Task-specific clarification for arts eportfolios These clarifications provide additional support for establishing a common standard of marking by teachers and examiners. Their primary frame of reference is MYP eassessment, in which eportfolios of student work are submitted for moderation. However, such task-specific clarifications can also be useful in other contexts to support effective teaching and learning. Task-specific clarifications can be helpful in bringing a greater level of specificity to levels of achievement in MYP arts that are framed as broad value statements (usually with the adjectives limited, adequate, substantial/appropriate and excellent). Clarifications here also include definitions of key terms as well as notes that can be helpful to examiners, teachers and students. Criterion A Knowing and understanding Strand i: demonstrate knowledge and understanding of the art form studied, including concepts, process and the use of subject specific terminology Knowledge: factual information (what, when, who, how, why?) Understanding: the ability to comprehend and interpret knowledge (doing something with the knowledge implementing, applying; exploring cause, meaning and significance) Art form: artwork/artistic composition/movement/style produced by artists or a cultural movement (examples include: gamelan, Dadaism, a song, oil painting, sculpture) Concepts: the big ideas of the art form studied (beginning with arts focus key concepts and arts related concepts) Process: what has or is to be done in the creation of an art form; creative exploration, experience, play and (self ) discovery Subject specific terminology: appropriate use terminology (examples include: characteristics of an art movement, techniques, conventions, elements of art forms) 7
1 2 demonstrates limited knowledge and understanding of the art form studied, including concepts, process and limited use of subject specific terminology 3 4 demonstrates adequate knowledge and understanding of the art form studied, including concepts, process and adequate use of subject specific terminology 5 6 demonstrates substantial knowledge and understanding of the art form studied, including concepts, process and substantial use of subject specific terminology limited: a rudimentary account that may demonstrate knowledge but little understanding adequate: a detailed factual account with some analysis of the art form, using some appropriate subject specific terminology substantial: partial analysis with some synthesis of research, frequently using appropriate subject specific terminology 7 8 demonstrates excellent knowledge and understanding of the art form studied, including concepts, process and excellent use of subject specific terminology excellent: thorough analysis with perceptive interpretation of research, consistently using most or all of the relevant subject specific terminology Strand ii: demonstrate understanding of the role of the art form in original or displaced contexts Role of art form: the impact of the art considering time and place (How, when, and why the art form emerged global, local, national, social, historical, personal and cultural contexts) Original context: the circumstances of the original art form Displaced context: a different context from the art form s original context 1 2 demonstrates limited understanding of the role of the art form in original or displaced contexts limited: rudimentary 3 4 demonstrates adequate understanding of the role of the art form in original or displaced contexts 5 6 demonstrates substantial understanding of the role of the art form in original or displaced contexts 7 8 demonstrates excellent understanding of the role of the art form in original or displaced contexts adequate: detailed, factual correct substantial: attentive, thoughtful excellent: thorough and perceptive, careful and complete 8
Strand iii: use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork Acquired knowledge: what students have learned about an art form and that form s role, the artistic skills and techniques used to create it, and the ideas explored in its realization (Criteria Aii, Bi and Ciii). Students provide evidence of achievement in this strand by recording the decisions they make and the reasoning that led to those decisions. 1 2 demonstrates limited use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork limited: provides a rudimentary account of knowledge used to make artistic decisions 3 4 demonstrates adequate use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork 5 6 demonstrates substantial use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork 7 8 demonstrates excellent use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork adequate: describes knowledge used to make artistic decisions substantial: describes in detail the knowledge used to make artistic decisions excellent: explains convincingly how knowledge is used to make artistic decisions Criterion B Developing skills Strand i: demonstrate the acquisition and development of the skills and Evidence for the development of technical skills can be found throughout the artistic process as well as the artwork at its point of realization. There is no required number of skills and techniques; skills and techniques should be appropriate to the art form studied and lead toward the intended outcome. Skills: abilities that have been acquired by training and/or experience Techniques: the forms used to show skill; the particular way skill(s) are employed Acquisition: gaining new skills or techniques Development: refinement and progression of skills and techniques through personal experience and growth Evidence of achievement for this strand is within the student s process work from development up to the point of realization. Demonstration of skill acquisition and technique should include 3 samples from various points in the artistic process. 9
1 2 demonstrates limited acquisition and development of the skills and limited acquisition and development: Little personal progression 3 4 demonstrates adequate acquisition and development of the skills and adequate acquisition and development: Some personal progression 5 6 demonstrates substantial acquisition and development of the skills and substantial acquisition and development: Considerable personal progression 7 8 demonstrates excellent acquisition and development of the skills and excellent acquisition and development: Extensive personal progression that is notable in breadth and/or depth Strand ii: demonstrate the application of skills and techniques to create, Point of realization: the moment when an artist makes a commitment to his or her artwork by presenting it to or sharing it with an audience; a point of realization can take many forms Control: disciplined and purposeful use; expertise, proficiency or success The skills demonstrated in the final artwork should be related to those skills developed in Criterion Bi. Evidence of achievement for this strand must come from a realized outcome. 1 2 demonstrates limited application of skills and techniques to create, 3 4 demonstrates adequate application of skills and techniques to create, limited: little control of skills and techniques adequate: partial control of skills and techniques 5 6 demonstrates substantial application of skills and techniques to create, substantial: effective and generally consistent control of skills and techniques 7 8 demonstrates excellent application of skills and techniques to create, excellent: highly effective and consistent, well focused control of skills and techniques 10
Criterion C Thinking creatively Strand i: develop a feasible, clear, imaginative and coherent artistic intention The artistic intention must be linked to the art form studied in line with the statement of inquiry and global context. The development of the artistic intention must be included as part of the student s process journal included for assessment. Artistic intention: the intended outcome(s) for an artwork; a statement of artistic intention might be written, visual, recorded or in the form of an annotated plan and should be consistent with the realized artwork 1 2 develops a limited artistic intention, which is rarely feasible, clear, imaginative or coherent Task-specific clarification limited: brief account of the intended outcome(s) for an artwork 3 4 develops an adequate artistic intention, which is occasionally feasible, clear, imaginative and/or coherent 5 6 develops a substantial artistic intention, which is often feasible, clear, imaginative and coherent adequate: detailed description of the intended outcome(s) for an artwork, which is sometimes feasible, clear, imaginative or coherent substantial: detailed explanation of the intended outcome(s) for an artwork, which is often feasible, clear, imaginative and coherent 7 8 develops an excellent artistic intention, which is consistently feasible, clear, imaginative and coherent excellent: detailed explanation of the intended outcome(s) for an artwork, which is reliably feasible, clear, imaginative and coherent Strand ii: demonstrate a range and depth of creative thinking behaviours Creative thinking behaviours: creativity in the arts is evidenced through curiosity, imagination, courage and determination. Lateral and divergent thinking are clear indicators of creative thinking. Examples of creative-thinking behaviours can be found in Thinking creatively section of the MYP Arts guide (September 2014 / January 2015); creative-thinking skills in ATL skills framework (MYP: From principles into practice [2014]) describe some of the ways that students can generate novel ideas and consider new perspectives. Range: the number of kinds of creative thinking behaviours evidenced Depth: the complexity and detail to which creative thinking behaviours are evidenced 11
Task-specific clarification 1 2 demonstrates a limited range and/or depth of creative thinking behaviours limited: little evidence of creative thinking behaviours 3 4 demonstrates an adequate range and/or depth of creative thinking behaviours 5 6 demonstrates a substantial range and/or depth of creative thinking behaviours 7 8 demonstrates an excellent range and/or depth of creative thinking behaviours adequate: evidence of creative thinking behaviours that demonstrates range rather than depth substantial: evidence of creative thinking behaviours that demonstrate range and depth excellent: evidence of creative thinking behaviours that consistently demonstrate broad range and significant depth Strand iii: demonstrate the exploration of ideas to shape artistic intention through to a point of realization Explore: to undertake a systematic process of discovery Evidence of achievement for this strand can come from both process and outcome/product. 1 2 demonstrates limited exploration of ideas to shape artistic intention, which may reach a point of realization 3 4 demonstrates adequate exploration of ideas to shape artistic intention through to a point of realization 5 6 demonstrates substantial exploration of ideas to purposefully shape artistic intention through to a point of realization 7 8 demonstrates excellent exploration of ideas to effectively shape artistic intention through to a point of realization limited: explores ideas with unclear purpose, or explores only a few ideas with purpose, although not to a point of realization adequate: explores relevant ideas to shape artistic intention through to a point of realization substantial: shows intended exploration of ideas to usefully shape artistic intention through to a point of realization excellent: shows thorough, relevant and meaningful exploration of ideas to successfully shape artistic intention through to a point of realization 12
Criterion D Responding Strand i: construct meaning and transfer learning to new settings Construct meaning: create an understanding about something; to infer and interpret facts, an opinion, an idea or an event that has been read, viewed or heard 1 2 constructs limited meaning and may transfer learning to new settings 3 4 constructs adequate meaning and occasionally transfers learning to new settings 5 6 constructs appropriate meaning and regularly transfers learning to new settings 7 8 constructs meaning with depth and insight and effectively transfers learning to new settings limited: little if any response to the unit s statement of inquiry/global context adequate: some connection between process and product/outcome and the unit s statement of inquiry/global context appropriate: meaningful connections between process and product/outcome and the unit s statement of inquiry/global context with depth and insight: detailed, meaningful and creative connections between process and product/outcome and unit s statement of inquiry/global context Strand ii: create an artistic response which intends to reflect or impact on the world around them The artistic response will be seen in the artwork itself. The teacher must consider how effectively it shows the student s ability to either impact the world or reflect on the world in relation to the unit s statement of inquiry / global context. Artistic response: the outcome created in response or reaction to the artistic intention with respect to the unit s statement of inquiry/ global context 1 2 creates a limited artistic response, which may intend to reflect or impact on the world around him or her limited: little if any connection between the outcome and the world 3 4 creates an adequate artistic response, which intends to reflect or impact on the world around him or her 5 6 creates a substantial artistic response, which intends to reflect or impact on the world around him or her adequate: some connection between the outcome and the world substantial: multiple clearly stated connections between the outcome and the world 7 8 creates an excellent artistic response which intends to effectively reflect or impact on the world around him or her excellent: meaningful, rich and sophisticated connection(s) between the outcome and the world 13
Strand iii: critique the artwork of self and others Students must critique their own work and the work of others; others can include peers and/or practitioners. 1 2 presents a limited critique of the artwork of self and others 3 4 presents an adequate critique of the artwork of self and others 5 6 presents a substantial critique of the artwork of self and others 7 8 presents an excellent critique of the artwork of self and others limited: description of artwork within the art form studied, including the artwork of either self OR others adequate: analysis of artwork within the art form studied, including the artwork of both self and others substantial: analysis and evaluation of artwork within the art form studied, balancing the evaluation of one s own artwork and that of others excellent: detailed, insightful critique of artwork within the art form studied, evaluating the artwork of self within the context of others artwork Advice for teachers: Teachers must provide evidence for the levels of achievement awarded for each strand of criteria A, B, C and D. 14