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Why study the arts?
Your child has come into BISS and may be experiencing the joy of the Arts – Music, Visual Art and Drama for the first time. We believe that these subjects are vital to equip students with important skills for the 21st century. The understanding and appreciation of visual and performance arts contribute to the development of the whole person.
Research shows that the arts:
- expand expressive outlets and provide a range of learning styles available to children
- enable freedom of expression for second language learners
- provide a stage for buidling self-esteem
- empower students and teachers
- deepen teachers' awareness of children's abilities and provide alternative methods of assessment
- provide authentic cultural voices and add complexity to teaching and learning
(Goldberg (2001:19)
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Performing Arts
The Drama Department is designed to help students understand the nature of Drama and Theatre. Students learn to understand not only by studying it; to understand not only with their minds but with their bodies and their emotions. They will learn the forms it takes in cultures other than their own and through this understanding, to better understand themselves, their society and their world.
MYP Drama (Grades 6-10) examines issues and knowledge through the exploration of a variety of Drama styles including Comedy, Tragedy, Clowning, Physical Theatre, Silent Films and Directing.
The Diploma Theatre programmes extends that knowledge through understanding of the world and Theatre's place in it. The Drama Department offers many opportunities to students to participate in the production and performance side of the Performing Arts.
Our students can be involved as dancers, actors, make-up artists, sound and lighting technicians, to name a few. Venture into the Drama Studio and be transported to another time, place or era - something that can only happen in Drama.
Art & Creation
Students in this programme investigate and understand the meaning of art from various cultures. They examine social and historical contexts and experiment with various expressive visual qualities.
As they progress, they learn to create art works that reflect their own ideas and cultures and they create work that have strong personal meanings. They plan their work with thoughtful application of the art elements and principles, experiment with a variety of media and produce work that shows their techical skill. The course culminates with an exhibition of the best of the student's work and an interview with an external examiner from IB.
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Music
Music students at BISS learn to apply their knowledge and skills creatively through composing, performing and listening. They are engaged and challenged in every unit of study. They learn to evaluate themselves and others and to continuously reflect upon their own development. BISS Music teaches students to listen deeply and to appreciate a wide variety of music which may be new to them.
The music courses at BISS have been designed with a whole-school approach to take students from early childhood and the PYP (Pre-K through Grade 5), through the MYP (Grades 6-10) to the IB Diploma (Grades 11-12). Students take Music as an elective subject from Grade 9 onwards.
BISS offers students the opportunity to play or sing in after-school groups. Choir, Flute Ensemble, String Ensemble, Guitar Workshop and Rock Bands rehearse regularly and perform throughout the year. Also, students can learn instruments privately from visiting instrumental teachers.
Music Technology is embraced at BISS. Students use digital recording and editing equipment; music notation/composing software; and midi (musical instrument digital interface) equipment. Students and teachers are encouraged to use digital audio-visual technology on a daily basis to enhance learning at BISS.
Knowledge and skills learnt in music have positive benefits in many aspects of life. At BISS, we aim to provide students with this gift.
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Resource:
Goldberg, M. 2001, 'Art as Knowing: A Methodology for Learning', in Arts and Learning: An Integrated Approach to Teaching and Learning in Multicultural and Multilingual Settings, 2nd edn, Addison Wesley Longman, New York, pp. 1-27.
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