Overview:
Year 3: General Music uses concepts learned in earlier years to create a cultural celebration that is new to us, e.g., the Chinese Dragon Boat Races. Students are graded solely upon effort and personal involvement with the goal of encouraging a love of music while providing opportunities for each student to improve his or her skill level in accordance with his or her interests. It is a creative, fluid curriculum that depends upon constant assessment and reassessment of the students, their abilities, and interests.
Year 3: Instrumental Music students, while still honing their ensemble skills, come to a deeper understanding of the individual's influence the success of a community and how the structural integrity of a system is often interdependent upon its parts. Year 3 students also prepare for a major public concert in May. Students are graded solely upon improvement, effort, and personal involvement with the goal of encouraging a love of music while providing opportunities for each student to improve his or her skill level in accordance with his or her interests. It is a creative, fluid curriculum that depends upon constant assessment and reassessment of the students, their abilities, and interests.
Year 3: Chorus students building upon concepts introduced in Year 1 and 2 take leadership roles in a the large multi-grade setting. Students come to a deeper understanding of the individual's influence the success of a community and how the structural integrity of a system is often interdependent upon its parts. Students are graded on the basis of improvement, effort, and personal involvement.
Topics Covered:
Music & Cultural Identity, The individual’s effect upon the group; Writing for the stage; Leadership in the arts
Formative Assessment:
Continual assessment and adjustment, on group and individual levels, of performing arts skills through class effort, homework, oral games, reflections written and/or oral, music journaling, and performance
Summative Assessment:
MYP projects, performance assessment
Areas of Interaction:
ATL’s: music journaling, knowledge acquisition through reading,] listening, recording, discussing, doing, and reflecting
Community & Service: Using music to serve the greater good
Human Ingenuity: Performing arts offer a variety of ways to express ideals, emotions, and insights
Environments: Music and dramatic arts create a variety of environments
Health & Social Education: Singing, playing, or moving to a beat promotes physical/mental wellbeing
IB MYP Year 3 Aims and Objectives:
At the end of the course students should be able to:
• demonstrate knowledge and understanding of a variety of styles, developments and ideas which have shaped the arts across time and cultures;
• apply appropriate terminology to show aesthetic and critical awareness;
• experiment and explore through both spontaneous and structured activities;
• use art confidently as a form of expression and communication while demonstrating a range of technical skills;
• apply skills specific to the art forms studied to elaborate an idea, a theme or composition to a point of realization;
• present work through formal or informal performance and exhibition;
• reflect upon and evaluate their work in order to set goals for future development;
• assess and appraise their work and that of others;
• show sensitivity to their own and different cultures;
• accept and incorporate views and feedback from others to further develop their artistic potential;
• show initiative, creativity, and a willingness to take risks;
• support and encourage their peers towards a positive working environment;
• understand how the arts play a role in developing and expressing personal and cultural identities;
• appreciate how the arts innovate and communicate across time and culture;
• become informed and reflective practitioners of the arts;
• explore, express and communicate ideas;
• become more effective learners, inquirers and thinkers;
• appreciate lifelong learning in and enjoyment of the arts.