1.13 - IB Learner Profile in Dance
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Inquirers in Dance
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Let's start by discussing how we can be inquirers in the field of dance. What do you think it means to inquire?
I think it means asking a lot of questions about different dance styles.
Exactly! Students should research various dance forms, their origins, and cultural significance. Why do you think this is important?
I guess it helps us appreciate the dances more!
And it can inspire our own choreography!
Right! Understanding the backstory enables creativity. Remember, if you're curious, you're an inquirer—it’s like being a detective in dance!
So, we could investigate a specific dance form for our project?
Yes! You can create presentations or performances showcasing your findings. Great work, everyone!
Thinkers and Creativity
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Today, let’s explore the role of thinkers in dance. How can thinking critically aid in choreographing a dance?
We can brainstorm different ideas for themes and movements!
For sure! Thinkers analyze concepts and find ways to express them creatively. Can you give an example of abstract ideas in choreography?
Maybe using emotions like joy or sadness to inspire movements?
Excellent example! Consider how movements could convey those feelings – think about tempo and energy. Remember: 'Tackle the abstract, then let it flow.'
So we could create a dance about joy using upbeat, fluid movements?
Exactly! Now you’re engaging your thinking skills through dance!
Communicators in Movement
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Now, let’s talk about communicators. How do you think dance can communicate feelings or stories?
By using movements to convey emotions, like a sad dance can show loss.
Great observation! Communication is essential—what are some different ways we can express ideas through dance?
Using gestures or facial expressions!
Absolutely! Remember, every movement can tell a story. If you use movement as a language, think of it as 'Dancing Dialogue.' How can we practice this?
We can choreograph scenes with specific emotions in mind!
Exactly! Engage with the audience and let your dance speak for you!
Risk-takers in Performance
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Let’s explore how being risk-takers affects your growth as dancers. What does it mean to take risks in dance?
Trying new dance styles or performing in front of people?
Yes! Risk-taking encourages you to step out of your comfort zone. Can anyone share a time you took a risk in dance?
I tried ballet even though I usually do hip-hop!
Excellent! That’s the spirit—it boosts creativity! Let’s remember a saying: 'Dare to dance differently!'
I could try performing at the school talent show!
Absolutely! Taking those opportunities helps you grow. Keep taking risks!
Reflective Practice
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Finally, let’s talk about being reflective. Why is reflecting on your dance important?
It helps us improve by thinking about what went well and what didn’t.
Exactly! Reflective practice allows you to critically evaluate and grow. Can anyone think of an example?
After performances, I write down feedback and my feelings about the dance.
That’s perfect! 'Review and Renew,' always strive for growth. How about sharing reflections with peers to gain different perspectives?
That could give us new ideas for improvement!
Yes! Reflect on feedback and you’ll continually evolve as dancers. Great discussions today, everyone!
Introduction & Overview
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Quick Overview
Standard
This section details how the IB Learner Profile attributes apply to dance education, highlighting the roles of inquirers, thinkers, communicators, risk-takers, and reflective individuals in fostering a comprehensive understanding of dance as both an artistic discipline and form of expression.
Detailed
Detailed Summary
The IB Learner Profile in Dance explores how specific characteristics of the IB learner profile integrate into dance education, emphasizing the creative and analytical aspects of dance as a discipline. Inquirers delve into the realms of dance forms and history, fostering curiosity and research skills. Thinkers engage with the choreographic process, synthesizing abstract ideas with practical movements. Communicators express their thoughts, emotions, and concepts through dance, creating a dialogue beyond words. As risk-takers, students embrace challenges, perform publicly, and experiment with new dance styles, expanding their creative boundaries. Lastly, students become reflective individuals, evaluating performances critically and learning from feedback, which fosters continuous improvement in their dance journey.
These attributes not only enhance students' capabilities as dancers but also contribute to their overall development as global citizens, promoting critical thinking and cultural awareness.
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Inquirers
Chapter 1 of 5
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Chapter Content
Inquirers: Researching dance forms and history.
Detailed Explanation
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.
Examples & Analogies
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
Chapter 2 of 5
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Chapter Content
Thinkers: Choreographing using abstract ideas.
Detailed Explanation
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.
Examples & Analogies
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
Chapter 3 of 5
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Chapter Content
Communicators: Expressing ideas through movement.
Detailed Explanation
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.
Examples & Analogies
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
Chapter 4 of 5
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Chapter Content
Risk-takers: Performing publicly, trying new styles.
Detailed Explanation
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.
Examples & Analogies
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
Chapter 5 of 5
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Chapter Content
Reflective: Evaluating performances and feedback.
Detailed Explanation
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.
Examples & Analogies
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.
Key Concepts
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Inquirers: Active seekers of knowledge, exploring dance forms and history.
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Thinkers: Critical thinkers in choreography, developing innovative movements.
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Communicators: Using dance as a medium for expression and storytelling.
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Risk-takers: Embracing challenges and stepping out of comfort zones.
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Reflective: Continuously evaluating performances for personal growth.
Examples & Applications
An inquiry-based project researching the origins of a specific dance.
Choreographing a piece that communicates the theme of joy through upbeat movements.
Taking the risk to perform a new dance in front of an audience.
Reflecting on peer feedback after a dance performance to improve future choreography.
Memory Aids
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Rhymes
In dance we inquire, think, and share, / Take risks with joy, reflect with care.
Stories
Once in a dance class, students explored various styles. They asked questions about each style, choreographed creatively, performed boldly, and reflected on their journeys – discovering the world of dance together.
Memory Tools
I T R R: Inquirers, Thinkers, Reflective, Risk-Takers.
Acronyms
DANCE
Discover
Act
Narrate
Create
Evaluate.
Flash Cards
Glossary
- Inquirers
Students who actively seek knowledge and explore dance forms and history.
- Thinkers
Students who critically analyze and creatively contribute to choreographic processes.
- Communicators
Dancers who express ideas through movement and non-verbal communication.
- Risktakers
Students willing to challenge themselves by trying new styles and performing publicly.
- Reflective
Students who evaluate their performances and incorporate feedback for growth.
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