Primary Years ProgrammeArts scope and sequencePrimary Years ProgrammeArts scope and sequencePrimary Years ProgrammeArts scope and sequence

Published November 2009
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PYP113

IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help tocreate a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right.

IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They actively enjoy learning and thislove of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In sodoing, they acquire in-depth knowledge and develop understanding across a broad andbalanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems, and make reasoned, ethical decisions.

Communicators

They understand and express ideas and information confidently and creatively in morethan one language and in a variety of modes of communication. They work effectively
and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect
for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open
to the perspectives, values and traditions of other individuals and communities. They areaccustomed to seeking and evaluating a range of points of view, and are willing to growfrom the experience.

CaringThey show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service, and act to make a positive difference to thelives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They arebrave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance toachieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able
to assess and understand their strengths and limitations in order to support their learningand personal development.

© International Baccalaureate Organization 2007

Contents

Introduction to the PYP arts scope and sequence

1

What the PYP believes about learning arts

1

Arts in a transdisciplinary programme2

The structure of the PYP arts scope and sequence6

How to use the PYP arts scope and sequence7

Arts planning: Sample processes

8

Learning continuums

9

Responding

9

Creating

14

Samples

20

Arts scope and sequence

Introduction to the PYP arts scope and sequence

The information in this scope and sequence document should be read in conjunction with the arts subject
annex in Making the PYP happen: A curriculum framework for international primary education (2009).

What the PYP believes about learning arts
Arts are integral to the IB Primary Years Programme (PYP). They are a powerful mode of communication
through which students explore and construct a sense of self and develop an understanding of the world
around them. Arts provide students with a wide range of opportunities and means to respond to theirexperiences and engage with historical, social and cultural perspectives. The students are stimulated tothink and to articulate their thoughts in new ways, and through a variety of media and technologies. The
PYP recognizes that not all learning can be supported solely through language, and that arts as a medium
of inquiry also provide opportunities for learning, communication and expression. Learning about andthrough arts is fundamental to the development of the whole child, promoting creativity, critical thinking,problem-solving skills and social interactions.
In this document, arts are identified as dance, drama, music and visual arts. The inclusion of dance in thisrevised scope and sequence acknowledges dance as an art form and embraces the creative and expressive
potential of the medium. Each of these arts is a significant discipline in its own right, but the transdisciplinary
nature of arts gives them relevance throughout the curriculum. Arts promote attitudes such as empathy
and appreciation, and skills such as analysis, that help us to see the uniqueness of each person as well as
explore the commonalities that connect us. Work in arts is a way of conveying meaning, sharing a culture,developing one’s sense of self, and expanding knowledge. It provides opportunity to reflect on aesthetic
experience, to engage the imagination and explore what is uncertain. Through engaging with and creating
artworks, learners are encouraged to reconsider familiar concepts and think about issues of culture andidentity. By responding to the work of other artists, they are invited to situate their own creativity within abroader context.
Arts engage students in creative processes through which they explore and experiment in a continual
cycle of action and reflection. Such creative processes are seen by the PYP as the driving force in learning
through inquiry. From an early age, students have the opportunity to develop genuine interests, to give
careful consideration to their work and to become self-critical and reflective. Reflecting on and evaluating
their own work and the work of others is vital, and empowers students to take intellectual risks. Exposure
to and experience with arts opens doors to questions about life and learning. The process of making andappreciating arts is gratifying and will encourage students to continue creating throughout their lives.
In our rapidly changing digital age, students inhabit a world saturated with images, sounds andperformances. Students in the PYP continually explore imaginative uses of new media tools beyond theirbasic functional applications, discovering alternative or individual ways to conceptualize the role of digitaltechnologies in their lives. The arts develop innovative thinking and creative use of technologies, and in sodoing prepare students to participate fully in this multifaceted world.
In this document, two common strands have been identified that apply across the different art forms anddefine the critical artistic processes. These intrinsically connected strands are concept-driven and have been
designed to interact with each other, working together to support the overall development of the students.

Arts scope and sequence1

Introduction to the PYP arts scope and sequence

Responding

The process of responding provides students with opportunities to respond to theirown and other artists’ works and processes, and in so doing develop the skills ofcritical analysis, interpretation, evaluation, reflection and communication. Students will
demonstrate knowledge and understanding of the concepts, methods and elementsof dance, drama, music and visual arts, including using specialized language. Students
consider their own and other artists’ works in context and from different perspectives
in order to construct meaning and inform their own future works and processes.
The responding strand is not simply about reflecting; responding may include
creative acts and encompasses presenting, sharing and communicating one’s own
understanding. By responding to their own artwork and that of others, students
become more mindful of their own artistic development and the role that arts play inthe world around them.

Creating

The process of creating provides students with opportunities to communicate
distinctive forms of meaning, develop their technical skills, take creative risks, solve
problems and visualize consequences. Students are encouraged to draw on their
imagination, experiences and knowledge of materials and processes as starting points
for creative exploration. They can make connections between their work and that ofother artists to inform their thinking and to provide inspiration. Both independently
and collaboratively, students participate in creative processes through which they cancommunicate ideas and express feelings. The creating strand provides opportunities
for students to explore their personal interests, beliefs and values and to engage in apersonal artistic journey.

Figure 1
The arts strands
The responding and creating strands are dynamically linked in an ongoing and reflexive relationship. Students
are encouraged to reflect continually upon their work throughout the process of creating, thus reinforcing
the close link between these strands.

Arts in a transdisciplinary programmeArts in the PYP exemplify learning through inquiry because of the emphasis on, and the nature of, the creative
process. Arts provide a unique vehicle to enhance the understanding of the transdisciplinary themes by
providing both students and teachers with a range of mediums with which to access the units of inquiry. Arts
support the acquisition of essential knowledge and skills, the development of conceptual understanding,the demonstration of positive attitudes, and the taking of action. It is the school’s responsibility to findopportunities to infuse arts teaching and learning in all areas of the curriculum that are relevant to thecommunity of learners and reflect the educational theories underpinning the programme.
The school’s programme of inquiry provides a relevant and authentic context for students to create andrespond to arts. Wherever possible, arts should be taught through the units of inquiry and should support
students’ inquiries. The direct teaching of arts in a unit of inquiry may not always be feasible. However,teachers have a responsibility to help students to make explicit connections between different aspects of
their learning. Students need opportunities to identify and reflect on “big ideas” within and between thearts strands, the programme of inquiry, and other subject areas. The role of inquiry in arts is important as
students engage in building understanding of these links and arts in the world.
It is acknowledged that in many schools, single-subject teachers take responsibility for the different arts
areas. It is vital that these teachers see themselves primarily as PYP teachers who teach arts, and in so doing

2

Arts scope and sequenceIntroduction to the PYP arts scope and sequencecontribute to the overall outcomes of a transdisciplinary programme. To ensure a cohesive educational
experience for students, a PYP school has a responsibility to make sure that there are regular opportunities
for collaboration between single-subject teachers and homeroom/classroom teachers. This collaboration
includes the development and review of the school’s programme of inquiry, as well as planning, teaching,assessing and reflecting on individual units of inquiry. The following models provide examples of how tostrengthen the role of learning through and about arts in the PYP.
t

Developing or supporting a unit within the programme of inquiry: Whenever appropriate, arts
teachers should be involved in collaborative planning to teach, assess and reflect on the units ofinquiry.

t

Preparing for or following on from a unit within the programme of inquiry: The direct teachingof arts in a unit of inquiry may not always be feasible but, where appropriate, introductory or followup learning experiences may be useful to help students to make connections between the different
aspects of the curriculum. Arts teachers may 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 context. Indeed, an arts activity may be incorporated
into the summative assessment of the unit.

t

Independent arts inquiry: There may be times when teachers will be teaching aspects of arts
independent of the programme of inquiry. At such times, teachers should structure their teaching
and learning through the use of the PYP planning process. Teachers should ensure that the essential
elements of the PYP support such learning while maintaining the integrity and character of learning
through and about arts. If undertaking an inquiry outside the programme of inquiry, teachers shouldstill recognize that the same philosophy and pedagogy must underpin their planning and teaching of
the subject.

It is imperative that all teachers in a PYP school are familiar with the arts scope and sequence document
and understand their role in the student’s artistic development. All teachers (including the single-subject
teacher and homeroom/classroom teacher) will find that the strands identified as part of arts in the PYP will
be relevant to the transdisciplinary programme of inquiry as well as to subject-specific teaching.
It is worthwhile to note that there will be occasions for student-initiated spontaneous arts inquiries that are
not directly related to any planned units of inquiry. These are valuable teaching and learning opportunities
in themselves and provide teachers and students with the opportunity to apply the pedagogy of the PYP toauthentic, of-the-moment situations.
Arts are built into the curriculum as essential areas of learning. Students are required to engage in a rangeof performing arts (dance, drama, music) and visual arts experiences. Please note that specific arts teachers
are not necessarily required, although some teachers may have specific responsibilities in the arts. Issues
related to school size, organization and staffing will determine the structuring of arts components of the
programme.
Regardless of whether arts are being taught within or outside the programme of inquiry, it is believed that
purposeful inquiry is the best way to learn. The starting point should always be students’ prior experiences
and current understanding. When teachers plan learning experiences that enable students to develop
artistically, students are able to make connections, apply their learning, and transfer their conceptual
understanding to new situations. This progressive conceptual development, together with an enjoyment of
the process, provides the foundation for lifelong learning.
The following guidance notes provide more specific information on how to put the arts scope and sequence
into practice, with particular reference to each of the different art forms.

Arts scope and sequence3

Introduction to the PYP arts scope and sequence

Guidance for danceDance is an integral part of many cultures. Dance plays an important role in society as it brings people andcommunities together. As an art form, dance explores how we express ourselves through movement. To
understand and respond to dance, students need to understand how dance is used in cultural, ritual andsocial contexts. Students need opportunities to view a wide variety of dance from various sources, such aslive performance, peer choreography, guest dance artists, and recordings. Dance as an art form has evolved
considerably over the past century. Exploring dance in a historical and cultural context and a variety ofgenres enriches the student’s experience in creating and responding to dance.
Creating dance involves inquiring into the rhythm of music, the natural rhythms of our bodies and theenvironment around us. Students should have the opportunity to discover their own motivations andinfluences to inspire their movements. Through ensemble work, students can develop their ability tocooperate with others.
Dance uses the body as the medium of expression. Students need to develop confidence in their personal
physicality through body awareness, balance, coordination, flexibility and strength. The physical natureof dance creates a strong link with the strands in the PYP Personal, social and physical education scope andsequence (2009).
Teachers can offer students experiences that may provoke and inspire them through exposing them todance performance. By creating a safe environment for students to express themselves, teachers can draw
on their students’ creativity with movement. Dance should be woven throughout the curriculum as a visuallanguage and kinesthetic medium for students.
Dance is a living expression that takes place in the present. However, whenever possible it is important todocument the inspiration and the process of creating movement. Digital recording can be used to capture
moving images of dance. Photographs and sketches can be used as tools for planning a dance project.
Building a dance vocabulary to describe movement can help to document the dance process verbally or
through notation.
Information and communication technology (ICT) can be used to document the process of creating danceas well as to enhance the performance. Designing the stage with lighting and integrating video with live
performance can add dimension to a dance project. Using a variety of tools, students can create their own
music or generate and record sounds and words.
Dance requires a physical space in which to move. More importantly, it needs a trusting and positiveenvironment. Nurturing physical confidence calls for an atmosphere where students feel safe to engage
fully their minds and bodies.

Guidance for drama
Drama explores how we express ourselves physically and vocally. In creating, students should explore theuse of facial expressions, gestures, movement, posture and vocal techniques to convey emotional or cultural
meaning to both characters and stories. It is important that students are exposed to a variety of dramatic
forms including creative movement, impersonation, improvisation, mask work, mime, musical, role play,pantomime, puppetry, re-enactment, scripted drama, and skit. In responding, students should experience awide variety of scripts and stories from different times, cultures and places and, where possible, access live
theatre performances and presentations. Students should have opportunities to present their creative work
to an audience, to witness their peers in performance and through this become critically aware audience
members.
In drama, documenting the individual’s learning process is integral. Drama is an active and transitory
discipline, thus digitally recording performances or class project work provides both the student and teacher
with tools for reflection. Through carefully planned exercises students can creatively explore personal
interests and begin to develop their own style. Journal work (whether scrapbook-style or written) illustrating

4

Arts scope and sequenceIntroduction to the PYP arts scope and sequence

storylines, scriptwriting, set designs and costume choices are indicators of students’ dramatic development
and can provide an informative record of their personal creative journey.
All dramatic activities require room to move. An adequately large, clear space is required to explore
movement and drama games. This space allows the class the freedom to create make-believe environments
through the manipulation of objects, including sounds and lights. Thus access to an inventory of craftmaterial, props, costumes, set pieces, rostrums and lighting would be beneficial to the creative experience.
ICT can be used in drama settings as a tool to enhance the creative experience. Word processing, scriptwriting
and storyboarding programs can help the student to develop scenes and write plays. Students can also mix
sound effects and music on audio programs to create soundtracks for performances. Dramatic work can befilmed and uploaded to a computer to be edited using video-editing software.

Guidance for music
Music enables students to communicate in ways that go beyond their oral language abilities. Music delights
and stimulates, soothes and comforts us; music allows students to communicate in a unique way. Musicalexperiences and learning begin with the voice. It is important that students are given opportunities todiscover a broad range of music experiences including classifying and analysing sounds, composing,
exploring body music, harmonizing, listening, playing instruments, singing, notation, reading music,
songwriting and recording. In creating, students use their imagination and musical experiences to organize
sounds—natural and technological—into various forms that communicate specific ideas or moods. In
responding, students are given the opportunity to respond to different styles of music, as well as to musicfrom different times and cultures. Individually and collaboratively, students should have the opportunity tocreate and respond to music ideas. By exposing students to a wide and varied repertoire of musical styles,
they can begin to construct an understanding of their environment, their surroundings and structures, andbegin to develop personal connections with them.
Music is a part of everyday life. Listening to and performing music can be a social activity. The developmentof listening skills, an important aspect of all learning, is constantly reinforced. Teachers should be aware thatmusic plays an important part in the language learning process. Through songs and rhymes, students canhear patterns and develop a sense of the rhythm that applies to languages. This can be especially apparent
when learning a new language because the meaning of the words is not necessarily understood, and so
students concentrate on the rhythms and patterns they hear. Wherever possible, teachers should try toinclude rhymes and songs in their teaching activities, not just in designated music classes.
Music is both an active and reflective process when making and listening to it. Students can draw on awide range of sources in their music learning: music composed by themselves and other students; music
composed by musicians; literature; paintings; dance; their own imagination; real-life experiences; feelings;
values and beliefs. They should be exposed to live performances as well as recordings. Additionally, theopportunity to participate in live performances—informal as well as formal—allows students to work
collaboratively and gain awareness of the audience.
A PYP music classroom provides an environment that stimulates and challenges students. It is well resourced
with an extensive range of music recordings, videos and instruments. Students have the opportunity to
explore home-made as well as manufactured instruments from a variety of countries and cultures. ICT can
influence and enhance learning in music by allowing students to create, compose and record their work as
well as listen to, observe and share music through the use of CDs and music files.

Guidance for visual arts
The term “visual arts” is used to describe practices that have been more traditionally described in education
as “art, craft and design”. It is important that students are exposed to a broad range of experiences that
illustrate the field of visual arts, including architecture, bookmaking, ceramics, collage, costume design,
drawing, graphic design, film, illustration, industrial design, installation, jewellery, land art, mask making,Arts scope and sequence5

Introduction to the PYP arts scope and sequence

metalwork, painting, papermaking, performance art, photography, printmaking, sculpture, set design,
textiles and woodwork.
Wherever possible, students should have the opportunity to experience visual arts beyond their own initial
involvement. This may be achieved by inviting artists into the school, or by visiting art galleries, museums,
artists’ and designers’ studios, exhibitions, films sets and/or theatres. Students will begin to appreciate thedepth and breadth of the field by experiencing visual arts created by diverse artists—locally and globally,
now and in the past, by women and men, and by people of different backgrounds.
In visual arts, the role of the sketchbook is integral to this process. The sketchbook provides a space forstudents to take ownership of their learning, to creatively explore personal interests and to develop theirown style. The PYP recognizes the range of forms a sketchbook may take, reaching beyond the physicalbook to possibly include new media, sound and film.
ICT can be used in the visual arts classroom as a tool to enhance the creative experience. Photo and film
editing, animation, web design, drawing, computer-aided design, audio and word processing programs canbe used as tools to engage students with the conceptual understandings detailed in the continuums.
Visual arts activities require space, tools, materials and ICT tools. Ideally, an adequately large, well-resourced
environment is desirable to explore a range of visual arts practices. Beyond the physical space, it is importantto establish a constructive and positive learning environment conducive to the creative experience.

The structure of the PYP arts scope and sequenceThis scope and sequence aims to provide information for the whole school community about the learningthat is going on in the subject area of arts. The document has been designed to recognize that learningin arts is a developmental process and that the phases through which a learner passes are not always
linear or age related. For this reason the content is presented in continuums for each of the two strandsof arts: responding and creating. For each of the strands there is a strand description and a set of overall
expectations. The overall expectations provide a summary of the understandings and subsequent learning
being developed in each phase within a strand.
The content of each continuum has been organized into four phases of development that aim to describe
arts learning relevant to students in a PYP school. It is acknowledged that there are earlier and later phases
than those described in this document. Teachers should ensure that they continue to build on understanding
developed in the earlier phases while introducing the new concepts, knowledge and skills detailed in thelater phases.
The continuums make explicit the conceptual understandings that are being developed at each phase. The
development of these understandings is supported by the learning outcomes associated with each phase.
The learning outcomes are written as observable behaviours or actions that will indicate to teachers how
students are constructing, creating and sharing meaning through arts. They are, therefore, both diagnostic
tools and a means of informing planning for further development.
This unified arts document strengthens the articulation across all PYP arts by providing common conceptual
understandings in the context of the two strands: responding and creating. However, in order to respect the
integrity of each art form and provide a useful planning tool for teachers, separate learning outcomes areprovided for dance, drama, music and visual arts.
Each strand has a set of conceptual understandings and learning outcomes that indicate learning possibilities
for that strand. Schools may find that they have other learning outcomes relevant to their particular context
and may choose to document these within their own arts scope and sequences.

6

Arts scope and sequenceIntroduction to the PYP arts scope and sequence

How to use the PYP arts scope and sequence
Development in arts is not seen as a series of defined incremental steps through which all learners will
progress in the same way. When using the continuums regularly, patterns will emerge for learners, indicating
their preferences, strengths and needs. An analysis of the learning outcomes demonstrated by each learner
will help the teacher decide when to consolidate, reinforce, or extend the learning.
The use of the PYP arts scope and sequence will be an encouragement to teachers to plan for an enriched
programme of inquiry, an articulated arts programme, and differentiated instructions in the classroom.
The following points should be considered when using the continuums to inform planning, teaching andassessing.
t

It is acknowledged that there are earlier and later phases that have not been described in thesecontinuums.

t

Each learner is a unique individual with different experiences and perceptions. No two learners
progress at the same rate or along the same developmental pathways.

t

Learners within the same age group will have different proficiency levels and needs. Therefore,teachers should consider a range of phases when planning arts experiences for a class.

t

Learners may remain in one phase for some length of time or move rapidly through other phases.

t

A learner may exhibit a range of learning outcomes from various phases at any one time.

t

The PYP arts scope and sequence is not a prescriptive tool that assumes a learner must attain all theoutcomes of a particular phase before moving on to the next phase, nor that the learner should be in
the same phase for each strand, or in the same phase for each of the PYP arts.

Some schools may be able to use the PYP arts scope and sequence just as it is presented here. Other schools
may wish to adapt the PYP arts scope and sequence according to their needs. For example, schools may
decide to:tdevelop the conceptual understandings into central idea(s) that students can exploret

incorporate the developmental continuums of the PYP arts scope and sequence into their existing
school documentst

frame their arts scope and sequence document around the conceptual understandings outlined inthis document, but develop another aspect, such as the learning outcomes, differentlyt

use the conceptual understandings to develop content for other forms of arts including media arts,
creative writing, photographyt

integrate additional requirements, for example, indicators, benchmarks and standards, into the PYP
arts scope and sequence.

Schools need to be mindful of practice C1.23 in the IB Programme standards and practices (2005) that states“If the school adapts, or develops, its own scope and sequence, the level of overall expectation regarding
student achievement expressed in these documents at least matches that expressed in the PYP scopeand sequence documents.” To arrive at such a judgment, and given that the overall expectations in thisdocument are presented as broad generalities, it is recommended that the entire document be read andconsidered.

Arts scope and sequence7

Introduction to the PYP arts scope and sequence

Arts planning: Sample processes
When planning for arts, teachers should be mindful of the following practices.
t

Arts should be taught through the relevant, realistic context of the units of inquiry but is equally
relevant to all additional teaching and learning that the student experiences.

t

The PYP planner has been developed to support all teachers as they plan for inquiries that are
structured around a central idea.

Within the programme of inquiry

Outside the programme of inquiry

It is important for planning teams, including
single-subject teachers, to consider how
the development and/or the understandingof the central idea of a unit of inquiry canbe supported, enhanced and informed bylearning about and through subject-specificconcepts, knowledge and skills.

When specific aspects of arts learning need
to be addressed outside the programme ofinquiry, structured and purposeful inquiry
is considered the principal way in which
students learn best.

Identify the conceptual understanding(s)(for example, those listed in the PYP arts
scope and sequence) that support, enhanceand inform learning in the unit of inquiry.

Identify the conceptual understanding(s)(for example, those listed in the PYP Arts
scope and sequence) that students havealready shown evidence of. To buildon what students already understandand can do, identify the conceptual
understanding(s) that will provide either
reinforcement or an appropriate level ofchallenge for the next stage of learning.
Consider how the conceptual
understanding identified may help todevelop a central idea into which students
can inquire.

Design a summative assessment task that will demonstrate the students’ understanding of thecentral idea and will inform their further or future learning needs.

Identify appropriate learning outcomes (for example, those listed in the PYP Arts scope andsequence) that will provide observable evidence of each student’s engagement with the central
idea behind the inquiry.

Plan a range of engaging learning experiences that accommodate the appropriate
developmental phases (differentiation) of all students, and will enable individual students toconsolidate and develop understanding, demonstrate skills and knowledge and move on to
new challenges.
Figure 2
Sample processes to inform planning for arts

8

Arts scope and sequenceLearning continuums

Responding
The process of responding provides students with opportunities to respond to their own and other artists’works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation,reflection and communication. Students will demonstrate knowledge and understanding of the concepts,
methods and elements of drama, dance, music and visual arts, including using specialized language.
Students consider their own and other artists’ works in context and from different perspectives in order toconstruct meaning and inform their own future works and processes.
The responding strand is not simply about reflecting; responding may include creative acts, and encompasses
presenting, sharing and communicating one’s own understanding. By responding to their own artwork andthat of others, students become more mindful of their own artistic development and the role that arts playin the world around them.
The responding and creating strands are dynamically linked in an ongoing and reflexive relationship. Learners
are encouraged to reflect continually upon their work throughout the process of creating, thus reinforcing
the close link between these strands.

Overall expectations
Phase 1
Learners show an understanding that the different forms of arts are forms of expression to be enjoyed. They
know that dance, drama, music and visual arts use symbols and representations to convey meaning. They
have a concept of being an audience of different art forms and display awareness of sharing art with others.
They are able to interpret and respond to different art forms, including their own work and that of others.

Phase 2
Learners show an understanding that ideas, feelings and experiences can be communicated through arts.
They recognize that their own art practices and artwork may be different from others. They are beginning
to reflect on and learn from their own stages of creating arts. They are aware that artworks may be createdwith a specific audience in mind.

Phase 3
Learners show an understanding that issues, beliefs and values can be explored in arts. They demonstrate
an understanding that there are similarities and differences between different cultures, places and times.
They analyse their own work and identify areas to revise to improve its quality. They use strategies, based onwhat they know, to interpret arts and understand the role of arts in our world.

Phase 4
Learners show an understanding that throughout different cultures, places and times, people haveinnovated and created new modes in arts. They can analyse different art forms and identify common orrecurring themes or issues. They recognize that there are many ways to enjoy and interpret arts. They accept
feedback from others.

Arts scope and sequence9Phase 1

Phase 2Phase 3Phase 4

We enjoy and experience different
forms of arts.

We are receptive to art practices
and artworks from different
cultures, places and times(including our own).

When experiencing arts, we makeconnections between different
cultures, places and times.

Through exploring arts acrosscultures, places and times we canappreciate that people innovate.

People explore issues, beliefs andvalues through arts.

People communicate acrosscultures, places and times througharts.

The art is a means ofcommunication and expression.
Conceptual
understandings

People make meaning through theuse of symbols.
People share art with others.
We express our responses to
artwork in a variety of ways.

People communicate ideas,
feelings and experiences throughthe arts.
We can reflect on and learn fromthe different stages of creating.

There are different kinds ofaudiences responding to different
arts.

The arts provide us with multiple
perspectives.

There is a relationship between
the artist and the audience.

We use what we know tointerpret arts and deepen our
understanding of ourselves andthe world around us.

We reflect and act on the
responses to our creative work.

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:tshow curiosity about
live and recorded dance
performancestt

describe the ideas andfeelings communicatedthrough body movements

recognize that danceplays an innovative role incommunicating ideas withincultures and societiestt

compare a variety of dance
genres over time to thecontemporary dance form of
their culturet

recognize the theme of adance and communicate
their personal interpretationt

reflect on their personaland family history and makeconnections with culturaland historical dance forms

investigate a cultural or
historical dance form
and identify how it
communicates artistic, ritualor social issues, beliefs orvaluest

recognize the role andrelevance of dance intheir own society throughexposure to a varietyof performers and theirperspectives

We reflect on our artwork and thework of others.

Arts scope and sequence

Dance
t

identify and explain why
certain body postures andmovements communicate
certain ideas and feelingst

identify dance components
such as rhythm and useof space in their own andothers’ dance creationst

consider the composition of
an audience when preparing
an effective formal and/or
informal presentation

Learning continuums

10

Learning continuum for respondingArts scope and sequencetdisplay audience etiquette
and appropriate responses
such as watching, listening
and responding to favourite
parts of the performancet

describe and evaluate
the learnings andunderstandings developed
through their exploration of
dance

t

respond to dance throughspoken, written, visual and/or kinesthetic mediums.

t

realize that there is a
dynamic connection
between the audience andperformer.

reflect on artistic processes
in dance achievements andhow to incorporate newideas into future workt

analyse how the meaningsof movements can change invarious cultural and historicalcontextst

recognize how dance canbe used to express andunderstand our inner thoughts
and our understanding of theworld around us.

tanalyse and integrate thereflections of others into
the creative process whenevaluating and improving.

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:t

respond to live performances,stories and plays from othertimes and/or placest

compare varied styles of
performance with dramafrom their own culturet

discuss aspects of drama that
illustrate relationships between
culture, history and locationtttalk about ideas and feelingsin response to dramatic
performancest

use drama performance totell stories about people andevents from various cultures,
including their ownt

explore how dramatic
meaning illustrates the values,
beliefs and observations of anindividual or community

describe how drama
plays an innovative role incommunicating ideas withincultures and societiest

discuss and explain
the way ideas, feelingsand experiences can becommunicated throughstories and performancet

consider the composition of
an audience when preparing
an effective formal and/or
informal presentation

understand the role andrelevance of drama intheir own society throughexposure to a varietyof performers and theirperspectivestt

reflect on achievement andchallenges and how they can
incorporate these influencesin future work

reflect on a variety ofdramatic forms to identify
new understandings within
the artstt

recognize and discuss how
the consequences andactions of a performanceteach audience members
and performers life lessons.

recognize and explore someof the different roles in theatret

use responses to drama toadapt and improve work,
considering the original
intention.

t

display audience etiquette
and appropriate responsestrealize that dramaticconventions are used to craft
performancet

use materials to symbolicallyshow location and charactert

respond to dramatic ideas
through spoken, visual,auditory and kinesthetic
mediums.

t

t

describe and evaluate thelearning and understandings
developed through their
exploration of drama

11

describe the dynamic
connection between theaudience and performer.

Learning continuums

Learning outcomes
Learners:

t
Drama

t

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:t

use voice to imitate sounds
and learn songst

sing individually and inunisont

tsing individually and inharmonytbring music from home to
share

t

recognize music from a basic
range of cultures and styles

sing with accuracy andcontrol focusing awarenesson the musical elementsttsing partner songst

describe the differences in
music

t

t

discuss music that relates tosocial issues and/or valuest

move their bodies to express
the mood of the music

express their responses tomusic from different culturesand stylestt

create a musical composition
to match the mood of avisual image (for example,
paintings, photographs, film)

compare aspects of musicfrom different times and places

explain the role andrelevance of music in theirown culture, its uses andassociations through place
and timettcreate and perform amovement sequence
accompanied by music thatthey have createdinterpret and explain thecultural and/or historicalperspectives of a musicalcompositiont

modify their practices and/or
compositions based on theaudiences’ responsest

explore different artisticpresentations that are/were innovative and theirimplications.

tdescribe how music makes
them feelt

distinguish the sounds ofdifferent instruments in
music

t

t

listen to music and create
their own work in responsett

express their responses
to music in multiple ways
(drawings, games, songs,
dance, oral discussion)reflect on and communicate
their reactions to music usingmusical vocabularyt

explore body and untuned
percussion instrument
soundsrecord and share the stagesof the process of creating acompositiont

share performanceswith each other and give
constructive criticism.

tArts scope and sequencet

recognize different sourcesof music in daily lifet

recognize that sound can benotated in a variety of ways.

explore individually orcollectively a musicalresponse to a narrated storyt

share and compare theirexperiences as audience
members at various
performancest

describe the process used
to create their own music
and compare it with others,in order to improve theircompositionst

analyse different
compositions describing
how the musical elements
enhance the messaget

reflect upon how their music
expresses their personal
voice and the impact it hason others.

Learning continuums

12

Music

Learning outcomes
Learners:

Arts scope and sequence

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:t

enjoy experiencing artworks

t

t

t

t

show curiosity and ask
questions about artworks

explain the cultural andhistorical perspectives of an
artworkt

describe what they noticeabout an artwork

investigate the purposesof artwork from different
times, places and a range ofcultures including their own

t

t

t

t

identify the materials andprocesses used in thecreation of an artwork

sharpen their powers ofobservationt

identify the formal elementsof an artwork

identify and consider thecontexts in which artworks
were madeunderstand the role andrelevance of visual arts insocietytt

use their knowledge andexperiences to makeinformed interpretations ofartworks

reflect on the factors that
influence personal reactions
to artworkt

reflect throughout thecreative process to challenge
their thinking and enact new
and unusual possibilitiest

critique and make informed
judgments about artworks.

t
Visual artst

analyse the relationships
within an artwork andconstruct meanings
communicate their initial
responses to an artwork invisual, oral or physical modest

make personal connections
to artworkst

express opinions about an
artworkt

create artwork in response toa variety of stimuli.

t

use appropriate terminology
to discuss artwork

compare, contrast andcategorize artworks from a
range of cultures, places andtimes

describe similarities anddifferences between
artworkstt

identify the stages of theirown and others’ creative
processes

reflect on their own andothers’ creative processes toinform their thinkingtt

become an engaged andresponsive audience for avariety of art forms.

use relevant and insightfulquestions to extend theirunderstandingt

recognize that different
audiences respond indifferent ways to artworkst

provide constructive
criticism when responding to
artwork.

13

Learning continuumstLearning continuums

Creating
The process of creating provides students with opportunities to communicate distinctive forms of meaning,develop their technical skills, take creative risks, solve problems and visualize consequences. Students
are encouraged to draw on their imagination, experiences and knowledge of materials and processes as
starting points for creative exploration. They can make connections between their work and that of otherartists to inform their thinking and to provide inspiration. Both independently and collaboratively, students
participate in creative processes through which they can communicate ideas and express feelings. The
creating strand provides opportunities for students to explore their personal interests, beliefs and values
and to engage in a personal artistic journey.
The responding and creating strands are dynamically linked in an ongoing and reflexive relationship. Students
are encouraged to reflect continually upon their work throughout the process of creating, thus reinforcing
the close link between these strands.

Overall expectations
Phase 1
Learners show an understanding that they can express themselves by creating artworks in dance, drama,
music and visual arts. They know that creating in arts can be done on their own or with others. They areaware that inspiration to create in arts comes from their own experiences and imagination. They recognizethat they use symbols and representations to convey meaning in their work.

Phase 2
Learners show an understanding that they can use arts to communicate their ideas, feelings and experiences.
They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable forothers. They are aware that their work can provoke different responses from others. They understand thevalue of working individually and collaboratively when creating different art forms.

Phase 3
Learners show that, as artists, they can influence thinking and behaviour through the arts they create.
They think critically about their work and recognize that their personal interests, beliefs and values caninform their creative work. They show an understanding of the relationships between their work and that ofothers.

Phase 4
Learners show an understanding that their own creative work in dance, drama, music and visual arts canbe interpreted and appreciated in different ways. They explore different media and begin to innovate inarts. They consider the feedback from others in improving their work. They recognize that creating in arts
provides a sense of accomplishment, not only in the process, but also in providing them with a way tounderstand the world.

14

Arts scope and sequenceLearning continuum for creating
Arts scope and sequence

Phase 1

Phase 2Phase 3Phase 4

We can enjoy and learn fromcreating art.

We can communicate our ideas,
feelings and experiences throughour artwork.

Arts have the power to influence
thinking and behaviour.

We act on the responses to ourartwork to inform and challenge
our artistic development.

The creative process involves
joining in, exploring and taking
risks.
Conceptual
understandings

In creating art, people makechoices to construct meaning
about the world around them.
We can express ourselves througharts.
Our experiences and imagination
can inspire us to create.

We solve problems during thecreative process by thinking
critically and imaginatively.
Applying a range of strategies
helps us to express ourselves.

We make connections between
our artwork and that of others toextend our thinking.
We can explore our personal
interests, beliefs and values
through arts.

We are receptive to the valueof working individually andcollaboratively to create art.

We explore a range of possibilities
and perspectives to communicate
in broader ways through ourcreative work.
Arts provide opportunities to
explore our creative potentialand engage in a personal artistic
journey.

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:t

respond to word, rhythm
and/or music throughmovementst

create movement to various
temposttt

communicate and express
feelings through body
movements

interpret and communicate
feeling, experience andnarrative through dance

improvise to create various
movements for specificpurposest

explore various sourcesof musical and natural
rhythms such as beat,breath, emotional andenvironmental rhythmstchoreograph movement tomusic, word and soundinvestigate and perform acultural or historical dance
form with an understandingof the function of the dance
form as artistic, ritual orsocialt

choreograph performance
to express and communicate
an idea, feeling, experience,
relationship or narrative.

t

create and perform in avariety of dance genres andcultural dance types

Dance
t

explore the dynamic flowof body movements such as
fast, slow, big, small, strong,smooth, sharp, tension andrelaxationt

design a dance phrase witha beginning, middle andendingt

create movement that
explores dimensions of
direction, level and shapet

15

Learning continuums

Learning outcomes
Learners:

t

move freely through thespace to show levels of
low, medium and high andchange of direction
use stimulus materials
to extend the body andenhance body movements
such as streamers, scarves,
props and costumest

develop physical awarenessin using isolated body
movements and gross motor
skillst

explore different typesof movements such as
travelling, jumping andturningtdevelop the ability tocooperate and communicate
with others in creating dancet

work individually or ingroups with trust andconfidence.

tdevelop physical balanceand coordinationt

share dance with different
audiences by participating,listening and watchingtt

work cooperatively towards
a common goal, taking anactive part in a creative
experience
consider and maintainappropriate behaviours
in dance, as an audience
member or as a performer,
by listening, watching andshowing appreciation.

t

perform increasingly moredifficult sequences with
controltcreate movement to show
contrast in designs such as
symmetry/asymmetry andopposition/successiontdevelop physical flexibility
and strengthtexperience varying
groupings when performing
dance, including ensemble
performancet

express their unique values,
beliefs and interests througha dance formtinterpret and replicate avariety of dance styles andgenres.

t

show physical confidence inthe use of their bodiest

work to develop each other’sideas during the creative
processt

analyse and integrate thereflections of others into
the creative process whenevaluating and improving.

Learning continuums

16t

Arts scope and sequenceArts scope and sequence

Drama

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:t

engage in imaginative playusing a range of stimulitt

develop the ability tocooperate and communicate
with others in creating
drama

create a devised or scripted
performance for a particularaudience or purposettshare drama with different
audiences by participating,listening and watchingt

identify with charactersthrough role-playdevelopmenttmake artistic choices aboutrole, situation and contexttt

use performance as aproblem-solving tool

identify how culturalconnections can be madewith different types of drama

manipulate a variety ofdifferent drama strategies
and techniques tocreate informed scripts,
characterizations andcontextstt

work cooperatively towards
a common goal, taking anactive part in a creative
experiencet

identify and develop the
personal and related skills
encountered through thedrama experience

work to develop each other’sideas during the creative
processtt

make use of simple
performance conventions toshare ideast

find appropriate ways tocommunicate specificmeaning using dramatic
actioncreate and perform asequential drama that
explores a particular issue by
experimenting with different
dramatic formst

consider the skills andtechniques used by a rangeof drama practitioners in theperforming artstshow an awareness ofaudience and adapt
performances accordinglyt

consider the advice andfeedback of others as an
essential part of the creative
processt

explore writing for
performance.

t

explore basic bodily
movements and the use of
space

t

explore familiar roles, themes
and stories dramaticallyt

create roles in response toprops, set and costumest

work individually or ingroups with confidence.
tt

consider and maintainappropriate behaviours
in drama, as an audience
member or as a performer
value and develop imaginary
roles or situations.

tt

express their unique values,
beliefs and interests througha dramatic form
interpret written dialogues
or scenarios.

17

Learning continuums

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:t

use vocal sounds, rhythms
and instruments to express
feelings or ideastt

create a musical composition
expressing their own ideas
and feelings on a social issuet

create music that will be
continually refined after
being shared with otherst

create and accompany music
using a variety of sounds andinstruments

t

t

t

play untuned percussion
instruments in time with abeat

express one or more
moods/feelings in a musicalcomposition

present, in small groups,
innovative musicalperformances on a selected
issue

t

create music to represent
different cultures and styles

deliver a musical message
to different audiences (forexample, peace message
to parents, kindergarten
children, friends)tt

create and perform amovement sequence using
known musical elements

incorporate the other arts
and available resourcesin order to broaden theircreative expressiont

improvise upon a basic
pattern to reinforce theimportance of the individual
within the groupt

read and write music in
traditional and/or nontraditional notation.

t

create and record acomposition focusing onform, structure and style togive more meaning to theirmessaget

express themselves as
individuals through musicalcompositiont

read and write music using
non-traditional notation.

t

Music

explore vocal sounds,
rhythms, instruments,
timbres to communicate
ideas and feelings

Arts scope and sequencet

use the voice and body tocreate musical patternst

create a soundscape basedon personal experiencest

explore sound as a means ofexpressing imaginative ideastt

recreate sounds from familiar
experiencest

participate in performing
and creating music bothindividually and collectively

collaboratively create amusical sequence using
known musical elements (forexample, rhythm, melody,
contrast)t

record their personal, visualinterpretation of elementsof sound (for example, loud/soft, high/low, fast/slow)t

create their own basic
musical instruments.

t

read, write and perform
simple musical patterns andphrasestcreate music for different
purposes.

Learning continuums

18

Learning outcomes
Learners:

Arts scope and sequence

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:t

engage with, and enjoy
a variety of visual arts
experiencest

identify, plan and makespecific choices of materials,
tools and processestshow awareness of theaffective power of visual arts

t

t

t

select tools, materials
and processes for specificpurposest

sharpen their powers ofobservation

make connections between
the ideas they are exploringin their artwork and those
explored by other artists
through time, place andculturesbecome increasingly
independent in therealization of the creative
processt

adjust and refine theircreative process in response
to constructive criticismt

identify factors to beconsidered when displaying
an artworkt

utilize a broad range of ways
to make meaningt

select, research and develop
an idea or theme for an
artworktdevelop an awareness of
their personal preferences.

ttVisual arts

t

t
t

combine different formal
elements to create a specificeffectrealize that their artwork has
meaningt

demonstrate control of tools,
materials and processest

make predictions,experiment, and anticipate
possible outcomest

combine a variety of formal
elements to communicate
ideas, feelings and/or
experiences

use their imagination andexperiences to inform theirart making
create artwork in response toa range of stimuli
take responsibility for thecare of tools and materials
take responsibility for theirown and others’ safety in theworking environmentt

participate in individualand collaborative creative
experiences.

t

identify the stages of theirown and others’ creative
processes

create artwork for a specificaudiencet

use a personal interest, belief
or value as the starting point
to create a piece of artworkt

use a range of strategies tosolve problems during thecreative process.

consider their audience
when creating artwork.

19

Learning continuums

t

t

t

SamplesSeveral examples of how schools are using the planner to facilitate inquiries into arts have been developed
and trialled by IB World Schools offering the PYP. These examples are included in the HTML version of the
PYP Arts scope and sequence on the online curriculum centre. The IB is interested in receiving planners thathave been developed for inquiries into arts or for units of inquiry where arts concepts are strongly evident.
Please send planners to pyp@ibo.org for possible inclusion on this site.

20

Arts scope and sequence