Choreography monitoring for gifted children. Program "Gifted Child" Identification and development of the prerequisites for giftedness in preschool children in a kindergarten. At the approbation stage,

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Ministry of Education and Science of the Russian Federation

FSBEI HPE "Yaroslavl State Pedagogical University named after K. D. Ushinsky "

Faculty of Social Management

Department of Education Management

Course work

on the topic: "The system of work of a teacher of additional education to identify giftedness in choreography"

The work was done by a student:

Zharova Alena Evgenievna,

student 937 gr.

Supervisor:

Guseva Natalya Alexandrovna,

assistant at the Department of Education Management

Yaroslavl

Introduction

Chapter 1. The system of activities of the teacher of additional education

1.1 Tasks and features of modern additional education

1.2 The teacher of additional education and the functions of the pedagogical process

1.3 Children's giftedness, principles and methods of its identification

Conclusions on the first chapter

Chapter 2. Revealing giftedness in the system of work of a teacher of additional education in choreography

2.1 general characteristics MODOD CDT "Edelweiss"

2.2 Analysis of pedagogical tools to identify signs of giftedness in the dance group "Step Forward"

Conclusions on the second chapter

Conclusion

Bibliography

Introduction

Relevance this topic is that in modern russian society there is a growing need for people who are extraordinary thinking, creative, active, capable of solving tasks in an unconventional way and formulating new, promising goals.

Identification, training and education of gifted and talented children is one of the main tasks of improving the education system.

However, the problem also lies in the insufficient level of training of teachers to work with children who exhibit non-standard behavior and thinking, which leads to an inadequate assessment of their personal qualities and all their activities.

An important role in the identification and development of children's giftedness and talent is played by institutions of additional education for children, which can compensate for the lack of academic load in various creative workshops and associations. In them, the child begins to develop special abilities, forms special giftedness.

Additional education provides every child with the opportunity to freely choose educational area, the profile of the programs, the time of their development, inclusion in a variety of activities, taking into account his individual inclinations. The personal-activity nature of the educational process allows one of the main tasks of additional education to be solved - the identification, development and support of gifted and talented children. The individual and personal basis of the activities of institutions of this type allows meeting the needs of specific children, using the potential of their free time.

Choreography takes a special place among the many forms of artistic education of the younger generation. She, like no other art, has tremendous opportunities for the full aesthetic improvement of the child, for his harmonious and physical development. This, in turn, confirms that the child will harmoniously develop creative abilities, improving children's creativity. Dance, being a source of aesthetic impressions of a child, forms his artistic "I".

Choreography creates conditions that ensure the development of gifted children, the realization of their potential capabilities, educates a person who can appreciate the material and spiritual wealth accumulated by humanity, who is able to feel the changing world and creatively enrich it. The culture of dance not only makes it possible to convey social and national norms and traditions, but also expands the scope of choice. Develops creativity and artistic taste.

An object - the system of work of the teacher of additional education for the development of choreographic abilities.

Thing - pedagogical tools aimed at identifying the signs of giftedness in choreography.

goal - to study pedagogical tools aimed at identifying the signs of giftedness in the system of work of a teacher of additional education in choreography.

Tasks:

To study the system of activities of a teacher of additional education;

Consider children's giftedness, the principles and methods of its identification;

Analyze the pedagogical tools to identify the signs of giftedness in choreography.

Research methods: Theoretical: analysis, generalization, inference. Empirical: document analysis, observation, interviewing.

Chapter 1.System of teacher's activityoga additional education

1.1 Tasks and features of modern additional imagesaniya

The system of additional education for children in Russia is an operating subsystem of education, a single, purposeful process that unites upbringing, training, and personal development. Modern system additional education for children provides an opportunity for millions of students to engage in artistic and technical creativity, tourism, local history and environmental and biological activities, sports and research work - in accordance with their desires, interests and potentialities. Additional education has now become part of the general education system; today it is implemented in a general education school, preschool, in cultural institutions, sports, youth work, and other organizations.

The tasks of modern additional education for children represent various opportunities for institutions of additional education to teach, educate, support, adapt, and rehabilitate children.

Today we can say about the following features of the content of additional education for children:

Additional education is not regulated by standards, it is determined by the interests of the children themselves, their parents, teachers;

Additional education provides each child with a wide range of activities in various fields: artistic, sports, environmental, technical and many others;

The educational process consists of various additional programs that provide the child with the opportunity to independently choose such a type of activity that is this moment most interesting for him.

Today, the organization of additional education for children includes the following features:

A prerequisite for additional education is the freedom of choice by children of the type of activity, teacher, training program, the ability to change them;

The main organizer is not a lesson, but creativity in its various manifestations, therefore, in educational institutions, individual or collective creative activity, independent work, excursions, competitions, exhibitions occupy a special place;

Additional education is characterized by new information technology, technologies for tracking and evaluating performance;

The forms of organization of children's educational institutions are not a class, but are of different ages, of a different size of the association;

The number of associations is determined in accordance with the pedagogical orientation of the type of activity; the schedule of classes is drawn up taking into account the interests and capabilities of children;

There is the possibility of individual work with children, the personality-oriented approach provides for tracking the personal growth and achievements of each child.

The system of functions of additional education can be considered as a combination of two groups of functions - educational and socio-pedagogical.

The educational functions of additional education include the functions of teaching, upbringing and development of children.

Training is the process of children's satisfaction of their various educational needs in the form of a special kind of intellectual, psychological and pedagogical services that allow the child to master, deepen and develop the knowledge that he receives in a general education school, services that provide an opportunity to study branches of knowledge, or those that do not find use in school or other educational institutions. (A.V. Zolotareva). The teaching function also includes the function of pre-vocational and initial vocational training.

Upbringing - the process of formation and development of the child's moral position and its consolidation in behavior, the formation of the personal meaning of what is learned in the process of education. There are several options for educational activities that are carried out in the system of additional education for children. These are patriotic, moral, aesthetic, social and other types of education.

Rdevelopment - it is a process of a qualitative change in a personality, involving a change in its essential spheres: intellectual, motivational, emotional, volitional, existential, subject-practical and the sphere of self-regulation. The options for the development directions of children in the system of additional education include intellectual, emotional, motivational development, volitional development, the development of subject-practical spheres, spheres of self-regulation.

Socio-pedagogical functions complement educational functions, ensure a more complete fulfillment of goals, including the goals of the social development of children. Social and pedagogical functions include the functions of social support, health improvement, social adaptation, cultural, leisure and other functions.

The function of social support for children is understood as the creation of a purposeful system of practical, political, economic, legal and other measures that provide normal conditions for the physical, mental and spiritual and moral development of children.

The health of children is the formation of healthy way life, improvement of physical, psychological health. Forms of organizing children's health improvement: the end-to-end program "Health", medical and psychological service, sports and health camps, health educational associations.

The function of social adaptation of children involves the creation of conditions for the child's activity in solving recurring typical problems that arise in the process of social interaction. At the same time, children acquire a varied experience of practical, creative, research, social activities.

The cultural and leisure function involves the creation of conditions for the development of the child's personality in his free time through communication: the exchange of information, experience, knowledge, abilities, skills. The options for organizing cultural and leisure activities in the system of additional education include such areas of activity as entertainment, recreation, self-education, creativity, communication.

The educational process is based on a variety of additional educational programs. A pedagogical program is a document that defines goals, objectives, content, methods of organization, and expected results of activities. Additional education programs are of at least two levels - the level of the institution and the level of the teacher.

Taking into account the specifics of additional education for children, the requests of students and their parents, the following types of programs can be distinguished:

An approximate program of additional education for children is approved by the Ministry of Education and is recommended for use in a particular area or area of \u200b\u200bactivity in accordance with the norms of general education;

A modified (adapted) program of additional education for children is a program modified taking into account the characteristics of the educational institution, regional characteristics, social order, mode and parameters of the implementation of activities;

An author's program is a program that is completely written by a teacher or a team of teachers, the content of this program is a proposal for solutions to a problem in education, which is novel and relevant.

The draft of the new Law of the Russian Federation "On Education" identifies additional general education programs - additional general education and pre-professional programs.

Programs for organizing additional education for children can be developed by educational institutions independently or on the basis of their processing of sample programs.

Considering the program of additional education for children in a complex, it is possible to classify them according to educational and socio-pedagogical functions implemented in the education system.

The educational functions of additional education for children include educational, educational, developmental programs, and comprehensive educational programs.

The curriculum is aimed at the formation of knowledge, skills and abilities in the academic subject provided for by the main general educational program in accordance with the Federal State Educational Standard of General Education (electives, subject circles in mathematics, physics, chemistry, etc.), as well as in subjects of additional education in various directions (circles, studios, schools of physical culture, sports, cultural, scientific and technical and other directions)

Upbringing programs of additional education for children are aimed at the formation of a personal meaning of what the child assimilates in the process of education. There are several options for educational activities that are carried out within the framework of additional education for children - patriotic, moral, aesthetic and other types of education.

Developing programs are aimed at the process of qualitative change in personality, change in such spheres as intellectual, volitional, substantive and practical and the sphere of self-regulation.

In the practice of educational institutions, complex educational programs for additional education of children are most often encountered. They implement a complex model containing goals, content, methods of teaching, education and development as a triune process.

Thus, we see that in educational and socio-pedagogical programs of additional education for children, a special place is occupied by integrativity and variability, i.e. this activity can proceed both individually and collectively, it is based on the activity of the individual, aimed at choosing options for the goals of communication, recreation, entertainment, creativity. Also, additional education for children involves integration with institutions of additional education, culture, sports, etc. The most striking examples of internal integration programs are end-to-end integrated programs. For example, the integrated program "Gifted Children", which aims to combine the capabilities of teachers of educational institutions for adaptation and psychological support of gifted children

1.2 Additional education teacher.Ffunctions of the pedagogical process

giftedness children's pedagogical identification

The teacher of additional education is one of the most important specialists who directly implement additional educational programs of various orientations. He is engaged in the development of the talents and abilities of schoolchildren, including them in artistic, technical, sports activities. He completes the composition of creative associations, contributes to the preservation of the contingent of students, the implementation of the educational program, conducts direct educational activities with schoolchildren in a certain creative association, providing a reasoned choice of forms, methods, and content of activity. Participates in the development of copyright educational programs, is responsible for the quality of their implementation. A teacher of additional education is a specialist in the development of a variety of creative activities in students. He, within the framework of his position, reveals the creative abilities of students, contributes to their development, supports gifted and talented students, provides advice to parents, as well as teachers within the limits of his competence.

The analysis of various definitions of the concepts "system" was made by V.N. Sadovsky. What they have in common is the fact that the system is a set of elements that are lawfully connected with each other, representing a certain integral formation, unity.

It should be noted that in the pedagogical literature the term "system of work of a teacher of additional education" is not used, but the concepts of "pedagogical system", "educational system" are widely used, and the term system is also used to define such concepts as "pedagogical process", "educational work ”, educational process. The Latin word "processus" means "moving forward." The pedagogical process is the developmental interaction of educators and students, aimed at achieving a given goal and leading to a pre-planned change in state, transformation of the properties and qualities of the educated. In other words, the pedagogical process is a process in which social experience is melted into a personality trait. Ensuring the unity of training, education and development on the basis of integrity and community is the main essence of the pedagogical process. Let's consider the pedagogical process as a system. The pedagogical process is the main system that unites everything. It brings together the processes of formation, development, education, training, together with all conditions, forms and methods of their course.

The system of work of a teacher of additional education consists of the following functions:

1. Programming... There are no educational standards in additional education, so the teacher himself determines the “standard” of mastering his subject or area of \u200b\u200bactivity. The ability to develop your own programs of activity is an important function of the system of work of a teacher of additional education. The pedagogical program is considered as a document or model that defines the goals, objectives, content, methods of organization, the expected results of activities.

The pedagogical program can have the following structure:

Justification of the program;

Characteristics of program participants;

Forms of organizing program activities;

Expected results and how to track them.

2. Planning. It is carried out in order to streamline activities. Its essence lies in the fact that it helps to harmonize the efforts of all stakeholders to achieve the set goals. Planning allows you to divide the content of the program by areas of activity, main activities and time of their implementation.

The planning process can be carried out in several stages:

1. Selection by the teacher of various forms of activity, drawing up the structure of the plan.

2. Collective planning with children and parents, which can be carried out through such forms as a business game, parenting meeting and others.

3. Clarification by the teacher of the preliminary version of the plan, making amendments, drawing up the final version of the plan.

3. Organization of activities. Organizing activities means organizing the implementation of the plan, of all planned affairs. This stage in the teacher's activity is special. He describes the organization of a particular case and presents the methodology in the methodology.

The general logic of the organization of activities was developed and described by I.P. Ivanov for collective organizational activities.

It is based on 6 main stages:

1. Preliminary preparation.

2. Planning.

3. Current organizational activities (preparation).

4. Conducting business.

5. Analysis.

6. Aftereffect.

Thus, organizing a new business with children, each teacher must go through all stages of organizational activity.

4. Track results... Tracking the result is a vision of how progress is made towards goals, the process of systematically taking indicators, a system for monitoring and studying activities according to certain criteria.

The tracking system is connected with the system evaluating the result, that is, with the correlation of the results obtained with the expected or specified results, the criteria for their assessment. In addition, tracking and evaluating results involves performance analysis.

To organize the process of tracking the result, the teacher needs to determine the subject, object and subject of assessment. Further, determine the criteria for the effectiveness of the result and develop a methodology on the basis of which the result is monitored.

The objects of assessment can be, for example: learning outcomes (knowledge, skills, abilities), upbringing (level of sociality, morality of the child), development of children (level of development of the essential spheres of personality), the results of the implementation of socio-pedagogical functions (level of health improvement, social protection, adaptation, correction of children, etc.)

The subject of assessment can be the compliance of the results with the goals, the requirements of the additional educational program; compliance of students' achievements with normative results, etc.

1.3 Children's giftedness, principlesand methods of its identification

There is currently no clear definition of giftedness. For many years, high intelligence has served, in fact, the working definition of giftedness. Significant difficulties in defining the concept of giftedness are associated with the generally accepted everyday understanding of this psychological term, when giftedness is viewed as a synonym for talent, as the degree of expression of talent, is opposed to abilities.

In the working concept of giftedness, developed by a group of Russian scientists D.B. Bogoyavlenskaya, N.S. Leites, V.D. Shadrikov and other scientists, there are the following concepts of giftedness:

Giftedness- This is a systemic quality of the psyche that develops during life, which determines the possibility of a person achieving higher, outstanding results in one or several types of activity in comparison with other people.

Gifted child- this is a child who stands out for bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in a particular type of activity.

In order to identify the giftedness of a child, it is necessary to study the signs in which it may consist. Signs of giftedness are those features of a gifted child that are manifested in his real activity and can be assessed at the level of observation of the nature of his actions.

Based on the Federal concept of giftedness, we approach our work in terms of two characteristics. Signs of giftedness cover two aspects of the behavior of a gifted child: instrumental and motivational. The instrumental characterizes the ways of his activity, and the motivational attitude of the child to one side or another of reality, as well as to his activity.

The instrumental aspect of the behavior of a gifted child can be described by the following features:

The presence of specific strategies of activity (rapid development of activity and high success in its implementation; the use and invention of new methods of activity in a given situation; the advancement of new goals of activity due to a deeper mastery of the subject);

Formation of an individual style of activity associated with a self-sufficient self-regulation system inherent in a gifted child;

A special type of organization of the knowledge of a gifted child: high structuredness; the ability to see the studied subject in a system of various connections, etc .;

A peculiar type of learning, it can manifest itself both in a high speed and ease of learning, and in a slow pace of learning, but with a subsequent sharp change in the structure of knowledge, ideas and skills.

The motivational aspect of the behavior of a gifted child can be described by the following features:

Increased selective sensitivity to certain aspects of objective reality (signs, sounds, color, etc.) or certain forms of one's own activity (physical, cognitive, artistic and expressive, etc.), accompanied, as a rule, by the experience of a sense of pleasure;

Increased cognitive need, which manifests itself in curiosity, as well as in the readiness, on their own initiative, to go beyond the initial requirements of the activity;

A pronounced interest in certain occupations or fields of activity;

High exactingness to the results of their own work, a tendency to set super-difficult goals and perseverance in achieving them, striving for excellence.

Types of giftedness. The systematization of the types of giftedness is determined by the criterion underlying the classification. The most important in terms of understanding the qualitative originality of the nature of giftedness is the classification according to the criterion "type of activity and the spheres of the psyche that support it."

According to the criterion "type of activity and the spheres of the psyche supporting it" insshare the following types of giftedness:

In practical activities - giftedness in crafts, sports and organizational giftedness. In cognitive activity, intellectual giftedness of various types, depending on the subject content of the activity (giftedness in the field of natural and humanitarian sciences, intellectual games, etc.). In artistic and aesthetic activities - choreographic, stage, literary-poetic, visual and musical talent. In communication activities - leadership and attractive talent. And finally, in spiritual and value activities - giftedness, which manifests itself in the creation of new spiritual values \u200b\u200band serving people.

According to the criterion "breadth of manifestations in various types of activities"egive general and special endowments.

General giftedness manifests itself in relation to various types of activity and acts as the basis of its productivity, determining the child's level of understanding of what is happening, the depth of motivational and emotional involvement in the activity, the degree of its purposefulness. The most important aspects of general giftedness are mental activity and its self-regulation.

Special giftedness reveals itself in specific activities, usually defined in relation to specific areas (poetry, mathematics, sports, communication, etc.).

There are also suchcriteria types of giftedness as actual and potential giftedness.

By the form of manifestation, we can talk about explicit and hidden giftedness.

By feature criterion age development can differentiateaboutvat on early giftedness and latent.

Identifying gifted children is a lengthy process associated with the analysis of the development of a particular child. When selecting gifted children, it is necessary to direct all efforts towards a gradual, step-by-step search for gifted children in the process of their education in special programs (in the system of additional education) or in the process of individualized education (in a general education school).

It is necessary to reduce the likelihood of an error that can be made in assessing a child's giftedness by both a positive and a negative criterion when using psychodiagnostic techniques: high values \u200b\u200bof a particular indicator are not always

evidence of giftedness, low values \u200b\u200bare not yet evidence of its absence.

In the context of using traditional psychometric tests, many signs of a child's giftedness - due to the peculiarities of the testing procedure - are ignored. In particular, traditional psychometric tests, being focused on assessing the result of activity, are not suitable for diagnosing the signs of giftedness, since the latter characterize the ways of activity gifted person.

The uniqueness of a gifted person lies in the fact that whatever he does, will necessarily be different from what another (including an equally gifted person) can do. In this case, we are talking about such an instrumental feature as the severity of individual styles

activities, and primarily cognitive styles, such as coding information, processing information, posing and solving problems, cognitive attitude to the world. Traditional test procedures are not sensitive to this sign of giftedness in the expression of individually-specific ways of studying reality.

Thus, the nature of giftedness objectively requires new diagnostic methods, since traditional psychometric methods (in the form of intelligence tests and tests of creativity) are not valid in relation to the characteristics of behavior and the qualitative originality of the mental resources of a gifted child.

The problem of identifying gifted children has a clearly expressed ethical aspect. To identify a child as "gifted" or as "not gifted" at a given moment in time is to artificially interfere in his fate, predetermining his subjective expectations in advance. Many life conflicts between the "gifted" and the "untalented" are rooted in the inadequacy and frivolity of the initial forecast of their future achievements. It should be borne in mind that children's giftedness does not guarantee the talent of an adult. Accordingly, not every talented adult showed himself as a gifted child in childhood.

Taking into account the specifics of giftedness in childhood the most adequate form of identifying the signs of giftedness of a particular child is psychological and pedagogical monitoring.

Psychological and pedagogical monitoring, used to identify gifted children, must meet a number of requirements:

1) the complex nature of the assessment of various aspects of the behavior and activities of the child, which will allow using various sources of information and covering the widest possible range of his abilities;

2) the duration of the identification process (time-based observation of the behavior of a given child in different situations);

3) analysis of the child's behavior in those areas of activity that are most consistent with his inclinations and interests (including the child in specially organized subject-play activities, involving him in various forms relevant subject

activities, etc.);

4) expert assessment of the products of children's activities (drawings, poems, technical models, methods of solving mathematical problems, etc.) with the involvement of experts: highly qualified specialists in the relevant subject area of \u200b\u200bactivity. At the same time, one should bear in mind the possible conservatism of the expert's opinion, especially when evaluating the products of adolescent and youthful creativity;

5) identifying signs of a child's giftedness not only in relation to the current level of his mental development, but also taking into account the zone of proximal development (in particular, in conditions of an enriched subject and educational environment when developing an individualized strategy

the child's education). It is advisable to conduct problem lessons according to a special program; the use of training methods, within the framework of which it is possible to organize certain developmental influences and remove psychological "barriers" typical for a given child, etc .;

6) multiple and multi-stage examination using a variety of psychodiagnostic procedures selected in accordance with the intended type of giftedness and personality of the child;

7) it is advisable to conduct a diagnostic examination in a situation of real life activity, bringing it closer in the form of organization to a natural experiment (method of projects, etc.);

8) the use of such objective situations that model research activities and allow the child to show maximum independence in mastering and developing activities;

9) analysis of the real achievements of children and adolescents in various subject Olympiads, conferences, sports competitions, creative contests, festivals, shows, etc .;

10) predominant reliance on environmentally valid methods of psychodiagnostics dealing with the assessment of the child's real behavior in a real situation - analysis of the products of activity, observation, conversation, expert assessments of teachers and parents.

However, an integrated approach to identifying giftedness does not completely eliminate mistakes. As a result, a gifted child may be "missed" or, on the contrary, a child who will not confirm this assessment in any way in his subsequent activities (cases of discrepancy between diagnosis and prognosis) can be classified as such.

When identifying gifted children, it is necessary to differentiate:

a) the current level of development of giftedness, achieved at this age stage;

b) features of specific manifestations of giftedness associated with attempts to implement it in various activities;

Thus, the procedures for identifying gifted children should be environmentally valid from the point of view of the specifics of children's giftedness and the originality of the characteristics of a gifted child. It should be emphasized that the available valid methods for identifying giftedness are very complex and require highly qualified and special training.

Evaluating a child as gifted should not be an end in itself. The identification of gifted children must be associated with the tasks of their education and upbringing, as well as with the provision of psychological help and support to them. In other words, the problem of identifying gifted children and adolescents should

be reformulated as the problem of creating conditions for intellectual and personal growth children in general education schoolsah and institutions of additional education in order to identify as many children with signs of giftedness as possible and provide them with favorable conditions for improving their inherent types of giftedness.

The following should be distinguished as the main educational structures for teaching gifted children:

a) the system of preschool educational institutions, first of all, general developmental kindergartens, "Child Development Centers", which have created the most favorable conditions for the formation of the abilities of preschoolers, as well as educational institutions for children

preschool and junior school ageensuring the continuity of the environment and methods of development of children during the transition to school;

b) the system of general education schools, within which conditions are created for the individualization of the education of gifted children;

c) a system of additional education designed to meet the constantly changing individual sociocultural and educational needs of gifted children and

allowing to ensure the identification, support and development of their abilities in the framework of extracurricular activities;

d) a system of schools focused on working with gifted children and designed to provide support and development of the possibilities of such children in the process of obtaining general secondary education (lyceums, gymnasiums, atypical educational institutions of the highest category).

Teaching children in the system of additional education provides each child with the opportunity to freely choose the educational area, the profile of the programs, the time for their development, inclusion in various types

activities taking into account their individual inclinations. The personal-activity nature of the educational process allows one of the main tasks of additional education to be solved - the identification, development and support of gifted children.

Additional education is a continuous process. It does not have fixed completion dates and sequentially moves from one stage to another. The individual-personal basis of the activities of institutions of this type allows meeting the needs of specific children,

using the potential of their free time.

In the system of additional education, the following forms of teaching gifted children can be distinguished:

1) individual training or training in small groups according to programs of creative development in a particular field;

2) work on research and creative projects in the mode of mentoring (as a rule, a scientist, a scientist or cultural worker, a high-class specialist act as a mentor);

3) part-time schools;

4) vacation fees, camps, master classes, creative laboratories;

5) a system of creative contests, festivals, olympiads;

6) children's scientific and practical conferences and seminars.

From the above, we can conclude that the identification of giftedness in children is a long-term process associated with the analysis of the development of a particular child.

When selecting gifted children, it is necessary to direct efforts towards a gradual, step-by-step search for such children in the process of their education on special programs in the system of additional education.

Conclusions on the first chapter

Having studied the features of the system of additional education, we can conclude that this system was designed and formed in practice as a system of pedagogically organized various activities of children in their free time from the main study. Today, additional education for children can rightfully be considered as the most important component of the educational space that has developed in modern Russian society. The system of additional education for children is a new type of educational system that has its own specifics and tasks in a single educational space, the main of which is to create such conditions so that a child from an early age actively develops in accordance with his interests, desires and available potential, constantly strives to learn something new, studied environment, tried his hand at inventions, creative activities, sports.

According to the Working Concept of Giftedness (2003), signs of children's giftedness are most often manifested in the child's chosen field of activity. Therefore, we have undertaken an analysis of the pedagogical means that the teacher of additional education uses in choreographic activities to identify the abilities and giftedness of students.

Chapter 2. Revealing giftedness in the system of work of a teacher of additional education in choreography

2.1 General characteristics of the institutionMOU DOD CDT "Edelweiss"

Municipal educational institution of additional education for children Center for children's creativity "Edelweiss". Abbreviated name - MODOD CDT "Edelweiss". Institution status: type of educational institution - educational institution of additional education for children. View is the center of children's creativity.

The center has been working for several years to create a system for identifying and developing children who are inclined to giftedness. The main activities for working with gifted children are: educational, diagnostic, leisure, design and research, organizational, pedagogical and methodological activities. The activities of the Center for working with gifted children are carried out in the following areas: artistic and aesthetic, ecological and biological, social and pedagogical, sports and physical culture, scientific and technical, natural science, tourism and local history.

The choice of activity is carried out by children in accordance with their interests, pedagogical, material and technical resource capabilities of the institution. The material and technical capabilities of the institution are being improved thanks to the Center's participation in the grant competition.

The purpose of creating a Center for Working with Gifted Children is to carry out work within the framework of additional education with the most capable gifted children in the direction of their further development in the areas of various creativity in the interests of the individual, society, state, the creation of optimal conditions for the development of the personality of a gifted child, the formation of the ability for self-realization and self-determination. Tasks of the Center for Working with Creatively Gifted Children:

Formation in the city and region of a unified system of work with creatively gifted children;

Revealing the interests, inclinations and abilities of children for various types of predominantly creative activity;

Creation of conditions for the general development of the child's personality, the acquisition of new knowledge, abilities, skills, as well as for the maximum manifestation of his interests and inclinations;

Creation of conditions for the practical implementation of the acquired skills of a certain type of activity;

Scientific and methodological activities to develop the content and technological support of personality-developing education for creatively gifted children, as well as generalization of the experience in this area;

Training, professional development and organization of exchange of experience for teachers working with creatively gifted children;

Organization of a system for identifying creatively gifted children, including methods of studying schoolchildren, a festival movement, holding competitions, exhibitions;

Social and psychological support for gifted children;

Formation of the desire to learn as a basic ability of self-development;

Education of communication skills;

Ensuring and maintaining the mental health and emotional well-being of children as necessary conditions for the success of any child's activity.

Center "Edelwey" is the organizer of regional events aimed at identifying and supporting creatively gifted children. Festivals, competitions, exhibitions are held annually. Among them are the festival of children's animation films and video creation "Poshekhonsky Mishutka" intellectual competition "Pupil of the Year", competitions of research works "Local history Balovsky Readings", and "Yunnat", the festival of children's creativity "Golden ladder", within which the exhibition of applied art "Poshekhonsky souvenir", the competition of vocalists "Russia is mine", the competition of dance groups " Dance Palette ”and other creative contests.

The Edelweiss Center organizes the accompaniment of talented children to regional and All-Russian competitions. Among children, there are winners of all-Russian competitions, 5 winners of the RF President's Prize to support talented youth, 2 winners of the Governor's scholarship Yaroslavl region, prize-winners of all-Russian creative competitions.

The work on identifying gifted children begins with preschool and primary school age. Children showing special abilities in vocals, choreography, and the visual arts go to the appropriate associations, where teachers develop the revealed abilities. In the future, these pupils are engaged in individual educational routes. The project method is used to work with gifted children of middle and senior school age.

We have studied the experience of identifying the signs of giftedness in the choreographic activity of the teacher of the dance group "Step Forward".

2.2 Analysis of pedagogical tools to identify signs of giftedness in dance group« StepForward»

In the context of the implementation of the pedagogical process in the Municipal Educational Institution CDT "Edelweiss", the dance group "Step Forward" has accumulated a certain experience of working with gifted children.

First of all, it must be remembered that dance is an art form in which an artistic image is embodied through a musically organized movement.

Choreography, like no other art, has tremendous opportunities for the full aesthetic improvement of the child, for his harmonious and physical development. This, in turn, confirms that the child's creative abilities will develop harmoniously, improving children's creativity. Dance is a stage art that develops musical taste, virtuosity of movements and requires many years of preparation. Dance plays an important role in the aesthetic education and physical development of children. This is due to the versatility of this genre of art, which combines the means of musical, plastic, ethical, artistic and physical development. All components are interconnected in the learning process. Systematic dance classes develop the correct posture, contribute to the elimination of physical disabilities, influence the formation of internal culture and the assimilation of ethical norms.

The motivational aspect of the behavior of a child with choreographic giftedness can be described by the following features:

1. Experiencing a sense of pleasure from the dance process, amazing perseverance and hard work is manifested as a result of enthusiasm.

2. Insatiable curiosity, willingness to go beyond the original requirements on their own initiative.

3. Rejection of standard, typical tasks and ready-made schemes.

4. High exactingness to the results of their own work, a tendency to set super-difficult goals and perseverance in achieving them, striving for excellence.

In working with gifted children, the following innovative pedagogical technologies:

Diagnostic technologies. Technologies that allow to reveal the potential of the participant's creative abilities. These can be: viewing students for the purpose of identifying their motor activity, plastic expressiveness, musical and rhythmic hearing, performing a creative task;

Workshop. Development of the communication skills of the team members. First of all, this is the conduct of events, as well as independent (individual and collective) work, which activates the creative potential of the participants;

Co-creation technologies. The main condition for the implementation of this technology is the development of a sense of tolerance;

Technologies for the formation of a psychophysical state. This technology is dominated by a soft approach, mainly meditation and relaxation techniques;

The technologies of emancipation and release of clamps include sets of exercises and studies to overcome psychological and physical obstacles for the free implementation of various stage activities;

Technologies for the development of plastic characteristics. Stretching, which is improvisational plastic exercises and tasks aimed at 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. Fantasizing virtual reality of stage action has, as a rule, not external, but internal limitations. An image is a sensually perceived integrity of a work, which determines space, time, structure, relationships between elements of a single work of art, its atmosphere;

At the Municipal Educational Institution of Additional Education for Children, the Center for Children's Creativity "Edelweiss" has developed an additional educational program of artistic and aesthetic orientation for children with choreographic talent.

Purpose of the program: to provide psychological and pedagogical support for children with obvious and potential choreographic giftedness in the conditions of the center of children's creativity.

Program objectives:

1. Creation in the educational collective of an atmosphere that stimulates the students' positive need for self-development, as well as the manifestation of potential giftedness, including choreographic: demonstration of faith in the success of students, saturation with communication with people who realize themselves in artistic and aesthetic activities;

2. Learn to freely, beautifully and organically express yourself in dance;

3. To teach the elements of dances of various genres, directions;

4. Learn to create stage costumes with your own hands through training in modeling and sewing;

5. Learn to create an image and style through makeup, visage

Goals and objectives of the educational process:

1. Creation of conditions for maintaining and strengthening health, development of basic physical qualities and motor abilities.

2. Formation of the need for a culture of movement, optimal physical development, a healthy lifestyle;

3. Formation of skills and abilities for self-improvement, self-control and self-knowledge;

4. Expanding the volume of knowledge about various types of motor activity, mastering the technique of movement.

5. Education of strong-willed qualities: determination, perseverance, character formation, the establishment of an active life position, optimism.

6. Creation of conditions for the development of the child's personality, his creative abilities, for the mental and emotional well-being of children.

7. Education of independence and initiative.

Indicators of the severity of certain knowledge, skills and abilities in accordance with the program and year of education of the child is determined based on the results of monitoring based on comparative analysis and diagnosis.

During the period of study in the dance group "Step forward" children receive a certain amount of knowledge, skills and abilities, the quality of which is checked regularly.

Checking the material learned and new topic carried out through:

pedagogical observation in the classroom;

pedagogical observation outside the classroom: on the street, indoors (communication with other people);

when organizing individual lessons;

by watching video footage from the band's concerts;

Monitoring of educational results is carried out in accordance with the monitoring system developed at the Municipal Educational Institution CDT "Edelweiss".

Pedagogical monitoring in the association is carried out in the studied disciplines and is aimed at researching and fixing the choreographic abilities of each child, the dynamics of his personal development.

The monitoring contains the following plan:

Monitoring the development of pupils' choreographic abilities and recording the results achieved;

Generalization of results;

Analysis and evaluation of the achieved results.

Such forms of diagnostics are used as: observation, conversation, open class, concert and competitive performances. The results are monitored by conducting primary, intermediate, and final control.

The primary control is carried out in October, its purpose is to determine the level or degree of children's creativity at the beginning of the children's education cycle. In the course of diagnostics, the level of preparedness of children for this type of activity, forms and methods of working with these children, and the choice of a training program are determined.

Interim control is carried out throughout the year with summing up at the end of the month. Its purpose is to summarize intermediate results, assess the success of the advancement of pupils. In the course of diagnostics, it is determined what is the assessment of the success of the choice of technology and methodology, the learning outcomes are analyzed at this stage.

Final diagnostics are carried out in April, May. The aim is to determine the level of training and the level of development of children's choreographic abilities.

Based on the monitoring results, on the basis of comparative analysis and diagnostics, adjustments are made to the program, forms and methods of teaching pupils.

This diagnosis also allows us to note the growth of the psychological and creative development of children. The pupils form an adequate assessment of their own achievements, and a desire for improvement appears.

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The concept of "giftedness" and "giftedness for children". Diagnostics of children's giftedness. Forms of teaching gifted children in the context of a comprehensive school. Preparing a teacher for interacting with gifted children. Development of the creativity of gifted children.

Ministry of Education and Science of the Russian Federation

FSBEI HPE "Yaroslavl State Pedagogical University named after K. D. Ushinsky "

Faculty of Social Management

Department of Education Management

Course work

on the topic: "The system of work of a teacher of additional education to identify giftedness in choreography"

The work was done by a student:

Zharova Alena Evgenievna,

student 937 gr.

Supervisor:

Guseva Natalya Alexandrovna,

assistant at the Department of Education Management

Yaroslavl

Introduction

Chapter 1. The system of activities of the teacher of additional education

1.1 Objectives and features of modern additional education

1.2 The teacher of additional education and the functions of the pedagogical process

3 Children's giftedness, principles and methods of its identification

Conclusions on the first chapter

Chapter 2. Revealing giftedness in the system of work of a teacher of additional education in choreography

1 General characteristics of MODOD CDT "Edelweiss"

2 Analysis of pedagogical tools to identify signs of giftedness in the dance group "Step Forward"

Conclusions on the second chapter

Conclusion

Bibliography

Introduction

Relevance This topic lies in the fact that in modern Russian society there is a growing need for people who are extraordinarily thinking, creative, active, capable of solving tasks in an unconventional way and formulating new, promising goals.

Identification, training and education of gifted and talented children is one of the main tasks of improving the education system.

Additional education provides each child with the opportunity to freely choose the educational area, the profile of the programs, the time of their development, inclusion in a variety of activities, taking into account his individual inclinations. The personal-activity nature of the educational process allows one of the main tasks of additional education to be solved - the identification, development and support of gifted and talented children. The individual-personal basis of the activities of institutions of this type allows meeting the needs of specific children, using the potential of their free time.

An object - the system of work of the teacher of additional education for the development of choreographic abilities.

Thing - pedagogical tools aimed at identifying the signs of giftedness in choreography.

goal - to study pedagogical tools aimed at identifying signs of giftedness in the system of work of the teacher of additional education in choreography.

Tasks:

To study the system of activities of a teacher of additional education;

Consider children's giftedness, the principles and methods of its identification;

analyze pedagogical tools to identify signs of giftedness in choreography.

Research methods:Theoretical: analysis, generalization, inference. Empirical: document analysis, observation, interviewing.

Chapter 1. The system of activities of the teacher of additional education

.1 Tasks and features of modern continuing education

The system of additional education for children in Russia is an operating subsystem of education, a single, purposeful process that unites upbringing, training, and personal development. The modern system of additional education for children provides an opportunity for millions of students to engage in artistic and technical creativity, tourism, local history and ecological and biological activities, sports and research work - in accordance with their desires, interests and potentialities. Additional education has now become part of the general education system; today it is implemented in a general education school, a preschool institution, in cultural, sports, youth work, and other organizations.

The tasks of modern additional education for children represent various opportunities for institutions of additional education to teach, educate, support, adapt, and rehabilitate children.

Today we can say about the following features of the content of additional education for children:

additional education is not regulated by standards, it is determined by the interests of the children themselves, their parents, teachers;

additional education provides each child with a wide range of activities in various fields: artistic, sports, environmental, technical and many others;

the educational process consists of various additional programs that enable the child to independently choose the type of activity that is most interesting to him at the moment.

Today, the organization of additional education for children includes the following features:

A prerequisite for additional education is the freedom of choice by children of the type of activity, teacher, training program, the ability to change them;

the main organizer is not a lesson, but creativity in its various manifestations, therefore, in educational institutions, individual or collective creative activity, independent work, excursions, competitions, exhibitions occupy a special place;

additional education is characterized by new information technologies, technologies for tracking and evaluating performance;

the forms of organization of children's educational institutions are not a class, but different ages, different numbers of members of the association;

the number of associations is determined in accordance with the pedagogical orientation of the type of activity; the schedule of classes is drawn up taking into account the interests and capabilities of children;

there is the possibility of individual work with children, the personality-oriented approach provides for tracking the personal growth and achievements of each child.

The system of functions of additional education can be considered as a combination of two groups of functions - educational and socio-pedagogical.

The educational functions of additional education include the functions of teaching, upbringing and development of children.

Development -it is a process of a qualitative change in the personality, involving a change in its essential spheres: intellectual, motivational, emotional, volitional, existential, subject-practical and the sphere of self-regulation. The options for the development directions of children in the system of additional education include intellectual, emotional, motivational development, volitional development, the development of subject-practical spheres, spheres of self-regulation.

Rehabilitation of children is the formation of a healthy lifestyle in them, improvement of the physical and psychological state of health. Forms of organizing children's health improvement: the end-to-end program "Health", medical and psychological service, sports and health camps, health educational associations.

a modified (adapted) program of additional education for children is a program modified taking into account the characteristics of the educational institution, regional characteristics, social order, mode and parameters of activities;

an author's program is a program that is completely written by a teacher or a team of teachers, the content of this program is a proposal for solutions to a problem in education, which is distinguished by its novelty and relevance.

The draft of the new Law of the Russian Federation "On Education" identifies additional general education programs - additional general education and pre-professional programs.

Programs for organizing additional education for children can be developed by educational institutions independently or on the basis of their processing of sample programs.

The educational functions of additional education for children include educational, educational, developmental programs, and comprehensive educational programs.

Developing programs are aimed at the process of qualitative change in personality, change in such spheres as intellectual, volitional, substantive and practical and the sphere of self-regulation.

.2 Educator of additional education. Functions of the pedagogical process

giftedness children's pedagogical identification

The teacher of additional education is one of the most important specialists who directly implement additional educational programs of various orientations. He is engaged in the development of the talents and abilities of schoolchildren, including them in artistic, technical, sports activities. It completes the composition of creative associations, contributes to the preservation of the contingent of students, the implementation of the educational program, conducts direct educational activities with schoolchildren in a certain creative association, providing a reasonable choice of forms, methods, content of activity. Participates in the development of copyright educational programs, is responsible for the quality of their implementation. A teacher of additional education is a specialist in the development of a variety of creative activities in students. He, within the framework of his position, reveals the creative abilities of students, contributes to their development, supports gifted and talented students, provides advice to parents, as well as teachers within the limits of his competence.

The system of work of a teacher of additional education consists of the following functions:

1. Programming... There are no educational standards in additional education, therefore the teacher himself determines the “standard” of mastering his subject or direction of activity. The ability to develop your own programs of activity is an important function of the system of work of a teacher of additional education. The pedagogical program is considered as a document or model that defines the goals, objectives, content, methods of organization, the expected results of activities.

The pedagogical program can have the following structure:

justification of the program;

characteristics of program participants;

forms of organization of program activities;

expected results and how to track them.

. Planning. It is carried out in order to streamline activities. Its essence lies in the fact that it helps to harmonize the efforts of all stakeholders to achieve the set goals. Planning allows you to divide the content of the program by areas of activity, main activities and time of their implementation.

The planning process can be carried out in several stages:

Selection by the teacher of various forms of activity, drawing up the structure of the plan.

Collective planning with children and parents, which can be carried out through such forms as business games, parenting meetings, and others.

Clarification by the teacher of the preliminary version of the plan, making amendments, drawing up the final version of the plan.

. Organization of activities. Organizing activities means organizing the implementation of the plan, of all planned affairs. This stage in the teacher's activity is special. He describes the organization of a particular case and presents the methodology in the methodology.

The general logic of the organization of activities was developed and described by I.P. Ivanov for collective organizational activities.

It is based on 6 main stages:

1. Preliminary preparation.

Planning.

Current organizational activities (preparation).

Conducting business.

Aftereffect.

Thus, organizing a new business with children, each teacher must go through all stages of organizational activity.

. Track results... Tracking the result is a vision of how progress is made towards goals, a process of systematic removal of indicators, a system for monitoring and studying activities according to certain criteria.

The objects of assessment can be, for example: learning outcomes (knowledge, abilities, skills), upbringing (the level of sociality, morality of the child), development of children (the level of development of the essential spheres of the personality), the results of the implementation of social and pedagogical functions (the level of health improvement, social protection, adaptation , correction of children, etc.)

1.3 Children's giftedness, principles and methods of its identification

Giftedness- This is a systemic quality of the psyche that develops during life, which determines the possibility of a person achieving higher, outstanding results in one or more types of activity in comparison with other people.

Gifted child- this is a child who stands out for bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in a particular type of activity.

The instrumental aspect of the behavior of a gifted child can be described by the following features:

the presence of specific strategies of activity (rapid development of activity and high success in its implementation; the use and invention of new methods of activity in a given situation; the advancement of new goals of activity due to a deeper mastery of the subject);

the formation of an individual style of activity associated with a self-sufficient system of self-regulation inherent in a gifted child;

A special type of organization of the knowledge of a gifted child: high structuredness; the ability to see the studied subject in a system of various connections, etc .;

a peculiar type of learning, it can manifest itself both in a high speed and ease of learning, and in a slow pace of learning, but with a subsequent sharp change in the structure of knowledge, ideas and skills.

The motivational aspect of the behavior of a gifted child can be described by the following features:

increased selective sensitivity to certain aspects of objective reality (signs, sounds, colors, etc.) or certain forms of their own activity (physical, cognitive, artistic and expressive, etc.), accompanied, as a rule, by the experience of a sense of pleasure;

increased cognitive need, which manifests itself in curiosity, as well as in the readiness to go beyond the initial requirements of activity on their own initiative;

pronounced interest in certain occupations or fields of activity;

High exactingness to the results of their own work, a tendency to set super-difficult goals and perseverance in achieving them, striving for excellence.

According to the criterion "type of activity and the spheres of the psyche that provide it", the following types of giftedness are distinguished:

According to the criterion "breadth of manifestations in various types of activity", general and special endowments are distinguished.

Special giftedness reveals itself in specific activities, usually defined in relation to specific areas (poetry, mathematics, sports, communication, etc.).

Also, there are such criteria for types of giftedness as actual and potential giftedness.

According to the criterion, the features of age-related development can be differentiated into early giftedness and latent.

evidence of giftedness, low values \u200b\u200bare not yet evidence of its absence.

Taking into account the specifics of giftedness in childhood, the most adequate form of identifying the signs of giftedness of this or that particular child is psychological and pedagogical monitoring.

Psychological and pedagogical monitoring, used to identify gifted children, must meet a number of requirements:

) the duration of the identification process (unfolded in time observation of the behavior of a given child in different situations);

) analysis of the child's behavior in those areas of activity that are most consistent with his inclinations and interests (including the child in specially organized subject-play activities, involving him in various forms of the corresponding subject

activities, etc.);

) expert assessment of the products of children's activities (drawings, poems, technical models, methods for solving mathematical problems, etc.) with the involvement of experts: highly qualified specialists in the relevant subject area of \u200b\u200bactivity. At the same time, one should bear in mind the possible conservatism of the expert's opinion, especially when evaluating the products of adolescent and youthful creativity;

) identifying signs of a child's giftedness not only in relation to the current level of his mental development, but also taking into account the zone of proximal development (in particular, in the conditions of an enriched subject and educational environment when developing an individualized strategy

) multiple and multi-stage examination using a variety of psychodiagnostic procedures, selected in accordance with the intended type of giftedness and personality of the child;

) it is advisable to conduct a diagnostic examination in a situation of real life activity, bringing it closer in the form of organization to a natural experiment (method of projects, etc.);

) the use of such objective situations that model research activity and allow the child to show maximum independence in mastering and developing activities;

) analysis of the real achievements of children and adolescents in various subject Olympiads, conferences, sports competitions, creative contests, festivals, shows, etc .;

) predominant reliance on ecologically valid methods of psychodiagnostics dealing with the assessment of the child's real behavior in a real situation - analysis of the products of activity, observation, conversation, expert assessments of teachers and parents.

When identifying gifted children, it is necessary to differentiate:

a) the current level of development of giftedness, achieved at this age stage;

b) features of specific manifestations of giftedness associated with attempts to implement it in various activities;

be reformulated as the problem of creating conditions for the intellectual and personal growth of children in general education schools and institutions of additional education in order to identify as many children with signs of giftedness as possible and provide them with favorable conditions for improving their inherent types of giftedness.

The following should be distinguished as the main educational structures for teaching gifted children:

preschool and primary school age, ensuring the continuity of the environment and methods of development of children during the transition to school;

b) the system of general education schools, within which conditions are created for the individualization of the education of gifted children;

c) a system of additional education designed to meet the constantly changing individual sociocultural and educational needs of gifted children and

allowing to ensure the identification, support and development of their abilities in the framework of extracurricular activities;

using the potential of their free time.

In the system of additional education, the following forms of teaching gifted children can be distinguished:

1) individual training or training in small groups according to programs of creative development in a particular field;

) work on research and creative projects in the mode of mentoring (as a rule, a scientist, a scientist or a cultural worker, a high-class specialist act as a mentor);

3) part-time schools;

4) vacation fees, camps, master classes, creative laboratories;

5) a system of creative contests, festivals, olympiads;

) children's scientific and practical conferences and seminars.

From the above, we can conclude that the identification of giftedness in children is a long-term process associated with the analysis of the development of a particular child.

Conclusions on the first chapter

Having studied the features of the system of additional education, we can conclude that this system was designed and formed in practice as a system of pedagogically organized various activities of children in their free time from the main study. Today, additional education for children can rightfully be considered as the most important component of the educational space that has developed in modern Russian society. The system of additional education for children is a new type of educational system that has its own specifics and tasks in a single educational space, the main of which is to create such conditions so that a child from an early age actively develops in accordance with his interests, desires and available potential, constantly strives to learn something new, studied the environment, tried his hand at inventions, creative activities, sports.

Chapter 2. Revealing giftedness in the system of work of a teacher of additional education in choreography

.1 General characteristics of the institution MOU DOD CDT "Edelweiss"

The purpose of creating a Center for Working with Gifted Children is to carry out work within the framework of additional education with the most capable gifted children in the direction of their further development in the fields of various creativity in the interests of the individual, society, the state, creating optimal conditions for the development of the personality of a gifted child, the formation of the ability for self-realization and self-determination. Tasks of the Center for Working with Creatively Gifted Children:

formation in the city and district of a unified system of work with creatively gifted children;

identifying the interests, inclinations and abilities of children for various types of predominantly creative activity;

creation of conditions for the general development of the child's personality, the acquisition of new knowledge, skills, skills, as well as for the maximum manifestation of his interests and inclinations;

creating conditions for the practical implementation of the acquired skills of a certain type of activity;

scientific and methodological activities to develop the content and technological support of personality-developing education for creatively gifted children, as well as generalization of the experience available in this area;

training, professional development and organization of exchange of experience for teachers working with creatively gifted children;

organization of a system for identifying creatively gifted children, including methods of studying schoolchildren, a festival movement, holding competitions, exhibitions;

social and psychological support for gifted children;

the formation of the desire to learn as a basic ability of self-development;

education of communication skills;

ensuring and maintaining the mental health and emotional well-being of children as necessary conditions for the success of any child's activity.

The Edelweiss Center organizes the accompaniment of talented children to regional and All-Russian competitions. Among children, there are winners of all-Russian competitions, 5 winners of the Presidential Prize of the Russian Federation for supporting talented youth, 2 winners of a scholarship from the Governor of the Yaroslavl Region, prize-winners of All-Russian creative competitions.

We have studied the experience of identifying the signs of giftedness in the choreographic activity of the teacher of the dance group "Step Forward".

2.2 Analysis of pedagogical tools to identify signs of giftedness in the dance group "Step Forward"

First of all, it must be remembered that dance is an art form in which an artistic image is embodied through a musically organized movement.

The motivational aspect of the behavior of a child with choreographic giftedness can be described by the following features:

1.Experiencing a sense of pleasure from the dance process, amazing perseverance and hard work is manifested as a result of passion.

2. Insatiable curiosity, willingness to go beyond the original requirements on their own initiative.

Rejection of standard, typical tasks and ready-made schemes.

High exactingness to the results of their own work, a tendency to set super-difficult goals and perseverance in achieving them, striving for excellence.

The following innovative pedagogical technologies are used in working with gifted children:

Co-creation technologies. The main condition for the implementation of this technology is the development of a sense of tolerance;

Technologies for the formation of a psychophysical state. This technology is dominated by a soft approach, mainly meditation and relaxation techniques;

The technologies of emancipation and release of clamps include sets of exercises and studies to overcome psychological and physical obstacles for the free implementation of various stage activities;

Purpose of the program: to provide psychological and pedagogical support for children with obvious and potential choreographic giftedness in the conditions of the center of children's creativity.

Program objectives:

1.Creation in the educational team of an atmosphere that stimulates a positive need for self-development among pupils, as well as the manifestation of potential giftedness, including choreographic: demonstration of faith in the success of pupils, saturation with communication with people who realize themselves in artistic and aesthetic activities;

2.Learn to freely, beautifully and organically express yourself in dance;

3.To teach the elements of dances of various genres, directions;

.Learn to create stage costumes with your own hands through training in modeling and sewing;

.Learn to create an image and style through makeup, visage

Goals and objectives of the educational process:

1. Creation of conditions for maintaining and strengthening health, development of basic physical qualities and motor abilities.

.Formation of the need for a culture of movement, optimal physical development, a healthy lifestyle;

3.Formation of skills and abilities for self-improvement, self-control and self-knowledge;

.Expanding the volume of knowledge about various types of motor activity, mastering the technique of movement.

.The upbringing of strong-willed qualities: determination, perseverance, character formation, the establishment of an active life position, optimism.

.Creation of conditions for the development of the child's personality, his creative abilities, for the mental and emotional well-being of children.

7. Education of independence and initiative.

During the period of study in the dance group "Step forward" children receive a certain amount of knowledge, skills and abilities, the quality of which is checked regularly.

Verification of the acquired material and a new topic is carried out through:

pedagogical observation in the classroom;
pedagogical observation outside the classroom: on the street, indoors (communication with other people);
when organizing individual lessons;
by watching video footage from the band's concerts;

Monitoring of educational results is carried out in accordance with the monitoring system developed at the Municipal Educational Institution CDT "Edelweiss".

The monitoring contains the following plan:

monitoring the development of pupils' choreographic abilities and recording the results achieved;

generalization of results;

analysis and evaluation of the achieved results.

Such forms of diagnostics are used as: observation, conversation, open class, concert and competitive performances. The results are monitored by conducting primary, intermediate, and final control.

Final diagnostics are carried out in April, May. The aim is to determine the level of training and the level of development of children's choreographic abilities.

Based on the monitoring results, on the basis of comparative analysis and diagnostics, adjustments are made to the program, forms and methods of teaching pupils.

Individual work is carried out, staging dances for specific children, taking into account their level of dance skill, plasticity, emotional liberation and the peculiarities of their own presentation of the dance, stage image.

During its existence, the dance group "Step Forward" has achieved significant creative results.

Table 1

The effectiveness of children's participation in contests, events

Level and name of the competition Result Year and venue Interregional competition "Five points" Diploma of the II degree, Diploma of the III degree 2013 Yaroslavl Festival of youth creativity "Young years" Participants 2013 Yaroslavl Regional competition "Golden ladder" Diploma I degree, Diploma I degree, Diploma I degree, Diploma II degree, Diploma II degree 2009-2014 Poshekhonye, \u200b\u200bYaroslavl region International competition "Big Change" Laureates of the 3rd degree 2013 Yaroslavl Regional Competition "Golden Thread" Diploma II degree 2013 Yaroslavl1 All-Russian competition of amateur creativity among educational institutions "Consonance of hearts "2nd place 2014 MoscowConcert for the Day of Police MunicipalParticipantsConcert for Day of Disabled People Golden thread »municipal Participants Speech at the City Day municipal Participants

In the course of observing the lessons of the collective, we noted that the teacher pays his attention to how the children perform the task, how their activity manifests itself, how their attention is mobilized, and especially how children overcome difficulties while mastering the material. For classes in the younger group, the teacher uses play forms of work, together with the children, he performs all the exercises and dance movements. In the classroom senior group the teacher focuses on the independence of students. Children choose their own repertoire, study dance moves for dance performance.

The teacher supports the interests of children, encourages their intermediate successes, leading them to the achievement of the ultimate goal.

The author's personal experience shows that the teacher uses joint master classes with students who have shown special abilities. Such master classes are held at the bases of rural schools for children involved in dance associations.

In the course of our research work, we conducted an interview with the teacher of additional education, Vera Yurievna Mosulina.

The topic of the interview: "The system of work of an additional teacher to identify giftedness in choreography."

- Vera Yurievna, do you monitor the results of students? And also your own results?

- Yes, the results are monitored three times a year: input, flow, final. At the end of the year, a table is drawn up according to the results of how the level of creative, personal, theoretical knowledge, skills, and abilities has changed in terms of monitoring.

I follow my own results. At the end of the year, I write an introspection of my activities. Based on the results of the year, I determine the strong and weak sides of my work, taking into account the adjustment of my activities, I draw up a plan for the next year.

- Do you single out children who show a high level of ability as gifted children?

- Yes. In fact, a gifted child is a very multifaceted concept, because, as a rule, a gifted child is a child with outstanding capabilities. But, as a rule, in practice it turns out that gifted children do not always differ in life or school in some way.

In the younger group I have an absolutely wonderful example of Daniel Sokolov. He is not obedient, not assiduous, very temperamental, but nevertheless he is gifted in dance. Danil's dancing talent was not immediately visible, it was veiled by his complex character. After he opened up, he felt trust in the teacher. And only then he began to work, showed what he really is. In order for giftedness to unfold, it is necessary for each child to feel liberated, to feel trust from the teacher, to be as busy as possible, to feel their own significance, professional growth, self-satisfaction, both creative and social.

What criteria help you assess the level of your dancing skills?

- As such, the criteria for giftedness in choreography are not defined . There are general criteria that are similar to other areas of giftedness. These are: musicality, a sense of rhythm, plasticity, endurance, emotional liberation, creativity of thinking.

- Vera Yurievna, do you use any methods to identify giftedness in choreography? If so, which ones?

- How is the selection for the association going?

- I accept everyone in the association, since the center of children's creativity is a place where children can come to try in different areas of activity. With natural selection, only those who can and want to dance remain, and put all their efforts and capabilities into this.

- At what age are children accepted into the association?

- The association accepts children from 5 who go to the preparatory group.

- How are performance groups formed? Is there a first line reception?

- In my association everyone dances: those who do well and not very well, in fact, like in most groups. Children who show a fairly high result are placed in the first line: technique, plasticity, emotionality. I never put a special emphasis on the first line, although of course everyone wants to be there.

- What educational problems arise if there are several leaders?

- In my work, I first of all single out the "true" leaders and the "false" leaders. Give a true leader the opportunity to work and show the team that this is the person to follow.

- Do you plan special classes, forms, events in the association to reveal special dancing abilities?

- Yes, these are various concerts, festivals, contests that take place at various levels.

- Vera Yurievna, are you building an individual route for children with choreographic talent?

- Yes, there is an individual route. It is created in order to maximize the giftedness of children and give them the opportunity to self-actualize, achieve special results, and give pre-professional training.

Conclusions on the second chapter

Thus, it was found that the Municipal Educational Institution of Continuing Education for Children of the Center for Children's Creativity "Edelweiss" has developed a system of work to identify and support gifted children. Events, festivals, competitions, exhibitions are organized for children aimed at identifying and supporting creatively gifted children. Design and research activities are organized. An analysis of special successes and achievements is being carried out, a data bank on talented and gifted children is being created.

As a result of the research work, the analysis of pedagogical tools for identifying the giftedness of children in choreography was carried out on the example of the activities of the dance group "Step Forward" MODOD CDT "Edelweiss". An additional educational program providing psychological and pedagogical support for children with obvious and potential choreographic giftedness was considered and studied, an interview with a teacher of additional education in choreography was conducted.

After analyzing the activities of the collective, we can conclude that in the work of the teacher, various pedagogical technologies, methods and methods are used, aimed at identifying signs of giftedness in choreography in children. Also, for children who have shown high results, the teacher uses joint visiting master classes.

The study of the child's choreographic abilities, the dynamics of his development is carried out by such a method as monitoring, which makes it possible to observe the development of choreographic abilities, record and generalize the achieved results, analyze and evaluate them. In addition, such forms of diagnostics are used as: observation, conversation, open class, concert and competitive performances. The results are monitored by conducting primary, intermediate, and final control.

Conclusion

As a result of the research work, an analysis of the literature on the research topic was carried out; identified the tasks and features of modern additional education. The essence of the activity of a teacher of additional education is analyzed. The main functions of the system of the pedagogical process are revealed, such as: programming, organization, monitoring, planning.

The concepts of children's giftedness in general and in choreography are considered, the methods of its identification are characterized.

As a result of the work carried out, the work system of the teacher of additional education in choreography was considered and analyzed, the basic organizational principles of the teacher of additional education in identifying giftedness in choreography were characterized. The program for working with gifted children in choreography was analyzed, a structured interview with a teacher of additional education in choreography was conducted. We also tracked the results of activities to identify signs of gifted children in choreography using the example of the creative results of the dance group “Step Forward” of the Municipal Educational Institution of Continuing Education for Children of the Center for Children's Creativity “Edelweiss” in Poshekhonye, \u200b\u200bYaroslavl Region.

Bibliography

1.Grebenyuk, O.S. Pedagogy of individuality [Text]: a course of lectures. - Kaliningrad: Kaliningrad University, 1995.

2.Evladova, E.B. Additional education at school: In search of meanings and values \u200b\u200b[Text]: practice-oriented monograph / Ye.B. Evladova. - Yaroslavl: Publishing house of YAGPU named after K.D. Ushinsky, 2013 .-- 188 p.

Zolotareva, A.V. Additional education for children of Russia in the XXI century [Text]: toolkit... - Prague-Yaroslavl: YaGPU, 2013 .-- 81-83 p.

Zolotareva, A.V. Additional education for children [Text]: Theory and methodology of social and educational activities / Art. A.A. Selivanov. - Yaroslavl: Academy of Development: 2004. - 304s. - (Methodology of educational work at school).

Petrosyan, L.G. Working with gifted children in the system of additional education of the Lyceum [Text]: "Additional education for children", 2001. - № 24. - 37-39 p.

Podlasy, I.P. Pedagogy [Text]. - M .: Humanit. Ed. Center VLADOS, 2003 .-- 576 p.

Working concept of giftedness [Text]. - 2nd ed., Ext. and revised - M., 2003 .-- p.

Sadovsky, V.N. Foundations of General Systems Theory [Text] / V.N. Sadovsky. - M .: "Science", 1974. - 280 p.

Savelyeva, E.A. About the artistic abilities of children [Text] / Е.А. Saveliev. - M .: "Head teacher", 2000. - No. 6.- p. 132-137.

Electronic resources:

10.Kondybaeva, Zh.K. Revealing and support of gifted children of school age by means of choreography [Electronic resource]. Access mode: http://music-art.3dn.ru.

11.Milyutina, I.M. Development of creative giftedness of children at choreography lessons [Electronic resource]. Access mode: http://music-art.3dn.ru.

The official site of the MOU DOD CDT "Edelweiss" [Electronic resource]. Access mode: http://cdt-psh.edu.yar.ru

Explanatory note

This methodological development is intended for teachers of additional education of musical and artistic orientation.
Giftedness is the level of development of any human abilities associated with their development, but, nevertheless, independent of them.
Giftedness does not ensure success in any activity, but only the possibility of achieving this success. In addition to having a complex of abilities, in order to successfully perform an activity, a person needs to have a certain amount of knowledge, skills and abilities. It should be noted that giftedness can be special - that is, giftedness for one type of activity, and general - that is, giftedness for different types activities.

Giftedness can be clearly manifested, age-related and hidden. Every child is gifted, hence the pedagogical task is to reveal the originality of this giftedness and create conditions for its development and implementation, which is provided by special educational services, the enrichment of the developing environment, including activities that captivate the child, and the motivation of his own efforts to improve his abilities.

There are 2 ways to identify gifted children: with the help of medical and psychological diagnostics and with the help of pedagogical diagnostics. This development is devoted to the pedagogical diagnostics of identifying gifted children in choreography and forms of work.
To identify gifted children in choreography, criteria, forms of identification and diagnostic tasks were developed. It is not uncommon that the dancing abilities of children are not revealed immediately, but in the learning process for the 2nd and 3rd years of study. Therefore, diagnostic tasks are universal in nature and are provided for children from 1 to 3 years of schooling. Held 2 times a year (at the beginning and at the end of the academic year).

Criteria for identifying gifted children by choreography

Criteria

Methods, forms of determining the result

Flexibility
Eversion
Dance step
Plasticity, musicality
Sense of rhythm
Aplomb, stability and balance
Artistry
Coordination
Raising the foot
Communication qualities
Behavioral qualities

Tests, Pedagogical observation
Tests, Pedagogical observation
Pedagogical observation, tests (raising the leg above 90 degrees for girls, above 90 degrees for boys, performing splits: transverse and longitudinal).
Pedagogical supervision (musical and plastic sketches, tasks for improvisation)
Pedagogical observation (tasks for rhythmic patterns, tasks for improvisation, musical-rhythmic games)
Pedagogical supervision, tests.
Pedagogical supervision (tasks for improvisation, acting studies using music, dance studies)
Pedagogical observation (coordination exercises, tests)
Pedagogical supervision

Pedagogical supervision, feedback from the guys of their team

Flexibility Diagnostic Tasks:

Assessment of the flexibility of the shoulder girdle

The most acceptable methods for testing flexibility are control exercises that do not require special techniques.
The simplest method for determining the flexibility of the shoulder girdle is to bend the arms behind the back from one arm up and the other down. At the same time, the test taker should not perform exercises, overcoming pain in the shoulder joints.
The translation of the quality of exercise performance into a point system is given in the table.

The control exercise is performed in both directions (right hand up, then left). The best result is recorded.

Assessment of the passive flexibility of the shoulder joints

The next test measures the passive flexibility of the shoulder joints. For testing, you will need an ordinary measuring tape, rope, or just a towel. From the position of the hand above, a circular motion is performed backward in the shoulder joints. In this case, the arms should remain straight. The movement is performed simultaneously with two hands.

The minimum distance between the brushes in centimeters allows for flexibility. Several attempts are allowed, the best result is recorded - the smallest distance between the brushes. The table determines the level of passive flexibility in the shoulder joints.

Tests are conducted at the beginning and end of the school year. The results are entered into a summary table of observations.

Vertebral column mobility control

The next group of tests is used to control the mobility of the spinal column. Two of them are side bends from sitting on a chair and standing. In addition to the mobility of the spine, they assess the elastic properties of the muscles of the trunk. The third test in this group is the forward bend, the quality of which largely depends on the elasticity of the muscles and ligaments of the back of the thigh. The table contains a description of control exercises, a method of measurement and an assessment in points.

Description of tests	Measurement	Estimated in centimeters	Score in points
№1 Stand with your back to the wall at a short distance, heels do not touch the wall, feet together. Holding the ruler first in the right, then in the left hand, tilt exactly to the side (left), arms straight, back touching the wall.	Distance from fingertips to floor before and after execution in both directions.
	The difference between the primary and secondary dimensions is an indicator of flexibility.
	The overall indicator is defined as the sum of two measurements divided by two.	Less than 18	1
№2 Sit on a chair, press your back against the back of the chair, legs apart, tilt to the right and left. It is performed slowly, until painful sensations	The height of the chair should be such that the thighs and shins form a right angle. Measurement is carried out using a centimeter ruler.	Brush touches the floor
		Fist touches the floor	3
		Fingertips touching the floor	2
		Distance 3 cm or more	1
№3 Standing on the floor, bend forward, knees straight		The palms are on the floor Fists touch the floor Fingers touching the floor Distance more than 3 cm.

Diagnostic tasks for stability and balance

Bondarevsky test

Standing on one leg, hands on the belt, bend the other leg at the knee and turn it to the side, press the heel to the inner surface of the knee joint of the supporting leg. Fix this position, close your eyes and turn on the stopwatch (it is better for someone else to mark the time, but you can do it yourself.) Turn off the stopwatch when you start to lose balance (the supporting leg moves from its place, or the bent leg changes the position). Having recorded the time during which you managed to stand, maintaining balance, check it against the table.

The following results are considered satisfactory:

Plastic tests No. 1, No. 2, No. 3, No. 4

Test # 1

Feet on the same line, toes of the left foot rest on the heel of the right, hands on the belt. Stand with your eyes closed for 15 seconds.

Test number 2
Standing on high "half fingers" (on tiptoe), hands on the belt. Quick tilts of the head to the right and left - in triple mode in each direction (right, left, right; left, right, left; right, left, right - 15 seconds)

Test number 3
Standing on high half-fingers, hands on the belt, quick tilts of the head back and forth in triple mode - 15 seconds (down, up, down; up, down, up; down, up, down)

Test number 4
Feet on the same line, toes of the left foot rest on the heel of the right, hands on the belt. perform torso bends in a triple mode - 15 seconds (right, left, right; left, right, left)
If all exercises were performed easily and clearly, then the vestibular apparatus is functioning normally. If you could not perform the exercises and at the same time dizziness, nausea arose, this is evidence that the vestibular apparatus needs training.

Diagnostic tasks. Artistry

Psychological exercises (studies)

The content of the sketches is not readable to children, the situation is emotionally retold. Below is the content of the studies, one for each emotion. This is just the basis for creating many variations on a given topic. You can, for example, "replay" a situation that happened in a group, from a read fairy tale, etc.
The heroes (boy, girl) are indicated in the sketches conditionally: depending on who loses this or that exercise, you can change the hero. Even giving him the name of the playing child.

New doll (study for the expression of joy)
The girl was presented with a new doll. she is glad, jumps merrily, whirls. Plays with a doll.

Baba Yaga (study for the expression of anger)
Baba Yaga caught Alyonushka, told her to light the stove so that she could eat it later, and she fell asleep. Woke up, Alyonushka no, ran away. Baba Yaga was angry that she was left without supper, running around the hut, stamping her feet, swinging her fists.

Focus (study for the expression of surprise)
The boy was very surprised: he saw how the magician put a cat in someone else's suitcase and closed it, and when he opened the suitcase, the cat was not there. A dog jumped out of the suitcase.

Cinderella (study for the expression of sadness)
Cinderella returns from the ball very sad - she will no longer see the prince, besides, she has lost her shoe ...

Home alone (study for the expression of fear)
The mother raccoon went to get food, the baby raccoon was left alone in the hole. It is dark around, all sorts of rustles are heard. The little raccoon is scared: what if someone attacks him, and his mother does not have time to come to the rescue.

Duremar and Tortilla (contempt and anger)
Duremar came to the pond and met the tortoise Tortilla there. He wanted to catch her, and the turtle asks: "Let me go!" Duremar and replies: “Oh you, floating suitcase, stupid aunt Tortilla, how can you buy me off? Unless with your bone cover, where you hide your paws and head. I would sell it for scallops ”(contempt). The turtle got angry at such rude words and says: “I swear, not you and no one else will get the magic key! It will be received only by the one who made the entire population of the pond ask me about it ”(anger).

Diagnostic tasks. Control of coordination abilities

Visual express diagnostics of the quality of movement performance (plastic tests).
Special exercises for the development of coordination, coordination tests.

Waltz square in coordination with the hands.

"Triple" steps in the drawing - forward, to the side, next to - back, to the side, next. Simultaneously with the step over, the hands are lowered from top to bottom, from below to the sides, from the side to up.

I.P. - 6 position of the legs, arms raised up.

1 - step n forward, hands go down to the hips.
2 - step ln. to the left, arms are extended to the sides.
3 - ave. attached to ln. in 6 position, clap over your head.
4 - BP step back, hands fall with a clap on the hips.
5 - step n. to the side, arms to the side.
6 - BP attached to pr. n. in 6 position, hands clap over the head.

Waltz square in coordination with hands and in a turn between the corners of the hall

This is a more complex form of performance, it is customary to call it "Big Waltz Square". It is performed in the same way as "Waltz square in coordination with hands", but in a turn on 2, 4, 6 and 8 points of the choreographic class.

Note

Studying the stereotype should be done in three stages:

The first is separate (only triple steps - forward, sideways, side by side). Hands behind your back.
The second - only with hands (from top to bottom, from below - to the sides, from the side up without stepping).
The third is simultaneous (Stepping over in coordination with arms and legs).

Special coordination exercises

Exercise number 1

I.P. - legs in 1 position, hands down.
1 - right hand on the belt.
2 - left hand to the shoulder.
3 - right hand behind the head.
4 - left hand forward.
5 - left hand to the shoulder.
6 - right hand on the belt.
7 - left hand down.
8 - right hand down.

Exercise number 2

I.P. - 6 position of the legs, hands down.
1 - step n. right, ave r. on the belt, turn the head to the right
2 - bp attach to pr. n. in 6 position, l. to the belt, turn the head to the left.
3 - step n. right, ave r. down, turn the head to the right.
4 - BP attached to pr. n. in 6 position, l. drops down, head straight.

Everything is done the other way.

Diagnostics to identify gifted children in the field of choreography was carried out in groups of 1 and 2 years of study. In each group, capable children were identified and an individual work plan was developed for them.

The individual work plan includes: selection of a complicated repertoire, a differentiated approach in the classroom, the inclusion of solo pieces in mass choreographic performances (Solo pieces "Olympics", "War has no child's face", "Gnomes", "Czech polka", "Holy Russia "," Dunyashi ") and some solo performances (" Little Assistant "," Oh, How I Like You "," Three Girlfriends ").

The task of the teacher when working with gifted children is to instill in them the desire for creative self-expression, for competent mastering of emotions, and understanding of the beautiful.

Socio-economic, political development modern Russia requires more and more talented youth to participate in building. One of the key directions of the teacher's activity at the present stage is work with gifted children.

In conclusion, we can highlight the main ideas in the teaching and education of gifted children: success, cooperation, creativity, self-determination, confidence, self-education and self-improvement.

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Speech at the teachers' council

Topic: "Children's giftedness in creativity"

(Slide 1 - title)

Human thinking, the ability to create is the greatest gift of nature. It is very important to understand that nature marks every person with this gift. But it is also obvious that she does not share her gifts equally and rewards someone generously, not stingy, and bypasses someone. It is customary to call gifted one whose gift clearly exceeds some average capabilities, the abilities of the majority.

(Slide 2)

In various scientific sources, giftedness is characterized as highintellectual ability. But if we are talking about choreography, giftedness here consists of several components:

Physical data - flexibility, stretching, eversion, jumping ...

Hearing and sense of rhythm, musicality

Developed vestibular apparatus

Coordination of movements

Spatial representation

Creative skills

All these components are in unequal proportions embedded in a person from birth. Gifted children possess these qualities to a greater extent than others. But children with such a wide range of developed qualities are very rare. You need to see the presence of data in each child and be able to develop them.

(Slide 3)

This is what my program "Reflection" is aimed at, which is designed for 4 years for primary school children.

goal programs : innourishment of a harmoniously developed personality through choreography and physical education with the use of health-saving technologies.

(Slide 4)

Tasks:

Ensure the harmonious, aesthetic and physical development of the child;

Create conditionsi for the development and self-realization of students through creative activity.

To reveal the creative personality of the child.

Introduce children to universal and cultural values.

Form communication skills.

To cultivate a value attitude towards your health.

The program is facilitated by a full-time school.

(Slide 5)

As already noted, children with a wide range of developed qualities necessary for choreography are very rare. For example, at the moment, the gifted child is Yarova Alsu, a student of grade 4 "A".

(Slide 6)

How to work with such a child? Obviously, the presence of high data requires additional efforts from the teacher aimed at working with him separately.

Therefore, especially in the classes of Yarovaya Alsou, additional tasks are given, separate classes are held with her, individual classes are created for her dance numbers. With these numbers, Alsou participates in various competitions and wins prizes.

(Slide 7)

At the same time, Alsou is not divorced from the team, I do not stand out from other children. Being an example for children and a role model, Alsou is accustomed to helping her classmates achieve their goals. Children are drawn to her, showing great respect, and trying to reach her heights. They clearly see what can be achieved and strive to repeat the actions of Alsou in everything. This increases the motivation and performance of all children.

It should be noted that gifted child must bemotivated for creative activity. For without motivation, all the criteria for giftedness will come to naught.

(Slide 8)

However, the goals and objectives of the program should be implemented in relation to each child, revealing in everyone the ability, talent and giftedness that may be sleeping in them, and they should be found, awakened and developed. To do this, first of all, you need to motivate children. This means that their activities should be bright and accompanied by bright costumes, interesting music, new ideas and real achievements to which they should strive.

(Slide 9)

The teacher should also motivate children for the result by their own example, especially at the beginning of their education. Before requiring a child to complete an assignment, the teacher must be able to demonstrate the completion of this assignment himself. When the teacher can, then the student can. This gives birth to determination and diligence in children. Then there will be a result. And then encouragement becomes very important: praise from the teacher, applause from the audience at a concert, an award at a competition.

(Slide 10)

Striving for these heights, children learn in the classroomhelp each other, obey the laws of the team, express their sympathy, sympathy, take responsibility for your health, notice the beautiful in the people around andin to yourself, to understand and feel the beautiful. (Slide 11) They acquire the skills of cultural behavior, aesthetic feelings, positive emotions, skills of adequate self-esteem and a sense of their own worth.

(Slide 12)

All the work of a teacher would have been impossible without the support of parents who help in sewing costumes, accompany the team's trips to competitions, where they participate in preparing the appearance of children, provide moral support and financial charitable assistance. Only in an organic union of a teacher, children and parents is it possible to achieve any goals and results.

(Slide 13)

The result of the activities of our team is the annual reporting concerts for parents, participation in all school events.

(Slide 14)

And also participation in regional, city and international competitions.

(Slide 15)

Where our team takes prizes, receives awards: diplomas and certificates.

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Transcript

1 Aristova V.I., teacher of additional education MBOU DOD House of Children's Creativity Individual educational route as a form of work with gifted children in choreography classes Uren Additional education provides each child with the opportunity to freely choose the educational area, the profile of the programs, the time of their development, inclusion in a variety of activities tailored to their individual inclinations. The House of Children's Creativity (Uren) has been operating for the third year as an experimental site of the Nizhny Novgorod Institute for the Development of Education for the development of creatively gifted children. In the course of innovative activities, the teacher chose the topic of developing an individual educational route as part of the implementation of the additional general educational program "World of Dance". The use of this form of accompanying a gifted child in the system of additional education is used quite rarely. Therefore, within the framework of the experiment, a large preparatory work: studied methodological literature on this topic, attended theoretical seminars, pedagogical councils, completed refresher courses on the topic "Organizational and methodological aspects of work to identify gifted children at the municipal level." To identify capable students, a group of 2 years of study was diagnosed. As a result, a pupil with higher abilities was revealed. For the organization of classes, an individual educational route "Dance: the way to oneself" was developed, taking into account age and individual capabilities. For the development and implementation of an individual educational route, a whole complex of factors is required, including the interests and needs of the child himself in achieving the necessary educational result; professionalism of teachers; establishment possibilities

2 to meet the educational needs of students; material and technical base. The individual educational route of the pupil is based on the idea of \u200b\u200bpersonality-oriented training aimed at developing the dancing abilities of a gifted student. For example, a girl can easily perform all acrobatic elements and elements of parterre gymnastics, she perfectly performs complex tricks in the general dance. She suits both solo numbers and participation in mass dances, where she is a leader and an example for other children. The chosen directions were her individual trajectory of development and learning. The thematic focus of the individual educational route is built in such a way as to fully realize the student's creative potential, promote the development and improvement of dance skills, and realize the need for communication. Training on an individual educational route has increased the student's interest in choreography. For a year of work, she was able to prove herself, increase self-esteem, became successful not only in choreography, but also in other areas. In the year the girl became the winner of the regional competition "Student of the Year", regional creative competitions "Spark of talent", "Crystal drops", "Star scattering". Systematic monitoring carried out by the teacher made it possible to more fully assess the level of the process of mastering the program material of an individual educational route, step by step and systematically diagnose the level of education, the level of development of creative abilities and the degree of motivation for the chosen type of activity.

3 Appendix Education Department of the Administration of the Urensky Municipal District of the Nizhny Novgorod Region Municipal budgetary educational institution of additional education for children House of Children's Art in Uren, Nizhny Novgorod Region INDIVIDUAL EDUCATIONAL ROUTE "DANCE: THE WAY TO YOURSELF" Student of the creative association "World of Dance" Alexandra Solovieva Age 10 years Implementation period 3 year Author compiled by Valentina Ivanovna Aristova Teacher of additional education of the first qualification category Uren, 2013

4 EXPLANATORY NOTE Currently, special attention is paid to culture, art and the introduction of children to a healthy lifestyle, to universal values, strengthening mental and physical health, obtaining general aesthetic, moral and physical development, which is important for the social sphere modern society... The intensity of changes and transformations of modern reality sets the teacher the task of forming such a person who is able to creatively carry out his professional activities. One of such powerful factors in the development of personality is choreography, it makes it possible for a child to self-actualize, without subordinating the dynamics and level of his development to any standard, to perceive as a result, the very process of improving and developing creative potential. But each child has his own set of abilities and opportunities for his own improvement. To identify more capable students, a group of 2 years of study was diagnosed at the beginning and end of the school year. In the course of diagnostics, a more capable student Alexandra Solovyova emerged in the group, showing not only the highest level of dance development in the implementation of the educational program, but also high results and achievements in competitions and festivals of various levels. To continue classes, it was necessary to develop a program that takes into account her age and individual capabilities, to build an educational and educational process that contributes to the development of giftedness, to organize a developing environment, to prepare means of psychological and didactic support of classes, taking into account the uniqueness and uniqueness of a gifted student. The individual educational route "Dance: the way to oneself" is based on the idea of \u200b\u200bstudent-centered learning aimed at developing dancing abilities. In the implementation of an individual educational route, a large role is assigned to the parents of a gifted student. Develop a positive attitude in parents towards what the child does in his free

5 lessons time is one of the main tasks of the teacher of additional education. Parents regularly visit parenting meetings, on which they get acquainted with the plan of educational work. Undoubted practical help in working with parents is brought by the reporting concerts at the end of each half of the year, the participation of Alexandra Solovieva in concert programs of the House of Children's Art, city events, competitions and festivals. Only joint work, the effort of the teacher and parents, the creative atmosphere in the team and the true interest of the student allow her to involuntarily involve her in dance performance. The thematic focus of the program allows you to fully realize the creative potential of a gifted student, contributes to the development and improvement of dance skills, helps to realize the need for communication. The implementation of an individual route provides for the prospective development of the child's dance skills, the subordination of the material to the basic educational process: from easy to difficult, from simple to difficult, from the known to the unknown, from knowledge to creativity, concerts and competitions. The key to creating a situation of success that promotes maximum personal self-realization is to develop from the inside, "self-creation", and not to impose a "ready-made answer". In this regard, the motivation to attend classes increases, where she learns not only to dance, but also to think, explain, propose, etc., thereby showing herself, increasing her self-esteem, asserting herself, becoming successful not only in choreography, but also in other areas of life from here, interest in learning, improved mental and physical health. Forms of education are adjusted to the personality of the child, his needs. This is an exchange of opinions, roles, trusting relationships through humor and a smile. To control and analyze student performances, video recordings are kept. With the help of video material, in the classroom, the analysis and analysis of performances at concerts and competitions is carried out.

6 Goal: Spiritual and physical development, disclosing the individual capabilities of the child's personality with the help of dance art, providing psychological and pedagogical support to students with obvious and potential choreographic giftedness as part of an additional educational program. Tasks: -development of choreographic knowledge, skills and abilities in the process of mastering the individual educational route "Dance: the way to yourself"; - creation of conditions for the formation of internal motivation of choreographic activity and a system of values, which create the basis for the formation of personality spirituality; -development of cognitive activity, emotional and volitional qualities, communication skills; - education of moral and aesthetic qualities necessary for participation in performing and concert activities. CONDITIONS FOR THE IMPLEMENTATION OF AN INDIVIDUAL ROUTE: - all theoretical and practical material; - the age and personality characteristics of the gifted student, the motivation of her activities will be taken into account; -various will be used methodological material according to the curriculum. Student Alexandra Solovieva has been studying for 1 year on the individual educational route "Dance: the way to oneself", which is an addition to the additional educational program "World of Dance", during the implementation of which she was identified as a gifted child. The program of the individual educational route is designed for 3 years of study. In total, there are 72 lessons per year for 2 academic hours.

7 CURRICULUM 1 year of study Duration Frequency per year 1 hour 2 times a year of study Duration Frequency per year 1 hour 2 times a year of study Duration Frequency per year 1 hour 2 times 2 72 EXPECTED RESULT 1st year of study the student will know: short history the emergence and development of dance - to know the basic concepts: rhythm, bar, tempo, dynamics, time signature, character of the dance, musical rhythmic exercises, the main elements of parterre gymnastics, the main elements of acrobatics, the idea of \u200b\u200bthe duration of notes in relation to dance steps; know the safety rules when doing physical exercise; the student will be able to: skills of motor reproduction of rhythmic patterns; skills of combining musical rhythmic exercises with dance movements. own a set of exercises to develop body flexibility; be able to perform complexes of special acrobatic exercises that contribute to the development of the necessary physical qualities; coordination skills. be able to distribute movements in time and space; 2nd year of study

8 the student will know: types of dances, dance styles; know about the role of dance art in the formation of a healthy lifestyle; to understand the words “soft”, “gentle”, “easy” at the request of the teacher; "Swiftly", "dynamically", etc., the technique of performing these movements. the student will be able to: skills in combining movements; perform dance studies and dances; be able to comply with safety requirements when performing dance movements; master various dance movements, exercises for the development of physical data; navigate the stage; 3rd year of study, the student will know: new directions, types of choreography and music; classic terms; genres of musical works. basic combinations of classical, folk stage dance, peculiarities of staging the body, legs, arms, head, dance combinations of modern dance; know about mass composition, stage area, dance pattern, coherence and culture of dance performance; principles of interaction of musical and choreographic expressive means; the student will be able to: perform basic combinations of classical, modern dance; distribute the stage area, feel the ensemble, keep the drawing while performing the dance; independently create a musical and motor image; understand, perform, memorize and reproduce the skills of musical and plastic intonation; public speaking skills; ensemble performance, stage practice.

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