1.13. IB Learner Profile in Dance

Inquirers: Researching dance forms and history.

In this part of the IB Learner Profile, students are encouraged to be curious and explore various dance forms and their historical contexts. They learn to ask questions about how dance has evolved over time and understand its significance in different cultures. This inquiry-based approach helps them appreciate dance as a vital part of human expression.

Imagine a student fascinated by ballet wondering how it started and its cultural importance. They could research the origins of ballet in the French court of Louis XIV, digging into how societal norms influenced its movements. This investigation transforms their appreciation of ballet from mere performance to understanding its rich history.

Thinkers: Choreographing using abstract ideas.

As thinkers, students learn to use abstract concepts in their choreography. This means they can take ideas, emotions, or themes—like freedom, conflict, or joy—and express them through movement. This fosters creativity and encourages them to think deeply about how to portray complex ideas through dance.

Consider a student tasked with choreographing a dance about 'freedom.' Instead of just jumping around, they might use fluid movements to represent breaking free from chains. By thinking about how to embody 'freedom' in their dance, they engage creatively and critically with the theme.

Communicators: Expressing ideas through movement.

Students act as communicators by expressing their thoughts, emotions, and messages through dance, which is a non-verbal form of communication. This attribute emphasizes the importance of body language and movement in conveying meaning without using words. Students learn how to connect with audiences through their performances.

If a student performs a dance piece about loss, they might use slow, heavy movements to communicate sadness. The audience, watching the body language and expressions, can feel the emotion, making the performance impactful even without any spoken words.

Risk-takers: Performing publicly, trying new styles.

The risk-taker attribute encourages students to step out of their comfort zones. In dance, this could mean performing in front of an audience, trying out improvisation, or experimenting with different dance styles they've never attempted before. This willingness to take risks helps them grow as dancers and individuals.

Think about a student who usually dances only hip-hop but decides to join a ballet class. By performing in a ballet recital after just a few lessons, they embrace the risk of trying something new and potentially uncomfortable, which ultimately helps them build confidence and skill.

Reflective: Evaluating performances and feedback.

Being reflective means that students take time to think about their dance experiences, performances, and the feedback they receive from peers and instructors. They learn to analyze what worked well in their dancing and what didn't, allowing them to improve and evolve as dancers.

After a performance, a student might sit down with a video of their dance. By watching themselves, they reflect on their strengths—like their energy and timing—and acknowledge areas for improvement, such as needing better facial expressions. This critical self-evaluation helps them grow for future performances.

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