•Share with your breakout room group

•Create a 6 word memoir for the arts subject-group. 

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

•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.

•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

•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.

•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.

Create a poster to display your ideas. 

Add your ideas to your action plan

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

• 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

Provide feedback using the Ladder of Feedback.

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.

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.​

Highlight opportunities in your unit for connections to one or more of the MYP Service as Action outcomes.

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.

the T-Chart to organize and present the ideas that emerge from the discussion.

your ideas with the workshop group.

•read the practices of the assigned standard

•choose three practices that may impact your teaching in the arts

•offer an example of the impact to

  your teaching.

•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. 

•What you identified in terms of the 4 values of an IB education.

•How the story contributes to the growth of the learner profile attributes.

•Why the story reflects international- mindedness.

•What do you feel needs further clarification in order to truly implement an IB education in your own classroom/school? (thinker)

•What would you suggest to your own colleagues about an IB education? (reflective)

•Beginning/developing

•Using

•Sharing