Performance-based. Storytelling and monologue work at entry; devising original theatre by MYP 2.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
Per-subject overview pending.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
The process of play/playing promotes spontaneous communication and decision making.
Personal & Cultural Expression
Ritual and Play
Communication
Play Structure Boundaries
Thinking: Creative Thinking Skills Make unexpected or unusual connections between objects and/or ideas Affective Skills: Practise “bouncing back” after adversity, mistakes and failures Practise “failing well”
What are the Four Pillars of Improv? In what ways does establishing the improv platform promote creative thinking/play? How do game structures limit fear and promote spontaneity? Is it impossible to fail in improv?
C and Dii: S1: Improv Performance - C Develop an improv troupe Learn improv conventions & structures “Master” 5 structures in which to use for performance with an audience Use audience “offers” in the moment Audience - Perform for an audience of their grade level peers. S2: Development as an artist- Dii Growth in “bouncing back” and “failing well” (not measured by audience outcomes)
The arts promote open discussion empowering the audience to make informed healthy life choices.
Fairness & Development
Imagining a hopeful future
Aesthetics
Genre, Audience
Research: Media Literacy Skills Locate organize, analyse, evaluate, synthesis and ethically use information from a variety of sources and media (including digital social media and online networks) Communication Skills Use a variety of speaking techniques to communicate with a variety of audiences
What is the art form of Puppetry? How does telling a story through puppets differ from live actors? Does puppetry allow a performer to take more risks in storytelling? Is so, how? does a culture's puppetry style provide a mirror into a culture's values and morals?
Ai BiBiiDi S1: Puppet Research: Ai Research on puppetry techniques Child development Topic as provided by SKG teacher Questions are student generated S2: Developing: Bi Bii Intended audience is selected-SKG or MS Script is developed in small groups Thematically based on SKG teacher-provided topic Students will show the development of the script and puppets Students make the puppets Performance is on classroom stages for intended audience S3: Audio reflection : Di Analysis of the performance Achievement of intentions
Designers use composition and presentation to create aesthetic value for the audience.
Orientation in Space and Time
Eras, evolution
Aesthetics
Composition, Presentation
Thinking: X. Transfer skills Utilizing skills and knowledge in multiple contexts Combine knowledge, understanding and skills to create products or solutions
What is the role of a Designer? To what extent does the director's vision drive the aesthetic for the production? Is the designer's artistic intention more or less important that the director's vision?
Aii, Bi,Bii,Dii. S1 : Investigation - Aii Students will watch a play (DT+) and analyze one design aspect (set, costume or lights) 3 page document Response to live Theatre S2 : Developing Bi Bii In groups of 3 students will select a one act play from the list provided and take on roles of set, light or costume designer. Create models, sketches and plans to present in the class. Must have artistic intention for the play. S3: Development as an artist Dii Making connections with the role in S1 Evaluating their development as designer based on their choices made during the process. (Reflection)
Exploration of genres through expressive communication enhances the narrative.
Personal and Cultural Expression
Practice and competancy
Communication
Expression, Genre
Thinking: Creative Thinking Skills Practice visual thinking strategies and techniques
What is the history of the musical theatre genre? What skills are needed to perform in musical theatre? How has musical theatre shaped the course of theatre as we know it? Who can perform in musical theatre? Is musical theatre important to current and future theatre trends? Can anyone learn and perform a musical theatre piece?
AiAii Bi, C. S1 : Show card and analysis of the musical Ai, ii After selecting a song and musical, students complete the show card and analyse the musical/movie. (need template as well as show card) S2: Music Analysis Bi 1. Choose a musical from the prepared Libretto folder, as shared by your teacher 2. Read the entire libretto 3. Choose 1 song that is a solo. You will then do an analysis for the following elements, using templates provided from the formatives. -Musical History and Synopsis, including composer, lyricist and librettist/playwright. -Music Analysis -Lyrics Analysis -Character Analysis -Dramatic Circumstance report -Director’s Notes - complete with blocking, facial expression and movement Notes. Template provided. S3: Acting the song - Performance - C Students have been asked to audition for a musical performance! In order to prepare, they must show their skills in dance and choreography.
The process of play promotes spontaneous communication and decision making.
Personal & Cultural Expression
Ritual and Play
Communication
Play Structure Boundaries
Thinking: Creative Thinking Skills Make unexpected or unusual connections between objects and/or ideas Affective Skills: Practise “bouncing back” after adversity, mistakes and failures Practise “failing well”
Students will develop: Team building, establishing given circumstances, making strong choices, emotional stakes, listening and responding skills: collaboration, spontaneous thinking, communication, taking risk, physical improvisation story telling. They will learn about the fundmentals of the Improv genre for both performer, audience and the real world and be introduced to Keith Johnstone's improvisation status exercises. Students will learn about status, how to communicate status and how to influence and apply this skill. Being skilled in status helps to understand and direct interactions on and off stage more effectively. Students will learn how to adapt, take a scene forward in the moment using and applying the CROW principle.
Factual: What are the Four Pillars of Improv? In what ways does establishing the improv platform promote creative thinking/play? Conceptual: How do game structures limit fear and promote spontaneity? Debatable: Is it impossible to fail in improv?
Art exposes 21st century issues
Globalization and sustainability
Health and well being
Change
Presentation
Research: Media Literacy Skills Locate organize, analyse, evaluate, synthesis and ethically use information from a variety of sources and media (including digital social media and online networks) Communication Skills Use a variety of speaking techniques to communicate with a variety of audiencesMedia Literacy, Communication
Students will research and apply global traditions of theatre for social change. The focus on Theatre of the oppressed - and develop skills used in forum theatre styles.
Factual: What are 21st century issues? Which artisits have been inspired by 21st century issues? How does art evoke an emotional response? Conceptual: How do artisits contextualise 21st century issues? To what extent does art encourage or inspire audience to make a change? Debatable: Are artisits responsible for change?
art moves the soul in different ways depending on the audience/viewer
Identities and relationships
Models, Evolution of Movement of the arts
Change
Presentation
Research: Media Literacy Skills Locate organize, analyse, evaluate, synthesis and ethically use information from a variety of sources and media (including digital social media and online networks) Communication Skills Use a variety of speaking techniques to communicate with a variety of audiencesMedia Literacy, Communication
Students will investigate and explore artistic movements and role that art plays in shaping emotions. Students will be introduced to indian practices like - Navraasa
Factual - What emotions does art evoke for you?Which artworksdo you choose for different circumstances or moods? Which techniques do artists use to stimulate emotion? Conceptual - How can you take positive feelings from one art form and explore them in another? Do the arts have a role in constructivr change? Debatable - are artisits obligated to their audience?
Other grades for this subject: MYP 1 · MYP 2 · MYP 3 · MYP 5