Summary of choreography classes for children middle group Kindergarten "Cat's House"

Subject: Learn the dance "Cat's House".
Target: Learn the dance "Cat's House"
Tasks:
Educational: Listen to music, learn the movements for the dance "Cat's House". To form the ability to move correctly and beautifully to the music.
Developing: Develop musical abilities, develop coordination of movements, memory, attention.
Educational: To cultivate patience, diligence, tolerant attitude towards each other, artistic and aesthetic taste.
Equipment: audio recordings, music center, floor mats. In the background is a drawing of a door. Props cat ears.

Lesson progress

The children lined up one after the other. (Music sounds, everyone lines up in a “square” on their flowers) bow.
Teacher: Hello guys, today we have beautiful weather in such weather I want to go on a trip. Do you love to travel?
Children: Yes.
teacher: Look guys, what is this door, I will tell you a secret there is the country of Murland, cats and kittens live in it, they have a wonderful clearing where they like to dance. And now we will go there.
I completely forgot that in order to enter this door, you and I need to be like kittens, let's put on these ears.
(Children put on cat ears and line up in a column).
Warm up:
Children go in a circle and perform the following exercises:
- walking on half-toes
- Walking with a straight foot
- high knee walking
- side gallop

Overlap running
- jumps
(all exercises are performed to rhythmic music)
Children return to the "square" performing exercises to warm up different muscle groups.
- Exercises for the neck (tilts forward, backward and to the sides. Circular head rotations)
-Exercise for shoulder joint and hands (circular rotations of the arms, lifting and dropping the shoulders)
- Torso tilts
-Jumps (up on two legs, feet in sixth and second positions)
Teacher: So we ended up in the country of Murland, in this country there is a song that everyone loves and sings, let's listen to it with you.
Children: Listen to the song "Murland".
Teacher: In Murland everyone loves to play, and now we will remember the game called "Washer". Kittens and cats love to wash themselves, but do you wash your face in the morning?
Children: Yes
Teacher: Let's now show how we do it. (Music from the cartoon "Masha and the Bear" dance-game "Washer" sounds.)
Teacher: What good fellows you are. Next game"Clap top". We repeat everything after me. (Children's polka sounds)
Children repeat the movements after the teacher.
Teacher: So we warmed up and played, it's time to learn the dance of the country of cats. Let's now show the music which paws the cats have, which tail is fluffy, we repeat the movements.
(The song "Murland" plays, the children repeat the movements of the teacher).
Teacher: Well done today, we have learned the beginning of the dance "Cat's House", let's repeat it one more time to consolidate.
Children repeat again.
Teacher: The next move on
1-4 we stand on our toes and spin around our axis and make a clap.
5-8 Repeat the same movement on the other side.
1-4 put the right foot on the heel and return it to starting position.
5-8 exhibit left leg on the heel and return it to its original position.
1-8 do the exercise "spring".
Teacher: Now let's all repeat together to the music.
(Music sounds, children repeat after the teacher)
teacher: Well done everyone today, but tell the guys, what country did we visit today?
Children: In Murland
teacher Q: What do cats like?
Children: play
teacher: And what games did we repeat today?
Children: "washer" and "clap-top".
teacher: Did you enjoy the activity?
(children bow)
teacher: Let's continue the study of dance in the next lesson. Goodbye
Children: Goodbye, thanks for the lesson.

Little children love music, try to catch the rhythm and move to the beat. The right dance school for children from 3 years old will help develop the abilities and creativity of the child. Here the baby will learn to feel and understand music, he will develop an ear for music and a sense of rhythm. The child will be able to better control his body, he will become more resilient, strong and plastic, and his movements will become clearer. You will notice how your child will form beautiful posture and gait. Do not forget that dance lessons for children direct the seething children's energy in the right direction, teach them to express emotions in dance.

Children's dances - the harmonious development of your child

Also in Ancient Greece understood the great importance of music for the comprehensive development and upbringing of the child. At the same time, it is important that the classes bring pleasure to the kids - only in this case the lessons will be complete.

Today, dances for children from 3 years old include a warm-up, optimal muscle load, stretching and, of course, learning the basics of choreography, which are an integral part of any dance direction. Thus, interest in the art of dance is formed and the foundation is laid for the further development of the child. The acquired skills will help the child feel confident, avoid any complexes in the future. The base created at an early age will help to quickly and easily master many areas of not only classical, but also modern choreography.

Children's dance teachers at Darya Sagalova's school

Our school has teachers who love children - and this is always mutual! A pleasant, light and friendly atmosphere always reigns in the hall. The kids themselves happily repeat the movements, trying to do everything beautifully. The teachers of Daria Sagalova's studio have not only significant experience in working with children's audiences, but also significant professional achievements. They regularly take part in major concerts that take place on the stage of the Crocus City Hall, the State Kremlin Palace, the Olympic and other halls. In addition, they collaborate with many of our pop stars.

Your child will also have the opportunity to rise to professional heights! In order for students to be able to demonstrate new skills and abilities, we regularly organize reporting concerts. Children, whose achievements are really impressive, take part in various contests and competitions. Over time, they will be able to perform at the largest venues in the capital and work with professional dancers and singers. Everyone has such an opportunity!

It is equally important that dance lessons for children 3 years old are additional opportunity for communication of the child, social adaptation. The kid will be able to feel like a team and make new friends. Classes are held in game form, so children are always happy to visit them - you do not have to persuade your child, as is often the case with a kindergarten.

How to sign up for a trial lesson at Daria Sagalova's school?

If you want to get acquainted with this dance direction and our school in general, just sign up for a trial lesson. The first lesson will be free for you! Today you can sign up for dances for children from 3 years old in Podolsk and in Moscow. You can leave a request through the form on our website, and our manager will contact you as soon as possible. You can also contact a specialist by phone. We are sure that after the first lesson your child will want to come back to us again and again!

Refresher courses

"Improvement of professional skills

Choreography teachers"

« Psychological approach and features of the construction of a lesson in choreography

With children 3-5 years old

Kameneva Ya. A.

/ choreography teacher of DDT Petrogradsky district

Exemplary dance ensemble of the same age/

2013

The age of 3-5 years is rightly called the average preschool. Instability of mood, emotional vulnerability, concreteness and imagery of thinking, dedication to play and game situations bring these children closer to younger preschoolers, many of the cognitive abilities and personality traits of the child are already taking shape. Imitation continues to play an important role in the perception of children in preschool childhood, especially when mastering a new movement, operation, and action. They perceive images of real objects and materialized actions more easily than words.

Like children aged one to three years, middle-aged preschoolers are egocentric: they do not yet understand that other people can have their own ideas about something different from theirs, that in general there may be different points of view on one and the same the same subject. As a rule, at this age, children do not know how to look at an object from the perspective of another person.

Middle-aged preschoolers are not able to keep track of how an object changes and how it goes into a different state. They perfectly fix in memory only stable situations, initial and final states, but the process of transformation itself eludes them.

At this age, the child learns the language of feelings - the forms of expression of the subtlest shades of experiences accepted in society with the help of glances, smiles, gestures, postures, movements, voice intonations, etc. Children are still spontaneous and impulsive. The emotions that they experience are easily read on the face, in the posture, gesture, in all behavior. For the teacher, the behavior of the child, the expression of his feelings is an important indicator in understanding inner world a small person, indicating his mental state and possible development prospects. The emotional background in the lesson can be positive or negative. For example, a child’s complaint to a teacher is a manifestation, in a peculiar form, of his desire to communicate with him, an acute desire to tell about himself, most often about some of his difficulties and hardships, primarily in the sphere of relations with people around him. Complaining to an adult, the child seeks sympathy, empathy and help from him. It is simply impossible to leave all this without attention. In some cases, it is enough to caress the child so that he stops whining, complaining of non-existent pains, in order to evade certain exercises or parts of the lesson. In others, his need for a positive assessment, in a respectful attitude towards himself, should be satisfied. Thirdly, to help organize interaction with peers, having previously explained patterns of behavior and thereby eliminating the tendency to snitch. In all cases, the participation of the teacher will help the child to master the norms of relationships with other people. But since the content of the children's complaints is different, the teacher's attitude towards them should also vary in accordance with their character.

A big role in shaping the relationship of children with each other can be played by the game, which for a small child is not only a school of knowledge of the surrounding world of adults, but also a school of human relations. AT preschool age The game is one of the main forms of organizing children's life, during which children somehow influence each other, acquire life habits for themselves. Game activity influences the formation of all mental processes: arbitrariness, imagination, figurative thinking, etc. It is this activity that is leading in preschool age and determines the further path of the child's mental development.

Based on the knowledge of the psychology of children aged 3-5 years, the teacher-choreographer must be able to correctly build a lesson plan for choreography, rhythmoplasty. Thus, when studying drawing in a dance class, acquiring dance skills, musical perception, rhythmic features and interacting with other students in a group, you need to use the game as the main feature of this age to achieve the goals in each individual group.

In my lessons for kids, I try to find a connection between separate outdoor games and images with movements, exercises and dance tasks in order to get from the children being taught desired results. Each part of the practical lesson needs to be commented on or named in words understandable to children (images, objects, characters), and often the children themselves suggest one or another definition of their actions in rhythmoplasty (early choreography) class.

A music and dance lesson for kids in a playful way lasts only 30-50 minutes. At the lesson, children learn to express emotions through movement, develop imaginative thinking and fantasy, a sense of rhythm and musicality, concentration, and memory. But it also happens that the general emotional mood of the children is not reflected as desired by the teacher, the children begin to get distracted and the attention of the group literally dissipates before their eyes. With a certain experience, individual subjects that are in the dance class or prepared for such a case by a teacher can become a way out. Or it can become a part of clothing (for example, a sock taken off during a lesson on a rug or a ballet flat - under the pretext of a stuffy room) and performing all the usual exercises using this item, which again involves children in the game and focuses attention as something new.

In addition to games and exercises, there is labor activity, still more often jointly with a teacher, who act not only as a person organizing and guiding children, but also as a direct participant in the process, disciplining those involved in the dance class. For example, in a dance-game form, collect items after the end of the lesson. The participation of the teacher prevents undesirable behavior of children, fixing and encouraging their intermediate successes, leading them to the achievement of the final goal.

It is known that children of this age evaluate their peers, focusing on the opinions of adults (parents and teachers). It is boys who are more often evaluated negatively by adults as naughty, pugnacious, etc. Girls, on the other hand, are more in line with the requirements of adults, they are kind, obedient, calm, and so on. Because of this, girls more often deserve praise and positive assessments. Regarding boys, due to the characteristics of the age of 3-5 years, attention to the words of the teacher is kept for no more than 2 minutes and the praise or remark should be more specific (fact - for what). In the lesson, the peculiarity of the age “I WANT!” is more manifested in the lesson, and the task of the children's choreographer is to make him believe in his own strength and ability to move in the right direction for the teacher. It is very important to share the failure with the child, or if something does not work out, to support him during the execution of the movements, relying on such knowledge of the psychology of the age of 3-5 years (crisis transition to "I AM!" "I'M ALREADY BIG!").

In general, preschoolers are kinesthetic, i.e. they need to try, not listen or watch, so choreography classes are the best fit for this requirement in the development of kids. When conducting a lesson with a given age, the teacher needs to take into account that preschoolers remain diligent only for about 12 minutes, and they need frequent changes in activities, switching attention. The fatigue of some and the activity of other children can be poured into the form of a short concert within the framework of the lesson, which contributes to the development of creative performing skills, acting skills, memorizing the material covered and demonstrating the skills acquired in rhythmoplasty. At the same time, it is worth remembering that any improvisation should be based on preparation; this technique should not be used if, in general, children have not yet learned much. You can also give homework "to show the past or the concert to parents."

A separate moment of concentration of children is the image of the teacher in the classroom. neatness in appearance, the conformity of the choreographer's dress code should be supported by purity, clarity and literacy of pronunciation of words, activity in the conduct of the lesson, as well as participation in game moments as leading images / characters is possible with specific distinguishing objects that focus children's attention on the teacher.

Rhythmoplasty is the initial form of training, elementary knowledge of dance forms of movement, the first section of choreography training. This largely determines the selection of musical works. As a rule, musical excerpts do not yet require an in-depth approach to choreographic forms in the lessons, so they should not be too complex in sound, size and character. These are uncomplicated marches with a light texture for good rhythm assimilation by students. For exercises in a circle, simple polkas with a pronounced rhythm are used, for example, the Czech polka or the Belarusian polka “Janka”. In circle exercises, the choreographer often uses a change in tempo in music, which serves to more accurately perceive the music by students, teaches them to respond to an increase in tempo or slowdown, or to a sudden transition to fast or slow movement. Raising the aesthetic perception of music, rhythm, you need to select musical passages that are consistent with the movements, with the nature of the dance, bright in sound. The role of the accompanist is indispensable. His work should be seen as an integral part of the process of learning the art of dance. The selection is carried out in a special musical material, which, unfortunately, is a rarity in music libraries and the task of the accompanist is not only to find the appropriate notes, but also to choose from them exactly what is useful in the choreography lesson. Sometimes it is worth turning to modern children's musical works that will have to be selected by ear, but in the end they will always delight children and good mood conducive to the learning of the material in the lesson. There is such a thing among choreographers as a “square”. This is nothing more than a period consisting of eight or sixteen measures, on the logical completeness of which the movements of the dance are built. Not all selected waltzes, polkas, marches can be approved by the choreographer. The musical repertoire needs to be constantly replenished. Indeed, the frequent sounding of the same march or waltz in a lesson leads to a mechanical, non-emotional performance of exercises by students. However, too frequent change of accompaniment scatters attention, does not contribute to the assimilation and memorization of movements. By giving a certain tempo, meter and rhythmic pattern, music reveals and emphasizes characteristics movement, helps its implementation and at the same time teaches children to understand the correspondence between the nature of the music and the nature of the movement

Music, movement and word - these "three pillars" underlie the lesson of rhythmoplasty. To understand the rhythm and memorize many exercises in the classroom, a poetic accompaniment form is used. Examples of such short quatrains can be easily found on the Internet and books on education and outdoor games, choosing them for the topic of your studies and using figurative movements for a variety. For example:

Let's sit down and jump
The handles are wider and in the lock,
The handles are wider and in the lock,
See how we can!
Turn right, turn right
And we're going to stretch...

The task of the first two years of dance training is to coordinate speech with movement and music, teach you to navigate in space and master the basic dance elements. For 3-year-olds, the lesson concentrates much more dance games, and with a minimum content of choreography - claps, stomps, turns. At this age, it is not worth the task of teaching a child to dance. It is important to teach in the first place, so that children repeat after the teacher, navigate in space, and interact with other children. Also with early age For a dancer, it is important to develop an ear for music and a sense of rhythm. Games help develop reaction, quickly memorize dance moves and combinations.

At the age of 3, children learn simple dances-etudes, round dances with repetitions for better memorization, where children can perform movements according to the dance pattern, repeating after the teacher. And already from 4-5 years old, children can be taught to independently perform movements and memorize the order of the dance, children at 5 years old can easily adapt to dividing into groups in dance (according to images, gender, tasks). But still, at this age, and for staging dances for children in general, it should be borne in mind that it is easier for children to remember and understand a plot dance and with specific images. In staging and learning sketches, gifted children and group leaders are revealed, which helps the choreographer to coordinate his actions during the cycle of classes. To improve the productivity of classes, the teacher must actively work with parents, conduct tests and diagnose their work, analyze the results of the entire group and each child.

Approximate choreography-rhythmoplasty lesson plan:

children 3-4 years old:;
- finger games: "Centipede", "This finger", "One, two, three";
- rhythm games fine motor skills: “We cut cabbage”, “Woodpecker”, “Bunnies”, “Scarlet Flower”, “Turtle”, “Right and Left”, “Roar-Cow”;
- introductory games for space exploration;
- dancing-games in a circle: "Middle", "Bubble";
- introductory games for acquaintance;
- dance-games "Khaya-may", "Carousels" (running in a circle), "It's good to swim in the river";
- march in a circle;
- setting hands and running;
- finger game: "Spider";
- work in a circle "Wheel", "Brykalochka";
- stretching (fold);
- exercise "Pli";
- dance-games: "Caterpillars", "Beetle", "Light bulbs", "Your Majesty", "Rattles";
- stretching - fold ("Sandwich"), deflection ("Basket");
- dancing-games "Funny puppies", "Kitty", "Geese-swans"; "Lions and ducks"; "Ostrich";
- stretching - transverse twine ("Roots", "10 sleepwalkers");
- theatrical game with sounds, "Tra-ta-ta", "Rod howler";
- Breathing exercises("Ball", "Candle");
- dance-game "Assholes" for the final lesson.

Also, approximate lessons for a given age, master classes and timing can be viewed on the sites indicated at the end of the work.

This work was written by me on the basis of the acquired knowledge in the advanced training courses "Improving the professional skills of a teacher in choreography", namely the lesson - lectures on developmental psychology / teacher Oksana Viktorovna Horoshilova /, classes in composition and dance staging for children / Ozhegina Olga Viktorovna /, open lesson 1st year of study Choreographic Ensemble of Song and Dance named after Dunayevsky St. Petersburg City Palace of Youth Creativity / teacher Lesnikova Svetlana Vasilievna /, as well as communication with colleagues and participants in advanced training courses and their own experience of working with children of this age.

Useful literature on the topic :

Barenboim L.A. The system of children's musical education by Carl Orff. - Leningrad: Music, 1970.

Belopolskaya N.L. Express method for diagnosing children 3-4 years old. m// Cogito-Center, 2008

Bondarenko A.K., Matusin A.I. Education of children in the game. M.: Enlightenment. 1983

Vygotsky L.S. Game and its role in the psychological development of the child//Questions of psychology. - 1998. - No. 6

Galiguzova L.N., Smirnova E.O. Stages of communication from one to seven years. M.// Questions of psychology.1992.

Domogatskaya I.E. A method for diagnosing the aesthetic abilities of children aged 3-5 years. M.// Classics-XXI, 2004

Dubrovitskaya S. Outdoor games for children from 3 to 7 years old. // My baby

Jacques-Dalcroze E. Rhythm. - M .: Classics, 2001

Zatyamina T.A. Musical rhythm. – M.: Globus, 2009

Kartashova L. On the self-organization of children in an outdoor game. //Preschool education. 1981, No. 11.

Katser O.V., Korotaeva S.A. Music. Children. Health. Game methodology for the development of children's musical abilities. Part 1, 2 (+2 CDs) // Composer, 2008

Kolominsky Ya.A. About relationships in a group of children. //Preschool education. 1986, No. 1.

Mantessori M. Methods of early development from 6 months to 6 years. //

Rudneva S. D. Rhythm. - M.: Enlightenment, 1972

Repina T.A. Group kindergarten and the process of socialization of boys and girls. //Preschool education. 1984, No. 4

Subbotina L. Yu. Learning by playing. Educational games 5-10 years old. // Practicum

Tadzhiabaeva L. Formation of skills of collective activity in the classroom. //Preschool education. 1983, No. 2.

Elkonin D. B. Psychology of the game M. Education 1987

Yusupov G. Education of independence in children of 3-5 years of life / / "Preschool education", No. 8, 2002, p. 28

Useful sites on this topic e :

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http://www. youtube. com