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P.E. Central Lesson Plan: "Stomp"-Style Sequences
Students should be able to work cooperatively and have had some previous experience creating simple movement sequences.
Purpose of Activity:
To develop patterns and combinations of movements into repeatable patterns.
Suggested Grade Level:
Materials Needed:
I use the video "Stomp Out Loud" with the percussive/dance group Stomp; to show students an example of the sequences they are going to create; The segment where the dancers use push brooms provides a good example; I use plastic hockey sticks or wands (one per student) in this lesson; Other equipment that might work well would be foam noodles; dowels; or even hoops; You will need pencils; paper; and clipboards if students are writing down their sequences; Recommended music: Rhythmic drumming or African-style music works well; I have used "African Style" from the Rhythm Stick Activities cassette; and this year I will try Hakuna Matata from the Manheim Steamroller Meets the Mouse CD; Beginning dance formation: Students work cooperatively with a partner while in the general space of the room; Dance source: Inspiration for this style of dancing can be seen on the video; "Stomp Out Loud;" directed by Luke Creswell and Steve McNichols; It is available in VHS format (HBO Studios) and DVD (Warner Home Video)at many book and video stores for about $17;00;
Lesson Plan:
Description of Idea

Introduce students to the style of dance by showing a segment of the "Stomp Out Loud" video or by performing an example. Students are going to be combining movement and percussive sound to choreograph their own dance sequences. Have the students divide into groups of two. Review safety rules for equipment. I play a brief segment of the music to give students a "feel" for the beat. Present any rubric or expectations you have established for their sequences. For example, I remind students that their sequences should be repeatable patterns. If you wish, you can give them a framework by requiring that they use a specific number of partner relationships, levels of movement, etc.

I play the music continuously as students work on creating their sequences and writing them down. I always allow a performance-by-choice option at the end of the lesson, or in the next lesson, so that students who want to perform their work may do so in front of their peers. One year the two fifth grade classrooms decided to perform their "Stomp"-Style sequences at an all school assembly.

Here is a sample "Stomp"-Style Sequence:

Mirroring: each partner taps stick blade on the ground four times
Partners hook stick blades and walk around one another, clockwise, for eight counts
Matching: each partner puts stick on the ground and does four skier jumps (side to side) over the stick
Repeat the pattern.


Use other equipment that has a percussive effect: for example, basketball dribbling or jump rope. Combine two partner groups and have the group of four create a new sequence. Choose elements from the partner routines and combine to create a large group sequence for the whole class.

Assessment Ideas:

Students can turn in their written sequence for evaluation according to the rubric. Or, peers can watch the performance and give feedback based on the rubric. Students can also self-assess their sequences. I like to use the self assessment as closure for this lesson.

Adaptations for Students with Disabilities:

Allow partner groups to choose their own equipment rather than the whole class using the same type of equipment. Because the dance is cooperative, partners with differing abilities can help one another.
Laurie Hinman who teaches at Sunset Mesa Schools in Albuquerque, NM. Posted on PEC: 10/3/2002.
This lesson plan was provided courtesy of P.E. Central (
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