Graded Examination in Street Locking: Grade 2 — National Association of Teachers of Dancing Performing Arts Graded Examination Dance & Performing Arts Revision

    This subtopic focuses on the Street Locking style at Grade 2 level, where candidates develop foundational locking techniques, rhythmic precision, and perfo

    Topic Synopsis

    This subtopic focuses on the Street Locking style at Grade 2 level, where candidates develop foundational locking techniques, rhythmic precision, and performance expression. The examination assesses their ability to execute basic repertoire with clarity, musicality, and engaging presentation, demonstrating a solid grasp of the genre's characteristic funk-driven aesthetic.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Graded Examination in Street Locking: Grade 2

    NATIONAL ASSOCIATION OF TEACHERS OF DANCING
    vocational

    This subtopic focuses on the Street Locking style at Grade 2 level, where candidates develop foundational locking techniques, rhythmic precision, and performance expression. The examination assesses their ability to execute basic repertoire with clarity, musicality, and engaging presentation, demonstrating a solid grasp of the genre's characteristic funk-driven aesthetic.

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

    Assessment criteria

    NATD Level 1 Award in Graded Examination in Dance: Grade 2

    Topic Overview

    The NATD Level 1 Award in Graded Examination in Dance: Grade 2 is a foundational qualification designed for students who have completed Grade 1 and are ready to build on their basic dance skills. This grade focuses on developing greater coordination, musicality, and performance quality across ballet, tap, and modern theatre dance. Students will learn more complex sequences and combinations, introducing turns, jumps, and rhythmic variations that challenge their control and expression.

    This qualification matters because it provides a structured progression in dance education, recognised by the National Association of Teachers of Dancing (NATD). It helps students refine technique, improve posture, and gain confidence in performing before an examiner. Grade 2 is a stepping stone to higher grades, where students can specialise in their preferred dance style. The syllabus is carefully designed to be age-appropriate, ensuring that physical development aligns with technical demands.

    Within the wider subject of Dance & Performing Arts, Grade 2 sits as an intermediate stage where students transition from learning basic steps to executing them with artistry. It integrates elements of choreography, musical interpretation, and stage presence, preparing students for more advanced work in Grade 3 and beyond. Success at this level demonstrates a solid foundation for further study or recreational enjoyment of dance.

    Key Concepts

    Core ideas you must understand for this topic

    • →Turnout and alignment: Maintaining correct hip rotation and spinal posture in ballet positions, especially during pliés and tendus.
    • →Rhythmic accuracy: Counting music in 2/4, 3/4, and 4/4 time, and executing tap steps like shuffle, flap, and ball change in time.
    • →Coordination of arms and legs: In modern theatre, performing contractions and releases while moving through space with controlled arm lines.
    • →Performance quality: Using facial expression and focus to engage an audience, even in a solo examination setting.
    • →Memory and sequencing: Recalling and linking up to 16 bars of choreography without prompts, including directional changes.

    Learning Objectives

    What you need to know and understand

    • Execute core locking steps with accurate posture, arm lines, and energy.
    • Demonstrate precise syncopation and timing in response to the music.
    • Apply expressive character and facial animation throughout the routine.
    • Perform basic locking combinations with clear points, locks, and freezes.
    • Maintain consistent spatial awareness and effective use of performance space.
    • Exhibit control of dynamics and energy levels appropriate to the music.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for accurate and sharp locking points and freezes.
    • Look for consistent rhythmic accuracy and clear musical interpretation.
    • Credit should be given for confident and engaging performance character.
    • Assess the candidate's ability to maintain correct posture and lines.
    • Acknowledge effective use of dynamic contrast and spatial placement.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Focus on locking points and freezes with clean, precise movements.
    • 💡Practice counting and moving to different musical styles to refine timing.
    • 💡Exaggerate facial expressions and character to project performance quality.
    • 💡Use the full performance space to demonstrate spatial awareness and dynamics.
    • 💡Maintain consistent energy from start to finish, avoiding dips in presentation.
    • 💡Always start with a clear preparation position and hold your ending pose for at least two seconds. Examiners deduct marks for rushed finishes or wobbles at the end of exercises.
    • 💡In the free enchaînement section, show contrast in dynamics (e.g., sharp vs. smooth movements) and use the performance space fully. Don't stay in one spot—travel diagonally or use corners.
    • 💡Listen carefully to the examiner's instructions for the 'own choice' section. If you perform a dance that doesn't match the required style or time limit, you may lose marks. Practise with a metronome to stay on tempo.

    Common Mistakes

    Common errors to avoid in your coursework

    • Losing timing by rushing through sequences, especially during fast sections.
    • Incomplete or rushed locking positions, lacking clear definition.
    • Limited facial expression or performance energy resulting in a flat presentation.
    • Incorrect arm placement and lack of precision in directional changes.
    • Overemphasis on power without control, leading to loss of balance.
    • Misconception: 'I can just copy the teacher's movements without understanding the technique.' Correction: Examiners look for correct placement (e.g., turned-out feet in ballet) and not just imitation. You must know why each step is done a certain way.
    • Misconception: 'Tap is just about speed; accuracy doesn't matter as long as it's loud.' Correction: Clarity of sound is key. Each step (e.g., shuffle vs. flap) must be distinct, and weight transfers must be precise to avoid losing the beat.
    • Misconception: 'Modern dance is easy because it's 'free' and doesn't need technique.' Correction: Modern requires strong core control, proper alignment for falls and rolls, and expressive use of breath. It is as technically demanding as ballet.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •NATD Grade 1 or equivalent basic knowledge of ballet, tap, and modern dance fundamentals (e.g., positions of feet, basic steps like plié, tendu, shuffle, ball change, and simple jumps).
    • •Ability to follow a simple 8-count rhythm and maintain a steady beat while moving.
    • •Basic spatial awareness: knowing how to move in straight lines, circles, and diagonals without bumping into others.

    Key Terminology

    Essential terms to know

    • Locking fundamentals and technique
    • Rhythmic timing and musicality
    • Performance expression and character
    • Basic locking vocabulary
    • Dynamic and spatial awareness

    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