Dance

Dance is a vibrant and stimulating subject that integrates physical and intellectual knowledge. The active nature of the course allows students to work intensely across a variety of different dance styles embracing traditions and world dance cultures. The written components encourage students to explore familiar and unfamiliar dance forms and understand the dynamic and changing nature of the arts. Dance experience is not necessary at standard level, though is encouraged at higher level. Enthusiasm, commitment and willingness to take risks is essential.

IBDP Dance Subject Selection Video.mp4

Course content and outline

The coursework components, performance and composition, are developed continuously through Grades 11 and 12 culminating in the final submission of portfolios in February of Grade 12.

Grade 11

Performance: Students will learn physical, mental, technical and expressive performance skills. They will be introduced to contemporary dance technique as a basis for improving technical dance skill. They will explore a range of styles and cultural contexts including Jazz, Ballet, Horton, Graham, African, Caribbean, Jazz, and urban styles. Students will learn two dances as apart of their internal assessment and they will perform in the UWC Dance Showcase.

Choreography: An introduction to choreographic processes and devices: stimuli, the elements of dance, relationships, motif, development, structure. Students will practice these skills in workshop settings with others in term one as a group, and choreograph a solo piece based on a stimulus of their choice independently for internal assessment in term 2. They will keep a reflective diary of their choreographic process, and practice written composition analysis tasks.

World Dance Studies: Students will be introduced to the work of Alvin Ailey and Stephen Page. Through the study of these choreographers, they will learn about the history of African, Caribbean, Ballet, Australian Aboriginal dance and Contemporary, as well as influences on the current context of each style. They will explore these styles practically, making links between historical and current influences on the movement components. They will work both independently and in groups to research these styles, presenting their findings in both written and verbal forms.

Grade 12

Performance: Students will continue to improve physical, mental, technical and expressive performance skills. They will learn continue to build their performance portfolio for internal assessment and will perform in the UWC dance showcase.

Choreography: Students will use skills learnt in Grade 11 to choreograph a group piece based on a stimulus of their choice independently, for external assessment. They will have the option to have this work performed in the UWC dance showcase. They will keep a reflective diary of their progress and use this to write an analytical statement documenting and analysing their choreographic process.

World Dance Studies: Students will investigate two dance styles of their choice (one familiar to the student, one unfamiliar.) Through independent research and analysis and workshop attendance, they will prepare to write an investigative paper analysing the influential historical and current factors on the styles, examine the dance elements, and analyse two performance examples of each style in detail. This will be assessed as part of their IB coursework.

Skills developed

creativity and innovation
critical thinking and problem solving
collaboration and communication
adaptability and flexibility
leadership and responsibility
ethical and cultural awareness

Assessment

SL external assessment – 60%

Composition and Analysis (practical and written) – 40%
- - choreograph two dance works (6–9 minutes in total)
    - - one must be a solo
      - second must be a group piece – performed by others

analytical statement (800 words)

World Dance investigation (written, 1,500 words) – 20%
- - compare/contrast familiar and unfamiliar dance forms
  - analyse historical and current aspects
  - analyse dance elements

SL internal assessment – 40%

Performance (practical, 3–6 minutes)
- - perform in one or two dances to show proficiency and expressive ability appropriate to the dance; one must be a solo
  - programme note – a short supporting statement showing understanding of the choreographic intention, stylistic features, and performance skills needed (150 words per dance)

HL external assessment – 60%

Composition and Analysis – 35% (practical and written)
- - three dance works
    - - one solo
      - second solo or duet performed by self and/or others (choreographed by self)
      - third must be a group work, performed by others (choreographed by self)

analytical statement (1,000 words)

World Dance investigation - 25% (written, 2,500 words)
- - compare/contrast familiar and unfamiliar dance forms
  - analyse historical and current aspects
  - analyse dance elements and live or video examples

HL internal assessment - 40%

Performance (practical, 6-9 minutes)
- - perform in two or three dances to show proficiency and expressive ability appropriate to the dance; one must be a solo
  - programme note – a short supporting statement showing understanding of the choreographic intention, stylistic features, and performance skills needed (150 words per dance)

Misconcpetions About Dance

"I do 7 hours of dance outside of school, therefore I don't need to do it as a subject."

Taking dance classes outside of school can significantly enrich your progress in Dance as a subject. Just as extra tutoring can support learning in Maths or Science, additional dance training can deepen your skills and confidence. While success in dance isn’t solely dependent on technical ability, continued practice will only strengthen your development.

"You need to be an experienced Ballet dancer."

You don’t need any prior dance experience to choose Dance as a subject. While previous training can offer useful background knowledge, your success in the course does not depend on having existing dance skills.

"It doesn't add to your university application."

Dance is a niche IB subject, with only around 900 candidates worldwide taking the exam each May session. This small global cohort means that choosing Dance can help your university applications stand out. It signals individuality, creativity, and a willingness to pursue a specialised discipline.

Dance is also a highly disciplined artform. It requires commitment, focus, resilience, and consistent practice, qualities that are widely admired by universities and employers. Through the course, students develop transferable skills such as collaboration, time management, critical thinking, cultural understanding, and the ability to communicate ideas through movement. These attributes are valuable in any field of study or career pathway, making Dance a subject that strengthens your overall academic and professional profile.

"I don't want to become a dancer."

Selecting Dance does not mean you intend to pursue a career in Dance. Many students, if not most, go on to pursue careers outside of the Arts. Students from UWCSEA East have gone on to do university degrees in Finance, Science, Education, Business and more.

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