LibGuides: Extended Essay: The Arts: Dance

Choosing a Topic

Choosing a Topic

Students can choose a particular dance, style or tradition as their topic. They should consider the dance, style or tradition itself and also the role it plays within its cultural context, in terms of:

historical and current practice
social, religious, political and/or intellectual significance.

Students must focus at least part of their research on a present-day issue so that they have access to some primary sources of information.

Sources of ideas

This list is not exhaustive but is intended for guidance only.

The Diploma Programme dance course
Performances and/or different interpretations of (a particular) dance
Dance cultures and traditions students have encountered within their own experience
Personal contact with choreographers or arrangers of dances, and/or dancers
Direct involvement in the making of dances
Film, video, DVD or internet dance presentations
Personal interests or concerns about the field of dance

Examples of topics

Too Broad	Focused
Traditional Japanese dance styles	The influence of elements of conduct and mannerism of the 17th century imperial court on Japanese Mai style dance
Native American dance	An investigation of the importance of customs and ritual in Alaskan native dances through an analysis of selected dances of the Yup’ik tribe
West African dance styles	A study of the merge of Mandé performance traditions with ballet styles to develop Fodéba Keïta’s dance choreographies for Les Ballets Africains
Modern ballet styles	The impact of the work of Nederlands Dans Theater on the European modern ballet style

Approaches to Research

Approaches to Research

Students’ research must include both primary and secondary sources.

Primary sources

Primary sources of information can include:

the viewing of performances or participation in classes or workshops directly pertaining to the student’s topic
dance references in film, video, DVD and internet sources
dance notation (but contemporary dance notation systems used by choreographers and ethnographers may be inaccessible to most students)
photographs of dance performances
interviews with practitioners
a statement from a dance practitioner quoted in a book.

Limitations on research into pre-20th-century dance

Interviews with practitioners are also recognized as primary source material. It may be appropriate to include transcripts of such interviews, or extracts from them, in an appendix to the essay, although students should be aware that transcription is very time-consuming.

Students face a challenge researching early or pre-20th-century works because:

film and videotape only became available in the early to mid-20th century
ancient dance manuals are few—only a small number of masterpieces from particular styles and cultures have been notated
dance notation systems have radically changed.

Hence the requirement that students should include a post-20th-century element within their topic and research question.

Secondary sources

Students must place their research question within the broader context of the study of dance by referring to secondary sources such as:

textbooks
journals
the internet.

Students’ choice of secondary sources should directly relate to the topic. Their reading may stimulate their own original ideas and provide models for the structure of their essay.

No EE in dance should be based exclusively on secondary sources.

Students can use these questions as prompts while researching and writing their essay, to check they are aware of all the issues they need to consider in developing their analysis and argument.

Do I show an awareness of the value and limitations of the dance I am studying through analysing its origin and purpose?
Do I show a consistently good understanding of dance in setting the research question into context and addressing it fully and effectively?
Do I show a clear awareness of the purpose of the study and how it informs the field of dance?
Do I show awareness of any possible limitations of my study and can I offer suggestions for future investigations based on the research work I have conducted?

Developing an argument

Students must substantiate their argument with evidence from their research, using both primary and secondary sources. The following questions may help:

What evidence do I have to support my comments and conclusions?
Is this evidence relevant and well founded, and not based simply on my preconceptions?

Students must also evaluate critically the sources they have used. They can ask themselves:

Which sources are vital to the support of my ideas, opinions and assertions?
Which sources do not contribute to the analysis?

Many different approaches to the research question can be appropriate, for instance:

Does using primary sources (dance and dancers) and secondary sources (material about dance) allow them to establish and appraise varying interpretations?
Does the analysis of sources (primary and secondary) explore and explain particular aspects of dance?
Does students’ primary source material focus on a particular aspect of dance?
Does the collection and analysis of transmitted dance performances lead to a comparison of similar or different forms of dance?

Examples of topics, research questions and suggested approaches

Once students have identified their topic and written their research question, they can decide how to research their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for guidance only.

Topic	The influence of Rukmini Arundale on the Bharatanatyam dance form
Research question	To what extent did Rukmini Arundale influence the re-emergence of the Bharatanatyam dance form in India?
Approach	A brief overview of the historical origins and style of the Bharatanatyam dance form should be provided to place the topic into a dance-specific context. In particular there should be a discussion of the changes of the dance form due to societal pressures and enforced changes through British rule. Information about the background of Rukmini Arundale and how she became involved in the Bharatanatyam dance form should be revealed for contextual reference. The influence of her studies with Meenakshi Sundaram Pillai and dancers such as Anna Pavlova on Rukmini Arundale’s artistic development should be discussed to further clarify the influences on her style and interests. An analysis and discussion of her dance performance in the light of these influences should be given to support the argument of the essay. A discussion of Rukmini Arundale’s involvement in Bharatanatyam and her particular contribution to the revival of the dance form may be presented to further support the argument. The impact of her work on the founding of the Kalakshetra School and the importance of her philosophy and designed curriculum for the re-emergence of this dance should be outlined to answer the research question. A conclusion should identify that Rukmini Arudnale was one of the major influences in the revival of the Bharatanatyam dance form.

Topic	The effect of the dances of the “Roaring Twenties” on the changing role of women
Research question	To what extent did the Charleston affect the changing role of women in the US from 1920–1925?
Approach	A brief contextual overview should be offered of women’s suffrage in the United States during the late 19th and early 20th centuries, explaining that these culminated in 1920 with the passage of the Nineteenth Amendment to the United States Constitution, which stated that no one should be denied the vote on account of sex. Specific women leaders in this movement, such as Susan B Anthony, Elizabeth Cady Stanton etc, should be identified and how they brought about change. A summary of the dances that were in vogue, such as the waltz and foxtrot, leading up to the suffrage movement and the dances that evolved during the 1920–25 period, such as the tango and charleston, should be offered to place the topic into the appropriate dance-specific context. A discussion of the attitudes of and influences on women at that time, such as jazz music, fashion, films etc, and how women changed their behaviour, dress and make-up, should be presented to support the line of argument. A selection of women who were at the forefront of this change should be included, such as Clara Bow and Mary Pickford. The specific movement content of the charleston and its impact on social dancing should be analysed. In particular, how the dance reflected the energy and mood of the time should be discussed. The conclusion should identify the significance of the charleston dance and how it echoed the changes in society for women at that time.

Topic	The role of Louis XIV in politics and the development of ballet
Research question	To what extent did Louis XIV influence the development of ballet and was dance and ballet in particular a reflection of the social and political standards of that time?
Approach	A brief overview of Louis XIV’s power in religion, trade and politics should be given to place the topic into context. A brief overview of the history of court dance in the French court, with particular reference to the social importance of dance of the time, should be offered to place the topic into the appropriate dance-specific context. Louis XIV’s role in the development of ballet and the establishing of dance as a performance art should be described to support the argument. An analysis of how ballet confirmed the social and political standards established by the king, such as the strict rules of social etiquette and the requirement of nobles to be proficient in dance as well as the military arts, should support the argument. The conclusion should identify the significance of ballet and how Louis XIV used dance to rule his kingdom.

Topic	The Greek myths in Martha Graham’s choreography
Research question	How and why did Martha Graham draw on the Greek myths in her choreography?
Approach	A brief overview of Martha Graham’s life in dance and the particular influences, such as dancers, philosophers and musicians who played a role in the development of her technique and choreography, should be provided to place the topic into the appropriate dance-specific context. A discussion on why the Greek myths might provide good subject matter for choreography would offer a preparation and basis to answer the research question. An overview of specific myths that Martha Graham used in her choreography should be offered to support the line of argument of the essay. An in-depth analysis of a minimum of two choreographies should be offered to show how Martha Graham applied specific myths. The conclusion should illustrate key points that highlight the role of Greek myths in Martha Graham’s choreography.

Topic	The influence of modern dance techniques on contemporary dance in the example of the work of Merce Cunningham
Research question	To what extent did the preceding modern dance techniques influence the emergence and development of contemporary dance?
Approach	As an introduction, a brief overview could be offered, outlining the emergence and development of modern dance through three eras. The overview should include a summary of the stylistic characteristics and technical features, of each era. To focus the overview, students may find it helpful to highlight specific important dance artists and the focus of their work. For example: Early modern era: Ruth St Denis, Isadora Duncan, Mary Wigman, etc. Central modern era: Doris Humphrey, Charles Weidman, Hanya Holm, etc. Late modern era: Merce Cunningham, José Limon, Paul Taylor, etc. The argument and discussion will focus on investigating one or more works by Merce Cunnigham’s to illustrate the influences from modern dance techniques on specific methods and motivations for creating his work. In contrast and to generate a more holistic picture, the investigation may also discuss other influences which have shaped his work. The conclusion should summarize the details of influences from modern dance techniques on the work of Merce Cunningham. The summary should generate an insight into the extent of the influences of modern dance on contemporary dance.

Dance Sources

Dance Sources

Even students doing primary research will still need to reference secondary sources. These may include established artistic interpretations or criticisms, biographical and/or historical information.

In Context Databases

Gale In-Context databases offer topic pages and the Topic Finder search feature.

This video will show you how to use topic pages.

Research in Context

Browse Topics in:

Opposing Viewpoints

Browse Issues in:

Dance

National Debate Topics

Society and Culture

All Issues >>

Gale OneFile Databases

Gale OneFile databases have two features to help you find search words as well as topics and sub-topics.

Use the "subject guide search" feature in Gale OneFile databases to help you find good search terms.(tutorial video).

Use the "topic finder" to help you find good topics and sub-topics (tutorial video)

Fine Arts

Pop Culture Studies

Communications and Mass Media

Diversity Studies

Gender Studies

Encyclopedia Britannica has lots of information, like any encyclopedia, but it also has a lot of information about sports and recreation, specifically.

Encyclopedia Britannica

Browse articles on:

Dance

Art Criticism

Artistic Genres

All Arts Topics >>

Browse Media and Images >>

Biographical Information

Britannica also offers an extensive database of biographical information that is searchable based on era, nationality, field of work, and gender.

Search Biographies >>

Writing the Essay

Writing the Essay

The essay’s focus must be on dance as expressive movement with intent, purpose and form that communicates through the body and gesture of the dancer.

Students should aim for a coherent written analysis and interpretation of one or more dances or dance styles and traditions in relation to their research question. The essay should engage students in critical thinking. They are required to present logically a personal point of view and develop a reasoned argument.

Students do not have to be enrolled in the Diploma Programme dance course to write an EE in dance. However, they must be familiar with the different aspects and requirements of the course.

Structure

At the beginning of the essay the student should:

outline how their research question has arisen:
through personal interest and/or experience or
through an issue of the present day that needs to be addressed
state the essay’s research purpose and methodology in connection with the research question.

Extended Essay: The Arts: Dance

Extended Essays in Dance