Choreography program for gifted children. Development of children's creative talent in choreography in preparation for competitions. Conditions for implementing the program

From work experience as a choreographer. “Development of children’s creative talent in choreography classes”

The development of children's creative activity in choreography classes, its influence on their creative growth is more successful, if the teacher’s activities are based on:
on respect and empathic understanding of students and the ability to use game-based pedagogical technology as a tool for developing the creative activity of younger schoolchildren;
the ability to subtly and delicately treat students, follow the nature of the child, and ensure their free development;
in encouraging the development of students’ ability to be independent, responsible people;
in nurturing the desire for freedom.
Conditions that ensure the effectiveness of the development of students’ creative activity:
the opportunity for students to gain experience in independent activities that are varied for them through the use of the training-game method in the educational process;
creation of an enriched information and leisure-development environment;
building the educational process as a process of interaction between an individual, unique teacher and an individual, unique student;
joint activity of a teacher and a student, where the worldview and competence of the teacher in educating a creative person, taking into account his individuality, is of particular importance.

Practical experience gained while working in the field of choreographic pedagogy allows us to conclude that choreographic creativity has certain untapped reserves in increasing the effectiveness of the artistic education system of the younger generation.
Considering choreography as a means of creative development of children, we must point out the following synthetic possibilities. The basis of choreography is dance, a form of organization of dance movements. Among all the arts, in unity with which dance develops, music is closest to it in terms of generality, associativity and structural patterns. But the plastic visual language of dance is still more concrete, as we see. Ideally the dance itself- plastic music “Dance music,” wrote the great reformer and ballet theorist J.J. Nover, “is or should be a kind of program that enhances and predetermines the movement and play of each participant in the dance.”
Analysis of psychological and pedagogical literature and the experience of practicing teachers, music workers, psychologists, and doctors allows us to assert that the development of dance movements at each age stage occurs differently. At the age of 6-7 years and older, children already control their movements relatively well, their actions to music are more free, easy and clear, they use dance improvisation without much difficulty. Children at this age spontaneously master the skills of expressive and rhythmic movement. Auditory attention develops, and the individual characteristics of children are more clearly revealed. They can convey with their movements the varied character of the music, dynamics, tempo, simple rhythmic pattern, and change movements in connection with the change of parts of a musical work with an introduction. Children can master a variety of movements (from rhythmic running with high leg lifts and jumping from foot to foot to polka step, half-squat, etc.). Children's creative activity develops gradually through targeted learning, expanding musical experience, activating feelings, imagination and thinking. The children's reaction to what they listen to is a creative representation of music in action. At this age, emotions evoked by music create a certain motor activity; the teacher’s task is to direct it in the right direction by selecting interesting and varied musical and dance material for this. Moving as the music dictates is a strict law that must be strictly observed throughout the lesson. Movements must flow from the music, be consistent with it, reflecting not only its general character, but also specific means of expression. In the combination of figurative words, music and movement, children's imagination develops, the child more accurately conveys the character of a musical work, movements become free, stiffness disappears, and confidence appears. Another characteristic of dance, the importance of which is as great in teaching children as the previous ones, is the dance pattern. Any dance pattern does not exist on its own; it correlates with vocabulary - the movement structure of a choreographic work. Dance movements arise and develop not in abstraction, but in a specific spatial solution. Dance movements are unique signs, similar to sound, words, but plastically significant. One movement needs a number of repetitions to establish itself, another is perceived immediately and does not need repetitions. The selection of movements in a dance must strictly correspond to the task, therefore the use of an infinitely large number of varied elements in one dance does not always determine its success. Dance is often divided into solo and mass. In order for the children's dance pattern to be clear and performed by them without much difficulty, it is necessary to perform the same movement multiple times - exercises. The purpose of the exercise is different:
- to improve basic movements (walking, running, jumping);
- preliminary learning of actions for story games and dances;
- development of expressive movement of characters in story games;
- compositional completeness of musical and dance movements in children.
An ability cannot arise outside of the corresponding specific activity. It is especially important that the child is able to participate in the composition of the dance, its performance and perception. The basis of the content of primary education is the inclusion of students (under the guidance of a teacher) in leading types of choreographic activities. Musical-performing and composing activities are important at the first stage. At primary school age, when the child’s need to communicate with dance and music has not yet been blocked, he perceives musical and choreographic information with interest. Therefore, it is important to introduce children to the basics of choreographic activities. Considering the issue of children's manifestation of creative activity, one cannot help but mention the role of dances and their varieties (as shown by the teacher, with fixed movements, folk dances with slow elements of folk dance, round dance with singing, improvisation). Dancing activates the child's hearing and develops clear, beautiful movements. In improvisational dances, the manifestation of children's creativity is most clearly observed; early learning of the elements of dance movements allows children, already at primary school age, to create their own dance composition. A special role in the creative development of children through the means of choreography is played by the participation of children in performing and composing activities, and elementary improvisation. Children feel the need to dance freely; for them this is one of the most accessible forms of self-expression. This kind of activity contributes to the formation of a love for dance and the need for constant involvement in it.
Dancing classes in primary school are of particular importance because at primary school age a child has a fairly large potential in developing special abilities to perceive dance and music.
Childhood has the richest opportunities for the development of creative abilities. Unfortunately, these opportunities are irreversibly lost over time, so it is necessary to use them as effectively as possible at primary school age.
Dance is the richest source of a child’s aesthetic impressions and his creative potential. The syncretism of dance art implies the development of a sense of rhythm, the ability to hear and understand music, coordinate one’s movements with it, and at the same time develop and train the muscular strength of the body and legs, plasticity of the arms, grace and expressiveness. Dance classes form correct posture, instill the basics of etiquette and competent behavior in society, and give an idea of ​​acting skills. Dance is of great importance as a means of developing national identity. Obtaining information about the dances of different peoples and different eras is just as necessary as studying world history and the stages of development of world artistic culture, for each nation has its own, unique dances, which reflect its soul, its history, its customs and character. Studying the dances of your people should become the same need as studying your native language, melodies, songs, traditions, because this contains the foundations of national character and ethnic identity, developed over many centuries.
The basis of the education of children of primary school age must be based on play. It's about making the game an organic component of the lesson. Playing in a rhythm lesson should not be a reward or rest after hard work; rather, work arises out of the play and becomes its meaning and continuation. Properly selected and organized dance games during the learning process promote the ability to work and arouse interest in the lesson and work. The specifics of teaching choreography are associated with constant physical activity. But physical activity in itself has no educational value for a child. It must be compatible with creativity, mental work and emotional expression. The task of the teacher is to instill in children the desire for creative self-expression, for competent mastery of emotions, and an understanding of beauty.
The process of learning to dance is also active, creative, and awakens the artistic principle in a person. By mastering dance vocabulary, a person does not just passively perceive beauty, he overcomes certain difficulties and does a lot of work to make this beauty accessible to him. Having learned beauty in the process of creativity, a person feels more deeply the beautiful in all its manifestations: both in art and in life.

The ancient Greek philosopher Democrat argued: "Neither art nor wisdom
cannot be achieved if you do not study,” and Ya. Komensky noted that in
What is strong and stable for a person is what he absorbs into himself at a young age.

One of the important factors of work at the initial stage of training- using a minimum of dance elements with a maximum possibility of their combinations. Long-term study and elaboration of a small amount of material (movements) makes it possible to assimilate it qualitatively, which in the future will form a solid foundation of knowledge. The variety of combinations of dance movements creates the impression of novelty and develops the creative imagination of children.

Explanatory note.

Appendix 2. Stages of implementation of the program to support a gifted child.

Appendix 3. Functions of specialists in the educational process when organizing work with gifted children.

Appendix 4. Card of a gifted child.

Appendix 5. Structure of the support program for a gifted child.

Appendix 6. Plan of the program “Supporting a child gifted in several areas.”

Appendix 7. Plan of the program “Accompanying a child with extraordinary intellectual abilities.”

Appendix 8. Plan of the program “Accompanying a child with pronounced athletic abilities.”

Appendix 9. Plan of the program “Accompanying a gifted child with pronounced musical abilities.”

Appendix 10. Plan of the program “Accompanying a gifted child with pronounced artistic abilities.”

Appendix 11. Plan of the program “Supporting a gifted child with technical abilities.”

Appendix 12. Plan of the program “Accompanying a gifted child with artistic and literary abilities.”

Appendix 13. “Diagnostic tools for identifying giftedness.”

Appendix 14. “A brief algorithm for developing an individual route for a gifted child.”

Appendix 15. “Methods for developing giftedness.”

Appendix 16. “Program “Knowledge”. Cognitive and research activities as a means of developing the intellectual talent of preschool children.

Explanatory note.Relevance of the topic. The most sensitive period for the development of abilities is early childhood and preschool age. A child of this age is characterized by high cognitive activity, increased impressionability, and the need for mental stress. He has developed intuition, brightness, concreteness of the images he represents and the ease of manipulating them. The “generic” features of preschool age are fantasy, creative imagination, non-standard thinking, in addition, special sensitivity and responsiveness to the environment is manifested. Based on this, in order to develop creative abilities in educational institutions, it is necessary to promptly identify children with prerequisites for giftedness, carry out special work to preserve and further develop their abilities, relying on the children’s own activity, combining the efforts of a teacher-psychologist, educators, specialists, and parents. One of the priority areas of work of the preschool institution is work with gifted children, which is an integral part of the broader problem of realizing the creative potential of the individual. The program is designed for preschool children.

Regulatory framework of the program:

• The main provisions of the “Declaration of Human Rights”, adopted by the UN General Assembly on December 10, 1948;
• The main provisions of the Convention on the Rights of the Child, adopted by the UN General Assembly on November 20, 1989;
• Law of the Russian Federation “On Education”;
• The concept of modernization of Russian education for the period until 2015, approved by order of the Government of the Russian Federation No. 1756-r dated December 29, 2001;
• Federal target program “Gifted Children”, within the framework of the presidential program “Children of Russia”, approved by the Government of the Russian Federation on October 3, 2002;
• Letter of the Ministry of General and Professional Education of the Sverdlovsk Region dated September 27, 2012 No. 02-02-82/5598 “On the organization of systematic work with gifted children”;
• Decree of the government of the Sverdlovsk region dated October 11, 2010. No. 1472-PP on the approval of the regional target program “Development of education in the Sverdlovsk region (“Our new school”)” for 2011-2015.

Purpose of the program. Creating conditions for building an educational process aimed at the productive mental, intellectual, and creative development of gifted children, at the realization and improvement of their abilities. Tasks.

1. Develop a system for monitoring and developing the prerequisites for giftedness in preschool children.

3. Create individual routes for psychological and pedagogical support for gifted children.

4. Coordinate and integrate the activities of specialists and parents in this direction.

5. Develop an action plan for developing the creative abilities of kindergarten students.

Planned results:

1. Creation of a data bank of children with prerequisites for various types of giftedness.

2. Increasing the level of individual achievements of children in educational, creative and other areas of activity for which they have the ability.

3. High dynamics of development of productive creative thinking of children with general giftedness.

1. Theoretical justification. Currently, the attention of many psychologists and teachers is attracted by the problem of children's giftedness, its nature, the possibility of identifying and creating special educational programs for gifted children. At the same time, diagnostics of giftedness and work with gifted children are based on the data obtained in special studies. These studies have identified types of giftedness, which are shown below in Table No. 1

Table No. 1.

The types of giftedness depending on the type of preferred activity are shown in more detail in Diagram No. 1 and Table 2.

Scheme No. 1. “Types of giftedness depending on the type of preferred activity”

Table 2.

2. Research and diagnostic stage.

Target: obtaining primary information about the nature and direction of interests, inclinations and abilities of children; Tasks:

1. Develop a system for identifying giftedness in kindergarten students

2. Identify children with prerequisites for giftedness.

1. Work with teachers (conversations, filling out expert sheets for students, analyzing the results of pedagogical monitoring or individual development cards)

2. Work with children (observation, testing, analysis of children's creative products)

3. Work with parents (conversations, questionnaires)

Principles of testing children:

1. Compliance of test methods with age standards;

2. Game nature of test methods;

3. Friendly atmosphere during testing;

4. Psychological readiness of the child for the testing process

5. Parents’ consent to psychological and pedagogical support of the child

Selection of diagnostic tools. The initial stage in the development of children's giftedness is research and diagnostic, which involves the use of diverse information, including the opinions of parents and educators, testing by a teacher-psychologist, and assessments by specialists. Methods for studying children's giftedness should ensure the principle of minimal sufficiency of the content of methods for the most effective and adequate monitoring of the development of the internal potential of the personality of pupils, cover the cognitive and personal sphere of development, the behavioral characteristics of the child, which makes it possible to determine the priority sphere of his interests, as well as the level of development of creative thinking. Preliminary individual testing using psychological methods should be carried out by a kindergarten psychologist. At the same time, it is not advisable to completely diagnose every child using all methods. Therefore, it is possible to diagnose children in the chosen direction (psychomotor, artistic, vocal, choreographic talent) based on the results of filling out expert sheets by educators, specialists and parents, as well as based on the results of the psychologist’s, educator’s or other specialist’s own observations. It must be borne in mind that the child’s abilities manifest themselves unevenly and at different stages of development cannot be identified using the same methods. Therefore, the proposed set of methods is divided into separate age groups. Table 3 shows the main methods and techniques for studying the giftedness of kindergarten students, as well as the unit (club, section, individual, group work of the teacher), whose task is the further development of any type giftedness of the child. Based on the results of psychological and pedagogical diagnostics to study the giftedness of kindergarten students, a bank of children with special inclinations and abilities will be determined. The data from this bank can be used to develop an individual route for the child for the further development of his talents, including for sending him to the appropriate club or section, in agreement with the parents.

Table 3

• Specialists leading various clubs and sections conduct independent monitoring of the development of children’s abilities in their field using their own methods (input, intermediate and final diagnostics, analysis of the dynamics of changes, conclusions).
• If the majority of indicators for all the results of a child’s study exceed the average norm for age-related development by approximately 30%, then we can talk about his general giftedness.
• Questionnaires have been developed for parents to identify the general giftedness of children, adapted for different age groups.

3. Conditions for the implementation of the program.

• Create individual routes for psychological and pedagogical support for gifted children.
• Coordinate and integrate the activities of specialists and parents in this direction.
• Develop an action plan for developing the creative abilities of kindergarten students.

The initial prerequisite for the development of abilities is innate inclinations.

Any inclinations must go through a long development path before turning into abilities. The first years of a child’s life are the most valuable for his future, and we must use them as fully as possible.

When favorable conditions are created in a preschool institution during the period of preschool childhood, a child can go from the first manifestations of inclinations to the bright blossoming of abilities and giftedness. Diagram 2 indicates the main conditions in kindergarten under which the development of a child’s giftedness will be most effective.

These conditions are:

• the presence of specially trained, highly qualified additional education teachers and educators;
• the presence of a rich subject-development environment that stimulates a wide variety of child activities;
• creating an atmosphere of kindness and caring towards the child, an environment that creates a child’s sense of self-worth and encourages the manifestation of his individuality;
• the presence of a personality-oriented educational system, which includes developmental programs in various areas of children's giftedness, taking into account both the personal and age characteristics of the child;
• introduction of a system of psychological and pedagogical monitoring aimed at identifying the special abilities of children and tracking their further development;
• the use of various non-traditional methods and techniques, gaming technologies in the work of teachers,
• engaging children in free activities with educational games,
• the work of clubs and sections that develop the child’s creative orientation;
• participation of children in various holidays, sports competitions, role-playing games, exhibitions of children's creativity
• close cooperation with families on the development of giftedness in their children;

You can also recommend that parents visit clubs and sections outside the kindergarten, such as “Lira”, “House of Creativity”, “DSHI”, “TsKiD”, and the “Olympus” sports complex. For children in the preparatory group, MBDOU No. 9 operates sports clubs in conjunction with primary classes.

It is good to stimulate children for further creative development through their participation in creative events between kindergartens, organized by the municipal department of education.

This program is designed for 1 year and is implemented in several stages:

• the first stage is approbation of the program;
• the second stage is re-diagnosis and analysis of the primary results;
• the third stage is program correction.

At the testing stage the following is carried out:

• A psychological and pedagogical study of the level of giftedness of kindergarten students, the result of which should be the creation of a “Data Bank on Gifted Children.” This study may take 1.5 – 2 months.
• Analysis of the content of the “Data Bank for Gifted Children” by group teachers and specialists leading clubs and sections. Choosing a direction for the further development of each child, drawing up an individual route.
• Primary diagnosis of children by specialists from clubs and sections in accordance with an individual route (beginning of the school year)
• Correction of work programs of educators and specialists leading clubs and sections, taking into account an individual approach to gifted children
• Developmental work with pupils in accordance with the child’s individual development path

Tentatively, this stage may last until the end of the first half of the year.

At the second stage(at the end of the first half of the year), specialists conduct intermediate diagnostics of students’ achievements, analyze the results, and correct work programs. The diagnostic results and conclusions for further work in this direction are entered into the “Data Bank on Gifted Children”

From the beginning of the second half of the year, a further program is carried out with the pupils, taking into account the correction of the specialists’ work programs.

At the end of the academic year there is third stage working with this program:

• Teachers and specialists conduct final diagnostics of pupils in accordance with their individual routes;
• The results of developmental work with gifted children are discussed, problems are identified;
• This program is being adjusted in accordance with the identified problems.

4. Conclusion

Abilities, unlike inclinations, are an acquired quality. It is during the years of childhood (as opposed to adulthood) that the internal conditions for the formation of age-related development are simultaneously factors in the formation of abilities. Even a child’s weak abilities can be developed if you work with him purposefully and systematically. At the same time, good abilities, incl. talents that do not receive constant confirmation can be erased over time: if a child’s life is reduced to the wretchedness of biological existence, then only a small part of his capabilities is realized, a limited number of connections are formed between brain cells

Ability exists only in development; this development is carried out in the process of one or another practical or theoretical activity. During the 7 years of preschool childhood, the child’s rapid physiological and mental development occurs, and here his first inclinations and abilities appear, including creative ones, which should be noticed in time.

The results of developing creative abilities can be best when the family and kindergarten work closely together. if parents realize the importance of their influence on the development of the child’s personality and learn to organize the family’s free time, directing it to the development of the child’s creative abilities. But as surveys and questionnaires of parents show, a child’s home life is not particularly conducive to the development of the child’s creative potential. The vast majority of parents put educational and disciplinary values ​​first. Therefore, the kindergarten bears the main burden regarding the creative development of children.

Doctor of Psychological Sciences V.A. Molyako reveals in his works the essence of such a concept as “Creative potential” and identifies the following main components in its system:

Dominance of interests and motives.

Emotional involvement in activity.

The will to decide, to succeed.

General aesthetic satisfaction from the process and products of the activity.

Understanding the essence of the problem, task, situation.

Unconscious, intuitive problem solving.

Strategicality in intellectual behavior (personal ability to produce projects).

Multivariate solutions and forecasts.

The art of finding, choosing (ingenuity, resourcefulness).

The first years of a child’s life are the most valuable for his future, and we must use them as fully as possible. It is important to create a favorable psychological environment for a child’s activities, finding words support for new creative endeavors, treat them withsympathy and warmth. Gently, affectionately and unobtrusivelysupport the child's desire for creativity. In case of failure,he needs sympathy, and under no circumstances should he express disapproval of the child’s creative attempts.

Bibliography.

1. Balandina L.A., Gavrilova V.G., Gorbacheva I.A., Zakharevich G.A., Marchenko G.N., Nichiporyuk E.A., Skripkina N.M., Tarasova N.E., Chernetskaya L.V., Shabelnaya E.A. Diagnostics in kindergarten. Methodological manual, Rostov-on-Don, 2004.

2. Bogoyavlenskaya M. “Problems of a gifted child” w/l “Obruch” 2005.

3. Burmenskaya G.V., Slutsky V.M.. Gifted children 1991. M..

4. Klimenko V.V. “Psychological tests of talent” St. Petersburg 1996.

5. The child’s giftedness: reveal, understand, support. M., 1998.

6. Psychology of giftedness in children and adolescents, edited by N.S. Leites. 2000. M.

7. Savenkov A.I. Gifted children in kindergarten and school 2000. Moscow.

8. Simanovsky A.E. Development of children's creative thinking 1996. Yaroslavl.

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1 Aristova V.I., teacher of additional education MBOU DOD House of Children's Creativity Individual educational route as a form of work with gifted children in choreography classes in Uren Additional education provides each child with the opportunity to freely choose an educational field, program profile, time for their development, inclusion in a variety of activities taking into account their individual inclinations. The House of Children's Creativity (Uren) has been operating for the third year as an experimental site of the Nizhny Novgorod Institute for Educational Development for the development of creatively gifted children. In the course of innovative activities, the teacher chose the topic of developing an individual educational route as part of the implementation of the additional general education program “World of Dance”. The use of this form of support for a gifted child in the additional education system is used quite rarely. Therefore, as part of the experiment, a lot of preparatory work was carried out: methodological literature on this topic was studied, theoretical seminars and pedagogical councils were attended, and advanced training courses were completed on the topic “Organizational and methodological aspects of work to identify gifted children at the municipal level.” To identify capable students, the 2nd year group was diagnosed. As a result, a pupil with higher abilities was identified. To organize classes, an individual educational route “Dance: the path to yourself” was developed, taking into account age and individual capabilities. To develop and implement an individual educational route, a whole range of factors is required, including the interests and needs of the child himself in achieving the required educational result; professionalism of teachers; establishment possibilities

2 satisfy the educational needs of students; material and technical base. The student’s individual educational route was based on the idea of ​​personality-oriented learning aimed at developing the dancing abilities of a gifted student. For example, a girl easily performs all acrobatic elements and elements of ground gymnastics, and excellently performs complex tricks in general dance. She is suitable for both solo performances and participation in mass dances, where she is a leader and an example for other children. The chosen directions were her individual trajectory of development and learning. The thematic focus of the individual educational route is structured in such a way as to most fully realize the student’s creative potential, promote the development and improvement of dance skills, and realize the need for communication. Training along an individual educational route made it possible to increase the student’s interest in choreography classes. Over the course of a year of work, she was able to prove herself, increase her self-esteem, and became successful not only in choreography, but also in other areas. This year, the girl became the winner of the regional competition “Student of the Year”, regional creative competitions “Spark of Talent”, “Crystal Drops”, “Star Placer”. Systematic monitoring carried out by the teacher made it possible to most fully assess the level of the process of mastering the program material of an individual educational route, step by step and systematically diagnose the level of training, the level of development of creative abilities and the degree of motivation for the chosen type of activity.

3 Appendix Department of Education of the Administration of the Urensky Municipal District of the Nizhny Novgorod Region Municipal budgetary educational institution of additional education for children House of Children's Creativity in the city of Uren, Nizhny Novgorod Region INDIVIDUAL EDUCATIONAL ROUTE “DANCE: THE WAY TO YOURSELF” Student of the creative association “World of Dance” Alexandra Solovyova Age 10 years Implementation period 3 of the year Author compiled by Aristova Valentina Ivanovna Teacher of additional education of the first qualification category, Uren, 2013

4 EXPLANATORY NOTE Currently, special attention is paid to culture, art and introducing children to a healthy lifestyle, to universal human values, strengthening mental and physical health, obtaining general aesthetic, moral and physical development, which is important for the social sphere of modern society. The intensity of changes and transformations of modern reality confronts the teacher with the task of forming a personality who is capable of creatively carrying out his professional activities. One of such powerful factors in personality development is choreography; it allows a child to self-realize, without subordinating the dynamics and level of his development to any standard, to perceive as a result the very process of improvement and development of creative potential. But each child has his own set of abilities and opportunities for his own improvement. To identify more capable students, the 2nd year group was diagnosed at the beginning and end of the school year. During the diagnostics, the group revealed a more capable student, Alexandra Solovyeva, who showed not only the highest level of dance development in the implementation of the educational program, but also high results and achievements in competitions and festivals of various levels. To continue classes, it was necessary to develop a program that took into account her age and individual capabilities, build an educational process that would promote the development of giftedness, organize a developmental environment, prepare means of psychological and didactic support for classes, taking into account the uniqueness and originality of a gifted student. The individual educational route “Dance: the path to yourself” is based on the idea of ​​personality-oriented training aimed at developing dance abilities. In the implementation of an individual educational route, a large role is given to the parents of a gifted student. Develop in parents a positive attitude towards what the child does in his free time

5 lessons time is one of the main tasks of a teacher of additional education. Parents regularly attend parent-teacher meetings, where they become familiar with the educational plan. Undoubted practical assistance in working with parents comes from reporting concerts at the end of each half-year, and the participation of Alexandra Solovyova in the concert programs of the Children's Art Center, city events, competitions and festivals. Only teamwork, the efforts of the teacher and parents, the creative atmosphere in the team and the true interest of the student make it possible to involuntarily attract her to dance performance. The thematic focus of the program allows you to most fully realize the creative potential of a gifted student, promotes the development and improvement of dance skills, and helps realize the need for communication. The implementation of an individual route provides for the long-term development of a child’s dancing skills, subordinating the material to the main educational process: from easy to difficult, from simple to complex, from the known to the unknown, from knowledge to creativity, concerts and competitions. The key to creating a situation of success that promotes maximum personal self-realization is development from within, “self-creativity,” and not the imposition of a “ready-made answer.” In this regard, the motivation to attend classes increases, where she learns not only to dance, but also to think, explain, suggest, etc., thereby expressing herself, increasing her self-esteem, asserting herself, becoming successful not only in choreography, but also in other areas of life from here, interest in learning, improvement of mental and physical health. Forms of education are adjusted to the child’s personality and needs. This includes an exchange of opinions, roles, trusting relationships through humor and a smile. Video recordings are made to monitor and analyze student performances. With the help of video material, the classes analyze and analyze performances at concerts and competitions.

6 Goal: Spiritual and physical development, revealing the individual capabilities of the child’s personality through the art of dance, providing psychological and pedagogical support for students with obvious and potential choreographic talent as part of an additional educational program. Objectives: -development of choreographic knowledge, skills and abilities in the process of mastering the individual educational route “Dance: the path to yourself”; -creating conditions for the formation of internal motivation for choreographic activities and a system of values ​​that create the basis for the formation of personal spirituality; -development of cognitive activity, emotional-volitional qualities, communication skills; - education of moral and aesthetic qualities necessary for participation in performing and concert activities. CONDITIONS FOR IMPLEMENTING AN INDIVIDUAL ROUTE: - all theoretical and practical material provided for by the program will be provided; - the age and personal characteristics of a gifted student and the motivation of her activities will be taken into account; -a variety of teaching materials will be used according to the training course program. Student Alexandra Solovyova has been studying for 1 year the individual educational route “Dance: the path to yourself,” which is an addition to the additional educational program “World of Dance,” during the implementation of which she was identified as a gifted child. The individual educational route program is designed for 3 years of study. In total there are 72 classes per year, 2 academic hours each.

7 CURRICULUM 1 year of study Duration Frequency per year 1 hour 2 times year of study Duration Frequency per year 1 hour 2 times year of study Duration Frequency per year 1 hour 2 times 2 72 EXPECTED RESULT 1st year of study the student will know: a brief history of the origin and development of dance - know the basic concepts: rhythm, beat, tempo, dynamics, musical time signature, character of the dance, musically rhythmic exercises, basic elements of ground gymnastics, basic elements of acrobatics, understanding of the duration of notes in relation to dance steps; know safety rules when performing physical exercises; the student will be able to: skills of motor reproduction of rhythmic patterns; skills of combining musical and rhythmic exercises with dance movements. master a set of exercises to develop core flexibility; be able to perform sets of special acrobatic exercises that contribute to the development of the necessary physical qualities; motor coordination skills. be able to distribute movements in time and space; 2nd year of study

8 the student will know: types of dances, dance styles; know about the role of dance art in the formation of a healthy lifestyle; understand, at the request of the teacher, the words dance “softly”, “gently”, “easy”; “quickly”, “dynamically”, etc., the technique of performing these movements. the student will be able to: skills of combining movements; perform dance sketches and dances; be able to comply with safety requirements when performing dance movements; master various dance movements and exercises to develop physical abilities; navigate the stage area; In the 3rd year of study, the student will know: new directions, types of choreography and music; classical terms; genres of music. basic combinations of classical, folk stage dance, features of staging the body, legs, arms, head, dance combinations of modern dance; know about mass composition, stage area, dance design, coherence and culture of dance performance; principles of interaction between musical and choreographic means of expression; the student will be able to: perform basic combinations of classical and modern dance; distribute the stage area, feel the ensemble, maintain the pattern when performing the dance; independently create a musical-motor image; understand, perform, remember and reproduce the skills of musical and plastic intonation; public speaking skills; ensemble performance, stage practice.

1. Explanatory note 1. 1. Program of additional education for children and adults in the field of choreographic art “Choreographic Creativity” (hereinafter referred to as the “Choreographic Creativity” program)

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Zhanna Akulova
Additional education program for working with gifted children “World of Dance”

Explanatory note

"From the beautiful images we will move on to beautiful thoughts,

from beautiful thoughts to beautiful life and

from a beautiful life to absolute beauty"

Leading teachers and psychologists believe that an important task of pedagogy today is to provide individualized psychological and pedagogical support for everyone baby: “Already in preschool, children should have the opportunity to develop their abilities.” Therefore, the creation of a support system becomes active gifted children in preschool institutions. Vocal circles, choreographic sections, and various kinds of creative activities acquire significant importance.

Therefore, the idea of ​​organizing work on the development of choreographic data of children in kindergarten. To implement this work and a program was developed"World dance» .

Program"World dance» developed based on the following documents: Law of the Russian Federation "About education» , “The concept of spiritual and moral education”, federal target subroutine« Gifted children» , "The concept of modernization of the Russian education» .

basis programs"World dance» appeared program F. E Firileva "Sa-fi-Dance", in addition, elements of copyright are also used programs: G. A. Kolodnitsky "Rhythmic exercises dancing for children» , E. A Pinaeva "Rhythm", A. I. Burenina "Rhythmic mosaic".

Implementation results programs"World dance» during the 2012-2013 academic year they were presented at regional methodological associations; in September 2013, a generalization of the experience of this work at the regional August pedagogical meeting and international educational website www.site in the author’s personal block programs.

Used in implementation dance production programs are developed personally by the author of the program.

This program designed for 1 year of study for the age category of children 5-7 years old, in the form of group and individual lessons twice a week. For the implementation of this The program is allocated 72 hours.

Characteristic programs

Pedagogical expediency

The age of 5 - 7 years has been studied quite well by psychologists and physiologists. The child intensively develops visual creative thinking and imagination, speech develops, mental life is enriched by experience, the ability to perceive the world and act according to ideas arises. The child can be required to be expressive and emotional when performing dance.

Children answer questions faster, change actions and movements, which makes it possible to increase the density of classes in the rhythmic circle, to include elements in motor exercises that build strength, speed, and endurance. But still, the properties of nervous processes, especially mobility, are not sufficiently developed. By age 6, the child has developed large muscles of the trunk and limbs, but small muscles are still weak, especially the muscles of the arms. Children are able to change their muscle efforts. Therefore, children in classes can perform exercises with different amplitudes, move according to the teacher’s instructions from slow to faster ones, they relatively easily learn tasks when walking, running, jumping, but certain difficulties arise when performing exercises related to work of small muscles.

At this age, collectivist personality traits develop. Children are usually very sociable, love to play together, and be in a group of peers. They can already coordinate their actions with the actions of other people and are capable of empathy.

Relevance

Problem giftedness in the education system usually solved by creating special circles for gifted and talented children. But there is another possible solution - do not delete gifted a child from his natural environment, to train and educate him without taking him out of the circle of ordinary peers, creating conditions for the development and realization of his outstanding capabilities.

Often, in ordinary classes, children receive only a general impression of what has been prepared for them. dance, musical and rhythmic composition. They do not have time to experience the dance, bring their creativity into its performance, enjoy the beauty of the movements, feel the joy of freedom, and express themselves.

Taking the uniqueness of preschool age as a basis, we tried develop a series of lessons that contribute to the formation in children of the desire and need to live in a world of movements, to enjoy rhythmic exercises, and to enjoy the beauty of movements; develop in children flexibility, plasticity, ability own your body, expand children's knowledge about the history of the origin dancing. In addition, create an atmosphere of emotional comfort and creative activity.

Distinctive features programs

1. Focus on improving professional teaching skills in the field of choreographic and rhythmic movements.

2. The use of entire works as musical accompaniment, rather than excerpts, as is customary in the musical accompaniment of exercises.

3. Focusing the teacher’s attention on the analysis of mental and emotional processes, their beneficial changes in the psyche of children, under the influence of musical and rhythmic movements (not on the outside of learning).

Principles of pedagogical activity in working with children

The principle of creating comfortable conditions for joint work of children and teacher;

The principle of creating conditions for self-knowledge and self-realization of each individual;

The principle of variability in the implementation of content, forms, methods of the educational process.

IN program system presented work on the development of children’s choreographic abilities, by means of rhythm, revealing one of the types additional education in preschool educational institutions.

Program sets itself the task of not only achieving correct choreographic performance, but also revealing the plastic expressiveness and organic nature of the students. Program responds flexibly to specifics and takes into account the theme of the main educational process due to selection, exercises, repertoire, intensity and tempo of classes, analysis of existing skills in children.

At each stage of training, the material is distributed across the main four sections of choreographic art:

ABC of musical movement;

Elements of the classic dance;

Elements of folk dance;

Elements of historical and everyday life dance.

Production and rehearsal Job permeates the entire educational process and has as its goal aesthetic education, development of creative and acting abilities of students, understanding of content dance image. In the process of constant practice, children themselves come to the conclusion that choreography is a meaningful art that requires skill, technique, and expressiveness. Pupils should gain an understanding of how dance movement expresses the inner world of a person, that beauty dance– this is the perfection of movements, lightness, strength and grace. The performance must be natural, the proposed material must correspond not only to the technical capabilities of the students, but also take into account their age-related psychology. At the end of the training, it is necessary to use a short completed dance, where, along with the assimilation of the elements, it would be possible to monitor the education of the feelings of the ensemble in creating a stage performance. image. Training should be based on a differentiated approach to children, from the degree of their ability, physical capabilities and technical skills to the perception of the proposed material.

Implementation of the practical part programs planned in the process of rhythmic lessons. Besides, program work involves methodological work with teachers of preschool educational institutions and families of pupils.

In progress working with children It is assumed that visual, practical, and gaming methods will be used.

IN program includes tools for musical and rhythmic education children: choreographic performances dancing, dancing– rhythmic gymnastics, igroplasty, finger gymnastics, musical and outdoor games, playful self-massage. It is specifically based on developed repertoire - classical folk and modern music, melodies of popular children's songs.

Rhythm classes are divided into several species:

Training sessions where movements at a slow pace are discussed and techniques for performing movements are explained.

Consolidating lessons - where the movements should be repeated together with the teacher or with the soloist.

Final lessons – independent execution of movements, dance composition.

Improvised work - children's essays, developing imagination, creativity, arousing interest.

Classes are conducted in a playful way, often with a plot. Each lesson is based on a specific scheme: warm-up, main part (analysis dance moves, final part (breathing exercises).

In addition, each lesson includes breaks - elements of psycho-gymnastics, creative activities, finger games. When planning lessons, their developmental nature is taken into account, children's ability, independence, creativity, development of individual material and performance with it at concerts, parental meetings, matinees, entertainment.

Target programs:

Create conditions for the development of choreographic abilities gifted children.

Tasks programs

Educational:

Introduce children to different species dancing(their stories, dance professions, costumes, attributes, dance technology);

Teach own basic elements of various dance genres;

Teach yourself, use the acquired knowledge and skills in working on plastic dance images;

Learn the basics of improvisation.

Developmental:

Develop children's musicality (emotional responsiveness to music, auditory perception, sense of rhythm);

Form artistic taste;

Develop expressiveness of movements;

Develop coordination of movements;

Develop thinking imagination, cognitive activity.

Educational:

Cultivate interest in rhythmic classes;

Psychologically liberate the child in creative improvisations;

Develop skills work in a team, perform rhythmic movements harmoniously;

Cultivate love for dance.

Expected results

Pupils must be able to:

Interested in studying dance activities;

Organize executions independently dance(choice of movements, distribution of roles);

Use in dance various types of activities dance.

Must know:

Some types dance(r.n.t., pop, classical, etc.);

Some techniques for performing movements.

Must have ideas:

ABOUT dance culture;

ABOUT dance professions.

Throughout the year, using the acquired knowledge and skills, children demonstrate the skills of artistic transformation in small plot dancing, miniatures and group dances at matinees and entertainment in kindergarten

Adzhibatyrova Elmira Alavdinovna,

Additional education teacher (choreographer)

MBOU DO GAZ-SALINSKY DYUTS

YNAO TAZOVSKY DISTRICT. S. GAZ-SALE

"Accompanying creatively gifted children

in the children's choreography association."

Creative abilities in children are revealed quite early. But as the American researcher H. Bloom emphasizes, “no matter what the abilities are at an early age, without active support and special teaching methods it is unlikely to reach certain peaks.” This is probably why parents bring children with pronounced acting, choreographic, artistic and musical abilities to additional education institutions.

A gifted child is a child who stands out for his bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one or another type of activity. One of the activities where a child’s talent is visible to the naked eye is choreography.

I am a teacher of additional education and the head of the children's choreography association “Pulse”. In group No. 1 of the choreographic association “Pulse” there is a girl, Adzhibatyrova Medina, whose strengths in choreographic development were identified using the diagnostic method. This is a very bright, musically gifted child, his performance and desire to achieve great success in the choreographic field speak about this. Her dancing abilities began to appear at the age of 3, and from this age the girl began dancing on stage. The girl has been studying with us at DYUTSE since 2015.

The pedagogical council of the children's and youth center decided that Medina, in addition to attending choreography classes in a group where she would learn the basics of choreography, would dance on an individual basis in order to perform on stage. Choreography classes revealed the girl’s excellent natural abilities, and the teacher began to develop them in the right direction. An individual educational route was developed, which took into account Medina’s creative abilities. This educational route is focused on the support and development of a gifted child, aimed at her personal development and success.

Main target individual educational route : provide pedagogical support to a child with obvious and potential choreographic talent in the conditions of the MBOU DO Gas-Salinsky Children and Youth Center.

The main form of organization of the educational process is an individual lesson, in which the student masters theoretical and practical material. Theoretical preparation includes no more than 7% of the class time. The rest of the time is spent on practical training.

Working with a gifted child is aimed at preparing the student to perform in front of an audience. During the production work, the student masters the musical and dance nature of the art. Creative initiative, imagination, the ability to convey music and the content of the image of movement are developed.

During the implementation of the route, Medina itself identified the following tasks for itself:

Learn to beautifully and accurately convey the nature of the dance movement.

Develop flexibility and plasticity.

The effectiveness of classes is assessed by the teacher in accordance with the program, based on whether the student has mastered everything that he was supposed to master during the school year. In everyday classes, independent practice of dance movements allows the teacher to assess how clear the educational material is and make appropriate changes.

The girl has the opportunity to show her musical, dancing, and emotional abilities by taking part in various concerts and events, competitions and festivals, showing off her achievements.

Since the first year of study, Medina has been a regular participant in regional, rural events, events taking place within the walls of the Children's and Youth Center. Her performances do not leave any viewer indifferent. I am pleased with Medina’s great desire to dance, learn new dances, and perform on stage.

Productivity. Participation in festivals and competitions.

1. Diploma of participation in the XIV regional folk art festival “All nations come visit us!” (nomination “Dance”)

2. Diploma for participation in the IV regional festival of creative duets “Two Stars”

3. Diploma for active participation in the ceremonial program dedicated to the opening of the Year of Youth Initiatives in the territory of the municipal formation Tazovsky district.

4. Diploma of the Laureate of the 1st regional competition “Minute of Fame - Dreams Come True”

5. Diploma for participation in the concert program “Let’s warm the heart with kindness”, as part of the celebration of Navruz Bayram, a holiday of the Turkic peoples.

Experience shows that often faith in a child’s capabilities, coupled with the skill of teachers and parents, can work miracles. In life, it often turns out that what is important is not even what nature gave a person, but what he was able to do with the gift that he has. The teacher’s task is not so much to measure giftedness, but to create an environment conducive to the disclosure of the student’s natural capabilities.