Section B · Duet / Trio Performance
Technical Skills
RADS MR T — including Relationships, the skill unique to duet/trio
What you'll learn
- All 7 technical skills and what each one means in duet/trio context
- How to write about Relationships — the skill only available in group work
- How to structure a Level 3 answer covering 3–4 technical skills
- How to connect every skill back to your dance intention
Technical skills are about accuracy — the precision and correctness of how you perform. In a duet or trio, this is more complex than solo work because you're managing your own technique while also coordinating with other dancers. And crucially, Relationships — lead and follow, contact, mirroring, counterpoint — are now fully available and often the most powerful skills to write about.
The 7 Technical Skills — RADS MR T
⚙️ All 7 skills — tap each to see definition and exam language
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Remember RADS MR T. Tap each card to expand. The ★ New tag marks the skill not available in the set phrase question.
Relationships — the big one
Relationships cover: lead and follow, mirroring, action and reaction, accumulation, complement and contrast, counterpoint, contact, and formations. In the exam, name the specific type — don't just say "we did relationships."
Annotated Level 3 Model
✍️ See a full L3 answer built and annotated
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Intention: soldiers living with PTSD. Question: "Explain how you used technical skills in your duet performance." Tap highlighted sections for notes.
Level 3 model — technical skills — PTSD duet · tap sections
I performed in a duet. Our intention was to portray soldiers living with PTSD and the psychological aftermath of combat.
Relationships were central to our piece — in the opening section my partner and I used counterpoint, moving in opposite directions and dynamics to show the internal conflict of two minds unable to connect.
This was effective because the visual separation between us immediately communicated the disconnection central to our intention, drawing the audience into the psychological tension before any words were needed.
Dynamics were vital throughout — in the flashback sequence we shifted suddenly from sustained, slow movement to sharp, percussive gestures. This was effective because the sudden dynamic contrast communicated the intrusive, unpredictable nature of PTSD — the way a memory can break through stillness without warning.
Timing was crucial in the unison section — we had to match every sharp head movement and isolated arm gesture precisely, despite the fragmented rhythm of the accompaniment. This was effective because the brief moments of precise unison created a haunting visual — two bodies momentarily locked in the same memory before fracturing apart again.
Actions were tested in the contact section — I had to execute the weight-sharing sequence accurately, transferring my partner's weight through a controlled lean and recovery. This was effective because the physical dependency of the contact work communicated the fragile, precarious support between the two soldiers — both leaning on and pulling away from each other.
Dynamics were vital throughout — in the flashback sequence we shifted suddenly from sustained, slow movement to sharp, percussive gestures. This was effective because the sudden dynamic contrast communicated the intrusive, unpredictable nature of PTSD — the way a memory can break through stillness without warning.
Timing was crucial in the unison section — we had to match every sharp head movement and isolated arm gesture precisely, despite the fragmented rhythm of the accompaniment. This was effective because the brief moments of precise unison created a haunting visual — two bodies momentarily locked in the same memory before fracturing apart again.
Actions were tested in the contact section — I had to execute the weight-sharing sequence accurately, transferring my partner's weight through a controlled lean and recovery. This was effective because the physical dependency of the contact work communicated the fragile, precarious support between the two soldiers — both leaning on and pulling away from each other.
🔵 Point + Skill (Relationships) — Named the specific type (counterpoint) and described what it looked like. This is the skill unique to group work.
🟢 Explain + Intention link — "Communicated the disconnection central to our intention." Connects the skill directly to what the piece was about. This is what moves an answer to L3.
🔵 Point + Skill (Dynamics) — Named the skill and described the specific contrast: sustained → sharp/percussive. The "flashback sequence" is a moment from the piece.
🟢 Explain + Intention link — Connects dynamic contrast to the nature of PTSD. Every explanation returns to intention.
🔵 Point + Skill (Timing) — Named timing and described precisely what had to be timed (head movements, arm gestures) and what made it hard (fragmented rhythm).
🟢 Explain — The "haunting visual" isn't vague — it's specific: unison = shared memory, fracturing = loss of it. Strong imagery tied to intention.
🔵 Point + Skill (Actions) — Named the skill, named the specific action type (weight-sharing), described the mechanics.
🟢 Explain + Intention link — "Fragile, precarious support" maps directly to the PTSD intention. Four complete PEE cycles = full L3.
Point — name the skill + what you did
Explain — why it served your intention
Question Bank
📋 Practice questions — three intentions, three model answers
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Write your own answer first — using your own intention — then compare to the model.
Spot the Level
🔍 Is it Level 1, 2 or 3?
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Question: "Explain how you used technical skills in your duet/trio performance."
Mini Test
10 questions on technical skills. Answer all, then submit. 📸 Screenshot your score.
📸 Take a screenshot of your score now and paste it into your ePortfolio document so your teacher can see your progress.
🗂️ Revisit This — 6 Key Facts
RADS MR TRelationships, Actions, Dynamics, Space, Moving in Style, Rhythm, Timing — 7 technical skills.
RelationshipsOnly available in duet/trio. Always name the type: counterpoint, lead/follow, contact, mirroring, unison, canon, action-reaction.
Opening sentence"I performed in a [duet/trio]. Our intention was…" — before any skill.
4 PEE cyclesPoint (skill + specific moment) → Explain (why it served your intention). Do this 3–4 times for full marks.
Intention linkEvery explanation must connect the skill back to what you were communicating. "This was effective because…" then name the intention.
Be specificDon't say "we used relationships" — say "we used counterpoint in the opening section, moving in opposite directions to communicate…"