Alevtina Krivakasina
Development of choreographic abilities of preschool children

Development of choreographic abilities of preschool children

"The dance is the only type of art in which we ourselves are a tool"

Rachel Farnhagen

Attention children always attracted choreographic art. Widespread preschool institutionsimplementing programs of pre-school education acquired an early choreography. Preschool children They love the art of dance, show perseverance and diligence in acquiring dance knowledge and skills. Using specific dance art facilities, interest children, teachers of rhythm and choreography have the opportunity to carry out greater educational work.

Development motor skills should occur simultaneously with development of speech. For a long time, a close relationship of coordination and activity of the movements of a child with development the most different mental qualities of personality, and this connection, to a certain extent, can speak one of the indicators development The emotional and intellectual sphere of the child becomes the key to his creative success in artistic activities.

In the dance, the child manifests his abilities, your creative activity, it develops its fantasy, creative abilities: The child learns to create plastic images themselves. Interaction preschool children The team and collective performances in front of the viewer also have a positive effect on education. children And they instill a sense of responsibility, friendship, partnership, the experience of success brings him moral satisfaction, the conditions for self-realization of the creative potential of the child are created. Classes of dance are well removed tension, activate attention, reinforce the emotional reaction and generally increase the labor and vital tone of the child.

Classes Rhythm I. choreography help children

remove psychological stresses and muscle clips

develop a sense of rhythm, self-confidence

develop expressive

learn how to move in accordance with the musical images, which is necessary for the scenic performance

bring up endurance

adjust the posture, coordination, laying the corps, which is necessary not only for the occupation of the dance, but also for health as a whole.

The educational function of dance is effective because it most heartly affects the emotions and feelings of the child, so the dance classes are the organic part of the entire system of art education and aesthetic education children of preschool age.

Early choreography In kind of unique. Her goal is to activate musical perception through the movement. The exercises are aimed at work, and, therefore, and development All muscles and joints. In order for rhythmic exercises to turn into small works of art, it is necessary to organic merging movements and music that we would call "Rhythmic harmony". Along with this, rhythmic music, bright clothes, dance movements create positive emotions, reduce psychological fatigue, increasing official capacitystimulating the child to engage exercise. The basis of the occupation of the rhythm is complexes of exercises, various in their nature, carried out under rhythmic music mainly in fashion and decorated with a dance character.

Exercise streaming fashion with a large number of repetitions makes it possible to connect the advantage of cyclic activities (Running, walking, etc.) With their aerobic capabilities with the availability and emotionality of gymnastic exercises. Such classes affect cardiovascular, neuromuscular, endocrine system of the body.

Rhythm and basics choreography for preschoolers decide as commonand private tasks. Common tasks - wellness, educational, educational. The following can be attributed to tasks:

attraction children To systematic occupations

strengthening health

education of the right posture

prevention of diseases

raising performance

development Basic physical qualities

improving the feeling of rhythm

formation of culture of movements.

In system preschool physical education I pay great attention to the tasks of formation children databases of various movements; motor expressive movements; Motor imagination, fantasy.

To implement the tasks set, I developed an additional educational program of predischair education. children"Dance Mosaic" In the senior and preparatory school groups. For the implementation of the goals and tasks, I use a variety of methods and teaching tools based on personality-oriented training. Methodology L. N. Alekseeva, which I use is related to finding techniques, contributing The creation of fascination at the atmosphere of the atmosphere when children are engaged in an artistic movement not forced and not in the execution of the adult team, but because it is interesting to the child himself. One of the techniques of classes is a conversational gaming method that allows the natural penetration of the child to the artistic intent, setting it on the emotional development of the movement and helps him coordinate the movements of his body with musical and speech text.

In his classes, I work not only to form the formation of a physical, but emotionally - artistic culture of dance, continuously emphasizing the connection of movements and music. In order to combine physical, dance and shaped movements on one musical basis, I select a musical repertoire for classes, corresponding to the aesthetic level of perception preschool children(Popular songs from cartoons, some pop songs, causing a desire to move in dance rhythms and sentiments). From here it follows that the movement to the music is a universal means of holistic development of the identity of the child.

In our work I use different rhythmoplastic directions. And one of the most affordable, efficient and emotional directions is dance and rhythmic gymnastics.

The effectiveness of the direction in its versatile impact on movement apparatus, cardiovascular, breathing and nervous system Child. In my work I try to use figuratively - dance compositions, each of which has a target orientation, plot nature and completion.

The basis for development Feelings of rhythm and motor abilities of childrenAllowing free, beautifully and correctly perform movements to the music, respectively, its structural features, character, rhythm, tempo and other means of musical expressiveness is the game rhythm, which I systematically use in my work.

For development dance skills and skills include such a section as a game dance, which is aimed at forming dance movements from pupils that promotes Enhance the overall culture of the child.

For development muscular strength and flexibility children I use the method of gaming plastic, which is based on elements of gymnastic movements and exercises performed in the game story form. Using these exercises, besides joyful mood and muscle load, make it possible to freely express your emotions, openness and internal freedom.

For development Shallow Motoric hands apply finger gymnastics, both with musical accompaniment, and without it. Such exercises turn the educational process into an exciting game, not only enrich the inner world of the child, but also have a positive impact on improving memory, thinking, develop fantasy.

The leading activity, in my classes, I consider musically moving games. To achieve goals, when conducting classes, I use receivers: imitation, imitation, shaped comparisons, role situations and competitions.

Musical impressions from moving to music in class choreography, remain for life. The most difficult for the teacher is to deal with young children, for they are very difficult to connect to classes. Here often manifests one side of the children's psychology: They are concerned about not to get a teacher's remark, and not to enjoy classes, even if at first something does not work. Refreap the child, make him forget about his inefficiency helps to create in class situations.

Also actively apply the theatricalization. Artistic Word, Fairy Tale Elements, Hands Help "to wake" imagination children, Exacely perception, increase interest in the process and result. It is known that children are gladly reincarnated in fabulous or real charactersUsing a variety of facial expressions, characteristic gestures, actions, showing fantasy, fiction, initiative. The plot-shaped movement is associated with elements of imitation, so they are often called simulation. This also applies to the music games that enjoy children are big love, They cause a cheerful, vigorous mood, in them, along with musical and motor tasks, there is an element of entertainment, and not rarely and competitions - who are faster, who is better, who are more deft, brave, resourceful, who will more clearly fulfill this or that task.

Summing up to the foregoing, I want to note that in modern world The most interesting discoveries and manifestations of diverse forms of integration occur at the joints or intersections of various sciences and specialties. It is not alien and art, where on the merger and integration of music, plastics and rhythm, choreography, gymnastics and psychological gymnastics, autotraining, respiratory gymnastics, etc. are born modern ideas The formation of musical and rhythmic techniques of pedagogical activity.

We are teachers strive to introduce children To the amazing world of music and dance, contribute to their aesthetic development, as well as promote Improvement and maintaining their health.

Efficient application of technologies for working with gifted children in the choreography class of the arts of the Children's School of Art.

Leheyldseva N.V.

Teacher choreography

MBUDODE "Alekseevskaya deh"

Giftedness or total gifting is the level of development of any human abilities related to their development, but, nevertheless, they are independent. The concept of gifted was first formulated in the middle of the XIX century by the English psychologist Francis Galton. When analyzing, "artistic" and "practical" adarbility are divided. Early manifestation of abilities talks about gifting. B.M.Plovov determines the giftedness as "a qualitative and peculiar combination of abilities on which the possibility of achieving greater or less success in performing one or another activity". Giftedness ensures not success in any activity, but only the ability to achieve this success.

In addition to the presence of a complex of abilities, to successfully carry out activities, a person needs to have a certain amount of knowledge, skills and skills. In addition, it should be noted that the giftedness can be special - that is, internship to one type of activity, and general - that is, the adarbility of different types Activities. Many composers, for example, have other abilities: painted, wrote poems, etc.

Currently, there has been an increased interest in the problem of adaratence, identifying, learning, development and psychological and pedagogical support of gifted children. The problem of building an effective system of learning, development and psychological and pedagogical support of gifted children is relevant for any society. It is this, relatively small part of children, has psychophysiological capabilities of the fastest and successful movement in intellectual and creative development. These children are capable of providing progressive development of society in the field of science, art, technology, in the social sphere.

Support, the development and socialization of gifted children is undoubtedly becoming one of the priority tasks of education. The process of identifying, learning and upbringing gifted children is the task of improving the education system, as the training of gifted children today is a model of learning all children tomorrow.

In modern pedagogical science There is no clear and unequivocal answer to the question: "What is" believing ", as well as fairly foggy assessment of the possibility of forming in the pedagogical process in students of outstanding abilities.

Before the teacher, working in modern school and focusing its attention at work with gifted children, there is a whole set of problems: 1) determination of the direction and degree of child's rift; 2) search for effective pedagogical technologies that contribute to the increase in gifting; 3) the formation of conditions for the harmoniously developed personality of the child.

During the 20th century, such children were usually classified using an intelligence coefficient tests, but recent developments in the field of intelligence theory raised the problem of limited testing. Gifted children possess many needs that the standard educational system is not able to satisfy. Therefore, in most US and European schools, programs have been created for working with gifted children. The standard level of definition of "giftedness" is to stay above the 2nd sigma (upper 2%) according to the standard intelligence test.

What should be the grounds so that the child is considered gifted? In psychology, there is still no general idea of \u200b\u200bthe nature of giftedness, but there are alternative approaches to solving the problem.

The first approach understands that all children are talented. Each person is like bestow. This approach reflects humanistic trends in science and is the ideological base of universal education and the right of every child to develop their abilities. However, this approach eroses the specifics of the concept of "gifts". The emphasis shifts towards the search for the "key" to the abilities of the child and the methods of their development. From this point of view, the question of identifying gifted children looks ridiculous. But at the same time it is unclear why children who have brought in childhood, not always retain their talent.

The second approach understands the giftedness as a gift "over" (by God, parents, etc.), which are endowed with units chosen. If you follow the second approach, the problem of identifying gifted children becomes an urgent, but questioned the possibility of the development of giftedness. At the turn of the centuries, in our society there was an interest in gifted children as a future intellectual and creative elite, from which the "corridor of opportunities" will depend on the country's further development. This makes the necessary broad discussion of problems related to identifying and developing gifted children; With the ability to build competent forecasts and effective ways Correction of problems that are possible in gifted children.

The gifted child is a child with outstanding intelligence and non-standard thinking, individual deposits and abilities and their combination, creative approach and high motivation to activities, which leads to the process of complex interaction of personal potential, sociocultural environment and professional pedagogical support for high achievements in one or more Spheres

Levels of gifted:

genius;

talent;

giftedness;

ability;

next (deposit)

Each child, hence the pedagogical task - to identify the originality of this gifting and create conditions for its development and implementation, which is ensured by special educational services, enriching the developing environment, including a fond of child, the motivation of its own efforts to improve their abilities.

Pedagogical technologies in working with gifted children in choreography class

In the exercise of the pedagogical process, a certain experience with gifted children has been accumulated in DSHI. First of all, it is necessary to remember that the dance is a type of art in which the artistic image is embodied through a musical organized movement. The gifting in the sphere of choreography can be defined as a set of outstanding qualities of a student on perception, the presence of pronounced abilities to the plastic embodiment in the scenic conditions of certain artistic images.

Within the framework of this teaching and methodical and creative work The following are appliedinnovative pedagogical technologies:

Diagnostic technologies. Technologies allowing to identify the potential of the participant's creative abilities. This may be: watching students to identify their motor activity, plastic expressiveness, musical and rhythmic hearing, execution of creative tasks;

Worchshop. Development of communicative abilities of the team members. Methods based on the principle of studios. First of all, this is the holding of events, as well as independent (individual and collective) work, activating the creative potential of the participants;

Creation technology. The main condition for the implementation of this technology is to upbringing in the studios of the feeling of tolerance;

Technologies for the formation of a psychophysical state. In this technology, a mild approach dominates, mainly these techniques of meditation and relaxation;

Technology of artistic perception and relationship / poetization of action. They include a totality of techniques that through the admission to the forms of artistic experience of human culture, carry out a phased transition of the performer from everyday perception to artistic understanding of dance movements;

Refraction and clips removal technologies include complexes of exercises and etudes to overcome psychological and physical obstacles to the free exercise of a variety of scenic activities;

Technologies for the development of the mental apparatus. Specific direction of training activities that make the purpose of increasing the mental lability of participants. This is achieved by the psychological attitude, where the emotionally saturated field of artistic communications is created;

Technologies on the development of plastic characteristics. Stretching, which is improvisational plastic exercises and assignments that cause the purpose of the psychophysical liberation of the human body. Stretching is the essence of the synthesis of choreography and exercises for the development of plastic characteristics.

Technologies for creating an artistic image. The imagination of the virtual reality of the stage action is usually not external, but internal limitations. The image is a sensually perceived integrity of the work, which determines the space, time, structure, the relationship of the elements of a single artwork, its atmosphere;

Cartoon technologies. A complex process of mutual influence and "overlay" different species artistic creative activity in a single artistic conceptual world.

Performance of working with gifted children

Training and rehearsals in the choreography class are held within the framework of individual, group classes with students and class of choreographic teams "Sunny", "Rosinka", "Smile". During its existence, students' pupils achieved significant creative results.

The teams are proud of our area and the decoration of all the activities passing on the database.

Level and Competition Name

results

Year and venue

Interregional festival

"Dance Kaleidoscope"

Laureate 2 degrees

2012 Pavlovsk Voronezh region

Interregional Dance Competition Olympus »

Laureate.III degree

2012 Kursk

Regional contest "Place where light"

3rd place

2013 Chernyanka

Selection tour of the regional competition "Talisman"

3rd place

2014 New Oskol

Selection tour of the regional competition "Solomio.»

2, 3

2015 New Oskol

All-Russian Competition-Festival of Arts "Other World"

Laureates 2, 3 degrees

2015 Builder

The state of the system of working with gifted children is currently worried about many. This is due to the trends in the development of education towards its unification and profileness (professionalization), tightening the requirements of the youth labor market, the lack of social support mechanisms for talented youth. The sphere of education and development of gifted children is in the periphery of possible, commercially effective ways to provide educational services. Most gifted children, with compliance with the modern property settlement of families, is brought up in low-income families who are not able to pay individualized education increased level. At the same time, the intellectual potential of the country's society is largely determined by the adequacy of the identification of gifted children and work with them. Caring for gifted children today is a concern for the development of science, culture and social life tomorrow.

Bibliography

Golovanov, V.P. Teacher's technique and technology additional education: / V.P. Golovanov. - M.: Vlados.

Kuntakova N.P. Learning to understand the children. - Rostov N / D: Phoenix.

Leietes N.S. The age of schoolchildren: studies. Manual for studies Hyshve. After accepted. - M.: Publishing Center "Academy".

Matyushkin A.M. Riddles. - M., 1993.

Telberg Yu.G. Development creative thinking Child. - SPb.: Speech, 2002.

Teplov B.M. "Psychology of musical abilities." Selected Works. M., 1985 - T.1.

Shumakova N.B. Training and development of gifted children. - M., 2004.

Ajimairova Elmira Alavdinovna,

Pedagogue of additional education (choreographer)

MBOU to Gas Salin Duz

Yanao Tazovsky district. S. Gaz-Sale

"Escort of creatively gifted children

in the children's association on choreography. "

Creative abilities in children are detected early. But as the American researcher H. Bloom emphasizes that "whatever the ability at an early age, without active support and special learning methods, you can hardly reach certain vertices." That's why, probably, children with pronounced acting, choreographic, artistic and musical abilities Parents lead to the establishment of additional education.

A gifted child is a child who is distinguished by bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one or another activity. One of the activities where the child's gifold is not an armed eye, is choreography.

I am a teacher of additional education and the head of the children's association of the choreography "Pulse". In group No. 1, the choreographic association "Pulse" is engaged in the Medina girl, with the help of the diagnostic method, strengths of choreographic development were highlighted. This is a very bright, musical gifted child, his performance and the desire to achieve great success in the choreographic area, talk about it. Her ability to dance began to appear in 3 years, from this age the girl began to dance on stage. The girl is studying in our dyce since 2015.

At the Pedagogical Council of the Children and Youth Center, it was decided that Medina, in addition to visiting the choreography classes in a group, where she would study the foundations of choreography, will be dancing on an individual basis in order to perform on stage. Choreography classes revealed excellent natural data girls, and the teacher began to develop them in the right direction. An individual educational route was developed, in which the creative data of the medina was taken into account. This educational route is focused on supporting and developing a gifted child, aimed at its personal development and success.

Basic target individual educational route : Provide pedagogical support to a child with an explicit and potential choreographic talent in MBOU to Gas-Salinsky Children's Center.

The main form of organization of the educational process is an individual lesson on which the learning is developing theoretical and practical material. Theoretical preparation includes no more than 7% of the study time of classes. The rest of the time goes on practical work.

Working with a gifted child is that it is aimed at preparing a student to speeches in front of the audience. In the course of the producing work, the student is developing the musical and dance nature of art. A creative initiative is developing, imagination, the ability to transfer music and the content of the movement.

Medina itself during the implementation of the route allocated the following tasks for itself:

Learn to be beautiful and accurately transfer the nature of the dance movement.

Develop flexibility and plastic.

The effectiveness of occupations is estimated by the teacher in accordance with the program, based on whether all the things that should have mastered the academic year has mastered. In everyday classes, independent testing of dance movements allows the teacher to evaluate how the educational material is understood, to make appropriate changes.

The girl has the opportunity to show his musical, dance, emotional abilities, taking part in various concerts and events, contests and festivals, showing their achievements.

From the first year of study, Medina-Permanent participant of district, rural events, events held within the walls of the Children's Junior Center. Her speeches leave no viewer indifferent. It pleases the huge desire of Medina to dance, learn new dances, play on stage.

Performance. Participation in festivals and competitions.

1. Diploma of the participant in the XIV District Festival of Folk Creativity "All nations to visit us!" (Nomination "Dance")

2. Diploma for participating in the IV District Festival of Creative Duets "Two Stars"

3. Diploma for active participation in the solemn program, timed to open the year of youth initiatives in the territory municipal Education Taza district.

4. The diploma of the Laureate of the I District Competition "A minute of Glory-Dreams come true"

5. Diploma for participation in the concert program "We warm the heart of kindness", in the framework of the celebration of Navruz Bayram holiday of the Turkic peoples.

Experience shows that often faith in the possibility of a child, multiplied by the skill of teachers and parents, are able to work wonders. In life, it is often important not even what gave man nature, but the fact that he managed to do with the gift that he has. The task of the teacher is not so much to measure gifts, how much to create a medium that contributes to the disclosure of the natural abilities of the studying.

3 project "Work with gifted children in choreography"

Municipal budgetary educational institution

additional education of children - the center of additional education of children "youth"

Accepted on pedagogical claiming:

Council Director of MBOU "Youth"

Protocol No. _____________ _______________ a. N. Rusakova

Program

Work with gifted and motivated

to learning students

pedagogue optional

Education Karpova O.V.

Nizhny Novgorod

2013

Explanatory note

Gifted children are children who have congenital high intellectual, physical, artistic, creative, communicative abilities. Children's giftedness is the most important world, complex, psychological and pedagogical and socio-public problem in all developed countries.

Outstanding mental manifestations of the child may be only something temporary. In the course of age-related development - together with the strengthening and enrichment of the properties of the intellect, their rise to a new level - a restriction occurs, and even the loss of some children's capabilities.

Early signs of abilities can not leave indifferent parents and teachers - after all, they may indicate the prerequisites of genuine talent. It is necessary to diagnose, identify and maintain gifted children because they are creative and mental potential of their country. That is why the problem of working with gifted students is extremely relevant for modern Russian society.

MBOU "YOUTH" as the establishment of additional education of children provides children with the possibility of free choice of forms and activities aimed at the formation of their minigration and world-ending, the development of cognitive abilities and a positive motivational orientation. The purpose of the institution's activities is not just ensuring the educational process, but the complex support of the child on the whole study, that is, a system of professional activity aimed at creating psychological and pedagogical, socio-psychological conditions for the successful development of children.

Conditions of our institution allow you to train and educate gifted and motivated children by creating conditions for the development and implementation of their intellectual and creative potential. This makes it possible not to lose a gifted child, as such children seek to enter profile educational establishments And continue the activities of art. Also allows you to form a positive attitude to students with pronounced motivation to educational and educational activities and educate the conviction in the value of additional education on modern stage development of our society.

In class and after school hours, conditions are created for the full education and education of gifted children in different creative areas: traditionally held contests, festivals, exhibitions, etc. Students agencies occupy a large number of prizes in urban, regional, regional, all-Russian and international competitions, creative exhibitions of various levels, are involved in master classes.

The goal of the program: Create conditions for identifying, supporting and developing gifted and motivated children, their self-realization, professional self-determination in accordance with the abilities, as well as the creation of conditions for the optimal development of children.

Tasks:

1. Create favorable conditions for the full education and education of children with elevated creative abilities.

2. Increase the efficiency of working with gifted and motivated to teach children by using modern educational technologies in teaching special disciplines.

3. Organize activities to enhance the social status of talented and capable children.

The main directions for the implementation of the program

Methods of stimulation

1. Awarding diplomas (or diplomas), valuable gifts of students and bonuses of teachers.

2. Placing photos on the "Our Pride" stand.

3. Placement of articles on the achievements of students on the website of the institution and group VC, club newspaper "Fantashers".

4. Direction of thankful letters to parents of students who have taken prizes in the Olympiads, Competitions, Exhibitions.

5. Conduct annual festivals "Magic Mask", "Debut", reporting concerts.

6. Organization of a profile shift in the summer on the basis of urban camps MBOU "Youth"

Forms and methods of working with gifted

and motivated to learning students

First stage of learning (1 year of study)

Identify gifted and motivated children and work with them for the development of abilities in classes and after school hours;

Push to concert skills;

Supporting close connection with students' parents.

Second stage of learning (2.3 year of study)

Identify gifted and motivated children and working with them in class and after school hours;

Wide attraction of students to work in extracurricular work (concert activities);

Development of initiative and independence;

Formation of self-work skills with additional sources of information;

Carrying out introlywed, competitions, participation in urban, zonal, regional, regional, all-Russian, international competitions;

Training self-esteem, self-analysis and self-control;

Work on the creation of a system of professional orientation of students.

Third Stage of Learning (4 years of study)

Individual work in classes and in extracurricular time with gifted and motivated to teach children;

Assistance in choosing a profession;

Close connection of MBOU "Youth" with NOCC and NOCEVD, Nizhny Novgorod;

Participation in contests of various levels;

Individual work with parents of students.

Principles of working with gifted and

motivated to teaching children

· Individualization of training (implementation of an individual approach to students during classes and extracurricular activities, the presence of an individual study plan for students).

· Principle of advanced learning (enrichment of educational material with additional data, creative tasks).

· Principle of comfort in any activity.

· The principle of the diversity of the proposed opportunities for the realization of students' abilities.

· The principle of educational training.

Stages of the implementation of the program "World of Dance"

Preparatory Stage - 2013-2014:

1. Study regulatory documents and guidelines.

2. Development and approval of the project "The World of Dance".

3. Actualization of ZON students as required condition To disclose the creative potential of students.

4. Psychological and pedagogical diagnosis of students and drawing up individual plans.

5. Creating a data bank on gifted and motivated children.

Basic Stage - 2013-2015:

1. Implementation of the plan of events developed in the framework of the Dance World project

Reflexive-valued stage - 2015-2016:

1. Assessment of the results of the pedagogical team to implement the program.

2. Analysis of the effectiveness of the program.

3. Formation of new goals and objectives.

Expected results of the pedagogical team

The implementation of the activities provided for by the program will allow:

· To form a value culture of the educational process in microsocium;

· To form a system of work with gifted and motivated to teach children;

· Create conditions for the development of gifted and motivated children;

· Improve the forms of work with gifted and motivated to teach children;

· Increase the performance of school students in the Olympiads, Competitions, Festivals, Exhibitions, etc.

Expected results of the program "Theater and Children"

The implementation of this program will allow:

· Provide targeted assistance to support gifted and motivated students and teachers working with them;

· Develop the ability, relevant for further professional fate;

· Orient students to implement their own intentions in real social conditions;

· Improve the quality of education;

· Improve new forms of professional orientation;

· Create a system of work of the pedagogical team on this issue.

Model of a gifted and motivated student:

· Personality, healthy physically, spiritually, morally and socially;

· Personality capable of independently finding a problem from a problem situation, carry out search engines, conduct research, reflexion of activities owning the means and methods of research work;

· Personality capable of implementing independent activities;

· Personality with versatile intelligence, compensatory abilities, high levels culture;

· Personality, guided in its vital activity with universal values \u200b\u200band norms, perceiving other person as a person who has the right to freedom of choice, self-expression;

· Personality ready for a conscious choice and development of professional educational programs, taking into account the inconsistencies of the prevailing interests and individual opportunities.

Participants of the program and children

Director of MBOU "Youth";

Deputy Director for OIA;

Teachers of additional education of theatrical associations;

Parents of students;

Students of theatrical teams.

Control over the implementation of the program of work with gifted and motivated learning students are carried out: the Pedagogical Council of the school, Deputy Director for OIA. The results of the control are submitted annually at the final meeting of the Pedagogical Council, published on the website of the institution.

Main part

The program of work with gifted Motivated learning students "Theater and Children" Pupils is a set of activities aimed at identifying, learning, education and support to gifted children.

I. Directions of work on the development of abilities of gifted and motivated to learning students

1. Work with pedagogical frames.

2. Individual work with students in the lessons and after school hours.

3. Extracurricular work.

4. Participation in contests, festivals.

5. Individual work with parents.

1. Work with pedagogical personnel

1. Improving the qualifications of teachers and the provision of information and methodological assistance.

2. Creating conditions for the use of new pedagogical technologies.

3. A guidance and methodological meeting with teachers to clarify the need for working with gifted and motivated to teach children.

4. Interview with teachers based on the results of the diagnosis of students, planning work under the program of work with gifted and motivated to teach children.

5. Examination of work plans with gifted and motivated to teach children of teachers-specialist teachers of group disciplines.

From the experience of the choreographer. "Development creative giftedness Children in choreography classes »

Giftedness or total gifting - The level of development of any human abilities associated with their development, but, nevertheless, from them independent. The concept of gifted was first formulated in the middle of the XIX century by the English psychologist Francis Galton. Early manifestation of abilities talks about gifting. B.M.Plovov determines the giftedness as "a qualitative and peculiar combination of abilities on which the possibility of achieving greater or less success in performing one or another activity". Giftedness ensures not success in any activity, but only the ability to achieve this success. In addition to the presence of a complex of abilities, to successfully carry out activities, a person needs to have a certain amount of knowledge, skills and skills. In addition, it should be noted that the giftedness can be special - that is, talent to one type of activity, and general, that is, is a giftedness to different types of activities. Often overall gifts are combined with special.
In modern pedagogical science there is no clear and unequivocal answer to the question: "What is" believing ", as well as fairly foggy assessment of the possibility of forming in the pedagogical process in students of outstanding abilities.
Before the teacher, working in modern school and focusing its attention at work with gifted children, there is a whole set of problems: 1) determination of the direction and degree of child's rift; 2) search for effective pedagogical technologies that contribute to the increase in gifting; 3) the formation of conditions for the harmoniously developed personality of the child.
The gifting in the sphere of choreography can be defined as a set of outstanding qualities of a student on perception, the presence of pronounced abilities to the plastic embodiment in the scenic conditions of certain artistic images.
The following innovative pedagogical technologies apply to the development of the creative gifting of the schoolchildren in the class of choreography.
Diagnostic technologies. Technologies allowing to identify the potential of the participant's creative abilities. This may be: watching students to identify their motor activity, plastic expressiveness, musical and rhythmic hearing, execution of creative tasks;
Creation technology. The main condition for the implementation of this technology is to upbringing the sense of tolerance;
Technologies for the formation of a psychophysical state. In this technology, a mild approach dominates, mainly these techniques of meditation and relaxation;
Technology of artistic perception and relationship / poetization of action. They include a totality of techniques that through the admission to the forms of artistic experience of human culture, carry out a phased transition of the performer from everyday perception to artistic understanding of dance movements;
Refraction and clips removal technologies include complexes of exercises and etudes to overcome psychological and physical obstacles to the free exercise of a variety of scenic activities;
Technologies for the development of the mental apparatus. Specific direction of training activities that make the purpose of increasing the mental lability of participants. This is achieved by the psychological attitude, where the emotionally saturated field of artistic communications is created;
Technologies on the development of plastic characteristics. Stretching, which is improvisational plastic exercises and assignments that cause the purpose of the psychophysical liberation of the human body. Stretching is the essence of the synthesis of choreography and exercises for the development of plastic characteristics.
Technologies for creating an artistic image. The imagination of the virtual reality of the stage action is usually not external, but internal limitations. The image is a sensually perceived integrity of the work, which determines the space, time, structure, the relationship of the elements of a single artwork, its atmosphere;
Cartoon technologies. The complex process of mutual influence and "imposition" of various types of artistic creative activity into a single artistic conceptual world.
In addition to the above, the experience of mug and optional work is actively used. Trainings and rehearsals pass within the framework of individual group classes with students.

Development of the creative activity of children in the class of choreography its influence on their creative growth is more successful, if the activities of the teacher are based:
At respect and empathic understanding of students and the ability to use game pedagogical technologyas a toolkit for the development of the creative activity of younger students;
The ability to fine and delicately handle the parties, follow the nature of the child, ensure their free development;
In encouragement in developing the ability of students to be independent, responsible people;
In raising the desire for freedom.
Conditions that ensure the effectiveness of the development of the creative activity of students:
the possibility of mastering student experience in independently diverse activities through the use of the training and game method in the educational process;
creation of a enriched informational and leisure environment;
building the educational process as the process of interaction of an individual, unique teacher and an individual, unique student;
Joint activities of the teacher and the student, where the worldview and competence of the teacher in the education of a creative personality acquire particular importance to educate its individuality.

The practical experience gained in the field of choreographic pedagogy, makes it possible that choreographic creativity has certain unused reserves in improving the efficiency of the system of artistic education of the younger generation.
Considering the choreography as a means of creative development of children, we must point out the following synthetic capabilities. The basis of choreography is the dance form of the organization of dance movements. Among all the arts, in unity with which dance develops, music is closest to him in generalness, associativity and structural laws. But, the plastic pictorial tongue of the dance is still more concreteen, as well as zirim. Ideally the dance itself - Plastic music "Dance music," wrote a great reformer and ballet theorist J.Zh. Nov., - represents or must represent a kind of program that enhances and predetermines the movement and the game of each dance participant. "
The analysis of psychological and pedagogical literature and the experience of practitioners, musical workers, psychologists, doctors suggests that the development of dance movements on each age stage occurs differently. At the age of 6-7 years and older, children are already relatively well managed by their movements, their actions to music are more free, light and rosary, they use dance improvisation without much difficulty. The guys at this age arbitrarily own the skills of expressive and rhythmic movement. Auditious attention develops, more pronounced individual characteristics Children. They can transfer the movements of a diverse nature of music, dynamics, pace, simple rhythmic pattern, change movements due to changing parts of a musical work with accession. Children are available to various movements (from the rhythmic run with a high lifting of the leg and podkokov from foot to the leg before the polkah step, semi-trained and so on.). The creative activity of children is developing gradually by targeted learning, expanding musical experience, intensifying feelings, imagination and thinking. The reaction of children per listened is a creative mapping of music in action. At this age, emotions caused by music create a certain motor activityThe task of the teacher is to direct it in the right direction, picking up interesting and diverse musical and dance material for this. Move, as music tells - a strict law, which should be steadily observed throughout the lesson. Movements should flow from music, coordinate with it, reflecting not only its general character, but also specific means of expressiveness. In combination of a figurative word, music and movement, children's imagination develops, the child more accurately conveys the nature of the musical work, the movements become free, stiffness disappears, confidence appears. Another characteristic of the dance, the value of which is as large in teaching children, as well as the previous, is a drawing of a dance. Any drawing of the dance does not exist in itself, he relates to the vocabulary - the moving system of the choreographic work. Dance movements arise and develop not in abstraction, but in a certain spatial solution. Dance movements are peculiar signs, similar sounds, word, but plasticly significant. One movement needs a number of repetitions to approve yourself, the other is perceived immediately and in repetition does not need. The selection of movements in the dance should strictly correspond to the task, so the use of an infinitely large number of various elements in one dance does not always determine its success. Dance is often divided into solo and mass. In order for the drawing of the children's dance to be clear and fulfilled them without much difficulty, it is necessary to repeat the same movement - exercises. An appointment of exercise is different:
- to improve major movements (walking, running, swelling);
- preliminary learning of actions to plot games and dances;
- Development of expressiveness of the movement of scenery characters;
- composite completion of musical and dance movements in children.
The ability cannot occur outside the relevant specific activity. It is especially important that the participation in the composition of dance, his execution and perception was a child forces. The basis for the content of primary learning is the inclusion of students (under the leadership of the teacher) into leading types of choreographic activities. Important at the first stage is musical and writing activities. In the younger school age when the child has not yet blocked the need for communication with dance, music, he perceives music and choreographic information with interest. Therefore, it is important to attach children to the basics of choreographic activities. Considering the question of the manifestation of children creative activity, it is impossible not to say about the role of dancing and their varieties (for the show of the teacher, with fixed movements, folk dances with slow elements folk dance, dance with singing, improvisation). Dances activate the child's rumor, produce clear, beautiful movements. In the dance-improvisations, the manifestation of children's creativity is most clearly observed, early learning of the elements of dance movements allows children already in the younger school age to make their own composition of the dance. A special role in the creative development of children by means of choreography is played by children in executive and writing activities, elementary improvisation. Children experience the need for free dance, for them it is one of the most accessible forms of self-expression. This kind of activity contributes to the formation of love for dance, the need for constant admission to it.
Classes of dancing in elementary school are of particular importance because in the younger school age the child has a fairly great potential in the development of special abilities to perceive dance and music.
Childhood It has richest opportunities for the development of creative abilities. Unfortunately, these possibilities over time are irreversible, so it is necessary to use them more efficiently in the younger school age.
Dance is the richest source of aesthetic impressions of the child, his creative possibilities. The syncreticity of dance art implies the development of a feeling of rhythm, the ability to hear and understand the music, coordinate with it their movements, at the same time develop and train muscle power and legs, plastic, grace and expressiveness. The dance classes form the right posture, instill the foundations of etiquette and competent manner of behavior in society, give an idea of \u200b\u200bacting skills. The dance is of great importance as a means of upbringing a national self-consciousness. Obtaining information about dances of different peoples and various eras is just as necessary as the study of the world history and stages of the development of world artistic culture, for every people have their own, only inherent dancing, in which his soul reflects, his story, his customs and character. The study of the dances of their people should be the same need as the study of the native language, melodies, songs, traditions, for this is the foundations of a national nature, ethnic identity developed over the centuries.
The basis for teaching children of younger school age is to put a game start. It is about making the game with an organic lesson component. The game in the rhythm lesson should not be a reward or rest after difficult work, it is more likely to occur on the basis of the game, it becomes its meaning and continuation. Properly selected and organized in the learning process dance-games contribute to the ability to work, cause interest in the lesson, to work. The specificity of the training of choreography is associated with constant exercise. But exercise stress Itself does not have an educational value for a child. It must be compatible with creativity, with mental labor and emotional expression. The task of the teacher is to bring up in children the desire for creative self-expression, to competent mastering emotions, an understanding of the beautiful.
An active, creative, awakening artistic origin is the process of learning dance itself. Osawing dance vocabulary, A person does not just passively perceives beautiful, he overcomes certain difficulties, makes a lot of work so that this beauty becomes accessible to him. Looking beauty in the process of creativity, man deeper feels beautiful in all its manifestations: both in art and in life.

Ancient Greek philosopher Democrat claimed: "Neither art nor wisdom
can not be achieved if you do not learn, "and I. Komensky noted that
The person is firmly and stable what he absorbs into his senses at himself.

One of the important factors of work at the initial stage of training - The use of a minimum of dance elements with a maximum of their combination capabilities. A long study, study of a small amount of material (movements) makes it possible to qualitatively assimilate it, which will continue to be a solid foundation for knowledge. A variety of combinations of dance movements creates the impression of novelty and develops creative fantasy Children.