critical thinking in music class

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Thoughts from a PYP music teacher

Using Music to Develop Critical Thinking

For many teachers, making the change to PYP can be overwhelming, not only with all the jargon, but the complete shift in thinking. It’s not that the concepts are strange—it’s not even that we weren’t already doing these things. The change is in the focus, and one of the big focus points is in developing critical thinking .

Music is wonderful fodder for critical thinking because it speaks to us in ways that we can’t always explain or even understand. Instrumental music requires some level of critical thinking simply to translate it into words! Even the youngest students can do this successfully.

Any kind of music can be a starting point for thoughtful discussion: any genre, any language, any culture, solo or ensemble… You might choose music that speaks to you as the teacher. You might let students offer suggestions. Choose something familiar or unfamiliar, tonal or atonal, composed or improvised, recorded or live. Use some of the questions below (or see this post for more) to start your discussion, and off you go!

• Why do you think the composer wrote this piece? (Perspective, Function)
• How does the music make you feel? (Reflection, Connection)
• How would it change if the performer played a trumpet instead of a violin? (Change, Connection)
• How does the mood of the instrumental music support (or contrast) the mood of the lyrics? (Function, Connection)
• What do the lyrics mean to you? (Reflection, Connection)
• What does it make you think of from your own life? (Connection, Reflection)
• What other music does it remind you of? (Connection, Perspective)
• Why is this music memorable? Why has it stood the test of time? (Form, Causation, Perspective)

Once students have shared their initial thoughts, follow up with questions that encourage them to support their ideas (“What makes you say that?”) or think from different perspectives (“Why might ___ think differently?”). Older students might discuss in groups first, then share their already-developed thoughts with the class. You can take these discussions as far and as deep as you wish. No matter how far you go, simply modelling this kind of questioning and encouraging new ways of thinking will help your students to become better thinkers and learners.

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Critical Thinking: Practical Music Teaching Strategies

Incorporating the socratic method and critical thinking in music education in schools involves creativity and a break from traditional classroom teaching strategies., what are the benefits of critical thinking.

Critical thinking also known as the Socratic Method is based on the question-and-answer style of teaching accredited to the philosopher Socrates. Critical thinking in music education takes the basic premise of debate and inquiry and applies it to music education in schools. This teaching strategy encourages students to question each other, and removes the instructor from all-knowing professor to a fellow seeker of knowledge.

From the University of Phoenix to California’s public school system, educators and students alike have found the benefits of critical thinking strategies in the classroom. As one student at California’s KIPP High School mentioned, “[Critical Thinking is] thinking beyond what you hear, what you know in your brain, in your heart, in your soul.” Critical thinking puts the power of influence in the hands of the student, giving students the tools they need to function in college and in society (Edutopia, Geert ten Dam).

Critical thinking strategies extend from private lessons to the public university setting. In the United States, where an emphasis on standardised testing has changed the music teacher’s role in music education in schools, critical thinking strategies aid music classrooms by providing a framework that incorporates reading and writing requirements within an artistic scope.

Music Critique Circle (Secondary)

A key component of critical thinking and the Socratic method involves students learning how to critique each other in a constructive way. In the Music Critique Circle, students present a music project (ex. a simple composition, music performance, or paper presentation) to the class. After the presentation, students take turns responding to the performance or project with thoughtful questions. For example, a student may ask a piano student, “Is there a reason why you performed the Moonlight Sonata in a sad way?” or “What would happen if you played Beethoven’s piece allegro?”

The key here is to emphasize critical thinking, engaging discussion, and constructive debate.

Music Listening Exercise (Primary & Secondary)

Music educators can encourage age appropriate discussions at both the primary and secondary levels using music listening activities. The music educator selects several recordings in different styles and moods. After playing an excerpt, the music instructor engages students in a discussion using critical thinking questions.

Some sample questions include: “Why do you think this song makes you happy?” “If the musician played a drum instead of a flute, what would happen?” “Does this type of music always have strings?” “What do the lyrics mean to you?”

As a variation to these music teaching strategies for older students, the instructor can divide students into several small groups and give each group a series of critical thinking questions. After fifteen minutes, each group shares their responses to the questions. The music educator follows up with challenging questions that encourage students to view their discussion from alternate viewpoints. Questions like “Why do you think that?” and “Group A stated the opposite view. How can you support your viewpoint?”

To learn more about how to create K-6 lessons including critical thinking questions, check out our video blog here : Fun Music Company Curriculum Video  Series  for Grade 6

Exit Tickets (Primary & Secondary)

Writer and educator Maria Stefanova encourages the use of “Exit Tickets” in her article “Developing Critical Thinking and Assessment in Music Classrooms”. The “Exit Ticket” teaching strategy requires every child to answer a critical thinking question before leaving the class. This strategy encourages the concept of “Asking a question instead of giving the answer,” a key component in another popular teaching method – the Suzuki Method (Stefanova, pg 30).

Incorporating Critical Thinking Strategies in The Music Classroom

Incorporating critical thinking strategies in the music classroom promotes higher order thinking and engaging discussion and by involving your students in the discussion process, you will prepare students for future success. This article outlines some beginning ideas for the music classroom, at the Fun Music Company we aim to include critical thinking questions and discussions in every step of our approach from playing instruments to through to connecting with cultural music and composition. In fact, you can start implementing some of these strategies into your lessons TODAY. 

You can get started with seven FREE k-6 music teaching ideas , one for each grade delivered to your email inbox over the next 7 days here:

SOURCES: Edutopia. (2011, August 17). Critical Thinking Wins the Day at a KIPP High School [Video file]. Retrieved from YouTube.com website: http://www.youtube.com/watch?v=dazO9o2aJU4 Stefanova, M. (2011). Developing Critical Thinking and Assessment in the Music Classrooms. American String Teacher, 61(2), 29-31. Nobori, M. (2011). Ten Takeaway Tips for Teaching Critical Thinking. Retrieved from http://www.edutopia.org/stw-kipp-critical-thinking-10-tips-for-teaching Fisher, C. (2008). The Socratic Medthod. Socratic Method–Research Startes Education, 1. Geert ten Dam, (., & Monique, V. (2004). Critical Thinking as a citizenship competence: teaching strategies. Learning and Instruction, 14 359-379.doi:10.1016/j.learninstruc.2004.01.005

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About the author: funmusicco.

I am a performer and educator. Very happy to read this news. Thanks for sharing !

I also enjoyed this article. After each lesson I have the student tell me what I want them to work on and why. I will now begin to ask questions about the actual songs with which they are choosing work.

I like it!!! I’ve always been a proponent of open discussion, Q &A, and the like as opposed to the conventional method of teacher talks all the time – even when I was in high school. The initial effect on students, I believe, is that it makes them feel special instead of feeling like they’re being talked down to. I am a one on one teacher, but seeing this article and video has inspired me to take this approach even further with each student. Thanks for turning me on to this!!!

Nathan Smith

Been wanting something for a more engaging experience for my violin students, to get them enthused & thinking. Need to revise often with them…maybe this will encourage the information to stay in their heads…LOL.

I have done this masterclass type setting where I have students perform for each other and then we would critique each other.

It was not negative at all. In fact, I found it to be very exciting for the students involved!

So basically, instead of asking “How does this piece make you feel?” we could ask “Why does this piece make you feel…?” This makes then makes sense of the rather dry, technical question in the ABRSM aural tests “What in the music gives the piece it’s character?”

Thank you very much!!! Please continue with these questions and maybe even teacher lessons! Gail

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Developing Critical Thinking Skills Through Music

Critical thinking skills are not restricted to a particular subject area. Whatever we choose to do, being able to think clearly and solve problems systematically is important. It enhances language and presentation skills, promotes creativity, and is the foundation for scientific thought.

Is there a connection between music education and developing critical thinking skills?

Absolutely! Music study teaches children skills that are applicable to their entire future. They learn ways to come up with multiple solutions to problems; how to evaluate their results and make adjustments to their ideas; they get to experience the excitement of achievement; and, even more importantly, they experience discomfort of not succeeding on the first try. A quality music education provides guidance, but not answers. This allows the students to develop those ever-important critical thinking skills by processing the information given, and coming up with their own solution.

Read more about how music helps develop critical thinking skills in the article: “Everything I Need to Know, I Learned in Music Class.”

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• Prof. Emily Richmond Pollock

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Stravinsky to the present, teaching critical thinking through music.

In this section, Professor Emily Richmond Pollock shares how she uses music to help students think critically about their own value systems. She also points to ways in which the act of writing papers helped promote students’ critical thinking.

You Like a Particular Piece of Music? Figure Out Why.

"I ask students to articulate—using technical vocabulary—their values. The ability to communicate their values with authority and evidence is a skill that will be useful in many parts of their lives."

In 21M.260 Stravinsky to the Present , I want students to become better critical thinkers, and in particular, to learn to think critically about their own value systems and value judgments. Music is a great context for teaching this skill because it’s a space in which people usually have strongly held opinions, reactions, and values. I push students to explore those values, often saying something along the lines of, “So you like this piece of music and you don’t like that one. Figure out why.” I urge them to discern what in the music is making them feel or react in particular ways. In this context, it isn’t enough for them to say, “I just don’t care for this music.” I ask students to articulate—using technical vocabulary—their values. The ability to communicate their subjective reactions and personal values with authority and evidence is a skill that will be useful in many parts of their lives.

Writing Their Way into Critical Thinking

Writing papers for the course is another opportunity for students to develop critical thinking skills. The first paper asks students to engage in a listening-based analysis of a work of their choice, not covered in the course, composed between 1900 and 1945. In the second paper, students compare the sounds and techniques of two aesthetically related works of their choice, one composed between 1945 and 1990 and one composed between 1990 and the present. For both papers , the first step is for students to select a topic by deciding which readings, composers, and pieces they found most interesting and providing some justification for why the topics they select are worthy of exploring.

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Tips and news for musicians, educators, and composers, help music students discover critical thinking.

Where We Live Today

We live in a time where the tide is turning. Instead of giving everyone a trophy, we’re beginning to teach students how best to deal with both the ups AND downs of life. We’re moving away from helicopter parenting/teaching. Instead we’re allowing students to take calculated risks and see the benefit from both success and failure – giving them a longer leash by which they can engage in self exploration and discovery. Today there is a shift from giving students the answers to guiding them to discover the answers for themselves. If we are not making those shifts in philosophy, I think it is time we do so, and there is no better place to model that shift than the music room.

Think about it – the music room (band, choir, orchestra, classroom music) is a safe haven for most kids. It is a place where they come and are supported by passionate, dedicated teachers that care about them as human beings, not just as students or musicians. We want to foster and preserve their creativity and love of learning so it reaches far beyond their school years and translates to their adult lives. Although giving music students the answers (i.e. singing their part to them, etc.) and holding their hand may yield short term success (and a fine public performance) I do not believe this approach teaches them the core values that we all believe are most important.

Life Skills We Teach

We want our students to learn life skills through music. In our classrooms students learn skills that are applicable to their entire future. Isn’t that an awesome responsibility? We will teach them how to be a manager, a member of a team, and to work with a diverse group of people with varying skill sets and talents. We will teach them how to be a leader, how to be a follower, how to give direction, and how to take direction. We will teach them ways to come up with multiple solutions to problems and test them. We will teach them to evaluate the results of their experiment and revise their ideas. We will give them opportunities to become self-directed and self-corrective. We will allow them to experience the excitement of achievement and sometimes (even more importantly) we will allow them to experience the discomfort of not achieving excellence on the first try.

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Critical thinking defined.

Our charge as teachers is to guide students to develop their own skills and help them apply those skills as they practice for “real life.“ Our use of critical thinking helps students as they discover and experience learning. So what is this critical thinking I speak of? According to dictionary.com, critical thinking is, “the mental process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach an answer or conclusion.” Isn’t it beautiful? Doesn’t it read like poetry?

Think about what is happening when you are teaching a lesson or rehearsal and stop to address an issue you heard. Imagine this scenario: You are working on a beautiful legato section and your students played all the right notes, but the tuning of the last chord was a little off. You stop the band. Then what? You have so many options of how you can handle the tuning issue. One way would be to listen to them play the chord and simply say, “Johnny, your A is sharp. Play it flatter.” Done. Problem solved. While there are definitely times to teach with this kind of pointed direction, I would suggest trying to lead Johnny to the answer and let him discover the feeling of discomfort (out of tune) to comfort (in tune). How? It is fairly simple.

Provide Guidance, Not Answers

The first thing to do is ensure that you are consistent in relaying information about how to solve problems in their musical performance. In class and in lessons, share with your students the many ways to solve common performance issues. For example, in the scenario of tuning the chord, I would have students perform the chord and then I would describe all of the possible problems. “Everyone listen to the chord. Something isn’t matching in it. Maybe it is the tuning, some people may be sharp or flat or flarp! Some students may be spot on with their pitch. Listen around you and think about your pitch. If you think you are sharp, lower the pitch using your embouchure or air speed. Experiment! If you think you are flat, try to raise the pitch, again by experimenting. See if it sounds better. If you think your pitch is right, leave it alone!”

This is the beauty of implementing a critical thinking approach. You are guiding them, and helping them, but letting them find the answer. You will achieve the same result – an “in tune” chord – however, your students will become more willing to make a decision, try something new, test it out, and re-evaluate. It may take a little longer to get that chord in tune, and you will have to be creative in how you approach musical concepts and engage all of your students in the process, but that is another reason teaching this way is so exciting! When they do get that chord in tune you should most definitely celebrate it and let them know that THEY were the ones that made it work.

You are an incredibly important role model in the lives of your music students. If they see you experiment and see you get excited about their musical discovery, they will be willing to do things for themselves. By giving your students the power to make decisions about their musical performance you will be helping them to build true confidence, not inflated confidence. You will be helping them to deal with both the challenges of life and the exciting successes of life. You will be doing what we all set out to do; to help students love learning, stay excited, and remain curious. You will be helping to support students by maintaining their childhood excitement and creativity as they grow into adulthood.

Never forget that you truly make a difference!

Developing Critical Thinking Through Music

Sep 27, 2023

Did you know critical thinking is a skill that can be taught? That’s right! Critical thinking is a purposeful, active, and conscious process; one that can grow and be honed. And what’s more, music can be used to develop it. This is thanks to music’s ability to tap into logic, reasoning, and creativity – especially when it comes to problem solving!

Let’s take a closer look.

What is Critical Thinking?

First and foremost, if we’re going to discuss a topic, it’s best we understand what it is first. The truth is, critical thinking is a dynamic and complicated subject, but there are a few ways it can be defined:

• One of the most well known definitions comes from the Socratic Method. Here, critical thinking is evident when individuals consider opposite sides to an argument, search for evidence to support their conclusions, and challenge one another with high quality, informed questions.
• Anther definition relies on a person’s ability to self-correct and make decisions based on investigation and evidence; and when the strategies they use can be used in other situations.
• Finally, philosophers Richard Paul and Linda Elder suggest that critical thinking happens when; your ability to process information improves; all relevant information you can gather can be used to ask significant questions; you can examine and justify conclusions; you can stay open to other points of view.

Despite this shifting definition, music has been shown to help us with each of these complicated mental acrobatics. In fact, according to Emma Walton Hamilton, language and arts expert:

“ We know, absolutely, for a fact, that there is no better way for children to learn critical thinking skills, communication skills, empathy and tolerance than through music. This is true across every boundary, across cultural and socio-economic boundaries. Music is a great leveler in terms of unifying our world.”

Critical Thinking & Music

For a long time, and until only recently, the prevailing theory held by the educational community was that only certain subjects were needed to promote the development of critical thinking skills. However, this idea changed when John Dewey insisted that all subjects promote critical thinking; as long as the lessons is presented through a problem-solving framework, and reflection is encouraged.

Since both listening to and performing music offer a challenge where there is no single goal, they can both help to develop flexible, divergent, lateral, and deep thinking.

Music Touches Different Kinds of Thinkers

But why is it that music has such a profound impact on critical thinking? One reason may be that both listeners and performers of music are encouraged to explore the emotions they have while listening or performing. Furthermore, they learn to handle and honour the feelings they have about these experiences. This, in turn, can lead to the exploration of more extensive parts of the brain, which creates:

Divergent Thinkers

These students consider many different answers for each situation. This is the opposite of “convergent thinkers,” who expect to find only one correct answer for each situation they encounter.

Flexible Thinkers

These individuals imagine different kinds of possible ideas to respond to questions, problems, or situations. This is very different from “fluent thinkers.” A fluent thinker, when asked what they want for lunch, for example, may have five answers, but all of them burger places. The flexible thinker, on the other hand, may suggest a variety of cuisines.

Elaborate Thinkers

These are those who can expand on or combine ideas. If we continue the example of going for lunch, an elaborate thinker may consider the flexible thinker’s suggestions, and then provide a number of reasons why one of them is best; e.g. the service, location, etc.

Original Thinkers

These people are the non-conformists. They can come up with elaborate ideas to any given question. For our lunch example, they are the kind to suggest buying food for a picnic, and finding a nice, sunny spot to eat.

Music Methodologies to Encourage Critical Thinking

So, how can those who both listen to and play music harness this incredible power? We’ve got a few strategies that may help:

Driving Questions

Starting off any musical experience with the right questions creates opportunities to consider multiple conclusions. The most effective questions start with “how,” “why,” or “what if…” With that in mind, consider the questions like these while listening, practicing, or performing:

• How does the sound of silence make you feel?
• Why do you spend time learning, and how will you learn new things in the future?
• What if you could repaint your bedroom? What colours would you choose and why?

They may seem unrelated to music, but your brain is already doing the work as you experience the music, and driving questions like these deepen that work.

Diverse Soundtracks

Soundtracks to movies, TV shows, and video games are specifically composed to elicit emotion. For this reason they can be used as the foundation for thinking routines. Play soundtracks and consider what they may mean regarding events, plot predictions, and moods. Consider why they may have been chosen.

Rhythm & Movement

Incorporate the meanings of other educational material with drumming, rhyme, and other forms of so-called “corporal language,” or body language, like dancing. Connecting the academic with music and movement creates a deeper connection and experience.

Final Thoughts

The fact is, critical thinking techniques must be taught. This is due to the simple fact that no one critical thinking technique that is useful in every situation. Instead, we face hundreds, or even thousands of different circumstances that require different strategies. For this reason, those with flexible critical thinking skills have an invaluable toolbox for facing the challenges that come their way.

Want to boost the critical thinking skills of your children – or even your own? Check out all The Music Studios programs, classes, and lessons , and start today!

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Use PBL to Innovate the Music Classroom

Opening students’ ears and minds

Happy Music in Our Schools Month ! I wrote in a previous blog, Visual Arts as Critical Thinking , that I was a vocal jazz nerd (and still am to some extent). Music was crucial to my growth. When I was going through some rough times as a high school student, it kept me in school. It was an outlet. We've heard or experienced similar stories. Music is crucial to a student's education as a whole child, as it aligns to principles of social and emotional learning.

But I believe we can up the practice of music education a notch with project-based learning (PBL). PBL can further champion music education and continue to legitimize it as critical content, even as it is under attack by naysayers and budget cuts. In addition, music educators deal with the same concerns as core teachers, including student engagement, assessment and standards. Utilize PBL to address these concerns and embrace new possibilities for the music classroom.

PBL and Standards

It is important to know what you are assessing, as it drives what the assessment and project will look like. Music standards are quite targeted and quite rich. From music theory notation to understanding cultural connections of music, there is much that can be targeted in the music classroom. Unpack the standards by starting to look at the skills as well as the concepts that are contained within them. You might be surprised that the standards ask for more than you thought. Consider Standard 6 from MENC's National Standards for Music Education : "Listening to, analyzing and describing music." How are you teaching students all the skills embedded in this standard? In addition, you may have specific state standards that break these power standards in to smaller, unpacked standards. Regardless, examining the standards can make sure you create a PBL project that is targeted with in-depth inquiry.

PBL projects create the need to know critical content through an authentic purpose. After examining your standards, consider creating an engaging context to learn a power standard or multiple smaller standards. Let's be honest. Not every kid you get in your class may want to be there initially. Therefore, you must create engaging contexts for learning -- which is the essence of PBL. Perhaps to learn Standard 8, "Understanding relationships between music, the other arts and disciplines outside the arts," students will engage in a project where they advocate for music education to their local school board by showcasing it as crucial to the curriculum in all disciplines.

Performance is the essence of the music classroom. However, these performances can have a variety of focuses, depending on what is being targeted. In addition, not every assessment for a PBL project in the music classroom needs to be a performance. In fact, if you were assessing Standard 6 above, you might create a project where students write music recommendations to people with heart problems. This fulfills an innovative and authentic purpose, and creates a relevance for learning the skills of listening, analyzing and describing music.

Music educators, please continue to do what you do, but consider taking it up a notch from time to time with a PBL project. There is much more to PBL than I have highlighted here. I recommend watching the Buck Institute for Education's webinar on the Essential Elements of PBL to learn more. PBL can help focus your instruction, build authenticity and create purpose and relevance for reluctant students in your classroom. Look at their learning targets and consider new possibilities for assessing those needs and creating a PBL project that will engage them.

Critical Thinking in the Music Classroom {Second Grade}

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Description

Need strategies to promote critical thinking in your Second Grade music room? Want to encourage 21st century learning? This set includes:

* Discussion starters: Several questions are included for each of the following concepts: 2-beat meter (2/4), Tika-Tika (Sixteenth notes), Half Note, Do, and Re, as well as a page of questions for various topics, such as form and audience etiquette. The sheets are formatted so that you can check off the questions as you use them in your lessons, and teacher notes are included for many of the questions. A sheet is also included so you can list any additional questions you'd like to ask.

* Art starters: Several worksheets are included to allow students to respond to music with art and with writing. Topics for the worksheets include connections to other subjects, art and music, form, comparison of conductor and composer, and observations while listening to a piece of music.

* Sentence starter signs: Can be printed out in color, laminated, and posted in your room to help students during class discussions. Signs include "I see," "I hear," "I notice," and "I wonder." Note: The design for these signs is different from the designs included in the Kindergarten and First Grade critical thinking sets.

* Materials to accompany the set, including:

--Songs and chants: 2, 4, 6, 8, Sammy Sackett, Old Brass Wagon, Closet Key, Apple Tree, Bounce High, and Rocky Mountain, including any game directions

--Fruit and vegetable patterns SMART board file for creating rhythm patterns

--Stick notation sheets for "Closet Key" and "Apple Tree"

--Visuals for identifying a round

--"Rocky Mountain" with and without barlines

* Directions for the set

You can purchase this set at a discount with my Critical Thinking in the Music Classroom Bundled Set .

Check out these other critical thinking sets :

Critical Thinking in the Music Classroom Kindergarten Set

Critical Thinking in the Music Classroom First Grade Set

Critical Thinking in the Music Classroom Third Grade Set

Critical Thinking in the Music Classroom Fourth Grade Set

Critical Thinking in the Music Classroom Fifth Grade Set

Graphic credit: JWIllustrations.com

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‘Open-mindedness and Creative Thinking in Music Classroom’

• Post author: misp
• Post published: 17/02/2022
• Post category: Whole School

Music lessons at MIS are focused on developing an empowered community of learners who achieve and contribute positively within and beyond the school. In music class, we celebrate diversity by exploring the music of different cultures, times, and places, developing music-related skills, and gaining new knowledge. During our music lessons, students demonstrate agency (learner-centric approach) as well as their understanding through the application of knowledge of skills (applicable).

In semester 2, Primary Years Learners have been exploring the music of different cultures, places, and times and creatively expressing their responses to music in different ways. The learner profile attribute, Open-minded, is represented and demonstrated throughout all grade levels as learners ‘appreciate their own cultures and personal histories, as well as values and traditions of others’. P2, P4 and P5 learners explored more about the traditional music of Japan, Spain, and Hawaii by identifying the main characteristic of music, instruments, and composers. Learners demonstrated their agency by researching deeper, using their own interests, about these cultures. P3 learners explored the history of music from its primitive beginning to nowadays innovative technologies. They creatively responded to music of each historical period through their creative drawings and shared their preferences with their peers. EY1-P1 learners creatively responded to musical compositions in a variety of ways which supported and developed their personal expression and creativity.

Overall, all PYP learners develop and demonstrate their ‘ability to think imaginatively (creatively) in sound and to manipulate and create new and interesting musical ideas’ (Hickey, 2012, p. 8). The creative thinking process begins with an intention for a musical product, goes through a four-stage thinking process, and ends with a product such as a composition, improvisational performance, or musical analysis such as listening or writing. ‘Creativity opens our mind, allows us to view problems more openly and with innovation’.

• Hickey, M. (2012). Music outside the lines: Ideas for composing in K-12 music classrooms. New York, NY: Oxford University Press
• Coss, Roger G. “Creative Thinking in Music: Student-Centered Strategies for Implementing Exploration into the Music Classroom.” General Music Today , 25 Apr. 2019, p. 104837131984065, 10.1177/1048371319840654. Accessed 14 July 2019.

“Why Is Creativity Important and What Does It Contribute?” National Youth Council of Ireland , www.youth.ie/articles/why-is-creativity-important-and-what-does-it-contribute/#:~:text=Creativity%20allows%20us%20to%20view

PYP Music Blog

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These economic theories are not to be studied in a vacuum—rather; they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability. We offer Economics at HL & SL.

DP Psychology

Psychology is the rigorous and systematic study of mental processes and behaviour. It is a complex subject which draws on concepts, methods, and understandings from several different disciplines. The International Baccalaureate Diploma Programme (IB DP) in Psychology offers students a comprehensive exploration of the scientific study of human behaviour and mental processes. The curriculum is designed to foster an understanding of various psychological theories, research methods, and real-world applications. Students engage with topics such as cognitive processes, developmental, abnormal, and sociocultural influences, gaining a broad perspective on the complexities of the human mind.

Throughout the two-year program, students are encouraged to think critically and develop research skills through practical investigations. It also emphasizes the importance of ethical considerations in the application of psychological theories to address real-world issues.

The curriculum equips students with valuable skills like critical thinking, research, and communication skills that are valuable in a variety of professions and are applicable to a range of career paths. We offer Psychology at HL & SL.

MIS provides a balanced PE programme in line with the PYP. This is part of the Personal, Social and Physical Education (PSPE) curriculum, the second component being the social emotional curriculum led by our Counselor. PE is seen as essential in developing balanced and active learners. PE is taught through units of inquiry and regularly integrated through homeroom units.

The PE curriculum includes the following strands that provides a range of experiences:

• Individual pursuits
• Movement composition
• Adventure challenge
• Health-related fitness

Social Studies

Social studies allow learners to explore intercultural understanding and respect for individuals and their values and traditions. In social studies, learners explore how people: think, feel and act; how they interact with others; their beliefs and aspirations; the problems they have to face; how and where they live (or lived); how they interact with their environment; the work they do; and how they organize themselves.

Social studies is integrated and taught through Units of Inquiry. The knowledge component of social studies is arranged into five strands:

Science provides opportunities for learners to engage in scientific investigations by making accurate observations, handling tools, recording and comparing data, and formulating explanations using their own scientific experiences and those of others. Learners will gain experience in testing their own assumptions and thinking critically about the perspectives of others in order to further develop their own ideas.

Science is integrated and taught through Units of Inquiry. The knowledge component of science is arranged into four strands:

Mathematics in the PYP is covered in 5 strands:

• Pattern and Function
• Data Handling
• Measurement
• Shape and Space

In number, learners inquire into number systems, their operations, patterns and functions. This is where learners become fluent in the language of arithmetic, as they learn to encode and decode its meaning, symbols and conventions. In data handling, measurement and shape and space, learners explore how to research, describe, represent and understand the world around them.

Through Mathematics learning engagements, learners explore problem solving, the language of mathematics and applying mathematical concepts to real-life situations. Whenever possible, Mathematics is taught through the relevant, realistic contexts in the units of inquiry.

In the PYP, Mathematics is viewed primarily as a vehicle to support inquiry, providing a global language through which we make sense of the world around us. It is intended that learners become competent users of the language of Mathematics and can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be memorized. The power of Mathematics for describing and analysing the world around us can become a highly effective tool for solving problems.

Mathematics in the PYP has three key components:

• Constructing meaning about mathematics
• Transferring meaning into symbols
• Applying with understanding

Play and exploration have a vital role in the learning and application of mathematical knowledge, particularly for younger learners. Learners will be actively involved in a range of activities that can be free or directed. In planning the learning environment and experiences, teachers consider that young learners may need to revisit areas and skills many times before understanding can be reached.

Acknowledging that learning Mathematics is a developmental process, the Mathematics Scope and Sequence is a developmental continuum to assist teachers in planning Mathematics learning experiences for learners, and in monitoring learners’ development throughout the primary years.

Language is fundamental to learning and permeates the entire PYP curriculum. By learning about language and learning through language, we develop an appreciation of the richness of language and a love of literature. Language is also a key factor in the development of international understanding and, as such, has a major role in a PYP classroom. The PYP classroom values and supports the home language and the language of instruction and provides access to other languages. Language is the major connecting element across the curriculum. All teachers are teachers of Language in the PYP.

The PYP learning extends beyond the classroom walls to all learning experiences. The teacher plans, in collaboration with other homeroom teachers, teaching assistants and specialists. English Language Acquisition (ELA) and additional language teachers play an important role in reinforcing, supporting and extending the classroom work. Language is also a major connection between home and school. In the PYP classroom, cooperative activities optimize the development of language. The host country’s language and literature are addressed, helping everyone to appreciate the culture of the host country.

Acknowledging that learning language is a developmental process, the Language Scope and Sequence is a developmental continuum to assist teachers in planning language learning experiences for students, and in monitoring learners’ development throughout the primary years.

Language consists of four strands:

• Oral Language – Listening and Speaking
• Visual Language – Viewing and Presenting
• Written Language – Reading
• Written Language – Writing

English Language Acquisition (ELA)

As the language of instruction at MIS is English, learners from P1 who do not speak English or who are not proficient in English attend ELA classes and are also supported in the homeroom. Learners develop skills in formal and informal communication and the ability to use English in real-life situations. This approach provides reinforcement for all aspects of language learning.

All ELA teachers work by ‘scaffolding’ language development or providing the support a student needs as they progress. English Language Learners are also encouraged to write in their home language(s) and appropriately use devices to research in their home language(s). In the ELA and homeroom classes, the ELA teachers offer task specific language support.

Language Acquisition (French/Hindi/Marathi)

Learners in P1 or P2, who are not in ELA, will have Hindi sessions each week. From P3, a student who is not in ELA, will select to study either Hindi or French as an additional language. From 2020-2021, the P1 learners will have a Marathi lesson each week.

The Language Acquisition Curriculum:

• Supports learners in understanding that languages are communication tools and we use them as a part of our overall learning experience.
• Values translanguaging
• Relates to student’s day to day lives and are relevant to their ages and interests.

There will be different ability levels in the same class. The activities, teaching techniques and tasks are differentiated according to the ability of the learners.

The PYP recognizes that learning in the Arts is a developmental process and that the phases through which a learner passes are not always linear or age related.

For this reason, the content is presented in continuums for each of the two strands of arts: responding and creating. The content of each continuum has been organized into four phases of development that aim to describe arts learning relevant to learners in a PYP school. Teachers ensure that they continue to build on understanding development in the earlier phases while introducing the new concepts, knowledge and skills detailed in the later phases.

Visual Arts

The Visual Arts programme is delivered via Units of Inquiry that are aimed at developing artistic appreciation, vocabulary and skills.

The learners are given an opportunity to reflect upon “big ideas” by making connections between questions asked and the concepts that drive the inquiry. They relate these concepts to their artwork and become aware of their relevance to all areas of their learning.

The programme stresses the importance of taking care of tools and materials and using them safely and responsibly without wastage.

An understanding and appreciation of one’s own artwork, reflection and solving artistic problems using a variety of tools, materials, media and techniques and developing proficiency with a preferred medium is the expectation by the end of the programme. Learners will begin to think and behave like artists. They will develop a sensitivity to artistic works and appreciate art as a form of communication.

Materials and Media

Materials will be drawn from the child’s environment and the student will be introduced to a variety of media e.g., sand, leaves, flowers, playdough, water, crayons, paints. Gross motor activities that involve body parts and tactile exploration e.g., finger/foot painting will be included.

The Music programme units of Inquiry explore sound, signs and symbols, music and diversity and performance.

Learners are encouraged to listen to a wide variety of musical styles and genres. Learners will explore and develop the musical concepts of pulse, duration, tempo, pitch, dynamics, structure, timbre, texture and style. They will participate in a variety of activities designed to develop and extend their appreciation of music, their musical skills and knowledge and their creativity. The curriculum draws from a wide variety of resources and approaches.

The role of ICT is to provide integrated support to the whole curriculum via meaningful technology integration. The Units of Inquiry develop many ICT areas of competence and skills, such as using the internet safely and effectively, researching, inquiring and presenting work electronically.

ICT emphasizes the development of competencies in a range of tools that can be used by the learners across the whole curriculum and in their everyday lives:

• as a tool for inquiry
• a platform for communication between the school and the wider community
• a tool for reflection
• a tool for assessment
• a resource / research tool
• a tool to viewing and presenting learning
• a tool for entertainment

There is a strong emphasis on Digital Literacy and Digital Citizenship through our Digital Literacy and Information Literacy Scope and Sequence documents that guide our learning experiences.

All students at MIS engage in the study of English, generally in the structure of the study of Language and Literature, although some study English as an acquisition language. In addition to English, Language and Literature studies are available in other languages as much as the school is able to support, provided the students have the skills in that language to engage appropriately in the programme.

MYP Language and Literature courses equip students with linguistic, analytical and communicative skills that help to develop interdisciplinary understanding. Students develop skills in six domains—listening, speaking, reading, writing, viewing and presenting—both independently and with others.

MYP language and literature courses include a balanced study of genres and literary texts, including a world literature component. Students’ interactions with texts generate moral, social, economic, political, cultural and environmental insights. Through their studies, students learn how to form opinions, make decisions, and engage in ethical reasoning.

The aims of MYP language and literature are to encourage and enable students to:

• use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction
• develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts
• develop critical, creative and personal approaches to studying and analysing literary and non-literary texts
• engage with text from different historical periods and a variety of cultures
• explore and analyse aspects of personal, host and other cultures through literary and non-literary texts
• explore language through a variety of media and modes
• develop a lifelong interest in reading
• apply linguistic and literary concepts and skills in a variety of authentic contexts.

Students are assessed against 4 criteria in Language and Literature; Analyzing, Organizing, Producing Text, and Using Language.

Acquiring new languages and further developing existing languages is central to the IB MYP philosophy. All students study a second language, either a second Language & Literature subject or a Language Acquisition subject. MIS offers taught language acquisition in three main languages; German, French and English.

The study of languages is central to both the school’s Mission and the IB Mission. The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.

The study of new languages in the MYP allows for exploring cultural perspectives, developing international-mindedness, and promotes multiliteracy.

The aims of MYP Language Acquisition are to encourage and enable students to:

• gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage
• develop a respect for, and understanding of, diverse linguistic and cultural heritages
• develop the communication skills necessary for further language learning, and for study, work and leisure in a range of contexts
• develop multiliteracy skills through the use of a range of learning tools
• develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning
• recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects
• understand the nature of language and the process of language learning
• gain insight into the cultural characteristics of the communities where the language is spoken
• gain an awareness and understanding of the perspectives of people from own and other cultures
• develop curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

Students are assessed against 4 criteria in Language Acquisition; Comprehending Spoken and Visual Text; Comprehending Written and Visual Text; Communicating in response to Spoken/Written/Visual Text; Using Language in Spoken and Written form.

At MIS, the Individuals and Societies (I&S) subject includes studies of history, geography and other social studies strands. It includes inquiries into historical, geographical, political, social, economic, and cultural factors that affect individuals, societies and environments. We offer I&S as an integrated subject in the MYP years, approaching the strands of History, Geography, Economics as well as general topics related to the subject in a unit-wise approach.

Inquiry in this subject group promotes critical thinking around diversity, culture, attitudes, and beliefs. Important skills of collecting, analyzing and drawing conclusions from data are emphasized. Students consider sources in terms of their origin, the author’s purpose, the value of the source and the limitations. These are key lenses on the ways of knowing in this subject area.

The aims of MYP individuals and societies are to encourage and enable students to:

• appreciate human and environmental commonalities and diversity
• understand the interactions and interdependence of individuals, societies and the environment
• understand how both environmental and human systems operate and evolve
• identify and develop concern for the well-being of human communities and the natural environment
• act as responsible citizens of local and global communities
• develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live.

Students are assessed on 4 criteria in Individuals and Societies; Knowing and Understanding; Investigating; Communicating; Thinking Critically.

MIS offers science as an integrated subject in the MYP years, approaching the strands of Physics, Chemistry and Biology as well as general topics related to the nature of science in a unit-wise approach. The goal of this approach is to build skills and expose students to the range of science disciplines offered in the Diploma programme. This approach to the study of science builds scientific literacy, establishes connections between the disciplines and enables the transfer of skills. The programme is built heavily around the process of scientific inquiry.

Scientific inquiry fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.

The MYP sciences group aims to encourage and enable students to:

• understand and appreciate science and its implications
• consider science as a human endeavour with benefits and limitations
• cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments
• develop skills to design and perform investigations, evaluate evidence and reach conclusions
• build an awareness of the need to effectively collaborate and communicate
• apply language skills and knowledge in a variety of real-life contexts
• develop sensitivity towards the living and non-living environments
• reflect on learning experiences and make informed choices.

Students are assessed on 4 criteria in the sciences; Knowing and understanding; Inquiring and designing; Processing and evaluating; Reflecting on the impacts of science.

At MIS, mathematics is built around the 4 strands of the discipline; number, algebra, geometry and trigonometry, and statistics and probability. Studying mathematics promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. The classes promote inquiry and application and foster problem-solving skills.

The aims of MYP mathematics courses are to encourage and enable students to:

• enjoy mathematics, develop curiosity and begin to appreciate its elegance and power
• develop an understanding of the principles and nature of mathematics
• communicate clearly and confidently in a variety of contexts
• develop logical, critical and creative thinking
• develop confidence, perseverance and independence in mathematical thinking and problem-solving
• develop powers of generalization and abstraction
• apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments
• appreciate how developments in technology and mathematics have influenced each other; the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics; the international dimension in mathematics; and the contribution of mathematics to other areas of knowledge
• develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
• develop the ability to reflect critically upon their own work and the work of others.

Students are assessed on 4 criteria in mathematics; knowing and understanding; investigating patterns; communicating; applying mathematics in real-life contexts.

At MIS, students engage in the study of Arts in each grade of the MYP. The approach to this subject area is a balance between music and visual art offered in a rotation structure. In MYP 4 and MYP 5, students can choose to focus on one of the two disciplines according to their interests.

The study of arts subjects serves to stimulate imagination, challenge perceptions, and develop creative and analytical skills. The course encourages students to understand the context and cultural histories of artworks, supporting the development of an inquiring and empathetic world view. Arts challenge and enrich personal identity and build awareness of the aesthetic in a real-world context. We believe that the study of these subjects are an important part of a balanced and experiential education.

Inquiry in the arts subject involves personal experimentation as well as exploration of existing works.

The aims of MYP arts are to encourage and enable students to:

• create and present art
• develop skills specific to the discipline
• engage in a process of creative exploration and (self-) discovery
• make purposeful connections between investigation and practice
• understand the relationship between art and its contexts
• respond to and reflect on art
• deepen their understanding of the world.

Students are assessed on 4 criteria in the arts; knowing and understanding; developing skills; thinking creatively; responding.

MYP design challenges students to apply practical and creative-thinking skills to solve design problems; encourages students to explore the role of design in historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.

At MIS, design balances inquiries that use digital solutions (digital design) and physical solutions (product design) as well as inquiries that incorporate a blend of different approaches. The learning process in design is transferable to many other situations and develops important thinking skills.

Inquiry and problem-solving are at the heart of design. It requires the use of the design cycle as a tool, which provides: the methodology to structure the inquiry and analyse problems; the development of feasible solutions; the creation of solutions; and the testing and evaluation of the solution. In MYP design, a solution can be a model, prototype, product or system independently created and developed by students.

MYP design enables students to develop not only practical skills but also strategies for creative and critical thinking.

The aims of MYP design are to encourage and enable students to:

• enjoy the design process, and develop an appreciation of its elegance and power
• develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle
• use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems
• develop an appreciation of the impact of design innovations for life, global society and environments
• appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts
• develop respect for others’ viewpoints and appreciate alternative solutions to problems
• act with integrity and honesty, and take responsibility for their own actions developing effective working practices.

Students are assessed on 4 criteria in Design; Inquiring and Analyzing; Developing Ideas; Creating the Solution; Evaluating. Each stage in the design cycle can be approached sequentially, but the entire cycle works as a system and allows for iteration and improvement at all stages of the process.

Physical and Health Education (PHE) at MIS is an important part of our academic programme and essential in creating a balanced learning experience. Inquiry in PHE depends heavily on collaboration and communication skills to work both individually and in a community to promote a healthy lifestyle.

MIS’ approach to PHE includes a variety of individual and team sports as well as the creation of games and activities of the students’ own devising. PHE is accessible to all students regardless of ability.

The aims of MYP physical and health education are to encourage and enable students to:

• use inquiry to explore physical and health education concepts
• participate effectively in a variety of contexts
• understand the value of physical activity
• achieve and maintain a healthy lifestyle
• collaborate and communicate effectively
• build positive relationships and demonstrate social responsibility
• reflect on their learning experiences.

Students are assessed on 4 criterion in PHE; knowing and understanding; planning for performance; applying and performing; reflecting and improving performance.

Group 2 consists of modern languages which can be studied at different levels. Many factors determine the group 2 course that a student should take: the student’s best language, the language(s) spoken at home and at school, and any previous knowledge of the language of study.

Language B Language B, the highest level for students in Group 2, is an additional language-learning course designed for students with some previous learning of that language. The course is designed for genuine second language learners with some previous experience, 4 to 5 years for Higher Level (HL) and 2 to 3 years for Standard Level (SL), of learning the language. As a result, a Language B student should have a good knowledge of grammar and vocabulary, and be fairly fluent in conversation. The main focus of the course is on language acquisition and the development of language skills. These language skills should be developed through the study and use of a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts and should be related to the culture(s) concerned.

• English B HL
• German B HL & SL
• French B HL & SL
• Hindi B HL & SL

Language Ab initio The other option in Group 2 is Language Ab initio. This is an option for beginners (that is, students who have no previous experience of learning the language they have chosen) and is only offered at Standard Level (SL) through  Pamoja( https://pamojaeducation.com/ib-diploma )  with special approval and extra fees for this special option.

The Nature of science (NOS) is an overarching theme in the biology, chemistry and physics courses. This can be unpacked as:

• What is science and what is the scientific endeavour? 2. The understanding of science 3. The objectivity of science 4. The human face of science 5. Scientific literacy and the public understanding of science

For all sciences courses previous knowledge is essential.

The Biology, Chemistry and Physics courses share a common structure. Students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes.

While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.

The assessment pattern is the same for all Group 4 subjects. Written papers at the end of the course contribute 80 % of the final mark. The internal assessment requirements are the same for biology, chemistry and physics. The internal assessment, worth 20% of the final assessment, consists of one scientific investigation. The individual investigation should cover a topic that is commensurate with the level of the course of study.

The Biology, Chemistry and Physics courses share a common structure as each one is in 3 parts: a core of material that is studied at both Higher Level (HL) and Standard Level (SL), additional material that is taken at HL only and options, of which two need to be studied at both SL and HL. The assessment pattern is the same for all Group 4 subjects. Written papers at the end of the course contribute 76% of the final mark. The remaining 24% is based on practical work, including fieldwork in some subjects, set and assessed internally by the subject teachers throughout the course, and subsequently moderated externally. As part of this internal assessment, all students studying either one or two group 4 subjects must take part in a cross-disciplinary Group 4 Project.

Biology In Biology you will study not only the science of living organisms but also develop a broad understanding of the overarching principles of the subject. These principles are found in the four basic concepts that run through the course. The first concept concerns the fact that the structures present in living organisms are intimately integrated to their function. The second is the concept of evolution which is viewed as the major driving force behind organism diversity. The third concept explains that a dynamic equilibrium is essential for the continuity of life at both ends of the Biological scale from the smallest bacterium to the ecosystems in which we live. The last concept focuses on the idea that whilst many molecules, processes and structures are common to many organisms, these organisms are nevertheless of such a mind-blowing diversity as to make their direct comparison almost impossible to begin. We offer Biology HL & SL.

Chemistry In Chemistry students will, through academic study and investigational skills, study materials, their properties and the conversion of these materials through a variety of reactions. Although Chemistry is a subject worthy of its own study, it is often a prerequisite for a lot of other science courses in higher education: it is essential for those who wish to study Medicine, Pharmacy, Biochemistry, Molecular Biology. We offer Chemistry HL & SL

Physics Physics is a subject of enormous breadth. In physics students will seek explanations to the universe itself. Physics enables us to alter our surroundings – to build bridges, launch satellites and make delicate instruments for microsurgery. It has given us the internet and advances in sports equipment and medical imaging. It may also provide the answers to the big issues facing the world in the 21st century, such as the shortage of world energy resources and climate change. We offer Physics HL & SL.

Environmental Systems and Societies (ESS) Students will be able to study this course successfully with no specific previous knowledge of science or geography. ESS is a transdisciplinary course which complies with the requirements of both group 3 and group 4. Thus, it widens a student’s choice of subjects. As it is only offered at Standard Level (SL), it is not a qualification for university entry. Rather, it should be looked on as an asset. The prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies. This will enable them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. The students would be able to analyse their own relationship with their environment and understand the significance of choices and decisions they make in their own lives. This course aims to foster an international perspective and awareness of local and global environmental concerns. Environmental Systems and Societies is a Standard Level course only.

Mathematics: Analysis and Approaches HL

Mathematics HL Analysis and Approaches is a course designed for students who wish to study mathematics in-depth and gain a formal understanding of the subject. It will appeal to students who are interested in exploring real and abstract applications of mathematical concepts. They will enjoy problem solving and generalisation. This course is suitable for students who may go on to further study in subjects that have a significant level of mathematics content, for example mathematics itself, engineering, physical sciences or economics.

Mathematics: Analysis and Approaches SL

Mathematics SL Analysis and Approaches is a course designed for students who wish to study a good level of mathematics, but not at a higher level. It will appeal to students who are interested in exploring real and abstract applications of mathematical concepts. They will enjoy problem solving and generalisation. This course is suitable for students who may go on to further study in subjects that have a mathematical background, for example economics, geography and chemistry.

Mathematics: Applications and Interpretations HL

Mathematics HL Applications and Interpretation is a course designed for students who wish to gain an in-depth knowledge of mathematics, but with an emphasis on the applied nature of the subject. It will appeal to students who enjoy the practical application of mathematics to real life situations. This course is suitable for students who may go on to further study in subjects that utilise mathematics in this way such as biology, the human sciences and business.

Mathematics: Applications and Interpretations SL

Mathematics SL Applications and Interpretation is a course designed for students who wish to gain a good knowledge of mathematics, but with an emphasis on the applied nature of the subject. They may have found more traditional mathematics courses a challenge and it will appeal to students who enjoy the practical application of mathematics to real-life situations. This course is suitable for students who may go on to further study in subjects that utilise mathematics in this way such as biology, the human sciences, and business.

The Creativity, Activity, Service (CAS) component of the International Baccalaureate (IB) is an integral part of the Diploma Programme (DP). Participation in CAS encourages students to be involved in creative pursuits, physical activities and service projects in the local, national and international context.

It takes seriously the importance of life outside the world of scholarship, requiring students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. CAS extends students. It develops a spirit of open-mindedness, lifelong learning, discovery and self-reliance. It inspires a sense of responsibility towards all members of the community. It encourages the development of attitudes and traits that will be respected by others, such as determination and commitment, initiative and empathy. The stress of the CAS programme is to create an atmosphere conducive to the development of the “informed heart” within each student. It is integral to the international education that the school offers and leads naturally from the Community and Service programme followed in the Middle Years Programme (MYP).

What is CAS?

CAS is a framework for experiential learning, designed to involve students in new roles. The emphasis is on learning by doing real tasks that have real consequences and then reflecting on these experiences over time. This process of doing and reflecting on the doing provides an excellent opportunity to extend what is learned in the classroom to a form of service. The most meaningful CAS experience comes from spending time with others to build relationships and develop the self-worth of both server and served. CAS should build self-esteem, self-confidence, autonomy and self-reliance.

Creativity This aspect of CAS is interpreted as imaginatively as possible to cover a wide range of arts and other activities outside the normal curriculum which include creative thinking in the design and carrying out of service projects. Students will be engaged in group activities, and especially in new roles, wherever possible. Nevertheless, individual commitment to learning an art form is allowed, where it respects the requirements for all CAS activities: that goals are set and the student reflects on progress.

Activity This aspect of CAS can include participation in expeditions, individual and team sports, and physical activities outside the normal curriculum; it also includes physical activity involved in carrying out creative and service projects. Activities may involve participation in sport or other activities requiring physical exertion—such as expeditions and camping trips, or developmental and environmental drives. Students should be encouraged towards group and team activities, and undertaking new roles, but an individual commitment is acceptable where the general requirements of CAS are met: goals are set and the student reflects on progress. Both creativity and activity can be enhanced by incorporating the service element.

Service Service projects and activities are often the most transforming element of the Diploma Programme for the individual student; they have the potential to nurture and mould the global citizen. Service involves interaction, such as the building of links with individuals or groups in the community. The community may be the school, the local district, or it may exist on national and international levels (such as undertaking projects of assistance in a developing country). Service activities should not only involve doing things for others but also doing things with others and developing a real commitment with them. The relationship should therefore show respect for the dignity and self-respect of others. The three elements (Creativity, Action, and Service) of CAS are interwoven. The service element is the most significant, but the other two are very important as they provide access, balance, and flexibility to meet individual students’ interests and preferences. It is the interaction of them all that creates the richness of CAS. The whole of CAS is greater than the sum of its parts.

What is not CAS?

The spirit of CAS needs to be considered at all times. CAS should consist of an interesting variety of activities the student finds intrinsically worthwhile and rewarding, and which is mutually beneficial to the student and his or her community. Generally, CAS is not taking place when the student is in a passive rather than active role. There should be interaction. If the student is passive, nothing of real value, either for the student or for other people, results from what the student is doing; no real reflection is possible. In such circumstances the student will be able to meet the programme objectives only to a very limited extent.

Examples of activities which, at first sight, would appear to be inappropriate:

• Any class or activity or project which is already a part of the student’s Diploma Programme course.
• An activity for which a student is personally rewarded financially.
• Doing simple tedious and repetitive work, like returning school library books to shelves.
• Babysitting or tutoring.
• Working in an elderly or children’s home when the student has no idea of how the home operates or is just preparing food or has no contact with the elderly or children.
• A passive pursuit such as a visit to a museum, the theatre, art exhibition, concert or sports event, unless it clearly inspires work in a related activity in which a student is already engaged.
• All forms of duty within the family.
• Religious devotion and any activity which can be interpreted as proselytizing.
• Work experience which only benefits the student.
• Fundraising with no clearly defined end in sight.
• An activity where there is no leader or responsible adult on site.
• Activities that cause division among different groups in the community.
• An activity done in consecutive years with no ‘new task/challenge’ involved.

The Extended Essay (EE) is a compulsory, core component of the Diploma Programme (DP), consisting of a 4000 word, independent research project. The EE needs to be done in a very structured way, similar to the sort of work one would do for a thesis at university. It should be based on one of the DP subjects the student is studying which extends the scope of their studies by either going into more depth on a topic or researching a topic that is not covered in the syllabus. Students are introduced to the EE late in their DP1 year and are assigned a supervisor to assist them.

• Group 1, the essay will be literature based and similar to their normal assignments.
• Group 2, their essay can be either language-based or culturally-based and has to be written in that language.
• Group 3, their essay needs to have a theme based in that subject.
• Group 4, their essay should be an experimental investigation.
• Group 5, they must be able to do the mathematics that they are writing about.
• Group 6, their essay needs to have a theme based in that subject.

For the EE there are criteria to be followed to do with the research methods and presentation. The subject students choose will determine how these criteria are applied to their essay. EE supervisors will give details of how these criteria are applied.

The Theory of Knowledge (TOK) course, a flagship element in the Diploma Programme (DP), encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter. Its core content is questions like these: What counts as knowledge? How does it grow? What are its limits? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge?

What makes TOK unique, and distinctively different from standard academic disciplines, is its process. At the centre of the course is the student as the knower. Students entering the DP typically have 16 years of life experience and more than 10 years of formal education behind them. They have accumulated a vast amount of knowledge, beliefs and opinions from academic disciplines and their lives outside the classroom. In TOK students have the opportunity to step back from this relentless acquisition of new knowledge, in order to consider knowledge issues. These include the questions already mentioned, viewed from the perspective of the student, but often begin from more basic ones, like: What do I claim to know [about X]? Am I justified in doing so [how?]? Such questions may initially seem abstract or theoretical, but TOK teachers bring them into closer focus by taking into account students’ interests, circumstances and outlooks in planning the course.

TOK activities and discussions aim to help students discover and express their views on knowledge issues. The course encourages students to share ideas with others and to listen to and learn from what others think. In this process students’ thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Connections may be made between knowledge encountered in different DP subjects, in Creativity, Action, Service (CAS) experience or in Extended Essay (EE) research; distinctions between different kinds of knowledge may be clarified.

Because the subject matter of the course is defined in terms of knowledge issues, there is no end to the valid questions that may arise in a TOK course.

Music While prior music experience is strongly recommended for those students who opt for Higher Level (HL), it is not mandatory for Standard Level (SL). The course provides an appropriate foundation for further study in music at university level or in other music career pathways. It is designed to offer students the opportunities to build on prior experiences in music while encouraging a broad approach to the subject and developing new skills, techniques and ideas. The course also aims at developing the student’s potential as musicians, either as a soloist or in ensembles, and as composers and creators of music. The programme of study builds on a strong fundamental and theoretical base, but weights the practical performance and developing of performance skills highly. We offer Music HL & SL.

This course is designed to provide students with an authentic approach to the Visual arts as a discipline with many facets that lead to a very concrete outcome.  The Exhibition is the culminating activity that is realized through many approaches; the exhibition text, curatorial rationale, hanging and placement are just a few that will challenge the student through planning and much discussion.  The Curatorial Rationale component of the programme is expected of both Higher Level ( HL) and Standard ( SL) students.  HL students are required to submit 700 words and the SL students 400 words that help to justify the inclusion of such work in their final exhibition.

The Exhibition requires work that is chosen from a list of possible media to work from.  Basically two dimensional, three dimensional, and digital work are all possibilities for students at the HL and SL to experiment with.  SL students are expected to submit  4-7 resolved pieces while HL students need 8-11 pieces.

The Comparative Study is a component that is required of both the HL and SL student and offers both a challenge and opportunity to prove understanding and creativity with presentation methods.  HL and SL students are required to submit 10-15 digital screens. In addition to the screens, higher level students also need to submit a piece that was influenced by one of the artists chosen for the study along with 3-5 screens that help to show evidence of the process.

The Process Portfolio provides students at the higher as well as standard level the opportunity to share evidence related to a very structured and defined set of criteria that the IB has laid out.  Again the number of screens required, differs according to the level a student has registered for.  13-25  digital screens are required at the higher level and 9-18  digital screens for the standard level.

In addition to the very specific material needed for achievement, the Visual arts students should come prepared to spend class time as well as leisure time exploring ideas and concepts.  This approach will help each student to gain an authentic concept of the visual arts as an area of study and will help to prepare them for what is to come at the university level of education. We offer Visual Arts HL & SL.

The IB Diploma Programme theatre course is a multifaceted theatre-making course. It gives students the opportunity to make theatre as creators, designers, directors, and performers. It emphasizes the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting, and evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience.

Theatre students learn to apply research and theory to inform and contextualize their work as they experience the course through practical and physical engagement. They understand that knowledge resides in the body and that research can be conducted physically through both action and practice. In this respect, the theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting, and critically reflecting on theatre—as participants and spectators—they gain a richer understanding of themselves, their community, and the world.

Through the study of theatre, students strengthen their awareness of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes, and their modes of presentation. This enables students to discover and engage with different forms of theatre across time, place, and culture and promotes international-mindedness. Participation in the DP theatre course results in the development of both theatre and life skills; the building of confidence, imagination, creativity, and a collaborative mindset. We offer Theatre HL &  SL.

Literature The Literature course is designed for students to study a range of literary texts written in or translated into their “first language” (or “mother tongue” or “home language”). This course requires a very high level of ability in the language of study, encouraging students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches.

English Literature HL & SL

German Literature HL & SL

Korean Literature HL & SL

Field Trips

Experiential Learning is recognized by MIS as an essential component of the wide r ange of learning experiences that come together to offer our learners multiple pathways into their learning .  Outdoor education via day and overnight field trips allows learners to apply their knowledge and conceptual understanding in a real-w orld context. Learning is social and our trips provide the opportunity for learners to engage with the local community here in Pune and beyond.

At MIS we beli e ve it is of paramount importance to instill in  all our learners a passion for healthy and active lifestyle s . Whether it is in our Physical and Health Education classes (PHE) or in our competitive athletic teams, all our learners will be exposed to a varie ty of individual and team sports and will acquire on the court, field, and pool important life skills like resilience, collaboration, and sportsmanship 

MIS is India’s first school to offer all three IB programmes in the continuum. We ensure that our academic philosophy aligns with the International Baccalaureate’s practices. The Primary School follows the Primary Years Programme , and the Secondary School follows the Middle Years and Diploma Programmes . Our teaching staff undergoes continuous professional development to ensure the academic programme is delivered effectively to our learners

Student Services

We are a diverse and inclusive school community, and our school philosophy enables us to support all learners holistically. Our school mission and vision is to educate the whole child and develop physically, socially, and emotionally aware students and independent thinkers.  

Our learning support department comprises of qualified and trained specialists who ensure we provide families with relevant support. We liaise with professionals out in the community to support our families—for example, child development paediatricians, psychologists, neurologists, occupational/ speech therapists, and psychiatrists. The team works closely with our teaching staff through collaborative sessions to streamline support and strategies for learners on support plans or IEPs.  

The Arts play a central role in the holistic educational experience of all learners at MIS.   

We offer visual arts, music and drama from EY1 to DP2.  In addition to regular classes, there are opportunities to develop interests and talents through extra-curricular activities (ECA’s) and we have various yearly performances within and outside of the school

Aligned with our learning philosophy, our 4-acre campus provides a beautiful and intimate space for our community of learners. Easy access to outdoor areas supports student well-being and promotes active, lifelong learning through play and sports. Our learning spaces are designed to promote inquiry, while two libraries, visual arts and music studios, design workshops, a swimming pool, and sports facilities promote our holistic approach . We have an excellent on-site catering service, a medical center with a doctor and two nurses, and a school-owned transportation fleet.  

Political Science Fall 2024 Courses

Check out some of our undergraduate courses being offered fall 2024, including boutique classes and courses with a Liberal Education designation. Find all POL courses offered fall 2024 on Schedule Builder .

Boutique Classes

Boutique classes are smaller courses, with enrollment caps of 20-25 students. The small, boutique offerings are designed to give students a more personal experience in the class, with greater opportunities to connect with the instructor and peers. 

• 3282: Black Political Thought: Conceptions of Freedom
• 3462: The Politics of Race, Class, and Ethnicity in the United States, South Africa and Cuba
• 3475: Islamist Politics
• 3477: Political Economy of Development
• 3489W: Citizens, Consumers, and Corporations
• 3810: Topics in International Relations: The Politics of Climate Change
• 4087: Thinking Strategically About Politics
• 4255: Comparative Real Time Political Analysis: Marxist versus Liberal Perspectives
• 4492/5492: Law and (In)Justice in Latin America
• 4501W: The Supreme Court and Constitutional Interpretation

Liberal Education - Diversified Core

UMN undergraduate students admitted to a degree program in fall 2010 or later are required to complete  liberal education diversified core requirements . The  diversified core guides you through the "why" and "how" of different academic disciplines. These classes will equip you with a broad range of tools that can be used to approach problems in everyday life and work, and, ultimately, help you make a positive difference within communities, society, and the world. Students are required to satisfy all seven core requirements.

Historical Perspectives

• 1201: Political Ideas
• 4255: Comparative Real Time Political Analysis: Marxist versus Liberal Perspectives  

Mathematical Thinking

• 3085: Quantitative Analysis in Political Science

Social Sciences

• 1001: American Democracy in a Changing World
• 1025: Global Politics
• 1054: Politics Around the World
• 3308: Congressional Politics and Institutions

Liberal Education - Designated Themes

UMN undergraduate students admitted to a degree program in fall 2010 or later are required to complete  liberal education designated themes . The  designated themes are topics central to an understanding of contemporary life. Investigating these themes helps you prepare to become knowledgeable, ethical, and engaged public citizens. You are required to satisfy four of the five themes.

Civic Life and Ethics

• 3225: American Political Thought  
• 3235W: Democracy and Citizenship  

Race, Power, and Justice in the United States

Global perspectives.

• 3423: Politics of Disruption: Violence and Its Alternatives
• 3451W: Politics and Society in the New Europe
• 4885W: International Conflict and Security

Writing Intensive

UMN undergraduate students admitted to a degree program in fall 2010 or later are required to complete  liberal education writing requirements , including four  Writing Intensive (WI) courses. These courses help students understand what it means to write in various disciplines. Two of the four courses must be completed at the upper-division level, and one of the two upper-division courses must be within a student's major field of study.

• 3235W: Democracy & Citizenship
• 4474W: Russian Politics: From Soviet Empire to Post-Soviet State

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