D: Responding

Year 1 Rubrics & Exemplars

Year 3 Rubrics & Exemplars

Year 5 Rubrics & Exemplars

Approaches to Learning

Strand Specific ATL Lesson Plans

i. construct meaning and transfer learning to new settings

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

iii. critique the artwork of self and others.

Year 1 Rubrics & Exemplars

(Grade 6)

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

i. identify connections between art forms, art and context, or art and prior learning

ii. recognize that the world contains inspiration or influence for art

iii. evaluate certain elements or principles of artwork.

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

7 - 8

i. identifies excellent connections between art forms, art and context, orart and prior learning
ii. demonstrates excellent recognition that the world contains inspiration orinfluence for art
iii. presents an excellent evaluation of certain elements or principles ofartwork.

5 - 6

i. identifies substantial connections between art forms, art and context, orart and prior learning
ii. demonstrates substantial recognition that the world contains inspirationor influence for art
iii. presents a substantial evaluation of certain elements of artwork.

3 - 4

i. identifies adequate connections between art forms, art and context, orart and prior learning
ii. demonstrates adequate recognition that the world contains inspirationor influence for art
iii. presents an adequate evaluation of certain elements of artwork.

1 - 2

i. identifies limited connections between art forms, art and context, or artand prior learning
ii. demonstrates limited recognition that the world contains inspiration orinfluence for art
iii. presents a limited evaluation of certain elements of artwork.
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. outline connections and transfer learning to new settings

ii. create an artistic response inspired by the world around them

iii. evaluate the artwork of self and others.

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

7 - 8

i. presents an excellent outline of connections with depth and insight,and effectively transfers learning to new settings
ii. creates an excellent artistic response that is effectively inspired by theworld around him or her
iii. presents an excellent evaluation of the artwork of self and others.

5 - 6

i. presents a substantial outline of connections and regularly transferslearning to new settings
ii. creates a substantial artistic response that is considerably inspired bythe world around him or her
iii. presents a substantial evaluation of the artwork of self and others.

3 - 4

i. presents an adequate outline of connections and occasionally transferslearning to new settings
ii. creates an adequate artistic response that is inspired by the world aroundhim or her to some degree
iii. presents an adequate evaluation of the artwork of self and others.

1 - 2

i. presents a limited outline of connections and may transfer learning tonew settings
ii. creates a limited artistic response that is possibly inspired by the worldaround him or her
iii. presents a limited evaluation of the artwork of self and others.
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. construct meaning and transfer learning to new settings

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

iii. critique the artwork of self and others.

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

7 - 8

i. constructs meaning with depth and insight and effectively transferslearning to new settings
ii. creates an excellent artistic response that intends to effectively reflect orimpact on the world around him or her
iii. presents an excellent critique of the artwork of self and others.

5 - 6

i. constructs appropriate meaning and regularly transfers learning to newsettings
ii. creates a substantial artistic response that intends to reflect or impact onthe world around him or her
iii. presents a substantial critique of the artwork of self and others.

3 - 4

i. constructs adequate meaning and occasionally transfers learning tonew settings
ii. creates an adequate artistic response that intends to reflect or impact onthe world around him or her
iii. presents an adequate critique of the artwork of self and others.

1 - 2

i. constructs limited meaning and may transfer learning to new settings
ii. creates a limited artistic response that may intend to reflect or impact onthe world around him or her
iii. presents a limited critique of the artwork of self and others.
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.

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