Home › Learning at QBS › P.Y.P. ›

Arts

Arts are viewed by the PYP as a form of expression that is inherent in all cultures. They are a powerful means to assist in the development of the whole child, and are important for interpreting and understanding the world. Arts in the PYP promote imagination, communication, creativity, social development and original thinking.

From an early age, students have the opportunity to develop genuine interest, to give careful consideration to their work, and to become self-critical and reflective. They are provided with opportunities to communicate about their creative work and to share their understanding with teachers, peers and families.

Through the arts, students gain confidence and competence in self-expression and collaborative learning, in both formal and informal settings. A competence in reflecting and evaluating their own work and the work of others is integral, and empowers students to take risks in and beyond the arts setting.

In the PYP, the arts are identified as drama, music and visual art, which are significant disciplines in their own right. However, the transdisciplinary nature of the arts makes them an essential resource throughout the curriculum: through the arts we learn to communicate, have exposure to other cultures and other times, and find out more about ourselves. The creative process is seen as a driving force in learning through inquiry.

The IB learner profile is integral to teaching and learning arts in the PYP because it represents the qualities of effective learners and internationally minded students. The learner profile, together with the five essential elements of the programme—knowledge, concepts, skills, attitudes and action—informs planning, teaching and assessing in the arts.

Exposure to and experience with the arts opens doors to key questions about life and learning. Evidence of students’ learning will be seen in their willingness and ability to take action in order to make a difference in the world.

Good arts practice

Arts teaching requires a formalized structure that encourages students’ artistic development. Skills and processes are introduced in a systematic way without reducing the opportunity for students to inquire into the creative process.

Students draw on a wide range of stimuli: the creative works of professional artists; contemporary and historical literature; music, artwork, dance and stories. Drama, music and visual artwork develop naturally from students’ own imaginations, observations, real-life experiences, feelings, values and beliefs. Introducing issues and concepts through appropriate media gives them meaning and allows students to take ownership of them.

Arts inquiry in a PYP classroom takes place in an environment that stimulates and challenges students. It is well resourced with an extensive range of tools, supplies, teaching materials, media and audio-visual equipment. These resources reflect the work of artists of both genders from around the world throughout time. The use of appropriate technology influences and enhances student learning. Students are able to gather, organize, create, record, share and assess information through the use of ICT as well as other media.

Learners of the arts are both active and reflective. As well as being actively involved in creating and performing, students reflect on their work and on the work of others. Collaborative activities with other students in their own classes or other classes are essential; inquiring, working and reflecting with other students (older or younger) in a two-way learning process.

Students are given opportunities to meet and work with living artists from a variety of cultures. They attend live performances and art exhibits as well as experiencing reproductions. Students display their work or perform in both informal and formal settings because an awareness of the audience is a skill that can be learned only through practical application.

A PYP teacher’s personal knowledge of the arts is of key importance. What teachers themselves understand shapes which resources they choose, what learning experiences they design and how effectively they teach. The teacher’s own interest in, and development of, the disciplines of drama, music or visual art is maintained through regular professional development, reading of professional journals and, especially, through regular contact with colleagues who share their commitment to teaching arts through inquiry. Commercially available resources for teaching the arts are carefully evaluated in order to ensure that they meet the requirements of the teacher, the students and the curriculum.

The role of arts in the programme of inquiry

Arts are inquiry-based because of the nature of the creative cycle and the emphasis on process. In addition, the learner profile, concepts, knowledge, skills, attitudes and action are embedded in a balanced arts curriculum. Whenever possible and appropriate, arts teaching should be within the school’s programme of inquiry. Arts teachers may use a number of the following models to teach their subject area within the PYP.

  • Integrating or supporting a unit within the programme of inquiry: Whenever appropriate, arts teachers should be involved in collaborative planning to design and teach the units of inquiry.
  • Preparing for or following on from a unit within the programme of inquiry: The direct teaching of arts in a unit of inquiry may not always be feasible but, where appropriate, introductory or follow-up activities may be useful to help students make connections between the different aspects of the curriculum. Arts teachers plan and teach activities or experiences that prepare students for participation in a unit of inquiry. Following on from a unit, students may demonstrate their understanding of the central idea in an arts activity.
  • Independent inquiry: There are times when arts teachers will be teaching their subject area independently using purposeful inquiry. At such times, teachers should structure their teaching and learning through the use of the learner profile, the transdisciplinary themes and central ideas.Teachers should still ensure that authentic connections are made while maintaining the integrity and essential character of the discipline.
  • Skills-based teaching: This refers to the teaching of subject-specific skills not directly related to a unit of inquiry but required for the development of students’ understanding. If undertaking a skills-based lesson outside the programme of inquiry, arts teachers should still recognize that the same philosophy and pedagogy must underpin their planning and teaching of the subject.

 

Information on this page was taken in part from : "Making the PYP Happen" 2007
For further information, please visit: www.ibo.org