Subject Group Overview

MYP Music
Grade 6

Unit title Key Concept Related Global Statement of ATL Skills and Learner Profile Content and Service Learning Summative Assessment & MYP
concept(s) context Inquiry Objectives
Unit 1 Change Composition Orientation in The Research – Media Literacy Exploring chords and rhythms A, C
Space and composition Skills:
Ukulele instrument Time and  Communicate To become more aware of the importance of Group Performance
development of information and ideas Ukulele chords and strumming. To become more
11 weeks GC a Ukulele effectively to multiple open-minded to the songs from around the world.
Explorations: instrument help audiences using a variety To study the rhythm, and history of Ukulele music
us understand of media and formats instruments through research, listening analysis,
the functions of
rhythm. Communication - composition, and performance. Students will learn
Communication Skills to play major and minor chords, using the correct
 Interpret and use techniques.
effectively modes of non- They will also learn how to read, play music, and
verbal communication continue to develop their singing skills. Students
Use and interpret a range of will also be given the opportunity to try writing their
discipline-specific terms and own songs/re-arranging existing songs using the
symbols chords they have learned.

Unit 2 Aesthethics Interpretation/ Personal and How do musical Research – Media Literacy Structure and role of the instrumental families A, D
Structure Cultural instruments Skills:
The Orchestral Expression function as an  Communicate Identifying and distinguishing orchestral families Quiz, Presentation and prototype of
Families ensemble? information and ideas and instruments within the families. an orchestral instrument
GC effectively to multiple Features of music
5 weeks Explorations: audiences using a variety Understanding the elements in orchestral
of media and formats instruments through the prototype creation task.
Building research and referencing skills. Presenting
Thinking - Transfer Skills to the class Process journal work for keyboard
 Combine knowledge, progress
understanding and skills
to create products or
solutions
Unit 3 Identity Composition/ Identities and Structure and Thinking - Creative Thinking How can the use of structure help me to compose? B,C
Structure Relationships boundaries help Skills:
Melody Writing orient us in time  Apply existing knowledge Learning how to compose melodies within a given Composition portfolio and process
GC while we to generate new ideas, structure. Building knowledge of time and simple journal. Performance of best
6 weeks Explorations: explore the products or processes. key signatures including 2/4, 3/4, 4/4 and C major, composition.
expressive  Apply newly acquired G major, D major and A minor. Building a portfolio
powers of skills to create, perform of original work. Improving solo performance skills.
rhythm, meter, and/or present art
and tempo  Create original works
and ideas; use existing
works and ideas in new
ways

Communication –
Communication skills:
 Interpret and use
effectively modes of non-
 verbal communication
Unit 4 Change Role/Genre Orientation in Craftsmanship, Self-management - Organization How has music evolved over time (notation, A,D
Space and media, and Skills: instruments, style etc..)
Music History Time tools must  Set goals that are Research and composition project
change along challenging and realistic Building knowledge of various musical eras
5 weeks GC with the times including medieval, renaissance, baroque,
Explorations: to stay relevant Thinking - Transfer Skills: classical, romantic and contemporary styles.
in society  Combine knowledge, Developing listening skills to identify instruments,
understanding and skills style and features. To apply melody writing skills in
to create products or more complex situations by composing a melody to
solutions a given historical style.

Unit 5 Communication Boundaries/ Personal and Music can Communication - How can we communicate through music? A, B
Expression Cultural break down the Communication skills:
Music Literacy Expression barriers of  Use and interpret a Theory: Note reading, beats and rests from quaver Performance based on a creative
communication range of discipline- to semibreve, dynamics, tempo, basic articulation. storyline.
6 weeks GC specific terms and
Explorations: symbols Performance: Keyboard sight-reading and
technique using the 4 colour system.
Thinking: Creative Thinking
Skills: Listening skills: Identifying and distinguishing
 Apply existing knowledge instruments, differences.
to generate new ideas,
products or processes
Apply newly acquired skills to
create, perform and/or present
art.
 MYP

Grade 7

Unit title Key Concept Related Global Statement of ATL Skills & IB Learner Profile Content and service learning Assessment
concept(s) context Inquiry
Unit 1 Aesthetics Style Orientation Information can Communication - Evolution of pop and rock music A, D
in space and be transformed Communication Skills:
Evolution of time through  Use and interpret a Building a deeper understanding of pop and rock Presentation, Listening quiz,
Rock/Pop different range of discipline- music through analysis, listening tasks, composition performance.
GC processes specific terms and tasks and performance. Focusing on well-known
11 weeks Explorations: symbols bands and artists. Students will learn about the
development of these styles and how they have
Social – Collaboration skills: progressed over time. Students will compare these
 Listen actively to the with artists from today's pop and rock scene to build
perspectives of others their critical thinking skills.
Unit 2 Identity Expression, Personal Performance Thinking - Creative Thinking Developing musicianship skills through a routine of B, D
Presentation and Cultural practice leads Skills: practice
Performance and Expression to a creative  Apply existing Solo performance and log journal
Theory and expressive knowledge to generate Building sight-reading skills through keyboard, guitar,
GC presentation of new ideas, products or and ukulele. Maintaining a detailed process journal of
4 weeks Explorations: our progress processes. the challenges and successes your solo performance
 Apply newly acquired skills. Applying dynamics, articulation, and tempo
skills to create, perform into practical work. Offering and receiving critical
and/or present art feedback effectively.
 Create novel solutions to
authentic problems

Thinking - Transfer Skills:

 Combine knowledge,
understanding and skills
to create products or
solutions
Unit 3 Communication Audience, Orientation To spark a Thinking - Creative Thinking How much does music impact the emotions of the C, D
Role in Space subconscious Skills: audience?
Film Music and Time emotion  Create original works Composition of a movie scene
6 weeks through media and ideas; use existing Understanding the relevance of music and how it soundtrack
GC technology works and ideas in new used in daily life. Researching the impact and role of
Explorations: relies upon the ways music in film and TV.on the development of plots,
partnership of  Create novel solutions to characters and its impact on the audience. Building
communicating authentic problems listening analysis skills to identify instrumentation,
those feelings features, sound effects etc. Creating a soundtrack to
through image Thinking - Transfer Skills: a movie scene of choice using instruments, vocals,
and  Apply skills and and music technology. Developing video and audio
composition knowledge in unfamiliar editing skills.
effect situations
 Combine knowledge,
understanding and skills
to create products or
solutions

Unit 4 Creativity Structure, Personal Music is a Thinking - Creative Thinking How does chaos become structure? B, C
Composition and Cultural series of Skills:
Song Writing Expression organised  Apply existing Theory: Note reading, beats and rests from quaver to Composition of song, performance
patterns and knowledge to generate semibreve, dynamics, tempo, basic articulation. of song and group process journal.
6 weeks GC sequences new ideas, products or
Explorations: processes. Performance: Keyboard sight-reading and technique
 Apply newly acquired using the 4 color system
skills to create, perform
and/or present art Composition revision: structure, time signatures, key
 Create original works signatures, chords Song structure
and ideas; use existing (verse/chorus/bridge) Chordal patterns Playing as
works and ideas in new part of an ensemble (aural skills)
ways

Unit 5 Communication Expression, Fairness and The Thinking - Creative Thinking Influence of blues on other styles of music B, C
Boundaries development development of skills
Influence of the the Blues  Apply existing Students will study the 12 bar blues pattern on Composition, process journal
Blues GC changed the knowledge to generate keyboard/guitar. They will research the origins of the
Explorations: course of music new ideas, products or Blues and explore the genres and artists they have
4 weeks history processes. inspired today. This unit is all about applying the
skills they have learned this year into practical work.
 Apply newly acquired
skills to create, perform
and/or present art
 Create novel solutions to
authentic problems
Thinking - Transfer Skills
 Apply skills and
knowledge in unfamiliar
situations
 MYP

Grade 8

Unit title Key Concept Related Global context Statement of ATL Skills & IB Learner Profile Content Assessment
concept(s) Inquiry
Unit 1 Aesthetics Audience, The aesthetics Communication – This unit builds knowledge and skills using notation A, C
Innovation Scientific and of digital sound Communication skills: software and audio editing software. Students will
Music Technology Technical questions  Use and interpret a learn how to compose their own music and to write Create a backing track/ Process
Innovation technological range of discipline- existing music into notation software, Musescore. journal
6 weeks and scientific specific terms and They will be able to create accompaniments and
innovation symbols harmonies and hear them without the use of an
GC  Interpret and use instrument. Students will learn how to edit audio
Explorations: effectively modes of tracks with special effects and to create their own
non-verbal backing tracks using software such as Audacity.
Innovative communication
ideas, notating
music digitally, Thinking: Creative Thinking
experimentation Skills
Create original works and
ideas; use existing works and
ideas in new ways
Unit 2 Identity Expression Orientation in Composing Thinking - Creative Thinking In this unit, students will perform and write their B, C
Space and one's own work skills own original song. Collaborative skills will be
Popular Music Time within defined  Apply existing implemented in this unit, wherein students will work Composition and process journal
Culture boundaries is a knowledge to generate in ensemble.
GC stimulus for new ideas, products or
11 weeks Explorations: creativity and processes.
Creation, promotes
 Apply newly acquired
Artistry. personal
skills to create, perform
expression.
and/or present art
 Create novel solutions
to authentic problems
Thinking – Transfer skills:
Apply skills and knowledge in
unfamiliar situations.
Unit 3 Communicatio Composition, Scientific and Media takes Thinking - Creative Thinking Students will look at one of the main ways music is B, C, D
n Interpretation Technical many forms and skills used in daily life: the media. They will analyse how
Media and Music Innovation requires a  Apply existing music is used in advertising and media on radio, Advertisement video and process
relevant style of knowledge to generate T.V., social media and Youtube. They will learn journal
4 weeks GC communication new ideas, products or how to create their own advertising jingles. Their
Explorations: to engage an processes. summative task includes video and audio editing.
audience. This unit will improve their creative thinking and
 Apply newly acquired
peer feedback skills.
skills to create, perform
How much
influence does and/or present art
the music in  Create novel solutions
media have on to authentic problems
society?
Communication –
Communication skills:
Interpret and use effectively
modes of non-verbal
 communication.
Unit 4 Identity Play, Role Globalization Our Research – Media Literacy Do our surroundings influence the sound of our A,B
and surroundings skills: music?
World Music sustainability influence the  Communicate Research presentation and
play and role of information and ideas Students will gain a deeper understanding of the performance
6 weeks GC music in shaping effectively to multiple role of music in cultures around the world. They will
Explorations: our identity and audiences using a develop their aural skills to distinguish instruments,
Commonality, our connections variety of media and features and styles used around the world. They
Diversity and with others formats will work collaboratively to recreate the sounds of
interconnection their chosen culture using appropriate instruments,
Thinking - Creative Thinking features and creativity.
Skills:
 Apply existing
knowledge to generate
new ideas, products or
processes.
 Apply newly acquired
skills to create, perform
and/or present art

Learner Profile
Open-Minded

Unit 5 Communicatio Composition Personal and Creativity helps Thinking - Creative Thinking This unit is a culmination of everything they have B,C,D
n Cultural us to Skills: learned in MYP Music. In this unit, they will
Solo Performance Expression communicate  Apply existing challenge themselves to prepare for a solo Composition and performance
our emotions knowledge to generate performance of two contrasting pieces which will (Log journal)
6 weeks GC and identity new ideas, products or be performed as part of a concert. Dynamics,
Explorations: processes. tempo and technique will all have to be
 Apply newly acquired incorporated into the performance.
skills to create, perform
Creative outlets and/or present art
for emotions,
feelings Thinking -Transfer Skills
 Apply skills and
knowledge in unfamiliar
situations
 Combine knowledge,
understanding and skills
to create products or
solutions
 MYP

Grade 9

Unit title Key Concept Related Global context Statement of ATL Skills & IB Learner Profile Content Assessment
concept(s) Inquiry
Unit 1 Change Innovation, Identities and Breaking the Social – Collaboration skills How can music make a difference in society? A, D
Genre Relationships rules of  Listen actively to the
Breaking composition has perspectives of others Students will learn how to debate and argue their Research presentation and
Convention evolved the role case against others. They will look at how music has debate
GC of music in Research - Media Literacy raised awareness of global and social issues such
6 weeks Explorations: society Skills as climate change, racism, mental health, and war.
 Communicate Students will look at composers and artists from the
information and ideas past and present who have broken convention.
effectively to multiple Students will improve their research and listening
audiences using a analysis skills. They will learn that they will have to
variety of media and be open-minded in the study of Music. They will
formats become more confident in discussions. Students will
compose and perform a piece of music based on a
Learner Profile global issue that they are passionate about.
Risk-taker

Unit 2 Aesthethics Interpretation Orientation in Past influences Thinking – Transfer skills: Analysing the structure and style of classical music C, D
, Structure space and play a main role  Combine knowledge,
Western Classical time in the way style understanding and skills Students will build on their knowledge of classical Listening analysis, classical
Music has changed to create products or music. They will study The William Tell Overture in composition and classical
and continues to solutions depth focusing on instrumentation, instrumental, performance
6 weeks GC be created  Apply skills and melodic and rhythmic features as well as the musical
Explorations: knowledge in unfamiliar elements. They will compose a piece of music
situations collaboratively based on the features of classical
music. They will also prepare for a listening exam
Thinking - Creative Thinking which will build their aural skills. Students will show
Skills: understanding of form, key relationships and texture
 Create novel solutions in orchestral music.
to authentic problems
 Create original works
and ideas; use existing
works and ideas in new
ways

Learner Profile
Knowledgeable

Unit 3 Change Expression, Personal and The process of Thinking - Creative Thinking Exploring themes through creative expression B, C
Play Cultural artistic creation Skills:
Performance Expression can lead to self-  Create original works Students will develop their musicianship in this unit Composition and process journal
Improvisation discovery and ideas; use existing by learning how to improvise solo and as part of an
GC works and ideas in new ensemble. Based on using themes, images, video
6 weeks Explorations: ways and mood board inspirations, students will have to
 Apply existing create music that they feel describes the inspiration
knowledge to generate given to them. Rather than using traditional notation,
new ideas, products or this unit will allow students to use improvisation to
processes. create their final summative composition using a
mood board they have created using quotes, images
  Apply newly acquired and what they hold dear to them.
skills to create, perform
and/or present art

Communication –
Communication skills:
 Interpret and use
effectively modes of
non-verbal
communication

Learner Profile
Thinkers

Unit 4 Identity Style Personal and Stylistic Communication - Classifying performance, observation of technique, A, D
Cultural aesthetics Communication Skills: connection with audience, themes
Musical Theatre Expression presents a  Use and interpret a Review AND performance
debate of social range of discipline- Students will work collaboratively on a musical
6 weeks GC and cultural specific terms and theatre scene including music, dance, and drama.
Explorations: expectance in symbols They will analyse scenes critically and creatively
the goal of including use of set and costume design. They will
perceived taste. Thinking – Transfer skills: focus on two musicals in particular, Les Miserables
 Combine knowledge, and Wicked. They must review a profesional
understanding and skills performance as part of this unit to improve critical
to create products or writing through reviews, self and peer feedback.
solutions

Learner Profile
Reflective

Unit 5 Change Structure, Orientation in Styles and Research - Media Literacy Exploring genre/style/form A, B
Expression space and genres influence Skills
Music Through the time and inspire one  Communicate Students will become more familiar with the different Research project
Ages another information and ideas historical eras of music including medieval,
GC effectively to multiple renaissance and baroque. They will build on their
6 weeks Explorations: audiences using a aural and analysis skills using sheet music extracts
variety of media and and listening extracts. This will help to prepare them
formats for next year.

Thinking - Creative Thinking

Skills:
 Apply existing
knowledge to generate
new ideas, products or
processes.
 Apply newly acquired
skills to create, perform
and/or present art

Learner Profile
Knowledgeable

Unit 6 Communication Audience Personal and Organizing an Self-management: Organization Lights, sound, advertising, social media A,B, D
 Cultural event Skills:
Individual Project: Expression showcases our  Set goals that are Students will learn how to use lights. sound and Event : PR, Advertising, Running
Event talents and challenging and realistic work as part of a backstage team for school events. Order, Sound, Lighting, Event
Management GC strengthens our They will organise a school concert amongst the
Explorations: skills Thinking: Creative Thinking Skills younger grades.
5 weeks  Apply existing
knowledge to generate
new ideas, products or
processes.
 Apply newly acquired
skills to create, perform
and/or present art
 Create novel solutions
to authentic problems

Learner Profile
Inquirers
 MYP

Grade 10

Unit title Key Concept Related Global context Statement of ATL Skills & IB Learner Profile Content Assessment
concept(s) Inquiry
Unit 1 Aesthetics Expression, Personal and The aesthetics Thinking - Creative Thinking How can our expression impact the audience? B, C, D
Audience Cultural of music can Skills
Investigation and Expression help us to  Apply existing Students will build on their critical analysis of music by Review, solo performance, and
Performance How can our express emotion knowledge to generate reviewing various styles and artists. They will focus on process journal
expression to the audience. new ideas, products or the artists that they find the most inspiring to help them
7 weeks impact the processes. with their own performance aesthetic and expression.
audience?  Apply newly acquired Students will become more comfortable offering and
skills to create, perform receiving critical feedback from peers.
and/or present art
 Create novel solutions
to authentic problems
 Create original works
and ideas; use existing
works and ideas in new
ways

Learner Profile
Reflective

Unit 2 Identity Style, Genre Identities and Does our style Thinking - Creative Thinking Exploring how composition conveys our identity. B, C
Relationships and genre define Skills
Analysis and us as  Apply existing Students will expand their composition skills by Essay, Composition, Process
Composition musicians? knowledge to generate composing a personal piece that conveys an emotional Journal
new ideas, products or experience they have had. This composition will help
7 weeks processes. them to build identity and expression into their work.
 Apply newly acquired Students will focus on relative keys and modulation as
skills to create, perform part of this project.
and/or present art

Communication –
Communication skills:
 Interpret and use
effectively modes of
non-verbal
communication

Learner Profile
Inquirers

Unit 3 Change Composition, Globalisation Music All Exploring the elements of music through aural skills A, B, C, D
Interpretation and demonstrates
Assessment unit: Sustainability the impact of Learner Profile The E-portfolio tasks challenges students to think E-portfolio tasks (4)
E-portfolio human activity Inquirers critically and creatively through a research paper, an
on local/global original composition, video and audio recording and a
7 weeks environment final review of their process. This will all be based on
the global context of Globalisation and Sustainabilty
 which gives them many avenues to explore. This unit
will allow them to apply all of the skills they have
learned during the course.
Unit 4 Communication Narrative, Identities and The narrative Self-management - Making connections across cultures A, D
Role Relationships and role of Organizational Skills:
World Fusion music helps us  Set goals that are This unit will help students to prepare for DP Music Presentation and collaborative
to form the challenging and realistic focusing on TOK links and the upcoming portfolio composition
7 weeks identity of composition and listening tasks.
musical cultures
around the world Thinking – Transfer skills:
 Combine knowledge,
understanding and skills
to create products or
solutions

Learner Profile
Caring

Unit 5 Change Boundaries, Personal and How does the Thinking - Creative Thinking This unit will help students to prepare for DP Music for A, B
Genre Cultural genre of music Skills: listening and performance work.
DP Preparation Expression change the  Apply existing Listening exam and final
boundaries of knowledge to generate performance
7 weeks expression? new ideas, products or
processes
 Apply newly acquired
skills to create, perform
and/or present art

Communication -
Communication Skills
 Use and interpret a
range of discipline-
specific terms and
symbols

Learner Profile
Inquirers