MYPDrama9 II. Course Description The learner profile provides the basis for this class curriculum, activities and assessments. This student-centered class will create opportunities and experiences that will allow students to be genuine thinkers and inquirers, to increase their knowledge and encourage further connections across disciplines, to reflect upon themselves and their learning process, to become creative and critical thinkers, to be empowered to take responsibility of their own learning, to work effectively and cooperatively with others, to communicate ideas and thoughts confidently through different modes of expression, to show respect and empathy for the feelings of others, and to adopting a personal commitment to service. The IB students will strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. Provide specific examples of how the traits will be developed in your class. II. Blend of the state, provincial or local standards with MYP aims and objectives. The state and district standards align very well with the aims and objectives of our program of international education. This class is based on the state standards, which are framed within the three fundamental concepts and centered upon the ten learner profile traits. The class is designed to help students develop knowledge, understanding, attitudes and skills for their active and responsible participation in a changing world. SOL MYP Aims and Objectives SOL’s TI.1,6,8 Classical theatre knowledge will be used to answer the unit question. For example, using appropriate terms such as a pinake=flat, and to write a script with a dues ex machina. SOL’s TI.3,4,6; Skills used are knowledge and demonstration of basic acting techniques and theatre terminology. SOL’s TI.2, 3 Acting technique knowledge will be explored. Knowledge of basic acting skills will be rehearsed and performed. Also, the ability to critique performances will be learned. SOL’s TI.1, 6, 8 Medieval theatre knowledge will be used to answer the question. Knowledge of morality play aspects will ensure an accurate performance SOL’s TI. 1,6,8; Skills used are volume, enunciation, stage presence, and trust. III. Roles of the Areas of Interaction in your Course The five areas of interaction provide the main focus for developing the connections between disciplines, so that the students will learn in my class to see knowledge as an interrelated, coherent whole. The areas are: Approaches to Learning, Community and Service, Human Ingenuity, Environments and Health and Social Education. Through Approaches to Learning in my class, students will develop and awareness of how they learn best, how they process thoughts and of which strategies will help them learn best. Students will have checkpoints for their projects as a way to develop their organizational skills. They will also keep a notebook. Community and Service: Students will find opportunities to provide service to others by learning the class content. Importance will be given to the sense of community as it expands beyond the classroom. The emphasis is on developing community awareness and concern, and the skills needed to make an effective contribution to society. Human Ingenuity allows students to focus on the evolution, process and product of human creativity and their impact on life and society. Students in my class will appreciate and develop in themselves the human capacity to create, transform, enjoy and improve the quality of life. Students will have activities, lessons and tasks that will initiate change, or that will allow the students to create, make, compose, manufacture, produce or even analyze the impact of what has been painted, created, written, composed, invented, etc. With Environments, the students in my class will develop an awareness of their interdependence with the environment so that they understand and accept their responsibilities. They will analyze the importance local and global environment. Through very specific activities, students will see the threats to the environment, learn about pollution, and analyze green house effects and ecological issues, or any environmental topic. Health and Social Education encompasses physical, emotional and social health and intelligence. In my class students will discuss and reflect on these aspects of their health: physical, psychological, sociological, economic and legal. Comparisons will be made across times and cultures and of activities that cover the social aspect of societies, civilization, and the like. IV. Texts and Resources V. Methodology Students will be learning through inquiry strategies with the main goal of helping them develop their higher-order thinking skills. For every unit of work presented to them, students will be answering unit questions, which will make them connect the big ideas of the unit with a different lens or perspective of every unit. Activities will be student-centered. The class objectives will be clearly stated and students will be learning through a variety of individual, pair-work and group work activities. VI. Methods of Assessment Just list the MYP criteria and what the criteria is about. Criterion A: Knowledge and Understanding 0-8 Criterion B: Application 0-10 Criterion C: Reflection and Evaluation 0-8 Criterion D: Artistic Awareness and Personal Engagement 0-8 ‑ VII. Grading Policy including the use of MYP criteria The aim of assessment is that it should support curricular goals and encourage student learning. Learning is seen in the larger picture through the Learner Profile, building those characteristics which make good leaders, hard workers, great thinkers, and caring citizens. In my class, I utilize a broad spectrum of assessments to provide students opportunity to demonstrate their capabilities. All tests and major assignments will be posted on google calendar per grade level as no more than two major assignments, assessments or tests can be due on any given day per grade level. Grade level Team Leaders will be responsible for monitoring grade level calendars to ensure compliance. Minor assignments such as quizzes and homework are not subject to regulation on the calendar. If a student has a test scheduled that is not on the calendar and that puts the test/major assignment load over two, the student may opt to take the test or turn in the assignment at a later date, determined in conjunction with the teacher, student and coordinator. Because our program is in the context of a public school, occasions may arise, particularly at the end of the nine weeks marking period, students may also have county mandated SOL preparatory tests. We cannot regulate these tests. While students be grades according to the Henrico County Schools grading system from 100 to 0 points translated into letters A-F, they will be assessed against the MYP criteria on a regular basis. Their marks or levels of achievement will be reported to students and parents on HCPS link, which is a digital grade reporting system. Students will be encouraged to reflect on their grades and progress and to talk to me whenever they have questions on concerns about any given assignment or their academic performance.