Dance

The Investigation component of the IB Dance syllabus focuses on research, analysis, and comparison. In this post, we’ll break down the assessment and share practical tips to help you succeed.&nbsp;<h2 style="text-align:center;">IB Dance Investigation&nbsp;</h2>&nbsp;<ul><li>At SL, the Investigation component accounts for 20% of the final grade. At HL, it accounts for 25%.</li><li>SL students will spend around 30 hours on this component, while HL students will devote around 60 hours.&nbsp;</li><li>Students will produce a formal written report analysing the similarities and differences between two dance styles drawn from different dance cultures and/or traditions, one familiar and one unfamiliar to the student.&nbsp;</li><li>SL students can write up to 1500 words while HL students have 2500 words available.&nbsp;</li></ul>&nbsp;&nbsp;<h3>The Investigation</h3>&nbsp;Students must write an independent research report that compares two distinct dance cultures/traditions, selecting one that is personally familiar and one that is unfamiliar. The two chosen must be clearly different, not subgenres of the same tradition (e.g., hip-hop and breakdance would be too similar).&nbsp;SL students write up to 1500 words while HL students can write up to 2000 words.&nbsp;The investigation must include: &nbsp;&nbsp;<ul><li>A detailed historical context of both dance cultures/traditions.&nbsp;</li><li>A comparison of each culture’s current context (social, cultural, political, spiritual, etc.) in relation to its history.&nbsp;</li><li>An analysis of dance elements (use of body, space, time, dynamics).&nbsp;</li><li>Discussion of intention, structure/form, subject matter, and accompanying elements (e.g., music, costumes, props).&nbsp;</li><li>Correct use of dance-specific vocabulary and terminology.</li></ul>&nbsp;It is also important that students refer to both primary and secondary sources in their investigation. This ensures that their work is well-supported and engages with various perspectives and evidence.&nbsp;<h3>&nbsp;</h3><h3>&nbsp;</h3><h3>Additional HL requirements</h3>&nbsp;HL students must include a comparative discussion of two short performance excerpts – one from each selected dance culture/tradition. This section should be a separate, clearly labeled part of the main report (before the conclusion), and it should:&nbsp;&nbsp;<ul><li>Focus on dance elements and/or movement development/arrangement.&nbsp;</li><li>Demonstrate practical knowledge of both traditions, especially movement understanding.&nbsp;</li><li>Be written from the perspective of an observer, not as the choreographer.&nbsp;</li><li>Use excerpts that are short and detailed enough for in-depth analysis.&nbsp;</li><li>It is important to keep in mind that students may not perform the dances used in this discussion for their internal performance assessment.</li></ul>&nbsp;<h3>&nbsp;</h3><h3>Tips on how to succeed</h3>&nbsp;<ul><li>Organise your work. Before you start writing, create a chart or table comparing origins, key movement styles, use of space, time, and dynamics, music and costume, social and cultural context (then vs. now). This will help you visualize similarities and differences and structure your argument more clearly. &nbsp;</li><li>Be accurate. If you're analyzing video excerpts (especially for HL), pause and rewatch specific moments. Note where certain movement qualities (like weight, tempo, or energy) show up. Describe those exact moments in your analysis to go deeper than general impressions. &nbsp;</li><li>Be aware of the wider perspective. Throughout your investigation, ask yourself: Why is this dance important to its culture – then and now? Make sure to think of the dance and its change over time with regards to cultural and social shifts. Think about what was happening politically, socially, or spiritually when this dance evolved? What values or beliefs does this dance express? &nbsp;</li><li>Start with something familiar. Think about what you already know in terms of movement, history, or cultural relevance. This can help guide you in what to look for when exploring the unfamiliar culture, making it less overwhelming. &nbsp;</li><li>Show personal engagement. Why did you choose these two cultures? Why does this dance matter to you personally or artistically? Include that in your intro early – it sets the tone for a more personal and reflective investigation that also shows critical thinking.</li></ul>&nbsp;&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify </a>and other guides available on our <a href="/blog" target="_blank" rel="noopener noreferrer">blog</a>.&nbsp;

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A comprehensive guide to IB Dance Investigation. Learn about how this component is structured, its weighing, requirements, duration, and tips on how to excel.

IB Dance Investigation

The Performance component is the Internal Assessment (IA) of the IB Dance syllabus. In this post, we’ll break down the assessment and share practical tips to help you succeed.&nbsp;<h2 style="text-align:center;">IB Dance Performance</h2>&nbsp;<ul><li>At SL, the Performance component accounts for 40% of the final grade. At HL, it also accounts for 40%. &nbsp;</li><li>SL students will dedicate around 60 hours to this component during the course, while HL students should expect to spend about 90 hours.</li><li>Students will prepare and perform one or two dances at SL and two or three at HL, with at least one solo or duet required for all students.&nbsp;</li><li>Students must ensure that at least half of their performance time is spent on solo or duet work.</li><li>These dances can be in any style or tradition but must be choreographed by someone other than the student (e.g., a teacher, guest choreographer, or from standard repertoire).</li></ul>&nbsp;<h3>&nbsp;</h3><h3>The Performance</h3>&nbsp;For the IB Dance Performance component, students must prepare and present dances that demonstrate their range of technical skill and expressive ability. Students choose their dances in consultation with their teacher, ensuring the pieces suit their skill level and showcase different styles. Importantly, all dances must be choreographed by someone other than the student <span style="-webkit-text-stroke-width:0px;caret-color:rgb(0, 0, 0);display:inline !important;float:none;font-style:normal;font-variant-caps:normal;font-weight:400;letter-spacing:normal;orphans:auto;text-align:start;text-decoration:none;text-indent:0px;text-transform:none;white-space:normal;widows:auto;word-spacing:0px;">– such as the teacher or a guest choreographer <span style="-webkit-text-stroke-width:0px;caret-color:rgb(0, 0, 0);display:inline !important;float:none;font-style:normal;font-variant-caps:normal;font-weight:400;letter-spacing:normal;orphans:auto;text-align:start;text-decoration:none;text-indent:0px;text-transform:none;white-space:normal;widows:auto;word-spacing:0px;">– and cannot be original choreography by the student.&nbsp;Performances must be filmed in open studio settings under working lights (not theatrical lighting). Students wear regular practice clothes unless costume is an essential component of the work. When dancing in a group, the student being assessed must be clearly visible and wear a contrasting top.&nbsp;&nbsp;Additionally, each student must submit short written programme notes for each dance, which include:&nbsp;&nbsp;<ul><li>Title of the dance Name of the choreographer (e.g., teacher, guest artist, or standard repertoire).</li><li>Any collaborators (music, set, etc.).</li><li>A short paragraph on the intention of the dance and your interpretation.&nbsp;</li><li>Any other relevant context (e.g., why you chose this piece).&nbsp;</li><li>These notes are part of the assessment and must reflect independent thinking. Even if multiple students perform the same dance, each must write their own programme notes.</li></ul>&nbsp;<h3>&nbsp;</h3><h3>Tips on how to succeed</h3>&nbsp;<ul><li>Choose wisely. Select dances that show off your strengths and allow you to explore different expressive styles. Make sure at least one dance challenges you and highlights your growth over the course, but remember to be realistic – don't choose a dance that is far beyond your capabilities.&nbsp; &nbsp;</li><li>Practice with a camera. This is especially important if you're camera-shy. It will ensure that when you record your final submission, you will be fully comfortable and be able to deliver your best performance. Recording your performances will also allow you to identify the areas that need improvement.&nbsp; &nbsp;</li><li>Know your role. <span style="-webkit-text-stroke-width:0px;caret-color:rgb(0, 0, 0);display:inline !important;float:none;font-style:normal;font-variant-caps:normal;font-weight:400;letter-spacing:normal;orphans:auto;text-align:start;text-decoration:none;text-indent:0px;text-transform:none;white-space:normal;widows:auto;word-spacing:0px;">Make sure you understand the choreographer’s intent. What story, emotion, or idea are you communicating? Let that intention guide your performance choices and interpretation. &nbsp;</li><li><span style="-webkit-text-stroke-width:0px;caret-color:rgb(0, 0, 0);display:inline !important;float:none;font-style:normal;font-variant-caps:normal;font-weight:400;letter-spacing:normal;orphans:auto;text-align:start;text-decoration:none;text-indent:0px;text-transform:none;white-space:normal;widows:auto;word-spacing:0px;">Prioritise control. It’s not just about fancy moves – markers look for control and alignment. Clean execution, even in subtle moments, often makes a stronger impression than overly ambitious choreography that lacks polish. &nbsp;</li><li><span style="-webkit-text-stroke-width:0px;caret-color:rgb(0, 0, 0);display:inline !important;float:none;font-style:normal;font-variant-caps:normal;font-weight:400;letter-spacing:normal;orphans:auto;text-align:start;text-decoration:none;text-indent:0px;text-transform:none;white-space:normal;widows:auto;word-spacing:0px;">Don’t underestimate the programme notes. These are not just formalities – they show how well you understand and engage with the piece. Use clear language, be specific, and show reflection in how you approached the dance. &nbsp;</li><li><span style="-webkit-text-stroke-width:0px;caret-color:rgb(0, 0, 0);display:inline !important;float:none;font-style:normal;font-variant-caps:normal;font-weight:400;letter-spacing:normal;orphans:auto;text-align:start;text-decoration:none;text-indent:0px;text-transform:none;white-space:normal;widows:auto;word-spacing:0px;">Film when you're ready. You can film any time before the deadline. Do several takes if needed, and submit the one that truly reflects your best performance. &nbsp;</li><li>Be synchronised in your duet. While a solo performance focuses solely on showcasing your individual skills and expression, a duet is a shared experience. It's essential to ensure that your movements are synchronised, cohesive, and complement your partner's. Remember, you're not performing in isolation <span style="-webkit-text-stroke-width:0px;caret-color:rgb(0, 0, 0);display:inline !important;float:none;font-style:normal;font-variant-caps:normal;font-weight:400;letter-spacing:normal;orphans:auto;text-align:start;text-decoration:none;text-indent:0px;text-transform:none;white-space:normal;widows:auto;word-spacing:0px;">– the duet a unified whole. Your connection, timing, and mutual awareness are just as important as your individual execution.</li></ul>&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify</a>.&nbsp;

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A comprehensive guide to IB Dance Performance (IA). Learn about how this component is structured, its weighing, and tips on how to excel.

IB Dance Performance

The Composition and Analysis component of the IB Dance syllabus combines both performance and written work. In this post, we’ll break down the assessment and share practical tips to help you excel.&nbsp;&nbsp;<h2 style="text-align:center;">IB Dance Composition and Analysis</h2>&nbsp;<ul><li>At SL, the Composition and Analysis component accounts for 40% of the final grade. At HL, it accounts for 35%.</li><li>Both SL and HL students will spend around 90 hours on this component.&nbsp;</li><li>Students compose and produce dance works (submitted on DVD) as well as an analytical statement on the processes of composition and analysis of one of the dances.&nbsp;</li><li>SL students produce 2 dance works (totalling 6 – 10 minutes) while HL students produce 3 dance works (totalling 8 – 15 minutes).&nbsp;</li><li>The written report must not exceed 800 words at SL, while at HL, students are permitted to write up to 1000 words.</li></ul>&nbsp;<h3>The Dance Works</h3>&nbsp;You’ll choreograph two dance works from scratch. These should be your own original ideas – not based on anyone else’s choreography – and they should show that you understand how to use the tools of choreography to convey something through movement. &nbsp;&nbsp;The IB is looking for choreography that shows a clear intention – meaning, it should be clear what you’re trying to say or explore through your piece. You’ll also need to show that you understand and can use a range of choreographic devices, like motifs, contrast, spatial design, timing, dynamics, and structure. Creativity is important – the IB wants to see your own style and original ideas clearly shown in the way you choreograph and structure your movement.&nbsp;&nbsp;<h4>Tips on succeeding</h4><ul><li>Start with an idea. It doesn’t have to be deep – just something you care about or are curious to explore. It's going to be much easier to craft a dance work that genuinely resonates with you. Think about the styles you enjoy or what you would like to convey through your performance. &nbsp;</li><li>Play around with movement early. Don’t wait until your idea is perfect. Test stuff out and see what works. Record your rehearsals. Watch them back to spot what’s working and what’s not. Keep things simple but intentional.&nbsp; &nbsp;</li><li>Make sure to seek feedback. Ask your teachers for advice. You may also discuss ideas with your friends. Of course, remember that while another person's perspective can be valuable, always stay true to yourself – the best choreographies are those that convey the artist's personal style and approach.&nbsp; &nbsp;</li><li>Use choreographic devices intentionally. Don’t, for instance, just throw in repetition or contrast because you feel like you “should''. Make sure to always ask yourself: Why am I using this? For example, repetition can show obsession, or change can represent transformation. Every choice should support your intention. &nbsp;</li><li>Use music conciously. If you’re using music, make sure it enhances your intention – not just something you like. You can also challenge yourself with silence or abstract sound if it suits your concept. &nbsp;</li><li>Play with space. Change where and how movement happens – use the stage or studio space with purpose. Think about directions, pathways, and floor work to make the choreography visually interesting. &nbsp;</li><li>Don’t overcomplicate it. The IB values clear, well-developed movement ideas over random tricks or filler moves. A simple gesture can be powerful if it’s done with intention and supported by strong structure. Of course, if you are able to, incorporate gymnastic skills, as these can also improve your performance, but remember that they are not necessary.</li></ul>&nbsp;&nbsp;<h3>The Analytical Statement</h3>&nbsp;Once your dance works are done, you’ll need to write an analytical statement for each one. This is a written breakdown of your choreographic process – what your intention was, how you developed movement, how you used choreographic devices, and how the whole piece came together. It’s not an essay. It’s a structured reflection where you explain your creative decisions and how they connect back to your intention. SL students write up to 800 words. HL students write up to 1000 words.&nbsp;In your analytical statement, you’ll need to clearly explain the intention behind your piece – what you wanted to express, explore, or communicate through your choreography. Then, walk through how you developed your movement. This could include your starting points, how ideas evolved, and how you shaped the material into a full dance work. Be sure to discuss the use of choreographic devices such as motif, contrast, spatial design, dynamics, and structure, and explain how each one supported your intention. You should also describe the overall structure of your piece – how it’s organized and why you made those structural choices. Finally, reflect on your creative process. Talk about any challenges you faced, decisions you had to reconsider, and how your choreography changed over time.&nbsp;<h4>Tips on succeeding</h4>&nbsp;<ul><li>&nbsp;Be clear and honest about your intention. Start by explaining what inspired the piece – an emotion, experience, idea, image, etc. Don’t worry about sounding deep or fancy. Just be real and explain what you were trying to say and why. &nbsp;</li><li>Describe your process step by step. Take the reader through how you built the choreography. Did you start with improvisation? A specific motif? A music track? Be specific about what you tried, how it developed, and how you made decisions. &nbsp;</li><li>Talk about choreographic devices with purpose. Don’t just list what you used – explain how and why.&nbsp; &nbsp;</li><li>Reflect on changes and challenges. No creative process is perfect. If you had to change your structure, cut a section, or rework movement that didn’t feel right, talk about it. Explain why the change helped strengthen your piece. If anything, discussing the challenges you faced will make your work seem more authentic and original. &nbsp;</li><li>Don’t ignore music or sound. If you used music, explain how it supports your piece. Was it driving the rhythm? Creating contrast? Reinforcing emotion?&nbsp;</li></ul>&nbsp;&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify </a>and other guides available on our <a href="/blog" target="_blank" rel="noopener noreferrer">blog</a>.&nbsp;

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A comprehensive guide to IB Dance Composition and Analysis. Learn about how this component is structured, its weighing, duration, and tips on how to excel.

IB Dance Composition and Analysis

If you're searching for the grade boundaries for IB Dance, you're in the right place! In this post, we'll break down the points required for each component and the overall score you need to achieve your final grade.&nbsp;&nbsp;&nbsp;<h2 style="text-align:center;">IB Dance Grade Boundaries</h2>&nbsp;The following grade boundaries are based on official IB May 2025 grade boundaries.&nbsp;&nbsp;&nbsp;<h3>Standard Level</h3>&nbsp;<figure class="table" style="width:96.54%;"><table class="ck-table-resized"><colgroup><col style="width:11.36%;"><col style="width:21.78%;"><col style="width:26.84%;"><col style="width:21.4%;"><col style="width:18.62%;"></colgroup><thead><tr><th colspan="5">Points needed</th></tr></thead><tbody><tr><td>Grade</td><td>Composition and Analysis</td><td>Dance Investigation</td><td>Dance Performance</td><td>Final grade (%)</td></tr><tr><td>1</td><td style="text-align:center;">0-3</td><td style="text-align:center;">0-3</td><td>0-4</td><td style="text-align:center;">0-16</td></tr><tr><td>2</td><td style="text-align:center;">4-7</td><td style="text-align:center;">4-7</td><td>5-8</td><td style="text-align:center;">17-36</td></tr><tr><td>3</td><td style="text-align:center;">8-9</td><td style="text-align:center;">8-12</td><td>9-12</td><td style="text-align:center;">37-52</td></tr><tr><td>4</td><td style="text-align:center;">10-12</td><td style="text-align:center;">13-14</td><td>13-14</td><td style="text-align:center;">32-63</td></tr><tr><td>5</td><td style="text-align:center;">13-14</td><td style="text-align:center;">15</td><td>15</td><td style="text-align:center;">64-70</td></tr><tr><td>6</td><td style="text-align:center;">15-17</td><td style="text-align:center;">16-17</td><td>16-17</td><td style="text-align:center;">71-82</td></tr><tr><td>7</td><td style="text-align:center;">18-20</td><td style="text-align:center;">18-20</td><td>18-22</td><td style="text-align:center;">83-100</td></tr></tbody></table></figure><h3>&nbsp;</h3><h3>Higher Level</h3>&nbsp;<figure class="table" style="width:96.54%;"><table class="ck-table-resized"><colgroup><col style="width:11.36%;"><col style="width:22.24%;"><col style="width:24.48%;"><col style="width:22.19%;"><col style="width:19.73%;"></colgroup><thead><tr><th colspan="5">Points needed</th></tr></thead><tbody><tr><td>Grade</td><td>Composition and Analysis</td><td>Dance Investigation</td><td>Dance Performance</td><td>Final grade (%)</td></tr><tr><td>1</td><td style="text-align:center;">0-4</td><td style="text-align:center;">0-4</td><td>0-4</td><td style="text-align:center;">0-16</td></tr><tr><td>2</td><td style="text-align:center;">5-9</td><td style="text-align:center;">5-9</td><td>5-8</td><td style="text-align:center;">17-34</td></tr><tr><td>3</td><td style="text-align:center;">10-12</td><td style="text-align:center;">10-13</td><td>9-12</td><td style="text-align:center;">35-49</td></tr><tr><td>4</td><td style="text-align:center;">13-16</td><td style="text-align:center;">14-16</td><td>13-14</td><td style="text-align:center;">50-60</td></tr><tr><td>5</td><td style="text-align:center;">17-19</td><td style="text-align:center;">17-19</td><td>15</td><td style="text-align:center;">61-68</td></tr><tr><td>6</td><td style="text-align:center;">20-23</td><td style="text-align:center;">20-22</td><td>16-17</td><td style="text-align:center;">69-80</td></tr><tr><td>7</td><td style="text-align:center;">24-30</td><td style="text-align:center;">23-25</td><td>18-22</td><td style="text-align:center;">81-100</td></tr></tbody></table></figure>&nbsp;&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify </a>and other guides available on our <a href="/blog" target="_blank" rel="noopener noreferrer">blog</a>.

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A comprehensive list of IB Dance grade boundaries for Composition and Analysis, Dance Investigation, Dance Performance, and the final grade. See what the boundaries are and use this to plan your studying accordingly. 

IB Dance Grade Boundaries

IB Dance explores expressive movement as a dynamic art form across cultures and traditions. Students develop skills in composition, performance, and critical analysis, engaging with dance as both an artistic and cultural practice. The course encourages students to create, perform, and reflect on dance works from diverse global perspectives.

IB Dance

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IB Dance Grade Boundaries

IB Dance Investigation

IB Dance Performance

IB Dance Composition and Analysis

IB Dance Grade Boundaries

IB Dance Investigation

IB Dance Performance

IB Dance Composition and Analysis

IB Dance Grade Boundaries

449 students

4.2 average grade

Difficulty

Grade distribution