Dance is one of the oldest art forms of mankind. It is the product of expressing feelings and feelings. It conforms to the essential characteristics of human physical and mental needs, and has the functions of pleasing the body and mind, strengthening the body, connecting emotions and uniting groups. So, as a dance teacher, a semester passed. What term work summary do you have? The following is a summary of my work as a dance teacher. I hope you like it.
Summary of Dance Teachers' Work 1
As a kindergarten teacher, it is no exaggeration to say that you need to be proficient in everything. Engaged in preschool education for 20 years, I have always adhered to a concept: it is never too old to learn. Through my unremitting efforts, my professional quality and work level are constantly improving. And dancing has always been my weakness. He turned pale when he talked, and his legs were soft when he danced. It's not that I'm lazy, it's not that I don't like it, but that I think watching others dance is a kind of enjoyment, while watching me dance is a kind of suffering for the viewers.
However, in order to teach children well, I am willing to try everything seriously; I am willing to work hard to do things that take a lot of energy to get a little profit; Because I love my job.
This year's summer vacation, everyone feels particularly long. Because the new education building of our national kindergarten is about to be put into use. The workers worked overtime and the teachers were not idle at home. In order to welcome the expectant children and parents with a brand-new look, we participated in various professional quality improvement training courses. The most helpful and meaningful thing for me is the dance training meeting organized by teacher Wu Rina. Flexible and diverse placement training forms make every teacher always full of passion and never feel tired. "Children's Broadcast Gymnastics" has passed the high-standard and strict audit, becoming more skilled and elegant; "Dance of All Ethnic Groups in Series" makes us dance with the melodious songs in minority music. Dance after class after getting up has a strong flavor of folk games, which reminds me of the games I played with my friends when I was a child.
Although my dancing is not beautiful, I dare to dance a dance that is not harmonious with myself; Although my dancing is not gorgeous, I will take pains to wave my hands and legs in the crowd; Because I know I'm clumsier than others, I can't be afraid of making a fool of myself. I am absorbed in every relaxed gesture of other teachers, and I imitate the beauty of Miss Yang's wrist every time.
Time is always so fast, and three hours a day is always fleeting, which always leaves me wanting more. The short training didn't completely make me an excellent dancer, but it also cultivated my artistic and professional sentiment. Let my soul be more pure and beautiful at that moment. I like my profession, and I like this part of my profession: dancing. In my future career, I will continue to work hard and constantly improve my uncoordinated dancing skills.
Summary of dance teacher's work II
Dance, as one of the eight great arts, wrote as early as in Preface to Poetry: "Poets have ambitions. Heart is ambition, words are poetry, feelings are in the heart, and form is in words. Not enough, so I lament. Lamenting is not enough, so sing. Lack of singing and dancing are not the same thing. " Poetry is the place where people express their feelings, the ambition in their hearts and the poetry expressed by language. The emotions that are touched in the heart will inevitably be expressed in language. If words are insufficient to express them, they will sigh. If sighing is not enough to express them, they will sing Long song. If Long song is not enough to express himself, they will dance uncontrollably. It can be seen that dance is a comprehensive art that combines many languages. However, dancing can't be learned overnight. What aspects should students who have just started to learn dance start from? As a dance teacher in vocational education, I have the following experiences:
First, listen more and see more to raise awareness.
First of all, we should understand the basic situation of students. Most of the students in my major have never been exposed to dance. Even if they have seen it on TV, they only have a simple impression, just the word "beauty". So what kind of beauty is the real beauty, how to interpret it, and what kind of posture to express it. In this regard, students have no idea. At the beginning of the class, I was hunchbacked, unable to stretch my body, standing simply, and learning slowly. Without a good posture, they can't walk well, so how can they form a good dance? It's not impossible, it's unconscious. In this case, I think it is important to watch more besides asking students to practice in the dance studio. The students' learning content is mainly classical dance and folk dance, but they seldom touch it and don't realize what kind of gesture they want to express. Therefore, we should pay more attention to the dancers' gestures in the works and the beautiful dance movements revealed between gestures. Study hard and imitate carefully.
Second, the teaching content is arranged reasonably.
Dance learning includes theoretical knowledge and skill training, which complement each other and are equally important. In the textbook, the first few classes are all about the history of dance. When preparing lessons at the beginning, it is also explained according to the theory of preparing lessons first. Students are full of mystery about the dance class after the start of school, and they really want to take the dance class and want to dance and move. At this time, I also conducted a survey on most of my classmates. Shall we go to the classroom to practice theory or go to the dance studio for training in the first class? Almost all students choose to take classes in the dance studio. So in the first class, is it better to arrange theoretical knowledge or basic training first? So, I think why not strike while the iron is hot. Facts have proved that this effect is very good. If theoretical knowledge is taught several times in a row, students' enthusiasm for learning dance will be greatly reduced, but theoretical knowledge learning will not play a better role. Therefore, teachers can adjust the teaching content according to the actual situation and adopt effective methods to achieve twice the result with half the effort.
Third, the choice of music and dance style.
Students are in adolescence and tend to learn hip-hop and classical dance, with classical dance as the main content. Interest is the source of motivation for learning. How can we guide students to like classical elements? Besides watching more, the music accompaniment I prepared at the beginning of the class is more popular and closer to the students' hearts, so listening to my own music and learning to dance can improve my interest.
Four, the establishment of student learning progress information card.
Every student's physical quality is different, some students span more widely, and some students have a soft waist. There are so many students that the teacher can't figure it out at the moment. I will set up a progress card for students, which places are insufficient, which places are making rapid progress and which actions are not in place, so as to better teach students according to their personal situation.
In short, only innovation can make greater progress, and we can continue to learn and progress in exploration.
Summary of Dance Teachers' Work III
As a dance teacher, I don't think the methods used in teaching should be arbitrary. Just like other subjects, we should formulate corresponding teaching methods according to the age and ability of the teaching object, the content and requirements of the teaching materials to be taught. Beginners of dance are usually teenagers around the age of ten. Because of their age, they have a strong ability to imitate and understand. They are good at imitating the teacher's dance movements, but it is not easy to understand the teacher's theoretical explanation and analysis of the movements. Therefore, for beginners, we should adopt more intuitive teaching (that is, teachers repeatedly demonstrate actions to students). In addition, beginners are often slow in self-perception when doing actions, and are not good at consciously self-correcting actions according to teachers' requirements. Therefore, teachers should patiently and carefully correct the mistakes in students' actions one by one.
Generally speaking, after more than two years of dance training, students or trainees have improved their understanding of dance movements through practice, and their ability to correct themselves in their own training movements has also improved accordingly. At this time, in addition to the necessary demonstrations, teachers should also make necessary and appropriate theoretical analysis of dance movements according to the situation, so that students can leap from perceptual knowledge to cognitive knowledge on the basis of practice and promote analogy. In addition, teachers can strengthen oral prompts in training to help students and take correct actions to save time. As dance teachers, we need to study our teaching objects and the dance content to be taught, and formulate scientific teaching methods suitable for us. Practice has proved that when the teaching method is suitable for the teaching object, students can quickly and correctly master the dance movements they teach, and they can also consciously correct various problems in their own dance movements in time, and the teaching quality will be significantly improved. Here are some specific teaching methods.
When teaching new movements, teachers should first give students a correct demonstration, and at the same time ask teachers to explain the norms and essentials of movements and explain the forms and methods of exertion of movements. Teachers should be concise, precise and practice more, and most of the time is spent on repeated practice.
Action norms and concepts should be put forward step by step. When teaching new moves, you can't give all the requirements to the students overnight. This will not only make students forget, but also fail to achieve the expected teaching effect. Generally speaking, students often know how to do a new action first, then do it well, and finally achieve perfection. It can't be done overnight, it must be improved step by step. Take jumping as an example: beginners should first let students master the correct method of jumping, then ask for the correct method of rotation, that is, the correct starting method and center of gravity, and then gradually ask for dance posture, speed and number of turns. The norms and essentials of some simple movements can be put forward in a few days, such as the position of the hand and the movement of the waist. Some moves will take weeks to come up, such as kicking webbed legs and turning around, turning over step by step. And some movements even need years of continuous training and constant prompts, such as flying feet and jumping. Teachers should master the teaching procedure of a dance movement skillfully, so as to have a well-thought-out plan and put forward reasonable requirements at different stages of training, so that students can master each movement step by step.
In order to teach new movements or skills, teachers should prepare lessons carefully. Students tend to be preconceived. At the beginning of the operation
It is extremely laborious and even difficult to correct the problems developed during school. For example, turning over is easy to collapse the buttocks. If it becomes a habit, it is extremely difficult to correct it later. Whether the specifications and methods at the beginning of each new movement are mastered correctly has a great relationship with whether students can master this movement well in the future and then rise to a fine level. Teachers must remember the specifications and essentials of new movements before teaching them.
When teaching new movements and new combinations, keep the rhythm and movements in mind. Don't keep turning over the lesson preparation books in front of the students in class. Doing so will not only waste time, but also greatly affect the teaching effect. In addition, teachers should be role models for students. Teachers ask students to remember movements and rhythms. When teaching new movements, you can explain the exercises of the movements first, and then explain the rhythm. Students can also practice the beat with the teacher and then practice with the music. Some difficult skills, such as somersault, flying feet and spinning, can be practiced until they are not thin, and then they can be practiced with music after a certain degree.
After teaching a new action (even if it is only a certain step of the action), the teacher should choose a place in the classroom where the whole class can practice the action and observe the progress of the students in mastering the action, so as to point out and correct the problems and mistakes that appear when the students practice the action in time.
Then corrective actions must be planned, purposeful and focused. The so-called "concentration" means that you can't "treat the headache and treat the foot pain" and correct any problems when you see them. This will lead to confusion in classroom teaching and leave teachers in a passive state when they are busy correcting actions. Teachers must take the initiative to correct their behavior.
There are plans. Teachers must anticipate the problems and mistakes that may occur in the training process of students before class (according to the analysis of the last class), and make plans when preparing lessons: which mistakes should be corrected in this class, which actions need to be corrected seriously, which actions can be prompted orally during practice, which students should focus on correcting, etc.
That makes sense. Through the correction of key actions and key figures, give other students an example of correcting wrong actions, leave a deep impression on them, let them learn from others' mistakes, and get the lesson of consciously correcting actions from the teacher's correction and guidance. Get to the point. The problems that teachers plan to focus on correcting can be strictly demanded and persevered from beginning to end in a class. For example, the back pull can be practiced from the handle to the middle, from the first movement to the last movement, and it must be strict. When correcting a key action, you should concentrate and go all out, even if you find other faults and weaknesses, you should be aware of them. Plan which students will correct in class before class, and demonstrate the whole class by correcting key students.
Tips while doing. In order to consolidate the corrected actions or mistakes, teachers can give oral hints during the students' practice. Oral prompt language should be concise and targeted. Because of this, teachers should establish a common language with students, that is, every word, every sentence, every gesture and every wink of the teacher, students can get the message and do it.
Strict requirements. Without strict requirements and training, there is no quality. But strict requirements do not mean that the higher the requirements, the better. The requirements put forward by teachers should be within the students' power. There are some requirements that students can do at the beginning of training, such as shaking their heads and keeping their heads still during rotation practice. Some require students to master it quickly, such as manual eye tracking. At this time, students are required to do it, so that students feel that teachers will not stop until they meet the requirements. Some require students not to achieve it quickly, such as step by step. It is unreasonable to ask students to do it at once. Strict requirements should conform to the law of dance teaching. If this law is violated, the teaching effect will not be achieved, and the enthusiasm and confidence of students will be dampened. Find the reason in time. When some actions or skills are not well done by students for many times, teachers should find out the reason in time, whether the students' ability is insufficient or the method of completing the actions is wrong. If students are not competent enough, you can temporarily put this action or skill on hold and do some exercises to help them. If the action method is wrong, help students find the correct way to complete the action. Ability and method are indispensable. Only the ability without the right method can not do the action well; On the contrary, only the method is incompetent and ineffective.
Corrective action should focus on whether the method and intensity of action are correct, not on appearance. If students are required to "open" their lower limbs, it depends not only on whether their feet are open, but also on whether their thighs are externally rotated; When students are required to straighten their legs, it depends on whether the leg muscles are fully stretched; The turned arm is round, but is there any problem such as collapsing waist and buttocks? When students do combination exercises, they can first break the whole into parts and divide them into several small paragraphs to correct them respectively. You can choose a paragraph for each class as the focus of grading, and don't always go through it from beginning to end. In addition, the combination should be divided into steps: first, the organic connection between movements, then the accurate rhythm, and then the expression …
Dance is the art of time and space, expressing thoughts and feelings with form and rhythm. Therefore, dance teachers should use vivid images to guide and inspire students and demonstrate actions repeatedly. The teacher's demonstration should be full of emotion and enthusiasm, and the demonstration action should be accurate and clear. Demonstration includes single action and combined action, and local action demonstration can also be done according to specific conditions, but local demonstration should be minimized. In addition, teachers should lead students to do it together, or choose some excellent students to demonstrate.
Teaching methods are gradually established on the basis of practice and according to teaching rules. Therefore, teaching is bound to improve with the deepening of practice and the continuous improvement of understanding. The exploration of the objective world by human beings is endless, and the development of teaching methods is also infinite.