Sections: Working with preschoolers

Musical-rhythmic movements are one of the most effective and efficient means of raising children, helping to reveal the abilities of children, develop hearing, a sense of rhythm, and teach them to perceive the language of musical images.

Rhythmic exercises contribute to the physical development of children: coordination of movements improves, the child’s vitality increases, and posture improves. All this creates a joyful and cheerful mood in children. When performing rhythmic movements, children show activity, initiative, resourcefulness, realize their creative abilities, and improve musical and aesthetic feelings.

Having worked with preschoolers for more than 20 years, deeply introducing this topic, already from the nursery group I begin to work on the smoothness of the hands, I teach them to convey elementary rhythmicity in basic, figurative and dance movements. In classes and in children’s free independent activities, I help children navigate figurative movements, dance with objects, focus on creativity, put children in conditions where they must show activity, resourcefulness, initiative, and determination. Any activity expressed through playful moments becomes interesting for children, awakens their imagination and aims at creativity. In any lesson, you can “fly” on a magic carpet or a cloud, meet some interesting image (be it an animal or a sunbeam) and convey all this in motion, imagining and composing. Sometimes such “Composing” games give rise to interesting fairy tales and different images. I work closely with teachers, physical education specialists, and parents who help:

• do not waste time during classes on learning basic movements (jumping, jumping, light running, etc.);
• listen more thoroughly to musical fragments for these images, dances, plots, movements;
• have a conversation about the music you listened to (if necessary, make drawings);
• learn the necessary words and poems for this image;
• prepare attributes, costumes.

Agree that this is a very big help! But time is freed up to work on singing, movements and other activities.

My main requirement for the quality of movements is their unity with the music. The higher the quality of this unity, the more accurately the movements convey the development of musical speech, the more musical and expressive the rhythmic movements. Music and movement have a lot in common: tempo, dynamics, rhythm, artistic image. Therefore, it is so important to carefully select music to create images, which should not only please the child, encouraging him to move. Music should be understandable to children, varied in genre, style of performance and, of course, artistic and ethical.

Children learn that movements must correspond to the nature of the music, and the expressiveness of the musical play image depends on the extent to which their movements correspond to all the features of the music and the development of musical images. I pay special attention to the musical and dance creativity of children. Without this creativity, work on the emotionality and expressiveness of images in dance is unthinkable.

Musical and dance creativity is manifested in children combining familiar dance elements, improvising their own movements, composing a simple dance, and making up etudes. For example, I set the notorious task: improvisation of the dance of Autumn leaves and this improvisation can turn into the composition of a new fairy tale in movements: not only leaves appear here, but also the wind, trees, stumps and snags, rain and forest inhabitants (from familiar foxes, bears to ants and bugs). Children love to fantasize, it is only important to give them an impetus by giving them all sorts of tasks, focusing them on sketches. The children first master basic sign language (“please”, “don’t”, “go quickly”, etc.), characteristic movements of people (“crybaby” or “cheerful clown”). Through sketches, creative tasks and games, children demonstrate their abilities, compose and improvise if they have a baggage of musical and rhythmic movements. Therefore, I pay a lot of attention to the development of basic movements, exercises to develop muscle sense, develop a sense of rhythm, and coordination of movements. I often use warm-up games in classes and in independent activities. In it I combine exercises for various muscles of the arms, legs, and head; different types of walking, jumping, running, as well as elements of folk and modern dance movements, spatial orientation. Of course, I do all this through a game (for example, “Fun Train” with interesting stations and stops, travel games, greeting games, etc.). In preparatory exercises, children accumulate experience in connecting music of a certain nature with various movements, experience in expressive gestures and facial expressions. And without this, children's creativity is impossible. Here it is necessary to remember that during creativity, children, in my opinion, should not make comments (who performed better, who could not come up with ideas, etc.). The main thing is not to “scare off” the child’s creative beginning, even the most inept and “clumsy”, and not to organize a “competition” in creative skills. Let the child enjoy the fact that he moves to the music and composes himself! You can only help choose the right color of a handkerchief, scarf, flower, which will help a given image, the flight of a melody, etc. Costumes are a great help, adding and decorating the image. I like to use not specific costumes in my work (“Butterflies”, “Clowns”, “Snowflakes”), but to “assemble” a costume from individual elements (capes, skirts, elasticated sleeves, wings, hats, etc.), from which the children themselves create their own image.

Teaching children to dance and individual movements is recognized as preparation for musical and motor creativity. All children's dances can be divided into several types.

The former accounts for the majority of the repertoire. These are dances similar to folk everyday dances, which are performed, as a rule, in a circular formation, often in pairs. The main advantage of these children's dances is that they are based on folk dance movements. The unique form and meanings allow you to create interesting and meaningful compositions (for example, the “Balalaika” dance, the “Jolly Guys” dance, etc.). In the process of learning folk dances, I carry out preliminary work: in the so-called warm-up I include a block of folk movements. The greater the range of movements in children, the more interesting the creativity of free dance, which I teach through 2-3 classes in mastering folk movements. Children themselves suggest their own invented movements. Then I learn a dance that uses familiar movements. So, the guys listen with great attention to the story about the era of dance (how the girl moves in the dance - showing her figure, smoothness, majesty, and how the boy moves - he demonstrates daring, pride), reading poems, jokes, nursery rhymes is appropriate here.

Another type of dances are the so-called figurative or characteristic dances (for example, Parsley, Snowmen, etc.). In them, thanks to the presence of a specific image and the predominant use of figurative movements characteristic of the plasticity of a particular character, a certain transformation occurs, which enlivens the children’s performance and fills it with some meaning. In creative dances of this type, only the sphere of individual manner of reproducing a particular image remains for children and creativity. For example, before learning the Clown dance, I give the children a task: to show the movements that characterize this image, its mood, facial expressions. Thus, during a creative sketch, a future dance is born from movements invented by children. The same can be said about many other dances: “Dance of the Lanterns”, “Maids of Honor with Fans”, “Sparrows”, “Golden Fishes”, etc.

There is such a variety of creative dances as dances with a plot structure - this is a very vibrant form of artistic activity that arouses keen interest among children, both performers and spectators. Its attractiveness is due to its figurative transformation, diversity of characters and their communication with each other in accordance with the plot development. Thanks to these features, a playful situation is created in the dance, which encourages children to musical and motor creativity. Plot development helps the child to see in dance a special form of storytelling and to perceive expressive movements as specific means that convey its content.

When preparing children to perform, for example, the Charleston dance, I talk about the time of this dance, the characteristic movements that our great-grandmothers danced, and invent an interesting story that reveals the plot of the dance. Children vividly respond to the unique “dialogue” of the dance with their movements. This creates an interesting and flirty dance. The guys also love the story about sailors sailing to distant countries, their relaxation on the deck of a ship - in the “Sailor” dance; With pleasure, children portray “The Young Ladies and the Hussars”, as well as imitate the great comedian in the “Charlie” dance, and they are ready to dance the “Little Country” dance several times in a row, while singing their favorite song.

Consequently, the features of the plot dance create favorable conditions for the emergence and development of musical and motor creativity in children. And, as a result, the dance and rhythmic activity of children is manifested in evenings of entertainment, matinees and other forms of leisure.

I try to approach the performance of children's dances in a differentiated manner, according to the capabilities and desires of the children themselves, as well as based on the objectives of the pedagogical process, seasonal requirements and the situation. So, for example, while listening to classical music, the dances “Lanterns”, “Fairies”, “Dance of the Fairy of the Forest and Pages”, “Maids of Honor with Fans”, etc. appear, children themselves fantasize their own Princess dance to the music of “Minuet” by Boccherini. Playing children's instruments in the orchestra to Russian folk music, the children are preparing a rhythmic pattern for the future “Dance with Spoons”, “Dance with Tambourines”. In their play activities, they use figurative movements, gestures, pantomime, facial expressions, sketches, which then help in creating a dance plot. Many musical and didactic games are aimed at developing rhythmic hearing (“Rhythmic Lotto”, “Repeat the Rhythm”, “Chicks and Cockerel”, “Funny Cube”, etc.), as well as at developing imaginative thinking and creativity (“Fantasy”, “ Sochinyayka"), dance creativity, logic, thinking, speed of reaction ("Freeze", "Show yourself"), singing helps to reveal the plot of the dance, its color, shows the disclosure of the child's creative potential. The creative nature of all types of musical activity is obvious.

Consequently, musical-motor creativity alone cannot solve the problems of musical education. This is possible only in a complex of various forms and types of musical activities, closely related to each other: singing, listening to music, musical-rhythmic movements, play activities, playing children's musical instruments, musical and didactic games. The presented diagram (Figure) “Musical and rhythmic movements” gives a complete picture of the variety of forms of work on this topic.

In the process of organizing holidays and entertainment and in-depth work on the topic, I developed a manual (“Dancing Carousel”), which presents more than 60 original dances and musical and rhythmic compositions. This material (Part 1) was presented at the II All-Russian festival of preschoolers and primary schoolchildren “Ponaroshkin World” in 2002 and received a diploma and the title of laureate in the “Educational Project” category.

The Appendix presents only some of the dances from the collection “Dance Carousel”. The work on the dances is not finished, it continues. Children who come and graduate from school in a few years give me a new flight of imagination for creativity. I hope this will last for a long time, which is what I wish for everyone.

"BUTTERFLIES"

St. gr.

Target:

Progress:The teacher asks the children"turn" into butterflies and show the life of butterflies according to his story:« The bright sun is shining. The butterfly has just woken up. She straightens her shoulders, stretches, checks her legs. She's happy. She begins to flap her wings slowly, then faster and faster. And then it takes off. She flies in the warm, warm, joyful air. It's hot, the sun warms her wings. She laughs with joy. So she saw a flower, sat down, folded her wings and inhaled its aroma: how delicious it smells! Probably the flower is happy too. It's getting dark. The butterfly sits down, folds its wings and falls asleep. She is having a wonderful dream» .

" IN THE FOREST "

Art. d/v

Target: Encourage children to independently improvise movements subordinate to a certain image.

Progress: Teacher: “It’s early morning in the forest, the sun is shining and various animals come to the clearing to bask in its bright, warm rays. Everyone comes to their own music. What animals came to our clearing today? Now you and I will quietly take a look.”

“The bunny was the first to gallop into the clearing,” accordingly, the music has a bunny theme. Then: “A wolf came running into the clearing” comes the theme of the wolf, etc. Children must portray a beast that comes to the clearing. His manners, his behavior, etc. At the end of the game, you can choose the most terrible wolf or the most cowardly hare.

* bunny, wolf, bear, hedgehog, fox, birds.

"FLOWERS"

Art. d/v

Target: Encourage children to independently improvise movements subordinate to a certain image.Improve the ability to independently come up with movements that reflect the content.

Progress: Teacher: “ Winter. The sprout sits in the ground and waits for spring to come. And then it came. A sprout breaks out of the ground, a stem grows, then leaves appear one by one, and then a bud. Then the flower blooms. It blooms, sometimes the breeze blows and he sways from its breath, and sometimes he just spins with joy. But here it is autumn. The flower begins to fade and returns to the ground to sprout again in the spring.»

"IN THE RAIN"

Wed. gr.

Target:

Progress: A recording of the sound of rain sounds. Children begin to run in the “rain” and put their palms under its “drops”. The music begins to sound more alarming, and there is a real downpour in the forest! The teacher opens the umbrella and calls the children. Offering to hide from the rain. The teacher happily greets the children, imitates movements - as if wiping their noses, hands, shaking off raindrops from their clothes, inviting the children to do the same.

"GROWING FLOWERS"

Average gr.

Target: Encourage children to improvise movements subordinate to a certain image.

Progress: Calm music is playing. The children, together with the teacher, depict growing flowers: at first the flowers are all asleep, then they begin to slowly wake up, stretch out towards the sun, stretching higher and higher. How happy it was for them all to be together in the forest clearing, the flowers swirled to the music of bird trills in a common dance. And now all the flowers ran up close to each other and hugged each other.

" A TOY SHOP "

Tatyana Meshcheryakova
Development of children's creative abilities through dance art

Development of children's creative abilities through dance art

Slide 1. In our socially oriented times, when a person’s life has begun to be assessed by the measure of success,

Needless to say, dance Everyone loves it - both adults and children. And it doesn't matter according to the rules man dances or moves as best he can. In any case, dancing is fun. Moreover, the feeling of joy acquires new nuances depending on what kind of dance a person performs - cheerful or romantic, tender or passionate.

Slide 2. The art of dance is an excellent means of educating and developing a little person.. It enriches the spiritual world and helps the child to reveal himself as a person.

The organic combination of movement, music, and play creates an atmosphere of positive emotions, which in turn liberate the child and make his behavior natural and beautiful. It won't be long before class dance and you will notice how a child will be transformed: a proud posture, correct coordination of movements, and refined plasticity will appear. In addition, he will begin to feel the rhythm, understand the nature of music, he will develop artistic taste, creative fantasy. All this will certainly make him a deeper person and teach him to better understand himself and others.

Slide 3. Dance cannot be reduced simply to movements with or without music, it is also a manifestation of our individuality and uniqueness, a story told with the help of feelings through movements. Plunging into a wonderful world dance and music, we become capable express your emotions openly. So I believe that dance art carries within itself, in addition to beauty, and psychotherapeutic Effect: by expressing ourselves openly and brightly, without fear of internal contradictions, we thereby free ourselves from pressures and complexes. Even the most reserved children become more relaxed, open and sociable.

Slide 4. The Swedish teacher and composer, founder of the system of rhythmic education E. Jacques-Dalcroze saw rhythmic dancing is a universal means of developing children's musical ear, memory, attention, expressive movements, creative imagination. Methods of musical movement were developed in Russia by domestic teacher musicians S. D. Rudneva, L. S. Generalova, E. M. Fish based on the system of E. Jacques-Dalcroze. Psychologist B. M. Teplov defines the musical-rhythmic feeling as “ ability actively experience the emotional expressiveness of the temporal course of the musical movement.”

The relevance of this topic is determined by the significance of the problem of educating active creative personality. The leading pedagogical task is to activate in the classroom creative manifestations of pupils, strengthen the role creativity in the development of the personality of a young dancer. Creative manifestations of children in classes should be purposeful, active and emotional.

The choice of topic was dictated by the need to introduce preschoolers to the language of movements and principles dance composition, lead them to master the expressive plasticity of communication and emotional state, close to them from their own life experience, help them believe in their Creative skills that they are talented and unique.

1. Creating a relaxed atmosphere - children feel comfortable and relaxed.

2. Creative direction – the result of which is the child’s independent creation of new movements based on the use of his motor experience.

3. Systematicity and consistency. For complete physical perfection, I observe systematicity, continuity of all material and its repetition in subsequent classes. Making it more difficult to do creative tasks: from simple to complex.

4. Availability and customization. The musical image, character, and mood of a musical work must be understandable to children. For example: visual music – dance "Autumn Leaves", "Chamomile - a wild flower" etc. I think through the movements for dancing, games and sketches so that they were: available motor abilities children, understandable from the content of the game image.

5. Visualization - the principle is closely related to awareness: what is comprehended by the child during a verbal task is tested by practice, by reproducing the movement, in which motor sensations play an important role.

6. The principle of partnership is the involvement of educators and parents in the educational process (open classes, concerts children) .

The practical significance is that the accumulated material (developments dance compositions, selection dance games, sketches, consultations for teachers and parents, etc.) can be used during holidays, entertainment, in classes in dance club.

The theoretical basis is based on the study of techniques devoted to the development and development of creativity in dance in preschoolers based on teaching them the language of expressive movements. It included the program of T. I. Suvorova « Dance rhythm for children» , a program on rhythmic plasticity for children preschool age A. I. Burenina "Rhythmic mosaic", "From gesture to dance» E. V. Gorshkova, « Dancing in kindergarten» N. V. Zaretskaya, Z. Ya. Root, “Musical and motor exercises in kindergarten” E. P. Raevskaya, S. D. Rudneva, G. N. Soboleva, Z. N. Ushakova.

Slide 6. Formation creative abilities of preschoolers, improving their psychophysical condition through dance. Dance awakens Creative skills and makes it possible through the harmony of movements these ability to implement. In the process of studying dance exercise improves a child's self-esteem. He begins to believe in himself capabilities.

The main goals and objectives of my teaching experience are aimed at development holistic view children about dance like a view art, as well as for their acquisition of initial knowledge, skills and abilities. In the process of working with children, it is necessary to explain to the children the meaning of each movement, way its methodically competent execution. One of the conditions of my classes is an attentive, friendly attitude towards the beginner. dancer, the ability to instill in him faith in his capabilities, creating a situation of success.

Tasks:

1. Development of musicality:

- development of the ability to perceive music, i.e. feel its mood and character, understand its content.

- development special musical abilities: musical ear, sense of rhythm.

- development of musical memory.

2. Development motor qualities and skills:

- development coordination of movements, flexibility and plasticity.

Building endurance.

Formation of correct posture and beautiful gait.

Enrichment of motor experience with various types of movements.

3. Development of creative abilities, needs of self-expression in movement under music:

- development of creative imagination and fantasy.

- developing the ability to improvise.

4. Development and mental training processes:

- development emotional sphere and the ability to express emotions in facial expressions and pantomime.

- development of perception, attention, will, memory, thinking.

5. Development moral and communicative qualities personalities:

Developing the ability to empathize with other people and animals.

Developing the ability to behave in a group while moving.

Slide 7. In my teaching work I use a group form of classes, I use a comprehensive way to learn dance elements according to the principle "From simple to complex".

Slide 8. Given method includes:

Theoretical component (discussion about dance, the nature of the music and her means of expression, explanation of the execution of movements, taking into account age characteristics children);

Visual component (visual presentation of the material by the teacher himself, introduction to new dance moves);

Practical component (learning and practicing elements dance variation, consolidation, muscle memory training).

Slide 9. In my work I adhere to the following sequence of study dance:

1. Getting to know dance: story; analysis of musical tempo; determination of the nature of the music, figures and manner of their performance).

2. Learning the elements dance, on which the figures will be built.

3. Learning figures dance, taking into account their physical characteristics, character and abilities.

4. Theatricalization dance: emotions, character, story played.

Slide 10. The main difference between children's dance from an adult - in the plot and game solution. The game is present in life children and always accompanies them. In game and story dancing provides an opportunity to develop imagination. Features of the plot dance create favorable conditions for the emergence and development of children's dance creativity independent improvisation.

Slide 11. Musical pieces that I use for plots dancing, contain vivid and recognizable images that are accessible to children in content, close to their life experience and expressed in simple, clear means, inducing movement, prompting it.

Slide 12. Working on the plot dance I start by telling the plot of the future production to the children, with the perception of the musical material. Toys, attributes, decorations encourage children for more expressive performance. This helps children imagine the situation in order to recreate it in movements. Work on the expressiveness of performance begins immediately after the child’s first acquaintance with movement and continues throughout all stages of ego development.

Slide 13. Features of the developed dance and game compositions:

1. Possibility of using the material in small spaces (in joint, independent activities).

2. Possibility of using the material in children's audiences of preschool and primary school age, without much preliminary preparation (mass events indoors and outdoors).

3. Movement dancing easily transformed depending on the level of preparedness (age) children.

4. Possibility of independent combination and creative interpretation of movements.

Slide 14. For staging dance needs creative ideas, which require the use of props to convey the image. In work, the creation of props acts as an additional creative form of work, which allows everyone to participate in the preparation of prop material, to show their Creative skills.

Slide 15. Working in society increases interest children for dance creativity, the desire to show your skills at the kindergarten level, on the stage of the city House of Culture. This is confirmed by the repeated performances of my students on stage - various dance compositions on"Day of Defense children» , "Victory Day", "Mothers Day", cultural and leisure activities. Slide 16. In working with children, the family plays an important role, where the decisive factor is the parents’ attitude to music and musical education.

Close cooperation between the music director and teachers helps me in my work, which is the key to successfully completing my tasks.

The main indicators of the effectiveness of my teaching activities can be considered speeches children at concerts, children's matinees, holidays, at parent meetings and district events:

Slide 17. Thus, you can do the following conclusion: consistent and systematic work to solve problems in the field dance activities develop children's imagination, their creative activity, teaches a conscious attitude towards perceived music, towards emotional and dynamic understanding of movements. Children's creativity increases and leads to positive results if pedagogical activity in dance direction is implemented in accordance with their preparedness. All this fills the child with joy, and creating joyful conditions for staying children in a preschool institution is the main task of the teacher.

Ekaterina Chernova
Self-development program “Development of musical and rhythmic movements and dance creativity in preschool children”

Self-development program on the topic:

« Development of musical and rhythmic movements and dance creativity in preschool children».

1. Relevance….…. 3 pages

2. Goals, objectives…. 5 pages

3. Stages of work…. 6 pages

4. Implementation action plan programs…. 8 pages

5. Expected results…. 15 pp.

6. Conclusion….16 p.

7. List of references…. …. ... 19 pages

Relevance: Social significance of the problem of raising active creative personality. The solution to this important problem begins already in preschool age, since in kindergarten acquaintance occurs children with dance and their first active introduction to this species creative activity. Modern understanding of the problem musical education of children involves involving them in the process of communication with music based on the operating principle and creative play. Children's performance requires certain training actions: repetitions, exercises, reinforcements. But the most the main thing is that children do not lose interest in musical activity! In Federal Law “On education in the Russian Federation” No. 273-FZ dated December 29, 2012 and Federal State Educational Standards DO lay down the principles development of the child’s creative personality based on individual needs. Problem development of creative abilities in children is that we need to continue develop musical, rhythmic and dance movements in preschoolers, laid down by nature, because musical and rhythmic creativity can successfully develop only under the condition of targeted guidance on the part of the teacher, and the correct organization and conduct of this type creativity will help the child develop his creative abilities. This problem was dealt with by many famous scientists and teachers, such as A.V. Zaporozhets, B.V. Astafiev, Z. Freud and others, who believed that

necessary develop musical, rhythmic and dance skills in preschoolers laid down by nature. And therefore the choice of topic is dictated by the need to find new ways to development of musical, rhythmic and dance movements in preschoolers, formation musical taste and culture of children.

Target: To promote the creative development of a preschooler’s personality through musical and rhythmic movements and dance and play gymnastics. Create the necessary positive psychological attitude.

Tasks:

Study and analyze methodological literature on this problem -Increase physical activity children through dance and music-rhythmic activity - Orient teachers and parents to assist children when working in this direction

Stages of work

Diagnostic

Formulation of the problem. Analysis of one’s own teaching experience on this topic

A detailed study of the material, existing experience on this topic and the study of literature on the problem;

Determining the goals and objectives of working on the topic For three years

Prognostic- development of a system of measures aimed at solving problems;

- forecasting results

Drawing up long-term planning on this topic. Within three years

Practical - presentation from work experience at teacher councils, parent meetings,

Informing teachers and parents preschoolers through consultations:

Attending seminars, methodological associations;

Conducting open screenings and workshops for teachers. Within three years

Generalizing - job analysis

Generalization of experience, preparation of material, monitoring. Within three years

Innovative use of experience as teachers in other preschool educational institutions For three years

Implementation action plan programs

2017 – 2018 academic year

Middle group

Passing period

Events

musically-motor abilities children at the beginning of the year.

2. Introduce children with concepts"autumn", "autumn leaves", "autumn leaf fall".

Expand knowledge children about concepts"dance", "orientation in space", "flat back", “nose looks straight”.

Teach basic skills “finding your place at the edge of the carpet”, "move along the edge of the carpet".

holiday

DECEMBER. JANUARY -Introduce children with concepts"winter", "winter holidays".

Expand knowledge children about concepts"lines", "turns, lunges to the right and left".

Learn round dance movements holding hands and

maintaining the correct circle shape.

-Develop musically-rhythmic coordination movements music using objects.

Expand the ability to move from a large circle to a small one and vice versa, without holding hands.

Holiday

New Year

FEBRUARY. MARCH -Introduce children with concepts"spring", "Mom's holiday".

Learn to convey character, facial expressions, plasticity, imagination, through movement with plot content dance.

Expand imitation knowledge of concepts "The cat sharpens her claws", "washes", "crawls", "wagging his tail", "dangling legs".

Holiday

APRIL. MAY -Teach children movement while working with tape: "alternate raising of hands", "circular hand movements» , "snake", "waterfall".

Repetition and reinforcement

Contribute to the formation of perseverance and endurance in achieving results in classes

Study musically dance movements.

Level diagnostics musically-motor abilities children

"Summer"

2018–2019 academic year

Senior group

Passing period

Events

SEPTEMBER. OCTOBER 1. Level diagnostics musically-motor abilities children at the beginning of the year.

2. Continue develop a sense of rhythm, ability to convey through movement character music. Freely orientate in space

3. Introduce children with Russian round dance dance movements.

holiday

DECEMBER. JANUARY 1. Remind children about concepts "winter", "winter holidays".

2. perform simple lane changes, on one's own move from moderate to fast or slow pace, change movements in accordance with musical phrases.

3. Develop musically-rhythmic coordination movements, ability to move expressively in accordance with character music using objects.

4. Promote the development of performance skills dance

movements(alternately throwing legs forward in a jump; side step with a squat, with moving forward, circling; squat with legs forward).

Holiday

New Year

FEBRUARY. MARCH 1. Continue introducing children with concepts"spring", "Mom's holiday".

2. Learn to convey character, facial expressions, plasticity, imagination, through movement with plot content dance.

3. Continue learning children improvise images of fabulous animals and birds (horse, goat, fox, bear, hare, crane, raven and

etc.) in different game situations.

4. teach to invent movement

to dancing, dancing.

Holiday "Defender of the Fatherland Day"

Holiday

APRIL. MAY 1. Introduce children with concept"ballroom dance"- waltz, polka.

2. Repetition and reinforcement

material covered during the academic year.

4. Study musically, expressively and emotionally convey characteristic dance movements.

Level diagnostics musically-motor abilities children

Holiday dedicated to Victory Day "Summer"

Preparatory group

Passing period

Events

SEPTEMBER. OCTOBER 1. Level diagnostics musically-motor abilities children at the beginning of the year.

2. Continue develop a sense of rhythm, the ability to move expressively and rhythmically in accordance with a variety of characters music. Freely navigate in space

3. Introduce the features of Russian dances (single, group, circle dance, re-dance)

holiday

DECEMBER. JANUARY 1 Introduce the features of Belarusian dances. ( "Yurachka", "Bulba", "Polka-Yanka").

2. Introduce children with the characteristics of national cultures. « Dances of the peoples of the world» . ("Quadrille")

3. Improve the ability to improvise under music of an appropriate nature (skier, skater, rider; crafty cat and angry goat, etc.)

4. Introduce the concept "Gypsy Dance". Tell children about the features of gypsy culture, the nature and manner of performing folk dancing.

Holiday

New Year

FEBRUARY. MARCH 1. Talk about the diversity of historical and everyday dancing: ("Gavotte", "Minuet", "Mazurka")

2. To introduce the peculiarities of Ukrainian dances ( "Hopak", "Cossack")

3. Develop dance and play creativity; to develop skills in the artistic performance of various images when staging songs.

4. Strengthen the ability to invent movement, reflecting the content of the song.

Holiday "Defender of the Fatherland Day"

Holiday

APRIL. MAY 1. Introduce children with concept"Ballroom Dance" ("Waltz")

2. Repetition and reinforcement

material covered during the academic year.

3. Contribute to the formation of perseverance and endurance in achieving results in the classroom

4. Level diagnostics musically-motor abilities children

Holiday dedicated to Victory Day "School Graduation"

Expected results:

Solving the above tasks involves achieving the following results:- Move to more extensive and complex dance compositions, using which you can continue development of children's creativity in dance(performing and compositional).- Strengthening health: help optimize growth and development musculoskeletal system; form correct posture. - Improving psychomotor abilities preschoolers: develop muscle strength, flexibility, endurance, speed-strength and coordination abilities; promote developing a sense of rhythm, musical ear, memory, attention, ability to coordinate movements with music; develop skills of expressiveness, plasticity, grace and elegance dance moves and dancing. Improving orientation in space - Development of creative abilities: develop thinking, imagination, resourcefulness and cognitive activity, expand your horizons; build skills independent expression of movements to music; develop skills of emotional expression, emancipation and creativity in movement; develop leadership, initiative, sense of camaraderie, mutual assistance. - Increasing parental interest in this area

Conclusion.

Music in the field of musical-rhythmic education occupies one of the central places. We we talk: "We should teach children move beautifully» . But in order for this to work, you need to choose a very good one. music, cultivate culture movements based on the best examples of musical creativity. Music, which has an exceptional power of emotional impact, accompanying movement, has an impact on improving the quality of their performance - expressiveness, rhythm, clarity, coordination. And here the teacher needs a special flair and appropriate preparation. Already at the beginning of the learning process children you need to pay attention to them musicality. Perception music and the ability to plastically reflect features music - rhythmic, tempo, emotional - each child has their own. Therefore it is music, and well-chosen, will allow the teacher to avoid a formal approach to the simplest exercises from the first lesson. During this work children need to be introduced to music, conveying diverse images - from cheerful, carefree, lyrical, gentle, to energetic, strong-willed, serious. Comparison of specific musical images enriches and organizes the emotional world children, and the ability to lay your movements in time, in accordance with the different metrorhythmic structure, has a positive effect on hearing development. Careful selection of exercises and musical accompaniment, their correspondence age characteristics and musical training of children, gradual increase in the complexity of the exercises and musical support leads to successful solution of learning problems, develop those involved have the ability to appreciate beautiful music. Musical accompaniment of the lesson is of paramount importance. It is during a successive series of lessons that the child becomes accustomed to a kind of melodic thinking. But no matter what the child does, it is necessary to select melodies that are extremely clear in content and perception, especially at first. If in the composer's original the melody is given in a too complex development, it can be somewhat simplified by subjecting it to arrangement. Of course that music must be chosen in accordance with the requirements of good taste. Regarding the criteria for good musical taste, then they should be determined by such concepts as clarity, intelligibility, completeness of the melody. Range musical repertoire is wide - from works written specifically for children, to complex samples of symphonic music. And here the only important thing is that when choosing music, each time specialists must specifically imagine how relevant this material is to the lesson. Everything mentioned above is aimed at one target: to develop active in the child creative perception of music, the ability to receive genuine aesthetic pleasure from contact with music, the ability to express its content in movements. So, in every form musically- rhythmic activity - perception, performance, creativity, except the main ones musical abilities(modal feeling, musically- auditory perception and sense of rhythm, others are also developing. In the process of perception music develops musical thinking. In performance and children's creativity in addition to basic musical abilities are formed performing and Creative skills, requiring mastery of a certain technique of performance and improvisation. Musically-rhythmic activity develops not only musical, but also general abilities. Thinking develops, emotions, brought up creative imagination, the will is strengthened, the ability to maintain voluntary attention. In turn, general abilities influence the formation musical. Development All abilities require an individual approach to children, taking into account their inclinations and interests.

Bibliography:

1."Methodology musical education in kindergarten" edited by N. A. Vetlugin - M., 1989

2. Magazine « Musical director» .

3. « Music for children» , N. A. Metlov - M., 2005

4. « Music and movement» Bekina S. and M., 1984

5. « Musically– motor exercises in kindergarten". E. P. Raevskaya S. Rudneva - M., 1991

LILIYA IVANOVA

PDO in choreography MBDOU kindergarten No. 95 "Zorenka" Ivanova Liliya Efimovna.

RELEVANCE

Currently, much attention has been paid to raising children on folk traditions, dissemination of ideas ethnopedagogy, inclusion children to the treasures of national cultures with the aim revival, conservation and development an inexhaustible source of wisdom and historical experience of the people, the formation of national self-awareness children- carriers of their national culture.

Plastic, musical, dance, the pedagogical culture of every nation is not "museum", and living creative phenomenon, which should develop systematically and be included in the modern life of younger generations. Therefore, the problem of today is to take on board these wonderful traditions of peoples and widely use them in working with children. Revival of traditional dance Yakut art does not lose its importance today and is one of the areas of work on ethnoculture.

Traditional dance the culture of the peoples of Sakha has a pronounced ethnic coloring and is a specific reflection of its historical development. There is also a question revival truly folk Yakut choreography, which has a strong connection with worldview ideas, with the national characteristics of the psychology of the people.

In accordance with the multinationality of our republic, training work children folk dance, the formation of the need for high cultural and spiritual values ​​is structured in such a way that in the classroom we try introduce children to that every nation has education their descendants have national characteristics that are widely used in educational process.

Medical experts have long proven the beneficial effect of dance on the physical development of children. Teachers fully agree with doctors, and besides, they claim that dancing contribute to the formation of a healthy psyche.

Communion children of senior preschool age to the wealth of dance creativity.

Give a general idea of ​​the characteristics of the national dance;

Instill interest in dance art;

Develop plasticity, musicality and expressiveness of movements;

Contribute to the formation of musical and dance abilities through the selection of available materials;

Bring up moral qualities and aesthetic taste in creating an image for performances.

Expected Result

in the learning process dancing By performing various movements and exercises, the musculoskeletal system is strengthened. children, the level will increase development coordination of movements and orientation in space;

based on the acquired knowledge and skills in performing dance elements, the child will be able to create creative image.

So that the child can to satisfy your motor needs, it is necessary to create corresponding conditions: space for creative dance activity, freedom of movement and psychological comfort.

The basis for successful development dance is a set of stage plastic training exercises that promote development of coordination, danceability and performance techniques.

Interest in dancing is formed gradually, so we use such forms of training children: conversations about creativity of the peoples of the North, visiting museums, concert performances, TV shows with discussions; showing pictures and slides about dancing birds; acquaintance with dancing"Osuokhai", "Siberian Cranes", "Yakut pattern".

Dance moves passed down from generation to generation, develop basic motor skills

Classes dancing not only broaden their horizons, enrich their vocabulary, but also instill in children basic etiquette and behavior in society.

Yakut dance is surprisingly rich in variety of movements, subjects and forms.

Dancing positively influence the formation of the child’s personality

Dance "Meeting of Spring"

"Choroonnooh unkuu"-joint dance of teachers, parents and children

"Dance of the Siberian Cranes"-symbolizes happiness

Dance "Bogatyrs"

Opening ritual of the summer holiday "Ysyakh"

Dance "Sibakkiler" develops general plastic culture of the body

Dance "Northern"

Dance "Sailor"

Dance "Children under a peaceful sky"

Dance "With Baskets"

Dance "Quadrille"

IN preschool age the foundations of a person’s motor culture are laid, interests, motivations and needs for systematic motor activity are formed. Preschool age is especially favorable for mastering the basic components of movement culture, mastering a large arsenal of motor coordination, various techniques dance exercises. Thus, a culture of movements, which includes the ability to maintain correct posture, plasticity, and motor-coordination qualities, can be purposefully develop and improve using available means and methods of folk dance, taking into account age and individual characteristics, character and inclinations preschoolers

Publications on the topic:

"Education of patriotic feelings in children of senior preschool age through the formation of knowledge about the history of the state, familiarization with.

DEVELOPING CREATIVITY IN CHILDREN THROUGH DIFFERENT TYPES OF ART. Art for children is a bright page in great art, in the art of adults. It.

Consultation for parents. "Nurturing friendly relationships and a culture of behavior in children of senior preschool age through art.

Municipal preschool educational institution Chukhloma kindergarten "Rodnichok" Chukhloma municipal district, Kostroma region.