Graded Examination in Street Breaking: Grade 5 — National Association of Teachers of Dancing Performing Arts Graded Examination Dance & Performing Arts Revision

    This subtopic assesses a candidate's ability to perform an increasingly complex street breaking repertoire with technical precision and authentic style. Ca

    Topic Synopsis

    This subtopic assesses a candidate's ability to perform an increasingly complex street breaking repertoire with technical precision and authentic style. Candidates must demonstrate secure execution of vocabulary including power moves, freezes, and intricate footwork patterns while responding to varied musical structures. The focus is on seamless integration of musical interpretation and personal expression within the dynamic street dance genre.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Graded Examination in Street Breaking: Grade 5

    NATIONAL ASSOCIATION OF TEACHERS OF DANCING
    vocational

    This subtopic assesses a candidate's ability to perform an increasingly complex street breaking repertoire with technical precision and authentic style. Candidates must demonstrate secure execution of vocabulary including power moves, freezes, and intricate footwork patterns while responding to varied musical structures. The focus is on seamless integration of musical interpretation and personal expression within the dynamic street dance genre.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    NATD Level 2 Award in Graded Examination in Dance: Grade 5

    Topic Overview

    The NATD Level 2 Award in Graded Examination in Dance: Grade 5 is an intermediate-level qualification that builds on the technical and performance skills developed in earlier grades. This examination focuses on refining classical ballet technique, increasing musicality, and developing expressive performance quality. Candidates are expected to demonstrate a strong command of turnout, alignment, and coordination, as well as the ability to execute more complex enchaînements with clarity and control. The syllabus includes barre work, centre practice, adage, allegro, and a dance section that encourages individual artistry.

    This grade is significant because it bridges the gap between foundational training and advanced study. It prepares students for vocational training or higher-level graded examinations by introducing more demanding vocabulary, such as pirouettes en dehors and en dedans, grand battement en cloche, and beaten steps like the entrechat trois. The examination also assesses the candidate's understanding of dynamics, phrasing, and spatial awareness. Success at Grade 5 demonstrates a solid technical foundation and the ability to perform with confidence and musicality, which are essential for progression in dance education or professional pathways.

    Within the wider NATD Performing Arts Graded Examination framework, Grade 5 is a key milestone. It is often a prerequisite for higher-level awards and can contribute to UCAS tariff points for university applications. The qualification not only develops dance skills but also fosters discipline, creativity, and critical thinking. Students who achieve this grade are well-prepared to tackle the challenges of Grade 6 and beyond, where greater emphasis is placed on stylistic interpretation and performance nuance.

    Key Concepts

    Core ideas you must understand for this topic

    • →Turnout and Alignment: Maintaining a consistent 90-degree turnout from the hips while keeping the spine aligned and weight evenly distributed. This is fundamental for all movements, from pliés to grand allegro.
    • →Pirouette Technique: Mastering the preparation (retiré position), spotting, and balance for single and multiple turns. Grade 5 introduces pirouettes en dehors and en dedans from fourth position.
    • →Allegro and Beaten Steps: Executing jumps with precision, including petit allegro combinations with beats like entrechat trois and changement. Emphasis on landing softly with controlled plié.
    • →Musicality and Phrasing: Interpreting the music's rhythm, tempo, and dynamics to enhance performance. This includes accenting beats, using breath, and varying energy levels.
    • →Performance Quality: Expressing emotion and character through movement, facial expression, and use of space. The dance section requires a personal interpretation that engages the audience.

    Learning Objectives

    What you need to know and understand

    • At Grade 5 candidates demonstrate technical skills and knowledge of the vocabulary through performance of a increasingly complex repertoire. They show a developing understanding of an increasing range of musical sounds, accents and timings, an understanding of musical interpretation and a secure use of expression.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating accurate execution of core street breaking vocabulary (e.g., windmills, headspins, six-step) with clear body control and momentum management.
    • Reward evidence of musical interpretation, such as hitting accents, adapting dynamics to changes in tempo, and reflecting beat variations through movement phrasing.
    • Assess the candidate's ability to sequence complex movements fluidly, maintaining stylistic integrity and personal expression throughout the performance.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice with varied music tracks to develop adaptable timing and interpretative skills, ensuring your performance remains musically responsive rather than rigidly set to one piece.
    • 💡Film your rehearsals to self-assess clarity of movement and expression; examiners value polished finishes and deliberate shaping over attempted difficulty with poor execution.
    • 💡Incorporate freeze poses that align with musical pauses or breakdowns to showcase control and stylistic awareness, adding dynamic contrast to your routine.
    • 💡Focus on the quality of your plié. A deep, controlled plié is the foundation for all jumps and turns. Examiners notice when a plié is shallow or rushed, which often leads to poor landings or loss of balance.
    • 💡Use your eyes and head effectively during pirouettes. Spotting is not just about preventing dizziness—it shows the examiner you have control and intention. Keep your chin level and whip your head around sharply.
    • 💡In the dance section, choose a piece that suits your personality and technical strengths. Don't just copy a video; add your own nuances. Examiners reward individuality and genuine expression over robotic imitation.

    Common Mistakes

    Common errors to avoid in your coursework

    • Candidates often rush through transitions between power moves, sacrificing control and clarity of shape for speed, leading to unfinished or imprecise forms.
    • A frequent error is neglecting musicality, performing set choreography without adjusting dynamics to match musical accents or changes in rhythm, resulting in a mechanical delivery.
    • Many learners focus solely on technical difficulty while lacking expressional engagement, failing to project attitude or individual style required at Grade 5.
    • Misconception: 'Pirouettes should be initiated with a strong push from the supporting leg.' Correction: The turn is initiated by the arms and head (spotting), while the supporting leg remains stable. Pushing off can cause loss of balance and alignment.
    • Misconception: 'Grand battement should be thrown as high as possible.' Correction: Control and correct placement are more important than height. The leg should be lifted using the hip flexors and lowered with control, maintaining turnout and avoiding tilting the pelvis.
    • Misconception: 'Beaten steps like entrechat trois require fast legs only.' Correction: While speed is important, the key is to beat the legs together at the highest point of the jump, with the feet brushing past each other. The jump must have sufficient height and the core must be engaged.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •NATD Grade 4 or equivalent: A solid understanding of basic ballet vocabulary, including pliés, tendus, jetés, ronds de jambe, and simple jumps like sautés and échappés.
    • •Basic knowledge of music theory: Ability to identify time signatures (e.g., 2/4, 3/4, 4/4) and respond to changes in tempo and dynamics.
    • •Physical readiness: Sufficient strength in the core, legs, and feet to support turnout, balance, and elevation. Prior experience with demi-pointe work is beneficial.

    Key Terminology

    Essential terms to know

    • At Grade 5 candidates demonstrate technical skills and knowledge of the vocabulary through performance of a increasingly complex repertoire. They show a developing understanding of an increasing range of musical sounds, accents and timings, an understanding of musical interpretation and a secure use of expression.

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