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

    This element assesses candidates' ability to perform a set Street House routine at Grade 5, requiring refined technical execution, rhythmic precision, dyna

    Topic Synopsis

    This element assesses candidates' ability to perform a set Street House routine at Grade 5, requiring refined technical execution, rhythmic precision, dynamic control, and expressive interpretation. It integrates complex footwork, isolations, and stylistic nuances, demanding a secure understanding of musical phrasing, accents, and timings to convey the genre's characteristic groove and energy.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Graded Examination in Street House: Grade 5

    NATIONAL ASSOCIATION OF TEACHERS OF DANCING
    vocational

    This element assesses candidates' ability to perform a set Street House routine at Grade 5, requiring refined technical execution, rhythmic precision, dynamic control, and expressive interpretation. It integrates complex footwork, isolations, and stylistic nuances, demanding a secure understanding of musical phrasing, accents, and timings to convey the genre's characteristic groove and energy.

    1
    Learning Outcomes
    4
    Assessment Guidance
    4
    Key Skills
    1
    Key Terms
    5
    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 grade focuses on refining classical ballet technique, including more complex enchaînements, increased use of épaulement, and a deeper understanding of musicality and artistry. Students are expected to demonstrate greater control, turnout, and elevation, as well as the ability to perform with expression and confidence.

    This qualification is important because it marks a significant step towards advanced study in dance, whether for recreational enjoyment or vocational training. It assesses not only physical ability but also the student's understanding of dance terminology, choreographic principles, and performance quality. Success at Grade 5 demonstrates a solid foundation in ballet technique and prepares students for the challenges of higher grades and potential careers in dance.

    Within the wider NATD Performing Arts Graded Examination syllabus, Grade 5 serves as a bridge between elementary and intermediate levels. It introduces more demanding vocabulary and combinations, requiring students to apply their knowledge of alignment, coordination, and dynamics. The examination typically includes set exercises, a solo dance, and a free enchaînement, all of which test the student's ability to execute steps with precision and artistry.

    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 elongated and pelvis neutral is critical for safe and effective execution of all movements.
    • →Épaulement: The use of the head, shoulders, and arms to create line and expression. Grade 5 requires more sophisticated coordination of épaulement with steps like arabesque and attitude.
    • →Allegro and Elevation: Mastery of small and medium jumps (petit and moyen allegro) with emphasis on ballon (the ability to hang in the air) and controlled landings. Examples include jeté, assemblé, and sissonne.
    • →Pirouettes: Introduction of multiple turns from fourth or fifth position, requiring a strong spot, correct arm placement, and a stable supporting leg.
    • →Musicality: Ability to interpret different time signatures (e.g., 3/4, 4/4, 6/8) and accents, and to phrase movements musically, especially in the solo dance.

    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 precise, controlled isolations (e.g., head, shoulders, ribcage) with clear articulation and initiation from the correct body part.
    • Award credit for accurate rhythmic placement, including syncopated and off-beat accents, showing deep engagement with the musical structure.
    • Award credit for effective use of dynamics (shifts between sharp and sustained movements) to enhance musical interpretation and performance texture.
    • Award credit for maintaining strong core stability and alignment during complex weight transfers, turns, and directional changes.
    • Award credit for seamless transitions between steps and sequences, ensuring continuous flow and stylistic coherence.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Rehearse consistently with the examination track to internalize its structure, dynamics, and subtle rhythmic cues, reducing dependency on counting.
    • 💡Record and review practice sessions regularly, critically assessing alignment, spatial clarity, and the execution of dynamic shifts.
    • 💡Prioritize the 'groove' by keeping the core engaged and allowing the body to respond naturally to the music, ensuring movement remains grounded and fluid.
    • 💡Use mental imagery or narrative to inform expression, connecting the choreography to a mood or story to enhance overall performance quality.
    • 💡Tip 1: 'Show your preparation.' In exercises like pirouettes, the plié and arm preparation are as important as the turn itself. Examiners look for a clear, controlled preparation that sets up the turn correctly.
    • 💡Tip 2: 'Use your eyes.' In the solo dance, direct your gaze to specific points to show confidence and intention. Avoid looking at the floor. Eye focus enhances performance quality and helps with balance.
    • 💡Tip 3: 'Finish every movement.' Many students rush the end of an exercise or solo. Hold the final position for a full beat, with breath and poise. A strong finish leaves a lasting impression.

    Common Mistakes

    Common errors to avoid in your coursework

    • Rushing through the choreography to demonstrate speed, compromising the clarity and precision of isolations and footwork.
    • Failing to sustain energy and dynamic contrast, resulting in a performance that becomes monotonous or loses impact in later sections.
    • Neglecting facial expression and projection, focusing solely on the physical steps and missing the communicative aspect of the style.
    • Inconsistent use of plié and grounded stance, causing movements to appear lifted or lacking the characteristic earthy quality of Street House.
    • Misconception: 'Turnout comes from the feet.' Correction: Turnout must be initiated from the hips (rotator muscles) to avoid knee and ankle strain. Forcing the feet into a 180-degree position without hip rotation is incorrect and can cause injury.
    • Misconception: 'Higher legs are always better.' Correction: In Grade 5, control and placement are more important than height. A développé at 90 degrees with a stable pelvis and turned-out supporting leg is preferable to a higher leg with compromised alignment.
    • Misconception: 'Arms are just for decoration.' Correction: Port de bras is integral to balance and expression. Incorrect arm placement can throw off turns and jumps. Arms should be held with energy and purpose, not limp.

    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 knowledge: Students should be comfortable with basic ballet positions, simple turns (e.g., en dehors and en dedans from fifth), and elementary jumps like échappé and changement.
    • •Understanding of ballet terminology: Familiarity with French terms such as plié, tendu, jeté, and arabesque is essential, as Grade 5 assumes this vocabulary is known.
    • •Basic performance skills: Ability to maintain a neutral spine, engage core muscles, and perform simple choreography with musical awareness.

    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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