Thematic plan for choreography. Additional general education program in choreography. Educational events

Svetlana Bekmamatova
Long-term plan of the choreographic studio "Antre" for 2012–2013 academic year

Municipal budgetary preschool educational institution No. 190

"General education kindergarten"

Long-term plan

choreographic studio "Antre"

for the 2012 – 2013 academic year

Compiled by: Bekmamatova S. A.

Choreographic studio "Antre"

The purpose of the choreographic studio:

Education and development of a child’s personality through choreography.

Tasks of the choreographic studio:

To form a culture of healthy lifestyle in children.

Develop and improve the physical and creative abilities of children.

Teach the basic elements of plastic gymnastics.

To introduce the basics of classical, folk, and modern dance.

To cultivate such qualities of a child’s personality as hard work, endurance, patience, mutual respect, mutual assistance, etc. etc.

By the end of the year, children:

1. Improve your health.

2. The flexibility of joints will increase, the elasticity of muscles and ligaments will improve, and muscle strength will increase.

3. Knowledge, skills and abilities will be formed in the field of classical, folk, and modern dance.

4. Creative abilities, sense of rhythm, flexibility and body plasticity will develop. Creative imagination, spatial thinking, correct posture, strong-willed qualities, beautiful gait, etc.

5. Children will join the common culture. They will acquire such qualities as: willpower, independence, aspirations, discipline, accuracy.

Class model

The introductory part is a rhythmic warm-up.

Rhythmic exercises.

Exercises to develop individual muscle groups and mobile joints.

Exercises to develop coordination of movements.

Rhythm exercises.

Breathing exercises.

Ground gymnastics.

The main part is preparatory dance movements

Learning the basic positions of the arms and legs.

Basics of classical, folk dance.

Combinations on characteristic movements.

Dance elements, sketches.

Sketch work.

Staging a story or mass dance.

Final part.

Games with the introduction of dance movements.

Improvisation on a given topic

Long-term plan

Choreographic studio "Antre"

September

1 Week Introductory lesson.

Safety precautions. Introduce children to the history of dance, its main styles and genres, talk about forms, rules of behavior in classes. Develop an interest in the art of dance. Instill love and respect for dance.

2 week Rhythmic game "Shepherd"

Game "Find Your Place". Formation of musical and rhythmic coordination of movement. Develop attention, sense of rhythm, memory.

Skvorushka Skvorushka

Foster a common culture.

3 week“Kangaroo period. RU"

Foster a common musical culture

Cultivate discipline

accuracy.

4 week Gymnastic poses. To develop skills and abilities in the field of ground gymnastics. Increase joint flexibility, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate willpower and independence.

Game “Fox”, “Mousetrap” Learn to improvise on a given topic.

October

1 Week Classical dance on the ground Introduce children to the basics of classical dance. develop leg strength, leg tension, agility hip joint. Foster a love of classical dance

Dance warm-up in the middle of the hall (a set of exercises for the development of muscle groups and moving joints) Increase the flexibility of joints, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate discipline and strong-willed qualities of the child.

2 week"Locomotive"

(Rearrangement around the hall in a fractional path) Learn to navigate in space. Develop spatial thinking and attention. Cultivate discipline and accuracy.

Sketch "Birch"

Strengthen acquired spatial orientation skills. develop expressiveness, ear for music, memory, attention.

3 week Dance performance

“Naughty Girls” To develop dance knowledge and skills in students. Develop a sense of rhythm, expressiveness, plasticity, grace. Cultivate an interest in the art of dance.

Complex breathing exercises. Learn to breathe correctly while moving.

develop a sustainable interest in classes.

Cultivate discipline

accuracy.

4 week Gymnastic exercises. To develop skills and abilities in the field of ground gymnastics. Increase joint flexibility, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate willpower and independence.

Game "Planes and Butterflies". Be able to navigate space, be evenly placed around the site, without colliding with each other. Move at different paces. Attention training.

November

1 Week

Rhythmic warm-up

“Islands” Form musical and rhythmic coordination of movements. develop an ear for music, memory, attention, sense of rhythm.

2 week sketch "Drums"

(Rhythm exercises) Learn to distinguish between strong and weak beats of a beat, recognize and convey rhythm (Fast - slow, sharp - smooth).

Develop a sense of rhythm, attention, memory.

Foster a common musical culture.

“Legs, legs walked along the path”

(Various types of steps, dance run)

To develop dance knowledge and skills in students. Develop balance, expressiveness, grace. Cultivate an interest in the art of dance.

3 week Dance performance

“Ringing bells” Teach children to work with an object (bells) Develop a sense of rhythm, expressiveness, plasticity, grace. Cultivate discipline

accuracy.

(Jumping exercises) Continue to introduce children to the elements of the classical dance Allegro (jumping). Develop physical characteristics, strength, tightness of the foot, sense of balance.

4 week

Game "Hypnotist". Learning to completely relax the muscles of the whole body.

Develop imagination, creativity, mobility.

December

1 Week Classical dance on the ground Introduce children to the basics of classical dance. develop leg strength, foot tension, body positioning, and hip joint flexion. Foster a love of classical dance

Rhythmic warm-up

“In a circle” Increase joint flexibility, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate discipline and strong-willed qualities of the child.

2 week sketch "Mill"

(Movement coordination exercises) Learn to combine several movements to obtain a combination. Develop attention coordination.

Foster a common culture

"Statues"

(position of the body, arms, legs)

Continue to introduce children to the basics of classical dance.

Develop joint flexibility, muscle elasticity, balance. Cultivate an interest in classical dance.

3 week Dance performance

“Inspiration” Teach children to work with an object (canvas) Develop a sense of rhythm, expressiveness, plasticity, grace. Cultivate discipline

accuracy.

"Needle with thread"

4 week Gymnastic poses. To develop skills and abilities in the field of ground gymnastics. Increase joint flexibility, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate willpower, independence, and desire.

Game "Baba Yaga". Learn to improvise on a given topic.

Develop imagination, creativity, mobility.

January

1 Week Exercise in the middle of the hall To develop skills and abilities in the field of classical dance (leg positions). Develop correct positioning legs, varus foot. Foster a love of classical dance.

Dance warm-up in the middle of the hall (a set of exercises for the development of muscle groups and moving joints) Increase the flexibility of joints, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate discipline and strong-willed qualities of the child.

2 week

Tempo dynamic exercises

Learn to distinguish between strong and weak beats, recognize and convey rhythm. Develop a sense of rhythm, attention, memory.

Foster a common musical culture

3 week Dance performance

“Matryoshka” Teach children to work with an object (canvas) Develop a sense of rhythm, expressiveness, plasticity, grace. Cultivate discipline

accuracy.

4 week

Game "Pinocchio and Pierrot". Develop the ability to properly tense and relax muscles.

Develop imagination, creativity, mobility.

February

1 Week Exercise in the middle of the hall To develop skills and abilities in the field of classical dance (Staging the body). Develop correct body posture and balance. Cultivate a sustainable interest in classes.

Rhythmic warm-up

“Merry Carousel” Form musical and rhythmic coordination of movements. develop an ear for music, memory, attention, sense of rhythm. Foster a common musical culture.

2 week Exercises to tense and relax the muscles of the whole body. Strengthen children's physical health. Develop motor functions with the help physical exercise. Develop discipline and strong-willed qualities of the child

Sketch "Dunno"

(Movement coordination exercises) Learn to combine several movements to obtain a combination. Develop attention coordination.

Foster a common culture.

3 week Dance performance

“Hussars” Teach children to work with an object (canvas) Develop a sense of rhythm, expressiveness, plasticity, grace. Cultivate discipline

accuracy.

Improvisation game on a given topic “Creating characters” (work on facial expressions) Learn to improvise on a given topic.

Develop imagination, creativity, mobility. Cultivate a sustainable interest in classes.

4 week Gymnastic poses. To develop skills and abilities in the field of ground gymnastics. Increase joint flexibility, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate willpower, independence, and desire.

Game "Tulip". Learning to completely relax the muscles of the whole body. Develop imagination, creativity, mobility.

March

1 Week Exercise in the middle of the hall To develop skills and abilities in the field of classical dance (Hand positions). Develop correct hand positions. Cultivate a sustainable interest in classes.

Dance warm-up in the middle of the hall (a set of exercises for the development of muscle groups and moving joints) Increase the flexibility of joints, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate discipline and strong-willed qualities of the child.

2 week Isolation of individual parts of the body To form children's understanding of modern dance. Develop motor functions through physical exercise. To instill discipline and strong-willed qualities in a child.

Sketch "Bells"

(Rhythm exercises) Learn to distinguish between strong and weak beats of a beat, recognize and convey rhythm (Fast - slow, sharp - smooth).

Develop a sense of rhythm, attention, memory.

Foster a common musical culture.

3 week Dance performance

“Drops” Teach children to work with an object (canvas) Develop a sense of rhythm, expressiveness, plasticity, grace. Cultivate discipline

accuracy.

Breathing exercises complex Learn to breathe correctly during movements. Develop a sustainable interest in classes. Cultivate discipline and accuracy.

4 week Gymnastic poses. To develop skills and abilities in the field of ground gymnastics. Increase joint flexibility, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate willpower, independence, and desire.

Game "Barbell". Alternate tension and relaxation of muscles shoulder girdle and hands

Develop imagination, creativity, mobility.

April

1 Week Exercise in the middle of the hall To develop skills and abilities in the field of classical dance (Demi plie, batman tandu). Develop correct posture of the body and positions of the arms and legs. Cultivate a sustainable interest in classes.

Exercises for the spine To form children's understanding of modern dance. Develop motor functions through physical exercise. To instill discipline and strong-willed qualities in a child.

2 week Levels

(Exercises for coordination of movements) Learn to combine several movements to obtain a combination. Develop attention coordination.

Foster a common culture.

"Wattle"

(Musical-spatial exercises) Learn to navigate in space. Develop spatial thinking and attention. Cultivate discipline and accuracy.

3 week Dance performance

“Salute” Teach children to work with an object (canvas) Develop a sense of rhythm, expressiveness, plasticity, grace. Cultivate discipline

accuracy.

To form children's understanding of modern dance. Develop motor functions through physical exercise. To instill discipline and strong-willed qualities in a child.

4 week Gymnastic exercises. To develop skills and abilities in the field of ground gymnastics. Increase joint flexibility, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate willpower, independence, and desire.

Develop imagination, creativity, mobility.

May

1 Week Fundamentals of classical dance Continue teaching children elements of classical dance in more fast pace, give Special attention clean execution of movements. develop the correct positioning of the body, arms, legs, and sense of rhythm.

Dance warm-up in the middle of the hall (a set of exercises for the development of muscle groups and moving joints) Increase the flexibility of joints, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate discipline and strong-willed qualities of the child.

2 week"Naughty"

Rhythmic warm-up To form musical and rhythmic coordination of movements. develop an ear for music, memory, attention, sense of rhythm. Foster a common musical culture.

"Smooth Handles"

Teach children to perform various types of exercises smoothly and beautifully with their arms and hands. Develop plasticity and grace. Cultivate discipline and accuracy.

3 week Gymnastic poses. To develop skills and abilities in the field of ground gymnastics. Increase joint flexibility, improve the elasticity of muscles and ligaments, increase muscle strength. Cultivate willpower, independence, and desire.

Game "Lazy People Competition". Learning to completely relax the muscles of the whole body.

Develop imagination, creativity, mobility.

4 week Repeat all staged dances Raise the level of dancing skills. Develop creative abilities, acting, danceability. Cultivate a love for the art of dance.

Final concert “Dance drops” Creating a festive, good, cheerful mood.

Agreed: Approved:

Deputy Director for Water Resources Director of the Blagodatnovskaya Secondary School

G.V. Lyga ________Oh. N. Podlesnaya

Z"_____"__________20_ "_____"__________20_

Choreography club

Program for a general education institution

From 1st to 9th grades

Group leader:

Zhurbenko Yu.V.

Choreographic art, as a means of educating the individual, has enormous power. Dance classes introduce a child to the world of beauty and develop artistic taste. Communication with dance teaches children to listen, perceive, and appreciate music, develops a love for music, and prepares them for future sensitive listeners and music connoisseurs.

Choreography classes develop children physically, strengthen their health: they properly develop the musculoskeletal system, help get rid of physical deficiencies, correct postural disorders as much as possible, and form beautiful figure.

In dance, the child’s cheerfulness and activity are expressed, his creative imagination and creative abilities develop: the child learns to create a plastic image himself.

Collective performances in front of the audience are the main educational means: experiencing success brings him moral satisfaction, conditions are created for the self-realization of creative potential, and feelings of responsibility, friendship, and camaraderie are fostered.

Dance classes relieve tension well, activate attention, enhance the emotional reaction and generally increase the child’s work and vitality.

According to time and age characteristics, the educational program is structured in stages that are interconnected: the next stage is a development and improvement of the previous one. Each step educational program has a goal, solves certain problems and assumes the end result.

The course “Choreography” is taught from 1st to 9th grade of the school. Purpose of the program

Introducing students to the richness of the art of dance, teaching the culture of performance and dance ethics.

Program objectives

Socio-cultural tasks:

Teach children to communicate with each other, the ability to work in a team, encourage their desire for creativity, and encourage students to perform at intra-school events and holidays.

Psychophysical tasks:

Development of a sense of rhythm, hearing and coordination in children. Formation in children of the simplest skills of performing dance elements. Students must be able to match music and movement so that one matches the other.

Intellectual tasks:

Acquiring basic knowledge of the theory of choreography (names of individual elements and exercises, etc.), as well as the history of the origin and traditions of performing the dances being studied.

Aesthetic objectives:

Assisting students in acquiring skills in cultural and aesthetic dance performance. Contents of the course “Choreography”

Theory:

Acquiring knowledge of the basics of choreography: positions of arms, legs, dance steps, etc.

Ability to distinguish between dance steps and individual dance elements.

Distinguish between dances by the nature of their performance and the time of their appearance.

Execution:

dance warm-up, dance gymnastics;

dance elements one at a time, in pairs, in a circle, along lines, in a pair, double circle, according to the dance pattern;

the simplest elements of classical, folk, historical and everyday dance, dance designs and compositions;

simple historical and everyday dances (“Polonaise”), simple polka, Lithuanian folk dance: “Malunelis”, “Pasyutpolke”, “Kubilas”, Russian folk dance: “At the Gate”, “Vesnyanka”, “Kalinka”;

round dance elements and patterns (circle, figure eight, line, diagonal);

Creative tasks:

Developing in children artistry and observation, accuracy and literacy in performance, the ability to express their emotions, thoughts in the language of dance, the ability to imitate, reproduce the character of someone or something in dance movements.

Final skills and abilities of 1st grade students:

Know the positions of your arms and legs.

Perform simple historical and everyday dances, a simple polka, round dance elements and drawings (circle).

Perform dance elements one at a time, in pairs, in a circle;

Final skills and abilities of students in grades 2-3:

Be able to observe and evaluate video materials.

Do dance warm-ups and gymnastics.

Know the names of dance steps and individual dance elements.

Perform dances: round dance, polka, elements of Russian and Lithuanian folk dance.

Perform dance elements one at a time, in pairs, in a circle, along lines, in pairs, in double circles.

Be able to observe, evaluate, discuss video materials.

Do dance gymnastics.

Be able to perform and conduct dance warm-ups independently;

Perform dances: polka, round dance (for example: “And we sowed millet”, “Boyars, and we came to you”), historical and everyday dance (for example, “Simple branle”), elements of folk dances.

Be able to observe, evaluate, discuss and defend your point of view about the video materials you have watched.

Perform and conduct dance warm-ups and gymnastics independently.

Perform historical and everyday dances (for example, “Farandola” or “Rigodon”), fast “Polka”, elements of folk dances, simple elements of waltz.

Perform dance elements one at a time, in pairs, according to the dance pattern.

Literature

Developmental and educational psychology. /ed. Petrovsky. - M.: Pedagogy.

Zakharov R. Dance works. - M.: Art, 1989.

Zatsepina K. Folk stage dance - M.: Art.

Music and movement. - M.: Education, 1984.

Tkachenko T. Folk dance. - Part II. M.: Art, 1975.

S. Kazlauskas, We dance and play, University of Siauliai, 1997.

A. Vakarinene. The brothers danced the dance, Lithuanian Folk Culture Center. 2001.

J.Lingis, Z.Slaviunas, V. Jakelaitis Lithuanian folk dances, Vilnius, 1955 Kuindzhi N.N. Valeology: ways to shape the health of schoolchildren. Toolkit. M.: “Aspect Press”, 2001.

9. Ozerov V.P. Human psychomotor abilities. Dubna, Phoenix+, 2002.

Choreography 1st grade

34 hours (1 hour per week).

CALENDAR AND THEMATIC PLANNING

Choreography grades 2-3

68 hours (2 hours per week).

CALENDAR AND THEMATIC PLANNING

Choreography grades 4-6

34 hours (1 hour per week).

CALENDAR AND THEMATIC PLANNING

Choreography grades 8-9

34 hours (1 hour per week).

Good afternoon, dear colleagues! This program is designed for children aged 5 to 7 years. Taking into account the age of the children, I offer classes such as: collective exercises, musical games, dance movements and games, exercises for the development of musical rhythmic skills, dance elements and compositions. And, of course, dancing: pop dancing, folk dancing, ballroom dancing, as people living in the northern region, I included northern and Yakut folk dances in the program. Work under this program develops in preschoolers dance technique skills that exceed the basic educational program, as well as moral and volitional personality traits: persistence in achieving results, endurance, the ability to control one’s achievements, and act in a team. The program ensures the strengthening of the physical, mental and psychological health of children.

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Municipal budgetary preschool educational institution

“Child Development Center – Kindergarten No. 86 “Bell””

urban district "city of Yakutsk"

Working programm teaching children preschool age the art of choreography: "Talent-"

(For children of senior preschool age)

Yakutsk

Explanatory note

The spiritual life of a child is complete only when he lives in the world of play, fairy tales, music, fantasy, and creativity.

Without this, he is a dried flower.

V. Sukhomlinsky

Preschool childhood is a period of rapid development of imagination, fantasy, and the most important qualities of a creative personality. At the age of 5 - 7 years, the need for children to express themselves in creativity is enormous. It is very important at the preschool stage of personality development to determine the ability and talent of children, to create conditions for self-expression, to give them unlimited opportunities to express themselves in all types of musical creativity.

In preschool age, children's special abilities, especially artistic ones, actively develop. Preschool childhood creates favorable conditions for their formation. The preschooler is included in all diversity artistic types activities. He sings and dances. This creates an opportunity for the manifestation of special abilities, including musical ones. The highest manifestation of ability is TALENT. The opportunity to express your feelings in dance, listening carefully to music, greatly contributes to the emotional, spiritual, and physical development of a preschooler. The combination of spiritual and physical is necessary for the development of a child’s personality.

While working and observing children in preschool educational institutions, it turned out that the children’s motor skills are not sufficiently developed, the children are withdrawn, and their physical activity is weak. Therefore, there is an urgent need to develop an additional program that will help in working with children to develop dance and creative abilities.

This program will help develop preschoolers' dance technique skills, as well as moral and volitional personality traits: persistence in achieving results, endurance, the ability to control their movements, and act in a team. The program ensures the strengthening of the physical, mental and psychological health of children.

The program was developed on the basis of our own practical work with preschool children of different musical and physical abilities, taking into account the children’s interests, their cognitive activity and creative capabilities, based on the work of Marina Viktorovna Oprishko “Talent is the eighth wonder of the world”

When developing the program, the following author's programs were studied and developed: “Rhythmic mosaic” by A. I. Burenina, “ Wonderful world dance" by O. N. Kalinina, "Learning to dance" by D. Hall, "Music, movement, rhythm" by N. L. Fomicheva, "From gesture to dance" by E. V. Gorshkova, musical rhythm "Top-clap" by E. Zhelezneva, “Dance Mosaic” by E. Martynenko, “Talent – ​​the Eighth Wonder of the World” by M. Oprishko.

The practical basis of the program was developed during many years of work with preschool children in kindergarten.

This additional program meets the requirements:

Law of the Russian Federation of December 29, 2012 No. 273-FZ “On education in Russian Federation»;

Model regulations on educational institutions for additional education of children;

Convention on the Rights of the Child;

Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations.

Purpose of this program– identification, disclosure and development of special (artistic) abilities of each pupil, development of the preschooler’s personality.

Tasks:

Are common: - Creating conditions for the development of children's abilities.

Development of intellectual, physical, spiritual, creative potential of pupils.

Identification and development of especially gifted children.

Organization of full-fledged cultural and leisure activities.

Instilling healthy lifestyle skills.

Private: - Formation of choreographic technique skills, the foundations of movement culture

Increased emotional mood

Formation of moral and volitional qualities of the individual:

persistence in achieving results, endurance, endurance, ability to control one’s movements, act in a team

Increasing persistent interest and need for classes

choreography

Formation beautiful posture, correct gait

Improving the sense of rhythm and musicality

Cultivating aesthetic taste, love of art, culture

behavior during classes, cultural, leisure and concert activities.

Program structure:

The main form of work is:

Direct educational activities according to the schedule: senior group, preparatory group. 25 minutes. 30 minutes.

For the successful implementation of the program, it is assumed: conversations about music, dance of various contents, listening to dance music, excursions, attending concerts, watching videos of children's parties and concerts, looking at illustrations and photo albums.

The program lasts 2 years. The program is variable and comprehensive, i.e., if the need arises, adjustments to the content, GCD forms and time for completing the material are allowed.

Implementation stages:

Stage 1: Initial training in new musical and rhythmic movements.

Consolidation of material, mastering and practicing techniques for performing new dance movements.

Target: creating a general idea of ​​the new movement in connection with music. Performing movements in accordance with the means of musical expression.

The first year of education for 4-5 years old (senior preschool age) - during which they accumulate a volume of musical and figurative impressions and a stock of dance movements, a period of improving creative abilities, staging and learning dances, as well as Yakut national dances, children’s performances at holidays in kindergarten.

Stage 2: Emotional and expressive performance of dances, dance miniatures, independent creation of group projects. Creative self-realization.

Target: improvement and independent performance of movements in conjunction with music.

The third year of study for children 6-7 years old, where children are able to demonstrate the appropriate skills in creating and independently performing dances, using simple movements, including those related to various folk dance cultures, the cultures of the Sakha people. Confident performance of children in festive events of kindergarten and in city, regional and republican competitions and festivals.

Methodological support:

1. Types and forms of direct educational activities:

GCD.

Educational and leisure activities: didactic games and entertainment.

Control and diagnostic: conversations, discussions.

Non-traditional forms: homework.

2. Methods and techniques of teaching

Principles:

Availability, individualization, systematicity, consistency;

Techniques:

Taking into account the age characteristics of the child. Development of motor skills. Improving children's abilities, arousing interest in dances of various contents. Free him from shyness. Systematicity in the acquisition of knowledge and skills accustoms children to methodical and regular work.

Principles:

Gradually increasing requirements;

Techniques:

Performing more difficult new tasks, increasing the volume and intensity of loads. From simple to complex by topic.

Principles:

Consciousness and activity;

Techniques:

Education based on children's conscious and interested attitude to their actions.

Principles:

Emotional passion and interest.

Techniques:

The child’s interaction with the environment in which he lives.

I - Methods: II - Techniques:

I.1 - Illustrative clarity, verbal, display;

II.1 - Learning a new movement with precise demonstration. Dance culture, accompanied by reproductions, book illustrations, photographs and videos. Verbal explanation of movements and music.

I.2 - Musical accompaniment as a methodological technique

II.2 - Designed for the ability to coordinate movements with music.

I.3 - Improvised method.

II.3 - The ability to improvise through free, spontaneous movement, as the music dictates.

I.4 - Game method

II.4 - Selection of a game that meets the objectives and content of the GCD.

I.5 - Concentric

II.5 - Return to the learned material with new complicated elements.

3. Didactic material

Technical means, music center with a set of CDs. A music library with recordings of modern and classical music, videos, musical noise instruments, attributes, demonstration materials.

Working with parents involves:

Conducting parent meetings;

Questionnaire;

Information stands;

Showing fairy tales using dances, dance miniatures and musical compositions;

Joint celebrations and entertainment;

Open days.

Preliminary results

Senior group

Line up in a column one at a time, find your place in the ranks and enter the hall in an orderly manner, to the music;

Greet the teacher;

Take the correct starting position (stand straight, don’t lower your head, don’t slouch, without unnecessary tension in your knees and shoulders);

To stand in a line, in a column;

Walk with a free natural step, move around the hall in different directions, without interfering with each other;

Perform the skills of basic walking movements: “solemn”, “calm”, “mysterious”;

Walk and run in a circle maintaining the correct distances, without narrowing the circle or leaving its lines;

Orient yourself in the direction of movements forward, backward, right, left, in a circle, in their circle.

Exercise the ability to independently distinguish tempo changes in music and respond to them with movement;

Convey a more complex rhythmic pattern in clapping than at the beginning of the year;

Convey in movements the change of parts of a musical work, the alternation of musical phrases;

Start movements independently after entry;

Change movements with changing parts, musical phrases;

Creatively use familiar movements in free dances, improvisations, games;

Move in pairs in a circle, maintaining the distance between pairs;

Run on half toes;

Listen carefully to the dance melody, feel its character, express your feelings in words, drawings, movement;

Recognize dance movements by melody;

Perform movements that correspond to the nature of the music, independently changing them in accordance with the two-part form of the musical work;

Perform dance movements: straight gallop, spring, jumps, movement in pairs in a circle, circling alone and in pairs, boys - squats, clappers;

Place your foot on your toe and heel, clap your hands rhythmically, perform the skills of moving from a circle in a scattered manner and back, jumping;

Perform simple dance elements of Yakut, pop-game and folk dance.

Perform movements with objects (with dolls, toys, ribbons, scarves, flowers);

Stage round dances;

Greet the teacher and each other (“Bow – greeting”).

Preparatory group

1. Collective-ordinal skills and abilities:

Take the correct starting position in accordance with the content and characteristics of the music and movement;

Form in an organized manner (quickly, accurately), maintain the correct distances in a column in pairs;

Independently determine the desired direction of movement according to the teacher’s verbal instructions, sound and musical signals;

Observe the tempo of movements, paying attention to the music;

Walk along the walls with clear turns in the corners of the hall;

Form in a column of two;

Change from a column in pairs to a column “one at a time”;

Form in a circle from a line and in a loose formation.

2. Musical and rhythmic skills and abilities:

Feel the change of parts of a musical work in a two-part form with contrasting structures;

Mark the strong beat of the beat in the movement;

React by changing movements to a change in the nature of the music;

Independently speed up and slow down the pace of various movements;

Independently mark meter, rhythmic pattern, accent in movement;

React to tempo and dynamic changes in music.

3. Skills and abilities of expressive movement:

It is easy, natural and relaxed to perform the polka step, alternating step, high step, springing step, side gallop, jumping from one foot to another, light hops, alternating stomps, jumps with throwing the leg forward and all dance movements;

Rhythmically, easily and naturally act with balls, lights and other objects to the music;

Move rhythmically in accordance with the different character and dynamics of the music;

Independently change movements in accordance with the three-part form of a piece of music and musical phrases;

Perform dance movements: alternately throwing the legs forward in a jump, half-squatting with the foot on the heel, stepping on the entire foot in place, moving forward and circling;

Expressively convey game images in the staging of songs;

Independently stage the content of songs and round dances, act without imitating each other;

Independently look for ways to convey a musical image in motion;

Freely and clearly perform elements of Russian dance, folk, ballroom, pop dance, as well as Yakut dance.

Sample lesson plan

List of children of the choreographic circle

"Caramels"

Senior group "Cockerel":

1. Afanasyeva Elina
2. Maksimov Andrey
3. Zarukina Alina
4. Egorov Maxim
5. Andreeva Angelina
6. Konstantinova Polina
7. Laptev Timur
8. Pakhomova Oksana
9. Trokhov Andrey
10. Karius Edward

Senior group "Mayachok":

1. Adamov Arsen
2. Gromova Inessa
3. Eremeeva Anzhelika
4. Megyn Ayaal
5. Shakhurdin Artem
6. Zabolotskaya Aygyyn

Senior group "Kuncheen":

1. Grigorieva Ira
2. Archakhov Aisen
3. Petukhova Kira
4. Prokopyev Gavril
5. Anisimov Alexander
6. Popov Dyulustan
7. Pestereva Aelita
8. Muksunova Chameliine
9. Pavlov Leonid
10. Sedelnikova Amilia
11. Andreeva Elizaveta

Senior speech therapy group “Little Red Riding Hood”:

1. Frolova Polina
2. Dmitrieva Valentina
3. Levereva Daria Andreevna

Preparatory group “Thumbelina”:

1. Khudyakova Margarita
2. Lukina Marina
3. Petrova Valeria
4. Vlasova Kristina
5. Kharlampieva Angelina
6. Volchenkova Diana
7. Fedorova Isabella
8. Krivoshapkina Violetta
9. Ivanova Maya
10. Poiseeva Aida
11. Bazilenko Diana
12. Severyanov German
13. Vaganov Mark
14. Basyev Amgayan

Preparatory group “Zvezdochka” - 6 years:

1. Ivanov Alexey
2. Andreev Mark
3. Platonov Milana
4. Kuklina Elizaveta
5. Kovich Vladlena
6. Posheva Aminat

Preparatory group "Kustuk" - 6 years:

1. Vasilyeva Kira
2. Danilova Sayana
3. Neustroeva Naryyaana
4. Kazakova Kira
5. Petrova Aiyina
6. Kirov Sardaana
7. Maksimova Nadezhda
8. Ammosova Angelina

Preparatory group “Golden Key” - 6 years:

1. Sivtseva Alina
2. Sidorova Sayana
3. Gogoleva Victoria

Preparatory speech therapy group "Fidgets" - 6 years:

1. Rozhin Alexey
2. Kichatov Alexander
3. Rumyantsev Vladislav
4. Baisheva Aurika
5. Sebeleva Tatyana
6. Popov Sergey
7. Potakueva Kristina
8. Samsonova Sanina

Schedule

Choreographic circle "Caramel" for the 2013-14 school year. year

List of used literature

1. Kulpevich S.V.. Ivanchenko V.N.. Pedagogy of new times “Additional education of preschool children” Methodological service. Publishing house "Teacher" - 2005;

1. Konorova F.V. Choreographic work with preschoolers - Leningrad, Education, 1999;

1. Konorova F.V. Choreographic work with preschoolers - L., 1994;

1. Tkachenko T.S.. Children's dance– M., 1990;

1. A. G. Lukina. Sakha dances. Yakutsk “Bichik” - 1995;

1. M. N. Rumtseva. Utskuulee o5o saas. Djokuuskai – 1997;

1. Leonid Bron and Tatyana Anisimova. Somo-teacher oriental dances. Belly dance. Rostov-on-Don “Phoenix” 2005:

Long-term plan for the senior group

72 hours (2 hours per week)

Thematic plan for the senior group

72 hours (2 hours per week)

The preparatory group's classes become much more difficult. The most essential part of the classes is the dance training of children. At this time, children show sufficient organization, their movements become more precise and expressive. Club classes are conducted in such a way as to develop children's basic dance skills and help them understand and love the art of dance. Lesson duration 30 minutes.

Preview:

“AGREED” “APPROVED”

Art. MBDOU teacher Head of MBDOU

TsRR – D/s No. 86 “Bell” TsRR – D/s No. 86 “Bell”

______________/E.N.Baulina/ __________________/T.V.Inyutina/

"_____"______________2013 "_____"_________________2013

Calendar - thematic plan work

choreographic circle "Caramels"

PDO for choreography:

Semenova Diana Mikhailovna

Yakutsk

Calendar-thematic plan for the senior group: “Kuncheen”, “Beacon”, “Cockerel”, “Little Red Riding Hood”

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, or an evening of relaxation without dancing.

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

Currently, increasingly high demands are placed on the organization of education and upbringing of children in preschool educational institutions. Society wants to see the future student full-fledged and comprehensively developed. Therefore, it is necessary to develop the child in many ways, without stopping at any difficulties.

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

The ABC of Dance program is aimed at the comprehensive harmonious development of children. Teaching a child to perceive the beauty of forms, lines, sounds, movements, colors means making him better, cleaner, more meaningful. This is emotional, intellectual, physical, communicative, moral and 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 you to understand and create beauty, they develop imaginative thinking and imagination, memory and hard work, instill a 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 aesthetic improvement of a child, for his harmonious spiritual and physical development. Dance is the richest source of aesthetic impressions for a child. It shapes his artistic “I” as component an instrument of “society” through which it draws into the circle of social life the most personal aspects of our being.

By studying in 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 muscle strength body and legs, plasticity of the hands, grace and expressiveness. Dance classes will help you develop correct posture, teach you the basics of etiquette and proper manners in society, and give you an idea of ​​acting skills.

Choreography classes give the body physical activity equal to a combination of several sports. The movements used in choreography, which have undergone long-term selection, certainly have a positive effect on the health of children. During the classes, various movements are learned to music. Children learn to speed up and slow down movements, move naturally in accordance with musical images, varied character, and dynamics of music. In the process of systematic training, children develop musical and auditory perception. Children gradually have to listen to the music in order to simultaneously perform movements accurately.

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, and cultivate hard work and patience.

Dance is of great importance as a means of developing national identity. Obtaining 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 national character, love for one’s land, one’s homeland.

This program is based on the rich experience of great dance masters, theorists, teachers and 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 group 1 time a week. Duration of classes: middle group – 20 minutes, senior group – 25 minutes, preparatory group – 30 minutes. Diagnostics are carried out 2 times a year: introductory (September), final (May).

2.Goals and objectives of the Program

Target– to introduce children to the art of dance, to 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 movement. Reveal and reveal the creative abilities of a preschooler through choreographic art.

Tasks:

educational - to teach children to control their body, 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 between expressive means, and coordinate their movements with music;

developmental – the development of children’s musical and physical abilities, imaginative thinking, imagination and memory, the formation of creative activity and the development of interest in the art of dance;

educating – nurturing the aesthetic and moral perception of children and love for beauty, hard work, independence, accuracy, determination in achieving a goal, the ability to work in a team and in pairs

3. Expected results

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

By the end of the 2nd year of study, the child:

By the end of the 3rd year of study, the child:

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 dance originated, what types of dances there are, and what is their difference. They get acquainted with what is necessary for dance classes (dance uniform, shoes). What will children do during the three school years?

2. Ground gymnastics.

Ground gymnastics or ground exercise. Exercise in choreography is the foundation of dance. The exercise can be ground floor, classical, folk-characteristic, jazz and modern style. What is ground 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 the flexibility of joints, improve the elasticity of muscles and ligaments, and increase muscle strength. These exercises also help correct some deficiencies in the body and legs and help develop eversion of the legs, develop flexibility and elasticity of the feet.

For these activities, you need soft mats that will make it comfortable to practice on the floor.

3. Exercises for orientation in space.

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

4.Warm-up exercises.

This section will help children prepare for the start of the lesson, and will develop the child’s sense of rhythm and ability to move to the music. Will serve as a basis for children to learn various types movements that ensure the effective formation of skills and abilities necessary for further work on the “ABC of Dance” program.

5. Folk dance.

In this section, the aunts will become familiar with the elements of folk dance: the positions and positions of the arms and legs, various dance movements, and get acquainted with dance formations. Each academic year will bring its own changes to the process of mastering the material. Every year it will be more intense and complex. After mastering the complex various movements children will become familiar with dance combinations based 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, will help them develop a more liberated personality. Folk combinations in the future, training dance etudes based on these movements will be compiled and learned.

6. Classical dance.

Classical dance is the basis of all choreography. It will help children get to know their body, learn how to use their arms and legs competently, performing one or another dance element. During classical dance classes, children will become familiar with the basic positions of the arms and legs, various classical movements (battement tendu, demi plie, etc.), and become familiar with the A.Ya. Vaganova square. With each school year, more complex ones will be added to the simpler dance movements. At the end of introducing children to this section, they are asked to learn dance sketches.

7. Ballroom dance.

To the section " ballroom dance» includes such dance elements as: jumps, polka par, waltz par. Children will learn to hold their body and arms according to the time to which the dance movements performed belong, and will try to adopt the manner of performing dances of that time. During ballroom dance classes, much attention will be paid to working in pairs, which is of great importance for this art form. During these classes, various attributes can be used, for example: fans, silk handkerchiefs, hats, etc. Just as after familiarization with the previous sections, children are invited to study and perform etudes “Polka”, “Waltz”, “Charleston”.

5. Thematic plan.

Middle group.

(classes are held once a week)

Senior group.

(classes are held 2 times a week)

Preparatory group.

(classes 2 times a week)

Calendar-thematic plan.

MIDDLE GROUP.

(class once a week)

SENIOR GROUP.

(classes 2 times a week)

PREPARATORY GROUP.

(classes 2 times a week)

6. List of used literature:

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

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

3. Gusev G.P. Sketches. – M., 2004.

4. Zvezdochkin V.A. Classical dance. – Rostov n/d., 2003.

5. Bogdanov G. Russian folk dance lesson. – 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 children to dance. – M., 2003.

Municipal autonomous educational institution

Secondary school No. 66 in Yekaterinburg

Additional general education program

Talankina Tatyana Gennadievna

Ekaterinburg, 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

Curriculum of the additional general education program “Choreography” 12

Educational and thematic plan for 1 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

Safety in the classroom table tennis 25

Explanatory note

The additional general education program “Choreography” (hereinafter referred to as 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 in additional general education programs (approved by order of the Ministry of Education and science of the Russian Federation dated August 29, 2013 No. 1008), 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 implementation of the federal state educational standard for primary general education"), Resolution of the Chief State Sanitary Doctor of the Russian Federation dated July 4, 2014 No. 41 “On approval of SanPiN 2.4.4.317-14 “Sanitary and epidemiological requirements for the structure, content and organization of the operating mode of educational organizations for additional education of children”, Charter and others local regulations of the Municipal budgetary educational institution of secondary school No. 66 of Yekaterinburg (hereinafter referred to as MAOU Secondary School No. 66).

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

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

“Program for educating a creative personality through choreography” authors T.B. Narskaya, L.D. Ivleva, Chelyabinsk 1990.

Sample requirements for additional education programs for children, annex to the letter from the Department of Youth Policy, Education and Social Support for Children. Ministry of Education and Science of Russia dated December 11, 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 of Children. Ministry of Education and Science of Russia 06/03/2003

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

The art of choreography makes a certain contribution to artistic and aesthetic parenting. Dancing classes teach the beauty and expressiveness of movements, form 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, or a sense of proportion. Dance has a great influence on the formation of a person’s internal culture, especially a child, and teaches rules of behavior, good manners, and a culture of communication between people. Dance classes help develop strong-willed 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, and 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 impact. With the help of classical dance, we can provide conditions for human activity that help a child reveal his creative potential and moral capabilities of the individual.

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

Features of the program is that most of the lesson, in the first year of study, is based on ground exercise and there is also a separate block of stage movement, in which the following blocks are located by year of study: acting and creative activity.

Relevance of the program due to the fact that currently, special attention is paid to culture, art and introducing children to healthy image life, to universal human values. Strengthening mental and physical health. Obtaining general aesthetic, moral and physical development.

Pedagogical feasibility the program is explained by the basic principles on which the entire program is based, this is the principle of the relationship between training and development; the principle of the relationship between aesthetic education and choreographic and physical training, which contributes to the development of children’s creative activity and gives children the opportunity to participate in production and concert activities. Aesthetic education helps to develop the basic personality qualities: activity, independence, hard work. 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, strengthening muscles; children’s understanding of the connection between the beauty of movements and correct execution physical exercises, etc.).

Purpose of the program:

Teach children the basics of choreography.

Develop skills in performing dance exercises.

Tasks:

To develop dance knowledge, skills and abilities based on mastering and mastering program material.

Teach expressiveness and plasticity of movements.

Build figure, agility, endurance and physical strength.

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

Objectives of the 1st year of study:

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

Foster a sense of collectivism and the ability for productive creative communication.

Develop leg turnout, dance step, correct posture, body positioning, clear coordination of movements.

Objectives of the 2nd year of study:

Build dance knowledge and skills.

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

Develop flexibility.

Objectives of the 3rd year of study:

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

Perform movements while maintaining dance posture, selectivity, and master foot movements.

To develop musical taste and love for the art of dance.

Distinctive features This educational program differs from those already existing in this area is that the group of the third year of study independently work in dance production.

When creating creative or problematic situations, the method of children modeling “adult relationships” is widely used. As you know, children love to play “adults”. And their knowledge of the material and spiritual world 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 during individual and collective work.

The teaching methodology in circles is fundamentally based on the school of professional 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 implementation. Therefore, an important method of teaching dance is to explain to the child the sequence of actions in choreographed work.

The passage of each new topic involves constant repetition of the topics covered, the reference to which is dictated by practice. Methods such as “returning to the past”, “playing at adults” add volume to the linear and sequential development of the material in this program.

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

Program structure is stepped (spiral), in which educational material presented so 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:

Junior group 7-9 years old. Number of students: 15 people. Classes are held 3 times a week. Duration of one lesson 2 hours

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

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

Implementation deadlines educational program for three years. Particular attention is paid to children junior group. The emphasis is on ground exercise. In the first year of classes, the teacher needs to show special sensitivity and attention to the children, interest them in the art of choreography and understanding the need to apply work to master the basics of dance activity. The second stage of training is associated with accelerating the pace. The third stage involves increasing the complexity of the course and improving what has been learned.

Groups of forms of educational organization: according to the number of children - group; on the peculiarities of communicative interaction between a teacher and children - workshops, competitions, festivals, reporting concerts; for didactic purposes - an introductory lesson, to deepen knowledge, a practical lesson, to control knowledge, abilities and skills, combined forms of classes.

The main content of the lesson cycle 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 training, and from stage to stage there is complication. The program contains a minimum of training exercises and dance movements - the ABCs of classical, folk stage and pop dance, which contributes to the harmonious development of students' dancing abilities. Theoretical information on musical literacy is given directly during the lesson and during work on productions. The program is given according to the years of study, during which students should acquire a certain minimum of knowledge, abilities, skills, and information on choreography.

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

the ABC of musical movement;

elements of classical dance;

elements of pop dance.

additional training stage:

1) creative activity;

2) acting skills.

The program is divided into separate thematic hours, but due to the specifics of the 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 disrupt the holistic pedagogical process, taking into account training goals, tasks of aesthetic education and the specific prospects of the team.

The basis for teaching the alphabet of musical movement, classical, folk, and pop dance is a professional methodology, without which students will not be able to acquire the necessary skills.

The first section includes collective - ordinal and rhythmic exercises aimed at the musical and rhythmic development of students. In the first year of education, they are based on walking and running 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 promote 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 combined into age groups.

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

By the end of the first year of school, children should know:

How to correctly walk to the beat of the music while maintaining 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 positioning your feet at the machine (with an inverted support).

Know the position of the legs, sur lek y de pied – “conditional”, “girth”. Know the difference between circular motion and straight motion (using the example of tandu and ron de jambes par terre).

Be able to time the 2/4, 4/4, 3/4 time signatures with your hands during a timed introduction, start the movement on time and end it with the end of the musical sentence (4/4 march).

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

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

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

Be able to perform a variable step.

Be able to correctly perform two preparatory pores de bras.

At the end of the 2nd year of study, children should know:

Know the rules for placing hands, grouping hands in dance

Be able to close your hand when finishing the movement in adagio.

Be able to emphasize the step on the right beat of a measure in a march and in 3/4 time.

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

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

Know the toe versus heel position in movements from 5th position.

Know the characteristic hand movements in dancing.

Distinguish the 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 school year.

2. Current, carried out during the academic year.

3. Milestone, carried out during and upon completion of certain work.

4. Final, carried out 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, shows and festivals of both regional and republican significance. At the end of the year, a large reporting concert is held, where teachers, parents, and the population are present, the results are summed up and the work of children for the school year is assessed.

Organizational and pedagogical conditions
implementation of the educational program

Form of program implementation: full-time.

Forms of organization of students training sessions: group, individual.

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

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

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

The groups enroll students aged 8 to 17 years who wish to engage in choreography and have a doctor’s permission.

Curriculum of the additional general education program “Choreography” Educational and thematic plan of 1 year of study

Curriculum and thematic plan for 2 years of study

Educational and thematic plan 3 years of study

Working programm

1 year of study.

Section 1. Educational and training work

Topic 1.1: Introductory lesson.

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

Topic 1.2: Parterre exercise.

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

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

Topic 1.3: The ABC of musical movement.

Target: Teach children to move to music and change lanes. Instill in children theatrical skills in the form of working on figurative exercises. Basic concepts: music, tempo, beat.

Improving rhythmicity (the ability to create, identify and perceive rhythm). Practical mastery of the concept of “melody and movement.” Pace (fast, slow, moderate). Musical sizes 4/4, 2/4,3/4. contrasting music: fast - slow, cheerful - sad. The rules and logic of rearrangements from one drawing to another, the logic of turning right and left. Correlating spatial structures 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 positions of legs and arms. Stretching in a playful way. Positioning the body (in a reverse position, facing the machine from the second half of the year - holding the machine with one hand). Leg positions - 1, 2, 3. Hand positions - preparatory, 1,2,3 (learned in the middle, with incomplete turnout of the legs), then holding with one hand, standing sideways to the machine.

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

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

Demiron de jambe port terre - circular movement, develops mobility of the hip joint; is studied facing the machine from the 1st position at the points - forward to the side, to the side to the front, later back to the side, to the side to the back. The position of the leg, sur le cou de pied - “girth” (clasps the ankle of the supporting leg) - develops eversion and mobility of the leg; “conditional” - the strongly extended toes of the working leg touch the supporting leg.

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

Topic 1.5: Elements of folk stage dance.

Target: Teach the elements of Russian dance and characteristic features execution. Instill in children a love of folk dancing.

Practical lessons. Russian dance. Hand position - 1, 2, 3 - on the waist. Dance steps, from the toe: a simple step forward; variable step forward. Stomp - strike with the entire foot 4 steps with a stomp to the side; triple flood

When falling in place with movement to the side: initial, free 3rd position; Having risen on the half-toes of your back foot, fall on the other leg in a half-fall, then rise again to the half-toes. The same with moving to the side. Bringing the foot to the heel from the free 1st position, then bringing it to the starting position. “Picker” - alternate kicks to the side with one foot with the toe in the closed position and the edge of the heel in the open position, without jumping.

Walking in a half-squat, sliding on one leg on low half-toes while simultaneously lifting the other bent leg V upright position, with three subsequent steps in place, with movements forward, backward with a turn. Stomp in a half-squat; jump on the entire foot with two followed by two alternating strikes with the entire foot in the 6th position.

Methodological support

Topic 1.6: Elements of pop dance.

Target: Introduce children to the features of dance styles and the movements of these dances.

Practical lessons.

Hand positions. (teacher demonstration). The simplest composition. 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.: Working on the repertoire.

Target:

Methodological support: song "Orange Sky"

Topic 1.8: Final lesson.

Target: Diagnostics of assimilation of program material, physical capabilities children (has the child’s plasticity changed over the course of the year).

Section 2. Stage movement.

Topic 2.1: Creative activity.

Target:

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

Musical and dance games:

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

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

Topic 2.2.: Musical and dance games.

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

Dance-rhythmic exercises – “Draw yourself”, “Wash”.

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

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

Target:

Practical work: listening to musical fragments. Attending concerts.

2nd year of study.

Topic 1.1: Introductory lesson.

Target: Introduce children to the goals and objectives of the second year program, reinforce safety rules in the classroom, talk about the costume for classes and personal hygiene.

Methodological support: text of induction and workplace training.

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

Practical work: emphasizing the strong beat of the beat in steps. Musical movement structure: half cadence - full cadence. Opening chords. Final chords.

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

Methodological support:

Target: Develop leg turnout and leg strength, correct body positioning. Correctly place the individual bones of the hands: hands, fingers, elbows, shoulders.

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

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

Releved to 45° - slowly raising the leg, develops the strength and lightness of the legs in the dance step; is studied standing sideways to the machine, holding with one hand, to the side, and later forward.

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

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

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

Classical dance poses are learned in the middle of the hall. Croisé pose, effase pose (with foot on the floor). The 3/4 time signature is smooth and is performed in four measures.

The smoking step is a short run on half-toes, performed in a straight line in a non-turning position, forward and backward. Time signatures are 4/4, 2/4, 3/4, movements are performed in sixteenth notes. The character is light and lively. Going down on 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, shoes), tape recorder, machine disks.

Topic 1.4: Elements of folk stage dance.

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

Practical work: Machine. Preparatory hand movements. Half squats and full squats, smooth and sharp squats. Sliding your foot on the floor. Walking on half toes. “Picker” - learns again at the machine.

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

Exercises in the middle. Hand position, foot position. Hand position in group dances in figures: star, circle, carousel, chain. Bows are in place, moving forward and backward.

Moves: simple step with forward and backward movement; variable step with forward and backward movement. A stomp is a strike with the entire foot. Fractions (fractional to horn). “Harmony” - simultaneous rotation of both feet from a free position to the 1st closed position and back, moving to the side. Fall - in place, with advancement to the side, with a 1/4 turn. “Hammers” - strike with half toes to the floor, from the knee in a straight position, with a jump on the other leg; on the spot.

Moves. Kneeling - on one, on both with simultaneous rotation

Elements of stylized dance. Features and manner of performance. Hand position - solo and pair. Moves. Simple step. Easy running. Body movements. Jumping step; jumping on two legs. Slipping on both feet. Small jumps with legs moving forward. Side steps with the free leg moving forward. Footwork in dance.

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

Topic 1.5: Elements of pop dance.

Target: To introduce students to the features of jazz-modern dance.

Composition from the studied elements of pop dance. Rhythmic construction of combinations.

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

Target: choreographing the dance, practicing the movements, performing technique.

Methodological support: the works used are the song “Neighbor” and “Let’s dance Vanya”

Topic 1.7: Final lesson.

Target: Diagnostics of children's assimilation of program material in 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, shoes), tape recorder, CDs

Section 3. Educational activities.

Topic 3.1. Conversations about art, listening to music. Attending concerts.

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

3rd year of study.

Section 1. Educational and training work.

Topic 1.1: Introductory lesson

Target: Introduce the main goals and objectives of the course. Conduct training on T.B.

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

Topic 1.2: The ABC of musical movement.

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

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

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

Topic 1.3: Elements of classical dance.

Target: Summarize the acquired practical skills and knowledge. Master the basic rules of movements at the machine.

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

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

Batman frappe - in all directions. Measurement 2/4, 4/4, (1/8 beat, tempo - moderato). Relevant from the 5th position - in all directions (holding the machine with one hand). Measurement 3/4, 4/4 tempo - andante. Pas de bourre - with alternating legs (standing facing the barre). Time signature: 2/4, tempo: moderato. Changeman de pied (large) - jump from the 5th position with a change of legs (facing the machine). Measure 2/4, tempo - allegro (agile).

Methodological support: special uniform, shoes (shorts, T-shirts, T-shirts), shoes (soft slippers, 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 tandu - sliding feet on the floor; with the leg turned in a closed position to the side. Batman tandu jete - small throws: forward, sideways, backwards; with one foot strike in the 5th open position (short strike to the floor with the toe or edge of the heel). Batman tandu - in a half-squat on one leg. Russian stylized dance “Fly, summer.” Hand position in dance. “Rope” - simple and with stepping. The winder is easy to turn. Dance support. Movement "swing." Seizures. Hand movements are sharp and accentuated swings. Shoulder movements are 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, Czech shoes), 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 tunes of Russian and foreign pop music),

Topic 1.6: Working on the repertoire.

Target: choreographing the dance, practicing the movements, performing technique.

Practical work: dance " Fun exercise", Dance "Nakhodka".

Methodological support: The works used are the children's song “Merry Exercise”, “Ah, I’m Cool”.

Topic 1.7: Final lesson.

Target: Diagnostics of children's assimilation of program material in the third year of study.

Methodological support

Section 2. Acting.

Topic 2: Acting.

Target: Mastering a number of private motor skills – techniques performing plastic tasks.

Activities - fantasy

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

Development of creative imagination.

Creative performances.

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

Section 3. Educational activities.

Topic 3.1. Conversations about art, listening to music. Attending 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 are often accepted into a choreographic circle without special selection, one of the tasks of the choreographer is to correct defects in posture. You should pay attention to the position of the entire leg and foot, in full and incomplete eversion, so that there is no tilt in ankle joint neither outside nor inside.

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

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

Reports from a choreographic circle can take place as a concert performance or as open lesson. At the same time, performances on the stage can be combined with children’s performances in the air, on open area On May holidays and during the winter holidays, the choreographic group takes part in children’s games and dances around the Christmas tree.

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

Children must come to classes in a special uniform, this disciplines them. Girls wear sleeveless swimsuits and wide skirts, boys wear shorts and T-shirts. Shoes slippers with soft soles for both boys and girls.

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

Control results educational activities serve as the basis for making adjustments to the content and organization of the learning process, as well as for encouraging the successful work of students, developing their creative abilities, independence and initiative in mastering knowledge, skills and abilities. The program provides for connection with the general education school program: physical education, life safety, and physical culture.

Safety precautions during table tennis lessons

1. General requirements safety in choreography classes.

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

Students are allowed to take classes:

have undergone safety training;

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

The student must:

have short-cropped nails;

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

know and follow these instructions.

2. Safety requirements before starting choreography classes:

The teacher must:

think in advance about the arrangement of children and the arrangement of 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 to avoid traumatic situations (for girls).

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

3. Safety requirements during choreography classes:

The teacher must:

monitor children during exercises, promptly adjusting their position on the dance floor;

Do not give children overly emotional tasks, after which they cannot control their own motor skills.

The student must :

do not perform exercises without first warming up;

do not wave props;

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

do not stand close to students who are performing exercises with objects;

To avoid injury, avoid changing your movement too suddenly.

When performing exercises, maintain intervals and distances;

If your health worsens, stop classes and notify the teacher.

4. Safety requirements at the end of classes.

The student must :

leave the location of the lesson in an orderly manner;

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

Wash your face and hands thoroughly with soap.

For failure to comply with security measures, a student may not be allowed or suspended from participating in the educational process.

Bazarova N., May V. “The ABC of classical dance” M. 1964

Tkachenko T. “Working 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