THE LEO BAECK DAY SCHOOL: GENERAL SYNOPSIS OF SUBJECTS’ APPROACH TO PROGRAMME COURSES. ARTS: VISUAL ARTS GRADE 6 THE LEARNER PROFILE: Reflective, Caring, Knowledgeable, Inquirers, Thinkers, Communicators, Open-minded, Risk-takers, Principled, Balanced. (These attributes are explicitly explored and are implicitly embedded throughout our school community.) IB AREAS OF INTERACTION: Approaches to Learning. Health and Social Education. Human Ingenuity. Environments. Community and Service.(These common organizing strategies, frame inquiry and give context to unit content. A selection of these are embedded in each unit of inquiry, within and across subjects) Approaches to Learning and Teaching Strategies Assessment: Criteria Related (Teachers and students employ a range of differentiated methods to (Teachers employ a range of Formative assessment, Summative construct effective learning in different learning environments) assessment, Student self-assessment strategies, tasks and tools) Organization Communicatio Thinking Attitudes Strategies Tools /Recording Devices and n and and Reflection and (Teachers use these a range of (Teachers use a range of these Transference Information Skills Collaboration these to provide a balanced view to document evidence of Skills Skills Skills of student learning) student learning) •Responsibility •Language •Acquiring •Appreciation •Performance: quizzes, tests •Rubrics •Study habits skills specific subject •Enthusiasm •Observations •Checklists •Note making •Oral decoding knowledge •Independence •Selected responses •Benchmarks •Homework strategies •Numeric •Perseverance •Reflections •Rating scales •Research •Subject •Verbal •Confidence •Open-ended original responses •Provincial Achievement strategies specific terms •Problem •Curiosity •Process Journals charts/levels (OMOE) •Class •Verbal, Non- solving •Respect: self/ •Response Journals •Exemplars preparation verbal •Creative, others/world •Design workbooks •Anecdotal •Mind maps •Presentation Lateral thinking •Cooperation, •Interviews •Continuums •Self discipline skills •Critical •Commitment •Open-ended •Learning logs •Group roles •Participation thinking/quest- •Effort •Research •MYP Subject specific •Learning •Literacy skills, ioning •Empathy •Portfolios Assessment Criteria styles: •Media Literacy •Analysis •Tolerance •Presentation • MYP subject specific Interim Gardner’s •Tech. Literacy Bloom’s levels •Integrity •Conferences objectives Multi- •Referencing •Metacognition •Conflict •Other… •Other… intelligences sources •Self resolution Assessment Tasks •Time •Intellectual awareness •Negotiation (Teachers use a range of these to collect evidence of student learning) management property •Perception •Group Compositions (artistic, musical, physical, written) •Making awareness •Generating responsibilities Solutions/ products (as responses to problems) connections •Persuasion ideas •Other… Essays, Exams, Research, Investigations, Reports, •Overlapping •Other… •Reasoning Performances, Other… ideas/concepts •Other… •Other… MYP FUNDAMENTAL CONCEPTS IN THE LBDS VISUAL ARTS GRADE 6 This ARTS course outline has been developed and reviewed, collaboratively, with the three fundamental MYP concepts in mind: holistic education, intercultural awareness and communication. These foundation principles of the MYP inform, and are inextricably embedded in, the ARTS syllabus objectives and in the units of inquiry that flow from these. LBDS students come to an awareness of the interconnected nature of knowledge. We view the development of the whole student as essential to our mandate as educators. Real world complexities are viewed as opportunities for LBDS students to contextualize their learning through the MYP Areas of interaction. The ARTS syllabus content and context encourages and promotes international- mindedness by engaging and exploring other cultures and perspectives. Through the units of inquiry, we seek to build understanding and respect for our own and for different cultural views. The ARTS courses promote open and effective communication skills for students to articulate their learning in a wide variety of modes, and to enable them to communicate on a global level. International-mindedness is explicitly and implicitly explored and practiced by students who authentically shape their own learning through the use of the Learner Profile throughout our school community. The Leo Baeck Day School follows The Ontario Ministry of Education Arts curriculum guide and Scope and Sequence Specific Expectations. These specific expectations are similar in nature to the MYP interim objectives. The Ontario Ministry of Education curriculum Expectations are taught from a perspective that reflects the unique nature of the LBDS Reform Jewish values and perspectives are incorporated into subjects where applicable. The Aims of the teaching and study of MYP Arts are for students to: • explore, express and communicate ideas • understand how the arts play a role in developing and expressing • become more effective learners, inquirers and thinkers personal and cultural identities • develop self‑ confidence and self‑ awareness through art • appreciate how the arts innovate and communicate across time and experiences culture • appreciate lifelong learning in and enjoyment of the arts. • become informed and reflective practitioners of the arts • experience the process of making art in a variety of situations At LBDS, these aims, organized within two strands –Performing and Visual Arts- fall into three subheadings which are holistically developed: 1.Creating, Presenting/Performing. 2.Reflecting, Responding. 3.Analysing, Exploring Forms and Cultural Contexts In each of these subheadings, teachers are guided by the MYP objectives for the Arts. These relate directly to the MYP assessment criteria, which, in turn, structure our evaluation and grading of student work: Criterion A Knowledge and understanding (Maximum 8) Criterion B Application (Maximum 10) Criterion C Reflection and evaluation (Maximum 8) Criterion D Personal engagement (Maximum 8) TEXTS and RESOURCES MYP: FROM PRINCIPLES INTO PRACTICE Library Resources MYP: SUBJECT GUIDE: ARTS Current literature, magazines, newspaper, journal literature e.g. IBO.ON-LINE CURRICULUM CENTRE "School Arts" ONTARIO MINISTRY OF EDUCATION SUBJECT GUIDE: THE Community resources, Galleries, local artists, museums ARTS Artists Media INTERNET Possible Field trips: AGO, ROM, Gardiner Musuem COURSE DESCRIPTION. VISUAL ARTS. MYP LEVEL1 Grade 6 Visual Art focuses on the development of students’ knowledge and skills and their ability to use the art to understand, explore, and communicate feelings and ideas from and about their multicultural, multimedia environment. Junior students’ knowledge in art comes from their life experiences and prior knowledge and from the foundational arts knowledge and skills acquired in the primary school years. The expectations in the Grade 6 are build upon this foundation. Grades 6 students apply the elements of design to communicate for a variety of purposes and on a variety of themes. The focus is to help students extend their exploration of relationships and personal experience in their own world. Students use a broader range of subject matter and media (tools, materials, processes, and techniques) to produce works of art. They grow more sophisticated in depicting movement, spatial relationships, and emotions. The teacher’s role is to provide a positive working environment, facilitate the growth of technical skills and observational skills, and help students recognize that mistakes can be turned into creative opportunities. Students use their knowledge of the elements and principles of design to solve artistic problems and analyse works of art. They generate and develop visual ideas in response to a variety of motivations, using imagination, observat ion, and a study of artists’ works, and incorporate into their art ideas gained from sources such as independent reading. Students explore and describe how different media influence the communication and interpretation of ideas in their own and others’ work. They look beyond the surface meaning of art works and observe not only what is present but what is missing, in order to analyse and evaluate an artist’s intent. The use of the Areas of Interaction introduces a new dimension to the inquiry and allows for a richer and in depth exploration of concepts and topics. “Approaches to Learning” is common to all units of study. The areas of interaction are used as starting points to develop units of work in Arts, or as bridges to explore connections with other disciplines and real-world issues. FUNDAMENTAL CONCEPTS LBDS VISUAL ARTS FOR GRADE 6-MYP LEVEL 1 In addition to the concepts introduced in Grades 1 to 5, students in Grade 6 will develop understanding of the following concepts through participation in a variety of hands-on, open-ended visual arts experiences. ELEMENTS OF DESIGN Students will develop understanding of all elements of design. • line: lines that direct the viewer’s attention; lines that create the illusion of force or movement (e.g., wavy and wiggly lines used in op art); contour drawings of objects that are not easily recognizable (e.g., crumpled paper) • shape and form: exaggerated proportions, motifs, fonts; geometric (e.g., conical, pyramidal) shapes and forms • space: centre of interest (focal point) and one-point perspective; basic facial proportions; horizontal and vertical symmetry • colour: the colour wheel; tertiary colours; colour for expressive purposes; colour for creating naturalistic images • texture: textures created with a variety of tools, materials, and techniques (e.g., gouged marks in a softoleum print) • value: shading that suggests volume; gradation PRINCIPLES OF DESIGN Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm, variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in Grade 6 will be on balance. • balance: arrangement of the elements of design to create the impression of equality in weight or importance (e.g., a formal or symmetrical arrangement produced through distribution of shapes; an informal or asymmetrical arrangement produced through use of colour); colour concepts to be used in creating balance (e.g., light or neutral colours appear lighter in “weight” than dark or brilliant colours; warm colours seem to expand, cool colours seem to contract; transparent areas seem to “weigh” less than opaque areas) INSTRUCTIONAL/TEACHING TIME: STUDENTS HAVE TWO PERIODS OF ARTS EACH WEEK WHICH TOTALS OVER 50 CLASSROOM CONTACT HOURS DURING THE YEAR TO ACHIEVE THE OBJECTIVES OF THE COURSE THROUGH THE UNITS OF INQUIRY LISTED IN THE GRADE DOCUMENTS ON THE CURRICULUM PAGE. THESE UNITS ARE REVIEWED AT THE END OF EACH ACADEMIC YEAR.
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