Aims of the Arts
The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience 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.

From: Arts Subject Guide




The arts are a universal form of human expression and a unique way of engaging us in affective, imaginative and productive activity. Learning through the arts helps us to explore, shape and communicate our sense of identity and understanding of the world, while providing opportunities to develop self‑confidence, resilience and adaptability.


Adapted From Arts Subject Guide


Dance
Grades 6th through 8thYears 1 through 3
Quarter 1


Unit Title: Creating Choreography
Key Concept: Aesthetics
Related Concept: Expression and Composition
Global Context: Identities and Relationships

Statement of Inquiry: Aesthetics in dance choreography are created through individual and relational expression and composition while exploring one's personal identity and one's relationship with other dancers.



Overview: Dancers in 6th, 7th, and 8th grades will create choreography that will be used in the Winter Dance Show.



6th Grade GRASPS Dance
Goal: Your task is to individually create a dance phrase. You will combine it with a partner (max 5 students) to create a “dance sentence.” Finally, you will manipulate it by applying elements and the principles of dance to create a “dance paragraph.”
Role: You are a choreographer.
Audience: Your peers
Situation: The context you find yourself in is: creating movement in the style appropriate for the music selected.
Product, Performance, and Purpose: You will perform your sequence to your peers as a group. Then, the class will select the choreography that will be used in the Winter Dance Show.
Standards and Criteria for Success: Your work will be judged by your peers with a critique rubric and by the teacher with a performance rubric. A successful result will be a quality performance of your classroom dance show piece to the music, Holding Out For A Hero sung by Bonnie Tyler.




7th Grade GRASPS Dance
Goal (Part 1): Your task is to individually create a dance phrase using flameless candle props. You will combine it with a partner (max 5 students) to create a “dance sentence.” Finally, you will manipulate it by applying elements and the principles of dance to create a “dance paragraph.”
Goal (Part 2): You will work as a group to create different Tinikling foot patterns
Role: You are a choreographer.
Audience: Your peers
Situation: The context you find yourself in is: creating movement in the style appropriate for the music selected.
Product, Performance, and Purpose: You will perform your sequence to your peers as a group. Then, the class will select the choreography that will be used in the Winter Dance Show.
Standards and Criteria for Success: Your work will be judged by your peers with a critique rubric and by the teacher with a performance rubric. A successful result will be a quality performance of your classroom dance show piece to the music Brave by Sara Bareilles.


8th Grade GRASPS
Goal: Your task is to individually create a dance phrase. You will combine it with a partner (max 5 students) to create a “dance sentence.” Finally, you will manipulate it by applying elements and the principles of dance to create a “dance paragraph.”
Role: You are a choreographer.
Audience: Your peers
Situation: The context you find yourself in is: creating movement in the style appropriate for the music selected.
Product, Performance, and Purpose: You will perform your sequence to your peers as a group. Then, the class will select the choreography that will be used in the Winter Dance Show.
Standards and Criteria for Success: Your work will be judged by your peers with a critique rubric and by the teacher with a performance rubric. A successful result will be a quality performance of your classroom dance show piece to the music On Our Way by the Royal Concept.


6th Grade, Year 1
Visual Arts
Key Concept: Identity
Related Concepts: Expression and Interpretation
Global Context: identities and relationships

SOI: Identity in mask making is created through interpretation of facial expression and decoration, while exploring one’s personal identity and one’s relationship with other characters.

Overview: Students will be creating a mask to be used in the second half of the school year for Greek plays.The mask will portray a character from a Greek play of the student's’ choice.


8th Grade, Year 3 Music
Quarter 1

Unit Title: Film Scoring (8th / YR 3)
Key Concept: Communication
Related Concept: Audience, Composition
Global Context: Personal & Cultural Expression

Statement of Inquiry: Musical compositions can communicate emotions to influence audience perception

Overview: Using GarageBand, students will create and present a group composition to accompany a short silent film. Throughout the unit they will learn about the following elements of music: tone, tempo, dynamics, major and minor harmonies, chord progressions, and the importance of collaboration.


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6th Grade, Year 1
Music
Quarter 2



Key Concept: Identity
Related Concepts: Innovation and Genre
Global Context: Personal and cultural expression

SOI: Musical genre stems from a composer’s sense of identity, innovation and expression.

Overview: Students will be learning about three 20th century American composers: Joplin, Gershwin, and Copland. They will explore how these composers used music as a reflection of their own American experience. Students will then create their own song depicting the concept of America as it connects to their own lives.