Graded Examination in Street Breaking: Grade 1 — National Association of Teachers of Dancing Performing Arts Graded Examination Dance & Performing Arts Revision

    This subtopic introduces candidates to the fundamentals of street breaking, focusing on essential vocabulary, basic technical skills, and simple repertoire

    Topic Synopsis

    This subtopic introduces candidates to the fundamentals of street breaking, focusing on essential vocabulary, basic technical skills, and simple repertoire. Candidates will develop timing, rhythm, presentation, and musical responsiveness, building a foundation for further graded study in urban dance styles.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Graded Examination in Street Breaking: Grade 1

    NATIONAL ASSOCIATION OF TEACHERS OF DANCING
    vocational

    This subtopic introduces candidates to the fundamentals of street breaking, focusing on essential vocabulary, basic technical skills, and simple repertoire. Candidates will develop timing, rhythm, presentation, and musical responsiveness, building a foundation for further graded study in urban dance styles.

    6
    Learning Outcomes
    5
    Assessment Guidance
    5
    Key Skills
    6
    Key Terms
    6
    Assessment Criteria

    Assessment criteria

    NATD Level 1 Award in Graded Examination in Dance: Grade 1

    Topic Overview

    The NATD Level 1 Award in Graded Examination in Dance: Grade 1 is an introductory qualification designed for students aged 5 and above who are beginning their formal training in dance. This examination focuses on building a strong foundation in technique, musicality, and performance skills across various dance styles, including ballet, tap, and modern theatre. Students will learn basic positions, simple steps, and short routines that develop coordination, rhythm, and confidence. The award is part of the National Association of Teachers of Dancing (NATD) Performing Arts Graded Examination suite, which provides a structured pathway for progression from pre-primary through to advanced levels.

    This qualification matters because it establishes essential habits and discipline that underpin all future dance training. By mastering the Grade 1 syllabus, students gain a clear understanding of alignment, turnout, and basic terminology, which are critical for safe and effective practice. The examination also encourages self-expression and stage presence, helping students to perform with joy and clarity. For teachers, the NATD Grade 1 serves as a benchmark to assess a student's readiness for more complex work, ensuring that each dancer progresses at a suitable pace.

    Within the wider subject of Dance & Performing Arts, Grade 1 represents the first formal step in a graded system that culminates in vocational qualifications and professional performance opportunities. It integrates practical skills with theoretical knowledge, such as understanding rhythm patterns and the history of dance styles. This holistic approach prepares students not only for further examinations but also for lifelong participation in dance as a creative and physical activity. Success at this level builds a strong sense of achievement and motivates students to continue their dance journey.

    Key Concepts

    Core ideas you must understand for this topic

    • →Basic Ballet Positions: Students must know and demonstrate the five basic foot positions (first to fifth) and corresponding arm positions (bras bas, first, second, and fifth en avant). Correct placement and weight distribution are essential for balance and future work.
    • →Tap Dance Rhythms: Grade 1 introduces simple tap steps like the shuffle, flap, and ball change. Understanding timing and weight transfer is crucial; students should practice counting music in 4/4 time and matching steps to beats.
    • →Modern Theatre Isolation: This involves moving individual body parts (head, shoulders, ribs, hips) in isolation to develop coordination and stylistic awareness. Students learn basic contractions and releases, which are foundational for contemporary dance.
    • →Performance Quality: Examiners look for facial expression, focus, and energy throughout the routine. Even simple steps should be performed with confidence and musicality, not just mechanical accuracy.
    • →Syllabus Terminology: Students must know the names of steps and movements in English (e.g., plié, tendu, glissade for ballet; shuffle, hop, step for tap). Correct use of terminology demonstrates understanding and professionalism.

    Learning Objectives

    What you need to know and understand

    • Identify and articulate key street breaking terms and positions.
    • Demonstrate foundational footwork patterns such as the six-step and CCs with clarity.
    • Perform a short routine combining basic steps, freezes, and transitions with accurate timing.
    • Exhibit control and balance during beginner-level freezes and floor work.
    • Respond to music by maintaining rhythm and expressing dynamics through movement.
    • Present the dance with appropriate energy, focus, and audience engagement.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correct technical execution of basic steps and vocabulary as taught.
    • Look for consistent sense of timing and rhythm aligned with the musical accompaniment.
    • Assess clarity and control in the performance of foundational footwork and freezes.
    • Evaluate the ability to link movements smoothly within a simple repertoire.
    • Credit for sustained performance quality, including eye contact and expressive intention.
    • Consider evidence of safe alignment and body awareness during all movements.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice transitions between sections repeatedly to ensure seamless flow and no unwanted pauses.
    • 💡Use a metronome or slowed music during rehearsal to internalise timing before working at full speed.
    • 💡Warm up thoroughly with dynamic stretches to reduce injury risk, especially for floor work and freezes.
    • 💡Maintain outward focus and positive facial expression from entry to exit to demonstrate performance awareness.
    • 💡If a mistake occurs, continue with confidence rather than breaking character or stopping.
    • 💡Tip 1: Practise with a mirror to check your alignment and facial expressions. Examiners notice if you are looking at the floor or your feet. Keep your chin up and smile – it shows you are enjoying the performance.
    • 💡Tip 2: For tap, focus on the clarity of sound. Each step should be distinct and match the music's beat. Practise with a metronome or recorded music to improve timing. A clean shuffle sounds like 'shuffle' not a muddy scrape.
    • 💡Tip 3: In the free enchaînement (unseen short routine), listen carefully to the teacher's instructions and watch their demonstration. Do not start until you are ready. If you forget a step, keep moving in time – examiners reward recovery and musicality over perfect recall.

    Common Mistakes

    Common errors to avoid in your coursework

    • Lack of clarity in isolations or pop-and-lock techniques due to insufficient muscle engagement.
    • Rushing through sequences and losing synchronisation with the beat.
    • Collapsing core or poor posture during freezes, leading to instability.
    • Minimal facial expression or downcast eyes, detracting from performance quality.
    • Inconsistent energy levels causing certain movements to appear hesitant or unfinished.
    • Misconception: 'I only need to remember the steps, not the names.' Correction: Examiners may ask you to name a step or describe its technique. Knowing terminology shows you understand the movement, not just mimic it. For example, being able to say 'I performed a plié' is expected.
    • Misconception: 'If I make a mistake, I've failed.' Correction: Examiners look for recovery and continued performance. A small slip is fine if you keep going with confidence and rhythm. The overall impression matters more than perfection.
    • Misconception: 'Tap and ballet are completely separate; I don't need to think about posture in tap.' Correction: Good posture (aligned spine, engaged core) is essential in all styles. In tap, poor posture can affect weight transfer and sound quality. Always maintain ballet-like alignment even in tap routines.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Pre-Primary or Primary Dance Experience: Most students complete NATD Pre-Primary or Primary levels before attempting Grade 1. These introduce basic movements and class etiquette, such as waiting turns and following simple instructions.
    • •Basic Musical Awareness: Understanding of beat, tempo, and simple rhythm patterns (e.g., clapping in time) is helpful. Students should be able to identify the start and end of a musical phrase.
    • •Physical Readiness: Students should have basic coordination, such as hopping on one foot, skipping, and balancing briefly. No prior dance training is strictly required, but comfort with movement in a group setting is beneficial.

    Key Terminology

    Essential terms to know

    • Street breaking foundational vocabulary
    • Basic footwork and freezes
    • Timing and musicality
    • Performance and presentation skills
    • Rhythmic expression
    • Safe physical practice

    Ready to learn?

    AI-powered learning tailored to this unit

    Related Topics in NATIONAL ASSOCIATION OF TEACHERS OF DANCING vocational Dance & Performing Arts

    Dance Pedagogy

    View Topic

    Dance Teaching Observation, Analysis and Reflection

    View Topic

    Dance Teaching Practice

    View Topic

    Health, Safety and Safeguarding

    View Topic