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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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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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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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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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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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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 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 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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Post your memoir here!

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Asynchronous LEARNING ENGAGEMENT 2: IMPACT FOR TEACHING AND LEARNING

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Asynchronous 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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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 visual on a Google Slide to display your ideas.

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Link to Google Slides

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Link to unit plans

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

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

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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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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 on the use of the process journal

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Reflection on the use of the process journal

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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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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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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

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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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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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ù

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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.

Use one of these slides to document your ideas.

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

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

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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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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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Reflection: The arts teachers' performance!

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Reflection: The arts teachers' performance!

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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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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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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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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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◦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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What are your burning questions? Post them on our Padlet Wonder Wall. Let´s answer each other´s 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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Our interpretation of the new guide. =)

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

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JMO Info graphics New Arts Guide 2022-23

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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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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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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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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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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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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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Asynchronous: You, the nature of the subject and the Arts aims

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Asynchronous: You, the nature of the subject and the Arts aims

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Storytelling is a compelling and often powerful way to engage with each other.

Reflect on the role the arts have played in your own life, paying particular attention to the revised nature of the subject, aims and objectives.

Consider the following questions.

•What was the nature of the experience?

•How did it change it?

•Give the story a title. Create a visual to tell the story of how the arts have had an impact on you.

Post your story in any form on the Padlet wall!

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Brett Walker - The impact of arts in my life

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