NorthviewSchoolMYP Course Outline
ARTS/Beginning Band
MYP 1
Kathryn Redling
Course Description:
The Instrumental Performing Curriculum at NorthviewSchool is designed to fulfill the North Carolina Standard Course of Study as well as the IB MYP requirement for coursework in the arts. Tasks and assessments use concepts, principles, and processes and are designed to cultivate holistic learning, intercultural awareness and communication skills in students. Students will have hands- on experience with artistic processes using a variety of media, and will be using technology. Students will also discuss the elements and principles of music, and will reflect on his or her own work, as well as reflect on the intention and quality of the work of others. By participating in these activities, students will be molded more intentionally into the IB learner profile. The instrumental performing arts curriculum lends itself to encouraging students to be reflective, and students will learn to view music as a means of communication.
NCSCOS Aims/Objectives: / IB Aims/Objectives:- 2.01 Play at least one instrument with appropriate posture, playing position and technique
- 2.02 Respond to the cues of a conductor
- 2.04 Show respect for the instrumental playing efforts of others.
- 2.05 Play on at least on instrument, music at an appropriate and increasingly difficult level, with expressiveness and technical accuracy
- 2.06 Play music written in easy keys, meters, and rhythms in limited ranges
- 5.01 Read whole, half, quarter, eighth, sixteenths and dotted note and rest durations in 2/4. 3/4, 4/4, 6/8, and 2/2 meters.
- 5.02 Identify pitches in treble and bass clefs
- 5.03 sight read simple melodic notation in treble clef.
- 5.04 Identify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression.
- 5.05 Show respect for the reading and notation efforts of others.
- 6.05 Show respect while listening to and analyzing music
- 7.01 Devise criteria for evaluating the quality and effectiveness of music performances and competitions and apply criteria in personal listening and performing.
- 7.04 show respect for the musical efforts and opinions of others.
- 9.04 Show respect for music from various cultures and historical periods.
- understand how the arts play a role in growing and communicating personal and cultural identities
- appreciate how the arts innovate and communicate across time and culture
- become informed and reflective practitioners of the arts
- experience the process of making art in many situations
- explore, express and communicate ideas
- become better learners, inquirers and thinkers
- develop self-confidence and self awareness trough art experiences
- Appreciate lifelong learning in and enjoyment of the arts
Topic / Title / Unit Question / Sig. Concept / AtL Strategies / Assessment Tasks / AOI
How to play your instrument / Basic Technique / “Why is it important to have a good foundation?” / Learn from the experience / Collaboration / Criterion A,B, C, D
B-Extracts from the DW showing work from the beginning to the point of realization and materials such as diagrams, photos, and visual influences- at least 2 pieces
A-An Appraisal of other artists work; 2 paragraphs
D-Comments by the teacher and student relating to personal engagement, based on this unit of work
C-Analysis of the process of working, discussing themes and issues raised by work, and responses to feedback from the teacher and other students (in DW) / Health and Social Education
Music History / Renaissance (Composition) / Ideas are the route of creation. Society is propelled through the acts of change. / Why do we create? / Collaboration / Criterion A, B, C, D
Assessment Tasks for Criterion B,C and D are the same as above.
A-Oral presentation including presentation notes and any supporting visuals or music: 4 minutes, 1 page of notes, 1 or more visuals / Human Ingenuity
The Elements of Music / The Theory behind it all / How do we learn a language? / The beginning of knowledge is the discovery of something we do not understand. / Collaboration / Criterion A, B, C, D
Assessment Tasks for Criterion B,C and D are the same as above.
A-Research piece or investigation: 3 paragraphs and supporting visuals / Environments
Music around the world / Around the world in 80 days / “How do people connect internationally?” / Let the world influence they way you hear music. / Collaboration / Criterion A, B, C, D
Assessment Tasks for Criterion B,C and D are the same as above.
A-A comparison or analysis of art practices in the context of the themes being investigated: 3 paragraphs including supporting evidence / Community and Service
Role of the Areas of Interaction:
Approaches to Learning (ATL) – Students learn to organize and structure their thinking within the processes of creating and
performing music.
Community and Service (CS) – The use of musical performances can help to bridge cultural and linguistic gaps between the
school and the local community.
Health and Social Education (HSE) – Student self-esteem, social developments, and emotional health are enhanced by the
sharing of musical outcomes through performances.
Environments (E) – Students will begin to develop an understanding of how music affects our culture and the cultures of other
areas of the world.
Human Ingenuity (HI) – Students are given the opportunity to appreciate the capability to invent, create, find solutions, transform
ideas and improve the quality of life through learning to play instruments and perform music for others.
Grading Policy:
In instrumental performance, teachers will assess student work using all four types of criteria; knowledge and understanding, application, reflection and evaluation, and personal engagement two times a year. The descriptors will be adapted according to the grade level. At least twice yearly parents will have student progress in the MYP communicated in the form of a rubric adapted for each grade level at a student lead conference, and at that time parents will have the opportunity to set up an additional conference.