Work program "rhythm for kids." Plan – summary of a rhythmic gymnastics lesson in the junior group “Cartoons” Lesson topic: “Journey to a fairy tale”

Goal: exercise in normal walking, walking with small and wide steps, with a high rise of the knee, walking with the center of gravity transferring from one leg to the other, light running, perform previously learned general developmental exercises to music (dance - rhythmic complexes), develop activity and creativity in outdoor games, cultivate in children the ability to follow basic rules and coordinate movements.

Progress of the lesson.

1. Preparatory part

Walking in circles. Walking in small steps (stomping step) - "gnomes" , with a long stride - "giants" , with high knee lift "stork" , jumping forward - "bunnies" , walking with the center of gravity shifting from one leg to the other – "little bear" . Easy running - "butterflies" . Rebuilding in all directions. ("It's fun to walk together" )

2. Main part

Dance and rhythmic complexes

"Grasshopper" ,
"Chunga - changa" ,
"Cheburashka"
Grasshopper

(V. Shainsky - N. Nosov)

Introduction. I. p.: o. s., hands on the belt. V.: turns - springs.

A grasshopper sat in the grass, a grasshopper sat in the grass,

Just like a cucumber, it was green.

just like a cucumber.

Imagine, imagine, he was green.

I. p.: o. s., hands below.

V.: 1 – two springy half-squats with two punches to the knees.

2 - two springy half-squats and two clapping hands in front of you.

He ate only grass, he ate only grass.

He didn’t touch the booger and was friends with the flies.

Chorus. Imagine, imagine, I didn’t even touch the booger.

Imagine, imagine, and he was friends with flies.

I. p.: 1 - two springy half-squats with cross movements of the arms ("scissors" ) .

2 - two springy half-squats with two fist-to-fist blows ("hammers" ) .

3 – smooth movements of hands up and down ("flies" ) .

But then the frog came, but then the frog came -

A voracious belly - and ate the blacksmith.

Chorus. Imagine, imagine

gluttonous belly

Imagine, imagine, and she ate the blacksmith.

I. p.: o. s., hands on the belt. V.: 1 - jumping around on two legs.

2 – stroke with the right (left) hand on your stomach.

3 – spread your arms to the sides and clap your palms.

He didn’t think, he didn’t guess, he didn’t think, he didn’t guess,

I. p.: legs apart, hands to the head. V: shake your head.

I. p.: legs apart, arms bent at the elbows up, palms to the sides.

V.: bend to the sides, shake your arms.

He never expected such an end.

I. p.: o. s., hands on the belt.

V.: turns right - left, arms to the sides.

Chorus. Imagine, imagine

he never expected

Imagine, imagine, such an end.

Losing. I. p.: legs apart. V.: jumping on two legs in one direction and the other.

Dance while sitting "Chunga - changa"

(to the song "Chunga - changa" from m/f "Katerok" )

(V. Shainsky - Yu. Entin)

Introduction.

V.: head tilts to the right - left.

Chunga - changa, blue firmament!

Chunga – changa, summer all year round!

IP: sitting on chairs, hands on knees.

V.: clapping your hands on your knees.

Chunga - changa, we live happily!

Chunga - changa, let's sing a song!

IP: sitting on chairs, hands on knees.

V.: clap your hands in front of you.

Living there is easy and simple!

Chunga - changa!

IN.: "rattles" (imitation of playing with rattles) right and left.

Our happiness is constant:

Chew coconuts, eat bananas!

Chunga - changa!

IP: sitting on chairs, arms bent at the elbows.

IN.: "piano" (imitation of playing the piano) right and left.

Chunga - changa, there is no better place!

Chunga - changa, we don’t know troubles!

IP: sitting on chairs, hands on knees.

V.: alternately put your foot forward - stomp.

Chunga - changa, who lived here for an hour!

Chunga - changa, will not leave us!

IP: sitting on chairs, hands on knees.

V.: claps to the right and left.

Losing. IP: sitting on chairs, hands in front of you.

IN.: "scissors" left and right.

I.p.: sitting on chairs, hands on the belt.

V.: stamp your feet to the rhythm of the music.

Chorus. Miracle - island! Miracle - island!

Living there is easy and simple!

Chunga - changa! (same movements).

Cheburashka

(E. Uspensky - V. Shainsky)

I. p.: heels together, toes apart, arms bent into arcs.

V.: rise on your toes, arms rhythmically rise up, lower your entire foot into a half-squat, lower your arms down.

Now I'm Cheburashka

I. p.: the same, hands put to the head, fingers spread ("Cheburashka's ears" ) .

V.: half squats to the sides.

I like every mongrel

I. p.: the same, half-bent arms forward, hands down.

V.: 1 – half squats to the sides.

2 – squats with hips rotated to the sides ("wagging his tail" )

3 – right and left hands forward, palms up ("gives paw" ) .

When meeting, he immediately gives his paw.

(same movements)

I was unlucky at first, and even this happened,

Nobody came to my birthday party.

I. p.: o.s., arms to the sides.

V.: right (left) foot on heel, tilt towards the foot, circular movements of the arms.

Now I’m together with Gena, he’s extraordinary,

He is the best crocodile in the world!

I. p.: o. s., hands below, palms parallel to the floor.

V.: step from foot to foot with the torso tilted to the side for each step to the right and left.

Losing. I. p.: heels together, toes apart, hands on the belt.

V.: small springs with turns.

I was once a strange, nameless toy,

Which no one will approach in the store,

Now I'm Cheburashka, every mongrel is mine

When meeting, he immediately gives his paw.

Now I'm Cheburashka, every mongrel is mine

When meeting, he immediately gives his paw.

(movements as in verse 1)

Outdoor games

"Heron and Frogs" ("Kwa-kwa" ) ,

"Jumping sparrows" ("Sunny bunnies" )

"Heron and Frogs" . All the players are frogs, one is a heron. To the cheerful music, the frogs begin to jump, croak, and have fun. As soon as the music stops, the frogs crouch and do not move. The heron takes those who move to her, and they help her catch the rest of the frogs. The most careful ones are announced “frog princesses” . The best heron stands out.

"Jumping sparrows" . There is a circle marked on the floor. In the center of the circle the leader is a crow. Behind the circle line, all the players are sparrows. They jump into the circle, jump around the circle, jump out of it. The crow tries to catch the sparrow when it is in a circle. The one who is caught becomes the driver.

Option 2. Sparrows do not jump in a circle, but only jump in and out; those caught remain in the center of the circle, and when there are 4-5 of them, a new driver is chosen.

3. Final part

Low mobility game "Butterflies" ("Song of the Butterflies" )

Improvisation of movements to a song. Children dance to the song on their own.

Work program “Rhythmoplasty”

additional education

circle "Rhythmic Island"

For children 3 – 7 years old

CONTENT.

Explanatory note……………………………………..3

Purpose of the program………………………………………………………………………………3

Program objectives………………………………………………………………………………….3

Legislative and regulatory support for the program…………………………4

Methodology, content"Rhythmic Island" program.4

Teaching methods used in the program…………………………………..4

Approximate plan for organizing a dance club class…………………5

ü Logistics……………………5

Monitoring of dance and rhythmic activity…………………………..5

Educational and thematic plan…………………………………6

Junior group. Children 3-4 years old. First year of study…………………………..6

Middle group. Children 4-5 years old. Second year of study……………………………7

Senior group. Children 5-6 years old. Third year of study……………………………8

Preparatory group. Children 6-7 years old. Fourth year of study…………….9

Long-term lesson plan for the “Rhythmoplasty” program………………10

Applications…………………………………………………………… 13

Appendix 1. Monitoring of dance and rhythmic activity………13

Appendix 2. Logorhythmics. Exercises and poems……………………………18

Appendix 3. Ground gymnastics………………………..32

Appendix 4. Plot-shaped dances………………………………………………………35

Appendix 5. Musical games………………………………………………………42

Used literature………………………………………………………46

Explanatory note.

Rhythmics are rhythmic movements to music, and it is the initial stage in mastering the art of dance. Dance is a means of educating and developing a child’s personality, which can create fertile ground for revealing his potential and self-realization. A harmonious combination of movement, music, and play creates an atmosphere of positive emotions, which in turn liberate the child and make his behavior natural and beautiful.

Rhythmic and dance classes develop physical qualities, develop correct posture, head position, gait, strength, agility, coordination of movements, eliminate such physical defects as stoop, clubfoot, curvature of the spine, etc. Dance teaches rules of conduct, good manners, culture of communication, develops associative thinking, awakens imagination and encourages creativity, and improves health.

When compiling the program, the following programs and technologies were used:

Program “ABC of Dance” by Olga Kienko;
“Program of education and training in kindergarten” edited by M.A. Vasilyeva;
Program “Rhythmic mosaic”, A.I. Burenina;
“Dance rhythm for children” by T.I. Suvorov;
“Teach children to dance”, Purtova T.V.

The Rhythmoplasty program is aimed at preschool children from 3 to 7 years old. The main form of program implementation is the organization of a dance club. Classes are held in the multi-purpose hall.

Purpose of the program:- teaching children to creatively perform dance movements and convey images through movements, forming socially significant personal qualities and developing creative abilities through rhythm and dance.

Program objectives:

Development of musicality:

developing the ability to feel the mood and character of music;

development of a sense of rhythm;

development of musical memory.

Development of motor qualities and skills:

development of accuracy, coordination of movements;

development of flexibility and plasticity;

formation of correct posture;

development of the ability to navigate in space;

enriching motor experience with various types of movements.

Development of creative abilities, the need for self-expression in movement to music:

instilling basic skills in the ability to listen to music and convey its figurative content in movements;

development of creative imagination and fantasy;

developing the ability to improvise;

Development and training of mental processes:

development of the ability to express emotions in facial expressions and pantomime;

development of perception, attention, memory;

Development of moral and communicative qualities of the individual:

Nurturing such qualities as attention, determination, composure, efficiency, collectivism;

developing the ability to empathize with others;

developing the ability to behave in a group while moving;

nurturing a sense of tact.

Promoting children's health:

Strengthening the immune system through exercise and physical activity

Legislative and regulatory support for the program:

Law of the Russian Federation “On Education” No. 273 - Federal Law dated December 29, 2012.
Sanitary norms and rules approved by a joint resolution of the Ministry of Education of the Russian Federation and the State Sanitary and Epidemiological Supervision Agency dated May 15, 2013 No. 26 SanPiN 2.4.1.3049-13.
Charter of an educational institution.

When working with preschoolers, learning proceeds in a spiral, with the material gradually becoming more complex. In the next year of study, the material covered is presented at a higher level, using new musical material, taking into account the age characteristics of the children.

There is a certain flexibility in the approach to each specific group of children, taking into account the composition of the group, the physical data and capabilities of the children.

Methodology and content of the “Rhythmoplasty” program.

Teaching methods used in the program.

Logorhythmics.

The movements are performed to the verses. Logorhythmics is used in the preparatory part of the lesson, in ground gymnastics, in learning dance elements, in figurative dances and in games (Appendix 2) .

Musical warm-up.

The movements are performed to the music. Various types of walking, running and jumping are used. As a rule, warm-up is performed in a circle moving forward. In this part, the exercises are given using images - for example, “we walk like a heron”, “we fly like birds”, “jump like bunnies”.

Rhythmic gymnastics.

Performing general developmental exercises on the spot to music with and without various objects.

Ground gymnastics.

These are stretching exercises, developing flexibility and strength, which are performed on the floor. They are necessary so that the child can control his body, and his movements are more accurate and flexible. Many exercises have their own names and are performed using logorhythmics. (Appendix 3)

Dance moves.

This section is aimed at developing dance movements in children, which helps to improve the child’s general culture and enrich motor experience with various types of movements. This section includes dance steps, hand positions, movements of the arms, legs, body, claps, jumps, formations and changes. The types of movements of various dances are mastered.

Plot-shaped dances.

Plot-shaped dances are the basis for the development of a sense of rhythm and motor abilities of students, allowing them to freely, beautifully and correctly perform movements to the music, in accordance with the text of the song and the characteristics of the music - character, rhythm and tempo. Plot-shaped dances are aimed at developing the expressiveness of movements, a sense of rhythm, artistry, and the development of motor memory in accordance with the music and lyrics. The use of plot-based dances in working with children contributes to the development of the ability to perceive music, that is, to feel its mood, character and understand its content. Musical memory, attention, coordination of movements, plasticity, and spatial orientation develop. This section uses generally learned dance moves. (Appendix 4)

Musical games. All children love to play, so the program uses musical games of various types, namely: role-playing games, outdoor games, general educational games, games to create trusting relationships in a group, games aimed at developing the child’s attention to himself, his feelings, games on the development of hearing, sense of rhythm, orientation in space. (Appendix 5)

Sample plan for organizing a dance club lesson.

Introductory part:

formation and greeting of children

checking correct posture, stomach tucked, shoulders turned, head straight

Preparatory part of the lesson:

warm-up in motion: walking, running, jumping
dance warm-up with or without objects (rhythmic gymnastics).

Main part of the lesson:

ground gymnastics
learning new dance movements and compositions, repeating the ones we have learned.
learning new plot-based dances and repeating previous ones.

Final part:

music game
formation, bow

All parts of the classes are performed using music and songs.

Logistics support.

Items used to implement the program.

In rhythmic and dance classes, various objects are used: handkerchiefs, tambourines, ribbons on rings, ribbons on sticks, hoops, flat rings, flags, plumes, rattles, flowers, balloons, balls, bells, hats. For open lessons and reporting concerts, costumes and additional attributes are also used to brighten the presentation of acquired skills under the “Rhythmoplasty” program.

Technical means

Music center, audio material, laptop

Monitoring of dance and rhythmic activity.

For the effective development of a child in dance and rhythmic activities, it is necessary to monitor the impact of classes in the “Rhythmic Island” circle on the child. The results of the study allow the teacher to competently develop the child in accordance with his individual capabilities, see the result of his activities and make adjustments to long-term planning.

This study is carried out in three stages:

At the beginning of the school year, using methods such as conversation, parent surveys, diagnostic game exercises;

At the end of the first half of the year in the form of an open lesson;

At the end of the school year, a reporting concert is held.

(Annex 1)

Expected results:

Mastering the technique of basic motor and dance movements;
- mastering the expressiveness and beauty of movement;

Mastering the sense of rhythm;

Increased interest in dance and rhythmic activities;
- strengthening the body's immune system;
- strengthening the muscles of the spine, foot, diaphragm, and musculoskeletal system;
- development of correct posture;

Educational and thematic plan.

The program is divided by age and is designed for four years of study in accordance with the age groups of children:

Junior group - children 3-4 years old, classes once a week for 15 minutes.

Middle group – children 4-5 years old, classes once a week for 20 minutes.

Senior group – children 5-6 years old, classes once a week for 25 minutes.

Preparatory group - children 6-7 years old, classes once a week for 30 - 40 minutes.

Junior group. Children 3-4 years old. First year of study.

Age characteristics. Children 3-4 years old are characterized by general static instability of the body and limited dynamic capabilities. Children of this age do not yet have clear movements when walking, cannot run rhythmically, often lose their balance and fall. During this period, increased fatigue is noted when maintaining the same posture for a long time and performing the same type of movements. The movements of these children are not sufficiently coordinated; it is difficult for them to perform dance compositions, but they can try to perform the movements as shown. At this age, you need to give more rhythmic exercises and games and use different images to show the exercises.

Contents of the program.

We're going to the zoo
We are walking in the forest
Cruise
Exercises with rattles, ribbons on rings, flags, plumes

Ground gymnastics.

exercises for developing flexibility: “book”, “butterfly”, “boat”, “ring”, “bridge”;
exercises for the feet - stretching the toes, torsion;

Dance moves.

walking: simple steps at different paces and patterns;
steps on half toes and heels;
various claps

round dances
dance movements with attributes (tambourines, rattles, flags, handkerchiefs)

Plot-shaped dances

Rhythmic and figurative dances as shown: “Spider”, “Rain”, “Dance of the Ducklings”, “Aram-zam-zam”, “Boogie-woogie”, “Cloud”

Music games

Games for orientation in space: formation in a circle, formation in a line, formation in two lines, “The Sea is Worried”, “Cat and Mouse”, “Hares and Wolves”, “Zoo”, “Birds”, “Cars”, “Planes” ", "Forward 4 steps"

Final lesson.

Presentation of the material covered in an open lesson at the end of the first and second half of the year.

Middle group. Children 4-5 years old. Second year of study.

Age characteristics. By the age of 4-5, children’s movements become more coordinated. Perception becomes more accurate and imaginative. Children can already remember a small plot-shaped dance composition. They are more active in games and grasp new material faster.

Contents of the program.

Dance warm-up, rhythmic gymnastics.

exercises for the shoulders, head of the body;
exercises with various objects

Ground gymnastics.

exercises for the feet, development of stretching, flexibility of the spine using poetry (logorhythmics)
exercises for developing flexibility: “book”, “butterfly”, “boat”, “ring”, “bridge”, “birch”, “snail”;

Dance moves.

repeating previous movements
stomping step, placing your foot on your toes in front of you;
dance movements with attributes (ball, plumes, ribbons on rings, flat rings, flags, handkerchiefs)
formation in two and three lines and back in one column;
movement in pairs in a circle
uniform running with shin overlapping quickly and with deceleration;
easy, uniform, high jumps;
jumping from foot to foot;
simple dance step, side step;
polka dance along the line, one at a time and in pairs;
dance movements in pairs using previously learned

Plot-shaped dances

Repetition of completed dances
Studying the dances “Merry Aunt”, “Show Your Palms”, “Radiant Sun”, “My Birds”, “Grasshopper”, “Fisherman”, “Daisies”.

Music games

Previously studied games optional,
Games “brook”, “burners”, “lavata”, “turn over”

Final lesson.

Open lesson at the end of the first half of the year;

Report concert at the end of the year.

Senior group. Children 5-6 years old. Third year of study.

Age characteristics. Children become more artistic and coordinated. Children of the sixth year of life can already build their behavior by adhering to the role. Therefore, they are happy to portray various images and improvise. This is the age of active development of the child’s physical and cognitive abilities, communication with peers. Play remains the main way of understanding the world around us, but now the child wants to show himself to the world. Here it is very important to structure activities so that children can express themselves, be sure to praise them and note that the child is trying, performing an exercise or movement correctly.

Contents of the program.

Dance warm-up, rhythmic gymnastics.

Image of various animals in motion
exercises for all muscle groups with and without objects;
running and jumping in combination according to the principle of contrast;
various changes in walking and running in combination with various movements

Ground gymnastics.

exercises to develop stretching and flexibility of the spine using poetry (logorhythmics)
smooth transition from exercise to exercise: “book”, “butterfly”, “boat”, “ring”, “bridge”, “birch”, “snail”; "fish", "box"

Dance moves.

repetition of completed elements and compositions and their complication
dance movements with attributes (ball, plumes, ribbons on rings, flat rings, flags, ribbons on a stick, hats) completed with sequential alternation and new, more complex ones
work on hand movements - plastic hands, “wave” with hands
body movements bends and turns in combination with completed movements
dance movements in pairs using previously covered elements
formation in a circle, in a line, in two, in three lines, in four lines using the dance elements covered;
polka movements in a circle;
“Enka-enka” in various types of formation

Plot-shaped dances

The relevance of this project is associated with the use of various means and methods of physical, aesthetic and musical education of children. This allows you to saturate the educational process with positive emotions, increase the motor activity of children, which is a powerful factor in the intellectual and emotional development of the child.

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"I affirm"

Senior methodologist MBDOU d\s No. 23

T.V. Mezentseva

Pedagogical project

"Rhythm for preschoolers"

for 2018 – 2019 y\y.

Kovaleva N.V. – physical education instructor.

Kabanova L.I. - musical director.

Project participants:children of primary preschool age, music director, teachers, physical education instructor, parents.

Project type: long-term for 4 years, collective, creative.

Objective of the project: promoting the harmonious development of a preschooler’s personality through dance and play gymnastics, developing the skills of free movement, emancipation, self-expression and enrichment of the emotional world of pupils in accordance with the metrorhythmic features of music.

Project objectives:

Teach children to move in the character of the music, conveying its tempo, dynamic, meter-rhythmic features.
To develop the ability to feel the emotional content of music and convey it in movement, facial expressions and pantomime.
Create conditions for the development of creative abilities, the need for self-expression in movement to music, for improvisation in movement.
Develop musical abilities (ear for music, sense of rhythm), musical memory.
Develop physical qualities - flexibility, coordination of movements, endurance, strength, accuracy of movements, ability to navigate in space.
Form correct posture and gait.
Develop communication skills - the ability to communicate in a group while performing rhythmic tasks, games, to develop a sense of tact, a culture of behavior when communicating between adults and children.

Relevance of the project:

The founder of modern rhythm is the Swiss musician, teacher, composer, musicologist Emile Jacques-Dalcroze (1865-1950). One of the main principles of his system is the subordination of movement to musical rhythm and the transmission of sound periods in the duration of plastic movement. Each exercise became more complicated only after it was brought to automatism. This system became known in many European countries and in Russia under the name “method of rhythmic gymnastics.” According to Dalcroze, “from the first years of a child’s life, one should begin to instill in him a “muscle sense,” which in turn contributes to “more lively and successful brain function.” At the same time, Dalcroze also considered it important how the process of teaching children is organized, which should “bring joy to children, otherwise it loses half of its value.”
The relevance of the project is associated with the use of various means and methods of physical, aesthetic and musical education of children. This allows you to saturate the educational process with positive emotions and increase children’s physical activity, which is a powerful factor in the child’s intellectual and emotional development.
The health of a child is the most important prerequisite for the correct formation of character, development of initiative, will, talents and natural abilities. Rhythm helps to creatively realize this need.
Analysis of the situation.
We noticed that children in this group readily respond to familiar pieces of music and repeat the movements suggested to them with great pleasure. They themselves (due to age) do not know how to express their feelings and emotions through movements. The movements are monotonous, do not reflect the nature of the music, do not coincide with the tempo, rhythm, as well as with the beginning and end of the piece. Children were also observed who experienced a feeling of embarrassment and tightness when performing joint dance movements. Although it is noticeable from their facial expressions that they also receive emotional pleasure from joint rhythmic movements. In order to satisfy children's need for self-expression through music and movement, this project was developed. We assume that the work organized within the framework of this project will help to reveal the individual abilities of each child. Since the endless variety of movements allows you to develop not only a sense of rhythm, strengthen the skeleton and muscles, but also stimulates the child’s memory, attention, thinking, and imagination. Rhythm classes create conditions under which the child speaks publicly to the best of his ability, overcomes uncertainty, fear and learns to control himself, his behavior, voice, and body movements.

Project support resources

Organizational:

the activities of teachers and children are regulated in accordance with the developed activity plan and the content of educational work in the preschool educational institution,
educational program of upbringing and training “From birth to school”, ed. NOT. Veraksy, T.S. Komarova, M.A. Vasilyeva;
integration of the direction “Social and communicative development” into the O.D. “Physical education” and “Music”.

Informational:

scientific and methodological literature, audio accompaniment, CDs;
teachers' competence;
informing parents;
questionnaires, interaction with other pre-school specialists involved in the project.

Staffing:

music director of the highest category, work experience 32 years, higher pedagogical education;
physical education instructor of the highest category, work experience 28 years, higher pedagogical education;
teachers of the 2nd category, work experience 13 and 15 years, higher pedagogical education.

Financial support: MBDOU budget

Logistics:

sports and music hall of the preschool educational institution, multimedia equipment, sports equipment, musical instruments.

Description of stages:

Stage 1. Development of educational materials.

Tasks:

Determine the sections and content of the rhythm (which sections will be used in years 1-4 of the project);
Select musical, dance and game repertoire and material (games to music (with and without objects), musical and movement exercises, rhythmic sketches, etc.).

Stage 2. Formation of the project.

Tasks:

use the developed educational material and periodically update it;

increase the competence of teachers: exchange of information, new communicative games; integrated classes together with pre-school specialists;
demonstration performances by children of the younger group at holidays and preschool events with rhythmic numbers;
active involvement of parents in participation in the project: joint rhythmic performances in preschool educational institutions; using musical games and rhythms with children at home parties; creation of additional visual aids and attributes for entertainment.

This rhythmic project is determined by the following sections:

1. Game rhythms.

2. Igroplasty (stretching, gymnastics)

3. Drill exercises

4. Musical and outdoor games

6. Dance-rhythmic sketches, performances.

1. Game rhythms is the basis for the development of a sense of rhythm and motor abilities of children, allowing them to freely, beautifully and correctly perform movements to music, in accordance with its structural features, character, meter, rhythm, tempo and other means of musical expressiveness.

This section includes special exercises for coordinating movements with music, musical tasks and games:

Music tempo The relationship between music tempo and movementSustainability in pace;Switching from one tempo to another;Gradual acceleration or deceleration of pace;The influence of music tempo on its character

Dynamics of music The influence of music dynamics on its characterExecution methodThe influence of the performance method on the character of the musicReflection of the character of music in movement;The structure of a musical work - introduction, beginning, bridge, ending, part (completed musical image), sentence, phrase (completed musical thought)Form – two-part, three-part, verseStrong, weak beats. Tact. ZataktRhythmic pattern. Duration. Pauses

2. Igroplasty (stretching, gymnastics) - promotes the development of muscle strength and flexibility in children, strengthening the spine

Step Claps Top Top, dance leg positions – 1.6;

Extended and contracted foot hand positions, head position standing body positionsitting position of the body - “Turkish”, student’s pose, with legs extendedlying body positionrolling back and forth;exercises to develop muscle strength and flexibility

3. Drill exercises -are a means of organization, and also contribute to the development of skills to navigate in space: independently find an empty seat in the hall, form a circle, stand in pairs and behind each other, form a line and a column

March - on the spot, with advancement, with a change of directionMarch of various durationsMaintaining the intervalRunning – knees forward, feet back, standing still and moving forward 12

Jumping – in place, with advancement, with legs extended, with legs tucked

formation in a rank (line) and in a column;

formation into a circle;running in circles and along landmarks in a “snake” manner;restructuring from one line into several, from one column into severalstaggered formation

Movements in pairs, okay.

4. Musical and outdoor gamescontain exercises used in almost all classes and are the leading activity of a preschooler. Here, techniques of imitation, imitation, figurative comparisons, role-playing situations, competitions are used - everything that is required to achieve the goal when conducting rhythm classes;

games to determine the dynamics of a piece of music;games for developing rhythm and ear for music;outdoor games, with a ball, with rattles, with music. toolstransformation games, imitation, figurative comparisons role-playing games imitation of various actionsimitation of the behavior of birds and animals

5. Basic dance moves- allow not only to comprehend the aesthetics of movement, but also contribute to solving one of the important problems of aesthetic education of children - introducing them to the wealth of dance and musical folk art.

Russian bow, extended bow for girls, extended bow for boysRound dance step. Stomping stepsSide step, side step with half squat Triple step Drop stepStomp, steps with stomp, side step with stomp, triple stomp, triple turn with turnPicker with floodHalf squat (spring) with body tilt, half squat with body rotationHalf squat with the foot on the heel. Jumps. Jumps. Side canter, side canter with turnDance run.

6. Dance-rhythmic sketches, performances- here are figurative dance compositions, each of which has a target orientation, plot character and completeness. Children become accustomed to co-creation, they develop artistic imagination, associative memory, and creative abilities. Children develop their creative initiative, imagination, and ability to convey the character of music and the content of an image through movements:

gymnastic
imitation
figurative
general developmental
coordination
dancing
figurative dance compositions.

Based on the selected sections, we determinedbasic methods and forms. The holistic process of mastering rhythm can be divided into 3 stages:

First stage - exercise training (separate movement) is characterized by the creation of a preliminary idea of the exercise. At this stage of training, the teacher talks, explains and demonstrates the exercises, and the children try to recreate what they saw and try to complete the exercise.

Stage of in-depth learning of the exercise -characterized by clarification and improvement of the details of the technique of its implementation. The main method of training at this stage is the holistic execution of the exercise. Techniques include: exercises in front of a mirror, the use of sound cues (claps, beating a tambourine).

Stage of consolidation and improvement of the exercise -characterized by the formation of a motor skill. The entire complex of methods from the previous stage is used here, but the leading role is played by the methods of learning as a whole - the game one. The stage of improving the exercise can be considered complete only when children begin to move freely with complete emotional and aesthetic freedom.

Form of the lesson group,

Method of carrying out -game, plot-thematic.

The proposed material makes it possible to conduct classes in an interesting, exciting way.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 rhythm classes must begin with the words: “We are now going to play...”, “We are now going to turn...”, “We are now going to go.” on a trip...", etc. The game method facilitates the process of memorizing and mastering exercises, increases the emotional background of classes and the child’s creative abilities. It is proposed to conduct classes in the form of travel games (or story-based classes).

In early and younger age groups, when creating musical images, children undergo the simplest imitation of movements (a sparrow flaps its wings, a bunny jumps, a bear tramples, etc.).

CALENDAR - THEMATIC PLAN

2018 – 2019 academic year

project “Rhythmics” – junior group (first year of study)

		"Physical development"	"Music"
SEPTEMBER
		Drill exercises.Steps in place with high knees, free steps around the hall to the music.	"Legs and legs" muses. V. Agafonnikova
		Igroplasty (gymnastics). Exercises to develop muscle strength and flexibility. Set of exercises “We are kittens”	"Who's purring under your hand?"
OCTOBER
		Musical and outdoor games. Transformation game "Mice and Bears"	“Bear and Mouse” - music of contrasts
		Dance-rhythmic etude “Chickens”	"The Cockerel and the Hens"
		Igrorhythmics . Claps to the music (“clap your hands 1-2-3, stomp your feet 1-2-3”)	“Legs are knocking merrily” music by G.F. Vikhareva.
		Igroplasty. To the tempo of the music - fast, slow. We move according to the pace.	"The kids are having fun..." Matryoshka" ed. L.E. Kazantseva
NOVEMBER
	Drill exercises. Steps in place, free steps around the hall to the music. Game "sports horses"		"Horses"
	Igroplasty (stretching, gymnastics). Exercises for developing muscle strength and flexibility “Kittens”		Game "Kittens and cat"
	Musical and outdoor games. Transformation game with imitation of the movements of animals and birds.		Game "Bell" (children figure out who was woken up by the kol-k)
	Dance-rhythmic etude."Frogs"		Game with handkerchiefs
DECEMBER
		Igrorhythmics . Game with rattles “Naughty rain”.	Game with sticks “Rain in the morning”
		Igroplasty . The tempo of the music is fast, slow, combined with movements and stops.	“Stop end gou” (imitation movements with a stop)
		Musical and outdoor games. Imitation of the behavior of birds and animals “Kitty”	"Rosy cheeks" music. G.F. Vikhareva
		Dance-rhythmic sketches. Dance-rhythmic imitation sketch “Steam Locomotive”	"Top-top, boot"
JANUARY
		Game rhythms. Top-top in place and with promotion. Game "Walk"	"Sailing on the sea with you"
		Dance-rhythmic sketches. Dance-rhythmic general developmental sketch “We swam”	“Our children got into pairs”
		Igroplasty (stretching, gymnastics). Exercises to develop muscle strength and flexibility “Aircraft Repair”	"Watch"
		Musical and outdoor games. Game-transformation “Teddy Bear”	"Look at the cubs"
FEBRUARY
		Drill exercises.Marching on the spot and in motion, getting to know marching music.	Drummers. (movement, sticks)
		Game rhythms. Dynamics – loud, quiet P\game “Girls - boys”.	Speech game “Girls and Boys”
		Musical and outdoor games. Imitation of the behavior of birds and animals. Game "Snake".	Game "Snake"
		Dance-rhythmic sketches. "Airplane".	“We’ll build the plane ourselves”
MARCH
		Drill exercises.Run around the hall at the sound signal in circles and in all directions.	Drummers. Movement Exercises
		Dance-rhythmic sketch with a ball	"My funny ball"
		Dance-rhythmic sketches.Dance-rhythmic general developmental etude “Breeze”	"Walk"
		Igroplasty (stretching, gymnastics). Exercises for developing muscle strength and flexibility “Mill”	We became friends. Music by T. Vilkoreiskaya
APRIL
		Drill exercises. Jumping in place to change the rhythm.	Game “Bunny, bunnies, hop and hop”
		Game rhythms. Game “Here are the frogs along the path”, coordinate the movements to the rhythm of the clapping and the text.	Rhythmic game "Friendship"
		Musical and outdoor games.Transformation game "Big and Small"	Musical game "Sun and Rain" music. M. Rauchwerger.
		Dance-rhythmic sketches. Dance-rhythmic imitation sketch “Chauffeur and Cars”	Game "Car and Birds"
MAY
		Drill exercises. Jumping with progress by hitting the tambourine, clapping the music.	"Let's go - let's jump"
		Musical and outdoor games. Imitation of the behavior of birds and animals, the plot “Frog-traveler”.	"Balls and funny men"
		Dance-rhythmic sketches.Dance-rhythmic sketch with rattles.	“Once upon a time there were little gnomes in a house”

Expected result Age 3 - 4 years

Knows the movements of dance compositions, responds emotionallyactively participates in rhythmic compositions and games;
Tries to coordinate the main types of movements and exercises (walking, running, jumping) with a given pace and rhythm;
Imitates the movements of familiar animals, birds, etc. and can independently convey their movements to the music.
Tries to improvise independently using movements to music.
Can freely navigate the hall, knows how to move without bumping into other children.

Nargiza Minakova

Educational area: “Artistic and aesthetic development”

Group: II younger

Form of direct educational activities: journey

Form of organization: subgroup.

Subject: "Fabulous clearing»

Target classes: development of artistry, inner freedom, disclosure

creative potential of the child through musical rhythmic and dance movements.

Tasks:

Educational:

Consolidating the skills of accurately performing movements in accordance with the text.

Developmental:

Development of creativity, feelings rhythm, the need for self-expression in movement to music.

Develop logical thinking.

Formation of skills of circling in place, development of coordination, senses rhythm, accuracy and dexterity of movements, memory and attention.

Educational:

Cultivating self-awareness through familiarization with dance, nurturing musical and movement culture. Foster safe behavior in nature.

Preliminary work:

Conversation about flowers, viewing presentations about flowers and butterflies, learning dance moves, listening to a piece of music "Flight butterflies» .

Materials and equipment: Computer, multimedia equipment, wings butterflies, fairy wreath, floral clearing.

Integration of educational areas

"Artistic and aesthetic development"(music, fiction, "Social and communicative development"(play, safe behavior in nature, "Cognition" (ecology)

Psychological attitude

Progress of educational activities.

(The teacher leads the children to music in group in a semicircle).

Educator: Children, look, guests have come to us! What should we do when we see guests?

Educator: That's right, we'll say hello to our guests. But we won’t do it as usual, but say hello in the language of dance (Boys bow, and girls bow).

Motivational moment

Educator: dear boys and girls, and now I invite you to go with me to a fun clearing. But we remember how we should behave clearing. (you have to be careful, watch your step so as not to trample flowers and bugs)

Updating knowledge

Educator:

It's not good for us to be lazy,

Remember guys

Even birds, even animals. Doing exercises. (children walk to the music of the march clearing where there are many flowers and continue to march).

Educator: But my toes are up

So as not to get tired. (Walk in a circle with your hands on your belt and on your toes)

And now on my heels (Walk in a circle, hands behind head on heels)

We saw butterflies

And they ran in circles (running in a circle, hands on the belt).

And the little sparrow woke up, (jumps)

And quietly perked up (step in a circle while inhaling and exhaling).

Perception and assimilation of new things

Educator: You guys are great, and now I want to tell you a riddle.

There is a little curl in the garden - a white shirt,

Heart of gold. What it is? (chamomile).

At the snow-covered hummocks,

Under a white snow cap,

We found a small flower

Half frozen, barely alive. (snowdrop).

Parachutes over the meadow,

They swing like twigs. (dandelions)

Educator: Oh, what a great fellow you are, you guessed all the riddles. Please tell me snowdrop, dandelion, chamomile - what is it? How to call it in one word? (flowers). Right. And now I will turn into a fairy of flowers. (the teacher puts a wreath on his head).

Listen to another riddle.

It flutters and dances over the flower,

He waves a patterned fan. (Butterfly)

That's right guys, and now there will be another transformation.

Everyone gather in a circle and butterflies you will turn into! (children put on wings).

And now, I want to tell you a fairy tale about butterfly and her family. They often flew together clearing. And then one day, to make flying more fun, they came up with butterflies are something to do: They started clapping their hands, but how? Yes, that's it.

"one two three four", (eighth duration)

And then my mother heard them and suddenly said and I’m like this

"one and", "two and", "three and", "four and" (quarter duration)

Well, grandma, not to be outdone,

"one and two and", "three and four and" (half duration)

It's quiet here, great-grandmother said:

And I can do it too So:

Oh, how slowly she clapped!

"one and two and three and four and" (whole duration)

(All durations are slammed)

And we went home to rest.

So it's time to end the fairy tale.

Practical work

But, no matter what, they suddenly heard beautiful music. They closed their eyes and began to listen.

(Listening to an excerpt of a beautiful smooth melody). My dears butterflies what is this melody. (Beautiful, smooth, magical). What do you want to do to this music? (fly, flutter, etc.).Okay, you butterflies, I suggest you take each of your flowers. (Children stand on the flower) And they decided to dance, but how? Yes, that's it!

Our first move. Look at me closely (teacher demonstration). Starting position: arms at your sides, back straight, legs together. On "times and" we move our right hand smoothly to the side with a spring on "two and" return the hand to its original position. On "three and" We move our left hand smoothly to the side "four and" return the hand to its original position. We repeat everything 4 times. .

And then they wanted to do this. Starting position: arms at your sides, back straight, legs together. On "one and two and" We move our right arms smoothly to the side and the leg on the toe, turning the body to "three and four" we return to the starting position. The same goes for the left arm and leg. Repeat 4 times. (children perform the movement as they count).

And then they wanted to raise their hands up and spin around like that. Teacher's demonstration. Hands raised up and spinning smoothly. (children perform the movement as they count).

And now, we will do all this to our beautiful, smooth melody.

All these movements are performed to music.