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Grade 10 E portfolio

The document outlines the tasks and criteria for the MYP Performing Arts E-Portfolio, which includes investigating a musical movement, developing artistic ideas, creating a final artwork or performance, and evaluating the work. Students must explore unconventional genres, document their creative process, present a final performance that showcases originality, and reflect on their artistic development. Each task emphasizes the importance of collaboration, competition, and emotional expression in the arts.

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7 views2 pages

Grade 10 E portfolio

The document outlines the tasks and criteria for the MYP Performing Arts E-Portfolio, which includes investigating a musical movement, developing artistic ideas, creating a final artwork or performance, and evaluating the work. Students must explore unconventional genres, document their creative process, present a final performance that showcases originality, and reflect on their artistic development. Each task emphasizes the importance of collaboration, competition, and emotional expression in the arts.

Uploaded by

manneelila
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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MYP PERFORMING ARTS E-PORTFOLIO

All Criteria and all Strands ( A,B,C and D)

Task 1 – Investigating (Criterion A)


An individual investigation into:
 a movement(s) or genre(s) in the chosen arts discipline
 critique of an artwork or performance from the chosen movement(s)
or genre(s).

Students will conduct an individual investigation into a musical


movement or genre that challenges traditional aesthetics—such as
experimental jazz, avant-garde electronic music, or fusion genres. The
investigation must:
 Explore how artists in this genre use competition and
collaboration to innovate.
 Analyze how these approaches allow for the expression of
complex emotions and audience engagement.
 Include a critique of one significant work or performance from the
genre, focusing on its aesthetic choices and emotional impact.

Task 2 – Developing (Criterion B)


A selection of evidence to show:
 the practical exploration of artistic ideas to inform development of a
final artwork or performance
 the development of the student’s artistic intention in line with the
statement of inquiry and justification of their artistic choices.

Students will document their creative exploration and development


process as they prepare to create or perform a piece that breaks
musical convention. This includes:
 Evidence of experimentation with musical elements (e.g., rhythm,
harmony, timbre).
 Collaborative or competitive interactions with peers (e.g., jam
sessions, feedback exchanges).
A written reflection explaining how their artistic intention evolved and
how it

Task 3 – Creating/Performing (Criterion C)


The student’s artwork created or performed.

Students will present their final musical composition or performance,


showcasing how they’ve broken conventional aesthetics to express
emotion and engage their audience. The work should:
 Demonstrate technical skill and originality.
 Reflect the influence of the investigated genre/movement.
 Be shaped by collaborative or competitive dynamics.

 A recorded performance or digital composition.


A brief artist statement (200–300 words) explaining intent and audience
impact

Task 4 – Evaluating (Criterion D)


The evaluation will include:
 the appraisal of the student’s own artwork or performance
a reflection on their development as an artist

Students will critically evaluate their final work and reflect on their
development as musicians. This includes:
 An appraisal of how effectively their work communicates emotion
and engages the audience.
 Reflection on how competition and collaboration influenced their
process.
Consideration of future artistic directions

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