Dhow choreographer's work with gifted children. "Accompaniment of creatively gifted children in the children's choreography association". Participants of the "Theater and Children" program
Effective use of technologies for working with gifted children in the choreography class of a children's art school.N.V. Belomyltseva
Choreography teacher
MBOUDOD "Alekseevskaya DSHI"
Giftedness or general giftedness is the level of development of any human abilities associated with their development, but, nevertheless, independent of them. The concept of giftedness was first formulated in the middle of the 19th century by the English psychologist Francis Galton. The analysis distinguishes between "artistic" and "practical" giftedness. Early manifestation of ability speaks of giftedness. BM Teplov defines giftedness as "a qualitatively unique combination of abilities, on which the possibility of achieving greater or lesser success in performing this or that activity depends." Giftedness does not ensure success in any activity, but only the possibility of achieving this success.
In addition to having a set of abilities, in order to successfully perform an activity, a person must have a certain amount of knowledge, skills and abilities. In addition, 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. Many composers, for example, had other abilities: they drew, wrote poetry, etc.
Currently, there is an increased interest in the problem of giftedness, identification, training, development and psychological and pedagogical support of gifted children. Build problem effective system teaching, development and psychological and pedagogical support of gifted children is relevant for any society. It is this relatively small part of children who have the psychophysiological capabilities of the most rapid and successful advancement in the intellectual and creative development... These children are capable of ensuring the progressive development of society in the future in the field of science, art, technology, and in the social sphere.
Support, development and socialization of gifted children is undoubtedly becoming one of the priority tasks of education. The process of identifying, teaching and educating gifted children is the task of improving the education system, since teaching gifted children today is a model for teaching all children tomorrow.
In modern pedagogical science there is no clear and unambiguous answer to the question: "what is" giftedness ", as well as rather vague assessments of the possibility of the formation of outstanding abilities in the pedagogical process of students.
A teacher working in a modern school and focusing on working with gifted children faces a whole range of problems: 1) determining the direction and degree of a child's giftedness; 2) the search for effective pedagogical technologies that contribute to the enhancement of giftedness; 3) the formation of conditions for a harmoniously developed personality of the child.
During the 20th century, these children were usually classified using IQ tests, but recent developments in the theory of intelligence have raised the issue of the limitations of such testing. Gifted children have many needs that the standard educational system cannot meet. Therefore, in most schools in the United States and Europe, programs have been created to work with gifted children. The standard level for defining giftedness is being above 2nd sigma (top 2%) on a standard intelligence test.
What must be the grounds for a child to be considered gifted? In psychology, there is still no general idea of the nature of giftedness, but there are alternative approaches to solving the problem.
The first approach understands that all children are talented. Each person is gifted in his own way. This approach reflects humanistic tendencies in science and is the ideological basis of universal education and the right of every child to develop their abilities. However, this approach blurs the specifics of the concept of "giftedness". The emphasis is shifting towards the search for a "key" to the child's abilities and methods of their development. From this point of view, the question of identifying gifted children looks ridiculous. But at the same time, it is not clear why children who shone in childhood do not always retain their talent.
The second approach understands giftedness as a gift “from above” (God, parents, etc.), which are endowed with a few, the elect. If we follow the second approach, the problem of identifying gifted children becomes urgent, but the possibility of developing giftedness is questioned. At the turn of the century, an interest arose in our society in gifted children as the future intellectual and creative elite, on which the "corridor of opportunities" will depend further development country. This necessitates a broad discussion of the problems associated with the identification and development of gifted children; with the ability to build competent forecasts and effective ways correction of problems that are possible in gifted children.
A gifted child is a child with outstanding intelligence and non-standard thinking, individual inclinations and abilities and their combination, a creative approach and high motivation for activity, which leads, in the process of complex interaction of personal potential, socio-cultural environment and professional pedagogical support to high achievements in one or several spheres
Giftedness levels:
genius;
talent;
giftedness;
ability;
inclination (inclinations)
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.
Pedagogical technologies in work with gifted children in a choreography class
In the context of the implementation of the pedagogical process in the children's school, a certain experience has been accumulated in 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. Giftedness in the field of choreography can be defined as a set of outstanding qualities of a student in perception, the presence of pronounced abilities for plastic embodiment in stage conditions of certain artistic images.
Within the framework of this educational, methodological and creative work, the following are appliedinnovative pedagogical technologies:
Diagnostic technologies. Technologies allowing 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 communication skills of team members. Techniques based on the studio principle. First of all, this is the holding 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 upbringing of a sense of tolerance in the students;
Technologies for the formation of a psychophysical state. This technology is dominated by a soft approach, mainly the techniques of meditation and relaxation;
Technology of artistic perception and attitude / poeticization of action. They include a set of techniques that, through familiarizing with the forms of artistic experience of human culture, carry out a stage-by-stage transition of the performer from everyday perception to artistic comprehension of dance movements;
The technologies of emancipation and release of clamps include complexes of exercises and studies to overcome psychological and physical obstacles for the free implementation of a variety of stage activities;
Technologies for the development of the mental apparatus. A specific direction of training sessions aimed at increasing the mental lability of the participants. This is accomplished by psychological attitude where an emotionally rich field of artistic communication is created;
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;
Artistic animation technologies. A complex process of mutual influence and "overlapping" of various types of artistic creative activity into a single artistic conceptual world.
Effectiveness of work with gifted children
Trainings and rehearsals in the choreography class are held in the framework of individual, group lessons with students and classes of choreographic groups "Sun", "Rosinka", "Smile". During their existence, the pupils of the collectives have achieved significant creative results.
Collectives are the pride of our district and the decoration of all events taking place at the base of the district.
Competition level and title
results
Year and location
Interregional festival
"Dance Kaleidoscope"
Laureate of the 2nd degree
2012 Pavlovsk Voronezh region
Interregional competition Dance Olympus "
LaureateIIIdegree
2012 Kursk
Regional competition "The place where the light"
3rd place
2013 p. Chernyanka
Qualifying round of the regional competition "Talisman"
3rd place
2014 Novy Oskol
Selection round of the regional competition "Solomio»
2nd, 3rd place
2015 Novy Oskol
All-Russian competition-festival of arts "Another World"
Laureates 2, 3 degrees
2015 Builder
The state of the system of work with gifted children is currently of concern to many. This is due to trends in the development of education towards its unification and profile (professionalization), the tightening of the requirements of the youth labor market, and the lack of social support mechanisms for talented youth. The sphere of upbringing and development of gifted children is in the periphery of possible, commercially effective ways of providing educational services. The majority of gifted children, in accordance with the modern property settlement of families, are brought up in low-income families that are not able to pay for an individualized education of an advanced level. At the same time, the intellectual potential of the country's society is largely determined by the adequacy of identifying gifted children and working with them. Caring for gifted children today is caring for the development of science, culture and social life tomorrow.
Bibliography
Golovanov, V.P. Methodology and technology of the teacher's work additional education: / V.P. Golovanov. - M .: Vlados.
Kutnyakova N.P. Learning to understand children. - Rostov n / a: Phoenix.
Leites N.S. Age endowments of schoolchildren: Textbook. manual for stud. higher pedagogical educational institutions. - M .: Publishing Center "Academy".
Matyushkin A.M. Riddles of giftedness. - M., 1993.
Tamberg Yu.G. Development of the child's creative thinking. - SPb .: Rech, 2002.
B.M. Teplov "Psychology of Musical Abilities". Selected Works. M., 1985. - Vol. 1.
Shumakova N.B. Education and development of gifted children. - M., 2004.
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 Natalia 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
Relevancethis 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, leading 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 teaching 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. Personal and activity character educational process allows you to solve one of the main tasks of additional education - 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 occupies 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's creative abilities will develop harmoniously, improving children's creativity. Dance, being a source of the child's aesthetic impressions, forms his artistic self. Choreography creates conditions that ensure the development of gifted children, the realization of their potentialities, educates a person who knows how to value 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. Item- pedagogical tools aimed at identifying the signs of giftedness in choreography. Target- to study pedagogical tools aimed at identifying 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 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. 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 potential capabilities. Additional education has now become a 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 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 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, a 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. Education- this 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 acquired 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. Development -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 self-regulation. The options for the directions of development 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 formation 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. 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. 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, skills, and abilities. 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. The pedagogical program is a document that defines the goals, objectives, content, methods of organization, the expected results of activities. Additional education programs come in at least two levels - the institution level and the teacher's level. 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 activity 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 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. 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, 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 education 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. Development programs are aimed at the process of qualitative change in the personality, change in such spheres as intellectual, volitional, substantive and practical and the sphere of self-regulation. In the practical activities of educational institutions, complex educational programs of additional education for children are most often encountered. They implement a complex model containing goals, content, methods of teaching, upbringing 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 take place 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 is aimed at combining the capabilities of teachers of educational institutions for adaptation and psychological support of gifted children .2 Educator of additional education. Functions of the pedagogical process gifted children 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 well-grounded choice of forms, methods, and content of activity. Participates in the development of copyright educational programs, is responsible for the quality of their implementation. The teacher of additional education is a specialist in the development of a variety of creative activities in students. Within the framework of his position, he reveals the creative abilities of students, contributes to their development, supports gifted and talented students, provides advice to parents, as well as educators within their competence. Analysis different definitions the concepts of "system" were made by V.N. Sadovsky. What is highlighted in common for them is that the system is a set of elements that are naturally 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, however, the concepts "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 called the developing interaction of educators and students, aimed at achieving a given goal and leading to a pre-planned change in the 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 teaching, upbringing 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 merges the processes of formation, development, education, training together with all the 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, 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 done through forms such as business game, parent-teacher meeting other. 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 the stages of organizational activity. . Track results... Tracking the result is a vision of how progress towards goals is, the process of systematic removal of indicators, a system for monitoring and studying activities according to certain criteria. The tracking system is connected with the system for 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. Next, 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, principles and methods of its identification
There is currently no clear definition of giftedness. For many years, high intelligence has served, in fact, as 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 a gifted child's behavior: 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); 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 subject under study 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 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 to go beyond the initial requirements of activity on their own initiative; 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 uniqueness 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 that provide it", the following types of giftedness are distinguished: 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, pictorial and musical talent. In communication - leadership and attractive talent. And finally, in spiritual and value activities - giftedness, which is manifested in the creation of new spiritual values and service to people. According to the criterion "breadth of manifestations in various types of activity", general and special endowments are distinguished. General giftedness manifests itself in relation to various types of activity and acts as the basis of its productivity, determining the level of the child's 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.). Also, there are such criteria for the types of giftedness as actual and potential giftedness. By feature criterion age development can be differentiated into early and latent giftedness. Identification of gifted 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 all efforts towards a gradual, step-by-step search for gifted children in the process of their education on special programs(in the system of additional education) or in the process of individualized education (in conditions comprehensive school). It is necessary to reduce the likelihood of an error that can be made in assessing a child's giftedness by both positive and negative criteria when using psychodiagnostic techniques: high values of one or another indicator are not always evidence of giftedness, its low values are 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 uniqueness 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 "untalented" 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 "non-gifted" 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 different sides behavior and activities of the child, which will allow the use of various sources of information and cover the widest possible range of his abilities; ) 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-specific activities, etc.); ) 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 activity. 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 conditions of an enriched subject and educational environment when developing an individualized strategy of 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 .; ) 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 object situations that simulate research activities 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 competitions, 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. 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 the diagnosis and prognosis) can be classified as such. When identifying gifted children, it is necessary to differentiate: a) the current level of giftedness development 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 high qualifications 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 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 singled out 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 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 the framework of which conditions are created for the individualization of the teaching of gifted children; c) a system of additional education designed to meet the constantly changing individual socio-cultural 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 opportunities for 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 of 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 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. 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 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 competitions, festivals, olympiads; ) children 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 according to 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 invention, creative activity, sports. According to the Working Concept of Giftedness (2003), the 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 activity 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
.1 General characteristics of the institution MOU 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 on the creation of a system for the identification and development of gifted children. 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 directions: 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 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, abilities, 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 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 accompanying talented children to regional and all-Russian competitions. Winners among children all-Russian competitions 5 winners of the Prize of the President of the Russian Federation for supporting talented youth, 2 winners of the Governor's scholarship Yaroslavl region, prize-winners of all-Russian creative competitions. The work to identify 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 the dance group "Step Forward"
In the context of the implementation of the pedagogical process in the Municipal Educational Institution "Edelweiss" dance group, 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, which requires many years of preparation. Dance plays an important role in aesthetic education and physical development 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 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: Diagnostic technologies. Technologies allowing 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 communication skills of team members. First of all, this is the holding 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 cultivation of a sense of tolerance; Technologies for the formation of a psychophysical state. This technology is dominated by a soft approach, mainly the techniques of meditation and relaxation; The technologies of emancipation and release of clamps include complexes of exercises and studies to overcome psychological and physical obstacles for the free implementation of a variety of 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; In the Municipal educational institution 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 giftedness. 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. Objectives of the program: 1.Creation in the educational collective 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, healthy way life; 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. .Education of strong-willed qualities: determination, perseverance, character formation, confirmation 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. Indicators of the severity of certain knowledge, skills and abilities in accordance with the program and the year of the child's education are determined based on the results of monitoring based on comparative analysis and diagnostics. 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: 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. 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 tracked 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, and the learning outcomes at this stage are analyzed. 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. 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 competitions, 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 of the I degree, Diploma of the I degree, Diploma of the I degree, Diploma II degree, Diploma II degree 2009-2014 Poshekhonye, Yaroslavl 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 the Day of Disabled People Golden thread »municipal 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 younger group the teacher uses play forms of work, together with the children 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 final 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, and final. At the end of the year, a table is drawn up based on 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. At natural selection only those who can and want to dance remain, they 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 the performance groups formed? Is there a first line reception?
-
In my association, everyone dances: those who do it 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 leaders of the "false". 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, competitions that take place at various levels. -
Vera Yurievna, are you building an individual route for children with choreographic talent?
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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. For children, events, festivals, competitions, exhibitions are organized aimed at identifying and supporting creatively gifted children. Design and research activities are organized. An analysis of special successes and achievements is 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 to identify 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. Having analyzed 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 tracked 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 main 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, Yaroslavl 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 [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]: a methodological guide. - Prague-Yaroslavl: YaGPU, 2013 .-- 81-83 p. Zolotareva, A.V. Additional education for children [Text]: Theory and methodology of social and pedagogical activity / Art. A.A. Selivanov. - Yaroslavl: Development Academy: 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. Official site of the MOU DOD CDT "Edelweiss" [Electronic resource]. Access mode: http://cdt-psh.edu.yar.ru
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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 Natalia 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 of 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 lies in the fact 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, leading 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 teaching load in various creative workshops and associations. In them, the child begins to develop special abilities, forms special giftedness.
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 various types 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 occupies 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's creative abilities will develop harmoniously, improving children's creativity. Dance, being a source of the child's aesthetic impressions, forms his artistic self.
Choreography creates conditions that ensure the development of gifted children, the realization of their potentialities, educates a person who knows how to value 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.
Item- pedagogical tools aimed at identifying the signs of giftedness in choreography.
Target- 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 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. 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 a 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 provide the child with the opportunity 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 are of different ages, of a different numerical composition of the association;
The size of the 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.
Education- this 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 acquired 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 self-regulation. The options for the directions of development 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 formation 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.
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.
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, skills, and abilities. 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. The pedagogical program is a document that defines the goals, objectives, content, methods of organization, the expected results of activities. Additional education programs come in at least two levels - the institution level and the teacher's level.
Taking into account the specifics of the additional education of 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 activity 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 a solution 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.
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, 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 education 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.
Development programs are aimed at the process of qualitative change in the personality, change in such spheres as intellectual, volitional, substantive and practical and the sphere of self-regulation.
In the practical activities of educational institutions, complex educational programs of additional education for children are most often encountered. They implement a complex model containing goals, content, methods of teaching, upbringing 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 take place 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 is aimed at combining 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
gifted children 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, and content of activities. Participates in the development of copyright educational programs, is responsible for the quality of their implementation. The teacher of additional education is a specialist in the development of a variety of creative activities in students. Within the framework of his position, he 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 of "system" was made by V.N. Sadovsky. What is highlighted in common for them is that the system is a set of elements that are naturally 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, however, the concepts "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 called the developing interaction of educators and students, aimed at achieving a given goal and leading to a pre-planned change in the 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 teaching, upbringing 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 merges the processes of formation, development, education, training together with all the 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, 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 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 business games, parenting meetings 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 the stages of organizational activity.
4. Track results... Tracking the result is a vision of how progress towards goals is, the process of systematic removal of indicators, a system for monitoring and studying activities according to certain criteria.
The tracking system is connected with the system for 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. Next, 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 (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 socio-pedagogical functions (the 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, as 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 a gifted child's behavior: 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 subject under study in a system of various connections, etc .;
A peculiar type of learning ability, it can manifest itself both in 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 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 uniqueness 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 that provide it" inNSshare 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, pictorial and musical talent. In communication - leadership and attractive talent. And finally, in spiritual and value activities - giftedness, which is manifested in the creation of new spiritual values and service to people.
According to the criterion "breadth of manifestations in various types of activity"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 level of the child's 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, one can speak of explicit and hidden giftedness.
According to the criterion of the peculiarities of age development, it is possible to differentiateOvat on early giftedness and latent.
Identification of gifted 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 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 positive and negative criteria when using psychodiagnostic techniques: high values of one or another indicator are not always
evidence of giftedness, its low values are 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 uniqueness 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 "untalented" 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 "non-gifted" 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 assessing different 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 of the corresponding subject-specific
activities, etc.);
4) 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 activity. 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
of 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 competitions, festivals, shows, etc .;
10) primary 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.
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 the diagnosis and prognosis) can be classified as such.
When identifying gifted children, it is necessary to differentiate:
a) the current level of giftedness development 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 high qualifications 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 the intellectual and personal growth of children in general education schools and institutions of additional education in order to identify as many children as possible with signs of giftedness and provide them with favorable conditions for improving their inherent types of giftedness.
The following should be singled out 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 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 the framework of which conditions are created for the individualization of the teaching of gifted children;
c) a system of additional education designed to meet the constantly changing individual socio-cultural 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 opportunities for 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 of 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 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.
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 competitions, 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 according to 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 for a child to actively develop from an early age in accordance with his interests, desires and available potential, constantly striving to learn something new, studied the environment, tried his hand at inventions, creative activities, sports.
According to the Working Concept of Giftedness (2003), the 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 activity 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 on the creation of a system for the identification and development of gifted children. 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 directions: 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 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 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 available in this area;
Training, professional development and organization of experience exchange for teachers working with creatively gifted children;
Organization of a system for identifying creatively gifted children, including methods of studying schoolchildren, the 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 "Edelvey" 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 the framework of 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 accompanying 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 the scholarship of the Governor of the Yaroslavl Region, prize-winners of all-Russian creative contests.
The work to identify 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 indance group« StepForward»
In the context of the implementation of the pedagogical process in the Municipal Educational Institution "Edelweiss" dance group, 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, which 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.
The following innovative pedagogical technologies are used in working with gifted children:
Diagnostic technologies. Technologies allowing 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 communication skills of team members. First of all, this is the holding 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 cultivation of a sense of tolerance;
Technologies for the formation of a psychophysical state. This technology is dominated by a soft approach, mainly the techniques of meditation and relaxation;
The technologies of emancipation and release of clamps include complexes of exercises and studies to overcome psychological and physical obstacles for the free implementation of a variety of 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 Continuing 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.
Objectives of the program:
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: purposefulness, perseverance, character formation, confirmation 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 the year of the child's education are determined based on the results of monitoring based on comparative analysis and diagnostics.
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".
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.
Monitoring contains the following plan:
Monitoring the development of pupils' choreographic abilities and recording the results achieved;
Summarizing the 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 tracked 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, and the learning outcomes at this stage are analyzed.
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 to interact with gifted children. Development of the creativity of gifted children.
3 Project "Choreography with gifted children"
Municipal budgetary educational institution
additional education for children - center for additional education for children "Molodist"
Accepted at pedagogical Approved by:
Board Director MBOU "Molodist"
Protocol No. ____1_______ _______________ A. N. Rusakova
Program
Working with the gifted and motivated
to learning by students
additional teacher
Education Karpova O.V.
Nizhny Novgorod
2013
Explanatory note
Gifted children are children with innate high intellectual, physical, artistic, creative, communication skills. Children's giftedness is the most important global, complex, psychological, pedagogical and socio-social problem in all developed countries.
The outstanding mental manifestations of a child may only be temporary. In the course of age-related development - along with the strengthening and enrichment of the properties of the intellect, raising them to a new level - there is a limitation or even a loss of some children's capabilities.
Early signs of ability cannot leave parents and educators indifferent - after all, they can indicate the prerequisites for genuine talent. It is necessary to diagnose, identify and support gifted children because they are the creative and mental potential of their country. That is why the problem of working with gifted students is extremely relevant for modern Russian society.
MBOU "Molodist" as an institution of additional education for children provides children with the opportunity to freely choose forms and types of activities aimed at shaping their attitudes and outlook, development cognitive abilities and a positive motivational orientation. The purpose of the institution's activities is not just to ensure the educational process, but to provide comprehensive support for the child throughout the entire learning period, that is, the system professional activity aimed at creating psychological, pedagogical, social and psychological conditions for the successful development of children.
The conditions of our institution allow us to teach and educate gifted and motivated children by creating conditions for the development and realization of their intellectual and creative potential. This makes it possible not to lose a gifted child, since such children strive to enter specialized educational institutions and continue their art studies. It also allows you to form a positive attitude towards students with a pronounced motivation for educational and cognitive activities and to foster a belief in the value of additional education on the present stage development of our society.
In the classroom and after school hours, conditions are created for the full-fledged upbringing and education of gifted children in various creative fields: competitions, festivals, exhibitions, etc. are traditionally held. Students of the institution take a large number of prizes in city, regional, regional, all-Russian and international competitions, creative exhibitions of various levels, participate in master classes.
The purpose of the program: To create conditions for the identification, support and development of gifted and motivated children, their self-realization, professional self-determination in accordance with their abilities, as well as creating conditions for the optimal development of children.
Tasks:
1. To create favorable conditions for the full-fledged upbringing and education of children with increased creative abilities.
2. To increase the efficiency of work with gifted and motivated children by using modern educational technologies in teaching special disciplines.
3. Organize events to improve the social status of talented and capable children.
The main directions of the program implementation
Incentives
1. Awarding of diplomas (or certificates), valuable gifts to students and bonuses to teachers.
2. Placement of photos at the stand "Our pride".
3. Placement of articles about the achievements of students on the website of the institution and the group "VK", the club newspaper "Fantasy".
4. Sending letters of thanks to parents of students who won prizes in Olympiads, competitions, exhibitions.
5. Holding annual festivals "Magic Mask", "Debut", reporting concerts.
6. Organization of a profile shift in summer period on the basis of city camps MBOU "Molodist"
Forms and methods of working with the gifted
and motivated learners
First stage of study (1 year of study)
Identifying gifted and motivated children and working with them to develop their abilities in the classroom and after school hours;
Instilling skills in concert activities;
Maintaining close communication with the parents of the students.
Second stage of study (2.3 year of study)
Identifying gifted and motivated children and working with them in class and after school hours;
Extensive student engagement in extracurricular activities(concert activity);
Development of initiative and independence;
Formation of skills of independent work with additional sources of information;
Conducting intra-club contests, participation in city, zonal, regional, regional, all-Russian, international contests;
Self-esteem, introspection and self-control training;
Work on the creation of a system of vocational guidance for students.
Third stage of study (4th year of study)
Individual work in the classroom and after school hours with gifted and motivated children;
Providing assistance in choosing a profession;
Close connection of MBOU "Molodist" with NOCK and NOCEVD of Nizhny Novgorod;
Participation in competitions of various levels;
Individual work with students' parents.
Principles of working with the gifted and
motivated children
Individualization of training (implementation of an individual approach to students during classes and extracurricular activities, availability of an individual student learning plan).
The principle of advanced learning (enrichment teaching material additional data, tasks of a creative nature).
· The principle of comfort in any activity.
· The principle of the diversity of the proposed opportunities for the implementation of the abilities of students.
· The principle of developmental learning.
Stages of the World of Dance program implementation
Preparatory stage - 2013-2014:
1. Study normative documents and guidelines.
2. Development and approval of the project "World of Dance".
3. Actualization of students' ZUN as a prerequisite for the disclosure of the creative potential of students.
4. Psychological and pedagogical diagnostics of students and drawing up individual plans.
5. Creation of a data bank for gifted and motivated children.
The main stage - 2013-2015:
1. Implementation of the action plan developed within the project "World of Dance"
Reflexive evaluation stage - 2015-2016:
1. Evaluation of the results of the activities of the teaching staff for the implementation of the program.
2. Analysis of the effectiveness of the program.
3. Formation of new goals and objectives.
Expected results of the teaching staff
The implementation of the activities provided for by the program will allow:
· To form the value culture of the educational process in the conditions of a micro-society;
· To form a system of work with gifted and motivated children to learn;
· Create conditions for the development of the abilities of gifted and motivated children;
· Improve the forms of work with gifted and motivated children to learn;
· To increase the performance of schoolchildren in olympiads, competitions, festivals, exhibitions, etc.
Expected results of work under the "Theater and Children" program
The implementation of this Program will allow:
· Provide targeted assistance to support gifted and motivated students and teachers who work with them;
· Develop abilities that are relevant for future professional life;
· To orient students to the implementation of their own ideas in real social conditions;
· Improve the quality of education;
· Improve new forms of vocational guidance;
· To create a system of work of the teaching staff on this problem.
Gifted and Motivated Learner Model:
· A person who is healthy physically, spiritually, morally and socially;
A person who is able to independently find a way out of problem situation, carry out search activities, carry out research, reflection of activities, owning the means and methods of research work;
· A person capable of carrying out independent activities;
· A person with a versatile intellect, compensatory abilities, a high level of culture;
· A person who is guided in his life by universal values and norms, who perceives another person as a person who has the right to freedom of choice and self-expression;
· A person who is ready for a conscious choice and development of professional educational programs, taking into account the inclinations, prevailing interests and individual capabilities.
Participants of the "Theater and Children" program
Director of MBOU "Molodist";
Deputy Director for OIA;
Additional education teachers of theater associations;
Parents of students;
Students of theater groups.
Control over the implementation of the program of work with gifted and motivated students to learn is carried out by: the Pedagogical Council of the school, the deputy director for OIA. The results of the control are presented annually at the final meeting of the Pedagogical Council, published on the institution's website.
Main part
The program of work with gifted and motivated students of MBOU Molodist “Theater and Children” is a set of activities aimed at identifying, teaching, educating and supporting gifted children.
I. Areas of work to develop the abilities of gifted and motivated students to learn
1. Working with teaching staff.
2. Individual work with students in the classroom and after school hours.
3. Extracurricular activities.
4. Participation in competitions, festivals.
5. Individual work with parents.
1. Working with teaching staff
1. Improving the qualifications of teachers and providing them with information and methodological assistance.
2. Creation of conditions for the use of new pedagogical technologies.
3. Instructional and methodological meeting with teachers to clarify the need to work with gifted and motivated to learn children.
4. Interviews with teachers based on the results of diagnostics of students, planning work on the program of work with gifted and motivated children.
5. Examination of plans for working with gifted and motivated children to teach teachers-specialists and teachers of group disciplines.
Choreographer from work experience. "Development of creative giftedness of children in choreography lessons"
Giftedness or general giftedness- the level of development of any human abilities associated with their development, but, nevertheless, independent of them. The concept of giftedness was first formulated in the middle of the 19th century by the English psychologist Francis Galton. Early manifestation of ability speaks of giftedness. BM Teplov defines giftedness as "a qualitatively unique combination of abilities, on which the possibility of achieving greater or lesser success in performing this or that activity depends." Giftedness does not ensure success in any activity, but only the possibility of achieving this success. In addition to having a set of abilities, in order to successfully perform an activity, a person must have a certain amount of knowledge, skills and abilities. In addition, 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 of activity. Often general giftedness is combined with a special one.In modern pedagogical science there is no clear and unambiguous answer to the question: "what is" giftedness ", as well as rather vague assessments of the possibility of the formation of outstanding abilities in the pedagogical process of students.
A teacher working in a modern school and focusing on working with gifted children faces a whole range of problems: 1) determining the direction and degree of a child's giftedness; 2) the search for effective pedagogical technologies that contribute to the enhancement of giftedness; 3) the formation of conditions for a harmoniously developed personality of the child.
Giftedness in the field of choreography can be defined as a set of outstanding qualities of a student in perception, the presence of pronounced abilities for plastic embodiment in stage conditions of certain artistic images.
The following innovative pedagogical technologies are used to develop the creative talent of a student in choreography lessons.
Diagnostic technologies. Technologies allowing 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;
Co-creation technologies. The main condition for the implementation of this technology is to foster a sense of tolerance in students;
Technologies for the formation of a psychophysical state. This technology is dominated by a soft approach, mainly the techniques of meditation and relaxation;
Technology of artistic perception and attitude / poeticization of action. They include a set of techniques that, through familiarizing with the forms of artistic experience of human culture, carry out a stage-by-stage transition of the performer from everyday perception to artistic comprehension of dance movements;
The technologies of emancipation and release of clamps include complexes of exercises and studies to overcome psychological and physical obstacles for the free implementation of a variety of stage activities;
Technologies for the development of the mental apparatus. A specific direction of training sessions aimed at increasing the mental lability of the participants. This is achieved through a psychological attitude, where an emotionally rich field of artistic communication is created;
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;
Artistic animation technologies. A complex process of mutual influence and "overlapping" of various types of artistic creative activity into a single artistic conceptual world.
In addition to the above, the experience of circle and optional work is actively used. Trainings and rehearsals are held within the framework of individual-group lessons with students.
The development of children's creative activity in choreography classes, its influence on their creative growth is more successful, if the teacher's activity is based on:
respect and empathic understanding of students and the ability to use the game pedagogical technology as a toolkit for the development of creative activity junior schoolchildren;
the ability to subtly and delicately handle the student, to follow the nature of the child, to ensure their free development;
in encouraging the development of the ability of students to be independent, responsible people;
in fostering the desire for freedom.
Conditions that ensure the effectiveness of the development of creative activity of students:
the opportunity for students to master the experience of independent, diverse activities for them through the use of the training-game method in the educational process;
creation of an enriched information and leisure-development environment;
building the educational process as a process of interaction between an individual, unique teacher and an individual, unique student;
joint activity of a teacher and a student, where the worldview and competence of the teacher in the upbringing of a creative person, taking into account his individuality, is of particular importance.
The practical experience gained while working in the field of choreographic pedagogy allows us to conclude that choreographic creativity has certain unused reserves in increasing the effectiveness of the system of artistic education of the younger generation.
Considering choreography as a means of creative development of children, we must point out the following synthetic possibilities. The basis of choreography is dance, a form of organizing dance movements. Among all the arts, in unity with which dance develops, music is closest to him in generalization, associativity and structural laws. But, the plastic pictorial language of dance is still more concrete, as well as visible. Ideally the dance itself- plastic music "Dance music," wrote the great reformer and ballet theorist J.J. Nover, "is or should be a kind of program that enhances and predetermines the movement and play of each dancer."
The analysis of psychological and pedagogical literature and the experience of practicing teachers, music workers, psychologists, doctors suggests that the development of dance movements at each age stage is different. At the age of 6-7 years and older, children already control their movements relatively well, their actions to the music are freer, easier and more precise, they use dance improvisation without much difficulty. Guys at this age voluntarily master the skills of expressive and rhythmic movement. Auditory attention develops, the individual characteristics of children are more clearly manifested. They can convey with movements the diverse nature of music, dynamics, tempo, simple rhythmic patterns, change movements in connection with the change of parts of a piece of music with an introduction. Children can master a variety of movements (from rhythmic running with a high leg lift and jumps from foot to foot to a polka step, half-squat, etc.). The creative activity of children develops gradually through purposeful learning, expanding musical experience, activating feelings, imagination and thinking. The children's response to what they listen to is a creative display of music in action. At this age, the emotions caused by music create a certain motor activity, the task of the teacher is to direct it in the right direction, choosing for this an interesting and varied musical and dance material. Moving, as the music suggests, is a strict law that must be observed unswervingly throughout the lesson. Movements should flow from the music, be consistent with it, reflecting not only its general character, but also specific means of expression. In a combination of figurative words, music and movement, children's imagination develops, the child more accurately conveys the character of a musical work, movements become free, stiffness disappears, confidence appears. Another characteristic of the dance, the importance of which is as great in teaching children as the previous ones, is the drawing of the dance. Any dance pattern does not exist by itself, it correlates with the vocabulary - the movement structure of the choreographic work. Dance movements arise and develop not in abstraction, but in a certain spatial solution. Dance movements are peculiar signs, similar to sound, word, but plastically significant. One movement needs a number of repetitions in order to establish itself, the other is perceived immediately and does not need repetitions. The selection of movements in the dance must strictly correspond to the task at hand, therefore the use of an infinitely large number of various elements in one dance does not always determine its success. Dance is often divided into solo and mass. In order for the children's dance pattern to be clear and performed by them without much difficulty, it is necessary to repeatedly perform the same movement - exercises. The purpose of the exercise is different:
- to improve the basic movements (walking, running, jumping);
- preliminary learning of actions for story games and dances;
- development of expressive movement of characters story games;
- compositional completeness of musical and dance movements in children.
Ability cannot arise outside the corresponding concrete activity. It is especially important that the child is able to participate in the composition of the dance, its performance and perception. The basis of the content of primary education is the inclusion of students (under the guidance of a teacher) in the leading types of choreographic activity. At the first stage, musical performance and writing activities are important. At primary school age, when the child's need to communicate with dance and music is not yet blocked, he perceives musical and choreographic information with interest. Therefore, it is important to familiarize children with the basics of choreographic activity. Considering the issue of the manifestation of creative activity by children, one cannot fail to say about the role of dances and their varieties (according to the teacher's show, with fixed movements, folk dances with slow elements folk dance, round dance with singing, improvisation). Dances activate the child's hearing, develop clear, beautiful movements. In dances-improvisations, the manifestation of children's creativity is most clearly observed, early learning of the elements of dance movements allows children, already at primary school age, to compose their own dance composition. A special role in the creative development of children by means of choreography is played by the participation of children in executive and writing activities, elementary improvisation. Children feel the need for free dance, for them it is one of the most accessible forms of self-expression. This kind of activity contributes to the formation of love for dance, the need for constant involvement with it.
Dancing lessons in primary school acquire special importance because at primary school age, the child has a fairly large potential in the development of special abilities to perceive dance and music.
Children's age has the richest opportunities for the development of creative abilities. Unfortunately, these opportunities are irreversibly lost over time, so it is necessary to use them as efficiently as possible at primary school age.
Dance is the richest source of aesthetic impressions of the child, his creative possibilities. The syncretism of dance art implies the development of a sense of rhythm, the ability to hear and understand music, coordinate your movements with it, at the same time develop and train the muscle strength of the body and legs, plasticity of the hands, grace and expressiveness. Dance classes form the correct posture, instill the foundations of etiquette and competent demeanor in society, and give an idea of acting. Dance is of great importance as a means of fostering national identity. Getting information about dancing different nations and different eras is just as necessary as the study of world history and stages of development of world artistic culture, for each nation has its own dances inherent only to it, which reflect its soul, its history, its customs and character. The study of the dances of one's own people should become the same need as the study of the native language, melodies, songs, traditions, for this is the basis of the national character, ethnic identity, developed over many centuries.
The basis of teaching children of primary school age must be based on a playful beginning. It's about making play an organic component of the lesson. Playing in a rhythm lesson should not be a reward or rest after hard work, rather work arises on the basis of play, becomes its meaning and continuation. Dances-games, correctly selected and organized in the learning process, contribute to the ability to work, arouse interest in the lesson, in work. The specificity of teaching choreography is associated with constant physical activity. But exercise stress in itself has no educational value for the child. It must necessarily be compatible with creativity, mental work and emotional expression. The task of the teacher is to educate in children the desire for creative self-expression, for competent mastering of emotions, and understanding of the beautiful.
The process of teaching dance itself is active, creative, awakening an artistic element in a person. Mastering the dance vocabulary, a person not only passively perceives the beautiful, he overcomes certain difficulties, does a lot of work so that this beauty becomes available to him. Having cognized beauty in the process of creativity, a person feels deeper the beauty in all its manifestations: both in art and in life.
The ancient Greek philosopher Democrat stated: "Neither art nor wisdom
cannot be achieved if you do not study, "and J. Comenius noted that in
a person is strong and stable what he absorbs into himself at a young age.
One of the important factors of work at the initial stage of training- the use of a minimum of dance elements with a maximum of the possibility of their combinations. Long-term study, study of a small amount of material (movements) makes it possible to master it qualitatively, which in the future will be a solid foundation of knowledge. A variety of combinations of dance movements creates an impression of novelty and develops the creative imagination of children.