Junior group. Dancing with leaves
Kids with leaves. Dance for children of primary preschool age to the composition “Oak leaves, maple leaves.” Performed by Lyayla Khismatullina.
Swing over me, My golden leaf. Oak leaves, maple leaves.
We are sitting behind a leaf, looking from behind a leaf. Oak leaves, maple leaves.
Suddenly a cheerful breeze wants to tear out my leaf. Oak leaves, maple leaves.
We won’t give you the leaflet, it will be useful to us ourselves. Oak leaves, maple leaves!
Senior group. Entrance to the matinee with leaves
The guys in the older group dance to the song “Dance with Autumn.” Song author Tatyana Petrova, arrangement Alexander Zorin, performer Alina Afanasova.
Look at the leaf - it’s burning like a lantern. The leaf wants to dance - He flies in the dance with us!
We put the foot on the toe and knock everything with the heel. We will add smooth gestures, And then we will spin.
The Beauty Queen invited us to dance. She gave me a leaf, traces of autumn everywhere...
Autumn in polka circles with us, Sings a song merrily. Today we will all become friends with our autumn round dance.
Preparatory group. Dance "Falling Leaves".
The older the children, the more complex the movements and dances. The preparatory group dances to the song “It’s not easy to rain today.” Author - N. Naydenova, arrangement - Alexander Zorin, vocals - Marina Melnik.
Today the rain is not simple, today the rain is golden! He is not aquatic at all, there is not a single cloud.
Leaf fall, leaf fall! Leaves are spinning, flying, Leaves are flying in the wind, Falling leaves!
Autumn day is so good, How many leaves can you collect! Golden large bouquet - Greetings from autumn to us!
Leaf fall, leaf fall! Leaves are spinning, flying, Leaves are flying in the wind, Falling leaves!
Author's development of rhythmic dances for children of senior preschool age
Author's developments of rhythmic dances
for children of senior preschool age
Developed by:
Tagarova Lyudmila Petrovna,
physical education instructor
MBDOU TsRR – kindergarten No. 37
The Swedish teacher and composer, founder of the system of rhythmic education E. Jacques-Dalcroze saw in rhythmic dances a universal means of developing children's musical ear, memory, attention, expressive movements, and creative imagination. Dance is an art that does not require a brush or a pen. His only instrument is the human body, in every movement of which dance lives. However, dance requires not only the participation of the body, but also the soul and mind.
Preschoolers dance with pleasure; they like rhythmic dances. Practice has shown that systematic practice of rhythmic dancing helps preschoolers develop more precise coordination of movements, correct posture, improve orientation in space, develop a sense of rhythm and tact, an ear for music, promotes children’s good mood, and the ability to interact with each other.
Each dance is divided into figures, which children learn sequentially, and at the end they are combined into a single dance composition.
When selecting music, it is necessary that it meets the requirements of high artistry, cultivates the child’s taste, enriches him with a variety of musical impressions and at the same time evokes a motor reaction and is convenient for motor movements.
From the point of view of accessibility, music should be small in volume, moderate in tempo, two or three parts, with clear, clear phrasing for younger preschoolers and varied for older preschoolers. The musical image, character, and mood of a musical work should be understandable to children, and dance compositions should be varied in genre and character, which contributes to the diversified development of children.
The developed dances were successfully used in working with children of senior preschool age at various events dedicated to such holidays as “New Year”, “March 8th Day”, “Mother’s Day”, “Defender of the Fatherland Day”, “Golden Autumn”.
Dance "Quadrille"
(preparatory group)
"Once upon a time Russians"
Words by E. Temnikov
Music B.
Temnova
1 figure
Loss - children walk in pairs holding hands through the center of the hall, the girls have a handkerchief in their hands.
Once upon a time, Russians split into left and right.
Vanyusha, Tanya, Mani, Dancing at the party, Discovered a new style: Boots and boots -
picker (toe, heel, 2 taps)
To Russian accordions, To birch bark and spoons They glorified quadrille.
2 figure
Chorus: Now almost forgotten, they walk around each other’s backs. Boys' hands
Full of guitars,
shoulders up and down on the belt.
But still rebellious -
girls, arms bent at the shoulders,
lively quadrille.
- fingers pinch, forward, backward alternately.
Eh... -
clap
Ta ri da ri da rata, -
an asterisk in pairs of hands on the belt,
Ta ri da ri da rata, -
jumps with an overlap of the shin.
Tari da ri da ra ta, Tari da ri da.
Eh - cotton. An asterisk in the other direction.
3 figure
We look like our grandfathers, - 1-collars -2 do a comb, move back a little.
We love fun too -
they change several times.
We can’t forget the quadrille - a smile in it and become.
The work is finished , - 2 steps forward, throw the leg forward.
Saturday has come again, -
2 steps back, throw the leg back
. And you and I want
the Quadrille dance combination
4 figure
Loss - "
Peeking Out".
The girl puts her hands on her belt, the boy holds her waist from behind. 1 - the girl leans to the right, looks at the boy ,
the boy leans to the left, looks at the girl. 2 - straight, 3 - tilted in the other direction, 4 - straight.
“Windows” - the boy behind, on the left, holds the girl’s hand, right hand at the top, left hand at the bottom. At the end of the loss, jump to the side, changing places and the position of the hands.
Chorus:
Quadrille my heart, - repeat the chorus combination
Ancient, but eternal, Factory, collective farm, Funny and serious
Losing - they walk in pairs, the girl puts her head on the boy's shoulder.
Dance “I’ll wait for you” (preparatory group)
"I'll wait for you" performed. Kristina Orbakaite Music by A. Ostrovsky Words by L. Oshanin
1 figure
Loss - 6 girls come out with open umbrellas, which are located on the right side behind, below, walk through the center of the hall, 3 steps forward, 4 steps, fall, turn your head back (looking back).
You looked at me - 1,3,5 lunge to the right, umbrella at the top, 2,4,6 lunge to the left.
You looked for me everywhere.
- lunge in the opposite direction.
I used to run,
-1,3,5 lunge to the right, umbrella at the top, 2,4,6 lunge to the left.
Keeping your views from everyone.
- lunge in the opposite direction.
And now you are gone.
- 1,3,5 to the right, umbrella at the top, 2,4,6 to the left, step to the sides and in
You are not there for some reason
. - in front of a circle.
I want you to look at me the same way.
–
2 figures line up in one line
Chorus: And outside the window it’s raining, then snowing - side steps to the right, circular rotations with the right palm at the chest, an umbrella on the left shoulder.
And it’s time to sleep, and I can’t fall asleep. -
spinning on their toes, umbrella at the top
. Still the same yard, still the same laughter, -
repeat the combination to the left
. And only you are missing a little.
.- spinning on their toes, umbrella at the top
Losing –
go to the end of the hall, line up one after another
3rd figure
I'm walking without you - they're walking through the hall
Along a familiar alley.
- they disperse to the right and left
. I’m not in a hurry with you, -
they return to the end of the hall.
Not with you, but with Natasha at the cinema
line up in pairs
And they send greetings to you -
they walk through the hall in pairs.
Windows of a quiet house And even old people
- they disperse right and left
That everyone is still knocking on the dominoes. -
line up
Chorus
- repeat combination of chorus
4 figure
Loss - they walk around each other facing the viewer, umbrella forward In the courtyard before it gets dark - 1st row sits down Spin the same record. - 2nd row sits You said you would come - 1st row sits At least come back here for the evening. - 2nd row sits Evening for me why, - pairs spinning like a carousel. The evening is as small as a grain of sand. I'll wait for you, just you come forever. Chorus - repeat chorus combination
Losing – small semicircle back
Chorus - repeat chorus combination
Losing - leaving as at the beginning of the dance
Dance
“
Robbers”
Song from the cartoon “The Bremen Town Musicians” Lyrics by Entin Yu.
1 figure
And as you know, we are a hot-blooded people - number 1 comes out from the right and with a gun in front of the tree. 2 numbers come out from the left in front of the tree. And we can’t stand the tenderness of a calf,
But we love the souls of a calf, - a hand on the forehead, looking out from right to left
We love to beat people, we love to beat people, - they take out the right pistol, putting it forward, the left pistol
We like to hit people and hit people. - Alternately raise your knees and hit them with your hand
2 figure
Chorus:
We once.....-raise the right leg bent at the knees, and the right hand up with a bo-bo pistol...-also with the left and the hand of the Robbers! - cross your arms over your chest, squatting your legs in 2 positions (inverted)
Robbers, robbers, circling and jumping to the right
Bang-bang, and you are dead - take turns putting your right and left hand forward, hands to your chest
Dead people, dead people, circling and jumping to the left
Bang-bang, and you are dead, - take turns putting your right and left hand forward, hands to your chest.
Dead people, dead people. - circles and jumps to the right side
3 figure
And whoever sees us will immediately gasp - right leg and hand forward
And for some it will smell like something is fried. - left leg and hand forward
And we keep something in our bosom - we hide our hands behind our backs and sharply in front
Don’t come near us, don’t come near us,” they cross their arms in front of their chests and apart, shake their heads, mincing step back
Don't come near us, otherwise we'll kill you. - we will stab you for words, hold them at the throat with the right pistol
Chorus:
We are once-bo-bo-boboyniks, - repetition of chorus combinations
Robbers, robbers,
Bang bang, and you're dead,
Dead people, dead people,
Bang bang, and you're dead,
Dead people, dead people. If they lose, they run towards the audience, scaring them, run out to the center of the hall, listen, get scared and back away, avoiding the hall.
Dance "Snowmen"
(senior group)
"March of the Snowmen"
Words by Andrey Usachev Music by Maxim Dunaevsky
1 figure
Losing - the boys are marching from behind the Christmas tree, dressed as snowmen with pots on their heads (fake). They take a victory lap and line up in front of the Christmas tree. Previously, the boys are divided into numbers 1 and 2.
going on a hike.
What do we need bullets and bayonets!
- they say “at - two”
We are not afraid of charges, -
they sneeze, covering their nose, slightly leaning forward.
If only there was no spring!
–
figure 2 shakes a finger
Chorus:
At-two, at-two!
– 1 numbers step forward, 2 back
There is a head in the pan.
- knock on the pan
At-two, at-two! – 1 numbers step back, 2 forward
The head is in the pan.
– knock on the pan
Lose – shake their head
3 figure
We are not afraid of snowdrifts! – lower hands from top to bottom (showing a snowdrift)
We are not afraid of germs!
- from the bottom up with our hands, as if we are removing germs
We are hardened like steel
- our arms are bent upward at the elbows (strongmen)
If only there was no spring!
– shake a finger
Chorus –
repeat the combination of chorus
4 figure
We are as handsome as we can be! – hands on the belt (flaunt)
A beard made from icicles.
- show the beard
Let our noses be red -
pull back the false nose
If only there was no spring!
– shake a finger
Chorus –
repeat the combination of the chorus
Dance with toys
(senior group)
"Banana Mama" performed by group "Barbariki"
1 figure
Losing - children run up and stand in 4 columns, holding the toy in both hands.
Morning wakes up - the toy is lifted up to the chest
Drink tea with cookies
- down to the chest
It will start again -
to the right, to the chest
In the city, movement
- to the left, to the chest
Birds, cars, carousels, slides.
- swing the toy from side to side
Wake up children's city
- spin around themselves while jumping
2nd figure
Chorus: BANANAMAMA – 1st and 2nd, 3rd and 4th columns change places at a side gallop
You will believe in miracles -
lift the toy up
BANANAMAMA -
1st and 2nd, 3rd and 4th columns change places with a side gallop
Dreams come true -
lift the toy up
BANANAMAMA -
lateral gallop change places 1 and 2, 3 and 4 columns
Burning eyes
- lift the toy up
So sparkle like stars in the sky. -
3rd figure spins around itself on jumps
Morning, yawning, repeat the combination of verse 1
Opens the doors. Dolls and swings, Mountains, skyscrapers of multi-colored shelves come to life again. Hello, hello, children's city.
Chorus - repeat the combination chorus, at the end of the chorus put the toy on the floor
.
4 figure
Eyes dart, hands near eyes, fingers clenched into fists and unclenched
Ears on the top of the head. -
hands on the head (ears) bend and straighten the palms.
These are not fairy
shake a finger (no)
These are not toys.
a finger
. The City of Childhood is the city that -
they take a toy
. The kindest city. -
spinning around you on jumps
1 chorus -
repeat combination chorus.
Chorus 2 – change into a circle while jumping, at the end throw the toy up
Dance "Strong Men"
(senior group)
Composition “Entertainer”
Music by R. Pauls
4 boys and 1 girl participate in the dance
1 figure
The boys come out, wave, and take a lap of honor. They stop in the center of the hall, shaking hands above their heads on the right and left. Perform various general developmental exercises. They show off their biceps.
2 figure
1 boy approaches the bowl of talcum powder, powders his hands, and goes to pick up the barbell. He tries to lift the barbell, leans first to the left, then to the right, puts the bar down, scratches the back of his head. The others laugh.
2 boys come up - 1 shows his biceps, the boy goes to the bowl with talcum powder, powders his hands and knees, goes to pick up the barbell. He bends down, grabs it, stands on his toes, but cannot lift the barbell off the floor. He gets offended, waves his hand, go away. The others laugh.
The 3rd boy comes up - hand forward, to his chest and says: “Right now I’ll raise it.” The boy approaches the bowl of talcum powder, powdering his hands and armpits. Gordo goes to pick up the barbell. He tries to lift her, sits down, shakes his head and crawls away on all fours. The others laugh.
Boy 4 comes up, approaches the bowl of talcum powder, powders his hands and head, and goes to pick up the barbell. He grabs it, rolls forward, and ends up on his stomach. He gets up, cries, leaves. The others laugh.
3 figure
A girl walks, smells a flower, approaches the barbell, and takes it with one hand. The boys are surprised. The girl calls them to follow her. Everyone leaves.
"Dance of Snowflakes and Blizzards"
(senior group)
Song of the Snow Maiden
Words: A. Usacheva
Music: M. Mokienko, L. Barabanova
1 figure
Lose-1
.
snowflakes run out from both sides from behind the tree, scarves in front 2. swing scarves to the right and left. The
snowflakes are spinning -
the scarf is running in a circle from the outside,
The snowflakes are spinning -
one hand at the top, the other at the bottom.
round dance - spinning
On an ancient clock,
repetition of combinations.
On an ancient clock, midnight strikes.
And winter will paint, unwind in two circles
And winter will paint the sky with White paint.
Swing scarves from right to left,
figure 2
Someone knocks, snowflakes in two circles make a star
Someone knocks -
snowstorms run out on tiptoes
outside the window. - 1 sitting 2 kneeling 3 standing waving their fans
The Christmas tree will light up, the Christmas tree will light up with magic.
And it will be transformed, And everything around will be transformed - the snowflakes line up in 2 columns like
a Winter's Tale.
— snowflakes are spinning, snowstorms are standing in 3 directions with their backs to each other and waving their fans
.
3 figure
And the curtain will rise - 1-2 snowflakes run in a semicircle, forward
And the Snow Maiden from the forest
, - 3-4 snowflakes run in a semicircle
Like a snow princess, -
5-6 snowflakes run in a semicircle
Floats -
spins
And a bird or three rushes in, snowflakes kneel down and wave
And so many children will come running... -
with scarves.
up down And this will only happen -.
Happy New Year! Loss - snowflakes get up and run back
Snowflakes - music 1 star in pairs, music 2 swing 1-3 4 spin, scarf to the right, scarf to the left 4 times, music 3 wave their scarves and go behind the tree backwards
Blizzards - music 1 come forward, sit down and wave their fans. music 2 - they stand up and spin around with fans, music 3 - they stand and wave overhead, right to left, music 4 they walk away backwards, wave their fans.
Fun exercises with rustling noises
(older age)
Exec. children's choir "Giants"
Formation in columns
1 figure
Hey, Lazyboki, come on, get up! - the presenter calls the children
Run out to exercise - the children run out and stand in columns
They stretched well - they stretched to the top
You've finally woken up - they're walking
Begin!
Is everyone ready? - the presenter says
We answer - Everyone is ready! - children
We answer, everyone is healthy?!
- the presenter says
We answer - everyone is healthy! - children
Get in order -
they are walking
for fun exercises. Let's get ready, let's start and sing along together.
2 figure
Chorus:
The radiant sun loves to jump - they show the big sun with their right and left hands
Fly from cloud to cloud! -
jump to the right and left
That's it! One, two, three, four, one, two, three, four - one - right hand to the side
One two three four five.
– two left hand to the side
Once again!
One, two, three, four, - three right hand up
One, two, three, four, - four
-
left hand up
One, two, three, four, five!
– five – we jump our hands up
3rd figure
We are all developing our hands! - arms bent at the elbows, bend alternately
There is no more room for boredom! - extend your arms up and down
We are all working out our shoulders
- shoulders up and down
to make the hike easier! We are all working out the legs - the right arm and leg in front alternately with the left
So as not to get tired on the road. We are all working out the neck - head tilts
What would be more fun to sing? - arms bent at the elbows, tilts to the left and right
Chorus: repeat the chorus combination.
4 figure
So, get ready, this moment, - the right hand swings forward up and down
very important element
You need to bend in half - springy downward bends
And touch the earth with your hands! Come on, don't bend your legs! - knock on knees
One two three four five! Well done! everyone tried their best
Straightened up, caught our breath! Don't mess around! One two three four,
One, two, three, four, One, two, three, four, five!
Chorus: repeat the chorus combination.
5 figure
They jump, they jump, everyone in the world jumps right and left
Even hares and bears. And giraffes and elephants jump straight to the moon. Cats, squirrels, ducks, pigs - jumping around themselves
Everyone's doing their morning workout Everyone's mood has improved
From such an awakening.
Chorus: repeat the chorus combination.
6 figure
With a feeling of complete satisfaction - they walk
At the end of the exercise, stand quietly on your toes - stand on your toes, arms up
Let's raise our hands as hard as we can! Reach straight to the sky
Exhale, hands down! - lower your hands down
Congratulations, everything is in order -
alternately right and left hands in front.
Well done, end of exercise!
Chorus: repeat the chorus combination.
Children's dancing in kindergarten
Most adults believe that dancing is a waste of time. Especially if their child will dance in kindergarten and not study additional mathematics. Are they right? The answer is clear - no.
Dancing is a most interesting and enjoyable activity. Through children's dances in kindergarten, a huge number of tasks related to the development of fine and gross motor skills, ear for music, flexibility and smoothness of movements, skills to work in pairs, in a team, discipline, creativity, intelligence and memory are solved. And most importantly, dancing gives the child the opportunity to have a good time.
Children's dancing in kindergarten puts the right stress on the heart, perfectly trains all muscle groups, joints, vestibular apparatus, and forms correct posture.
But it is worth remembering that it is recommended to start dancing from the age of three. We must understand that in preschool age the foundations of personal, mental and physical development begin to form and be laid. In this type of activity, children memorize dance compositions, learn to interact with each other, improvise and navigate correctly in space.
The teacher, conducting dances in kindergarten, introduces children to the cultural heritage of his country through folk dances. In addition, children love to perform rhythmic movements to modern music, one of the genres is hip-hop. And it doesn’t matter whether the child moves correctly or not, the most important thing is to express yourself through performing movements to the music.
The teacher, when organizing classes, should not keep the child within certain limits; he is obliged to give only a positive assessment of his actions.
At 4–5 years old, children learn simple movements and simple dance compositions. At 6–7 years old, they master more complex movements using props. Children demonstrate their talents at holidays and entertainment events. Parents are amazed by the performances of little dancers. Showing your skills and talent in front of a large audience allows you to get rid of stiffness and feelings of fear, which will undoubtedly come in handy in the future.
Elements of choreography are used in theatrical productions for a more open and vivid development of the plot.
Psychologists have long proven the fact that children who engage in this type of activity are ahead of their peers in development, are successful in their studies, and better develop mathematical and logical concepts, speech, and the ability to quickly navigate in space.
Children's dance helps develop such personality qualities as: hard work, determination, organization. Children who are withdrawn become sociable and relaxed. This type of activity can even help solve some psychological problems, which is why very often mentally retarded children are enrolled in special dance clubs.
As you can see, children's dances in kindergarten bring great benefits for the harmonious and comprehensive development of the child and help him easily make the transition from the position of a preschooler to the position of a schoolchild, successfully mastering educational activities.
In addition, dancing gives the child the opportunity to look positively at the problems occurring in our troubled world.
Consultation “Teaching dance to preschoolers”
One day a man came to a sage and said to him: “O Sage, teach me to distinguish truth from lies, beauty from ugliness. Teach me the joys of life." The Sage thought and... taught the Man to dance.
Dance is a synthetic art. It is aimed at solving the musical-rhythmic, physical, aesthetic and mental development of children. Movements to music accustom them to collective action and help foster a sense of collectivism, friendship, camaraderie, and mutual respect.
Currently, the attention of children and teachers is attracted by modern rhythms of music and new dances. But sometimes you have to deal with the fact that children, watching adults dance in everyday life, imitate the worst examples of their performance (they make faces, break, dance rudely, unmusically). This causes great concern, since it is in preschool age that the foundations of artistic and musical taste are laid.
It is easier for children to convey their understanding of music not through words, but through movements. And this is a good prerequisite for the creative process.
To teach a child to convey the character of a musical work, its figurative content through the plasticity of movements to music - this is exactly what the work on dance is aimed at.
By acquiring knowledge and skills in the field of dance art, children begin to understand that each dance has its own content, character, and image. To convey the expressiveness of dance images, the child must remember not only the movements themselves, but also their sequence (which in itself has a positive effect on the development of memory and attention), but also mobilize imagination, observation, and creative activity.
Types of dances
- dances and dances with fixed movements, the construction of which is determined by the structure of the musical work;
- free dances and dances , in which the creative abilities of the performers are most clearly manifested;
- combined dances , including fixed movements and free improvisation;
- folk dances and dances based on authentic elements of folk dance;
- character dances performed by various characters;
- children's ballroom dancing , including polka steps, gallop, waltz movements and others.
Creation of children's dances
The first way is to work on lightweight versions of existing dances for adults, accessible to children, using the same music. They preserve the dance movements for adults and its pattern, but reduce the number of figures, simplify the composition, and eliminate the most difficult elements for children to perform.
Another way is to create a new children's dance based on music that children like and that is suitable in terms of musical structure and form. Such dances include program dance skills required for preschoolers (springs, hops, galloping steps, side steps, rhythmic claps, etc.), many of which are performed in a new modern manner. At the same time, new elements are introduced.
Methodical techniques
Display method: involving display (joint execution of movements), advanced display, fragmentary display.
By showing children movements, the teacher gives them the opportunity to see the artistic embodiment of the image.
Verbal method. Spoken speech is the link between movements and music.
Verbal explanations should be brief, precise, figurative and specific. It is also necessary to pay attention to intonation and the force with which the word is spoken.
Words are symbols denoting movements: “sun”, “house”, “balls”, “tails”.
Gestures with spoken words that reveal the meaning of this gesture: “why are you sitting here”...
Illustrative visualization method. A full-fledged activity cannot take place without a story about dances, their history and diversity, without introducing reproductions, book illustrations, photographs and videos. Hall markings. Schemes-cards.
Game method. The essence of the play method is that the teacher selects toys for children that help in learning. Toys ( attributes ) decorate the dance and have a great influence on its performance. Captivated by the toy, children stop fixating their attention on the technical features of the dance. Transformation games will help teach children to perform expressive movements and develop their imagination and creativity.
Concentric method. This method consists in the fact that the teacher, as the children master certain movements and dance compositions, returns to what they have learned, but can now offer a more complicated version.
Showing children performing this or that movement well.
Stages of learning musical-rhythmic movements
Stage I – initial training in new musical movements; Stage II – in-depth learning; Stage III – consolidation and improvement of musical and rhythmic movements.
Training at the first stage is aimed at creating in children a general understanding of the new movement in connection with music. To interest children in dance, the teacher must give a general description of the dance and note its features. Listening to dance music, understanding its content and features, and analyzing its structure (individual parts, musical phrases) is of great importance. Children can be asked to clap accents, rhythmic patterns, the beginning of a new part, or a musical phrase.
The main actions of the teacher at the first stage of training:
- explanation;
- expressive performance;
- demonstration of a new dance movement by the teacher, corresponding to the content of the music.
At the second stage of training, as a result of the active work of the teacher and children (in small groups and individually), mastery of basic movements in conjunction with music occurs.
The teacher analyzes in advance what mistakes children may encounter when mastering a particular movement, finds the exact words to explain individual details, thinks through figurative comparisons, clear brief instructions, and uses preparatory dance exercises.
Children can stand scattered or in a general circle, in this case they can clearly see the teacher’s demonstration (no one stands with their back or side to him), and the teacher, in turn, has the opportunity to control the quality of movements. If children stand scattered, the teacher’s display should be mirrored.
The teacher must constantly monitor the children’s movements in accordance with the tempo, rhythm, dynamic shades of music, correct mistakes, and encourage them.
The main features of a developed musical motor skill are the conscious execution of movements in accordance with the nature of the music and the quality of execution (accuracy, rhythm, expressiveness).
At the third stage , the task is to bring the skills acquired by children in musical and rhythmic movement to the degree of independent creative performance and use of dances and games in everyday life. Children approach independent creativity gradually, through feasible or creative tasks, which are offered in sequence from simple to more complex.
Stages of learning exercises:
1. Verbal explanation by the teacher, then demonstration of the exercise by the teacher accompanied by musical accompaniment. 2. Learning complex movements (“variable step”, “polka step”...) according to
in parts, first to the count, then to the music. 3. Show a child who has mastered this exercise. 4. Reinforcement of the exercise by all children in subsequent classes. 5. Assessing the children’s performance of the exercise.
Dance - improvisation
Dance improvisation is a way to develop creative abilities and nurture creativity in preschoolers. Children are characterized by a rich imagination and imagination. Therefore, games, free improvisations, plastic performances arouse their interest and enthusiasm, and are performed easily and naturally. Such exercises should be performed by children in classes throughout the year.
“Choreography implies “ownership” of the body; the body in this case is the object towards which the action is directed.
Improvisation involves co-creation with the body, recognition of the equal importance of pre-formed plans and experiences, and momentary impulses. For improvisation, you need a feeling and “thinking” body, something that was present in ancient cultures based on the idea of “unity with nature” - Grishon A.E.
Feelings of body freedom contribute to the development of the ability to improvise.
In classes with preschoolers, several areas for developing the ability to improvise can be distinguished:
1. Feeling of the “body”.
2. Communication with a partner - partnering.
3. Understanding movement in creativity: drawing, crafts….
4. A set of movements to create a basic basis for improvisation.
, musical sketches provide invaluable assistance for example from E. Gorshkova’s methodology “From Gesture to Dance” (“Met”, “In the Forest”, “Let’s Be Friends”, “Secret”). And also studies on the expression of emotions, on the reproduction of individual character traits, on the training of individual muscle groups by M. Chistyakova from her book “Psychogymnastics”. For example, such as “Barbell”, “Icicle”, “Everyone is Sleeping”, “Different Moods”, “Sentry”, “Fear”, etc. In them, children learn with interest to communicate with each other using the language of movements, to convey in plastic various emotional states that are close to them from their own life experience.
It is useful to use communicative, character and plot improvisations with poetic or prose accompaniment.
Communicative dance is a dance with simple, light, playful components, and evokes a lot of positive emotions in children (Briske’s Dance “For me, for you,” Zheleznov’s disc: “Dwarfs and Giants.”)
Characteristic dances: of a character (Zheleznov’s “Three Little Bears”).
Logorhythmic exercises: “Cat’s house”, “The cat inflated the ball”.
Then, when children get used to this kind of tasks, improvise freely and naturally, show creative independence and activity, you can introduce free improvisations with objects (Briske dance with hoops “To the village to visit grandma”: sun, hat, skirt, house.)
The main requirement for dance improvisation is that each improvisation is performed only once, since if the composition is repeated, it loses the character of creativity and improvisation.
Game "Body Parts". We study body parts. After getting to know each other, you are given the task to move (dance) a certain part of the body. The movements are based on improvisation. At the next stage of the game, the tasks become more complicated: speed and movement dynamics are added.
Exercise "Mirror". Children look in the mirror, “make faces”, developing facial muscles, then the task becomes more complicated, the child must convey these facial sensations without looking in the mirror. In this way, internal sensations develop. An option to complicate the game: children become pairs: one depicts a mirror, the second a reflection. The task is to make the mirror and reflection unrecognizable.
It is important to create a comfortable atmosphere in the team, teach children to communicate with each other, and trust each other.
Game "Partnership". Children become pairs (the teacher first observes who is in contact with whom), one in the pair closes his eyes, completely trusting his partner, who sends impulses to the partner’s back with his palm, directing his movement. The task of the second is to guide the partner without clashes, the first is to completely trust the partner.
"Imagine who you are" technique . Children close their eyes. The teacher gives the task to imagine yourself as a bird. A story about what kind of bird it is helps the child imagine it in his imagination. The performances then need to be shown in motion. Observation of natural phenomena stimulates imagination and moves towards improvisation. It is necessary to give the task more often: observe a phenomenon, animal, object, and then talk about it in class.
Game "Word Action". The teacher names the quality of movement. For example: a tree is swinging (swaying), a sweet toffee (stretching), we are rolling a roll (twisting), we are late (walking, running). To complicate the exercise, you can independently compose stories based on your experience. Mastering the technique broadens the child’s horizons.
The game "Silent" requires a little experience in movements. Goal: carefully monitor the changing movements of the teacher, who is silent and makes them as he moves around the hall, and repeat the movements. The result can be very unexpected: children, carried away, actively enter into the process and begin to independently compose movements, as if not noticing everyone around them; this is an excellent result in the development of the ability to improvise in preschoolers.
Not all children succeed in completing tasks, because we are talking about creativity, which requires choreographic talent and talent. Children who did not get the expected result have their own reasons: personal, psychological, etc. And yet, for them, the techniques used are also useful in terms of art therapy.
“Of all the feelings, joy has the best influence on the development of a child’s abilities; he most willingly surrenders to this feeling and his soul is open to educational influence” Emile Jacques-Dalcroze.
Literature:
1. Grishon A.E. Improvisation and choreography [Electronic resource] - Access mode. — URL: https://www.girshon.ru/index.php/moi-stati/articles/improvizacija-i-xoreografija.html (access date 08/12/2013).
2. Literature and language: modern illustrated encyclopedia [Text] / Ed. A.P. Gorkina. M.: Rosman, 2006. - 584 p.
3. Samukina N.V. Games at school and at home: psychotechnical exercises and correctional programs [Text] / N.V. Samoukina. M., 1993. - 144 p.
4. Churilova E.G. Methods and organization of theatrical activities for preschoolers and primary schoolchildren [Text]: Program and repertoire / E.G. Churilova. M., 2001. - 160 p.
Ideas for mothers and babies
The selection given in the article can be used as musical and dance games and competitions for children at holidays and events, both at home and in kindergarten.
Dance and music provide opportunities for children's spiritual, emotional and physical development, as well as the opportunity to develop imagination and self-expression. Having mastered the dance basics, children feel more confident in kindergarten, school and other children's groups. Music and dance classes promote children's communication, develop their sociability and ability for collective creativity.
The period of active growth of children is characterized by self-doubt and motor clumsiness; in girls these manifestations are especially painful. Dancing games for girls will develop coordination of movements in the baby and instill in her confidence in her own abilities.
Playful forms of development enable your child to liberate internally, overcome their inhibitions and fears, and make them more sociable and attentive. Such activities bring great joy to your baby and have a positive therapeutic effect.
Dance classes in the form of games develop plasticity, hearing and rhythm. The possibilities of the games described below are wide; you can play them with parents at home on family holidays and with friends in a kindergarten.
Dance game "On the ship"
Necessary equipment: children's plastic bucket, mop, phonogram of the song “Sailor” by Oleg Gazmanov.
Rules of the game: one participant is selected to play the role of a sailor, and he is tasked with washing the deck of the ship. Using a mop and bucket, the sailor performs movements that simulate washing floors. The rest of the guys who are participating in the game are dancing merrily around him. Then the musical accompaniment is abruptly stopped and the children, together with the presenter, must quickly become pairs. The player who is left without a pair becomes the sailor.
Dance game “The sea worries once”
Gaming equipment: a disc on which pleasant melodic music is recorded.
Rules of the game: choose one leader. All other participants in the game spin and perform smooth dance movements. After the teacher said the words “The sea worries once, the sea worries twice, the sea worries three. Sea figure, freeze!” the musical accompaniment stops abruptly and the children must freeze in place. The leader is tasked with finding and locating those who move.
Dance game "Mirror"
This dance game for children does not require any special equipment other than a tape recorder and a CD with children's songs.
Game rules: children split up in pairs and face each other. According to the music, one child dances in pairs, and the other child needs to exactly repeat his movements. Then the roles change. The pair whose movements were more synchronized wins.
Dance game "Garden"
Necessary equipment: cardboard cards on which words are written (or depicted) - daisy, cherry, bush, bee, sparrow, swallow, rabbit, grasshopper, lily, etc.
Rules of the game: each child is given a card. Then the child must use dance movements to the music to depict the plant or animal that is written on the card. First, each child completes his task, and then the children dance together, depicting the entire garden.
Dance game “Unravel the Rope”
Such children's dance games do not involve the use of equipment.
Game rules: children, holding hands and standing in a circle, twist in all sorts of ways, stepping over their hands, over each other, lying down, sitting down, etc., to create a tangled ball. The presenter turns on the music, to which the children unravel on their own. You can use different music in terms of tempo, so that the unraveling is either fast or slow.
Dance game "The Tale of..."
Necessary equipment: role cards, CD
Rules of the game: cards are distributed to each child participating in the game. Within a few minutes, each player prepares a dance. Then the children sit on chairs as spectators, and the presenter, reading a fairy tale, invites each child in turn to dance his role.
Fairy tale:
“Early in the morning the SUN came out and illuminated the DESERT with its rays. There were a lot of FLOWERS, PALM TREES AND CACTUSES growing in the desert. The beautiful BUTTERFLY also lived there. She was constantly thirsty because it was too hot. So the butterfly went to look for water. At the same time, a CLOUD appeared in the sky, from which the BUTTERFLY asked for rain. THE CLOUD decided to help the BUTTERFLY, and a lot of raindroplets flew to the ground...
But then suddenly a strong WIND blew up! He blew hard, and the cloud flew away further, not having time to give the BUTTERFLY a drink. On the path of the BUTTERFLY, she met a SNAKE, which showed her where to go next. After some time, the butterfly saw green bushes and trees. Among them, the butterfly noticed a ringing stream.
The butterfly got drunk and everything ended well!”
Cards: Desert, Sun, Butterfly, a few Droplets, Stream, Bush, Flower, Cactus, Wind, Snake, Tree.
Come up with similar fairy tales yourself, involving even more fairy-tale characters in the game!
Dance game “Create a dance”
This game is from the category of music and dance games. No special equipment required.
Rules of the game: children line up in a circle, musical accompaniment sounds. A leader is selected from among the children to show dance moves. Then the leader becomes the one who performed the movements better. The game lasts until all the kids are in charge.
Dance game for children “Fairy-tale heroes”
Necessary equipment: cards with the names of fairy-tale characters, a disk with a selection of funny songs.
Rules of the game: Even small children can play the game. Having divided the children into pairs, the presenter distributes cards to them. After preparation, children must dance a meeting between their heroes, even if these heroes are from different fairy tales.
Examples of cards: Little Red Riding Hood, hunter, wolf, Snow White, Fox, Dwarf, Pierrot, Malvina, Karabas-Barabas, Firebird, Thumbelina, Piglet, Winnie the Pooh, Kolobok, Frog Princess, Dunno, Old Man-Hottabych, Pinocchio, Cippolino , Panther, Mowgli, Mouse, Koschey the Immortal, Chamomile.
Musical game "Orchestra"
Equipment needed: chairs to seat the orchestra.
Rules of the game: each child chooses the instrument he is going to play - guitar, balalaika, button accordion, flute, piano, violin, horn, and so on. One person is selected from the children using a counting rhyme - he will be the conductor. The conductor waves his baton and all the children - the orchestra - begin to imitate playing musical instruments. Then the conductor points his baton at one of the musicians, for example, a violinist, and begins to imitate playing the violin, and the child playing the violin freezes. All the musicians, noticing this, stop playing their instruments and begin to repeat after the conductor, imitating playing the violin. Next, the conductor moves on to the next instrument, and the musicians must carefully monitor it and repeat the movements without errors.
Dance game “Sun and Flowers”
Equipment: disc with pleasant melodic music.
Rules : the sun is chosen - the leader, all other children are flowers. The sun wakes up first and, circling and dancing, strokes the flowers, they begin to bloom and dance. Children perform movements imitating the swaying of a flower in the wind.
Dance game "Toy Store"
Equipment: tape recorder, CD with children's songs.
Rules of the game: kids depict various toys (robot, doll, horse, cat). The presenter (customer) enters the store, examines the toys and turns them on one by one. Once turned on, each toy dances. Then the presenter turns off the toy, and it stops moving and freezes. The buyer, having examined all the toys, chooses the one he likes, and it becomes the leader.
A selection of rhythmic exercises for children 3-4 years old
Select exercises for rhythmic classes in such a way that children enjoy doing them and at the same time receive tangible benefits - they develop coordination of movements and a sense of rhythm.
Rhythmic echo
Goal: to teach children to hear the rhythm of music.
Children stand in a circle. A short excerpt of a simple piece of music begins to sound, for example, “Chickens” or “Two Cheerful Geese.” The children's task is to exactly repeat the rhythm of the music by clapping their hands. If children have mastered a simple melody, you can increase the duration of the musical segment.
Faster-slower
Goal: to teach children to respond to the rhythm of music and quickly switch from one rhythm to another, to develop attention and improve walking and running skills.
Children stand in a circle and begin to step one after another with their left foot to the beat of the music. As soon as the melody speeds up, the children start running. During the exercise, you can change the speed of the songs several times. For musical accompaniment, we recommend using the melodies “Polka” and “About the Siskin”.
Soldier's March
Goal: to develop a sense of tact in children.
Children stand in a line one after another and choose a “commander”. The teacher plays the song “Soldier's March”. The children’s task is to sit down and stand up for each new musical phrase, and bend over and stand up for the next phrase. And so several times in a row.
Freeze
Goal: to teach a child to express his feelings and emotions through dance.
Children move freely around the hall to the music and dance freely. As soon as the music stops, they should freeze in place in the position they were in. The teacher talks to the kids about why they stopped in this particular position and what it means from an emotional point of view. Then another melody starts playing and the exercise is repeated.
The wind blows
Goal: relax after the active part of the lesson and restore breathing.
Children stand in a circle, the teacher turns on a slow lullaby and says: “We will blow far, we will blow close.”
When hearing the words “we will blow far away,” the children begin to blow very, very hard, but when they say “we will blow close,” on the contrary, they begin to blow weakly and weakly. And so on several times.
Follow the described recommendations when building rhythm classes, and the children will happily run to each lesson. In the next article you will learn about rhythmic exercises for children 5-7 years old.
Middle group. Dance with rowan
Girls of the middle group dance with a sprig of rowan. Song “There is a shadow on the path”, lyrics by Elena Blagina.
On the path there is shadow-shadow-shadow, Solar net. Through the tyn, through the fence, a branch bent.
I’ll come running, I’ll gallop, I’ll stand up on my toes! I’ll grab the branch by the braid and get the berries!
Chorus: Berries, berries, rowan berries. Berries, berries, rowan berries.
I’ll sit by the fence, and carefully string a rowan berry onto the silk.
Put on your bitter beads, become smart, branch! On the path there is shadow-shadow-shadow, Solar net.
Basic positions and dance movements for preschoolers
Bekasova Svetlana
Basic positions and dance movements for preschoolers
Description of basic positions and dance movements for preschoolers
Starting leg positions
Main stand
– heels together, toes apart. For older children, the toes of the feet are turned as far as possible to the sides (in choreography - 1st position, for younger children - at an angle of 450 (“house”).
"Narrow Path"
- heels and toes together, feet parallel (for all age groups) in choreography - 6th position.
"Wide Path"
- feet - shoulder width apart, parallel.
Sit on your knees - lowering yourself low, sit on both knees. Knees pressed firmly to the floor.
• For older people:
2nd position
– feet shoulder-width apart, only the toes turned as far as possible to the sides.
3rd position
– the supporting leg is placed at an angle of 450, the heel of the non-supporting leg is placed in front of the middle of the foot of the supporting leg, also at an angle of 450.
4th position
– the supporting leg is placed in the same way as in the 3rd position. The non-supporting leg is placed forward the length of a small step at an angle of 450.
While in any of the positions described above, the legs should be kept straight, the gluteal muscles tense, the back straight, the stomach tucked, the weight of the body should be evenly distributed on both feet, resting on the toes. There is no need to require full eversion of the foot in positions from preschoolers. It is enough if the toes are turned at right angles.
Initial hand positions
At the bottom
– arms are lowered along the body.
Ahead
– arms extended at chest level (parallel to the floor).
Up
– arms raised as high as possible above your head. At a younger age, the height of the arms is arbitrary.
To the sides
– shoulders and arms form one straight line.
Hands may be open
– palms up (“towards the sun”).
Hands may be closed
– palms down (looking at the floor).
"Belt"
- palms on the waist, thumbs behind, the rest in front. Shoulders and elbows are slightly laid back.
"Fists on the side"
- fingers are slightly clenched into fists, which are placed on the waist with the back side inward.
"Shelf"
- arms bent at the elbows, folded in front of the chest. The right hand rests on the left hand (the hand of the right hand lies on the elbow of the left and vice versa).
"Matryoshka"
- hands (shelf), the index finger of the right (left) hand makes a “dimple" on the cheek of the same name. The left (right) palm supports the elbow of the other hand and is slightly pulled forward (in weight).
"Skirt"
- with the thumb, index and middle fingers (pinch) of both hands, take the edges of the skirt and spread your arms to the sides - up.
"Apron"
- grab the front of the skirt with a pinch on both sides and lift it up.
Behind the back
– hands are joined behind the back just below the waist. The back of the palm of the left hand lies in the right palm. The fingers are slightly clenched, the shoulders and elbows are pulled back.
Hand positions in pairs:
• Children stand nearby (look in one direction):
"Arrow"
- hands are joined in the “Forward” position; the name of the “arrow” changes depending on the angle: narrow, wide.
"Collars"
- hands are connected in the “Up” position. The girl's palm is placed underneath the palm of the boy's closed hand.
"Wattle"
- hands are connected crosswise.
"Bow"
- the same, but the elbows are rounded and raised forward - up, the arms are not tense.
"Sleigh"
— the boy stands in front of the girl with his back to her and gives her both hands back.
The girl stands facing the boy's back and takes his hands.
• Children stand with their shoulders of the same name together (looking in different directions):
"Lamb"
- the arms of the same name are connected crosswise at the elbows, the hand is clenched into a fist. Free hands in any of the listed positions.
"Spinner"
— hands of the same name are connected in the “Up” position.
Spin like a spinner - joining your hands in the “Spinner” position, move as if catching up with each other in place.
"Star"
(three or more children) – stand one after another, joining hands of the same name in the “Up” position.
Spin like a star - joining your hands in the “Star” position, move as if catching up with each other in place.
"Double Belt"
- if the children stand with their left shoulders facing each other, then with their left hands they clasp the partner’s waist from the front and vice versa. You can change the shoulders for each musical phrase.
• Children stand facing each other:
"Boat"
- hands are joined in the “sideways” position. They are open at chest level.
"Collars"
(narrow) - arms connected at the top, (wide) - to the sides - up.
Hand movements
"Breeze"
- smooth cross movements of the arms above the head. The work involves the shoulder, forearm, and hand.
"Ribbons"
- alternate smooth movements of the right and left hands up and down in front of you.
"Wings"
- smooth swinging movements with arms spread to the sides. It should be remembered that when raising the arms, the hands are lowered, and when lowering the “wing” arms, the elbows are slightly bent, the hands are expressively raised up.
"Singing Hands"
- from the “To the sides” position, with a soft movement, the hands are directed towards each other, as if collecting elastic air in front of them. The arms are also moved plastically to the sides. The body helps express the movement by leaning forward slightly and then bending back slightly.
"Motor"
- arms bent at the elbows in front of the chest, palms spinning around one another. Fast or slow.
Claps
"Okay"
- clapping with palms in front or behind (behind the back is performed with free, not tense, arms bent at the elbows, moving towards each other.
"Pancakes"
- on “one” - strike with the right palm on the left, on “two” - vice versa (the hands are relaxed, staccato, with a turn of the hand.
The claps can be loud or quiet, depending on the dynamics of the musical image.
"Plates"
- younger age - “shake off your palms”, older age - the palms of both hands imitate the sliding movements of orchestral cymbals: the right hand swings from top to bottom, the left hand moves from bottom to top.
"Tambourine"
- the left palm is a supporting one (like the lid of a tambourine, the fingers of the right hand hit it. Change the supporting hand. The blow is strong.
"Bells"
- active clapping overhead. The movement is bright, with a large scope of arms slightly bent at the elbows. This movement requires complete freedom of the upper shoulder girdle.
"Bells"
- small claps with straight fingers of one hand on the palm of the other. The blows are light and quiet. The arms can be bent at the elbows, straightened or raised to the side (to the right or left). There are possible options for “bells” that sound near the right ear or near the left.
"Catching mosquitoes"
- light, ringing claps with straight palms to the right, to the left of the body, above and below with arms bent at the elbows.
Claps in pairs:
"Wall"
- the palms of the hands bent at the elbows (in front) go towards the partner’s hands. The clap is performed in the middle of the distance between the children.
"Big Tambourine"
- one of the partners alternately holds open their palms with their elbows bent or arms extended forward, and the other hits them with their palms.
"Cross"
- the technique of execution is the same as in “Tambourine”, only the partners’ hands move crosswise (right to right and vice versa).
Types of step
Calm walking
(walk) – the step begins with the toe of the extended right (left) leg, the toe is turned to the side. The amplitude and length of the step are small. Hand movement is arbitrary (can be in any position).
Full foot step
(stomping) - performed with very little forward movement: the knees are slightly bent, the body is straight, the legs are placed on the entire foot with a slight stomp, they are almost not lifted from the floor, but they are not shuffled either. The child moves as if “on wheels”; hands can be placed on the belt with fists.
Round dance step
– this type of step is used in round dances. It differs from a simple step in its great smoothness and determination. Good posture and a raised head give the movement an aspirational character. The movement is associated with music of a leisurely, calm nature.
Added round dance step (without changing the supporting leg)
- on “one” - a small step from the toe of the right (left) foot, on “two” - the toe of the other foot is placed against the heel of the supporting foot, etc.
Added round dance step (with alternating change of supporting leg)
– rhythmic step pattern: 2 eighths, a quarter. On “one” - a long step from the toe of the right (left) foot, and on “and” - placing the left (right) toe to the heel of the supporting leg. On “two” - step in place from the right (left) foot. On the next beat, move from the other foot.
Quadrille step
– on “one” - step with the right (left) foot, on “two” - a light sliding kick with the heel of the other foot next to the supporting one. After the heel strike, the non-support leg extends forward, starting the next step. This step can be performed with a slight half-squat on the count of two.
High step
– the leg is not carried forward, but is bent at the knee and raised up at an angle of 900. The toe is pulled down as far as possible or the foot is parallel to the floor) using an “iron”. This is a step in place or moving forward (in the form of a cockerel, horse).
Step with a flood in place
– at “one time” they take a step in place with their left foot next to their right; on “two” - stomping with the right foot in front of the left, without transferring the weight of the body to it. Then on “one” step in the place of the right one, placing it next to the left one; on “two” - left foot in front of right; everything repeats itself from the beginning. The emphasis constantly falls on the stomp (on “two”).
Variable pitch
– performed for 2 measures in a two-beat measure or 1 measure in a four-beat measure. The step is based on a round dance step. On “one” and “two” of the 1st measure - long alternating steps from the toe of the right (left) foot. On “one” and “two” of the 2nd measure - three short alternating steps from the toe of the other foot. There is a pause on “and”. The next step begins with the toe of the left foot.
Side step
– to “one” - to the right (to the left, to “two” - the left (right) foot is placed on the supporting leg. Toes are together or apart, depending on the starting position (“narrow path” or main stance).
Side fall
– for “one” - a lateral step from the toe of the right (left) foot, the knee bends (like a small squat). On “two” - the toe of the other leg is placed against the supporting heel from behind, at the same time the knee of the right (left) leg is straightened. The “falling” element can be performed in place at a “point” or with a rotation around its axis (“clock”).
• Step on toes:
Springy step
– this is a “spring” with movement along the entire foot.
sneaking step
- this is a “spring” with advancement on the pads and low half-toes (the image of a doll, ballerina, etc.). the movement is performed only in the preparatory group.
Side step (“cross”
) - “once” - step to the side from the right (left) foot. On “two” - the left (right) leg is placed crosswise in front of it.
Step forward and backward (“pigtail”)
– a round dance step, only the legs are placed not at an angle of 450 to the right or left, but crosswise in front of the right or left. When moving this step back, the left foot is placed behind the right and vice versa.
Mincing step (“floating”)
– a smooth round dance step moving forward (backwards) on the toes. When performing it, only the leg lifts are bent. Performed at an older age.
Jumping
• On one leg:
"Dot"
- initial position of the legs - basic stance, arms in any position. After the push, land at the same point, placing your foot first on the toe, then on the entire foot. The other leg (non-supporting) is bent at the knee and laid back. Change the supporting leg.
"Watch"
- the technique is the same, only the jump is performed with a rotation around its axis. The supporting leg rotates evenly (like a clock hand) in a circle. For 8 jumps, the child must make a full rotation - 3600.
On “one, two” - left shoulder forward,
On “three, four” - with your back,
At “five, six” - with the right shoulder,
At “seven, eight” - with your face.
"Ladder"
- the technique is the same as at the “point”, but moving forward or backward by a certain number of jumps
"Fence"
- side jump to the right (on the right) or to the left (on the left leg). There are as many jumps as there are boards in the fence.
"Sun"
- the technique is the same as in the “point”, only moving along a circle of any diameter (“around the sun”).
• On two legs:
Jump
– alternate jumping on the right and left leg.
The amplitude of the jump depends on the nature of the music. It can be performed in place, moving forward or backward, as well as rotating around its axis (“clockwise”).
Jumping with throwing the legs back - one “one” - a “point” jump with the supporting leg, at the same time the non-supporting leg bends at the knee and is thrown back, heel up. The non-supporting leg can be suspended or placed behind the toe with the heel up. To “two” – change of supporting leg.
"Happy Legs"
(jumps with legs thrown forward) - then the right and toe legs are alternately often thrown forward, as if boasting to the audience. The toe of the foot is pointed down towards the floor. Arms to the sides, palms facing forward with the inside.
"Rocking chair"
- starting position - legs together. Then the right leg is brought forward a little and, as it were, pushes the left leg back, then it is brought forward again, and the left one returns to its place. The movement is repeated continuously.
"Scissors"
- for “one” - push, spread your legs to the sides and land in the
“Wide path”
. On “two” - push and cross your legs at the “point” in front (right foot in front of the left and vice versa when repeating).
"Cross"
- on “one” - push and cross your legs at the “point” (right leg in front, on “two” - the same thing, only the left leg is in front.
"Broom"
- the same as the “rocking chair”, only with a change of legs.
Side canter
- the same as the side step, only on a jump.
Gallop forward
– the technique is the same, only the movement is not to the side, but forward. At “one” - a push and the right (left) leg is carried forward, landing from the toe. The toe of the other foot is placed behind the heel of the supporting leg. On “two” - repetition.
"Rope"
- for “one” - a “point” jump on the left (right) leg, at the same time the other leg is placed behind and brought forward with a sliding movement of the toe along the floor. On “two” - everything is repeated on the right (left) leg. This jump can be performed either in place or moving forward.
Dance moves.
Starting position for all options (unless otherwise specified): legs in the main stance, arms in any position.
"Small swing"
- children stand holding hands and shaking them slightly from side to side.
"Big swing"
- the same thing, only they swing their arms strongly from side to side.
"Spring"
- standing still, squat easily, often, continuously. At the same time, the knees are slightly spread to the sides. The back is straight. This movement can be performed from the 6th position of the legs (on a “narrow path”). In this case, the knees of the legs do not spread.
Stomp - standing on your left foot, rhythmically stomp your right, slightly springing both.
"Three Floods"
(starting position - “Narrow path”) - step in place with the right foot, then the left and again the right, slightly stomping. Repeated from the left leg. The movement is performed rhythmically.
Stomp alternately with two feet
– the technique is the same, only for “one, and” - stomp with the right (left) foot, and for “two, and” - with the left (right) foot.
Flood combined with "dot"
- heel, toe of the non-supporting leg next to the supporting leg or at a distance of a small step in front.
Squatting - the technique is the same, only for “one” - squatting, for “two” - returning to the starting position. The amplitude depends on the age of the children. Full squats are performed only in the preparatory group. In this case, the heels of the feet are lifted off the floor, and the knees are spread apart, the back is straight and strong.
Half squat - performed in combination with a “point” - the heel or toe of the right (left) foot at a distance of a small step forward.
Half squat with body rotation
– do a half-squat, turning the body to the right (left) by 900. Turning the body straight, take the starting position.
"Picker":
1st option: the right leg is placed back on the toe, then brought forward to the heel and in place - three stomps.
2nd option: bend the right (left) leg at the knee and place it to the side on the toe, facing outward (heel up); At the same time, slightly bend the knee of your left (right) leg. Extending your right (left) leg straight, place it on your heel. Do a triple stomp, starting with the right (left) foot.
"Vest"
- for “one time”, half-squat with a “hands-on” clap with your arms bent at the elbows in front and above. On “two” - straighten up and place your right (left) foot at the “point” in front of the right on the heel. At the same time, extend your arms diagonally: the right one to the side and down, the left to the side and up. On the 2nd beat, do the same on the other foot.
"Samovarchik"
- for “one” - half-squat and clap hands with your arms bent at the elbows in front of your chest. On “two” - straighten up, extend your left hand to the side and up, with your right hand - slap the inside of the shin of your left leg, bent at the knee and raised up at an angle of 900.
"Herringbone"
- starting position: legs - “narrow path”, arms - “shelf”, “belt”, etc. On “one” - turn the feet (lifting your toes off the floor) to the right at an angle of 450. on “two” - the same heels . The movement can be performed both on straight legs and on a “spring”. The back is straight.
"Big Accordion"
- legs together. On “one” - spreading the toes out to the sides, on “two” – spreading the heels, on “three” – spreading the toes again, and on “four” – spreading the heels. Then return to the starting position in the same order.
"Stompers"
- starting position - legs together, slightly crouched, hands clenched into fists on the belt (akimbo). Often take turns stomping your feet in place.
"Lever"
- feet on the “narrow path”. At “one” - the right arm bends at the elbow and reaches up with the hand, bending at the knee, the first leg rises. On “and” - to the starting position.
Everything is on a spring.
Turn around yourself (circling) - standing facing the audience, begin to move to the right. It’s easy to turn on your toes around yourself and stop in the starting position.
"Comb"
- children stand in a checkerboard pattern. At a distance from each other, facing in the same direction.
1st option: first, the second line passes forward through the first, stopping slightly ahead. Then the first (being behind) passes forward through the second, stopping slightly ahead, etc.
Option 2: the first line moves backward, while the second line moves forward. Passing through each other, the ranks change places.
"Play with a handkerchief"
- holding the scarf (folded diagonally) by two corners in front of you at chest level, alternately lifting one or the other corner of the scarf.
• Dance movements for boys 6-7 years old:
"Goat"
- starting position - the right leg stands in front of the left, arms crossed in front of the chest. This movement is performed while jumping. Jumping on your left foot, stomp your right foot hard. On the count of “one” - the arms open in an arc to the sides and upwards (the fists are slightly clenched and raised up), on the count of “two” - they return to their original position.
"Happy Legs"
- back-crouching position. The legs are often, sharply “thrown” forward one by one. Returning to the starting position, the leg rests with its toe on the floor.
"Goose Step"
- starting position - in a half-squat, feet on the “narrow path”, walk widely in a half-squat on a “spring”. Swing your arms back and forth with your elbows bent. Watch your posture. The duration of the movement is no more than 8 beats.
"Top"
- leaning on the floor with the palm of your right hand, stretching your body and legs diagonally to the left, move in a “mincing” run around your axis (like describing a full circle with a compass). Left hand - arbitrary.
Kneel - go down on your right knee, left leg bent in the form of a chair. The foot of the left leg is at the knee of the right leg.
Bow
"Russian bow"
— starting position of the legs: 4th position.
Bend your right arm at the elbow and touch your left shoulder with the fingers of your right hand. Straightening your right arm, lower it down in front of you along the arc path, while simultaneously tilting your body forward.
Constructions
Column
– children stand one after another, in the same direction, keeping intervals between each other.
Line
– children stand next to each other, in the same direction, keeping intervals between each other.
Chain
– children stand half-turned one after another, holding hands.
