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 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.

Year 1 Rubrics & Exemplars

(Grade 6)

At the end of year 1, students should be able to:

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.

The following exemplars were all marked as a 7 or an 8:

7 - 8

i. demonstrates excellent awareness of the art form studied, including excellent use of appropriate language
ii. demonstrates excellent awareness of the relationship between the art form and its context
iii. demonstrates excellent awareness of the links between the knowledge acquired and artwork created.

5 - 6

i. demonstrates substantial awareness of the art form studied, including substantial use of appropriate language
ii. demonstrates substantial awareness of the relationship between the art form and its context
iii. demonstrates substantial awareness of the links between the knowledge acquired and artwork created.

3 - 4

i. demonstrates adequate awareness of the art form studied, including adequate use of appropriate language
ii. demonstrates adequate awareness of the relationship between the art form and its context
iii. demonstrates adequate awareness of the links between the knowledge acquired and artwork created.

1 - 2

i. demonstrates limited awareness of the art form studied, including limited use of appropriate language
ii. demonstrates limited awareness of the relationship between the art form and its context
iii. demonstrates limited awareness of the links between the knowledge acquired and artwork created.
Bold words are MYP Command Terms

General Music

Choir

Orchestra

Band

Drama

Year 3 Rubrics & Exemplars

(Grades 7 & 8)

At the end of year 3, students should be able to:

i. demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language

ii. demonstrate knowledge of the role of the art form in original or displaced contexts

iii. use acquired knowledge to inform their artwork.

The following exemplars were all marked as a 7 or an 8:

7 - 8

i. demonstrates excellent knowledge of the art form studied, including concepts, processes, and excellent use of appropriate language
ii. demonstrates excellent knowledge of the role of the art form in originalor displaced contexts
iii. demonstrates excellent use of acquired knowledge to inform his or herartwork.

5 - 6

i. demonstrates substantial knowledge of the art form studied, including concepts, processes, and substantial use of appropriate language
ii. demonstrates substantial knowledge of the role of the art form in original or displaced contexts
iii. demonstrates substantial use of acquired knowledge to inform his or herartwork.

3 - 4

i. demonstrates adequate knowledge of the art form studied, including concepts, processes, and adequate use of appropriate language
ii. demonstrates adequate knowledge of the role of the art form in original or displaced contexts
iii. demonstrates adequate use of acquired knowledge to inform his or herartwork.

1 - 2

i. demonstrates limited knowledge of the art form studied, including concepts, processes, and limited use of appropriate language
ii. demonstrates limited knowledge of the role of the art form in original or displaced contexts
iii. demonstrates limited use of acquired knowledge to inform his or her artwork.
Bold words are MYP Command Terms

General Music

Choir

Orchestra

Band

Drama

Year 5 Rubrics & Exemplars

(Grades 9 & 10)

At the end of year 5, students should be able to:

i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology

ii. demonstrate 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.

The following exemplars were all marked as a 7 or an 8:

7 - 8

i. demonstrates excellent knowledge and understanding of the art form studied, including concepts, processes, and excellent use of subject-specific terminology
ii. demonstrates excellent understanding of the role of the art form in original or displaced contexts
iii. demonstrates excellent use of acquired knowledge to purposefullyinform artistic decisions in the process of creating artwork.

5 - 6

i. demonstrates substantial knowledge and understanding of the art form studied, including concepts, processes, and substantial use of subject-specific terminology
ii. demonstrates substantial understanding of the role of the art form in original or displaced contexts
iii. demonstrates substantial use of acquired knowledge to purposefullyinform artistic decisions.

3 - 4

i. demonstrates adequate knowledge and understanding of the art form studied, including concepts, processes, and adequate use of subject-specific terminology
ii. demonstrates adequate understanding of the role of the art form in original or displaced contexts
iii. demonstrates adequate use of acquired knowledge to purposefullyinform artistic decisions in the process of creating artwork.

1 - 2

i. demonstrates limited knowledge and understanding of the art form studied, including concepts, processes, and limited use of subject-specificterminology
ii. demonstrates limited understanding of the role of the art form in originalor displaced contexts
iii. demonstrates limited use of acquired knowledge to purposefully informartistic decisions in the process of creating artwork.
Bold words are MYP Command Terms

General Music

Choir

Orchestra

Band

Drama

Approaches to Learning

Strand Specific ATL Lesson Plans

This space is meant to house generic videos or resources that help to explain an ATL that is often used to further develop understanding within this criteria.

For example, in Criteria A, students are usually collecting and verifying information. We would reference this ATL mapping document and find the ATL that best works with this Criteria and map it. Reference as such:

MYP.ATL.Research-Information literacy: Collect, record and verify data

Interviewing someone takes guts, but there are ways you can take a lot of the pressure off of yourself and the interviewee. Here are some strategies:

Email or contact them in person to discuss the types of questions you are going to ask them. If possible, send them a list so they can prepare their answers.
Set up a time that is good for both of you and won't be rushed.
Take notes! When they answer one of your questions, be sure to jot down the main points of their answers.

Report abuse