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

    This element assesses candidates' foundational proficiency in Street Locking, a funk-based dance style characterised by sharp, distinctive arm and hand ges

    Topic Synopsis

    This element assesses candidates' foundational proficiency in Street Locking, a funk-based dance style characterised by sharp, distinctive arm and hand gestures, points, and freezes. At Grade 1, candidates demonstrate basic knowledge of locking vocabulary and technical skills through performed repertoire, emphasising timing, rhythm, expression, and musical response. Success requires clean execution of fundamental steps, consistent rhythmic accuracy, and an engaging performance presentation that captures the style's energetic and playful character.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Graded Examination in Street Locking: Grade 1

    NATIONAL ASSOCIATION OF TEACHERS OF DANCING
    vocational

    This element assesses candidates' foundational proficiency in Street Locking, a funk-based dance style characterised by sharp, distinctive arm and hand gestures, points, and freezes. At Grade 1, candidates demonstrate basic knowledge of locking vocabulary and technical skills through performed repertoire, emphasising timing, rhythm, expression, and musical response. Success requires clean execution of fundamental steps, consistent rhythmic accuracy, and an engaging performance presentation that captures the style's energetic and playful character.

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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 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 foundational technique, musicality, and performance skills across ballet, tap, and modern dance disciplines. Students will learn basic steps, positions, and sequences, while developing confidence and stage presence through a structured syllabus.

    This qualification is part of the National Association of Teachers of Dancing (NATD) Performing Arts Graded Examination framework, which provides a progressive pathway from Pre-Primary through to advanced levels. Grade 1 serves as a crucial stepping stone, ensuring students understand core principles such as posture, alignment, and rhythm before progressing to more complex movements. Mastery of this grade not only prepares students for higher examinations but also instils discipline and a love for dance that can lead to recreational or professional pursuits.

    In the wider context of dance education, Grade 1 establishes the vocabulary and physical habits necessary for safe and expressive dancing. It is ideal for young learners who have completed introductory classes or Pre-Primary level, offering a formal assessment that recognises their achievements. The examination typically includes a set dance, technical exercises, and a free enchaînement, all performed in front of an examiner, which helps students build resilience and performance skills from an early age.

    Key Concepts

    Core ideas you must understand for this topic

    • →Posture and Alignment: Maintaining a straight spine, engaged core, and correct placement of feet and arms is essential for balance and injury prevention. In ballet, this includes holding the ribcage closed and shoulders down.
    • →Basic Ballet Positions: Students must know the five positions of the feet (1st to 5th) and corresponding arm positions (bras bas, 1st, 2nd, 5th en avant, 5th en haut) as per NATD syllabus.
    • →Tap Sounds and Rhythms: Grade 1 tap introduces basic steps like shuffle, flap, and ball change, requiring clear, consistent sounds and timing with music. Emphasis is on weight transfer and ankle articulation.
    • →Modern Dance Fundamentals: In modern, students learn contraction and release, parallel and turned-out positions, and basic locomotor movements such as skips, gallops, and jumps. Musicality and expression are key.
    • →Performance Quality: Even at Grade 1, students are expected to show facial expression, energy, and engagement with the audience. This includes using the space effectively and conveying the mood of the dance.

    Learning Objectives

    What you need to know and understand

    • Demonstrate correct execution of foundation locking steps including the lock, point, and drop.
    • Perform a simple locking routine with consistent timing and rhythm in response to music.
    • Exhibit dynamic expression and presentation appropriate to the locking style.
    • Respond to musical cues with appropriate movement dynamics and energy.
    • Recall and apply basic street locking terminology to performed sequences.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clean and precise locking positions with clear arm angles and wrist rolls.
    • Credit given for consistent rhythm and ability to stay in time with the music throughout the routine.
    • Evidence of engaging facial expressions and confident stage presence that enhances the performance.
    • Demonstration of correct posture and body alignment during locking and freezes.
    • Marks allocated for smooth transitions between steps and maintenance of the locking groove.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Ensure all locking movements are sharply executed with distinct stops; practice with a metronome to develop precise timing and accenting.
    • 💡Exaggerate facial expressions and energy to convey the funky, entertaining character of locking; do not be afraid to 'sell' the routine.
    • 💡Watch and mimic professional locking performances to internalise the style's groove, attitude, and musical interpretation.
    • 💡Break down the music to identify counts, accents, and breaks, then align your movements to these elements for stronger musicality.
    • 💡Maintain a relaxed yet controlled upper body to allow for fluid arm gestures while keeping the lower body grounded and ready to freeze.
    • 💡Tip 1: Practice the set dance with a focus on transitions between steps. Examiners notice when a student hesitates or loses flow. Run the dance multiple times without stopping to build muscle memory and confidence.
    • 💡Tip 2: In the free enchaînement (a short sequence given on the day), listen carefully to the examiner's instructions and ask for clarification if needed. It's better to repeat the sequence slowly and correctly than to rush and make mistakes.
    • 💡Tip 3: Show your personality! Even simple steps can look engaging if you smile, use your eyes, and project energy. Examiners reward performance quality, not just technical accuracy.

    Common Mistakes

    Common errors to avoid in your coursework

    • Lack of sharpness in locking and pointing actions, resulting in movements that appear soft or sloppy.
    • Rushing or lagging behind the beat, failing to maintain consistent timing and rhythmic precision.
    • Focusing solely on steps without projecting personality or performance quality, leading to a flat presentation.
    • Confusing locking with popping or other funk styles, leading to inappropriate muscle tension or continuous movement instead of distinct stops.
    • Neglecting the use of the whole body, such as maintaining a stiff torso while limbs isolate.
    • Mistake: Thinking that 'turned out' feet must be forced from the knees. Correction: Turnout should come from the hips, not the knees or ankles. Forcing turnout can cause injury; aim for a comfortable rotation with knees aligned over toes.
    • Mistake: Believing that tap steps only need to be fast, not clear. Correction: Clarity of sound is more important than speed. Each step should produce a distinct, clean sound; rushing leads to muddy rhythms.
    • Mistake: Assuming modern dance is 'just freestyle' with no technique. Correction: Modern has specific techniques (e.g., Graham, Horton) even at Grade 1. Students must learn controlled contractions, spirals, and proper alignment to execute movements safely.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Pre-Primary or equivalent introductory dance experience: Students should be familiar with basic classroom etiquette, simple steps like walks and runs, and have some experience moving to music.
    • •Basic understanding of left and right: Many exercises require directional changes, so students should confidently know their left from right.
    • •Ability to follow simple instructions: Grade 1 involves learning sequences by demonstration and verbal cues, so students need to be able to watch and replicate movements.

    Key Terminology

    Essential terms to know

    • Locking technique fundamentals
    • Rhythmic awareness and timing
    • Performance expression and presentation
    • Musicality and phrasing
    • Basic movement vocabulary

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