Approved by:
Council of teachers №2
PROGRAM
dance club
"Smile"
MKDOU Kindergarten "Alyonushka"
Methodologist MKDOU
Kindergarten "Alyonushka"
Sukhareva O.N.
from. Baryatino
The main forms of conducting classes :
dance rehearsals
the game
conversation
celebration
The main types of classes – individual and group creativity.
Methods :
Game. In children, the game reflex dominates; they perceive everything better through the game. In music and rhythmic classes they form knowledge, abilities and skills in various types of activities related to music: perception of music, musical and rhythmic movements (dance and gymnastic movements, their simple compositions to music)
demo (display method). Learning a new movement, the leader's position is preceded by an accurate display. This is also necessary because in the performance of the teacher, the movement appears in its final form.
method of creative interaction;
method of observation and imitation. This method includes auditory visualization (listening to music while dancing), visual and tactile visualization, which are combined with auditory impressions (showing singing techniques, movements, pictures, toys, etc.).
exercise method;
method of internal listening.
Regularity of classes : 2 lessons per week.
Class time : Monday, Wednesday from 4 p.m. to 4.30 p.m.
The lesson consists of three parts:
Introductory - it includes bow, marching, warm-up. (3-5 minutes)
The main one - it is divided into training (learning new material, repeating, consolidating the past) and dance (learning the dance movements, combinations, compositions). (15-20 minutes)
Final - music games, auxiliary and corrective exercises, bow. (5 minutes)
Explanatory note
Intonation, melody, fret, rhythm, harmony
reflect the reality surrounding us
Nature, the world of human feelings,
history, the future of mankind.
V. Sukhomlinsky
Preschool age is one of the most critical periods in the life of every person. It was during these years that the foundations of health, harmonious mental, moral and physical development of the child were laid, the person’s personality was formed.
In the period from three to seven years, the child intensively grows and develops, movements become his need, therefore physical education is especially important in this age period.
Recently, pre-school institutions have increasingly begun to use non-traditional means of physical education of children: exercises of rhythmic gymnastics, game stretching, dancing and others. The most popular is rhythmic gymnastics, the origins of which originate in ancient times.
Currently, there are many rhythm-plastic directions, and one of the most affordable, effective and emotional is dance-rhythmic gymnastics.
Accessibility of this species is based on simple general developmental exercises.
Efficiency - in its versatile effect on the musculoskeletal system, cardiovascular, respiratory and nervous systems.
Emotionality is achieved not only by musical accompaniment and elements of dance that are part of the exercises of dance rhythmic gymnastics, but also by figurative exercises, plot compositions that meet the age characteristics of preschoolers, prone to imitate, copy actions of humans and animals.
In this regard, the urgent problem of developing a program using a variety of non-traditional forms, means of methods of physical, aesthetic and musical education of children.
1. Dance rhythmic gymnastics, which includes:
Igrhythmics
Gymnastics
Gamers
Disco workout
2. Unconventional types of exercises:
Igroplastika
Finger gymnastics
Gaming self-massage
Musically outdoor games
3. Creative gymnastics:
Musical and creative games
Special tasks.
The game method gives the educational process an attractive form, facilitates the process of memorizing and mastering exercises, increases the emotional background of classes, and promotes the development of thinking, imagination and creative abilities of the child.
Program goal :
promoting the comprehensive development of the personality of a preschooler by means of dance and game gymnastics. Creating a motor regime, a positive psychological attitude, a good level of training. All this helps to strengthen the health of the child, his physical and mental development.
Tasks:
1. Health promotion:
Contribute to the optimization of the growth and development of the musculoskeletal system;
To form a correct posture;
Promote the prevention of flat feet;
To promote the development and functional improvement of the respiratory, circulatory, cardiovascular and nervous systems of the body.
2. Improving the psychomotor abilities of preschoolers:
To develop muscle strength, flexibility, endurance, speed-strength and coordination abilities;
To promote the development of a sense of rhythm, ear for music, attention, and the ability to coordinate movements with music;
To form skills of expressiveness, grace and grace of dance movements and dances.
3. The development of creative and creative abilities:
To develop thinking, imagination, resourcefulness and cognitive activity, expand horizons;
To form skills of independent expression of movements to music;
To educate the ability of emotional expression, emancipation and creativity in movements;
To develop leadership, initiative, a sense of camaraderie, mutual assistance and industriousness.
Program logistics:
1. Bright and spacious room.
2. Technical means.
Expected results:
1. Development of an effective integrated system for shaping the health of preschool children.
2. Improving physical development.
3. Increased resistance to fatigue, increased efficiency.
The list of children for the 2014-2015 academic year:
Agapova Marya
Azarov Artem
Andreeva Alina
Bodryagina Nastya
Gaponov Sasha
Gavrichenkova Lena
Zakharov Artem
Korchagin Camilla
Marfenina Vera
Meshalov Vanya
Molodikova Nastya
Nesterova Nastya
Senina Anna
Sukhareva Alisa
Scribbling Daniel
Methodical content
september
1. Disco-workout.
Ordinary walking in a circle - to monitor posture, learn to move in accordance with the nature of the music. To achieve a clear, rhythmic and vigorous step. Put your feet parallel to each other.
Walking, turning his back in the direction of travel, in a circle - to learn how to navigate in space, to run easily, at ease, without bumping into each other.
Running, raising your knees high - to feel the nature of the music and transmit it in motion. Learning to run is easy, rhythmic.
Walking on the spot, clenching and unclenching the fists, smoothly raising and lowering hands - to achieve clarity when performing movements.
Squats in the spring - to consolidate the skill of springing movement, to avoid tension in the feet, knees, hips, to control the coordination of movements of various parts of the body.
2. Igroplastika. Special exercises for developing muscle strength.
Marine figures: "Starfish" - lying on his stomach, bending, arms to the sides, legs apart. "Seahorse" - sitting on his heels, hands behind his head. "Crab" - movement in an emphasis standing, bent over, legs bent apart. "Dolphin" - lying on his stomach, bending, arms up in the "castle".
3. Dance “Chimney sweep”. Training in dance movements.
4. Musically - mobile game "Mirror".
5. Game self-massage:
Stroking the hands and feet in a review-game form ("Palms-washcloth", wash off the hands and feet with some water).
october
1. Disco workout:
Walking: on the heels, on the outer and inner sides of the foot.
Running abruptly bringing legs forward, then back, continue to teach children to run easily, rhythmically, tearing off the floor as high as possible, not to hold hands.
Walking in place, crossing arms in front of you, raising and lowering them, continue to teach children to transfer body weight from one leg to another, without lifting their socks off the floor, while shaking their hips. Coordinate the movement of arms and legs.
Walking in place, rotating the hands, raising and lowering them.
Jumping - to teach in a jump to set alternately right or left
leg.
2. Igrhythmics “Snowflakes”, “Flashlights”.
Springs with shaking hands to the right, left.
Step forward, hands up, step back, hands down.
Swipe your arms up alternately, with a spring.
Walking in a circle, stretching legs.
3. Dance “Chimney sweep”. Learning the movements of the Kapitoshka dance
4. Musically - outdoor game "Garden".
5. Exercises to relax muscles, breathing and to strengthen posture. Breathing exercises on imitative and figurative movements.
Recitative:
Hang on the shoulder
Submit to another.
Us the sun is hot
Ashes in the afternoon at times.
Blow it on my stomach
How the pipe will become a mouth,
And now to the clouds
And stop for now.
november
1. Disco-workout.
Walking, raising legs high in the knees, reinforcing the skill of a clear rhythmic step. Monitor posture and coordination. Feet should be parallel to each other.
Walking from toe to heel, pulling the toe of the foot, gently lower your leg and move around the hall.
Hops, turning face forward in a circle, exercise children in a strong energetic jump. Hands are free.
Squats on a spring, to avoid tension in the feet, knees, hips. To consolidate the skill of spring movement.
Circular movements of the hips, wiggle the hips back and forth, left and right. To strengthen the ability to transfer body weight from one leg to another.
Jumping "panicle" alternately on each leg, improve the ability to jump, vigorously pushing off the floor.
2. Igro rhythm
Claps and kicks on strong and weak beats.
3. Dance "Capitoshka". Learning the movements of the dolls dance.
4. Creative gymnastics "Creative improvisation."
5. Finger exercises for alternately flexing and extending the fingers into a fist.
This finger wants to sleep
This finger is jumping into bed!
This finger has nipped.
This finger has already fallen asleep.
Fingers got up. Hooray!
It's time to go to kindergarten.
december
1. Disco - a workout.
Attached step, turning his face (back) to the center of the circle, to teach, at each step clearly put the heel to the heel. Walking easily, slightly springing legs. Keep the housing straight without turning in the direction of travel.
Running in a wide flying movement, learn rhythmically, in big jumps, waving your arms strongly. Tilt body slightly forward.
Shake your hands and body (both hands to the side), perform movements in complete relaxation with bent knees. Correctly coordinate the movement of arms and legs. Make sure that your hands are not clamped. Perform the movement rhythmically in accordance with the nature of the music.
Jumping: side gallop, turning his face (back) to the center of the circle; high jumps, convey in motion the swift nature of music. At the end of the movement, stop jumping on two legs. Follow the correct position of the feet, placing the heel to the heel at every gallop step. Do not turn the housing in the direction of travel. To strengthen the ability of children to energetically push off the floor during high jumps
2. Igro rhythm.
Accentuated walking with the release of a strong beat (score 1 and 3 with a musical size of 4/4) with a kick or clap.
3. Dance "Dolls". Learning the movements of the dance "Gentlemen".
4. Musically mobile game "Dance of nature".
5. Exercises for muscle relaxation; respiratory and to strengthen posture.
Raising hands - on a breath. Free lowering of hands - on a breath.
Recitative:
Nose - inhale, and exhale - mouth,
Breathe deeper, and then -
The march is in place, slowly
If the weather is good!
january
1. Disco-workout.
Common walking: to learn to maintain the correct position of the body, feet should be parallel to each other, while the lumbar vertebrae should serve as a support. To teach to keep the shoulder blades close, chest raised, not to raise shoulders.
Side gallop: turning towards the center of the circle, be able to stop jumping on two legs. Do not rotate the housing in the direction of travel.
Walking in place, alternately moving your shoulders up and down, crouching and straightening, it is easy to transfer body weight from one leg to another. Coordinate shoulder movement with body movement.
Half squats with a tilt of the head (left, right, forward, backward), learn to relax the muscles of the neck. Develop the flexibility of the cervical spine.
Leaning to the side, teach children to start moving immediately after entry.
Mahi with a bent leg, teach vigorously raise legs, maintaining balance.
Jumping (high), continue to teach children to jump, vigorously pushing off the floor.
2. Igroplastika.
Exercises for the development of muscle strength in figurative and game motor actions and tasks (for the abdominal muscles - lying on your back, flexion, leg extension - “bicycle”).
Recitative:
I'm sitting on a bike
Only upside down.
And pedal fun feet.
Oh, I’ll pump it! Oh, I’ll pump it!
We are going, we are going - we are not in a hurry,
And tired - we’ll rest.
3. Dance of the "Gentlemen". Learning the movements of the "Daisy" dance.
4. Musically - mobile game "Bird in a cage."
5. Game self-massage. Stroking individual parts of the body in a specific order in a review play form. For brushes and fingers.
february
1. Disco workout:
An ordinary walk in a circle in alternation with a springy step, to consolidate the ability of children to walk in the nature of music. Begin and end the walk with the music exactly. Distinguish dynamic shades.
Side gallop in alternation with jumps, move rhythmically, gracefully. To achieve utmost expressiveness in the performance of these movements.
Walking in place with semicircular movements of the head to the left shoulder, then to the right, to develop the flexibility of the cervical spine, smoothly moving the head from one position to another.
Half squats with turning the body to the right and left, monitor the coordination of movements of the arms, legs, hips, feet, knees. Develop muscle elasticity with wiggle.
Torso to the right and left, perform movements actively, dynamically.
Swing your legs forward with bent legs, doing swings, maintaining balance and the correct position of the body.
Jumping (2-3 types), continue to develop, the ability to easily tear yourself off the floor.
2. Igroplastika.
Special exercises for the development of muscle strength in figurative motor actions and tasks.
To walk beautifully for us
It’s necessary to strengthen the muscles,
We’ll pump up the stomach and back,
We’ll put the proud posture.
"Strengthen the tummy" - from a supine position raising bent legs.
“Strengthen the back” - lying on your stomach, arms up, bend.
"Rest" - walking in a circle with the correct posture with musical accompaniment.
3. Dance "Camomile". Learning dance moves “Dance more fun”.
4. Musically - creative game "Dance of Fire".
5. Game rhythm. Walking on each count and across the bill with clapping.
march
1. Disco-workout.
Alternating walking, raising knees high with jumps, to develop the ability to freely move from an active step to an easy jump.
A lateral gallop, turning to face the center of the circle, alternating with circling at a jump around you, monitor the proper coordination of arms and legs, convey the light character of music in motion.
Walking in place transferring body weight, walking back and forth, to the right around you, to the left around you, to teach children to start moving with the sock. Bend and unbend your knees rhythmically.
Circular motion of the hands with clenching and unclenching of the fists, perform movements rhythmically. Avoid straining hands.
Circular body movements to begin movement with the music, not lagging behind and not ahead of it. Maintain balance.
Jumping on one leg, bending and unbending the free leg, learn to add arbitrary movements of hands and head.
2. Igro rhythm.
Performing exercises to the music with the influx to a strong beat.
Standing, hands on the belt. Lean forward, straighten, flood.
3. Dance "Dance more fun." Learning the movements of the dance "East".
4. Musically mobile game "Trickle".
5. Exercises for relaxing muscles, breathing and strengthening posture.
Breathing exercises on imitative and figurative movements.
Gently pick up the air. Take a breath
We inflate the red ball. Exhale.
Let him fly to the clouds. Take a breath
I will help him myself! Exhale.
april
1. Disco workout:
A springy step in alternating with jumps, perfect a strong energetic jump. To be able to clearly transition from an active movement to a calmer, smoother.
Circular movements of the hands (alternately right, left) - learn to note strong beats in measures. To ensure that children feel moments of relaxation in the muscles of the hands.
Wiggle your arms and torso (arms to the sides), continue to teach children how to supplement movements with the relaxation of bent knees.
Torso forward, learn to bend and straighten your back.
Circular movements of the hips, to improve the ability to transfer body weight from one leg to another, shaking the hips.
Jumping, reinforcing the ability of children to bounce rhythmically, while maintaining the correct position of the body.
2. Acrobatic exercise - keep the body straight, maintain balance. Vertical balance on one leg with different hand movements.
Recitative:
Stand on one leg
As if you’re a stubborn soldier.
Keep your right foot
Yes look do not fall.
Now stand on the left
If you're a brave soldier ?!
3. Dance "East". Preparation for the reporting concert.
4. Musically - mobile game “Unravel the rope”.
5. Exercise to relax muscles, respiratory and to strengthen posture.
One two three four five!
We know how to relax too -
Put your hands behind your back
Raise your head higher
And easy - easy to breathe.
may
Reporting concert "Sun Rays"
1. "Folklore - music - theater", edited by S. I. Merzlyakov, publishing house "Vlados"1999 year
2. “Sa - Fi - Dance” by J. E. Firileva, E. G. Saykina, St. Petersburg “Childhood - Press”,2000 year
3. “Teach children to dance” T. V. Purtova, A. N. Belikova, O. V. Kvetnaya, ed. Vlados2003 year
Consultation for parents
“Comprehensive development of the child by means of music and rhythmic movements”
“From beautiful images we will move on to
beautiful thoughts, from beautiful
thoughts to a beautiful life and from
beautiful life to absolute beauty ”
Plato
In our socially oriented time, when a person’s life began to be assessed as a measure of success, recognition and achievement of specific goals, the comprehensive development of a child by means of music and rhythmic movements plays an important role in the development of a child’s creative and harmoniously successful personality.
In the life of every family, a moment comes when parents think about what creative direction to “send” the child to and how to develop it. A lot of people choose dancing classes for their child, for kids, as a rule, it all starts with rhythms and rhythmic movements. In such classes, the child will not only learn to dance beautifully, move, hold posture, but will also develop spiritually. After all, dance is creativity, dance is precisely that type of art that will help the child to open up, show others how he sees this world. What can we say about how important the concept of “first dance” is for girls and boys, because they want to feel like real princesses and princes at balls, like in fairy tales.
Children's dances are the study of the main means of expressiveness (movement and posture, plastic and facial expressions, rhythm), which are associated with the emotional impressions of a small person from the outside world. Children's dance begins with rhythm, where the study of dance begins with simple movements, often, classes are more like a game, but in this game the child will learn those things that are very useful to him in life. The main goal of rhythmic classes with preschoolers is the comprehensive development of the child, the development of musicality and rhythm in the classroom, the formation of creative abilities and the development of individual qualities of the child, by means of music and rhythmic movements.
For the full perception of musical works in the classroom of rhythm and its creative reflection in dance, it is necessary to help children understand the special language of music, its character, genre and features of rhythmic pattern. For the development of creative performing activity in dance, children need to study and understand the features of a particular musical work in more depth - this undoubtedly contributes to a completely different understanding of the choreographic and musical arts. This gives children the opportunity to raise their creative potential to another higher level and open up new interesting opportunities in the creative process.
In rhythmic classes, an opportunity is given to fully develop the individual characteristics of each child, to form a good aesthetic taste, thereby helping to harmonize the inner world of the child.
Harmony (from Greek) - “consent, harmony, beauty”. A sense of harmony is the most correct organization of content, the orderliness of the structure of the subject, phenomenon, giving them harmony and completeness. The ability to discover harmony in life, art and bring it into practice, into our diverse life, is a great human skill that brings the joy of being to all who are endowed with this feeling. An important role in the creative activity and development of the spiritual world of the child is played by the formation of aesthetic taste. How can aesthetic taste be developed?
Aesthetic taste is brought up, firstly, due to the development of the ability to feel the expressiveness of art, to understand the language of art; secondly, theoretical training, thirdly, the creative and performing activities of children in children's morning performances, concerts and creative evenings.
The approach to each child is to help reveal his creative talents, teach him how to communicate, express himself, feel confident in life, increase his ability to adapt to various life changes.
Each child comes up with a dance for the chosen emotion. The great pleasure in children is precisely the composition of their dances, where they could express their feelings in a safe manner. An interesting observation is that at this age children are reluctant to play negative characters, preferring to portray princesses and princes, but they enthusiastically compose a dance of anger, becoming angry, performing its dance.
The significance of expressing emotions through movement is that it is in this way that they become acquainted with their own emotions, accept them, and develop the psychological ability to experience their own feelings and accept them from others. The ability to listen, analyze and understand a piece of music has a great influence on the success of solving this problem, which contributes to the manifestation of a more vivid and creative image in dance. Musical perception skills help to trace the formation of a musical image, its character and sensitively reproduce a rhythmic pattern.
Starting to dance in childhood, you can prevent the occurrence of negative attitudes, change your mindset, improve your attitude towards others. Thus, dance is more than just moving to music. This is a way of working on oneself, helping to achieve success in any field of activity. He educates those abilities that control the interaction of the mind and body and help to manifest what is inside of us outside. Dancing classes give the child the joy of movement, communication, enrich his inner world and help him to know himself.
Consultation for educators
“Psychotherapeutic possibilities of movement and dance when working with preschool children”
Various systems of body-oriented psychotherapy, including motor and dance, are now based on the possibilities of influencing the psyche with the help of the body, which are now becoming increasingly popular. This is largely due to the fact that the modern state of human society is characterized by an exaggeration of the rational beginning, excessive attention to intelligence, social achievements and the suppression of the instinctive, “wild”.
Recently, a situation has arisen where preschool children can be especially affected. Many parents are very early concerned about the education of their own children. There is anxiety whether the child will be able to enter a prestigious school, university; and many parents begin to worry about this in advance and prepare the child for the very admission to school, and for subsequent studies in it. Too early training in mathematics, writing and reading, and insufficient attention is paid to the aesthetic development of the child (music, singing, dance, drawing, etc.). All this leads to the fact that the child’s left hemisphere begins to develop intensively to the detriment of the right one, and a very important area of \u200b\u200bthe psyche (emotions, intuition) remains underdeveloped, falls out. This can most directly negatively affect the further development of the child.
The existing works on dance movement therapy are largely general theoretical, abstract in nature. It is almost impossible to find specific recommendations, techniques, etc. in them. And literature on the psychological aspects of movement in children, at least in Russian, is practically absent altogether.
I want to talk about specific games that solve certain psychological problems and allow you to work with certain psychological problems of preschoolers using the capabilities of movement, dance, games, etc.
Exercise aimed at fulfilling the needs of children to be seen:
"Creative improvisation."
The head sets the children various music: waltz, march, polka. To the music of the waltz, children come up with light, smooth movements. Soldiers, gymnasts, etc. are depicted on the march music. Children jump to the Polish music, run, depicting bunnies, squirrels.
The leader notes and shows everyone the best creative improvisation.
"Dance of Fire."
Fantasy of greatness:
"Garden".
Anxiety, fears; ability to defend:
“Unravel the rope”, “Bird in a cage”.
The game is aimed at developing speed and agility. Relaxation exercises. For better relaxation, it is useful to combine movements with breathing, as well as various images. Children's imagination with great pleasure plunges into an exciting story. Therefore, it is important to come up with stories with an interesting plot that would simultaneously contribute to relaxation.
One of the highest forms of movement is dance, often a free expression of creative imagination.
Especially great are the possibilities of movement and dance when working with preschool children. For many children at this age, movement and dance are important means of communication. In addition, the movement itself, its features, character allow us to say a lot about the child, being very informative.
It is not necessary to work exclusively in the framework of dance movement therapy. The most effective opportunities for movement and dance when working with preschool children are manifested in interaction with other types of creativity (drawing, metaphors, stories).
Dance Description
Song "Chimney sweep" isp. Ksenia Mulina
Girls with yellow "sultans" (balls), boys with blue "sultans" (balls).
1 verse:
1-2 boys go out with balls, swing their arms at the top of the cross to cross.
3-4 girls run out with yellow balls and a Chimney sweep, stand near the boys, perform a spring.
Chorus:
Verse 2:
1-2 girls go back, the boys with the Chimney sweep hugging, swinging in different directions.
3-4 girls run out in a jump, the “boat” movement is spinning with the boys
Chorus:
1 two steps to the left, two steps to the right
2 jumps in place around you, arms above
3 girls sat down, boys jump on two legs with their hands in front of them - vertical “scissors”
4 boys sat down, girls jump on two legs with their hands in front of them - vertical “scissors”
Lose - jumping your arms to the sides, tilting the swings with balls below, cross to cross
jumping arms to the sides, swinging arms above the cross to the cross.
Lose - everyone stands embracing, Chimney sweep with a girl spinning.
Chorus:
1 two steps to the left, two steps to the right
2 jumps in place around you, arms above
3 girls sat down, boys jump on two legs with their hands in front of them - vertical “scissors”
4 boys sat down, girls jump on two legs with their hands in front of them - vertical “scissors”
Lose - jumping your arms to the sides, tilting the swings with balls below, cross to cross
jumping arms to the sides, swinging arms above the cross to the cross.
Chorus:
1-3 form a circle and move along it with a bounce of the arm at the top
4- gradually rebuild into a column in front Chimney sweep
Lose - jumping your arms to the sides, tilting the swings with the balls of the girl to the right, boys to the left
jumping arms to the sides, moving everyone forward around the Chimney sweep, balls up.
Song "Capitoshka"
Boys and girls line up in two lines, boys after girls. The girls go out one after another with two columns with umbrellas on their shoulders.
Losing
Attached step to the right - an umbrella to the right, also to the left - an umbrella to the left;
Jumping in place, umbrellas at the top
Same thing again.
1 verse:
1-4 The boys go out in march steps, marching in place.
Pull on the belt girls (umbrellas on the floor).
5 - jumping on two legs, arms to the sides
6- rocking from side to side, hands up
7-8 running, knees high, turn to each other
Chorus:
1- jumping on two legs, with the right hand swing forward forward from the bottom up
2 - hands bottom "pinwheel" left-right
3- steps back and forth, clapping hands: down right, down left, up right, up left
4 - jumping on two legs, clapping his hands over his head.
Losing
Movements in two circles - boys inside, girls around with umbrellas.
Verse 2:
Girls with umbrellas line up in a row behind, boys in front in a row.
1-2 lunges forward - right, left leg
3-4 girls forward - jumping in place on two legs, umbrellas at the top
5-6 "boats"
7-8 boys on their knees, girls around, umbrellas at the top.
Lose:
1 - the boys sat behind umbrellas, the girls wagged with jumps with “tails”
2 - girls sat behind umbrellas, boys march around umbrellas
3- hugging under the umbrellas swing right and left.
The refrain is the same, umbrellas on the floor in front of the children.
Lose:
In pairs under umbrellas in a circle they go to their original location, line up in one line, bow.
“Dance more fun”
Song “Dance more fun” sp. column Kar-man
The boys go out in bounces.
1 verse:
Two steps to the side, hands in front of you;
"Window" hands with sudden movements;
Hands are put "rook", slam first one at a time
palms, then on the other;
Chorus:
4 swing legs forward, moving forward;
7 steps back, legs wide apart.
Verse 2:
Leg forward and hand fist forward (rap),
alternately left and right;
Hands "rook" step forward, hand forward,
also with the other hand and foot;
Lose:
Slowly move your hand to the right - to the left;
Leg back, crossing (rap);
Finish: fall to your knees
widely spread, hand in a fist up.
“Winter is good!”
Song "New Year's" isp. column Stagecoach.
Girls run out and are staggered.
1 verse:
Going out on heels, spreading arms apart, returning,
cotton on the legs;
Chorus:
Hands folded “Shelf”
Two steps to the left, two to the right with an influx.
Lose:
Hands up, fingers wider, moving left and right.
Verse 2:
At the expense of 1,2,3 –steps forward,
On 4 - an influx, hands are bent at the elbows;
Also returning back.
Verse 3:
Standing still, turn the body to the right, left,
performing fist movements.
Lose:
Movement in a circle with arms raised up.
Conclusion:
Bow, hands back.
"Flashlights"
Muses Strauss "Polka" Trick-truck ".
Children line up in one line, holding flashlights in their right hand;
A spring with a swing of the flashlight left and right;
Walking in a circle with an added step with a spring, a flashlight in front of you;
Step in a circle, flashlight up;
Step back, flashlight down;
Running in a circle, a flashlight up - to the side;
Return and building in one line;
Put the flashlight on the floor, walking around the flashlight with an extra step;
Take a flashlight with your left hand, hold hands, walk in a circle;
To line up in a row, take turns sit down on the floor.
"Parsley"
Muses Strauss Polka Pizzicato
Children jump out with rattles in their hands and line up in a line;
They make noise rattles to the right and to the left, jumps around them;
Running in bounces in a circle and line up;
They hit the rattle on the right knee, then on the left, swirling with jumps around them;
Running in bounces in a circle, rattles at the top;
Lines up and sit on the floor with legs wide apart, rattles up, bow.
"Polka"
Spanish DJ Elephant Finnish Polka.
Children run in bounces in pairs, holding hands.
1 verse:
Heel-nose, 3 tributaries, alternately with the right or the left foot;
Spin under the elbow, clap your hands;
Verse 2:
Steps towards each other, connect the opposite
palms and go around each other.
Verse 3:
The boy turns to the girl and performs a squat
girl - a spring with twists;
Spin under your elbow, clap your hands and
whirling in the other direction.
4 verse:
Repeat movements of 1 verse.
Lose:
Girls dance the lambada, boys clap;
Boys take girls under the elbow and jump in circles.
5 verse:
Girls are spinning around, boys are squatting
throw legs forward;
Boys take girls under the elbow and walking
step away;
Quickly run out, bow and run away.
"In the animal world"
Muses X-MODE & DJ NILL "ANIMAL"
From the squat, the children stand in turn;
Hands in the castle, hit the knees and shoulders in turn;
Jumping up, legs wide apart;
Repeat fist movements;
The girls jump with a turn to the side and twist with “tails” (on four sides), the boys leg back - cross (rap);
Step to the side and turn around you, twist with “tails”;
They turn to each other and play with “paws”;
"Fly" scattered across the hall, line up;
Girls twist to the boys, connect the “foot” free, unwind;
Leap up, legs to the sides, arms wide up;
Bow and run away.
"Winter"
Spanish A. Gubin “Winter is cold.”
Introduction:
Children go out with pops over their heads and
get up in a checkerboard pattern;
1 verse:
Legs shoulder width apart, arms to the side up;
Move hands right to left, shaking hips;
Squatting slightly, move the body to the right, then to the left;
The first and second lines with a tributary are swapped in steps;
Chorus:
Side step to the right, clap his hands to the right, the same to the left;
Step circle around you;
Claps overhead, swaying hips.
Verse 2:
The girls spin alternately to the right,
And they are untwisted to the left, returning;
Side steps with circles around you.
Chorus: the same.
Children run away, then come back
Right hand forward, up, down, sit on your knee sideways, bow.
"Russian grandmother"
Spanish wap.wapos.ru
The boys lead the girls, holding them by the belt. Girls have folded arms. Children stand in one line.
1 verse:
Girls come forward and do whirling
pushing the other around him on one leg;
The boys, standing still, drown with one foot;
The girls are returning to their place;
The boys come forward and sit down,
return to the place;
Chorus:
Two steps to the right, arms folded “shelf”, whirling
bouncing around him, sweeping his legs back;
Two steps to the left, hands “shelf”, throwing hands
2 times up with a spring;
Going forward on the heels, then throwing your arms up.
Verse 2:
Girls spin to the boys;
The boys come forward and spin on his arm.
Chorus: the same.
Lose:
The boys come forward and jump from
throwing legs on the heels, arms forward;
Girls approach boys, they take girls by the waist
and bypass each other in a strait, looking into each other’s eyes.
Chorus: the same.
Bow.
"Everything will be fine"
Spanish MF “Everything will be fine”
Children jump out and get up staggered.
1 verse:
The legs are shoulder-width apart, first they close their eyes with their right hand,
then left, in the same order open;
Hands to the sides, moving the body to the right, left;
They run back and take off the black capes.
Chorus:
Hops swap, set alternately
hands forward, thumb up;
Returning to their places;
Three steps in place;
Step to the right, with your hand show to the right;
Step left, show left with your hand;
Put your foot on the cross and turn around you;
Hands alternately forward, thumb up;
Repeat
Lose:
Hops, forming a circle, arms up;
marina lagutkina
Advanced choreography planning for older preschool children.
PERSPECTIVE CHOREOGRAPHY PLANNING
Senior group (5-6 years old)
September October
Acquaintance with elements of folk dance.
Positions and movements of the legs in the dance: stomping step, tributaries, spring.
Positions of the hands in the dance: position on the belt - with a cam; change of hand on the cam; claps - double, triple; hands in front of the chest - “shelf”; "invitation";
Learning vocabulary of a dance composition based on folk dance. "Manechka-Vanechka"
"Dance with spikelets" "Autumn"
November December
Familiarity with the elements of ballroom dance:
Leg movements: a step on half-fingers, a turn in a pair on half-fingers, balance, easy running on socks in circles in pairs, face and back forward, jumps, jumping in the first straight position.
Running in a circle with a change of direction, rebuilding in 2 lines, in a circle.
Movements in pair:
slight swaying facing each other to the right.
Hand positions in pair:
- (boy) squat on one knee, (girl) easy run around the boy;
Main position;
- “basket”.
Familiarity with the attributes for the dance and manipulation with them. The formation of elementary actions with objects. Production of dance compositions. "Dance of the Blizzard and Snowflakes"
Polka "Dwarves" New Year's Eve party
January February March
Mastering pop dance based on the elements of classical dance.
Orientation exercises in space:
Position straight (full-face, half-turn, profile;
Free placement in the hall, couples.
Positions and movements of the hands:
transfer of hands from one position to another.
Positions and movements of the legs:
Foot position;
Steps with high lifting of the leg, bent at the knees forward and at half-fingers (forward, backward).
Relleve in 1,2 positions (mus. Times. 4/4);
Demi-plie at 1.2 positions;
Demi-plie c with simultaneous work of the hands;
Sotte at 1.2.6 pos. "My chickens chickens"
"Exercise with Flowers" Spring Festival
April May
Repetition of dance compositions studied during the school year.
Testing the technique of movements. Familiar dance material. Choreographic festival "Dance Kaleidoscope" based on MBDOU.
Forward planning
Preparatory group (6-7 years)
September October
I. The staging of dance compositions based on folk dance.
The combination of movements of the arms and legs. Running around you, the step "overwhelming", "picking" with the inflow;
sliding clap of hands, "plates";
Slapping cotton on the thigh along the lower leg (boys);
Waving a handkerchief (girls).
Leg movements:
A bow in the Russian character;
Quadrilateral step with a heel;
Shuffling step (heel, half-fingers on the floor);
Spring step;
- "pick" (with a trench, with a squat, with the opening of the hands);
Kovyryalochka with a bounce;
Preparation for the "rope";
- “rope”;
Squatting the “ball” (hands on the belt with a fist, hands in front of the chest with a “shelf”);
Squatting in 6 poses. with the removal of the legs forward to the entire foot;
Squatting in 1 free position with the extension of the foot to the toe or heel;
Single strokes on the external and internal side of the lower leg.
Movements in pair:
Two-leg jump facing each other.
6. Exercises for orientation in space:
- "gate";
- "carousel".
II. Production of a dance composition based on ballroom dance.
Movements in pair:
Easy running at half-fingers in pairs face and back forward with a turn through the middle;
Easy running in pairs at half-fingers in a circle (the girl takes a turn by arm for a strong beat of the beat).
Acquaintance with the musical material of the dance composition.
Learning vocabulary of dance compositions. "Russian folk couple dance"
"Autumn leaf fall" "Autumn"
November December
Production of dance compositions based on ballroom dance:
Leg movements: “cha-cha”, overthrow, “step cross”
Movements in pair:
quick turns in pairs at half-fingers
Hand movements: wave, “flicking” movements in the style of rock and roll.
Production of dance compositions. "Carnival"
"Rock and Roll" New Year's party
January February March
Production of dance compositions based on elements of classical and ballroom dancing.
Position in a pair: “boat with wiggle”, “curtsy”.
Positions and movements of the hands:
“Candle”, “candle-window”, a-liang brush,
transfer of hands from one position to another.
Positions and movements of the legs:
Foot position;
Steps on half-fingers with forward and backward movement;
Dance step back at an average pace;
Steps with an elongated toe;
Sock to the floor.
Dvizheniyruk:
Battement tendu;
Sotte at 1.2.6 pos. Cranes
"Spring Waltz" Spring Festival
April May
Production of dance compositions based on ballroom and variety dances.
Par Minuet;
Par minuet in pairs in a circle.
Par Waltz (one at a time, in pairs);
Parbalance (in place, moving forward, backward).
Step with a plie with a lift on toes.
Smooth movements of hands, various positions in a pair, a turn at hand at the boy.
Pop dance:
Fast running on toes, spinning in pairs and one at a time on jumps.
Jumps from the first straight position to the second position with the body tilted forward.
Various movements of the heel and nose.
Hand movements:
“Window”, “tumbler”
Testing the technique of movements. Barbariki
"Change"
Little Waltz Graduation Party
Related Publications:
Summary of a choreography lesson for older preschool children From the experience of the teacher add. Education kindergarten "Pearl" of the older group of children 5-7 years old Ivanova Anna Valerevna. The city of Volgodonsk.
Advanced complex-thematic planning (designed for pupils of younger, middle and older age) The purpose of integrated thematic planning is: to create integrated thematic planning based on topic-forming factors and.
Future planning of gymnastics after sleep for children of preschool age from September to May September 1. A set of exercises in bed. “AUTUMN” Autumn, autumn, autumn, Guests of about eight weeks, With strong thunders, With rains and showers.
Perspective planning for children's experimentation for children of preschool age. Perspective planning for child experimentation for older children. By senior preschool age, they increase markedly.
Prospective planning for the development of motor activity of older children using outdoor games The long-term plan for the recreation and gaming hour “Play-ka” for September in the senior and preparatory group Preservation and strengthening.
Long-term plan of the dance mosaic dance group 1st year of study
“Visiting a fairy tale”
October
To develop expressiveness of plasticity, accuracy and agility of movements, musical ear.
Drill exercises (building in a circle, in a row), general developmental exercises (step from a sock in a circle, running, jumping, jumping), elements of choreographic exercises: bow-greeting, as well as elements of gymnastic exercises for the muscles of the legs, arms ..
Cheburashka (Burenina A.I. “Rhythmic mosaic” p. 45)
Develop a sense of rhythm, expressive movements, imagination.
General developmental exercises (step with a toe in a circle, running, jumping, jumping), muscle relaxation exercises. Dance steps (gallop), figuratively-dance movements. Gymnastic exercises (ironing, butterfly).
Teddy bear (Burenina A.I. “Rhythmic mosaic” p. 46)
November
To develop coordination of movements, a sense of rhythm, figurative perception of music.
Drill exercises. Lane change on command .. Turns to the right, left, by order Exercise to restore breathing. ("Inflate the ball") Elements of choreographic exercises (plie, 6 and 1 position of the legs). Gymnastic exercises (airplane, bike).
Grasshopper (Burenina A.I. “Rhythmic mosaic” p. 49)
To develop softness, smoothness of the movements of the hands, to form the ability to spring with the feet during the swing movements of the hands.
General developmental exercises (steps on the heels), breathing exercises and to strengthen posture. Stretching exercises. Role play Consent Exercises
making movements with music
Squirrel (Burenina A.I. “Rhythmic mosaic” p. 50)
December
Develop expressive plasticity, imagination, musical ear.
To develop expressiveness of movements, imaginative thinking, a sense of rhythm.
General developmental exercises: whirling in place on jumps, the development of coordination, accuracy and dexterity of movements, memory and attention, the ability to improvise. Training of mobility of nervous processes, ability to combine movements with music.
Piglets (Burenina A.I. “Rhythmic mosaic” p. 53)
Ball (Burenina A.I. “Rhythmic mosaic” p. 68)
"National artist"
December
To develop a sense of rhythm, coordination of movements, a sense of balance, expressiveness of plasticity, the ability to reconstruct in space.
To form walking skills, performing rhythmic jumps, develop a sense of rhythm, coordination of movements.
Drill exercises. Reconstruction: in a circle - scattered-in a column.
General developmental exercises (steps with a high rise of the knee, running, jumping, jumping). Dance steps. Gallop step forward and to the side.
Dance-shaped movements.
Elements of choreographic exercises.
Exercises to relax muscles, breathing and to strengthen posture.
Horses (Burenina A.I. “Rhythmic mosaic” p. 52)
Fun to walk together (Burenina A.I. “Rhythmic mosaic” p. 67)
January
To develop coordination of movements of arms and legs in the process of walking, speed of reaction, the ability to combine movements with music and word.
General developmental exercises (steps on the heels, half-fingers), breathing exercises and on strengthening posture. Stretching exercises: on the floor for stretching and elasticity of the muscles of the legs, back, abdomen .. Exercises for matching movements with music
for children from 5-6 years old
Explanatory note.
Introduction
The children's choreographic collective is a special environment that provides the widest opportunities for the development of the child: from the initial awakening of interest in the art of dance to mastering the basics of professional mastery.
Choreography as an art form has hidden reserves for the development and upbringing of children. This is a synthetic form of art, the main means of which is movement in all its diversity. It reaches the highest expressiveness with musical design. Music is a pillar of dance.
Movement and music, while influencing the child, form his emotional sphere, coordination, musicality and artistry, affect his motor apparatus, develop auditory, visual, motor (or muscle) memory, teach noble manners. The pupil learns the variety of dance: classical, folk, ballroom, modern, etc. Choreography fosters sociability, industriousness, the ability to achieve goals, and forms an emotional culture of communication. In addition, she develops associative thinking, encourages creativity.
Systematic work on musicality, coordination, and spatial orientation helps children understand themselves, better perceive the surrounding reality, and freely and actively use their knowledge and skills not only in dance classes, but also in everyday life.
Dance art has tremendous power in the upbringing of a creative, comprehensively developed personality. Classes of choreography introduce the child to the world of beauty, bring up artistic taste. Touching the dance teaches children to listen, perceive, evaluate and love music. Choreographic classes improve children physically, strengthen their health. They contribute to the proper development of the musculoskeletal system, getting rid of physical defects, maximally correct posture disorders, form a beautiful figure. These classes relieve stress well, activate attention, enhance the emotional response and, in general, increase the student’s vitality. The child’s cheerfulness and activity finds expression in the dance, his creative imagination and creative abilities develop: the pupil learns to create a plastic image himself. Performances in front of the audience are the main educational tool: the experience of success brings moral satisfaction to the child, the conditions for the realization of creative potential are created, a sense of responsibility, friendship, and partnership are brought up. therefore the main task of the teacher- help children get into the world of music and dance, and not prepare them for the professional scene.
This educational program in choreography (without special selection of students, unlike specialized institutions) is designed for a year and involves conducting classes with children of preschool age. The content of the program is distributed in such a way that in the academic year, pupils master a certain minimum of choreographic knowledge, skills, and solve certain problems to achieve the main goal.
Program goal - creating conditions conducive to the disclosure and development of natural inclinations and the creative potential of the child in the process of learning the art of choreography.
The objectives of the program:
- generate interest in choreographic art, revealing its diversity and beauty;
- instill in students the ability to hear and listen to music and transmit its content in motion;
- teach the alphabet of classical dance;
- strengthen the musculoskeletal system of pupils;
- improve expressiveness of performance, develop strength, endurance, coordination of movements;
- to form an artistic-figurative perception and thinking;
- foster artistic taste and emotional responsiveness.
Since children with different choreographic backgrounds are engaged, therefore, the program provides for the following forms of employment:
- group
- subgroup
- individual
- rehearsal.
Lesson Mode:
Classes are held 2 times a week, in the academic year - 68 classes.
In addition to classes conducted according to the curriculum, the following is practiced:
- Conducting integrated classes
- Participation of children in district competitions, festivals, participation in city events.
Individual lessons are held once a month
To achieve the goal of the educational program, it is necessary to rely on the following basic principles:
· visibility- demonstration of exercises by the teacher, figurative story, imitation of movements;
· availability - learning from simple to complex, from known to unknown;
· systematic - the regularity of classes with a gradual increase in the number of exercises, complicating the methods of their implementation;
· individual approach - taking into account the perception of each child;
· enthusiasm - everyone should fully participate in the work;
· consciousness - understanding of the actions performed, activity.
The program consists of separate thematic blocks, but due to the specifics of training in the choreographic collective, their boundaries are smoothed out. At the same lesson, the elements of classical dance are studied (the tasks of physical and musical development are simultaneously performed) and the movements of the dance are studied.
Theoretical material corresponding to the content of the main sections is introduced into the program of the school year.
The main sections of the program
· "Introduction" - the teacher introduces in a playful way one of the forms of art - choreography and the content of the program. Tells about the rules of conduct in the classroom, about safety during the use of technical means and the features of the student’s appearance.
· "Rhythm" - includes collective ordinal and rhythmic exercises aimed at the musical and rhythmic development of children. The “Rhythm” section includes rhythmic exercises, musical games, and musical tasks for listening and analyzing dance music, since insufficient musical development of children is usually the main brake on the development of their dancing abilities. The exercises in this section should contribute to the development of musicality: to form a musical perception, ideas about the expressive means of music to develop a sense of rhythm. In this case, first of all, you should pay attention to those skills, the development of which other disciplines of the curriculum cannot fully provide. These include: the ability to navigate marching and dance music, to determine its nature, metro rhythm, structure and, especially, the ability to coordinate music with movement.
· The ABC of Classical Dance - Introduces the basics of classical dance. The study of the positions of the arms and legs. Pile, Port de bra, Releve, Battemen, Grand plie, Rond de jambe, the main movements "Allegro", the expansion of knowledge in the field of classical terms "pa", the study and execution of the classical exercise. Performing the movement of the classical exercise, children acquire aplomb, expressiveness and clarity in their movements, which is important for any dancer. The healing moment of the exercise is the development of endurance, physical data and the correction of physical defects.
· "Dance Etudes"- contribute to the development of dance, emotionality.
· “Production” - acquaintance with the dance composition. This section includes the analysis and development of the basic movements, the development of complex movements, studying the pattern of the dance composition and various ligaments. The dance show is a necessary stage of the production. During the performance, students cultivate attitudes towards public speaking and assert themselves. The repertoire of performances is planned in accordance with the current needs and the creative state of a particular group. In this regard, every year an analysis of the pedagogical and artistic and creative work of the team is done, a new repertoire is determined.
· "Individual sessions" - work with pupils who have not learned the material due to illness, with newly arrived children.
Work with students and the creation of the most favorable development conditions for them can be carried out in different ways using various methods and techniques, the choice of which is related to the interests and characteristics of the teacher himself and his skill.
Expected Results and How to Verify Them
In accordance with the goals and objectives of the educational program of the choreographic circle of modern dance, after mastering the contents of the program, the following results are expected
The student will know:
- uniform requirements for the rules of conduct in the choreographic class and requirements for appearance in the classroom;
- terms of classical dance alphabet
- new designations of classical elements and connectives
- choreographic names of the elements studied.
- information on new directions and types of choreography in music
The pupil will be able to:
- perform movements and combinations at the machine and in the middle of the hall at an accelerated pace;
- coordinate the movements of the body, arms, legs during the transition from pose to pose;
- express an image using movements;
- freely and competently navigate in the terminology of classical dance
- independently and competently perform the studied elements of classical dance;
- own the performing skills of stage dance.
- work on the expressiveness of the performance of the dance repertoire.
- to speak emotionally and technically to the audience.
- independently and competently perform the movements of modern dance
- own the body while performing movements;
- navigate in space;
- coordinate their movements;
- perform a choreographic sketch in a group.
- combine individual movements in a choreographic composition
The control of students' knowledge and skills is carried out according to the diagnostic result 3 times a year and also at the reporting concert at the end of the school year. Diagnostic author A.I. Burenin.
Repertoire Plan.
September.
1 Tanya chickens.
October.
1 Tanya chickens.
2 Quadrille
November.
1. Quadrille
2. Dance with garlands
December.
1 Garland Dance
2 "Eastern Tale"
January.
1 "Eastern Tale"
2 Russian stylized
February.
1 Russian stylized
2 Sports dance
March.
1 Sports dance
2 "Dance of childhood"
April.
1 "Dance of childhood"
2 Modern dance
May.
Consolidation of learned dances. Repeat your favorite dances. Preparation for the reporting concert.
Methodological support of the program
The specifics of teaching choreography is associated with systematic physical and psychological stress. Children need to comprehend the instructions of the teacher, listen to music, memorize the proposed text, practice various movements. Implementation of an individual approach with the same tasks for all helps to overcome difficulties. This takes into account the type of personality, the level of preparation of the child, his ability to focus on different aspects of the task.
To learn the dances of children of preschool and primary school age, it is necessary to use the game principle. “Children must live in a world of beauty, play, fairy tales, music, fantasy, creativity,” wrote Sukhomlinsky. This is not about using the game as a means of relaxation and relaxation, but about the need to permeate the occupation of the game beginning, to make the game an organic component.
The game should be a means of achieving the intended pedagogical goal, require volitional efforts, hard work for its implementation. Then the game will be a way to teach the pupil the ability to work, and even a routine, boring work for children will seem interesting.
The next important principle of work in the first stages of training is multiple repetition principle studied movements in the maximum number of various combinations. A long study and study of a small number of movements makes it possible to assimilate them firmly, which will serve as the foundation for the further educational process.
Of the variety of training tools classical dance differs in that it is the foundation of all choreographic training and the basis of a high performing culture. Therefore, the classical exercise, after studying its basic elements, is recommended to be used as a training at the rehearsals of the collective. In order to make it easier for students to learn the topics of the educational program, the lesson is divided into three parts: preparatory, basic and final.
Preparatory part - includes the construction of pupils in the middle of the hall and the mood for the lesson (mutual greetings of the children and the teacher), marching, running and auxiliary corrective exercises on the floor to prepare the muscles, joints and ligaments for the load.
Main part - staging the body, legs, arms and head for the formation of ballet posture, the development of eversion of the legs in the exercises at the machine and in the middle of the hall, the development of flexibility, practicing step, jump, the development of strength and endurance.
Final part - includes mainly movements for the development of dance-rhythmic coordination and expressiveness. They are also aimed at relieving nervous and physical stress, raising the emotional tone in children. In this part, musical studies, compositions are learned and repeated.
Leading methods of teaching children choreographic art are:
- visual demonstration of formed skills (practical demonstration);
- explanation of the method of execution of the movement;
- demonstration of illustrations (visual aids, video material).
Thus, basic methods used in training:
- high-quality display;
- verbal (figurative) explanation;
- comparison;
- contrast;
- reiteration.
The child must know the choreographic terminology, use it in class. The use of accurate, competent terminology will gradually move away from the practical display, will develop the attentiveness of the pupils and their ability to perceive verbal information.
From the first lessons, work on the culture of the movement is important. Each movement has a beginning and an end, amplitude, character. It should be performed to the beat of the music.
One of the weaknesses in performing practice is the inexpressiveness of the face, so from the first lesson you need to pay attention to the activity of the muscles of the face, play “masks” with them (sad, funny, angry).
Particular attention is paid to the musical design of the lesson. It must be diverse and of high quality. Music is selected for each part of the lesson, its structure, tempo, rhythmic pattern, and character are determined.
The sections “Dance Etudes” and “Dance Compositions” include modern melodies to stimulate the emotional and acting expressiveness of the pupils.
List of references:
1. Bazarova N., May V. Alphabet of classical dance. - L .: Art, 1983.
2. Briske E. Rhythm and dance. Part I, II. - Chelyabinsk: ChGIK, 1993.
3. The program for musical and rhythmic education of children. A.I. Burenin
4. Vasilieva T.K. The secret of the dance. - St. Petersburg: Diamond, 1997.
5. . Nikitin B. Educational games. - M., 1985.
6. Zakharov R. Notes of the choreographer. - M., 1976.
7. Classical dance: Methodological development for teachers of art schools. - M., 1988.
8. The program DOD "Edelweiss Choreographic Studio" S. M. Sapozhnikova
9. Kostrovitskaya V. Pisarev A. School of classical dance. - L .: Art, 1968.
10. Tarasov N. Classical dance. - M .: Art, 1971.
11. Brailovskaya L.V. Tutorial on dancing. - Rostov-on-Don: Phoenix, 2003.
12. Shishkina V.A. Movement + movement. - M .: Education, 1992.
13. Smirnov M.A. The emotional world of music. - M .: Music, 1990.
14. . Briske E. Rhythm and dance. Part I, II. - Chelyabinsk: ChGIK, 1993.