The MYP Framework
Music in the MYP gives students access to musical experiences that allow for the development of thinking skills, intuitive skills, practical abilities, communication and the ability to relate to others. Engagement with existing and emerging music from the local community and from around the world allows students to understand the significance of music to the cultures of the world and, by engaging in practical work, to develop understanding of how the act of making music is a significant and universal aspect of human expression.
Unit Statement: Changing form in nature is often mirrored in composition.
Unit Questions
Factual: Does form/structure exist in science and music?
Conceptual: How can nature create texture and form?
Debatable: Can music mirror structure and texture found in nature?
THE CONTEXT
Key Concept – Change
In the arts, the concept of aesthetics is perceived differently around the world and across cultures. Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.
Related Concepts – Composition, Form, Structure
Composition
The intentional organization or contrast, balance, arrangement or awareness of the elements and principles of art for a particular purpose in the creation of art. These may include tension and release, repetition and variety, unison and harmony, sound and silence, theme and variation, and dynamics and energy.
Structure
This refers to the shape, timing and organization of the art and the factors that determine how a piece or performance is shaped. It takes into consideration form, function, narrative, melody, harmony, contrast, focus and the construction of smaller parts to create a whole.
Global Concept – Scientific and Technical Innovation
explore the natural world and its laws. The interaction between people and the natural world. 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
Unit Questions
Factual: Does form/structure exist in science and music?
Conceptual: How can nature create texture and form?
Debatable: Can music mirror structure and texture found in nature?
THE CONTEXT
Key Concept – Change
In the arts, the concept of aesthetics is perceived differently around the world and across cultures. Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.
Related Concepts – Composition, Form, Structure
Composition
The intentional organization or contrast, balance, arrangement or awareness of the elements and principles of art for a particular purpose in the creation of art. These may include tension and release, repetition and variety, unison and harmony, sound and silence, theme and variation, and dynamics and energy.
Structure
This refers to the shape, timing and organization of the art and the factors that determine how a piece or performance is shaped. It takes into consideration form, function, narrative, melody, harmony, contrast, focus and the construction of smaller parts to create a whole.
Global Concept – Scientific and Technical Innovation
explore the natural world and its laws. The interaction between people and the natural world. 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
ASSESSMENT TASKS
Task One
i) demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language
Criterion B: Developing Skills
ii. create an artistic response inspired by the world around them
INTERDISCIPLINARY ASSESSMENT
Criterion A: Disciplinary Grounding
• demonstrates relevant disciplinary factual, conceptual and/or procedural knowledge.
Criterion B: Synthesizing
• synthesize disciplinary knowledge to demonstrate interdisciplinary understanding.
Criterion C: Synthesizing
• use appropriate strategies to communicate interdisciplinary understanding effectively
• document sources using recognized conventions.
Criterion D: Reflecting
Task One
- Investigate and analyse one element of music. Give a brief description of what you think the element is and how it helps to build any musical composition.
- Research this element in three contrasting cultures and compare how it is used.
- Give musical examples to help you explain your point.
- Compare each culture and it’s use of your element, giving detailed examples of difference or similarity.
- You will need to take notes of each element of music presented to you to create your own ‘ musical element dictionary’ in your process journal.
- You are a composer that has been asked to compose music for a new geological exhibition. You are asked to compose music that describes the texture of each rock profile individually. You must then consider the structure of your strata cake and layer these musical profiles in order to describe the strata. Your composition should be approximately 2-3 minutes in length.
- You will need to follow your plan in order to compose your music. You must show evidence in your journal of your creation process. You may wish to include photos, weblinks, sounds used, instruments, etc.
- Experiment with textures, structure, chords, melodies, instruments, sounds until you find ones you like.
- Make critical and informed judgements in order to compose music that communicates texture and structure evident in both music and geology.
- Exhibit your final version of your composition together with your strata cake in class.
i) demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language
Criterion B: Developing Skills
- demonstrate the acquisition and development of the skills and techniques of the art form studied
- ii. demonstrate the application of skills and techniques to create, perform and/or present art.
- outline a clear and feasible artistic intention
ii. create an artistic response inspired by the world around them
INTERDISCIPLINARY ASSESSMENT
Criterion A: Disciplinary Grounding
• demonstrates relevant disciplinary factual, conceptual and/or procedural knowledge.
Criterion B: Synthesizing
• synthesize disciplinary knowledge to demonstrate interdisciplinary understanding.
Criterion C: Synthesizing
• use appropriate strategies to communicate interdisciplinary understanding effectively
• document sources using recognized conventions.
Criterion D: Reflecting
- reflect on the development of their own interdisciplinary understanding
- evaluate the benefits and limitations of disciplinary and interdisciplinary knowledge and ways of knowing in specific situations.