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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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Reflection on the use of the process journal

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Reflection on the use of the process journal

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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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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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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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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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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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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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Link to Google Slides

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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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•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 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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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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Look at 'subject-specific guidance' in the guide to help you
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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Post your memoir here!

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

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

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

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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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join here

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

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

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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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Standaridisation Criteria Visual Arts 2022

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ù

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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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For teachers who are looking for engaging art activities after work: 

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For teachers who are looking for engaging art activities after work: 

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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.

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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!

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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.

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The Nature of the Arts | Created using Powtoon - The Visual Communication Platform

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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.

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https://drive.google.com/file/d/1hoZQqGb7uVHX9RA-7HR_O5idhfeUFYfV/view?usp=sharing

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Arts Breakout Room Inspirational Moments.mp4

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Developing Learning Agility This diagram was inspired by the blog post, The agile learner in a VUCA world, written by Aloha Lavina. VUCA is an acronym used to describe volatility, uncertainty, complexity, and ambiguity. Put simply, we live in a fast-changing world and in such an unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and ...

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https://chat.whatsapp.com/GumnviqJ14vEtnF4GeR7Si

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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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IBSCA Arts Seminar Schedule & Zoom Links

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Boats and boating--Equipment and supplies

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I want to ensure I'm making the most out of the MYP assessments and how to do this.

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For Visual Arts inquiry based learning the learning process that engages students by making real world connections and putting this into their context.

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For Visual Arts inquiry based learning the learning process that engages students by making real world connections and putting this into their context.

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1. Invite inquiry / explore scenario
2. Investigate or explore the research and context
3. Encourage project through processes

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-Research exploration.
-Linking to real life scenarios.
-UDL (giving them options).