# data[].attributes.headline
Inquiry 10: What’s next? How do we plan for implementation?

# data[].attributes.subject
Inquiry 10: What’s next? How do we plan for implementation?

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

# data[].attributes.headline
LE 1: Creating objectives A and B arts assessments

# data[].attributes.subject
LE 1: Creating objectives A and B arts assessments

# data[].attributes.body
Link to unit plans

# data[].attributes.body
Link to unit plans

# data[].attributes.body
•Teachers consider learner variability when planning students’ personal learning goals. (0403-05-0100)

# data[].attributes.headline
INQUIRY 2: What is the role and nature of the Arts in the MYP?

# data[].attributes.subject
INQUIRY 2: What is the role and nature of the Arts in the MYP?

# data[].attributes.headline
INQUIRY 1: How is the MYP arts guide changing and what are the implications for teaching and learning?

# data[].attributes.subject
INQUIRY 1: How is the MYP arts guide changing and what are the implications for teaching and learning?

# data[].attributes.body
•Teachers integrate prior knowledge into the curriculum to aid and extend learning for all students. (0403-05-0200)

# data[].attributes.headline
Reflection on the use of the process journal

# data[].attributes.subject
Reflection on the use of the process journal

# data[].attributes.headline
Activator: Connecting to the Learner Profile attributes

# data[].attributes.subject
Activator: Connecting to the Learner Profile attributes

# data[].attributes.body
•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

# data[].attributes.headline
LEARNING ENGAGEMENT 1: An Overview of the Changes

# data[].attributes.subject
LEARNING ENGAGEMENT 1: An Overview of the Changes

# data[].attributes.body
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.

# data[].attributes.body
Post your memoir here!

# data[].attributes.headline
Activator: MYP Arts Objectives meet ATL skills

# data[].attributes.subject
Activator: MYP Arts Objectives meet ATL skills

# data[].attributes.body
Link to Google Slide

# data[].attributes.headline
Reflection - translating objectives into teaching and learning

# data[].attributes.subject
Reflection - translating objectives into teaching and learning

# data[].attributes.headline
Inquiry 4: How do we develop a coherent curriculum?

# data[].attributes.subject
Inquiry 4: How do we develop a coherent curriculum?

# data[].attributes.headline
Inquiry 3: What is the MYP Arts inquiry cycle?

# data[].attributes.subject
Inquiry 3: What is the MYP Arts inquiry cycle?

# data[].attributes.headline
WELCOME TO MYP ARTS SUBJECT SPECIFIC SEMINAR WALL

# data[].attributes.subject
WELCOME TO MYP ARTS SUBJECT SPECIFIC SEMINAR WALL

# data[].attributes.body
Quick links for the workshop:

ZOOM LINK

# data[].attributes.body
Above is our workshop agenda.

# data[].attributes.body
What are your burning questions? Post them on our Padlet Wonder Wall. Let´s answer each other´s questions!

# data[].attributes.headline
Learning Engagement 2: You, the nature of the subject and the Arts aims

# data[].attributes.subject
Learning Engagement 2: You, the nature of the subject and the Arts aims

# data[].attributes.body
Give your story a title and on any device that you have, film a short introduction to who your group is and then tell the story of how the arts have had an impact on you (no more than 2 mins).

Post your film on the Padlet Wall

Watch the film of at least one other group and comment on how it may be similar and different from your own experiences

# data[].attributes.headline
Activator: What is inquiry-based learning?

# data[].attributes.subject
Activator: What is inquiry-based learning?

# data[].attributes.body
•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

# data[].attributes.body
ù

# data[].attributes.headline
Create your own infographic or other medium

# data[].attributes.subject
Create your own infographic or other medium

# data[].attributes.body
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.​

# data[].attributes.headline
Learning engagement 1: You, the nature of the subject, and the aims of MYP arts

# data[].attributes.subject
Learning engagement 1: You, the nature of the subject, and the aims of MYP arts

# data[].attributes.body
•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.

# data[].attributes.headline
LE 2: Connecting teaching and learning in the arts with MYP Service as action outcome 

# data[].attributes.subject
LE 2: Connecting teaching and learning in the arts with MYP Service as action outcome 

# data[].attributes.body
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.

# data[].attributes.headline
Asynchronous Learning engagement 1: translating objectives into teaching and learning

# data[].attributes.subject
Asynchronous Learning engagement 1: translating objectives into teaching and learning

# data[].attributes.body
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 visual on a Google Slide to display your ideas.

# data[].attributes.headline
Asynchronous LEARNING ENGAGEMENT 2: IMPACT FOR TEACHING AND LEARNING

# data[].attributes.subject
Asynchronous LEARNING ENGAGEMENT 2: IMPACT FOR TEACHING AND LEARNING

# data[].attributes.body
What impact do you think these changes will have on MYP arts learning and teaching?

Add your ideas to your action plan

# data[].attributes.headline
Activator: The revised standards and practices 

# data[].attributes.subject
Activator: The revised standards and practices 

# data[].attributes.body
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.

Use one of these slides to document your ideas.

# data[].attributes.body
How was today’s workshop? Comment below with two stars from today´s workshop and one wish for tomorrow!

# data[].attributes.body
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

# data[].attributes.headline
Asynchronous Learning engagement 2: exploring new guidance about the arts process journal

# data[].attributes.subject
Asynchronous Learning engagement 2: exploring new guidance about the arts process journal

# data[].attributes.body
Here is the table

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

# data[].attributes.headline
LE 1: Thinking and working creatively in the arts

# data[].attributes.subject
LE 1: Thinking and working creatively in the arts

# data[].attributes.body
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.

# data[].attributes.headline
Inquiry 5: How can we design assessments of objectives A and B

# data[].attributes.subject
Inquiry 5: How can we design assessments of objectives A and B

# data[].attributes.body
How was today’s workshop? Comment below with two stars from today´s workshop and one wish for tomorrow!

# data[].attributes.headline
Inquiry 8: What are some connections to approaches to teaching?

# data[].attributes.subject
Inquiry 8: What are some connections to approaches to teaching?

# data[].attributes.headline
LE 1: Creating criterion C and D arts assessments

# data[].attributes.subject
LE 1: Creating criterion C and D arts assessments

# data[].attributes.headline
Reflection: The arts teachers' performance!

# data[].attributes.subject
Reflection: The arts teachers' performance!

# data[].attributes.headline
Reflection: internal assessment and unit plans gallery walk

# data[].attributes.subject
Reflection: internal assessment and unit plans gallery walk

# data[].attributes.headline
LE 1: Pathways and organisation of the arts

# data[].attributes.subject
LE 1: Pathways and organisation of the arts

# data[].attributes.body
Link to Google Slide tables

# data[].attributes.body
Link to Google Slides

# data[].attributes.body
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.

# data[].attributes.attachment_link.keywords[]
Boats and boating--Equipment and supplies

# data[].attributes.body
Share assessment designs between the groups.

Provide feedback using the Ladder of Feedback.

Use the Ladder of  Feedback protocol.

# data[].attributes.attachment_link.readable_text
1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

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

# data[].attributes.attachment_link.title
1. MYP unit planning_ Key and related concepts, conceptual understanding.mp4

# data[].attributes.body
join here

# data[].attributes.attachment_link.readable_text
Congratulations!
You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email.
If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.attachment_link.title
The Nature of the Arts | Created using Powtoon - The Visual Communication Platform

# data[].attributes.attachment_link.description
Congratulations! You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email. If this Powtoon contains live video, the export process may take a bit longer.

# data[].attributes.body
https://drive.google.com/file/d/1hoZQqGb7uVHX9RA-7HR_O5idhfeUFYfV/view?usp=sharing

# data[].attributes.attachment_link.title
Arts Breakout Room Inspirational Moments.mp4

# data[].attributes.body
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.

# data[].attributes.body
•Teachers use IB-mandated policies to support students. (0403-05-0300)

# data[].attributes.body
•Teachers use multiple technologies to aid and extend learning and teaching. (0403-05-0500).

# data[].attributes.body
https://www.craft.do can be used to share, teach and journal.

# data[].attributes.attachment_link.title
Standaridisation Criteria Visual Arts 2022

# data[].attributes.headline
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.

# data[].attributes.subject
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.

# data[].attributes.body
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)

# data[].attributes.body
What are your burning questions? Post them on our Padlet Wonder Wall. Let´s answer each other´s questions!

# data[].attributes.body
It's a bit easier to navigate and it's live. If you click on a doc or site, it will take you there in a new web page. =)

# data[].attributes.body
If you're willing/wanting to share information and stay connected add your contact details below!

# data[].attributes.headline
Just curious: How many units do you have per year?

# data[].attributes.subject
Just curious: How many units do you have per year?

# data[].attributes.body
Our interpretation of the new guide. =)

# data[].attributes.headline
For teachers who are looking for engaging art activities after work: 

# data[].attributes.subject
For teachers who are looking for engaging art activities after work: 

# data[].attributes.attachment_link.readable_text
LDG are bringing you our usual brilliant content through in-person and online classes .

Whether it's learning about master and contemporary artist's techniques, listening along to our amazing Feminist Lecture series, or trying something new with our spectacular guest tutors, we've got a class that will keep you creative!

All levels welcome, online classes are Pay-What-You-Can.

FOR A FULL LIST OF ALL OF OUR CURRENT EVENTS PLEASE VISIT:
www.eventbrite.co.uk/o/london-drawing-group-11407647443
OR
https://www.facebook.com/londondrawingroup
Recordings of previous Feminist Lecture webinars and drawing classes available in the LDG On Demand section of the website.

# data[].attributes.attachment_link.description
LDG are bringing you our usual brilliant content through in-person and online classes . Whether it's learning about master and contemporary artist's techniques, listening along to our amazing Feminist Lecture series, or trying something new with our spectacular guest tutors, we've got a class that will keep you creative!