Dance creativity in dou. Report "The development of children's creativity in the process of game dance

Pyankova Nonna Valentinovna

music director

MDOU No. 7 "Teremok", Koryazhma

"Development of children's creativity in the process of game dance"

Dance activity contributes to the development of the creative potential of children and, in general, contributes to their aesthetic education.

Many scientists and teachers analyzed the role of dance activity in aesthetic education. Anatoly Fomin introduced the concept of "game dance", which is characterized by situational variability, impulsiveness, saturated with improvisation, in contrast to spectacular dance, where a given form usually dominates. In a game dance, a child has a holistic vision, a feeling of an image, while in a spectacular dance, the teacher conveys to the performer only a fragmentary vision of the image (role).

Play and movement are the favorite pastimes of children. This is what determined the theme for the work, which sounds “The development of children's creativity preschool age during the game dance.

Having studied various programs for the musical education of children, the “Music and Children” section of the “Childhood” program, literature and periodicals on this issue, I settled on the “Musical and Rhythmic Movements” section, in particular, I was attracted to dance.The work of teaching children to dance is aimed at the harmonious development of the personality, at the formation of dance skills among pupils, which contributes to the improvement of the general culture of the child. Dancing is of great educational value and brings aesthetic joy. The main purpose of the classes is to awaken in children the desire for beauty, interest in music and dance creativity; increased emotional responsiveness and creative activity; acquaintance of children with the dance culture of their people and the peoples of other countries; development figurative thinking and imagination.

I set a goal for myself and defined the tasks of the work.

Purpose: To develop the creative abilities of preschoolers through game dance

Tasks:

Create conditions for the development of the abilities of preschool children;

Development of the intellectual, physical, spiritual, creative potential of preschool children;

To acquaint with the history of the origin and development of dance from its origins to the present day;

Organization of full-fledged cultural and leisure activities;

Inculcation of healthy lifestyle skills, removal of muscular and psychological inhibition due to dance movement.

I began to work purposefully in this direction:

Studied literature.

Proposed programs for teaching preschool children the art of choreography.

The experience of different teachers on this issue.

Conducted diagnostics with children to identify the level of development of musical knowledge, skills and abilities.

And I came to the conclusion that children in preschool institutions are taught to dance only spectacular dances, which are necessary for performances at matinees, themed holidays, competitions and festivals. And therefore, the product of just such a dance is the form, and not the process of composing and performing activity.

Work on this topic forms dance technique skills in preschoolers that exceed the basic educational program, so the development of children's creativity in the process of game dance was organized in the classes of the Topotushki circle. The work was carried out in three stages, corresponding to the age periods of preschool age.

– preparatory ( middle group) In the fifth year life, the skill of rhythmic movement is formed in accordance with the nature of the music, children can independently change movements in accordance with the music. They improve dance movements, the ability to move in pairs in a circle, in dances and round dances, rhythmically clap their hands, perform simple rearrangements, jumps.

A significant part of the lessons of the 1st year of study is devoted to the ABC of musical movement. This includes various types of walking, familiarity with some dance patterns, exercises and games that develop flexibility, musicality, coordination and orientation in space, which prepares children for performing activities. Along with this, the plan includes story, game and folk dances that develop emotionality, imagination, acting skills in children.

– basic ( senior group) In the sixth year of life, the child is physically stronger, becoming more mobile. Successfully masters the basic movements, he has good coordination in walking, running, jumping. The processes of higher nervous activity are improved, the ability to analyze, generalize, and make the simplest conclusions develops, and arbitrary memory improves. Elements of creativity are manifested in all types of children's activities.

– stage of improvement (preparatory group)

Children of the seventh year life have sufficiently developed motor skills: they can walk and run rhythmically: easily, energetically, and also raise their legs high at the knees; jump from foot to foot; independently build a circle, expanding and reducing it; move in pairs in a circle, keeping the distance between the pairs; perform various movements with and without objects; perform individual dance movements (put your feet forward on a jump, take an added step, with a squat, half-squat, spin, move forward); able to convey game images of a different nature.

The organization of classes is built according to the methodological recommendations for conducting music classes.Choreography classes are held from the middle group, once a week, in the afternoon, after daytime sleep. The duration of the lessons isage characteristics of children 4-7 years old20 minutes, 25 minutes, 30 minutes respectively.

The structure of the lesson: Part I - tasks for moderate motor activity: building, greeting, a set of exercises for preparation different groups muscles for the main work. By duration - 1/3 of the total time of the lesson. Part II - tasks with high motor activity, learning new movements. By duration - 2/3 of the total time of the lesson. Part III - musical games, creative tasks, a set of exercises to relax muscles and restore breathing. Duration - 2-3 minutes.This work is carried out constantly and is based on a system of various forms, methods, techniques and means.Forms can be conditionally divided into basic, additional. The main forms include: listening to music, getting to know the work of masters of choreography. Additional forms include: collective or individual visits to performances at the House of Culture, musical performances at the Children's Art School, but they are organized at a free and convenient time for children.Methods can be divided into verbal, practical, visual.verbal methods are based on explanation, conversation, story.Practical - Teaching choreography skills. An important method impact on children isvisual method. This method is crucial in the education of preschool children. They reproduce the technique of performing the movements of their teacher, absorb not only a competent and expressive display, but also its possible mistakes.Receptions: showing a sample of performing a movement without musical accompaniment, counting; expressive performance of movement to music; verbal explanation of the movement; careful monitoring of the quality of the exercise and its evaluation; creative tasks.

In their work, it is most expedient to apply methods taking into account the age of children, their special training, the level of emotional responsiveness, and the presence of interest in choreographic art. If learning is accompanied by vivid and exciting impressions, knowledge becomes very strong and necessary. Classes become interesting, and then the child sees the results of his efforts in creativity.

Choreographic activities during the lesson include the following tasks:

musical-rhythmic exercises for mastering, consolidating musical-rhythmic skills and expressive movement skills.

dances: paired folk-themed

games: plot, non-plot with singing, musical and didactic

round dances:

building, rebuilding

exercises with objects: balls, balls, flowers, spoons, etc.

tasks for dance and game creativity

The success of the children is evidenced by the positive feedback from parents, high attendance, active participation in the concert and cultural and leisure activities of the kindergarten, participation in city competitions and festivals: the opening of the small Olympic Games in preschool educational institutions; the opening of the competition of readers in the preschool educational institution; city ​​festival "Constellation of Talents"; city ​​festival of creativity of children with disabilities "Light a Star"; city ​​festival of twins; city ​​festival "Wings of Hope".

At the end of the work, I carried out a diagnosis and compared it with the results of the initial diagnosis according to the same criteria.

Move to the music, in accordance with its character, rhythm and tempo;
- start and end the movement with the music;
- perform movements while maintaining the correct posture;
- distinguish between different genres of musical accompaniment (round dance, march, polka, etc.);
- master various types dance steps (brisk step from a toe, stomp, dance run, jumps, etc.);
- master the correct positions of the legs and the position of the hands;
- be able to perform movements and dance compositions of a round dance, folk dances.

The results obtained have a positive trend. The percentage of low and medium levels of development has decreased, a high level of development of children has appeared.

Summing up the work in the Topotushki circle, we can say that it was not in vain. Game dances learned with children can be represented by:

1. Self-study and useful to me as a music director.

2. Dance minutes included in the physical education, artistic, aesthetic and cognitive cycle classes used by educators to relieve children's muscle tension.

3. A teacher-psychologist in verbal classes, because they are aimed at emancipating the child's personality.

Creative

success!!!

municipal budgetary preschool educational institution Novospassky kindergarten No. 7

Related article:

Dance as one of the ways of development creativity preschool children.

Prepared by music director

Maklakova Elena Mikhailovna

r.p. Novospasskoe

2015

At present, the cultural heritage has lost its value, the spiritual world of people has become impoverished. The socio-economic situation in the country today does not allow raising the cultural level of the development of society, the development of the creative personality of a person, legs, to the proper height; nevertheless, the main condition for the progressive development of society is a person capable of creative creation.

For the aesthetic development of the child's personality, a variety of artistic activity- visual, musical, artistic and speech, etc. An important task of aesthetic education is the formation of aesthetic interests, needs, aesthetic taste, as well as creative abilities in children. The richest field for the aesthetic development of children, as well as the development of their creative abilities, is dance activity.

Dance is a musical and plastic art, which is of great importance for the comprehensive development of the individual. Dancing contains great opportunities for the mental, aesthetic and moral education of children, the development of their coordination of movements of the arms and legs, the plasticity of performance, grace, flexibility,motor dance exercises help a preschooler to understand the content of music, to master its musical language.

In order to develop in children a sense of rhythm, expressiveness of movement, fantasy and imagination, at the request of parents in kindergarten No. 35 "Fidgets" classes were organized in the dance group "Caramel". Circle dance classes are aimed at developing a sense of rhythm, ear for music, a culture of movement, flexibility, plasticity, strengthening the respiratory, muscular and cardiovascular systems of the child's body in preschoolers.

According to such authors as E.V. Gorshkova, S.L. Slutskaya, A.V. Burenina, O.A. Apraskin, it is necessary to develop creative abilities as early as possible in the learning process, encouraging children to be creative. A distinctive feature of these programs is their focus on the formation of children's abilities for dance creativity.

The main goal of the work of the dance group "Caramel" in kindergarten is to foster love and interest in all types of dance and creative activities, the systematic development of the creative abilities of preschool children.

Work in a children's dance group of a kindergarten allows you to solve the following tasks:

• assistance to preschoolers in acquiring the ability to express their impressions in dance and creative activities;
• manifestation of children's creativity through improvisation in dance;
• development of creative imagination, thinking through musical images;
• involvement of parents in joint dance and creative activities, through classes, holidays, entertainment.

One of the important conditions for the formation of a positive attitude towards dance in a child is the preparation of premises for classes. Therefore, our dance class is spacious, cozy, beautiful, warm and well lit. This creates a positive aura, and in such conditions internal state the child is tuned positively to the assimilation of any knowledge.

Another important factor is the fact that in working with preschoolers, simple, accessible musical and rhythmic exercises are used. Some new dance moves may be used, subject to the following principles:

1. compliance with the age characteristics of preschoolers

2. from simple to complex

3. availability for execution

Classes are held by age groups. The duration of classes depends on age - the average group is 20 minutes, the senior group is 25 minutes, the preparatory group is 30 minutes. There are two afternoon classes per week. The occupation of the circle should bring joy to children, satisfaction from overcoming difficulties, reveal their creative potential.

Choreography is not an isolated art, it lives and develops in combination with other arts, both traditional and new. For example, everyone understands the need to link music and dance. Dance without music is impossible, that's why it is built on the basis of musical tempo and rhythm. Music helps to create a choreographic image. Therefore, in dance classes with children, classical, folk, popular music is used, focusing on the age of the children, their mood, etc.

The basis of teaching preschool children is based on the game principle. It is about making the game an organic component of the classes. Playing in a dance lesson is not a reward or a rest after hard boring work, rather, work arises on the basis of the game, becomes its meaning and continuation. Properly selected and organized dance-games in the learning process contribute to the ability to work, arouse interest in work. Therefore, the teacher needs to be very attentive to the selection of repertoire for preschool children, try to constantly update it, making certain adjustments, taking into account the time and characteristics of the children being taught. The specificity of choreography training is associated with constant physical activity. But physical activity in itself has no educational value for the child. My task as a teacher-choreographer is to educate in children the desire for creative self-expression, for the competent mastery of emotions, the understanding of beauty. One of the important factors of work at the initial stage of training is the use of a minimum of dance elements with the maximum possibility of their combinations. A variety of combinations of dance movements creates the impression of novelty and develops the creative imagination of children.

In preparation for the classes, the previously outlined tasks are concretized: the development of interest in a particular dance; the formation of a musical idea in children about the features of dance music or dance composition, attention is drawn to the size of the music and accents.

In accordance with this, before the lesson, a short conversation is held with children about the history of the emergence and development of this dance, music is listened to, attention is drawn to the character, musical size, and manner of performance.

Dance movements are taught through practical demonstrations and verbal explanations. This clearly defines the balance in the combination of these two methods. Excessive and detailed verbal explanation can lead to a loss of attention of preschoolers, cause boredom in the classroom. At the same time, one should not be limited only to practical demonstration, in this case, children perceive the material imitatively and unconsciously.

Dance creativity is the ability of children to improvise to various melodies, combine various elements from familiar dances, combinations of steps into new dance compositions. In the work of the circle, great importance is given to dance and pantomime improvisation, since dance creativity is created in etudes, and etudes are a natural continuation of the line of teaching children the language of dance and pantomime movements.

Forming a dance taste and developing the ability to create their own improvisations, children develop the ability to critically evaluate them. Good mastery of these skills encourages children to freedom of expression, to creativity.

The best condition for self-expression in dance is improvisation. Work on improvisation is carried out in stages: at the first stage, creative tasks for the development of pantomime are used (pantomime riddles, show with your hands or fingers, show with body parts).

At the second stage, children are aimed at creating their own dance sketches. Etudes are a natural continuation of the line of teaching preschoolers the language of pantomime and dance movements, these are such studies as “Wind Breeze”, “Playing with a Doll”, “Dandelions”. During the lesson, it is proposed to listen to music with closed eyes and imagine when a movement is performed. Work on etudes, improvisations is carried out over several lessons, while complicating tasks for children.

At the third stage, the pupils try to compose improvisations on a given topic, for example, “Handkerchief” (Russian folk melody): after listening to music, children come up with movements (round dance, side step, etc.), and then they are combined into a simple drawing.

Also, during dance classes, there is an acquaintance with the basics of acting. To switch attention during a short rest from physical activity, children are explained the anatomical features of the structure of the face, the work of the muscles of the face and their significance for expressing human emotions (smile, grief, surprise, pain, threat, sobbing, thinking, etc.). In a similar way, in game form, preschoolers get acquainted with the anatomy of body parts - joints and muscles, mastering the features of their work in the process of performing certain movements. This knowledge helps children learn dance steps more consciously and avoid possible injuries.

It should be remembered that there is a direct connection between the motor and volitional qualities of a person. Without purposefulness, endurance, perseverance, it is impossible to achieve the necessary strength, speed, endurance. Strength is the ability to overcome or counteract resistance through muscular tension. Endurance is the ability to maintain working capacity for a long time, that is, the ability to resist fatigue. Special endurance in choreography combines all these qualities. In the course of systematic dance classes in the physical condition of children, positive changes are usually noted:

1. posture improves;

2. children become more mobile;

3. movements become more graceful;

4. plastic becomes more expressive;

5. New moves and dances are learned faster.

Introducing preschoolers to choreography is of great importance for their development: the musical horizons expand, musicality develops and creative abilities are revealed. Dance creativity in our country is gaining more and more popularity every year, becoming one of the most effective factors in the formation of a harmoniously developed, spiritually rich personality. Dance creativity is a mass art, it is accessible to everyone. Tens of thousands of children take part in the work of choreographic circles and ballet studios. Thanks to systematic choreographic education and upbringing, pupils of the preschool educational institution acquire a common aesthetic and dance culture, and the development of dance and musical abilities helps to more subtle perception of professional choreographic creativity.

Introduction to the creativity of choreography includes familiarizing preschoolers with classical ballets, modern music; with the sources of dance culture, the originality of national dances associated with the way of life of peoples; with their colorful costumes, images of folk poetry, musical and rhythmic melodies.The successful development of creative abilities is achieved only in close cooperation with the parents of kindergarten students, since the knowledge that a child receives in kindergarten should be reinforced in a family environment. Therefore, it is necessary to convince parents of the need to create conditions for the creative activity of the child, to conduct consultations for them, at which parents have become more interested in issues of dance education in the family. One of the favorite forms of work with parents was open choreographic classes. Parents, who mostly saw their children in everyday life, were surprised that their children could improvise to music and dance beautifully.

The main criterion in evaluating the results of children's creative abilities is not only the correctness of the tasks performed, but also the manifestation of pupils' interest in classes, the desire for independent activity, and the improvement of their searches. The best reward for the work done is the shining eyes of children, always waiting for a miracle, their quick, inventive mind, emancipation, inexhaustible interest in music, movement, the ability to spontaneously engage in any dance improvisation, perform movements plastically and expressively to the music.

A positive result of the work is the regular participation of pupils in competitions and concerts. Their performances do not go unnoticed.

Used Books:

1. Gorshkova E.V. From gesture to dance / Gorshkova E.V. - M. "Gnome and D": 2002. - 120 p.

2. Zatsepina M.B. Musical education in kindergarten / Zatsepina M.B. - M. : Mosaic-synthesis, 2006. - 96s.

3. Zatsepina M.B., Antonova T.V. Folk holidays in kindergarten / Zatsepina M.B. , Antonova T.V. - M. : Mosaic-synthesis, 2005. - 152 p.

4. Slutskaya S.L. Dance mosaic /Slutskaya S.L. – M.: Linka-Press, 2006– 272 p.

5. Firileva Zh.E., Saikina E.G. Sa-Fi-Danse. / Firileva Zh.E., Saykina E.G. - St. Petersburg: "Childhood - press", 2001. – 352 p.

6. Bogolyubskaya M. S. Musical and choreographic art in the system of aesthetic and moral education. - M .: VNMTs NT and KPR, 1986.

7. Gusev S., Guseva Yu.Dances and games of Artek. -- M.: Enlightenment, 1997.

8. Zaretskaya NV Dancing for children of senior preschool age. - M.: Iris-press, 2005.

9. Zaretskaya NV Dancing for children of primary preschool age. - M.: Iris-press, 2008

10. Purtova T. V., Belikova A. N., Kvetnaya O. V. Teach children to dance. - M .: Vlados, 2004.

Tatiana Meshcheryakova
Development of children's creative abilities by means of dance art

Development of children's creative abilities by means of dance art

Slide 1. In our socially oriented time, when a person's life began to be evaluated by a measure of success,

What to say dance Everyone loves it, adults and children alike. And it doesn't matter, according to the rules man dancing or moving as he can. Either way, 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 small person.. It enriches the spiritual world, helps the child to open up as a person.

The organic combination of movement, music, games creates an atmosphere of positive emotions, which in turn liberate the child, make his behavior natural and beautiful. It will take quite a bit of practice time dance and you will notice how baby will be transformed: a proud posture, proper coordination of movements, refined plasticity will appear. In addition, he will begin to feel the rhythm, understand the nature of the music, he will develop an artistic taste, creative fantasy. All this will certainly make him a deeper personality 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 originality, a story told with the help of feelings through movements. Immersed in wonderful world dance and music, we become able express your emotions openly. Thus, I believe that dance art is, in addition to beauty, and psychotherapeutic Effect: expressing ourselves openly and vividly, not being afraid of internal contradictions, we thereby free ourselves from clamps and complexes. Even the most withdrawn children become more liberated, open and sociable.

Slide 4. The Swedish teacher and composer, the founder of the system of rhythmic education E. Jacques-Dalcroze saw rhythmic dancing is a universal means of developing musical ear in children, memory, attention, expressive movements, creative imagination. Methods of musical movement were developed in Russia by domestic teachers, 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 importance of the problem of educating an active creative personality. The leading pedagogical task is to activate in the classroom creative manifestations of pupils, to strengthen the role creativity in the development of the personality of a young dancer. Creative manifestations of children in the classroom should be purposeful, active and emotional.

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

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

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

3. Systematicity and consistency. For full-fledged physical perfection, I observe the consistency, continuity of all material and its repetition in subsequent classes. Complicating execution creative tasks: from simple to complex.

4. Accessibility and individualization. The musical image, character, mood of a piece of music should be understandable to children. For example: visual music - dance "Autumn Leaves", "Chamomile - a flower of the field" and others. I think over the movements for dancing, games and sketches so that they were: available motor abilities children understandable by the content of the game image.

5. Visibility - the principle is closely related to awareness: what is comprehended by the child during the verbal task is checked by practice, the reproduction of movement, in which motor sensations play an important role.

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

The practical significance lies in the fact that the accumulated material (development dance compositions, selection dance games, sketches, consultations for teachers and parents, etc.) can be used during holidays, entertainment, in class at dance mug.

The theoretical base is based on the study of methods devoted to the development and development of creativity in preschoolers in dance on the basis of teaching them the language of expressive movements. It included the program of T. I. Suvorova « Dance rhythm for children» , rhythmic plastic program 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 improvement of their psychophysical state through dance. The dance awakens Creative skills and makes it possible through the harmony of movements these ability to realize. In the process of studying dance Exercise increases your child's self-esteem. He begins to believe in his capabilities.

The main goals and objectives of my teaching experience are aimed at development holistic view children about dance, as a view art, as well as for their purchase basic 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 methodologically competent execution. One of the conditions of my classes is an attentive, friendly attitude towards the beginner. dancer, the ability to inspire him with faith in his capabilities, creating a situation of success.

Tasks:

1. Development of musicality:

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

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

- musical memory development.

2. Development motor skills and skills:

- development coordination of movements, flexibility plasticity.

Endurance education.

Formation of correct posture, beautiful gait.

Enrichment of motor experience with various types of movements.

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

- development of creative imagination and fantasies.

- development of 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:

To develop the ability to empathize with other people and animals.

Education of the ability to behave in a group during movement.

Slide 7. In my pedagogical 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. This method includes:

Theoretical component (talk about dance, the nature of the music and 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, acquaintance with new dance moves);

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

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

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

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

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

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

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

Slide 11 dancing, contain bright and recognizable images that are accessible to children in terms of content, close to their life experience and expressed in simple clear means, encouraging movement, suggesting it.

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

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

1. Ability to use the material in small spaces (in joint, independent activity).

2. The possibility of using the material on a children's audience 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 transfer the image. In the work, the creation of props acts as an additional creative form of work, which allows everyone to participate in the preparation of requisite material, to show their Creative skills.

Slide 15. Work in society - increases interest children to dance creativity, the desire to show their skills at the kindergarten level, on the stage of the city House of Culture. This is confirmed by the repeated performances of my pupils on the stage - various dance compositions for"Defense Day 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 attitude of parents to music, to musical education.

The close cooperation of the music director and educators helps me in my work, which is the key to the successful completion of the tasks.

The main performance indicators of my pedagogical activity speeches can be considered children at concerts, children's matinees, holidays, parent meetings and regional events:

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

Publication date: 05/15/17

Municipal preschool educational institution

"Kindergarten No. 358 Traktorozavodsky district of Volgograd"

Methodical development

Narrative game dance as a means of developing creative abilities in preschool children according to the artistic and aesthetic field of the Federal State Educational Standard.

Compiled by:

educator

Mukhanova Ramilya Rafikovna

Volgograd, 2017

Methodical development

"Story game dance as a means of developing creative abilities in preschool children according to the artistic and aesthetic field of the Federal State Educational Standards."

Objectives: to develop the musical creative abilities of children by means of plot-dance compositions, to theoretically substantiate and test the system of musical plot-dance compositions that contribute to the development of creative abilities in children of senior preschool age.

Tasks: to define the essence of the development of the creative abilities of preschoolers in the system of the Federal State Educational Standards, to determine their role in the general formation of the personality of a preschooler; To acquaint with the technique of conducting plot-dance compositions. To reveal the features of the program for the formation of musical creative abilities by means of plot-dance compositions as the basis of excellence.

In the period from 3 to 7 years, children grow and develop intensively. They have an increased need for movement. And if these movements are presented to them in an interesting playful way, imitating animals, birds, and musical accompaniment is added to all this, then this has a positive effect on the emotional world of the child.

Movement and play are the most important components of children's life, they are always ready to move and play - this is the leading motive of their existence, so I start my choreography classes with the words: “We will play now ...”, “We will now turn ...”, “We are now let's go on a journey ... ”, etc.

Familiarization with choreography at preschool age begins with elementary movements - this is work with feet (pencils - irons), body (proud nose, fastening the tummy with a button), hands (plates, flashlights, finger gymnastics), legs (positioning on the heel, on the toe, forward, to the side).

Through imitation - the most accessible way for children to perceive any motor activity, they get an idea of ​​how the dance movement expresses the inner world of a person, that the beauty of dance is the perfection of the movements and lines of the human body, lightness, strength, grace. Imitative or imitation plot-figurative movements are of great importance in the development and teaching of preschool children in various types of basic dance movements. With the imitation of the image, the child begins to learn the technique of movements and dance exercises, games, and theatrical activities.

Acquaintance with imitative movements begins from an early age in a simplified form with a gradual complication of the technique of execution, emotional transmission of the nature of this image (facial expressions, movements of the whole body, etc.). Children are happy to stage the plots of songs, round dance games, transform into fairy-tale or real characters, while showing imagination, fiction, initiative, using a variety of facial expressions, characteristic gestures, and actions.

The effectiveness of imitative movements lies in the fact that through images it is possible to carry out a frequent change in motor activity from different initial positions and with a wide variety of types of movements: walking, running, jumping, crawling, etc., which gives a good physical activity to all muscle groups. With the help of imitative movements, children satisfy their motor needs, reveal their natural abilities.

Creativity, its formation and development is one of the most interesting and attention-grabbing problems. The formation of dance creativity is one of the program tasks of the kindergarten. Teaching children certain movements and dances is a preparation for creativity. The formation of the creative qualities of the individual must begin from childhood. Preschoolers should be encouraged to perform creative tasks as early as possible, it is necessary to dynamically link learning and creativity, because. creativity is one of the methods of mastering the material offered for study.

The stimulus of creative imagination is music, it directs creative activity. The impressions received from music help to express personal emotional experiences in movements, to create original motor images. Therefore, it is necessary to be very careful in the selection of musical repertoire. A piece of music must meet the age criteria, must have its own drama, which can activate the imagination, direct it, and encourage the creative use of expressive movements.

From the image of animals, we move on to the imitation of people, their characters. The display, imitation of human characters affects the emotional and spiritual and moral sphere of the child, forms moral qualities, teaches to distinguish the beautiful, introduces to the world of spirituality and beauty.

A lively interest in children is caused by a plot dance, which is a very vivid form of manifestation of creativity, fantasy, combines music, movement, dramatization. The attractiveness of the plot dance is due to the creation of a kind of game situation, figurative reincarnation, the diversity of characters and their communication with each other.

In order for communication to take place, a kind of dialogue between partners, their mutual understanding is necessary, which is impossible without knowledge of the expressive language of pantomime and dance movements, without the ability to see a special form of “storytelling” in the dance and perceive individual expressive movements as specific means of conveying plot development. dance.

The features of the plot dance create favorable conditions for the emergence and development of dance creativity in preschool children, however, there are only a few developments of dance plots offered by methodological collections. The content of the collections is represented by dances, figurative or characteristic dances, in which the meaning of dance movements combined in a meaningless sequence is not revealed, their dance vocabulary is limited, there is no content of the dance. All this leads to low level development of dance expressiveness and, of course, creativity in preschoolers.

The first classes in the dance studio begin with listening to music. The whole learning process is divided into III stages:

Thus, the plot, suggesting rhythmic movement, cohesive with game situation, will allow us to most fully and productively stimulate and develop creative abilities in a preschooler, which allowed us to outline ways for the development of creativity in older preschoolers through plot compositions in music.

The basis of the musical activity of our studio is the advanced experience of the teacher musician Tatyana Iosifovna Suvorova, who set her main task to develop the child's creative direction through rhythmic dance.

Of course, not every child has this inclination. However, if we proceed from the fact that all children are capable of music and movement, everyone initially has a desire to move, to express themselves in plastic improvisations, then one problem remains: where to find such a simple, accessible and at the same time attractive repertoire that would not required a long learning process, but would it be accepted almost immediately and with joy? It is in this repertoire that the secret of Tatyana Iosifovna's success is hidden, who for several decades has been successfully using cheerful pair dances, games, rhythmic compositions in her work with children of preschool and primary school age.

An important role in creating the system of musical and rhythmic education of preschool children was played by wonderful teachers - O. D. Golovchiner, A. Yu. Aizekovich and others.

The experience includes a repertoire for practicing rhythm and choreography with children of preschool and primary school age. The dances, games and exercises proposed by the author are distinguished by their availability for performance, the brightness of musical accompaniment and can be used at children's parties, competitions and concerts, as well as music and physical education classes with children.

The methodological development presents simple dances and rhythmic exercises that are convenient for learning with older preschoolers and younger students, which can be included in the program of various matinees, performances and just activities with children.

The collection "Dance Rhythm" includes the following sections:

• "Musical and rhythmic warm-ups" (exercise).

Such exercises should be included at the beginning of the lesson, as their performance contributes to the concentration of attention in children, the creation of a cheerful, high spirits. Psychophysical “warming up” is also important, after which it is already easier for children to master certain dance movements.

2. "Pair and circle dances" - this is, perhaps, an indispensable material for entertainment, matinees, New Year's "Yolok", etc. The proposed repertoire is also accessible for children to perform different ages, universality in terms of inclusion in any holiday program.

3. "Subject and characteristic dances" - repertoire for children's parties. These dances are accessible, easy to learn by children with different backgrounds.

They can be decorated with bright costumes and attributes. When performing this repertoire by children, the teacher should pay special attention to the expressiveness of facial expressions of movements.

4. "Our Heritage" - the best developments in rhythm for preschoolers, created by our teachers (O. D. Golovchiner, A. Yu. Aizekovich, N. G. Sorkina and others) in the 60-80s.

Many dances (included in the 1st and 2nd editions), such as "Skaters" to the music of Waldteuffel, "Snowflakes" to the music of Schubert, "Sirtaki", "Orchestra" to the music of Smetana, "Polonaise" to the music of Andreev, " Padegrass”, Polka “Anna”, “Dogs”, “Dance on a Rope”, “Quadrille”, etc., have not lost their relevance today. They also like
children, as well as 20-30 years ago, and enjoy great success with the audience.

Many dances and exercises were created in last years in the process of creative communication with teachers of St. Petersburg, the Leningrad region and other cities of Russia (polka "Pinocchio", "Sports dance", etc.). The "Our Heritage" section includes the most popular dances and exercises for children developed by our teachers in 1970-80s (N. Sorkina, A. Aizekovich, O. Golovchiner, etc.). This repertoire is successfully used in rhythmic lessons today.

All teachers who studied at T. Suvorova's author's seminars have already noted the ease and accessibility of the proposed repertoire, the brightness of the music, the ability to use these dances in various forms of work with children: in classes, holidays and entertainment, children's impromptu matinees.

Our studio "Rainbow"

Studio "Rainbow of Movements" has been working within the walls of our kindergarten for 3 years. Classes are held in the afternoon twice a week. It is attended by children of senior preschool age with different levels of creative and musical development. The interest of each child, his abilities, opportunities, as well as psychological characteristics are taken into account. At the beginning of each school year we diagnose the psychomotor development of the child. Much attention is paid to working with shy, timid children, as well as with hyperactive and impulsive ones. Systematic studio classes help children develop interest, abilities, because each of the children is talented in his own way, everyone can convey a characteristic image in motion, if desired, it is necessary to give the opportunity to speak so that he can throw off the burden of “tightness” as soon as possible.

All work of the dance studio is based on methodological developments, as well as on the basis of T. Suvorova's program "Dance Rhythm for Children". The teaching aids included dances, games. Who for many years of their life in children's world have established themselves as an excellent repertoire created by masters and a team of musical and rhythmic movements of St. Petersburg, as well as author's compositions. It is difficult to overestimate the material presented in the methodological manual: it is aimed at the success of the child, thanks to the accessibility, simplicity, expressiveness of both music and the corresponding dance composition. These developments are accompanied by audio recordings on CDs.

In our work with children we use the following forms:

• - Familiarization with the content of musical works.
• -Recreation of a characteristic image by means of movements.
• -Analysis of products of activity.

The first lessons in the dance studio, we begin with listening to music.

The whole learning process is divided into III stages:

The initial stage of learning is characterized by the creation of a preliminary idea of ​​a dance, exercise or game. At this stage of training, the teacher introduces the children to the musical repertoire, explains and demonstrates the movements, and the children try to recreate what they saw, to test the movements imitating the teacher.

The name of the dance, or exercises introduced by the teacher at the initial stage, creates the conditions for the formation of his image (for example, "Droplets") and activates the work of the central nervous system. The exercise is shown in a mirror image. The explanation of the technique of performing the exercise complements the information that the child received while watching. The first attempts to test an exercise or movement are of great importance in the further formation of a motor skill. The success of the initial phase depends on the skillful prevention and correction of errors. With the successful execution of movements, exercises, dance, it is advisable to repeat it several times, thereby consolidating a preliminary idea about it.

The second stage: an in-depth study of learning is characterized by the refinement and improvement of the details of the technique of performing movements.

The main task of this stage is to clarify motor actions, children's understanding of the patterns of movements, its sequence, in a dance or game, improvement of rhythm, plasticity, gestures, facial expressions, free and continuous execution of dance movements.

Working on the expressiveness of figurative movements, we use such techniques as: mini-etudes, plot studies, plastic studies, etudes based on emotions, game techniques.

Plastic studies, game tasks in the form of animals help to better master one's body, to realize the plastic possibilities of movements, gestures, facial expressions, pantomimics.

Etudes based on emotions: "sadness", "joy", "anger", "surprise", "fear", and also, such a game technique as "live phone" is productive.

The next stage of work is the combination of the worked out movements with a single plot.

The last stage is the birth of a well-practiced dance.

Classes in a dance studio and the creation of story-dance compositions allow children to immerse themselves in the world of fantasy with great interest, teach them to notice and evaluate their own and other people's mistakes. Children become liberated, self-confident, they learn to form their thoughts, feel and learn more subtle the world. These activities require mental and motor activity from the child, as well as determination, systematic work, diligence, which contributes to the formation of strong-willed character traits. Not all children succeed at once, it is a long process. And when a child has a moment, and he can do what he did not know before, that is, he gives birth to a beautiful dance, this is a victory for him.

Performing on stage in front of the audience contributes to the realization of the creative energy and spiritual needs of the child, emancipation and self-esteem. Listening and hearing music, its character, intonations, mood changes, the child enters the image and conveys what he heard in motion, receiving great emotional pleasure from this. The shortest way for musical stimulation of mental and motor activity is playing, fantasizing, writing.

Removing tightness, learning to feel and creative imagination- this is the way, through the game, fantasizing, writing. All this can give dance activity. Movement to music, creation and implementation of plot-dance compositions connect creative manifestations with personal experiences, because music has a huge impact on the emotional world of a child.

Classes in a dance studio expand knowledge of the world and reality, teach children to solve problems, find new answers, do the right thing in certain situations and enter the reality around us as a developed and full-fledged personality with a creative “zest” inside.

The result of such a systematic and systematic activity is the performance of young artists in front of kindergarten students, parents, at entertainment, matinees. Periodically, we arrange guest exchanges for pupils of the nearest kindergartens and city events.

Literature.

1. Suvorova T.I. Dance Rhythm for Children: Textbook. Issue 2. - St. Petersburg: "Musical Palette", 2005. - 48s.
2. Suvorova T.I. Dance Rhythm for Children: Textbook. SPb.: "Musical palette", 2004. - 44p.
3. Suvorova T.I. Dance Rhythm for Children: Textbook. Issue 3. - St. Petersburg: "Musical Palette", 2005. - 40s.
4. Gorshkova E., Research Institute of Preschool Education of the Academy of Pedagogical Education of the USSR "On the formation of musical and motor creativity in dance." preschool education No. 12 - M: Enlightenment, 1991.
5. Bochkareva N.I. The development of the creative abilities of children in the lessons of rhythm and choreography. Educational and methodical manual - Kemerovo, 1998 -64s.;
6. Firileva Zh..E., Saykina E.G. "Sa-Fi-Danse". Dance-game gymnastics for children: A teaching aid for teachers of preschool and school institutions - St. Petersburg: "Childhood - press", 352p.
7. Teplov B.M. Selected works in 2 volumes - M., 1985. - T. I.
8. Vygotsky L.S. Imagination and creativity in childhood: Psychological essay: A book for the teacher. – M.: Enlightenment, 1991.
9. Uruntaeva G.A., Afonkina Yu.A. Workshop on preschool psychology: A manual for students of higher education. And Wednesday. educational institutions. - 2nd ed., stereotype. - M .: Publishing Center "Academy", 2000. - 304 p.
10. Radynova O.P., Gruzdova I.V., Komissarova L.N. Workshop on the method of musical education of preschoolers. M., 1999.
11. Burenina A.I. rhythmic mosaic. Rhythmic plastic program for children. - St. Petersburg, 2000.

4.Vygotsky L.S. Selected psychological studies. M., 1956.

5. Lyublinskaya A.A. Essays psychological development child. 2nd ed. M., 1965.

6. Vetlugina N.A. About theory and practice artistic creativity children. - Preschool education, 1965, No. 5.

7. Flerina E.A. Aesthetic education of a preschooler. M., 1961.

8. Luk A.N. Psychology of creativity. - Nauka, 1978. 125s.

9. Artistic creativity in kindergarten / Ed. ON THE. Vetlugina - M., Enlightenment, 1974.

10. Radynova O.P., Katinene A.I., Palavandishvili M.P. Musical education of preschoolers. - M, Academy, 2000.

Municipal budgetary preschool educational institution kindergarten No. 1 "Alyonushka"

Generalization of pedagogical experience

music director

« Developmentcreativeabilitieschildrendanceactivities»

Compiled by:

music director

Tatarintseva I.V.

Zherdevka 2018

“The best thing in life is free movement to the music”

A.I. Burenina.

1. Introduction

For centuries, art has been and remains one of the universal means of education, representing a holistic picture of the world in the unity of thought and feeling, in a system of emotional images. A preschool educational institution must create such conditions for the education and upbringing of each individual, under which the very possibility of a disproportion between the intellectual-theoretical, artistic-aesthetic, moral, physical and emotional development personality. That choreography is universal remedy education of a wide profile of children. Choreography can and should be studied in a preschool educational institution as a subject that expands the possibilities for the harmonious development of the individual. Dancing helps to improve health, reduce physical inactivity, relieve overload, develop creativity, coordination, arbitrariness of emotionality, foster perseverance, willpower, collectivism and artistic taste; a special place in the physical development of the child, correction and formation of the correct posture is given to the exercises of classical dance. These are the features of teaching preschool children the art of choreography.

2. Relevance

The relevance of this topic is determined by the social significance of the problem of educating an active creative personality. The solution to this important problem begins already at preschool age. It is in the kindergarten that children get acquainted with dance and their first active involvement in this type of creative activity. The problem of developing creative abilities in children is that we need to continue to develop in preschoolers the musical, rhythmic and dance movements laid down by nature. This is due to the combination in a single activity of music, movement and play (dramatization) - three characteristics of dance, each of which contributes to the development of creativity of the imagination.

Target:

To reveal the creative potential and develop the natural abilities of pupils by means of rhythm, to introduce children to the art of dance, to develop dance and musical abilities.

Tasks:

Tutorials:

Introduce children to different types of dance (their history, dance professions, costumes, attributes, dance technology).

Teach to own basic elements various dance genres;

To teach how to independently use the acquired knowledge and skills in working on the plastic images of dances;

Learn the basics of improvisation.

Developing:

Development of musicality (emotional responsiveness to music, auditory representations, sense of rhythm);

Formation of artistic taste;

Development of expressiveness of movement;

Development of movement coordination.

Educational:

Raising interest in rhythmic studies;

Psychological emancipation of the child, creativity in movements;

Education of the ability to work in a team, perform rhythmic movements in a coordinated manner;

Development of thinking, imagination, cognitive activity.

3. Novelty of pedagogical experience

The degree of novelty of the experience lies in the combination of elements of known methods and supplementing them with innovative technologies using musical and plastic teaching aids in the form of plot lessons. The peculiarity of the methodology is the interpenetration of teaching and creative moments into a single learning process, which is built on the principle - from learning the language of expressive movements to performing art.

In the process of work, from the whole variety of practical material offered by different genres and directions of choreographic art, one can single out the movements of classical, folk, modern and historical and everyday dances, which most influence the versatile development of the personality and are accessible for mastering by children who do not have choreographic abilities.

In my work, the following principles of pedagogical experience:

Creating a relaxed atmosphere - children feel comfortable, relaxed;

Creative orientation - the creation of conditions for the creative self-expression of the child, taking into account his individual capabilities;

Sequence - the complication of performing creative tasks: from simple to complex;

The principle of partnership is the involvement of parents in the educational process (open classes, children's concerts, parent meetings).

Of particular importance is the interaction of traditional and innovative pedagogical approaches in the classroom.

Traditional technology education core unit educational process had individual lessons and rehearsal, which are mainly reproductive and practical in nature and, above all, mastering the concert repertoire.

Modern technology and content of education focuses primarily on the content of education through the repertoire. A feature of modern education is the focus on diagnosing the effectiveness of training, education, development of students and the quality of the educational process.

With this approach, the repertoire acts as a means of education, and its development determines the forms, methods and technologies of education and upbringing.

TO traditional methods of preparing students include methods and recommendations for studying dance vocabulary, building and learning dance combinations, studying the history of the formation and development of choreographic art, general aesthetic and moral education.

innovative the same methods include the following components: modern pedagogical technologies for the development of leadership abilities; pedagogical aspects of creative activity; methods of development of interpersonal communication in a team; integration of choreographic art in the conditions of the general computerization of the younger generation; methods of creating an artistic environment by means of dance.

In the implementation of the experience used innovative technologies:

The use of ICT, which allows to more clearly show high-quality illustrative material in the classroom.

Integration that allows you to combine several activities for more successful assimilation of the material.

Health-saving technologies that allow you to maintain the health of children in the classroom.

4. Theoretical base

The theoretical base is based on the study of methods devoted to the development and development of creativity in dance in preschoolers based on teaching them the language of expressive movements. It included a program on rhythmic plasticity for preschool children A.I. Burenina "Rhythmic Mosaic", as well as the publication "Dance Mosaic" by S.L. Slutskaya, "Musical development of the child" N.A. Vetlugina, “From Gesture to Dance” by E.V. Gorshkova, "Dancing in Kindergarten" N.V. Zaretskaya, Z.Ya. Root, “Musical and motor exercises in kindergarten” by E. P. Raevskaya, S. D. Rudneva, G. N. Soboleva, Z. N. Ushakova.

5. Dance prop decoration technology

Choreographic productions are full of creative ideas that

require the use of props to transfer the image. So for the dance "Kapitoshka" it took a lot of voluminous flowers on the head, which were made from ordinary plastic bags by me and the kindergarten staff. For the production of the dance "Oriental Beauties", many parents sewed costumes themselves, which gave brightness and originality to the children's performance. For the dance number "Clowns", each participant needed to buy a cap, and more interested parents dressed their children in costumes and spouts. Thus, we can conclude that it is impossible to do without the help of parents and colleagues in the preparation and manufacture of props.

6. Pedagogical idea

Formation of creative abilities of preschoolers, improvement of their psychophysical state through musical and rhythmic movements.

7. Effectiveness of teaching experience

In my pedagogical work I use the following forms of classes:

Group form (groups are formed taking into account the age of the children;

the group can consist of 10 to 12 people; the group may consist of participants in any dance or etude);

Collective form (this form is used to conduct

summary rehearsals, ensembles, dance performances, where, for example,

several age groups);

Individual form(work with soloists, the most gifted children; this form is also necessary for children who have not mastered the material covered, lagging children).

All these forms of classes contribute to the effective work of the choreographic team in achieving a high creative result.

The initial creative manifestations in children in the field of musical-rhythmic movements, despite their modest results, are very important, they are the beginning of their future creative activity. Children, using the acquired knowledge, skills and abilities apply them in free independent activity. After graduating from kindergarten, pupils with great desire continue their education in the field of additional education district.

8. The effectiveness of the experience

Working in depth on this topic, we can conclude that the development of a child as a unique creative personality is the most important task of pedagogy. If at the lessons the teacher creates a favorable environment for the manifestation of the student's creative abilities, then it will depend on him whether the child in the future will become that unique, and most importantly, creative person.

According to the observation of educators, noticeable changes occurred in the senior preschool age in interpersonal relationships children: fewer conflicts began to occur between girls and boys, a common goal appeared (staging a musical performance with dance numbers), which contributes to group cohesion. Pupils began to copy each other less - more independent decisions appeared; the nature of the music began to manifest itself in movements and postures; poses became expressive. In the middle, senior, preparatory group positive changes have taken place in appearance(the desire for neat clothes and hairstyles) and the behavior (restraint, self-regulation) of children.

Children's performances at matinees and entertainment in front of parents and kindergarten staff testify to the success of children; positive feedback from the parent and city community; high attendance; active participation of children in parent-teacher meetings.

9. Conclusion:

In my opinion, an important and necessary condition for success in teaching is love for one's profession, for children. You need to love children for what they are, children will gratefully respond to love and faith in them.
In my opinion, the life of children in kindergarten should be organized in such a way that every day and hour they discover something new for them, develop their minds, form the foundations of their personality, bring success, and then the work of a teacher will be

successful and fruitful.

Of course, choreography cannot become a panacea for all ills, but nevertheless, a clear positive effect of the influence of dance classes on the emotional, artistic and aesthetic, physical development children, their healing effect. The development of all these personality qualities in unity creates the basis for their interaction, mutual enrichment, as a result of which each of these qualities contributes to the effectiveness of the development of the other, which is the main content of the harmonization of the development of the personality as a whole.

The day was wasted if I didn't dance.
Friedrich Nietzsche