Music … gives students access to musical experiences that allow for the development of thinking skills, intuitive skills, practical abilities, communication and the ability to relate to others. Engagement with existing and emerging music from the local community and from around the world allows students to understand the significance of music to the cultures of the world and, by engaging in practical work, to develop understanding of how the act of making music is a significant and universal aspect of human expression.
(International Baccalaureate, 2013, MYP Arts Guide)
Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of individuals and communities. This scenario invites exciting exploration and sensitive study.
Music, and all of its associations, may vary considerably from one musical culture to another: yet music may share similarities. Such richness offers a variety of ways to encounter and engage with a constantly changing world. A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through such a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. Informed and active musical engagement allows us to explore and discover relationships between lived human experience and specific sound combinations and technologies, thus informing us more fully of the world around us, and the nature of humanity.
(International Baccalaureate, 200p, DP Music Guide)
Music in the MYP
Students will practice an instrument from the Brass family: trumpet or trombone. They will have the opportunity to explore basic sound production and fingering technique. As part of a large brass ensemble they will also experience playing as a group, following a conductor and be introduced to note and rhythm reading.
Students will practice an instrument from the Woodwind family: flute or clarinet. They will have the opportunity to explore basic sound production and fingering technique. As part of a large brass ensemble they will also experience playing as a group, following a conductor and deepen their understanding of note and rhythm reading.
Students will practice an instrument from the String family: violin, viola or cello. They will have the opportunity to explore basic sound production and fingering technique. As part of a large brass ensemble they will also experience playing as a group, following a conductor and further explore note and rhythm reading.
Students will be exposed to a variety of music instruments – guitar, djembe – and styles – Blues, South American styles – They will also be introduced to basic group composition using the keyboard as a visual anchor to their creation and attempt to answer the question “what is music?”. They will develop a broad understanding of rhythms and time signatures.
Students will be challenged to write music responding to various stimuli and produce simple orchestrated themes to be used for High School Drama production. This unit will lay the ground for further music theory exploration through playing. Various instruments will be used– keyboards, bass, percussions – They will deepen their understanding and appreciation of music through analysing and comparing pieces of work in view of the IBDP Music option.
Music in the Diploma Programme
During the two years course, students study a variety of music forms to deepen their understanding of music analysis in different cultural and historical contexts. They further develop technical skills on their chosen instrument in view of their final performance program requirement. They explore and strengthen their understanding of music composition through exploration, analysis and production of personal relevant work.
At the end of year 1 of the program the students are expected to have completed their Musical Link Investigation and taken part in several public performances. At the end of the program the students organise their final public performance and submit a portfolio of three to five compositions depending on the option they selected.
Arts Faculty Staff
Please contact any of the faulty staff with any queries.
Subject Area Leader for the Arts, Drama and Theatre Arts teacher
Arts Faculty Assistant