# 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.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.headline
Inquiry 9: What will be the impact on ePortfolio arts?

# data[].attributes.subject
Inquiry 9: What will be the impact on ePortfolio arts?

# 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
Asynchronous Inquiry 6: How can we design assessments of objectives C and D?

# data[].attributes.subject
Asynchronous Inquiry 6: How can we design assessments of objectives C and D?

# 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 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.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
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
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

Learning Journey Day 1 Padlet
Learning Journey Day 2 Padlet
Learning Journey Day 3 Padlet

# 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
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
Share your ideas on the SSS Arts Learning Journey - Day 3 Padlet wall

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

# data[].attributes.subject
Inquiry 6: What are some connections with approaches to learning?

# data[].attributes.headline
LE 2: Designing ATL learning experiences

# data[].attributes.subject
LE 2: Designing ATL learning experiences

# data[].attributes.body
•Return to your summative assessment tasks from inquiry 5

•Choose one ATL skill indicator for each assessment strand

•Create a learning experience for each skill indicator

•Post the ATL skills chosen on your unit planner in the ATL skills box.

•

•Post the ATL explicit/implicit learning experiences in the learning process box on the unit planner.

# 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
Activator: Performance focused performing arts courses

# data[].attributes.subject
Activator: Performance focused performing arts courses

# data[].attributes.headline
Activator: How do we define assessment in the arts?

# data[].attributes.subject
Activator: How do we define assessment in the arts?

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

# 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.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
Above is our workshop agenda.

# 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.body
Link to action plan table or SSS Arts Learning Journey - Day 3 Padlet wall

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

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

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

# 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
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.headline
Learning engagement 1: translating objectives into teaching and learning

# data[].attributes.subject
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
In a small subject specific breakout room, 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.body
Post your memoir here!

# 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
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.body
Return to your group’s progression of learning 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.body
Link to unit plans

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

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

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

Part 2

Discuss and reflect with your table group about:

•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

•Share your ideas with the wider group on the SSS Arts Learning Journal Padlet Wall.

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

# 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
Reflection: The arts teachers' performance!

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

# 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
LEARNING ENGAGEMENT 2: IMPACT FOR TEACHING AND LEARNING

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

# data[].attributes.body
In your group discuss:

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

Add your ideas to your action plan and share with the wider group.

# data[].attributes.body
ù

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

# data[].attributes.body
:

Update your questions on the Padlet Wonder Wall. Remove questions that have been answered during Day 1 and add new questions that have arisen.

Some further suggestions:

Review the learning from Day 1

Read or reread the MYP Arts Guide