RAD Graded Examination in Ballet: Grade 5 — Royal Academy of Dance Performing Arts Graded Examination Dance & Performing Arts Revision

    This subtopic covers the performance of Grade 5 RAD ballet syllabus exercises, including centre work, adage, pirouettes, allegro, and variation études. It

    Topic Synopsis

    This subtopic covers the performance of Grade 5 RAD ballet syllabus exercises, including centre work, adage, pirouettes, allegro, and variation études. It assesses the integration of secure technique, sensitive musicality, and expressive performance quality required at this intermediate level, preparing candidates for advanced vocational training.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    RAD Graded Examination in Ballet: Grade 5

    ROYAL ACADEMY OF DANCE
    vocational

    This subtopic covers the performance of Grade 5 RAD ballet syllabus exercises, including centre work, adage, pirouettes, allegro, and variation études. It assesses the integration of secure technique, sensitive musicality, and expressive performance quality required at this intermediate level, preparing candidates for advanced vocational training.

    1
    Learning Outcomes
    3
    Assessment Guidance
    4
    Key Skills
    1
    Key Terms
    3
    Assessment Criteria

    Assessment criteria

    RAD Level 2 Award in Graded Examination in Dance: Grade 5 (Ballet)

    Topic Overview

    The RAD Level 2 Award in Graded Examination in Dance: Grade 5 (Ballet) is a pivotal stage in the Royal Academy of Dance syllabus, designed for students typically aged 11–13 who have completed Grade 4. This grade builds on foundational technique, introducing more complex movements such as grand allegro, advanced pirouettes, and intricate port de bras. It emphasises musicality, performance quality, and the ability to execute sequences with precision and artistry. The examination assesses both technical proficiency and expressive interpretation, preparing students for the vocational graded levels that follow.

    Grade 5 marks a transition from intermediate to more advanced ballet training. Students are expected to demonstrate a deeper understanding of classical ballet vocabulary, including movements like fouettés, sissonnes, and grand jetés. The syllabus includes barre work, centre practice, allegro, and pointe work for female candidates (optional for males). This grade is crucial for developing strength, flexibility, and coordination, while also fostering a sense of musical phrasing and dynamic contrast. Mastery of Grade 5 is often a prerequisite for entering RAD vocational graded examinations, making it a key milestone for serious dance students.

    In the wider context of performing arts education, Grade 5 ballet provides a solid foundation for further study in dance, whether for personal enjoyment or professional aspirations. It aligns with the UK's Regulated Qualifications Framework (RQF) at Level 2, equivalent to GCSE grades A*-C. Students who pass this examination gain not only a recognised qualification but also transferable skills such as discipline, body awareness, and performance confidence. For those aiming to pursue dance at a higher level, Grade 5 is an essential stepping stone towards the RAD's Intermediate Foundation and Intermediate examinations.

    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 over the feet. This is critical for all movements, especially in adage and pirouettes.
    • →Pirouette Technique: Mastering the preparation (plié, relevé, and spot), balance in retiré, and controlled landing. Grade 5 requires multiple turns (e.g., double pirouettes en dehors and en dedans) with correct arm positions (bras bas, first, or fifth).
    • →Grand Allegro: Executing large jumps such as grand jeté, sissonne ouverte, and assemblé with height, suspension, and controlled landings. Emphasis on using plié for take-off and landing, and maintaining turnout in the air.
    • →Pointe Work (Female Candidates): Performing exercises like échappés, relevés, and piqué turns with strong feet, straight knees, and minimal noise. The ability to balance on pointe and transition smoothly between steps is essential.
    • →Musicality and Phrasing: Dancing in time with the music, accenting beats, and interpreting the mood of the piece. Grade 5 requires students to adapt to different tempos and rhythms, such as 3/4 for waltz and 2/4 for polka.

    Learning Objectives

    What you need to know and understand

    • The learner will:• be able to demonstrate appropriate technique through the performance of intermediate movement sequences and dances in ballet• be able to show awareness of musicality through the performance of intermediate movement sequences and dances in ballet• be able to show awareness of performance skills in intermediate movement sequences and dances in ballet

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating accurate alignment, control, and line in all barre and centre exercises, including consistent turnout from the hips and correct placement of the feet.
    • Marks should be given for precise timing and phrasing, with movements clearly reflecting the musical character, rhythm, and dynamics throughout the set exercises and dances.
    • Examiners look for a sustained sense of projection, appropriate use of épaulement, and confident eye focus that conveys the mood and style of each sequence or variation.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Perform each exercise as a mini-dance: think about the artistic intention from the preparation to the final révérence, not just the technical steps.
    • 💡During the pirouette enchaînement, spot a clear focal point and coordinate the head with the plié action to improve balance and reduce dizziness.
    • 💡For the variation étude, study the musical score or recording to internalise the phrasing and dynamics, and use breath to phrase movements expressively.
    • 💡Focus on transitions: Examiners pay close attention to how you move between steps. Ensure your port de bras flows naturally, and your feet articulate through the floor in tendus and dégagés. A smooth transition can elevate a good performance to an excellent one.
    • 💡Show performance quality: Grade 5 is not just about technique; it's about artistry. Use your eyes, facial expressions, and épaulement (shoulder movement) to convey the character of the dance. Even in barre work, maintain a sense of line and musicality.
    • 💡Master the syllabus combinations: Know the set exercises inside out. Practice them in front of a mirror to check alignment and timing. During the exam, if you make a mistake, recover gracefully and continue—examiners value resilience and composure.

    Common Mistakes

    Common errors to avoid in your coursework

    • Tensing the upper body, particularly the shoulders and neck, which restricts arm movements and disrupts the overall line and épaulement.
    • Rushing the tempo or lagging behind the music during petit allegro, often caused by insufficient use of demi-plié and not coordinating the feet with the beat.
    • Forgetting to maintain turnout from the hips when extending the leg à la seconde in adage, leading to a sickle foot or rolling inwards at the knee.
    • Looking down at the floor instead of using a lifted gaze and outward focus, which detracts from performance quality and spatial awareness.
    • Misconception: 'Pirouettes should be initiated by the arms.' Correction: The turn is initiated by the supporting leg and core, not the arms. The arms maintain balance and shape but should not pull the body around. Focus on a strong plié and a clean relevé.
    • Misconception: 'Grand jeté is just a big leap.' Correction: Grand jeté requires a powerful push-off from the back leg, a split in the air with both legs straight, and a controlled landing through the foot. Many students forget to fully extend the front leg or land heavily.
    • Misconception: 'Pointe work is only about standing on the toes.' Correction: Pointe work demands strong feet, ankles, and core stability. Students must avoid sickling (turning the foot inward) and ensure the box of the shoe fully supports the foot. Proper alignment and gradual strengthening are key to preventing injury.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •RAD Grade 4 Ballet: A solid understanding of basic ballet positions, simple allegro (e.g., glissade, jeté), and elementary pirouettes. Grade 4 introduces the foundations of pointe work for female students.
    • •Basic Anatomy Knowledge: Awareness of muscle groups used in ballet (e.g., quadriceps, hamstrings, glutes) and how to engage them safely. This helps prevent injury and improves technique.
    • •Consistent Practice Schedule: Regular ballet classes (at least twice a week) for a minimum of one year prior to Grade 5. This ensures the physical strength and stamina needed for the syllabus.

    Key Terminology

    Essential terms to know

    • The learner will:• be able to demonstrate appropriate technique through the performance of intermediate movement sequences and dances in ballet• be able to show awareness of musicality through the performance of intermediate movement sequences and dances in ballet• be able to show awareness of performance skills in intermediate movement sequences and dances in ballet

    Ready to learn?

    AI-powered learning tailored to this unit

    Related Topics in ROYAL ACADEMY OF DANCE vocational Dance & Performing Arts

    Classical Ballet Repertoire Level 2: Class

    View Topic

    Classical Ballet Repertoire Level 2: Variation 1

    View Topic

    Classical Ballet Repertoire Level 2: Variation 2

    View Topic

    Classical Ballet Repertoire Level 3: Class

    View Topic