Published using Google Docs
Music PYP - MYP- DP Progression
Updated automatically every 5 minutes

Subject:

PYP Strand

Phase 1 (Grade K)

Phase 2 (Grade 1-2)

Phase 3 (Grade 3-4)

Phase 4 (Grade 5)

MYP Criterion

MYP Yr. 1 (Grade 6)

MYP Yr. 3 (Grade 7-8)

MYP Yr. 5 (Grade 9-10)

DP Achievement Level

MUSIC

Responding

Learners:

  • use voice to imitate sounds and learn songs
  • bring music from home to share
  • describe the differences in music
  • move their bodies to express the mood of the music
  • describe how music makes them feel
  • distinguish the sounds of different instruments in music
  • listen to music and create their own work in response
  • express their responses to music in multiple ways (drawings, games, songs, dance, oral discussion)
  • explore body and untuned percussion instrument sounds
  • recognize different sources of music in daily life
  • recognize that sound can be notated in a variety of ways.

Learners:

  • sing individually and in unison
  • recognize music from a basic range of cultures and styles
  • express their responses to music from different cultures and styles
  • create a musical composition to match the mood of a visual image (for example, paintings, photographs, film)
  • explore individually or collectively a musical response to a narrated story
  • reflect on and communicate their reactions to music using musical vocabulary
  • record and share the stages of the process of creating a composition
  • share performances with each other and give constructive criticism.

Learners:

  • sing with accuracy and control focusing awareness on the musical elements
  • sing partner songs
  • discuss music that relates to social issues and/or values
  • compare aspects of music from different times and places
  • create and perform a movement sequence accompanied by music that they have created
  • share and compare their experiences as audience members at various performances
  • describe the process used to create their own music and compare it with others, in order to improve their compositions
  • analyse different compositions describing how the musical elements enhance the message
  • reflect upon how their music expresses their personal voice and the impact it has on others.

Learners:

  • sing individually and in harmony
  • explain the role and relevance of music in their own culture, its uses and associations through place and time
  • interpret and explain the cultural and/or historical perspectives of a musical composition
  • modify their practices and/or compositions based on the audiences’ responses
  • explore different artistic presentations that are/ were innovative and their implications.

A: Investigating

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

  1. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry
  2. describe an artwork or performance from the chosen movement(s) or genre(s).

Command Terms:

  • Identify
  • Outline
  • Describe

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

  1. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry
  2. analyse an artwork or performance from the chosen movement(s) or genre(s).

Command Terms:

  • Identify
  • Outline
  • Describe
  • Analyse

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

  1. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of inquiry
  2. critique an artwork or performance from the chosen movement(s) or genre(s).

Command Terms:

  • Outline
  • Describe
  • Analyse
  • Critique

Achievement level 1

Uninformed imitation

The student replicates existing material without direction and sense of purpose; musical material is taken out of context or misrepresented.

Assessment Terms:

  • List
  • Outline
  • Identify
  • Assemble
  • Approximate
  • Reiterate

D: Evaluating

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

  1. appraise their own artwork or performance
  2. reflect on their development as an artist.

Command Terms:

  • Identify
  • Outline
  • Describe
  • Analyse

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

  1. appraise their own artwork or performance
  2. reflect on their development as an artist.

Command Terms:

  • Identify
  • Outline
  • Describe
  • Analyse
  • Evaluate

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

  1. appraise their own artwork or performance
  2. reflect on their development as an artist.

Command Terms:

  • Outline
  • Describe
  • Analyse
  • Evaluate
  • Discuss

Achievement level 2

Precise imitation

The work constructs a recognizable original or rearranges existing material. The work is technically accurate but lacks evidence of personal musical choices.

Assessment Terms:

  • Describe
  • Demonstrate
  • Distinguish
  • Exhibit
  • Transmit
  • Recreate

Creating

Learners:

  • use vocal sounds, rhythms and instruments to express feelings or ideas
  • create and accompany music using a variety of sounds and instruments
  • play untuned percussion instruments in time with a beat
  • use the voice and body to create musical patterns
  • explore sound as a means of expressing imaginative ideas
  • recreate sounds from familiar experiences
  • participate in performing and creating music both individually and collectively
  • record their personal, visual interpretation of elements of sound (for example, loud/ soft, high/low, fast/slow)
  • create their own basic musical instruments.

Learners:

  • explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings
  • express one or more moods/feelings in a musical composition
  • create music to represent different cultures and styles
  • create a soundscape based on personal experiences
  • collaboratively create a musical sequence using known musical elements (for example, rhythm, melody, contrast)
  • read, write and perform simple musical patterns and phrases
  • create music for different purposes.

Learners:

  • create a musical composition expressing their own ideas and feelings on a social issue
  • deliver a musical message to different audiences (for example, peace message to parents, younger children, friends)
  • create and perform a movement sequence using known musical elements
  • improvise upon a basic pattern to reinforce the importance of the individual within the group
  • create and record a composition focusing on form, structure and style to give more meaning to their message
  • express themselves as individuals through musical composition
  • read and write music using non-traditional notation.

Learners:

  • create music that will be continually refined after being shared with others
  • present, in small groups, innovative musical performances on a selected issue
  • incorporate the other arts and available resources in order to broaden their creative expression
  • read and write music in traditional and/or nontraditional notation.

B: Developing

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

  1. practically explore ideas to inform development of a final artwork or performance
  2. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Command Terms:

  • State
  • Present
  • Describe
  • Demonstrate

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

  1. practically explore ideas to inform development of a final artwork or performance
  2. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Command Terms:

  • State
  • Present
  • Describe
  • Demonstrate
  • Explain

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

  1. practically explore ideas to inform development of a final artwork or performance
  2. present a clear artistic intention for the final artwork or performance in line with the statement of inquiry.

Command Terms:

  • State
  • Present
  • Describe
  • Demonstrate
  • Explain
  • Justify

Achievement level 3

Informed proficiency

The student's work is technically proficient and realizes musical conventions and practices. The student adapts material and makes informed technical choices.

Assessment Terms:

  • Explain
  • Investigate
  • Justify
  • Realize
  • Shape
  • Adapt

C: Creating/Performing

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

  1. create or perform an artwork. (Please see the note below regarding progression of skills for this criterion.)

Command Terms:

  • Demonstrate

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

  1. create or perform an artwork. (Please see the note below regarding progression of skills for this criterion.)

Command Terms:

  • Demonstrate

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

  1. create or perform an artwork. (Please see the note below regarding progression of skills for this criterion.)

Command Terms:

  • Demonstrate

Achievement level 4

Mastery and resourcefulness

The student’s musical work expresses a distinctive, personal voice manifested through technical and musical accomplishment.

Assessment Terms:

  • Discuss
  • Examine
  • Evaluate
  • Personalize
  • Synthesize
  • Transform