C: Creating/Performing

Final artwork plan and action!

Year 1 Rubrics & Exemplars

Year 3 Rubrics & Exemplars

Year 5 Rubrics & Exemplars

Approaches to Learning

Strand Specific ATL Lesson Plans

i. develop a feasible, clear, imaginative and coherent artistic intention

ii. demonstrate a range and depth of creative-thinking behaviours

iii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

Year 1 Rubrics & Exemplars

(Grade 6)

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

i. identify an artistic intention

ii. identify alternatives and perspectives

iii. demonstrate the exploration of ideas.

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

7 - 8

i. identifies an excellent artistic intention
ii. identifies excellent alternatives and perspectives
iii. demonstrates excellent exploration of ideas.

5 - 6

i. identifies a substantial artistic intention
ii. identifies substantial alternatives and perspectives
iii. demonstrates substantial exploration of ideas.

3 - 4

i. identifies an adequate artistic intentionii. identifies adequate alternatives and perspectivesiii. demonstrates adequate exploration of ideas.

1 - 2

i. identifies a limited artistic intention
ii. identifies limited alternatives and perspectives
iii. demonstrates limited exploration of ideas.
Bold words are MYP Command Terms

Year 3 Rubrics & Exemplars

(Grades 7 & 8)

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

i. outline a clear and feasible artistic intention

ii. outline alternatives, perspectives, and imaginative solutions

iii. demonstrate the exploration of ideas through the developmental process to a point of realization.

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

7 - 8

i. presents an excellent outline of a clear and feasible artistic intention
ii. presents an excellent outline of alternatives, perspectives, and imaginative solutions
iii. demonstrates excellent exploration of ideas through the developmental process to a point of realization.

5 - 6

i. presents a substantial outline of a clear and feasible artistic intention
ii. presents a substantial outline of alternatives, perspectives, andimaginative solutions
iii. demonstrates substantial exploration of ideas through the developmental process to a point of realization.

3 - 4

i. presents an adequate outline of a clear and/or feasible artistic intention
ii. presents an adequate outline of alternatives, perspectives, andimaginative solutions
iii. demonstrates adequate exploration of ideas through the developmentalprocess to a point of realization.

1 - 2

i. presents a limited outline of an artistic intention, which may lack clarityor feasibility
ii. presents a limited outline of alternatives, perspectives, and imaginative solutions
iii. demonstrates limited exploration of ideas through the developmentalprocess, which may lack a point of realization.
Bold words are MYP Command Terms

UNIT 1 EXAMPLES:

Year 5 Rubrics & Exemplars

(Grades 9 & 10)

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

i. develop a feasible, clear, imaginative and coherent artistic intention

ii. demonstrate a range and depth of creative-thinking behaviours

iii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

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

7 - 8

i. develops an excellent artistic intention that is consistently feasible, clear,imaginative and coherent
ii. demonstrates an excellent range and depth of creative-thinking behaviours
iii. demonstrates excellent exploration of ideas to effectively shape artistic intention through to a point of realization.

5 - 6

i. develops a substantial artistic intention that is often feasible, clear, imaginative and coherent
ii. demonstrates a substantial range and depth of creative-thinking behaviours
iii. demonstrates substantial exploration of ideas to purposefully shape artistic intention through to a point of realization.

3 - 4

i. develops an adequate artistic intention that is occasionally feasible, clear, imaginative and/or coherent
ii. demonstrates an adequate range and depth of creative-thinking behaviours
iii. demonstrates adequate exploration of ideas to shape artistic intentionthrough to a point of realization.

1 - 2

i. develops a limited artistic intention that is rarely feasible, clear, imaginative or coherent
ii. demonstrates a limited range or depth of creative-thinking behaviours
iii. demonstrates limited exploration of ideas to shape artistic intention thatmay reach a point of realization.
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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