The Arts
Revised 2011
Grade 10 Visual Arts (MYP 5) – Course Description
Art 10 is a program that aims to prepare students for the expectations of the IB DP VA
program. The Elements and Principles of Design are reinforced and technical drawing and
painting skills are revisited. There is an emphasis on the use of the Developmental Workbook
and its necessary use for research, development of ideas, skills, techniques, analyses and selfreflection. The course also includes an overview of modern (20th Century) art history.
Unit Area: Figure Drawing
This is a short introduction to figure drawing as students review the elements and principles of
design. Students work on portrait drawing, gesture drawing, perspective as well as longer more
detailed drawings with a focus on value.
Unit Questions
• Is it possible to draw what we see and not what we know?
• How did artists from different traditions represent the human form through drawing?
Unit Area: Genres Painting
After a presentation on modern art movements students will choose a movement that they
would like to research and create a painting in the style of. Research will be done in their
Developmental Workbooks (DW's) Students will plan a design for their painting based on the
qualities and painting styles of their chosen movement. Their design must include some
element of the human figure. This project will allow students to learn some new painting
techniques and improve what they already know. Students will record their process and the
development of their paintings in their DW. Once the painting is complete students will take a
photo of their work and complete a final critical analysis of their finished work. Students will
participate in a class critique. After the critique students will go back into their work to make
any necessary changes before its final assessment.
Unit Questions
• What were some of the driving forces behind the major art genres in modern history?
• How can we combine the human figure and an art genre style to create an effective and
original painting?
Unit Area: Environmental Sculpture
Students will research environmental art and art made from recycling as well as three artists
working in these mediums. Students are shown images of Earth Art works and environmental
artists’ works. The history and development of these art styles will be explored. Students will
view the movie 'Running Fence' about the creation of a Land Art piece by Jeanne-Claude and
Christo as well as a DVD on Andy Goldsworthy. Students complete a research project on this
topic. Students working collaboratively, in groups, are asked to identify an area within the
school or on the school grounds in which to create their own environmental or recycled
sculpture. Once approval is granted students will create their sculptures over two weeks. The
work is critiqued as a class and then left for the school to appreciate for a week before it is
disassembled. Students will complete all research, documentation and analyses in their DW’s.
AoI: Environment
Unit Questions
• Can we affect our community through the creation of art?
• How can we interact with our community by changing our everyday environments?
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Internal Assessment policy
which can be found in the AIS Parent/Student Handbook and on www.aischool.org. Teachers
will use a balance of formative and summative assessments to provide ongoing feedback for
student improvement. All MYP courses will use subject specific criteria at least twice per
semester to mark a variety of assessments. For humanities courses these criteria are:
Criterion A – Knowledge and Understanding – Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Reflection and Evaluation – Maximum 18
Criterion D – Artistic Awareness and Personal Engagement – Maximum 8
This course will focus on skill development and inquiry based learning. Particular types of
assessment emphasized for this course include: projects, self-assessment, peer-assessment,
critical analysis, critiques, exhibits, questions, reflections, portfolio assessments, homework,
quizzes, analysis both independently and collaboratively.
Resources:
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Modern Art History
Power Point presentation
Point form handouts
Previous student work
Art genre and artist books and videos available in art room
Books on painting techniques
Artist Reproductions (particularly drawings of Old
Masters and Contemporary Artists)
Text- "Dynamic Anatomy" by Burne Hogarth
Text- "Drawing the Human Head" by Burne Hogarth
Text- Edwards, Betty "Drawing on the Right Side of the Brain"
Text-"The History of Art" by H.W. Janson and Anthony Janson, Fifth Edition
Text- Zollner, Frank "Leonardo"
Video Library
Art Slide Library
Environmental Art and Recycled Art Power Point
'Running Fence' video
Books on Land Art
Photographs of previous student work
Examples of a formal artist's proposal
School official in charge of grounds
Grade 10 Music (MYP 5) – Course Description
Grade 10 Music is a comprehensive and practical study of music performance, music
composition, and a comparative musical investigation. The course also explores in some depth
the current trends in technological applications in the discipline of music. While not conceived
and designed as a performance course, Music 10 does serve the needs of, and lays the
groundwork for, students who are on a track to the IB DYP Music 11-12 courses. During the
semester of Music 10, students are actively engaged in music listening and analysis, responding
verbally and in writing to music using appropriate musical terminology.
Unit Area: Music Performance
AoI: Human Ingenuity and Approaches to Learning
Unit Questions
• What are the aspects and elements of a quality musical performance?
• Why do humans express themselves musically?
• How has performance practice evolved since Mediaeval times?
• What are the musical and social ramifications of the use of technology in music
performance and in music composition?
Unit Area: Music Exploration through Technology
AoI: Approaches to Learning and Community
Unit Questions
• Why is it critical to understand the implications of technology in music?
• How are the various basic musical elements manipulated using technology?
• What are some of the facets of music performance and composition in the 21st century?
Unit Area: Contemporary Topics in Music
AoI: Environments, Social Education and Approaches to Learning
Unit Questions
• What is the “music of the day” for any given period of music/world history?
• Why do styles and genres of music vary in popularity over time?
• How do you evaluate quality in music in contemporary terms?
• What is role of music, and music education, in the intermediate and long-term future?
• How will music evolve through the 21st century?
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Internal Assessment policy
which can be found in the AIS Parent/Student Handbook and on www.aischool.org. Teachers
will use a balance of formative and summative assessments to provide ongoing feedback for
student improvement. All MYP courses will use subject specific criteria at least twice per
semester to mark a variety of assessments. For MYP Arts courses these criteria are:
Criterion
Criterion
Criterion
Criterion
A – Knowledge and Understanding - Maximum 8
B – Application - Maximum 10
C – Reflection & Evaluation - Maximum 8
D – Personal Engagement - Maximum 8
Resources:
Quarter 1: Developmental Workbook & Music Notation/Composition/Aural Identification Projects
Quarter 2: Developmental Workbook & Contemporary Music Group Project
Ferris, Jean. Music: The Art of Listening, 6th Edition (2007); New York: McGraw-Hill.
Forney, Kristine. The Enjoyment of Music: Essential Listening Edition, (2008); New York: W. W.
Norton.
Howard, Ronald L. Unpublished personal materials.
Rudolph, Thomas E. Teaching Music with Technology, (2006); Chicago: GIA Publications.
Grade 10 Theatre (MYP 5) – Course Description
Education through theatre is holistic. In making theatre, students will wrestle with techniques,
processes, facts, juggle data, search for knowledge, but perhaps most importantly, ask value
questions of self, others and of humanity. This process of enquiry stems from the fundamental
element inherent in art whose purpose, according to James Baldwin, is to “lay bare the
questions which have been hidden by the answers.” In studying how theatre is made through
acting, devising and directing, students will formulate a philosophy which will question an issue
with an understanding that questions lead to more questions and that answers have wider
implications.
Course Objectives
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Knowledge & understanding
Demonstrate knowledge and understanding of the art form studied in relation to
societal, cultural, historical or personal contexts
Demonstrate an awareness of some elements of the art form studied, including
specialized language, concepts and processes.
Communicate a critical understanding of the art form studied in the context of their
artwork.
Application
Develop an idea, theme or personal interpretation to a point of realization, expressing
and communicating, perform and/or present art.
Apply skills, techniques and processes to create, perform and/or present art.
Reflection and evaluation
Reflect critically on their own artistic development and processes at different stages of
their work.
Evaluate their work.
Use feedback to inform their artistic development and processes.
Personal engagement
Show commitment in using their artistic processes.
Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks.
Support, encourage and work with their peers in a positive way.
Be receptive to art practices and artworks from various cultures, including their own.
Unit Area: Redefining the Ensemble: The Ensemble work defined by Augusto Boal
Unit Question
• What are my responsibilities to this ensemble?
Unit Area: What’s the Issue?
Unit Questions
In what ways can theatre be used to develop understanding of intellectual, personal and
social skills?
Unit Area: No Name Person
Unit Question
• There is suffering all around us – how can we respond to it with both sensitivity and
safety?
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Unit Area: How do you choose a play?
Unit Question
• How can the organization of the process journal really reflect personal contribution to
the production?
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Unit Area: Student Directed Work
Unit Question
• In what ways does choice reflect both group and personal strengths and weaknesses?
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Assessment Policy, which can
be found on www.aischool.org. Students engage in multiple forms of formative assessment that
help them develop their knowledge and skills. Summative assessments allow students to
demonstrate their learning and are marked on subject specific assessment criteria. All Group 6
courses use subject specific criteria at least twice per semester or once per quarter to mark a
variety of assessments. For Group 6, the criteria are:
Criterion A – Knowledge and Understanding – Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Reflection and Evaluation – Maximum 8
Criterion D – Personal Engagement – Maximum 8
Summative Assessment Projects:
1. Collage on the work of Augusto Boal connecting social issues with theatrical practice.
2. Developmental Workbook Reflection & Evaluation
3. A written Inner Monologue for a group devised piece
4. Performance of devised piece
5. Process Journal of the Production/Performance
6. Student-assessed and moderated finished piece
Resources:
Film: Central Station 1998, Salles
Zich: Teaching the Ensemble Technique
Boal, Games for Actors and Non-Actors
Augsto Boal, Theatre of the Oppressed, Legislative Theatre
Bloom, Michael, Thinking Like a Director, Faber and Faber, Inc, 2001
Moises Kaufman, The Laramie Project, Vintage Books 2001
Grade 6 Visual Arts (MYP 1) – Course Description
Art 6 is a program that aims to reinforce and develop students’ enjoyment of art, creating a
community and making the art room a safe environment for learning and taking risks. Students
are introduced or reintroduced to the Elements and Principles of Design. Throughout, the use of
the Developmental Workbook is emphasized and its importance in using it to develop ideas,
skills, techniques and for self-reflection. Students will explore their understanding of themselves
while investigating other cultures, their reasons for creating art and their methods for doing so.
Unit Area: Introduction to Relief
This project is a short introduction and review of the Elements and Principles of Design. We
look at how art is everywhere and we can create and be inspired by almost anything. Students
look at the everyday world of objects and look at their lines, shapes, forms, color, patterns and
texture. Students are asked to find interesting textures in their everyday and take rubbings of
them. Students will be given a brief introduction to clay as they learn how to transfer their
textures through low relief into clay. Students will also glaze the pieces as we discuss traditional
color schemes.
Unit Question
• Where can we get inspiration to make art?
Unit Area: Ritual Sculpture
Students will learn about and discuss what has driven humans to make art throughout history
and how it has changed. It is discussed how the earliest art forms centered on spirituality and
ritual. The class will focus on one particular culture that has created art for this purpose. After
students discuss their own use of ritual and they understand the importance it has in
developing culture they will create a sculptural art piece that reflects the ritual of the culture
studied and possibly the students’ own understanding and use of ritual. Students will learn to
create an additive sculpture which will focus on having an interesting form from all sides.
Students will reflect on and assess their work and that of their peers.
AoI: Homo Faber
Unit Questions
• Why is art made?
• What are the reasons behind the creation of art throughout history?
• What is a ritual?
• What is Space? How do we use it?
Unit Area: Mosaics
Students will learn a brief history on mosaics from their use in the Mediterranean to Niki de
Saint Phalle. Based on a cultural theme and using an emphasis on pattern, students will design
and create a mosaic in small groups. Their work will become permanent installations at the
school. Students will reflect on and assess their work and their ability to work as a team in their
Developmental Workbooks.
AoI: Homo Faber, Community and Service
Unit Questions
• How has where and when mosaics have been made affected their appearance?
• How can we work together to design and create an artwork that will be relevant to the
time or place in which it is made?
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Internal Assessment policy
which can be found in the AIS Parent/Student Handbook and on www.aischool.org. Teachers
will use a balance of formative and summative assessments to provide ongoing feedback for
student improvement. All MYP courses will use subject specific criteria at least twice per
semester to mark a variety of assessments. For humanities courses these criteria are:
Criterion A – Knowledge and Understanding – Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Reflection and Evaluation – Maximum 18
Criterion D – Artistic Awareness and Personal Engagement – Maximum 8
This course will focus on skill development and inquiry based learning. Particular types of
assessment emphasized for this course include: projects, self-assessment, peer-assessment,
critical analysis, critiques, exhibits, questions, reflections, homework, analysis both
independently and collaboratively.
Resources:
School Library, Art Department Library, Internet, Teacher examples, Mosaic Power Point
presentation, Questions, Handouts, Worksheets to guide self- assessment and peer-assessment,
Posters on Elements and Principles of Design, Previous students' work as examples
Grade 6 Music (MYP 1) – Course Description
This course focuses on the development of musical skills as well as musical understanding and
literacy. The course reviews and builds on skills which have been introduced in Elementary
School music classes as it leads students to be able to communicate their musical ideas through
performance and the printed score. Ensemble skills are developed through the use of basic
instrumentation such as voice, guitar, autoharp and Appalachian dulcimer. Students will develop
an understanding of the historical development of music from community-based folk music to
the complex music of the Baroque period. During the course students will be actively engaged
in listening, responding, making and analyzing music as well as communicating musical ideas.
Unit Area: How is music organized?
AoI: Human Ingenuity
Unit Questions
• Understanding and the basics musical elements of rhythm and pitch
• Major Scales – BoomWhackers (C Maj) Appalachian Dulcimer (D Maj)
• How music is organized on the written page
• Basic chords (D, G, A7) – guitar, autoharp
Unit Area: The Origins of Music
Unit Questions
• How is music used in ritual?
• In what ways does music reflect culture as well as shape it?
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Music of the Renaissance
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Music of the Baroque
Unit Area: How was the music of the Appalachian Mountains influenced by other cultures?
Unit Questions
• What instrumentation is used in Appalachian folk music and what are their origins?
• Create a simple melody supported by 3 basic chords (D, G, A7) (group project)
• Write melody, lyrics and chords onto staff paper
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Assessment Policy, which can
be found on the AIS website under Academics → Curriculum and Assessment. Students engage
in multiple forms of formative assessment that help them develop their knowledge and skills.
Summative assessments allow students to demonstrate their learning and are marked on
subject specific assessment criteria. All Group 6 courses use subject specific criteria at least
twice per semester or once per quarter to mark a variety of assessments. For Group 6, the
criteria are:
Criterion A – Knowledge and Understanding- Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Artistic Awareness and Personal Engagement – Maximum 8
Criterion D – Reflection and Evaluation - Maximum 8
The course will focus on skill development, early history of theatre and an understanding of
working with others. Assessments for this course include: tests, performance, reflections,
homework, participation and ability to critique.
Resources:
School Library, Music Department Library, Internet, Teacher examples, Questions, Handouts,
Audio and Video excerpts, Posters of Music Basics, Teacher instructed student generated Music
Reference Sheets
Grade 6 Theatre (MYP 1) – Course Description
The theme of the course focuses on Ensemble, Expression and Development in theatre. This
course is a practical introduction to theatre arts. This course develops ensemble and imaging
skills by practically engaging the students in group exercises to reach the same goal. During the
course students will be expected to actively participate in theatre activities such as creative
thinking, risk-taking, sensitivity, imaging, movement, dialogue and scene improvisation. In this
class the students learn by participation. Throughout the course the students will be given
opportunities to practice being an ensemble member. For most students this will be their first
taste of theatre so the main focus of the course is ensemble work. The basic skills of
performance and etiquette will be introduced. They will reflect and evaluate upon their own
work as well as their peers.
Course Objectives:
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B
C
D
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Knowledge & understanding
Use some basic language, and have a simple understanding of some of the concepts
and processes that support their current work.
Demonstrate an awareness of the art form studied in relation to some of the contexts
that influence their current work
Application
Learn skills and develop the techniques and processes needed to create, perform and/or
present art, with the teacher’s guidance
Reflection and evaluation
Describe the progress they have made so far and identify areas that have been
particularly easy or challenging.
Personal engagement
Describe the progress they have made so far and identify areas that have been
particularly easy or challenging.
Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks.
Unit Areas:
Ensemble (Environments)
• How does the drama space affect the way we work?
Creation Myths (Community and Service & Health and Social Education)
• Do all communities need the same things to function?
• What skills do I bring to the community?
Greek Theatre (Human Ingenuity)
• In what ways did the Greeks develop theatre and why?
• Why has theatre stood the test of time?
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Assessment Policy, which can
be found on www.aischool.org. Students engage in multiple forms of formative assessment that
help them develop their knowledge and skills. Summative assessments allow students to
demonstrate their learning and are marked on subject specific assessment criteria. All Group 6
courses use subject specific criteria at least twice per semester or once per quarter to mark a
variety of assessments. For Group 6, the criteria are:
Criterion A – Knowledge and Understanding – Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Reflection and Evaluation – Maximum 8
Criterion D – Personal Engagement – Maximum 8
Grade 7 Visual Arts (MYP 2) – Course Description
This course is an introduction to Africa and its art forms. It focuses on the basic principles of
drawing. Throughout the course students will deal with learning to be creative and to cultivate
an understanding and appreciation of various art forms. In addition, every project undertaken
will be specific to the understanding of the fundamental principles of drawing. Learning good
craftsmanship will be a part of their course, in order to achieve an excellent standard in
completing all project work.
Unit Area: Drawing skills – Various drawing techniques
AoI: Approaches to Learning
Unit Questions
• Why is it important to learn these drawing techniques?
• How do we use it?
Unit Area: Drawing project – Still life – using the grid
AoI: Approaches to learning
Unit Questions
• What is the purpose of using the grid?
• Why is it important to use the grid for a still life?
• Can we use the grid for other drawings?
The focus of these two projects is to enable students to draw using methods of tracing. They
will be using this method for the lino project.
Project 1 – Positive-Negative Linoleum: Health and Social awareness in Africa
The students use the KWLH chart and choose one of the five research topics. They are to draw
sketches relating to their topic. All reflections are then written in the DW. For this project
students need to understand the concept of positive and negative space, to understand printing
and mixed media, and to learn to number their prints in an edition.
AoI: Approaches to Learning, Health and Social education
Unit Questions
• How can posters help educate people?
• Why are there so many illnesses in Africa?
• Is health education available in rural areas?
• How can we better understand these issues in Africa?
• How will this project help others to understand these issues?
Project 2 – Paper Sculpture
Students explore the potential of paper to be used as a 3D medium. The project develops
students’ fine motor skills and design capabilities as they explore ways of creating volumous
paper busts through cutting, folding, tearing and otherwise manipulating plain white sheets of
paper.
AoI: Approaches to Learning
Unit Questions
• The differences between 2 and 3 dimensional objects
• Composition and design principles
• The play of light and shadow in defining form
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Internal Assessment policy
which can be found in the AIS Parent/Student Handbook and on www.aischool.org. Teachers
will use a balance of formative and summative assessments to provide ongoing feedback for
student improvement. All MYP courses will use subject specific criteria at least twice per
semester to mark a variety of assessments. For Group 6 courses these criteria are:
Criterion A – Knowledge and Understanding – Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Reflection and Evaluation – Maximum 8
Criterion D –Artistic Awareness and Personal Engagement – Maximum 8
Resources:
School Library (books and videos), Art department, Internet, Teacher created examples,
Student created examples
Grade 7 Music (MYP 2) – Course Description
This course focuses on the development of musical skills as well as musical understanding and
literacy. The course reviews and builds on skills which have been introduced in Elementary
School music classes and developed in Grade Six music classes as it leads students to be able to
communicate their musical ideas through performance and the printed score. Ensemble skills
are developed through the use of basic instrumentation such as voice, guitar, autoharp,
Appalachian dulcimer and percussion. Students will develop an understanding of the historical
development of music in the Classical Period. They will discover the indigenous rhythms of
Africa. During the course students will be actively engaged in listening, responding, making and
analyzing music as well as communicating musical ideas.
Unit Area: How is music organized?
AoI: Human Ingenuity
Unit Questions
• Understanding the basic musical elements of rhythm, pitch, key structure
• Intervals – identifying individually the Perfect 4th and Perfect 5th
• Major, minor and chromatic scales
• Musical Form ABA, Theme and Variation and Sonata Allegro Form
Unit Area: How does society influence compositional styles of the period?
Unit Questions
• Music of the Classical period
• Build a time line of composers
Unit Area: Are rhythms specific to regions or countries?
Unit Questions
• Discovering the indigenous rhythms of Africa
• Drum making
• Creating a rhythmic composition
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Assessment Policy, which can
be found on www.aischool.org. Students engage in multiple forms of formative assessment that
help them develop their knowledge and skills. Summative assessments allow students to
demonstrate their learning and are marked on subject specific assessment criteria. All Group 6
courses use subject specific criteria at least twice per semester or once per quarter to mark a
variety of assessments. For Group 6, the criteria are:
Criterion A – Knowledge and Understanding- Maximum 8
Criterion B - Application – Maximum 10
Criterion C – Artistic Awareness and Personal Engagement – Maximum 8
Criterion D – Reflection and Evaluation - Maximum 8
The course will focus on skill development, early history of theatre and an understanding of
working with others. Assessments for this course include: tests, performance, reflections,
homework, participation and ability to critique.
Resources:
School Library, Music Department Library, Internet, Teacher examples, Questions, Handouts,
Audio and Video excerpts, Posters of Music Basics, Teacher instructed student generated Music
Reference Sheets
Grade 7 Theatre (MYP 2) – Course Description
The theme of the course focuses on Elizabethan Theatre and Storytelling. This
incorporates movement, staging, improvisation, scene work, design and performance.
The students will acquire a basic knowledge of stage direction and theatrical terminology.
Students will demonstrate a basic understanding of the art of storytelling and build basic
performance skills focusing on the art. They will acquire an ability to research the history
of Elizabethan Theatre and Shakespeare, including some of his plays which will
culminate in a design project for a Shakespearean play. They work individually to create,
organize, research, meet deadlines and present to a specific audience.
Course Objectives:
A
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B
C
D
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Knowledge & understanding
Demonstrate a basic knowledge and understanding of the art form studies in
relation to some aspects of societal, cultural, historical and personal contexts.
Demonstrate an awareness of the art form studied in relation to some of the
contexts that influence their current work
Application
Develop skills and begin to apply techniques and processes needed to create,
perform and/or present art, with the teacher’s guidance.
Use ideas and artistic conventions to create, perform and/or present art.
Reflection and evaluation
Describe the progress they have made so far and identify areas that have been
particularly easy or challenging.
Identify strengths and weaknesses in their work.
Receive feedback constructively.
Personal engagement
Recognize that art practices and artworks vary from culture to culture.
Demonstrate curiosity, self-motivation, initiative and a willingness to take
informed risks.
Unit Areas:
Ensemble Revisited (Health & Social Education)
• What skills are required when assessing the success of the ensemble?
Detectives (Community and Service)
• What is needed, other than clues and evidence, when forming a hypothesis?
Elizabethan Theatre (Environment)
• What can we learn from the practice of theatre in Elizabethan England?
Romeo and Juliet (Community and Service)
• If a play is to stand the test of time it must have relevance in other times and in
other places. How does this apply to Romeo and Juliet?
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Assessment Policy,
which can be found on www.aischool.org. Students engage in multiple forms of
formative assessment that help them develop their knowledge and skills. Summative
assessments allow students to demonstrate their learning and are marked on subject
specific assessment criteria. All Group 6 courses use subject specific criteria at least
twice per semester or once per quarter to mark a variety of assessments. For Group 6,
the criteria are:
Criterion A – Knowledge and Understanding – Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Reflection and Evaluation – Maximum 8
Criterion D – Personal Engagement – Maximum 8
Resources:
“Ensemble Techniques” by Pat Zich
“Theatre games for the classroom” by Viola Spolin
“Drama Structures” by C. O’Neill, A. Lambert
Shakespeare’s Romeo and Juliet.
Shakespeare’s Macbeth
Romeo and Juliet-The Teachers Resource Guide-The Acting Company.
“Shakespeare’s Insults, Educating your Wit” by Wayne F. Hill and Cynthia J. Ottchen.
Grade 8 Visual Arts (MYP 3) – Course Description
This course is designed to reintroduce and reinforce the Elements and Principles of Design.
Throughout the course students will work on rendering and technical drawing skills.
Composition, color schemes and painting skills will also be developed. Short lessons on art
history and/or theory are incorporated into each project.
Unit Area: Drawing Skills
Students complete several small drawing projects which review the Elements and Principles of
Design.
AoI: Homo Faber
Unit Questions
• Why do we make art?
• How can we express ourselves through simple mark-making?
Unit Area: Still Life Drawing
Students are asked to complete a technical pencil drawing of a still life. Focus on using and
understanding the Elements and Principles of Design: Line, Value, Space, Unity, Balance, and
Contrast and eye/hand control. At the end of the project students will complete both a written
self-assessment and a peer-assessment.
AoI: Homo Faber
Unit Questions
• Why draw a still life?
• Have still lifes changed over time?
• What makes a ‘good’ still life drawing?
Unit Area: Environmental Diptych
Students will participate in a class discussion with on a current issue involving environment.
Students will then choose an issue that they would like to create an art piece on. Students are
introduced to how altarpieces have been used in history and the purpose of them. We look at
how they have developed over time and have led to the use of diptych and triptychs in modern
art. Students will design a composition for their diptych that considers the use of color, balance
and rhythm. Students will paint their work with acrylic paints after being given a short demo.
They will be asked to paint from back to front to ensure the illusion of depth. Students will take
a picture of their work and write a self-assessment in their Investigation Workbook.
AoI: Environment
Unit Questions
• Has technology improved the quality of our lives?
• How can we create art so as to generate a message that will impact our community? Is
this method effective? Why or why not?
• How can we create a clear message in our art piece?
In each project students will be expected to apply the Elements and Principles of Design studied
as well as to begin demonstrating personal expression through their use. The Developmental
Workbook will document the exploration, understanding, growth and reflection of each student.
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Internal Assessment policy
which can be found in the AIS Parent/Student Handbook and on www.aischool.org. Teachers
will use a balance of formative and summative assessments to provide ongoing feedback for
student improvement. All MYP courses will use subject specific criteria at least twice per
semester to mark a variety of assessments. For art courses these criteria are:
Criterion A – Knowledge and Understanding – Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Reflection and Evaluation – Maximum 18
Criterion D – Artistic Awareness and Personal Engagement – Maximum 8
This course will focus on skill development and inquiry based learning. Particular types of
assessment emphasized for this course include: projects, self-assessment, peer-assessment,
critical analysis, critiques, exhibits, questions, reflections, portfolio assessments, homework,
quizzes, analysis both independently and collaboratively.
Resources:
School Library, Art Department Library, Internet, Teacher examples, Mosaic Power Point
presentation, Questions, Handouts, Worksheets to guide self- assessment and peer-assessment,
Posters on Elements and Principles of Design, Previous students' work as examples
Grade 8 Music (MYP 3) – Course Description
This course focuses on the development of musical skills as well as musical understanding and
literacy. The course reviews and builds on skills which have been introduced in Elementary
School music classes and developed in Grade Six and Seven music classes as it leads students
to be able to communicate their musical ideas through performance and the printed score.
Ensemble skills are developed through the use of basic instrumentation such as voice, guitar,
autoharp, Appalachian dulcimer and percussion. Students will develop an understanding of the
historical development of music in the Romantic Period. Students will discover how music is
used in commercials to sell products. Each student will then compose a piece of music (a jingle)
to promote a box of cereal. During the course students will be actively engaged in listening,
responding, making and analyzing music as well as communicating musical ideas.
Unit Area: How is music organized?
Understanding and the basics musical elements of rhythm, pitch, key structure, basic intervals,
major, minor and chromatic scales and musical forms
AoI: Human Ingenuity
• Develop and understanding of the “Composer’s Toolbox” – timbre, melody, rhythm,
harmony, texture, pitch, tempo, volume
Unit Area: How does society influence compositional styles of the period?
• Music of the Romantic period
• Build a time line of composers
• What does the composer want us to feel?
• Listen with the “Composer’s Toolbox” in mind
Unit Area: How music used to influence society?
• Commercial jingles – music that moves a product
• Create (compose) a jingle for a box of cereal
• Use Finale notation software
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Assessment Policy, which can
be found on www.aischool.org. Students engage in multiple forms of formative assessment that
help them develop their knowledge and skills. Summative assessments allow students to
demonstrate their learning and are marked on subject specific assessment criteria. All Group 6
courses use subject specific criteria at least twice per semester or once per quarter to mark a
variety of assessments. For Group 6, the criteria are:
Criterion A – Knowledge and Understanding- Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Artistic Awareness and Personal Engagement – Maximum 8
Criterion D – Reflection and Evaluation - Maximum 8
The course will focus on skill development, early history of theatre and an understanding of
working with others. Assessments for this course include: tests, performance, reflections,
homework, participation and ability to critique.
Resources:
School Library, Music Department Library, Internet, Teacher examples, Questions, Handouts,
Audio and Video excerpts, Posters of Music Basics, Teacher instructed student generated Music
Reference Sheets
Grade 8 Theatre (MYP 3) – Course Description
The theme for this course is Physical Theatre. It is an exploration of the principles and various
techniques of movement and their applicability to the development of character. The students
will practice in the process of building characters based on a physical and psychological
understanding of the character. Students will learn the ability to develop a vocabulary of
movement skills and techniques. The students focus on exploring the way we use movement to
create a character through improvisation and observation. They work with different forms of
mask such as glasses, costumes, and character masks to create their own character and work
towards a two presentations. One performance will be with the use of text and the other solely
through movement.
Course Objectives:
A
B
C
D
•
•
•
•
•
Knowledge and Understanding
Demonstrate an informed opinion of the art form studied in the context of their work.
Application
Develop skills and apply the techniques and processes involved in creating, performing,
and/or presenting art.
Reflection and evaluation
Begin to evaluate their work.
Personal engagement
Support, encourage and work with their peers in a positive way.
Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks.
Unit Areas:
Reinstating the Ensemble (Health and Social Education)
• Which skills do we develop in the theatre that allows us to both plan and investigate
meaningfully?
• What do you bring to the ensemble?
Mask-Working from the outside in (Health & social Education/ Human Ingenuity)
• How is your body a communicative instrument in its own right?
• How can your body speak for you?
• Can we make our bodies communicate with others?
The Titanic (Health and Social Education)
• In what ways do a variety of sources of information enhance one’s understanding of
issues, past and present?
• Disasters happen to real people. How can real biographies affect the drama?
• How does one apportion blame?
• How does one apportion responsibility?
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Assessment Policy, which can
be found on www.aischool.org. Students engage in multiple forms of formative assessment that
help them develop their knowledge and skills. Summative assessments allow students to
demonstrate their learning and are marked on subject specific assessment criteria. All Group 6
courses use subject specific criteria at least twice per semester or once per quarter to mark a
variety of assessments. For Group 6, the criteria are:
Criterion A – Knowledge and Understanding – Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Reflection and Evaluation – Maximum 8
Criterion D – Personal Engagement – Maximum 8
Resources:
Film: The Titanic (1997)
Internet resources
TTC Teachers Pack from the Trestle Theatre Company, UK.
Trestle and character masks.
Glasses
Costumes: scarves/hats/jackets/dresses/skirts/purses
Grade 9 Introduction to Graphic Design (MYP 4) – Course Description
This course is an introduction to the basics of graphic design. It focuses on the fundamental
principles of design. Throughout the course, students will deal with problems solving, learning
to be creative, and cultivate an understanding of visual communication.
Unit Area: Letter Transformation 2
AoI: Approaches to Learning, Human Ingenuity
Unit Questions
• What makes a good logo?
• How do logos sell a product?
• How have logos evolved in the past five decades?
Unit Area: Stamp Design 1
AoI: Approaches to Learning, Human Ingenuity
Unit Questions
• How do we view design in our daily lives?
• How does one understand the process of communication?
• Why is it important to communicate?
Every project undertaken will be specific to an understanding of the fundamental principles of
visual communication. All explorations must be well documented in the developmental
workbook. Learning good craftsmanship will be a part of their project throughout this quarter.
Unit Area: Geometric/Ornamental design 3
The process begins with investigating combinations of elements of geometric and organic
designs. The process must be documented in the developmental workbook.
AoI: Approaches to Learning, Human Ingenuity
Unit Questions
• How can we identify this style of design to Islamic Art?
• How can one incorporate geometric and organic design in landscaping?
• Why are these designs versatile?
Unit Area: Personal Project 4
Students are to choose one area of interaction (Human Ingenuity / Environment /Health and
Social Education) for their personal project. This project should comprise all that they have
learnt in this course. Students must use Approaches to Learning to guide them.
AoI: Approaches to Learning, Human Ingenuity, Environment, Health and Social Education
Unit Questions
• How do I wish to approach my project in the areas of interaction?
• How can I formulate my ideas?
• What subject am I passionate about?
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Internal Assessment policy
which can be found in the AIS Parent/Student Handbook and on www.aischool.org. Teachers
will use a balance of formative and summative assessments to provide ongoing feedback for
student improvement. All MYP courses will use subject specific criteria at least twice per
semester to mark a variety of assessments. For Group 6 courses these criteria are:
Criterion A – Knowledge and Understanding – Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Reflection and Evaluation – Maximum 8
Criterion D –Artistic Awareness and Personal Engagement – Maximum 8
Resources:
School Library (books and videos), Art department, Internet, Teacher created examples,
Student created examples
Grade 9 Music (MYP 4) – Course Description
Grade 9 Music is focused on the continued refinement of musical skills and literacy as developed
through the end of Grade 8. The course builds on skills and concepts previously learned and
introduces new topics in the areas of composition, performance, and world music. While not
conceived and designed as a performance course, Music 9 does serve the needs of, and lays
the groundwork for, students who are on a track to the IB DYP Music 11-12 courses. During the
semester of Music 9, students are actively engaged in music listening and analysis, responding
verbally and in writing to music using appropriate musical terminology.
Unit Area: Nature of the Subject and the History of Music
AoI: Human Ingenuity
Unit Questions
• How and why is music notated?
• What are the basic musical elements that are critical to the creation of a work of musical
art?
• How have the basic musical elements metamorphosized over the past 600 years?
• Who are the major composers and musicians of the past five eras of music history
(Contemporary, Romantic, Classical, Baroque and Renaissance)?
• How are the elements of music manipulated into the creation of a musical composition?
Unit Area: Music Skills
AoI: Approaches to Learning
Unit Questions
• Why is it critical to understand the basic musical elements?
• How are the various basic musical elements communicated within a performance of a
musical work?
• In what ways have the passage of time (history) affected the way composers write?
• How are multiple intelligences used in music performance and composition?
Unit Area: World Music
AoI: Environments & Approaches to Learning
Unit Questions
• How do the basic musical elements fit into the framework of world, or ethnic, music?
• How do the same, common musical elements “sound” when used in different ethnic or
cultural contexts?
• How do you evaluate quality in the arena of world music?
• How are musical ideas and concepts effectively communicated within the arena of world
music?
• What are the national dances and national anthems of the countries or regions of the
world?
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Internal Assessment policy
which can be found in the AIS Parent/Student Handbook and on www.aischool.org. Teachers
will use a balance of formative and summative assessments to provide ongoing feedback for
student improvement. All MYP courses will use subject specific criteria at least twice per
semester to mark a variety of assessments. For MYP Arts courses these criteria are:
Criterion A – Knowledge and Understanding - Maximum 8
Criterion B – Application - Maximum 10
Criterion C – Reflection & Evaluation - Maximum 8
Criterion D – Personal Engagement - Maximum 8
Resources:
Quarter 1: Developmental Workbook & Music Notation/Composition Projects
Quarter 2: Developmental Workbook & World Music Group Project
Ferris, Jean. Music: The Art of Listening, 6th Edition (2007); New York: McGraw-Hill.
Forney, Kristine. The Enjoyment of Music: Essential Listening Edition, (2008); New York: W. W.
Norton
Grade 9 Theatre (MYP 4) – Course Description
Education through theatre is holistic. Theatrical Design and Production is a comprehensive and
practical study that examines the technical and design aspects of play production. Design is
presented as both an art closely integrated with the directors, actors, and playwrights vision,
and a craft that provides practical solutions for physical manipulation of stage space. According
to Konstantin Stanislavski “great art conceals art” which can just as be true for the design and
technical elements of the production as it is for the actors he was speaking to. Together, they
can create the delicate illusionary reality that we call theatre. The illusion that the spectator see
is just that. In studying how theatre is made through theatrical design & production students
will see a great performance doesn’t simply happen; it is the product of a great deal of
organization, teamwork, talent and dedication.
Course Objectives:
A
•
•
B
C
D
•
•
•
•
•
•
•
•
•
•
Knowledge & understanding
Demonstrate knowledge and understanding of the art form studied in relation to
societal, cultural, historical or personal contexts.
Demonstrate an awareness of some elements of the art form studied, including
specialized language, concepts and processes.
Demonstrate an informed opinion of the art studied in the context of their own artwork
Application
Begin to articulate an idea, theme or personal interpretation to a point of realization.
Develop skills and apply the techniques and processes involved in creating, performing
and/or presenting art.
Reflection and evaluation
Give an informed description of the progress they have made so far and identify
strategies to develop and improve their artistic processes.
Evaluate their work.
Consider feedback when identifying strategies to develop and improve.
Personal engagement
Begin to show commitment in developing their own artistic processes.
Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks.
Support, encourage and work with their peers in a positive way.
Be receptive to the various ways in which art practices and artworks present themselves
from culture to culture.
Unit Area: Redefining the Ensemble: The Production Team
Unit Questions
• What do I bring to the ensemble and what can I take from the ensemble?
Unit Area: History of Theatre Architecture and Stage Technology: The Stage and its Equipment
Unit Questions
• How have theatrical spaces with their own set of designs and staging requirements
evolved from the same common heritage: the theatres of ancient Greece?
Unit Area: Technical Production
Unit Questions
• Communities work better when all members of the community work for the same
means. What contributions can I make in this context?
Unit Area: Theatrical Design
Unit Questions
• In what way does theatre affect or change an environment?
Teaching and Assessment:
All courses in the secondary school follow the Secondary School Assessment Policy, which can
be found on www.aischool.org. Students engage in multiple forms of formative assessment that
help them develop their knowledge and skills. Summative assessments allow students to
demonstrate their learning and are marked on subject specific assessment criteria. All Group 6
courses use subject specific criteria at least twice per semester or once per quarter to mark a
variety of assessments. For Group 6, the criteria are:
Criterion A – Knowledge and Understanding – Maximum 8
Criterion B – Application – Maximum 10
Criterion C – Reflection and Evaluation – Maximum 8
Criterion D – Personal Engagement – Maximum 8
Summative Assessment:
Quarter 1:
1. DW: Where am I in relation to the IB learner profile?
2. Follow up assignments: Self-Assessment after Theatrical Production & Scenic Design
Units
3. DW: Research Entries
4. Building the Set
5. Reflection and Evaluation on themselves and their work
Quarter 2:
1. Design Project
2. Reflection and Evaluation on themselves and their work
Resources:
J. Michael Gillette, “Theatrical Design and Production: An Introduction to Scenic Design and
Construction, Lighting, Sound, Costume and Makeup”, Sixth Edition.
General Theatre Safety Handbook by Rob Warren