Music (Integrated Performing Arts) · MYP 3 (Grade 8)
Shares cross-subject units with Theatre at entry; specialises by MYP 3.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
Curriculum overview
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Camera, Action, Music
Statement of InquiryThe exploration of scientific and technical innovation in music enhances aesthetic experiences and engages the audiences.
Global ContextScientific and Technical Innovation
GC ExplorationAdaptation & Modernization
Key ConceptAesthetics
Related ConceptAudience
ATL SkillsCommunication Skils: Exchanging thoughts, messages and information effectively through interaction
Inquiry QuestionsFactual: What is the difference between diegetic and non-diegetic sound in film? Conceptual: How does music influence the way an audience interprets a scene? Debatable: Does the success of a film depend more on the emotional pull of its score or the immersive realism created by foley
Assessment Objective / CriteriaCriteria Ai- Students investigate a movie scene, its director and music composer Criteria Aii - Students analyse music, foley and sound effects and how it affects the scene. Criteria C - Students will work in groups to compose music and design foley for a chosen film scene, submitting their final work as a video file Criteria Dii - Reflect on their development as an artist.
Skill based Unit - Single Classes
Statement of InquiryPurpose -Provide hands-on experience with instruments and voice. -Build core skills: rhythm, pitch, harmony, technique, ensemble. -Offer choice of focus (Voice, Keys, Guitar, Ukulele, Drums). -Runs alongside assessed units, ungraded—focus on growth. Structure -Lessons once per 10-day cycle (except Camera, Action, Music). -Theory embedded in practice (notation, chords, scales, rhythm). -Ensemble sessions for collaboration and performance. Content (Development & Creativity) Focus: Expanding technique, creativity, ensemble skills, and independence. -Voice: Warm-ups, 3-part harmony, pop/jazz/world songs, intro to improvisation. -Keys: Scales (C, G, F, D), chord inversions, arpeggios, lead sheets with chords/melody. -Guitar/Ukulele: Barre chords, power chords, riffs, fingerpicking, small band covers. -Drums/Percussion: Rock/pop/funk grooves, fills, transitions, backing tracks, ensemble support. Theory -Key signatures (up to 3 sharps/flats). -Major/minor scales, intervals (2nd–5th). -Chord progressions & cadences. -Reading simple lead sheets.
Inquiry QuestionsThe development of their skills based lesson will allow them to create their own inquiry questions.
Other grades for this subject: MYP 1 · MYP 2 · MYP 4 · MYP 5