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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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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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Inquiry 7: How can we incorporate the Learner Profile attributes and international mindedness into the Arts curriculum?

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Inquiry 7: How can we incorporate the Learner Profile attributes and international mindedness into the Arts curriculum?

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Inquiry 6: What are some connections with approaches to learning?

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Inquiry 6: What are some connections with approaches to learning?

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Inquiry 5: Unit planning and summative assessments?

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Inquiry 5: Unit planning and summative assessments?

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Inquiry 4: How do we develop a coherent curriculum?

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Inquiry 4: How do we develop a coherent curriculum?

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Consider the 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/capable)

•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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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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•Participants break into table groups and divide a piece of chart paper into four sections with a common space in the middle (like in the model in the next slide).

•Participants take 5 minutes to write down their own definition of assessment in the arts in their section.

•Share definitions and come up with a common definition that is written in the middle of the chart paper.

THINK:

What common elements do you see among your definitions?

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1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

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1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

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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, share your representation with the workshop group.

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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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Activator: MYP Arts Objectives meet ATL skills

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Activator: MYP Arts Objectives meet ATL skills

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Learning Engagement 2: Formative assessments

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Learning Engagement 2: Formative assessments

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Reflection - translating objectives into teaching and learning

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Reflection - translating objectives into teaching and learning

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Learning engagement 1: ATL skills in the arts

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Learning engagement 1: ATL skills in the arts

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Connecting ATL skills to learning experiences in the arts

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Connecting ATL skills to learning experiences in the arts

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Learning Engagement 2: Designing ATL skill learning experiences

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Learning Engagement 2: Designing ATL skill learning experiences

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LE 1: Pathways and organisation of the arts

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LE 1: Pathways and organisation of the arts

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Link to Google Slide tables

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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

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Inquiry 8: What are some connections to approaches to teaching?

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Inquiry 8: What are some connections to approaches to teaching?

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LE 1: Creating objectives A and B arts assessments

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LE 1: Creating objectives A and B arts assessments

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Link to unit plans

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If you're willing/wanting to share information and stay connected add your contact details below!

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Inquiry 3: What is the MYP Arts inquiry cycle?

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Inquiry 3: What is the MYP Arts inquiry cycle?

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WELCOME TO MYP ARTS SUBJECT SPECIFIC SEMINAR WALL

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WELCOME TO MYP ARTS SUBJECT SPECIFIC SEMINAR WALL

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INQUIRY 1: How is the MYP arts guide changing and what are the implications for teaching and learning?

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INQUIRY 1: How is the MYP arts guide changing and what are the implications for teaching and learning?

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INQUIRY 2: What is the role and nature of the Arts in the MYP?

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INQUIRY 2: What is the role and nature of the Arts in the MYP?

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Activator: the revised standards and practices 

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Activator: the revised standards and practices 

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In your standards’ groups:

•read the practices of the assigned standard

•choose three practices that may impact your teaching in the arts

•offer an example of the impact to

your teaching.

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Link to Google Slides

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•Teachers use IB-mandated policies to support students. (0403-05-0300)

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Link to unit plans

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Learning engagement 1: You, the nature of the subject, and the aims of MYP arts

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Learning engagement 1: You, the nature of the subject, and the aims of MYP arts

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•Individually, read the revised aims of MYP arts and the “Nature of the subject” section of the MYP Arts guide

•Use the visible thinking strategy THINK, PUZZLE, EXPLORE to share your group’s thoughts on the ways the arts can have an impact on us as identified in the “Nature of the subject”, and consider how this impact is achieved through the aims.

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•Individually consider words/phrases that describe your experience with the arts subject-group

•Share with your breakout room group

•Create a 6 word memoir for the arts subject-group.

Examples:

Creativity takes courage by Henri Matisse

To create one’s own world in any of the arts takes courage by Georgia O’Keeffe
10 minutes

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•Teachers consider learner variability when planning students’ personal learning goals. (0403-05-0100)

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Learning Engagement 1: ”An International Baccalaureate for All”

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Learning Engagement 1: ”An International Baccalaureate for All”

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•Teachers integrate prior knowledge into the curriculum to aid and extend learning for all students. (0403-05-0200)

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Link to Google Slides

Discuss:

how the changes to the objectives and the new stages could impact what students are expected to demonstrate at the end of the IB MYP journey in the arts.

Use:

the T-Chart to organize and present the ideas that emerge from the discussion.

Share:

your ideas with the workshop group.

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Create your own infographic or other medium

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Create your own infographic or other medium

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Introduction
This learning engagement provides you with the opportunity to bring together all the elements of the revised MYP arts programme.

Individually or in a small group, create a resource that you can use as a quick guide to the new arts programme, but also a visual resource that you can share with your arts colleagues back at school.​

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•Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals. (0403-05, Learning 35)

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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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Our school is currenlty working on a PYP-MYP continuum overview. Do you have examples of such an overview. We are struggeling with the format and on what to include.

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LEARNING ENGAGEMENT 1: An Overview of the Changes

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LEARNING ENGAGEMENT 1: 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.

•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?

Share your answers and begin to think about what these changes will mean.

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Reflection on the use of the process journal

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Reflection on the use of the process journal

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Boats and boating--Equipment and supplies

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Activator: Connecting to the Learner Profile attributes

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Activator: Connecting to the Learner Profile attributes

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Activator: The revised standards and practices 

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Activator: The revised standards and practices 

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In groups based on the standards:

•read the practices of the assigned standard

•choose three practices that may impact your teaching in the arts

•offer an example of the impact on

your teaching.

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Could we use the different assessment levels as a tool for differentiation for individual students? I have a student in M4 who does not reach the M4 level, far from even. Working on a different level would help his self-confidence and give him a chance to aim for a higher grade.

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Could we use the different assessment levels as a tool for differentiation for individual students? I have a student in M4 who does not reach the M4 level, far from even. Working on a different level would help his self-confidence and give him a chance to aim for a higher grade.

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Post your memoir here!

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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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LE 1: Creating criterion C and D arts assessments

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LE 1: Creating criterion C and D arts assessments

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Learning engagement 1: translating objectives into teaching and learning

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Learning engagement 1: translating objectives into teaching and learning

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PART 1
Individually, read the section “Subject-specific guidance” in the guide. This section provides some examples of the type of content, skills and processes that might be addressed for each objective.

PART 2
Use the inquiry cycle to begin to design a progression of learning that includes 1-2 classroom activities for each objective.

Create a poster to display your ideas.

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join here

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Just curious: How many units do you have per year?

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Just curious: How many units do you have per year?

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Learning Engagement 2:Impact for learning and teaching

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Learning Engagement 2:Impact for learning and teaching

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In your group discuss:

What impact do you think these changes will have on MYP arts learning and teaching?

Add your ideas to the Arts  Padlet Wall and share them with the wider group

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Activator: What is inquiry-based learning?

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Activator: What is inquiry-based learning?

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•Onyour 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 visual on a Google Slide to illustrate inquiry-based learning in the arts

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LEARNING ENGAGEMENT 2: IMPACT FOR TEACHING AND LEARNING

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LEARNING ENGAGEMENT 2: IMPACT FOR TEACHING AND LEARNING

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What impact do you think these changes will have on MYP arts learning and teaching?

Add your ideas to your action plan

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https://www.craft.do can be used to share, teach and journal.

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Reflection: The arts teachers' performance!

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Reflection: The arts teachers' performance!

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•Teachers use multiple technologies to aid and extend learning and teaching. (0403-05-0500).

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Inquiry 5: How can we design assessments of objectives A and B

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Inquiry 5: How can we design assessments of objectives A and B

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Standaridisation Criteria Visual Arts 2022

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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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Share assessment designs between the groups.

Provide feedback using the Ladder of Feedback.

Use the Ladder of  Feedback protocol.

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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 2

Describe

•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

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Yes Music, but full of visual art, diverse representation and theatre/dance https://www.hoddereducation.co.uk/subjects/ib-diploma/products/14-16/music-for-the-ib-myp-4-5-myp-by-concept (thanks Dianne)

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Reflection: Building Quality Curriculum Check-up

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Reflection: Building Quality Curriculum Check-up

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•Individually, 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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