IBDP Music

SAS-HK IBDP Music Course Outline

Unit Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6:

Communicating Active Listening: Experimenting with Presenting Music Independent Study Independent Study:
musical ideas critiquing music together Lecture Recital and
performances and Student Led Inquiry Process Journal
analyzing works
Student Led Inquiry
Concepts Practice, research and Great musical works are Creating is a dynamic Presenting music well Students will continue Students will participate
information are a reflection of the process and music is is a complex, to develop and refine in a recorded lecture
“Essential necessary in both culture, time period, not always finite, but multifaceted process their creating and recital, sharing their
Understanding” composition and attitude, personality, a work in progress. requiring research, performing choices program notes and
performance to limitations and practice, preparation, based on their accepting feedback
achieve personal conventions of the Students will find technical skill documented research, from the audience. They
goals and to acquire composer’s life. inspiration in a development, creative inquiries and will then self-evaluate,
the tools and skills stimulus of their confidence and wonderings in their reflect and revise their
necessary to convey Using analytical skills, choosing; including observation. process journals. They work.
clear musical ideas. students will discover sociocultural or will complete their
and express the political expression or Learning from preparations for their Students will finalize
Music is a medium interconnection between music for dramatic performers we admire live performance and their content
for communicating history, culture, purpose; to can help us to expand recording of their submissions, including
with an audience. innovation in collaboratively our musical identity chosen works for all written and
Theoretical skills and composition and experiment, using and encourage an submission. They will audio/video materials
elements of music performance choices in evaluation and increased level of begin the organization for upload in internal
allow us to create, familiar and unfamiliar reflection, and musicianship. of their written work, and external
write about, describe, music pieces. critically assess their in all syllabus content assessments.
understand and music making and The students and the areas, using a
analyze musical Students will present revision. teacher will share checklist to ensure
compositions. their own compositions examples of musical they are including
Increasing our and performances, in Trialling, refining and artists from a variety relevant evidence,
command of musical progress, for critique and revising musical of backgrounds; justification,
language will provide analysis. material can lead to presenting diverse connection to AoI’s
the necessary tools to problem solving works in many and process reflection.
IBDP Music

improve as based on theoretical, settings for different Method: Student Led Method: Student Led
performers and personal, conceptual types of audiences.
composers through a and technical The students will
greater understanding considerations. share and discuss why
of interpretation, they admire these
techniques and artists and their
conventions. presentations using
critical thinking
skills.
Context and Areas of “Exploring music in “Exploring music in “Experimenting with “Presenting music” “Experimenting with “Experimenting with
Inquiry context” context” music” music” music”
“Exploring music in “Exploring music in
“Experimenting with “Presenting music” “Contemporary music Personal, Local, context” context”
music” making” Global “Presenting music” “Presenting music”
“Contemporary music “Contemporary music
Personal, Local, Personal, Local, Global Personal, Local, maker” (HL) maker” (HL)
Global Global
Personal, Local, Personal, Local, Global
Global

AoI1, 2 AoI1, 2, 3, 4 AoI1, 3, 4 AoI2, 3, 4 AoI1, 2, 3, 4 AoI1, 2, 3, 4

Inquiry questions Has the remaking, When listening to Are there differences What are the How have you
remixing and unfamiliar music, what, in deciding on a considerations that demonstrated the roles
“modernizing” of if any, connection can creative stimulus artists should make of researcher, creator
songs, originally you make to more when working when presenting their and performer
intended for a familiar styles and collaboratively? creations or throughout the DP
sociocultural or genres? performances to process?
political motivation, How is the process ensure their message
in any way changed How does culture and different when is well-received? Has your musical
the message or environment shape moving from a global identity changed,
purpose of the music? to a personal context Is a high level of adapted, developed
performance? instead of starting technical skill enough over the past two
Choose a well-known with a personal to effectively present years? If yes, what do
How does evaluation composer from the past: connection? music? you think has been the
and reflection shape What might be different most significant
IBDP Music

performance and about their influence?

composition? composition/performance
choices if they had been
born in 2000? Why?
Approaches to Communication Thinking Social Communication Self-management Self-management
Learning connections Research Communication Research Research Research Communication
Thinking Thinking Thinking
Social (HL) Social (HL)
Theory of Knowledge • Does music knowledge differ from other types of knowledge?
connections • Is emotionally responding to music intrinsic or is knowledge integral to this experience?
• How much do we need to know to truly understand music from a culture that is not our own?
• Considering all human cultures have music and language, what do we know?
• Have self-imposed limitations have influenced your creative exploration and knowledge?
• How much does one’s acquired knowledge affect artistic perception?
Creativity, Activity, • Students can perform at a local home for the elderly, as a soloist or with our ensembles.
Service connections • Students will be encouraged to audition for and participate in ensembles outside of school including the HK Youth Symphony Orchestra, Faust,
Harmony Tree and others.
• Students will be encouraged to take part in school musical productions as actors, pit orchestra players, and in all other areas of responsibility.
• Students may choose to give private lessons to students to increase their “student as teacher” opportunities and to promote creativity.
• Students may choose to collaborate and create our audience etiquette videos for pre-performance using multimedia methods.
Extended Essay • Characteristics of Baroque Opera: A study on the use of ground bass and continuo in the recitative, “Thy hand, Belinda” and aria, “When I am
connections laid in earth”, from H. Purcell’s, Dido and Aeneas.
• Characteristics of Baroque Opera: A comparative study of the use of word painting in the recitative, “Thy hand, Belinda”, from H. Purcell’s,
Dido and Aeneas and the aria, “Tu se morta”, from C. Monteverdi’s, L’Orfeo.
Objectives Assessment Objective 1: Demonstrate knowledge and understanding
a) Identify contexts in which a variety of music can be effectively utilized
b) Describe appropriate composition and performance conventions and techniques
c) Recognize connections in familiar and unfamiliar works
d) Present ideas and works, using appropriate language and intention

Assessment Objective 2: Demonstrate application and analysis

a) Apply knowledge and understanding of skills, content, technique and learner profile as it pertains to music making
b) Analyze diverse music, in many contexts, both familiar and unfamiliar
c) Demonstrate informed written, aural and verbal analysis of self, peer and other works
IBDP Music

Assessment Objective 3: Demonstrate synthesis and evaluation

a) Perform using technique appropriate to the genre, style and compositional intent
b) Evaluate how and why music making processes evolve, using justification and evidence
c) Reflect on own work frequently in process journal
d) Revise work through synthesis of evaluation and reflection on success and failure (challenge?)

Assessment Objective 4: Select, use and apply a variety of appropriate skills and techniques
a) Experiment with diverse media, technology, instrumentation and notation when music making
b) Create, adapt and transform a variety of music with purpose and
c) Demonstrate technical proficiency in creating and performing
International- • Open-minded to new ideas from around the world (unfamiliar music)
Mindedness • Explore diverse musical cultures in a significant way
• Music study begins with self but organically expands to include the school, local community and global contexts
• Respecting cultures, using knowledge and understanding, when engaging with music material
IB Time Allotment • “Exploring music in context”- 45 hours (studying and investigating music in diverse contexts.) (aural, kinaesthetic and scholarly research)
(analyze, extra-musical findings “social, cultural and political information”, music in society, knowledge of how music is communicated in its
context) (SL 30%, HL 20%)
• “Experimenting with music”- 45 hours (connect theoretical studies to practical work and gain deeper understanding of the music they engage
with.) (analyze, practice, reflect, make musical decisions, diverse musical material) (local/global context) (compositing, improvising, arranging)
(SL 30%, HL 20%)
• “Presenting music”-60 hours SL/90 hours HL (communicating, interpreting, expressing, demonstrating, informing through creating and
performing) (SL 40%, HL 30%)
• “Contemporary music maker”-30 hours HL only (collaboration, project-based, inspiration, exploration, experimentation, presentation, real-
life) (HL 30%)
Class Schedule • 80-minute classes (2X40-minute periods) X 2.5/week
Reporting • 4 Quarters/2 Semesters/year
Process Journal • Frequently document, organize and collect evidence, inspiration, stimuli and evaluation for your creative process. The process journal will be
integral in the justification of their creative and performing choices.
• Differentiates to the personal learning style of each student while providing a multitude of entry options including digital, picture, photo, score,
shared, written, audio, video, blog and other.
• Used as a resource to form inquiry questions, document process, reflect and respond, brainstorm, mind map, form connections to the AoI’s and
for self-analysis.
One thing I know I need to connect to is the IB Learner Profile. It is all here, but I need to make it more obvious. I will get that done before the course outline goes to the IB.