Rhythmics lesson in junior group II “Glade for butterflies. Rhythmic gymnastics complex in the second junior group Rhythmics project in the second junior group

Abstract open class in rhythm in the younger group

Target:

Development of artistry, inner freedom, disclosure

the child’s creative potential through musical, rhythmic and dance movements.

Tasks:

Educational :

Consolidating the skills of precise execution of movements for the teacher;

Developmental :

Develop creativity, a sense of rhythm, the need for self-expression in movement to music;

To develop expressiveness and motor freedom of children in musical and rhythmic exercises, games and dance sketches;

Develop expressiveness of movements; act with objects; hear the end of a musical phrase;

Promote the development of attention, motor memory and the ability to listen to music;

Educational :

Cultivate politeness in dealing with playing and dancing partners.

Equipment:

Audio equipment, cardboard flowers, colorful cubes.

In accordance with the Federal State Educational Standard, the leading role in all educational fields assigned to gaming activities. Therefore, throughout the lesson we used games and playful musical studies.

Progress of the lesson:

Entrance to the hall:

Children ride a train with movements together with a teacher to a song"Bon Voyage ».

The field is large, there is a green forest.
There are so many paths and roads in the spring. all over the foot

Chorus:
On the socks

The very, very, good journey.

Everything is interesting no matter what you look at. sat down
A friendly song rings over the world. on your heels

Chorus:
It's good in the world, sunshine, shine.
Wish us, wind, a good journey. let's go like a snake
Bon bon bon voyage
The very, very, good journey.

Teacher:(music sound of nature : Birdsong)

Guys, let's get out of the trailers. So we were driving - we were driving to a flower meadow, and we arrived. Look how many beautiful flowers there are. Fun adventures await us in the clearing! Because the flowers grow here, not simple ones, but magical ones - whoever comes to this clearing, everyone dances. Guys, I clap my hands - 1,2,3 we go, choose any flower and stand next to it.

Now let's say hello to the guests who came to see us and receive with us good mood. But we will greet each other like real dancers - with a bow! And our guests will respond by saying, “Hello.”

We got ready, our legs are friendly, we put them together, our backs are straight, well done! (I count as the children bow to the count).

(Girls - 1-2, crouched, plie; boys - 3-4, head tilt)

Teacher:(magic music plays) So, our flowers begin the magic. We all stand in a circle.

I turn on the song“Well, everyone stood in a circle.”

Teacher: – Guys, the flowers are whispering to me (I put my hand to my ear and approach the clearing) that they want to turn us into bunnies. Let's dance like bunnies.

(incl. musical transformation) Close eyes 1,2,3, turn the kids into bunnies!

(incl. musical transformation) Etude “The bunnies were dancing in the clearing”

We close our eyes, 1,2,3, turn us from bunnies back into children.

Guys, what time of year is it now? Spring. That's right, well done. Let's start a spring round dance.

Round dance“Today I saw that it’s spring outside”

Teacher: Now guys, look what's in my hand? That's right flower. He wants to play with us. (remember the rules of the game)

Children stand in a circle and pass a flower to each other (task game).

Teacher: Let's rejoice, applause.

Teacher: You danced so much and, of course, you were tired. Let `s have some rest.

Children sit on the carpet, incl. calm " Music of flowers."

Like in the forest on a hummock

The flowers have grown hands up, fists clench, unclench

Flowers, flowers

Flowers, flowers flashlights

Whispered with the breeze palms pressed against each other

Smiled at the sun waving pen mi

Let's lie down and smell the flowers!

Teacher:

Have a rest, guys, let's give our guests a good spring mood " Dance with cubes." We stand next to the flowers.

Teacher:

Well done! You were all active, did your exercises well, and danced. Thanks to all! The adventures in the clearing have come to an end, it’s time for us to kindergarten come back. Flowers gave you gifts, like this coloring pages Color it in a group and give it to your mothers (I give it to the teacher). Let's say goodbye to the guests, guys. Let's turn to the audience and bow to them. (Bow, applause). Let's build like a train.

Children will form like a train to the song"Bon Voyage"and wave their hands to the guests and leave the hall.

Methodological literature.

Goal: exercise in normal walking, walking with small and wide steps, with a high rise of the knee, walking with the center of gravity transferring from one leg to the other, light running, perform previously learned general developmental exercises to music (dance - rhythmic complexes), develop activity and creativity in outdoor games, cultivate in children the ability to follow basic rules and coordinate movements.

Progress of the lesson.

1. Preparatory part

Walking in circles. Walking in small steps (stomping step) - "gnomes" , with a long stride - "giants" , with high knee lift "stork" , jumping forward - "bunnies" , walking with the center of gravity shifting from one leg to the other – "little bear" . Easy running - "butterflies" . Rebuilding in all directions. ("It's fun to walk together" )

2. Main part

Dance and rhythmic complexes

• "Grasshopper" ,
• "Chunga - changa" ,
• "Cheburashka"
• Grasshopper

(V. Shainsky - N. Nosov)

Introduction. I. p.: o. s., hands on the belt. V.: turns - springs.

A grasshopper sat in the grass, a grasshopper sat in the grass,

Just like a cucumber, it was green.

just like a cucumber.

Imagine, imagine, he was green.

I. p.: o. s., hands below.

V.: 1 – two springy half-squats with two punches to the knees.

2 - two springy half-squats and two clapping hands in front of you.

He ate only grass, he ate only grass.

He didn’t touch the booger and was friends with the flies.

Chorus. Imagine, imagine, I didn’t even touch the booger.

Imagine, imagine, and he was friends with flies.

I. p.: 1 - two springy half-squats with cross movements of the arms ("scissors" ) .

2 - two springy half-squats with two fist-to-fist blows ("hammers" ) .

3 – smooth movements of hands up and down ("flies" ) .

But then the frog came, but then the frog came -

A voracious belly - and ate the blacksmith.

Chorus. Imagine, imagine

gluttonous belly

Imagine, imagine, and she ate the blacksmith.

I. p.: o. s., hands on the belt. V.: 1 - jumping around on two legs.

2 – stroke with the right (left) hand on your stomach.

3 – spread your arms to the sides and clap your palms.

He didn’t think, he didn’t guess, he didn’t think, he didn’t guess,

I. p.: legs apart, hands to the head. V: shake your head.

I. p.: legs apart, arms bent at the elbows up, palms to the sides.

V.: bend to the sides, shake your arms.

He never expected such an end.

I. p.: o. s., hands on the belt.

V.: turns right - left, arms to the sides.

Chorus. Imagine, imagine

he never expected

Imagine, imagine, such an end.

Losing. I. p.: legs apart. V.: jumping on two legs in one direction and the other.

Dance while sitting "Chunga - changa"

(to the song "Chunga - changa" from m/f "Katerok" )

(V. Shainsky - Yu. Entin)

Introduction.

V.: head tilts to the right - left.

Chunga - changa, blue firmament!

Chunga – changa, summer all year round!

IP: sitting on chairs, hands on knees.

V.: clapping your hands on your knees.

Chunga - changa, we live happily!

Chunga - changa, let's sing a song!

IP: sitting on chairs, hands on knees.

V.: clap your hands in front of you.

Living there is easy and simple!

Living there is easy and simple!

Chunga - changa!

IN.: "rattles" (imitation of playing with rattles) right and left.

Our happiness is constant:

Chew coconuts, eat bananas!

Chew coconuts, eat bananas!

Chunga - changa!

IP: sitting on chairs, arms bent at the elbows.

IN.: "piano" (imitation of playing the piano) right and left.

Chunga - changa, there is no better place!

Chunga - changa, we don’t know troubles!

IP: sitting on chairs, hands on knees.

V.: alternately put your foot forward - stomp.

Chunga - changa, who lived here for an hour!

Chunga - changa, will not leave us!

IP: sitting on chairs, hands on knees.

V.: claps to the right and left side.

Losing. IP: sitting on chairs, hands in front of you.

IN.: "scissors" left and right.

I.p.: sitting on chairs, hands on the belt.

V.: stamp your feet to the rhythm of the music.

Chorus. Miracle - island! Miracle - island!

Living there is easy and simple!

Living there is easy and simple!

Chunga - changa! (same movements).

Cheburashka

(E. Uspensky - V. Shainsky)

I. p.: heels together, toes apart, arms bent into arcs.

V.: rise on your toes, arms rhythmically rise up, lower your entire foot into a half-squat, lower your arms down.

Now I'm Cheburashka

I. p.: the same, hands put to the head, fingers spread ("Cheburashka's ears" ) .

V.: half squats to the sides.

I like every mongrel

I. p.: the same, half-bent arms forward, hands down.

V.: 1 – half squats to the sides.

2 – squats with hips rotated to the sides ("wagging his tail" )

3 – right and left hand palms facing forward ("gives paw" ) .

When meeting, he immediately gives his paw.

(same movements)

I was unlucky at first, and even this happened,

Nobody came to my birthday party.

I. p.: o.s., arms to the sides.

V.: right (left) foot on heel, tilt towards the foot, circular movements hands

Now I’m together with Gena, he’s extraordinary,

He is the best crocodile in the world!

I. p.: o. s., hands below, palms parallel to the floor.

V.: step from foot to foot with the torso tilted to the side for each step to the right and left.

Losing. I. p.: heels together, toes apart, hands on the belt.

V.: small springs with turns.

I was once a strange, nameless toy,

Which no one will approach in the store,

Now I'm Cheburashka, every mongrel is mine

When meeting, he immediately gives his paw.

Now I'm Cheburashka, every mongrel is mine

When meeting, he immediately gives his paw.

(movements as in verse 1)

Outdoor games

"Heron and Frogs" ("Kwa-kwa" ) ,

"Jumping sparrows" ("Sunny bunnies" )

"Heron and Frogs" . All the players are frogs, one is a heron. To the cheerful music, the frogs begin to jump, croak, and have fun. As soon as the music stops, the frogs crouch and do not move. The heron takes those who move to her, and they help her catch the rest of the frogs. The most careful ones are announced “frog princesses” . The best heron stands out.

"Jumping sparrows" . There is a circle marked on the floor. In the center of the circle the leader is a crow. Behind the circle line, all the players are sparrows. They jump into the circle, jump around the circle, jump out of it. The crow tries to catch the sparrow when it is in a circle. The one who is caught becomes the driver.

Option 2. Sparrows do not jump in a circle, but only jump in and out; those caught remain in the center of the circle, and when there are 4-5 of them, a new driver is chosen.

3. Final part

Low mobility game "Butterflies" ("Song of the Butterflies" )

Improvisation of movements to a song. Children dance to the song on their own.

Municipal budgetary preschool educational institution

kindergarten No. 104 in Tomsk

Agreed: Approved

Municipal institution on the pedagogical council

Information and Methodological Center Protocol No.1 from _ 28.09.2011 G

“_____” __________ 2011 Head of MBDOU No. 104

Director of MU IMC

Pustovalova V.V. ____________S.A. Oslopova

methodologist MU IMC

Yagodkina O.V.

methodologist MU IMC M.P.

Luzina L.V.

M.P.

Program

"Dance rhythm for kids"

(modified)

for children up to school age

(2 – 4 years)

Kobalia Elena Yakovlevna

Tomsk 2011

Information card of the educational program

Preschool children need joint activities in a group of peers, in a team; activities that promote the development of the emotional and communicative sphere, physical and mental activity, development of creative potential.

Most shortcut emotional and physical development, liberation, relieving tension, learning to feel and artistic perception - this is the path of play, improvisation, music, movement, speech.

IN early childhood Already in the 3rd year of life, children experience high rates of physical and mental development. In accordance with the “Childhood” program edited by V.I. Loginova, T.I. Babaeva, the content of the “Physical Development” section is limited by time frame and in most cases the work comes down to mastering basic movements. The Dance Rhythms for Toddlers program offers a movement-based introduction to dance movements that develops children's sense of rhythm. A survey of parents on the topic “Does your child like to dance” showed that parents understand and are aware of the importance of musical and rhythmic movement. From all that has been said, the following conclusion follows:

There is an urgent need to work on the formation of motor rhythmic skills in children 2-4 years old

Necessity additional classes taking into account age characteristics

There are no additional education centers in the area where the kindergarten is located. There is no provision of services in this area. To solve these problems, the “Dance rhythms for kids” program of artistic and aesthetic orientation was created

The need to create this program lies in the fact that children 2-4 years old are limited to a small number of the most necessary preparatory exercises, The program is designed for two years of study. Classes according to the program are held in groups of 10-12 people 2 times a week. The duration of one lesson is 15 minutes. All interested children are accepted into the groups, without any selection. Groups are formed according to age.

The uniqueness of this program lies in the unique combination of two aspects influencing the child’s development:

Physical (various effects on the musculoskeletal and muscular systems, cardiovascular and respiratory systems).

Mental (emotional impact not only through music and dance, but also through figurative and verbal exercises, logoplastic plot compositions).

Physical training without emotional interaction is excluded for preschoolers.

The psychophysical work of a teacher with children in the classroom not only liberates the child, but also develops his emotional-volitional potential and self-confidence.

The role of the teacher in the classroom:

A teacher is a powerful “energy charger”.

He comes to the children with the thought - “I can, I want, I love and I do” - which permeates the entire lesson and evokes a response in the children.

2. Teacher-“conductor”.

It concentrates the attention of the entire “orchestra” or “choir”. It is in a group orchestra that a child learns to see and hear the teacher-“conductor”, follow his instructions, evaluate himself and compare the result of his performance with the result of other children.

3. “Singing” teacher.

If there is music playing to which children perform physical exercise, the teacher, without disturbing the harmony of music and movement, “sings” the necessary instructions and comments.

4. “The playing partner is an improviser.”

The teacher, improvising himself, involves children in improvisation. The improvisational environment created by the teacher allows children to learn dances and songs not in a monotonous rhythm, but in active live action.

Goals and objectives of the program

Purpose of the program: promoting the comprehensive development of a preschooler’s personality through choreography and rhythmic gymnastics, as well as the disclosure and development of natural inclinations and creative potential in the process of learning the art of choreography.

Main objectives of the program:

To cultivate in children an artistic and aesthetic taste, an interest in dance and music.

Develop mental processes (attention, memory, thinking, imagination).

Form and develop special skills and abilities: motor-coordination, musical-rhythmic, intonation-speech, artistic.

To promote the development of children's creative abilities and emotional-volitional sphere.

Curriculum by year of study

Plot-logoplastic compositions.

Dance logoplasty.

Game development psychotechnics.

To the section " Plot-logoplastic compositions » includes subsections:

Play-gymnastics using elements of ground gymnastics.

Playercircuit warm-up.

Game rhythms based on literary works.

« Dance logoplasty » presented

Dance-game

Pantomimic dance-etude,

Dance with recitative singing.

Chapter " Game development of psychotechnics » is aimed at developing the basic psychophysical characteristics of the child: his memory, attention, thinking, etc.

This section includes the following subsections:

Exercises to develop auditory, visual, sensory perception of the surrounding world.

Gesture and finger games.

Musical and didactic games aimed at developing pitch hearing, sense of rhythm and play.

All sections are united by the game method of conducting classes.

The game method gives the educational process an attractive form and facilitates the process of memorization and learning.

Educational and thematic plan

Subjects of classes

Number of hours

72

1. Plot-logoplastic compositions

1.1. Game rhythms with elements of ground gymnastics

"Journey to the Autumn Forest"

“At Grandma’s in the Village”, “Jumping”,

“Birds of the City”, “The Tale of Masha the Confused Man”, “The Sun Woke Up”, “Burn, Burn Clear”, “Bell”, “Berry Meadow”, “ Winter fun»,

"Clockwork Men", "Kolobok"

1.2. Playercircuit warm-up

"The carousel is spinning"

“Loaf”, “Snake”

1.3. Game rhythms based on literary works

"Boy Cipollino and his friends"

"Meeting with Fedora"

"Grasshoppers"

2. Dance

logoplasty

2.1. Pantomime dance-etude

“Leaf fall”, “Like ours at the gate”,

“Top-top, clap-clap”, “Dance of flowers”,

“What do you have?”, “Dance for Santa Claus”,

2.2. Dance with recitative singing

"The Adventure of the Braggart Ant"

"Geese-geese"

"Rain-rain, drip-drip-drip"

2.3. Dance game

“A trip around the city”, “A trip to the village”, “A trip to the sea”, “Drops”

3. Game development of psychotechnics

3.1.Exercises for the development of auditory, visual, sensory perception

“Live Photography”, “Jumping Rope”, “Transformed Himself”,

"Freeze, remember, repeat"

"Confused"

3.2.Gesture-finger games

“The Magic World of Flowers”, “Catching the Little Animal”, “Hop, Hop, Boot”,

"Streams", "Golden Gate"

3.3. Musical, didactic and outdoor games

"Sparrows and Crows", "Transformations",

“Cockerels”, “Tangle”,

“We won’t say where we were...”

Program performance monitoring:

The forms of performance monitoring under the program are:

Participant observation

Game tasks

Interviewing and questioning parents

Photo chronicle and video chronicle of classes and festive events

The results of observation and analysis of video-photo records of classes are recorded in the card “Performance Monitoring in the Choreography Program” (Appendix 1).

Parents are involved in diagnosing the child’s development indicators. The participation of parents in this process, on the one hand, allows them to unobtrusively form an idea of ​​the age norm, on the other hand, it allows them to better navigate in choosing the most optimal forms of interaction with their child, to place emphasis taking into account the problems of his development.

At first school year the parent receives a “Child’s Individual Development Card” form. Over the course of 1-2 weeks, he fills out all the columns in it, observing the child in class, at home, and on the street. He hands over the completed “Card...” to the teacher, asks questions if necessary, and consults. Thus, the parent is included in the educational process and takes an active position in supporting the individual development of his child.

Conditions for the program:

The presence of a spacious, well-lit room, preferably with mirrors.

Possibility of through ventilation of the room.

Maintaining temperature conditions (+19 +20 C).

Availability of special foam mats measuring 100 x 60 cm for exercises on the floor.

Special uniform for exercisers: T-shirts, shorts, leggings, bicycle shorts, Czech shoes.

Availability of accompanying attributes according to the lesson plan (balls, hoops, plumes, scarves, sticks, etc.).

Music center or tape recorder.

Musical material on audio cassettes.

Collaboration with a teacher-accompanist and a specialist who designs musical sound recordings.

Expected results

First year of study:

They know the purpose of the music hall and the rules of behavior in it. They know how to navigate the room, form a straight line, or a circle. They know how to perform some movements from the ABCs of classical dance, rhythmic dances and sets of exercises to music. Master rhythmic walking skills. They can clap and stomp to the beat of the music. They are able to imagine various images (animals, birds, plants, figures) in a musically active game.

Second year of study:

Students know the purpose of individual dance-rhythmic gymnastics exercises, and know the basic positions of the arms and legs (positions) in dance. They can perform folk and rhythmic dances, as well as sets of exercises to music. They are able to move rhythmically at various musical tempos and convey the simplest rhythmic pattern.

Literature used by the teacher:

Abdukadyrova R.K. Theatrical rhythmoloplasty. – Tomsk: DDT “At the White Lake”, 2005.

Adamovich G. The art of training Slavic warriors: [psychophysical training of Slavic warriors]: [warm-up “Werewolf”]: [technique “Zdarovazza”]. - M.: Ladoga-100, 2006.

Baryshnikova T. ABC of choreography. – M.: Rolf, 1999.

Bekina S.I.

Bolekareva N.I. Development of children's creative abilities in rhythm and choreography lessons. Educational and methodological manual. – Kemerovo, 1998.

Bottomer P

Bochkareva N.I. Rhythm and choreography: Educational and methodological complex for choreographic departments of schools, gymnasiums, children's music schools, art schools - Kemerovo: Kemerovo. state Academy of Culture and Arts, 2000.

Burenina A.I. Rhythmic mosaic. - St. Petersburg, 2000

Vinogradov L.V. Development of musical abilities in preschool children. – St. Petersburg: Sfera, 2009.

Galichenko I.G.We dance, we play, we invite everyone: musical celebrations in kindergarten. - Yaroslavl: Academy of Development, 2007.

Gogoleva M.Yu. Logorhythmics in kindergarten. Senior and preparatory group.– Yaroslavl: Academy of Development, 2006.

Gusev G.P. Methods of teaching folk dance. Dance movements and combinations in the middle of the hall: Textbooks for students of universities of culture and art. – M.: Vlados, 2003.

Dubrovskaya E.A.Steps of musical development: a manual for music directors and teachers of preschool educational institutions. - 2nd ed. - M.: Education, 2004.

Efimenko N.N.Theater of physical development and health improvement of children of preschool and primary school age: working materials for the original author's program - M.: LINKA-PRESS, 1999.

Zaitseva G.A., Ignatieva E.N., Romina N.A., Chernyakina S.S. Fairytale Theater physical culture. – Volgograd: Teacher, 2004.

Zaretskaya N.V.. Calendar musical holidays for early and young children preschool age: a manual for practical workers of preschool educational institutions. - 4th ed. - M.: IRIS PRESS: Iris didactics, 2006.

Zaretskaya N.V.Holidays in kindergarten: Scripts, songs and dances. - M.: IRIS PRESS: Rolf, 2002.

Zakharov R.V.Composing a dance: pages of pedagogical experience. - M.: Art, 1989.

Kabalevsky D.B.

Kolodnitsky G.A. Musical games, rhythmic exercises, dancing for children. – M.: Gnom-Press, 2000.

Koreneva T.F. Musical and rhythmic movements for children of preschool and primary school age (in two parts). – M.: Vlados, 2001.

Koshmina I.V. Musical fairy tales and games - M.: Vlados, 2000.

Krivonogova T.S., Landarina G.A., Matveeva L.A., Shifanova R.A. Physical rehabilitation with poor posture. – Tomsk: Peleng, 2002.

Lifits I., Franko G. Methodological manual on rhythm. – M.: Muzyka, 1995.

Mikhailova M. A.

Mikhailova M.A.

Fundamentals of training specialist choreographers./ E.N. Gromova, Yu.I. Gromov, N.L. Gavlikovsky. - St. Petersburg: SPbGUP, 2006.

Osokina I.M.. A fairy tale and a song met: scenarios for musical holidays for kindergarten. - Yaroslavl: Academy of Development, 2006.

Pasyutinskaya V.M.

Pervushina E

Polyatkov S.S. Fundamentals of modern dance. - Rostov-on-Don: Phoenix, 2005. Saykina E.G., Firileva Zh.E. Sa-fi-dance. – St. Petersburg: Detstvo-Press, 2003

Musical material used by the teacher:

“Merry Winter” (Music by T. Borovik)

“Hello, spring” (lyrics by Z. Petrova, music by A. Aleksandova)

“Dance with autumn leaves” (lyrics by N. Nuzhdina, music by N. Nuzhdina)

“Cheerful Santa Claus was walking” (music lyrics by N. Veresokina)

Brailovskaya L.V.Self-instruction manual ballroom dancing: waltz, tango, samba. - Rostov-on-Don: Phoenix, 2005.

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

Songs for children. Disk.

Golden hits. Children's disco.

Kaul N.How to learn to dance: Sports ballroom dancing. - Rostov-on-Don: Phoenix, 2004.

Classical music for children - M.: Two giraffes, 1998.

Classical music and sounds of nature for children. Disk.

The best songs of the New Year's carnival.

World collection of classical music. Disk.

Music for children [collection of classical music].- [B. m.]: IDDK, 2005.

Tender songs of love.

Popular dances of the world [[Sound recording]]: [from lambada to lezginka] / [sound engineer N. Medvedev]. - M.: Moscow windows, 1997.

Popular dances.

Russian folk hits, Nadezhda Babkina's team.

Ryzhkin V.I.

The month is shining [[Audio cassette]]: Russian folk dances. - M.: VEST-TDA, 2001. - Contents: Barynya; Birch; Round dance; Berezovskaya quadrille, etc.

Super collection "77 karaoke for children."

Folklore - music - theater: programs and lesson notes for additional education teachers working with preschoolers: software and methodological manual / ed. S. I. Merzlyakova. - M.: VLADOS, 2003.

Shevlyuga S. Self-instruction manual of Spanish and gypsy dances. Flamenco. - Rostov-on-Don: Phoenix, 2005.

Dance school (electronic optical disc CD-ROM). - M.: Amber: Media Art, 2000.

by program sections:

Section “Plot-logoplastic compositions”:

Bekina S.I.. Music and movement (exercises, games and dances for children 6-7 years old): from the experience of music directors of kindergartens. - M.: Prosveshchenie, 1984.

Belousova L.E. Good leisure time based on the works of children's writers. – St. Petersburg: Detstvo-Press, 2005.

Korneeva T.F. Give the children a holiday // Musical director, No. 1 – 2009.

Mikhailova M. A. We sing, play, dance at home and in the garden: a popular guide for parents and teachers. - Yaroslavl: Development Academy, 1997.

Mikhailova M.A.Dancing, games, exercises for beautiful movement: To help music directors, educators and parents. - Yaroslavl: Academy of Development, 2001.

Pasyutinskaya V.M.The magical world of dance. - M.: Education, 1985.

Pervushina E. How to identify and develop your child’s abilities. - M.; St. Petersburg: Tsentrpoligraf: Mim-Delta, 2005.- In appendix: Gymnastic exercises for children different ages; Outdoor games; Poems for dances and round dances.

Sinitsyna E.I.

Fomicheva O.S.

Shebeko V.N.

Section “Dance Logoplasty”:

ABC of dances: tango, waltz, rock and roll, blues, cha-cha-cha, rumba, samba / comp.: E.V. Dinits; YES. Ermakov; O.V. Ivannikova.- M.; Donetsk: AST: Stalker, 2005.

Bekina S.I.. Music and movement (exercises, games and dances for children 6-7 years old): from the experience of music directors of kindergartens. - M.: Prosveshchenie, 1984.

Big encyclopedia of favorite holidays/A.N. Pecherskaya, E.G. Rozanova.- M.: ROSMEN, 2002.

Bottomer P. Modern and classical dance: a large illustrated encyclopedia. - M.: Eksmo, 2006.

Bragin A. Art. - M.: Planet of Childhood, 2001.

All about art / [trans. from Italian G. P. Smirnov; text by M. Barrieri] - M.: AST: Astrel, 2003.

Kabalevsky D.B.About three whales and about much more. - Novosibirsk: West Siberian Book Publishing House, 1979.

Brief dictionary of dances / ed. A. V. Filippov. - M.: Flinta: Science, 2006.

Lavrova S.A.By country and continent. - M.: WHITE CITY, 2005.

Mikhailova M. A. We sing, play, dance at home and in the garden: a popular guide for parents and teachers. - Yaroslavl: Development Academy, 1997.

Mikhailova M.A.Dancing, games, exercises for beautiful movement: To help music directors, educators and parents. - Yaroslavl: Development Academy, 2001.

Folk dances / Comp. O. V. Ivannikova.- M.; Donetsk: AST: Stalker, 2007.

Peoples of the Far North and Far East of Russia in the works of researchers (XX century) / V. A. Avrorin. Cult of the bear among the Evenks. - M.: Northern Expanses, 2002.

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20 __ - 20 __ educational year

children 2 years old Group No.________

List of group children

Bottom line

Tan target movements: spring, jumps, straight gallop, walking, running

Movements as shown by the teacher

Movement to music in a circle individually and in pairs, spinning alone and in pairs

Movements to music with objects (ribbons, dolls...)

Coordinated movements of arms and legs, maintaining balance, direction and pace of movement

Jumping in place on two legs

Outdoor games with rules

Result:

20 __ - 20 __ educational year

Monitoring performance in the “Choreography” program

children 3 years old Group No.________

“3” - performs the movement correctly, the skill is formed;

“2” - performs the movement with minor errors, the skill is in the development stage;

“1” - performs the movement incorrectly, the skill is not formed;

“0” - refuses to perform the movement.

List of group children

Bottom line

Orientation in the hall, reproduction of dance patterns, dance combinations

Dance moves: spring,jumps, straight gallop,alternately throwing the legs forward in a jump; half squat with the foot on the heel; step on the entire foot in place (with forward movement and circling); movement in pairs

Movement to the music in pairs in a circle, spinning alone and in pairs

Movements with objects (ribbons, dolls...)

Ability to portray your emotional state

Turns right, left, around

Correct posture

Result:

Appendix 2.

Thematic plan

For children 2 years old

Teach basic motor skills, achieving simplicity, naturalness and expressiveness in the performance of musical works;

Develop emotional responsiveness, sensory abilities, ear for music, sense of rhythm;

To form expressiveness of movements, develop skills in the field of musical-rhythmic movement, creative activity, independence and initiative in musical-rhythmic movement, enrich children’s musical impressions;

Foster a love and interest in music.

View document contents
“Rhythmics lesson in the second junior group”

Rhythm lesson in the second junior group

Teach basic motor skills, achieving simplicity, naturalness and expressiveness in the performance of musical works;

Develop emotional responsiveness, sensory abilities, ear for music, sense of rhythm;

To form expressiveness of movements, develop skills in the field of musical-rhythmic movement, creative activity, independence and initiative in musical-rhythmic movement, enrich children’s musical impressions;

Foster a love and interest in music.

Materials and equipment.

Music center, audio cassette with musical accompaniment (“March”, “Puffed Corn”, “Good Beetle”, r.n.p. “The Moon is Shining”, “Quadrille”).

Introductory part. Walking with high knees, on your toes, hands to the sides, on your heels, hands behind your back, jumping on two legs moving forward, straight gallop, easy running, fast walking, calm walking.

Main part.

Head tilts to the right, left, forward, backward. I.p. basic stance, hands on the belt. 1- perform a “spring” and tilt the head forward, 2nd rep.,

3 -- perform a “spring” and tilt the head back, 4 – i.p., 5 – perform a “spring” and tilt the head to the right, 6 – i.p., 7 – perform a “spring” and tilt the head to the left, 8 – i.p.

We tilt our heads

Forward, backward and sideways

We bend our knees,

We perform the spring.

2.I.p. feet together, arms down. First, we perform cross movements with our hands simultaneously with the spring. When repeating - twice as fast.

One spring, two springs

Scissors, scissors.

3.I.p. feet shoulder-width apart, hands at the shoulder. Rotate your arms forward and backward.

4.I.p. Same. Tilts to the right, left.

Squat and bend over

Practice rhythm.

5.I.p. basic stance, arms bent at the elbows. Move forward, clap, go back, clap.

One step forward and two steps forward

And let's clap my friend.

One step back and two steps back

We are very glad to see you.

5.I.p. basic stance, hands on the belt. Jumping alternating with walking.

Final part.

Walking, exercise to restore breathing.

Cherezova Tatyana Vitalievna,

teacher

MDOU kindergarten No. 99

Komsomolsk-on-Amur

Rhythmic gymnastics “Clock”

Musical accompaniment from the cartoon "Fixies" - Clock.

(for children of senior preschool age)

I. p. – standing with feet shoulder-width apart, hands below.

Introduction:

For a “time”, sit your hands behind your back. Lower your head.

On "two" - and. repeat 4 times

1st verse

1 phrase: Tiki - jump on the right leg, elbow of the right hand to the left leg

Tiki - Jump on the left leg, elbow of the right hand to the left leg.

Phrase 2: On every count. Three jumps on two legs, arms along the body.

4-5 phrase – repeat 1-2. On the last “so” jump, legs apart

6th phrase: Bend forward, move your arms back. (For each count - 3 times)

Repeat twice.

“Tiki-tock” - three jumps to the right, arms along the body.

“Tiki-tock” - three jumps to the left, arms along the body.

8th phrase: Throw out straight right, left, right legs.

“no way” - jump legs together.

2nd verse:

1 phrase: i.p. too. Step forward with your foot to the right, move your arm to the side, tilt your head to your right shoulder.

On two-i.p.

Phrase 2 – also in the other direction.

3-4 phrases - repeat 1-2.

Phrase 5: “once” An additional step to the right hand, I draw a circle from below.

On “and” - sit down, hands down.

Phrase 6: -repeat in the other direction.

7-8 phrase – repeat 5-6 phrase.

Chorus.

“Tiki-tiki” - step forward with the right foot, left arm bent forward at the elbow; step forward with the left naked, the right arm bent forward at the elbow.

“Tiki-tiki” - step back with the right foot, left arm bent forward at the elbow; step back with your left foot, right arm bent forward at the elbow.

“Tak-tak-tak” - three jumps on straight legs, arms along the body.

9th phrase:

“The clock is ticking” - three jumps to the right, arms along the body.

“The clock is ticking” - three jumps to the left, arms along the body.

10th phrase: Throw out straight right, left, right legs.

“no way” - jump legs together.

Chorus.

“Tiki-tak-” the girls squatted, the boys stood.

“Tiki-tock,” the boys squatted, the girls stood up.

“We don’t need…” - the girls squatted, the boys stood up.

“Nor...” the boys sat down. the girls stood up. – at the last “how” - the boys stood up.

Loss:

IP-legs in sixth position, arms in front of the chest, fingers in a fist.

In which direction we move, that hand is on top.

For “one”, sit down with your right leg to the side, open the “window” with your hands.

On “and” - put left leg, close the “window”.

On a count of 4, switch hands (now the left one is on top).

On “two” - the same thing in the other direction.

On “three, four” - repeat figure 1-2. Do it only 4 times in one direction and four times in the other.

Chorus.

“Tiki” - turn around by jumping, hands on the belt.

“So” - jump, fix the movements of the legs shoulder-width apart, arms below.

Repeat twice.

“We don’t need..” - We throw our legs forward, right, left, right.

“no way” - jump legs together with arms below along the body.

Chorus.

“Tiki-tiki” - step forward with your right foot, left arm bent forward at the elbow; step forward with your left foot, your right arm bent forward at the elbow.

“Tak-tak-tak” - three jumps on straight legs, arms along the body.

“Tiki-tiki” - step back with your right hand, left arm bent forward at the elbow; step back with your left foot, right arm bent forward at the elbow.

“Tak-tak-tak” - three jumps on straight legs, arms along the body.

“The clock is ticking” - I.p. legs in sixth position, arms below, hands moved to the sides.

At “one” - spring, right hand forward, left hand back.

On “two” - i.p.

On “three” - left forward, right backward, spring.

On “four” - i.p.

Repeat 16 times, on the last chord: Jump legs apart, bend forward, arms back.

Outdoor switchgear complex in a circle,

with musical accompaniment: composer - Vasily Bogatyrev “Skates” from the cartoon “Masha and the Bear”

(for children of the second younger group)

"Spreading our wings"

I.P - O.S. We raise our arms up through the sides, stand on our toes; Lower down – I.P.

“Cleaning the wings”

IP - legs together, hands to shoulders. Turns to the right and left, waving our “wings”.

"Let's dance"

P. - hands below, feet shoulder-width apart. Turns right and left.

"Looking for grains"

I.p. hands below, feet shoulder-width apart. Bend forward.

“Pecking the grains”

IP - hands below, feet shoulder-width apart. Sit down, arms across the sides, knock on the floor, say “Kluk-klu”

"Learning to Fly"

P. – O.S., hands to shoulders. Springs in place with a wave of the arms for 4 counts, alternating with walking. Restore breathing.

Rhythmic gymnastics with gymnastic sticks, to any rhythmic music.

(for older children)

1. I.p. - feet shoulder-width apart, stick in two hands at the bottom.

1-8 -At once– stick up, two – behind the head, three – up, four – starting position.

2. I.p. - feet shoulder-width apart, stick in front

1-2 - For one - turn to the right with a stick, for two - to the left.

3-4 – turn, moving the opposite leg with the stick.

Repeat 3 times

3. 1-2 – sit down, turn the stick.

3-4 – sit down, turn the stick in the other direction.

5-8 – repeat.

4. 1-3 - bend forward, stick forward.

4 - straighten up, stick up.

5 – stick to the chest.

Repeat 3 times.

4. I.p. - stick vertically at the right leg, in right hand, left behind the head.

1-8 – walk around the stick on your toes.

1-8 - in the other direction.

6.I.p. feet shoulder-width apart, stick at the bottom.

1- jump on the right leg, the left leg is moved to the side.

2- Jump on the left leg, the right leg is moved to the side

3-8 – repeat jumps

7.I. p. – the same.

1-8 – scissor jumps.

1-8 – scissor jumps, lift the stick up and lower it slowly.

8. 1-4 – steps in place of the stick below.