IB Diploma Programme students have the option of choosing one of the following subjects in lieu of Group 1-5.
Subjects available are
Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively.
The IB Diploma Programme theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists.
The syllabus clearly indicates a difference between SL and HL. It allows for greater breadth and depth in the teaching and learning at HL through an ad additional assessment task which requires HL students to engage with theatre theorists and their theories.
For HL only:
understand and appreciate the relationship between theory and practice (theatre in context, theatre processes, presenting theatre).
Approaches to the teaching of theatre
The syllabus has been designed to reflect the dynamic nature of theatre and theatre-making. In designing and delivering the curriculum, teachers have a free choice in the selection of plays, playwrights, theorists and theatre practices, which include theatrical forms, movements, styles, genres and traditions. Teachers are encouraged to interpret the syllabus creatively according to local circumstances and the context of the school. No time allocation is given for any individual area of the syllabus because most activities may cover several different parts of the course. Careful planning of class activities and productions, and also, where feasible, of visits to experience external productions and workshops with theatre practitioners, is needed to make the best use of the time and resources available. Teachers in a theatre programme should consider themselves as engineers of experiences. The teacher's role is to create opportunities that allow the students to explore, learn, discover and collaborate to become autonomous, informed and skilled theatre-makers. Students also learn the importance of making theatre with integrity, with an understanding of the impact that theatre can have on the world.
Approaches to learning in theatre
The Diploma Programme theatre course is student-centred and places student explorations at the heart of a holistic learning experience. Students focus on the techniques and methods of making theatre, and present these discoveries in a variety of ways, through performance, presentation, demonstration and written expression. Learning about theatre relies on action and the course must be experienced practically. The collaborative process is essential in theatre and students should experience and reflect on the processes of collaboration, its benefits and its challenges. Organization, self-management and independent study skills are important. Students learn through problem-solving and inquiry. They communicate their learning through action, staging, project planning, workshops, presentations,
physical demonstrations, oral, visual and written expression. The course requires higher order thinking skills, such as analysis and synthesis. Students should also learn what is relevant and useful for their own investigations and how to put their knowledge and understanding into practice, transforming ideas into action.
All dance is expressive movement with intent, purpose and structure, which communicates through the body and gestures of the dancer. It exists over time in many forms and styles and is practised in all traditions and cultures, taking place in a range of contexts for various purposes.
Dance is always evolving, as innovations develop alongside or from traditional forms and practices. Dance works may be seen as social and historical texts reflecting the cultures from which they emerge. Dance is a unique medium for learning about self and the world. It is one essential component of artistic, aesthetic and cultural education, and develops creative potential through physical expression. In dance, the integration of body, mind and spirit helps participants learn skills that are transferable to other disciplines and to their daily lives.
Consistent with the educational philosophy of the IB, the Diploma Programme dance curriculum aims for a holistic approach to dance, and embraces a variety of dance traditions and dance cultures-past, present and looking towards the future. Performance, creative and analytical skills are mutually developed and valued whether the students are writing papers or creating/performing dances.
The curriculum provides students with a liberal arts orientation to dance. This orientation facilitates the development of students who may become choreographers, dance scholars, performers or those, more broadly, who seek life enrichment through dance.
Through studying any of the group 6 subjects-the arts-students become aware of how artists work and communicate. The aims of all subjects in group 6 are to enable students to:
In addition, the aims of the dance course at SL and HL are to help students to:
Understand dance as a set of practices with their own histories and theories, and to understand that these practices integrate physical, intellectual and emotional knowledge.
Experience dance as an individual and collective exploration of the expressive possibilities of bodily movement. Understand and appreciate mastery in various dance styles, traditions and cultures familiar and unfamiliar. Recognize and use dance to create dialogue among the various traditions and cultures in their school environment, their society and the world at large.
In the teaching of the dance course it should be possible to have groups of students that include both SL and HL students. Through a variety of teaching approaches, all students—whether SL or HL will be encouraged to develop their creative and critical abilities and to enhance their appreciation and enjoyment of dance. The dance course has three components of study, Composition and analysis, World dance studies, Performance. The course has an in-built flexibility, allowing the study of diverse world dance cultures and/or traditions and styles. Students are required and encouraged to explore dance from cultures and/or traditions distant from their areas of familiarity.