Arts Guide

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Arts guideFor use from September 2014/January 2015

Arts guideFor use from September 2014/January 2015

Middle Years ProgrammeArts guidePublished May 2014Updated September 2014Published on behalf of the International Baccalaureate Organization, a not-for-profiteducational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva,Switzerland by theInternational Baccalaureate Organization (UK) LtdPeterson House, Malthouse Avenue, Cardiff GateCardiff, Wales CF23 8GLUnited KingdomWebsite: www.ibo.org International Baccalaureate Organization 2014The International Baccalaureate Organization (known as the IB) offers four high-qualityand challenging educational programmes for a worldwide community of schools, aimingto create a better, more peaceful world. This publication is one of a range of materialsproduced to support these programmes.The IB may use a variety of sources in its work and checks information to verify accuracyand authenticity, particularly when using community-based knowledge sources such asWikipedia. The IB respects the principles of intellectual property and makes strenuousefforts to identify and obtain permission before publication from rights holders of allcopyright material used. The IB is grateful for permissions received for material usedin this publication and will be pleased to correct any errors or omissions at the earliestopportunity.All rights reserved. No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted, in any form or by any means, without the prior written permissionof the IB, or as expressly permitted by law or by the IB’s own rules and policy. Seehttp://www.ibo.org/copyright.IB merchandise and publications can be purchased through the IB store athttp://store.ibo.org.Email: sales@ibo.orgInternational Baccalaureate, Baccalauréat International and Bachillerato Internacionalare registered trademarks of the International Baccalaureate Organization.MYP341

IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people whohelp to create a better and more peaceful world through intercultural understanding and respect.To this end the organization works with schools, governments and international organizations to developchallenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelonglearners who understand that other people, with their differences, can also be right.

ContentsIntroduction 1Purpose of this guide 1Arts in the MYP 2Programme model 2Nature of the arts 4Thinking creatively 5Arts across the IB continuum 7Aims 9Objectives 10Visualizing the arts objectives 12Planning a progression of learning 14Interdisciplinary learning 16MYP projects 17Written and taught curriculum 18Requirements 18Planning the arts curriculum 21Teaching and learning through inquiry 22Subject-specific guidance 28Assessed curriculum 35Alignment of objectives and criteria 35Assessment criteria overview 36Task-specific clarifications 37Arts assessment criteria: Year 1 38Arts assessment criteria: Year 3 43Arts assessment criteria: Year 5 48eAssessment 53Appendices 54Related concepts in arts 54Arts glossary 56MYP command terms for arts 58Selected reading 59Arts guide

IntroductionPurpose of this guideThis guide is for use from September 2014 or January 2015, depending on the start of the school year.This document provides the framework for teaching and learning in arts in the Middle YearsProgramme (MYP) and must be read and used in conjunction with the document MYP: From principles intopractice (May 2014), which includes: general information about the programme the MYP unit planner, with guidance for developing the curriculum that is relevant for all subjectgroups detailed information about approaches to learning advice that supports access and inclusion (including accommodations for students with learningsupport requirements) a statement on academic honesty.In MYP publications, requirements appear in a text box like this one.Additional resourcesTeacher support materials (TSM) are available in the online curriculum centre (http://occ.ibo.org). The TSMfor arts contains support for developing the written, taught and assessed curriculum. It provides examplesof good practice including subject group overviews, assessment tasks and markschemes, as well as studentwork with teacher comments.An optional process of externally moderated assessment can lead to IB MYP course results for arts courses,and these results can contribute to the awarding of an IB MYP certificate. More information is available inthe annual publication Handbook of procedures for the Middle Years Programme.A range of publications that support the MYP are available at the IB store (http://store.ibo.org).AcknowledgmentsThe IB gratefully acknowledges the generous contributions of IB World Schools and a global community ofeducators who collaborate in the development of the Middle Years Programme.Arts guide1

Arts in the MYPProgramme modelFigure 1Middle Years Programme modelThe MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages studentsto become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouragingstudents to make connections between their studies in traditional subjects and the real world. It fosters thedevelopment of skills for communication, intercultural understanding and global engagement—essentialqualities for young people who are becoming global leaders.The MYP is flexible enough to accommodate the demands of most national or local curriculums. It buildsupon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and preparesstudents to meet the academic challenges of the IB Diploma Programme (DP) and the IB Career-relatedCertificate (IBCC).2Arts guide

Programme modelThe MYP: addresses holistically students’ intellectual, social, emotional and physical well-being provides students opportunities to develop the knowledge, attitudes and skills they need in orderto manage complexity and take responsible action for the future ensures breadth and depth of understanding through study in eight subject groups requires the study of at least two languages to support students in understanding their own culturesand those of others empowers students to participate in service with the community helps to prepare students for further education, the workplace and a lifetime of learning.Arts guide3

Arts in the MYPNature of the artsThe aim of art is to represent not the outward appearance of things, but theirinward significance.AristotleThe arts are a universal form of human expression and a unique way of knowing that engage us in effective,imaginative and productive activities. Learning through the arts helps us to explore, shape and communicateour sense of identity and individuality. A focus on the individual enhances our self-confidence, resilience andadaptability. It encourages our sense of belonging and community through the recognition of identities.During adolescence, the arts provide an opportunity for age-appropriate and holistic development of thesocial, emotional, intellectual and personal intelligences of the student.In MYP arts students have opportunities to function as artists, as well as learners of the arts. Artists haveto be curious. By developing curiosity about themselves, others and the world, students become effectivelearners, inquirers and creative problem-solvers. Students develop through creating, performing andpresenting arts in ways that engage and convey feelings, experiences and ideas. It is through this practicethat students acquire new skills and master those skills developed in prior learning.Development in the arts is a dynamic process, and not necessarily linear. The student moves freely through acreative process towards a deeper understanding of the arts. MYP arts values the process of creating artworkand the point of realization; the two elements combined tell us what students have experienced, learnedand attempted to convey. In MYP arts, the four objectives have equal importance and value. Although theobjectives can be addressed separately to scaffold learning, when used collectively they enrich teachingand learning of the arts.Thinking creatively fits naturally in MYP arts, but can easily become a focus in other subject groups too. Thisobjective is essential in modern education to address the need for student-centred learning and lifelonglearning, looking towards a modern context of flexible employment and a higher demand for innovationand change in the workplace. As both an objective in the arts and an approaches to learning (ATL) skillacross the programme, heightened awareness of thinking creatively encourages students to developmetacognitive skills and become self-regulated learners.Arts in the MYP stimulate young imaginations, challenge perceptions and develop creative and analyticalskills. Involvement in the arts encourages students to understand the arts in context and the culturalhistories of artworks, thus supporting the development of an inquiring and empathetic world view. Artschallenge and enrich personal identity and build awareness of the aesthetic in a real-world context.4Arts guide

Arts in the MYPThinking creativelyEvery person has the ability to be creative. In a rapidly changing world, it cannot be assumed that theknowledge and understanding that students develop during their formal education will be sufficient.Learning to think critically and creatively enables us to analyse situations, revisit challenges, create possiblesolutions, and innovate our way into a better future. Providing students with the tools for generatingcreative thought and encouraging creative behaviours will allow students to develop their creativity acrossall subject groups and foster lifelong learning.Creativity is an MYP key concept, defined as the capacity to generate new ideas and consider existing ideasfrom new perspectives, as well as the ability to recognize the value of an idea in order to solve problems orinnovate. It may be evident in process as well as outcome, solution or product.There are many models of creative behaviours; lateral and divergent thinking are clear indicators of creativethought processes.Thinking creatively involves: questioning—often generating new and unusual further questions from the original question responding to ideas, questions, tasks or problems in a surprising way challenging conventions and one’s own and others’ assumptions thinking independently seeing possibilities, problems and challenges positively visualizing alternatives using imagination to examine possibilities considering other perspectives than one’s own playing with ideas and experimenting responding intuitively and trusting one’s intuition anticipating and overcoming difficulties, modifying one’s ideas in the process recognizing when an original idea has value and pursuing it seeking unusual solutions.Thinking creatively in the artsTo create one’s own world in any of the arts takes courage.Georgia O’KeeffeCreativity is the foundation of the arts; it permeates the skill and structure of artwork. Creativity is whatmakes the audience pause to take a closer look at a work of art; to examine what it might be that thrillsthe viewer, what excites the senses, what titillates the perceptions. When we stumble out of an exhibitionor performance, reeling with possibility, it is often not the mastery of skill that holds us enthralled, but themagic; the innovation; the exploration of the unknown; a compilation of the familiar in a novel way. TheArts guide5

Thinking creativelycreativity of the artist is what compels them to write, create, paint, play, structure, compose—injectingtheir personal signature into their work—ultimately making it their own through an idea in conception, anindividual perception, or a unique approach. It is curiosity, imagination, courage and determination. This iscreativity in the arts.A course designed simply to teach students to play instruments, or solely to perform scripts to audiences,will not meet the aims or requirements of the arts as an MYP course. While the acquisition and application ofskills is essential to the arts, practical skills alone are not enough. Students should be driven by their inquiryand creativity to develop deep understandings within the subject. A supportive teacher will encourage thelearning process itself and acknowledge the courage it takes students to experiment creatively as part oftheir process, regardless of the final product. A well-designed arts course enables students to develop notonly practical skills but also creative- and critical-thinking strategies. Teaching strategies should provide allstudents with access to the curriculum.The creative process is as important as the product, and students will approach the process differently.There is rarely just one way to create art, and the process of creative thought and critical selection of ideasand solutions will take many paths before a student can determine the most beneficial way of working thatsuits him or her best. Students are encouraged to think creatively in the process of creating art without fearof failure. Often a thorough and imaginative creative thought process will lead to a better product, but thereare times when unforeseen circumstances will prevail and the product will not reflect the creativity of theprocess. The demonstration of creative thought is assessed regardless of the success or failure of that ideaat the point of realization—through the artist’s intention, process, commitment to the final product andthe impact that the product makes on an audience. Students should be encouraged and enabled to takecreative risks and explore ideas in the process and creation of the product through both conventional andunconventional approaches.While the practical approaches towards the creative process can often be recorded by the teacher inclassroom practice, the internal thought processes and the creativity that occurs outside of the studio orrehearsal space needs to be recorded by the student in the arts process journal.As thinking creatively in the arts is both an arts objective and ATL skill, arts teachers may design units ofwork that focus on either the objective or the ATL skill, or both as appropriate.6Arts guide

Arts in the MYPArts across the IB continuumThinking of education as a preparation for something that happens later canoverlook the fact that the first sixteen or eighteen years of a person’s life arenot a rehearsal. Young people are living their lives now.Ken RobinsonThe IB continuum of international education provides a progression of learning for students aged 3 to 19. Inthe IB Primary Years Programme (PYP), learning about and through arts is fundamental to the developmentof the whole child, promoting creativity, critical thinking, problem-solving skills and social interactions. ThePYP arts objective strands of “responding” and “creating” encourage students to become more mindful oftheir own artistic development and the role that arts play in the world. PYP arts provide students with theopportunity to explore their own personal interests, beliefs and values and to engage in a personal artisticjourney.MYP arts aims to build on what students learn and do in the PYP and other student-centred programmesof primary education. MYP arts furthers an inquiry-based approach through similar objectives thatencourage students to continue their artistic development and learning. There are no prior formal learningrequirements.MYP arts courses help specifically to prepare students for the study of visual arts, music, theatre, dance,film and literature and performance in the IB Diploma Programme (DP) at either higher or standard levels.Figure 2 shows the IB continuum pathways in the study of the arts.Visual aProgrammeDanceMiddle YearsProgrammePrimary YearsProgrammeArtsArtsFigure 2IB continuum pathways in the study of the artsArts guide7

Arts across the IB continuumMYP arts also helps to prepare students for overall success in the DP and the IBCC through the use ofconcepts and contexts, through developing creativity, subject-specific skills and ATL skills.The knowledge, skills and attitudes that students develop in arts courses provide a meaningful foundationfor further study and help to prepare students for careers in any people-oriented field of employment.8Arts guide

Arts in the MYPAimsThe aims of all MYP subjects state what a teacher may expect to teach and what a student may expect toexperience and learn. These aims suggest how the student may be changed by the learning experience.The aims of MYP arts are to encourage and enable students to: create and present art develop skills specific to the discipline engage in a process of creative exploration and (self-)discovery make purposeful connections between investigation and practice understand the relationship between art and its contexts respond to and reflect on art deepen their understanding of the world.Arts guide9

Arts in the MYPObjectivesThe objectives of any MYP subject group state the specific targets that are set for learning in the subject.They define what the student will be able to accomplish as a result of studying the subject.The objectives of MYP arts encompass the factual, conceptual, procedural and metacognitive dimensions ofknowledge.Schools must use the objectives provided in this guide for years 1, 3 and 5 of the programme.Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learningexpectation.Subject groups must address all strands of all four objectives at least twice in each year of the MYP.These objectives relate directly to the assessment criteria found in the “Assessed curriculum” section of this guide.A Knowing and understandingThrough the study of theorists and practitioners of the arts, students discover the aesthetics of art forms andare able to analyse and communicate in specialized language. Using explicit and tacit knowledge alongside anunderstanding of the role of the arts in a global context, students inform their work and artistic perspectives.In order to reach the aims of arts, students should be able to:i.demonstrate knowledge and understanding of the art form studied, including concepts, processes,and the use of subject-specific terminologyii.demonstrate an understanding of the role of the art form in original or displaced contextsiii.use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.B Developing skillsThe acquisition and development of skills provide the opportunity for active participation in the art formand in the process of creating art. Skill application allows students to develop their artistic ideas to a pointof realization. The point of realization could take many forms. However, it is recognized as the momentwhen the student makes a final commitment to his or her artwork by presenting it to an audience. Skills areevident in both process and product.In order to reach the aims of arts, students should be able to:i.demonstrate the acquisition and development of the skills and techniques of the art form studiedii.demonstrate the application of skills and techniques to create, perform and/or present art.10Arts guide

ObjectivesC Thinking creativelyThe arts motivate students to develop curiosity and purposefully explore and challenge boundaries.Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways todevelop their artistic intentions, their processes and their work. Thinking creatively enables students todiscover their personal signature and realize their artistic identity.In order to reach the aims of arts, students should be able to:i.develop a feasible, clear, imaginative and coherent artistic intentionii.demonstrate a range and depth of creative-thinking behavioursiii.demonstrate the exploration of ideas to shape artistic intention through to a point of realization.D RespondingStudents should have the opportunity to respond to their world, to their own art and to the art of others. Aresponse can come in many forms; creating art as a response encourages students to make connections andtransfer their learning to new settings. Through reflecting on their artistic intention and the impact of theirwork on an audience and on themselves, students become more aware of their own artistic developmentand the role that arts play in their lives and in the world. Students learn that the arts may initiate change aswell as being a response to change.In order to reach the aims of arts, students should be able to:i.construct meaning and transfer learning to new settingsii.create an artistic response that intends to reflect or impact on the world around themiii.critique the artwork of self and others.Arts guide11

Arts in the MYPVisualizing the arts objectivesDemonstrateknowledge andunderstanding ofthe art formUse knowledgeto purposefullyinform artisticdecisionsKnowing andunderstandingConstructmeaningand transferlearningCreate anartisticresponseDemonstrateunderstanding of therole of the art formDevelopingskillsRespondingPresentinga critique ofartworkDemonstrateacquisition anddevelopmentof skills andtechniquesDemonstrateapplicationof skills andtechniques tocreate artThinkingcreativelyDevelop a clear andimaginative artisticintentionDemonstrate arange and depth ion ofideas to a pointof realizationFigure 3The MYP arts objectivesThe visual representation of MYP arts objectives (figure 3) indicates how the objectives can be used whendesigning units within the arts subject group. There are several ways in which the objectives may be usedin the arts.The four objectives may be introduced separately to allow for a specific focus on one of the objectives. Forexample, teachers might introduce a skill set at the start of the course, using objective B (developing skills)to lay the foundation for furthering those skills in later units of work. Similarly, perhaps objective C (thinkingcreatively) needs emphasis in advance of another unit in which this objective plays an important role, soteachers might scaffold the approach to an objective for their students to reach the highest potential infollowing units.12Arts guide

Visualizing the arts objectivesObjective A (knowing and understanding) and objective D (responding) complement each other in a unitof study; a response may be an emotional reaction to an artwork, and an informed understanding of the artor artist can provide the intellectual evidence to support the response. Similarly, the objectives B and C caneasily be paired in units of work as the practical ability to acquire, develop and apply a skill set is enhancedand personalized through the creative thought process.Only when all four objectives are addressed in a unit of work are the aims of the subject group met. In thearts, it is possible to design units of study that allow students to address all four objectives holistically;teachers should design holistic summative assessment tasks, which may address multiple objectiveswhenever possible.Arts guide13

Arts in the MYPPlanning a progression of learningThroughout the programme, students should engage with the curriculum and demonstrate theirunderstanding at increasing levels of sophistication.Year 1In order to reach the aimsof arts, students should beable to:Year 3In order to reach the aimsof arts, students should beable to:Year 5In order to reach the aimsof arts, students should beable to:Objective A: Knowing and understandingi.demonstrate awarenessof the art form studied,including the use ofappropriate languageii.demonstrate awareness ofthe relationship betweenthe art form and itscontextiii.demonstrate awarenessof the links between theknowledge acquired andartwork created.i.demonstrate knowledgeof the art form studied,including concepts,processes, and the use ofappropriate languageii.demonstrate knowledgeof the role of the art formin original or displacedcontextsiii.use acquired knowledgeto inform their artwork.i.demonstrate knowledgeand understanding of theart form studied, includingconcepts, processes, andthe use of subject-specificterminologyii.demonstrate anunderstanding of the roleof the art form in originalor displaced contextsiii.use acquired knowledge topurposefully inform artisticdecisions in the process ofcreating artwork.Objective B: Developing skillsi.demonstrate theacquisition anddevelopment of the skillsand techniques of the artform studiedi.demonstrate theacquisition anddevelopment of the skillsand techniques of the artform studiedi.demonstrate theacquisition anddevelopment of the skillsand techniques of the artform studiedii.demonstrate theapplication of skills andtechniques to create,perform and/or present art.ii.demonstrate theapplication of skills andtechniques to create,perform and/or present art.ii.demonstrate theapplication of skills andtechniques to create,perform and/or present art.14Arts guide

Planning a progression of learningYear 1In order to reach the aimsof arts, students should beable to:Year 3In order to reach the aimsof arts, students should beable to:Year 5In order to reach the aimsof arts, students should beable to:Objective C: Thinking creativelyi.identify an artisticintentioni.outline a clear and feasibleartistic intentionii.identify alternatives andperspectivesii.outline alternatives,perspectives, andimaginative solutionsiii.demonstrate theexploration of ideas.iii.demonstrate theexploration ofideas through thedevelopmental process toa point of realization.i.develop a feasible, clear,imaginative and coherentartistic intentionii.demonstrate a range anddepth of creative-thinkingbehavioursiii.demonstrate theexploration of ideas toshape artistic intentionthrough to a point ofrealization.Objective D: Respondingi.identify connectionsbetween art forms, art andcontext, or art and priorlearningii.recognize that the worldcontains inspiration orinfluence for artiii.evaluate certain elementsor principles of artwork.i.outline connections andtransfer learning to newsettingsi.construct meaning andtransfer learning to newsettingsii.create an artistic responseinspired by the worldaround themii.iii.evaluate the artwork ofself and others.create an artistic responsethat intends to reflector impact on the worldaround themiii.critique the artwork of selfand others.In the case of arts objective B (developing skills), the objective strands and assessment criterion are thesame for all year groups. The increasing levels of sophistication are determined by the skill sets determinedby the teacher per unit of study. The expectations of the teacher will need to be made clear to studentsthrough task-specific clarifications at the start of the unit. More information can be found in the MYP Artsteacher support material.The third strand of objective D (responding) requires students to provide a critical review or commentaryof their own artwork and that of others. In year 1, the assessment criterion strand refers to “elements orprinciples” of artwork; the definition of the elements and principles of art can be found in the glossary ofthis guide. In MYP year 5, a critique involves the skills of interpretation, analysis and evaluation. Studentsmay refer to external artworks and productions or to the work of their peers. Oral commentary is acceptedas a form of communicating a critique, among others.The range of assessed skills, techniques, strategies and concepts, as well as the complexity of theirapplication, must increase as students progress through the programme.Arts guide15

Arts in the MYPInterdisciplinary learningInterdisciplinary teaching and learning is grounded in individual subject groups and disciplines, but extendsdisciplinary understanding in ways that are: integrative—bringing together concepts, methods or modes of communication from two or moresubject groups, disciplines or established areas of expertise to develop new perspectives purposeful—connecting disciplines to solve real-world problems, create products or addresscomplex issues in ways that would have been unlikely through a single approach.Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmentalneeds of students in the MYP. It prepares students for further academic (inter)disciplinary study and for lifein an increasingly interconnected world.The MYP uses concepts and contexts as starting points for meaningful integration and transfer of knowledgeacross subject groups and disciplines. Fostering interdisciplinary teaching and learning in the MYP (2014)contains more information, including a detailed process for planning and recording interdisciplinary units.MYP schools are responsible for engaging students in at least one collaboratively plannedinterdisciplinary unit for each year of the programme.MYP arts offer many opportunities for interdisciplinary teaching and learning. Possible interdisciplinaryunits in this subject group could include inquiries into: the arts as an expression of culture through history the mathematical components of certain artworks the biological effects of the arts the artistic process in designing and marketing products.Interdisciplinary learning can take place through large- and small-scale learning engagements. Authenticinterdisciplinary learning often requires critical reflection and detailed collaborative planning. However,teachers and students can also make interdisciplinary connections through spontaneous learningexperiences and conversations.All MYP subject group teachers are responsible for developing meaningful ongoing opportunitiesfor interdi

Oct 27, 2017 · Arts guide 1 Introduction Purpose of this guide This guide is for use from September 2014 or January 2015, depending on the start of the school year. This document provides the framework for teaching and learning in arts in the Middle Years Programme (MYP) and must be read and used in conjunction wit

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