“Musical-rhythmic movements as a type of musical activity for preschool children”
This system of work contributes to achieving the following results:
children easily and freely use a variety of movements in improvisation, subtly conveying a musical image;
the process of learning a new repertoire takes a little time - 2-3 lessons;
children have a certain repertoire that is ready to be shown at a performance.
Another advantage of using such a system of work is that the teacher feels some relief in his professional activities, since he spends much less effort on learning the repertoire.
“Pedagogy must be economical” is the motto of the proposed approach. Therefore, it is important to review the content of the work, remove all that is sticky and unite the efforts of all specialists, and provide children with more time for independent play, creative activities and walks.
However, this result is not achieved immediately, as it requires a certain amount of time, gradually increasing the complexity of tasks and varying the forms and methods of working with children.
Let us consider in more detail this system of work, in which we roughly distinguish three stages.
At the 1st stage
(the beginning of using musical and rhythmic compositions in working with children) we rely on children’s ability
to imitate,
which is clearly expressed in preschool age. By imitating an adult, the child masters various types of movements and gradually begins to use them in independent activities (in games, dance improvisations).
2nd stage
training (after the children have already acquired some experience in performance by demonstration and have memorized several compositions) contributes to the development in children of the ability to
independently
perform previously learned exercises, compositions in general and individual movements.
3rd stage
work - leading children to
a creative interpretation
of a piece of music, developing the ability to
express themselves
in movement to music, developing the ability to independently select and combine familiar movements and come up with their own, original exercises. The implementation of these tasks is most important in this program, since it is in the development of creativity and the ability to improvise that the main idea is concentrated - control of one’s own body, subtlety of musical perception, non-standard thinking, psychological freedom. We approach each stage sequentially, but, at the same time, they can be combined (but with different repertoires).
So, to summarize what has been said, we emphasize that improvisation, both in children and adults, is possible only on the basis of the development of an ear for music, creative imagination, as well as on the basis of free control of one’s body, that is, when movements are automated and do not distract attention from the technique of their execution. Jacques Dalcroze also believed: “When everything related to rhythm and technique passes into the category of automatic, all attention will be freed up to convey the feeling invested in rhythm and sounds.”
Therefore, if we want to achieve a truly artistic, and not a primitive interpretation of musical works in plastic, a lot of and meticulous work on motor skills is necessary.
But the process of this technical work must also be engaging, playful and creative.
And then children will develop, learn movements easily and involuntarily, unnoticed by themselves, mastering various and complex motor combinations. And this in turn will stimulate their overall development.
In the context of the modernization of physical education, the problem of developing new effective methods of physical education for preschool children and searching for such combinations of means, methods, and forms that would increase children’s interest in physical education, create a positive emotional background for them, intensify motor activity, and promote comprehensive development of motor qualities.
The traditional approach to the use of means and methods of physical education is not always sufficient to increase the functional capabilities of children's bodies and the effective development of basic motor qualities. The use of an unconventional technique - rhythmic gymnastics, helps to captivate the child and develop the need to engage in physical education. And subsequently, the habit of doing physical exercise on your own, thereby attracting children to a healthy lifestyle. Insufficient motor mode is one of the reasons for the weakening of the child’s body. Regular rhythmic gymnastics will help compensate for the lack of physical activity, as well as make up for additional physical activity in hyperactive children who need it.
Currently, rhythmic gymnastics is one of the most popular forms of physical education. The positive effect of rhythmic gymnastics on the body is confirmed by a number of domestic and foreign researchers. It promotes a rapid transition of the body from sleep to wakefulness, adjusts the central nervous system to the working rhythm, and prepares the body for upcoming vigorous activity. Rhythmic gymnastics is a set of physical exercises (walking, running, jumping, etc.) performed to music. Rhythmic gymnastics (also known as aerobics) is used for health purposes. The rhythmic gymnastics complex itself consists of a set of general developmental exercises for a variety of muscle groups. And almost every movement can be considered as a movement to develop coordination. And since the age of 4-7 years, in terms of the functional capabilities of children, the nature of the genetic development of motor function, is favorable for the development of many motor manifestations, including coordination ones, it is during this period that work on the formation of coordination movements must be carried out more intensively. In addition, senior preschool age plays a special role in the development of the child: during this period of life, new psychological mechanisms of activity and behavior begin to form. The age of 5-7 years is characterized by an intensification of the growth process: in a year a child can grow by 7–10 cm. Body proportions change. Movements are improved, children's motor experience expands, and motor abilities actively develop. Coordination and balance stability, which are so necessary when performing most movements, are noticeably improved. In children, large muscles of the trunk and limbs actively develop, but small muscles, especially the hands, still remain weak. Particular attention should be paid to the development of fine motor skills. An older preschooler performs most physical exercises technically correctly. Children show interest in their health. The child does not get tired so quickly and becomes more resilient. Thus, a complex of rhythmic gymnastics must be selected not only useful, but also entertaining, otherwise the desired result may not be achieved.
The set of rhythmic exercises is selected according to the principle from simple to complex, so children’s performance of coordination movements does not encounter any obstacles. Having learned a simple movement, various elements are added involving the arms, shoulders, and head. This is what contributes to the development of the ability to control the movements of your body. The structure of the exercises is unusual, so children like to do them with musical accompaniment. Under the influence of music, movements become clearer, rhythmic, and coordinated. Musical and rhythmic movements help the child learn to control his body, coordinate movements, coordinating them with the movements of other children, teach him to navigate in space, strengthens the basic types of movements, and promotes the development of dance and dance elements. The content of rhythmic gymnastics consists of general developmental exercises, so it is permissible to conduct it with preschool children. However, the age characteristics of children, motor mode, and rapid fatigue from performing the same exercises are observed.
All movements of rhythmic gymnastics can be conditionally classified as follows:
exercises for the arms and shoulder girdle. exercises for the muscles of the neck and torso. exercises for the legs and muscles of the whole body. Taking this into account, the content of rhythmic gymnastics classes for preschoolers includes exercises familiar to them: running, jumping, various types of walking; rhythmic movements combined with half-squats, side steps, expressive hand movements. Small wave-like movements of the body complement the exercises, turning them into a kind of sports dance. General developmental exercises in rhythmic gymnastics are performed from different starting positions: standing, sitting on the floor, lying on the stomach, back, side, in various supports.
Rhythmic gymnastics with children can be done in various ways:
In the form of physical exercises of a health-improving and training nature (a complex of rhythmic gymnastics is offered to children of senior preschool age, lasts 20-25 minutes). In the form of “rhythm blocks” used as part of physical education classes (lasting 10-30 minutes). When carrying out morning exercises, which enhances its healing and emotional effect. In children's demonstration performances at sports festivals (elements). Rhythmic gymnastics is carried out in the hall, in which wet cleaning and ventilation are first done. Classes are carried out with open windows or transoms, which provides ample access to fresh air. Children's clothing is lightweight, with cloth slippers or terry cloth, woolen socks, and leg warmers on their feet so that the child's feet do not get cold. The teacher is dressed in sportswear - this makes it more convenient to demonstrate exercises, especially from the starting positions sitting and lying down.
Each rhythmic gymnastics complex is used for 1 month. We learn exercises during morning exercises, in physical education classes, and individual elements in music classes, walks, and during outdoor games.
The structure of rhythmic gymnastics
Rhythmic gymnastics complexes include 3 parts.
Introductory - takes 7 - 10% of the class time, movements are performed at a moderate pace with a gradual increase in tempo. The introductory part consists of exercises that directly affect the child’s entire body. These are movements of a dynamic nature: walking, running, jumping. Rhythmic gymnastics complexes can begin with a wide variety of walking and running options. There are no more than four such options. Then follow general developmental exercises. Here the main goal of gymnastics is achieved - training large muscle groups, improving coordination of movements, and the ability to clearly and rhythmically perform exercises to music.
The main one takes 75-80% of the time, the exercises are carried out at a fast pace. At the beginning of the main part, a series of warm-up exercises follows: raising your arms up to the sides; exercises for the neck muscles: various head tilts, accompanied by a springy squat or walking in place without lifting the toes off the floor. Some exercises may have several variations in which the movements become gradually more complex. These exercises are performed from the same starting position. The next series of exercises is loading. Intensive exercises are used here: various bends, body swings, lunges, squats. For example, exercises “Bumblebee”, “Butterfly”, “Crane”, etc. this series of exercises takes place at a fast pace. When children perform exercises, special attention is paid to posture. This is followed by a ground floor series of exercises from starting positions sitting and lying down. This group of exercises is designed to develop spinal flexibility, strengthen the back muscles, abdominal muscles, and develop leg muscles. Here I use such exercises as “Tumbler”, “Breeze”, “Cradle”, “Frog”, “Basket”, etc. All exercises are performed at a moderate pace, as they require the most energy. The main part ends with a series of dance and running exercises. It takes place at an intense pace, with one exercise quickly followed by another. Various types of running and jumping are also used. Particular attention should be paid to the breathing of children.
Final – takes 10-15% of the time, includes relaxation exercises with deep breathing with a gradual decrease in the pace of their implementation in order to restore the body after stress and bring it to a state close to the original one. The exercises have their own name, this helps children correctly understand the nature of their implementation. The individual abilities of the children in the group and the conditions of the kindergarten should be taken into account. It is important to be gradual when increasing the load.
Rhythmic gymnastics helps develop coordination in preschool children.
Coordination is the ability to coordinate the movements of different parts of the body. The individual elements of movement are combined into a single motor action, which is performed economically, not tensely, plastically, clearly. Movements of the torso, head, arms and legs are made in three planes in relation to the body: facial, lateral, horizontal.
Movements of the arms and legs in relation to each other in space can be:
same name - movements coincide in direction (for example, the right arm and leg are moved to the right); opposite - performed in different directions (for example, during jumps, the right arm and left leg are raised and vice versa). Movements performed with arms or legs can be:
unidirectional (for example, both arms are raised up), multidirectional (for example, one arm is raised up, the other is moved to the side). simultaneous (for example, lying on your back, raising and lowering both legs); alternately (for example, standing, hands on the belt, first one leg is put on the toe, then the other); sequential - movements of the arms or legs follow one after another with a lag of half the amplitude (for example, standing, rotational movements of straight arms: while the right one is at the top, the left one is below, they seem to catch up with each other). It is easiest to coordinate movements if they are simultaneous and unidirectional; The greatest difficulty for preschoolers is caused by alternating movements. The most complex movements, accessible only to children of senior preschool age, are opposite and multidirectional movements.
Coordination of movements is impossible without spatial orientation; it is a necessary component of any motor action. In general developmental exercises, spatial orientation develops quickly, since visual and musculocutaneous sensations are simultaneously involved here, at the same time, the exercises are accompanied by explanations, instructions, and commands from the teacher.
The development of dexterity is directly related to the improvement of coordination abilities, spatial and temporal orientation, since dexterity is determined by the ability to quickly rearrange motor activity in accordance with a suddenly changing environment. These exercises place increased demands on attention, intelligence, and speed of reaction, since conditions can change quickly and unexpectedly.
Of the general developmental exercises, the greatest influence on the development of dexterity is exerted by general developmental exercises in which there is a quick change of posture (for example, from a sitting position with legs outstretched, lie on your stomach (back), roll around yourself in one direction, the other, sit down again); requiring coordinated actions of two or more children (for example, exercises in pairs, sitting opposite each other, exercises in subgroups with large gymnastic hoops, with long sticks, in a column - when passing the ball, etc.); with some objects (balls, jump rope, etc.). Agility exercises depend on the presence of motor experience, on the level of coordination in performing simple, isolated, as well as complex combinations of movements.
Coordination and dexterity of movements are impossible without the development of the balance function; for children, the more preferable combinations are symmetrical movements of the arms and unidirectional movements of the arms and legs. These coordination relationships are performed by children without special training and more accurately and coordinated. Teaching children to voluntarily perform coordinated actions increases the ability to regulate and balance their own actions, improves voluntary tension and relaxation of muscles, teaches the child to regulate and balance their movements, perform them with the greatest economy of force, and is a means of learning the capabilities of their motor system.
The correct selection of musical accompaniment not only improves the quality of movements, but also gives them special expressiveness, therefore the music accompanying rhythmic gymnastics should have a positive effect on the emotional state of children, the development of coordination of movements, hearing, and musical memory. The choice of music is determined by the nature of each exercise, as well as the level of aesthetic preparedness of the child. Music should have a positive effect on the emotional state of children.
The task of rhythmic gymnastics is not only to give a load and then bring it back to normal. It is important that children leave the hall in high spirits. This will be greatly facilitated by the music playing after the final part. She should be cheerful and cheerful. It is advisable to begin and end a rhythmic gymnastics lesson with the same, always cheerful and intense piece of music.
The coordinated actions of the physical education instructor and the teacher contribute to the effective implementation of rhythmic gymnastics in kindergarten. When introducing children to new general developmental exercises, the physical education instructor shows how to perform the exercise correctly, and the teacher monitors the correct execution of the exercises and helps the child with action - guides, supports.
Following the recommendations of the physical education instructor, the teacher organizes individual work with children who are lagging behind in mastering the program material, activates sedentary and weakened preschoolers, while taking into account the age characteristics of the children and their interests.
Thus, rhythmic gymnastics is an excellent means of versatile physical development and aesthetic education of a child, which originates far in the depths of history, which not only has a beneficial effect on all systems of the body (cardiovascular, respiratory, excretory, etc.), but also relieves mental stress, increases mental and physical performance, and improves well-being. And since the structure of rhythmic gymnastics is quite flexible, it is widely used in preschool institutions.
Kuznetsova M.N. System of comprehensive measures for improving the health of children in preschool educational institutions: A manual for health workers and educators. – M.: Arkti, 2002. Menkhin Yu.V., Menkhin A.V. Health-improving gymnastics: theory and methodology. Rostov n/d: Phoenix, 2002. Osokina T.I. Physical education in kindergarten: A manual for kindergarten teachers. – M.: Education, 1978. Penzulaeva L.I. Physical education classes with children 5-6 years old: A manual for kindergarten teachers. – M.: Education, 1988. Utrobina K.K. Entertaining physical education in kindergarten for children 5-7 years old: Notes on non-traditional activities and entertainment in the gym; notes on breathing exercises and acupressure; fun training, sports, didactic and outdoor games. – M.: GNOMiD, 2004.
Rhythm is one of the types of muses. The purpose and objectives of rhythmics
Rhythm is one of the types of musical activity in which the content of music, its character, and images are conveyed in movements. The basis is music, and various physical exercises, dances, and plot-shaped movements are used as a means of deeper perception and understanding of it.
E. Jacques-Dalcroze created a system of rhythmic exercises, which he taught his students for decades; in the 11th grade, musical-rhythmic tasks were combined with rhythmic exercises (with a ball, ribbon) and games.
The musical and rhythmic education of children and youth in our country was built on the basis of the leading provisions of the system of E. Jacques-Dalcroze. Domestic rhythmic experts N.G. Alexandrova, V.A. Greener, M.A. Rumer, E.V. Konorova and others paid special attention to the selection of a highly artistic repertoire for rhythm classes: along with classical music, they widely used folk songs and melodies, works of modern composers, bright and dynamic in their images.
The purpose and objectives of rhythmics. The purpose of rhythm is to deepen and differentiate the perception of music (highlighting means of expressiveness, form), its images and the formation of expressive movement skills on this basis. Rhythmic tasks:
- to teach children to perceive the development of musical images and express them in movements, to coordinate movements with the nature of music, the most striking means of expressiveness;
— develop the foundations of musical culture;
- develop musical abilities (emotional responsiveness to music, auditory perception, sense of rhythm);
- learn to identify musical genres (march, song, dance), types of rhythm (game, dance, exercise), distinguish the simplest musical concepts (high and low sounds, fast, medium and slow tempo, loud, moderately loud and quiet music, etc.) d.);
- to form beautiful posture, teach expressive, plastic movements in games, dances, round dances and exercises;
- develop creative abilities: learn to evaluate one’s own movement and a friend’s, come up with “your own” game image, character and “your own” dance, combining various elements of physical education exercises, dance and plot-based movements.
These problems can be successfully solved only if truly artistic works are used. The repertoire can be very diverse (folklore, classical music of all eras, modern music).
15. Types of rhythm. Rhythmic repertoire .
Musical and rhythmic exercises can be divided into preparatory and independent exercises. The first include exercises in which certain types of movements are first learned. Thus, children learn to rhythmically and naturally perform a “spring”, jumping from one foot to another, a straight gallop, jumping on two legs, etc. Later, these movements are included in games, dances and round dances, and they serve as a means of expressive transmission of musical images , characters (bunnies, horses, parsley, etc.). For example, in the middle group, the exercises “Spring” (Russian folk melody), “Funny balls” (music by M. Satulina), “Boots galloping along the path” (music by A. Filippenko) help children learn the game “Horses in the stable” (music by M . Rauchwerger): the guys begin easily, rhythmically, with the mood to “jump” to dynamic, fast-paced music.
There are few independent musical and rhythmic exercises. These include “Riders” (music by V. Vitlin), “Turnts” (Ukrainian folk melody), “Exercise with Ribbons” (music by W. A. Mozart), “Mocking Cuckoo” (Austrian folk melody). This type of exercise has a more complete form compared to the previous ones; at the same time, it does not yet contain that combination of different images and moods that is characteristic of games, round dances and dances.
The next type of rhythm is dancing, dancing, round dances. They are usually divided into two groups: fixed and free.
Fixed ones include those that have an original composition of movements, and the teacher strictly follows it when teaching. Here you can find dances of different genres: with elements of folk, ballroom dances, and round dance formations. These are, for example, “Dance with Handkerchiefs” and “Circle Dance” (Russian folk melodies), “Pair Dance” (Czech folk melody “Annushka”) and “Friendly Troikas” (“Polka” by I. Strauss), round dances “Herringbone” (music by M. Krasev) and “Vesnyanka” (Ukrainian folk melody), etc. A special place in this group is occupied by a characteristic dance - the dance elements in it correspond to the movements of various characters in their characteristic manner (clowns, snowflakes, kittens, bears, penguins and etc.).
Free dances include all those dances and round dances that the children themselves come up with. They use familiar dance elements. At first, the teacher actively helps, advises the children which movements are best to choose for this or that music in accordance with its character and form. Then the children try their hand on their own and, without an adult’s prompting, create “their own” dance. These are “Mirror” (Russian folk melody), “Dance like me” (music by V. Zolotarev), “We are cheerful nesting dolls” (music by Yu. Slonov), etc.
Musical play (the third type of rhythm) as a type of play activity in kindergarten is an important method of musical development. Music enhances the emotional side of the game, immerses the child in the world of fairy-tale characters, introduces folk traditions - all this deepens the perception and understanding of a musical work, helps to form musical-rhythmic and motor skills.
Musical games are divided into games accompanied by instrumental music (plot and non-plot) and games accompanied by singing (round dances and dramatizations). In story games you need to expressively convey the images of music, and in non-story games you need to complete the task, connected! yue with the general mood of the music, its means of expression (tempo, dynamic shades, meter rhythm, form of the work). For example, in the musical story game “Hares and the Fox” (music by S. Maykapar), children must figuratively perform movements characteristic of these characters!: the insinuating, light running of the fox and the high, soft running with stops and circling (bouncing) of the hare, etc. d. In the non-plot game “Playing with Tambourines” (Polish folk melody), the guys change movements to low-contrast parts of the play and dynamic shades; In addition, the smooth nature of the melody is conveyed in a leisurely run of a dance nature.
Rhythmic repertoire. The selection of repertoire according to rhythm has always been given great importance. It largely depends on what practical material children are taught on whether the goals and objectives set for rhythmics will be achieved.
The main principles for selecting repertoire based on rhythm are the following:
- the artistry of musical works, the brightness and dynamism of their images;
- the motor nature of a musical composition, encouraging movement (“dancy”);
- variety of topics, genres, nature of musical works using examples of folk, classical and modern music;
- correspondence of movements to the character and images of the music;
— a variety of movements (dance, plot-shaped, physical exercises).
16. Methods of teaching rhythm in kindergarten.
When teaching rhythm, traditional methods are used: visual, verbal and practical. Let us highlight what is common to their use in all age groups.
In the visual method, this is primarily a constant combination of visual-auditory and visual-visual techniques. The performance of music must be accompanied by a show every time. And how artistic and vibrant this combination is, so effective will be the teaching of rhythm. When performing a piece of music, the teacher must creatively comprehend and convey the composer’s intention, while in folk music one should take care of the artistic level of its processing. The display of movement needs to be well thought out in advance: it is relatively easy to demonstrate the actions of individual characters (a hare, a bear, a fox) and much more difficult to develop the plot of the game or various round dance formations. In this case, the musical accompaniment on the piano can be replaced with a recording, humming a melody, to which the music director, paired with the teacher, demonstrates the movement. Sometimes the teacher turns to children for help, having previously prepared them for the necessary actions. But sometimes all this is not enough, and then an explanation is given at the same time as the show. The teacher can also use tactile-muscular visualization, i.e. touching the child, to clarify the position of the head, individual parts of the body, straighten posture, etc. This technique is typical for children of early and early preschool age, and in the middle and older groups, Usually an explanation is sufficient.
The verbal method (conversation about the nature of music, its means of expression, explanation, story about its images, reminder, evaluation, etc.) is widely used in the process of teaching rhythm, both independently and in combination with visual and practical methods. Its use is unique in that it consists of selecting individual techniques and dosing them depending on the type of rhythm and the age of the children. Thus, figurative plot-based storytelling is more often used when learning a game (especially in the younger group); to explanation, reminder - in exercises, dances; the assessment becomes more reasonable in the middle and senior groups, etc.
When using a practical method (repeatedly performing a specific musical-rhythmic movement), it is especially important to first “work out” the elements of running, jumping, jumping, manipulating objects, etc. in the introductory, preparatory exercises, and then include them in games, dancing and round dances. This structure of classes makes it easier to master the skill, and the child can focus on the images, the mood of the music and its transmission in expressive movements. At the same time, you cannot turn preparatory exercises into training; it is necessary to put them in an interesting, entertaining form, using game and partially competitive methods for this.
The teaching method is as follows: the teacher listens to a piece of music with the children, reveals its character, images and shows the musical-rhythmic movement, trying to awaken in the children the desire to learn it. (The demonstration must be correct, emotional and holistic.) Then the teacher explains the content, the elements of this movement, if necessary, shows each separately and can even invite the children to perform them. If the elements are well known (or do not pose any particular difficulty), then the teacher, together with the entire group or several children, performs the new movement completely. At the same time, the teacher recalls the sequence of elements of the composition, explains and again shows the movement for more accurate completion of the task. An objective and tactful assessment by the teacher of each child’s actions is important at the first stage (as well as in the future) in order to maintain the children’s emotionally positive attitude towards classes.
At the second stage, the tasks change: this is an in-depth learning of the musical rhythmic movement, clarification of its elements and the creation of a holistic image, the mood of the musical work.
The teacher gives the necessary explanations, reminds the sequence of actions, and evaluates the children’s achievements in a timely, friendly manner. If difficulties arise, the teacher should again turn to music, its means of expression, and a clear demonstration of movement (with appropriate explanations). At this stage, it is necessary to strive to ensure that children consciously perform movements. To do this, the teacher asks questions about the nature of the music and movement, offers to briefly retell the plot of the game or the composition of the round dance, etc. These techniques help children to feel the music more deeply, remember the sequence of movements, and find the appropriate image. At the third stage of teaching rhythm, the task is to to consolidate ideas about music and movement, encouraging children to independently perform learned movements, and then apply them in everyday life (to the accompaniment of a gramophone recording, the accompaniment of children’s musical instruments, singing).
The method of consolidating and improving musical-rhythmic movement is aimed at working on its quality. The teacher, recalling the sequence, using figurative comparisons, noting successful performance, creates conditions for the children to emotionally perform musical and rhythmic movements. It is also advisable to offer creative tasks, for example, making changes to a familiar dance or game, coming up with a new round dance composition from learned dance elements.
Manual “Rhythmic gymnastics in kindergarten”
UDC – 796.412 Published by editorial decision
BBK – 75.65. publishing council of Birskaya
R – 55 state social
pedagogical academy
Reviewers
:
N.P. Antonova
, senior teacher of the department of sports disciplines, candidate for master of sports in gymnastics (Birsk, Republic of Bashkortostan)
R.H. Khusainova
, senior lecturer at the Department of Aesthetic Education, Bashkir Institute for Educational Development (Ufa)
Author-compiler
:
Z.Ya. Zlobina
, senior teacher of the Department of PIMNE, Faculty of Childhood Pedagogy, BirGSPA, music director, physical education instructor at State Educational Institution No. 8 (Birsk, Republic of Bashkortostan)
Responsible for release:
THEM. Sinagatullin
, Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogical Education, Faculty of Childhood Pedagogy, BirGSPA (Birsk, Republic of Bashkortostan)
Rhythmic gymnastics in kindergarten. Materials for rhythmic gymnastics:
for students of the Faculty of Childhood Pedagogy of the Birsk State Social-Pedagogical Academy (specialties 031200, 030700) /Auth.-comp. Z.Ya.Zlobina. – Birsk: Birsk. state social-ped. acad., 2006. – 44 p.
This educational publication presents practical material for conducting rhythmic gymnastics at the State Educational Institution. A system of using physical exercises is proposed, aimed at developing the correct motor skills and abilities in preschoolers and broadening their horizons.
Each complex is preceded by quatrains about the benefits of gymnastics, physical education and sports. Almost every exercise is accompanied by drawings that help you understand the technique of performing the movements.
The educational publication uses the personal experience of the author and compiler, and also offers various methodological recommendations.
The materials are addressed to students of pedagogical universities of the Faculty of Childhood Pedagogy, pedagogical colleges, physical education instructors, music directors, state educational institutions educators, rhythm teachers in elementary schools.
© Author-compiler
Z.Ya. Zlobina, 2006
© Design
Z.Ya. Zlobina, 2006
INTRODUCTION
Human motor activity
- a necessary condition that determines
his
health, physical and mental performance, creative longevity. Health does not exist on its own; it needs careful care throughout a person’s life. Maintaining and improving health is a huge daily task, starting from birth. The child’s natural need for movement is the most important condition for the formation of the basic structures and functions of the body, one of the ways to understand the world and navigate it, and contributes to the comprehensive development and upbringing of children.
For the harmonious development of a child, the formation of physical activity should become one of the mandatory components of the daily routine in a preschool educational institution and family. To raise muscle tone and create a good mood, morning exercises are performed. Morning exercises should be known and well mastered by children, simple in structure and coordination, aimed at developing posture and arch of the foot, and include breathing exercises and jumps.
Basic requirements for morning exercises:
— venue – music or physical education hall, group room;
— rational use of the premises;
— proper clothing and footwear;
— organization of morning exercises (timely start and end, duration of exercises in general and each exercise, dosage and pace of exercises, techniques for regulating breathing, etc.);
— compliance of exercises (as well as their combinations, sequence of execution, methods of implementation) with health-improving tasks, age of children, state of their health, level of physical development and physical fitness;
— implementation of educational tasks;
— quality of exercises, prevention and correction of errors;
- children’s well-being, mood and behavior;
— level of pedagogical skill of the teacher: quality of demonstration of exercises (taking into account the age characteristics of children); explanations, instructions, commands, orders; the ability to see all children, monitor their well-being, behavior and mood; mastery of voice, culture of speech, adherence to pedagogical tact, friendly tone, communication with children; the nature of doing gymnastics (confident, uncertain); teacher's mood;
- performing exercises to well-chosen music.
Music is the key to the human soul, an exceptional means of psychophysiological influence. It influences children's emotions and creates a certain mood in them. “In accordance with the nature of the musical work (cheerful, energetic, smooth, calm), children’s movements take on a different character. Music can promote a large amplitude of movements or, conversely, causes them to be restrained and precise in execution. Such variety in the execution of movements, depending on the nature of the musical work, affects their improvement. Movements become relaxed, coordinated, rhythmic, correctly reflecting the nature of the musical work.
For preschool age, exercises performed with musical accompaniment are the main, basic ones for mastering motor culture, as they contribute to the formation of correct posture, a beautiful gait, the development of rhythm and musicality, and coordination of movements. Music used in gymnastics not only increases interest and desire to practice, it contributes to better performance of movement, clarity, correctness, plasticity, expressiveness; movements become more perfect. Music ennobles emotionally, enriches mentally, promotes the growth of basic human abilities: logical thinking, mastery of language and speech. Much is known about the beneficial effects of music. It is used in various fields of medicine and practical psychology.
It is necessary to introduce a child to music from early childhood through active forms of its comprehension, and this is rhythmic activity.
The musical and rhythmic activity of a preschooler is capable of:
- a determinant of the disclosure and development of the natural characteristics of a preschool child: the needs of movement, fantasy, communication, cognition, understanding, compassion, which are a significant condition for the formation of personality;
- an urgent need in terms of comprehending the basic ethical categories, acquiring positive experience in interpersonal communication and other necessary skills and abilities necessary for existence in this complex world;
- an effective way of bodily and sensory comprehension of the essence of musical art, forming an idea of the system of universal human values.
The system of musical and recreational work in kindergarten involves the use of different types of morning exercises (traditional, game, story-based, etc.) when working with preschoolers. Among these types, rhythmic gymnastics stands out.
Rhythmic gymnastics
– this is gymnastics with a health-improving orientation, the main means of which are sets of gymnastic exercises, different in nature, performed to music, mainly in a continuous manner and aimed at developing coordination of movements in children, decorated with dance movements; a variety of movements performed in different planes of space, helping to improve motor memory and coordination abilities; a way of gaining an idea of the diverse world of movements, which, especially at first, is new and unusual for children; a unique synthesis of gymnastics and yoga, classical ballet and aerobics, folk dance and disco; one of the forms of organizing musical activity, in which the tasks of forming the foundations of the musical culture of preschool children are solved; an excellent means of versatile physical development and aesthetic education of a child, which originates far in the depths of history, which not only has a beneficial effect on all systems of the body (cardiovascular, respiratory, excretory, etc.), but also relieves mental stress, increases mental and physical performance, improves well-being; one of the most important means of musical and rhythmic education, which involves influencing the human body not only by movement, but also by music.
Rhythmic gymnastics is also known as aerobics ,
those. gymnastics to rhythmic music, which helps to follow the rhythm of the exercises.
Scientists such as Georges Demeny, A. Dupperon and others dealt with the issues of rhythmic gymnastics. And in our time these are T. P. Manuilova, S. B. Sharmanova, N. V. Denisenko, Yu. P. Denisenko and others.
The Swiss teacher and composer of the 20th century E. J. Dalcroze was the first to consider rhythm and substantiate it as a method of musical education. He set the task of developing musical abilities, plasticity and expressiveness of movements before rhythmics. The essence of his method lies in the combination of rhythm, music and movement. E.Zh. Dalcroze believed that the goal of rhythmic gymnastics is to improve strength, flexibility, and the ability of muscles to contract and relax, which can be achieved through music, since it determines the accuracy of movements and the speed of their execution. “For this it is necessary,” wrote Dalcroze, “that the muscles and nervous system be accustomed to reproducing any rhythmic movement, so that the ear is able to correctly perceive the music that gives impetus to this movement.” In other words, it is necessary to develop two interrelated abilities: the first is the perception of music through movements and plastic elements, and the second is the expression of body movements through a piece of music (improvisation).
This educational publication has developed a system of using physical exercises aimed at developing the correct motor skills and abilities in preschoolers and broadening their horizons. There are 12 rhythmic gymnastics complexes with musical accompaniment, which makes it easier for practicing teachers to work with children.
The musical material for the complexes is composed of children's popular songs in modern arrangements, classical and folk music.
When selecting musical compositions, we took into account the following:
- children's age;
— level of general and physical fitness of children;
- theme, imagery of the lesson;
- educational moment;
- the nature of each exercise;
- stylistic unity of musical passages, works or fragments;
- common content of music.
All exercises have interesting figurative names, such as “whale”, “heron”, “clock”, “carousel”, thanks to which children can temporarily transform into someone or something, contribute to the development of observation: how a cat walks , kid; as the train moves, the carousel turns. Children will learn something new for themselves: what are planetary satellites, a conductor, etc.
While doing some exercises, children enjoy pronouncing syllables that complement the image. For example, when doing the “samovar” exercise, children say “puff-puff”; exercise “pump” - “s-s-s”; “watch” – “tick-tock”; “locomotive” – “chukh-chukh”, etc.
Each complex is preceded by quatrains about the benefits of gymnastics, physical education and sports. After performing rhythmic gymnastics, the teacher pronounces the first line of the quatrain, and the children pronounce the second. The teacher - the third, the children - the fourth.
The main exercises are illustrated, which makes it much easier for the teacher to understand the technique of performing them. Children master the technique of performing movements during morning exercises and physical education classes. Orthomusic enhances the image. Also, with a nod, the teacher manages to pronounce the name of the next exercise. name 2121212121212121212121.tsya 3-4 times (10-15) exercises. Therefore, each exercise changes ki is learned in physical education class without musical accompaniment. The teacher explains how to perform the exercises correctly and demonstrates himself. If for some reason the teacher cannot show some exercise, then he must explain it clearly and clearly, and can also take the smartest and most athletic child as his assistant. The first week the teacher performs the complex together with the children. At the beginning of the second week, the teacher does not perform, but only names the exercise. And at the final stage, children perform the entire complex independently, guided by music. If the assimilation of a certain complex is delayed, then it can be performed not for two weeks, but for three. Each complex lasts 7 – 7.5 minutes. Children of senior preschool age easily and playfully cope with all the proposed exercises, dance movements, which are included in all complexes, the smiles do not leave their faces, they receive a great emotional charge. And if complex exercises are excluded or simplified, then children 3 and 4 years old will be happy to do them.
Using these entertaining complexes, you can easily interest children and make morning exercises a favorite activity.
