Nod "in the rhythm of the dance." Encyclopedia of Dance: Polka III. Working on new material

Dance is an art form in which artistic images are created by means of plastic movements and rhythmically clear and continuous changes in the expressive positions of the human body. Ballroom dancing is divided into 2 programs: European (standard) and Latin American (Latin).

program European dances or Standard consist of 5 main dances, such as: Slow Waltz (Slow or English Waltz), Slow Foxtrot, Tango (Tango), Quickstep or Quick Foxtrot (Quickstep) and Viennese Waltz.

Viennese Waltz. Musical size: 3/4. Tempo: 58-60 bpm.

The first Viennese Waltz dates back to the 12th - 13th centuries and was used in a dance called "Nachtanz". The Viennese Waltz came to us from Bavaria and was then called “German”. Around the beginning of 1830, composers Franz Lanner and Johann Strauss wrote several now very famous Waltzes of our era, thereby contributing to the development and popularity of this dance. These Waltzes were very fast, but having made the rhythm of the dance more convenient, we now call them Viennese Waltz and always dance with joy.

Slow waltz. Musical size: 3/4. Tempo: 28-30 bpm.

The waltz was brought to the United States in the mid-1800s. The tempo of the Viennese Waltz was quite fast, and soon composers began writing music that was much slower. From this music a new style of Waltz developed, called the Boston, with slower turns, and a longer, gliding movement. Around 1874, in England, the influential "Boston Club" was formed and a new style of dance, English, later called the Slow Waltz, began to appear. However, only after 1922 this dance will become as fashionable as Tango. It’s strange, but the fact that couples used to dance in the Boston Waltz is very different from what we perform now. Immediately after the 1st World War, the Waltz changed rapidly. In 1921 it was decided that the basic movement should be: step, step, extension. When Victor Sylvester won the championship in 1922, the English waltz program consisted of just a Right Turn, a Left Turn and a Change of Direction. In 1926/1927 the Waltz was significantly improved. The basic movement has been changed to: step, side step, extension. As a result, there are more opportunities for developing figures.

Tango. Musical size: 2/4. Tempo: 31-33 bpm.

Tango was first performed in Europe before the 1st World War, at a tempo of 36 beats per minute. It came from Buenos Aires (Argentina), where it was performed for the first time in the "Barria Las Ranas", the ghetto of Buenos Aires. It was then known as "Baile con corte" (dance with rest). The "dandies" of Buenos Aires changed the dance in two ways. First they changed the so-called "Polka Rhythm" into "Habanera Rhythm" and secondly, they called this dance Tango.

Slow Foxtrot. Musical time signature: 4/4. Tempo: 28-30 bpm.

Foxtrot, a dance that was born in the twentieth century and was named after the American performer Harry Fox. It was originally performed at a tempo of 48 beats per minute. The problem that led Foxtrot into two directions was the tempo of the music. To the music that was performed at a tempo of approximately 50 - 52 bars per minute, the Quickstep or Fast Foxtrot was danced, and to the music that was performed at a tempo of 32 bars per minute (slower), the Slow Foxtrot was danced. The charming Foxtrot, which has many interpretations, is both a simple and complex dance.

Quickstep. Musical time signature: 4/4. Tempo: 50-52 bpm.

Appeared during the 1st World War in the suburbs of New York, originally performed by African dancers. He made his debut at the American Music Hall and became very popular in dance halls. Foxtrot and Quickstep have a common origin. In the twenties, many orchestras played the slow foxtrot too fast, which caused many complaints among the dancers. Ultimately, two different dances developed, the slow foxtrot, which was slowed to 29-30 beats per minute, and the Quickstep, which became a fast version of the Foxtrot, performed at a tempo of 48-52 beats per minute. One of the dances that influenced the development of Quickstep was the popular Charleston.

program Latin American dance program or Latin (Latin) There are 5 main dances, such as: Samba, Cha-Cha-Cha, Rumba, Paso Doble and Jive.

Rumba. Musical time signature: 4/4. Tempo: 25-27 bpm.

The Rumba dance originated in Cuba. As a typical dance of a “hot climate,” it has become a classic of all Latin American dances. Rumba is a slow dance that is characterized by sensual, loving movements and gestures, has a Latin American style of hip movement, and is an interpretation of the relationship between a man and a woman.

Cha-cha-cha. Musical time signature: 4/4. Tempo: 30-32 bpm.

An exciting, syncopated Latin dance that originated in the 1950s as the slow-motion Mambo. This dance was first seen in the dance halls of America. Playing Cha-Cha-Cha music should produce a happy, carefree, slightly relaxed atmosphere. The Cha-Cha-Cha gets its name and character from the special repeating basic rhythm and specific instrument of the maracas. Recently it was decided to shorten the name of this dance to Cha-Cha.

Samba. Musical size: 2/4. Tempo: 50-52 bpm.

Until 1914 this dance was known under the Brazilian name "Maxixe". The first attempts to introduce Samba to European dance halls date back to 1923-24, but it was only after World War II that Samba became a popular dance in Europe. Samba has a very characteristic rhythm, which is brought to the fore to better suit the national Brazilian musical instruments. It was originally called tamborim, chocalho, reco-reco and cabaca. The rhythmic national Brazilian dance Samba has now confidently entered the program of modern Ballroom Dancing. Samba involves characteristic Latin hip movements, which are expressed by the "Samba Bounce" springing motion.

Paso Doble. Musical size: 2/4. Tempo: 60-62 bpm.

Spanish gypsy dance. A dramatic French-Spanish Flamenco style march, where the man portrays a matador (brave man) fighting a bull, the lady depicts his cape or bull, depending on the circumstances. Paso Doble. This dance focuses on creating the matador's body shape with the addition of Flamenco dance movements in the arms, elbows, wrists and fingers. The feet, or more accurately the heels, are used to create the correct rhythmic interpretation.

Jive. Musical time signature: 4/4. Tempo: 42-44 bpm.

Jive - The international version of the Swing dance, currently the Jive dance is performed in two styles - International and Swing and very often combines both in various figures. Jive is very strongly influenced by dances such as Rock and Roll and Juterbug. Jive is sometimes called Six-Step Rock and Roll. Jive is a very fast dance that consumes a lot of energy. This is the last dance danced in competition and the dancers must show that they are not tired and are ready to perform it with more effort.

Dear participants Become a star, who chose which ballroom dance? I think that this information will not be a secret for long, because The insider started his own business;) he will come to everyone for training :-)

Polka can truly be called an international dance. This cheerful and mischievous dance is danced all over Europe. And each nationality, having mastered the basics of Czech dance, introduced into it its own national features and flavor

The term "polka" comes from the Czech word p?lka, which means "half step". The fast tempo requires nimble footwork, resulting in small steps, hence the name of the dance. Poland is often considered the birthplace of the polka because of its consonant name, but this is not so. In addition, the Swedish folk dance with a musical signature of ¾ - polska (polska) also brings confusion.

History of origin

Polka is a fun, fiery dance that appeared in the Czech province of Bohemia in the mid-19th century. The cheerful, joyful dance was appreciated, and soon not a single celebration took place without the beloved dance. Polka is an integral part of any celebration: folk, secular, official.

The temperamental dance was also appreciated by classical composers: Bedrich Smetana, Antonin Dvorak, Johann Strauss the Father and Johann Strauss the Son and others. Polka quickly became fashionable in the Czech Republic, then in France, and then throughout Europe. The dance was brought to Russia from Paris in 1845 by the famous choreographer of the St. Petersburg imperial troupe, Nikolai Osipovich Golts. The dance first appeared on stage, and then in the salons of aristocrats. Soon, not a single high-society reception was complete without a polka. Languid ladies from high society were finally able to show their temperament in a cheerful and mischievous dance.

Nowadays polka is widespread throughout Europe. In every corner it has absorbed the national characteristics of different nationalities, and everyone who dances this dance rightfully considers it theirs.

What is polka?

Polka is a couples dance. The musical size is 2/4, the tempo is fast. In order to dance a polka, it is enough to learn a few basic movements, but the fast pace requires masterly execution. The main polka step bears the same name; it consists of half-steps connected by a prefix and performed by the couple spinning in a circle along the dance line or against the dance line. To make the dance steps more impressive, the lady can make a turn under the gentleman’s hand. Galloping in a circle, stomping, picking and other steps will embellish the dance. Polka is both a concert and social dance. Choreographers stage a polka for demonstration on stage. And at parties, corporate events and balls, the polka can be danced with any partner to suitable music.

Kinds

Polka conquered all of Europe. Almost every country has its own version of this dance. Polka is considered a folk dance in Russia, Belarus, Ukraine, the Czech Republic, Poland, Germany, Scandinavian countries, the republics of the former Yugoslavia and many others. The incendiary dance has penetrated the countries of Northern Europe, the British Isles, and even the USA and Latin American countries. Each nation has brought its own characteristics to the dance: the Estonian joksu polka is danced slowly and importantly, the Moldavian one is temperamental, the Belarusian one is graceful, the Ukrainian and Russian one is fun. Having entered the repertoire of ballroom dances, the polka was replenished with ballroom varieties: the gallop polka, the mazurka polka, and the cotillion polka appeared.

This light, cheerful dance has stood the test of time, and will delight us for a long time with its beauty, grace and cheerfulness.

Features of the dance

The polka can be danced by any skill level. This is one of the very first dances that children learn in kindergarten. A beginner dancer can limit himself to one or two movements, but a real virtuoso can demonstrate all facets of his skill. Since the main movement of the polka is the couple spinning in a circle, dancers must have good vestibular apparatus and endurance.

Back forward

Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.

Target: Formation of a student’s personality through the influence of musical and choreographic arts.

Methodological goal: Improving approaches to the theory and practice of managing the quality of student education.

Tasks:

• educational: Active, practical and theoretical development of genres of dance music: minuet, polonaise, gavotte, waltz, polka, children's ballroom dance. Assimilation of knowledge about the character, homeland, rhythm, size, tempo of each dance.
• educational: Education of artistic taste, emotional culture, communication, patriotic education.
• developing: Development of musical and choreographic abilities of students through active mastery of the repertoire, development of inner hearing, sense of rhythm, intellectual development.

Repertoire of musical works of the lesson:

1. D. Tukhmanov “Victory Day”
2. F. Gossec Gavotte
3. V. Kachurbina, S. Rachmaninov, J. Strauss Polka
4. L. Boccherini, W. Mozart Minuet
5. E. Doga Waltz, M. Blanter “In the forest near the front”, A. Peterbuzhsky “Blue Handkerchief”
6. S. Joplen Raigtime.
7. M. Glinka, M. Oginski Polonaise
8. F. Chopin Mazurkas No. 23, 19
9. Czech folk dance "Annushka"
10. Russian folk dances “From under the oak tree”, “Tell everyone, Nadyusha”, “Like on oil week”.

Preliminary work: Learning dance movements and choreographing dances: pas de grace, polka, exercise at the barre, raigtime, waltz, polonaise, mazurka, minuet.

Basic terms of the lesson: Polonaise, waltz, mazurka, gavotte, minuet, polka.

Equipment: Piano, PC, presentation “Genres of Dance Music”, poster with a saying by D.S. Likhacheva.

Lesson type: Integrated.

Lesson type: Communicating new knowledge.

Possible personally significant problem: Participation of students in the real, living creation of art, increasing the level of social significance of culture and art.

During the classes

I. Organizational part of the lesson: students enter to the music of the march.

II. Introductory speech by the teacher, message of the purpose and topic of the lesson.

Music teacher: From ancient times to the present day, people of all ages and professions love to move: march, dance; on holidays or just on free evenings, casually having fun or participating in a formal ceremony, not everyone knows how to dance well, but everyone wants to dance. Dance is joy!

III. Working on new material.

Choreography teacher: Many centuries ago, dances could be seen both in rural squares, where peasants twirled to the simple sounds of homemade instruments, and in lush palace halls, accompanied by trumpets, viols or an orchestra.

PM: Most of the dances have survived to this day in one form or another. They, of course, differ from one another depending on the country in which they were born, on the time when this happened, on who performed them and where. You probably already guessed that the topic of our lesson is: “Genres of dance music.”

P.x.: Ancient Greek philosophers and writers thought about the aesthetic significance of dance - Plato, Aristotle, Plutarch, Lucian, who wrote a whole treatise “On Dance”, which has survived to this day. Despite the difference in views, on the genre division of dance, they recognized its educational significance, saw in it not a means of entertainment, but a means of harmonious human development and the transmission of an emotional state.

PM: Over the centuries-old history of its development, dance has become significantly more complex and has become an independent art form, including different genres and directions. The dance reflects the morals and tastes of its time, its people. Every era has its favorite dances. In the 17th century, the minuet was fashionable; a hundred years later Europe would begin to dance the waltz, then the Charleston, foxtrot, and tango. New dances appear, old ones are forgotten. Sometimes the unexpected happens: an everyday dance, seemingly long forgotten, suddenly acquires a second life and begins to sound in symphonies, operas, and ballets. Individual movements formed, for example, the basis of classical dance, the distinctive features of which were sublimity, spirituality, and poetry.

P.x.: Elements of classical training are necessary components of training. They evenly develop the musculoskeletal system and all the muscles of the body and limbs, train breathing, form correct posture and form the basis for proper body positioning.

PM: Moving to beautiful music, absorbing its rhythm, breathing, passing music through your heart, dance teaches you to express your emotions in musically organized movement, develops emotionality, and instills artistry.

P.x.: Bowing, exercise at the machine.

(students perform a bow and exercise at the barre)

How did the fate of the dance develop?

Polka. The name polka comes from the Czech half (meaning half a step). In the mid-19th century, this Czech folk dance became a ballroom dance. Its meter is bipartite, the tempo is fast, the rhythm is built on the repetition of rhythmic structures of eighth and sixteenth notes, the dance is performed in pairs in a circle, there is nothing artificial or contrived in it, everything is lively, just fun. Where it is necessary to express joy and youthful enthusiasm, the polka is irreplaceable.

(Students dance the polka)

Passionate polkomaniacs proposed calling 1840 the year of the polka. Polka is danced everywhere: at balls, in cafes, on the streets and even in shops. Vests and ties “a la polka” and even polka haircuts appeared. At first, unsure and timid, the dancers move more and more freely and boldly. Their eyes sparkle, there is a smile on their lips, they are carried away, overwhelmed with excitement. Everyone wants to learn a new dance. Paris speaks only of polka. What amazing Polish names:

• "Thunder and lightning";
• "Luxury Train";
• "Easy Blood"
• "Hungarian Polka"

I just want to listen to each of these polkas composed by the composer J. Strauss. Try to guess the name by listening to the music.

(One of the polkas sounds)

What means of expression prompted you to the correct answer?

In which album of piano music written for children in the suite genre does the polka appear?

How can you use polka in kindergarten?

• dance the elements;
• choreograph a dance with costumes;

PM: We will try to listen to Tchaikovsky's polka music from the "Children's Album" and easily tap its rhythm using your homemade musical instruments. Polka forms are three-part. The first part is tapped by half the class, the second by the second, and the third by all together.

(Polka by P.I. Tchaikovsky sounds accompanied by a sound orchestra)

Gavotte. The gavotte came into fashion around 1600 and for the next century and a half became one of the favorite ballroom and opera-ballet dances. Was included in the suite. Although the movements of the gavotte are characterized by a certain mannerism, its music, as a rule, is distinguished by the clarity of its melody, lively tempo, and clarity of rhythm. Its size is quadruple. The composers Lully, Rameau, Bach, and Handel turned to the gavotte. Gavotte was given new life by S.S. Prokofiev. The third movement of his classical symphony is the gavotte. Every note radiates with simple-hearted joy, and the music has a leisurely and important confidence.

(students perform the dance Pas de grace to the music of F. Gossec's gavotte)

Now listen to S. Prokofiev’s gavotte and compare the sound of these two “identical” dances.

Minuet. Among the dances of the 18th and 19th centuries, the minuet was king. Minuet was born in a French village in the province of Poitou in Brittany. Under Louis XIV it became the main court dance; in Russia it was included in the assemblies of Peter I. For the court, the minuet was slow, solemn, and ceremonial. Each step of the dancers was planned in advance: they moved so as to form a figure in the shape of the letter “S”. From a direct live folk dance, the minuet turned into a school of gallant manners. It was technically difficult; its performance had to be rehearsed a lot, poses and movements had to be studied, curtsies had to be practiced, and individual figures had to be practiced. The musical size of the minuet is three quarters. Characteristic elements are small, light steps; ladies' bows with squats, showing the dancing lady's ability to handle a wide and long dress, graceful poses of low raised arms with a beautiful bend of the hands, complementing the design. The gentleman's movements are gallantly respectful and express admiration for the lady. The gentleman and the lady look at each other, the lady may lower her eyes languidly from time to time.

The reforms of Peter I affected not only the economy and government structure of Russia, but also its culture and way of life. The first newspaper is published, the first museum and the first library are created. Among these numerous innovations, assemblies occupy a special place. A special decree of 1718 explains in detail how “to send these assemblies.” The assemblies were attended by nobles, boyars, craftsmen, and even women. Such a mixture of ranks and titles was unheard of! The Russian woman ceases to be a domestic recluse and for the first time takes part in public entertainment on an equal basis with a man. Dancing becomes the main innovation of the assembly, the ability to dance becomes an integral part of noble education.

As is usually the case with every popular dance, the minuet immediately attracted the attention of composers. It is included in suites, sonatas, and quartets. He becomes part of the symphony. The middle part of the minuet - the trio - is called according to the number of performers in this part.

Let's listen to Mozart's minuet from A Little Night Serenade. Try to identify which instruments make up the trio.

Answer the question: is this dance music intended exclusively for dancing or for listening too?

Polonaise. The 18th century gave world choreography another masterpiece - the polonaise. Unlike the minuet, the polonaise is not so difficult to perform: there is no need to memorize complex steps and remember their strict sequence. The main thing in the polonaise was proud posture and special solemnity.

Polonaise originates from the Polish folk dance-procession “Khodzony” (translation from Polish - on foot), which had a solemn, sedate character and was performed at wedding celebrations. Over time, the dance became so popular that it became an integral part of other folk festivals, where it was performed with various objects. This is how “hodzons with candles”, “hodzons with pillows”, “hodzons with hops”, etc. appeared. But gradually the polonaise lost its simplicity and became a dance of the privileged strata of society.

In the 18th century, the polonaise invariably opened every grandiose, luxuriously furnished ball or dance evening. During the gallant procession, the guests showed themselves, their outfits, social manners and nobility. All invitees without age restrictions could take part in the dance. The procession was opened by the owner of the house together with the most noble lady, setting the movements, repeated by the entire column. From the front hall, the polonaise could slowly move to the farthest rooms or garden, where no music could be heard and the movement continued to the internal rhythm of the dancers.

Starting position of the polonaise: legs in the first position, the gentleman’s right hand supports the lady’s hand at chest level, the gentleman’s left hand is bent behind his back, the lady holds a fan or supports the dress in her free hand. Polonaise step: one beat - three steps with a slight shallow squat on the third beat. Size - three quarters.

Choreographers use polonaises written by F. Chopin, M.I. Glinka, P.I. Tchaikovsky. One of the most popular polonaises is “Farewell to the Motherland,” written by the Polish composer Mikhail Kleofas Oginski (1765–1833).

When working with children, the task is not to master the dance pattern, but to let the dancers try on the atmosphere of the ball.

M.I. Glinka Polish act of the opera “Ivan Susanin”. A magnificent ball in the castle of the Polish king Sigismund, the nobility, confident in their victory, blithely feasts. The brightly lit hall is full of guests. The action opens with a brilliant polonaise.

(Glinka's polonaise sounds)

A ball in the 19th century is a serious test of ethical maturity. Albert Zorn's book “The Grammar of Dance Art and Choreography” (1888) has not aged at all in 120 years.

Rules from this book:

1. The invitation to the ball should be sent out at least a week before the ball so that the ladies have the opportunity to take care of their toilet. At the same time, the invitations must always clearly indicate the start time of the ball.
2. The gentleman turns to the lady with a request to do him the honor and dance with him. The word “honor” in this case cannot be replaced by the word “pleasure”.
3. If a lady accepts the invitation, then she gets up and goes to dance, but if she refuses, then she says without getting up: “Excuse me, please, I’m very tired at the moment.”
4. A woman who refused should never immediately go and dance with another gentleman, because... this could cause her big trouble; she must wait a little.
5. The lady must strictly ensure that the gentleman is on her left side, both during dancing and when moving around the hall. It hardly needs to be mentioned that neither ladies nor gentlemen take off their gloves during the ball, much less dance without gloves.
6. At the end of the dance, you should take the lady to the place where she accepted your proposal and bow.

Mazurka. Polish dance has entered the ballrooms of many European countries. Prowess, brilliance and grace distinguish the mazurka. Its tempo is moderately fast, its meter is three-beat. Many classics of Russian literature described this graceful ballroom dance. Listen to a fragment of the work of the great Russian writer. Remember the title and genre of this work of literature.

Question: how did the story end?

Compare the sound of Chopin's two mazurkas and characterize each of them.

(Chopin’s mazurkas No. 19, 23, M.I. Glinka’s from the opera “Ivan Susanin” are played, students perform elements of dance movements)

Waltz. Waltz, the king of dances, occupies a special place in the circle of dance genres. Waltz in German means “spinning, whirling.” The waltz was invented not by one person, but by thousands of people. And these people lived in small towns in Austria and Germany. Such towns were called, in contrast to large and noisy cities, with the word “landl” - province. It was in the provinces that the dance was born, which was called “Ländler”. Guys and girls gathered on the lawn and, to the sounds of a village violin, they began spinning and jumping: one, two, three. Wooden shoes clap loudly to the ground, wooden skirts flutter. This dance gave rise to a beautiful waltz. His movements are based on turning around himself and moving in a circle. Vienna is considered the official birthplace of the waltz.

Like a good wizard, he was waltzing around the world, captivating with his charm. It still reigns today. The waltz is everywhere: in serious and light music, in opera, operetta, ballet and song. No dance can compare with it in the versatility of feelings. Sadness, fun, delight, reflection, sadness - a waltz can express everything.

Scenes from operas and ballets pass before us in colorful frames.

…. A ball at a high-society nobleman's place. Young girl in a pink dress. With a beating heart she waits: will no one really ask her to dance? "Waltz, waltz!" – the manager’s voice is heard. Not immediately, as if a gentle, quiet melody appears from afar. Her dreamy grace vividly paints a charming image of a girl. The first happy waltz of Natasha Rostova sounds.

But this is a completely different ball. The name day of Tatyana's eldest daughter is celebrated at the Larins' house. A cheerful, carefree waltz is spinning. Young people dance, old people gossip. But why did the melody suddenly become distorted by anxiety? The ardent, enthusiastic young man saw his friend dancing with his bride, and the first bitter disappointment squeezed his heart.

Listen to the military waltz and believe in victory. Take a closer look at Viktor Popkov’s painting “All the men were taken to war.”

(performed waltz “Blue Handkerchief”, music by E. Petersburgsky, lyrics by Y. Galitsky and M. Maksimov and waltz by M. Blanter “In the forest near the front”)

Ragtime. It became widespread at the beginning of the 20th century. It was brought to Europe from overseas by jazz ensembles. The rhythm is nervous, tense. Elements of Latin American and African music and dance folklore are used. Against the background of a monotonous measured accompaniment, syncopations and rhythmic interruptions appear in the melody. To master ragtime, you need a high level of coordination and breathing training, muscular endurance, competent positioning of the body, arms, legs, head - everything that classical dance provides. Ragtime requires a well-developed sense of rhythm, impeccable coordination, balance and acrobatic flexibility.

(ragtime performed to music by S. Joplin)

Russian folk dance creativity.

The language of folk melodies from different countries has evolved over thousands of years. One traveler, traveling through Russia in the 18th century, wrote with surprise: “I happened to see that some dances used to be a song, they seemed to flow out of a song, which at first was accompanied by rhythmic movements.”

(Russian dance “From Under the Oak” with scarves is performed)

Music accompanies a Russian person all his life. She is nearby in work and in the struggle with the difficulties of life. Round dance and dance songs are performed on holidays and in free time from work. And how children love to dance!

(round dance game “Tell everyone, Nadyusha”)

And now the Shrovetide dance is performed.

(performing a dance)

And at the end of the lesson, the musical and choreographic composition “If the city is dancing” is performed, music. A. Zhurbina.

IV. Reflection.

Students answer one of the questions in writing:

1. Dance as transformation;
2. Give people a dance;
3. What or who do we portray when we dance;
4. Strong and weak performers;
5. Dance and children.

Classical dance music serves as the background for creative work.

V. Lesson summary.

Literature:

1. Vladimirov V.N. Musical literature, - M., 1963.
2. Velikovich E.I. They dance here, L., 1974.
3. Lifits I.V. Rhythmika, M., 1989.
4. Toters T.T. Musical and rhythmic education and rhythmic gymnastics, - M., 1989.
5. Franio G.S. The role of rhythm in the aesthetic education of children, M., 1989.

PROJECT

continuous direct educational activities with children

Type of lesson: Thematic

Lesson topic: “In the rhythm of dance”

Group: preparatory to school

Age characteristics:

A characteristic feature of children in the preschool group is the emergence of interest in problems that go beyond the scope of kindergarten and personal experience. Children are interested in events of the past and future, the life of different peoples. At the same time, a preschooler’s cognition of reality occurs not in a conceptual, but in a visual, figurative and effective form.

Characteristics of the theme

This event is educational, developmental and active in nature; based on the use of multimedia material, musical repertoire and tasks aimed at developing the cognitive-musical sphere and motor skills of the child.

System of lesson objectives:

Educational aspect:

Learn to compare waltz and polka, identify their similar and different features;

Developmental aspect:

Develop the ability to listen to the character of music, think using

various types of musical and practical activities, develop creative thinking, attention, memory.

Educational aspect:

To contribute to the formation of the spiritual culture of preschool children, the development of personal communicative qualities, interest and respect for the musical culture of different countries and peoples.

Develop the ability to work in a team;

evoke joy and a feeling of satisfaction from communicating with music.

Lesson structure:

№ p/p	Lesson stage	Activities of the teacher	Children's activities
	Introductory part	Musical director: For a better life in the world, - We open the world of music to children: Round dances, games, dances, Every day is like being in a fairy tale! Hello children! There are many guests in our kindergarten today. Let's welcome them! I am glad to see you in the hall today, glad to see your smiles. A lot of new and interesting things await you at our meeting.	Greet each other and guests. answer questions
	Main part Solving the rebus	Addresses children: Before you REBUS. I hid the topic of our meeting today in it. If you correctly arrange the balls by color, you will find out what we will be talking about. (it turns out the word DANCE) Musical director: That's right, the theme of our meeting is “Dance”. Asks the children a question: Guys, what do you think dance is? Musical director: Dance is a way to express your mood and feelings through rhythmic steps and body movements. The dance appeared a long time ago. Ancient people did not know how to talk. Instead of words they had sign language. (shows the children with gestures “goodbye”, “I love you”)	solve the puzzle answer the question unravel the meaning of the teacher’s gestures
	Watching the dances of primitive people on the screen	Musical director offers to look at the illustrations on the screen	watching images of primitive people dancing on the screen
		Musical director asking questions: Why do people dance? Where can you see the dance performed? (People dance in moments of joy and fun, while relaxing themselves and bringing joy to others in order to be healthy) Do you like to dance? Let's lift the spirits of everyone sitting in the hall.
	Performance of a sports composition		children disassemble the plumes and perform a sports composition
		Musical director: Children, tell me, is there a language in the world that all people on the globe understand? It is true that the language of music and movement is understandable to all peoples without translation. The dances of the peoples of the world are beautiful and distinctive in character. It depends on the country in which they were born, on the time when it happened, on who performed them and where. How many nations - so many folk dances	answer questions listen to the teacher
	Speech game "Name the dance correctly"	Let's play, I'll start and you finish. If the dance was born in England, it is (English) If a dance was born in Ukraine, it is (Ukrainian) If a dance was born in Russia, it is (Russian)	finish sentences by choosing the correct adjectives
	Creating a problematic situation	Musical director: After you, the children of the older group will come to my lesson. They also love to dance and want to learn a lot about different dances. I have two sheets of paper. Would you like us to make small newspapers – friezes – for the older children? In them we will talk about dances that are familiar to us. Do you agree to be my assistants?
	Solving riddles about the waltz and polka	Musical director offers to guess riddles that children will make. 1.Partner, picked up his partner And in a whirlwind of dance he spun Couples dance steps 1-2-3! What kind of dance is this? If you find out, speak up! (Waltz) 2. I am not a Polish girl, I mean “half” in Czech. My name, by the way, Tells you - the step is shorter. Oh, there is so much speed in the dance! This dance is called...	two children make riddles, the rest of the children guess them
		Musical director: Our friezes will be called “ WALTZ" And " POLKA».	As children solve riddles, they paste the names of newspapers - “ WALTZ" And " POLKA»
	Listening to music: "WALTZ" Levi's music “LITTLE POLECHKA” music by Aleksandrov.	How did you guess that the first was a waltz? What's his mood like? What kind of music does the Polish girl have? That's right, the polka is light, fast, and agile.	answer the teacher's question
	Watch the video “Viennese Waltz” and “Karelo-Finnish polka”	Musical director offers to watch a video of polka and waltz	watching videos on a multimedia installation
	Graphic representation of waltz and polka rhythm	Musical director: Each dance has its own rhythm. What is rhythm? (alternation) Who can clap the polka rhythm? (invites one child to clap, then all together) Who can clap the waltz rhythm? (invites one child to clap, then all together) But you can not only clap the rhythm. It can be depicted graphically. We will now divide into two subgroups. Some will draw the waltz rhythm. and others will cut out even circles - notes of the polka rhythm for our trizes.	listen to the teacher sip the rhythm children are divided into two subgroups at will: one - draws a waltz of snowflakes, a waltz of autumn leaves, a waltz of raindrops, a waltz of flowers, and so on. The second subgroup cuts out circles of the same size to depict the polka rhythm. Then the rhythmic sketches are glued onto the triz.
	Game "Be careful" "Waltz Joke" D. Shostakovich	Head of Physical Culture: Children, do you want to learn how to dance the waltz? And we will learn by playing. Let's try to convey the mood of the waltz with smooth, light and leisurely movements. We will dance, stepping softly, swaying smoothly, spinning.	choose a badge with images of flowers of various colors if desired. Children perform waltz steps to the music. Upon completion, they are collected into 3 circles in accordance with the color of the flower. Then they change attributes at will and dance again.
	"Song about a Polish girl" music by Yu. Chichkov	Musical director offers to guess what song he will play on the piano now. That's right, it's called "Song about a Polish Girl." Let's sing it.	They recognize the song by the melody played without words, remember its name and sing the song in chorus.
	View a presentation about the “History of the Waltz”	Musical The leader asks the children questions: In what country was the Polka dance born? (in the Czech Republic). Where was the dance “Waltz” born? (they don’t know the answer). If we don't know something, where can we find it out? (ask, read, Internet, TV...) I suggest you turn to our smart computer. The most attentive will hear the name of the birthplace of “Waltz”	answer questions watching the presentation
	Looking at flags	Musical director: Waltz was born in Germany. Each state has its own symbols. How can we talk about the Czech Republic and Germany in our triz? (stick the flag). Look, there is an image of a flag in front of you. What can you say about him? (Flag of the Russian Federation). The Czech Republic and Germany also have their own flags. Let us glue their image onto our friezes (gives two children an assignment glue a picture of the flags).	look at images of Russian flags, Germany, Czech Republic; glue the corresponding images onto the triz
	Composing and performing a creative polka "Good Beetle" music by Spadevecchia	Musical director: Who composes the dance? (people, choreographer). Do you want to be a choreographer today? Let's come up with our own polka. And the pictures will help us. Polka is a Czech folk dance that is known throughout the world. They dance it cheerfully and naturally, jumping up and down.	answer questions Children take turns offering their movement card, creating a polka sequence. performing a dance
	looking at pictures of waltzes and polkas, registration of triz	Musical director: There are many pictures of dancing on the tray. Here are the ones you prepared with your parents, and the ones I prepared. Choose one with a picture of a waltz or polka. Check it out for yourself and show it to your neighbors. Swap with each other. Now think and decide which triz you will stick your picture on. Musical director: There were a few pictures left on the tray. Why didn't you take them, children? (these are pictures depicting Russian dance, round dance). How did you guess? (according to costumes). That’s right, each dance has its own music, its own rhythm, and its own costume.	look at the pictures, stick them on the triz answer questions, motivating their decision adults
	Working with color	Musical director: There is still free space left on our friezes. Let's add some colors. Which color background is most suitable for a waltz? (white, pink, blue, as the dance is gentle, affectionate, graceful) What color background would suit a polka dot? (yellow, orange, because the character is mischievous, playful, joyful) The teacher offers to decorate the triz with the appropriate color if desired.	answer questions choose paper squares corresponding to the color scheme; glue them on triz
	Final Part	Musical director: Let's take a look at our friezes. Do you think we did a good job? Let's give ourselves a pat. We are great! With these works we will go to visit the older children, and then we will hang them in your locker room. Tell your moms and dads about our interesting meeting	We look at ready-made triz
	End of class:	Musical director: We learned a lot in the hall today. Girls, boys, aren't you tired? Musical director: I wish you all health and happiness And our meeting is CLOSED!	answer (in unison) We have one answer: Not tired, No, No, No!

1. Forms of organization of cognitive activity:

   1. Frontal.

      By subgroups

3) Individual.

Teaching methods:

1. Verbal

   Visual

   Practical.

Forms of implementation of teaching methods:

2. questions for children,

   tasks for children,

   showing the method of action,

   problem situation,

   modeling,

   singing and dancing,

   viewing video clips and presentations

   manual labor

Means of education:

Multimedia installation, pictures depicting people dancing a waltz and polka, squares of colored paper in bright and calm tones, glue pencils for each child, model cards depicting polka movements, two sheets of Whatman paper, an image of the flags of the Russian Federation, the Czech Republic, and Germany; presentation about the history of the waltz, video of the waltz and polka, rebus, riddles about the waltz and polka, illustrations of the dances of primitive people, sheets of paper for drawing and cutting out the rhythm, scissors, plumes, phonograms and notes of the musical repertoire.

Control system:

1. external control (carried out by the music director and the physical director

culture),