The Group 6: The Arts subjects of the International Baccalaureate Diploma Programme consist of five courses at both Standard Level (SL) and Higher Level (HL): Dance, Music, Theatre, Visual Arts, and Film.[1] The transdisciplinary course Literature and Performance (satisfying the requirements of Groups 1 and 6) is also available at Standard Level.[2] Students seeking the IB Diploma may substitute courses from the other five Subject Groups instead of taking a Group 6 course (see below). A school-based syllabus devised by an IB World School, as approved and externally moderated by the IB, may also form the basis for a course taken in place of a Group 6 course.[3]
IB Dance is available at both standard level (SL) and higher level (HL). For both levels, the candidate must complete an internal assessment, (performance task), and two external assessments (composition and World Dance Investigation).
One of the external assessment components requires candidates to write an analytical essay, (the World Dance Investigation, or WDI), comparing and contrasting two dance styles, one of which is familiar to the candidate, and the other is not. At SL, the WDI is 1500 words, whereas at HL, the WDI is 2500 words and must include a comparison of one short dance excerpt from each of the styles being analysed. At SL, the WDI is weighted at 20%, and at HL, the WDI is weighted at 25%.
The second external assessment component is Composition and Analysis. The candidate is required to choreograph either two dances totalling 6 - 10 minutes at SL, or three dances totalling 8 - 15 minutes at HL. At HL, two of the dances must show clear compositional contrast. One of the dances in this component must be accompanied by an analytical statement (800 words at SL or 1000 words at HL), documenting and reflecting upon the choreographic process. At HL the statement must include a discussion of how other sections of the IB Dance course have influenced the dance being discussed. At SL, Composition and Analysis is weighted at 40%, and at HL, Composition and Analysis is weighted at 35%.
In the internal assessment component (Performance), SL candidates are required to submit one or two dances totalling 3 - 6 minutes, where at least one dance is a solo or a duet, and HL candidates are required to submit two or three dances totalling 6 - 9 minutes, where at least half the time submitted is solo or duet work. For both levels, the dances must be presented at an open showing, and the works must be choreographed by someone other than the candidate. At both levels, short programme notes must be submitted detailing basic information about the dance, including the choreographer's name and the dance's intention. At both levels, Performance is weighted at 40%.[4]
Music SL and HL
IB Music can be taken at either the standard level (SL) or higher level (HL). For both levels of IB Music the candidate must conduct a musical investigation. This requires research of two completely different musical genres with comparable qualities (e.g. Tuvan throat singing and Baroque opera). The information will then be presented in the form of a media script which will be assessed externally.
There are three paths in which the IB Music SL course can be taken: group performance, solo performance, or composition. To fulfill the performance requirements, the candidate must perform either a 15-minute solo recital, or a 20-30 minute ensemble performance. A candidate who chooses composition should compose two original compositions (of which one may be an arrangement of an existing piece of music), each lasting between 3 and 6 minutes. Each of the two compositions should be recorded for assessment purposes. A score of both compositions must also be submitted.[5]
The IB Music HL course combines a medley of the IB Music SL options into a single curriculum. To satisfy IB Music HL, the candidate must perform solo for a total of 20 minutes and write three contrasting compositions (of which one may be an arrangement), each between 3 and 6 minutes.
All candidates sit a written exam at the end of the course, which lasts 3 hours for HL candidates and 2 hours 15 minutes for SL candidates. HL and SL candidates answer two questions from section A (study of two prescribed works), of which one MUST be a comparison between the two prescribed works. HL and SL candidates are also required to complete Section B of the exam, which is aural analysis of four previously unheard extracts, of which two are named, and one has a score provided. Two candidates are unnamed and do not have a score provided. HL only candidates must also complete section C, a comparison of two extracts from section B. Section A responses must be written in essay form. Responses in sections B and C may be in bullet points.
Further details of the course can be found in the IB Music Wikibook.[6]
Theater SL and HL
This section needs expansion. You can help by adding to it. (May 2009)
According to the new syllabus introduced in 2009, the IB Theater Arts programme is made out of four components; two are internally assessed and two are externally assessed. The internal assessments are the Theater Performance and Production Presentation (TPPP) and the Independent Project Portfolio (IPP). The external components are a Practical Performance Proposal (PPP) and a Research Investigation (RI).
The TPPP is a presentation on the student's involvement in their performance and production aspects of all areas of the core syllabus. The presentation is 30 minutes long for HL and should be supported by 7–10 visual materials (no larger than A4). For SL, the presentation is 20 minutes long and should be supported by 5–7 visual materials (no larger than A4).
The IPP is a portfolio of 3000 words at HL and 2000 at SL in which the student reflects on his/her learning and development during the production of an independent project, which is a project in which the student explores and practices a role in the theater (actor, director, dramaturg, scriptwriter, etc.). It should also show a connection to their experiences in the core syllabus. There are two options: Option A: Devising Practice and Option B: Exploring Practice. The portfolio must include sections marked Preparation, Action, and Reflection.
For the PPP, the student has to adopt a directorial perspective and write a concept for a play using one of the prescribed stimuli. For SL, it contains a 250-word pitch and explanatory, visual material that illustrates the student's understanding of the intended process of realization. For HL, it also includes a 1,000-1,250 word rationale.
The RI is a research essay in which the student presents his or her research on a previously unfamiliar theater practice. From the chosen theater practice, students should choose a specific aspect of a play or theater piece and create a research question to answer. Student's research should contribute to a realization of the play or theater piece from their chosen theatrical practice. The practice cannot be studied in class and must be no later than the 19th century. The question must be taken from a directorial, actor, or designer perspective. For SL, the essay must be 1,500-1,750 words with visual documentation and/or textual references. For HL, the essay must be 2,000-2,500 words with visual documentation and/or textual references. At HL, students must also write a critique of the sources in the research investigation.
Visual Arts SL and HL
There are two areas of focus in the IB Visual Arts subject. The first is studio (practical work) and the second is the research workbook (known as the Investigation Workbook). The Visual Art program aims to teach the student about design, structure and the aesthetic development of work. The candidates must demonstrate creative and personal thinking, feeling and interaction with their work.
The exam for Visual Art encourages the candidate to articulate their concerns and development over the course of the two years of study. An exhibition will be held at the candidate's school showcasing the candidate's work and is assessed by his/her teacher. The assessment is an interview where the candidate talks about their exhibited works, this interview is recorded and sent overseas for moderation. However, the alternate to the interview process is to write a 1000 word statement on your IB journey in Visual Arts. This given mark is then moderated against the Record of Workbook, which contains a collection of photographs of the candidates work and a number of scanned pages from their research workbook.
The candidates' research workbooks are also marked, once internally and once externally (for moderation purposes). These books aim to show the candidates journey over the two years of study. They document art and design history that is relevant to the candidate’s exploration of ideas and will also contain notes, sketches, photographs, mind-maps and pictures of inspiration, development and final works. The candidate must also document a number of art exhibition visits.
For the final assessment, either the studio work or the investigation work book can be assessed externally. With 60% of the final grade being placed on that which is externally assessed, and the remaining 40% on the internal assessment.
Film SL and HL
IB Film can be taken at either the standard level (SL) or higher level (HL). For both levels of IB Film, the candidate must research and write an Independent Study, do a Practical Project and give an oral presentation, based on the close analysis of a 5-minute extract from a film prescribed by the IBO.
The Independent Study is a research project that must be presented in the form of a Documentary Script, in which the candidate undertakes an individual investigation based on a topic of film history or theory. At SL, it should focus on a minimum of 2 films from different cultures, whereas at HL, it should focus on at least 4 films from different cultures. It is marked externally.
The Practical Project takes the form of a short film (4–5 minutes at SL and 6–7 minutes at HL) and a production portfolio and rationale about the work undertaken. The candidate must focus on one of five production roles: Director, Writer, Cinematographer, Editor or Sound Designer. Additionally, at HL, the candidate must produce an individual trailer of his or her film. (45 seconds-1 minute long). It is marked internally and moderated externally.
The Oral Presentation should focus on a 5-minute extract of a film set by the IBO, which also places the extract on a broader sociohistorical context and in terms of the film as a whole. The presentation lasts 10 minutes at SL and 15 minutes at HL. The IBO chooses 8 films (four from before 1960 and four from after 1960), from which the Film Teacher then chooses 3. The candidates then select from these three. The films analyzed cannot be studied in class.
Film SL is offered online to students enrolled in the IB Diploma Programme.[7][8]
UWC Mahindra College is a pre-university international boarding school, located 40 km (25 mi) west of Pune in Maharashtra, India. The college is a two-year programme with about 250 full-time boarders, and follows the International Baccalaureate (IB) Diploma Program (DP). It is one of the 18 United World Colleges. The school was established in 1997 with the support of Harish Mahindra and Anand Mahindra of the Mahindra Group.
The Sturgis Charter Public School is a dual-campus charter school located in the village of Hyannis, Massachusetts, United States. The school received its charter in February 1998 and opened in September for the 1998–1999 academic year with 162 freshman, 15 faculty and staff, a newly renovated facility, and a $1.2 million budget. The school philosophy is International Baccalaureate for all students.
The International Baccalaureate Primary Years Programme (PYP) is an educational programme managed by the International Baccalaureate (IB) for students in grades Kindergarten to Fifth grade. While the programme prepares students for the IB Middle Years Programme, it is not a prerequisite for it. The subject areas of the PYP are language, social studies, mathematics, science and technology, arts, and personal, social and physical education. Students are required to learn a second language during the programme. Assessment is carried out by teachers according to strategies provided by the IB, and with respect to guidelines to what the students should learn specified in the curriculum model.
The International Baccalaureate Middle Years Programme (MYP) is an educational programme for students between the ages of 11 to 16 around the world as part of the International Baccalaureate (IB) continuum. Middle Year Programme is intended to prepare students for the two-year IB Diploma Programme.
The International Baccalaureate Diploma Programme (IBDP) is a two-year educational programme primarily aimed at 16-to-19-year-olds in 140 countries around the world. The programme provides an internationally accepted qualification for entry into higher education and is recognized by many universities worldwide. It was developed in the early-to-mid-1960s in Geneva, Switzerland, by a group of international educators. After a six-year pilot programme that ended in 1975, a bilingual diploma was established.
Theory of Knowledge (TOK) is a compulsory core subject of the International Baccalaureate Diploma Programme. It is marked on a letter scale (A-E) and aims to "provide an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know." Students who attain an E will not be able to receive their final IB Diploma.
The Group 3: Individuals and societies subjects of the IB Diploma Programme consist of ten courses offered at both the Standard level (SL) and Higher level (HL): Business Management, Economics, Geography, Global Politics, History, Information technology in a global society (ITGS), Philosophy, Psychology, Social and cultural anthropology, and World religions. There is also a transdisciplinary course, Environmental systems and societies, that satisfies Diploma requirements for Groups 3 and 4.
The Group 1: Studies in language and literature subjects of the IB Diploma Programme refer to the student's first language. Three courses are available: Language A: literature, Language A: language and literature and an interdisciplinary subject, Literature and performance. Students who complete two group 1 subjects, or complete a group 3 or 4 subject that is of a different language of the group 1 subject taken by the candidate, are eligible to be awarded a bilingual IB Diploma on the condition that the candidate obtains a level 3 or greater in both subjects.
The Group 2: Language acquisition subjects of the IB Diploma Programme consist of the nearly 80 additional languages offered and may be studied at the following levels: B, or ab initio. Latin and Classical Greek are also offered and may be taken at SL or HL. To earn an IB Diploma, a candidate must study an additional language, though a second Language A may be taken instead of studying that language as a Group 2 subject.
The Group 4: Experimental sciences subjects of the International Baccalaureate Diploma Programme comprise the main scientific emphasis of this internationally recognized high school programme. They consist of seven courses, five of which are offered at both the Standard Level (SL) and Higher Level (HL): Chemistry, Biology, Physics, Design Technology, and, as of August 2012, Computer Science is offered as part of the Group 4 subjects. There are also two SL only courses: a transdisciplinary course, Environmental Systems and Societies, that satisfies Diploma requirements for Groups 3 and 4, and Sports, Exercise and Health Science. Astronomy also exists as a school-based syllabus. Students taking two or more Group 4 subjects may combine any of the aforementioned.
The Group 5: Mathematics subjects of the IB Diploma Programme consist of two different mathematics courses, both of which can be taken at Standard Level (SL) or Higher Level (HL). To earn an IB Diploma, a candidate must take either Mathematics Applications and Interpretation (SL/HL) or Mathematics Analysis and Approaches (SL/HL), as well as satisfying all CAS, TOK and EE requirements.
The Toronto French School (TFS), founded in 1962, is an independent, bilingual, co-educational, non-denominational school in Toronto, Ontario, Canada. Charles III, as King of Canada, is the royal patron of the school. The school rebranded in 2011 to become TFS – Canada's International School.
Cypress Creek High School is located in Orlando, Florida, and serves students in grades 9 through 12.
Frank W. Springstead High School is a public Hernando County high school in Spring Hill, Florida. The school opened on December 1, 1975, and had its first graduation class in 1979. In 2014, Springstead High School was ranked as #929 which was based on their Advanced Placement test scores, graduation rate, and SAT and ACT scores. Springstead High School was chosen to become the only International Baccalaureate school in Hernando County. This program started in the 2008–2009 school year.
The Graz International Bilingual School (GIBS) is an Austrian bilingual (English/German) university preparatory semi-independent charter school Gymnasium in Graz, Austria. The school mainly focuses on languages, offering German, English, Russian, Latin, French and Spanish. Students graduate with the Austrian Matura, the IB Diploma or with both, assuming that they meet the criteria necessary.
Abby Kelley Foster Charter Public School is a K–12 school located at 10 New Bond St., Worcester, Massachusetts, United States in former Heald Machine Company buildings. The school was founded in 1998.
The Queensland Academies Creative Industries (QACI) is a selective entry senior state high school in Queensland, Australia which offers the International Baccalaureate Diploma Programme. The school aims to provide a platform for academic like-minded students wishing to study the rigorous International Baccalaureate Diploma Programme. Students are selected through an academic selective entry process including testing and interviews. It is located within the Kelvin Grove Urban Village. The Queensland Academies – Creative Industries Campus is Queensland’s first vertical school, opened in 2007.
Green Land International Schools is a private international school and nursery located in Giza Governorate, Egypt.
Ritsumeikan Uji Junior and Senior High School (立命館宇治中学校・高等学校) is a private school located in the city of Uji south of Kyoto, Japan. The high school opened in 1994 and the middle school opened in 2003. It is currently one of four junior and senior high schools affiliated with Ritsumeikan University. The Ritsumeikan family of schools also includes Ritsumeikan Asia Pacific University, located in Beppu, and Ritsumeikan Primary School, located in north Kyoto.
The State International School Seeheim, also called SISS is the international branch of the Schuldorf Bergstraße. It is made up of a primary and a secondary branch as well as a pre-school. The school represents a pilot project in Germany - a public school where the language of instruction is primarily English. The school is a community of people from different parts of the world and has strived to be internationally profound. The school has been architecturally designed to look like an irregular pentagon when viewed from above. This is the only state funded international school in Germany, and one of 3 international schools in Germany that offer the IB Diploma Program. The Primary department is designed to prepare students for the International General Certificate of Secondary Education (IGCSE).
This page is based on this Wikipedia article Text is available under the CC BY-SA 4.0 license; additional terms may apply. Images, videos and audio are available under their respective licenses.
