Open lesson on rhythm in the younger group. Work program “Rhythmoplasty”

Summary of an open lesson on rhythmics in the younger group

Target:

Development of artistry, inner freedom, disclosure

the child’s creative potential through musical, rhythmic and dance movements.

Tasks:

Educational :

Consolidating the skills of precise execution of movements for the teacher;

Developmental :

Develop creativity, a sense of rhythm, the need for self-expression in movement to music;

To develop expressiveness and motor freedom of children in musical and rhythmic exercises, games and dance sketches;

Develop expressiveness of movements; act with objects; hear the end of a musical phrase;

Promote the development of attention, motor memory and the ability to listen to music;

Educational :

Cultivate politeness in dealing with playing and dancing partners.

Equipment:

Audio equipment, cardboard flowers, colorful cubes.

In accordance with the Federal State Educational Standard, the leading role in all educational areas is given to gaming activities. Therefore, throughout the lesson we used games and playful musical studies.

Progress of the lesson:

Entrance to the hall:

Children ride a train with movements together with a teacher to a song"Bon Voyage ».

The field is large, there is a green forest.
There are so many paths and roads in the spring. all over the foot

Chorus:
On the socks

The very, very, good journey.

Everything is interesting no matter what you look at. sat down
A friendly song rings over the world. on your heels

Chorus:
It's good in the world, sunshine, shine.
Wish us, wind, a good journey. let's go like a snake
Bon bon bon voyage
The very, very, good journey.

Teacher:(music sound of nature : Birdsong)

Guys, let's get out of the trailers. So we were driving - we were driving to a flower meadow, and we arrived. Look how many beautiful flowers there are. Fun adventures await us in the clearing! Because the flowers grow here, not simple ones, but magical ones - whoever comes to this clearing, everyone dances. Guys, I clap my hands - 1,2,3 we go, choose any flower and stand next to it.

Now let's say hello to the guests who came to see us and get in a good mood with us. But we will greet each other like real dancers - with a bow! And our guests will respond by saying, “Hello.”

We got ready, our legs are friendly, we put them together, our backs are straight, well done! (I count as the children bow to the count).

(Girls - 1-2, crouched, plie; boys - 3-4, head tilt)

Teacher:(magic music plays) So, our flowers begin the magic. We all stand in a circle.

I turn on the song“Well, everyone stood in a circle.”

Teacher: – Guys, the flowers are whispering to me (I put my hand to my ear and approach the clearing) that they want to turn us into bunnies. Let's dance like bunnies.

(incl. musical transformation) Close eyes 1,2,3, turn the kids into bunnies!

(incl. musical transformation) Etude “The bunnies were dancing in the clearing”

We close our eyes, 1,2,3, turn us from bunnies back into children.

Guys, what time of year is it now? Spring. That's right, well done. Let's start a spring round dance.

Round dance“Today I saw that it’s spring outside”

Teacher: Now guys, look what's in my hand? That's right flower. He wants to play with us. (remember the rules of the game)

Children stand in a circle and pass a flower to each other (task game).

Teacher: Let's rejoice, applause.

Teacher: You danced so much and, of course, you were tired. Let `s have some rest.

Children sit on the carpet, incl. calm " Music of flowers."

Like in the forest on a hummock

The flowers have grown hands up, fists clench, unclench

Flowers, flowers

Flowers, flowers flashlights

Whispered with the breeze palms pressed against each other

Smiled at the sun waving pen mi

Let's lie down and smell the flowers!

Teacher:

Have a rest, guys, let's give our guests a good spring mood " Dance with cubes." We stand next to the flowers.

Teacher:

Well done! You were all active, did your exercises well, and danced. Thanks to all! The adventures in the clearing have come to an end, it’s time for us to return to kindergarten. Flowers gave you gifts, like this coloring pages Color it in a group and give it to your mothers (I give it to the teacher). Let's say goodbye to the guests, guys. Let's turn to the audience and bow to them. (Bow, applause). Let's build like a train.

Children will form like a train to the song"Bon Voyage"and wave their hands to the guests and leave the hall.

Methodological literature.

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

Progress of the lesson.

1. Preparatory part

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

2. Main part

Dance and rhythmic complexes

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

(V. Shainsky - N. Nosov)

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

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

Just like a cucumber, it was green.

just like a cucumber.

Imagine, imagine, he was green.

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

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

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

He ate only grass, he ate only grass.

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

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

Imagine, imagine, and he was friends with flies.

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

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

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

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

A voracious belly - and ate the blacksmith.

Chorus. Imagine, imagine

gluttonous belly

Imagine, imagine, and she ate the blacksmith.

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

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

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

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

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

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

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

He never expected such an end.

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

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

Chorus. Imagine, imagine

he never expected

Imagine, imagine, such an end.

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

Dance while sitting "Chunga - changa"

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

(V. Shainsky - Yu. Entin)

Introduction.

V.: head tilts to the right - left.

Chunga - changa, blue firmament!

Chunga – changa, summer all year round!

IP: sitting on chairs, hands on knees.

V.: clapping your hands on your knees.

Chunga - changa, we live happily!

Chunga - changa, let's sing a song!

IP: sitting on chairs, hands on knees.

V.: clap your hands in front of you.

Living there is easy and simple!

Living there is easy and simple!

Chunga - changa!

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

Our happiness is constant:

Chew coconuts, eat bananas!

Chew coconuts, eat bananas!

Chunga - changa!

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

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

Chunga - changa, there is no better place!

Chunga - changa, we don’t know troubles!

IP: sitting on chairs, hands on knees.

V.: alternately put your foot forward - stomp.

Chunga - changa, who lived here for an hour!

Chunga - changa, will not leave us!

IP: sitting on chairs, hands on knees.

V.: claps to the right and left.

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

IN.: "scissors" left and right.

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

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

Chorus. Miracle - island! Miracle - island!

Living there is easy and simple!

Living there is easy and simple!

Chunga - changa! (same movements).

Cheburashka

(E. Uspensky - V. Shainsky)

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

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

Now I'm Cheburashka

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

V.: half squats to the sides.

I like every mongrel

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

V.: 1 – half squats to the sides.

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

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

When meeting, he immediately gives his paw.

(same movements)

I was unlucky at first, and even this happened,

Nobody came to my birthday party.

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

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

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

He is the best crocodile in the world!

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

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

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

V.: small springs with turns.

I was once a strange, nameless toy,

Which no one will approach in the store,

Now I'm Cheburashka, every mongrel is mine

When meeting, he immediately gives his paw.

Now I'm Cheburashka, every mongrel is mine

When meeting, he immediately gives his paw.

(movements as in verse 1)

Outdoor games

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

"Jumping sparrows" ("Sunny bunnies" )

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

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

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

3. Final part

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

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

Nargiza Minakova

Educational area: “Artistic and aesthetic development”

Group: II younger

Form of direct educational activities: journey

Form of organization: subgroup.

Subject: "Fabulous clearing»

Target classes: development of artistry, inner freedom, disclosure

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

Tasks:

Educational:

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

Developmental:

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

Develop logical thinking.

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

Educational:

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

Preliminary work:

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

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

Integration of educational areas

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

Psychological attitude

Progress of educational activities.

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

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

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

Motivational moment

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

Updating knowledge

Educator:

It's not good for us to be lazy,

Remember guys

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

Educator: But my toes are up

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

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

We saw butterflies

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

And the little sparrow woke up, (jumps)

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

Perception and assimilation of new things

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

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

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

At the snow-covered hummocks,

Under a white snow cap,

We found a small flower

Half frozen, barely alive. (snowdrop).

Parachutes over the meadow,

They swing like twigs. (dandelions)

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

Listen to another riddle.

It flutters and dances over the flower,

He waves a patterned fan. (Butterfly)

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

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

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

"one two three four", (eighth duration)

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

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

Well, grandma, not to be outdone,

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

It's quiet here, great-grandmother said:

And I can do it too So:

Oh, how slowly she clapped!

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

(All durations are slammed)

And we went home to rest.

So it's time to end the fairy tale.

Practical work

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

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

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

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

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

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

All these movements are performed to music.

And now butterflies having fun flying around glades.

Relaxation.

And now butterflies sit around the clearing to rest.

Reflection.

Let's remember where we were? (on clearings) .

What did we do?

What tune were you listening to?

Teacher: You were all active today, did your exercises well, danced. Well done boys. Thanks to all. Let's say goodbye to the guests.

(Bow, leave the hall).

Voskresensky municipal district of the Moscow region

Municipal institution "Department of Education"

Municipal autonomous preschool educational institution

child development center - kindergarten No. 40 "Crane"

Working programm

Mug of sports wellness rhythms

(younger age 3-4 years)

Head of the circle -

Physical education instructor

highest qualification category

Kosheleva S.V.

G. Voskresensk

2017

Explanatory note

Sports recreational rhythm(hereinafter referred to as rhythm) is a synthetic art. It allows you to solve problems of physical, musical-rhythmic, aesthetic and, in general, mental development of children. Rhythm is one of the types of musical activity in which the content of music, its character, and images are conveyed in movements.

Movements to music have long been used in raising children (Ancient India, China, Greece). But it was the Swiss teacher and composer Emile Jacques-Dalcroze (1865-1950) who first considered rhythm and substantiated it as a method of musical education. Before rhythmics, he first of all set the task of developing musical abilities, as well as plasticity and expressiveness of movements.

WHAT RHYTHMIC GIVES. In rhythmic classes, the child develops in many ways, acquiring a number of skills and abilities: the child’s physical fitness improves, coordination is developed, the child learns the simplest dance movements, masters concepts such as tempo, rhythm, as well as the genre and nature of music, the child learns to adequately express and control his emotions , creative activity develops. Sports recreational rhythm in kindergarten is a good preparation for further music, dance, and sports classes. Rhythmic exercises provide an excellent “peaceful” release for hyperactive children. Sports health rhythms help you relax, teach you to move freely, and create a feeling of joy.

DIFFERENCES IN RHYTHMICS FROM PHYSICAL EDUCATION OR AEROBICS. There is certainly a lot in common between rhythmic gymnastics and regular physical education or aerobics - physical exercises in both are performed to music in a certain rhythm. But at the same time, different goals are pursued. The emphasis in rhythmic gymnastics is on developing coordination, the ability to listen and hear music, feel your body and control it freely.

WHEN SHOULD YOU START EXERCISING? It is believed that it is optimal to start doing rhythmic gymnastics at 3-4 years old. By this age, coordination of movements is already quite developed. Sports and recreational rhythms in kindergarten are usually carried out starting from the 2nd junior group.

It is necessary to teach rhythm to all children, developing in them a deep “feeling”, penetration into music, creative imagination, developing the ability to express themselves in movements.

The formation of posture, movement culture, facial expressions, and the development of musical taste increase the child’s self-confidence. Improving the coordination of movements helps to increase the child’s communicative activity.

High expressiveness and emotionality of classes have a positive impact on the mental well-being of preschoolers.

“The need for physical activity in preschool children is so great that doctors and physiologists call this period the “age of motor extravagance.” And it is rhythmic classes that help creatively realize this need, because the endless variety of movements allows you to develop not only a sense of rhythm, strengthen the skeleton and muscles, but also stimulates the child’s memory, attention, thinking and imagination. High interest of children in dance activities, the opportunity to reveal the creative potential of each child in the process of additional dance classes, as well as the request of parents.

Relevance of the program movement in the rhythm and tempo set by the music promotes the rhythmic functioning of all internal organs and systems, which with regular exercise leads to the overall health of the body. Also important is the therapeutic effect of exercises, as a result of which a muscle corset is created, postural deficiencies are corrected, flat feet are reduced, which also allows solving the problems of general strengthening and physical development of the child

Purpose of the program : maintaining a comfortable microclimate in the children's team, promoting the physical development and health of children, stimulating innovative processes in preschool education, as well as strengthening the methodological, material and technical base for teaching pupils the elements of sports rhythm.

Tasks teaching and raising children in rhythm classes:

1. Development of physical qualities and coordination of movements. 2. Development of flexibility, dexterity, accuracy and plasticity.
2. Formation of correct posture and beautiful gait.
3. Development of the ability to navigate in space.
4. Enrichment of motor experience with various types of movements.
5. Development of musicality. 7. Development of the ability to work in a team and familiarization with the basics of dance art. 8. Development of the child’s creative potential and self-expression through dance. 9. Development of imagination and improvisation abilities. 10. Development and training of mental processes (emotional sphere) of the ability to express one’s emotions in facial expressions and pantomime. 11. Comprehensive development and revelation of creativity in every child.

Mandatory clothing and shoes for classes:

For girls. Gymnastic leotard, skirt. White shoes and socks. Hair should be tied up in a bun. For boys. T-shirt, bicycle shorts. White shoes and socks.

For a full perception of musical works in rhythm classes and its creative display in dance, it is necessary to help children understand the special language of music, its character, genre and features of the rhythmic pattern.

Children's age participating in the implementation of this educational program,

implementation deadlines educational program (duration of the educational process, stages)

The program is intended for teaching children 3 - 4 years old. This period can be defined as the first stage in mastering the basics of health, sports, rhythm, and the ABCs of dancing.

Its implementation period is 1 year, its focus is sports and recreational.

In the process of implementing the program, the student acquires a complex of personal, social and communicative qualities that ensure successful socialization and active adaptation in society. The novelty of the program lies in the fact that in the preschool education system of our city, sports rhythmics as a form of physical education for preschoolers has not yet been considered. Its creation is caused by social needs and is a kind of response to the social order of parents interested in activating the motor activity of their children. The program does not require a special material and technical base, which ensures its accessibility. It is based on an integrated approach, covering informative, health-improving, physical education and sports components of activity in the course of teaching pre-school children the elements of sports rhythm.

An additional educational program on sports and recreational rhythms is designed for children aged 3-4 years. Both girls and boys who express a desire and receive permission from a doctor can participate. The training is designed for 1 academic year. The 1st year of study is mainly devoted to plot-rhythmic gymnastics (“pin-guys”, “little frogs”, “bees”, etc.), the basics of sports rhythmics are also introduced (jumping, basic hand movements, work with a pom-pom -mi).

The number of groups of each age is determined depending on the total number of pupils and the capabilities of the material base. Groups are formed taking into account the age of the children (4-5 years, 5-6 years, 6-7 years) and in accordance with the level of their general physical training. The preferred number of students studying in a group is 20-30 people. The duration of classes is 2 conventional hours per week. The standard hour is 15 minutes in the 1st year of study.

Educational activities in sports rhythmics are carried out in different forms. These include conversations, watching mini-films, videos, presentations, speeches and, of course, practical training. Practical classes are held according to the following scheme: warm-up, stretching, practicing elements, learning numbers, and at the end - outdoor games for kids. Older children learn basic dance elements, the sequence of which is subsequently built into dance sequences. At the end of such a lesson, a number of exercises are carried out according to the general physical training program, as well as stretching, which helps children relax. And sometimes, without any plan, together with the leader of the circle, the guys can have fun and play throughout the training or move freely to the music, developing a sense of rhythm, imagination, coordination of movements and becoming liberated.

Training sessions. During general classes, movements are discussed in detail. Training begins with laying out and learning exercises at a slow pace. The method of its execution is explained. No more than 2-3 combinations can be introduced during a lesson.

Reinforcement activities. Involves repeating movements or combinations at least 3-4 times. The first repetitions are performed together with the teacher. During repetitions, one of the guys who performs it correctly is selected, better than others, or there is a competition - a game between the second and first lines. In both this and other cases, children play the role of a soloist or, as it were, a teacher’s assistant.

Final lessons. Children, almost independently, without prompting, should be able to perform all the movements and dance combinations they have memorized.

Improvisational work. During these lessons, children dance variations they have invented or compose a dance on a theme given to them by the teacher. Such activities develop imagination. The child, through the plasticity of his body, tries to show, depict, betray his vision of the image.

During the academic year, 72 classes are planned. Classes are held twice a week, in the afternoons from September to May. The duration of classes in the first year of study is 15 minutes.

Successful solution of assigned tasks in rhythmic classes with preschoolers is possible only if you use pedagogical principles and teaching methods.

Principles:

• individualization(determining feasible tasks taking into account the child’s capabilities);
• systematic(continuity and regularity of classes);
• visibility(teacher showing movements);
• repeatability of material(repetition of developed motor skills);
• consciousness and activity(learning based on the student’s conscious and interested attitude to his actions).

Methodical techniques:

Visual method- expressive display with counting, with music. Is the main one. Learning a new movement, exercises, especially 1 year of training, is accompanied by accurate display teacher The teacher is obliged to perform the exercises together with the children.

Verbal method. This is a conversation about the nature of music, the means of its expression, an explanation of the technique of performing movements, and an assessment. A methodical demonstration cannot do without verbal explanations. Explanations must be brief, precise, and specific. Introduce children to special terms, mainly 2nd year of study.

Method of analogies. The training program widely uses the method of analogies with the animal and plant world (image, pose, motor imitation), where the teacher-director, using game attributes, image, activates the work of the right hemisphere of the child’s brain, his spatial-figurative thinking, promoting the release of hidden creative possibilities of the subconscious.

Practical method consists of repeatedly performing a specific musical-rhythmic movement.

Concentric method As the children master certain movements and exercises, he returns to the material covered, but complicating it.

Expected results and forms of their verification

Children's mastery of dance skills, ability and desire to continue classes in choreographic studios.

Control over the mastery of the program is carried out at the end of the school year in each age group according to the following indicators:

Emotional expressiveness

Plasticity (flexibility)

Rhythm (clarity of performance)

Creativity (improvisation)

Knowledge of terminology.

Throughout the year, children take part in matinees (showing dances learned in the circle), sporting events, and competitions. At the end of the year there is a reporting concert.

The following types of exercises are used in the classes: :

Exercises that improve the skills of basic movements (walking, running, jumping), mastering dance elements (exercises for the arms and upper shoulder girdle), exercises without music and psycho-gymnastics.

Can be of great help in working with children exercises without music(preparatory exercises). Their task is to help children acquire the necessary motor skills. These exercises are learned to count or in an individual rhythm. The importance of exercises without music is that they: help you take the correct starting position; promote awareness of the functioning of the motor system; strengthen individual muscle groups and increase joint mobility; form building and rebuilding skills.

Exercises to develop muscle sense (development of the muscles of the shoulder girdle, relaxation and tension of the core muscles). Children should be able to change the degree of muscle tension, sometimes completely remove it, and identify where the muscles have become excessively tense and tension has formed. Exercises to develop muscle sense help to feel the possible range of movement in the joints of the limbs, teach you to consciously transfer the weight of the body forward (backward) before walking or running.

Exercises for the development of individual muscle groups and joint mobility: for the development of neck muscles; on the development of shoulder muscles; on the development of the hands; on the development of leg muscles.

These exercises help correct various physical deficiencies, train muscles, activate their work, develop speed, clarity, range of movements, and help to understand the direction and form of movements.

Psycho-gymnastics very useful for all children, especially for those who are characterized by excessive fatigue, restlessness, isolation, etc. This applies to both children with neuroses, slight delays in mental development, other neuropsychic disorders, and practically healthy children.

The main emphasis in psycho-gymnastics is on teaching the elements of the technique of expressive movements, on the use of these movements in the education of emotions and higher feelings, as well as on acquiring relaxation skills. All this will help maintain mental health and prevent emotional disorders in children.

With the help of psycho-gymnastics, children learn the ABCs of expressing emotions - expressive and varied movements. Since material is mainly used without verbal accompaniment, it is very important for the teacher to be able to correctly demonstrate these movements to his students.

Musical-rhythmic skills and expressive movement skills acquired during exercises will allow children to express themselves better and more fully in dancing.

The main goal of rhythm classes with preschoolers is the comprehensive development of the child, the development of musicality and rhythm in the classroom, the formation of creative abilities and the development of the child’s individual qualities through music and rhythmic movements.

THEMATIC PLANNING OF TRAINING LESSONS ON SPORTS HEALTH RHYTHMICS

The presented thematic planning is developed on the basis of my author’s program and is aimed at achieving the following results:

The formation of elementary ideas in children about the history of the development of sports rhythms;

• mastering the basic exercises of artistic gymnastics;
• performing technically correctly the basic elements of artistic gymnastics;
• mastering safety rules;
• the formation of initial ideas about a healthy lifestyle;
• ability to work in a group;
• compliance with at least the average level of development indicators of general physical fitness, taking into account individual capabilities.

The effectiveness of the program is determined as preschoolers complete control standards and exercises (demonstrative performances) that are provided at each stage of education. Their level shows how successful it was in achieving the main objectives of the program.

Summing up the results at each stage is carried out during demonstration performances and competitions held both on the basis of the educational institution and at the city level.

Educational and thematic plan

Passing control standards

Passing dance training standards: Technique for performing choreographic movements. Performing a choreographic drawing of the composition, expressiveness and emotionality during the performance of the composition. The composition is executed exactly according to the drawing. Mandatory elements: plie, batman tonju forward.

Passing general physical fitness standards: long jump, forward bend, shuttle run.

Demonstration performances in groups and in front of their parents.

September and Octoberb

Lesson 1

Meeting with the heroes of the fairy tale “Guys, let’s live together” (music by B. Savelyev, text and lyrics by A. Khait). Children need to remember the characters’ personalities, and with the help of facial expressions and pantomime, convey their characteristics.

Formation of throwing skills, development of a sense of the object.

Exercises to develop balance: walking and stepping over objects (medicine balls, cubes), ladder slats.

Crawling on all fours around objects and between them like a snake.

• Lesson 2

Introducing a set of basic exercises using images of the heroes of the fairy tale “Guys, let’s live together!”

Formation of coordination skills.

Hanging on bent arms.

Moving sideways in support on low all fours (on the forearms and knees).

Crawling on a gymnastic bench: on your stomach, pulling yourself up with your arms; low on all fours.

Ball school: throwing the ball up and catching it with both hands.

Exercises to develop balance: walking along a line, a rope, a cord with an extended step (straight and sideways) in a circle, zigzag, with a bag on the head.

• Lesson 3

Outdoor game "Frogs".

Formation of crawling and climbing skills: pulling up on a low crossbar, not from hanging while lying down; crawling on a gymnastic bench (on your stomach, pulling yourself up with your arms, on low all fours).

Ball school: throwing the ball up and catching it with both hands.

Exercises to develop balance: consolidate the skills of walking along a line, rope, cord using previously learned methods.

Outdoor game "My funny ringing ball."

• Lesson 4

Formation of motor skills in compositions (programs 1, 2).

Crawling, climbing: flat on the floor, on a gymnastic bench (standing on your knees, pulling yourself up with your arms, on your stomach with the help of your arms and legs).

Exercises to develop balance: walking with stepping over one or several medicine balls, slats of a ladder raised to a height.

Ball school: rolling the ball from different starting positions (sitting in a squat, standing).

Outdoor game “Find your house” (color).

November

• Lesson 1

Clarification and consolidation of motor skills in compositions (programs 1, 2).

Formation of jumping skills:

1. I.p. - stand with legs apart, feet parallel, rolls from heel to toe and vice versa (“blotter”).
2. Jumping up from a place touching an object suspended above the child’s raised hand.

Ball school: rolling a ball to each other with two and one hand from different starting positions (sitting, squatting, standing).

Outdoor game "Sparrows and the cat."

• Lesson 2

Formation of motor skills in compositions (programs 3,4).

Ball school:

1. Rolling the ball back and forth, left and right, with circular movements with the palm and the back of the hand (i.p. - sitting).
2. Rolling the ball over the body (i.p. - lying down, sitting, standing).
3. Rolling the ball with your feet (ip. - sitting, standing).
4. Throwing the ball to each other and catching it with two hands from below, from behind the head, from the chest.

Performing standing jumps touching an object suspended above the child’s raised hand.

Refinement and consolidation of crawling skills on a gymnastic bench using studied methods.

Outdoor game "Rabbits".

• Lesson 3

Clarification and consolidation of motor skills in compositions (programs 3,4).

Formation of crawling and climbing skills: stepping over a line in a squat with an extended step; crawling under an obstacle directly, sideways (between the slats of a ladder placed sideways).

Performing jumps with advancement and rotation in a circle.

Ball school: strengthening the skills of throwing and catching the ball to each other.

Outdoor game "Take care of the object."

• Lesson 4

Clarification and consolidation of motor skills in compositions (programs 1-4).

Ball school: throwing and catching the ball as it bounces off the floor.

Crawling on all fours, rolling a ball with your head.

Performing jumps moving sideways (left, right), forward, backward on two legs.

Outdoor game "Horses".

December

• Lesson 1

Formation of motor skills in compositions (programs 5,6).

Formation of balance skills: stand on one leg with different positions of the arms, with a bag on the head.

Walking on a limited surface (board, between lines) with a bag on the palm of the hand in various ways (side step straight and sideways, back).

Crawling under an obstacle using previously studied methods.

Ball school: rolling the ball into the goal, between sticks, under an arc with one or two hands from different

starting points. Outdoor game “Toss and catch”.

• Lesson 2

Clarification and consolidation of motor skills in compositions (programs 5, 6).

Formation of a sense of the subject:

1. Exercise "Top". Rotate the hoop with your right and left hands on the floor in the starting position while standing.
2. Rolling a hoop between objects with one or two hands.

Formation of skills of crawling on a board (gymnastic bench) on all fours - with support on the palms and feet.

Refinement and consolidation of walking skills on a limited surface.

Outdoor game “Toss-clap-catch”.

• Lesson 3

Refinement and consolidation of motor skills in compositions (programs 1-6). Develop jumping skills: semi-squats “spring” in place, moving one step forward and backward, left and right.

Give an idea of ​​rolling a hoop with one or two hands between objects, running while rolling a hoop.

Refine and consolidate crawling on a board or gymnastic bench using studied methods.

Outdoor game "Traps".

• Lesson 4

Clarification and consolidation of motor skills in compositions (programs 1-6).

Ball school: performing side steps with a gradual increase in the tempo of execution, hitting the ball on the floor with one hand.

Crawling on all fours with stepping over a ladder raised to a height.

Outdoor game "Traps".

January

• Lesson 1

Formation of motor skills in composition (program 7).

Crawling “trace after trace”: on the floor - placing the arms and legs in one straight line along the landmarks; along the log - on all fours.

Ball school: hitting the ball on the floor with one or two hands.

Dance steps: side step with spring, rocking chair, gallop.

• Lesson 2

Clarification and consolidation of motor skills, the most difficult for children to perform, in compositions (programs 2, 4, 5).

Crawling: on all fours along a line, along a log.

Jumping on two legs over objects and lines.

Outdoor game "Monkeys".

• Lesson 3

Clarification and consolidation of motor skills of all compositions of the program

Jumping: through objects, lines, from circle to circle.

Ball school: strengthening the skills of hitting the ball on the floor with one and two hands.

Outdoor game "Monkeys"

• Lesson 4

Observation and diagnostics: quality of performance of all compositions as a whole, transitions during the program; skills and abilities of children acquired during learning programs.

February

• Lesson 1

A visual and figurative acquaintance with the heroes of the musical fairy tale by Yu. Entin and G. Gladkov “The Blue Puppy”. Studying the basic exercises of the program.

Ball school (with a small ball): intercepting the ball behind the head, behind the back; intercepting the ball under the foot (i.p. while standing on one knee).

Crawling and climbing: climbing over objects straight and sideways on all fours - like a bear - with support on the feet and hands.

Walking on a balance beam or gymnastic bench using studied methods.

Outdoor game “Migration of birds”.

• Lesson 2

Learning a set of basic exercises. Sketches and tasks for imitation, development of motor imagination, expressiveness of movements. Creating images of fairy-tale characters using movements during musical games.

Jumping: up on two legs; jumping onto an object (cube, soft surface); jumping with a push of two legs.

Throwing: a large ball at a distance; objects of different weights and shapes in different ways.

Climbing with stepping over the slats of a ladder raised to a height, on all fours.

Outdoor game "Eagle and Chicks".

• Lesson 3

Formation of motor skills in compositions 1-3 (program “Blue Puppy”).

Jumping: up on two legs; jumping onto an object (cube, soft surface); jumping with a push of two legs.

Climbing over objects in studied ways.

Throwing: a large ball at a distance; objects of different weights and shapes in previously studied ways.

Outdoor game "Find your house."

• Lesson 4

Clarification and consolidation of motor skills in compositions 1-3.

Crawling: on the floor following “foot-to-foot” guidelines (placing the arms and legs in one straight line); on a log on all fours.

Jumping on two legs over objects and lines. Ball school: hitting the ball with one and two hands.

Outdoor game “Fox in the chicken coop”.

March

• Lesson 1

Formation of motor skills in compositions 4-7.

Jumping: over objects on two legs; jumping on objects (cube, soft surface); jumping with a push of two legs.

• Lesson 2

Clarification and consolidation of motor skills (compositions 4-7).

Throwing a small ball (objects of different weights) through a rope with one hand using previously learned methods.

Crawling and climbing: overcoming the “Tunnel” obstacle on all fours and lying on your stomach.

• Lesson 3

Climbing a gymnastic wall without missing the slats. Moving along the ladder slats with an extra step (to the right, to the left).

Jumping: jumping onto an object (cube, soft surface); jumping with a push of two legs.

• Lesson 4

Formation of motor skills (compositions 8, 9).

Crawling like a bear on the floor, on a ladder placed on the floor.

Climbing a gymnastic wall without missing the slats. Moving along the ladder slats with an extra step (right, left).

Jumping: jumping onto an object (cube, soft surface); jumping with a push of two legs.

Throwing large and small balls through a rope using previously learned methods.

Outdoor game "Homeless Hare".

April

• Lesson 1

Refinement and consolidation of motor skills (compositions 8, 9).

Outdoor game "Owl".

• Lesson 2

Formation of motor skills (compositions 10,11).

Build jumping skills.

Jumping: up in place; in length from place.

Throwing objects of different shapes and weights at a horizontal target.

Clarification and consolidation of the skills of climbing a gymnastic wall using studied methods.

Outdoor game "Owl".

• Lesson 3

Clarification and consolidation of motor skills (compositions 1-7).

Jumping: up in place; in length from place.

Throwing objects of different shapes and weights at a horizontal target.

Clarification and consolidation of the skills of climbing a gymnastic wall using studied methods.

Outdoor game "Homeless Hare".

• Lesson 4

Clarification and consolidation of motor skills (compositions 1-7).

Standing long jump.

Refinement and consolidation of the skills of climbing a ladder using previously learned methods.

Outdoor game "Gardener and Flowers".

May

• Lesson 1

Clarification and consolidation of the most difficult movements for children with objects included in the compositions of the “Blue Puppy” program.

Throwing a bag of sand or a small ball (from the shoulder, from below) at a vertical target with one hand (right, left).

Climbing an inclined ladder. Standing long jump.

Outdoor game "Fishing Rod".

• Lesson 2

Clarification and consolidation of motor skills (compositions 1-9).

Throwing a bag of sand or a small ball (from the shoulder, from below) at vertical and horizontal targets with one hand (right, left).

Balance exercises: walking on planks, bricks.

Climbing an inclined ladder. Outdoor game "Fishing Rod".

• Lesson 3

To clarify and consolidate the motor skills of the “Blue Puppy” program as a whole.

Build skills in jumping over a short rope in any way.

Throwing a sandbag or a small ball (from the shoulder) at a horizontal target with one hand (right, left).

Crawling in various ways in combination with crawling, climbing over obstacles.

Outdoor game "Day and Night".

• Lesson 4

Blue Puppy (game)

Observation and diagnostics: quality of performance of all compositions as a whole, transitions during the program; acquired skills and abilities of children.

Organization of classes

The lesson consists of three parts. In the first part (warm-up), the task is to prepare the child’s body to perform more complex and intense exercises in the subsequent (main) part of the lesson. The content of the warm-up includes exercises in game rhythms, dance exercises, exercises for attention, and coordination of movements.

In the second (main) part of the lesson, children learn new movements and elements, and reinforce old ones. Gradually the learned movements are combined into a dance.

In the third (final) part of the lesson, the tasks of a gradual transition of the child’s body to other types of activities are solved, and playful dances are performed to music familiar to the children. Performing simple dance movements in a playful way expands children's motor skills, teaches them to coordinate their movements according to the music, and creates an additional positive background and mood. In addition to play dances, dance and theater games are held to intensify children's actions and develop their attention and artistry.

Classes end with a summation of the children’s efforts, after which they say goodbye to the teacher.

Rhythmic classes must be conducted in a dance hall equipped with machines and mirrors.

During classes, the teacher should periodically change the direction of movement of the children, so that, turning either their face or their back to the mirror, they learn to control themselves through sensation. Constantly practicing facing the mirror will not give you the opportunity to feel your body and muscles, and subsequently make it difficult to orient yourself when performing on stage.

You should change the formation of the children in the hall as often as possible, changing the lines along which the children are lined up in a sequential order. Otherwise, children who are constantly in the last lines, accustomed to looking at the feet of those in front, will never learn to think and work independently.

Dance movements are taught through practical demonstration and verbal explanations. The balance in the combination of these two methods must be clearly defined. Excessive and detailed explanation can lead to loss of attention. You cannot limit yourself to just practical demonstration; in this case, children perceive the material imitatively, unconsciously.

For children to acquire skills in the classical dance system and consolidate them, a certain repetition and consistency is required. Based on this, classes should be designed so that muscle volume increases proportionally, without deforming the contours of the legs and body. The repetition of movements should be moderate and not too monotonous. You should not require complete eversion of the legs from preschool children, unless it is a natural feature of the child.

In the teaching process, a differentiated approach to children is necessary, taking into account their age characteristics, creative inclinations and physical characteristics, the degree of perception and assimilation of the material.

Mastering motor skills should always be accompanied by a positive emotional attitude. In classes you can use poems, fairy tales, tongue twisters, and counting rhymes. This will enrich children’s figurative speech and diversify the emotional background of communication.

When working with preschool children, it is important “not to strive for high performance achievements as an end in itself, but to use the skills, knowledge and abilities acquired in rhythm classes to reveal and develop the individuality of each child in an atmosphere of goodwill, love and respect for their students and professional business."

Diagnostics

Diagnostics are carried out in the form of open classes at the end of the school year. The results are assessed visually, depending on the child’s initial natural data.

The criteria for assessing the mastery of the program are the following:

• emotional responsiveness to music;
• Plasticity (flexibility, natural data);
• rhythm;
• Improvisation.

Literature