Northview School MYP Course Outline
ARTS/Beginning Band
MYP 3
Kathryn Redling
Course Description:
The Performing Arts Curriculum at Northview School is designed to fulfill the North Carolina Standard Course of Study as well
as the IB MYP requirement for coursework in the arts. Tasks and assessments use concepts, principles, and processes and are
designed to cultivate holistic learning, intercultural awareness and communication skills in students. Students will have handson experience with artistic processes using a variety of media, and will be using technology. Students will also discuss the
elements and principles of instrumental music, and will reflect on his or her own work, as well as reflect on the intention and
quality of the work of others. By participating in these activities, students will be molded more intentionally into the IB learner
profile. The performing arts curriculum lends itself to encouraging students to be reflective, and students will learn to view
instrumental music as a means of communication.
NCSCOS Aims/Objectives:
IB Aims/Objectives:
Students will be able to:
 2.01 Play at least one instrument with
appropriate posture, playing position
and technique

understand how the arts play a role in growing and communicating
personal and cultural identities
 2.02 Respond to the cues of a
conductor

appreciate how the arts innovate and communicate across time and culture
 2.06 Play music written in easy keys,

become informed and reflective practitioners of the arts
meters, and rhythms in limited ranges

experience the process of making art in many situations
 2.07 Play music written modest ranges

explore, express and communicate ideas
which may include changes of tempo ,

become better learners, inquirers and thinkers
key and meter.

develop self-confidence and self awareness trough art experiences
 5.01 Read whole, half, quarter, eighth,

Appreciate lifelong learning in and enjoyment of the arts
sixteenths and dotted note and rest
durations in 2/4. 3/4, 4/4, 6/8, 3/8, 2/2
and mixed meters.
 5.02 Read melodic notation in the
treble and bass clefs.
 5.03 I dentify symbols and traditional
terms referring to expressive musical
qualities including dynamics and
tempo.
 5.04 use standard symbols to notate
meter, rhythm, pitch, and dynamics in
simple patterns.
 7.01 Devise criteria for evaluating the
quality and effectiveness of music
performances and compositions and
apply criteria in personal listening and
performing.
Northview School MYP Course Outline
Topic
Title
Unit Question
Sig. Concept
AtL
Strategies
Assessment Tasks
AOI
Criterion A,B, C, D
Reading
Worldwide
Broadcast
What makes the
show go on?
Produce
something that
will influence
the world.
Collaboration
B-Extracts from the
DW showing work
from the beginning to
the point of
realization and
materials such as
diagrams, photos, and
visual influences- at
least 2 pieces
Health and
Social
Education
A-An Appraisal of
other artists work; 2
paragraphs
D-Comments by the
teacher and student
relating to personal
engagement, based on
this unit of work
C-Analysis of the
process of working,
discussing themes and
issues raised by work,
and responses to
feedback from the
teacher and other
students (in DW)
Criterion A, B, C, D
Adaptation
Flexibility and
Adaptability
What are the
skills needed for
success in
today’s world?
The key to
success is often
the ability to
adapt.
Collaboration
Assessment Tasks for
Criterion B,C and D
are the same as above.
Environments
A-Oral presentation
including presentation
notes and any
supporting visuals or
music: 4 minutes, 1
page of notes, 1 or
more visuals
Criterion A, B, C, D
Expression
Expressing
ourselves
through music.
What expressive
devices do we
use in ordinary
speech?
Express
yourself so
others know
how you feel.
Collaboration
Assessment Tasks for
Criterion B,C and D
are the same as above.
A-Research piece or
investigation: 3
paragraphs and
supporting visuals
Human
Ingenuity
Northview School MYP Course Outline
Criterion A, B, C, D
Music
around the
World
Around the
World in 80
Days
“How do people
connect
internationally?”
Let the world
influence they
way you hear
music.
Collaboration
Assessment Tasks for
Criterion B,C and D
are the same as above.
Community and
Service
A-A comparison or
analysis of art
practices in the
context of the themes
being investigated: 3
paragraphs including
supporting evidence
Role of the Areas of Interaction:
Approaches to Learning (ATL) – Students learn to organize and structure their thinking within the processes of creating and
performing music.
Community and Service (CS) – The use of musical performances can help to bridge cultural and linguistic gaps between the
school and the local community.
Health and Social Education (HSE) – Student self-esteem, social developments, and emotional health are enhanced by the
sharing of musical outcomes through performances.
Environments (E) – Students will begin to develop an understanding of how music affects our culture and the cultures of other
areas of the world.
Human Ingenuity (HI) – Students are given the opportunity to appreciate the capability to invent, create, find solutions, transform
ideas and improve the quality of life through learning to play instruments and perform music for others.
Grading Policy:
In performing arts, teachers will assess student work using all four types of criteria; knowledge and understanding, application,
reflection and evaluation, and personal engagement two times a year. The descriptors will be adapted according to the grade
level. At least twice yearly parents will have student progress in the MYP communicated in the form of a rubric adapted for each
grade level at a student lead conference, and at that time parents will have the opportunity to set up an additional conference.