Arts - Performing Arts (Choir)

Ensemble…where everyone is most important

SOI:  Personal and group identity formation create an understanding of how expression and interpretation are used to create something aesthetically pleasing.

What Would A Musician Do?

SOI:  Innovation and expression allow for the development of identity through the exploration of relationships. 

What Would You Say?

SOI: In order for students to listen actively and endorse the views or opinions of others they must gather and organize relevant information and translate their ideas into a final product.

Movement and Music…Getting It Together

SOI:  Personal and cultural expression, with a particular audience in mind, create a basis for change through interpretation.

I.  Expression of music 

1. Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale.
2. Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading.

IV.  Aesthetic Valuation of music 

1. Determination of strengths and weaknesses in musical performances according to specific criteria.
2. Description of music’s role in the human experience, and ways music is used and enjoyed in society.

I.  Expression of music 

1. Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale.
2. Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading.

III.  Theory of Music

1. Identification of rhythmic and melodic patterns in musical examples.
2. Notation of level .5 using the appropriate clef for instrument and/or voice.
3. Analysis of a beginning level composition or performance using musical elements.

I. Expression of Music

1. Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale.
2. Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading.

IV. Aesthetic Valuation of Music

1. Determination of strengths and weaknesses in musical performances according to specific criteria.

II.  Creation of Music

1. Create melodic and rhythmic patterns
2. Improvise call-and-response patterns

Aesthetic, Communication

Aesthetics

Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste.  The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

Identity = the state or fact of being the same. It refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences

Communication

Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or non-verbal).  Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive.

Change = Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

Expression
The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or play that shows what you think or feel. Expression facilitates the communication of an idea.

Interpretation
The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist's creative work and artistic expressions.

An artist’s distinctive personal version expressed by stylistic individuality.

Innovation = An altered interpretation or the experimentation of ideas, techniques and media. It ensures originality and creativity by new ways of presenting ideas and unusual use of media

Expression =The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or perform that shows what you think or feel. Expression facilitates the communication of an idea.

Presentation is the choice of performance space that contributes to audience’s understanding of the meaning or purpose of the art piece.

Audience:  An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audience, different types of audiences and how the audience–artist relationship affects and influences the arts.

Audience:  An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audience, different types of audiences and how the audience–artist relationship affects and influences the arts.

Interpretation: The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist's creative work and artistic expressions.  An artist’s distinctive personal version expressed by stylistic individuality.

Identities and relationships = Identify the worth of self in the ensemble and how each person is important in relationship to the whole performing group.  Also the identification of and relationship to musical notation concerted to the actual performance.

Who am I? Who are we?

Students will explore identity; beliefs and values; human relationships including families, friends, communities and cultures; what it means to be human.

Explorations to develop:

Group and individual identity formation.

Identities and Relationships= explore identity; beliefs and values; human relationships including families, friends, communities and cultures; what it means to be human.

- Competition and cooperation; teams, affiliation and leadership 

- Human nature and human dignity; moral reasoning and ethical judgment

Identities and relationships

Who am I? Who are we?

Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

SCIENTIFIC AND TECHNICAL INNOVATION:

the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Scientific and technical innovation

How do we understand the worlds in which we live?

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their under- standing of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Personal and cultural expression:

What is the nature and purpose of creative expression?  Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Personal and cultural expression

What is the nature and purpose of creative expression?

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Possible explorations to develop:

• artistry, craft, creation, beauty
• products, systems and institutions
• social constructions of reality; philosophies and ways of life; belief systems; ritual and play
• critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument
• metacognition and abstract thinking
•  entrepreneurship, practice and competency

IB Objectives:

A Using knowledge

Students should be able to:

i. demonstrate an awareness of basic elements of the art form, including appropriate language

ii. demonstrate an awareness of the relationship between art form and time and place

iii. demonstrate acquired knowledge relevant to the artwork.

D Responding

Students should be able to:

i. respond to feedback thoughtfully and demonstrate an awareness of connections

ii. reflect on the links between artistic intention and impact

iii. evaluate artwork.

(Limited to adequate level) 

IB Objectives:

B. Developing skills:
i.  To demonstrate the acquisition and development of the vocal skills and techniques of the music piece studied.
ii.  To demonstrate the application of skills and techniques to create, perform and/or present music.

C. Thinking Creatively:

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 a point of realization.

D.  Responding:

i. construct meaning and transfer learning to new settings

ii. create an artistic response which intends to reflect or impact on the world around them

iii. critique the artwork of self and others.

- Assess performance skills

Provide feedback and opportunities for reflection for performers about changes in their preparation and the process of selecting music for a concert.

(Adequate to substantial)

A. Using knowledge (limited to adequate level)

i. demonstrate an awareness of basic elements of the art form, including appropriate language

ii. demonstrate an awareness of the relationship between art form and time and place

iii. demonstrate acquired knowledge relevant to the artwork.

Description of music’s role in the human experience, and ways music is used and enjoyed in society.

C. Thinking creatively:

Students should be able to:
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 a point of realization.

(Adequate to substantial) 

IB Criterion:

B. Developing skills:

i.  To demonstrate the acquisition and development of the vocal skills and techniques of the music piece studied.

ii.  To demonstrate the application of skills and techniques to create, perform and/or present music.

C. Thinking creatively:

Students should be able to:
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 a point of realization.

Social: Collaboration skills

Give and receive meaningful feedback.

Listen actively to others’ perspectives and ideas.

Thinking- Practice observing carefully in order to recognize problems; gather and organize relevant info; recognize unstated assumptions; interpret data; draw conclusions; revise understanding based on new info; evaluate and manage risk; identify obstacles; use models to explore complex performance systems.

Self-Management-plan the steps needed to create a performance that is complete on time with documentation.

“In order for students to revise their understanding based on new information, evaluate/manage risk and gather relevant information they must map the creative thought process in the journal to generate new ideas, questions and musical outcomes.”

Communication-listen actively and endorse the views of others

Research:  Create mood boards, sketches and/or storyboards, which translate an idea to practice (collect, record and verify data)

Social:  Work collaboratively in a production team with assigned roles and responsibilities.

Research:  Create mood boards, sketches and/or storyboards, which translate an idea to practice.

The students will be given choral music to identify musical terms, communicate the meaning of lyrics and decipher critical information and analysis of the piece.  This will be in written and oral form after several opportunities to practice.  Deciding how we get along; how does our team function?

Students are learning performance etiquette, expression and how to choose music to connect with an audience. Construct meaning from lyrics and assess performance skills personally and across the group.

Students are learning to collaborate in a small team to create a product that spreads a specific message, perform in small ensembles, choose quality music and research to reach conclusions.

Students learn to create their own arrangements to particular music based upon personal preference, audience appeal, instrumentation available and cultural context.

Ensemble… where everyone is most important

SOI:  Personal and group identity formation create an understanding of how expression and interpretation are used to create something aesthetically pleasing.

What Would A Musician Do?

SOI:  Innovation and expression allow for the development of identity through the exploration of relationships.

What Would You Say?

SOI: In order for students to listen actively and endorse the views or opinions of others they must gather and organize relevant information and translate their ideas into a final product.

Movement and Music…Getting It Together

SOI:  Personal and cultural expression, with a particular audience in mind, create a basis for change through interpretation.

I.  Expression of music 

1. Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale.
2. Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading.

IV.  Aesthetic Valuation of music 

1. Determination of strengths and weaknesses in musical performances according to specific criteria.
2. Description of music’s role in the human experience, and ways music is used and enjoyed in society.
    

I.  Expression of music 

1. Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale.
2. Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading.

III.  Theory of Music

1. Identification of rhythmic and melodic patterns in musical examples.
2. Notation of level .5 using the appropriate clef for instrument and/or voice.
3. Analysis of a beginning level composition or performance using musical elements.

I. Expression of Music

• Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale.
• Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading.

IV. Aesthetic Valuation of Music

• Determination of strengths and weaknesses in musical performances according to specific criteria.

II.  Creation of Music

1. Create melodic and rhythmic patterns
2. Improvise call-and-response patterns

Aesthetic, Communication

Aesthetics

Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste.  The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

Identity = the state or fact of being the same. It refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences.

Communication

Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or non-verbal). Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive.

Change = Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

Expression

The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or play that shows what you think or feel. Expression facilitates the communication of an idea.

Interpretation

The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist's creative work and artistic expressions.

An artist’s distinctive personal version expressed by stylistic individuality.

Innovation = An altered interpretation or the experimentation of ideas, techniques and media. It ensures originality and creativity by new ways of presenting ideas and unusual use of media

Expression = The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or perform that shows what you think or feel. Expression facilitates the communication of an idea.

Presentation is the choice of performance space that contributes to audience’s understanding of the meaning or purpose of the art piece.

Audience:  An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audience, different types of audiences and how the audience–artist relationship affects and influences the arts.

Audience:  An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audience, different types of audiences and how the audience–artist relationship affects and influences the arts.

Interpretation: The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist's creative work and artistic expressions.  An artist’s distinctive personal version expressed by stylistic individuality.

Identities and relationships = Identify the worth of self in the ensemble and how each person is important in relationship to the whole performing group.  Also the identification of and relationship to musical notation concerted to the actual performance.

Who am I? Who are we?

Students will explore identity; beliefs and values; human relationships including families, friends, communities and cultures; what it means to be human.

Explorations to develop:

• Group and individual identity formation.

Identities and Relationships=explore identity; beliefs and values; human relationships including families, friends, communities and cultures; what it means to be human.

• Competition and cooperation; teams, affiliation and leadership 
• Human nature and human dignity; moral reasoning and ethical judgment

Identities and relationships

Who am I? Who are we?

Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

SCIENTIFIC AND TECHNICAL INNOVATION:

the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Scientific and technical innovation

How do we understand the worlds in which we live?

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their under- standing of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Personal and cultural expression:

What is the nature and purpose of creative expression?  Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Personal and cultural expression

What is the nature and purpose of creative expression?

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Possible explorations to develop:

• artistry, craft, creation, beauty
• products, systems and institutions
• social constructions of reality; philosophies and ways of life; belief systems; ritual and play
• critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument
• metacognition and abstract thinking
• entrepreneurship, practice and competency
   

IB Objectives:

A Using knowledge

Students should be able to:

i. demonstrate an awareness of basic elements of the art form, including appropriate language

ii. demonstrate an awareness of the relationship between art form and time and place

iii. demonstrate acquired knowledge relevant to the artwork.

D Responding

Students should be able to:

i. respond to feedback thoughtfully and demonstrate an awareness of connections

ii. reflect on the links between artistic intention and impact

iii. evaluate artwork.

(Limited to adequate level) 

IB Objectives:

B. Developing skills:
i.  To demonstrate the acquisition and development of the vocal skills and techniques of the music piece studied.
ii.  To demonstrate the application of skills and techniques to create, perform and/or present music.

C. Thinking Creatively:

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 a point of realization.

D.  Responding:

i. construct meaning and transfer learning to new settings

ii. create an artistic response which intends to reflect or impact on the world around them

iii. critique the artwork of self and others.

• Assess performance skills

Provide feedback and opportunities for reflection for performers about changes in their preparation and the process of selecting music for a concert.

(Adequate to substantial)

A.     Using knowledge (limited to adequate level)

i. demonstrate an awareness of basic elements of the art form, including appropriate language

ii. demonstrate an awareness of the relationship between art form and time and place

iii. demonstrate acquired knowledge relevant to the artwork.

Description of music’s role in the human experience, and ways music is used and enjoyed in society.

C. Thinking creatively:

Students should be able to:
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 a point of realization.

(Adequate to substantial) 

IB Criterion:

B. Developing skills:

i.  To demonstrate the acquisition and development of the vocal skills and techniques of the music piece studied.

ii.  To demonstrate the application of skills and techniques to create, perform and/or present music.

C. Thinking creatively:

Students should be able to:
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 a point of realization.

Social: Collaboration skills

Give and receive meaningful feedback.

Listen actively to others’ perspectives and ideas.

Thinking- Practice observing carefully in order to recognize problems; gather and organize relevant info; recognize unstated assumptions; interpret data; draw conclusions; revise understanding based on new info; evaluate and manage risk; identify obstacles; use models to explore complex performance systems.

Self-Management-plan the steps needed to create a performance that is complete on time with documentation.

“In order for students to revise their understanding based on new information, evaluate/manage risk and gather relevant information they must map the creative thought process in the journal to generate new ideas, questions and musical outcomes.”

Communication- listen actively and endorse the views of others

Research:  Create mood boards, sketches and/or storyboards, which translate an idea to practice (collect, record and verify data)

Social: Work collaboratively in a production team with assigned roles and responsibilities.

Research: Create mood boards, sketches and/or storyboards, which translate an idea to practice.

The students will be given choral music to identify musical terms, communicate the meaning of lyrics and decipher critical information and analysis of the piece.  This will be in written and oral form after several opportunities to practice BASED UPON SKILL AND GRADE LEVEL. Deciding how we get along; how does our team function?

Students are learning performance etiquette, expression and how to choose music to connect with an audience. Construct meaning from lyrics and assess performance skills personally and across the group at the 7^th grade level (more in-depth study and requirements).

Students are learning to collaborate in a small team to create a product that spreads a specific message, perform in small ensembles, choose quality music and research to reach conclusions. Students choose own teams based upon criterion decided together and have different research topics from the past year.

Students learn to create their own arrangements to particular music based upon personal preference, audience appeal, instrumentation available and cultural context. 7^th grade level is more in-depth and discussion oriented to make our decisions.

Ensemble…where everyone is most important.

SOI:  Personal and group identity formation create an understanding of how expression and interpretation are used to create something aesthetically pleasing.
 

What Would A Musician Do?

SOI:  Innovation and expression allow for the development of identity through the exploration of relationships.

What Would You Say?

SOI: In order for students to listen actively and endorse the views or opinions of others they must gather and organize relevant information and translate their ideas into a final product.

Movement and Music… Getting It Together.

SOI: Personal and cultural expression, with a particular audience in mind, create a basis for change through interpretation.

I. Expression of music 

1. Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale.
2. Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading.

IV.  Aesthetic Valuation of music 

1. Determination of strengths and weaknesses in musical performances according to specific criteria.
2. Description of music’s role in the human experience, and ways music is used and enjoyed in society.

I. Expression of music 

1. Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale.
2. Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading.

III.  Theory of Music

1. Identification of rhythmic and melodic patterns in musical examples.
2. Notation of level .5 using the appropriate clef for instrument and/or voice.
3. Analysis of a beginning level composition or performance using musical elements.
    

I. Expression of Music

1. Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale.
2. Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading.

IV. Aesthetic Valuation of Music

1. Determination of strengths and weaknesses in musical performances according to specific criteria.

II.  Creation of Music

1. Create melodic and rhythmic patterns
2. Improvise call-and-response patterns

Aesthetic, Communication

Aesthetics

• Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste.  The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

Identity: The state or fact of being the same. It refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences.

Communication

Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or non-verbal).  Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive.

Change: Change is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

Expression

The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or play that shows what you think or feel. Expression facilitates the communication of an idea.

Interpretation

The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist's creative work and artistic expressions.

An artist’s distinctive personal version expressed by stylistic individuality.

Innovation: An altered interpretation or the experimentation of ideas, techniques and media. It ensures originality and creativity by new ways of presenting ideas and unusual use of media

Expression: The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or perform that shows what you think or feel. Expression facilitates the communication of an idea.

Presentation is the choice of performance space that contributes to audience’s understanding of the meaning or purpose of the art piece.

Audience: An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audience, different types of audiences and how the audience–artist relationship affects and influences the arts.

Audience: An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audience, different types of audiences and how the audience–artist relationship affects and influences the arts.

Interpretation: The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist's creative work and artistic expressions.  An artist’s distinctive personal version expressed by stylistic individuality.

Identities and relationships: Identify the worth of self in the ensemble and how each person is important in relationship to the whole performing group.  Also the identification of and relationship to musical notation concerted to the actual performance.

Who am I? Who are we?

Students will explore identity; beliefs and values; human relationships including families, friends, communities and cultures; what it means to be human.

Explorations to develop: Group and individual identity formation.

Identities and Relationships: Explore identity; beliefs and values; human relationships including families, friends, communities and cultures; what it means to be human.

• Competition and cooperation; teams, affiliation and leadership.
• Human nature and human dignity; moral reasoning and ethical judgment.

Identities and relationships

Who am I? Who are we?

Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Scientific and Technical Innovation: The impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Scientific and technical innovation

How do we understand the worlds in which we live?

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their under- standing of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Personal and cultural expression:

What is the nature and purpose of creative expression?  Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Personal and cultural expression

What is the nature and purpose of creative expression?

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Possible explorations to develop:

• artistry, craft, creation, beauty
• products, systems and institutions
• social constructions of reality; philosophies and ways of life; belief systems; ritual and play
• critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument
• metacognition and abstract thinking
• entrepreneurship, practice and competency
   

IB Objectives:

A. Using knowledge

Students should be able to:

i. demonstrate an awareness of basic elements of the art form, including appropriate language

ii. demonstrate an awareness of the relationship between art form and time and place

iii. demonstrate acquired knowledge relevant to the artwork.

D. Responding

Students should be able to:

i. respond to feedback thoughtfully and demonstrate an awareness of connections

ii. reflect on the links between artistic intention and impact

iii. evaluate artwork.

(Limited to adequate level) 

IB Objectives:

B. Developing skills:

i.  To demonstrate the acquisition and development of the vocal skills and techniques of the music piece studied.
ii.  To demonstrate the application of skills and techniques to create, perform and/or present music.

C. Thinking Creatively:

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 a point of realization.

D.  Responding:

i. construct meaning and transfer learning to new settings

ii. create an artistic response which intends to reflect or impact on the world around them

iii. critique the artwork of self and others.

• Assess performance skills
• Provide feedback and opportunities for reflection for performers about changes in their preparation and the process of selecting music for a concert.
   

(Adequate to substantial)

A. Using knowledge (limited to adequate level)

i. demonstrate an awareness of basic elements of the art form, including appropriate language

ii. demonstrate an awareness of the relationship between art form and time and place

iii. demonstrate acquired knowledge relevant to the artwork.

Description of music’s role in the human experience, and ways music is used and enjoyed in society.

C. Thinking creatively:

Students should be able to:
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 a point of realization.

(Adequate to substantial) 

IB Criterion:

B. Developing skills:

i.  To demonstrate the acquisition and development of the vocal skills and techniques of the music piece studied.

ii.  To demonstrate the application of skills and techniques to create, perform and/or present music.

C. Thinking creatively:

Students should be able to:

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 a point of realization.

Social: Collaboration skills

Give and receive meaningful feedback.

Listen actively to others’ perspectives and ideas.

Thinking - Practice observing carefully in order to recognize problems; gather and organize relevant info; recognize unstated assumptions; interpret data; draw conclusions; revise understanding based on new info; evaluate and manage risk; identify obstacles; use models to explore complex performance systems.

Self-Management - Plan the steps needed to create a performance that is complete on time with documentation.

“In order for students to revise their understanding based on new information, evaluate/manage risk and gather relevant information they must map the creative thought process in the journal to generate new ideas, questions and musical outcomes.”
 

Communication - Listen actively and endorse the views of others

Research:  Create mood boards, sketches and/or storyboards, which translate an idea to practice (collect, record and verify data).

Social: Work collaboratively in a production team with assigned roles and responsibilities.

Research: Create mood boards, sketches and/or storyboards, which translate an idea to practice.

The students will be given choral music to identify musical terms, communicate the meaning of lyrics and decipher critical information and analysis of the piece.  This will be in written and oral form after several opportunities to practice BASED UPON SKILL AND GRADE LEVEL. Deciding how we get along; how does our team function?
 

Students are learning performance etiquette, expression and how to choose music to connect with an audience. Construct meaning from lyrics and assess performance skills personally and across the group at the 8^th grade level (more in-depth study and requirements).

Students are learning to collaborate in a small team to create a product that spreads a specific message, perform in small ensembles, choose quality music and research to reach conclusions. Students choose own teams based upon criterion decided together and have different research topics from the past year.

Students learn to create their own arrangements to particular music based upon personal preference, audience appeal, instrumentation available and cultural context. 8^th grade level is more in-depth and discussion oriented to make our decisions.