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JMO Info graphics New Arts Guide 2022-23

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https://www.memoryproject.org/

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Creating a kinder world through art. A youth organization building friendship and understanding across cultures.

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Unit : Music through different cultures & time
Key Concept: Communication
Related concept: Audience & Genre
Global Context: Personal & Cultural Expression (Social constructions of reality)

Criterion B:
Develop your skills and techniques for the development of your final chosen piece by writing a proposal in about 200 words and convey your statement of intention with regards to the musical piece.

ATL :  Communication
-Use appropriate forms of writing for different purposes and audiences.

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Affective skills -
Use juggling as an example of "dropping the ball" as part of the learning process. You cannot improve unless you make mistakes along the way.
Giving students constructive language tools for talking about their work and learning. The "Yes, and... " approach. Practice the constructive language in a safe discussion before getting into content.

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A: Investigating.
ATLs: Critical Thinking, Information Literacy.
Teacher demonstrates how to do it with the students. E.g. comparing 3 genres of music by having a table of characteristics to identify for each. Provide slides/examples to refer to as you talk it through.

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Objective A :
Research Skills [Create references, citations, collect and record data, verify data
Activities:  How to create citations? Variety of research
Media Literacy  [Understand the impact of media representations & mode of presentation
Activities:  Using Graphic Organisers/ Canava/ Online powerpoint/ Video editing

Objective B: Development.
Thinking Skills  [ Critical, creative & transfer skills]
Activities: Video/audio Reflection talking about the process of creating

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Cr. C
Thinking skills: Creative thinking: Students will compose a pattern, then they will repeat it making a developing to the melody, then arrange the same melody to different instruments to have a dialogue.
Transfer skills: Combining different genres of theatre and applying them into a different context.

Communication skills: Use a verity of speaking techniques to communicate with a verity of audiences. Students exploring tone to suite an audience.
Discuss ideas with peers and teachers.

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ATL's: Communication Skills:  Exchanging thoughts, messages and information effectively through interaction

Self-Management Skills: Reflection

Thinking Skills: Transfer, Critical thinking

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ATL Skills - Developing (Nermin, Rajesh, Isha)

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ATL Skills - Developing (Nermin, Rajesh, Isha)

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Self management  - time managements and organization to research about different kinds of puppets. They discuss their research  in groups. Find effective way to create puppets. Find ways to collaborate
Revolutionary style cubism - working in the process journal to develop ideas - shows self-management skills. Students can also discuss with peers or mentors for development of ideas - this shows collaboration skills.
for the outcome needed from the group - for socials skills

Activity: Rehearsals for performing- In class time they are given time to practice and develop their dance before performing it in front of an audience of their peers. This requires affective skills, to analyze any mistakes in the choreography and fix it before the performance.

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ATL skills: Rachel, Sophie, Brett and Caroline

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ATL skills: Rachel, Sophie, Brett and Caroline

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Criterion A:  Investigating:
ATL:  Research, critical thinking, transfer of knowledge, independent inquirer, information literacy skills, self management/organizational.

Criterion B: Developing:
ATL:  Critical thinking, transfer of knowledge, affective (self management), collaboration, reflection and modification through process journal.

Criterion C:   Perform and Create artwork: ATL: Creative thinking, Collaboration, communication (communicating meaning/intention), organization/reflection and modification.

Criterion D:  Evaluate
ATL: Reflection, critical thinking, transfer, peer assessment, communication, identify obstacles/challenges.

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Create a TSC that ensures student have a clear understanding of the expectation aligned to the level descriptors of the unit.

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◦Goal – The SOI. Remember the summative assessment is always a response to the statement of inquiry.

◦Role – Define the role that the students will assume.

◦Audience – The target audience e.g. a client or committee.

◦Situation – Set the context of the scenario, explain the situation.

◦Product or performance – Clarify what the student will create and why they will create it.

◦Standards – Your MYP criteria – provide rubrics or task specific clarification

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Please select a country in the dropdown menu below to see the values for the 6 dimensions. After a first country has been selected, a second and even a third country can be chosen to be able to see a comparison of their scores.

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Independence and self-regulation are important skills for all learners, not least if you follow the Approaches to Learning (ATL) methodology for the IB Middle Years Program. Below you’ll find rubrics for students to fill in for each of the 5 ATL skill categories. Mark the level you think you should…

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PZ’s Thinking Routines Toolbox | Project Zero

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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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Create two formative
assessments that would
support students to:
1. Develop their
understanding of the
statement of inquiry
2. Prepare for the
summative tasks you
have created.

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Theatre Group 1: Kirandeep, Nermin & Shymaa

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Theatre Group 1: Kirandeep, Nermin & Shymaa

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Revisit your current planning in your school. Consider what you have learned so far and add to your action plan the steps you need to take, prioritzing as you go!

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

2. MYP unit planning_ Global context and exploration (1).mp4

3. MYP unit planning_ Statement of inquiry (1).mp4

4. MYP unit planning_ Inquiry questions (1).mp4

5. MYP unit planning - Subject group objectives_strands, summative assessment (1).mp4

6. MYP unit planning_ Approaches to learning, content (2).mp4

7. MYP unit planning_ Learning experiences and teaching strategies, formative assessment (1).mp4

8. MYP unit planning_ Differentiation, resources, reflection (1).mp4

MYP Unit Planning_ Introduction (1).mp4

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This represents my arts journey inspired by my secondary school art teacher, Jill Holiday, who encouraged me to follow a different path from that which was expected of me and I still remember comments she made to me to this day, more than 25 years later.

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Sample of my students' Process portfolio

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Sample of my students' Process portfolio

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I studied architecture and worked in it and interior design with passion for 16 years, then I moved from country to country and by chance I was offered to teach art in my current school, I was afraid at first and things were not easy for me at all, but with time I discovered the beauty of transferring knowledge and sharing your experiences in life with a young generation and you see how you can change and develop this generation through art. Here I began to love this profession, and what increased this feeling was the freedom and openness that is found in the IB curriculum. Art was the reason why I studied architecture and worked in it, and it was a reason for me to open up to wonderful opportunities in life.

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this shows how the student translate key words from a story using their ancient culture's symbols 

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Brett Walker - The impact of arts in my life

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My Story - How the arts have impacted me

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My Story - How the arts have impacted me

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Caroline Maiava - Storytelling - How the arts have impacted me

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I was so pleased with the delivery of Dianne's session it was very informative and I was drawn into her ability to keep me engaged.

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I was so pleased with the delivery of Dianne's session it was very informative and I was drawn into her ability to keep me engaged.

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At the moment thee are no wishes apart from the technical issues I wish I have none of them tomorrow :) Sophie

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Translating Objectives into teaching and learning

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Translating Objectives into teaching and learning

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1- Students will investigate famous composers such as Debussy..., through research and presentation, picking a pieces to analyze and interpreting, and reflect the knowledge by using music terminology.
2- Using technology platforms like Noteflight, musescore..., to compose and write their own music, then evaluate and regulate depends on what they need to improve, so the students experiment their knowledge and skills of reading, writing, analyzing and interpreting music. Students link the performance to the action.
3- A reflection should be done using the self assessment and peer assessment, so the students could discuss and share their thoughts to develop the outcome.
4- Reflect on the ATL skills consider the impact of their product on the audience using a survey or kahoot games.

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Thanks to Kath!!!

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The framework takes the image of an artist's palette as its central metaphor. Typically, a palette is made up of a relatively small number of basic colors which can be used and blended in a great variety of ways. The artful thinking palette is comprised of 6 thinking dispositions - 6 basic colors, or forms, of intellectual behavior - that have dual power: They are powerful ways of exploring works of art, and powerful ways of exploring subjects across the school curriculum.
Click here for a Spanish version of the Artful Thinking Palette.
The Artful Thinking palette comes alive through the use of "thinking routines." Each thinking disposition has several thinking routines connected to it. Thinking routines are short, easy-to-learn mini-strategies that extend and deepen students' thinking and become part of the fabric of everyday classroom life. They are used flexibly and repeatedly - with art, and with a wide variety of topics in the curriculum.

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1. Allowing students to steer the class by asking questions and giving room for curiosity.
2. Allow students to apply concept from their perspective to allow development.
3. Introducing inquiry based learning to a new teacher.
4. Allowing students to experiment within the classroom and come up with a new learning outcome.
5. Ask general questions to students to help then come up with specific questions about what they want to learn.
6. No question is a wrong question.
7. allowing mistakes and failure and bouncing back is the best practice

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Activator: What is inquiry-based learning?

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Activator: What is inquiry-based learning?

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•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?

In your group

•Create a post on the Padlet that explains inquiry-based learning.

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Boats and boating--Equipment and supplies

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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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Link to Google Slides

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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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Our interpretation of the new guide. =)

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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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Reflection: internal assessment and unit plans gallery walk

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Reflection: internal assessment and unit plans gallery walk

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Reflection: The arts teachers' performance!

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Reflection: The arts teachers' performance!

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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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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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Inquiry 10: What’s next? How do we plan for implementation?

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Inquiry 10: What’s next? How do we plan for implementation?

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

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

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

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

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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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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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Link to unit plans

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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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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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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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Reflection - translating objectives into teaching and learning

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Reflection - translating objectives into teaching and learning

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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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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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Share assessment designs between the groups.

Provide feedback using the Ladder of Feedback.

Use the Ladder of  Feedback protocol.

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

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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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