1 · Movement motifs and development
motif · dynamics
U1-Q1 · 2 marks
Which change most directly tests timing?
Answer and reasoning
Keep the movements but alter the pause and acceleration.
U1-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: A simple reach-and-turn phrase can communicate hesitation or confidence depending on timing and energy. Dance meaning emerges through embodied choices, not an adjective in a commentary.
Answer and reasoning
Perform a reach, pause and turn with a slow pause, then with immediate acceleration. Record both trials with consent. Compare how timing changes the intended hesitation, and retain the more effective version with an evidence-based reason.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
Do not assume an audience reads your intention automatically. / A choreography commentary must refer to actual movement evidence; an imagined rehearsal cannot replace the practical work.
2 · Dance investigation and cultural context
movement vocabulary · cultural context
U2-Q1 · 2 marks
What gives the comparison context?
Answer and reasoning
Evidence about each form's functions, communities and performance setting.
U2-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: A dance form's movement can relate to its setting, function and training traditions. Copying a short online clip does not establish that context.
Answer and reasoning
Compare one familiar and one unfamiliar form through rhythm, movement vocabulary, spatial organization and cultural function. Record what research changed about your practical understanding, rather than ranking one form as better.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
Do not present a whole culture as a single dance style or perform restricted practices without permission. / Teacher verifies the current investigation requirements and SL/HL depth; the future 2029 research-and-video task differs.
3 · Rehearsal, interpretation and performance evidence
expressive intention · rehearsal
U3-Q1 · 2 marks
Which feedback is most useful?
Answer and reasoning
The pause before the turn interrupts the intended continuous flow.
U3-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: A dancer performs the right sequence but loses the intended emphasis at a transition. Accuracy and expression need connected rehearsal.
Answer and reasoning
Review the transition in a consenting rehearsal recording. Identify whether timing, focus or weight transfer weakens it. Practise the transition within the whole phrase, record again and compare against the intention.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
Written self-evaluation cannot substitute for assessed performance. / School supervises training and retains actual evidence; no fictional written mock is created for this practical course.
4 · Sustained choreographic and comparative inquiry
choreographic structure · artistic rationale
U4-Q1 · 2 marks
What shows development across the work?
Answer and reasoning
Purposeful transformation of the motif linked to a changing artistic intention.
U4-Q2 · 4 marks
Explain the mechanism or reasoning in this original case: A longer work needs development, not the same phrase repeated without purpose. HL depth should appear in choices and evidence rather than only a longer commentary.
Answer and reasoning
Create a section map showing introduction, transformation and return of a motif. Test a transition with performers and an audience where appropriate. Revise based on observed clarity while retaining an individual artistic rationale.
- Accurate relevant concept (1)
- Specific evidence from the case (1)
- Connected reasoning (2)
The 2014 HL course does not include the future 2029 dance project as a current component. / Full-guide numerical submission requirements still need school verification.