Choreography program additional education. Modular program on modern choreography

Municipal budget institution

additional education

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

Agreed: I approve:

Deputy Director for WRM Director of DDC

M.A. Kukunchikova _______ I.A. Sumina

"___"______2016 "___"_______2016

Accepted

at the pedagogical council

protocol no.

from

Additional educational program

"Relevé"

for 3 years of study

for children 5 - 11 years old

Compiled by:

teacher of additional

education

A.A. Dubrovskaya

Vyksa

2016

Introduction

Dance art 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 the culture; dancing is accompanied by various social and religious events. The main directions of dance in the modern world are: dances of the peoples of the world, ballet, sports ballroom dancing and modern choreography.

Each of these species has its own history of development. 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 imposes too many restrictions on the plasticity of the dancer and the emotional fullness of the dance.

The purpose of modern dance is primarily the expression of feelings and moods, and therefore this dance is quite free and universal. And since the thoughts and feelings of people are different, dancers are constantly looking for and inventing new movements, which often leads to a mixture and transformation of 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 legendary masters of the past, modern choreographers working in the field of not only modern, but also Russian folk dance, should 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 and plastic and musical techniques which, of course, should be based on a special relationship to the Fatherland. It is necessary to instill in young people love for the Motherland, native nature, to tell by means of choreography about the beauty and talent of world craftsmen.

Explanatory note

Dancing is a useful and pleasant thing. Dancing, children develop their body. Dancing can increase self-confidence and even make a person happier. Learn to dance very an exciting activity. This is a great way to spend time with friends.

In our time, children are at great risk from the outside world. School lessons, computers, TVs - a sedentary lifestyle leads to various diseases, curvature of the spine. Dancing is a training of the body as a whole:

They serve as protection against heart disease, increase the vital capacity of the lungs, which in turn affects life expectancy;

Strengthen the skeletal system;

Give a good opportunity to regulate body weight;

Improves physical and intellectual performance;

Helps to 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 moves gradually teach them to concentrate. Gradually, they begin to perform more and more complex movements and sequences, which, in turn, develops memory.

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

Children are especially favorably affected by their own successes, which strengthen their faith in their own strengths and capabilities. To achieve a situation of success, as the most effective incentive for the formation of motivation in the classroom, various forms of training are used (dance ring, game-travel, an impromptu concert, etc.), methods and techniques for presenting educational material that help children engage in and perform dance movements with interest.

Program focus "Relevé" is artistic and aesthetic in content; by functional purpose - leisure, general developmental, educational and cognitive and general cultural.

Program feature consists in the fact that most of the lesson, in the first year of study, is based on parterre exercise, which allows you to strengthen the child's body as a whole. In the classroom, a variety of games, creative collective tasks "Improvisation" are used. All these techniques help children to study with interest and develop creative and communication skills, artistry, the ability to make choices, and independence. Learning the basics of Russian folk dance helps young generation instill love for the motherland and contributes to the preservation of Russian traditions.

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

Pedagogical expediency the program is explained by the basic principles on which the entire program is based, this is the principle of the relationship of learning and development; interconnection principle aesthetic education with choreographic and physical training, which contributes to the development of children's creative activity, gives children the opportunity to participate in staging and concert activities. Aesthetic education helps the formation of the basic qualities of a person: activity, independence, diligence. The program material is aimed at the development of the child, at introducing him to a healthy lifestyle as a result of versatile education (development of various movements, muscle strengthening; children's understanding of the connection between the beauty of movements and the correct performance of physical exercises, etc.).

Program goal:

Creating favorable conditions for health promotion and disclosure creativity the emerging personality of a young citizen, his ability to express himself.

Tasks:

To teach theoretical and practical knowledge, skills and abilities on the basis of mastering and mastering the program material.

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

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

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

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

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

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

Educational and thematic plan 1,2,3 years of training is characterized by the complication of the performed choreographic elements, exercises, as well as an increase in the physical and informative load of students.

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

The studio accepts all comers - physically healthy children, regardless of the general level of physical fitness. In the classroom, the initiative and independence of students are encouraged.

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

During the training in the dance studio, children should learn how to move beautifully to the music, get 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, a creative report.

At the end of the training, children who continuously and successfully completed the course of this program are awarded a diploma.

The form of summarizing the implementation of the program dance studio, for a certain period of time is the participation of children in concert activities, festivals and competitions in the DDC and at the city level.

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

First year of study

Tasks:

Teach the basics of parterre exercise: increase the flexibility of the joints, improve the plasticity of the muscles of the ligaments, increase muscle strength; rules of conduct in speeches

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

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

By the end first of the year learning childrenmust know : safety rules, exercise technique, the simplest elements of ground gymnastics,skills in the eversion position of the legs, stability, coordination of movements,hull placement rulesbasic types of dance pattern,rules of conduct in the classroom and at the concert.

Should be able to: perform the basics of parterre exercise, move freely to music, think creatively and fantasize in accordance with musical material, correctly walk to the beat of the music, maintaining a beautiful posture, a light step from the toe, feel the nature of the music, expressively move in accordance with musical images, build relationships with peers.

Educational and thematic plan of the first year of study

№ P / P

Name Topics

Number of hours

Theory

Practice

Total

1

Introductory lesson

1

1

2

2

Parterre gymnastics

3

40

43

3

dance alphabet

2

10

12

4

game sketches

1

22

23

5

Basic movements

2

24

26

6

1

21

22

7

Speeches

1

7

8

8

Control classes

6

6

Final lesson

1

1

2

Total:

12

132

144

1. Introductory lesson

Theory: acquaintance, filling in information about the pupils, the content and form of classes. Acquaintance of children with safety rules, traffic rules. Acquaintance with the curriculum of the first year of study, the charter of the House of Children's Culture and the rules of conduct.

Practice: the game "Hares danced merrily"

2. "Parterre gymnastics"

Theory: story "Preparation for classes", "Warm-up", "Relaxation"

Practice:

EXERCISES

step development exercise;

inclinations of the body to the legs;

exercise on the floor (twine).

"Dance alphabet"

Theory: story "Rhythm and its role in the formationmusical perception, ideas about expressive means music, the development of a sense of rhythm", a conversation about the importance of the ability to navigate marching and dance music, determining its nature, harmonizing music with movement, the 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 music (calm, solemn);

2-tempo (moderate);

3-strong and weak beats.

- Exercises for the development of orientation in space.

dance step (reversible position of the leg, from toe to heel);

building and rebuilding.

"Game sketches"

Theory: introducing children to the concept of "Improvisation", conversation "Game as a kind of dance."

"Hares in the meadow".

"Cats and mice".

"Fluffs-snowflakes".

"Birds".

"Thread and Needle"

"Herons and Frogs".

"Horsemen".

"Autumn Leaves"

"Spring dance".

"Merry quadrille".

"Checkers".

Basic movements

Theory: Conversation “The origins of the drawing dance."

Practice: working out movements under the account; practicing movements to music; connection of movements in bundles under the account; connection of movements in bundles to the music. Basic movements and steps:

 dance step;

 side step;

 step on half toes;

 simple hand movements

 connection of the simplest movements of the 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.

Speeches

Theory: conversation "Rules of conduct at a concert"

Practice:

concerts at DDC

Control classes

Elements of ground gymnastics,

Basic hand and foot positions

Knowledge and quality of movement

offset with an assessment for organicity and artistry when showing a dance.

Final lesson

Second year of study

Tasks:

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

To develop flexibility, fluency in the body, head movements and especially hands, plasticity and expressiveness, imagination, acting skills.

Cultivate a friendly attitude towards peers and respect for elders, self-esteem.

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

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

Educational and thematic plan of the second year of study

№ P / P

Name Topics

Number of hours

Theory

Practice

Total

1

Introductory lesson

1

1

2

2

Parterre gymnastics

1

35

36

3

classical dance

4

44

48

4

Folk dance

2

25

27

5

game sketches

1

18

19

6

Basic movements

2

25

27

7

Production and rehearsal work

3

34

37

8

Speeches

12

12

9

Control classes

6

6

Final lesson

1

1

2

Total:

15

201

216

1. Introductory lesson

Theory: Repetition of safety rules, traffic rules. Acquaintance with the curriculum of the second year of study.

Practice: Do as I do game.

2. "Parterre gymnastics"

Theory: conversation "The main types of exercises in floor gymnastics."

Practice:

EXERCISESin a sitting position, lying down, on its side, from various stops:

exercise for the development of flexibility of the shoulder and lumbar joints;

ankle mobility exercise;

step development exercise;

flexibility exercise;

exercise to strengthen the spine;

exercise for the development and strengthening of the abdominal press;

exercise for the development of eversion of the legs;

stretching legs (forward, to the side);

inclinations of the body to the legs;

exercise on the floor (twine);

"basket";

"boat";

bridge and half-bridge;

"ring".

"Classical dance"

Theory: Watching a video about a classic exercise. Terminology,basic conceptsand rules of movement at the machine.Hand and leg positions.The concept of turns an deor and an dedan.

Practice: Spins (tour, tour pique). Jumps (assembly, shazhman de pied, eschappé). 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 tandyu jet. Performed byV positions.

Rond de Jamb par terr. Performed byI positions.

Grand batman zhete. Performed byV positions.

Relevé. Performed byI, II positions.

"Folk dance"

Theory: The 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: a simple step forward; variable step forward. Harmonic. Seizures. Hammers. Kovyryalochki and winders. Rotations.

5. "Game studies"

Theory: conversation "Application of drawing in modern choreography".

Practice: games taking place on the basis of the children's culture house on the topic:

"Spring dance".

"Merry quadrille".

"Checkers".

"Naughty bugs".

"Butterflies and Clown"

"The swallows have flown."

"We're going to visit grandma."

"Steam locomotive".

"The wolf and the seven Young goats".

"Big Wash".

Basic movements

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

Practice: practicing movements to the beat and to the music; connection of movements in bundles to the score and to the music.Hand positions (teacher demonstration). The simplest composition. The work of the arms, body, head, body, in different directions.

Basic movements and steps:

 side step;

 step on half toes;

walking: vigorous, march-like, calm, the ability to walk to the music;

running (easy, fast, wide);

jumps in place and moving forward with an extended and shortened foot;

building and rebuilding.

 hand movements, work of the body and head.

 combination of arm and leg movements.

 learning more complex dance moves.

Production and rehearsal work

Theory: Conversation "How to learn to dance." "How Dance Is Created".

Practice:

 acquaintance with the musical material of the production;

 combining movements into dance combinations;

 synchronicity in performance;

 working out the clarity and purity of drawings, constructions and rebuildings;

 expressiveness and emotional performance;

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

Speeches

Theory: conversation "Rules of behavior in society"

Practice:

concerts at DDC

Control classes

credit with an assessment on the technique of performing all the studied material

Elements of folk dance,

Final lesson

Theory: Summing up the work for the academic year.

Practice: Demonstration by children of the dance combinations studied during the year. Encouragement for success and diligence, rewarding with diplomas. Games. Contests. Tea drinking.

Third year of study

Tasks:

Teach children the history and basic movements of folk dance.

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

Bring up musical taste and love for the art of dance; benevolence, courtesy, observance of the rules of cultural behavior and the desire for self-improvement.

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

Should be able to: organically build movements, show acting skills, be able to improvise on given topic, clearly perform movements in the set compositions, work in a team.

Educational and thematic plan of the third year of study

№ P / P

Name Topics

Number of hours

Theory

Practice

Total

1

Introductory lesson

1

1

2

2

Parterre gymnastics

1

15

16

3

classical dance

4

34

38

4

Folk dance

2

52

54

5

game sketches

1

13

14

6

Basic movements

2

25

27

7

Production and rehearsal work

3

39

42

8

Speeches

15

15

9

Control classes

6

6

Final lesson

1

1

2

Total:

15

201

216

1. Introductory lesson

Theory: Repetition of safety rules, traffic rules. Acquaintance with the curriculum of the third year of study.

Practice: game "understand me".

2. "Parterre gymnastics"

Theory: conversation "Exercises for the development of the body."

Practice:

All material from previous years is included.

"Classical dance"

Theory: Terminology,basic conceptsand movement rules in the middle.

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

Batman fondue. Performed byVpositions.

Batman frappe. Performed byVpositions.

Rond de jamb en ler. Performed byVpositions.

Adagio. Performed byVpositions.

"Folk dance"

Theory: The story "Types of round dances." Viewing video materials on folk dance.

Practice: Repetition of elements of Russian folk dance. Seizures. Hammers. Kovyryalochki and winders. Rotations. Fractions. Fractions in a circle. Ropes. Exercises at the machine

Plie

Characteristic batman tandu

Percussion exercises

Rotational movements

Leg rotations

big batmans

5. "Game studies"

Theory: conversation "Artistic image in choreography".

Practice: games taking place on the basis of the children's culture house on topics studied in previous years.

6. Basic movements

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

Practice:practicing the movements of Russian folk dance to the beat and to the music; connection of movements in bundles to the score and to the music.

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

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

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

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

Production and rehearsal work

Theory: Conversation "History of Russian folk dance".

Practice:

 acquaintance with the musical material of the production;

 combining movements into dance combinations;

 synchronicity in performance;

 working out the clarity and purity of drawings, constructions and rebuildings;

 expressiveness and emotional performance;

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

Speeches

Theory: conversation "Rules of work in a team", "Rules of the road"

Practice:

Concert programs in DDC

Reporting concert

Outdoor concerts in the institutions of the city

Control classes

credit with an assessment on the technique of performing all the studied material

- elements of ground gymnastics

- elements of classical exercise,

- elements of folk dance,

a test with an assessment 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 the framework of the DDC concert program.

Demonstration by children of dance compositions studied during the year. Encouragement for success and diligence, rewarding with diplomas. Presentation of diplomas on completion of the training program. Tea drinking.

Methodological support of the program

Technical equipment

classes

Summing up forms

1

Introductory lesson

Conversation

Role-playing game

Methods: verbal

Techniques: dialogue, explanation, message new information

Books, questionnaires

2

Parterre gymnastics

Conversation, practical work

Exercise schemes

Mirror wall, tape recorder

Practical test

3

dance alphabet

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Techniques: message, explanation, demonstration of exercises

Posters "Basic positions of legs and arms",

Show by teacher

Mirror wall, tape recorder

Practical test

4

game sketches

conversation, games

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Techniques: communication, 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 on the instructions of the teacher)

Show 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 on the instructions of the teacher)

Techniques: message, explanation, showing movements

Show 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 on the instructions of the teacher)

Techniques: message, explanation, showing movements

Practical test

8

Folk dance

Conversation, practical work

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Techniques: message, explanation, showing movements

Demonstration by the teacher, use of video material

Mirror wall, tape recorder, laptop

Practical test

9

Speeches

Conversation, concerts

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Record player

Concerts, competitions, festivals

10

Control classes

Methods: verbal, practical, control method (practical, reproductive (reproduction and repetition of the method of activity on the instructions of the teacher)

Techniques: message, explanation

Record player

Practical test, independent work

Final lesson

Activity-game

Record player

List of literature for students:

Baryshnikova T. “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 the teacher:

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

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

Bondarenko L. “Methods 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.

Explanatory note

goals and objectives of the Program

Expected Results

Thematic plan

Bibliography

1. Explanatory note.

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

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

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

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

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

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

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

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

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

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

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

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

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

2.Goals and objectives of the Program

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

Tasks:

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

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

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

3. Estimated results

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

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

By the end of year 2, the child:

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

By the end of year 3, the child:

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

1. Introductory lesson.

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

2. Parterre gymnastics.

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

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

3. Exercises for orientation in space.

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

4. Warm-up exercises.

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

5. Folk dance.

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

6. Classical dance.

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

7. Ballroom dance.

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

5. Thematic plan.

Middle group.

(classes are held once a week)

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

Senior group.

(classes are held 2 times a week)

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

Preparatory group.

(classes 2 times a week)

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

Calendar-thematic plan.

MIDDLE GROUP.

(lesson once a week)

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

SENIOR GROUP.

(classes 2 times a week)

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

PREPARATORY GROUP.

(classes 2 times a week)

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

6. List of used literature:

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

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

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

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

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

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

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

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

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

Municipal educational institution

"Pomar Secondary School"

Volzhsky district

Approved by the pedagogical council

Director of MOU A. M. Semseeva

CHOREOGRAPHY

The program of additional education for children.

Ivashchenko O. N.

Teacher of additional education

First qualifying category

Explanatory note.

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

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

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

Pedagogical expediencythe program is explained by the basic principles on which the entire program is based, this is the principle of the relationship of learning and development; the principle of the relationship of aesthetic education with choreographic and physical training, which contributes to the development of children's creative activity, gives children the opportunity to participate in staged and concert activities. Aesthetic education helps the formation of the basic qualities of a person: activity, independence, diligence. The program material is aimed at the development of the child, at introducing him to a healthy lifestyle as a result of versatile education (development of various movements, muscle strengthening; children's understanding of the connection between the beauty of movements and the correct performance of physical exercises, etc.).

Program goal:

1. Teach children the basics of choreography.
2. Develop dance skills.

Tasks:

1. To form dance knowledge, skills and abilities on the basis of mastering and mastering the program material.
2. To teach expressiveness and plasticity of movements.
3. To form a figure, dexterity, endurance and physical strength.
4. To give children the opportunity to independently fantasize and develop new dance movements and plots.

Tasks of the 1st year of study:

1. Mastering parterre exercise: increase the flexibility of the joints, improve the plasticity of the muscles of the ligaments, increase muscle strength.
2. Cultivate a sense of collectivism, the ability for productive creative communication.
3. To develop the eversion of the legs, the dance step, the correct posture, the setting of the body, the precise coordination of movements.

Tasks of the 2nd year of study:

1. To form dance knowledge and skills.

1. To master a more fluent possession of the body, movements of the head and especially hands, plasticity and expressiveness
2. Develop flexibility.

Tasks of the 3rd year of study:

1. To teach children to experience, think, remember and evaluate the culture of their movements.
2. Perform movements, maintaining dance posture, eversion, master the movements of the foot.
3. Develop musical taste and love for the art of dance.

Distinctive featuresgiven educational program from those already existing in this area lies in the fact that the group of the third year of study independently works with children of the first year of study, in the role of a teacher.

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

1. "I'm a dance teacher"
2. "I am a choreographer"

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

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

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

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

Children form into groupsaccording to age characteristics:

The younger group is 7-9 years old. The number of students is 15 people. Classes are held 2 times a week. The duration of one lesson is 1 hour

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

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

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

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

The main content of the cycle of classes is designed for three stages, the content and tasks of each of them are interconnected, the stages correspond to the groups of the initial level of education, and from stage to stage there is a complication. The program contains a minimum training exercises and dance movements - the ABC 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 in the course of the lesson and in the course of work on productions. The program is given by years of study, during which students should acquire a certain minimum of knowledge, skills, and information on choreography. At each stage of training, material is given in the main four sections:

1. ABC musical movement;
2. elements of classical dance;
3. elements of folk stage dance;
4. elements of pop dance.

additional stage of training:

1) creative activity; 2) acting skills.

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

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

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

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

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

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

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

1. How to walk to the beat of the music while maintaining a good posture.
2. Have the skill of a light step from toe to heel.
3. Buy plastic.

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

1. Know the rules for setting the legs at the machine (with an eversion support).
2. Know the position of the legs, sur lek y de pied - “conditional”, “girth”. Know the difference between a circular motion and a straight one (using the example of tandyu and ron de jamb par ter).
3. To be able to time the hands with the sizes 2/4, 4/4, 3/4 with a duh-bar introduction, start the movement in time and finish it with the end of the musical sentence (4/4 march).
4. To be able to feel the nature of the march (sports, drill, marching) and be able to convey it in a step.
5. To be able to depict the habits of a cat, fox, bear, hare in a dance step, to express the image in their native emotional state - fun, sadness, etc.
6. Recognize the nature of music, be able to perform movements, moves, elements of Russian dance.
7. Be able to perform a variable step.
8. To be able to correctly perform two preparatory por de bras.

At the end of Year 2, children should know

1. Know the rules for setting hands, grouping dance hands
2. To be able to close the hand, ending the movement in an adagio.
3. To be able to accentuate the step on the right beat of the measure in the march and in 3/4 time.
4. Hear and understand the meaning of the opening and closing chords in the exercises.
5. Have the skill of turning the legs “heel against heel” in batman tandyu from the 1st position (forward, backward, sideways),
6. Know the position of "toe against heel" in movements from the 5th position.
7. Know the characteristic hand movements in dancing.
8. Distinguish features of marching music (sports, military).

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

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

2. Current, held during the academic year.

3. Frontier, carried out during the period and upon completion of certain work.

4. Final, held upon completion of the entire curriculum.

Summing up the results of mastering the material of this program is carried out in the form of concerts, participation in New Year's performances for children, reviews and festivals of both regional and republican significance. At the end of the year there is a big reporting concert where teachers, parents, and the population are present. the results are summed up and the work of children for the school year is evaluated.Educational and thematic plan of the 1st year of study

p/p	Subject	Number of hours
		Total	Theory	Practice
	Educational and training work
	Parterre exercise
	ABC of musical movement
	Elements of classical dance
	Elements of pop dance
	Work on the repertoire
	Stage movement.
	Creative activity.
	Music and dance games.
	Talking about art, listening to music, attending concerts
	Total

Educational and thematic plan 2 years of study

p/p	Subject	Number of hours
		Total	Theory	Practice
	Educational and training work
	Introductory lesson. Safety engineering.
	ABC of musical movement
	Elements of classical dance
	Elements of folk stage dance
	Elements of pop dance
	Work on the repertoire
	Creative activity.
	Events educational character
	Total

Educational and thematic plan 3 years of study

p/p	Subject	Number of hours
		Total	Theory	Practice
	Educational and training work
	Introductory lesson. Safety engineering.
	ABC of musical movement
	Elements of classical dance
	Elements of folk stage dance
	Elements of pop dance
	Work on the repertoire
	Creative activity.
	Educational activities
	Conversations about art. Listening to music, attending concerts.
	Total

1 year of study.

Section 1. Educational and training work

Topic 1.1: Introductory lesson.

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

Topic 1.2: Parterre exercise.

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

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

Topic 1.3: ABC of musical movement.

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

Improving rhythm (the ability to create, identify and perceive rhythm). Practical development of the concept of "melody and movement". Tempo (fast, slow, moderate). Musical sizes 4/4, 2/4,3/4. contrasting music: fast - slow, cheerful - sad. The rules and logic of rebuilding from one drawing to another, the logic of turning right and left. Correlation spatial constructions with music. Musical-spatial exercises.

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

Topic 1.4: Elements of classical dance.

Target:

Practical work: positions and position of legs and arms. Stretching in a playful way. Setting the body (in the top position, facing the machine from the second half of the year - holding the machine with one hand). Leg positions - 1,2, 3rd each. Hand positions - preparatory, 1,2,3 (learned in the middle, with incomplete eversion of the legs), then holding with one hand, standing sideways to the machine.

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

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

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

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

Topic 1.5: Elements of folk stage dance.

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

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

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

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

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

Topic 1.6: Elements of variety dance.

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

Practical lessons.

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

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

Topic 1.7.: Work on the repertoire.

Target:

Methodological support: song "Orange Sky"

Topic 1.8: Final session.

Target: Diagnosis of assimilation of program material, physical capabilities of children (whether the plasticity of the child has changed during the year).

Section 2. Stage movement.

Topic 2.1: Creative activity.

Target:

Sketches.

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

Music and dance games:

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

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

Topic 2.2.: Music and dance games.

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

1. Dance-rhythmic exercises - "Draw yourself", "Washing".
2. Musical games - carrying the ball, collar, snake, remember the melody.

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

Target:

Practical work: listening to musical fragments Attending concerts.

2 year of study.

Topic 1.1: Introductory lesson.

Target: To introduce children to the goals and objectives of the second year program, to consolidate safety rules in the classroom, to talk about a suit for classes and personal hygiene.

Methodological support:the text of the introductory briefing and briefing at the workplace.

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

Practical work: emphasis on the strong beat in steps. musical structure movements: half cadence - full cadence. Intro chords. For closing chords.

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

Methodological support:

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

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

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

Relevant len ​​at 45 ° - slow raising of the leg, develops the strength and lightness of the legs in the dance step; studied standing sideways to the machine, holding with one hand, to the side, later forward.

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

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

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

Poses of classical dance are studied in the middle of the hall. Croise pose, effase pose (with the foot on the floor). The 3/4 time signature is smooth, played over four measures.

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

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

Topic 1.4: Elements of folk stage dance.

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

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

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

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

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

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

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

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

Topic 1.5: Elements of pop dance dance.

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

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

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

Target: dance staging, movement training, performance technique.

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

Topic 1.7: Final lesson.

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

Section 2. Creative activity.

Topic 2.1: Creative activity.

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

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

Section 3. Educational activities.

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

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

3 year of study.

Section 1. Educational and training work.

Topic 1.1: Introductory session

Target: To introduce the main goals and objectives of the course. Conduct a briefing on T.B.

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

Topic 1.2: ABC of musical movement.

Target: Learn to distinguish dynamic shades in music. Develop musical talent.

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

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

Topic 1.3: Elements of classical dance.

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

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

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

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

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

Topic 1.4: Elements of folk stage dance.

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

Practical work: exercises at the machine are repeated. Batman tandyu - sliding feet on the floor; with the turn of the leg in the closed position, to the side. Batman tandyu zhete - small throws: forward, sideways, back; with one foot strike on the 5th open position (short strike on the floor with a toe or heel edge). Batman tandyu - half squatting on one leg.Russian stylized dance "Fly, summer."The position of the hands in the dance. "Rope" - simple and with stepping. "Motalochka" easy to turn. Dance support. Swing movements. Seizures. Hand movements - sharp and accented strokes. Shoulder movements - alternate and simultaneous (forward and backward), short (up and down). Head movements, leg movements. Moves. Step forward, to the side with a turn. Kneeling: on one, on both with a simultaneous turn.

Methodological support: special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czechs), tape recorder, (Russian folk songs in modern processing), machine tool.

Topic 1.5: Variety dance

Target: Introduce children to modern dance

Methodological support:special uniform (shorts, T-shirts, T-shirts), shoes (soft slippers, Czech shoes), tape recorder, CDs (Modern melodies of Russian and foreign pop music),

Topic 1.6: Work on the repertoire.

Target: dance staging, movement training, performance technique.

Practical work: dance "Merry Exercise", Dance "Nakhodka".

Methodological support:the works of the children's song "Cheerful exercise", "Ah, I'm cool" are used.

Topic 1.7: Final lesson.

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

Methodological support

Section 2. Acting skills.

Topic 2: Acting.

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

1. Activities - fantasies
2. Role-playing games (for attention, for memory).
3. Development of creative imagination.
4. Creative performances.

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

Section 3. Educational activities.

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

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

Methodological support: Listen to melodies.

Methodological support.

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

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

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

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

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

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

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

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

1. .Bazarova N., May V. "ABC of classical dance" M. 1964
2. Tkachenko T. "Work with dance groups" M., 1958
3. .Ustinova T. "Russian Dances" M. 1975
4. .Kostrovitskaya V. "School of classical dance" M. 1964
5. .Valanova A. "Fundamentals of classical dance" M. 1964
6. .Tkachenko T "Folk dances" - M. 1975
7. .Tarasov N.I. "Classical dance" M. 1971
8. .Kostrovitskaya B.C. "100 lessons of classical dance" L. 1981

Program for working with gifted children

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

Relevance of the program

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

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

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

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

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

Explanatory note

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

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

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

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

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

by order of the Department of Education and Youth Policy of the Khanty-Mansiysk Autonomous Okrug - Yugra dated January 31, 2013 No. 63 "On approval of the Concept for the development of education in the system general education Khanty-Mansiysk Autonomous Okrug - Yugra";

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

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

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

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

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

Tasks:

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

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

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

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

Typology of the program.

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

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

general characteristics programs

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

Basic principles of implementation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Teaching methods used in the implementation of this program:

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

Visual: display, demonstration of video, photo materials.

Practical: exercises reproducing, training, etc.

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

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

Age features of pupils. Leading forms and activities.

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

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

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

Psychological features age group 8 - 10 years:

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

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

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

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

Anxiety, fear of evaluation.

Orientation to communication with a significant adult (teacher).

Formation of skills of educational reflection.

Development of cognitive functions.

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

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

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

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

Stimulating further creative activity, promotion:

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

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

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

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

personal results- active involvement in communication and interaction with peers on the principles of respect and goodwill, mutual assistance and empathy, manifestation positive qualities personalities and managing their emotions, the manifestation of discipline, diligence and perseverance in achieving goals.

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

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

The value orientations of the content of the program are :

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

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

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

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

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

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

Technologies, methods and forms of organization of activities

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

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

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

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

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

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

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

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

Features of the construction of a choreographic lesson.

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

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

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

Preservation of the structure of the lesson as a whole;

The ratio of the proportionate duration of its individual parts;

Correct assignment of tasks;

Maintaining a dynamic pace;

Creation of a business atmosphere;

Specific rules for constructing a choreographic lesson:

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

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

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

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

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

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

Performance evaluation.

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

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

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

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

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

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

The indicators of the quality of teaching education are:

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

Active participation in competitions, festivals of various levels;

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

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

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

Main content of the program

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

Topics 3-4. Folk dance

Technique of folk characteristic dance. Russian dance movements.

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

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

Ballroom dance technique. Mazurka movements.

Topics 9-10.

Topics 11-12.

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

Topics 15-16. Folk dance

Technique of folk characteristic dance. Moldovan dance movements

Topics 17-18. Classic dance. Classical dance technique

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

Topics 21-22.

Ballroom dance technique. Waltz movements.

Topics 23-24. Acting Basics

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

Topics 27-28. Folk dance

Technique of folk characteristic dance. Latvian dance movements

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

Topics 31-32 Classic dance. Classical dance technique

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

Topics 33-34 Historical and everyday, ballroom modern dance

Ballroom dance technique. Polonaise movements.

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

Topics 37-38 Stage work.

Topics 39-40 Theory of choreographic art

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

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

Topics 43-44 Classic dance. Classical dance technique

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

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

Topics 47-48 Folk dance

Methodology of folk characteristic dance. Movements of the Khanty dance

Topics 49-50. Learning a dance composition .

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

Topics 53-54 Stage work.

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

Topics 57-58 Classic dance. Classical dance technique

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

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

Topics 61-62. dance compositions.

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

Topics 65 -66. Concert activity. Stage work

Topics 65-66 Reporting Concert.

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

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

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

3. Shaping respectful attitude to a different opinion, history and culture of other peoples.

3. Raising a sense of justice, responsibility.

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

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

6. Formation of a setting for a safe, healthy lifestyle, the presence of motivation for creative work, work for results, careful attitude to material and spiritual values.

Literature for the teacher

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

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

Teacher of additional education O.N. Selezneva