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PRE WORKSHOP activities: An Overview of the Changes

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PRE WORKSHOP activities: An Overview of the Changes

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Watch the video to listen to Justine Swainson, the curriculum manager explain the changes to the MYP arts course.
Link to transcript
•As you watch the video, note down the key changes to the Arts curriculum. Consider the following questions:

•What change has occurred in recognition that schools are not always able to staff all arts subjects with specialist teachers?

•Why are the MYP1/novice, MYP3/intermediate and MYP5/competent stages being introduced?

•What has drama changed its name to? What has media changed its name to?

•How many areas that are at the heart of arts education do the objectives now focus on?

•How has the characteristics to the assessment criteria been changed to help teachers think holistically when debating two mark bands?

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WELCOME TO OUR MYP ARTS (CATEGORY 2) PADLET WALL

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WELCOME TO OUR MYP ARTS (CATEGORY 2) PADLET WALL

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Dear Participants,

My name is Pilar Molina and I am the facilitator of the next Sept 22 – 24: Arts Visual & Performing – MYP – Cat 2

It is a pleasure to deliver the workshop in this virtual way and I hope you will find it useful to develop your skills in your collaboration planning.

Quick links for the workshop:
Googledrive Folder
Sharing Folder
Arts Resources Sharing Document
Ask your questions in the:
Wonder Wall
Learning Journey 1
Unit Planning Groups

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Above is our workshop agenda.

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WSL Schedule AEMP8995 - Virtual - MYP - Cat 2 - Arts-Visual and perf.docx (2)

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What are your burning questions? Post them on our Padlet Wonder Wall. Let´s answer each other´s questions!

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INQUIRY 1: How do we Learning standards help in the delivery of the MYP in the arts?

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INQUIRY 1: How do we Learning standards help in the delivery of the MYP in the arts?

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Learning Engagement: How do we make Learning happen?

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Learning Engagement: How do we make Learning happen?

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You will be sent to the breakout rooms
room1: Coherent curriculum
room2: Students as lifelong learners
room3: Approaches to teaching
room 4: Approaches to assessment

Step one: On the document create a four-column chart labeled Practice (on the left), School´s role (second), Teacher´s role (third), and Questions (on the right). Number each column according to the number of practices in your learning standard, trying to maintain some type of alignment within each column.
Step two: fill in the second and third columns by answering the following questions: What role does the school play in making this practice a part of the culture? What role does the teacher play in making this practice a part of the culture?

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INQUIRY 2: What does MYP look like in the Arts?

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INQUIRY 2: What does MYP look like in the Arts?

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What is Inquiry-based-learning?

Take out your electronic device and search ‘inquiry-based learning’.

Imagine you are introducing a new teacher to inquiry pedagogy in the arts what would you tell them?

Create a google slide presentation or poster paper to illustrate inquiry-based learning in the arts

Post on the wall .

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Learning engagement 1: The arts processes and objectives

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Learning engagement 1: The arts processes and objectives

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PART 1
Individually, read the Subject-specific guidance in the MYP Arts Guide (pp. 28-34). This section provides examples of the type of content, skills, and processes that might be addressed for each objective. The information in each guidance section is not prescriptive and is not intended to limit teachers in the development of their arts courses. It is designed to give a sense of the possibilities for each subject.
In breakout rooms, use the inquiry cycle to design a progression of learning that includes one or two classroom learning and teaching activities for each arts objective.

PART 2

Create a visual on a Google Slide to display your ideas. Take a picture of your visual and display on our MYP Arts Learner Journey Padlet Wall

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Learning engagement 2: exploring new guidance about the arts process journal

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Learning engagement 2: exploring new guidance about the arts process journal

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Part 1

In a table group, explore the guidance on p.16-17 of the MYP arts guide regarding the arts process journal and record your findings about the format, use and content of the arts journal in this table

Part 2

Discuss and reflect with your table group/breakout room about:

the significance of the arts process journal

the reason why it’s a requirement

how teachers can encourage students to use the arts process journal to support their ongoing inquiry in the arts classroom

Share your ideas with the wider group.

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REFLECT: How can you promote dynamic cycles of inquiry, action, and reflection in your curriculum?  ADD IN PADLET WALL

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Inquiry 3: How do we develop a coherent curriculum?                                                                      MYP global contexts and international mindedness concepts and context as a statement of inquiry interdisciplinary teaching and learning. 

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Inquiry 3: How do we develop a coherent curriculum?                                                                      MYP global contexts and international mindedness concepts and context as a statement of inquiry interdisciplinary teaching and learning. 

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Another major development in the revised guide is the positioning and re-thinking of performing arts courses that focus on the staging of productions/concerts and on performance.

These courses were not acceptable and did not meet the requirements of the current MYP arts guide.

The revised guide offers specific guidance regarding how courses with this focus can be rethought and reconfigured so that they comply with MYP Arts requirements and are delivered in the spirit of the MYP.

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Activator: Performance focused performing arts courses

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Activator: Performance focused performing arts courses

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LE 1: Thinking and working creatively in the arts

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LE 1: Thinking and working creatively in the arts

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Thinking and working creatively should inform teaching and learning and the way a teacher organises their course. This approach not only develops students as artists but also as effective learners and thinking and working creatively can also be a key interdisciplinary skills.

In your breakout room group discuss ways you engage students creatively in your arts classrooms using some of the strategies you have just read about on p.11-12 of the Guide.

Create an artistic representation of one or more of the 8 ways outlined on P.11-12 of the Guide on a Google Slide, take a photo of it, share on our MYP Arts Learning Journey Wall 2 and share your representation with the workshop group.

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Return to your group’s progression of learning planning using the inquiry cycle from the previous session.

• You are going to begin to create a new unit to take back to school at the end of the workshop:

• Choose a unit planner from the folder above and add your name/s to it

•choose a focus – create a unit title

•choose a stage (novice/intermediate/competent)

•choose 1 MYP key concept and 1-2 arts related concepts

(CHECK - THE KEY/RELATED CONCEPTS IN THE NEW GUIDE! are in the boxes to the right of this post!)

•add a global context exploration to create a statement of inquiry (GC Explorations are in a box below this post!)

•Write 1-2 factual, conceptual and debatable ‘big’ inquiry questions

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Resources

The following resources based on the global context are suggestions or starting points which may be used during the teaching of the unit. The list is optional and for information. It is neither prescribed nor exhaustive. Schools should always satisfy themselves that the content of any suggested resource is suitable for their own context.

Challenges of the 21st century: Can we conquer them?

https://wearerestless.org/2021/05/11/challenges-of-the-21st-century/

Can Art and Science Solve the Most Complex Challenges of the 21st Century?

https://www.getty.edu/news/can-art-and-science-solve-the-most-complex-challenges-of-the-21st-century/

Built by Silkworms | Neri Oxman's "Silk Pavilion II" | ARTIST STORIES

https://www.youtube.com/watch?v=MUVv4wtyMPE

What Is the Most Iconic Artwork of the 21st Century? 14 Art Experts Weigh In

https://news.artnet.com/art-world/iconic-artworks-21st-century-1092800

Haas&Hahn: How painting can transform communities

https://www.youtube.com/watch?v=iCXfJVCg1LA

The Prix Pictet aims to harness the power of photography

https://www.prixpictet.com/portfolios/power-shortlist/robert-adams/

Tree Mountain

http://www.agnesdenesstudio.com/works4.html

Globalization and contemporary art

http://www.marthagarzon.com/contemporary_art/tag/globalization/

Why art has the power to change the world

https://www.weforum.org/agenda/2016/01/why-art-has-the-power-to-change-the-world/

“Make Tea not War”: Eight Examples of 21st Century Protest Art

https://www.artspace.com/magazine/art_101/book_report/make-tea-not-war-eight-examples-of-21st-century-protest-art-55744

Art in the 21st Century

https://www.oxfordartonline.com/page/art-in-the-21st-century

How Technology is Changing the Art World

https://www.artdex.com/how-technology-is-changing-the-art-world-2/

The Growing Relationship between Art and Technology

https://education.christies.com/news/2019/may/growing-relationship-between-art-technology

7 Songs About Climate Change

https://www.nature.org/en-us/what-we-do/our-priorities/tackle-climate-change/climate-change-stories/climate-change-songs/

Music and climate change: six of the best pieces of music responding to the climate crisis

https://www.classical-music.com/features/articles/music-and-climate-change-six-of-the-best-pieces-of-music-responding-to-the-climate-crisis/

Using The Power of Dance To Address Climate Change | Arzucan Askin | TEDxLSE

https://www.youtube.com/watch?v=8iWtqnaklWg

The 21 Best Environmental Films of 2022

https://earth.org/best-environmental-films/

16 Examples That Show How Music Can Change The World

https://www.globalcitizen.org/en/content/music-that-has-changed-the-world/

What the World Needs Now is Drama

https://www.nottingham.ac.uk/connectonline/newsandviews/2018/what-the-world-needs-now-is-drama.aspx

Creating a List of Climate Change Plays

https://artistsandclimatechange.com/2014/11/01/creating-a-list-of-climate-change-plays/

Films: Interstellar, Avatar, Slumdog Millionaire, Hidden Figures.

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DAY 1 REFLECTION: Two stars and a wish here you are the presentation 

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DAY 1 REFLECTION: Two stars and a wish here you are the presentation 

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How was today’s workshop? Comment below with two stars from today´s workshop and one wish for tomorrow!

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:  SEE VIDEO

Update your questions on the Padlet Wonder Wall. Remove questions that have been answered during Day 1 and add new questions that have arisen.

Some further suggestions:

Review the learning from Day 1

Read or reread the MYP Arts Guide

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Asynchronous Inquiry 4: What is an authentic assessment?

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Asynchronous Inquiry 4: What is an authentic assessment?

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Activator: How do we define assessment in the arts?

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Activator: How do we define assessment in the arts?

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Link to Google Slide
LINK TO THE SESSION

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LE 1: Creating MYP Arts summative assessments

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LE 1: Creating MYP Arts summative assessments

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Link to unit plans

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Link to unit plans

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SESSION 5: How can we incorporate the Learner Profile attributes and international mindedness into the Arts curriculum?

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SESSION 5: How can we incorporate the Learner Profile attributes and international mindedness into the Arts curriculum?

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A professional inquiry into:

how the IB learner profile describes the attributes and outcomes of education for international-mindedness

identifying and justifying how the values of an IB education are represented in the written and taught curriculum

reflecting on what constitutes an IB education.

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Choose 1 learner profile attribute that you feel best represents your learning experience in the workshop so far.

Write the attribute on one side of a piece of paper that or on the chat

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In your breakout room read the learning story: An IB Education for all.

Identify and discuss how it represents the four values of an IB education:
- centres on learners
- develops effective approaches to teaching and learning
- works within global contexts
- explores significant content.

Discuss:

•What you identified in terms of the 4 values of an IB education.

•How the story contributes to the growth of the learner profile attributes.

•Why the story reflects international- mindedness.

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How does your new or revised unit:

centre on learners?

develop effective approaches to teaching and learning?

work within global contexts?

explore significant content

Add comments to your Google Doc unit plan justifying how your unit represents the four values of an IB education

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Post below:

What do you value about this particular IB education learning experience? (caring)

What do you feel needs further clarification in order to truly implement an IB education in your own classroom/school? (thinker)

What would you suggest to your own colleagues about an IB education? (reflective)

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Inquiry 6: How do we effectively incorporate ATL in our learning and teaching?

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Inquiry 6: How do we effectively incorporate ATL in our learning and teaching?

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Activator: MYP Arts Objectives meet ATL skills

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Activator: MYP Arts Objectives meet ATL skills

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Link to Google Slide
Link to ATL

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LE 2: Designing ATL learning experiences

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LE 2: Designing ATL learning experiences

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•Return to your summative assessment tasks from inquiry 4

•Choose one ATL skill indicator for each assessment strand

•Create a learning experience for each skill indicator

•Post the ATL skills chosen on your unit planner in the ATL skills box.

•Post the ATL explicit/implicit learning experiences in the learning process box on the unit planner.

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ARTS MYP presentation Pilar Molina.pptx (1)

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Additional ATL Websites and Teaching and Learning Resources

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Additional ATL Websites and Teaching and Learning Resources

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Alison Yang´s ATL Smörgsbord
Alison Yang´s ATL Website
Lenny Dutton´s ATL Toolkit
Lance King's ATL Website
Harvard Visible Thinking Routines
Facing History - Teaching Strategies
videos ib

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Inquiry 7: What types of questions effectively support inquiry?

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Inquiry 7: What types of questions effectively support inquiry?

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How was today’s workshop? Comment below with two stars from today´s workshop and one wish for tomorrow!

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Asynchronous session                                        Inquiry 8: How do we plan learning experiences that will enable students to thrive?         

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Asynchronous session                                        Inquiry 8: How do we plan learning experiences that will enable students to thrive?         

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Inquiry 8: What are some connections to approaches to teaching including concept-based inquiry, differentiation and inclusion?

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Inquiry 8: What are some connections to approaches to teaching including concept-based inquiry, differentiation and inclusion?

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Inquiry 8 Reflection: Building Quality Curriculum Check Up

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Inquiry 8 Reflection: Building Quality Curriculum Check Up

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Using the document Evaluating MYP unit planners (December 2016), reflect on the completed sections of your developing unit in terms of which category your work best matches:

Beginning/developing

Using

Sharing

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Inquiry 9: How can we create task-specific clarifications, record/report student achievement and. prepare for eAssessment?

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Inquiry 9: How can we create task-specific clarifications, record/report student achievement and. prepare for eAssessment?

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Group #1 – What/why/how to record grades

Group #2 – What/why/how to report grades

Report the following:

What is the MYP expectation? (FPIP page ?)

Why the MYP expects this…(FPIP page ?)

How the MYP expects it to be accomplished…(FPIP page ?)

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Watch this video

Differentiate formative assessment and summative assessment

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STEP 1

Choose one MYP criterion from the objectives section of your unit planner.

Make sure you have chosen the right MYP phase for that criterion.

Use a Google Slide.

Copy and paste the subject group guide descriptors for your criterion into the blank two-column table and add a third column.

In the third column, write task specific clarifications for each strand of the objective that you have already chosen.

Bolded words remain bold.

Don’t forget to delete the middle column prior to giving this to students.

STEP 2: Breakout rooms
Build a Task rubric :
group 1 Music: link
group 2 Visual Arts: link
group 3 Theatre: link

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Annotated Unit Planner (including reflection questions)

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Annotated Unit Planner (including reflection questions)

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Week 1 (First and Second Lesson): What have I been working on? This was our first week of Film. For our first lesson, we were mainly focusing on getting to know each other and setting up our Google Sites.

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Media Arts - Example 8 Music Video (Criterion C)

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Media Arts - Example 8 Music Video (Criterion C)

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Reflection: internal assessment and unit plans gallery walk

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Reflection: internal assessment and unit plans gallery walk

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Inquiry 10: What are the MYP projects and how can we develop deep connections between MYP Arts and Service as Action?

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Inquiry 10: What are the MYP projects and how can we develop deep connections between MYP Arts and Service as Action?

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Include the three verbs below and finish this sentence as a table group...

At the end of their MYP journey (Year 3 or Year 5), an IB learner should…

•Know…

•Think….

•Do...

•

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Answer the following questions individually as you review the Personal project from the viewpoint of your assigned role

•What do I need to understand?

•What do I need to do?

•What shouldn't I do?

Then, form a large group to discuss what you learned from your viewpoints.

Each large group creates a ‘must know’ to share with the other group.

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Share your ideas on the WALL
https://padlet.com/ibsca/wonderwall-emz1lzmkey0u2v5y

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LE 2: Connecting teaching and learning in the arts with MYP Service as action outcome 

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LE 2: Connecting teaching and learning in the arts with MYP Service as action outcome 

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There are many opportunities for arts subjects to connect to the MYP Service Learning outcomes on the following slide.

Highlight opportunities in your unit for connections to one or more of the MYP Service as Action outcomes.

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Explore the Teacher Support Materials for your subject on

the MyIB Programme Resource Centre

Explore the MYP videos

Explore the DP ATL Website

Read the new MYP Interdisciplinary Guide and TSM

Read MYP From Principles to Practice

Read the new IB Standards and Practices Document

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Color, Symbol, Image
link

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Boats and boating--Equipment and supplies

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Evaluating Unit Planners - a very useful document for checking each stage of your unit planning

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Evaluating Unit Planners - a very useful document for checking each stage of your unit planning

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Interdisciplinary teaching and learning GUIDE

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Interdisciplinary teaching and learning GUIDE

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PERSONAL PROJECT TEACHER SUPPORT MATERIALS

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PERSONAL PROJECT TEACHER SUPPORT MATERIALS