Among the wide variety of activities of the child preschool age musical and rhythmic activity is of no small importance. At the current stage of development of preschool education, rhythm is often singled out as a separate subject in the curriculum. Although, in fact, classes are held in plastic or choreography.
It is very important to understand what should be musical-rhythmic activity at preschool age. Basic, paramount tasks this activity, as one of the types of musical activity in general, are:
- education of love and interest in music,
- enriching children's musical experiences through exposure to a variety of musical works,
- introducing children to the simplest musical concepts, developing skills in the field of musical and rhythmic movement,
- development of emotional responsiveness, sensory abilities and musical ear, a sense of rhythm, the formation of expressiveness of movement,
- teaching elementary motor skills, achieving simplicity, naturalness and expressiveness of the performance of musical works,
- to promote the emergence and initial manifestation of musical taste based on the impressions and ideas about music received,
- to develop creative activity, independence and initiative in the musical and rhythmic movement.
Analyzing the above, it should be noted that rhythm classes with preschool children do not imply memorization of any movements, achieving accuracy and correctness of their execution, which is often the case in real practice. Rhythm is, first of all, the perception of music, its comprehension, as well as the expression of one's impressions of music through a figurative, emotionally rich movement.
Musical accompaniment plays a primary role in rhythmic lessons, and, accordingly, the requirements for it are quite high. Musical works used to accompany the lesson should be very diverse: by genre, style, form, size, tempo, etc. But with all this, musical works should be accessible to the understanding of children. In addition, it is recommended to use not only “live” accompaniment on the piano or accordion, but also phonogram recordings in various arrangements. All this allows children to form the most complete idea of the diversity of musical works, enrich them with emotional and aesthetic experiences, and helps in educating musical taste.
But we must remember that classes, in themselves, are neither the leading nor the main activity for children 4-7 years old. Therefore, in order for the educational process to be effective, it is necessary to make the most of the game in it - the leading activity of a preschool child. Saturation of the lesson with game exercises, imitative movements, plot-creative sketches will enhance the emotional perception of music by children, and, accordingly, will help to solve the tasks more fully and comprehensively.
Separate game exercises can be used in the classroom as dynamic pauses - physical education minutes - in the event that a sufficiently large part of the lesson is spent sitting on chairs; or vice versa - for relaxation - if the whole lesson is carried out at a sufficiently high pace and involves a lot of movement.
Complexes of gaming exercises can be included in various parts of the lesson: they can be a warm-up or even the entire lesson. For preschool children, it is advisable to combine such complexes with a plot, theme or object - an attribute with which movements are performed. It is good to use complexes in the lesson, which include various variations of one movement: walking, bending, turning, jumping; as well as complexes containing the alternation of two movements: for example, jumping and walking, etc.
For preschool children, imitative movements are very valuable, the inclusion of which in the lesson helps to work on the expressiveness of movement, on plasticity, on the emotional richness of the image.
Musical and rhythmic games are used in rhythm classes to solve a variety of problems: developing a sense of rhythm, the ability to hear musical phrases, parts of music, to get acquainted with any movements and their combinations, etc.
For preschool children, it is sometimes advisable to conduct plot classes. These classes allow children to create a more complete picture of one or another side of reality (for example, about a forest or about autumn), diversify auditory and motor impressions, and also systematize children's knowledge on a given topic. It is useful to include literary works (poems, short prose sketches), viewing illustrations, visual arts, etc. in such activities. The storyline that connects individual exercises helps children to perceive the topic in a holistic way, increases children's interest in activities, and, therefore, increases the effectiveness of the lesson as a whole.
As an example, your attention is offered the following outlines of plot lessons in rhythm for preschool children.
Lesson 1.
For children 4-5 years old.
Theme: Forest fairy tale.
Educational tasks:
- form an idea of the different tempos of music (“music can be fast and slow”);
- develop a sense of rhythm: learn to clap a simple rhythmic pattern;
- to teach to convey the character of music in motion;
Materials and equipment:
- hoops according to the number of children;
- pictures depicting a summer forest, glade, forest dwellers.
Lesson progress
Introductory part.
- Display of illustrations (“look at what is shown in the pictures? Of course it is a forest”),
- Communication of the specifics of the lesson (“Today we have an unusual lesson - today we will go to visit the forest dwellers”).
- Walking: normal, on the outside of the foot (like cubs), on toes (like a fox), with high knees (like a heron).
- Jumping on two legs moving forward (bunnies).
- Jumps.
Main part.
- Imitation movements (“we came to the forest, ended up in a clearing. And a variety of animals are having fun and playing there. Let's try to guess what animals came to the clearing?”) - children listen to musical fragments, guess animals and imitate their movements: mice, bunnies, fox, wolf, bear, frogs; mice, bunnies, fox, wolf, bear, frogs, birds, etc.
- Then you can invite the children to dance, “turning” into some kind of forest animals. As such dances, you can use the compositions of A.I. Burenina (from the collection “Rhythmic Mosaic”): “Teddy Bear”, “Squirrel”, etc.
- The game “Birds” (“the animals are tired of dancing, they want to play a little”) - hoops are laid out on the floor according to the number of children. To the music (any lyrical composition - for example, you can use Vivaldi’s “Seasons” cycle), birds fly all over the clearing, peck grains, clean feathers, etc. When the music ends, the birds hide in hoops (“nests”). When the game is repeated, the teacher removes one or two hoops: the birds that do not have enough houses are eliminated from the game. The game continues until there are 2-3 players left.
Poem with movement:
Ball game (“Animals are very fond of playing different games, they especially like to play ball”) - children pass the ball in a circle to the music. The child who has the ball left at the end of the music goes to the center and dances, the rest of the children clap to him in the rhythm of the music.
Final part.
- exercise “quickly - slowly” (“Animals in the forest love to listen to music and guess - fast music or slow. Let's try it with you too”) - children dance to fast music, listen to slow music, sitting on the floor or on a bench.
Summing up the lesson.
Lesson 2.
For children 5-6 years old.
Subject: In the realm of Neptune.
Educational tasks:
- develop a sense of rhythm
- learn to move according to the time of the music,
- contribute to the formation of expressiveness of movements, imagery in performance.
Materials and equipment:
- illustrations depicting marine life, the life of the underwater world,
- fragments of literary works (for example, S.Ya. Marshak “Blue Page”),
- rope or long rope (3-3.5 m),
- short ribbons(2 per child).
Lesson progress
Introductory part.
- a conversation about the sea (“what inhabitants of the sea do you know, how do they live at depth, what is found on the seabed, etc.”), looking at relevant illustrations, reading excerpts from literary works,
- walking (going to the sea): normal (along the path), on toes (along the bridge), on heels (along the path), with a high knee (on the grass),
- jumps,
Main part.
- The game "The sea is worried." To the smooth music, the children move, imitating the marine life, at this time the teacher pronounces the text. To the words “Sea figure freeze in place” - the children stop and freeze in the form of some kind of sea creature. The child whose posture was more liked by the teacher performs the movements of the depicted creature and becomes the leader. The game is repeated 3-4 times.
- Dance composition with ribbons to the music of Saint-Saens “Aquarium” (you can take the composition of movements by A.I. Burenina from the collection “Rhythmic Mosaic”),
- Game "Fish". A “house” is laid out on the floor from a rope. For musical accompaniment, smooth, unhurried music with two pronounced parts is selected. For the first part of the music, the “fish” children move around the hall, for the second part they “swim into the house”. When the game is repeated, the “house” becomes smaller.
- imitative movements. Listening to musical fragments, children select one or another expressive image. marine life. The teacher may ask the child who performed the movements most vividly to demonstrate them again for the whole group.
Final part:
- Game exercise "Be careful." Children are given to listen to a piece of music (3/4 size, waltz), pay attention to the peculiarity of the music, show possible options for movement. Next, the children are given the task: "to the music of the waltz - we dance, we listen to the rest of the music, sitting in place."
Summing up the lesson.
Lesson 3.
For children 6-7 years old.
Theme: Journey to the Dance Country.
Educational tasks:
- develop a sense of rhythm
- to learn to distinguish parts in music (on the example of three-part works),
- learn to distinguish between dynamic shades in music (loud - soft),
- learn to convey the nature of music in movement.
Lesson progress
Introductory part.
- bow (real dancers always greet the audience with a bow),
- walking (from a toe, on toes, on heels, a round dance),
- jumps, gallop,
Main part.
- Warm-up (before each performance or rehearsal, real dancers always do a warm-up): lifting on half-toes, half-squats, squats, putting the legs forward and to the side on the toe and heel, jumping in place.
- Dance composition “Dance class” (as musical accompaniment, you can use the backing track of the song “Metro” from the collection of E. Zheleznova “10 mice”).
- The game "Find your circle." Any rhythmic three-part melody is chosen for musical accompaniment. Children are divided into several subgroups of 4-5 people. A leader is selected from each subgroup. For the first part of the music, the presenters perform one dance movement (each their own), the rest of the children, standing in circles around the presenters, clap to the beat of the music. For the second part, the children perform the movement (or composition) previously named by the teacher, at which time the presenters change their location in the hall. After the second part, it is necessary to make a short pause, during which the children of each group must find their leader and line up around him. For the third part of the music, each group, together with the leader, performs the movement that was performed by the leader during the first part. The game is repeated 2-3 times.
- Dance composition "Minuet"
- Exercise "Loud-quiet". Children stand in a column. To loud music they walk with a stomping step, to quiet music - a step from a toe.
Final part.
- Exercise “quickly - slowly” - children dance to fast music, listen to slow music while sitting on the floor or on a bench.
- Bow.
Summing up the lesson.
Foreword
IN proposed program Special attention given to development creativity children by improving the process of performing and listening to music, the ability to compose and improvise.
Classes in dance groups improve the coordination of movements, help strengthen the muscular apparatus, provide an opportunity to master the variety of styles and manner of performing dances of various peoples and modern choreography.
Thanks to systematic classes in a circle (association), students are introduced to the art of choreography in a broad sense, mastering the ABC of classical dance, acquiring special skills and abilities. The development of dance and musical abilities helps to a more subtle perception of art, forms an aesthetic taste, musical and dance culture.
The repertoire of the collective is extremely important in teaching and educational work with children. The musical and choreographic material selected by the teacher should help him systematically, consistently, patiently, and excitingly conduct classes, which, in turn, gives wide opportunities for effective and natural musical and choreographic development of students.
The program of the circle "Watercolors"
Karekina Yulia Gennadievna
leader of the circle "Watercolors"
EXPLANATORY NOTE
Teaching preschool children to dance and developing their creative abilities on this basis require from the teacher, the head of the circle, not only knowledge of a certain appropriate technique, but also presuppose that he has a correct idea of dance as artistic activity, art form. It is the understanding of the nature of dance that allows the teacher to more meaningfully and skillfully solve the tasks.
Dance is a musical and plastic art, the specificity of which is that, like any kind of art, reflecting the surrounding life in artistic images, it embodies them with the help of expressive movements of the performers, without any verbal explanations. This fully corresponds to the motor nature of children's imagination, which is characterized by the effective reproduction of images by children "through their own bodies." It follows from this that creative imagination can develop more efficiently in dance than in other types of children's musical activity.
Music also has a special influence on the development of creative imagination. And this happens, first of all, in the process of its perception, which is characterized by a creative character. In this regard, the creative nature of all types of musical activity, including dance, becomes obvious.
Once again, it should be mentioned that imagery and plot are inherent in dance. This gives it the features of dramatization and brings it closer to role-playing game, which, according to L.S. Vygotsky, is the "root" of any children's creativity. The game features of dance also characterize it as an activity that is beneficial for the development of preschoolers' abilities.
Thus, dance is a type of artistic activity that is optimal for the formation and development of creativity and imagination in children, thanks to the combination in a single activity of the three characteristics of dance - music, movement and play.
The possibility of early acquaintance of children aged 5-6 with dance and their first active involvement in this type of artistic activity, teaching children the language of dance movements in order to develop their creativity in dance - this is the essential basis of the program of the "Watercolors" circle.
This educational program can be classified as follows:
ð according to the intended purpose - general cultural;
ðin terms of implementation – one-year;
ð According to the level of development of children - general.
The program was developed on the basis of the standard program "Rhythm" (collection "Programs of secondary schools (classes) with a choreographic direction" / Edited by O.A. Petrashevich. - Minsk: National Institute of Education, 2005)
The leading pedagogical ideas, values, principles of training and education, following which ensures the implementation of the intended purpose of the program, are:
Ø Person-centered approach. The principle involves the assistance of the teacher to the pupil in identifying his capabilities, realizing his interests.
Ø Continuity. After studying the elementary movements of the dance, the tasks are carefully complicated. Mastering subsequent tasks is much easier based on the previous ones.
Ø Systematic. Compliance with the didactic principle "from simple to complex", children's conscious attitude to the means of dance expression, mastering the language of dance movements. Understanding the semantics, the meanings of these movements, the ability to use them to express the attitude, mood of one’s own or the depicted character, as well as the ability to connect these “units” of the language of movements into “speech” constructions, including them in the context of the dance. And here the main thing for the teacher is the purposeful teaching of this language, during which children get acquainted not only with the semantics of individual movements, but also with the principles of their change, variation, as well as the simplest methods of dance composition.
Ø “Learning is creativity”. Creativity is considered as not so much the result of education as its peculiar "method". The relative short duration of training periods does not allow memorizing patterns of movements up to "hard" stereotypes. When moving to creative tasks these patterns are still sufficiently plastic, which makes it easier for children to change them voluntarily. At the same time, independent samples varying educational material, become an additional way of studying it.
B.V. Asafiev, speaking about the musical creativity of children, believed that it was necessary to start improvising with them as soon as they accumulated a certain amount of auditory impressions. A similar approach can be applied to the dance creativity of preschoolers, to which they must be encouraged already at the very early stages of learning to dance.
Program goal: the formation of a creative personality by teaching children the language of dance, introducing pupils to the world of dance art, which is the property of universal and national culture.
Program objectives:
ð Develop children's creativity based on a student-centered approach.
ð Develop children's imagination and fantasy in dance.
ð To introduce children to various musical and rhythmic movements in accordance with the nature of the music.
ð To introduce preschoolers to the simplest rules of behavior on stage.
ð To cultivate love and respect for art, an understanding of its aesthetic value.
Organizational conditions for the implementation of the program:
The program is designed for children - 5-6 years old, pupils of preschool educational institutions.
The total number of hours is 64 hours.
The frequency of classes is 2 times a week.
The duration of one lesson is 1 hour (30 min.).
The norms for filling groups are 15 children.
Form of organization of the educational process: group.
Sanitary and hygienic requirements.
Classes should be held in an office that meets the requirements of safety, fire safety, and sanitary standards. The office should be well lit and periodically ventilated. It is also necessary to have:
Changing rooms and lockers for storing personal belongings;
First aid kits with medicines for first aid medical care.
The following is required for the course material and technical equipment: toys, other attributes in the quantity necessary for classes, a tape recorder, etc.
Staffing: the teacher, head of the circle working under this program must have a higher or secondary specialized education in the specialization "choreography", as well as have the necessary knowledge of child psychology.
EDUCATIONAL AND THEMATIC PLAN
Topic name
General
number of hours
Including
practices
Introductory lesson
ABC musical movement
Dance-shaped movements
Main types of movement
porter gymnastics
Spatial rearrangements. Dance drawings
Dance-figurative improvisation
Simple elements of dance
Educational and training work
Generalizing lesson. Celebration "Let's color our dance"
Total:
INTRODUCTION LESSON
Acquaintance of children with the classroom, its equipment. Acquaintance with the rules of conduct in the institution and in the office. Game training "Let's get to know each other."
THE ABC OF MUSICAL MOVEMENT
Ø The concept of posture. Posture of the body. Head positions. Bow-greeting. Leg position - VI.
Ø Handclaps are simple and rhythmic. The position of the hands: in front of you, above, below, to the right and left at head level.
Ø Head position. Straight, up and down; "lay the ear" to the right and left; turns right and left; exercises "tic-tac" - "lay the ear" with a delay in each direction (possible with a rhythmic pattern).
Ø Musical tempos: waltz, polka. Improvisational movements according to each tempo.
Ø "Spring" - easy squat. Musical size 2/4. pace is moderate. Squat for two measures, then for one measure and two squats, for one measure.
Ø "Ball" - jumping on the VI position. Time signature 2 \ 4. The pace is moderate. Jump two measures, then one measure, and four or more jumps one measure.
Ø Exercises for arms and hands. Raise your arms forward to chest level, then spread apart, lift up and lower down to the starting position. In each position of the brush, they make “lanterns” - this circular motions hands with open fingers and "nodding" - flexion and extension of the hands.
Ø Exercise for shoulders. Raise both shoulders up and down, depicting "surprise". Alternate shoulder raises. Hand position: on the belt and below. " Mill"- circular movements with straight arms back and forth, two - alternately and one at a time.
Ø Concepts: "bird", "iron", "flag". "Bird" - a pulled sock forward, to the sides. "Iron" - the foot is shortened, the legs are carried forward and to the sides on the heel. "Flag" - raising the leg to the knee with a stretched foot.
Ø Exercise "Let's smile at ourselves and a friend." Tilts of the body forward and to the sides with a turn of the head to the right and left. Bows can be performed both in the VI position and in the II position.
Ø "Stomp" - stomp in a small squat in place and in advance.
Ø Triple stomp with stop.
Ø The logic of turns to the right and to the left. Turns at four points with steps in place - two steps to each point.
Ø Raising on half-fingers in the VI position.
DANCE-LIKE MOVEMENTS
"Animal Rhythm" - movements imitating the habits of animals, birds in accordance with quatrains.
Ø The cat sat on the window,
The cat began to wash its paws,
After watching her for a while,
We can repeat all movements.
One, two, three - come on, repeat (arms bent at the elbows in front of you, we depict a cat that washes its paws).
Three, four, five - repeat again (we touch our ears with our hands)
Ø The snake crawls along the forest path,
As the tape slides on the ground,
And we are such a movement
We can draw everything by hand.
One, two, three - come on, repeat (with the right hand in front of us we depict a snake that crawls forward).
Three, four, five - repeat again (with the left hand in front of us we depict a snake that crawls forward)
Well, simply - well done! (we spread our arms to the sides through the 1st position).
Ø There is a heron in the swamp,
Catches frogs with its beak,
And it's not hard to stand
For us, for trained guys.
One, two, three - come on, repeat (raise your right leg to the knee, arms straight up, turn your head to your right shoulder).
Three, four, five - repeat again (raise your left leg to the knee, arms straight up through the sides, turn your head to your left shoulder)
Well, well done guys! (we spread our arms to the sides through the 1st position).
Ø The wind shakes the tree,
Ø Wants to tilt the branch,
Ø Watching him for a bit
Ø We can repeat all the movements.
One, two, three - come on, repeat (arms straight above the head depict a swaying tree).
Three, four, five - repeat again (arms straight above the head depict a swaying tree).
Well, simply - well done! (we spread our arms to the sides through the 1st position).
Ø The monkey descended from the branch to us,
Monkey must be respected
After all, monkeys are our ancestors,
And the children's ancestors must be imitated.
One, two, three - come on, repeat.
Three, four, five - repeat again (we repeat all the movements together).
Well, simply - well done! (we spread our arms to the sides through the 1st position).
Ø Study imitating human actions.
There lived a grandmother (with our hands we depict how the “grandmother” puts on a scarf) near the river itself (the right hand makes wavy movements in front of it). The grandmother wanted to take a dip in the river (we bring our hands forward, then to the sides, depicting swimming). She bought herself a bast (on the high half-toes in place we turn the heels to the right, then to the left, while with three fists the tummy in a circular motion). Our song is good (we spread our arms to the sides through the 1st position) start over! (stomp your right foot and close your hands on your belt).
MAIN TYPES OF MOVEMENT
Ø Steps from the toe in a circle. Musical sizes 4/4, 2/4.
Ø High knee steps. Musical size 2/4.
Ø Steps on half toes.
Ø Walk on heels.
Ø Steps in combination with claps.
Ø Jumping "bunnies" in advancing in a circle in a deep squat and on straight legs.
Ø Running on the spot and in the promotion of the "horse" (forward knees).
Ø Gallop (face in a circle).
PORTER GYMNASTICS
Exercises are performed on the floor for stretching and elasticity of the muscles of the legs, back, abdomen.
Ø Exercise for lifting the foot. Sitting on the floor, legs extended forward, back straight, trying to touch thumb gender.
Ø Exercise for eversion of the foot. Sitting on the floor, legs extended forward, back straight, turn the feet so that the little fingers touch the floor.
Ø "Pinocchio" - feet on the floor at a width of 90˚, arms open to the sides. Time signature 2/4:
1 - 2 bars - tilt the body to the right leg, stretch the body along the leg, touch the toe with your hands;
3 - 4 cycles - return to the starting position.
Ø "Sun" - feet on the floor at a width of 90˚, arms open to the sides. Time signature 4/4:
1 measure - tilt the body to the right leg, stretch the body along the leg, touch the toe of the right foot with the left hand, touch the left foot with the right hand.
Repeat the movement with the left leg.
Ø "Fold" - legs on the floor stretched forward, hands on the belt. Time signature 4/4:
1 measure - tilt the body forward, try to reach the socks with our hands, pull the chin forward.
Step 2 - Return to starting position.
Ø "Butterfly" - legs on the floor are pulled towards you, knees open to the sides, hands on your knees. We try to reach the floor with our knees "to unfold the wings of a butterfly."
Ø "Boat" - lying on the stomach, legs straight, arms extended forward. We alternately raise our legs and arms, depicting a rocking boat.
Ø "Fish" - lying on the stomach, legs together, feet open to the sides, heels pressed to the floor, arms along the body.
Ø "Mermaid" - lying on the stomach, legs together, feet open to the sides, heels pressed to the floor, palms near the shoulders pressed to the floor, arms bent at the elbows. Time signature 3/4:
1 - 2 cycles - straighten your arms and bend the body back, throw back your head.
3 - 4 cycles - return to the starting position.
Ø "Ring" - an exercise for the muscles of the back. Musical size 4/4. Lie on your stomach, lean on your hands in front, bend the body back so as to reach the socks of the legs bent back with your head. Fix this position, return to the starting position.
Ø "Eared hare" - an exercise for the muscles of the back. Musical size 2/4. lie on your back, arms along the body, raise straight legs up and lower them down behind your head, reach your socks to the floor. Fix this position, return to the starting position.
Ø "Basket" - an exercise for the back muscles. Lie on your stomach, grab your ankles from the outside with your hands, pull your legs up. Slightly sway on your stomach, head up.
Ø "Plate" - an exercise to strengthen the abdominal muscles. Kneeling, hands pressed to the body. The body is rocked back and forth without sitting on its feet.
DANCE DRAWINGS. SPATIAL REBUILDING
The concept of spatial restructuring: line, column, circle.
Ø Circle. Practicing the skills to move in a circle:
Face and back;
One by one and in pairs.
Gather in a small circle and disperse in a large circle.
Rebuilding from a free location to a circle and back.
Ø Line. Movements in lines, changes in lines, movement in lines to the right and left, forward and backward. "Snake" - movement along the line one after another, rebuilding in a circle.
Ø Column. The concept of "column". Moving forward in a column. Movements in a column in place: tilts to the sides through one and all together.
DANCE-FIGURED IMPROVISATION
Development of skills to express in improvisation one's figurative representation in movements associated with the image of animals, birds, people of various professions (for example: a blacksmith, an embroiderer, a driver, an artist), natural phenomena and inanimate objects.
Dance steps in images: crane, fox, cat, mouse, bear, birds, elephant, etc.
Image of inanimate objects and phenomena: sea, waves, trees, flowers; we go by car, mow the grass, the train goes, the plane flies, the rocket starts, etc.
Through dance elements, invite children to depict how they help mom and dad at home (for example: we hammer in a nail, sweep the floor, wash dishes, wash clothes, etc.).
SIMPLE ELEMENTS OF DANCE
The study of combinations of basic, previously learned movements.
Combinations of movements in place.
Step 2 - Return to starting position.
3 - 4 bars - exercise "tic-tac" with the head.
5 measure - take the left foot forward on the toe ("bird").
Step 6 - Return to starting position.
7 - 8 measures - exercise "tic-tac" with the head.
II combination. Starting position - legs together, hands on the belt. Musical size 2/4.
1 measure - step with the right foot to the side, tilt the body forward, stretch the neck forward.
Step 2 - Return to starting position.
3 - 4 cycles - repeat the same thing again.
III combination. Starting position - legs together, hands on the belt. Musical size 2/4.
1 measure - take the right foot forward on the toe ("bird").
2 measure - move the right foot to the heel ("ironing").
3 beat - raise the right leg bent at the knee ("flag").
Step 4 - Return to starting position.
Repeat the combination with the left leg.
IV combination. Starting position - legs together, arms lowered along the body. Musical size 2/4.
1 - 2 measure - the right hand depicts wavy movements from right to left.
3 - 4 measures - left hand depicts wavy movements from left to right.
5 - 6 bars - arms in front of you are bent at the elbows, hands in fists. Circular movements "cam for cam" are performed.
7 - 8 bars - we spread our arms to the sides.
Combinations of movements in advancing in a circle.
I combination. Starting position - legs together, hands on the belt. Musical size 2/4.
Three steps from the right foot - attach. Three hand claps - starting position.
II combination. Starting position - legs together, arms freely along the body. Musical size 4/4.
Four steps with free hand movements, then turn to the right on half-fingers, raise your hands up (“open flower”).
III combination. Starting position - legs together, arms to the sides. Musical size 2/4.
1 - 4 cycles - small run on half-fingers.
5 - 8 bars - sit down in a deep squat, lower your hands down.
TRAINING WORK
It is aimed at developing and consolidating the acquired skills and abilities.
SUMMARY
It is held in the form of the final holiday “Let's paint our dance with colors”.
EVENTS OF EDUCATIONAL AND COGNITIVE CHARACTER
Game training "Let's get to know each other";
Quiz-competition "Our friend is a traffic light";
The game "You and I - together we are friends";
Quiz "All animals, all birds - want to have fun";
ð competitive game program"We baked a loaf";
Game - contest "Guess your favorite cartoon";
beauty contest “Who is the cutest in the world”;
Game "Journey to the country of Thrift"
PROJECTED PERFORMANCE
By the end school year Club members should be able to:
1. Orient yourself in the character, tempo, rhythm of the music.
2. Be able to freely and easily perform exercises for the coordination of the body, arms, legs, head.
3. Be able to compose elementary figurative movements.
4. Own the simplest rules of behavior on stage.
Classes under this program will contribute to: the development of coordination of movements of preschoolers, imagination, the development of interpersonal communication mechanisms, the development of an attentive attitude towards each other, the ability to sincerely rejoice at the achievements of their comrades, the desire to help them overcome the difficulties encountered.
METHODOLOGICAL CONDITIONS FOR THE PROGRAM IMPLEMENTATION
The orientation and content of the program are practical in nature and are determined by the tasks of the child's creative, spiritual and moral development.
The level of ability to move depends on the quality of ideas about real things. The task of the leader is to develop children's ideas, primarily through observation, and build training on their basis, consistently leading children to master the basics of depicting artistic images in the language of dance.
Comprehension, experience and reproduction of an artistic image activates the process of creative, spiritual development. Therefore, when organizing educational activities, an important aspect is reliance on emotional sphere:
Fascinating, emotional story (visibility, imagery, entertaining, etc.);
A call of surprise, admiration;
the challenge of interest in learning the language of dance;
aesthetic design of the office;
Stimulation of positive experiences associated with the transmission of artistic images through dance movements;
Use of games and game techniques; music.
In other words, the following are used to implement the program: methods of training and education:
Ø visual: explanatory and illustrative;
Ø practical: exercises, studies;
Ø cognitive games;
Ø creating a “success situation”;
Ø verbal;
Ø observation;
Ø story;
The accumulation of aesthetic impressions and the embodiment of one's own artistic images are the means of self-expression and development of the moral and aesthetic sphere. At the same time, the choice of tasks is determined by the focus on the development of creative abilities through the following ways of organizing pedagogical interaction:
Stimulation of manifestations figurative thinking, emotionally colored intuition, imagination;
Ø creating conditions that allow children to take the initiative to be creative and search;
Ø taking into account the psychological characteristics, individual preferences, interests and inclinations of the circle members;
Ø put into operation effective methods and receptions;
Ø creation of a special psychological climate in the children's team, conducive to a free exchange of opinions, the formation of a sense of inner freedom;
Ø Creation of conditions for proper organization creative activity.
Methods for diagnosing the personal development of circle members:
observation;
Comparison and analysis of performed exercises, studies; final analysis of the acquired skills and abilities of the circle members during the training period.
Types and forms of control over the development of the program:
current (after each topic);
Final (at the end of the academic year, a generalizing lesson is held).
The form of conducting a generalizing lesson is the holiday “Let's paint our dance with colors”. Organized with the use of theatrical and the invitation of parents.
TRAINING AND METODOLOGY COMPLEX
Literature for the teacher:
1. Konorova E. Toolkit by rhythm. - M., 1972.
2. Pasyutinskaya V. The magical world of dance. - M., 1985.
3. Cherekhovskaya R. Everyone can dance. - Mn., 1973.
4. Rudneva S., Fish A. Rhythmics. Musical-rhythmic movement. - M., 1972.
5. Gorshkova E. About musical creativity in dance. - Preschool education, 1991. - No. 12.
6. Barenboim L. The way to music making. - L. - M., 1973.
7. Collection "Programs of secondary schools (classes) with a choreographic direction." – Scientific adviser N.M. Lavrukhin. Ed. O.A. Petrashevich. - Mn. – National Institute of Education. – 2005.
To conduct classes you will need:
Illustrations depicting animals;
Fairy tales, poems;
selection of musical works;
selection of exercises and etudes;
video films;
A complex of games and tasks in sections of topics.
Karekina Yulia Gennadievna
Rhythm for children today has become an important component of the system of educating preschoolers. Classes help to learn to perceive music and compare the movements of your body with its rhythm. With the help of plastic means of expressiveness, children begin to show their emotions, which favorably affects the general emotional background and contributes to the harmonious formation of character.
Rhythm classes for children in our club are built in the form of a game. This is the most familiar and enjoyable form of activity for children. Toddlers listen with pleasure to the rhythm of music and perceive rhythmic movements.
Rhythm for children 2 3 years old - how is the lesson going?
To the sounds of various melodies - fast and slow, cheerful and sad - the teacher suggests repeating rhythmic movements. For most kids, this task is easy, because the desire to move for them is one of the main ones. Soon, children begin to recognize the nature of the proposed melody and improvise on their own.
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Dance rhythm for older children
Children who continue to practice rhythm get a lot of positive emotions and undeniable health benefits. The most important advantage is the strengthening of the muscles of the spine and the correct, harmonious formation of its physiological curves. You can not be afraid that early reading and writing will lead to the formation of incorrect posture - dance rhythm for children becomes the best remedy prevention.
According to E. Jacques-Dalcroze, the founder of this educational direction, it makes sense to form a kind of “muscular feeling” from the first years of a child’s life. This contributes to the revival of thought processes, along with the care of fine motor functions. built in game form Rhythm classes for children 3-4 years old help to consolidate the successes achieved at an earlier stage, and become the basis for mastering more complex compositional forms.
The main focus of the rhythm program for children aged 3-4 is artistic and aesthetic. Classes last thirty minutes, their goal is to develop a general musical feeling, plasticity of movements, help to establish positive emotions that cause repetitive rhythmic movements. The general emancipation of the baby becomes a great addition.
Through dance, one can both express joy and get rid of the negativity inevitable for human feelings.
Rhythm classes for children - how is it more convenient to conduct them?
Classes can take place in the morning or evening. In our children's club, an experienced teacher takes into account the peculiarities age group, takes into account the ability to concentrate attention, the ability to implement a particular set of exercises, an emotional resource for the perception of a musical composition.
So, rhythm for children 4-5 years old is already associated with a more pronounced emotional coloring. Parents should take care of a comfortable and at the same time aesthetic form of clothing for classes. After all, a dancing girl at this age can already associate herself with a fairy or a princess, so she will feel more comfortable in a dress or skirt.
Rhythm for children 5-6 years old is already a completely conscious process. By this time, the child has already formed a certain musical culture, he becomes as sensitive as possible to the emotions that the accompaniment causes. The well-formed posture and graceful movements betray in him a person who is well developed physically and aesthetically thanks to the rhythm lessons for children.
Rhythm is a special kind of musical activity that conveys the content of music, mood, characters of images through movements. At the same time, music is taken as the basis, and dances and figurative movements serve for a deeper understanding and perception of a musical work. Why is rhythm useful for preschoolers? What does she give?
What is rhythm for?
Dance and gymnastic movements to music have been used for the upbringing and development of children since ancient times (in Greece, China, India). But as a method of education, rhythm was first identified by the Swiss composer and teacher Emile Jacques-Dalcroze.
What are the benefits of rhythm for children?
- Develops musical abilities.
- Develops plasticity, flexibility, expressiveness of movements.
- Teaches the child to feel the music, its character.
- Promotes the development of creative imagination.
- Forms the skill of self-expression through movements.
- Develops aesthetic feelings, taste.
- Raises cognitive activity child.
- Helps release negative energy.
- Raises the mood.
- Relieves excessive nervous tension.
- Increases activity.
- Promotes the development of the initiative.
- Improves coordination of movements.
- Helps the preschooler to develop physically.
- Builds self-confidence.
Children, being engaged in rhythm, learn to express the genre of a musical work with movements, through role-playing dance games they develop balance, perception, memory, attention, thinking.
As you can see, regular rhythmic exercises are very useful for improving the physical shape of preschool children. Among other things, it helps to improve posture, strengthen ligaments and muscles. Children become more graceful, more relaxed, their movements acquire expressiveness.
When practicing rhythm with kids, teachers use various methods learning (verbal, visual, practical). And the presentation of exercises in the form of an exciting game helps preschoolers in a relaxed way to master not always simple movements.
At what age can you work with preschoolers?
You can choose game exercises for children 3-4 years old. Kids of this age already know how to line up in a round dance and move in it, stomp to the beat of music, walk like a train, perform simple movements in pairs, coordinate their movements with a melody, etc.
But children of 5-6 years old are especially receptive to the development of musical and dancing abilities. At this stage, children actively develop imagination and visual-figurative thinking, speech, the ability to expressively and emotionally reflect the essence of the dance improves, the skill of regulating excitation and inhibition increases (children can switch between movements faster). Preschoolers are able to coordinate their movements with the actions of other participants in the class. Therefore, for children of the 6th year of life, it is already possible to include exercises that develop endurance and strength in classes.
At this age stage, small muscles (especially of the hands) are still weak in preschoolers, but large ones (trunks, legs, arms) are sufficiently developed. Toddlers already know how to measure the efforts of their muscles. Therefore, when performing exercises on small muscles, difficulties will still arise. But older preschoolers can already perform movements of various amplitudes, switch from fast movements to slower ones, perform them while running, jumping or walking.
Features of dance in rhythm
The dances included in the rhythmic programs for preschoolers are usually easy for children to perform, accessible to them, but at the same time they bring a lot of joy.
These can be national dances (including round dances), pair dances, improvisation dances. Such compositions are always meaningful: they have a plot, dramaturgy, carry a certain idea. All this is expressed with the help of plasticity and dance patterns - spatial reconstructions.
Folk dances help to introduce preschoolers to folk culture. All of them are designed for group performance, which helps kids develop communication skills. Round dances and dances teach kids to be attentive to partners, to synchronize movements with them, reacting to the rhythm of the dance.
The most accessible for children of primary and secondary preschool age are Russian, Ukrainian, Czech and Belarusian dances and dances. But Polish, Bulgarian, Hungarian, Italian, Romanian are very peculiar, compositionally and plastically complex, most often quite fast in pace. They are suitable for older children who already understand the meaning of learning and honing exercises, can learn preparatory, basic exercises, which are then used in combination.
When learning a new movement, the teacher must strive to ensure that it occurs in a variety of combinations, to different music. So the kids will gradually learn to perceive the movement as a means for expressing images, actions, feelings.
If your child does not attend kindergarten, be sure to give it to the rhythmic circle. So, in addition to all of the above, he will join the world of beauty, get the opportunity to express his feelings, show character in dance, improve physical fitness, learn to better control his emotions.
Rhythm program
Kindergarten teachers use various rhythm programs for children. But all of them are built taking into account the age-related psychophysical characteristics and skills of children at each age stage. In such classes, children acquire a graceful gait, learn to control the body, and liberate themselves for public speaking.
In addition, such programs solve other problems:
- instill in children the basics of musical culture;
- help develop emotional susceptibility and responsiveness to various music, as well as a sense of rhythm, hearing, musical memory;
- teach children to evaluate movements (their own and other children), create their own game images.
In rhythm classes, preschoolers learn to identify and distinguish between:
- main musical genres (such as song, dance, march);
- the main types of rhythm (game, exercise, dance);
- simple musical terms and concepts (various tempos, loudness and pitch of sounds).
Achieving these tasks is possible if the nature of the movements corresponds to the musical image, its development, and when implementing the program, the basic principles of pedagogy are used: gradualness, consistency and systematicity. That is, the transition from simple to more complex in accordance with the dynamics of the development of children's abilities during regular classes.
Musical-rhythmic movements
The main types of musical-rhythmic movements include dances, games, exercises, dramatizations.
Games
Rhythmic games have not only rules, but also a certain plot, they can be performed to music or singing. IN story games to the music, the characters act out some action, conveying the images of the characters. In non-plot games, children need to perform certain movements to the music.
Singing games are driving round dances or staging songs. Children are involved in the process one by one, individually, in small groups, all together. During such games, rebuilding occurs (children need to stand in pairs, lines, in a circle, in a column), a change in direction of movement.
Dances (dances, round dances)
Dance in rhythm can include elements of not only folk, but also classical movements. The following types of dances and dances can be distinguished:
- with fixed movements;
- combined - from fixed and improvised movements;
- free - creative, allowing children, using movements and elements familiar to them, to create their own dance;
- dance round dances with staging of the plot with the help of dance movements;
- characteristic dances - performed by certain characters (bears, snowflakes, dolls);
- ballroom dancing with repetitive elements (waltz step, gallop, polka step).
Rhythmic exercises
They are used when it is necessary to learn or work out with children certain movements or elements, drawing, rebuilding. In this case, the teacher offers the children a game to work them out. When learning rhythmic exercises, one must proceed, first of all, from the capabilities of each child. Some grasp movements on the fly, others need the time, attention and patience of the teacher, his help.
Rhythm at home
All these types of activities are quite complex so that unprepared parents can use them at home. However, if they want to work with the child on their own, when, for example, the baby does not attend kindergarten for some reason, there is a simpler and more accessible method for everyone - rhythmic gymnastics. That is, the performance of certain movements or exercises to rhythmic music. By the way, in kindergartens, gymnastics is also widely used as a musical physical activity.
There are many complexes of such gymnastics, depending on age, they consist of introductory and main parts. We give examples for different ages.
Complex for younger preschoolers
Introductory part:
- walking soldiers (brisk step);
- rolling ball (easy run);
- bouncing ball (jumps are performed on both legs);
- a breath of breeze (the child sways smoothly from foot to foot, holding his hands above his head).
Main part:
- shaking the head to the beat of the melody (hands down, feet shoulder-width apart);
- in the same position - raising the shoulders with a half turn to the sides alternately;
- from the same starting position, bend forward, arms are also stretched forward with palms up;
- the starting position does not change, the child turns the body to the sides, while the arms are relaxed, by inertia they wind up behind the back;
- hands on the belt, springy turns to the sides with a slight bounce.
The complex should be completed with exercises to restore breathing (inhale-exhale with accompanying hand movements, then inhale-exhale while lying on the floor).
Complex for middle preschool age
Introductory part:
- walking with a brisk step from the heel;
- stomping;
- walking with high legs;
- walking on heels;
Main part:
- Arms down, palms forward. The child bends one arm, looks at it, repeats with the other arm.
- The starting position is the same, the arms are turned inward. The kid turns in one direction, stretching his straightened arms forward, repeats in the other direction.
- From the same position, the baby performs forward bends, moving his arms back, then to the sides (hands are also pulled back).
- The starting position is similar, the arms need to be bent and raised to the forearms. The child squats while extending his arms.
- The main stance is the same, hands are turned palms forward. The child should spin to the sides alternately to the music, stepping from foot to foot.
- From the same stand, hands on the belt, the baby puts one leg forward and puts it on the heel, then repeats in the other direction. Can be repeated with a light half squat.
- The baby's legs are slightly apart, hands are lowered with palms forward. The kid performs 4 jumps in place, then 4 steps from foot to foot - also in place, on straight legs.
The complex also ends with exercises to restore breathing.
So, rhythm helps to develop not only musical, but also intellectual, creative, social skills in a preschooler, teaches him to be more organized. Therefore, she is given such attention in preschool educational institutions. However, homework, if systematic, can make a significant contribution to harmonious development baby.
This lesson is compiled according to the adapted work program "Rhythm and Dance" for children of 1 year of study (5-6 years old). This open class first half year. It presents dance games to develop a sense of rhythm, fantasy, improvisation, rebuilding.
This material is offered in a playful way, using plot fairy-tale images for children, which serves as an excellent basis for the successful understanding and learning of dance movements and performances by a child. Designed for those who work with children aged 5-6, for choreographers working with preschoolers, as well as for employees of preschool institutions.
Lesson plan
1. The topic of the lesson: “Skills of expressive movement. Work in pairs»
2. Type of lesson: combined
3. Purpose: the comprehensive development of the child, the development of musicality and rhythm in the classroom, the formation of creative abilities and the development of the individual qualities of the child, by means of music and rhythmic movements.
4. Tasks:
Develop a sense of rhythm;
Learn to listen and hear music;
Contribute to the formation of expressiveness of movements, imagery in performance;
To instill in students a culture of communication with each other
5. Form of work: group, pair, game
6. Equipment and sources of information:
Music Center
Audio recordings
piano
7. Teaching methods: practical, verbal
8. Structure of the lesson:
1. Organizational moment (organized entry of children into the classroom and building in a line, bow - greeting) - 3 minutes
2. Warm-up in the middle: (warming up all muscle groups) - 10 minutes
3. Jumping in a circle - 7 minutes
4. The main part: game-rhythm (dances - games in a circle while reading poetry), musical and rhythmic etudes, exercises for orientation in space (rebuilding into a column one by one, two by four) - 20 minutes
5. The final part: exercises to restore breathing, hand work, bow - 5 minutes.
6. Summing up. - 5 minutes.
