Educational thematic plan for choreography. The work program of the teacher of additional education in choreography "ABC of dance"

Explanatory note

goals and objectives of the Program

Expected Results

Thematic plan

Bibliography

1. Explanatory note.

Dance is my favorite 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. This is an emotional, intellectual, physical, communicative, moral, ethical, 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. It forms his artistic "I" as constituent part the instrument of "society" by means of which it draws into the circle of social life the most personal aspects of our being.

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 dance qualities, in choreography classes, children will learn to feel more liberated, will be able to develop individual personality traits, instill diligence and patience in themselves.

Dance is of great importance as a means of educating national identity. Obtaining information about the dances of different peoples and different eras as necessary as the study of literacy and mathematics. This is the foundation 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 children's musical and physical data, 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 the dance hall, about elementary constructions and rebuildings.	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; Tendu's battement popular character with transfer 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.	Perform various types of 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 of 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); Shelf position (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 in 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 squatting (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 tilts 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 squatting (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 to cross 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.

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. Identification of gifted children and children with high motivation, organization of systematic work is one of the main tasks of the modern school and educational practice in the context of modernization Russian system education.

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 system of support for gifted children, the improvement of development 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 dated December 29, 2012 No. 273-FZ “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 - Ugra dated January 31, 2013 No. 63 "On Approval of the Concept for the Development of Education in the General Education System of the 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 natural inclinations and creativity child in the process of learning 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 of the program

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 national 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 types 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 is used, 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 of the age group of 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 educational environment lyceum.

Stimulation of further creative activity, encouragement:

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, the manifestation of positive personality traits and the management of one's 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 in 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 the forms of 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;

Creation technologies 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 training session, is subject to the following conditions:

Preservation of the structure of the lesson as a whole;

The ratio of the proportionate duration of its individual parts;

Correct assignments;

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 learning tasks are offered to students without repeated explanation, except for new movements being studied, which definitely contributes to a better work of 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 the individual psychological characteristics of the 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 a piece of music in dance movements. 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. Formation of a respectful attitude towards 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, respect for 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 Textbook for Students of Secondary 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

General development program of additional

artistic education

"Choreography"

(implementation period 1 year, children 5-7 years old)

Krasnoufimsk, 2017

I.	TARGET SECTION
	Explanatory note
	Goals and objectives of the Program implementation
	Principles and approaches to the formation of the Program
	Characteristics significant for the development and implementation of the Program
	Planned results of the Program
II.
	Description of educational activities
	Description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of pupils, the specifics of their educational needs and interests
	Features of educational activities of different types and cultural practices
	Ways and directions to support children's initiative
	Features of the interaction of the teaching staff with the families of pupils
III.	ORGANIZATION SECTION
	Description of the Logistics of the Program
	Description of the provision with methodological materials and means of training and education
	Timetable of classes

General developmental program additional education in the artistic direction "Choreography".

Compiled by: Sidorova T.V.

The general developmental program of additional education of artistic and aesthetic orientation for children aged 5-7 years "Choreography", is focused on the development of musical, rhythmic and dance movements in children.

The program of additional education of the artistic and aesthetic orientation "Choreography" for children of senior preschool age is focused on:

Development of muscular expressiveness of the body: forms a figure and posture, improves health;

Formation of expressive movement skills: the ability to dance easily, gracefully and in a coordinated manner, as well as navigate in space;

Development of tempo-metro-rhythmic sensitivity, knowledge of musical forms, style and nature of the work;

Formation personal qualities: strength, endurance, courage, will, dexterity, diligence, perseverance and determination;

Education of children's communication skills: develops a sense of "partner's elbow", group, collective action.

Awakening interest in the study of the native national choreographic culture and tolerance for the national cultures of other peoples.

The Choreography program introduces children to a large and wonderful world dances, through the game introduces some genres, types, styles.

1. TARGET SECTION

1.1. Explanatory note

Choreography is a synthetic art. It allows you to solve the problems of physical, musical-rhythmic, aesthetic, and, in general, mental development of children. 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.

The well-known Russian psychologist L.S. Vygotsky emphasized the motor nature of the mental process in children, the effectiveness of recreating images "through one's own body." Consequently, dance, with its rich figurative and artistic movement system, can and certainly plays a key role in the development of productive imagination and creativity. The development of preschool creativity is a prerequisite for the active progress of the creative qualities of the individual.

This program is aimed at introducing children to the world of dance. Dance can be called a rhythmic poem. The word "Dance" evokes in our minds the idea of ​​something grandiose, tender and airy. 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.

Choreography classes help children relieve psychological and muscle clamps, develop a sense of rhythm, self-confidence, develop expressiveness, learn to move in accordance with musical images, which is necessary for stage performance, as well as develop endurance, correct posture, coordination, body positioning, which is necessary not only for dancing, but also for health in general.

Choreography not only gives the output of increased motor energy of the child, but also contributes to the development of many useful qualities in him.

In the process of working on movements to music, the artistic taste of children is formed, their creative abilities develop.

Thus, there is a versatile influence on children, contributing to the upbringing of a harmoniously developed personality, they cause bright emotional impulses in children, a variety of motor reactions, enhance the joy and pleasure of movement. Children are extremely sensitive to musical rhythm and respond to it with joy.

The relevance of choreographic education: Dance organically combines various types of art, in particular, music, song, elements of theatrical art, folklore. It affects the moral, aesthetic, spiritual world of people different ages. As for the children themselves, the dance, without exaggeration, develops the child comprehensively.

The program introduces children to the big and wonderful world of choreography, through the game introduces some genres, types, styles of dance. Helps them to join the huge world of music - from classical to modern styles, and try to express themselves through plastics close to children. Through dance improvisation to the music they like, children develop the ability for independent creative self-expression. The ability to convey the heard musical image in the drawing, plasticity is being formed.

1.1.1. Goals and objectives of the Program implementation.

Target: the formation of children's creative abilities through the development of musical, rhythmic and dance movements, the development of the performing abilities of children.

Tasks:

Tutorials:

study of elements of classical, folk, ballroom, modern dances;

the formation of musical and rhythmic skills (the ability to move and realize oneself to the music);

teaching proper breathing (breathing exercises);

study of exercises for body development and health promotion (improvement of physical data, formation of posture

The ability to hear in motion the meter (strong beat), the simplest rhythmic pattern, to change movements in accordance with the two- and three-part form, and musical phrases.

Developing:

improvement of psychomotor abilities of children (development of dexterity, accuracy, strength and coordination abilities; development of balance, strength, strengthening of the muscular apparatus);

development fine motor skills, memory, attention, imagination;

development of musical abilities (development of a sense of rhythm, the ability to listen to music;

development of coordination and strengthening of the musculoskeletal system.

Educational:

educating children's interest in dance art;

education of the ability to behave in a group during movement, dancing and games, the formation of cultural habits in the process of group communication with children and adults;

upbringing, camaraderie, mutual assistance and diligence.

Distinctive feature of this Program is that the content of the program is interconnected with programs for physical and musical education in a preschool institution. Various sections are presented in the Program, but the main ones are dance-rhythmic gymnastics, non-traditional types of exercises. It is assumed that the development of the main sections of the Program will help the natural development of the child's body, the morphological and functional improvement of its individual organs and systems. Training according to the Program creates the necessary motor mode, positive mental attitude, good level of training. All this contributes to the health of the child, his physical and mental development.

Novelty of the Program is the adaptation and combination of several dance styles, allowing for a comprehensive choreographic preparation of children for further education in a choreographic studio.

1.1.2. Principles and approaches to the formation of the Program

Basic principles of building a program:

The principle of accessibility of the studied material. It provides for taking into account the age characteristics and capabilities of children and, in connection with this, the determination of tasks that are feasible for them. The optimal measure of accessibility is determined by the correspondence between the age capabilities of the child and the degree of complexity of the tasks.

The principle of "from simple to complex". It consists in the gradual complication of the material being studied, in setting up and performing ever more difficult new tasks for the child, in a gradual increase in the volume of the intensity of the loads. A prerequisite for successful learning is also the alternation of physical activity with musical and rhythmic games.

The principle of systematicity. It consists in the continuity and regularity of classes. Otherwise, there is a decrease in the already achieved level of knowledge and skills.

The principle of repeatability of the material. Choreographic classes require repetition of the developed motor skills. Only with multiple repetitions is muscle memory developed, and then the child can pay more attention to emotions during the dance.

The principle of co-creation of a teacher and a pupil: the interaction of a teacher and parents, parents and children-pupils of a preschool institution.

The necessary conditions for the organization of the pedagogical process are:

the use of modern technologies for organizing the pedagogical process;

acquaintance with various forms of traditional folk culture: applied art, features of dance movements, distinctive features of national costumes.

1.1.3. Significant for the development and implementation of the Program.

Age features of children 5-6 years old:

The age characteristics of children allow complicating the material. Psychological features allow the child to better coordinate their actions with a partner, children increase the ability to compose, fantasies, and combinations of various movements. Therefore, the main direction in working with older children is the interaction of several characters, the combination of several movements and rearrangements.

The task of the teacher is to form ways of relations with several characters, develop the ability to understand them, convey the same image in different moods, in a different character, form ways to combine various dance movements and rearrangements.

Children are offered more complex compositions, bright, contrasting pieces of music for the perception and transmission of a musical image, more complex schemes of rearrangements, combinations of dance movements are offered.

Age features of children 6-7 years old:

The age characteristics of children make it possible to master movements that are complex in coordination, understand complex changes, feel a partner and interact with each other, while controlling the quality of movement execution. Psychological features allow you to independently invent new images, interpret familiar images, and convey their interaction. Children of the preparatory group are able to independently compose small dance compositions with rebuilding and combination of dance movements.

The task of the teacher at this stage is the formation of ways of relations between partners, perception and transmission of musical images with shades of their mood and character, figurative-plastic interaction between several partners. At this stage, the teacher creates as many conditions for children as possible for independent creativity. The intensity of the load depends on the tempo of the piece of music and on the selection of movements. The most stressful is: fast running, jumping, jumping, galloping, squatting.

The definition of the complexity and accessibility of musical-rhythmic compositions for children is, of course, relative. It is necessary to correlate all the characteristics with the individual capabilities of a particular child. But it is also important to focus on the average indicators of the level of development of children in the group.

1.2. Planned results of the development of the Program.

Child at the stage of development of the Program:

Know the purpose individual exercises choreography;

They are able to perform the simplest constructions and rearrangements, move rhythmically in various musical tempo and convey the simplest rhythmic pattern with claps and stomps;

Expressively, freely, independently move to the music;

They show a desire to move, dance to music, convey in movements, plasticity the nature of music, a playful image;

Able to accurately coordinate movements with the main means musical expressiveness;

Possess skills in various types of movement around the hall and acquire a certain “reserve” of movements in general developmental and dance exercises;

They are able to perform dance movements: straight gallop; spring, jumps, circling one by one and in pairs, alternately throwing the legs forward, side step with a squat; moving forward, circling; squatting with legs forward, step on the whole foot in place, moving forward.

Perform dance movements: a step with a stomp, an attached step with a squat, a springy step, a side gallop, a variable step; expressively and rhythmically perform dances, movements with objects (balls, hoops, flowers).

Know the basic dance positions of the arms and legs.

They are able to perform the simplest motor tasks (creative games, special tasks), use a variety of movements in improvisation to music.

Capable of improvisation using original and varied movements.

Criteria for evaluating the development of the Program: The following methods are used to identify the effectiveness of mastering the program: observation, conversation, analysis of children's creativity products.

II. CONTENT SECTION

2.1. Educational and thematic planning

Planning is developed for a month, 8 lessons per month, each lesson includes various structural elements

	Structural elements of classes	October 8 lessons	November 8 lessons	December 8 lessons	January 8 lessons	February 8 lessons	March 8 lessons	April 8 lessons	8 lessons
	Elements of musical literacy.
	Elements of ground gymnastics
	Exercises for the development of orientation in space
	Exercises for the development of artistic and creative abilities
	Bow learning
	Basic hand positions in classical dance
	Basic foot positions in classical dance
	dance game
	Dance staging
	Reporting concert

October (8 lessons):

Elements of musical literacy:

tempo (slow, fast);

genres of music (march, song, dance).

Exercises for the development of artistic and creative abilities:

woke up - stretched.

independently find their place in the hall;

building in a line, in two lines;

building in a circle.

Learning to Bow:

curtsy for girls;

bow for boys.

Practicing basic dance steps:

November (8 lessons):

Elements of musical literacy:

Definition and transfer to movements:

dynamic shades (quiet, loud);

verse form (introduction, chorus, chorus).

Parterre gymnastics elements (performed lying on the back, on the stomach and sitting on the floor):

leg exercises (shortened, extended foot);

exercises for the development of posture ("turtle - giraffe");

exercises for eversion of the legs, the development of the hip joint;

back flexibility exercises (“frog”, “bridge”, “stand on the shoulder blades);

exercise for the development of the dance step (twine, "stretching").

Exercises for the development of orientation in space:

building a circle within a circle;

position in pairs;

free accommodation in the hall with subsequent return to the column;

building from a circle into one line, into two, into four lines and the reverse rebuilding on the spot, in advance.

dance game:

"Catchers".

Practicing basic dance steps:

pas polka;

jumps.

Dance setting:

December (8 lessons):

Parterre gymnastics elements (performed lying on the back, on the stomach and sitting on the floor):

leg exercises (shortened, extended foot);

exercises for the development of posture ("turtle - giraffe");

exercises for eversion of the legs, the development of the hip joint;

back flexibility exercises (“frog”, “bridge”, “stand on the shoulder blades);

exercise for the development of the dance step (twine, "stretching").

in giraffes;

Exercises for the development of orientation in space:

"streamlet"

"Column".

Practicing basic dance steps:

march "dance step" (performed with a change in size and tempo);

step on half-toes with a high knee lift;

pas polka;

jumps.

Dance setting:

January (8 lessons):

Parterre gymnastics elements (performed lying on the back, on the stomach and sitting on the floor):

leg exercises (shortened, extended foot);

exercises for the development of posture ("turtle - giraffe");

exercises for eversion of the legs, the development of the hip joint;

back flexibility exercises (“frog”, “bridge”, “stand on the shoulder blades);

exercise for the development of the dance step (twine, "stretching").

Practicing basic dance steps:

pas polka;

jumps.

Dance exercises for the development of artistic and creative abilities:

dance game:

"Ocean is shaking".

Dance setting:

"And in our yard."

February (8 lessons):

Elements of musical literacy:

Definition and transfer to movements:

the nature of the music (cheerful, sad);

tempo (slow, fast);

genres of music (march, song, dance)

Elements of ground gymnastics (performed lying on the back, on the stomach and sitting on the floor);

leg exercises (shortened, extended foot);

exercises for the development of posture ("turtle - giraffe");

exercises for eversion of the legs, the development of the hip joint;

back flexibility exercises (“frog”, “bridge”, “stand on the shoulder blades);

exercise for the development of the dance step (twine, "stretching").

Dance exercises for the development of artistic and creative abilities:

"zoo" (movements in the images of animals: hare, fox, wolf, cat and mice, etc.). Basic hand positions in classical dance:

preparatory position.

March (8 lessons):

Parterre gymnastics elements (performed lying on the back, on the stomach and sitting on the floor):

leg exercises (shortened, extended foot);

exercises for the development of posture ("turtle - giraffe");

exercises for eversion of the legs, the development of the hip joint;

back flexibility exercises (“frog”, “bridge”, “stand on the shoulder blades);

exercise for the development of the dance step (twine, "stretching").

Dance exercises for the development of artistic and creative abilities:

"Where are our hands?"

Basic hand positions in classical dance:

first position.

The main positions of the legs in classical dance:

second position.

Dance setting:

May (8 lessons):

Practicing basic dance steps for an open lesson:

march "dance step" (performed with a change in size and tempo);

step on half-toes with a high knee lift;

pas polka;

jumps.

dance game:

"Day Night".

Practicing dances for an open lesson:

"Smilies";

"Funny peas";

"And in our yard";

"Varenka".

Practicing dance exercises for the development of artistic and creative abilities for an open lesson:

“where are our pens”;

"frogs".

Final concert.

Program content and activities of children.

		subject	target			watch
October		Exercises with autumn leaves.					Bow. Warm up. Heating around. The game "Weave a wattle fence" Positions of the legs: eversion (more precisely, half-inversion: the socks are turned away from each other) and parallel (the feet are parallel). Poklon dance performance
		dance composition with autumn leaves
		Dance composition with ribbons	To promote the development of coordination of movements, mobility of nervous processes, attention, memory.
		Dance composition "Autumn Park".	Development of musicality, plasticity and expressiveness of hand movements
november	Dance performance "Smilies"
		Dance Etude "Lyrical".					Bow. Warm up. Heating around. The game "Stream" Preparatory position of the hands (arms are lowered down, but do not touch the legs, elbows are rounded, palms look up); Poklon dance performance
		Dance etude "Doll".	Development of figurative thinking, expressiveness of plasticity, coordination of movements
		Dance etude "Aquarium".	The development of musicality, the ability to hear musical phrases, to feel the structure of music.
			Development of coordination, accuracy and dexterity of movements, memory, attention.
December	Dance performance "Sleep".
		Dance etude "Christmas Trees and Snowflakes"		Development of coordination, accuracy of movements, expressiveness of plasticity, the ability to listen to words and music, accurately conveying all the nuances of a song in movements.			Bow. Warm up. Heating around. The game "Echo" Exercises in plasticity Dance staging Bow
		Dance etude "Snowmen".		Development of expressiveness of plasticity, education to behave in a group during movement
		Dance etude "Dance of snowflakes and blizzards".		Promote the development of joy and empathy, the formation of a sense of tact.
		Dance composition "Old Polka".		Education of the ability to behave in a group while moving, the formation of cultural habits in the process of group communication with children and adults.
January		Dance composition. "Dance of snowflakes and blizzards".	Development of moral and communicative qualities of a person: education of the ability to empathize with other people and animals; education of the ability to behave in a group while moving, the formation of a sense of tact and cultural habits in the process of group communication with children and adults.				Bow. Warm up. Heating around. The game "Owl" Exercises to turn the feet from the VI position to the I position alternately right and left, then simultaneously two feet. Poklon dance performance
		Dance composition "Playing with the ball".	Development of creative abilities, the need for self-expression in movement to music; development creative imagination and fantasies. To promote the development of expressiveness of movements, figurative thinking, a sense of rhythm. The development of the emotional sphere and the expression of emotions in facial expressions.				Bow. Warm up. Heating around. Game "Trap" Exercises for expressing emotions. Poklon dance performance
February	Performance of the dance "Varenka"
		Dance etude "Dance of the Bogatyrs"			Development of coordination, accuracy of movements, expressiveness.		Bow. Warm up. Heating around. The game "Third extra" Exercises for posture. Poklon dance performance
		Dance etude "Minuet".			Formation of correct posture, beautiful gait, emotional expressiveness of movements.
		Dance composition "Sailor".			Development of motor qualities and skills: development of dexterity, accuracy, coordination of movements; formation of correct posture, beautiful gait; development of the ability to navigate in space; enrichment of motor experience with various types of movements.
		Dance composition "Polka"			consolidate the acquired skills, develop the ability to move in accordance with the music, enrich the motor experience with various types of movements.
March	Statement of the dance "And in our yard"
		Dance Etude " Pair dance»			to promote the development of expressiveness of movements, a sense of rhythm, the ability to improvise. The development of the emotional sphere and the expression of emotions in facial expressions.		Bow. Warm up. Heating around. The game "Handkerchief" Rebuilding in threes Setting up a dance Bow
		Dance etude “Dance in threes”			development of the ability to navigate in space; enrichment of motor experience with various types of movements, transfer in dance characteristic species movements.
		Dance Etude "Aerobics"			To promote the development of the ability to perceive music, that is, to feel its mood, character and understand its content; development musical memory, attention; development of coordination of movements, plasticity, softness.
		Dance etude "Barbariki"			Development of creative abilities, the need for self-expression in movement to music; development of creative imagination and fantasy.
April	Performance of the dance "Merry Peas"
		Dance etude "Fresh wind			To promote the development of expressiveness of movements, figurative thinking, a sense of rhythm, the ability to improvise.		Bow. Warm up. Heating around. The game "Echo" Jumping Dance staging Bow
		Dance sketch "Let's dance"			The development of attention, accuracy of movements, the development of the emotional sphere and the expression of emotions in facial expressions, a trusting and warm attitude towards each other.
		Dance composition "Polonaise"			development of the ability to navigate in space; enrichment of motor experience with various types of movements.
		Dance etude "Hands of the clock"			Formation of circling skills in place on jumps in motion, development of the ability to combine movements with music at a fast pace
		Dance etude "Dance in threes".			The development of musicality, the ability to coordinate movements with music.		Bow. Warm up. Heating around. The game "Politeness" Movements for orientation in space Setting up a dance Bow
		Musical-rhythmic composition "Polkis"			Contribute to the development of accuracy of movements, softness, smoothness of movements.
		Dance Etude "Slow Waltz"			To promote the development of coordination of movements, mobility of mental processes, attention, memory.
		Dance composition "Waltz"			To promote the ability to navigate, rebuild.
Total for a year

1. Description of variable forms, methods, methods and means of implementing the Program, taking into account the age and individual characteristics of pupils, the specifics of their educational needs and interests

Teaching methodology

It is possible to perfectly master the huge variety of movements, combinations and entire complexes of exercises included in the Program only if the correct teaching methodology is used.

The holistic learning process can be divided into three stages:

the initial stage is training in an exercise (a separate movement);

the stage of in-depth learning of exercises;

stage of consolidation and improvement of the exercise.

1. Initial stage

Stage of in-depth learning. The stage of consolidation and improvement

the name of the exercise;

explanation of the technique;

exercise testing.

clarification of motor actions;

understanding the patterns of movement;

rhythm improvement;

Free and continuous exercise.

consolidation of motor skills;

use of exercises in combination with other exercises;

formation of an individual style.

The primary role in the choreography lesson is played by musical accompaniment. Musical works used to accompany classes are very diverse: by genre, style, form, size, tempo, etc. But with all this, musical works are accessible to the understanding of children, musical, expressive, awaken children's imagination and imagination. All this allows children to form the most complete picture of the diversity musical works, enrich them with emotional and aesthetic experiences, helps in educating musical taste.

In order for the educational activity to be effective, in the lesson on rhythm, the leading type of activity of the preschool child, the game, is used to the maximum. Using game exercises, imitation movements, plot-creative sketches reinforce emotional perception music by children and help to solve the tasks set more fully and comprehensively.

Separate game exercises can be used as dynamic breaks for rest - if the whole lesson is carried out at a sufficiently high pace and involves a lot of movement.

Complexes of gaming exercises are included in various parts of the lesson: in the warm-up or in the whole lesson. Complexes are united by a plot, theme or object - an attribute with which movements are performed.

In the work on the expressiveness of movements, on plasticity, on the emotional richness of the image, imitative movements are included in the classes, which are very valuable for preschool age.

Choreography classes contribute to the development of children's musical perception, emotionality and imagery, the improvement of melodic and harmonic hearing, musical memory, a sense of rhythm, a culture of movements, and the ability to creatively embody a musical and motor image. An aesthetic taste is formed, thereby helping to harmonize the inner world of the child. Movements to music are considered as the most important means of developing the child's bodily experience and, consequently, the development of his personality as a whole. The formation of creativity in dance is a very delicate, fragile process. Therefore, when using all the above teaching methods, the following conditions are necessary.

2.3. Features of educational activities of different types and cultural practices.

The cultural practices of the child ensure its active and productive educational activities. Cultural practices are diverse types of independent activities, behavior and experience, based on the current and future interests of the child, that develop from the first days of his life.

It is in these practices that an internal plan of action appears and is enriched, an idea is formed, which becomes articulated (verbally formalized, conscious), and a transition is made from the original procedurality to effectiveness (the embodiment of an articulated, formalized idea in a certain product - result).

Each of the cultural practices, modeling reality in a special way, in its own way “breaks through” the initial situational connectedness and processuality of the child.

Thus, the plot game translates the external action into the internal plan of "planning", but to the maximum extent it preserves and provokes the game attitude as a procedural (outside the result) attitude to the world. The plot of the game is, in the end, a virtual world of possible events, which is built at the whim of the players and does not have a productive conclusion.

− Game activity is the leading activity of a preschool child. In organized educational activities, it acts as the basis for the integration of all other activities of the preschool child. Game activity is presented in the educational process in various forms - these are didactic and plot-didactic, educational, outdoor games, travel games, game problem situations, dramatization games, sketch games, etc. At the same time, the enrichment of the game experience of children's creative games is closely related with the content of directly organized educational activities. The organization of plot-role-playing, directing, theatrical games and dramatization games is carried out mainly in sensitive moments (in the morning and in the afternoon).

- Communicative practice, carried out against the background of gaming, productive, cognitive and research activities, requires the articulation (verbal formulation) of the idea, its awareness and presentation to others (in a joint game and research) and sets social performance criteria (in a joint productive activities). Communicative activity is aimed at solving problems related to the development of free communication of children and the development of all components oral speech, development of a culture of communication and etiquette, education of tolerance, preparation for learning to read and write (at senior preschool age). In the curriculum, it occupies a separate place, but at the same time, communicative activity is included in all types of children's activities, it reflects the experience gained by children in other activities.

− Musical activity Musical activity is organized in the process of classes, which are conducted by a teacher in a specially equipped room.

Motor activity The basis of choreography is music, and movements are used as a means of their deeper perception and understanding. Through movements, the child perceives music brighter and more emotionally, consolidates knowledge about the means of musical expression (mode, tempo, dynamics, rhythm, register, structure of musical speech). Choreography classes will help to successfully carry out work on the formation of a beautiful posture in children, freedom and plasticity of movements. In the classroom, attention is constantly paid to the technique of execution: a straight back, walking with the correct position of the foot, ease of running, flexibility of the body. Choreography is an additional reserve of children's motor activity, a source of their health, joy, increased efficiency, relaxation of mental and psychological stress, therefore, one of the conditions for preparing for educational activities at school.

1. Methods and directions of children's initiative

Dance activity of the child kindergarten can be carried out in the form of independent initiative activity - dance and musical games and creative improvisations, in motion, theatrical and performing activities. Supervisor dance group advises teachers, gives the necessary recommendations, provides practical assistance in guiding the independent dance activities of preschoolers. The independent dance activity of preschoolers is of an initiative, creative nature, is based on the acquired experience, is distinguished by a variety of forms and is the initial manifestation of self-learning.

The activities of a teacher to support children's initiative with children 5-7 years old:

- Introduce an adequate assessment of the result of the child's activity with simultaneous recognition of his efforts and an indication of possible ways and means to improve the product.

- Calmly respond to the failure of the child and offer several options for correcting the work: re-execution after a while, finishing; improvement of details, etc. Tell your children about the difficulties you yourself experienced in learning new activities.

- Create situations that allow the child to realize his competence, gaining respect and recognition from adults and peers.

- Ask children to show the educator and teach him the individual achievements that everyone has.

- Maintain a sense of pride in your work and satisfaction with its results.

− Create conditions for a variety of independent creative activities of children.

- If necessary, help children in solving problems in the organization of the game.

- Involve children in planning the life of the group for the day, week, month. Consider and implement their wishes and suggestions.

− Create conditions and allocate time for independent creative or cognitive activities of children according to their interests.

The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:

1) ensuring emotional well-being through:

- direct communication with each child;

− respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

- creation of conditions for children to freely choose activities, participants in joint activities;

- creating conditions for children to make decisions, express their feelings and thoughts;

- non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing the rules of interaction in different situations:

- creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;

- development of children's communication skills, allowing them to resolve conflict situations with their peers;

- development of children's ability to work in a group of peers;

4) the construction of a variable developmental education focused on the level of development, which manifests itself in a child in joint activities with an adult and more experienced peers, but is not updated in his individual activities(hereinafter - the zone of proximal development of each child), through:

− creation of conditions for mastering the cultural means of activity;

- organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical, artistic and aesthetic development of children;

- support for spontaneous play of children, its enrichment, provision of play time and space;

- assessment of the individual development of children;

5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation educational projects together with the family on the basis of identifying the needs and supporting the educational initiatives of the family.

1. Features of interaction with the families of pupils

According to the target settings of the program, it is possible to identify areas of interaction with the families of pupils:

Cooperation between teachers and parents involves the following approaches:

Parents are seen as an important factor in improving the developmental prospects of children.

Parents not only do not interfere and do not interfere with the work of teachers, but on the contrary, they can contribute to rapid success, they can master new skills, guided by a strong desire to help their children.

Parents have the right to be informed and to turn to kindergarten teachers for advice in order to more effectively influence the development of their children.

Parents, under appropriate conditions, can be subjects of organization, planning and development of the educational system MADOUCRR - kindergarten.

Directions for interaction with parents:

systematic, active dissemination of pedagogical knowledge among parents;

practical assistance to the family in raising children;

organization of propaganda of positive experience of social and family education;

involvement of parents in planning, prognostic, organizational, analytical and evaluation activities of a preschool institution.

Principles of interaction between kindergarten and family:

trusting relationships - ensuring the faith of parents in professional competence, tactfulness of teachers, their ability to understand and help in solving the problems of family education;

approach to parents as active subjects of the interaction process - full partners in the upbringing and education of children;

unity in the understanding by teachers and parents of value-target guidelines, tasks, conditions, results of the child's development;

help, support, respect and trust in the child from the teacher and parents;

personal interest of parents - a change in the pedagogical position of parents, which will help to properly build communication and joint activities with baby.

Forms of work with parents:

− information stands (visual campaigning);

− folders - shifters;

− consultations;

− booklets;

− memos;

− parent meetings;

− individual and group conversations;

− questioning, testing.

Event
Organizational parent meeting	September	Familiarization of parents with the work of the choreographic circle. Goals and objectives, uniforms.
Parent survey	September	Identification of the level of awareness of parents about the choreographic circle, the need for it.
Parent meeting following the results of training	On request, no more than 2 times a year	Organization of joint efforts for a decent education of children, analysis and demonstration of educational and other achievements of students.
Final parent meeting		To acquaint with the results of the year, a long-term plan for the next academic year.
Open classes, concerts	As part of open events, MDOU CRR - kindergarten	Creative reports of children's and pedagogical teams to parents.
Parent survey		Identification of the level of satisfaction with the educational process
Distribution of information materials	During a year	Children's success Upcoming Events
Consultations	During a year	At the request of parents
Participation in joint holidays, performances and competitions	During a year	Team building
Involving parents in making costumes for holidays and competitions	During a year	Contribute to strengthening cooperation between the family and the choreographic team

III.ORGANIZATION SECTION

3.1. Logistics support for the implementation of the Program:

Technical training aids

carpet covering; music center, with recordings of rhythmic music to accompany videos of various dance moves 5. multimedia system; 6. customized mats.

Educational visual aids

Didactic games, a card file of games that promotes the development of an ear for music, a sense of rhythm, which are necessary for practicing choreography; Children's musical instruments Presentations Attributes for dancing illustrations depicting animals, fairy tales, poems, a selection of musical works A selection of exercises and studies Video films 9. A complex of games and tasks for sections of topics. 10. Album with photos of performances, classes, life creative team DVD materials with recordings of the band's performances 11.DVD and video materials with recordings of performances by famous choreographic groups

3.2. Description of the provision with methodological materials and means of training and education.

ABC of choreography - Baryshnikova T. (Moscow, 1999).

Burenina A. I. Rhythmic mosaic. Rhythmic plastic program for preschool children. 2nd ed., St. Petersburg, LOIRO, 2007.

"Dance Mosaic" - choreography in kindergarten - Slutskaya S.L. (2006).

Ladushki "Dance with me my friend" - Kaplunova I., Novoskoltseva I..

"Sa-fi-dance" - dance and game gymnastics for children - Firileva Zh.Yo.

Slutskaya S. L. Dance Mosaic. Choreography in kindergarten - M., Linka-Press. 2006.

Dance rhythm - Suvorova T.

8. Firileva, Zh.E., Saikina, E.G. Sa-fi-dance. Dance and game gymnastics for children: a teaching aid, St. Petersburg, Detstvo-press, 2001.

3.3. Timetable of classes.

The duration of the program is one year of study. The program of additional education is implemented 2 times a week. The duration of the 1st lesson is 30 minutes. Classes are organized in the music room.

Organization of educational activities

All sections of the program are united by the game method of conducting classes. The game method gives educational activity an attractive form, facilitates the process of memorizing and mastering exercises, increases the emotional background of classes, and contributes to the development of thinking, imagination and creative abilities of the child.

The program is designed for 64 academic hours. Classes are held 2 times a week. In order to maintain health and based on program requirements, the duration of the lesson corresponds to the age of the children.

The structure of the choreography lesson is generally accepted and consists of three parts: preparatory, main and final.

The preparatory part of the lesson takes 5-15% of the total time. The tasks of this part are to prepare the child's body for work, to create a psychological and emotional mood. It includes: gymnastics (combat, general developmental exercises); rhythm; musical - outdoor games; dances (dance steps, elements of choreography, rhythmic dances); musical and rhythmic composition.

The main part takes 70-85% of the total time. In this part, the main tasks are solved, the main work is underway on the development of motor abilities. In this part, a large amount of knowledge is given that develops the creative abilities of children. It includes: rhythmic and classical dances, gymnastics.

The final part of the lesson lasts from 3 to 7% of the total time. It uses exercises to relax muscles, breathing and to strengthen posture, finger gymnastics. At the end of the lesson, a summary is made, and the children return to the group.

For girls: gymnastic leotard, chiffon skirt, hair must be gathered in a bun, Czech shoes on the legs. For boys: T-shirt, sports shorts, Czechs.

Summing up forms:

Performances by children at open events;

Participation in thematic holidays;

Final session;

Open classes for parents;

Reporting concert (2 times a year).

Main forms of work:

By subgroups;

Group.

Conditions necessary for the implementation of the Program.

For the effective implementation of the program, the following conditions are necessary:

Personal communication between the teacher and the child;

Proper floor covering

4 meters of space should be allocated for each child;

Wide use of technical teaching aids (video, audio equipment);

Attributes, visual aids;

Pre-ventilate the hall and carry out wet cleaning;

The performance of each student at the end of the year.