MYP Arts - Grade 6

Submit Your Online Inquiry
Inquire Now

BACK

Visual Arts
 
Summary:
Visual Arts are a creative form of human expression. Through arts we can show our thoughts, emotions, opinions; we can communicate our ideas, but we can also explore our society and our world. We are looking forward to an interesting year, during which you will learn a great deal about the world of art by doing and reflecting on many new concepts, materials, and techniques in visual arts. Visual Arts in grade 6 explores the Visual elements in 4 units: Line, Shape, Texture and Value, Color, Space and Form.
 
Units and topics:
 
Unit 1·-Line and Shape
  • Contour lines
  • Direction, intensity and character of lines
  • Expressive quality of lines
  • Geometric and Organic shapes
  • Positive and negative shapes
  • Two- and three-dimensional shapes 
Unit 3- Value and Texture
  • Value - between darkness and light
  • Value scale
  • Surface quality of the artwork
  • Simulated and actual texture
Unit 2 - Form and Space  
  • Volume and Space like visual elements
  • Three-dimensional objects in space
  • Two-point perspective 
  • Three-dimensional space effects
Unit 4-Colo
  • Colors of spectrum 
  • Primary, secondary and tertiary colors 
  • Complementary colors
Aims:  As stated in the MYP Visual Arts guide, the aims of MYP science are to encourage and enable students to:
  •  create and present art
  •  develop skills specific to the discipline
  •   engage in a process of creative exploration and self-discovery
  •   make purposeful connections between investigation and practice
  • understand the relationship between art  and its contexts
  • respond to and reflect on art
  • deepen their understanding of the world
Assessment criteria:
Assessment for is criterion-related, based on four equally weighted assessment criteria:
 
Assessment Criteria
At the end of year1,  students should be able to:
A
Knowing and understanding
i.demonstrate awareness of the art form studied, including the use of appropriate language
ii. demonstrate awareness of the relationship between the art form and its context
iii.demonstrate awareness of the links between the knowledge acquired and artwork created.
B
Developing skills
i. demonstrate the acquisition and development of the skills and techniques of the art form studied
ii.demonstrate the application of skills and techniques to create, perform and/or present art
C
Thinking creatively
i.identify an artistic intention
ii. identify alternatives and perspectives
iii.demonstrate the exploration of ideas
D
Responding
i.identify connections between art forms, art and context, or art and prior learning
ii.recognize that the world contains inspiration or influence for art
iii. evaluate certain elements or principles of artwork
 
Required materials:
Please bring the following materials to every class:
  • Chargedlaptop
  • Notebook with a hard cover.  The pages can be blank (unlined) or lined pages.  This notebook must be used just for art class. 
  • Agenda

Performing Arts
 
Summary:
Grade 6 Performing Arts is a performance­-based class which allows students to explore their understanding of the various roles of theatre, dance, and music in relation to history and the world.  Students will have the opportunity to develop their talents through singing, dancing, and participating in dramatic skits and presentations, culminating in showcase performances which will demonstrate their gained knowledge.  They will connect the beginnings of theatre and stories from around the globe to present­ day productions.  Students will also gain an understanding of the ‘universal language of music’ and how music is created and expressed in various cultures.  By the end of the course, students should be able to read and perform simple rhythms and pitches on the staff and also be able to effectively share ideas and stories through verbal and non­verbal communication.
 
Units and Topics: 
Unit 1­: Introduction to Ensemble 
  • Team-building activities
  • Empathy in acting
  • Ensemble work
  • Improvisational work
  • Tableaux creation and performance
Unit 2: Behind the Mask- Trestle Mask
  • Team-building activities
  • Movement and expression
  • Ensemble work
  • Non-verbal communication
  • Characterization and performance
Unit 3: Singing in a Choir
  • Singing as part of an ensemble
  • Expressive singing
  • Ensemble work
  • Following a conductor
  • Reading music on the staff
 
Aims:  As stated in the MYP guide, the aims of MYP arts are to encourage and enable students to:
  • create and present art
  • develop skills specific to the discipline
  • engage in a process of creative exploration and discovery
  • make purposeful connections between investigation and the practice
  • understand the relationship between the art and its contexts
  • respond to and reflect on art
  • deepen their understanding of the world
  • Engage in an active relationship with theatre and encourage autonomous learning and exploration. 
  • Encourage the growth of creative, reflective and communication skills through practical work. 
  • Place emphasis on the artistic process and their understanding of this process as an essential component to their artistic development through continuous investigation, planning, goal setting, rehearsing, performing, reflection and evaluation. (p.30, MYP Arts Guide).
Assessment criteria:
Feedback on and final levels of achievement for assessments are based on four equally weighted assessment criteria
 
Assessment Criteria
At the end of Year 1, students should be able to:
A
Knowing & Understanding
i.demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-­specific terminology
ii. demonstrate an understanding of the role of the art form in original or displaced contexts
iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork
B
Developing Skills
i. demonstrate the acquisition and development of the skills and techniques of the art form studied
ii. demonstrate the application of skills and techniques to create, perform and/or present art.
C
Thinking Critically
i.develop a feasible, clear, imaginative and coherent artistic intention
ii. demonstrate a range and depth of creative thinking behaviors
iii. demonstrate the exploration of ideas to shape artistic intention through to the point of realization
D
Responding
i. construct meaning and transfer learning to new settings
ii. create an artistic response that intends to reflect or impact on the world around them
iii. critique the artwork of self and others.
 
Expectations:
  • Students will approach each new task with a positive mindset 
  • Students will try their best, whether they describe themselves as ‘performers’ or not
  • Students will respect themselves, their classmates, and the space, including the instructor
Required materials:
Please bring the following materials to every class:
  • Chargedlaptop
  • Sharpened pencil(s), or pens
  • Agenda

BACK