Dancing in the dhow. Choreography for children, children's dances

We bring to your attention a methodological dictionary that contains various concepts from the field of pedagogy, which will be useful for educators and school teachers in their professional activities.

A project is any action
done with all the heart
and for a specific purpose.
W. H. Kilpatrick

Type. Cognitive-creative, informational, group.

Duration. Long term. This project is a musical-rhythmic psychotraining for children and teachers developing attention, will, memory, mobility and flexibility of thought processes aimed at developing musicality and emotionality, creative imagination, fantasy, the ability to improvise in movement to music, which requires free and conscious mastery body.

Relevance. At the present stage of development, a tendency towards a deterioration in the health status of citizens of different ages has been identified. Therefore, concern for preserving and strengthening the health of children and adults is a priority in our society, since our country needs creative, harmoniously developed, active and healthy individuals.

Therefore, the health of children has recently become a priority in the work of many preschool educational institutions. Teachers and medical workers are looking for new methods of preserving and strengthening the health of children, creating favorable conditions for their implementation, based on the results of diagnosing the health status and individual characteristics of each child.

The most ancient sources testify to the healing power of music. The organic unity of music and movements is natural and necessary. Movements must reveal the content of the music and correspond to the character, form, dynamics, tempo and rhythm of the musical work. Movements encourage conscious perception of a piece of music, and the music becomes more understandable and easier to assimilate, giving the movements special expressiveness, clarity, and rhythm.

Vivid examples of the relationship between music and movement are demonstrated by such sports as rhythmic gymnastics, figure skating, and synchronized swimming. A significant place in the musical and rhythmic education of preschoolers is given to dancing. Children love to dance. By dancing they satisfy their natural need for movement. In the expressive rhythmic movements of the dance, feelings, thoughts, moods are revealed, and the character of children is revealed.

Dance- synthetic art. It is aimed at solving the musical-rhythmic, physical, aesthetic and mental development of children. Movements to music accustom them to collective action and help foster a sense of collectivism, friendship, camaraderie, and mutual respect. They strengthen the children's body. The satisfaction received by the child in the process of motor actions is accompanied by significant physiological changes in his body - breathing and blood circulation improve, the nervous system is excited, causing increased activity in the higher parts of the brain associated with associative, intellectual and volitional qualities.

Dancing classes are very useful for the physical development of children: posture improves, body proportions improve, and muscles become stronger. Gradually, children begin to move more easily, more gracefully, and become relaxed. Children develop qualities of movement such as lightness, flight, elasticity, dexterity, speed and energy. The movements of preschoolers become clearer, more expressive and beautiful.

Dancing helps children fall in love with music, sharpens emotional sensitivity, develops an ear for music and a sense of rhythm, enriches children with new musical knowledge, expands their musical horizons, and develops creative imagination and thinking. To convey the expressiveness of dance images, the child must remember not only the movements themselves, but also their sequence (which in itself has a positive effect on the development of memory and attention), mobilize imagination, observation, and creative activity.

Dance accustoms children to the norms of cultural communication. Children are taught modesty, goodwill, and friendliness. Boys begin to treat their partners with care. Dance becomes one of the means of moral education of a child.

Currently, the attention of children and teachers is attracted by modern rhythms of music and new dances. Modern rhythmic dance is “the result of the interaction of rhythmic and plastic dance. It organically combines two opposing principles: complete subordination to the internal laws of the musical form, dictating the rhythmic organization of movements, and freedom of plastic development, which is not associated with any dance tradition.” Such dances include mandatory program dance skills (springs, hops, gallop steps, polkas, side steps, rhythmic claps, etc.), many of which are performed in a new modern manner. At the same time, new elements are introduced.

Dancing should be accessible to children and meet their technical capabilities.

Target. Organize musical and recreational work in preschool educational institutions, ensuring that each child maintains and strengthens mental and physical health in order to form a full-fledged personality of the child; to form, through music and rhythmic movements, various skills, abilities, and personality traits; identification and development of musical and creative abilities, formation of healthy lifestyle habits; teach the child to convey the character of a musical work, its figurative content through the plasticity of movements to the music.

Tasks.

Priority tasks: development of the ability to expressively, spiritually perform movements, the ability to improvise to unfamiliar music, the formation of adequate assessment and self-esteem; maintain a passion for music and plastic arts; development of artistic and creative abilities.

Educational objectives: develop the musical and creative abilities of preschool children in various types of musical activities, using health-saving technologies, based on the individual capabilities of each child; to form the beginnings of musical culture; improve the practical use of musical and rhythmic units in the process of communicating with peers; create a subject-development environment and conditions for the formation of a harmonious, spiritually rich, physically healthy personality.

Educational: to form a positive attitude of the child towards the world around him, towards his family, peers, himself; develop in children a positive assessment of reality, views, tastes, ideals, taking into account pronounced individual psychophysical characteristics, manifestations of talent in musical activities in preschool educational institutions and rural cultural institutions; cultivate a respectful attitude towards the culture of the country, people, native republic; create a positive basis for the education of patriotic feelings.

Wellness: maintain and strengthen physical and mental health; create conditions that ensure the emotional well-being of each child; with the help of health-saving technologies, increase the adaptive capabilities of the child’s body (intensify protective properties, resistance to disease); develop correct posture and hygiene skills.

Hypothesis. The use of non-traditional forms and methods of healing through teaching modern dance to preschoolers will ensure the formation of a healthy, harmoniously developed personality.

Types of work. Viewing multimedia presentations of dance art (ballet, folk, ballroom, modern, character, etc.); listening to musical compositions; learning songs and round dances; elements of musical and rhythmic compositions.

Project participants. Teachers, music director, preparatory group children, parents.

Expected results. Formation of a healthy lifestyle; reduction in disease levels; enriching social experience; broadening one's horizons; children mastering the skill of rhythmic and plastic self-expression based on modern dance; involving parents in a single space “family - kindergarten”.

Project implementation stages.

Stage 1. Preparatory (August-September) Setting goals and objectives; studying concepts related to the project topic; planning thematic educational activities; preparation of presentations: “Ballet”, “Ballroom dancing”, “Modern dancing”; replenishment of the subject-development environment; creating an album of folk costumes, as well as costumes for modern and characteristic dances; analysis of the results obtained, conclusions.

Stage 2. Practical (October-March) Interaction with group children and parents; introduction of various forms of work into all types of children’s activities; organization of thematic educational activities; using multimedia presentations to expand understanding of modern dance; the use of information albums on a given topic in children’s educational and independent activities; organizing joint creativity between teachers, children and parents: making costumes and dance paraphernalia; presentation of work experience in organizing the project in the media.

Stage 3. Generalizing (April) Generalization of work results in the form of consolidation of acquired knowledge; joint activities of teachers, parents and children of the preparatory group on the formation of a healthy lifestyle through the pedagogical project “Grains” of musical and recreational work in kindergarten by teaching preschoolers modern pop and ballroom dances in the form of a reporting concert (appendix); presentation of the project "Zernyshki" in KFOR.

Methodological techniques. Display method, verbal, improvisational, illustrative visualization method, playful, concentric. Project effectiveness. Awareness of the need and importance of a healthy lifestyle; the formation of knowledge about modern types of dances, the development of a value attitude towards musical and rhythmic dance creativity; developing interest in joint creative activities; increasing the level of development of children's musical and creative abilities; stability of the emotional well-being of each child; increasing the level of speech development; reduction in morbidity rates (mostly acute respiratory infections); stability of physical and mental performance in all seasons of the year, regardless of the weather; increasing parents' interest in participating in musical and rhythmic activities.

Perspective. In order to increase interest in a healthy lifestyle, it is necessary to continue work in this direction through the creation and implementation of new projects.

Conclusions. The hypothesis has been confirmed in practice: the work on the formation of a healthy, harmoniously developed personality through teaching modern dance to preschoolers is quite effective, efficient and allows not only to preserve the health of the child, but also to develop in them knowledge about the types of dance art, to convey the character of the musical image through the plasticity of movements to the music, broaden the horizons of preschoolers; increases the motivation of children and parents for a healthy lifestyle.

Everyone will enjoy watching how enthusiastically kindergarten students dance. Therefore, such a video for some adults will simply lift the mood that was “at zero” a minute ago! But the desire to look at such beauty may well arise for other reasons. For example, parents have a restless baby. It seems that activity splashes over the edge, and the baby has an innate sense of rhythm, and excess weight does not interfere with moving without constraint and unpleasant physical sensations.

But... He always thinks only about pranks, games and carefree pastime. The teacher is constantly complaining that he did something again while in kindergarten! What kind of dances are there? He intentionally or jokingly steps on the feet of the girls from his group, never hinting that it is simply because he does not know how to dance. He behaves like a courtyard “king”!

In other words, he is still an incorrigible tomboy. And then he begins to see that his mother is always watching a certain video and laughing loudly, without inviting him to watch it together for the tenth time. What real “king” would agree that in his Thirtieth Kingdom, things are exactly like this. And then, in a relaxed manner, which is the most important thing for a person of any age, the child will become addicted to watching videos of his peers dancing in kindergarten. Fortunately, this is not his kindergarten! And not the girls whose little feet he stepped on. Without wanting it, my son will absorb all the knowledge acquired by watching this video multiple times. Well, he will think that he himself was inspired by the idea of ​​sitting down for a fun dance lesson.

Dancing in kindergarten in disco style!

Video: Dancing in kindergarten (2013)!

A selection of videos of dancing in kindergarten:

Below there is a whole selection of videos with dances in kindergartens, which you will no doubt enjoy. The video squares are small, click “full screen” or double-click on the video for easy viewing.

One of the important elements of the comprehensive development of a preschooler is dancing in kindergarten. Children really like this type of activity. After all, they are big restless people who love music very much.

This type of activity allows you to show your activity and express yourself through movements to music.

Dance club in kindergarten

This is a wonderful leisure activity for a child that will bring a lot of benefits. First of all, dancing classes promote the development of flexibility, plasticity and form beautiful posture. The child also learns a sense of rhythm and masters basic musical concepts.

At the same time, the program varies depending on the age of the children and their capabilities.

The simplest dance is for the younger group of kindergarten. It teaches children to move to music and rhythmic movements depending on the strength of sound and tempo of a particular piece of music.

Dancing for children in the middle group of kindergarten already includes a variety of elements and movements. Children can change their movements to more complex patterns of music and certain phrases.

Dance for the older group of kindergarten is quite dynamic and not simple. Kids move in accordance with a certain musical idea. Gradually their independence increases, and they are already learning to improvise.

The dance warm-up technique in kindergarten teaches children to listen to music and move to its tempo and strength. After all, the teacher’s task is to teach children to remember the sequence of actions and their correspondence to music. The teacher shows how to move and corrects the children’s movements as the lesson progresses. It is very important to praise and evaluate children's achievements. It is important that they enjoy dancing.

Dance routines in kindergarten provide an opportunity to see the children's achievements. The performances may include elements of a musical game, round dance and dancing with plots from your favorite fairy tales and popular characters.

Kids also adore the bright and unusual costumes of various fairy-tale characters. In the process of speaking in front of an audience, they will learn to overcome their shyness and embarrassment. This will be a good experience for future school life.

Dance creativity in kindergarten will help develop your child’s abilities, as well as freedom of movement, a sense of space and the ability to work in a team. With a little practice and patience, your family will have a little star who can move charmingly to beautiful music.

Project “World of Dance!” (senior group). The final musical and creative leisure activity "Little Princess".

Educational:
nurturing interest in rhythmic classes;
psychological liberation of the child, creativity in movements;
development of thinking, imagination, cognitive activity;
cultivate a love for ancient Russian dances, Russian folklore, etc.
Expected results:
Manifestation of independence and creative initiative in children of senior preschool age in dance.
Transition to detailed and complex dance compositions, using which children’s creativity in movement (performing and compositional) develops.
Revealing the individuality of each child.
Children are eager to learn to dance.
Parents:
Increasing interest in children's musical activities,
Teachers:
Understanding the need for cooperation in solving common problems of children’s musical development,
Active interaction with parents.
Musical director:
Organization of work with children, taking into account children's interests and capabilities. Methods of activity: Verbal (conversations, situational conversation, explanations, artistic expression). Visual (demonstration of video recordings). Practical (exercises of imitative performance and creative demonstration). Game (use of game situations and motivations in teaching and performing improvisations).
Active forms of work with parents: Organization of work on preparing concert costumes for musical leisure.
Technical support: The use of ICT to more clearly show high-quality illustrative material. Media library: Multimedia presentations Phonograms with recordings of music of various styles. Equipment: Various items for dance creativity (colored scarves, ribbons, rings, balls, wooden spoons, plumes, etc.)
Costumes for performances. Stage 1: Organizational and preparatory: Selection of musical repertoire. Selection of dances taking into account the individual and age characteristics of children.
Drawing up a long-term plan using the repertoire: 1. Russian folk dance. 2. Polka. 3. Waltz. - Optimal interaction of all participants in the educational process.
Stage 2: Basic (practical). Organized educational activities:
Conversation “The influence of dance on the human body.” Conversation “Who is a dancer?” History and variety of dances, discussions on the content of dances.
Playing musical instruments.
Musical and didactic games, simulation games, game tasks.
Preparation for the final event “Little Princess”.
Musical and play situations using modern children's dances.
Purpose: to determine the characteristics of children’s knowledge of the musical repertoire.
1. "Musical Lotto"
Equipment:
Picture cards (according to the number of children playing) illustrating the content of the dances.

2. "Guessing Game"
Equipment:
Discs with recordings.
Progress: A dance sounds, the child names the type of dance. For the correct answer - points. Whoever has more points wins.
Stage 3: Final. Musical leisure "Little Princess".

Conclusion We can draw the following conclusion: consistent and systematic work on solving problems in the field of musical, rhythmic and dance activities develops children’s imagination, their creative activity, and teaches them a conscious attitude towards the perceived music and emotional and dynamic understanding of movements. Children's creativity increases and leads to positive results if pedagogical activities in the musical, rhythmic and dance direction are implemented in accordance with their preparedness. All this fills the child with joy, and creating joyful conditions for children to stay in a preschool institution is the main task of the teacher.

"Little Princess" Entertainment for older children

Solemn music sounds. The presenter enters the hall.
Ved.: Good evening dear guests! We are glad to see you in our hall today!
Rumor has been going around for a long time,
What a wonderful country there is.
At least go around the whole wide world.
But there is no better state.
Princesses live in that country.
They dance and sing.
Smart, beautiful, cheerful.
They can do everything, they are kind at heart.
And so a decree was issued in the country.
We will find out now.
Music is playing. A child (boy) enters the hall. He reads the decree:
Attention! Attention!
Hurry to our kindergarten!
Today in our kindergarten
We are opening the ball.
Beautiful princesses
Great craftswomen,
With your talents,
Are you ready to fight?
Ved.: Our young princesses heard our royal decree and began to prepare. They took the most beautiful outfits with them and came to our kingdom. I invite all princesses to join us!
The girls enter to the music. The boys lead them out by the hand.
Ved.: It is my pleasure to present to you:
Princess Pauline…….(etc.)
Children sit on chairs.
Ved.: Our ball has begun! But, I want to remind you that our ball is also a competition, we want to choose the best one from the girls.
And for this they need a lot of talents and skills. They came in beautiful outfits, learned dances and songs, and prepared to solve difficult problems.
Ved.: And who will judge which princess will be the winner, because they are all so good!
In order to correctly assess the merits of the young participants, we have selected a jury that will evaluate the competitions.
Allow me to introduce:….. (jury presentation)
Ved.: Well, let's continue. After all, our participants are looking forward to their appearance to talk about themselves. We invite…..
COMPETITION No. 1. "BUSINESS CARD"
(Each girl talks about herself).
Ved.: It seems that the girls presented themselves well. And I invite the jury to sum up.
Ved.: I want to tell you one little secret. Our princesses came not alone, but with their mothers. After all, it was their mothers who helped them prepare for our competition. Let's greet them with applause.
(Applause sounds)
Ved.: And now a word to our boys.
1 Child:
Fashionable dresses.
Heels, hairstyles,
Brooches, pins.
Bows, combs.
Lace, velvet,
Rhinestones, flowers,
All this is needed
For such beauty.
2 Child: Oh, what a beauty
Just a sight for sore eyes!
Everything from holiday outfits
Just a sight for sore eyes!
Ved.: Dear guests, get ready to clap, our contestants are starting a real fashion show. They will present their outfits that they prepared together with their mothers.
COMPETITION No. 2. "FASHION SHOW"
(Girls show off dresses)
Ved.: Our princesses are good, let's ask the jury to count the points.
Ved.: Well, well, while our participants are preparing for the next competition, I invite the boys to sing ditties about our girls. Come out boys!
(Boys sing ditties about girls)
Ved.: It's no secret that princesses must be able to dance. After all, they are future queens. And so, our third competition.
COMPETITION No. 3. “DANCE”
(Group 1 of girls is dancing, group 2 is getting ready)
Ved.: I invite our young gentlemen to compete in their wits and solve riddles:
(Riddles about girls).
Ved.: And now, the second group of girls will perform their dance.
Ved.: But princesses must not only dance, but also know the names of the dances. And now they will show us their knowledge. And they will guess by tearing off a petal from a flower. On each petal there is a task.
COMPETITION No. 4. "GUESS"
Ved.: While our esteemed jury sums up the results, a song will be performed by the children.
The song is being performed...
1 Child: Children love pies
And with cabbage and jam.
They love marmalade very much
And chocolate chip cookies.
Girls love cakes
To have more cream.
2 Child:
Boys love soufflé
With chocolate and cake.
Well I love pie
Delicious and cheesy.
So that mom and sister
Having prepared it early in the morning,
Wake me up
Delicious smell from the kitchen.
Ved.: Now, we have the opportunity to evaluate the culinary abilities of the participants. Dear mothers and princesses, I ask you to go to the middle of the hall.
COMPETITION No. 5. "HOMEWORK"
Ved.: Dear jury, please rate the competition. And for you, dear guests, our dance “Chamomile”.
Performing a general dance. Ved.: Our competition is over. All the princesses today were delightful, charming, talented and charming.
So, the jury has already summed up the results of our competition and therefore we invite our princesses to the award ceremony.
EXIT OF COMPETITION PARTICIPANTS
Ved.: Once again we give applause to our princesses! The floor is given to the chairman of the jury... ANNOUNCEMENT OF NOMINATIONS
1. Princess Charming
2. Princess Miss Little Star
3. Princess Fashionista
4. Princess Little Fairy
5. Princess Smile, etc.
Ved.: Our boys also want to express their recognition to the girls and give them flowers. (The boys come out, each holding a live rose in their hand. They get down on one knee in front of the girls and give them flowers).
Ved.: Today our princesses were helped by their mothers. They also deserve our applause. Dear guests, all good things come to an end. And our ball also came to an end. We don't say goodbye because we invite you to the tea room, i.e. to our group for tea.
Tea party.

How to put dance in kindergarten.

This article is intended more for music directors than for parents, and it is dedicated to dancing, or rather to staging dance in kindergarten, or in an early childhood group. Therefore, for those who are interested in dancing no, you don’t have to read this article, but for those who dare to understand such a beautiful form of art with their children, I will describe the principle of production dance, the main stages of working on it, and of course the advantages of this type of activity.

When I just started working as a music director, I had a pretty good command of the skills of vocal and choral work, the listening section, and I could even do a pretty good warm-up (gymnastics) to music. But as soon as it came to dance, the children’s attention immediately disappeared, they all scattered in different directions and generally stopped doing anything. Of course, I was worried and nervous, but the question of why the music block goes so smoothly and the children do everything as if by a wave of a magic wand, but in the motor block there is complete stupor, forced me to actively study this type of activity and look for the most successful techniques.

The first thing I want to note when talking about dancing, this is his benefit, both at a younger age and at an older and even at a very old (adult) age. The fact is that when we dance we move, which in itself is good. But we move for a reason, but to the music, which means we coordinate our movements with the rhythm of the music, thereby developing gross motor skills, coordination, muscle memory, a sense of rhythm, and spatial orientation. Physiologists have long proven that movement closely interacts with memory, speech, learning, emotions and stimulates the brain.

1 When it comes to dance in kindergarten, the first question that arises is what to dance, if you do not yet have sufficient experience in the dance, then the best option would be to take the description dance from an experienced teacher and work according to it. Still, the well-known law works well here: “Copy the master until you learn.”

2 Looks best on children dancing with good, fast and fiery music. Children perceive cheerful music more easily and move more actively to it, and on holidays ( dancing prepare mainly for matinees) a lively and spectacular number will be perceived as a bright spot. And if the music is well recognized, then the audience will automatically have a slight emotion of joy. I'm not talking about smooth and slow dancing It shouldn’t be, on the contrary, you need to learn to dance to smooth music, but this is mainly the older preschool age and it’s better to choose well-known music.

3. Before you teach dance, I highly recommend letting children move to this music themselves. Firstly, it develops creativity, and secondly, you can spy on the children at this moment a few successful movements and insert them into your act.

4. Conditionally, dance can be divided into 3 parts: movements, drawing, ligaments. And the first thing that is worked on with children is movements, but don’t immediately dig too hard at this stage. Your task is to introduce children to movements in order to learn dance fully.

5. After becoming familiar with the basic movements dance, let's move on to learning the drawing. I’ll tell you right away about the markup. You can mark the floor with dots, snowflakes, leaves, whatever. There are two opposing opinions, but I am strongly FOR markup, and I will explain why. Children (what can I say, and sometimes adults too) are rather poorly oriented in space. Not only do they need to remember when to go in which direction, where to stand, where to turn around, but in addition to this they also need to perform some movements. Therefore, I do not immediately torment them with the distance to the neighbor, but clearly show the point to which they need to gallop, run, walk on tiptoes, etc. Later, when the pattern is learned, they will dance guided by internal sensations of distance. This is the only thing they need to learn, and the markings here, of course, help both the children and the teacher. In my practice, there were experiments with 4-year-old children, whom my parents and I took to a competition and they danced on a completely different stage without any guidelines, although I taught them the markings.

6. To the drawing dance we add movements and connections, and run this draft many times until you see that the children know what's what. And then you do the same thing and work on separate pieces in parallel, at the end of each lesson you run through the dance completely.

7. And one more important point in my opinion. Each movement must have its own name in words and hands. The name with words will help you prompt at the initial stage of learning, and the name with your hands will help you suggest at subsequent stages, and even at the holiday. There are times when children were sick, did not go, and dance essentially raw, but you have to hold a matinee and in order not to get up to dance with the children, it is better to use a hint with your hands (just not sweepingly, but carefully, so that only the children can notice it).

These are the main points that you should pay attention to if you are going to learn dance in kindergarten, but it is also necessary to remember that despite the seeming simplicity of the movements, they are difficult for children, since their brain is still developing and is just beginning to accumulate information.

If you have your own opinion on this matter, or liked the article, be sure to leave your comment below