Dance

Syllabus components

As movement is usually the primary language of dance, how does that language communicate? Can it take the place of words? Is it possible for dance to make a narrative statement through movement?

How are ethics involved in dance? Does the creator or the dancer have a responsibility to improve the human condition?

To what extent is knowledge gained by studying, creating, performing or viewing dance? How does this knowledge differ from other ways of knowing?

How important is it for an audience to understand a choreographer’s intention?

Consider the relationship between dance and technology. In what ways are dance and technology interactive from the point of view of dance makers and dance viewers?

Composition and analysis

an appreciation of the diversity of dance practices throughout the world

the ability to investigate dance cultures and/or traditions, both familiar and unfamiliar to the students

a theoretical knowledge and practical experience of selected dances from two cultures and/or traditions

the ability to describe the similarities and differences between the historical contexts of selected dance cultures and/or traditions

the ability to analyse the similarities and differences between the historical and current social and cultural context within each selected dance culture and/or tradition

the ability to identify and analyse dance elements in selected dance cultures and/or traditions in order to understand their similarities and differences

the ability to use and cite appropriate sources (both primary and secondary)

the ability to organize and present the written investigation coherently. The study of this part of the course requires that HL students also:

compare and contrast two short excerpts from two dances selected from two dance cultures and/or traditions. As part of their world dance studies, HL students are required to focus in depth on one aspect (or a limited number of aspects) of a short excerpt from each of the dance works investigated in their report. The student focus is to be that of observer, not as maker of the dances being compared. Two dances must be chosen: one from a dance culture and/or tradition that is familiar and one that is unfamiliar to the students.

World dance studies

temporal clarity. Performance skills include:

interpretative sensitivity appropriate to the work. Programme notes Students must prepare programme notes. Through the articulation required in developing programme notes, students are better placed to think about the intention of the piece and, in turn, give personal shaping to their interpretation. Teachers are encouraged from the beginning of the course to support their students in reflecting on the communicative intentions of the dances.

Performance

Extended Essay

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Polish A (Lit)

Russian A (Lit)

Swedish A (Lit)

Turkish A (Lit)

Ukrainian A (Lit)

Vietnamese A (Lit)

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Latin Classical Language

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Danish B

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Spanish ab initio

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