LEO BAECK DAY SCHOOL CURRICULUM MYP Arts by nikeborome

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									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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