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Lesson 3 - Stamp Clap Dynamics

Dance as Communication & Advocacy

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Year 6

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Dance

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Big Question

How can we use changes in level, speed and dynamics to create expressive dance performances that captivate our audience?

Learning Objectives

To perform with confidence using exaggerated movements and clear dynamics
To use changes in level and speed effectively when choreographing dance sequences
To demonstrate understanding of timing and rhythm whilst performing in groups

Key Outcomes

Students will create and perform a dance sequence incorporating stamp-clap phrases with varied dynamics
Students will demonstrate confident performance skills using exaggerated movements at different levels and speeds
Students will work collaboratively to provide constructive feedback using dance terminology

Equipment & Resources Required

Clues Document

1 per group of 4

Distribute before skill development section

Alternative: Teacher can call out phrases verbally, or use large display screen

Cones

12-16

Mark performance areas and group spaces around hall perimeter

Alternative: Masking tape, chalk lines, or natural boundaries

Sun Markers

1 set

For recording feedback and dance terminology

Alternative: Flipchart paper, or use classroom display board

Music Player

Test volume levels before lesson, have backup rhythm method ready

Alternative: Clapping hands for rhythm, or vocal counting

Key Vocabulary

Dynamics

The way energy is used in movement - how strong, light, sharp or smooth movements are

Exaggerated

Making movements bigger, clearer and more obvious than everyday actions

Formation

The arrangement or pattern that dancers make in the performance space

Choreography

The art of creating and arranging dance movements and sequences

Synchronisation

Moving at exactly the same time as others in your group

Tempo

The speed of the music or movement - fast or slow

Skill Progression Pathway

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

Prior Learning

Basic understanding of rhythm and beat from previous dance units
Experience with simple movement patterns and group coordination
Familiarity with levels in movement (high, medium, low)

Current Skills

Performing with confidence using exaggerated movements
Creating choreography using changes in level and speed
Working collaboratively to provide and receive constructive feedback

Next Steps

Advanced choreographic techniques including formation changes
Complex rhythm patterns and syncopation
Independent creation of original dance compositions

Milestone Indicators

Confident performance without hesitation or self-consciousness

Clear differentiation between fast and slow movement qualities

Synchronised group performance maintaining timing throughout

Key Teaching Points

Exaggerated movements create clear performance quality and build confidence
Changes in level and speed add dramatic interest and keep audiences engaged
Group synchronisation requires listening, watching and adjusting to others
Dance terminology helps students articulate their observations and improvements
Constructive feedback starts with positives and offers specific suggestions
Performance confidence grows through practice and supportive environments
Creative choreographic choices reflect personal expression within structured frameworks

Common Misconceptions

Faster always means better - correct with emphasis on appropriate speed for movement quality
All movements should be at the same level - demonstrate how level variety creates visual interest
Feedback should focus on mistakes - model positive-first feedback structure
Dancing requires natural talent - emphasise that all students can improve through practice
Performance means perfect execution - focus on confidence and expression over technical perfection
Groups must move identically - celebrate creative interpretation within synchronized timing

SEN Adaptations

ADHD

Short activity bursts with clear focus, fidget-friendly movement opportunities, specific roles within groups, regular positive reinforcement

dyspraxia

Break complex movements into smaller steps, extra practice time, peer support for coordination, focus on effort over precision

autism spectrum

Clear structure and routine, visual schedule of lesson phases, quiet space available for breaks, predictable feedback format

visual impairment

Use strong verbal cues for all movements, buddy system for spatial awareness, tactile markers for performance boundaries

hearing impairment

Visual demonstrations for all instructions, hand signals for rhythm, vibrating surfaces for beat awareness

physical disability

Adapt movements for seated or supported positions, focus on upper body dynamics, alternative levels using equipment

Cross-Curricular Links

English

Vocabulary development through dance terminology, descriptive language in feedback, communication skills in peer assessment

Maths

Counting beats and rhythm patterns, understanding timing and sequences, spatial awareness and formation geometry

Science

Understanding how the body moves through different energy levels, balance and coordination, cause and effect in movement dynamics

Art

Creative expression through movement, understanding composition and structure, appreciation of performance as art form

PSHE

Building confidence and self-esteem through performance, collaborative working, giving and receiving constructive feedback

Teacher Guidance

Positioning

Move around perimeter to observe all groups, central position for demonstrations

Observation Focus

Group synchronisation, individual confidence levels, creative interpretation

Intervention Points

Step in if groups struggling with choreographic structure or timing issues

Demonstration Notes

Use exaggerated movements to emphasise performance quality, model audience respect during peer assessment

Verbal Cues

•'Big, bold movements!'
•'Together on the beat!'
•'Show me your levels!'
•'Confident energy!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 15m x 12m clear space, suitable for group formations and dynamic movement

Surface Check

Non-slip, even surface free from obstacles, appropriate for jumping and level changes

Equipment Safety

Safety Checks

•Documents secured to prevent slipping
•Markers positioned away from movement areas
•Clear pathways maintained between groups

Risk Management

Key Risks

•Collisions during energetic group movement
•Slips during level changes and formation transitions
•Overexertion during high-energy sequences

Risk Mitigation

•Clear group boundaries established and maintained
•Progressive building of energy levels throughout lesson
•Emphasis on controlled movement even during fast sequences
•Regular breaks for hydration and rest

Supervision & Emergency Procedures

Supervision Points

•Position for visibility of all groups simultaneously
•Monitor energy levels and adjust intensity as needed
•Watch for signs of fatigue or overexertion

Emergency Procedures

Clear stop signal established, first aid access maintained, immediate assessment of any incidents