Learning music is important for every child, but, of course, it is impossible and senseless to try to make a professional musician of each and every boy and girl. But it is only possible to see if a child has talent for music in the course of learning; moreover, it is exactly in the course of learning where development of musical talent occurs. Learning music is necessary for every child since music contributes to overall advancement of a child and helps develop sense of beauty. Learning music improves child’s character and is good for mental growth.
Learning music and specifically piano is a prolonged multi-faceted process which takes much effort and time before first results can be seen. The task of a teacher working with younger children is to make music lessons an exciting activity rather than drill which at an early age may cause aversion to learning music for the rest of the life. That is exactly why main teaching principles followed by the School are relationship between intellectual and emotional elements in presentation of study material, personality-oriented approach in teaching and respect for bright individuality of every child during group classes.
The goal of classes is to develop creativity, self-consistency, ability to be pragmatic, proactive, determined, emotionally "grown up” whilst remaining able to feel complexity and fine structure of the world around. During classes, children learn to see the beauty and enjoy the beauty in all forms it may take, know about good and evil and get the picture of struggle between good and evil in the world. Children are taught to understand and enjoy classical music, ballet, poetry and prose. These classes present little boys and girls with great cultural heritage accumulated by the humanity over many centuries.
Research results show that children who are trained in martial arts:
- Are less prone to hyperactivity problems;
- Show better mental performance;
- Have less behavioral problems and perform better at school;
- Are less timid and more self-confident;
- Are less aggressive;
- Have closer and warmer relationships with each other and their parents.
For any sports training to be effective, there should be a good instructor and a good partner. First nurtures skills and helps correct mistakes, and the second helps try the skills developed in practice. Their support, good will and friendship are really essential. So be kind and attentive to them. Remember that training is for you to learn and grow together. Good mood is beneficial for effective training. Good psychological environment encourages learning and attaining more.
Our instructors are not playing ‘Great Masters’ of martial arts. They also see room for growth for themselves and understand that karate is a life-long journey of perfection. But they have learned many things and are ready to share.
Six fundamentals of successful sports practice
Karate training promotes sense of security in children; sense of being loved; development of competences and self-identification with the team which one can be proud of; and it also contributes to adequate self-esteem and self-value.
- Feeling secure. A child who does not feel secure has more trouble with relaxation and feels harder to find pleasure in exercises. Sports training programme, conditions and rules of competitions should safeguard children from physical and emotional hurts.
- Feeling of being loved. Child needs to feel sympathy of others irrespective of age, gender, skills, cultural or linguistic identity. Sporting programmes should encourage mass involvement in sports rather than focus on picking best of the best.
- Feeling competent. Children should feel capable and competent about their skills. Perceived lack of self-competence hinders active involvement in any activity, not to speak of martial arts practices. Children should be provided with an opportunity to generate skills which are necessary for self-confidence.
- Team identification. Children feel that they belong to a team when they are satisfied with relationships which are relevant to them, especially when such relationships are approved by their parents, instructors and peers. Those relationships may extend to people, localities or objects associated with sport practiced.
- Self-esteem. Children have adequate self-esteem when they have necessary resources, opportunities and skills to influence their living environments; when they feel their competences in various areas, such as problem-solving and decision-making; when they are able to effectively show their competence; and when instructors let them make important decisions or delegate certain duties to them.
- Self-value. Children need recognition of their success. Feeling of being self-valuable develops when others treat child as such and behave accordingly; when child is able to do what others cannot do. This feeling is promoted through encouragement of creativity and expression. To feel self-valuable in a sports community, child should have an opportunity to bolster self-esteem in an appropriate way and to obtain approval of such self-assertion.
At elementary school, students get acquainted with material basis of artistic culture, types and genres of arts, means of expression, art materials and tools. They learn to perceive and understand the meaning of artistic information. Early school years make a preparatory stage for subsequent study of artistic culture.
Acquaintance with the realm of art enable the student to rise own level of cultural knowledge. Spiritual learning and artistic internalization of reality makes a person aspire at self-perfection and harmonization of the inner self with the environment. Perhaps, that is why the notion of “Art” is often interchanged with such synonyms as “Artistic Culture” or “Spiritual Values” or “Aesthetics”. Drawing attention to the relationship between these notions, the content of the Programme is structured so as to make it the main goal of education to set up conditions for promotion of spirituality and intangible traits of a person who shall be able to feel and perceive the essence of artistic culture as well as to lean forms of aesthetic activities.
Main goals and objectives of study under this Programme are:
- Nurturing creativity in students, development of ability to find, understand and use information of various types for their own needs;
- Getting students acquainted with global and national spiritual values embodied in works of art;
- Generation of ideas about integrity of the world through emotional and value-based orientation of personality, including by way of integration of disciplines: fine arts, music, literature, etc., and also through use of various types of information in process of study: folklore, music, Internet materials, etc.;
- Learning the expressive language of arts, means of artistic expression, fundamentals of composition, variety of natural and artificial forms;
- Notion of art materials and tools, working methods and techniques.
All the above objectives are fulfilled as an integrated whole and in view of age, individual differences of students and their overall development level.
Dance is one of the most ancient forms of creativity. Dance is an art where the means of creating an artistic picture is the motion. The art of dance explicates human’s spiritual world. The main expressive means of dance is the harmony of motion and posture, plastic expression, dynamics, tempo and rhythm of motions, pattern and composition.
The main goal is to “grow” a dancer from a child attending choreography classes who would be able to perform choreographic compositions and also would be able to behave appropriately in a collective of peers and participate in both ensemble and solo parts.
As a result of regular exercises, child gets in lean shape, develops stability, improves poise and learns how to distribute body weight correctly to maintain balance.
This Programme performs educational, developmental and pedagogic functions at the same time.
In terms of education, it promotes physical development of children and obtaining knowledge in the areas of choreography and music.
Developmental function means continuous development of child through dance exercises.
Children are inside a group – a collective – which means that children learn to care about collective interests and respect goals and objectives of the group. Collective helps raise discipline, responsibility, attentiveness and politeness towards others, sobriety and tolerance to opinions of others.
And another objective which is, perhaps, not a bit less important is to organize spare time of children and adolescents, and nowadays it only gains in importance.
The Art plays a prominent role in bringing up the younger generation. Children love to dance, and dance means beauty, fitness and good health. Through the dance, they experience beauty, learn to hear and understand music.
Workload is distributed evenly among exercises during classes. Compositions are designed so as to make dance motions useful and logically coherent.
Theatre school is like home where there is a lot of exciting things to do for every child or teenager. On one hand, theatre is a universal art where the eventual result – play – is created by various artists: playwrights, actors, stage directors, composers and painters. On the other hand, only through joint effort of people of different professions and their collective work it is possible to bring to life the miracle of theatrical performance. That is why both children and adults are so interested in theatrical business and in theater school’s activities. Not only enjoying professional theatre performances but also the desire to embody a character on the stage and participate in creation of play – to get a look behind the scenes – this is a feeling everyone had, perhaps, at least once.
The Programme is comprised of three areas: «Acting Skills – Training Course», «Skills – Rehearsals», «Set Design and Stagecraft».
First two areas are dedicated to acting, and the third one involves study of scenography and stage decorations. Thus, our theatre school welcomes not only those who love theatre and wish to perform on the stage but also those who have a taste for other activities which can also find application in theatre.
Goal to make child familiar with the world of through theatre activities.
Primary objective of our theatre school is to support each child’s socialization and personal growth.
The Programme is mainly developmental and therefore it does not involve use of any credit or exam system for performance monitoring. The key indicators here are personal growth of each individual member of the group of children which can be evaluated trough observations by teachers working with children and the group’s development into a collective having collaboration and cooperative creativity abilities.
Success attained by students at lessons in developmental disciplines is demonstrated to teachers, parents and other students of theatre school at open lessons. Monitoring of knowledge and skills obtained during training activities is conducted in the form of open lessons, representative miniature performances, mini-plays, and solo, paired or group exercises.
Path to yourself
When a child enters school, considerable changes occur in child’s life: social developmental situation changes dramatically and study activity develops which becomes child’s leading activity. It is exactly studying activity that serves basis for development of core new mental developments of a younger school student. Pre-school to school transition period is the most complex and sensitive. Underdevelopment of necessary new mental structures and required studying skills and abilities, combined with child’s being unprepared for study in terms of both motivation and intellectual growth, often leads to school disadaptation situations of various types, i.e. child is unprepared to difficulties and complex problems which exist in school environment, communication, behavior, etc.
Classes are designed to be easy-to-understand and interesting for children.
As a result of regular classes under this Programme, students will:
- Learn to understand own feelings and express themselves adequately;
- Improve own intellectual abilities, develop more stable internal motivation to study and enable creativity potential;
- Overcome fears, timidity and lack of self-confidence;
- Learn to express own opinions and resist unwanted influences;
- Acquire and reinforce adaptive behavior skills.