METHODOLOGY OF STRUCTURING A FOLK-STAGE DANCE LESSON FOR MIDDLE SCHOOL-AGE CHILDREN

Abstract

Summary. Introduction. Adolescents' interest in folk-stage dance is declining relative to contemporary trends, although it remains fundamental to choreographic education and children's physical and aesthetic development. Existing studies on children's ensembles are largely generalized, with little focus on adolescents.

Purpose. To substantiate a methodology for structuring a folk-stage dance lesson for middle school-age children based on their anatomo-physiological and psychological features, define its principles and components, and reveal the role of repertoire, music and concert activity in building performance skills and motivation.

Methods. Theoretical analysis, systematization and generalization of pedagogical, psychological and physiological literature, comparative analysis of methods of teaching folk-stage dance, and generalization of practical pedagogical experience.

Results. Lesson effectiveness depends on combining accessibility, an individual approach, systematicity, durable skill acquisition, verbal and non-verbal methods, consciousness, activity, emotionality and a democratic attitude. A three-part lesson structure and grounded barre-exercise sequence distribute load evenly given adolescents' uneven growth and cardiovascular instability. Age-appropriate repertoire criteria are clarified; concert and competition activities strengthen motivation and skills.

Originality. A holistic methodology for structuring a folk-stage dance lesson for middle school-age children is proposed for the first time, integrating physiological and psychological requirements with choreographic pedagogy and tasks of national-cultural.