This lesson compiled from adapted work program"Rhythm and dance" for children of 1 year of study (5-6 years). it open class the first half of the year. It presents dance games for the development of a sense of rhythm, fantasy, improvisation, rebuilding.

This material is offered in game form, using plot fairy-tale images for children, which serves as an excellent basis for the child's successful understanding and learning of dance movements and performances. Designed for those who work with children 5-6 years old, for choreographers who work with preschoolers, as well as for workers in preschool institutions.

Lesson plan

1. Lesson topic: “Skills of expressive movement. Work in pairs "

2. Lesson type: combined

3. Purpose: comprehensive development of the child, the development of musicality and rhythm in the classroom, the formation creativity and the development of the individual qualities of the child, by means of music and rhythmic movements.

4. Tasks:

Develop a sense of rhythm;

Learn to listen and hear music;

Promote the formation of expressive movements, imagery in performance;

To instill in students a culture of communication with each other

5. Form of work: group, steam room, playroom

6. Equipment and sources of information:

Music Center

Audio recording

Piano

7. Teaching methods: practical, verbal

8. Lesson structure:

1. Organizing time(organized entrance of children into the classroom and formation in a line, bow - greeting) - 3 minutes

2. Warm up in the middle: (warming up all muscle groups) - 10 minutes

3. Jumping in a circle - 7 minutes

4. The main part: rhythmic games (dances - games in a circle while reading poetry), musical and rhythmic studies, exercises for orientation in space (rebuilding into a column one by one, two by four, four) - 20 minutes

5. The final part: exercises for breathing restoration, hand work, bow - 5 minutes.

6. Summing up. - 5 minutes.

Rhythm for children today has become an important component of the preschool education system. Classes help you learn to perceive music and compare with its rhythm of movement of your body. With the help of plastic means of expression, children begin to show their emotions, which has a beneficial effect on the general emotional background and contributes to the harmonious formation of character.

Rhythm lessons for children in our club are built in the form of a game. This is the most familiar and enjoyable form of activity for children. Toddlers are happy to listen to the rhythm of the music and perceive rhythmic movements.

Rhythm for children 2 3 years old - how is the lesson going?

To the sounds of various melodies - fast and slow, funny and sad - the teacher suggests repeating rhythmic movements. For most kids, this task is easy, because the desire to move is one of the main ones for them. Soon, the children begin to recognize the nature of the proposed melody and improvise on their own.

Missed classes do not disappear with us! We extend the subscription for one week to reimburse the missed classes + we give the opportunity to attend classes instead of the remaining passes in addition to the current subscription.

Dance Rhythm for Older Children

Children who continue to practice rhythm get a lot of positive emotions and undeniable health benefits. The most important advantage is the strengthening of the muscles of the spine and the correct, harmonious formation of its physiological curves. There is no need to fear that early reading and writing will lead to the formation of incorrect posture - dance rhythm for children becomes the best remedy prevention.

According to the founder of this educational direction E. Jacques-Dalcroze, it makes sense to form a kind of "muscle feeling" from the first years of a child's life. It helps to revitalize thought processes, along with taking care of small motor functions. Constructed in a playful way, rhythmic lessons for children 3 to 4 years old help to consolidate the successes achieved at an earlier stage and become the basis for mastering more complex compositional forms.

The main focus of the rhythm program for children 3-4 years old is artistic and aesthetic. Classes last thirty minutes, their goal is to develop a general musical feeling, plasticity of movements, to help establish positive emotions that cause repetitive rhythmic movements. The general emancipation of the baby becomes a great addition.

Through dance, you can both express joy and get rid of the negativity that is inevitable for human feelings.

Rhythm classes for children - how is it more convenient to do them?

Classes can be held in the morning or evening. In our children's club, an experienced teacher takes into account the peculiarities of the age group, takes into account the ability to concentrate, the ability to implement a particular set of exercises, an emotional resource for the perception of a musical composition.

So, the rhythm for children 4 5 years old is already associated with a more pronounced emotional coloring. Parents should take care of a comfortable and at the same time aesthetic form of clothing for classes. After all, a dancing girl at this age can already associate herself with a fairy or princess, so she will feel more comfortable in a dress or skirt.

Rhythm for children 5-6 years old is already a completely deliberate process. By this time, the child has already formed a certain musical culture, he becomes as sensitive as possible to those emotions that are evoked by the accompaniment. The formed posture and graceful movements give out in him a person who is well developed physically and aesthetically thanks to rhythmic exercises for children.

Foreword

V The proposed program pays special attention to the development of the creative abilities of children by improving the process of performing and listening to music, the ability to compose and improvise.

Classes in dance groups improve the coordination of movements, contribute to the strengthening of the muscular apparatus, provide an opportunity to master a variety of styles and manner of performing dances of various nations and modern choreography.

Thanks to systematic classes in a circle (association), students become familiar with the art of choreography in a broad sense, mastering the alphabet of classical dance, acquire special skills and abilities. The development of dancing and musical abilities helps a more subtle perception of art, forms an aesthetic taste, music and dance culture.

The repertoire of the collective is extremely important in teaching and educational work with children. The musical and choreographic material selected by the teacher should help him systematically, consistently, patiently, and entertainingly conduct classes, which, in turn, provides ample opportunities for the effective and natural musical and choreographic development of students.

The program of the circle "Watercolors"

Karekina Yulia Gennadievna

head of the circle "Aquarelle"

EXPLANATORY NOTE

Teaching children preschool age dance and the development of their creative abilities on this basis require from the teacher, the head of the circle not only knowledge of a certain appropriate methodology, but also assume that he has a correct idea of ​​dance as artistic activities, an art form. It is the understanding of the nature of dance that allows the teacher to more meaningfully and skillfully solve the assigned tasks.

Dance is a musical and plastic art, the specificity of which is that, like any kind of art, reflecting the surrounding life in artistic images, it embodies them with the help of expressive movements of performers, without any verbal explanations. This fully corresponds to the motor nature of children's imagination, which is characterized by the effective recreation of images by children "through their own body." From this it follows that in dance, the creative imagination can develop more effectively than in other types of children's musical activity.

Music also has a special effect on the development of creative imagination. And this happens, first of all, in the process of its perception, which is inherent in a creative nature. In this regard, the creative nature of all types of musical activity, including dance, becomes obvious.

It should be mentioned once again that the dance is characterized by imagery and plot. This gives it the traits of dramatization and brings it closer to role-playing game, which, according to L.S. Vygotsky, is the "root" of any children's creativity... The play characteristics of dance also characterize it as an activity beneficial for the development of abilities in preschoolers.

Thus, dance is a type of artistic activity that is optimal for the formation and development of creativity and imagination in children, due to the combination in a single activity of the three characteristics of dance - music, movement and play.

The possibility of early acquaintance of children 5-6 years old with dance and their first active introduction to this type of artistic activity, teaching children the language of dance movements in order to form their creativity in dance - this is the essential basis of the program of the circle "Aquarelle".

This educational program can be classified as follows:

ð for the intended purpose - general cultural;

ð according to the terms of implementation - one-year;

ð according to the level of development of children - general.

The program was developed on the basis of the standard program "Rhythm" (collection of "Programs of secondary schools (classes) with a choreographic direction" / Ed. By O. A. Petrashevich. - Minsk: National Institute of Education, 2005)

The leading pedagogical ideas, values, principles of teaching and upbringing, the adherence to which ensures the implementation of the target purpose of the program, are:

Ø Personality-oriented approach. The principle assumes the teacher's assistance to the pupil in identifying their capabilities, realizing their interests.

Ø Continuity. After learning the elementary dance movements, the tasks are carefully complicated. Mastering the subsequent tasks is much easier on the basis of the previous ones.

ØSystematic. Compliance with the didactic principle "from simple to complex", the conscious attitude of children to the means of dance expressiveness, mastering the language of dance movements. Understanding of the semantics, the meanings of these movements, the ability to use them to express the attitude, mood of one's own or of the depicted character, as well as the ability to link these "units" of the language of movements into "speech" constructions, including them in the context of the dance. And here the main thing for the teacher is purposeful teaching them this language, in the process of which children get acquainted not only with the semantics of individual movements, but also with the principles of their change, variation, as well as the simplest techniques of dance composition.

Ø "Education - creativity". Creativity is seen as not so much the result of learning, as its kind of "method". The relative short duration of training periods does not allow memorizing movement patterns to "hard" stereotypes. During the transition to creative tasks, these samples are still quite flexible, which makes it easier for children to change them voluntarily. At the same time, independent tests varying educational material, become an additional way of studying it.

B.V. Asafiev, speaking about the musical creativity of children, believed that it was necessary to begin to improvise with them as soon as they had accumulated a certain amount of auditory impressions. A similar approach can be applied to the dance creativity of preschoolers, to which they need to be encouraged already at the very early stages of learning to dance.

Purpose of the program: the formation of a creative personality through teaching children the language of dance, introducing pupils to the world of dance art, which is the property of human and national culture.

Objectives of the program:

ð Develop the creativity of children based on a student-centered approach.

ð Develop children's imagination and fantasy in dance.

ð To acquaint children with various musical rhythmic movements in accordance with the nature of the music.

ð To acquaint preschoolers with the simplest rules of behavior on stage.

ð To foster love and respect for art, an understanding of its aesthetic value.

Organizational conditions for the implementation of the program:

The program is designed for children - 5-6 years old, pupils of preschool educational institutions.

The total number of hours is 64 hours.

The frequency of the classes is 2 times a week.

The duration of one lesson is 1 hour (30 minutes).

The norms for filling the groups are 15 children.

Form of organization of the educational process: group.

Sanitary and hygienic requirements.

Classes should be held in an office that meets the requirements of safety, fire safety, sanitary standards. The office should be well lit and periodically ventilated. It is also necessary to have:

Changing rooms and cabinets for storing personal belongings;

First aid kits with medicines to provide the first medical care.

To conduct classes, you need the following material and technical equipment: toys, other attributes in the amount required for classes, a tape recorder, and so on.

Staffing: the teacher, the head of the circle, working on this program, must have a higher or secondary specialized education in the specialization of "choreography", as well as have the necessary knowledge of child psychology.

EDUCATIONAL AND THEMATIC PLAN

Topic name

General
number of hours

Including

practices

Introductory lesson

The ABC of the Musical Movement

Dance-like movements

Basic types of movement

Porter gymnastics

Spatial rebuilding. Dance drawings

Dance-like improvisation

Simple dance elements

Educational and training work

Generalizing lesson. Celebration "Let's paint our dance"

Total:

INTRODUCTORY LESSON

Acquaintance of children with the classroom, its equipment. Acquaintance with the rules of conduct in the institution and in the office. Game training "Let's get to know".

THE ABC OF MUSICAL MOVEMENT

Ø Concept of posture. Positioning of the body. Head positions. Greeting bow. Leg position - VI.

Ø Claps are simple and rhythmic. Hand position: in front of you, above, below, right and left at head level.

Ø Head position. Straight up and down; "Put the eyelet" to the right and to the left; turns to the right and left; exercises "tick-tock" - "lay the ear" with a delay in each side (it is possible with a rhythmic pattern).

Ø Musical tempos: waltz, polka. Improvisational movements in accordance with each tempo.

Ø "Spring" - light squatting. Musical size 2/4. the pace is moderate. Squat two bars, then one bar and then two squats, one bar.

Ø "Ball" - jumping in VI position. Musical size 2 \ 4. The pace is moderate. Jump two measures, then one measure and four or more jumps for one measure.

Ø Exercises for arms and hands. Raise your hands forward to the level of the chest, then spread to the sides, lift up and lower down to the starting position. In each position of the brush make "flashlights" - this circular motion hands with open fingers and "nodding" - flexion and extension of the hands.

Ø Exercise for shoulders. Raise both shoulders up and down, depicting "surprise". Shoulders alternately. Hand position: at the waist and below. "Mill" - circular movements with straight arms forward and backward, with two - alternately and one at a time.

Ø Concepts: "bird", "iron", "flag". "Birdie" - toe pulled forward, to the sides. "Iron" - the foot is shortened, the foot is extended to the heel forward and to the sides. "Flag" - raising the leg to the knee with a stretched foot.

ØExercise "Let's smile at ourselves and at a friend." Tilts of the body forward and to the sides with a turn of the head to the right and to the left. Bows can be performed both in VI position and in II position.

Ø "Stompers" -pitops in a small squat in place and in advance.

Ø Triple tributaries with a stop.

Ø Logic of turns to the right and left. Turns on four points in steps in place - two steps to each point.

ØRise on half-fingers in VI position.

DANCING MOVEMENT

"Animal rhythm" - movements imitating the habits of animals, birds in accordance with the quatrains.

Ø The cat sat on the window,

The cat began to wash its paws,

After watching her a little,

We can repeat all movements.

One, two, three - well, repeat (hands are bent in front of you at the elbows, we depict a cat that washes its paws).

Three, four, five - repeat again (we touch our ears with our hands)

Ø The snake crawls along the forest path,

Like a ribbon slides along the ground

And we are such a movement

We can depict everything with our hand.

One, two, three - well, repeat (with our right hand in front of us we depict a snake that crawls forward).

Three, four, five - repeat again (with the left hand in front of us we depict a snake that crawls forward)

Well, just - well done! (we spread our arms to the sides through I position).

Ø There is a heron in the swamp,

Catching frogs with its beak,

And it's not hard to stand like that

For us, for trained guys.

One, two, three - well, repeat (raise your right leg to the knee, arms straight up, turn your head to your right shoulder).

Three, four, five - repeat again (raise the left leg to the knee, arms straight up through the sides, turn your head to the left shoulder)

Well, just great! (we spread our arms to the sides through I position).

ØThe wind shakes the tree,

Ø Wants to tilt the branch,

Ø After observing him a little

Ø We can repeat all movements.

One, two, three - come on again (straight arms above the head represent a swaying tree).

Three, four, five - repeat again (straight arms above the head represent a swaying tree).

Well, just - well done! (we spread our arms to the sides through I position).

Ø A monkey descended to us from a branch,

The monkey must be respected

After all, monkeys are our ancestors,

And the ancestors of the children must be imitated.

One, two, three - well, repeat it.

Three, four, five - repeat again (repeat all movements together).

Well, just - well done! (we spread our arms to the sides through I position).

Ø A study that imitates human actions.

Once upon a time there was a grandmother (we depict with our hands how a “grandmother” puts on a scarf) by the river itself (the right hand in front of him makes wavy movements). The grandma (“grandmother” puts on a kerchief) wanted to swim in the river (we put our hands forward, then to the sides, depicting swimming). She bought herself a washcloth (on high half-toes, on the spot, we turn the heels to the right, then to the left, while using our fists, three tummy in a circular motion). Our song is good (we spread our arms to the sides through I position), start over! (Stamp with your right foot and close your hands to your waist).

MAIN KINDS OF MOTION

Ø Steps from toe in a circle. Musical sizes 4/4, 2/4.

Ø Steps with high knee lift. Musical size 2/4.

Ø Steps on half fingers.

Ø Heel steps.

Ø Steps in combination with claps.

Ø Jumping "bunnies" in moving in a circle in a deep squat and on straight legs.

Ø Running in place and moving the "horse" (knees forward).

Ø Galop (face in a circle).

PORTER GYMNASTICS

Exercises are performed on the floor to stretch and elasticize the muscles in the legs, back, and abdomen.

Ø Exercise for lifting the foot. Sitting on the floor, legs are extended forward, back is straight, we try to touch the floor with our thumb.

Ø Exercise for turning the foot. Sitting on the floor, legs extended forward, back straight, turn the feet so that the little fingers touch the floor.

Ø "Buratino" - feet on the floor 90˚ wide, arms open to the sides. Musical size 2/4:

1 - 2 bars - tilt the body to the right leg, stretch the body along the leg, touch the toe with your hands;

3-4 measures - return to the starting position.

Ø "Sun" - feet on the floor 90˚ wide, arms open to the sides. Musical size 4/4:

1 beat - tilt the body to the right leg, stretch the body along the leg, touch the toe of the right leg with the left hand, touch the left leg with the right hand.

Repeat the movement with the left leg.

Ø "Fold" - legs on the floor are extended forward, hands on the belt. Musical size 4/4:

1 beat - tilt the body forward, try to reach the socks with our hands, pull the chin forward.

2 measure - return to the starting position.

Ø "Butterfly" - legs on the floor are pulled towards you, knees open to the sides, hands on knees. We try to reach the floor with our knees to “unfold the wings of the butterfly”.

Ø "Boat" - lying on his stomach, legs straight, arms extended forward. We raise our legs and arms alternately, depicting a swaying boat.

Ø "Fish" - lying on his stomach, legs together, feet open to the sides, heels pressed to the floor, arms along the body.

Ø "The Little Mermaid" - lying on her stomach, legs together, feet open to the sides, heels are pressed to the floor, palms near the shoulders are pressed to the floor, arms are bent at the elbows. Musical size 3/4:

1 - 2 bars - straighten your arms and bend the body back, throw your head back.

3-4 measures - return to the starting position.

Ø "Ring" - exercise for back muscles. Musical size 4/4. Lie on your stomach, lean on your hands in front, bend the body back so that your head reaches the socks of the legs bent back. Fix this position, return to the starting position.

Ø "Eared bunny" - exercise for the back muscles. Musical size 2/4. lie on your back, arms along the body, raise your straight legs up and lower them down behind your head, reach the floor with your socks. Fix this position, return to the starting position.

Ø "Basket" - exercise for the back muscles. Lie on your stomach, grab your ankles with your hands from the outside, pull your legs up. Sway slightly on your stomach, head up.

Ø "Board" - exercise to strengthen the abdominal muscles. Kneeling, hands are pressed to the body. Swinging the body back and forth is performed without sitting down.

DANCE DRAWINGS. SPATIAL RE-STRUCTURES

The concept of spatial rearrangements: line, column, circle.

ØCircle. Practicing the skills of moving in a circle:

Face and back;

One at a time and in pairs.

Get together in a small circle and disperse into a large circle.

Changes from a free location to a circle and vice versa.

Ø Line. Movement in lines, changing lines, movement in lines to the right and to the left, forward and backward. "Snake" - movement along the line one after another, rebuilding in a circle.

Ø Column. The concept of "column". Moving forward in the column. Movement in the column in place: bends to the sides through one and all together.

DANCE IMPROVISATION

Practicing the skills to express in improvisation your figurative representation in movements associated with the image of animals, birds, people different professions(for example: blacksmith, embroiderer, driver, artist), natural phenomena and inanimate objects.

Dance steps in images: crane, fox, cat, mouse, bear, bird, elephant, etc.

The image of inanimate objects and phenomena: sea, waves, trees, flowers; we drive a car, mow the grass, the train goes, the plane flies, the rocket starts, etc.

Using dance elements, invite the children to depict how they help mom and dad at home (for example: hammer in a nail, sweep the floor, wash dishes, wash clothes, etc.).

SIMPLE DANCE ELEMENTS

Learning combinations from basic, previously learned movements.

Combinations of movements in place.

2 measure - return to the starting position.

3-4 bars - exercise "tick-tock" with the head.

Step 5 - take your left foot forward ("birdie").

6 bar - return to starting position.

7 - 8 bars - exercise "tick-tock" with the head.

II combination. Starting position - legs together, hands on the belt. Musical size 2/4.

1 beat - step with the right foot to the side, tilt the body forward, stretch the neck forward.

2 measure - return to the starting position.

3-4 bars - repeat the same again.

III combination. Starting position - legs together, hands on the belt. Musical size 2/4.

1 beat - take the right leg forward on the toe ("birdie").

Step 2 - transfer the right foot to the heel ("ironing").

3 stroke - raise the right leg bent at the knee ("flag").

4 measure - return to starting position.

Repeat the combination with the left leg.

IV combination. Starting position - legs together, arms lowered along the body. Musical size 2/4.

1 - 2 bars - the right hand depicts wavy movements from right to left.

3 - 4 bars - the left hand depicts wavy movements from left to right.

5 - 6 bars - arms bent in front of you at the elbows, hands in fists. Circular cam-by-cam movements are performed.

7 - 8 bars - we spread our hands to the sides.

Combinations of movements in moving in a circle.

I combination. Starting position - legs together, hands on the belt. Musical size 2/4.

Three steps from the right foot - attach. Three clapping hands - starting position.

Combination II. Starting position - legs together, arms freely along the body. Musical size 4/4.

Four steps with free hand movements, then turn to the right on the half-fingers, raise your hands up ("open flower").

III combination. Starting position - legs together, arms to the sides. Musical size 2/4.

1 - 4 bars - small running on half-toes.

5 - 8 bars - sit down in a deep squat, lower your hands down.

EDUCATIONAL AND TRAINING WORK

It is aimed at practicing and consolidating the acquired skills and abilities.

GENERAL LESSON

It is carried out in the form of the final holiday “Let's paint our dance”.

EDUCATIONAL AND RECOGNITIVE ACTIVITIES

Game training "Let's get to know each other";

ðquiz-competition "Our friend is a traffic light";

ð game "You and me - together we are friends";

Quiz "All the animals, all the birds - want to have fun";

ð competitive game program“We baked a loaf”;

ðGame - Contest "Guess Favorite Cartoon";

ð beauty contest "Who is the loveliest in the world";

ðGame "Journey to the Country of Berezhlivia"

Predicted PERFORMANCE

By the end school year members of the circle should be able to:

1. To navigate in the character, tempo, rhythm of the music.

2. Be able to freely and easily perform exercises for coordination of the body, arms, legs, head.

3. Be able to compose elementary figurative movements.

4. Possess the simplest rules of conduct on stage.

Classes under this program will contribute to: the development of coordination of movements of preschoolers, imagination, working out the mechanisms of interpersonal communication, fostering an attentive attitude to each other, the ability to sincerely rejoice at the achievements of their comrades, the desire to help them in overcoming difficulties encountered.

METHODOLOGICAL CONDITIONS FOR IMPLEMENTATION OF THE PROGRAM

The focus and content of the program are of a practical nature and are determined by the tasks of the child's creative, spiritual and moral development.

The level of ability to move depends on the quality of ideas about real things. The task of the leader is to develop children's ideas, primarily through observation, and build learning on their basis, consistently leading children to master the basics of depicting artistic images in the language of dance.

Comprehension, experience and reproduction of an artistic image activates the process of creative, spiritual development. Therefore, when organizing educational activities, an important aspect is the reliance on emotional sphere:

ð an entertaining, emotional story (clarity, imagery, amusement, etc.);

ðcall of surprise, admiration;

ðcalling interest in learning the language of dance;

ðaesthetic design of the office;

ðstimulation of positive experiences associated with the transfer of artistic images through dance movements;

ðuse of games and game techniques; music.

In other words, the following are used to implement the program. teaching and education methods:

Ø visual: explanatory and illustrative;

Øpractical: exercises, studies;

Ø cognitive games;

Ø creation of a "situation of success";

Ø verbal;

Ø observation;

Ø story;

The accumulation of aesthetic impressions and the embodiment of one's own artistic images are the means of self-expression and development of the moral and aesthetic sphere. At the same time, the choice of tasks is determined by the focus on the development of creative abilities through the following ways of organizing pedagogical interaction:

Stimulation of manifestations figurative thinking emotionally colored intuition, imagination;

Ø creation of conditions that allow children to show initiative for creativity and search;

Accounting psychological characteristics, individual preferences, interests and inclinations of the circle members;

Ø Putting into operation effective methods and receptions;

Ø creation of a special psychological climate in a children's team, contributing to the free exchange of opinions, the formation of a sense of inner freedom;

Ø creation of conditions for the correct organization of creative activity.

Methods for diagnosing the personal development of circle members:

ð surveillance;

ðcomparison and analysis of the performed exercises, studies; the final analysis of the acquired skills and abilities of the circle members during the training period.

Types and forms of control over the development of the program:

ð current (after each topic);

Final (at the end of the academic year, a generalizing lesson is held).

The form of conducting a generalizing lesson is the holiday “Let's paint our dance”. It is organized with the use of theatricalization and the invitation of parents.

TRAINING AND METODOLOGY COMPLEX

Literature for the teacher:

1. Konorova E. Toolkit by rhythm. - M., 1972.

2. Pasyutinskaya V. Magic world dance. - M., 1985.

3. Cherekhovskaya R. Everyone can dance. - Mn., 1973.

4. Rudneva S., Fish A. Rhythm. Musical and rhythmic movement. - M., 1972.

5. Gorshkova E. About musical creativity in dance. - Preschool education, 1991. – №12.

6. Barenboim L. The way to making music. - L. - M., 1973.

7. Collection "Programs of secondary schools (classes) with a choreographic direction". - Scientific adviser N.M. Lavrukhin. Ed. O.A. Petrashevich. - Mn. - National Institute of Education. - 2005.

To conduct classes you will need:

ð illustrations depicting animals;

ð tales, poems;

ð selection of pieces of music;

ð selection of exercises and sketches;

ðvideo films;

ð a set of games and tasks for sections of topics.

Karekina Yulia Gennadievna

Among the wide variety of activities of a preschool child, musical and rhythmic activity is of no small importance. At the present stage of development of preschool education, rhythm is often singled out as a separate subject in the class schedule. Although, in fact, classes are held in plastic or choreography.

It is very important to understand what it should represent musical rhythmic activity in preschool age. The main, paramount tasks this activity, as one of the types of musical activity in general, are:

• fostering love and interest in music,
• enrichment of children's musical experiences through acquaintance with a variety of musical works,
• acquaintance of children with the simplest musical concepts, development of skills in the field of musical and rhythmic movement,
• development of emotional responsiveness, sensory abilities and musical ear, a sense of rhythm, the formation of expressiveness of movement,
• teaching elementary motor skills, achieving simplicity, naturalness and expressiveness in the performance of musical works,
• to contribute to the emergence and initial manifestation of musical taste based on the received impressions and ideas about music,
• to develop creative activity, independence and initiative in the musical-rhythmic movement.

Analyzing the above, it should be noted that rhythmic lessons with preschool children do not imply learning any movements, achieving accuracy and correctness of their execution, which is often the case in real practice. Rhythm is, first of all, the perception of music, its comprehension, as well as the expression of their impressions of music through a figurative, emotionally saturated movement.

Musical accompaniment plays a primary role in rhythmic lessons, and, accordingly, the requirements for it are quite high. The musical works used to accompany the lesson should be very diverse: by genre, style, form, size, tempo, etc. But with all this, musical works must be accessible to the understanding of children. In addition, we recommend using not only live accompaniment on the piano or accordion, but also phonogram recordings in various arrangements. All this allows children to form the most complete understanding of the variety of musical works, enrich them with emotional and aesthetic experiences, and helps in the education of musical taste.

But we must remember that classes, in themselves, are neither the leading nor the main activity for children 4-7 years old. Therefore, for the educational process to be effective, it is necessary to make maximum use of play in it - the leading type of activity of a preschooler. Saturation of the lesson with game exercises, imitation movements, plot-creative sketches will enhance the emotional perception of music by children, and, accordingly, will help to more fully and comprehensively solve the assigned tasks.

Certain game exercises can be used in the classroom as dynamic pauses - physical education - if a fairly large part of the lesson is spent sitting on chairs; or vice versa - for rest - if the whole lesson is carried out at a sufficiently high pace and involves a lot of movement.

Complexes play exercises can be included in different parts of the lesson: they can be a warm-up or even the whole lesson. For preschool children, it is advisable to combine such complexes with a plot, theme or object - an attribute with which movements are performed. It is good to use complexes in the lesson, which include various variations of one movement: walking, bending, turning, jumping; as well as complexes containing the alternation of two movements: for example, jumping and walking, etc.

For preschool children, imitation movements are very valuable, the inclusion of which in the lesson helps to work on the expressiveness of the movement, on plastic, on the emotional saturation of the image.

Musical-rhythmic games are used in rhythm lessons to solve a variety of tasks: developing a sense of rhythm, the ability to hear musical phrases, parts of music, to get acquainted with any movements and their combinations, etc.

For preschool children, it is sometimes advisable to conduct story-based lessons. These activities allow children to create a more complete idea of ​​one side or another of reality (for example, about the forest or about autumn), diversify the auditory and motor impressions, and also systematize the knowledge of children on a given topic. In such activities it is useful to include literary works (poetry, short prose sketches), considering illustrations, visual creativity, etc. The storyline, which connects individual exercises, helps children to perceive the topic in a holistic way, increases children's interest in the activity, and, therefore, increases the effectiveness of the lesson as a whole.

As an example, your attention is offered the following plans-synopses of plot lessons on rhythm for preschool children.

Lesson 1.

For children 4-5 years old.

Topic: Forest tale.

Educational tasks:

• to form an idea of ​​different tempos of music (“music can be fast and slow”);
• develop a sense of rhythm: learn to swap a simple rhythmic pattern;
• teach to convey the character of music in motion;

Materials and equipment:

• hoops by the number of children;
• pictures depicting a summer forest, glade, forest dwellers.

Course of the lesson

Introductory part.

• Display of illustrations (“look what is shown in the pictures? Of course it’s a forest”),
• The message of the specifics of the lesson (“today we have not an ordinary occupation - today we will go to visit the forest dwellers”).
• Walking: normal, on the outside of the foot (like cubs), on toes (like a chanterelle), with a high knee (like a heron).
• Jumping on two legs with forward movement (bunnies).
• Jumps.

Main part.

• Imitation movements (“we came to the forest, ended up in a clearing. And there are all kinds of animals having fun and playing. Let's try to guess what kind of animals came to the clearing?”) - children listen to musical fragments, guess the animals and imitate their movements: mice, bunnies, fox, wolf, bear, frogs; mice, bunnies, fox, wolf, bear, frogs, birds, etc.
• Further, you can invite children to dance, "turning" into any forest animals. As such dances, you can use the compositions of A.I. Burenina (from the collection “Rhythmic Mosaic”): “Teddy Bear”, “Squirrel”, etc.
• Game "Birds" ("the animals are tired of dancing, they want to play a little") - hoops are laid out on the floor according to the number of children. To the music (any lyrical composition - for example, you can use Vivaldi's “Seasons” cycle), birds fly all over the meadow, peck grains, clean feathers, etc. When the music ends, the birds hide in hoops ("nests"). When the game is repeated, the teacher removes one or two hoops: the birds that did not have enough houses drop out of the game. The game continues until there are 2-3 players left.

Poem with movements:

Ball game (“The animals love to play different games, especially they love to play ball”) - children pass the ball in a circle to the music. The child whose ball remains at the end of the music goes to the center and dances, the rest of the children clap him to the rhythm of the music.

Final part.

• exercise "fast - slow" ("Animals in the forest love to listen to music and guess - fast music or slow music. Let's try with you too") - children dance to fast music, slow music - listen, sitting on the floor or on a bench.

Summing up the results of the lesson.

Lesson 2.

For children 5-6 years old.

Topic: In the kingdom of Neptune.

Educational tasks:

• develop a sense of rhythm,
• learn to move according to the size of the music,
• contribute to the formation of expressive movements, imagery in performance.

Materials and equipment:

• illustrations depicting marine life, life of the underwater world,
• fragments of literary works (for example S.Ya. Marshak "Blue Page"),
• rope or long rope (3-3.5 m),
• short ribbons (2 per child).

Course of the lesson

Introductory part.

• a conversation about the sea (“which inhabitants of the sea do you know, how they live at depth, what is found on the seabed, etc.”), examining relevant illustrations, reading excerpts from literary works,
• walking (going to the sea): normal (along the path), on toes (along the bridge), on the heels (along the path), with a high knee rise (on the grass),
• jumps,

Main part.

• Game “The sea is worried”. To the smooth music, children move, imitating sea inhabitants, at this time the teacher pronounces the text. On the words “Sea figure freeze in place” - children stop and freeze in the image of some sea creature. The child, whose pose the teacher liked more, performs the movements of the depicted creature and becomes the leader. The game is repeated 3-4 times.
• Dance composition with ribbons to the music of Saint-Saens “Aquarium” (you can take the composition of movements by A.I.Burenina from the collection “Rhythmic Mosaic”),
• The game "Fish". A “house” is laid out on the floor made of rope. For the musical accompaniment, smooth, unhurried music with two pronounced parts is selected. On the first part of the music, the “fish” children move around the hall, on the second part - “swim into the house”. When the game is repeated, the “house” becomes smaller.
• Imitation movements. Listening to musical fragments, children select one or another expressive image marine life... The child who performed the movements most vividly may be asked by the teacher to demonstrate them again for the whole group.

Final part:

• Game exercise "Be attentive." Children are given a piece of music (3/4 size, waltz) to listen to, pay attention to the peculiarity of the music, show possible options for movement. Then the children are given the task: “to the music of the waltz - we dance, listen to the rest of the music, sitting still”.

Summing up the results of the lesson.

Lesson 3.

For children 6-7 years old.

Topic: Travel to the Dancing Country.

Educational tasks:

• develop a sense of rhythm,
• learn to distinguish between parts in music (for example, three-part works),
• learn to distinguish dynamic shades in music (loudly - quietly),
• teach to convey the character of music in motion.

Course of the lesson

Introductory part.

• bow (real dancers always greet the audience with a bow),
• walking (off toe, on toes, on heels, round dance step),
• jumps, gallop,

Main part.

• Warm-up (before each performance or rehearsal, real dancers always do a warm-up): lifting on half-toes, half-squats, squats, putting the legs forward and to the side on toe and heel, jumping in place.
• Dance composition "Danceclass" (as musical accompaniment, you can use the minus track of the song "Metro" from the collection of E. Zheleznova "10 mice").
• Find your circle game. Any rhythmic three-part melody is selected for musical accompaniment. Children are divided into several subgroups of 4-5 people. A leader is selected from each subgroup. For the first part of the music, the presenters perform one dance movement (each their own), the other children, standing in circles around the presenters, clap to the beat of the music. For the second part, the children perform a movement (or composition) previously named by the teacher, at this time the presenters change their location in the hall. After the second part, it is necessary to make a short pause, during which the children of each group must find their leader and line up around him. For the third part of the music, each group, together with the leader, performs the movement that was performed by the leader during the first part. The game is repeated 2-3 times.
• Dance composition "Minuet" (as a musical accompaniment, you can take the work of W. A. ​​Mozart "They say this is love ...")
• Exercise "Loud-Quiet". Children are in a column. Under loud music they walk with a stomping step, under quiet music - with a toe step.

Final part.

• Exercise "fast - slow" - children dance to fast music, slow music - listen while sitting on the floor or on a bench.
• Bow.

Summing up the results of the lesson.

Merry rhythm for kids

L.N. Ageeva

GOU SO school number 323

Center for Continuing Education

St. Petersburg

2010

Sun bunnies

We entered the entrance with hops and sat down.

1 sunny bunnies- got up feet shoulder width apart, arms up

got up at dawn- hare's paws, head to the right, left, right, left

everyone felt warm and cheerful on earth- jump right, jump right, jump right, jump right

Bunnies jump along the paths in the forest- right arm to the side, left arm to the side, claps over

head 4 pcs.

collect early dew - turn on toes around you, hands through the top, to the side and down, hands

free.

Chorus:(humming loudly)

1-2

3-4 - also left hand

1-4

1-2

3-4 - the left hand is the same

1-2

3-4

1-8

1-8

Losing:

1-2 -sit down

3-4

1-2 - same

3-4 - repeat

1-8 - claps over your head

Repeat one more time.

2.The river sparkles with gold- squatted down (arms bent at the elbows and pressed to the chest). Stand up, hands up

Shines in silence- squatted down (arms bent at the elbows and pressed to the chest). Stand up, hands up

fingers are spread out like rays

C bunnies- squatted down (arms bent at the elbows and pressed to the chest), stood up

Are dancing on the wave- sat down (arms bent at the elbows and pressed to the chest), stood up

The bunnies looked into my room - releve legs (rise on the floor - toes) right, then left leg.

right, left, arms bend alternately at the elbows (watch)

Good morning – Legs stood in a narrow path, hands up

I'm getting up already – We wave our palm to the viewer

Chorus:

1-2 - Pull the right hand forward, press it like a foot

3-4 - also left hand

1-4 - head from side to side

1-2 - pull the right hand up and to the head, like an ear

3-4 - the left hand is the same

1-2 - sat down with a turn to the right

3-4 - sat down with a turn to the left

1-8 - jumping in place. Legs together, hands paws

1-8 - turn in a jump with your back to the audience and twist your tail. On count 8, return to face

Losing:

1-2 - sat down

3-4 - stood up, feet shoulder-width apart, arms up, fingers spread out with rays

1-2 - same

3-4 - repeat

1-8 - claps over your head

(or jumps for the entire loss in circles)

Repeat one more time.

Last loss:

Rebuild in one or two lines

1-8 - right leg on the heel, arms bent at the elbows, the body is turned diagonally, the nose is up, we swing the tail, paws

1-8 - also from the left heel

1-8 - also from the right heel (you can just stand facing the viewer and wave

finely palms)

1-8 - also from the left heel (you can just stand facing the viewer and wave

finely palms)

Care:

We leave in hops, one after another, clap or wave)))

Download music for dance

Playful

Dance for a group of aunts 5-6 years old

1.If it's raining outside- we go out with hops, holding hands, starting a circle

If puddles in September- jumping in hops in a circle

If it's heavy snow- hop in a circle

If you are not happy- hop in a circle

If friends left- hop in a circle

The whole family is at work- hop in a circle

You are sad, and that's when- hop in a circle

We call them here- hop in a circle

Chorus:

Girls, boys- we go, raising our legs high, clapping our hands in place

Solid playfuls- go to places

They read books- go to places

And they live merrily- go to places

Girls,

Boys

They gnaw again–

Gingerbreads -

Funny, even -

Too much

And the songs - left foot to the side to the heel, arms to the sides,

Sing- put your leg in place, hands on the belt

Losing:

Gallop (side step) to the right, on the 4th count jump up

To the left (side step) to the left, on the 4th count jump up

Repeat one more time in both directions.

2.If there is a mess in the house

Someone climbed into the attic

Someone tied to the tail- jumping in place around you, hands on the belt

Butterfly to the cat, and- jumping in place around you

If your house is not recognized- jump to the right, legs together, hands “start the engine”,

It's time for you to know about it- jump to the left, legs together, hands “start the engine”,

So there were friends here- jumping in place around you, hands on the belt

So I'll tell you ...- finish the jump and return to the viewer

Chorus:

Girls, boys

Solid playfuls- go in circles

They read books- go in circles

And they live merrily- go to places

Girls,- right leg to the side to the heel, arms to the sides,

Boys- put your leg in place, hands on the belt

They gnaw again

Gingerbreads - put your foot in place, hands on your belt

Funny, even - right leg to the side to the heel, arms to the sides,

Too much- put your leg in place, hands on the belt

And the songs - left foot to the side to the heel, arms to the sides,

Sing- put your leg in place, hands on the belt

On Words:

Pull up your panties soon- rearranged on toes in 2 lines

Aren't you a rascal?- hands up

Where is your image? Where is your charm?- legs with a narrow ruler, swing slightly lifting the socks off the floor.

And on stage we are without mothers!- swing

We are artists, stage, roles- swing

Going on tour soon- swing

Let's just learn the words- tie hands down on the chest with a “knot”, we say these words loudly

Everyone recognizes us-3 claps and 3 steps forward, pronounce the words,

Moscow!- right hand forward

Chorus:

Girls, boys- we go, raising our legs high, clapping our hands in circles

Solid playfuls- go in circles

They read books- go in circles

And they live merrily- go to places

Girls, boys- we jump back (slightly)

They gnaw on gingerbread again- stopped, waved their hands at the top

Funny, even too- again we go back by jumps

And the songs are singing- stopped, sat on one knee, closed, and on the last chord,

threw up their hands and shouted "Oooooo"

Little fairies

(dance for girls 5-6 years old for 5.6 people)

Ref. Floor. - We sit on our knees, head to the floor

1 i'm a night fairy- raised the body up with hands in 3 positions 1 and 2 girls, 5 point sits

Sleep queen- also did 3 and 4

I'm in this world- also made 5.6

Everyone needs- we all sit beautifully

With a magic wand- loop with the right hand, head by hand

I'll swing it slowly- eyelet with left hand, head by hand

And the earth obediently- trembling hands

Will go to sleep- folded to the starting position

Chorus:

Dreams like fluff - Wave with two hands, 5 point rises from the heels

Whirling in the sky- Sit down to the starting position

Dreams do not want- Wave with two hands, 5 point rises from the heels

To approach the earth - We sat down to the starting position

Dream miracles - Slowly we all raise the body, hands up, the 5th point rises from the heels

Any- we get up

I immerse the world- loop with two hands at once

Into blue dreams- "tink", "tink" with brushes (how to shake off the droplets from the hands)

Losing:

They sat down to the right of you, hands to the left wave

Back on our knees, hands up

We sat down on the 5th point to the left of ourselves, the arms wave to the right

Stand up, hands up

And we stand on our feet.

2 i'm a night fairy – Small side steps to the right, hands up

Sleep queen- steps to the side, sat down on the word "Sleep", raise the right leg to the knee,

Put your hands down

I'm in this world - Small side steps to the left, arms up

Everyone needs – Steps, sat down on the word "Need", raise your left leg to your knee,

Put your hands down

Between day and night- turn in place in a circle, hands up

I will build bridges- turn, sat down on the word "bridges" and put their hands down

Let at least in a dream - turn in place in a circle, hands up

Dreams come true- turn, sat down on the word "bridges" and put their hands down

Chorus:

Dreams like fluff- ran on tiptoes in a circle one after another, hands free

Whirling in the sky - run

Dreams do not want - we run

To approach the earth - run

Dream miracles – stopped with their backs in a circle, with a brush with the right "tink", with a left brush

Any - "Tink" with the right tassel, with the left

I immerse the world - turn in a circle, hands up

Into blue dreams - build an asterisk (we stand tightly with our backs to each other, arms raised

And hold on to each other at the top

Losing:

Slowly move to the right in a circle in an asterisk, the head is directed in the direction

At the end of the loss, they sat down on the knee, exactly in 2 lines one after the other (if 5 people are dancing, then 1 girl is in the center.

3 but the earth is short-lived- the far line runs around the first on toes, the first at this time,

makes a swing right hand up

It will be sweet to sleep- the distant ones run around, and the first swing with the left hand

Soon the night will be gone - now the first line runs around the distant girls, and who sits on

knee, waves his right hand up

The day will come again – run around, while others wave their hand (if there is a girl in the center, she just

beautifully waves his hands, alternately right and left)

Fairy only knows – turn far line

Sleep queen- turn first line

I'm in this world – get up slowly

Everyone needs - get up slowly, hands up

The final

1-2 - Right hand down

3-4 - left hand down

1-4 - slowly raised our hands up, we stand on our toes

1-4 - turn in place around you

1-8 - hands go down, one lags slightly behind the other and sat down to the starting

position, the nose goes down last, the brushes do a little shaking.

Gnomes

Dance for a group of children 4-6 years old

To rustle we crawl out on all fours into place.

We sat on our knees, hands and head down.

When the cheerful music began to play, the head went up to the viewer and leans to the right and left.

1 there are gnomes- got to their feet, hands raised up

Gnomes, gnomes- waved

They build houses, houses, houses- march in place, hands work left and right, a little

disperse

Underground- right arm to the side, head to the right

They live- left arm to the side, head to the left

And they dance and they sing- 4 claps over your head

Compose fairy tales for us- sat down, wagging their tail

And to your friends- grew up and sat down again

Chorus:

To yourself bent at the elbows

Come to my house -

I am your kind gnome -

2. Dressed up as a gnome, a gnome, a gnome - took hold of the handles built a circle, sat down a little and

stamping our feet, went in a circle

I'm waiting, sitting at a table, a table, a table - sat down, put your hands on the top, sat down, got up

I'll put on a cap, the cricket will sing in the oven - took hold of the handles again in a circle, sat down a little and

stamping our feet, we continue to move in a circle

And friends will come to me, and I will tell them - sat down, got up hands up, sat down, got up

Chorus:

Gnomes, gnomes, little gnomes - turn around with high knees, hands clasped

To yourself bent at the elbows

Come to my house - feet stood up in a wide track, body slightly forward, arms to the sides

I am your kind gnome - hands folded to the chin, head to the right and left

Playing ...

wagging our knees, arms and tail, sat down, grew

(you can jump and wag along the points - walls)

3. Where is, where is- closed their eyes with their hands, tilted the body forward

Gnomes - opened their eyes, were surprised

Gnomes, gnomes?- closed their eyes again with their hands, opened them and were surprised

I covered -

Tables - stamped this foot

In the house - right leg on the heel to the side, hands on the belt

In the house - stamped their feet

I will treat them with cookies - right arm to the side, head to the right

AND raspberry jam - left arm to the side, head to the left

I'll drink tea "May" - sat down, wagging their tail

I will sing a song - grew up and sat down again

Chorus:

Gnomes, gnomes, little gnomes - fled for the lanterns that are cooked

by the chairs. On tiptoes, waving a pen to the viewer.

Come to my house - ran away, took a flashlight in the right handle, the left one behind the back

I am your kind gnome - lined up one after another.

Losing ...

we go out one after another along the avan - stage, turn into a circle and pass the viewer for the second time, go to our places, wave our hand.

You can leave the smallest gnome salted)))

Goodbye....

Final dance for graduation for a group of children

At the introduction, we stand sideways to the viewer, and the head looks in the opposite direction from the viewer.

1. Thank you, friends, for this evening- slowly turn our head towards the viewer, staying with our back

I was looking forward to it- run forward, arms to chest

But time flew by- beautifully draw a circle with your hand to the right and then to the left, head

says goodbye

And now, the hour of parting has come- step back, step back, hands down, head down

Chorus:

Goodbye goodbye- wave 2 hands to the right, to the left

May good luck accompany you- ran a little forward, opened the handles forward, pointing to

viewer

Goodbye goodbye- wave 2 hands to the right and left

I'm gone, but warm to you- we step back, clasping our hands to the chest

I will give- stop, run forward and open your arms to the viewer

2. Thank you for your understanding- sat on the knee, hands on heart, head down

Thank you for your support and warmth- sit, right hand forward, left hand forward

I say, you just: "Goodbye!"- we wave our hands to the right and to the left

And so that you are always lucky in everything- got up from your knees, turn in place around you with your hands up

Chorus:

Goodbye goodbye- wave 2 hands to the right, to the left

May good luck accompany you- ran a little forward, opened the handles forward, pointing at the viewer

Goodbye goodbye- wave 2 hands to the right and left

I'll leave, but I'll give you warmth- we step back, holding our hands to the chest, stop, run forward

and open your arms to the viewer

Losing:

1-4 - turn your back, slowly go back, head down, hands down

1-4 - turned their head at the viewer, looked

1-4 - turn your back, slowly go back, head down, hands down

1-4 - turned their head at the viewer, looked

1-4 - ran forward

1-4 - we wave a small tremor of the brush

1-8 - we are leaving, leaving, leaving ...

The music is gradually diminishing ...

Grasshoppers

Dance for a group of children 5-6 years old

At the introduction, we stand freely in the hall or in places along the lines, legs together, arms straightened and stretched down, slightly set aside. In words, we nod our heads to the right and left, and then we work with our hips.

1.A grasshopper was sitting in the grass -

In the grass Grasshopper sat -

Just like a cucumber - shoulder.

The same with the left hand.

He was green- tap twice with a fist at the right ear. The same is on the left.

Chorus:

Imagine, Imagine –

Legs together, hands on the belt.

Just like a cucumber –

jump with your feet into a wide path, knees straight,

Spread your arms to the sides, opening your palms, as if surprised.

Raise your shoulders. Make surprised eyes. Jump back

Legs together, hands on the belt.

He was green - 4 Steps in Place with High Knees

Losing:

1 – 8

1 – 8 – we stand still, hips to the right and left, handles wave to the right, left.

Repeat all one more time

2 he only ate weed - two claps with outstretched arms in front of you, two claps on your sides

he only ate weed - cross straight arms twice at the right leg, also at the left leg

Didn't touch the booger and was friends with flies- show twice with the thumb of your right hand through

shoulder. The same with the left hand.

Chorus:

Imagine Imagine - jump with your feet into a wide path, knees straight,

Spread your arms to the sides, opening your palms, as if surprised.

Raise your shoulders. Make surprised eyes. Jump back

Legs together, hands on the belt.

Didn't touch the booger either - 4 Steps in Place with High Knees

Imagine Imagine - jump with your feet into a wide path, knees straight,

Spread your arms to the sides, opening your palms, as if surprised.

Raise your shoulders. Make surprised eyes. Jump back

Legs together, hands on the belt.

And he was friends with flies - 4 Steps in Place with High Knees

Losing:

1 – 8 - Jump legs together to the right, hands “motor” 4 times

1 – 8 – we stand still, hips to the right and left, handles wave to the right, left

Repeat all one more time

3. But the frog has come - two claps with outstretched arms in front of you, two claps on your sides

But then the frog came - cross straight arms twice at the right leg, also at the left leg

Gluttonous belly and ate the blacksmith - show twice with your right thumb through

shoulder. The same with the left hand.

Chorus:

Imagine Imagine - jump with your feet into a wide path, knees straight,

Spread your arms to the sides, opening your palms, as if surprised.

Raise your shoulders. Make surprised eyes. Jump back

Legs together, hands on the belt.

Gluttonous belly - 4 Steps in Place with High Knees

Imagine Imagine - jump with your feet into a wide path, knees straight,

Spread your arms to the sides, opening your palms, as if surprised.

Raise your shoulders. Make surprised eyes. Jump back

Legs together, hands on the belt.

And ate the blacksmith - 4 Steps in Place with High Knees

Oh, poor thing ... .- We sat down, covered our heads with our hands (scared)

Scatter from here! - jumped up, waving their hand (drove the frog away)

Chorus:

Imagine Imagine - jump with your feet into a wide path, knees straight,

Spread your arms to the sides, opening your palms, as if surprised.

Raise your shoulders. Make surprised eyes. Jump back

Legs together, hands on the belt.

Gluttonous belly - 4 Steps in Place with High Knees

Imagine Imagine - jump with your feet into a wide path, knees straight,

Spread your arms to the sides, opening your palms, as if surprised.

Raise your shoulders. Make surprised eyes. Jump back

Legs together, hands on the belt.

And ate the blacksmith - 4 Steps in Place with High Knees

Losing (big):

Jumps in a circle to come to their places and stand to work with buckets up, down

4.He didn’t think he didn’t guess - two claps with outstretched arms in front of you, two claps on your sides

I did not think, he did not guess - cross straight arms twice at the right leg, also at the left leg

He never expected such an end - show twice with your right thumb through

shoulder. The same with the left hand.

Chorus:

Imagine Imagine - jump with your feet into a wide path, knees straight,

Spread your arms to the sides, opening your palms, as if surprised.

Raise your shoulders. Make surprised eyes. Jump back

Legs together, hands on the belt.

He never expected - 4 Steps in Place with High Knees

Imagine Imagine - jump with your feet into a wide path, knees straight,

Spread your arms to the sides, opening your palms, as if surprised.

Raise your shoulders. Make surprised eyes. Jump back

Legs together, hands on the belt.

This is the end - 4 Steps in Place with High Knees

Losing:

We leave along the lines, left the first bounces, the rest clap. Gone are the second, etc..

Childhood City

Five guys go out to the introduction, stand in a line in the far part of the hall, join hands, head down, legs together. On a strong beat of the music, they sharply raise their hands up and slowly and lower them, 4 times, then freeze in the pose of “Fence, soft toy sitting in front of them.

1.Somewhere there is a city as quiet as a dream - guys run out through this fence 2 lines, because of it they wave and

run into places, sit on the knee, in the hands of the guys are soft

toys

Dust viscous to the chest is brought in - guys run out through this fence 3 lines, they wave and

run into places, sit on the knee, the children are holding soft toys

In a slow river, water is like glass - guys do 4 lines too

Somewhere there is a city in which it is warm - guys do 5 lines too

Our distant childhood passed there- the guys from the "fence" take their toys and go to 1

line

Losing:

Head left and right

2. At night I will hurry from home - turn on toes around you in place, and arms up

I'll ask for a ticket at the station's ticket office -

Maybe for the first time in a thousand years - shook the toy

Give a reserved seat ticket to childhood - shook the toy

Quietly the cashier will answer: no tickets (no tickets) - put the toy on the floor, walked around it, stood up

behind her, arms spread to the side (sorry that

there are no tickets). They took the toy in hand.

Well, my friend, how can I argue with her? - we move backwards, pressing the toy, looked back

Where else to ask the way to childhood? - ran forward, stopped, sat down and seemed to

kissed the toy, stretched out their hands with the toy forward and upward,

grew on tiptoes at the same time.

Or maybe just sometimes -

Only in our memory do we come there? - They put a toy on the floor and walked away without it in a semicircle

In this city, fairy tales live - in a semicircle, joined hands, lifted them up and swayed to the right and

to the left

Crazy winds are calling with them - rocked

There we were sometimes driven crazy - ran in a circle

Pines to the sky, to the sun at home - running in a circle

There, winter was quietly passing through the snowdrifts - fell into place

Losing:

Took the toy

A distant song in our destiny - on tiptoes around itself in place, toy in hand, arms high

up

Affectionate city, thank you - sat down, grew up with a toy, sat down, grew up 4 times

We will not come, do not wait in vain - planted a toy, step back, looked back

There are other ways on the planet - step back slowly, looked back

We have matured, believe us and forgive - built a bunch in the back of the hall and wave

Losing:

Wave, hands and heads lowered

Dance Childhood

Ref. Pos .: children stand in groups (2,3,4 people), each group has its own posture.

1.Where does childhood go - The first group looks into the distance and draws a circle with their hands, the rest in poses.

Which cities - the second group waves their hands, froze

And where can we find a remedy - the third ran with a small run in its own circle, got up

To get there again - the fourth stand sideways, slowly raised their hand up and lowered down

It will go away inaudibly - the fifth, sitting on the knee, raised their hands to their lips, depicting silence

While the whole city sleeps - the sixth girl or boy runs freely around the hall, as reviving everyone

And he won't write letters - everyone gets up slowly, come to life

And he is unlikely to call- walk in small steps in 4 columns

Chorus:

Both in winter and in summer -

To wait for unprecedented miracles -

There will be childhood somewhere, but not here -

And in the snowdrifts of white - we build small circles of 4 people, holding hands, go small

steps in a circle

And through the puddles by the stream - go in circles

Someone will run - slowly tilt your head to the right and left, right and left

But not me - came to the place

2.Where does childhood go - in steps we rebuild into 2 columns along the edges of the hall (at this time, the teachers

go down to the audience and stand on the corners of the hall)

Where did it go - we stand in 2 columns, with our backs to the center of the hall

Probably to a wonderful land - we make a step to the center, the hand points to the educators

Where is the cinema every day - turned back , standing in a pose, head down

Where is also blue at night - we start circles around the educators (how many educators, so many

circles)

The moonlight is streaming down - run

But you and I from now on - stopped their faces in a circle to the teacher, stretched out their hands to them

There is no road there (there is no road there) - went to their places in the hall

Chorus:

Both in winter and in summer - right hand from bottom to top, left hand from bottom to top

To wait for unprecedented miracles - gently wave our hands to the right and left

There will be childhood somewhere, but not here - slow turn in place around ourselves, lower our hands from above

And in the snowdrifts of white - we move back slowly, rebuilding in a semicircle

And through the puddles by the stream - we move away and build a semicircle, raise our hands up

Someone will run - built a semicircle, stand, hands wave and go down

But not me - we stand. Music decreases

Dance - One, two, three, four, five.

We entered the entry with a sideways gallop along the lines, first the last line, then the penultimate, etc., we get our hands up

head to the right and left.

We were taught to solve problems from childhood - tilt our head to the right, to the left

And we were often angry with our parents - shook their finger

But the years passed, we learned everything - 8 claps

Chorus:

We sing now for you this time -

This song is two words - repeat one more time

From dawn to dawn is three -

rises on tiptoe,

In nature and in the apartment one, and two, and three, four -

One, two, three, four, five -

Pairs were built to lose, one by one

2. We have been told since childhood: "study, do not be lazy" - the front man closed his eyes with his palms, stands

the second one looks out from one side, hide

back then on the other side

Since childhood, we have been mumbling: "it will last for life" - repeat one more time

But the years have passed, knowledge came in handy for us - spinning on tiptoes in a pair of a boat

Apparently, we were angry with adults in vain - played goodies as a pair, we stand sideways to the viewer

To lose to stand in place

Chorus:

right leg toe forward, jump to change to left leg

This song is two words - repeat one more time

From dawn to dawn is three - right arm to the side bent at the elbow, palm up, leg

rises on toe, left arm to the side, bent at the elbow,

palm up, the leg rises to the toe, 4 claps

legs rise alternately on a toe,

hands wave wide behind the head to the right, to the left

jumped up and counted the audience with a finger

Build a circle

But we didn’t tell adults about it - hops in a circle

How stupid we were after all - hops in a circle

Returned to their places

Chorus:

We sing now for you this time - right leg toe forward, jump to change to left leg

This song is two words - repeat one more time

From dawn to dawn is three - right arm to the side bent at the elbow, palm up, leg

rises on toe, left arm to the side, bent at the elbow, palm

up, the leg rises to the toe, 4 claps

In nature and in the apartment one, and two, and three, four - legs rise alternately on a toe,

hands wave wide behind the head to the right, to the left

One, two, three, four, five - jumped up and raised their hands up.

Dance "Summer"

The boys hold butterfly nets

They stand in 2 lines on different sides of the hall (right and left), boy, girl ...

1.Butterfly, butterfly flies across the sky- They march to meet each other

Butterfly, butterfly is not in a hurry at all- jogging with high knees, we rebuild from 2 columns to 2

the lines

She spread her wings, sat on a flower - girls squat down, wagging their knees. Boys

They leaned towards the girl and seemed to have caught the girl with a butterfly net

So you got there - get into the net- got up from the jump in a narrow path, the girls had their hands on their cheeks,

head right, left, right, left

Chorus:

Red ribbon, green grass - step to the right, substitute the left, in the other direction - 2 times.

- running around in place with high knees

And in the forest there are mushrooms - this is our forest- ran away running with high knees in a semicircle

2. Flowers, flowers, how beautiful you are! - The boys sit on the floor and take turns lifting the bent

at the knees of the leg. Girls run around boy, hands on

Forget-me-nots, buttercups, heavenly blue- The boys turn around on their ponytail.

Girls run on tiptoes to the center and grab the waist friend

buddies (bouquet).

We will fold the bouquets and put them in the basin- Girls spinning on tiptoes. The boys lay down on their stomachs and

waving their legs.

Baba Valya will sell all of you on the market- The boys got up and with high knees all came running

into place.

Chorus:

Red ribbon, green grass- step to the right, substitute the left, in the other direction - 2 times.

Yellow sun, head in a panama hat

We walk merrily into the fir forest- step to the right, substitute the left, in the other direction - 2 times.

And in the forest there are mushrooms - this is our forest - running around in a place with high knees

Losing:

1 – 8 - We sit down and get up one by one, if the boy is up, then the girl is down.

1 – 8 - swapped places with a high run

1 – 8 - We sit down and get up in turn, if the boy is up, then the girl is down.

1 – 8 - Built a lap jogging circle

3.We are walking along the path of the sun - marching in a circle

Only we won't find our clearing - marching in a circle

Cans, bottles, newspapers crumpled sheet - jogging with high knees along the circle built

A tourist walked in our clearing - 1 line

Chorus:

Red ribbon, green grass- step to the right, substitute the left, in the other direction - 2 times.

Yellow sun, head in a panama hat- running around in place with high knees

We walk merrily into the fir forest- step to the right, substitute the left, in the other direction - 2 times.

And in the forest there are mushrooms, this is our forest- running around in place with high knees.

Chorus:

Red ribbon, green grass- The boy ran a little forward and stood with his feet in a wide path,

hands with a butterfly net up. The boy stands, the girl crawled underneath

Yellow sun, head in a panama hat - the boy is standing, the girl is crawling

We walk merrily into the fir forest - with a small run, each run in its own final pose

And in the forest there are mushrooms - this is our forest - we stand, froze, smile)

Download music for dance

Dance "Giraffes"

1 proudly lifting his head- we go out one after another in a snake, raising our legs high in a march, hands behind

back, we walk along the front of the hall along the viewer, we start in a circle, and

then we build columns of 3.

A giraffe walked across Africa - march

I walked across Africa on foot, barefoot - march

I sang songs loudly - march

He himself apparently composed them - march

I went, of course, to Limpopo, barefoot - march

Chorus:

when the columns were built, we are moving forward

forward to seats

I want to sing songs with a giraffe - walking

on the Nile bank - walking

I'm going to Africa to a giraffe - walking

Someday I will run away - walking

But you are talking about this mom–

and daddy no gu-gu - shake our finger 3 times

Losing:

1 – 2 -

1-8 – “ watch ”

2. There was always a giraffe with a song - build circles (for example, 3 circles of 3 people each), hold on

Hand in hand and march in circles

Without a doubt he was right - marching in a circle

They always get along with the song, everything is - marching

And in the studio an album -

I wrote an album of a giraffe - sat down, got up hands up, legs in a narrow path

He became a famous popular singer - clap hands up 8 times

Chorus:

Someday I'll run to a giraffe in Africa - march into place, hands behind

I want to sing songs with a giraffe -

on the Nile bank - also in right side once

I'm going to Africa to a giraffe - side steps back

Someday I will run away - one more left time

But you are talking about this mom - jumped legs in a wide path, arms to the sides, then press one to the lips

and daddy no gu-gu - shake our finger 3 times

Losing:

1 – 2 - Jump to the right, legs together and turn the "Motor" handles 4 times

1-8 – “ watch ” legs alternately on the floor - fingers, arms bend at the elbows and are brought to the chest too

Alternately, the head looks behind the hands

3. Everyone is talking about him - march in a turn along the walls, always turn to the right

Oh, what a great talent - completed the march, returned facing the viewer

And led by our giraffe - sat down

Xtparade - jumped out, hands up

Singing with Michael Jackson - we put our hands one by one behind the head, wave, wagging our hips to the right and

And he gives autographs - same

Be persistent and you will be lucky - same

Chorus:

Someday I'll run to a giraffe in Africa - march in place, hands behind the back

I want to sing songs with a giraffe - attached steps to the side, step - attach, head one step - to the right,

put your foot - head to the left

on the nile coast - still to the right side once

I'm going to Africa to a giraffe - side steps back

Someday I will run away - one more left time

But you are talking about this mom - jumped legs in a wide path, arms to the sides, then press one to the lips

and daddy no gu-gu - shake our finger 3 times

Losing:

We build two snakes and march towards each other, hold hands, the extreme ones wave their hand

Dance "Alphabet"

At the introduction, we run out to the center of the hall in a line. They straightened up, waved and sat down with their backs to the viewer. On the heads of the letters.

The soloists begin the dance with primers in their hands.

1. I am now closed from everyone - They go to a meeting, to each other, 4 steps, in the proscenium, hold in front of them

I study the alphabet - there are 4 more steps, swapped places

And so that my affairs go -

A song came to my mind - one leg forward on the heel, two legs backward on the toe

Singing this song -

I memorize the alphabet - head left and right

If you also want to know - running around in place, raising your legs high

We need to repeat together - head left and right

The soloists are leaving for now. Letters jump up one by one (first one group, then another, etc.)

Chorus:

A - B - C - D - E - E - E - the first jumped up, hand up

Together we sing merrily -

F - Z - I - K - L - M - N -

I repeat as in a dream -"Droplets" do the second

O - P - R - S - T - U - F -

I growl to myself like a lion - still others do "Droplets"

Ts - Ch - Sh - Sch - E - Yu - Z - all the rest jumped up

I will remember the alphabet. - everybody does "Droplets"

Losing:

1-8 –

1-8

1-8

1-8

2. How so, how so - slams the first column 4 times, the rest crouched down

You forgot about the solid sign - slams the second column 4 times, the rest sat down

And more about the soft sign - slaps the third column 4 times, the rest crouched down

In general, this is not a trifle! - the fourth column slams 4 times, the rest crouched down

They could not fit into the rhythm in any way - everyone stood up. 4 jumps to the top

Hard mark and soft mark - 4 more jumps up

But we know that in general -

quickly "Droplets" simultaneously with two hands, feet together.

Place them after the letter Щ - the legs are slightly squatted, the arms at the chest are bent at the elbows, we do finely and

quickly "Droplets" simultaneously with two hands, feet together. Finally

the phrases all sat down again, only now facing the viewer

Chorus:

A - B - C - D - E - E - E - the first jumped up, hand up

Together we sing merrily - we drop the droplets with the hands of the hands, 2 times to the right and 2 times to the left.

at the same time we put the legs on the right toe and then the left.

F - Z - I - K - L - M - N - The first continue "Droplets" jumped up the second

I repeat as in a dream -"Droplets" do the second

O - P - R - S - T - U - F - Everybody does "Droplets" jumped up the third

I growl to myself like a lion - still others do "Droplets"

Ts - Ch - Sh - Sch - E - Yu - Z - all the rest jumped up

Have fun company - everybody does "Droplets"

Losing:

1-8 – shallow running with high knees in place

1-8 - twist the hole in the floor with the right toe

1-8 - shallow jogging with high knees in place

1-8 - twist the hole in the floor with the right toe

3. Who does not know the alphabet - they hit their knees with their palms, then we twist with our hands to the right “start

He sleeps restlessly at night - the same in the other direction

To sleep peacefully at night - they hit their knees with their palms, then we twist with our hands to the right

"Start the engine"

Everyone needs to know the alphabet - the same in the other direction

The one who knows the alphabet - clapped their hands, turned to the right, wagged their knees

He is rich and famous -

We will rest and again - clapped their hands again, turned to the right again, wagged their knees

We will repeat together - clapped their hands again, turned to the right again, wagged their knees

Losing:

Soloists come out and begin to conduct letters, letters line up in lines, making up words or sentences from letters, wave, clap ... we subtract the music.

Dance "Blue Carriage"

1.Slowly the minutes float away -

You don't expect to meet them any more - Line 3 ran out on toes, squat in place, hands

depict a locomotive (spinning circles)

And although we are a little sorry for the past - Line 2 ran out on toes, squat on the spot, hands

depict a locomotive (spinning circles)

The best is of course to come - Line 4 ran out on toes, squat on the spot, hands

depict a locomotive (spinning circles)

Chorus:

And rests right into the sky - 4 more times the same

Everyone, everyone believes in the best -

Turned to face the neighbor (created a pair)

2.Maybe we offended someone in vain - we stand with three eyes with our hands (cry)

The calendar will close this sheet - first gives one hand to the boat, and then the second puts

your hands on top (boat)

Friends are in a hurry to new adventures - circling hops

Hey, turn up the speed, the machinist - boat jumps

stood in place, facing the viewer

Chorus:

from the jump, put the right foot on the heel,

the right arm is bent at the elbow; jumped aside

the left foot on the heel, the left arm is bent at the elbow;

repeat on the right and left legs

4 more times the same

sat down, slapped their knees, two arms bent in

elbows, showed palms to the viewer, 4 times

The blue car is rolling - march around you, arms from side to side

Lined up their pairs and stood one after the other, the hands of the second on the shoulders of the first child (train)

3 the blue carriage runs, sways - run in pairs in a large circle on toes, hands of the first

spinning

The fast train is picking up speed- we run

Well, why does this day end - run

Let it last a whole year - run

Chorus:

A long way spreads like a tablecloth like a tablecloth - from the jump, put the right foot on the heel,

the right arm is bent at the elbow; jumped aside

the left foot on the heel, the left arm is bent at the elbow;

repeat on the right and left legs

And rests right into the sky - 4 more times the same

Everyone believes in the best - sat down, slapped their knees, two arms bent in

elbows, showed palms to the viewer, 4 times

The blue car is rolling - march around you, arms from side to side

Chorus:

A long way spreads like a tablecloth like a tablecloth - clap, hands up, feet together

And rests right into the sky - clap

Everyone believes in the best -

The blue car is rolling - sat down deep, hands "train"

Losing:

We all leave at once along the lines, in a small squat, hands "train", waved all together with the handle.

Smeshariki - warm-up

Dance warm-up for a group of children 5-6 years old

At the introduction, they ran out to their seats, sat down as at a desk.

1.The yellow circle floats, floats across the sky- hands dropped down, head to the right and left
Floats in the sky, floats- head to the right to the left continues
And shines on everyone around- the head continues to the right and left
And on a round night from heaven- squatted their hands pressed against the chest, grew up, shot their hands up

right, up left (salute)

The cold moon is watching

up left (salute)
And she is also round - squatted their hands pressed against the chest, grew up, shot their hands up to the right,

up left (salute)
And she is also round - squatted their hands pressed against the chest, grew up, shot their hands up to the right,

up left (salute)

A round hedgehog runs, runs through the forest – we sit down, our hands are spinning like a locomotive, have grown up
Runs and sings - we sit down, hands are spinning like a locomotive, have grown up
That he himself looks like a circle - we sit down, hands are spinning like a locomotive, have grown up
On his round back – bends to the side, arms bent at the elbows like “cheburashka ears” to the right

Big apple one - left, rose
And it is also round – right tilt, rose
And it is also round - left tilt, rose straight

Chorus:

On a round planet –
The round wind flies -
Driving the clouds in a circle–
On a round planet - turn on tiptoes in a circle, hands in the air draw a circle
There is a place for everything in the world
Although she is small

2.The round cat sits, sits on the roof- jumping up, hands on the belt
Sits and sings – jumping up
Sings and strokes her belly – jumps up, only 8 pieces, if slowly, and 16, if for each beat.
The cat's eyes are burning - open right then left arms to the sides
Burn like yellow lights- claps of hands over the head
And they are also round – hand claps on the head
And they are also round – hand claps overhead

And I stand and sing a song -
And now I learn something about myself – also in the other direction
And it seems to me that everything – Tilt to the side to the right, grow up
And the cat, and the hedgehog, and even me - Tilt to the left side, grow up
Big round family - still tilt and grow
Such a round family - still tilt and rose

Chorus:

On a round planet – ran on tiptoes in a big circle,

handles boys "airplane" (straight arms to the sides) or girls "butterfly"
The round wind flies - running in a circle
Driving the clouds in a circle – running in a circle
On a round planet – running in a circle
There is a place for everything in the world - running in a circle
Although she is small – fell into place in the line

Losing ...

Children dance as they want - improvisation

Chorus:

On a round planet
The round wind flies - we stand swinging imitating a tree
Driving the clouds in a circle– spring with a turn of the body, hands on the belt 4 times
On a round planet - turn on tiptoes in a circle, hands in the air draw a circle
There is a place for everything in the world - we stand swaying depicting a tree
Although she is small- spring with a turn of the body, hands on the belt 4 times

Losing: – sat down as at the beginning, as at desks, folded their hands in front of them,