By Kíra Kertész and Bence Hajdu | Folklife Ambassadors 2024 – 2025
Introduction
As the years go by, toddlers gradually grow into preschoolers and young school-children, entering the next stage of their lives. During this period, children are exposed to many new stimuli and experiences, which means that dance education needs to be structured differently. In this article, we aim to provide assistance in teaching the preschool age group.
Play or Dance?
For this age group there is a wide range of choreographic options, from the simplest playful routines to much more complex dance choreographies that tell stories. The following list provides some ideas for activities that can be incorporated into a lesson.
What Can We Incorporate into the Sessions?
Games
Games are essential for younger children, and as the years progress, we can proportionally reduce the ratio of play to dance, but we should never eliminate play completely. A folk game can always capture the attention of older children, as well.
For the younger ones, starting with a game of tag or an activity that allows them to expend their energy in a new environment can be perfect. There are many variations (e.g., chain tag, nest tag, paired tag).
To transition from play to dance, various singing circle games can be introduced depending on the age group. For new groups, name games (e.g., name-calling games like “Lánc, lánc, eszterlánc…”) can be very helpful for introductions. When interest begins to wane during the session, these activities can lift the mood and engage the kids. If we are able to collect folk games from a relevant region, those can be connected to the teaching material (perhaps used in a choreography).
Rhythm Exercises
Rhythm exercises are an integral part of folk dance sessions, and it is worth starting them at a very young age to develop a sense of rhythm and musicality. Simple counting games and rhymes can greatly assist in understanding various rhythmic patterns and feeling the beat.
Practicing to music, observing and mastering quarter notes, eighth notes, and elongated rhythmic values can happen in diverse ways (e.g., clapping, tapping, footwork, stomping, etc.). It may be helpful to familiarize students with the rhythm before teaching more complex figures.
Dance Teaching
We don’t have to dive directly into learning specific dance materials. In the first few sessions, it is sufficient to introduce the fundamental pillars of folk dance. First we can cover steps, jumps in music, in different directions, and in various support positions (e.g., one foot, two feet, alternating and same). Then we can explore basic figures such as the “cifra,” “lengető,” or “bokázó.”
When it comes time to choosing dance material, these can be shaped according to the characteristics of the specific region. Dances from “little Hungary” (e.g., jumping dances) are appropriate for this age group. Options may include dances from Somogy, Sárköz, Mezőföld, and the Southern Great Plains.
It is definitely worthwhile to establish the concept of pairs at this stage, exploring different holds so that they become accustomed to contact and dancing in pairs.
Singing Lessons
We don’t need to think too much about this. The combined effect of singing and dancing is obvious. It’s beneficial to learn the lyrics of the melodies we practice, as this allows them to be quickly memorized. Additionally, it is always worth introducing something new that they may not have heard before. A good time to teach songs is when they are very tired and beginning to lose concentration, allowing them a moment to rest and refresh.
We should continuously find ways to keep their attention based on the situation, avoiding downtime. After all, we are talking about young children who can easily get distracted and start focusing on something else. Additionally, we should continually provide positive reinforcement, as feedback is important to them.
Resources
