthy lifestyle, which contributes to the formation of valeological foundations in children, the reserve capabilities of the body increase, resistance to diseases, hardening develops. In class, while doing physical exercises, children receive elementary ideas about the structure of their own body, the functions and purposes of internal organs and body systems. Through Through a system of special exercises and games, children get acquainted with the signs of health (correct posture, gait, learn to protect themselves from germs, avoid dangerous places, and, if necessary, provide themselves and others with elementary help.
Formation personalities preschooler in progress physical education, another task that is solved in the process of physical activity. the main objective personal development - the realization by the child of his"I", as well as experiences as an individual - can be successfully solved in the process of performing exercise.
“Movement, even the simplest, gives to kid the food of a child's imagination, develops creativity, which is the highest component in the structure personalities, is one of the most meaningful forms of mental activity child, which scientists consider as a universal ability that ensures the successful implementation of a variety of activities.
Being engaged in self-education and studying the materials of the training course by V. G. Alyamovskaya, "Modern approaches to the improvement of children in preschool educational institutions", I was interested in a lecture with the topic “ psychophysical and socio-psychological factors of health”. I agree with the statement that "health is not a sign of spirituality", in other words, one can physically strong person, but at the same time mentally defective " (V. G. Alyamovskaya). And in my practical work, I try to create conditions that provide both mental and children's physical health.
I set the process of teaching children in such a way as to arouse interest and emotional response. I pay a special role to gaming motor tasks, outdoor games, entertainment, which are always interesting to children, because they have a large emotional charge. To a large extent, this is facilitated by exciting motor activity associated with a clear focus on the result (dramatization games, sports and outdoor games, sports exercises, relay race games). And if my pupils ask: what game will we play”, there is no doubt- will answer: "Nikanorihu" or "Boyars". After all, it is these games that evoke positive emotions. Folklore is an emotionally figurative means of influencing children. The joy of movement is combined with the spiritual enrichment of children, forming in them a stable attitude to the culture of their native country, creating an emotionally positive basis for development patriotic feelings.
Physical education lays the foundations for labor education child. Children help me prepare equipment for classes - they arrange benches, lay out manuals and attributes. From a young age, I teach children to take care of the inventory and at the end of the lesson, be sure to clean their workplace.
When performing such tasks, children develop positive habits: diligence, diligence, accuracy.
Many times I have observed how children try to overcome certain difficulties associated with the performance of motor tasks and exercises for long and reusable and monotonous repetition. For example, exercises with objects that require efforts:
Do 8-9 squats, turns, tilts ( “we do inclinations, but we don’t bend our knees”), etc. The assimilation of new material also requires child of certain physical and mental effort. Especially when doing exercises for the flexibility of the joints. The child evaluates"I" on the direct efforts that he made to achieve the goal. In connection with the development of self-esteem develops such personal qualities like self-respect, pride.
Physical education has great potential in the aesthetic education of a preschooler - it forms the beauty of a person's physique and movement.
Classes physical exercises create favorable conditions for aesthetic education. In the process of training, a beautiful posture is formed, harmonious body shape development, an understanding of the simplicity and grace of movements is brought up.
children. An art and sports club was created at the preschool educational institution "Herringbone". The focus of which is aesthetic development in cooperation with physical education.
Preview:
Moscow Department of Education
Western District Department of Education
State budget educational institution
Special (correctional) general education school of the VIII type No. 804
Educational programadditional education for children
"Fundamentals of choreography"
Program of artistic and aesthetic directions l values
Designed for students aged 8 to 17
Implementation period - 3 years
Program developed
additional education teacher
Rudik Elena Ivanovna
Moscow
201Zg.
1. Explanatory note:
The concept of "Choreography";
Relevance;
Origin of choreography;
Types of choreography;
Scientific novelty of choreography;
Purpose of the program;
Program objectives;
Pedagogical principles;
Principles of organization of the pedagogical process;
Principles of managing the activities of pupils;
Direction, timing of the program, features of the program.
2. Main directions and content of activities:
Organization of the educational process in the first age group - 7 - 10 years;
Organization of the educational process in the second age group - 11 - 13 years;
Organization of the educational process in the third age group - 14 - 17 years;
Organization of basic classes for all age categories;
Organization of the educational process within the framework of one lesson (structure of the organization of the lesson) for all age categories;
Methods of teaching education, development and pedagogical technologies.
3. Curriculum:
Educational - thematic plan of the first year of study with a summary of sections and topics;
Educational - thematic plan of the second year of study with a summary of sections and topics;
Educational - thematic plan of the third year of study with a summary of sections and topics;
4. Conditions for the implementation of the program, material and technical conditions:
Premises;
Special premises;
Furniture;
Organizational conditions;
Methodological conditions;
Personnel conditions;
external conditions.
5. Predicted results:
Form of control - the first year of study for all age groups;
Requirements by the end of the first academic year;
Form of control - the second year of study for all age groups;
Requirements by the end of the second academic year;
Form of control - the third year of study for all age groups;
Requirements by the end of the third academic year;
6. References:
List of literature used by the teacher;
7. List of methodological applications to the educational program:
Description of methods.
8. List of regulatory and legal documentation used in the organization of educational activities and during the implementation of the educational program.
The first section is "Explanatory Note".
The concept of choreography(from the Greek. choreo - I dance) covers various types of dance art, where an artistic image is created with the help of conditional expressive movements. Many people think that choreography is a dance, or choreography is a ballet, but, according to R. Zakharov, the concept is much broader. It includes not only dances themselves, folk and domestic, classical ballet. The word itself is of Greek origin, literally it means. But later, this word began to be called everything that relates to the art of dance. In this sense, this word is used by most contemporary dancers.
Choreography - an original type of creative activity, subject to the laws of development of the culture of society. Dance is an art, and any art should reflect life in a figurative and artistic form. The specificity of choreography lies in the fact that it conveys thoughts, feelings, experiences of a person without the help of speech, by means of movement and facial expressions. Dance is also a way of non-verbal self-expression by a dancer, which manifests itself in the form of body movements rhythmically organized in space and time. Dance has existed and exists in the cultural traditions of all human beings and societies. Over the long history of mankind, it has changed, reflecting cultural development.
Relevance . Currently, choreographic art covers both traditional folk and professional stage art. Dance art is present in varying degrees, forms in the culture of each ethnic group, ethnic group. And this phenomenon cannot be an accident, it is objective and always relevant. Traditional folk choreography occupies a paramount place in the social life of society, both in the early stages of human development and now. It performs one of the functions of culture, is one of the original institutions of the socialization of people and, first of all, children, adolescents and youth, and also performs a number of other functions inherent in culture as a whole. Choreographic art is very much loved in our country. From year to year, the number of amateur dance groups is growing, the level of their skills is increasing.
Choreography is bornat the dawn of mankind: even in primitive society, there were dances depicting labor processes, reproducing the movements of animals, dances of a magical nature, warlike. In them, man turned to the forces of nature. Unable to explain them, he prayed, conjured, made sacrifices to them, asking for a successful hunt, rain, sun, the birth of a child or the death of an enemy. All this, however, can be seen in our time, in the art of the peoples of Africa, for example. Descriptions of dances by travelers and folklorists tell about the life, customs and customs of various peoples. Dance is one of the most ancient and popular forms of art.
New themes, new images, a different manner of performance appeared in the dances of the peoples of our country. There are a lot of lyrical, heroic, comic, slow and smooth or whirlwind, fiery, collective and solo dances, in which the image of our contemporaries is clearly and convincingly revealed. Dances have: styles, forms, content.
Choreography has three types:
Folk dance is an art based on the creativity of the people themselves;
Household dance - a type of dance that has folk origins, but is performed at evening parties, balls, etc .;
Professional dance, including classical ballet, is a kind of scenic dramatic art that requires professional choreographic processing of national and folk origins.
The body is capable of performing incredibly diverse movements, while using almost all the motor capabilities inherent in man by nature. All these laws are absorbed in the dance lesson.
Program noveltyconsists in student-centered learning.
The task of the teacher of additional education is not to maximize the development of the child's creative abilities, not to determine the timing and pace, but, above all, to create for each child all the conditions for the most complete disclosure and realization of abilities.
Scientific novelty choreography research is as follows:
1. The place of the subject “Choreography” in the system of upbringing and education of children in the conditions of institutions of additional education and general educational institutions was revealed.
2. The minimum (giving general physical, musical, aesthetic, moral development and contributing to the health of the child) and optimal (allowing us to talk about the beginning of the formation of a dance culture) content of the subject “Choreography” from the age of 3, which can be mastered by children who do not have special choreographic abilities, has been determined .
3. The developing influence of choreography on the formation of physical and personal qualities, the emotional sphere of students was revealed; the healing effect of the exercises was revealed.
Program goal: development of children's creative abilities through the study and acquaintance with various types of choreographic art on the basis of spiritual and moral values.
Program objectives:
Formation of a common culture of children;
Respect for the spiritual, moral and cultural heritage;
Using the ethical features of dance for the education of morality, discipline, sense of duty, collectivism, organization;
Teaching dance etiquette and the formation of the ability to transfer the culture of behavior and communication in dance to interpersonal communication in everyday life;
Providing emotional relief for children, fostering a culture of emotions;
Ensuring the formation and preservation of the correct posture of the child, strengthening the muscular corset by means of characteristic, folk and ballroom dances, cultivating a culture of movement;
To increase the period of physical activity in the educational process, to develop the need for physical activity as the basis of a healthy lifestyle.
Raising mutual understanding, respect, goodwill and emotional responsiveness among participants in the educational process;
Development of independence;
Disclosure of creative potential;
Realization of individual abilities of students;
Teaching the necessary basics and techniques of choreographic art;
Development of fantasy and imagination;
Expanding the horizons of children in the field of dance art;
Assistance to parents in the implementation of the educational process;
Satisfaction of the cognitive interest of the child;
Enrichment with the skills of joint activities within the framework of the educational program.
Pedagogical principles:
- principle of nurturing education(in the course of the educational process, not only knowledge is given, but also a personality is formed);
- scientific principle(the content of training includes only scientific facts, theory and laws that reflect the current state of science or areas of creative activity);
- the principle of linking learning with practice(the use of the acquired theoretical knowledge in solving practical problems, the ability to analyze and transform the surrounding reality, to develop one's own views);
- principle of systematic and consistent(construction of the educational process in a certain logic in accordance with the established rules);
- accessibility principle(the content and study of educational material should not cause intellectual, moral, physical stress in children);
The principle of visibility(during the educational process, the maximum "inclusion" of all the senses of the child through the provision of the opportunity: to observe, measure, use the acquired knowledge and skills in practical activities);
- principle of consciousness and activity(children should become subjects of the learning process, understand the goals and objectives of learning, be able to independently plan and organize their activities, be able to pose their problems and look for ways to solve them, take into account the actual interests and needs of children);
- strength principle(the knowledge gained by children should become part of their consciousness, the basis of behavior and activity through the manifestation of cognitive activity, consolidation of the material covered, systematic monitoring of learning outcomes);
Accounting for age characteristics(the content and methods of work are focused on children of a particular age).
Principles of organization of the pedagogical process:
Communication principle pedagogical process with life and practice, which implies the need to connect theoretical knowledge and practical experience.
- orientation principlethe pedagogical process on the formation in the unity of knowledge and skills, consciousness and behavior of pupils, which involves the organization of such activities in which students would be convinced of the truth and vitality of the knowledge and ideas received, would master the skills and skills of socially valuable behavior;
- collectivity principleteaching and educating children, aimed at optimizing the combination of collective, group and individual forms of organization of the pedagogical process;
The principle of continuity, consistency and systematicity of the pedagogical process, aimed at consolidating previously acquired knowledge, skills, acquired personal qualities, their consistent development and improvement;
- visibility principleas a reflection of the interdependence of intellectual knowledge and sensory perception of reality;
- aestheticization principlethroughout the life of a child, first of all, education and upbringing, which involves the formation of an aesthetic attitude to reality in pupils as the basis of a moral attitude.
Principles of managing the activities of pupils:
- combination principlepedagogical management with the development of initiative and independence of pupils;
Principle consciousness and activitystudents in a holistic pedagogical process, requiring the teacher to organize such interaction with the pupil, in which the latter could play an active role;
- principle of respectto the personality of the child, combined with reasonable demands on him;
- the principle of relying on positive qualitiesin a person, supporting the strengths of his personality;
- consistency principlethe requirements of the family, school and the public for the child, obliging the teacher to achieve balance, harmony of external influences on him;
- combination principledirect and parallel pedagogical actions, involving the actualization by the teacher of the educational, developing potential of the group, the team, turning them into subjects of personality education;
- the principle of affordability and accessibilitytraining and education, which requires the teacher to take into account the real capabilities of the child, to prevent various kinds of overloads that adversely affect his physical and mental health;
- principle of an integrated approachin the organization of choreographic classes - in the aesthetic education of a child, various types of art interact with each other, influencing the child in a complex way. This interaction in the organization of choreography classes is carried out as a result of close interdisciplinary connections with listening to music, fine arts and other subjects.
The principle of unity of the choreographic and general mental development of children -this principle is due to the need for an organic relationship between the aesthetic and general development of the child's personality. The choreographic activity of children ensures the intensive development of their imagination, emotional sphere, figurative and logical memory, and thinking. In the process of practicing choreography, children set in motion all their mental powers and use the abilities that they develop in this process in other activities;
The principle of artistic and creative activity and amateur performances of children in choreography classes - withobservance of this principle in choreography classes directly determines the effectiveness of these classes in the aesthetic education of children. Choreography introduces children to works of art, polishes performing skills, becomes the content of spiritual life, is a means of artistic development, individual and collective creativity, and self-expression of children. This is achieved only when the choreographic activity is not reproductive, but active independent creative;
The principle of the aesthetics of children's life -this principle requires choreographers to organize relationships, activities, communicate with children according to the laws of beauty, bring them joy. For a child, everything has an educational value: the decoration of the room, the neatness of the costume, the form of personal relationships and communication with peers and adults, the conditions for classes and the nature of entertainment. At the same time, it is important to involve all children in active work to create and preserve the beauty of their own lives. Beauty, in the creation of which the child takes an active part, seems to him especially attractive, becomes sensually tangible, makes him its zealous defender and propagandist. Maintaining beauty in everything is a necessary condition for choreographic activity;
The principle of taking into account the age characteristics of children -the observance of all these principles when organizing choreographic classes with children makes it possible to make these classes an effective means of aesthetic development of children, awakening in them the abilities of active aesthetic perception, emotional experience, figurative thinking, as well as the formation of high spiritual needs in them.
This program belongs to the artistic and aesthetic orientation. The duration of the program is 3 years for children aged 6-14 years. When organizing the educational process, children are divided into three age categories:
The first age group - children from 7-10 years old;
the second age group - children from 11-13 years old;
the third age group - children from 14-17 years old.
Each age category exists autonomously, has its own curriculum and repertoire, designed for three years of study. Thus, the program has the possibility of a wide age coverage of children from the beginning of its implementation, when it is carried out by one teacher. Children are admitted to the children's association, without taking into account special skills, but having a medical permit for choreography classes.
The second section is "The main directions and content of activities."
the first age group - children from 7-10 years old:
Years of study | Repertoire | Organizational events |
1 year | Russian dance; Polka; Czech dance; Dance composition "New Year's Surprise"; Russian dance "Lady"; Dance composition "Matryoshka" | Interviewing and viewing children in the presence of parents (legal representatives). Organizational parent meeting and familiarization with the Charter of the institution, the Regulations of the children's dance association. Conclusion of agreements between the institution and parents (legal representatives). Formation of the personal file of the student. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students, at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the reporting event. Children who have successfully mastered the program material of the first year of study are transferred to the second academic year of study. Children who have not mastered the program material of the first year of study for a good reason and with the consent of their parents (legal representatives) repeat the material of the first year of study. |
2 year | Dance composition "Golden Autumn"; Kazachek; Dance composition "New Year's Tale"; Dance composition “Friendship; Dance composition "Spring Flowers"; Dance "Change a couple" | |
3 year | Dance composition "Golden Leaves"; Dance composition Dolls "; figured waltz; Sports composition with tufts; Dance composition "Funny heels"; Sports dance "Joy" |
Organization of the educational processthe second age group - children from 11-13 years old:
Years of study | Repertoire | Organizational events |
1 year | Dance composition "Autumn round dance"; Dance composition "Dolls"; Dance composition "Snowflakes"; Dance composition "Dance with me"; Dance composition "Childhood"; Waltz "Friendship". | |
2 year | Dance composition "Autumn"; Sports dance; Dance composition "New Year's"; Polka "Find a Pair"; figured waltz; Dance composition "Childhood is me and you." | Formed from children of the first year of study. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the reporting event. Children who have successfully mastered the program material of the second year of study are transferred to the third year of study. Children who have not mastered the program material of the second year of study, for a good reason and with the consent of their parents (legal representatives), repeat the material of the second year of study. |
3 year | Dance composition "Falling, Falling Leaves"; Sports composition with an object; Dance composition "Winter has come to us"; The plot polka "Girlfriends"; Dance composition "Dances from around the world"; Figure waltz. | Formed from children of the second year of study. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the final reporting event. Children who have successfully mastered the program material of the third year of study receive certificates. |
Organization of the educational processthe third age group - children from 14-17 years old:
Years of study | Repertoire | Organizational events |
1 year | Sports dance; Waltz (right turn); Greek dance "Sirtaki"; Polonaise; Quadrille. | Interviewing and viewing children in the presence of parents (legal representatives). Organizational parent meeting and familiarization with the Charter of the institution, the Regulations of the children's dance association. Conclusion of agreements between the institution and parents (legal representatives). Formation of the personal file of the student. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the reporting event. Children who have successfully mastered the program material of the first year of study are transferred to the second academic year of study. Children who have not mastered the program material of the first year of study, for a good reason and with the consent of their parents (legal representatives), repeat the material of the first year of study. |
2 year | Sports composition with an object; Figured polka; Sea dance; Quadrille; Cha-cha-cha (domestic dances of the peoples of the world); Dance composition "Cowboys". | Formed from children of the first year of study. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the reporting event. Children who have successfully mastered the program material of the second year of study are transferred to the third year of study. Children who have not mastered the program material of the second year of study, for a good reason and with the consent of their parents (legal representatives), repeat the material of the second year of study |
3 year | Sports composition; Waltz; Dance composition "Fair"; Cha-cha-cha (domestic dances of the peoples of the world by choice); Dance composition "Carnival"; Quadrille. | Formed from children of the second year of study. Organizational activity. Certification of students based on the results of the first half of the year. Certification of students at the end of the academic year. Organization of parent meetings throughout the year (every academic quarter). At the request of the parents and expediency and with the permission of the teacher, parents (legal representatives) can participate in the process of classes. Open lesson at the end of the academic year. Participation in the final reporting event. Children who have successfully mastered the program material of the third year of study receive certificates. |
Organization of classesfor all age groups:
Year of study | Age | Organizational composition of the training session | Form of occupation | Group occupancy | Number of lessons per week and their duration |
1 year | 7 – 10 years | group | auditorium | 10 - 15 | 2 times x 1 hour. = 2 hours |
2 year | 11 – 13 years old | group | auditorium | 10 - 15 | 2 times x 1 hour. = 2 hours |
3 year | 14 - 17 years old | group | auditorium | 10 - 15 | 2 times x 1 hour. = 2 hours |
Organization of the educational process within one training session for all age groups:
Organizational composition of the training session: | Year of study | Lesson duration, total: | The composition of the lesson and the duration of the components: |
|
group | 1 - 3 | 2 hours | 5 minutes - the introductory part of the lesson (building, bowing). 10 minutes - preparatory part (exercises: march, run). 30 minutes - the main part of the lesson (parterre middle, work on the repertoire) 15 minutes break. |
Methods of training, education, development and pedagogical technologies
"... It is difficult to imagine a better method of education than the one that has been discovered and tested by the experience of centuries; it can be expressed in two positions: gymnastics for the body and music for the soul..."
Plato
Methods used in teaching :
verbal methods(the source of knowledge is the spoken or printed word);
Visual Methods(the source of knowledge is observed objects, phenomena, visual aids);
Practical Methods(students gain knowledge and develop skills by performing practical actions).
Methods and forms used in the upbringing and development of children:
Form of educationis the outward expression of the process of education. According to the number of people covered by the process of educating people, the forms of education are divided into:
- individual;
- microgroup;
- group (collective);
- massive.
The effectiveness of the educational process depends on the form of its organization. With an increase in the number of students, the quality of education decreases.
Education methods- these are specific ways of forming feelings, behavior in the process of solving pedagogical problems in the joint activities of educators with educators. This is a way of managing activities, in the process of which self-realization and personal development are carried out. Education methods:
- belief;
- exercises;
- presentation to the pupil of the social and cultural norm
- attitudes and behaviors;
- educational situations;
- stimulation of activity and behavior.
Classification according to the areas of educational work: mental, moral, ethical, aesthetic, labor, physical.
moral education- a purposeful process of formation in the younger generation of value relations, high self-awareness, moral feelings and behavior in accordance with the ideals and principles of humanistic morality. Moral education is focused on the reproduction in the emerging consciousness of universal principles. Any knowledge, abilities, skills that a person acquires should be significant for him, become part of his worldview. The social purpose of knowledge, which consists in its application for the benefit of society, is realized through moral education.
The basis of moral education as the assimilation of universal human values, enduring moral norms and principles developed by people in the process of the historical development of society, is the development of a consciously emotional attitude towards them, the unity of knowledge and experience, the moral meaning of activity, behavior.
Choreography as a means of shaping the moral character of children
Dance, acting directly on the feelings of the child, forms his moral character. This influence is stronger than any instructions. By introducing children to works of various emotional and figurative content, we encourage them to empathize.
Round dances, dances of different nations arouse interest in their customs, bring up international feelings. The genre richness of the choreography helps to perceive heroic images and lyrical mood, cheerful humor and fervent dances. A variety of feelings arising from the perception of dances enrich the experiences of children, their spiritual world. Collective dances also contribute to solving educational problems, as children are covered by common experiences. The dance requires united efforts from the participants. Shared experiences create fertile ground for individual development. The example of comrades, the general enthusiasm, the joy of performance activate the timid, indecisive. For someone spoiled by attention, overly self-confident, the successful performance of other children serves as a brake on negative manifestations.
Choreography classes affect the general culture of preschoolers. The alternation of various tasks requires children's attention, quick wit, quick reaction, organization, manifestation of strong-willed efforts. When performing a dance, it is necessary to start and finish it on time; act, constantly obeying the music, restraining from impulsive desires to stand out, to overtake someone.
Thus, choreographic activity creates the necessary conditions for the formation of the moral qualities of the child's personality, lays the initial foundations for the general culture of the future person.
Labor educationcovers those aspects of the educational process where labor actions are formed, production relations are formed, tools of labor and ways of using them are studied.
Labor in the process of upbringing acts both as a leading factor in the development of the individual, and as a way of creative development of the world, gaining experience of feasible labor activity in various fields of labor, and as an integral component of general education, largely centering general educational educational material, and as an equally integral part physical and aesthetic education.
mental education- this is a systematic and purposeful pedagogical influence on the child and interaction with him in order to develop his mind and form a worldview. It proceeds as a process of mastering the general historical experience accumulated by mankind and represented in knowledge, skills and abilities. Under the mental development of a person we mean such a function of the brain, which consists in an adequate reflection of the laws and phenomena of the surrounding life.
Choreography as a means of activating mental abilities.
Choreography is closely related to mental processes, as it requires attention, observation, quick wit. Children listen to music, note the characteristic semantic features of artistic images, learn to understand the structure of the work. Answering the questions of the choreographer, after the work has been performed, the child makes the first generalizations and comparisons: he determines the general nature of the work, its tempo, dynamic coloring, and looks for dance means to express its content. These attempts at an aesthetic evaluation of the work require active mental activity of the child.
In choreographic activity, children with great pleasure invent, combine dance movements, singing and moving to the music. Dance, folk dance, pantomime, and especially musical dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, and gestures. At the same time, a certain sequence is observed: children listen to music, discuss a topic, distribute roles, and then act. At each stage, new tasks arise that make you think, fantasize, and create.
Thus, choreography classes are the most important means of the comprehensive harmonious development of the child's personality. The relationship between the various aspects of education develops in the process of practicing various types and forms of choreographic activity. Emotional responsiveness and musicality will allow children to respond to good feelings and deeds in accessible forms, activate mental activity and, constantly improving movements, will develop children physically. In a word, to make children healthy - teach them to dance, to make children beautiful - teach them to dance, to make children smart - teach them to dance.
Physical education- an integral part of almost all educational systems. Modern society, which is based on highly developed production, requires a physically strong young generation capable of working at enterprises with high productivity, enduring increased workloads, and being ready to defend the homeland. Physical education also contributes to the development in young people of the qualities necessary for successful mental and labor activity.
Dance as a means of physical development and education.
Whether a child laughs at the sight of a toy, whether Garibaldi smiles when he is persecuted for excessive love for the Motherland, whether a girl trembles at the first thought of love, whether Newton creates world laws and writes them down on paper - everywhere the final factor is muscle movement.
THEM. Sechenov
We live in our body, without it it is not possible to exist in this world, it is the habitat of our soul. This unity cannot be broken without interrupting life at the same time. When the soul and body are in interaction, influence each other, a harmoniously balanced personality develops. The body and its processes are the foundation of the personality, through it one can understand the personality, the essence of a person, through the body one can build, develop this su power is much stronger than we think.
Any good upbringing at all times was inextricably linked with work on the body. A stable, full-fledged person seems to us to be straight, energetic, with good posture, gait, the ability to move plastically, dance, control his body. Freedom, looseness of external movements are inextricably linked with inner freedom, natural feeling, bodily and spiritual peace. Everything in a person is connected with the work of muscles: both movement, and the respiratory system, and the nervous system that controls them. The more active the work of the muscles, the more intense the self-renewal of the body.
A person is 35-40% muscle. Almost all other systems of the body serve to set the muscles in motion, ensure their performance. Muscular inactivity, especially in combination with nervous tension, has a detrimental effect on health, provokes disturbances in the activity of the autonomic nervous system, endocrine glands. Lack of muscle activity also leads to discoordination of the brain.
Just moving a lot does not mean using all the muscles in the body. The idea of health, perfection of the body is often mistakenly associated in people's minds with violent physical activity, running, tiring sports, lifting weights, pumping muscles, etc. But few people can do this systematically and constantly, starting from early childhood throughout their lives, for various reasons. In addition, any sport usually involves only one third of the muscles, often leaving the muscles of the feet undeveloped, the muscles for maintaining posture. In this sense, choreography classes have a number of advantages in comparison with other types of motor activity. Let's consider some of them.
1. Dance is a synthesis of music and movement. Music, perceived by the auditory receptor, affects the general condition of the entire human body, causes reactions associated with changes in blood circulation and respiration. It has been proven by medicine that under the influence of music in the human body it is possible to cause or weaken excitation. That is why music, as a means of physiological influence, is used in gymnastics and aerobics, and in game stretching and other types of activities, but a truly organic fusion of music and movement can only be achieved in dance, since it is dance that is the materialization of a musical work, the embodiment of musical images and its content in the language of plasticity of the human body.
2. Dance involves literally all muscle groups; from the muscles of the foot to the mimic muscles of the face.
3. Dance is a complex, a synthesis of all kinds of physical exercises; dance is both slow walking, and fast running, and a swift jump, dance is a fast explosive movement and a static pose of pantomime; dance is an energetic lightning-fast rotation of the whole body and a barely perceptible movement of a finger; dance is the ultimate tension and complete relaxation of one or another muscle group.
4. Dance is natural and inherent in a person just like breathing itself. Dance is the movement of a child in the cradle, reacting to the music and song of the mother, it is the waltz of the gray-haired veterans, and the obsession of the young on the dance floors of discos. Dance is available to everyone, dance accompanies a person from his birth to old age,
5. Dance is always delight and joyful emotions. Dance is a holiday that is always with you.
Emotional (aesthetic) education- one of the basic components of the goal of education and the educational system, generalizing the development of aesthetic ideals, needs and tastes of pupils. The tasks of aesthetic education can be conditionally divided into two groups - the acquisition of theoretical knowledge and the formation of practical skills. The first group of tasks solves the issues of initiation to aesthetic values, and the second - active inclusion in aesthetic activities.
Attachment tasks:
- formation of aesthetic knowledge;
- education of aesthetic culture;
- mastering the aesthetic and cultural heritage of the past;
- the formation of an aesthetic attitude to reality;
- development of aesthetic feelings;
- familiarizing a person with beauty in life, nature, work;
- development of the need to build life and activity according to the laws of beauty;
- formation of an aesthetic ideal;
- the formation of the desire to be beautiful in everything: in thoughts, deeds, deeds, appearance.
Choreography as a means of aesthetic education and training of children.
The aesthetic upbringing of a person is understood as his ability to perceive, feel and understand the beautiful, to distinguish between good and bad, to act creatively independently in life and art, to live and create “according to the laws of beauty”.
Aesthetic education implies that a person has aesthetic ideals, artistic taste, the ability to deeply experience aesthetic feelings.
From birth, nature lays in the child the inclinations and the ability to comprehend beauty, an aesthetic attitude to reality and art. At the same time, these inclinations and opportunities can be fully realized only in the conditions of purposeful organized artistic and aesthetic education and training. Neglect of the aesthetic development of children leaves them deaf to genuine spiritual aesthetic values. A stream of artistic and aesthetic, and along with it, anti-artistic information overwhelms an uneducated, aesthetically ill-mannered person. He turns out to be unable to understand the quality of this information, to give it a critical analysis and a correct assessment. Therefore, it is very important from early childhood to introduce children to the world of genuine, great art, to develop and educate their aesthetic consciousness on outstanding examples of domestic and world artistic creativity.
The combination in choreographic activity of such properties of dance as the unity of music, movement and play makes choreography the most fruitful means of aesthetic education and training of children at an early age. However, the implementation of this most important function of choreographic activity is possible only if certain principles of organizing choreography classes with children are observed.
self-education - the formation in the child of conscious purposeful activity to improve their positive qualities and overcome the negative ones. The level of self-education is the result of personality education.
Tasks:
The ability to comprehend their personal qualities.
Feel the positive or negative reactions of others.
Be able to interact with peer groups.
Develop the need for self-knowledge, introspection, self-control, self-esteem.
The biggest impact on the child is his family. It is with the family that the understanding of the goals and content of educational work should go. Skillful stimulation of students' activity is possible only with the joint work of the teacher, family and the public.
Forms of pedagogical work with the family:
- Organizational and pedagogical work with parents;
- Pedagogical education of parents;
- Providing individual assistance to parents in the education and upbringing of children.
Visual information:- visual information in the form of stands and corners has great potential for consecrating the pedagogical process. At the same time, it does not provide for direct contact between the teacher and the parent. Therefore, the form and method of presenting information, as well as its content, is important:
- photo showcases and photo collages: stands presented with photographs of children reflecting their life activities in the DUO;
Newspaper - a new form of visual-textual information. It attracts with its colorfulness, photographs of children, articles, the authors of which are the children themselves, teachers and parents themselves. The newspaper may include a report from the scene, interviews, practical advice, congratulations and thanks, humor, and much more.
Magazine - as a way to establish a dialogue with the family at the initial stage of establishing cooperation.
Gold funds: - the video library may include films, recordings of children's holidays, competitions, open classes, or simply the life of children in the parole. This includes documentaries about nature, sports, art, children's films and cartoons that are suitable for parents and children to watch together.
Individual consultation- the motive of the consultation: "We are together against the problem, but not against each other."
Open days- this day is not only a means of satisfying interest in how children live in the association. This is, first of all, a way to acquaint parents with the content, methods and techniques of education and training, the conditions of children's activities. "Doors Open Day" helps to overcome the negative or prejudiced attitude of parents towards the child, his abilities, to see him in a different, previously unknown light. Can be done up to 3 times a year.
Parent meeting:-the main form of work with parents, where the whole complex of psychological and pedagogical interaction between the educational institution and the family is concentrated.
Online communication with parents through the Internet site, quarterly familiarization of parents with the achievements of the child
The third section is "Curriculum".
Educational - thematic work plan of the first year of study for all age groups:
Total | Theory | Practice |
||
Introductory lesson | ||||
ABC of musical movement | ||||
Elements of classical dance | ||||
Repertoire | ||||
Safety | ||||
Parterre exercise | ||||
TOTAL: |
I. INTRODUCTION SESSION:Association tasks. Work plan. Introduction to the repertoire. Introduction to the art of choreography. TV instruction.
Theory:
Practice:
Theory
Practice:
Exercising in the middle of the hall(in game form)
1. Leg positions /1, 2, 3.5/
3. Relevé (rising on toes)
4. Deme plie (spring)
5. Rond de jamb par ter (leg circle on the floor)
6. Twists in place (hold the dot)
7. Port de bras
5. Jumps /saute in 6 positions/
4. ELEMENTS OF FOLK STAGE DANCE:
Theory:
Practice:
Diagonal:
5. REPERTOIRE:- (see section 2)
6. MUSIC AND DANCE GAMES, rehearsals and preparation for concerts:
Theory:
Child.
Practice: " Day and night”, “The sea is worried”, “Who is faster?”
"Boys and Girls", "Handkerchief", "Guess whose voice?", "One, two - islands", "Stand straight"
7. SAFETY INSTRUCTIONS:
Theory: Rules of conduct in the classroom. hygiene requirements. Requirements for the form involved. T.B. on roads and public places. Rules of anti-terrorist and fire safety.
8. GROUND EXERCISE:
Theory:
Practice:
Educational - thematic work plan of the second year of study for all age groups:
Total hours | Theory | Practice |
||
Introductory lesson | ||||
ABC of musical movement | ||||
Elements of classical dance | ||||
Elements of folk stage dance | ||||
Repertoire | ||||
Music and dance games. Rehearsals and preparation for concerts. | ||||
Safety | ||||
Parterre exercise | ||||
TOTAL: |
I. INTRODUCTION SESSION:Association tasks. Work plan. Introduction to the repertoire. Introduction to the art of choreography.
2. THE ABC OF MUSICAL MOVEMENT:
Theory: Melody and movement. Pace. Contrasting music. Musical size. The rules and logic of rebuilding from one drawing to another, the logic of rotation - to the right, to the left.
Practice: Musical and spatial exercises. Marching in place, around you, to the right, to the left. Figured marching with rebuilding from column to line and back, from one circle to two. Walking: springy step, on toes, on heels. Dance steps in the form of animals. Claps to the rhythm of the music.
3. ELEMENTS OF CLASSICAL DANCE:
Theory : The specifics of the dance step and running. Training of the joint-muscular apparatus of the child: posture, support, eversion, elasticity and strength of the ankle and hip joints. Positions of arms and legs. Exercise. Bow.
Practice:
Exercise at the machine/ facing the machine /
1. Relevé
2. Demi plie
3. Grand plie
4. Rond de jamb par ter
Exercising in the middle of the hall
1. Leg positions /1, 2, 3.5/
2. Hand positions / preparatory, 1, 2, 3./
3. Spins in place
4. Port de bras
5. Jumps /saute in 1, 6 positions/
4. FOLK STAGE DANCE:
Theory: Plots and themes of folk dances. Features of folk
movements. The characteristic position of the hands in a solo and group round dance. Dance steps, foot positions, jumps.
Practice: Russian dance: Positions of arms and legs. Dance steps:
round dance, fractional, attached, inflows. Picker. Herringbone.
Harmonic. Polka step. Jumps, preparation for the squat /boys/.
Seizures. Winder. Clap your hands. Jumping.
Diagonal:
"balls", "goslings", "frogs", "soldiers", "dance
Step, polka step, jumps.
Dances: Polka, Polka Joke, Hopak, Waltz.
5. REPERTOIRE: (see section 2)
6. MUSIC AND DANCE GAMES-25h
Theory: Games, game rules. The value of games in development, education
child.
Practice: " Day and night”, “The sea is worried”, “Who is faster?” "Boys and Girls", "Handkerchief", "Guess whose voice?
7. SAFETY INSTRUCTIONS:Rules of conduct in the classroom. hygiene requirements. Requirements for the form involved. T.B. on roads and public places. Fire safety rules.
8. GROUND EXERCISE:
Theory: Coordination of movement, eversion of the legs. Development of flexibility.
Practice: A set of exercises for the development of the body.
Educational - thematic work plan of the third year of study for all age groups:
No./n | Total | theory | practice |
|
Introductory lesson | ||||
ABC of musical movement | ||||
Elements of classical dance | ||||
Elements of folk stage dance | ||||
Elements of pop and ballroom dance | ||||
Parterre exercise | ||||
Repertoire. Rehearsals and preparation for concerts. | ||||
Safety | ||||
Total: |
1. INTRODUCTION LESSON:Association tasks. Work plan. Introduction to the repertoire.
2. THE ABC OF MUSICAL MOVEMENT:
Theory: Dynamic shades in music. Features of music - marches.
Practice: Exercises for the development of musicality (classical, folk and historical dance)
3. ELEMENTS OF CLASSICAL DANCE:
Theory: Rules of movement at the machine. Concepts about turns an deor and an dedan. Logic and technique. Epolman shifts (croise and efface). Movements - ligaments (pas de bure). Patterns of coordination of arms, head (por de bra) and body (waist).
Practice:
Exercise at the machine:Demi plie (grand plie), Relevé, body slopes, batman tandu, Ron de jamb par ter, Batman frappe , Grant batman , Releve liang, Pas de bure, Batman Fund.
Exercise in the middle:Positions of the arms and legs, Demi plie, Batman tandyu, Ron de jamb par ter, Port de bra, Tanli
Jumps: Saute, Echape, Shazhman de pied.
4. ELEMENTS OF FOLK STAGE DANCE:
Theory: Basic technical skills. The nature of women's dances. Fractional movements of Russian dance. Open and closed, free leg positions.
Practice:
Machine exercises: Relevé, Demi plie, Ron de jamb par ter, Batman tandyu (Zhete)
in the middle of the room:Russian dance. Hand movements. Round dance step. Fractional step. Academic and variable steps. Kovyryalochka, "Accordion", "Herringbone", stomps, "Rope" (with various compositions), fractions,
diagonal rotation ("twisting").
Ukrainian dance: "moves", "runner", "stuffed cabbage", falling, hand positions.
5. ELEMENTS OF VARIETY DANCE:
Theory: coordination of the movements of the arms, body, legs and head from simple to more complex. Characteristic features of plastics.
Practice: Rhythmic movements - head, arms, body. Jumping to the rhythm of the music. Plastic exercises in the style of Latin American music.
6. GROUND EXERCISE:
Theory: Coordination of movement, eversion of the legs. Development of flexibility.
Practice: A set of exercises for the development of the body.
7. REPERTOIRE, REHEARSALS AND PREPARATION FOR CONCERTS:- (see section 2).
8. SAFETY.
The fourth section - Conditions for the implementation of the program "
Material and technical conditions.
Premises:
The height of the premises for choreography classes should not be less than 3.0 m.
Separately for boys and girls, it is necessary to provide changing rooms, toilets, showers, washrooms with sinks for washing hands with hot and cold water supply to them, at the rate of 1 shower net and 1 sink for 10 people.
Special rooms:
When organizing theoretical classes, rooms are allocated with an area of at least 2 m2 per person;
For dance performances are equipped: a concert hall with a capacity of 300 - 500 seats with an area of 200 - 400 m2;
Two dressing rooms for boys and girls (10 - 18 m 2) in a convenient connection with the stage;
Utility rooms (for storing costumes, scenery, etc.).
Special equipment:
The ballet crossbar in the hall should be installed at a height of 0.9 - 1.1 m from the floor and a distance of 0.3 m from the wall;
One of the walls of the hall is equipped with mirrors to a height of 2.1 m;
The floors in the hall should be plank unpainted or covered with special linoleum;
Furniture:
Banquets or chairs.
Organizational conditions:
Classes for children in institutions of additional education can be held on any day of the week, including Sundays and holidays;
An institution of additional education for children should be equipped with first aid kits for first aid;
Classes with a group of children. Groups can be of the same age or of different ages;
The schedule of classes is drawn up taking into account the fact that they are an additional burden to the compulsory educational work of children and adolescents in general educational institutions;
When enrolling in an association, each child must submit a certificate from a doctor on the state of health with a conclusion on the possibility of participating in choreography groups;
It is not recommended for a child to attend classes in more than 2 associations (sections, studios, etc.). The frequency of attending classes is recommended no more than twice a week;
Between classes in a general education institution (regardless of education) and a visit to an institution of additional education for children, there must be a break for rest of at least an hour;
The beginning of classes in institutions of additional education should be no earlier than 8.00, and their end - no later than 20.00;
Classes for children in institutions of additional education can be held on any day of the week, including Sundays and holidays;
The duration of classes for children in institutions of additional education on school days, as a rule, should not exceed 1.5 hours on weekends and vacation days - 3 hours. After 30 - 45 min. classes, you must arrange a break lasting at least 10 minutes. for rest of children and airing of rooms;
Choreography classes should be carried out only in special clothes and shoes on serviceable equipment.
Methodical conditions:
TO concert costumes;
Tape recorder, cassettes, musical instruments. Methodical cards, posters. , DVD discs, USB media, discs with records;
Methodical literature:Baryshnikova T. "ABC of choreography", Rolf, Moscow, 1999, Volanova A., "Fundamentals of classical dance", Art, 1948, Ovechkina M. "Children are dancing", Krasnodar, 1995, Katrek N. "I want to dance";
- piano.
Personnel conditions:
- accompanist.
External conditions:
- interaction with educational and cultural institutions;
- participation in competitions, festivals, excursions, various events;
- commercial activity is possible;
- financingbudget.
Fifth section - "Forecasted results».
First year of study for all age groups.
FORMS AND TYPES OF CONTROL:
№ | Types of jobs | Forms and types of control |
1. | Introductory lesson | Interview |
2. | ABC of musical movement |
|
3. | Elements of classical dance |
|
4. | Elements of folk stage dance |
|
5. | Repertoire |
|
6. |
|
|
7. | Safety |
|
- by the end of the school year, the student should know the following movements: side step with a tread, picker, herringbone, accordion;
- perform 1 folk stage dance;
- know the position of arms and legs in classical dance;
- know the rules of setting the body in the dance.
- be able to depict the habits of a cat, a fox, a hare, a bear in a dance step;
Second year of study for all age groups.
FORMS AND TYPES OF CONTROL:
№ | Types of jobs | Forms and types of control |
1. | Introductory lesson | Interview |
2. | ABC of musical movement | Current control at each lesson, work in the form of a survey, in the form of a game |
3. | Elements of classical dance | Current control at each lesson, final lesson at the end of each quarter |
4. | Elements of folk stage dance | Control classes, final lesson at the end of each quarter |
5. | Repertoire | Final control at the end of each quarter in the form of games, concerts |
6. | Music and dance games | Current control at each lesson in the form of games |
7. | Safety | Conversation, work on cards. Twice a month. |
REQUIREMENTS BY THE END OF THE SCHOOL YEAR:
- by the end of the school year, the student should know the following movements: a side step with a stomp, a pick, a herringbone, an accordion, a folk stage dance;
- know the ABC of musical movement;
- know the positions of arms and legs in classical dance. Know the rules for setting the body, legs at the machine;
- be able to bow correctly;
- be able to start the movement in time and finish it with the end of the musical movement;
- be able to depict the habits of a cat, fox, hare, bear, etc. in a dance step;
- at the end of the year, children should know and perform "Polka", a round dance, built on the simplest elements of folk stage dance.
Third year of study for all age groups.
FORMS AND TYPES OF CONTROL:
№ | Types of jobs | Forms and types of control |
1. | Introductory lesson | Interview |
2. | ABC of musical movement | Current control at each lesson, work in the form of a survey, in the form of a game |
3. | Elements of classical dance | Current control at each lesson, final lesson at the end of each quarter |
4. | Elements of folk stage dance | Control classes, final lesson at the end of each quarter |
5. | Elements of pop dance | Final control at the end of each quarter in the form of games, concerts |
6. | Parterre exercise | Current control at each lesson in the form of games |
7. | Repertoire | Conversation, work on cards. Twice a month. |
8. | Safety | Interview |
REQUIREMENTS BY THE END OF THE SCHOOL YEAR:
- students should know the movements: side step, step with a tread, picker,winder;
-know the positions of arms and legs in classical dance;
-know the difference between circular motions and direct ones using an example: tandu batman and ron de jamb par ter;
- know the rules for setting the body at the machine;
- students should be able to perform: exercise at the machine / minimum elements /; por de bras;
- be able to perform a march, clapping to the rhythm of the music. escort;
- in a folk dance, be able to perform a combination built on a picker, herringbone, side step, accordion;
- be able to perform the correct jump on the VI position of the legs;
- be able to perform "Polka", round dance, pop dance on the simplest elements.
The sixth section is “List of references and methodological applications”.
List of literature used by the teacher:
1. Baryshnikova T. "ABC of musical movement", Rolf Moscow, 1999
2. Bazarova N. "ABC of classical dance" Moscow, 1964
4. Blazis K. "The Art of Dance" Moscow, 1934
5. Vaganova A. "Fundamentals of classical dance" Leningrad, 1934
6. Klimov A. "Fundamentals of Russian dance" Moscow, 1994
7. Katrek N. "I want to dance" Moscow, 1998
8. Methodological guide for choreography
9. Root Z. "Dancing in kindergarten" Moscow, 2004.
10 . A. Korgin "A practical guide for a teacher of additional education" - Moscow, School Press, 2006,2007.
11. "Approximate requirements for programs of additional education for children" - an appendix to the letter of the Department of Youth Policy, Education, and Social Support for Children of the Ministry of Education and Science of Russia - dated 11.12.2006 No. 06-1844.
1. Baryshnikova T. "The ABC of musical movement", Rolf. Moscow, 1999
2. Katrek N. "I want to dance" Moscow, 1998
3. Bobrova G. "The Art of Grace", Leningrad, 1986
4. Methodological guide: cards, posters.
Seventh section - List of methodological applications to the educational program.
- the system of mastering the educational program by children;
- tests and other forms of knowledge testing;
- calendar plans for educational work;
- a list of didactic materials and teaching aids;
- description of methods;
- method of organizing an introductory lesson;
- methodology of practical training;
- reports.
The eighth section - "The list of regulatory documents used in the organization of educational activities and during the implementation of the educational program":
- Convention on the Rights of the Child (1989);
- The Constitution of the Russian Federation (December 12, 1993);
- Law of the Russian Federation "On Education" (2012);
- Law of the Russian Federation “On Basic Guarantees of the Rights of the Child in the Russian Federation” (1998);
- The concept of art education in the Russian Federation (2004);
-Standard regulation on educational institution of additional education of children (1995);
- Sanitary and epidemic requirements for institutions of additional education for children. Sanitary and epidemic rules and norms. SanPiN 2.4.4.1251-03 (June 20, 2003 No. 27 D);
- Draft federal law "On Education"(December 1, 2010);
- The charter of the GBOU of Moscow, the Presnensky Park;
- normative legal documentation on the organization of the educational process;
- plans and programs of the educational institution;
- local acts of the educational institution;
- regulation on children's association;
- the rights and obligations of pupils;
- agreement with parents (legal representatives);
- personal sheet of the student;
- student's personal file;
- educational and educational plan for the current academic year;
- system of attestation of students of the institution;
- methodical appendices to this program;
- plan of work with parents;
- Timetable of classes;
- promotion of the association's activities.