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Lesson 1 - Stamp and Clap Rhythms

Dance as Communication & Advocacy

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Year 6

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Dance

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Big Question

How can we create dynamic performances by combining rhythm, structure, and formation in dance?

Learning Objectives

To order phrases using random structure whilst maintaining rhythmic flow
To copy and repeat set dance phrases showing confidence and precision in movements
To demonstrate understanding of dance composition through creative sequencing

Key Outcomes

Students will perform stamp and clap sequences with fluency and control
Students will remember and accurately repeat complex dance phrases
Students will create structured choreography using simple composition principles

Equipment & Resources Required

Clues Document

1 per group (8 copies)

Laminated cards distributed to group leaders

Alternative: Teacher demonstration, whiteboard with phrase notation

Science Videos

1 for teacher reference

Available on teaching device but optional to show class

Alternative: Live teacher demonstration only

Music Player

Optional for adding musical accompaniment to phrases

Alternative: Voice counting, hand clapping for rhythm

Cones

Mark performance areas and group spaces

Alternative: Natural boundaries, tape marks

Key Vocabulary

Phrase

A short sequence of dance movements that forms a complete unit

Rhythm

A strong, regular repeated pattern of movement and sound

Formation

The arrangement of dancers in relation to each other in space

Dynamics

The quality of movement, including force, energy, and expression

Structure

The planned order and organisation of dance phrases

Coordination

The ability to move different parts of the body smoothly together

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of rhythm and beat
Experience working in pairs and small groups
Familiarity with simple locomotor movements

Current Skills

Coordinated stamping and clapping techniques
Phrase memory and repetition skills
Basic choreographic structuring abilities

Next Steps

Complex multi-part choreography creation
Advanced formation changes and spatial awareness
Performance quality and audience engagement

Milestone Indicators

Maintains steady rhythm throughout phrases

Demonstrates clear distinction between stamp and clap actions

Shows confidence in leading group performances

Key Teaching Points

Maintain consistent rhythm throughout all phrase variations
Emphasise quality over speed in movement execution
Encourage full-body commitment and confident expression
Foster supportive group dynamics during creative process
Use specific dance terminology to develop language skills
Connect individual skills to group choreography success
Celebrate creative choices and artistic expression

Common Misconceptions

That louder movements are always better - teach controlled dynamics
That formations need to be complex to be effective - emphasise clarity
That mistakes in performance are failures - teach recovery and resilience
That only natural dancers can succeed - emphasise effort and improvement
That dance requires music - demonstrate how movement creates its own rhythm

SEN Adaptations

ADHD

Use high-energy activities to channel focus, provide clear boundaries, offer movement breaks, keep instructions concise and repeated

dyspraxia

Break down movements into smaller steps, provide extra practice time, use larger movements initially, offer physical support

autism spectrum

Provide clear routine structure, allow practice time, offer quiet space if overstimulated, use visual schedule for lesson phases

visual impairment

Use verbal cues for all movements, provide tactile guidance for foot positions, ensure audio clarity for rhythm patterns

hearing impairment

Use visual demonstrations, hand signals for timing, provide written phrase sequences, ensure visual access to all instructions

physical disability

Adapt stamping to seated clapping, modify movements for mobility aids, provide alternative rhythm instruments

Cross-Curricular Links

English

Vocabulary development, giving and receiving feedback, collaborative discussion skills

Maths

Counting in fours, pattern recognition, sequence ordering, spatial awareness and geometric formations

Art

Creative expression, composition, visual patterns, and aesthetic appreciation

Music

Rhythm, beat, tempo, dynamics, and musical structure understanding

PSHE

Teamwork, resilience when learning challenging skills, celebrating achievements, supporting others

Teacher Guidance

Positioning

Move around space to observe all groups, position centrally for demonstrations

Observation Focus

Watch for rhythmic accuracy, group cooperation, and safe movement execution

Intervention Points

Step in if groups struggling with collaboration, timing issues, or unsafe movements

Demonstration Notes

Always demonstrate with full energy and precision, provide multiple angles for visibility, use voice to emphasise rhythm

Verbal Cues

•'Strong stamps, sharp claps!'
•'Feel the rhythm in your whole body!'
•'Stay connected with your group!'
•'Make every movement count!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m clear space, suitable for stamping and formation changes

Surface Check

Firm, non-slip surface suitable for stamping movements, free from obstacles

Equipment Safety

Safety Checks

•Ensure phrase documents are securely fastened if wall-mounted
•Check cones or markers are stable and visible
•Verify any audio equipment is safely positioned

Risk Management

Key Risks

•Collision during formation changes
•Slips during sliding movements
•Overexertion during energetic stamping
•Loss of balance during coordination movements

Risk Mitigation

•Clear boundaries established for each group's workspace
•Progressive skill building from simple to complex movements
•Adequate spacing maintained between groups during practice
•Formation changes practiced slowly before performance speed

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups during independent work
•Monitor high-energy activities for signs of overexertion
•Watch for collision risks during formation changes

Emergency Procedures

Stop activity immediately if injury occurs, assess and provide appropriate first aid, ensure other students remain safe and calm