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5THE ROLE OF CHOREOGRAPHY IN THE COMPREHENSIVE DEVELOPMENT OF CHILDREN WITH DISABILITIES
Khalilova Saodat Baxtiyarovna State Academy of Choreography Uzbekistan
Abstract: Monographic exercises is one of the means of comprehensive development of schoolchildren. They have a corrective effect on the physical development of children with disabilities, create a favorable basis for the improvement of mental functions, play a significant role in the development of artistic and creative abilities of pupils, perform the main function of additional education in correctional training - socialization of children with disabilities. Choreography is an integral part of pedagogical work with children with disabilities and their creative development. Thanks to the integrated approach, a creative, comprehensively developed personality is formed, able to adapt in various life situations.
Keywords: choreographic exercises, socialization, corrective effect
Choreography classes are one of the means of comprehensive development of schoolchildren. The productivity of artistic education of children by means of choreography is due to the synthesizing nature of choreography, which combines music, rhythm, theater and the plasticity of movements. As Plato said: "It is difficult to imagine a better method of education than the one that has been discovered and tested by the experience of centuries; it can be expressed in two positions: gymnastics for the body and music for the soul." The whole system of additional education is correctional in nature. Dancing classes have not only a corrective effect on the physical development of children with disabilities, but also create a favorable basis for improving such mental functions as thinking, memory, attention, perception.
In the process of working with children with disabilities, the main criteria are highlighted:
1-Coordination - i.e. coordination of movements. Any pose, any movement requires coordination. Coordination is exactly the quality that can be developed only by training, rehearsals.
2-Muscle strength and endurance - i.e. the ability to perform muscle work for as long as possible.
3-Plasticity and flexibility - i.e. the ability to perform exercises with a large amplitude.
4-Motor memory - memorization, assimilation and reproduction of the proposed movement.
Among the motor abilities, one of the central places is occupied by coordination abilities (CS). This is fair and natural. In modern conditions of NTR, the importance of such human qualities as the ability to quickly navigate in space, subtly differentiate their muscle sensations and regulate the degree of muscle tension; quickly respond to environmental signals; vestibular stability increases. CS also include concepts such as a sense of rhythm, the ability to relax muscles arbitrarily, the ability to act quickly and expediently in changing conditions, the ability to maintain balance, etc. It is the choreographic art that most successfully implements the development of visual, auditory and motor forms of sensory and emotional perception of the world, relieves mental fatigue and gives an additional impetus to mental activity. Systematic classes proportionately develop posture, contribute to the elimination of a number of physical disabilities: lordosis, kyphosis, scoliosis, clubfoot, chest bulges. In addition, coordination, elasticity of ligaments develop, muscles strengthen.
It is necessary to select a number of general developing and strengthening movements, to make up a set of exercises from them that is suitable and most useful for correctional school students, taking into account their physiological capabilities and mental characteristics. This complex should be an integral part of every lesson. The sequence of the exercise should not be random. Depending on the degree of difficulty, a useful and logical combination of movements should be taken into account, without combining them in combination just for the sake of drawing exercises.
Compensation for developmental deficiencies in students with disabilities is carried out with the help of dance exercises and movements using various attributes. The use of various attributes causes the dancers additional interest in the production. Of course, working with the subject is a more complex process and requires separate work, thanks to which coordination capabilities develop. Various gymnastic objects, such as balls, ribbons, hoops, flags, can be used in productions. Handkerchiefs and sabres are actively used in folk dances. Also, such an attribute as fabric is great for choreographic productions of children with disabilities.
Many disciplines pay attention mainly to the transfer of knowledge, and the formation of moral and emotional feelings is either considered secondary or not taken into account at all. In the art of choreography, many forms of artistic education of children are laid down. With the help of choreography classes, children learn to convey their feelings and their individuality through dance movements. It is the practice of choreography that forms the child's freedom in creative thinking, gives the opportunity to improvise. With the help of dance movements, the child develops not only artistic taste and creative imagination, but also forms an inner spiritual world. Dance movements perform the function of mental and somatic relaxation, restore vital energy. Thus, we can say that choreography plays a significant role in the
formation of artistic and creative abilities of students. In the classroom, it is necessary to pay great attention to the emotional and sensual component. Conduct games and learn exercises with elements of improvisation. Improvisation is a kind of unplanned action, a fantasy on a given topic, a direct creative process without any preparation. In translation from Latin, improvisation is unexpected, sudden. This liberates children and gives them the opportunity to express themselves emotionally and creatively.
Improvisations are spontaneous, momentary, individual incarnation depending on the current, momentary state of the performer. Also, when staging numbers, it is necessary to pay attention to artistry. To do this, you need to use the conversation element. After all, in order to express their emotions during the dance, children must understand what they are dancing about, what movements and gestures mean. There is no choreographic activity without communicative influence. Communication occurs at least in the communication of two people or one child with all others. Art unites people. When in ancient times two multilingual tribes concluded a truce, they arranged a dance that united them with its rhythm.
The most important value of choreography classes is that children contact both in a group and in a duet, that is, in a couple. Contact improvisation is a joint creative process where everyone is fully involved in it and is focused on a partner, communicating with each other through physical and visual contact. For example, in the classroom, you can pair a strong student with a weaker one, which allows you to include children with a complex defect in the workflow. In the world around us, touch is very significant and strongly affects the senses.
Touching has a very strong emotional impact on a person. Based on all of the above, we can conclude that choreography classes help not only to improve the creative process, but also to develop skills necessary in later life: students begin to understand themselves and others better, build interpersonal relationships correctly, work in a team, not be afraid to make decisions at a crucial moment, adapt to any life situations.
Choreography classes perform the main function of additional education in correctional training - the socialization of children with disabilities. Socialization for children with various developmental problems causes very great difficulties. The question of preparing these children for independent life, study and future work causes discussion. E.I.Razuvan emphasizes that children with disabilities have great difficulties communicating with peers and people around them. They have almost no such thing as initiative in communication. They easily come into contact with loved ones and people they have known for a long time, but meeting new people causes big problems. The connection of children with disabilities with the surrounding society can be achieved only by special measures aimed at psychological and pedagogical support of such children in the course of education and upbringing.
The result of choreography classes is a choreographic production, that is, a dance that children show on stage. Successful experience on stage contributes to successful communication in life. And it also helps to solve an important problem in social adaptation - learning social experience. In the process of choreographic classes and competitive performances, children with severe speech disorders and a complex defect master the skills of communication and collective creativity. In the course of socialization, the child not only assimilates social experience, but also transforms it into his own values, attitudes, orientations, introduces into the system of his behavior those norms and stereotypes that are accepted in society or in the group with which he interacts. He has his own personal experience.
The primary schoolchildren are of the greatest interest in this regard, since it is at this age that the foundation of personality is laid, there is an orientation towards the development of spirituality, self-realization, self-expression and the attitude necessary in later life is formed.
Choreographic creativity is one of the means of comprehensive development of younger schoolchildren. From a psychological point of view, primary school is a favorable period for the development of creative abilities, since at this age children are extremely inquisitive, they have a great desire to learn about the world around them. In addition, the thinking of younger schoolchildren is much freer than the thinking of older children. The basis for teaching children with disabilities should be a playful beginning. Playing in a choreography lesson should not be a reward or a rest after hard work, rather, work arises on the basis of the game, becomes its meaning and continuation. As E. Jacques-Dalcroze said: "The game develops individuality; playing, the child learns to reproduce his impressions and ideas, so the game is a powerful tool for strengthening the ability to think and for the development of consciousness."
Properly selected and organized dancing games in the learning process contribute to the ability to work, arouse interest in the lesson, to work. In choreography classes for children with disabilities, it is necessary to use various musical games, games for orientation in space and types of rearrangements, games that develop memory. The specifics of choreography training are associated with constant physical activity. But physical activity in itself has no educational significance for the child. It must necessarily be compatible with creativity, with mental work and emotional expression. The main task is to foster in children the desire for creative self-expression, for competent mastery of emotions, understanding of beauty.
Choreography is an integral part of pedagogical work with children with disabilities and their creative development. Thanks to an integrated approach, a
creative, comprehensively developed personality is formed, capable of adapting to various life situations.
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