Solo Performance Award in Dance: Grade 5 — Royal Academy of Dance Performing Arts Graded Examination Dance & Performing Arts Revision

    This element assesses the candidate's ability to perform three contrasting dances of intermediate difficulty, integrating secure technique, precise musical

    Topic Synopsis

    This element assesses the candidate's ability to perform three contrasting dances of intermediate difficulty, integrating secure technique, precise musicality, and expressive performance skills. It requires thorough preparation to demonstrate controlled execution of movement vocabulary, accurate rhythmic response, and engaging communication with the audience. Success reflects a holistic command of the genre-specific style and individual artistry at a Grade 5 standard.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Solo Performance Award in Dance: Grade 5

    ROYAL ACADEMY OF DANCE
    vocational

    This element assesses the candidate's ability to perform three contrasting dances of intermediate difficulty, integrating secure technique, precise musicality, and expressive performance skills. It requires thorough preparation to demonstrate controlled execution of movement vocabulary, accurate rhythmic response, and engaging communication with the audience. Success reflects a holistic command of the genre-specific style and individual artistry at a Grade 5 standard.

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

    Assessment criteria

    RAD Level 2 Award in Solo Performance in Dance: Grade 5

    Topic Overview

    The RAD Level 2 Award in Solo Performance in Dance: Grade 5 is an advanced intermediate examination that builds on the foundational skills developed in Grades 1-4. This qualification focuses on the student's ability to perform a solo dance with technical precision, musicality, and expressive artistry. The syllabus includes a set solo choreographed by the RAD, which must be memorised and performed to a high standard, demonstrating control, alignment, and dynamic range. This grade is a significant step towards vocational training and prepares students for the demands of Grade 6 and beyond.

    Why does this matter? Grade 5 is often a turning point where dancers transition from learning steps to truly performing. The examination assesses not just the 'what' (steps) but the 'how' (quality of movement, use of space, and emotional engagement). It encourages students to develop their own artistic voice while adhering to the classical ballet technique that underpins the RAD syllabus. Success at this level demonstrates a solid foundation for further study in dance, whether for personal enjoyment or professional aspirations.

    Within the wider subject of Dance & Performing Arts, this award sits within the RAD's graded examination system, which is internationally recognised. It aligns with the UK's Regulated Qualifications Framework (RQF) at Level 2, equivalent to a GCSE grade 4-9. The skills developed—discipline, creativity, and physical control—are transferable to other dance styles and performing arts disciplines, making it a valuable qualification for any young performer.

    Key Concepts

    Core ideas you must understand for this topic

    • →Epaulement: The use of the head, shoulders, and arms to create line and direction. In Grade 5, this becomes more nuanced, with specific épaulement positions (e.g., croisé, effacé) required in the solo.
    • →Pirouettes en dehors and en dedans: Students must execute a double pirouette from fourth position, with correct spotting, arm placement (bras bas to fifth), and a controlled finish. The preparation and recovery are as important as the turn itself.
    • →Allegro combinations: The solo includes petit allegro (small jumps) and grand allegro (large jumps), such as jetés, assemblés, and sissonnes. Emphasis is on elevation, ballon (bounce), and landing softly through the foot.
    • →Musicality and phrasing: The solo is set to specific music; students must demonstrate an understanding of the musical structure (e.g., 3/4 or 4/4 time) and use accents, dynamics, and pauses to enhance performance.
    • →Performance quality: Beyond technique, the examiner looks for facial expression, projection, and the ability to tell a story or convey a mood. The solo should feel like a performance, not just a series of steps.

    Learning Objectives

    What you need to know and understand

    • The learner will:• be able to demonstrate appropriate technique through the performance of three dances of intermediate difficulty• be able to show awareness of musicality through the performance of three dances of intermediate difficulty• be able to show awareness of performance skills in three dances of intermediate difficulty

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for consistently correct posture, alignment, and core stability throughout all three dances, enabling efficient transfer of weight and clear body line.
    • Award credit for accurate co-ordination of arms, legs, and head, with well-defined transitions and seamless linking of steps within each dance sequence.
    • Award credit for demonstrating sensitivity to musical phrasing, dynamics, and tempo changes, ensuring movement is directly responsive to the accompaniment.
    • Award credit for sustained projection, appropriate facial expression, and performance energy that conveys the distinct mood and character of each dance.
    • Award credit for spatial awareness, including consistent use of floor patterns, facing, and focus, maintaining the intended choreographic design.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice each dance with the official recording repeatedly, internalising the music's nuances so that your movement becomes a natural response to every accent and pause.
    • 💡Record yourself performing and critically assess areas where alignment, turnout, or spring may falter; isolate these sections for focused technical drill.
    • 💡Exaggerate performance elements in rehearsal—such as use of eye line, breath, and gesture—so they project convincingly in the assessment space.
    • 💡Visualise the emotional storyline or texture of each dance before beginning, and commit to that character from the starting pose to the final bow to sustain engagement.
    • 💡Focus on your port de bras (carriage of the arms). Many students concentrate on footwork and neglect the upper body. In Grade 5, the arms should flow naturally from the back, with soft wrists and fingers, and should complement the movement of the legs. Practice in front of a mirror to ensure your arms are not stiff or robotic.
    • 💡Use the entire stage space. The solo is choreographed to travel, so don't stay in one spot. Plan your use of the stage: move diagonally, use corners, and vary your directions. This shows spatial awareness and makes the performance more engaging.
    • 💡Breathe! It sounds simple, but many dancers hold their breath during difficult sections, leading to tension. Practice breathing in time with the music—exhale on a plié or a jump, inhale on a stretch or a turn. This will help you relax and improve your stamina.

    Common Mistakes

    Common errors to avoid in your coursework

    • Rushing ahead of the music due to nervous energy, causing misalignment with the beat and loss of rhythmic clarity.
    • Failing to fully articulate footwork, leading to sloppy transitions and diminished technical precision, especially in travelling sequences.
    • Performing with a blank or tense facial expression, resulting in a flat performance that lacks connection with the examiner and the dance's intended atmosphere.
    • Collapsing the upper body or dropping the arms during challenging movements, which detracts from overall line and stability.
    • Neglecting dynamic contrast, making all movements appear uniform in energy and volume, thereby losing musical highlights and choreographic intention.
    • Misconception: 'The solo must be performed exactly as taught, with no personal interpretation.' Correction: While the steps are set, the RAD encourages individual artistry within the style. You can vary dynamics, use of space, and facial expression to make the solo your own, as long as you don't change the choreography.
    • Misconception: 'I only need to practice the solo, not the technique exercises.' Correction: The solo is only part of the exam; you will also be asked to perform technical exercises (e.g., pliés, tendus, ronds de jambe) from the syllabus. These are assessed for quality and often set up the skills needed for the solo.
    • Misconception: 'If I make a mistake, I should stop and restart.' Correction: Never stop! The examiner is looking for recovery and continuity. If you lose your balance or forget a step, keep going with the music and try to rejoin the choreography as smoothly as possible.

    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 (or equivalent): Students should have a solid understanding of basic ballet vocabulary, turnout, and alignment. Grade 5 builds on the barre and centre work from Grade 4.
    • •Ability to memorise choreography: The solo is approximately 1-2 minutes long and must be performed without notes. Students should be comfortable learning and retaining sequences of steps.
    • •Basic understanding of musicality: Being able to count music (e.g., 8-count phrases) and move to different tempos is essential. If you struggle with rhythm, practice clapping or tapping to the exam music before dancing.

    Key Terminology

    Essential terms to know

    • The learner will:• be able to demonstrate appropriate technique through the performance of three dances of intermediate difficulty• be able to show awareness of musicality through the performance of three dances of intermediate difficulty• be able to show awareness of performance skills in three dances of intermediate difficulty

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