Arts

General introduction to department
AT TIS, three different Arts disciplines are offered: Music, Visual Art and Drama/Theatre Arts. These Arts subjects offer students opportunities and experiences through which they are encouraged to develop a sense of self and an understanding of the complex world around them. The key skills of creative thinking, problem solving, collaboration, communication, reflection, appreciation and feedback are explicit elements of our Arts curricula, but which reach beyond the confines of both classroom and subject area, extending to all areas of living and learning, in the present and into the future as lifelong skills.

The Arts co-curricular program is designed to facilitate students’ participation in the development and production of public events placing the greatest emphasis on the creative process and the experience of involvement. The co-curricular program extends and strengthens the skills, knowledge and attitudes of the curricular program and provides further opportunities for creative and artistic development.

In both curricular and co-curricular Arts, active learning-through-doing, taking creative risks and experimenting with ideas and concepts, position students’ learning in an authentic context with authentic demands, whilst embodying a student centred approach.

The development of critical skills is embedded in a holistic Arts curriculum, which embraces the teaching of the ‘whole’ student. Students are encouraged to face what is uncertain, make creative connections, engage imaginations, learn how to express themselves effectively and develop respectful and supportive ways of interacting.

TIS is one of only two hundred and twenty schools worldwide (*) which offers all three IB programmes, and which is therefore able to deliver continuity in Arts education across all grades. The IB continuum of international education provides a progression of learning for students aged 3 to19. Reflection, evaluation, artistic self-expression, collaboration and communication are intrinsic to the beliefs and values held in each programme.

The incremental development of knowledge, conceptual understanding and skills through units of inquiry nurture students’ reflective approach to their own work as well as a deeper understanding of the role of the arts in society, the world, and in their own lives.

Tashkent International School offers subject specific Arts education in Music, Visual Art and Drama throughout the school and across all three IB programmes.

*Statistics published be the International Baccalaureate, http://www.ibo.org/facts/schoolstats/progcombinationsbyregion.cfm, (accessed 29.01.14)

MYP Aims
The aims of MYP arts are to encourage and enable students to:

  • create and present art
  • develop skills specific to the discipline
  • engage in a process of creative exploration and (self-)discovery
  • make purposeful connections between investigation and practice
  • understand the relationship between art and its contexts
  • respond to and reflect on art
  • deepen their understanding of the world.

Diploma Programme Subject Aims
The aims of the IB Diploma Programme Arts subjects are to enable students to:

  • enjoy lifelong engagement with the arts
  • become informed, reflective and critical practitioners in the arts
  • understand the dynamic and changing nature of the arts
  • explore and value the diversity of the arts across time, place and cultures
  • express ideas with confidence and competence
  • develop perceptual and analytical skills.

and specifically in …

Music:

  •  develop their knowledge and potential as musicians, both personally and collaboratively.

Visual Art:

  • make artwork that is influenced by personal and cultural contexts
  • become informed and critical observers and makers of visual culture and media
  • develop skills, techniques and processes in order to communicate concepts and ideas.

Theatre

  • explore theatre in a variety of contexts and understand how these contexts inform practice
  • understand and engage in the processes of transforming ideas into action
  • develop and apply theatre production, presentation and performance skills, working both independently and collaboratively (presenting theatre)
  • understand and appreciate the relationship between theory and practice

Subject specific information
In Grade 6, 7 and 8, students study one of the three Arts subjects each trimester. In Grade 9 students select two arts disciplines on which to focus, studying each subject for one semester. In Grade 10 students select one Arts subject which they will study for the duration of the year.

Assessment in the Middle Years Programme (MYP) Arts subjects

A. Knowing and understanding
Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms
and are able to analyse and communicate in specialized language. Using explicit and tacit knowledge
alongside an understanding of the role of the arts in a global context, students inform their work and
artistic perspectives.

In order to reach the aims of arts, students should be able to:

i. demonstrate knowledge and understanding of the art form studied, including concepts, processes
and the use of subject-specific terminology
ii. demonstrate an understanding of the role of the art form in original or displaced contexts
iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

B. Developing skills
The acquisition and development of skills provide the opportunity for active participation in the art form
and in the process of creating art. Skill application allows students to develop their artistic ideas to a
point of realization. The point of realization could take many forms. However, it is recognized as the
moment when the student makes a final commitment to his or her artwork by presenting it to an
audience. Skills are evident in both process and product.

In order to reach the aims of arts, students should be able to:

i. demonstrate the acquisition and development of the skills and techniques of the art form studied
ii. demonstrate the application of skills and techniques to create, perform and/or present art.

C. Thinking creatively
The arts motivate students to develop curiosity and purposefully explore and challenge boundaries.
Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to
develop their artistic intentions, their processes and their work. Thinking creatively enables students to
discover their personal signature and realize their artistic identity.

In order to reach the aims of arts, students should be able to:

i. develop a feasible, clear, imaginative and coherent artistic intention
ii. demonstrate a range and depth of creative-thinking behaviours
iii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.

D. Responding
Students should have the opportunity to respond to their world, to their own art and to the art of others.
A response can come in many forms; creating art as a response encourages students to make
connections and transfer their learning to new settings. Through reflecting on their artistic intention and
the impact of their work on an audience and on themselves, students become more aware of their own
artistic development and the role that arts play in their lives and in the world. Students learn that the arts
may initiate change as well as being a response to change.

In order to reach the aims of arts, students should be able to:

i. construct meaning and transfer learning to new settings
ii. create an artistic response which intends to reflect or impact on the world around them
iii. critique the artwork of self and others.

UNITS OF STUDY

DRAMA MUSIC VISUAL ART
Mrs. Siobhan Buckman
siobhanb@tashschool.org
Jay Kuhlmann
jayk@tashschool.org
Mr. Guime Odendaal
guimeo@tashschool.org
Mr. Ronald Kleijer
ronald@tashschool.org
Ms. Kate Henry
kateh@tashschool.org
G6 Unit 1: Developing Affective Performance skills
Unit 2: Performance poetry & the Devising Process
Unit 1: Rhythms
Unit 2: Melodies
Unit 3 : Expressive music
Unit 1: Patterns
Unit 2: Perspective
Unit 3: The still life
G7 Unit 1:Foreign Language Performance: exploring nonverbal communication
Unit 2:Laban & approaches to Dance
Unit 1: Sound Exploration
Unit 2: Tonality
Unit 3: Musical Moods and characters
Unit 1: Flying Patterns
Unit 2: Geometrical Forms
G8 Unit 1: The Theatre Company: from page to stage. Understanding the workings of theatre making through process to product. Unit 1: Harmonies
Unit 2: Form – The structure of music
Unit 3: The feeling of music
Unit 1: 3D letters
Unit 2: Go Fish
Unit 3: The still life
G9 Unit 1: Space & Face.
Manipulating focus and the noise of silence,
Unit 2: Mime & Mask. World mask conventions and personal practice
Unit 1: Timbre – The character of musical sounds
Unit 2: Texture – How music fits together
Unit 3: Aesthetics – Beautiful Music
Unit 1: Plate design
Unit 2: Geometrical forms
Unit 3: The Portrait
G10 Unit 1:Where truth lies: creating imagined realities.
Prop manipulation, animating the inaminate. Understanding endowment.
Unit 2: World Puppetry
conventions, design, construction, and manipulation
Puppetry and contemporary texts
Unit 3: Realizing text
Unit 1: The Composer
Unit 2: The Performer
Unit 3: The Conductor
Unit 4: The Listener
Unit 1: The still life
Unit 2: The portrait
Unit 3: The human figure
Unit 4: Working in space
Unit 5: Free style
G11 Unit 1: Boal & The Collective Vision.
Unit 2: Bertold Brecht. & Political Theatre. Traditions, conventions, context.
Unit 3: Japanese Theatre- Butoh Dance Drama
Unit 4; Shakespeare: Rhythm in text
Unit 5: Solo Performance, Caliban’s Butoh
Unit 1: Introduction to music analysis
Unit 2: Performance Skills
Unit 3: Music Theory and Composition
Unit 4: Musical Links Investigation
Unit 1: Intro to the program
Unit 2: Building skills and work habit
Unit 3: Making connections
Unit 4: Create personal ‘language’
Unit 5: Forming personal concept(s)
G12 Research Presentation
Director’s Notebook
Collaborative Theatre Project
Solo Performance
Unit 1: Music History and World Music
Unit 2: Refining composition and/or performance
Unit 3: Musical Perception
Unit 4: Preparing for final assessments
Unit 1: Building on year1; “what do I have to say with my work?”
Unit 2: Skill/concept development
Unit 3: Preparing for final exhibition