IB MYP Arts Syllabus (Grade 1-5)

Assessment criteria for IB MYP Arts as stated in MYP subject brief:

Each arts objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands with unique descriptors that teachers use to make judgments about students’ work. 

Criterion A: Investigating

Through the study of art movements or genres and artworks/performances, students come to understand and appreciate the arts. They use their research skills to draw on a range of sources, and they develop information literacy skills to evaluate and select relevant information about the art movement or genre and artworks/performances.

Students should be able to:

• Research a movement or genre within their chosen artistic field, relevant to the statement of inquiry.
• Analyze and evaluate an artwork or performance belonging to the selected movement or genre.

Learning Progression

Year 1-Novice	Year 3-Intermediate	Year 5-Competent
Criterion A: Investigating
Research a movement or genre within their chosen artistic field, relevant to the statement of inquiry. Describe an artwork or performance belonging to the selected movement or genre.	Research a movement or genre within their chosen artistic field, relevant to the statement of inquiry. Analyse an artwork or performance belonging to the selected movement or genre.	Research a movement or genre within their chosen artistic field, relevant to the statement of inquiry. Critique an artwork or performance belonging to the selected movement or genre.

Criterion B: Developing

Students develop ideas through practical exploration, which provides the opportunity for active participation in the art form. Practical exploration requires students to acquire and develop skills/ techniques and to experiment with the art form. Students use both practical exploration and knowledge and understanding of art and artworks to purposefully inform artistic intentions and decisions.

Students should be able to:

• Experiment with concepts to guide the creation of a final artwork or performance.
• Articulate a well-defined artistic purpose for the final artwork or performance, aligning with the statement of inquiry.

Also Read: Comprehensive IB History SL & HL Syllabus

Learning Progression

Criterion B: Developing

Experiment with concepts to guide the creation of a final artwork or performance. Articulate a well-defined artistic purpose for the final artwork or performance, aligning with the statement of inquiry.

Criterion C: Creating or performing

The students’ command of skills and techniques is demonstrated through the creation or performance of a finalized artwork that is summatively assessed.

Students should be able to:

• Produce or execute an artwork or performance.

Learning Progression

Criterion C: Creating or performing

Produce or execute an artwork or performance.

Criterion D: Evaluating

Through reflecting on their work and on themselves, students become more aware of their own artistic development and the role that the arts play in their lives and in the world.

Students should be able to:

• Evaluate their own artwork or performance.
• Reflect on their growth and progression as an artist.

Learning Progression

Criterion D: Evaluating

Evaluate their own creation or performance. Reflect on their growth and progression as an artist.

Conceptual Understanding

In the MYP, the aim is to develop conceptual understanding so students can learn to use concepts through which they can understand and comprehend things at personal, local and global level. Conceptual understanding helps in solving problems, analysing issues and reflecting on decisions. It is developed through prescribed key and related concepts.

KEY CONCEPTS

AESTHETICS

Aesthetics is concerned with the qualities, creation, significance, and interpretation of beauty and taste. It develops the skills to critically appreciate and explore art, culture, and nature. The understanding of aesthetics varies from culture to culture and encompasses different perspectives in the study of art and beauty.

CHANGE

Change is a transformation from one form, state, or value to another, and it requires cause, process, and effect. Changes in art can be in the form of shapes and inspirations, which are reflected in the background or incorporated into the design.

COMMUNICATION

Communication involves the exchange of signals, facts, ideas, and symbols, including the needs of the sender, the message, and the intended recipient. In the arts, communication is key to expressing the artist’s ideas to audiences, facilitating collaboration, providing ideas, and responding through various media such as art, body language, images, sound, and text. 

IDENTITY

Identity refers to the defining characteristics of individuals, groups, times, places, symbols, and processes shaped by internal and external influences The search for identity in art often involves self-discovery, but it can also involve the discovery of genres, movements, artists, and their cultural aspects. 

Related Concepts

The following table showcases different MYP ‘Related concepts’ for Arts. These concepts help identify the key areas that the students are expected to learn to acquire deep learning during their MYP studies. 

Visuals arts	Performing arts
Audience Boundaries Composition Expression Genre Innovation Interpretation Narrative Presentation Representation Style Visual culture	Audience Boundaries Composition Expression Genre Innovation Interpretation Narrative Presentation Play Role Structure

Approaches to learning (ATL skills)

• Thinking skills
  Chart the artistic brainstorming process in the arts journal to spur fresh ideas and inquiries.
• Social skills
  Collaborate within a production team, fulfilling designated roles and duties.
• Communication skills
  Offer and accept constructive feedback.
• Self-management skills
  Strategize the progression of artwork, performance preparation, or exhibition timeline.
• Research skills
  Gather, structure, assess, blend, and ethically utilize information from diverse sources and platforms, including digital and online networks, to explore art and artists’ works.

Also Read: Comprehensive IB English SL & HL Syllabus

IB MYP Arts ePortfolio

Assessment Levels

• eAssessment in the arts is available only at the Year 5/Competent stage.
• Novice or intermediate-stage arts courses may be offered, but for IB MYP course results, students must work at the Year 5/Competent stage.

Assessment Structure

• The IB publishes a partially completed arts unit planner for each assessment session.
• Teachers adapt and deliver these planners in their teaching contexts.
• The planner includes summative assessment tasks covering all strands of each criterion.

ePortfolio Submission

• Completed assessments are presented as an ePortfolio, a collection of work submitted for eAssessment.
• This demonstrates students’ achievement of subject group objectives.
• The proof for ePortfolio can be in the form of textual, visual, auditory or photographic evidence

Marking Process

• The student’s teacher(s) mark the portfolio based on the school’s internal standards against MYP arts assessment criteria for Year 5/Competent stage.
• Successful results contribute to students earning the IB MYP certificate.

External Moderation

• External moderation ensures consistent and accurate standards.

Recommended Learning Time

• Approximately 20 hours are recommended for the ePortfolio unit.