Further guidance for Arts

For use from May 2016

 Middle Years Programme
Further guidance for Arts

Published March 2016

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Further guidance for Arts

Schools often face complicated demands for resources and timetabling or scheduling. The following pathways
represent only some of the ways in which MYP arts can be organized. These examples represent various
applications of key principles of IB curriculum design.

• Balance: Students must study MYP arts as one of eight subject groups required in MYP Years 1–3, and the
programme is designed for that study to continue in MYP Years 4 and 5.

• Breadth: Students should have opportunities to explore many arts disciplines in order to introduce them to
the wealth of artistic expression in human experience.

• Depth: Students should be able to pursue sustained learning in at least one arts discipline so that they can
develop deep understanding and sophisticated skills over time, and be able to meet the highest achievement
levels for MYP arts criteria in the final year of their MYP experience.

Requirements
The MYP requires at least 50 hours of teaching time for each subject group in each year of the programme.

Students must engage in 50 hours of structured learning in the arts in each year of MYP Years 1–3, as well as in
MYP Years 4 and 5 if they opt to continue to study the subject. The required teaching hours can extend across
the study of various arts disciplines, as long as the total meets the minimum requirement for the subject group.

For students pursuing IB MYP results that can contribute to the awarding of the IB MYP certificate, arts courses
of 70 teaching hours are recommended in each of the final two years of the programme (MYP Years 4 and 5).

All MYP schools must ensure that:

• in MYP Years 1–3, students engage in a minimum of one visual arts discipline and one performing arts discipline

• the sum of arts subject–group hours in MYP Years 1–3 meets the minimum requirement of 150 hours, of
which a minimum total of 50 hours must be dedicated to visual arts and a minimum total of 50 hours must be
dedicated to performing arts. The remaining 50 hours may be allocated to any arts subject(s) at the discretion
of the school

• students must use the arts process journal in all MYP arts courses.

The requirement that students engage in a minimum of one visual arts discipline and one performing arts discipline
means that MYP schools cannot offer one integrated arts course. Modes of performance through visual arts and
performing arts offer students various opportunities to express emotion, ideas and opinions through very different
skill sets that are difficult to merge into a single arts course. Through structured learning in various art forms over
the course of Years 1–3, students can explore a variety of visual and performing art forms and can best develop
a variety of subject–specific and general approaches to learning (ATL) skills.

Schools that do not offer MYP Year 1 should ensure an equivalent distribution between the visual and performing
arts courses offered in MYP Years 2 and 3.

Ideally, students studying an art form in Year 5 will have engaged in structured learning in the same art form in
earlier years of the programme, although that may not always be possible. In terms of good practice, this structured
learning is best delivered in the context of a formal course in the same arts discipline offered as part of the
school’s curriculum.

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MYP arts course structures
The MYP recognizes the following arts disciplines in which students can receive IB–validated grades.

• Visual arts (VA): Visual art and media (which can be taught together as integrated visual arts).

• Performing arts (PA): Drama, music and dance (which can be taught in various combinations as integrated
performing arts).

Subject Description

Combined subject groups in

MYP Years 1–3
In MYP Years 1–3, if local circumstances impose scheduling constraints that
prevent the programme’s designed implementation, schools can combine teaching
and learning for a subject group into one or more other regularly
timetabled/scheduled subject groups. Any subject group that is not taught
independently must continue to meet MYP requirements. It is still the school’s
responsibility to offer both visual arts and performing arts courses when combining
the arts into other subject groups.

Intermittent course In MYP Years 1–3, it is permissible to alternate the arts subject group with one
other subject group, provided that each subject group meets the required minimum
50 teaching hours. Offered within an intermittent course, the arts must provide a
(for example, the arts subject range of both visual arts and performing arts units and must meet the allocated
group is offered for the first minimum required hours in each art form across MYP Years 1–3.
semester and the design
subject group for the second
semester)

Modular arts course Students may study a consecutive variety of arts disciplines, each for a set period
of time. These modules each focus on single arts disciplines, such as visual art,
music and drama. The arts disciplines offered in a modular fashion must provide a
(for example, a variety of range of both visual arts and performing arts. Each module may, or may not, be
arts disciplines per taught by the same teacher, and the total hours in the subject group must meet the
semester, trimester, quarter, minimum requirement of 50 hours. When reporting grades to parents, it is a school
term) choice whether to report the student achievement levels for individual arts
disciplines or for the arts as a subject group.

Integrated VA Integrated arts courses should consist of integrated visual arts disciplines or
integrated performing arts disciplines. For example, a school may include music
Integrated PA dance and drama in an integrated performing arts course. Students must engage in
both visual arts and performing arts over the course of MYP Years 1–3, although
not necessarily simultaneously. Schools are not permitted to merge performing and
visual arts together into one integrated course.

Discrete arts disciplines: Students may engage in the arts through the study of discrete disciplines. Students
Visual art may study one or more disciplines each year. Schools must offer both visual and
performing arts disciplines over the course of MYP Years 1–3, although not
Media
necessarily simultaneously.
Drama
Students are usually offered a choice of the same disciplines in Years 4 and 5 of
Music the programme.

Dance

Schools that finish in MYP Year 5 should always ensure that students are able to meet the Year 5 arts objectives by
the end of the course.
Potential MYP arts pathways
If students opt for IB validation through eAssessment (ePortfolio) in MYP arts, the IB recommends a
minimum of 140 hours of teaching time over the final two years of the programme (70 hours in both MYP
Years 4 and 5). In MYP Years 1–3, the MYP arts subject group must meet the minimum requirements of
50 hours of teaching time each year.

If schools offer the courses listed below as “not recommended” or “not possible”, they may receive a
recommendation or matter to be addressed at programme authorization or evaluation.

Intermittent courses (including arts and one other subject group)

MYP year 1 MYP year 2 MYP year 3 MYP year 4 MYP year 5

Intermittent Intermittent Intermittent Choice of MYP Continuation Preferred, as students have

course course course arts of the choice sufficient opportunity to
discipline(s) selected in experience sustained
offered MYP Year 4 learning in discrete visual
previously and performing arts.

Intermittent Intermittent Intermittent Integrated VA Continuation Suggested, as this offers

course course course and/or of the choice students the opportunity to
integrated PA selected in experience many arts
MYP Year 4 disciplines; however, an
intermittent course does not
prepare students for the
interdisciplinarity of
integrated arts.

Intermittent Intermittent Intermittent Possible in schools not

course course course offering MYP Years 4 and 5;
this allows students the
opportunity to experience the
arts with more flexibility in
scheduling/timetabling.

Intermittent Intermittent Intermittent Intermittent Intermittent Not recommended, as

course course course course course students rarely have
sufficient opportunity to
reach the highest
achievement levels of the
Year 5 assessment criteria
owing to the lack of
sustained learning.

Arts subject Design subject PHE subject Not possible, as in MYP

group only group only group only Years 1–3, all eight subject
groups must be offered each
year to meet programme
requirements.

Modular arts courses

Modular arts courses in MYP Years 1–3 offer students a variety of arts disciplines, each for a set period of
time (semester, trimester or term, depending on the school). As a subject group, the arts must meet the
minimum requirements per year.

The following table shows examples of some modular arts pathways.

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 MYP Year 1 MYP Year 2 MYP Year 3 MYP Year 4 MYP Year 5

Modular arts Modular arts Modular arts Choice of MYP Continuation Preferred, as students have
course course course arts discrete of the choice sufficient opportunity to
including VA including VA including VA discipline(s) selected in experience sustained
and PA and PA and PA offered MYP Year 4 learning in discrete visual
disciplines disciplines disciplines or previously and performing arts.
choice of MYP
arts discrete
discipline(s)

Modular arts Modular arts Modular arts Integrated VA Continuation Suggested, as this offers
course course course and/or of the choice students the opportunity to
including VA including VA including VA integrated PA selected in experience many disciplines,
and PA and PA and PA MYP Year 4 but a modular course does
disciplines disciplines disciplines not prepare students well for
the interdisciplinarity of
integrated arts.

Modular arts Modular arts Modular arts Possible, as this meets

course course course programme requirements for
including VA including VA including VA MYP Years 1–3.
and PA and PA and PA
disciplines disciplines disciplines

Modular arts Modular arts Modular arts Modular arts Modular arts Not recommended, as
course course course course course students may not have
including VA including VA including VA including VA including VA sufficient opportunity to
and PA and PA and PA and PA and PA reach the highest
disciplines disciplines disciplines disciplines disciplines achievement levels of the
Year 5 assessment criteria.

Modular arts Modular arts Design or PHE Not possible, as this does
course of VA course of PA subject group not meet programme
disciplines disciplines (no MYP arts requirements for MYP Years
course) 1–3.

Integrated arts courses

Across MYP Years 1–3, schools may offer integrated visual arts and integrated performing arts, although
not necessarily as simultaneous courses. As a subject group, the arts must meet the minimum requirements
per year.

The following table shows examples of some integrated arts pathways.

MYP Year 1 MYP Year 2 MYP Year 3 MYP Year 4 MYP Year 5

Integrated VA Integrated VA Integrated VA Integrated VA Continuation Preferred, as students have

and integrated and integrated and integrated and/or of the choice sufficient opportunity to
PA PA PA integrated PA selected in experience sustained
MYP Year 4. learning in visual and
performing arts.

Integrated VA Integrated VA Integrated VA Integrated VA Continuation Suggested, depending on

and integrated and integrated and integrated and/or PA or of the choice the specialities of the staff
PA PA PA discrete arts selected in and the class sizes, to
disciplines MYP Year 4 maximize effective teaching
and learning.

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 MYP Year 1 MYP Year 2 MYP Year 3 MYP Year 4 MYP Year 5

Integrated VA Integrated VA Integrated PA Integrated VA Continuation Possible, as this offers

and/or and/or of the choice students the opportunity to
integrated PA integrated PA selected in experience many disciplines,
MYP Year 4 but does not offer sustained
learning in MYP Years 1–3.

Integrated PA Integrated VA Integrated VA Integrated VA Integrated VA Not recommended, as

students may not have
sufficient opportunity to
experience both visual and
performing arts.

A single A single A single A single A single Not possible, as schools

integrated arts integrated arts integrated arts integrated arts integrated arts must offer separate visual
course course course course course and performing arts courses.

Discrete disciplines
Schools offer two or more disciplines across MYP Years 1–3, comprising visual arts and performing arts.
Students study these disciplines throughout the entire school year. As a subject group, the arts must meet
the minimum requirements per year.

The following table shows examples of some discrete discipline pathways.

MYP Year 1 MYP Year 2 MYP Year 3 MYP Year 4 MYP Year 5

Multiple VA Multiple VA Multiple VA A choice of Continuation Preferred, as students have

and PA and PA and PA discipline(s) of the choice sufficient opportunity to
discrete discrete discrete offered in MYP selected in experience sustained
disciplines disciplines disciplines MYP Year 4 learning in visual and
Years 1–3
performing arts.

One visual arts Continuing the Continuing the A choice of Continuation Suggested, as students are
and one disciplines disciplines of the choice exposed to both VA and PA,
either/both
performing from MYP from MYP selected in although this limits students
arts as Year 1 Year 1 discrete MYP Year 4 to the study of only two arts
discrete discipline(s) disciplines.
disciplines offered in MYP
Years 1–3

Visual art Music (Band) Music A choice of Continuation Possible, as students can
any MYP arts of the choice experience many arts
(Orchestra)
discrete selected in disciplines, but less than
Drama Media Dance
discipline(s) MYP Year 4 ideal since there is not
sustained learning in MYP
Years 1–3.

Visual art Music Music Music Music Not recommended, as

students may not have
sufficient opportunity to
experience both visual and
performing arts.

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 MYP Year 1 MYP Year 2 MYP Year 3 MYP Year 4 MYP Year 5

General Band, with Band, with Band Band Not recommended, as

music, with students may not have
15 hours of 15 hours of
sufficient opportunity to
20 hours of structured structured
experience visual arts.
structured learning in VA learning in VA
learning in VA (1 unit) (1 unit)
(2 units)

Dance Music Drama Visual art Media Not possible, as students

have not engaged in visual
arts in MYP Years 1–3.

Orchestra Orchestra Orchestra Orchestra Orchestra Not possible, as this does

not meet programme
requirements for MYP Years
1–3.

Visual art Drama Visual art or Visual art or Not possible, as this does
drama drama not meet programme
requirements for MYP Year
3.

These clarifications provide additional support for establishing a common standard of marking by teachers
and examiners. Their primary frame of reference is MYP eAssessment, in which ePortfolios of student work
are submitted for moderation. However, such task-specific clarifications can also be useful in other contexts
to support effective teaching and learning.

Task-specific clarifications can be helpful in bringing a greater level of specificity to levels of achievement in
MYP arts that are framed as broad value statements (usually with the adjectives limited, adequate,
substantial/appropriate and excellent). Clarifications here also include definitions of key terms as well as
notes that can be helpful to examiners, teachers and students.

Criterion A – Knowing and understanding

Strand i: demonstrate knowledge and understanding of the art form studied,
including concepts, process and the use of subject–specific terminology
• Knowledge: factual information (what, when, who, how, why?)

• Understanding: the ability to comprehend and interpret knowledge (doing something with the
knowledge – implementing, applying; exploring cause, meaning and significance)

• Art form: artwork/artistic composition/movement/style produced by artists or a cultural movement

(examples include: gamelan, Dadaism, a song, oil painting, sculpture)

• Concepts: the ‘big ideas’ of the art form studied (beginning with arts focus key concepts and arts related
concepts)

• Process: what has or is to be done in the creation of an art form; creative exploration, experience, play
and (self–) discovery

• Subject–specific terminology: appropriate use terminology (examples include: characteristics of an

art movement, techniques, conventions, elements of art forms)

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 Level Strand descriptor Task–specific clarification

1–2 demonstrates limited knowledge and limited: a rudimentary account that may demonstrate
understanding of the art form studied, knowledge but little understanding
including concepts, process and
limited use of subject–specific
terminology

3–4 demonstrates adequate knowledge adequate: a detailed factual account with some
and understanding of the art form analysis of the art form, using some appropriate
studied, including concepts, subject–specific terminology
process and adequate use of
subject–specific terminology

5–6 demonstrates substantial substantial: partial analysis with some synthesis of

knowledge and understanding of research, frequently using appropriate subject–specific
the art form studied, including terminology
concepts, process and substantial
use of subject–specific terminology

7–8 demonstrates excellent knowledge excellent: thorough analysis with perceptive

and understanding of the art form interpretation of research, consistently using most or all
studied, including concepts, of the relevant subject–specific terminology
process and excellent use of
subject–specific terminology

Strand ii: demonstrate understanding of the role of the art form in original
or displaced contexts
• Role of art form: the impact of the art considering time and place (How, when, and why the art form
emerged—global, local, national, social, historical, personal and cultural contexts)

• Original context: the circumstances of the original art form

• Displaced context: a different context from the art form’s original context

Level Strand descriptor Task–specific clarification

1–2 demonstrates limited understanding limited: rudimentary

of the role of the art form in original or
displaced contexts

3–4 demonstrates adequate adequate: detailed, factual correct

understanding of the role of the art
form in original or displaced contexts

5–6 demonstrates substantial substantial: attentive, thoughtful

understanding of the role of the art
form in original or displaced contexts

7–8 demonstrates excellent excellent: thorough and perceptive, careful and complete
understanding of the role of the art
form in original or displaced contexts

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Strand iii: use acquired knowledge to purposefully inform artistic decisions
in the process of creating artwork
• Acquired knowledge: what students have learned about an art form and that form’s role, the artistic
skills and techniques used to create it, and the ideas explored in its realization (Criteria Aii, Bi and Ciii).
Students provide evidence of achievement in this strand by recording the decisions they make and the
reasoning that led to those decisions.

Level Strand descriptor Task–specific clarification

1–2 demonstrates limited use of acquired limited: provides a rudimentary account of knowledge
knowledge to purposefully inform used to make artistic decisions
artistic decisions in the process of
creating artwork

3–4 demonstrates adequate use of adequate: describes knowledge used to make artistic
acquired knowledge to purposefully decisions
inform artistic decisions in the
process of creating artwork

5–6 demonstrates substantial use of substantial: describes in detail the knowledge used to
acquired knowledge to purposefully make artistic decisions
inform artistic decisions in the
process of creating artwork

7–8 demonstrates excellent use of excellent: explains convincingly how knowledge is used to
acquired knowledge to purposefully make artistic decisions
inform artistic decisions in the
process of creating artwork

Criterion B – Developing skills

Strand i: demonstrate the acquisition and development of the skills and
techniques of the art form studied
• Evidence for the development of technical skills can be found throughout the artistic process as well as
the artwork at its point of realization.

• There is no required number of skills and techniques; skills and techniques should be appropriate to
the art form studied and lead toward the intended outcome.

– Skills: abilities that have been acquired by training and/or experience

– Techniques: the forms used to show skill; the particular way skill(s) are employed

– Acquisition: gaining new skills or techniques

– Development: refinement and progression of skills and techniques through personal experience
and growth

• Evidence of achievement for this strand is within the student’s process work—from development up to
the point of realization. Demonstration of skill acquisition and technique should include 3 samples from
various points in the artistic process.

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 Level Strand descriptor Task–specific clarification

1–2 demonstrates limited acquisition and limited acquisition and development: Little personal
development of the skills and progression
techniques of the art form studied

3–4 demonstrates adequate acquisition adequate acquisition and development: Some personal
and development of the skills and progression
techniques of the art form studied

5–6 demonstrates substantial acquisition substantial acquisition and development: Considerable

and development of the skills and personal progression
techniques of the art form studied

7–8 demonstrates excellent acquisition excellent acquisition and development: Extensive

and development of the skills and personal progression that is notable in breadth and/or
techniques of the art form studied depth

Strand ii: demonstrate the application of skills and techniques to create,

perform and/or present art
• Point of realization: the moment when an artist makes a commitment to his or her artwork by
presenting it to or sharing it with an audience; a point of realization can take many forms

• Control: disciplined and purposeful use; expertise, proficiency or success

• The skills demonstrated in the final artwork should be related to those skills developed in Criterion Bi.
Evidence of achievement for this strand must come from a realized outcome.

Level Strand descriptor Task–specific clarification

1–2 demonstrates limited application of limited: little control of skills and techniques
skills and techniques to create,
perform and/or present art

3–4 demonstrates adequate application adequate: partial control of skills and techniques
of skills and techniques to create,
perform and/or present art

5–6 demonstrates substantial application substantial: effective and generally consistent control of
of skills and techniques to create, skills and techniques
perform and/or present art

7–8 demonstrates excellent application excellent: highly effective and consistent, well–focused
of skills and techniques to create, control of skills and techniques
perform and/or present art

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Criterion C – Thinking creatively
Strand i: develop a feasible, clear, imaginative and coherent artistic
intention
• The artistic intention must be linked to the art form studied in line with the statement of inquiry and
global context.

• The development of the artistic intention must be included as part of the student’s process journal
included for assessment.

– Artistic intention: the intended outcome(s) for an artwork; a statement of artistic intention might
be written, visual, recorded or in the form of an annotated plan – and should be consistent with
the realized artwork

Level Strand descriptor Task-specific clarification

1–2 develops a limited artistic intention, limited: brief account of the intended outcome(s) for an artwork
which is rarely feasible, clear,
imaginative or coherent

3–4 develops an adequate artistic intention, adequate: detailed description of the intended outcome(s) for an
which is occasionally feasible, clear, artwork, which is sometimes feasible, clear, imaginative or
imaginative and/or coherent coherent

5–6 develops a substantial artistic substantial: detailed explanation of the intended outcome(s) for an
intention, which is often feasible, clear, artwork, which is often feasible, clear, imaginative and coherent
imaginative and coherent

7–8 develops an excellent artistic intention, excellent: detailed explanation of the intended outcome(s) for an
which is consistently feasible, clear, artwork, which is reliably feasible, clear, imaginative and coherent
imaginative and coherent

Strand ii: demonstrate a range and depth of creative–thinking behaviours

• Creative–thinking behaviours: creativity in the arts is evidenced through curiosity, imagination,
courage and determination. Lateral and divergent thinking are clear indicators of creative thinking.
Examples of creative-thinking behaviours can be found in ‘Thinking creatively’ section of the MYP Arts
guide (September 2014 / January 2015); creative-thinking skills in ATL skills framework (MYP: From
principles into practice [2014]) describe some of the ways that students can generate novel ideas and
consider new perspectives.

• Range: the number of kinds of creative thinking behaviours evidenced

• Depth: the complexity and detail to which creative thinking behaviours are evidenced

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 Level Strand descriptor Task-specific clarification

1–2 demonstrates a limited range and/or limited: little evidence of creative thinking behaviours
depth of creative–thinking behaviours

3–4 demonstrates an adequate range adequate: evidence of creative thinking behaviours that
and/or depth of creative–thinking demonstrates range rather than depth
behaviours

5–6 demonstrates a substantial range substantial: evidence of creative thinking behaviours that
and/or depth of creative–thinking demonstrate range and depth
behaviours

7–8 demonstrates an excellent range excellent: evidence of creative thinking behaviours that consistently
and/or depth of creative–thinking demonstrate broad range and significant depth
behaviours

Strand iii: demonstrate the exploration of ideas to shape artistic intention

through to a point of realization
• Explore: to undertake a systematic process of discovery

• Evidence of achievement for this strand can come from both process and outcome/product.

Level Strand descriptor Task–specific clarification

1–2 demonstrates limited exploration of limited: explores ideas with unclear purpose, or explores only a few
ideas to shape artistic intention, ideas with purpose, although not to a point of realization
which may reach a point of
realization

3–4 demonstrates adequate exploration adequate: explores relevant ideas to shape artistic intention through
of ideas to shape artistic intention to a point of realization
through to a point of realization

5–6 demonstrates substantial substantial: shows intended exploration of ideas to usefully shape
exploration of ideas to purposefully artistic intention through to a point of realization
shape artistic intention through to a
point of realization

7–8 demonstrates excellent exploration excellent: shows thorough, relevant and meaningful exploration of
of ideas to effectively shape artistic ideas to successfully shape artistic intention through to a point of
intention through to a point of realization
realization

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Criterion D – Responding
Strand i: construct meaning and transfer learning to new settings
• Construct meaning: create an understanding about something; to infer and interpret facts, an opinion,
an idea or an event that has been read, viewed or heard

Level Strand descriptor Task–specific clarification

1–2 constructs limited meaning and limited: little if any response to the unit’s statement of
may transfer learning to new inquiry/global context
settings

3–4 constructs adequate meaning adequate: some connection between process and
and occasionally transfers product/outcome and the unit’s statement of inquiry/global
learning to new settings context

5–6 constructs appropriate meaning appropriate: meaningful connections between process and
and regularly transfers learning product/outcome and the unit’s statement of inquiry/global
to new settings context

7–8 constructs meaning with depth with depth and insight: detailed, meaningful and creative
and insight and effectively connections between process and product/outcome and unit’s
transfers learning to new settings statement of inquiry/global context

Strand ii: create an artistic response which intends to reflect or impact on

the world around them
• The artistic response will be seen in the artwork itself. The teacher must consider how effectively it
shows the student’s ability to either impact the world or reflect on the world in relation to the unit’s
statement of inquiry / global context.

– Artistic response: the outcome created in response or reaction to the artistic intention with
respect to the unit’s statement of inquiry/ global context

Level Strand descriptor Task–specific clarification

1–2 creates a limited artistic limited: little if any connection between the outcome and the world
response, which may intend to
reflect or impact on the world
around him or her

3–4 creates an adequate artistic adequate: some connection between the outcome and the world
response, which intends to reflect
or impact on the world around
him or her

5–6 creates a substantial artistic substantial: multiple clearly stated connections between the outcome
response, which intends to reflect and the world
or impact on the world around
him or her

7–8 creates an excellent artistic excellent: meaningful, rich and sophisticated connection(s) between the
response which intends to outcome and the world
effectively reflect or impact on
the world around him or her

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Strand iii: critique the artwork of self and others
• Students must critique their own work and the work of others; others can include peers and/or
practitioners.

Level Strand descriptor Task–specific clarification

1–2 presents a limited critique of the limited: description of artwork within the art form studied, including the
artwork of self and others artwork of either self OR others

3–4 presents an adequate critique of the adequate: analysis of artwork within the art form studied, including the
artwork of self and others artwork of both self and others

5–6 presents a substantial critique of the substantial: analysis and evaluation of artwork within the art form
artwork of self and others studied, balancing the evaluation of one’s own artwork and that of
others

7–8 presents an excellent critique of the excellent: detailed, insightful critique of artwork within the art form
artwork of self and others studied, evaluating the artwork of self within the context of others’
artwork

Advice for teachers:

Teachers must provide evidence for the levels of achievement awarded for each strand of criteria A, B, C
and D.

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