Shares cross-subject units with Theatre at entry; specialises by MYP 3.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
Per-subject overview pending.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Technological innovations in music allow creators to express ideas in new ways, but ethical and legal frameworks shape how these creations are shared and protected
Fairness and Development
Artistry & Creation
Communication – Using music and technology to communicate ideas and emotions. Creativity – Generating and developing original musical ideas.
Innovation Ethics
Research Skills Evaluate sources when learning about copyright and legal cases. Locate and attribute Creative Commons and royalty-free materials. Creative Thinking Skills Develop original ideas using DAWs, loops, and recorded materials. Refine compositions through iterative feedback.
Digital Music Production Tools 1. Introduction to Digital Audio Workstations (DAWs)Recording, editing, layering, and mixing sounds 2. Using loops, samples, and MIDI instruments 3. Creative Music Making Composing original tracks with DAWs 1. Incorporating found sounds, loops, and recorded materials 2. Refining music through iterative feedback Collaboration in Digital Music 1. Group projects in arranging or remixing 2. Roles in digital production teams (composer, sound engineer, producer) Ethics, Law, and Copyright 1. Basics of copyright law in music 2. Creative Commons, royalty-free, and licensing 3. Intellectual property in the digital age 4. Case studies: plagiarism, sampling, AI-generated music, streaming industry Critical Listening and Appraisal 1. Analysing digital music across genres 2. Evaluating production quality and originality 3. Appraising one’s own work against artistic intention
Factual Questions What is a Digital Audio Workstation (DAW), and how is it used in music production? What are the basic elements of copyright law in music? How can a musician legally protect their original work? Conceptual Questions How does collaboration shape the musical creation and production process? Why is understanding intellectual property important for musicians in the digital age? Debatable Questions Should all music be freely available for others to use and remix? Is it fair for artists to be penalized for unintentionally creating music that sounds similar to existing songs? Should AI-generated music be granted copyright protection? Are streaming services helping or harming musicians’ livelihoods?
Ai - Research - Copyrights in Indian music Students will research copyright in music with a focus on India. The task is to investigate how copyright laws protect musicians and explore at least one real case involving Indian musicians. Bii - Artistic Intention Submit an artistic statement (up to 800 words, or a 3 minute audio/video recording) that explains: - The message, mood, or idea you aimed to communicate. - The musical elements (melody, rhythm, harmony, texture, structure, timbre) you used to support this intention. - The digital tools and techniques (loops, samples, effects, layering, recording, etc.) you applied to bring your artistic vision to life. C - Performance/Composition Create a Piece Using a DAW Using a Digital Audio Workstation (DAW), compose and produce an original piece of music 64 bars. Di - Students will appraise their own work Create a reflection (800 words OR 3 minutes audio/video) Appraise your work by evaluating how well it communicates your intention, using evidence from musical/production choices. Highlight strengths and weaknesses, and suggest possible improvements.
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The interpretation of diverse theatrical and musical genres develops expressive communication and enriches creative artistry.
Personal and Cultural Expression
Artistry & Creation
Communication
Play & Role
Social Skills: Give and receive meaningful feedback.
Musical Foundations in Theatre 1. Explore vocal techniques (projection, diction, dynamics, phrasing). 2. Understand ensemble singing and harmonisation in a theatrical context. 3.Develop skills in timing, rhythm, and coordination with choreography. Creating a Jukebox Musical 1. Select and arrange existing songs to tell a new story. 2. Consider key, tempo, and style changes to suit dramatic needs. 3. Make creative musical choices to enhance narrative flow. Adapting and Reimagining Music 1. Rearrange songs for reduced casts or new interpretations. 2. Experiment with instrumentation, vocal layering, or acapella arrangements. 3. Apply devised theatre techniques to reframe music within performance. Musical Genre Analysis 1. Analyse musical characteristics of different genres in theatre (e.g., Golden Age, Rock, Contemporary, Jukebox). 2. Watch and listen to clips from musicals across time periods, identifying techniques like leitmotifs, underscoring, and orchestration. 3. Connect how musical style influences character, mood, and storytelling. Individual Creative Music Work 1. Propose a show synopsis with selected songs, justifying musical choices. 2. Analyse how chosen pieces communicate themes and emotion. 3. Present findings using subject-specific music vocabulary. Collaborative Musical Performance Project 1. Rehearse and perform selected songs within the chosen version of the jukebox musical. 2. Apply role-specific musical responsibilities (lead vocals, ensemble harmonies, accompaniment, arrangement). 3. Deliver a final shared performance that demonstrates expressive musical communication.
Factual: Must one be able to sing, dance, and act in order to be successful in a Musical Theatre? Must one be well versed in many different genres of music to sing in a musical? Conceptual: How do Music Theatre songs and singing differ from other genres of music and songs? How is the storyline communicated in Musical Theatre? What are the different types of music and what makes them unique? Debatable: Is the singing of a Musical Theatre number different from the singing of other types of music? What makes a Musical Theatre show popular and long-running?
Aii - Analyse Students will select two contrasting musical theatre genres (e.g., Golden Age musical, Rock musical, Contemporary/Pop opera, Jukebox musical, etc.) and analyse: Musical elements, Theatrical/conceptual elements, Expressive communication and Artistic/creative impact. Bi - Explore ideas Students will practically explore and demonstrate 3 different styles, techniques and genres of musicals and compare and contrast them (30 secs - 1 minute per piece) C - Performance Students will create and perform a Jukebox musical for an audience. Students will have opportunity to contribute in various roles and responsibilities. Dii - Reflect on development as artist Students will present their reflection via a 1 minute composition/through song to express themselves. Link to GC
Other grades for this subject: MYP 1 · MYP 2 · MYP 3 · MYP 4