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Lesson 2 - Stamp Clap Collaboration

Dance as Communication & Advocacy

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Year 6

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Dance

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1h 17min

Big Question

How can we use rhythm, collaboration and varied movement actions to create dynamic dance performances that captivate an audience?

Learning Objectives

To work collaboratively to explore and develop creative dance ideas using stamp and clap rhythms
To adapt the use of actions, dynamics and relationships to improve dance performance quality
To remember, repeat and refine dance phrases with precision and confidence

Key Outcomes

Students will demonstrate collaborative skills by working effectively in pairs and groups of four
Students will create and perform a structured dance incorporating stamp, clap phrases with step, jump, turn actions
Students will provide constructive feedback using appropriate dance terminology and assessment criteria

Equipment & Resources Required

Clues Document

1 per group (8 copies)

Laminated cards distributed to each group for reference

Alternative: Teacher-created visual cards with phrase reminders

Tunnel Systems

Positioned for clear sound coverage throughout hall

Alternative: Wireless speaker, phone with music app, drum for rhythm

Cones

8-12

Mark performance area boundaries and group practice zones

Alternative: Coloured spots, rope to mark boundaries

Stopwatch

For timing practice sessions and performances

Alternative: Phone timer, classroom clock with second hand

Key Vocabulary

Rhythm

A regular repeated pattern of sounds or movements in time

Dynamics

The energy, force and flow of movement - how strong, gentle, sudden or sustained movements are

Phrase

A short sequence of movements that forms a complete unit, like a sentence in dance

Synchronisation

Moving at exactly the same time as others, perfectly in unison

Stillness

A moment of complete stop or pause in movement for dramatic effect

Formation

The arrangement or pattern that dancers make in the performance space

Skill Progression Pathway

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

Prior Learning

Basic understanding of rhythm and counting in 8s
Experience with simple dance movements and formations
Ability to work in pairs and follow instructions
Previous exposure to stamp and clap phrases from Lesson 1

Current Skills

Collaborative exploration and development of dance ideas
Adaptation of actions, dynamics and relationships in performance
Integration of step, jump and turn actions into rhythmic phrases
Use of stillness and pause for dramatic effect

Next Steps

Advanced choreographic techniques and complex formations
Leading warm-ups and teaching movements to others
Creating original rhythmic patterns and movement sequences
Performing with varied dynamics and expression for different audiences

Milestone Indicators

Maintains synchronisation with group throughout performance

Demonstrates confident, precise execution of all four stamp/clap phrases

Successfully integrates all required actions (step, jump, turn, stillness)

Provides specific, actionable feedback using dance terminology

Key Teaching Points

Maintain clear 8-count rhythm throughout all activities to develop timing and synchronisation skills
Encourage big, confident movements rather than tentative actions to build performance presence
Use collaborative partner and group work to develop social skills and peer support
Integrate creative exploration with structured phrase learning for balanced skill development
Emphasise the dramatic impact of stillness to develop understanding of dynamics and contrast
Focus on peer assessment using dance terminology to develop analytical and communication skills
Celebrate both individual creativity and group collaboration to build confidence and teamwork

Common Misconceptions

Students thinking faster automatically means better - emphasise quality and control over speed
Believing dance is only about memorising steps - highlight creativity and personal expression
Assuming louder/bigger movements are always better - teach appropriate dynamics for different moments
Thinking stillness means the dance has stopped - explain stillness as an active dramatic choice
Believing good dancers don't need to practice - emphasise improvement through repetition and refinement

SEN Adaptations

ADHD

Shorter practice segments, clear activity boundaries, regular movement breaks built into structure

dyspraxia

Simplified movement patterns, extra practice time, focus on personal improvement rather than comparison

autism spectrum

Clear routine structure, visual schedule of lesson sections, quiet space available if needed

visual impairment

Use audio cues for timing, tactile guidance for movement patterns, buddy system for spatial awareness

hearing impairment

Visual demonstrations, vibrotactile devices for rhythm, hand signals for timing cues

physical disability

Seated adaptations for stamps (hand movements), modified jumping (arm movements), alternative turning methods

Cross-Curricular Links

English

Developing vocabulary through dance terminology, giving descriptive feedback using specific language

Maths

Counting in 8s, 6s, 4s and 2s for rhythm patterns, understanding sequences and pattern recognition

Music

Understanding rhythm, beat and timing, creating patterns and sequences with sound and movement

PSHE

Collaborative working, giving and receiving feedback constructively, building confidence and self-expression

Teacher Guidance

Positioning

Move around the space to observe all groups, position centrally during demonstrations

Observation Focus

Watch for synchronisation, creative integration, collaborative skills, and safe movement technique

Intervention Points

Step in if groups struggle with collaboration, safety concerns arise, or students need technique support

Demonstration Notes

Demonstrate: Clear, exaggerated movements for visibility, enthusiasm to encourage participation, precise timing for rhythm understanding

Verbal Cues

•'Big, confident movements!'
•'Listen to each other and move together!'
•'Use your resource cards to help remember!'
•'Make that stillness dramatic and powerful!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 10m hall space, clear of obstacles and trip hazards

Surface Check

Dry, non-slip surface suitable for jumping and turning movements, no protruding objects

Equipment Safety

Safety Checks

•Audio equipment positioned safely away from movement area
•Resource cards laminated with rounded corners
•Boundary markers placed to avoid collision risks

Risk Management

Key Risks

•Collisions during side stepping and group movement
•Falls during jumping or turning actions
•Strain from excessive repetition or overexertion
•Loss of balance during complex movements

Risk Mitigation

•Clear spatial boundaries established and maintained
•Progressive skill building from simple to complex movements
•Emphasis on controlled landings and safe turning technique
•Regular monitoring of energy levels and technique quality

Supervision & Emergency Procedures

Supervision Points

•Position for clear view of all groups during practice
•Monitor jumping and turning technique closely
•Watch for signs of fatigue or overexertion
•Ensure positive peer interactions during feedback

Emergency Procedures

Stop activity immediately, assess injury, apply appropriate first aid, contact school procedures if needed