Shares cross-subject units with Theatre at entry; specialises by MYP 3.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Effective storytellers use structures and techniques with intention to engage their audience.
Personal and Cultural Expression
Artistry, Craft, Creation, Beauty
Communication
Composition Interpretation
Communication: Communication Skills Use a variety of speaking techniques to communicate with a variety of audiences Thinking: Creative Thinking Skills Create original works and ideas; use existing works and ideas in new ways
Music plays a vital role in storytelling. Students will study the key roles of music in storytelling and see how music shapes the mood, setting and character in stories. Students will explore how different musical traditions communicate narrative meaning. Asia (India – Instrumentation) 1. Explore how traditional Indian instruments (sitar, tabla, bansuri, tanpura, etc.) set atmosphere and cultural context. 2. Connect instrumentation to dramatic scenes or character identities. Africa (Rhythms, Call and Response) 1. Study polyrhythms and how layered drumming creates tension, movement, and community storytelling. 2. Explore call-and-response as a form of dialogue between characters or narrator and audience. 3. Apply African rhythmic patterns to enhance dramatic sequences. Europe (Beats and Styles – March, Polka, Song) 1. Examine how European dance forms and marches set tone, pace, and character (e.g., a march for a soldier, a waltz for elegance, a polka for festivity). 2. Explore the role of folk song in storytelling traditions. 3. Experiment with adapting these styles into modern theatre/music contexts.
Factual Questions 1. What musical elements (tempo, dynamics, scales, timbre, rhythm) are used to create different moods in storytelling? 2. How do different regions (India, Africa, Europe) use instruments, rhythms, or styles to represent setting and character in their stories? Conceptual Questions 1. How does music influence the audience’s interpretation of mood, setting, or character in a story? 2. In what ways does cultural context shape the way music communicates meaning in storytelling? Debatable Questions 1. Is music more powerful than words or visuals in shaping how a story is experienced? 2. Can music alone tell a complete story without the need for other art forms like theatre or visuals?
Aii - Analysis Compare and contrast two pieces of music from different regions of one continent (Asia, Africa, or Europe). Describe instruments and elements of music (melody, rhythm, harmony, texture, timbre, form). Explain how each piece shows mood, setting, or character. Use specific musical examples (e.g. motifs, rhythms, timestamps). Bi - Exploration of ideas Choose one story setting (India, Africa, or Europe). Exploration 1 (Solo): Create two short rhythmic or melodic ideas. Exploration 2 (Group): On BandLab, each member composes a 4-bar section, then combine into one piece. C - Performance Perform your piece (solo or group) with correct rhythm, pitch, and timing. Show the mood and story through expression and teamwork. Dii - Reflection Reflect on your music journey. Explain how your skills and creativity have grown, and what you learned about using music to tell a story.
Students could take their knowledge from Maths to create patterns and vice versa. Students will be given opportunities to actively engage in music performance at a local community center, using their musical talents to entertain and uplift the residents, fostering a sense of joy and connection through the power of music.
🎶 Skill-Based Lessons Purpose To provide students with hands-on experience in instruments and voice. To build core musicianship skills (rhythm, pitch, harmony, technique, ensemble). To give students choice & ownership in their musical journey. Runs parallel to assessed units, but is not graded—focus is growth & skill building Structure Lessons once in a day 10 cycle except during the assessed unit - The art of storytelling. Students choose a “major” instrument focus (Voice, Keys, Guitar, Ukulele, Drums). Theory “nuggets” embedded (notation, chords, rhythm reading, scales) directly connected to the instrument/voice work. Occasional ensemble sessions to bring everyone together. Grade 6 Content (Foundation & Exploration) Focus: Discovery, confidence building, learning the “language” of music Voice Breathing, posture, warm-ups. Singing in unison and rounds. Intro to harmonies (2-part). Singing simple pop, folk, and world songs. Keys (Piano/Keyboard) Finger numbers, hand position. C major & G major 5-finger scales. Simple melodies with right hand. Easy chord patterns (I–V–vi–IV). Guitar / Ukulele Basic tuning & posture. Open chords: C, G, Am, F. Simple strumming patterns. Playing chord progressions to popular songs. Drums / Percussion Basic drum kit grooves (quarter notes, 8th notes). Coordination of hands & feet. Percussion ensemble pieces. Playing along to tracks with steady pulse. Theory Nuggets Note values (whole, half, quarter, eighth). Reading treble clef (C–G). Time signatures (4/4, 3/4). Intro to chord symbols.
The development of their skills based lesson will allow them to create their own inquiry questions.
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Other grades for this subject: MYP 2 · MYP 3 · MYP 4 · MYP 5