A Brief History of Modern Dance Steps
Modern dance was developed by famous pioneers Martha Graham, Paul Taylor and Isadora Duncan, to name a few. These classically trained dancers shared the same sensibilities as dances that could be enjoyed outside the confines of rigid ballet. Modern dance was created to show emotion and the more "human" side of the art, a striking contrast to the strict rules and regulations of ballet, which was the most popular style of dance in America at the time.
Modern dance steps continue to evolve with every dancer who is inspired enough to create, and the style will only grow with future generations.
Literature
- « Ballroom dance XVI - XIX centuries.
". Ivanovsky N.P. Edited by Yu.I. Slonimsky. Moscow-Leningrad, ed. Art, 1948 - " Ballroom dancing"
Sarikojumu dejas. Lasman Milda. Publishing house Latvias Valsts Izdevnieciba, Riga (Riga), 1954 - " Dance"
Textbook for theater universities (on stage dance). Vasilyeva E.D. M., Art, 1968 - " Rhythm at school, third lesson of physical education."
Educational and methodological manual. J.E. Firileva, A.I. Ryabchikov, O.V. Zagryadskaya, Rostov-on-Don “Phoenix”, 2014
Modern dance steps
When you take a modern dance class, the technique you learn will depend on the teacher's preference. Since it is such an emotion-based dance genre, students can learn great variations of the craft by studying under different instructors. However, there are some moves and choreography that are consistent across studios, and these modern steps can be easily mastered.
Roll up and down
Starting in the first jazz position (feet parallel to the front), with your hands at your sides and your gaze focused downwards, slowly curl your spine, being careful not to collapse at your waist. When you are halfway to the floor, bend your knees and continue to curl. Your instructor may tell you to roll up one vertebra at a time and then "grow back up" again with one part of your spine at a time.
Foot swing
Standing parallel again, place your hands in the second position. With his right leg spread forward with the pointed toe, he should then work his way through the first position and follow it back with a slight tilt of the knee. This is often used as a transition movement in a choreography combination.
Flat back
It sounds simple enough, but a flat back done properly requires a lot of discipline and flexibility. Once you've bent over, keeping your back as straight as possible, raise your arms to fifth with your palms facing inward. Raise your torso back, simultaneously with your arms, as one fluid movement. This move is a wonderful exhibition of grace and bodily control, almost derived from its ancestor's ballet.
tendu
With tendis, the leg is first directed forward and back in parallel. You can then repeat the position to the side and back, alternating in rhythm. This is usually a floor exercise, but can also be used in routines.
Shas
An hour is a simple jump often found in modern dance. Standing with your weight on one leg, you change your weight while on a plane and then jump so that both legs are vertical together in the air. You can move around the room with this movement and add height and back for a more advanced look.
Boundless
The general rule is that all modern dance steps are essentially derived from something else. Whether it's classical ballet or a tree outside the window on an exceptionally windy day, modern dancers find sources of choreography in every single movement they observe in life, and the ability to do it amazingly.
If you're pursuing contemporary dance as a career or hobby, don't be afraid to create dance steps out of thin air, as the results can be nothing short of amazing and definitely rewarding.
“Methodology for teaching dance to preschool children”
MUNICIPAL BUDGET EDUCATIONAL INSTITUTION
ADDITIONAL CHILDREN'S EDUCATION
NOVOSPASSKAYA CHILDREN'S SCHOOL OF ARTS IN ULYANOVSK REGION
«Dance training for children
preschool age»
Author:
Vershinina Tatyana Veniaminovna, choreography teacher
The organic unity of music and movements is necessary and natural. Movements must reveal the content of the music and correspond to the character, form, dynamics, tempo and rhythm of the musical work. At the same time, the movements encourage conscious perception of a piece of music. And the music becomes more understandable and easier to assimilate, giving movements special expressiveness, clarity, and rhythm. It is known that both in singing and in movement it is necessary to achieve complete compliance with the music. Vivid examples of the relationship between music and movement are demonstrated by such sports as rhythmic gymnastics, figure skating, and synchronized swimming.
A significant place in the musical and rhythmic education of preschoolers is given to dancing.
To teach a child to convey the character of a musical work, its figurative content through the plasticity of movements to music - this is exactly what the work on dance is aimed at. It is known that children love to dance. By dancing they satisfy their natural need for movement. In the expressive, rhythmic movements of the dance, feelings, thoughts, moods are revealed, and the character of children is revealed.
Dance
- synthetic art. It is aimed at solving the musical-rhythmic, physical, aesthetic and mental development of children. Movements to music accustom them to collective action and help foster a sense of collectivism, friendship, camaraderie, and mutual respect.
Movement to music strengthens the child's body. The satisfaction received by the child in the process of motor actions is accompanied by significant physiological changes in his body, breathing and blood circulation improve.
Cheerful music excites the nervous system, causing increased activity in the higher parts of the brain associated with associative, intellectual and volitional processes. The activity of skeletal muscles in preschool age is important, since in a growing organism the restoration of expended energy is characterized not only by a return to the original level, but also by its excess. Therefore, as a result of dancing, energy is not wasted, but rather gained. Musical and rhythmic movements contribute to the formation of motor skills and improve posture. Systematic dance classes are very useful for the physical development of children: posture improves, body proportions improve, and muscles become stronger. Gradually, children begin to move more easily, more gracefully, and become relaxed. Children develop qualities of movement such as lightness, flight, elasticity, dexterity, speed and energy. Thanks to music, the movements of preschoolers become clearer, more expressive and beautiful.
It has been noticed that if they like the music, the children have a desire to move, it is difficult for them to sit still, they literally “splash out” their emotions. Rhythm can be “experienced.” And it is easier for children to convey their understanding of music not through words, but through movements. And this is a good prerequisite for the creative process. By acquiring knowledge and skills in the field of dance art, children begin to understand that each dance has its own content, character, and image. To convey the expressiveness of dance images, the child must remember not only the movements themselves, but also their sequence (which in itself has a positive effect on the development of memory and attention), but also mobilize imagination, observation, and creative activity.
Dance accustoms children to the norms of cultural communication. Children are taught modesty, goodwill, and friendliness. Boys begin to treat their partners with care. Dance becomes one of the means of moral education of a child.
The dances consist of simple folk and classical dance movements. They can be divided into several types:
— dancing and dancing with fixed movements,
the construction of which is determined by the structure of the musical work;
- free dances
and dances
, in which the creative abilities of the performers are most clearly manifested;
— combined dances
, including fixed movements and free improvisation;
— folk dances and dances
, built on authentic elements of folk dance;
— character dances
, performed by various characters;
— children's ballroom dancing
, including polka, gallop, waltz steps and others.
Currently, the attention of children and teachers is attracted by modern rhythms of music and new dances. But sometimes you have to deal with the fact that children, watching adults dance in everyday life, imitate the worst examples of their performance (they make faces, break, dance rudely, unmusically). This causes great concern, since it is in preschool age that the foundations of artistic and musical taste are laid.
There are two ways to work on creating children's dances. The first way is to work on lightweight versions of already existing ballroom dances for adults, accessible to children, using the same music. They preserve the dance movements for adults and its pattern, but reduce the number of figures, simplify the composition, and eliminate the most difficult elements for children to perform.
Another way is to create a new children's dance based on music that children like and that is suitable in terms of musical structure and form. Such dances include program dance skills required for preschoolers (springs, hops, galloping steps, side steps, rhythmic claps, etc.), many of which are performed in a new modern manner. At the same time, new elements are introduced.
When composing new dances for preschool children, it is necessary to be guided by a number of artistic and pedagogical requirements. Each children's dance should have a bright emotional content and a unique flavor. Dancing should be accessible to children and meet their technical capabilities. Otherwise, training will turn into a tedious exercise and will lose its educational value.
Children's dance should be very concentrated and compact. It is not recommended to include a large number of different figures - this tires children. It is necessary to take into account the psychophysical characteristics of preschool children and carefully limit physical activity, which must be controlled. Namely:
- monitor children’s posture during classes and the nature of motor tasks;
— determine the dosage of physical activity, taking into account the doctor’s wishes;
- pay attention to children’s complaints during dance classes;
— in conversations with teachers and parents, find out all the data about the child’s health and his individual characteristics.
Dance for children should have a clear pattern of movements. It is necessary to remember to maintain the accuracy and completeness of the dance form, only in this case the dance will be convenient for repeated repetition. An organic relationship between movements and music is necessary, taking into account not only the general nature of the music, but also the basic means of musical expressiveness (dynamic, tempo, metrhythmic, harmonic features, register coloring, form of construction of a given work). The diversity of the children's dance repertoire (in content, mood) is also important. An interesting moment for children may be a change of dance partners, an element of play, jokes, unusual attributes, and costumes.
To interest children in dance, the teacher must give a general description of the dance and note its features. Listening to dance music, understanding its content and features, and analyzing its structure (individual parts, musical phrases) is of great importance. Children can be asked to clap accents, rhythmic patterns, the beginning of a new part, a musical phrase, etc. In the process of learning a dance, the teacher has to repeatedly return to the content and features of the music he listened to, helping children find shades of movement that reflect the nature of the music. It is necessary to introduce children to the world of the music to which they will dance.
The primary role is played by the teacher’s correct, clear, expressive display of movements. A good show makes children want to quickly learn how to dance just as beautifully. The teacher must specially prepare for this show, performing individual dance elements in front of a mirror. It is important to clearly show all the nuances of dance movements. The demonstration may be accompanied by verbal explanations and instructions. This will help make the learning process more conscious and accessible.
The teacher analyzes in advance what mistakes children may encounter when mastering a particular movement, finds the exact words to explain individual details, thinks through figurative comparisons, and clear, brief instructions.
When working on dance, preparatory dance exercises are of great importance.
It is recommended to first learn individual dance elements with children, which, as they are mastered, can be combined into dance figures. Children can stand scattered or in a general circle, in this case they can clearly see the teacher’s demonstration (no one stands with their back or side to him), and the teacher, in turn, has the opportunity to control the quality of movements. If children stand scattered, the teacher’s display should be mirrored.
More often it is necessary to show children who perform this or that movement well. There are cases when practice excludes any preliminary work on the dance or elements. The dance is learned entirely, the children perform the movements uncertainly, often make mistakes, and receive many comments from the teacher. All this reduces interest in dance, the training process becomes longer and becomes ineffective. Without mastering the technique of movement, it is impossible to achieve its expressiveness.
Musical accompaniment is of paramount importance. Music should be chosen in accordance with the requirements of good taste. As for its criteria (in relation to the musical design of dance classes), they are determined by such concepts as clarity, intelligibility, and completeness of the melody. When choosing a piece of music, specialists must thoroughly know it as a whole. Only then can the source material be available, varying it in different combinations for different pedagogical purposes.
Working to soundtracks of musical works gives the teacher the opportunity to observe each child, correct movements directly during the performance process, and captivate children with his own performance. And, of course, it’s nice to see the results of such work: clarity, synchronicity, rhythm, expressiveness, imagery - all these qualities are achieved with passion, and most importantly, by all children. Bright, interesting music makes you want to move, dance, and allows every child to open up and show what he is capable of. A certain level of development of children's musical abilities, and first of all, a musical-rhythmic sense, as well as good quality of their motor preparation is assumed. Of course, it is necessary to take into account the main areas of study in each age group.
Age characteristics of preschoolers
In children of the younger group
coordination of movements is insufficiently developed. They waddle, drag their legs, lower their heads, run and jump heavily. A characteristic feature of this age is excitement of the nervous system and insufficient inhibition, so children have a slow reaction to musical signals. Despite this, kids develop a strong interest in dancing. By strengthening it, children are taught to listen to music and move in accordance with it. Music for dancing should be bright and expressive in form, which helps to perform better dance movements. In the younger group, special attention should be paid to children’s ability to distinguish between the beginning and end of a piece of music and, in accordance with this, to begin and end movements.
When learning a dance, a certain sequence should be followed. First, the children listen to the music, then the teacher’s explanations about its character, the form of the piece, etc. You can show the dance together with a teacher or a previously prepared child. Then the teacher dances with the children, carefully watching them and helping them, for example, find their right leg or arm, spin in the right direction, etc.
For children of the younger group, it is necessary to select dances, the performance of which will contribute to the development of the following dance skills:
- walk and run rhythmically, conveying different tempos, marking the end and beginning of each part;
— perform movements with attributes (dolls, plumes, etc.);
- alternately stamp your feet, spin separately and in pairs, clap your hands, place your feet alternately on the heel, etc.
Indicators of children's development level:
— interest in the dance process of moving to music;
— expressiveness of movements;
- the ability to convey in plastic the character of music, a dance image.
In children of the middle group
As a result of training, education and the acquisition of direct experience, a large stock of specific ideas is accumulated and good posture is developed. They walk calmer, more evenly, run rhythmically and quite easily, can make simple movements with attributes, perform dance movements more easily and confidently, and more consciously change movements in accordance with the nature of the music. All this creates the prerequisites for successful further work on the development of dance skills. Dances for children have a more complex structure; dance movements reflect changes in the nature of the music in more detail.
Children in the middle group continue to be taught:
- consciously begin and end movements simultaneously with the beginning and end of the music;
- change the nature of movements in accordance with three different parts of a musical work;
— cultivate observation, initiative and independence;
- develop musical memory, sense of rhythm, creative imagination;
- move easily and freely in pairs;
- accurately perform elements of folk dances that are accessible by coordination: alternately placing the foot on the heel, “throwing out” the legs, half-squats, etc.
Indicators of children's development level:
— expressive and direct performance of dance movements to music;
— the ability to accurately coordinate movements with the basic means of musical expression;
- ability to memorize and independently perform compositions;
- use of various movements in improvisation to music.
A characteristic feature of children of the older group
is their desire for greater independence in dancing, for precision in performing movements, and interest in performance. Therefore, in the older group, dance training is more focused, for example, learning a specific movement necessary in dance. Children of this age are able to show creative initiative and add their own addition to the dance. The ability to display the emotional and expressive nature of music is improved, as children perceive a piece of music more deeply and consciously, and their coordination of movements is better developed. The musical material and children's movements become more complex. Thus, preschoolers learn to mark with movements the form of a musical work (two- and three-part, variation), as well as musical sentences. Work continues on teaching children to perceive tempo changes (slowing down, speeding up). Children's perception of register changes deepens. Of particular importance is the independent activity and creative manifestations of children (preschoolers independently rearrange themselves into large circles and small circles, maintaining the same distance, into columns and ranks). When working on the development of musical and rhythmic movements, great attention should be paid to developing in children the ability to move freely, naturally, easily and clearly. In dancing, older preschoolers perform more complex dance movements. We need to ensure that children perform movements rhythmically, expressively, beautifully, so that they can stop accurately when the music ends. Children are introduced to various formations and movements:
- move easily, gracefully, expressively, changing the direction of movement;
- move in accordance with the nature of the various variations;
— clearly perform rhythmic patterns, various elements of folk and ballroom dance;
- mark the strong beats of the bar.
By teaching preschoolers to deeply perceive musical works, it is possible to achieve an organic fusion of movements with music. However, it should be emphasized that successful mastery of the assigned tasks is possible only if systematic work is carried out with children, the result of which is that all children, and not just the most capable, master the material. And for this it is necessary to constantly check the children and, if necessary, work with some of them individually or in small groups.
Indicators of children's development level:
— expressive performance of dance movements to music;
- the ability to independently convey the basic means of musical expression in movements;
— mastering a large volume of different compositions;
- ability to improvise using a variety of movements;
— accuracy and correctness of execution of movements in dance.
Teaching preschool
motor skills contributes to the further accumulation of ideas and impressions, their systematization and generalization. At this age, the ability to move expressively and naturally in accordance with the varied nature of music (cheerful, cheerful, active, etc.) is consolidated. While completing the task, children learn to differentiate the nature of movements - when walking, convey either the solemn mood of a festive reorganization, or the calm nature of a folk dance, etc. At this age, children have almost complete control over their body and are able to coordinate movements. To interest them in rhythmic lessons, it is necessary to select more complex movements and formations designed for rapid changes of orientation. Musical works for dances are much more complex in form and means of musical expression. Children master dance movements:
- light spring running (with “overwhelm”), smooth dance step, jumps (light and strong), variable step, half-squats with the foot on the heel, polka step, running with high leg lifts, etc.
In the learning process, children gain a lot of experience, expand their knowledge, and learn many dance terms.
You need to think through the details of the presentation of the new dance. It should be taken into account that at this age children are already free to perform verbal tasks. It is quite possible that there is a different sequence of introducing a new dance: first, children listen to the music, determine its character and parts of the work, and after that the teacher explains the movements or shows them. In simple dances, all movements are learned at once, and in more complex ones, gradually. When the movements are mastered, the teacher directs the children’s attention to the accuracy and expressiveness of the performance. In simple dances, sometimes you can limit yourself to explanation or indication without demonstration.
Work continues on the beauty of movements, on the clarity and expressiveness of dance performances. Due attention is paid to fostering a culture of behavior in children. Children of six or seven years old should be conscious of their task and perform it as best as possible.
Indicators of children's development level:
— expressiveness, ease and accuracy of dance movements;
- the ability to independently perform a dance, conveying the means of musical expression in movements;
- mastering a large volume of different compositions, different in style and character;
— mastering complex types of movements;
- ability to improvise using a variety of dance movements.
The teacher implements all these tasks in the process of creative communication with children in various forms of work: in the classroom, in free time, when preparing and holding holidays and entertainment, in individual work with the child, etc.
Methodical techniques
For each dance, the teacher chooses the most effective way of explanation and teaching. Interesting teaching techniques make children want to dance.
Display method.
By showing children movements, the teacher gives them the opportunity to see the artistic embodiment of the image. Sometimes, mainly at the beginning of work, a specialist can perform it together with children. This captivates children and increases the desire to quickly master certain motor skills.
Verbal method.
Spoken speech is the link between movements and music. Verbal explanations should be brief, precise, figurative and specific. It is also necessary to pay attention to intonation and the force with which the word is spoken.
Improvisational method.
When learning to dance, children should gradually be led to free, spontaneous movement, as dictated by the music. When using this method, no preliminary listening to music is necessary. Children should try to find the right movements themselves. It is also not recommended to tell them the type of movement and mark those who are successful. But at the same time, we must carefully monitor that children do not invent movements that are not related to music.
Illustrative visualization method.
A full-fledged activity cannot take place without a story about dances, their history and diversity, without introducing reproductions, book illustrations, photographs and videos.
Game method.
The essence of the play method is that the teacher selects toys for children that help in learning. Toys (attributes) decorate the dance and have a great influence on its performance. Captivated by the toy, children stop fixating their attention on the technical features of the dance. Transformation games will help teach children to perform expressive movements and develop their imagination and creativity.
Concentric method.
This method consists in the fact that the teacher, as the children master certain movements and dance compositions, returns to what they have learned, but can now offer a more complicated version.
The pedagogical skill of the teacher, his ability to use the entire arsenal of methods and techniques for teaching dance, and his sensitive attitude towards children will help turn this process into an interesting activity for children. Modern children's dance in the hands of a thoughtful, creative specialist can be an excellent educational tool that has an ennobling effect on children.
