Program for additional education teacher in choreography. Work program on the topic: Educational program for additional education of children "Fundamentals of Choreography"

The art of choreography is a universal phenomenon with a centuries-old history of development. Its origin is based on the irresistible human desire for rhythmic movement, the need to express one’s emotions through plastic means, harmoniously connecting movement and music.

Choreography, being one of the synthetic types of creativity, includes the fundamentals of various types of arts: musical and theatrical, arts and crafts and artistic creativity, classical, folk, modern dance and plastic arts. Choreography classes contribute not only to the development of the child’s external characteristics, but also to the formation of his inner world.

Studying choreography, like other types of art, helps develop those aspects of the student’s personal potential on which the content of other subjects has limited influence: imagination, active creative thinking, the ability to consider life phenomena from different perspectives. Like other types of art, dance develops aesthetic taste, cultivates sublime feelings, but, unlike other arts, it has a significant impact on the physical development of the child.

The “choreography in primary school” program is a primary education program dedicated to the development and correction of children’s physical qualities, the development of their creative abilities through the means of choreographic art.

The main difference and novelty program consists of the compensatory capabilities of children during their early development, children accepted into a dance group without special selection. Relevance The program is that in the process of creative practice the child can discover in himself the universal human ability of an aesthetic attitude towards the world and life.

Pedagogical idea: with the help of choreographic art (classical, folk, modern dance) to promote the development of aesthetic culture of students in primary school and secondary schools.

Purpose of the program.

1. Development and correction of children’s physical qualities through choreography as an important condition for the spiritual development of a child.
2. Based on the purpose of the program; its tasks:

Special:

1. Determination of the optimal training program for dance disciplines (classical, folk dance).
2. Identifying the need to correct the physical qualities of children and their development.
3. Formation of artistic taste, interest in the art of dance, introducing it to history and traditions;

General pedagogical:

1. Unlocking the potential of the individual through dance activities.
2. Formation of a culture of communication, tolerance and respect for other children.
3. Spiritual and moral education of children.

The program is: modified, long-term, because it is designed for four years of study; complex, since it is aimed not only at comprehending the art of dance, mastering its expressive means, but also at educating the child, his artistic taste, individuality, and correcting psychosocial deficiencies physical development.

Conditions of implementation.

This program is intended for classes of children of primary and secondary school age (1 - 6 grades), accepted into a choreographic group without special selection, provides:

Group 1 – preparatory (6–7 years old)

Group 2 – (7–8 years old)

Group 3 – (8–9 years old)

Group 4 – (9–10 years old)

Group 5 – (11–12 years old)

Groups consist of 12–15 people, 4 hours a week.

Equipment.

To work you need: - a bright (ventilated) spacious room, equipped with mirrors, a choreographic machine, technical means: (music center, TV, DVD player); locker rooms: for boys and girls,

Gymnastics equipment: jump ropes, hoops, medium-sized balls,

Sewing stage costumes for production numbers, concert shoes,

Rehearsal uniform (in person): gymnastic leotards, leotards, leggings, ballet slippers, slippers, dance shoes; for boys you can wear blinders and T-shirts,

Students bring mats personally.

Methods and forms of work:

Heuristic;

Research;

Incentives;

Integrations;

Game

One of the main methods of the “Choreography in Primary School” program is the integration method, which allows you to collect various types of arts into a single whole and select a large informative capacity of educational material. Despite the large amount of information, the program is distinguished by its compactness and conciseness of educational material, and the introduction of more advanced methods and techniques into it. The integration method made it possible to combine elements of various subjects, which contributed to the birth of qualitatively new knowledge, mutually enriching the subjects, contributing to the effective implementation of the didactic goal.

The program uses priority forms of classes: integrated, integrated with elements of improvisation, individual. In rehearsal and production classes, teachers include the number of sections of the program independently, integrating them depending on the complexity of the dance or its theme.

The purpose of the conversations is to give students a general idea of ​​the main stages of the development of dance art in Russia and other countries, to form an understanding of its types and genres.

Games long years remain the main and favorite activity for all children. Using games correctly, you can achieve a lot in raising children. The child models his relationships with the outside world in the game, plays out various situations - in some he leads, in others he submits, and thirdly, he carries out joint activities with other children and adults. In the game, reflection and self-realization take place, the student makes a decision for which he is responsible, the game presupposes creativity, - The “Game Technologies” section is included in all learning objectives.

The holistic learning process in a choreographic circle is divided into four stages:

1. First stage.
2. Stage of in-depth learning.
3. E stage of fastening.
4. Improvement stage.

Testing of the methods and forms of the “Ogonki” program took place from 01.09.2005 to 29.05.2009 at the Municipal Educational Institution Secondary School No. 1 of the city of Novy Urengoy. Classes under the program had a positive impact on the development of cognitive interests, on the social activity of students, on the disclosure of potential abilities, and on the formation of artistic taste. This was reflected in the performance, which can be traced in city and school events, concerts, and also the dance club students significantly improved their health, which is confirmed by the rate of class attendance.

Already in the second year of study, students of the circle took part in the city choreographic competition “Rainbow” in Novy Urengoy and took second place.

Characteristics of age characteristics

The psychomotor (motor) capabilities of a child depend on the age-related characteristics of the development of a number of mental functions: muscle-motor sensations and perceptions, sensorimotor processes, memory, thinking and attention.

The preschool period is very significant for the development of a child; the age limit of 5-7 years is one of the most valuable stages in the life of children. The extreme mobility, imitative activity, and sensitivity of a preschooler of this age speak of the colossal potential of his development. At the same time, preschoolers are characterized by rapid mood changes and fatigue. They have poor control of their body, their coordination is not developed.

A child’s admission to a dance club is an important event in his life. He finds himself in a different sphere of communication compared to kindergarten. The relationship with the teacher and with peers is also new for him: relationships are built on the basis of knowledge of a common cause - the art of dance. A significant place in the program is given to games and preparation of concert numbers.

In younger schoolchildren, the speed of movements increases, but the accuracy is not yet high, there are many “extra” unconscious movements. Children have difficulty distinguishing and remembering externally similar physical exercises and movements; they are poorly differentiated according to the main control parameters. At primary school age, thinking, distribution and switching of attention are not sufficiently developed, which complicates learning and assimilation of motor skills. Without taking into account the characteristics of a given age, it is difficult to avoid negative results. If during this period you do not work on accuracy, dexterity and coordination of movements, then in the process of intensive growth of the child, a disproportion in the control of the motor system arises.

Clumsiness in children can be the cause of shyness, timidity, and lack of self-confidence at an older age, which, in turn, interferes with the child’s social adaptation.

At primary school age, prevention of poor posture is important, since this age is most susceptible to the negative influence of environmental factors due to incomplete ossification of the spine, insufficient formation of the muscle corset and adaptation to prolonged sitting at a desk. The formation of correct posture is very important for strengthening the general health of children, since diseases of the cardiovascular and respiratory systems among schoolchildren are interrelated with violations of their posture.

Methodological support of the program

To implement this program, the main thing in determining the strategy and technology for teaching and raising children is the prevention and correction of mild psychophysical disabilities in children of primary school age. The basis is the principle of unity of diagnosis and correction, which involves the construction of correctional work in accordance with the diagnostic results. Children are accepted into this choreographic group without special selection, so the need for correctional work is important for the successful further study of classical, folk, and pop dance. Corrective focus at the initial stage will allow us to move at an accelerated pace in the future.

The process of teaching children in a choreographic circle is based on the following principles: activity, unity of theory and practice, visibility, accessibility, systematic classes and an individual approach.

This program combines training exercises on the floor, at the barre, in the middle of the hall, stretching exercises, dance movements of classical and folk - stage dance, which contributes to the development of students' dancing skills. Some of the simplest theoretical information on musical literacy is given directly during classes and during work on productions.

Each group of preparatory, first, second, and third years of study has its own pace and program of classes, which requires a certain minimum of knowledge, skills and information about choreography in accordance with age. Work in a team will take place in such a way as not to violate the integrity of the pedagogical process, taking into account training goals, tasks of aesthetic education and the specific prospects of the team.

In choreography classes, special attention is paid to the development of rhythm, tempo, basic motor qualities, and musically rhythmic exercises, which are based on jumping, clapping, stamping, stepping and running in various patterns. This orients children in space and time and develops musicality.

Mastering the elements of classical dance is structured according to the degree of complexity; simple exercises prepare for more complex movements and physical activity; strengthens the muscles of the legs and back, promotes the development of coordination of movements. For this group, mastering the basics of classical dance is a way to develop dexterity and turnout of the legs, and coordination of the movements of the young dancer.

The folk dance material gives an idea of ​​the range of national dances: from calm to temperamental, from dances where character and acting skills matter, to dances where foot technique and virtuosity in the execution of movements are important. Folk dances can be close to children's themes or filled with plots from fairy tales and children's games. Of particular importance is the reproduction from a recording of an authentic national dance that is accessible to children. When choosing a folk dance, the degree of difficulty for children is taken into account. That is why the program included Russian, Belarusian, Ukrainian and Estonian dances.

Dance improvisation to music in this program is not the main method of work. But it is necessary for harmonious development. Assignments are given as a break during class. They include topics related to natural phenomena, animal behavior, fairy tales, games, as well as topics close to children's imagination. Role-playing and music-dance games develop creative imagination and creative activity in children.

Informative conversations and going to concerts and performances, watching videos and DVDs are of great importance. Children learn to behave on stage, behind the scenes. Using the examples of outstanding choreographers and dancers, they learn the meaning of creativity, gain experience in discussing the material they have viewed, and give them an emotional assessment. It is better to conduct conversations during a break between classes.

Stage practice plays a significant role in the artistic education of children. It is introduced in the second year of study. Based on the material covered and the program, concert numbers are prepared. The correct selection of concert numbers, taking into account the capabilities of children, the child’s inner world, promotes the creative growth of the child in the process of realizing his needs, abilities and skills in dance activities. The participation of children in concerts and events of Municipal Budgetary Educational Institution Secondary School No. 1, as well as performances at other venues in Novy Urengoy, maintain interest in classes.

Joint work in preparing concert programs, rehearsals, concerts, and all the activities of the circle is the joy of creativity. And only through the joint activities of teachers and children is an introduction to beauty possible. Preparation for a joint performance is of great importance in solving educational and educational problems. General rehearsals bring children together, friendly, comradely relations are established between members of the ensemble, each participant is responsible for each member of his team.

Particular attention is paid to the repertoire and its appropriateness to the age of the children. Choreographic performances should carry the plot of a children's interpretation, and in no case copy the productions of adult dance groups.

Knowledge and skills by the end of four years of study:

• know about the rules of personal hygiene;
• be able to navigate the hall while performing dance moves, musically active games;
• be able to correctly walk to the beat of the music, maintaining beautiful posture, easy toe-stepping;
• feel the character of the music and convey it with the end piece of music;
• be able to time the time signatures 2/4, 3/4, 4/4 with your hands;
• mark the strong beat of the beat in the movement;
• be able to independently speed up and slow down the pace of movements;
• mark musical phrases, accents, simple rhythmic patterns in movement;
• move expressively in accordance with musical images;
• have the skill of acting expressiveness;
• recognize the nature of dance music;
• have an understanding of the three basic concepts (genres) of music: March - song - dance;
• have an understanding of the main dance genres: polka, waltz, dance, disco;
• perform movements in accordance with the nature of the music - clearly, strongly, slowly, smoothly;
• know tempo designations, hear the tempo in relation to movements;
• be able to count bars, determine musical meters by ear;
• distinguish the features of dance music: march, waltz, polka, dance, round dance, etc.;
• be able to analyze the music of learned dances;
• hear and understand the meaning of the opening and closing chords in the exercise.
• know the positions of the legs and arms of classical dance, folk stage;
• learn the rules for positioning the body;
• be able to perform basic exercises in the middle of the room;
• know dance terms: turnout, coordination, names of exercises;
• know and be able to perform dance movements: dance step, variable step, side step, gallop, jumps, step with a stomp, polka steps, elements of Russian dance (basic movements, moves): picker, winder, hammer, pendulum, etc.;
• have the skill of turning the legs, stability, coordination of movements;
• know the rules for performing folk training exercises and their names;
• know the positions of the foot, knee, hip - open, closed;
• know the concepts: musical, beautiful, emotional, expressive, synchronous.
• disclosure of creative abilities;
• development of organization and independence;
• have an understanding of classical and folk dances.

Preview:

Moscow Department of Education

Western District Education Office

State budgetary educational institution

Special (correctional) secondary school of VIII type No. 804

Educational programadditional education children

"Basics of Choreography"

Artistic and Aesthetic Program l features
Designed for students aged 8 to 17 years
Implementation period - 3 years

The program has been developed
teacher of additional education
Rudik Elena Ivanovna

Moscow

201Zg.

1. Explanatory note:

The concept of "Choreography";

Relevance;

The origins of choreography;

Types of choreography;

Scientific novelty of choreography;

Purpose of the program;

Program objectives;

Pedagogical principles;

Principles of organizing the pedagogical process;

Principles of managing the activities of students;

Direction, timing of the program, features of the program.

2. Main directions and content of activities:

Organization of the educational process in the first age group - 7 - 10 years;

Organization of the educational process in the second age group - 11 - 13 years;

Organization of the educational process in the third age group - 14 - 17 years old;

Organization of basic classes for all age categories;

Organization of the educational process within one lesson (structure of the lesson organization) for all age categories;

Methods of teaching education, development and pedagogical technologies.

3. Curriculum:

Educational and thematic plan for the first year of study with a summary of sections and topics;

Educational and thematic plan for the second year of study with a summary of sections and topics;

Educational and thematic plan for the third year of study with a summary of sections and topics;

4. Conditions for the implementation of the program, material and technical conditions:

Premises;

Special premises;

Furniture;

Organizational conditions;

Methodological conditions;

Personnel conditions;

External conditions.

5. Predicted results:

Form of control - first year of study for all age groups;

Requirements by the end of the first academic year;

Form of control - second year of study for all age groups;

Requirements by the end of the second academic year;

Form of control - third year of study for all age groups;

Requirements by the end of the third academic year;

6. References:

List of literature used by the teacher;

7. List of methodological appendices to the educational program:

Description of methods.

8. List of regulatory and legal documentation used in organizing educational activities and during the implementation of the educational program.

The first section is “Explanatory Note”.

Concept of choreography(from the Greek choreo - I dance) covers various types of dance art, where an artistic image is created with the help of conventional expressive movements. Many people believe that choreography is dance, or choreography is ballet, but, according to R. Zakharov, the concept is much broader. It includes not only the dances themselves, folk and everyday, classical ballet. The word itself is of Greek origin; it literally means. But later this word began to be used to describe everything related to the art of dance. Most modern dance figures use this word in this sense.

Choreography - an original type of creative activity, subject to the laws of development of the culture of society. Dance is an art, and all art should reflect life in figurative and artistic form. The specificity of choreography is that it conveys a person’s thoughts, feelings, and experiences without the help of speech, through movement and facial expressions. Dance is also a way of non-verbal self-expression by a dancer, manifested in the form of body movements rhythmically organized in space and time. Dance existed and exists in cultural traditions all human beings and societies. Over the long history of mankind, it has changed to reflect cultural development.

Relevance . Currently, choreographic art covers both traditional folk and professional stage art. Dance art is present to one degree or another in the culture of every ethnic group. And this phenomenon cannot be an accident, it is objective and always relevant. Traditional folk choreography occupies a paramount place in the social life of society, both in the early stages of human development and now. Performs one of the functions of culture, is one of the unique institutions for the socialization of people and, first of all, children, adolescents and young people, and also performs a number of other functions inherent in culture as a whole. In our country, choreographic art is very popular. From year to year the number of amateur dance groups is growing, and the level of their skill is increasing.

Choreography was bornat the dawn of mankind: even in primitive society there were dances that depicted labor processes, reproduced the movements of animals, dances of a magical nature, warlike. In them, man turned to the forces of nature. Unable to explain them, he prayed, conjured, made sacrifices to them, asking for a successful hunt, rain, sun, the birth of a child or the death of an enemy. All this, however, can be seen in our time, in the art of the peoples of Africa, for example. Descriptions of dances by travelers and folklorists tell about the life, customs and morals of various peoples. Dance is one of the most ancient and popular forms of art.

New themes, new images, a different manner of performance have appeared in the dances of the peoples of our country. There are a lot of lyrical, heroic, comic, slow and smooth or whirlwind, fire, collective and solo dances, in which the image of our contemporaries is clearly and convincingly revealed. Dances have: styles, forms, content.

Choreography has three types:

Folk dance is an art based on the creativity of the people themselves;

Everyday dance is a type of dance that has folk origins, but is performed at evenings, balls, etc.;

Professional dance, including classical ballet, is a type of stage dramatic art that requires professional choreographic processing of national and folk origins.

The body is capable of performing an incredibly diverse range of movements, using almost all the motor capabilities inherent in humans by nature. All these laws are absorbed during a dance lesson.

Novelty of the programconsists of student-centered learning.

The task of a teacher of additional education is not to maximize the acceleration of the development of a child’s creative abilities, not to set deadlines and paces, but, first of all, to create for each child all the conditions for the fullest development and realization of abilities.

Scientific novelty choreography research is as follows:

1. The place of the subject “Choreography” in the system of education and training of children in the conditions of additional education institutions and general education institutions has been identified.

2. The minimum (giving general physical, musical, aesthetic, moral development and promoting the health of the child) and optimal (allowing us to talk about the beginning of the formation of dance culture) content of the subject “Choreography” from 3 years of age, which can be mastered by children who do not have special choreographic abilities, have been determined .

3. The developmental influence of choreography on the formation of physical and personal qualities and the emotional sphere of students has been revealed; the health-improving effect of exercises was revealed.

Purpose of the program: development of children's creative abilities through study and acquaintance with various types of choreographic art based on spiritual and moral values.

Program objectives:

Formation of a common culture for children;

Respectful attitude towards spiritual, moral and cultural heritage;

Using the ethical features of dance to cultivate morality, discipline, a sense of duty, collectivism, and organization;

Teaching dance etiquette and developing the ability to transfer the culture of behavior and communication in dance to interpersonal communication in everyday life;

Providing emotional relief for children, fostering a culture of emotions;

Ensuring the formation and preservation of correct posture of the child, strengthening the muscle corset by means of characteristic, folk and ballroom dances, to cultivate a culture of movement;

Increase the period of physical activity in the educational process, develop the need for physical activity as the basis of a healthy lifestyle.

Fostering mutual understanding, respect, goodwill and emotional responsiveness among participants in the educational process;

Development of independence;

Unlocking creative potential;

Realization of individual abilities of students;

Education necessary basics and techniques of choreographic art;

Development of fantasy and imagination;

Expanding children's horizons in the field of dance art;

Assisting parents in implementing the educational process;

Satisfying the child's cognitive interest;

Enriching the skills of joint activities within the educational program.

Pedagogical principles:

- principle of educational teaching(during the educational process, not only knowledge is given, but also a personality is formed);

- scientific principle(the content of training includes only scientific facts, theory and laws that reflect the current state of science or areas of creative activity);

- the principle of connecting learning with practice(use of acquired theoretical knowledge in solving practical problems, the ability to analyze and transform the surrounding reality, develop one’s own views);

- principle of systematicity and consistency(construction of the educational process in a certain logic in accordance with established rules);

- accessibility principle(the content and study of educational material should not cause intellectual, moral, or physical stress in children);

The principle of visibility(during the educational process, maximum “inclusion” of all the child’s senses through providing the opportunity to: observe, measure, use the acquired knowledge and skills in practical activities);

- principle of consciousness and activity(children must become subjects of the learning process, understand the goals and objectives of learning, be able to independently plan and organize their activities, be able to pose their problems and look for ways to solve them, take into account the current interests and needs of children);

- principle of strength(the knowledge acquired by children should become part of their consciousness, the basis of behavior and activity through the manifestation of cognitive activity, consolidation of the material covered, systematic monitoring of learning results);

Taking into account age characteristics(content and methods of work are aimed at children of a specific age).

Principles of organizing the pedagogical process:

Communication principle pedagogical process with life and practice, suggesting the need to connect theoretical knowledge and practical experience.

- orientation principlethe pedagogical process to form in the unity of knowledge and skills, consciousness and behavior of students, which involves the organization of activities in which students would be convinced of the truth and vitality of the knowledge and ideas they receive, and would master the skills of socially valuable behavior;

- collectivity principleteaching and raising children, aimed at optimizing the combination of collective, group and individual forms of organizing the pedagogical process;

The principle of continuity, consistency and systematicity of the pedagogical process, aimed at consolidating previously acquired knowledge, abilities, skills, acquired personal qualities, their consistent development and improvement;

- principle of visibilityas a reflection of the interdependence of intellectual knowledge and sensory perception of reality;

- aestheticization principlethroughout children's life, primarily training and upbringing, which presupposes the formation in pupils of an aesthetic attitude to reality as the basis of a moral attitude.

Principles of managing the activities of students:

- combination principlepedagogical management with the development of initiative and independence of students;

Principle consciousness and activitystudents in a holistic pedagogical process, requiring the teacher to organize such interaction with the student in which the latter could play an active role;

- principle of respectto the child’s personality in combination with reasonable demands on him;

- principle of relying on positive qualitiesin man, support strengths his personality;

- principle of consistencythe requirements of the family, school and public for the child, obliging the teacher to achieve balance and harmony of external influences on him;

- combination principledirect and parallel pedagogical actions, which presupposes the teacher’s actualization of the educational, developmental potential of the group, team, and their transformation into subjects of individual education;

- principle of feasibility and accessibilitytraining and education, which requires the teacher to take into account the real capabilities of the child, to prevent various kinds of overloads that negatively affect his physical and mental health;

- principle of an integrated approachwhen organizing choreographic classes - during the aesthetic education of a child, various types of art interact with each other, having a complex effect on the child. This interaction when organizing choreography classes is carried out as a result of close interdisciplinary connections with listening to music, fine arts and other subjects.

The principle of unity of choreographic and general mental development children -This principle is determined by the need for an organic relationship between the aesthetic and general development of the child’s personality. Children's choreographic activities ensure intensive development of their imagination, emotional sphere, figurative and logical memory, and thinking. In the process of practicing choreography, children set in motion all their mental forces and use the abilities they develop in other types of activities;

The principle of artistic and creative activity and amateur performances of children in choreography classes - withObservance of this principle in choreography classes directly determines the effectiveness of these classes in the aesthetic education of children. Choreography introduces children to works of art, polishes performing skills, becomes the content of spiritual life, and is a means of artistic development, individual and collective creativity, and self-expression of children. This is achieved only when choreographic activity is not reproductive, but actively independent creative;

The principle of aesthetics of children's life -this principle requires teachers-choreographers to organize relationships, activities, communication with children according to the laws of beauty, bringing them joy. For a child, everything has educational significance: the decoration of the room, the neatness of the costume, the form of personal relationships and communication with peers and adults, the conditions of classes and the nature of entertainment. At the same time, it is important to involve all children in active activities to create and preserve beauty own life. Beauty, in the creation of which a child takes an active part, seems especially attractive to him, becomes sensually tangible, and makes him a zealous defender and promoter of it. Maintaining beauty in everything is a prerequisite choreographic activities;

The principle of taking into account the age characteristics of children -compliance with all of the above principles when organizing choreographic classes with children allows us to make these classes an effective means of aesthetic development of children, awakening in them the abilities of active aesthetic perception, emotional experience, imaginative thinking, as well as the formation of high spiritual needs in them.

This program belongs to an artistic and aesthetic orientation. The duration of the program is 3 years for children aged 6-14 years. When organizing the educational process, children are divided into three age categories:

The first age group is children from 7 to 10 years old;

second age group – children from 11 to 13 years old;

the third age group is children from 14 to 17 years old.

Each age category exists autonomously, has its own curriculum and repertoire, designed for three years of study. Thus, the program has the opportunity to cover a wide age range of children from the beginning of its implementation, when carried out by one teacher. Children are accepted into the children's association, without taking into account special skills, but with medical clearance to practice choreography.

The second section is “Main directions and content of activities.”

first age group – children from 7-10 years old:

Organization of the educational processsecond age group – children from 11-13 years old:

Organization of the educational processthird age group – children from 14-17 years old:

Organization of classesfor all age groups:

Organization of the educational process within one training session for all age groups:

Methods of training, education, development and pedagogical technologies

"...It is difficult to imagine a better method of education than the one that has been discovered and tested by the experience of centuries; it can be expressed in two provisions: gymnastics for the body and music for the soul..."

Plato

Methods used in teaching :

Verbal methods(the source of knowledge is the spoken or printed word);

Visual methods(the source of knowledge is observed objects, phenomena, visual aids);

Practical methods(students gain knowledge and develop skills by performing practical actions).

Methods and forms used in the upbringing and development of children:

Form of education- This is the external expression of the educational process. Based on the number of people involved in the education process, forms of education are divided into:

• individual;
• microgroup;
• group (collective);
• massive.

The effectiveness of the educational process depends on the form of its organization. As the number of students increases, the quality of education decreases.

Education methods- these are specific ways of forming feelings and behavior in the process of solving pedagogical problems in the joint activities of students with educators. This is a way of managing activities, in the process of which self-realization and personal development are carried out. Education methods:

• belief;
• exercises;
• presenting the pupil with socio-cultural norms
• attitudes and behavior;
• educational situations;
• stimulation of activity and behavior.

Classification by areas of educational work: mental, moral, ethical, aesthetic, labor, physical.

Moral education– a purposeful process of forming value attitudes, high self-awareness, moral feelings and behavior in the younger generation in accordance with the ideals and principles of humanistic morality. Moral education is focused on the reproduction of universal human principles in the emerging consciousness. Any knowledge, abilities, skills that a person acquires must be significant for him and become part of his worldview. The social purpose of knowledge, which is to apply it for the benefit of society, is realized through moral education.

The basis of moral education as the assimilation of universal human values, enduring moral norms and principles developed by people in the process of historical development of society is the development of a conscious-emotional attitude towards them, the unity of knowledge and experience, the moral meaning of activity and behavior.

Choreography as a means of shaping the moral character of children

Dance, directly affecting the child’s feelings, shapes his moral character. This impact can be stronger than any instructions. By introducing children to works of various emotional and figurative content, we encourage them to empathize.

Round dances, dancing different nations arouse interest in their customs and foster international feelings. The genre richness of the choreography helps to perceive heroic images and lyrical mood, cheerful humor and lively dancing. The varied feelings that arise when perceiving dances enrich children’s experiences and their spiritual world. Collective dancing also contributes to solving educational problems, since children are covered by common experiences. The dance requires a united effort from the participants. Common experiences create fertile ground for individual development. The example of comrades, general inspiration, and the joy of fulfillment activate the timid and indecisive. For someone spoiled by attention and overly self-confident, the successful performance of other children serves as a brake on negative manifestations.

Choreography classes influence the general culture of preschoolers. The alternation of various tasks requires attention, intelligence, speed of reaction, organization, and strong-willed efforts from children. When performing a dance, you must start and finish it on time; act, constantly submitting to the music, refraining from impulsive desires to stand out, to overtake someone.

Thus, choreographic activity creates the necessary conditions for the formation of the moral qualities of the child’s personality and lays the initial foundations for the general culture of the future person.

Labor educationcovers those aspects of the educational process where labor actions are formed, production relations are formed, tools of labor and methods of their use are studied.

Work in the process of education acts both as a leading factor in the development of personality, and as a way of creative exploration of the world, gaining experience of feasible work activity in various fields of labor, and as an integral component of general education, which largely centers general educational educational material, and as an equally integral part physical and aesthetic education.

Mental educationis a systematic and purposeful pedagogical influence on a child and interaction with him with the aim of developing his mind and shaping his worldview. It proceeds as a process of mastering the general historical experience accumulated by humanity and represented in knowledge, skills, and abilities. By human mental development we mean a function of the brain that consists in adequately reflecting the patterns and phenomena of the surrounding life.

Choreography as a means of activating mental abilities.

Choreography classes are closely related to mental processes, as they require attention, observation, and intelligence. Children listen to music, note the characteristic semantic features of artistic images, and learn to understand the structure of the work. Answering the choreographer’s questions after the work has been performed, the child makes the first generalizations and comparisons: he determines the general character of the work, its tempo, dynamic coloring, and looks for dance means to express its content. These attempts to aesthetically evaluate a work require active mental activity of the child.

In choreographic activities, children take great pleasure in inventing and combining dance movements, singing and moving to the music. Dance, folk dance, pantomime and especially musical and playful dramatization encourage children to depict a picture of life, to characterize a character using expressive movements, facial expressions, and gestures. In this case, a certain sequence is observed: children listen to music, discuss the topic, assign roles, and then act. At each stage, new tasks arise that force you to think, fantasize, and create.

Thus, choreography classes are the most important means of the comprehensive harmonious development of a child’s personality. The relationship between various aspects of education develops in the process of practicing various types and forms of choreographic activity. Emotional responsiveness and musicality will allow children to respond to good feelings and actions in accessible forms, activate mental activity and, constantly improving movements, develop children physically. In a word, to make children healthy, teach them to dance; to make children beautiful, teach them to dance; to make children smart, teach them to dance.

Physical education- an integral part of almost all educational systems. Modern society, which is based on highly developed production, requires a physically strong young generation, capable of working at enterprises with high productivity, withstanding increased loads, and being ready to defend the homeland. Physical education also contributes to the development in young people of the qualities necessary for successful mental and labor activity.

Dance as a means of physical development and education.

“Whether a child laughs at the sight of a toy, whether Garibaldi smiles when he is persecuted for excessive love for his homeland, whether a girl trembles at the first thought of love, whether Newton creates world laws and writes them on paper - everywhere the final factor is muscle movement.”

THEM. Sechenov

We live in our body, without it it is impossible to exist in this world, it is the habitat of our soul. This unity cannot be broken without simultaneously interrupting life. When the soul and body interact and influence each other, a harmoniously balanced personality develops. The body and its processes are the foundation of personality, through it one can understand the personality, the essence of a person, through the body one can build and develop this su power is much stronger than we think.

Any good upbringing at all times has been inextricably linked with work on the body. A stable, full-fledged person appears to us as straight, energetic, with good posture, gait, and the ability to move plastically, dance, and control his body. Freedom, relaxedness of external movements are inextricably linked with internal freedom, natural feeling, bodily and mental peace. Everything in a person is connected with the work of muscles: movement, the respiratory system, and the nervous system that controls them. The more active the muscles work, the more intense the body’s self-renewal.

A person is 35-40% muscle. Almost all other systems of the body serve to move muscles and ensure their performance. Muscular inactivity, especially in combination with nervous tension, has a detrimental effect on health and provokes disturbances in autonomic activity. nervous system, endocrine glands. Lack of muscle activity also leads to incoordination of the brain.

Just moving a lot does not mean using all the muscles in the body. The idea of ​​health and improvement of the body is often mistakenly associated in people’s minds with vigorous physical activity, running, tiring sports, lifting weights, pumping up muscles, etc. But few people can do this systematically and constantly, starting from early childhood throughout their lives, for various reasons. In addition, any sport usually involves only one third of the muscles, often leaving the foot muscles and muscles for maintaining posture undeveloped. In this sense, choreography classes have a number of advantages in comparison with other types of motor activity. Let's look at some of them.

1. Dance is a synthesis of music and movement. Music perceived by the auditory receptor affects the general condition of the entire human body, causing reactions associated with changes in blood circulation and breathing. Medicine has proven that under the influence of music, arousal can be caused or reduced in the human body. That is why music, as a means of physiological influence, is used in gymnastics and aerobics, and in game stretching and other types of activities, but a truly organic fusion of music and movement can only be achieved in dance, since dance is the materialization of a musical work, the embodiment of musical images and its content in the language of plasticity of the human body.

2. Dance uses literally all muscle groups; from the muscles of the foot to the facial muscles.

3. Dance is a complex, a synthesis of all kinds physical exercise; dance is a slow walk, a fast run, and a rapid jump; a dance is a fast explosive movement and a static mime pose; dance is an energetic lightning-fast rotation of the whole body and a subtle movement of the finger; dance is extreme tension and complete relaxation of one or another muscle group.

4. Dance is natural and inherent in man, just like breathing itself. Dance is the movement of a child in a cradle, reacting to the music and song of its mother, it is the waltz of gray-haired veterans, and the obsession of young people on the dance floors of discotheques. Dance is accessible to everyone, dance accompanies a person from birth to old age,

5. Dance is always delight and joyful emotions. Dance is a holiday that is always with you.

Emotional (aesthetic) education– one of the basic components of the goals of education and the educational system, summarizing the development of aesthetic ideals, needs and tastes among students. The tasks of aesthetic education can be conditionally divided into two groups - the acquisition of theoretical knowledge and the formation of practical skills. The first group of tasks solves the issues of familiarization with aesthetic values, and the second - active inclusion in aesthetic activities.

Inclusion tasks:

• formation of aesthetic knowledge;
• education of aesthetic culture;
• mastery of aesthetic and cultural heritage of the past;
• formation of an aesthetic attitude to reality;
• development of aesthetic feelings;
• introducing a person to the beauty in life, nature, work;
• development of the need to build life and activity according to the laws of beauty;
• formation of an aesthetic ideal;
• the formation of the desire to be beautiful in everything: in thoughts, deeds, actions, appearance.

Choreography as a means of aesthetic education and training of children.

A person’s aesthetic education is understood as his ability to perceive, feel and understand the beautiful, to distinguish between good and bad, to act creatively independently in life and art, to live and create “according to the laws of beauty.”

Aesthetic education presupposes that a person has aesthetic ideals, artistic taste, and the ability to deeply experience aesthetic feelings.

From birth, nature lays in the child the inclinations and ability to comprehend beauty, an aesthetic attitude to reality and art. At the same time, these inclinations and capabilities can be fully realized only in conditions of purposeful, organized artistic and aesthetic education and training. Neglecting the aesthetic development of children leaves them deaf to genuine spiritual aesthetic values. The flow of artistic-aesthetic, and along with it anti-artistic information overwhelms an uneducated, aesthetically ill-educated person. He turns out to be unable to understand the quality of this information, give it a critical analysis and correct assessment. Therefore, it is very important from early childhood to introduce children to the world of genuine, great art, to develop and educate their aesthetic consciousness on outstanding examples of domestic and world artistic creativity.

The combination of dance properties such as the unity of music, movement and play in choreographic activity makes choreography the most fruitful means of aesthetic education and training of children at an early age. However, the implementation of this most important function of choreographic activity is possible only if certain principles of organizing choreography classes with children are observed.

Self-education – formation in the child of conscious, purposeful activity to improve his positive qualities and overcome negative ones. The level of self-education is the result of personality education.

Tasks:

The ability to comprehend your personal qualities.

Feel the positive or negative reactions of others.

Be able to interact with a group of peers.

Develop the needs for self-knowledge, self-analysis, self-control, self-esteem.

The biggest influence on a child is his family. It is with the family that the goals and content of educational work should be understood. Skillful stimulation of student activity is possible only through the joint work of the teacher, family and community.

Forms of pedagogical work with families:

• Organizational and pedagogical work with parents;
• Pedagogical education of parents;
• Providing individual assistance to parents in teaching and raising children.

Visual information:- visual information in the form of stands and corners has enormous potential for illuminating the pedagogical process. At the same time, it does not provide for direct contact between the teacher and the parent. Therefore, the form and method of presenting information, as well as its content, is important:
- photo showcases and photo collages: stands presented with photographs of children reflecting their life activities in parole;

Newspaper - new form visual and textual information. It attracts with its colorfulness, photographs of children, articles authored by the children themselves, teachers and parents themselves. The newspaper may include a report from the scene, interviews, practical advice, congratulations and thanks, humor and much more.

The magazine is a way to establish dialogue with the family at the initial stage of establishing cooperation.

Gold funds: - the video library may include films, recordings of children's parties, competitions, open classes, or simply the life of children in parole. This includes documentaries about nature, sports, art, children's feature and animated films that are suitable for watching together by parents and children.
Individual consultation– motive for consultation: “We are together against the problem, but not against each other.”

Open days- this day is not only a means of satisfying interest in how children live in the association. This is, first of all, a way to acquaint parents with the content, methods and techniques of education and training, and the conditions of children's activities. “Open Day” helps to overcome the negative or prejudiced attitude of parents towards the child, his abilities, and to see him in a different, previously unknown light. Can be carried out up to 3 times a year.

Parent meeting:-the main form of work with parents, where the entire complex of psychological and pedagogical interaction between the educational institution and the family is concentrated.

Online communication with parents through the Internet site, quarterly familiarization of parents with the child’s achievements

The third section is “Curriculum”.

Educational and thematic work plan for the first year of study for all age groups:

I. INTRODUCTORY LESSON:Association tasks. Work plan. Getting to know the repertoire. Introduction to the art of choreography. TB instruction.

Theory:

Practice:

Theory

Practice:

Exercise in the middle of the hall(in the form of a game)

1. Leg positions /1, 2, 3.5/

3. Relevé (toe raise)

4. Deme plie (spring)

5. Rond de jambes par terre (circle with foot on the floor)

6. Twists in place (hold the point)

7. Port de Bras

5. Jumps /saute in 6th position/

4. ELEMENTS OF FOLK STAGE DANCE:

Theory:

Practice:

Diagonal:

5.REPERTOIRE:- (see section 2)

6. MUSICAL AND DANCE GAMES, rehearsals and preparation for concerts:

Theory:

Child.

Practice: " Day and night”, “The sea is agitated”, “Who is the fastest?”

“Boys and Girls”, “Handkerchief”, “Guess Whose Voice?”, “One, Two Islands”, “Standing Straight”

7. SAFETY INSTRUCTIONS:

Theory: Rules of behavior in class. Hygienic requirements. Requirements for the uniform of students. T.B. on roads and public places. Anti-terrorism and fire safety rules.

8. PARTER EXERCISE:

Theory:

Practice:

Educational and thematic work plan for the second year of study for all age groups:

I. INTRODUCTORY LESSON:Association tasks. Work plan. Getting to know the repertoire. Introduction to the art of choreography.

2. ABC of MUSICAL MOVEMENT:

Theory: Melody and movement. Pace. Contrasting music. Musical size. The rules and logic of changes from one drawing to another, the logic of turning - right, left.

Practice: Musical and spatial exercises. Marching in place, around yourself, right, left. Figure marching with formations from column to line and back, from one circle to two. Walking: with a springy step, on tiptoes, on heels. Dance steps in the images of animals. Claps to the rhythm of the music.

3. ELEMENTS OF CLASSICAL DANCE:

Theory : Specifics of dance step and run. Training the child’s joint-muscular system: posture, support, eversion, elasticity and strength of the ankle and hip joints. Positions of arms and legs. Exercise. Bow.

Practice:

Exercise at the machine/ facing the machine /

1. Releve

2. Demi plie

3. Grand plie

4. Rond de jambes par terre

Exercise in the middle of the hall

1. Leg positions /1, 2, 3.5/

2. Hand positions / preparatory, 1, 2, 3./

3. Twists in place

4. Port de bras

5. Jumps /saute of 1, 6 positions/

4. FOLK STAGE DANCE:

Theory: Plots and themes of folk dances. Features of folk

movements. Characteristic hand position in solo and group round dance. Dance steps, foot positions, jumping.

Practice: Russian dance: Positions of arms and legs. Dance steps:

round dance, fractional, added, floods. Picking tool. Herringbone.

Harmonic. Polka step. Jumping, preparing to squat /boys/.

Seizures. Winder. Clap your hands. Jumping.

Diagonal:

“balls”, “goslings”, “little frogs”, “toy soldiers”, “dance

Step", "polka step", jumps.

Dances: “Polka”, “Polka Joke”, “Hopak”, “Waltz”.

5. REPERTOIRE: (see section 2)

6. MUSICAL AND DANCE GAMES-25h

Theory: Games, game rules. The importance of games in development and education

child.

Practice: " Day and night”, “The sea is agitated”, “Who is faster?” “Boys and Girls”, “Handkerchief”, “Guess whose voice?

7. SAFETY INSTRUCTIONS:Rules of behavior in class. Hygienic requirements. Requirements for the uniform of students. T.B. on roads and public places. Fire safety rules.

8. PARTER EXERCISE:

Theory: Coordination of movement, eversion of legs. Development of flexibility.

Practice: A set of exercises for body development.

Educational and thematic work plan for the third year of study for all age groups:

1. INTRODUCTORY LESSON:Association tasks. Work plan. Getting to know the repertoire.

2. THE ABC'S OF MUSICAL MOVEMENT:

Theory: Dynamic shades in music. Features of the music are marches.

Practice: Exercises to develop musicality (classics, folk and historical dance)

3. ELEMENTS OF CLASSICAL DANCE:

Theory: Rules for movements at the machine. Concepts of turns an deor and an dedan. Logic and technology. Shifts of epaulman (croise and effase). Movements-ligaments (pas de bore). Patterns of coordination of the arms, head (por de bras) and body (waist).

Practice:

Exercise at the machine:Demi plie (grand plie), Releve, body tilts, Batman tandu, Ron de jamme par ter, Batman frappe, Grant Batman, Relevant, Pas de Bure, Batman Foundation.

Exercise in the middle:Positions of arms and legs, Demi plié, Batman tandu, Ron de jambes par terre, Port de bras, Tanley

Jumps: Saute, Eshape, Shazhman de pied.

4. ELEMENTS OF FOLK STAGE DANCE:

Theory: Basic technical skills. The nature of women's dances. Fractional movements of Russian dance. Open and closed, free leg positions.

Practice:

Exercises at the machine: Relevé, Demi plie, Ron de jamme par ter, Batman tandu (Jete)

in the middle of the hall:Russian dance. Hand movements. Round dance step. Fractional step. Academic and variable steps. Picker, “Accordion”, “Herringbone”, floods, “Rope” (with various compositions), fractions,

diagonal rotation (“spin”).

Ukrainian dance: “moves”, “runner”, “cabbage roll”, falls, hand positions.

5. ELEMENTS OF VARIETY DANCE:

Theory: coordination of movements of the arms, body, legs and head from simple to more complex. Characteristic features of plastic surgery.

Practice: Rhythmic movements - head, arms, body. Jumping to the rhythm of the music. Plastic exercises in the style of Latin American music.

6. PARTER EXERCISE:

Theory: Coordination of movement, eversion of legs. Development of flexibility.

Practice: A set of exercises for body development.

7. REPERTOIRE, REHEARSALS AND PREPARATION FOR CONCERTS:- (see section 2).

8. SAFETY.

Fourth section - Conditions for the implementation of the program"

Material and technical conditions.

Premises:

The height of rooms for choreography classes should not be less than 3.0 m.

Separate rooms for boys and girls must be provided for changing clothes, toilets, showers, washrooms with sinks for washing hands with hot and cold water supply, at the rate of 1 shower net and 1 sink for 10 people.

Special rooms:

When organizing theoretical classes, premises with an area of ​​at least 2 m2 per person are allocated;

To hold dance performances, the following are equipped: a concert hall with a capacity of 300 - 500 seats and an area of ​​200 - 400 m2;

Two costume rooms for boys and girls (10 - 18 m2) in convenient connection with the stage;

Utility rooms (for storing costumes, decorations, etc.).

Special equipment:

The ballet bar in the hall should be installed at a height of 0.9 - 1.1 m from the floor and a distance of 0.3 m from the wall;

One of the walls of the hall is equipped with mirrors to a height of 2.1 m;

The floors in the hall should be unpainted planks or covered with special linoleum;

Furniture:

Banquettes or chairs.

Organizational conditions:

Classes for children in additional education institutions can be held on any day of the week, including Sundays and holidays;

An institution of additional education for children must be equipped with medical kits to provide first aid;

Classes with a group of children. Groups can be the same age or different ages;

The schedule of classes is drawn up taking into account the fact that they are an additional burden to the compulsory educational work of children and adolescents in general education institutions;

When enrolling in the association, each child must submit a certificate from a doctor about his state of health with a conclusion about the opportunity to engage in choreography groups;

It is not recommended for a child to attend classes in more than 2 associations (sections, studios, etc.). The frequency of attendance at classes is recommended no more than twice a week;

There must be a break for rest of at least an hour between classes in a general education institution (regardless of training) and visits to an institution for additional education for children;

Classes in additional education institutions should begin no earlier than 8:00 a.m., and end no later than 8:00 p.m.;

Classes for children in additional education institutions can be held on any day of the week, including Sundays and holidays;

The duration of children's classes in additional education institutions on school days, as a rule, should not exceed 1.5 hours on weekends and vacation days - 3 hours. After 30 - 45 min. classes, it is necessary to take a break of at least 10 minutes. for children's rest and room ventilation;

Choreography classes should be carried out only in special clothing and shoes on working equipment.

Methodological conditions:

TO concert costumes;

Tape recorder, cassettes, musical instruments. Methodological cards, posters. , DVDs, USB drives, discs with recordings;

Methodological literature:Baryshnikova T. “The ABCs of Choreography”, Rolf, Moscow, 1999, Volanova A., “Fundamentals of Classical Dance”, Art, 1948, Ovechkina M. “Children Dancing”, Krasnodar, 1995, Katrek N. “I want to dance”;

- piano.

Personnel conditions:

- accompanist.

External conditions:

- interaction with educational and cultural institutions;

- participation in competitions, festivals, excursions, various events;

- commercial activity is possible;

- financingbudget.

Fifth section – “Predicted results”».

First year of study for all age groups.

FORMS AND TYPES OF CONTROL:

- by the end of the school year, the student should know the following movements: side step with stomp, picker, herringbone, accordion;

- perform 1 folk stage dance;

- in classical dance, know the positions of the arms and legs;

- know the rules of body positioning in dance.

- be able to depict the habits of a cat, fox, hare, bear in a dance step;

Second year of study for all age groups.

FORMS AND TYPES OF CONTROL:

END OF SCHOOL YEAR REQUIREMENTS:

- by the end of the school year, the student should know the following movements: side step with stomp, picker, herringbone, accordion, folk stage dance;

- know the ABC of musical movement;

- in classical dance, know the positions of the arms and legs. Know the rules for positioning the body and legs at the machine;

- be able to bow correctly;

- be able to start movements on time and finish it with the end of the musical movement;

- be able to depict in a dance step the habits of a cat, fox, hare, bear, etc.;

- at the end of the year, children must know and perform “Polka”, a round dance based on the simplest elements of folk stage dance.

Third year of study for all age groups.

FORMS AND TYPES OF CONTROL:

END OF SCHOOL YEAR REQUIREMENTS:

- students must know the movements: side step, step with a stomp, picker,winder;

-know the positions of the arms and legs in classical dance;

-know the difference between circular movements and straight ones using the example: batman tandu and ron de jambes par terre;

- know the rules for positioning the body at the machine;

- students must be able to perform: exercise at the machine / minimum elements /; port de bras;

- be able to perform marches and clapping to the rhythm of music. accompaniment;

- in folk dance, be able to perform a combination based on a picker, herringbone, side step, accordion;

- be able to correctly perform a jump in the VI position of the legs;

- be able to perform a “Polka”, round dance, pop dance using the simplest elements.

The sixth section is “List of references and methodological applications.”

List of references used by the teacher:

1. Baryshnikova T. “The ABC of musical movement”, Rolf Moscow, 1999

2. Bazarova N. “ABC of classical dance” Moscow, 1964

4. Blazis K. “The Art of Dance” Moscow, 1934

5. Vaganova A. “Fundamentals of classical dance” Leningrad, 1934

6. Klimov A. “Fundamentals of Russian dance” Moscow, 1994

7. Katrek N. “I want to dance” Moscow, 1998

8. Toolkit by choreography

9. Root Z. “Dancing in kindergarten» Moscow, 2004.

10 . A. Korgina " Practical guide for a teacher of additional education" - Moscow, School Press, 2006,2007.

11. “Approximate requirements for additional education programs for children” - an appendix to the letter of the Department of Youth Policy, Education, and Social Support for Children of the Ministry of Education and Science of Russia - dated December 11, 2006 No. 06-1844.

1. Baryshnikova T. “The ABC of Musical Movement”, Rolf. Moscow, 1999

2. Katrek N. “I want to dance” Moscow, 1998

3. Bobrova G. “The Art of Grace”, Leningrad, 1986

4. Methodological manual: cards, posters.

Seventh section - List of methodological applications to the educational program.

- system for children to master the educational program;

- tests and other forms of knowledge testing;

- calendar plans for educational work;

- list of didactic materials and teaching aids;

- description of methods;

- method of organizing an introductory lesson;

- methods of practical training;

- reports.

The eighth section is “List of regulatory and legal documentation used in organizing educational activities and during the implementation of the educational program”:

- Convention on the Rights of the Child (1989);

- Constitution Russian Federation(December 12, 1993);

- Law of the Russian Federation “On Education” (2012);

- Law of the Russian Federation “On Basic Guarantees of the Rights of the Child in the Russian Federation” (1998);

- Concept of art education in the Russian Federation (2004);

-Model regulations on educational institutions for additional education of children (1995);

- Sanitary and epidemiological requirements for institutions of additional education for children. Sanitary and epidemic rules and regulations. SanPiN 2.4.4.1251-03 (June 20, 2003 No. 27 D);

- Draft Federal Law "On Education"(December 1, 2010);

- Charter of the Moscow State Budgetary Educational Institution of the Presnensky Park;

- regulatory and legal documentation on the organization of the educational process;

- plans and programs of the educational institution;

- local acts of the educational institution;

- regulations on children's associations;

- rights and responsibilities of pupils;

- agreement with parents (legal representatives);

- student’s personal sheet;

- personal file of the student;

- educational plan for the current academic year;

- certification system for students of the institution;

- methodological applications to this program;

- plan for working with parents;

- Timetable of classes;

- advertising the activities of the association.

Municipal budgetary institution

additional education

House of Children's Culture (Arts) "Rainbow"

Agreed: I approve:

Deputy Director for Internal Affairs Director of Department of Children's Department

M.A.Kukunchikova _______I.A.Sumina

"___"_____2016 "___"_______2016

Accepted

at the pedagogical council

protocol no.

from

Additional educational program

"Releve"

for 3 years of study

for children 5 – 11 years old

Compiled by:

additional teacher

education

A.A. Dubrovskaya

Vyksa

2016

Introduction

The art of dance has existed since ancient times. Dance is a way to express your mood and feelings through rhythmic steps and body movements. In many countries, dance is an important and integral part of culture; Dances accompany various social and religious events. The main directions of dance in modern world highlight: dances of the peoples of the world, ballet, sports ballroom dancing and modern choreography.

Each of these species has its own development history. For example, Russian folk dance at all stages of its development reflected national features, the social and everyday way of life of the people, their mood, rituals and customs. Modern dance or modern dance originated at the endXIXcentury, when many believed that classical ballet imposed too many restrictions on the dancer’s plasticity and the emotional content of the dance.

The purpose of modern dance is primarily to express feelings and moods, and therefore this dance is quite free and universal. And since people’s thoughts and feelings are different, dancers are constantly looking for and inventing new movements, which often leads to mixing and transforming styles, but the main thing that choreographers are called upon to do today is to feel the time. We have moved into a new century, we are surrounded by new people, a younger generation is growing up, completely unfamiliar with traditional Russian folk art. Instilling respect for the rich choreographic heritage of the legendary masters of the past, modern choreographers Those working in the field of not only modern, but also Russian folk dance, must try to build choreography, in the nature of our time, for those people who surround us in everyday life and, above all, for the younger generation. We need to help them form their artistic worldview based on modern directing, plastic and musical techniques, which, of course, should be based on a special attitude towards the Fatherland. Young people need to instill a love for the Motherland, their native nature, and tell through choreography about the beauty and talent of world craftsmen.

Explanatory note

Dance is a useful and enjoyable thing. By dancing, children develop their bodies. Dancing can increase self-confidence and even make a person happier. Learning to dance is a very exciting activity. This is a great way to spend time with friends.

Nowadays, children are exposed to enormous risks from the outside world. School lessons, computers, televisions - a sedentary lifestyle leads to various diseases and curvature of the spine. Dancing is a workout for the body as a whole:

Serve as protection against heart disease, increase lung capacity, which in turn affects life expectancy;

Strengthen the skeletal system;

They provide a good opportunity to regulate body weight;

Improves physical and intellectual performance;

Helps cope with stress.

Children who are stressed sometimes cannot concentrate. Because of this, it is difficult for them to acquire new knowledge. But since dancing is a lot of fun, the dance movements gradually teach them to concentrate. Gradually, they begin to perform increasingly complex movements and sequences, which, in turn, develops memory.

Dance classes are a way to help children who are lagging behind, as well as those who are withdrawn, uncommunicative and emotionally unbalanced. In addition, dancing helps get rid of constant colds and keeps a person productive and cheerful.

Their own successes have a particularly beneficial effect on children, which strengthens their faith in their strengths and capabilities. To achieve a situation of success, as the most effective stimulus for the formation of motivation, various forms of training are used in classes (dance ring, travel game, impromptu concert, etc.), methods and techniques for presenting educational material that help children engage in and perform dance movements with interest.

Program focus “Releve” is artistic and aesthetic in content; by functional purpose - leisure, general development, educational and cognitive and general cultural.

Features of the program is that most of the lesson, in the first year of training, is based on ground exercise, which helps strengthen the child’s body as a whole. The classes use a variety of games, creative collective tasks “Improvisation”. All these techniques help children study with interest and develop creative and communication skills, artistry, the ability to make choices, and independence. Studying the basics of Russian folk dance helps the younger generation to instill love for their homeland and contributes to the preservation of Russian traditions.

Relevance of the program is due to the fact that currently, special attention is paid to culture, art and introducing children to a healthy lifestyle and 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 of muscles; children’s understanding of the connection between the beauty of movements and the correct performance of physical exercises, etc.).

Purpose of the program:

Creating favorable conditions for promoting health and revealing the creative abilities of the emerging personality of a young citizen, his abilities for self-expression.

Tasks:

To teach theoretical and practical knowledge, skills and abilities based on mastery and mastery of program material.

Develop agility, endurance and physical strength; musicality, plasticity and sense of rhythm; children’s ability to experience, think, remember and evaluate the culture of their movements.

Foster interest in the art of dance; a sense of collectivism, the ability for productive creative communication; hard work, independence and self-confidence.

The Confetti dance studio program is designed for 3 years of study for children aged 6 to 11 years.

Classes for children of the first year of study are designed for 144 hours (2 times a week for 2 hours).

Classes for children in the second year of study are designed for 216 hours (3 times a week for 2 hours).

Classes for third-year children are designed for 216 hours (3 times a week for 2 hours).

The educational and thematic plan of the 1st, 2nd, and 3rd years of study is characterized by the complication of the choreographic elements and exercises performed, as well as an increase in the physical and information load of students.

Classes in the group are conducted in group and individual form, since each child has an individual form of development and age characteristics.

Everyone is accepted into the studio - physically healthy children, regardless of their general level of physical fitness. Students' initiative and independence are encouraged in the classroom.

During classes, children are systematically introduced to the rules of personal hygiene, safety precautions and traffic rules. A prerequisite for training is to familiarize children with the history of dance.

During their training in a dance studio, children must learn to: move beautifully to music, and receive the necessary physical training.

Once every three months, a control lesson is held in the form of a test with an assessment based on practical material.

At the end of each year of study, a final lesson is held in the form of a concert or creative report.

Upon completion of training, children who continuously and successfully complete the course of this program are awarded a diploma.

Form for summing up the results of the program implementation dance studio, for a certain period of time is the participation of children in concert activities, festivals and competitions in the Children's Palace of Culture and at the city level.

The program can be implemented provided there is a spacious, ventilated classroom. The stick (machine) attached along the wall should correspond to height and be at waist level or slightly higher. The supports are installed opposite the mirrors. During classes, a mirror helps to check the correctness of the exercises, harmony, posture, and beauty of the pose. The technical means of teaching are a tape recorder and a laptop.

First year of study

Tasks:

Teach the basics of ground exercise: increase the flexibility of joints, improve the plasticity of muscles and ligaments, increase muscle strength; rules of conduct at performances

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

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

By the end first of the year training childrenmust know : safety rules, exercise technique, simple elements of ground gymnastics,skills of turning out legs, stability, coordination of movements,rules for setting up the body,main types of dance patterns,rules of behavior in classes and at concerts.

Must be able to: perform the basics of ground exercise, move freely to the music, think creatively and fantasize in accordance with the musical material, walk correctly to the beat of the music, maintaining a beautiful posture, lightly step off the toes, feel the character of the music, move expressively in accordance with musical images, build relationships with peers.

Curriculum for the first year of study

№ P / P

Name Topics

Number of hours

Theory

Practice

Total

1

Introductory lesson

1

1

2

2

Ground gymnastics

3

40

43

3

Dance ABC

2

10

12

4

Game studies

1

22

23

5

Basic movements

2

24

26

6

1

21

22

7

Performances

1

7

8

8

Test classes

6

6

Final lesson

1

1

2

Total:

12

132

144

1. Introductory lesson

Theory: introduction, filling out information about students, content and form of classes. Introducing children to safety rules and traffic rules. Familiarity with the first-year curriculum, the charter of the House of Children's Culture and the rules of conduct.

Practice: the game “Hares danced merrily”

2. “Ground gymnastics”

Theory: story “Preparation for classes”, “Warm-up”, “Relaxation”

Practice:

EXERCISES

step development exercise;

tilting the body towards the legs;

exercise on the floor (splits).

"Dance ABC"

Theory: story “Rhythmics and its role in the formationmusical perception, ideas about the expressive means of music, development of a sense of rhythm", a conversation about the importance of the ability to navigate marching and dance music, determining its character, coordinating music with movement, basic positions of the arms and legs.

Practice:

Leg position – I, II, III, IV, V, VI.

Hand positions – I, II, III.

Exercises:

- Definition and transmission in motion:

1-character of the music (calm, solemn);

2-tempo (moderate);

3 strong and weak beats.

- Exercises to develop orientation in space.

dance step (turned foot position, from toe to heel);

construction and rebuilding.

"Game studies"

Theory: introducing children to the concept of “Improvisation”, conversation “Game as a type of dance”.

"Bunnies in the clearing."

"Cats and Mice".

"Fluffy snowflakes."

"Birds".

"Thread and needle."

"Herons and Frogs."

"Horserunners".

"Autumn Leaves"

"Spring round dance".

"Merry square dance."

"Checkers".

Basic movements

Theory: Conversation “The origins of drawing dance."

Practice: practicing counting movements; practicing movements to music; connecting movements into sequences for counting; combining movements into sequences to music. Basic movements and steps:

 dance step;

 additional step;

 step on half toes;

 simple hand movements;

 combination of simple movements of arms and legs.

Production and rehearsal work

Theory: introducing children to the types of dance patterns - standard, linear, circular, combined.

Practice:

 synchronicity in performance;

 building a dance composition into a finished form - dance.

Performances

Theory: conversation “Rules of conduct at a concert”

Practice:

concerts in the House of Culture

Test classes

Elements of ground gymnastics,

Basic positions of the arms and legs,

Knowledge and quality of movement execution

test with a score for organicity and artistry in the dance demonstration.

Final lesson

Second year of study

Tasks:

Teach the basics of classical dance, the simplest elements of folk dance, various styles of modern dance.

To develop flexibility, free use of the body, movements of the head and especially the hands, plasticity and expressiveness, imagination, acting skills.

Cultivate a friendly attitude towards peers and respectful attitude to elders, self-esteem.

By the end second of the year training childrenmust know : names of elements of classical and folk dance, elements of ground gymnastics, the most common styles of modern dance,rules of behavior in society.

Must be able to: perform elements of classical dance,think creatively and fantasize in accordance with the musical material, correctly select movements for certain music, and show artistry.

Curriculum for the second year of study

№ P / P

Name Topics

Number of hours

Theory

Practice

Total

1

Introductory lesson

1

1

2

2

Ground gymnastics

1

35

36

3

Classical dance

4

44

48

4

Folk dance

2

25

27

5

Game studies

1

18

19

6

Basic movements

2

25

27

7

Production and rehearsal work

3

34

37

8

Performances

12

12

9

Test classes

6

6

Final lesson

1

1

2

Total:

15

201

216

1. Introductory lesson

Theory: Repetition of safety rules, traffic rules. Introduction to the second year curriculum.

Practice: “do as I do” game.

2. “Ground gymnastics”

Theory: conversation “Basic types of ground gymnastics exercises.”

Practice:

EXERCISESin a sitting position, lying down, on the side, from various supports:

exercise to develop flexibility of the shoulder and lumbar joints;

ankle mobility exercise;

step development exercise;

exercise to develop flexibility;

exercise to strengthen the spine;

exercise to develop and strengthen the abdominal muscles;

exercise to develop leg eversion;

stretching the legs (forward, to the side);

tilting the body towards the legs;

exercise on the floor (splits);

"basket";

"boat";

bridge and half-bridge;

"ring".

"Classical dance"

Theory: Watching a video about classical exercise. Terminology,basic conceptsand rules of movement at the machine.Positions of arms and legs.The concept of turns an deor and an dedan.

Practice: Rotations (tour, tour-pique). Jumps (assemble, chazhman de pied, échappé). Exercise at the machine

Leg position – I, II, III, IV, V, VI.

Hand positions – I, II, III.

Plie. Performed byI, II, V positions.

Batman tandu. Performed byV positions.

Batman tandu jete. Performed byV positions.

Ronde de jambes par terre. Performed byI positions.

Grand Batman jeté. Performed byV positions.

Releve. Performed byI, II positions.

"Folk dance"

Theory: Story “The connection between classical and folk dance.”

Practice: Studying the elements of Russian folk dance. Hand position - 1, 2, 3. Dance steps, from the toe: simple step forward; variable step forward. Harmonic. Seizures. Hammers. Pickers and winders. Rotations.

5. “Game studies”

Theory: conversation “Use of drawing in modern choreography».

Practice: games held at the children's cultural center on the topic:

"Spring round dance".

"Merry square dance."

"Checkers".

"Mischievous bugs."

"Butterflies and the Clown"

"The swallows have flown."

“We’re going to visit grandma.”

"Locomotive".

"The wolf and the seven Young goats".

"Big Wash".

Basic movements

Theory: Conversation “The most common styles of modern dance».

Practice: practicing movements with counting and music; combining movements into sequences to count and to music.Hand positions (teacher demonstration). The simplest composition. Work of the arms, body, head, body, in different directions.

Basic movements and steps:

 additional step;

 step on half toes;

walking: vigorous, marching, calm, ability to walk to the music;

running (easy, fast, wide);

jumping in place and moving forward with an extended and contracted foot;

construction and rebuilding.

 hand movements, body and head work.

 connection of movements of arms and legs.

 learning more complex dance movements.

Production and rehearsal work

Theory: Conversation “How to learn to dance.” "How dance is created."

Practice:

 familiarization with the musical material of the production;

 combining movements into dance combinations;

 synchronicity in performance;

 practicing the clarity and purity of drawings, formations and reconstructions;

 expressiveness and emotionality of performance;

 building a dance composition into a complete form - pop dance.

Performances

Theory: conversation “Rules of behavior in society”

Practice:

concerts in the House of Culture

Test classes

a test with an assessment of the technique of performing all the material studied

Elements of folk dance,

Final lesson

Theory: Summing up the work for the academic year.

Practice: Show children the dance combinations they have learned over the year. Encouragement for success and effort, awarding certificates. Games. Competitions. Tea party.

Third year of study

Tasks:

Teach children the history and basic movements of folk dance.

To develop in children acting skills, the ability to experience, think, remember and evaluate the culture of their movements.

To cultivate musical taste and love for the art of dance; goodwill, politeness, compliance with the rules of cultural behavior and the desire for self-improvement.

By the end third of the year training childrenmust know : history of Russian folk dance, elements of classical and folk dance, ground gymnastics.

Must be able to: organically build movements, demonstrate acting skills, be able to improvise on a given topic, clearly perform movements in choreographed compositions, work in a team.

Educational and thematic plan for the third year of study

№ P / P

Name Topics

Number of hours

Theory

Practice

Total

1

Introductory lesson

1

1

2

2

Ground gymnastics

1

15

16

3

Classical dance

4

34

38

4

Folk dance

2

52

54

5

Game studies

1

13

14

6

Basic movements

2

25

27

7

Production and rehearsal work

3

39

42

8

Performances

15

15

9

Test classes

6

6

Final lesson

1

1

2

Total:

15

201

216

1. Introductory lesson

Theory: Repetition of safety rules, traffic rules. Introduction to the third year curriculum.

Practice: “understand me” game.

2. “Ground gymnastics”

Theory: conversation “Exercises for body development.”

Practice:

All material from previous years is included.

"Classical dance"

Theory: Terminology,basic conceptsand rules of movements in the middle.

Practice: Rotations, jumps, exercise at the barre - all elements studied in the previous year are repeated and new elements are included

Batman fondue. Performed byVpositions.

Batman frappe. Performed byVpositions.

Rond de jammes en ler. Performed byVpositions.

Adagio. Performed byVpositions.

"Folk dance"

Theory: Story “Types of round dances.” Watching videos on folk dance.

Practice: Repetition of elements of Russian folk dance. Seizures. Hammers. Pickers and winders. Rotations. Fractions. Fractions in a circle. Strings. Exercises at the barre

Plie

Characteristic Batman tandu

Tapping exercises

Rotational movements

Leg rotations

Big Batmans

5. “Game studies”

Theory: conversation “Artistic image in choreography.”

Practice: games held at the children's cultural center on topics studied in previous years.

6. Basic movements

Theory: Conversation “The meaning of music in a choreographic work».

Practice:practicing Russian folk dance movements to the count and music; combining movements into sequences to count and to music.

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 (fraction track). “Accordion” - simultaneous rotations 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 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.

Production and rehearsal work

Theory: Conversation “History of Russian folk dance”.

Practice:

 familiarization with the musical material of the production;

 combining movements into dance combinations;

 synchronicity in performance;

 practicing the clarity and purity of drawings, formations and reconstructions;

 expressiveness and emotionality of performance;

 building a dance composition into a complete form - Russian folk dance.

Performances

Theory: conversation “Rules of working in a team”, “Rules of the road”

Practice:

Concert programs at the Children's House of Culture

Report concert

Traveling concerts in city institutions

Test classes

a test with an assessment of the technique of performing all the material studied

- elements of ground gymnastics

- elements of classical exercise,

- elements of folk dance,

a test with a score for the correct execution of movements and acting skills when demonstrating a dance.

Final lesson

Theory: Summing up the work for the academic year.

Practice: Creative report within concert program DDC.

Show children the dance compositions they have learned over the year. Encouragement for success and effort, awarding certificates. Presentation of diplomas on completion of the training program. Tea party.

Methodological support of the program

classes

Summing up forms

1

Introductory lesson

Conversation

Role-playing game

Methods: verbal

Techniques: dialogue, explanation, communication of new information

Books, questionnaires

2

Ground gymnastics

Conversation, practical work

Exercise schemes

Mirror wall, tape recorder

Practical test

3

Dance ABC

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity as instructed by the teacher)

Techniques: message, explanation, demonstration of exercises

Posters “Basic positions of legs and arms”,

Demonstration by teacher

Mirror wall, tape recorder

Practical test

4

Game studies

Conversation, games

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity as instructed by the teacher)

Techniques: message, explanation, observation

Computer tools, handouts

Mirror wall, tape recorder

Independent work

5

Basic movements

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity as instructed by the teacher)

Demonstration by teacher

Mirror wall, tape recorder

Practical test

6

Production and rehearsal work

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity as instructed by the teacher)

Techniques: message, explanation, demonstration of movements

Demonstration by teacher

Mirror wall, tape recorder

Practical test

7

Classical dance

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity as instructed by the teacher)

Techniques: message, explanation, demonstration of movements

Practical test

8

Folk dance

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity as instructed by the teacher)

Techniques: message, explanation, demonstration of movements

Demonstration by teacher, use of video material

Mirror wall, tape recorder, laptop

Practical test

9

Performances

Conversation, concerts

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity as instructed by the teacher)

Record player

Concerts, competitions, festivals

10

Test classes

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity as instructed by the teacher)

Techniques: message, explanation

Record player

Practical test, independent work

Final lesson

Activity-game

Record player

List of literature for students:

Baryshnikova T. “The ABC of Choreography”, M., 1999

Ivanova O., Sharabarova I. “Do rhythmic gymnastics”, M. Soviet Sport, 1988.

Lucy Smith "Dancing" Initial course", M. Astrel, 2001

List of literature for teachers:

Bekina S. et al. “Music and movement”, M., Education, 1984.

Belaya K. “Three hundred answers to questions from the head of a kindergarten”, M., 2004.

Bondarenko L. “Methodology of choreographic work at school”, Kyiv, 1998

Developmental and educational psychology: Childhood, adolescence, youth - M.: Academy, - 2000, p. 38.

Kostrovitskaya V. “One hundred lessons of classical dance”, St. Petersburg, 1999

Zakharov V. “Poetics of Russian Dance”, M., Publishing House “Svyatogor”, 2004.

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 the artistic and aesthetic education of children. 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 a separate block of stage movement is also provided, in which the following blocks are located by year of study: acting and creative activity.

Relevance of the program is due to the fact that currently, special attention is paid to culture, art and introducing children to a healthy lifestyle and 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 of muscles; children’s understanding of the connection between the beauty of movements and the correct performance of 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 individually and teamwork.

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.

Walkthrough of each new topic involves constant repetition of covered topics, the use of 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 a stepwise (spiral) system in which the educational material is presented in such a way that each “step” is based on the material covered and itself serves as the basis for a further “step” according to the principle from simple to complex.

Children form into groups By 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 of the younger 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 grouped 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 depict the habits of a cat, fox, bear, hare in a dance step, 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 during 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, 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. To instill theatrical skills in children, 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 the characteristic features of performance. 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 in a straight position, with three subsequent steps in place, moving 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 the assimilation of program material, physical abilities of children (whether the child’s plasticity has changed during 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 emotional condition children through 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 tempos.

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 of the 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: Teach 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 jambe 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 “Merry 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 - technical techniques for 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 the 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 the ankle joint, either outside or 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.

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

Activities of an educational nature include preparing and holding reporting concerts, performances by children at school, clubs, at polling stations, helping teammates in various dances, replacing sick people, independent work on creating, 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.

The results of monitoring educational activities serve as the basis for making adjustments to the content and organization of the learning process, as well as for encouraging successful work pupils, the development of 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 safety requirements for 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