Physical development of children through dancing
Children who regularly attend classes at a dance school enjoy good health. Properly selected physical activity and activity in the classroom contribute to:
- Strengthening all muscle groups;
- Formation of correct posture;
- Development of endurance;
- Improving the functioning of the heart and lungs, strengthening blood vessels;
- Development of coordination of movements, “muscle memory”;
- Development of flexibility and plasticity;
- Development of dexterity and speed of reaction.
Correct execution of dance movements requires school and considerable physical effort, but, unlike sports, dance lessons are practically harmless and have no contraindications.
Intellectual development of children
It may seem that active activities have little effect on children's intellectual development. But this is absolutely not true! Memorizing movements and their combinations perfectly trains the memory of preschoolers, and the need to constantly monitor the music, teacher and friends in the lesson perfectly develops attention. Lessons at the dance school develop spatial thinking, the baby quickly learns to perceive the concepts of “top”, “bottom”, “right”, “left”, “side”, “in the middle”, “above”, “under”, “in front”, “ for" and so on. To transform into the image necessary for the dance, the child actively uses his imagination. In general, intelligence is the ability to adapt to new conditions and learn quickly. During classes, children not only perform prepared dances, but also often improvise. By getting to know himself and the capabilities of his body, the baby creates a fundamental basis for new discoveries.
Summer is the time to experiment
Any event will become brighter, more exciting and more varied if the guys prepare a beautiful summer dance, with original costumes and stage design. After all, summer is a time of experimentation, and dance art is the best platform for the creative process. As a rule, summer dances are prepared in advance and the following is thought out:
- direction;
- style;
- movements;
- number of participants;
- musical accompaniment.
But there are exceptions, when dances at a summer camp are performed in improvisation mode, it can be an interesting competition or a disco show. This is quite an interesting and fun activity, as it does not require additional preparation, and children can move to the music in a way that is interesting and comfortable for them and there is absolutely no need to adapt to each other and dance in unison.
An important place is occupied by the mood of the dancers during the performance, namely, kind smiles on their faces and eyes shining with happiness. This will give you the opportunity to charge the auditorium with rhythm and positivity. In the process of performing a children's summer dance , it reveals to the audience all the beauties of this season of the year:
- bright sun;
- wonderful mood;
- fun swimming;
- walks in the forest;
- funny Games;
- camping;
- a lot of joy and laughter.
So, summer dance for children is a whole story about what summer is and how fun it can be spent with friends, family, counselors and campmates. And what a great opportunity to give people happiness and give them the opportunity to smile at life and the surrounding summer sun.
Artistic and aesthetic development in dance school
Dancing instills in preschoolers a love of art, a sense of beauty, and also opens up for them a new way of perceiving the world - through music and movement. A variety of forms of conveying feelings is formed in the dance school through immersion in various images. With the help of plastic arts and artistic movement, children learn to express their creative ideas, moods, and thoughts. Babies also develop an ear for music and a sense of rhythm. Dance lessons undoubtedly contribute to the artistic and aesthetic development of preschool children.
The unity of movements and music is a special way of perceiving the world, which opens up to the child during dance classes and remains with him for life.
“Methodology for teaching dance to preschool children”
MUNICIPAL BUDGET EDUCATIONAL INSTITUTION
ADDITIONAL CHILDREN'S EDUCATION
NOVOSPASSKAYA CHILDREN'S SCHOOL OF ARTS IN ULYANOVSK REGION
«Dance training for children
preschool age»
Author:
Vershinina Tatyana Veniaminovna, choreography teacher
The organic unity of music and movements is necessary and natural. Movements must reveal the content of the music and correspond to the character, form, dynamics, tempo and rhythm of the musical work. At the same time, the movements encourage conscious perception of a piece of music. And the music becomes more understandable and easier to assimilate, giving movements special expressiveness, clarity, and rhythm. It is known that both in singing and in movement it is necessary to achieve complete compliance with the music. Vivid examples of the relationship between music and movement are demonstrated by such sports as rhythmic gymnastics, figure skating, and synchronized swimming.
A significant place in the musical and rhythmic education of preschoolers is given to dancing.
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. It is known that children love to dance. By dancing they satisfy their natural need for movement. In the expressive, rhythmic movements of the dance, feelings, thoughts, moods are revealed, and the character of children is revealed.
Dance
- 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.
Movement to music strengthens the child's body. The satisfaction received by the child in the process of motor actions is accompanied by significant physiological changes in his body, breathing and blood circulation improve.
Cheerful music excites the nervous system, causing increased activity in the higher parts of the brain associated with associative, intellectual and volitional processes. The activity of skeletal muscles in preschool age is important, since in a growing organism the restoration of expended energy is characterized not only by a return to the original level, but also by its excess. Therefore, as a result of dancing, energy is not wasted, but rather gained. Musical and rhythmic movements contribute to the formation of motor skills and improve posture. Systematic dance classes are very useful for the physical development of children: posture improves, body proportions improve, and muscles become stronger. Gradually, children begin to move more easily, more gracefully, and become relaxed. Children develop qualities of movement such as lightness, flight, elasticity, dexterity, speed and energy. Thanks to music, the movements of preschoolers become clearer, more expressive and beautiful.
It has been noticed that if they like the music, the children have a desire to move, it is difficult for them to sit still, they literally “splash out” their emotions. Rhythm can be “experienced.” And 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. 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.
Dance accustoms children to the norms of cultural communication. Children are taught modesty, goodwill, and friendliness. Boys begin to treat their partners with care. Dance becomes one of the means of moral education of a child.
The dances consist of simple folk and classical dance movements. They can be divided into several types:
— dancing and dancing 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
, built on authentic elements of folk dance;
— character dances
, performed by various characters;
— children's ballroom dancing
, including polka, gallop, waltz steps and others.
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.
There are two ways to work on creating children's dances. The first way is to work on lightweight versions of already existing ballroom 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.
When composing new dances for preschool children, it is necessary to be guided by a number of artistic and pedagogical requirements. Each children's dance should have a bright emotional content and a unique flavor. Dancing should be accessible to children and meet their technical capabilities. Otherwise, training will turn into a tedious exercise and will lose its educational value.
Children's dance should be very concentrated and compact. It is not recommended to include a large number of different figures - this tires children. It is necessary to take into account the psychophysical characteristics of preschool children and carefully limit physical activity, which must be controlled. Namely:
- monitor children’s posture during classes and the nature of motor tasks;
— determine the dosage of physical activity, taking into account the doctor’s wishes;
- pay attention to children’s complaints during dance classes;
— in conversations with teachers and parents, find out all the data about the child’s health and his individual characteristics.
Dance for children should have a clear pattern of movements. It is necessary to remember to maintain the accuracy and completeness of the dance form, only in this case the dance will be convenient for repeated repetition. An organic relationship between movements and music is necessary, taking into account not only the general nature of the music, but also the basic means of musical expressiveness (dynamic, tempo, metrhythmic, harmonic features, register coloring, form of construction of a given work). The diversity of the children's dance repertoire (in content, mood) is also important. An interesting moment for children may be a change of dance partners, an element of play, jokes, unusual attributes, and costumes.
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, a musical phrase, etc. In the process of learning a dance, the teacher has to repeatedly return to the content and features of the music he listened to, helping children find shades of movement that reflect the nature of the music. It is necessary to introduce children to the world of the music to which they will dance.
The primary role is played by the teacher’s correct, clear, expressive display of movements. A good show makes children want to quickly learn how to dance just as beautifully. The teacher must specially prepare for this show, performing individual dance elements in front of a mirror. It is important to clearly show all the nuances of dance movements. The demonstration may be accompanied by verbal explanations and instructions. This will help make the learning process more conscious and accessible.
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, and clear, brief instructions.
When working on dance, preparatory dance exercises are of great importance.
It is recommended to first learn individual dance elements with children, which, as they are mastered, can be combined into dance figures. 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.
More often it is necessary to show children who perform this or that movement well. There are cases when practice excludes any preliminary work on the dance or elements. The dance is learned entirely, the children perform the movements uncertainly, often make mistakes, and receive many comments from the teacher. All this reduces interest in dance, the training process becomes longer and becomes ineffective. Without mastering the technique of movement, it is impossible to achieve its expressiveness.
Musical accompaniment is of paramount importance. Music should be chosen in accordance with the requirements of good taste. As for its criteria (in relation to the musical design of dance classes), they are determined by such concepts as clarity, intelligibility, and completeness of the melody. When choosing a piece of music, specialists must thoroughly know it as a whole. Only then can the source material be available, varying it in different combinations for different pedagogical purposes.
Working to soundtracks of musical works gives the teacher the opportunity to observe each child, correct movements directly during the performance process, and captivate children with his own performance. And, of course, it’s nice to see the results of such work: clarity, synchronicity, rhythm, expressiveness, imagery - all these qualities are achieved with passion, and most importantly, by all children. Bright, interesting music makes you want to move, dance, and allows every child to open up and show what he is capable of. A certain level of development of children's musical abilities, and first of all, a musical-rhythmic sense, as well as good quality of their motor preparation is assumed. Of course, it is necessary to take into account the main areas of study in each age group.
Age characteristics of preschoolers
In children of the younger group
coordination of movements is insufficiently developed. They waddle, drag their legs, lower their heads, run and jump heavily. A characteristic feature of this age is excitement of the nervous system and insufficient inhibition, so children have a slow reaction to musical signals. Despite this, kids develop a strong interest in dancing. By strengthening it, children are taught to listen to music and move in accordance with it. Music for dancing should be bright and expressive in form, which helps to perform better dance movements. In the younger group, special attention should be paid to children’s ability to distinguish between the beginning and end of a piece of music and, in accordance with this, to begin and end movements.
When learning a dance, a certain sequence should be followed. First, the children listen to the music, then the teacher’s explanations about its character, the form of the piece, etc. You can show the dance together with a teacher or a previously prepared child. Then the teacher dances with the children, carefully watching them and helping them, for example, find their right leg or arm, spin in the right direction, etc.
For children of the younger group, it is necessary to select dances, the performance of which will contribute to the development of the following dance skills:
- walk and run rhythmically, conveying different tempos, marking the end and beginning of each part;
— perform movements with attributes (dolls, plumes, etc.);
- alternately stamp your feet, spin separately and in pairs, clap your hands, place your feet alternately on the heel, etc.
Indicators of children's development level:
— interest in the dance process of moving to music;
— expressiveness of movements;
- the ability to convey in plastic the character of music, a dance image.
In children of the middle group
As a result of training, education and the acquisition of direct experience, a large stock of specific ideas is accumulated and good posture is developed. They walk calmer, more evenly, run rhythmically and quite easily, can make simple movements with attributes, perform dance movements more easily and confidently, and more consciously change movements in accordance with the nature of the music. All this creates the prerequisites for successful further work on the development of dance skills. Dances for children have a more complex structure; dance movements reflect changes in the nature of the music in more detail.
Children in the middle group continue to be taught:
- consciously begin and end movements simultaneously with the beginning and end of the music;
- change the nature of movements in accordance with three different parts of a musical work;
— cultivate observation, initiative and independence;
- develop musical memory, sense of rhythm, creative imagination;
- move easily and freely in pairs;
- accurately perform elements of folk dances that are accessible by coordination: alternately placing the foot on the heel, “throwing out” the legs, half-squats, etc.
Indicators of children's development level:
— expressive and direct performance of dance movements to music;
— the ability to accurately coordinate movements with the basic means of musical expression;
- ability to memorize and independently perform compositions;
- use of various movements in improvisation to music.
A characteristic feature of children of the older group
is their desire for greater independence in dancing, for precision in performing movements, and interest in performance. Therefore, in the older group, dance training is more focused, for example, learning a specific movement necessary in dance. Children of this age are able to show creative initiative and add their own addition to the dance. The ability to display the emotional and expressive nature of music is improved, as children perceive a piece of music more deeply and consciously, and their coordination of movements is better developed. The musical material and children's movements become more complex. Thus, preschoolers learn to mark with movements the form of a musical work (two- and three-part, variation), as well as musical sentences. Work continues on teaching children to perceive tempo changes (slowing down, speeding up). Children's perception of register changes deepens. Of particular importance is the independent activity and creative manifestations of children (preschoolers independently rearrange themselves into large circles and small circles, maintaining the same distance, into columns and ranks). When working on the development of musical and rhythmic movements, great attention should be paid to developing in children the ability to move freely, naturally, easily and clearly. In dancing, older preschoolers perform more complex dance movements. We need to ensure that children perform movements rhythmically, expressively, beautifully, so that they can stop accurately when the music ends. Children are introduced to various formations and movements:
- move easily, gracefully, expressively, changing the direction of movement;
- move in accordance with the nature of the various variations;
— clearly perform rhythmic patterns, various elements of folk and ballroom dance;
- mark the strong beats of the bar.
By teaching preschoolers to deeply perceive musical works, it is possible to achieve an organic fusion of movements with music. However, it should be emphasized that successful mastery of the assigned tasks is possible only if systematic work is carried out with children, the result of which is that all children, and not just the most capable, master the material. And for this it is necessary to constantly check the children and, if necessary, work with some of them individually or in small groups.
Indicators of children's development level:
— expressive performance of dance movements to music;
- the ability to independently convey the basic means of musical expression in movements;
— mastering a large volume of different compositions;
- ability to improvise using a variety of movements;
— accuracy and correctness of execution of movements in dance.
Teaching preschool
motor skills contributes to the further accumulation of ideas and impressions, their systematization and generalization. At this age, the ability to move expressively and naturally in accordance with the varied nature of music (cheerful, cheerful, active, etc.) is consolidated. While completing the task, children learn to differentiate the nature of movements - when walking, convey either the solemn mood of a festive reorganization, or the calm nature of a folk dance, etc. At this age, children have almost complete control over their body and are able to coordinate movements. To interest them in rhythmic lessons, it is necessary to select more complex movements and formations designed for rapid changes of orientation. Musical works for dances are much more complex in form and means of musical expression. Children master dance movements:
- light spring running (with “overwhelm”), smooth dance step, jumps (light and strong), variable step, half-squats with the foot on the heel, polka step, running with high leg lifts, etc.
In the learning process, children gain a lot of experience, expand their knowledge, and learn many dance terms.
You need to think through the details of the presentation of the new dance. It should be taken into account that at this age children are already free to perform verbal tasks. It is quite possible that there is a different sequence of introducing a new dance: first, children listen to the music, determine its character and parts of the work, and after that the teacher explains the movements or shows them. In simple dances, all movements are learned at once, and in more complex ones, gradually. When the movements are mastered, the teacher directs the children’s attention to the accuracy and expressiveness of the performance. In simple dances, sometimes you can limit yourself to explanation or indication without demonstration.
Work continues on the beauty of movements, on the clarity and expressiveness of dance performances. Due attention is paid to fostering a culture of behavior in children. Children of six or seven years old should be conscious of their task and perform it as best as possible.
Indicators of children's development level:
— expressiveness, ease and accuracy of dance movements;
- the ability to independently perform a dance, conveying the means of musical expression in movements;
- mastering a large volume of different compositions, different in style and character;
— mastering complex types of movements;
- ability to improvise using a variety of dance movements.
The teacher implements all these tasks in the process of creative communication with children in various forms of work: in the classroom, in free time, when preparing and holding holidays and entertainment, in individual work with the child, etc.
Methodical techniques
For each dance, the teacher chooses the most effective way of explanation and teaching. Interesting teaching techniques make children want to dance.
Display method.
By showing children movements, the teacher gives them the opportunity to see the artistic embodiment of the image. Sometimes, mainly at the beginning of work, a specialist can perform it together with children. This captivates children and increases the desire to quickly master certain motor skills.
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.
Improvisational method.
When learning to dance, children should gradually be led to free, spontaneous movement, as dictated by the music. When using this method, no preliminary listening to music is necessary. Children should try to find the right movements themselves. It is also not recommended to tell them the type of movement and mark those who are successful. But at the same time, we must carefully monitor that children do not invent movements that are not related to music.
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.
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.
The pedagogical skill of the teacher, his ability to use the entire arsenal of methods and techniques for teaching dance, and his sensitive attitude towards children will help turn this process into an interesting activity for children. Modern children's dance in the hands of a thoughtful, creative specialist can be an excellent educational tool that has an ennobling effect on children.
Development of personal qualities
Listening to music makes a great contribution to the development of a child’s personality, including his emotional sphere, because it contains many experiences, emotions, feelings, and events. Thanks to dancing, children recognize themselves and become well oriented in their inner world. In addition, children develop such qualities as:
- Artistry;
- Creativity;
- Public speaking skills;
- Activity;
- Self confidence;
- Self-control;
- Discipline;
- Determination;
- Persistence.
We can say that this is a whole school of life.
Development of communication skills
Dance lessons help children improve their communication skills. Kids usually make new acquaintances without difficulty, because the atmosphere that prevails at the dance school is conducive to close emotional communication. Even shy and unsociable children are liberated and quickly join the team. Basically, dancing is teamwork, so preschoolers develop a sense of trust in others, and also develop skills of interaction with other people, the ability to find a common language with peers in the class. In choreography lessons, children are taught to express their emotions through facial expressions and gestures, and this greatly helps them better understand how other people feel.
Children's dance school
Dance directions
Modern choreography
Rhythm, plasticity, stretching - all this is combined in modern children's choreography. This is one of the most popular trends in modern dance schools for children.
Modern
This trend appeared in the USA at the beginning of the last century and is quickly gaining popularity in children's dance schools. Through modern training, young dancers learn not only to control their body, to move from a state of complete relaxation to a state of tone and rhythm, but also gain spiritual harmony and clarity of thought.
Hip-hop
One of the most popular “street” styles, which combines elements from breakdancing, locking and other freestyle styles. The main features of hip-hop in children's dance schools are clear movements and a fair amount of improvisation.
Jazz funk
This style was formed in the 20s of the last century at the intersection of hip-hop, pop art, and jazz styles. In choreography schools in Moscow and other cities, this direction is less developed than others, but the abrupt, sharp movements combined with the smoothness and plasticity characteristic of this dance find their fans.
Jazz Modern
Modern expression, jazz rhythm, and classical choreography techniques are woven together into a unique jazz-modern dance direction. This direction is dynamic and emotional. The main elements of the dance are jumps, rotations, rhythmic and smooth movements of the body. It is especially useful to send an active child to modern jazz dancing. This is a good way to release energy.
House
House is often confused with hip-hop, but this dance in choreography schools for children has its own differences. It is more flexible and helps develop the child’s flexibility, sense of balance and ability to control his body.
R'N'B
This is one of the most fashionable trends in dance schools for children. Clear, fashionable, stylish R'n'B appeals to children of all ages. The dance has a lot of springy movements, turns, and slides, which develop a sense of rhythm and flexibility in children. In addition, this is one of the types of choreography for children and adults, which is often used in music videos and stage productions by stars.
Street jazz
This style came to dance schools for children from street festivals. This is a free dance that not only combines elements from different directions, but also includes a lot of improvisation. The arms, body and legs are equally involved, which makes street jazz an excellent workout and contributes to the physical development of the child.
Features and benefits of classes
For children, dancing at school will become a serious hobby and favorite pastime thanks to the teaching methodology, which has the following advantages:
- Children are taught by experienced teachers.
- Children are offered an individual education program.
- Developing in children the ability to perform on stage and win the sympathy of the audience.
- Lessons for young children take the form of games.
- Children are given exercises to develop a sense of rhythm, hearing and physical fitness.
As a result of attending classes, the child will learn to better control his body, strengthen his muscle corset, master the skill of improvisation, become stronger and more resilient, and develop determination and perseverance.
To instill a love of dance in children from an early age, sign up for a trial lesson on our website!
At what age can you start taking dance lessons?
Every parent wants their baby to actively and fully develop, so almost from the very birth of the baby they think about which club to send their child to, which will best prepare them for school. Most sections recruit children over 4 years old. But dancing is exactly the kind of activity that is suitable for children from 2-3 years old. This is due to the level of physical development of children of this age and their needs. At 2 years old, children usually love everything that has to do with movement. They can run, jump, and overcome obstacles almost without stopping. As the vestibular apparatus develops, the ability to maintain balance develops. By the age of 3, movements become more precise and coordinated, and reaction speed increases. From 4-5 years old, preschoolers have access to complex motor skills that require good physical fitness, dexterity, flexibility and speed of reaction. Of course, preschool children, in most cases, cannot master complex choreography and achieve high results. But dancing classes under the guidance of a professional and attentive teacher will allow the child to express himself and fully satisfy his need to be in motion, as well as prepare the basis for future victories. To accurately determine whether your baby is ready for dance classes, you can ask yourself the following questions:
- How does your child prefer to spend his free time? Does he like active or quiet games?
- How does the baby tolerate physical activity?
- Will he be able to listen to the school teacher and fulfill his requirements?
- And most importantly: does the child like to dance? To find out, you can simply watch the baby or invite him to dance with you.
Children aged 2-4 years, along with older preschoolers, can safely be sent to dance lessons, since active physical development occurs at this stage, but the individual characteristics of the child must always be taken into account.
How to stage children's dances in kindergarten?
Matinees in kindergarten are impossible without original dances. To set them up, the manager will need imagination. And, of course, it is necessary to prepare costumes. Children's dances in kindergarten are a kind of mini-performances. Therefore, you should carefully think through their plot, work out not only the movements, but also the facial expressions of the dancers. This article will tell you how to stage children's dances in kindergarten.
Dance "Matryoshka"
In addition to costumes, to stage this song you will need props - a child-sized model of a matryoshka doll on cardboard. All the girls in Russian folk sundresses, kerchiefs and painted cheeks are hiding behind him, standing behind each other’s heads in two ranks. The phonogram begins to sound, and to the music of the song “We are cuties, tumbler dolls,” one after another the girls “float out” from behind the nesting doll, holding on to the corners of their scarves and swaying slightly from side to side. Children's dances in kindergarten are not aimed at developing children's mastery of dance movements, but so that the children are interested, so that they can overcome their embarrassment and tightness. Therefore, the movements themselves should be as simple as possible: “heel-toe”, swinging with arms folded on the chest like a “boat”, turns 360 degrees with a raised hand with a handkerchief.
Russian folk dances of children in kindergarten
You can stage a “Quadrille” very beautifully in the kindergarten. Russian folk children's dances in kindergarten turn into a real performance! Everyone knows the song to the words of E. Temnikova and the music of V. Temnov “Quadrille”, which makes for a fun performance. The first verse is introductory. The girls are on the sidelines “gnawing seeds” and from time to time they turn towards the boys and laugh contagiously. Boys in shirts tied with ropes and caps with large flowers above the visor are sitting on a bench with their hands folded on their chests. As the second verse begins, one stands up and waves his hand, as if to say: “Ah! Come what may!" - and heads towards the girls. The rest of the boys look at each other, laugh at him, pointing their fingers. But the brave man approaches the girls and ceremoniously invites one of them. She, just as primly, accepts the invitation, they hold hands, raise them with their “collars” and slowly walk in a circle to the music. The girl holds the edge of her dress with her other hand, the boy bends his hand behind his back. The rest of the boys look at each other, stand up, pull down their shirts, straighten their caps and, one after another, head towards the girls. After accepting their invitation to square dance, the dance itself begins. The movements of the quadrille are simple. Couples spin around, locking elbows, boys get down on one knee, and girls spin around them, holding their beau's hand. You can enable the “stream” movement - similar to what happens in the game of the same name. Swinging your arms in a “boat” motion, moving closer and further apart in pairs, holding both hands, playing “palm clappers” - all these movements are easy and the kids really like them.
Kindergarten graduation
The dance for this celebration must be associated with the school. Therefore, you can choose songs about school as the musical accompaniment: “First time in first grade” to the music of Anna Agafonova and Kamila Izmailova or the famous “Wonderful School Years.” Children can wear school uniforms or just costumes. You can use the already described “Quadrille”, but in a converted version. Let the words of the song tell about how “Once upon a time, Russians, Valyusha, Alla, Tanya, Arkasha, Sasha, Vanya, entered kindergarten... They asked to see mom and dad and cried, and then, having played too much, they didn’t go back! » In such a “quadrille” you can include verses about how children shared toys, starting fights, how they organized miniature discos with “break” and “hip-hop” during music classes. But now they have already grown up, become serious, and very soon they will go to school, holding hands.
conclusions
When parents are faced with a choice of which section or club to send their child to, many choose a dance school. And this is exactly what children of early and preschool age need. Dance classes make a great contribution to the physical, intellectual, personal, social and aesthetic development of the child. Children involved in dancing develop self-control skills, the ability to work in a team and collaborate with peers, and listen to the teacher. When going to school, the child will be psychologically prepared for new conditions.
