1
International Baccalaureate
Diploma Course Descriptions
Atlanta International School
Table of Contents
The IB Diploma at Atlanta International School
2
IB
Learner
Profile
3
Theory of Knowledge (TOK)
3
Extended
Essay
4
Creativity, Action and Service (CAS)
4
Course
Descriptions
5-27
Group
1
Language
5-10
Group
2
Language
11-13
Group 3 Individuals and Societies
14-17
Group
4
Science
18-20
Group
5
Mathematics
21-23
Group
6
The
Arts
24-26
IB Diploma Course Choice Form
29-30
Contacts
31
2
What is
the IB Diploma Program?
What does the Diploma Programme curriculum contain?
The curriculum contains six subject groups. Full diploma students must choose one subject from each group of the hexagon for the two year program. Three must be taken at standard level (SL) and three must be taken at higher level (HL). Central to the program are The Learner Profile, a Theory of Knowledge course, 150 hours of Creativity, Action and Service work and a 4000 word Extended Essay.
What’s the difference between standard and higher levels?
Time and depth. While both comprise of college level material, the higher level courses move at a faster pace and therefore cover more material at a greater depth. For example, more works of literature are read by students in higher level English A1 class and more hours of laboratory work are demanded of students in higher level science classes.
Does everybody take the IB diploma or can I just do regular courses?
Everybody at AIS does the full IB diploma of six subjects, TOK, CAS and the Extended Essay. There are no non-IB classes in 11th and 12th grade. This makes AIS true to the IB philosophy that all students will succeed, at some level, within the program.
3
The IB Learner Profile
The Lived Curriculum
“The aim of all IB programs is to develop internationally
minded people who, recognizing their common
humanity and shared guardianship of the planet, help
to create a better and more peaceful world. IB Learners
strive to be all parts of the puzzle.
The school is committed to developing in students
the qualities, attitudes and characteristics described
in the IB learner profile...The curriculum promotes all
the attributes of the IB learner profile” (International
Baccalaureate Organization 2006)
Theory of Knowledge - TOK
Do all cultures obtain knowledge in the same way? How
do people get their information and how do they analyze
it and use it? TOK is a seventh course that all students
must take. In it they study how they know what they
know. Essentially, it is a philosophy course without the
philosophers. Students look at different ways of knowing
in general, and in each of the specific disciplines.
44
Extended Essay
Students begin the extended essay research process in February of their 11th grade year.
After narrowing their subject down they refine a title and research. The final product is a
4000 word essay that is submitted in November of senior year. Students are required to
do original research while practicing all the writing and research skills they’ll need to be
successful at university. Some examples of essay titles Atlanta International School students
have submitted are:
What effect has the North American Free Trade Agreement had on the development and
quality of life in rural Mexico? (Geography)
What role does love play in the
Great Gatsby
and
Brave New World
? (English A1)
How did historical race relations in the USA impact the current state of diversity
management in the workplace in the USA? (English Group 2)
Measuring the relative destruction and ecology of coral habitats in three Bahamian
locations. (Biology)
CAS: Creativity, Action, Service
CAS engages students in reflective, socially responsible projects beyond the classroom.
Participation encourages students to share their energies and special talents while
developing awareness, concern and the ability to work cooperatively with others. By
participating in CAS, students are able to develop a spirit of open-mindedness, lifelong
learning, discovery, and self-reliance. Determination, commitment, initiative and empathy
are the types of attitudes AIS values as the products of CAS involvement.
In preparation for this requirement and in keeping with the broader approach of fostering
the development of the whole person, students are required to accumulate 150 CAS hours in
their two years as Diploma students.
Language A1
Group 1
66
Language A
In Fall 2011 Groups 1 and 2 begin new syllabi that are still being finalized and
tweaked for the class of 2013. What follows is a summary of what the new courses
in-volve based on the most up-to-date informtion provided to the school by IB Cardiff’s
cenetr for curriculum and assessement.
Group 1 courses are suitable for students who have experience of using the language
in an academic context and are designed to support future academic study by
developing high levels of language competence and communication skills as well
as social, aesthetic and cultural literacy. Literature plays a central role in the courses,
which aim to support lifelong learning through engaging students as actively as
possible with the texts they study. Two courses will now be offered in Group 1.
Language A: Literature, and Language A: Language & Literature.
Information about the Differences between Language A:
Literature”and Language A: Language & Literature.
Each course highlights a different perspective in the study of texts.
•
In language A: literature the focus is directed towards developing an
understanding of the techniques involved in literary criticism and promoting the
ability to form independent literary judgments.
•
Language A: language and literature looks more openly at the method of
inquiry embodied in critical literacy and is directed towards understanding the
constructed nature of meanings generated by language and the web of relationships
they share with the social world. In addition, language A: language and literature
allows the exploration of a wide variety of non-literary texts.
7
Language A: Literature
Language A: literature develops understanding of the techniques involved in literary
criticism and promotes the ability to form independent literary judgments. It is a flexible
course that allows teachers to choose literary works from prescribed book lists and to
con-struct a course that suits the particular needs and interests of their students.
Students can take language A: literature at SL as a school supported self-taught option if
their mother tongue is not English, French, Spanish or German. Schools may make a special
request for an examination to be set for students whose mother tongue is not represented
on the list of languages offered so it is improtant to identify a need for this class now.
SL incorporates the study of 10 literary works and HL, 13 literary works. Works are chosen by
the teacher form a prescribed booklist as follows.
Part 1
Works in translation
SL: A literary study of two works in translation
HL: A literary study of three works in translation
Part 2
Detailed study
SL: Close study and analysis of two works, each of a different genre
HL: Close study and analysis of three works, each of a different genre and one of which is
poetry
Part 3
Literary genres
SL: Literary study of three works of the same literary genre
HL: Literary study of four works of the same literary genre
Part 4
Options
HL/SL: Three works are chosen by the school; the approach to the study of works is chosen
from four options
88
Language A Literature
A Sample of Books That May be Read
World Literature
The President, Miguael Angel Asturias Selected Short Stories, Anton Chekhov
The Sailor Who fell from Grace with the Sea, Yukio Mishima
Detailed Study
Selected Poetry of Bishop and Yeats, E. Bishop and W.B Yeats The Tempest, Shakespeare
Teaching a Stione to talk, Aniie Dillard (Higher level courses only) Daisy Miller, Henry James (Higher level courses only)
Groups of Works
Glass Menagerie, Williams Miss Julie, Strindberg
The Importance of Being Ernest, Wilde
The Real Thing, Stoppard (Higher level courses only)
School’s Free Choice
A Doll’s House, Henrick Ibsen The Things They Carried, Tim O’Brien Othello, Shakespeare.
Wide Saragasso Sea, Jean Rhys (Higher level courses only)
World Literature
Der Oberst hat niemand der ihm schreibt, G. Marquez Das Geisterhaus, I.Allende
Die verlorenen Spuren, A. Carpentier
Detailed Study
Die Leiden des jungen Werther, J.W. Goethe Woyzeck, G. Büchner
Gedichte der Romantik Der Steppenwolf, H.Hesse
Groups of Works
Die Physiker, F. Dürrenmatt Galileo Galilei, B.Brecht
Draußen vor der Tür, W. Borchert Die Nashörner, E. Ionesco
School’s Free Choice
Die Kunst des Liebens, E. Fromm
Die acht Todsünden der zivilisierten Menschheit, K.Lorenz
Papalagi, E. Scheurmann. Das vergessene Volk, M.Holzach
English
9
World Literature
Nous Autres, Eugène Zamiatine Pedro Paramo, Juan Rulfo Le Parfum, Patrick Suskind
Detailed Study
Collection of poems from various authors on the theme of “Le Voyage”
La Cantatrice Chauve, Eugène Ionesco Madame Bovary, Gustave Flaubert Lettres Persanes, Montesquieu
Groups of Work
Les Aurores Montréales, Monique Proulx Nouvelles, Maupassant
Bestiaire, Julio Cortazar
Une Enfance Algérienne, Leila Sebar et alii
School’s Free Choice
Huis-Clos, Jean-Paul Sartre Phèdre, Racine
On ne badine pas avec l’amour, Alfred.De Musset La Cerisaie, Anton Tchékhov
World Literature
El perfume, Patrick Süskind Antígona, Sófocles
El extranjero, Albert Camus
Detailed Study
Selected Poetry of Nicanor Parra, César Vallejo, Mario Benedetti and Pablo Neruda
La vida es sueño, Pedro Calderón de la Barca Cien años de soledad, Gabriel García Márquez
El laberinto de la soledad, Octavio Paz (Higher level courses only)
Groups of Works
Crónica de una muerte anunciada, Gabriel García Márquez Pedro Páramo, Juan Rulfo
El túnel, Ernesto Sábato
La metamorfosis, Franz Kafka (Higher level courses only)
School’s Free Choice
Aura, Carlos Fuentes
Como agua para chocolate, Laura Esquivel
La incredible y triste historia de la cándida Eréndira y de su abuela desalmada, Gabriel García Márquez.
Antígona, Jean Anouilh
French
IB Language A: Language and Literature
Language A: language and literature is a new course, introduced into group 1 to provide
greater choice and with a particular focus on developing an understanding of the
construct-ed nature of meanings generatconstruct-ed by language. Two parts of the course relate to the study of
language and two to the study of literature.
The language A: language and literature course develops skills of textual analysis. A study
of the formal structures of a text is combined with an exploration of the way the use of
for-mal elements and our understanding of their meaning is affected by reading practices that
are culturally defined. The course is flexible. Teachers have the opportunity to construct it
to reflect the interests and concerns relevant to their students. SL incorporates the study of
3 literary works and HL, 6 literary works. Works are chosen by the teacher form a prescribed
booklist as follows.
Part 1
Language in cultural context
Texts are chosen from a variety of sources, genres and media. Students will:
•
Analyze how audience and purpose affect the structure and content of texts.
•
Analyze the impact of language changes.
•
Demonstrate an awareness of how language and meaning are shaped by culture and
context.
•
Part 2
Language and mass communication
Texts are chosen from a variety of sources, genres and media. Students will:
•
Examine different forms of communication within the media.
•
Show an awareness of the potential for educational, political, or ideological
influence of the media
•
Show the way mass media use language to inform, persuade or entertain.
Part 3
Literature—texts and contexts
SL: Two literary works, one of which is a work in translation
HL: Three literary works, one of which is a work in translation
Part 4
Literature—critical study
SL: Two literary works, each chosen from a prescribed book list for the language studied
HL: Three literary works, all of which are chosen from a prescribed book list for the language
studied
12 12
in English, French, German, and Spanish
Language ab initio are language acquisition courses for students with little or no background of the language. The language acquisition will be achieved through the receptive, productive and interactive skills and compe-tences. The topics provide the students the opportunity to practice and explore the language in everyday situa-tions as well as aspects of the culture.
Ab Initio Assessment Outline
Higher Level Percentage of Final Grade
Individual Oral 25
Exams 75
IB Language Ab Initio
IB Language B
in English, French, German, Spanish and Mandarin
Language B standard level and higher level are language acquisition courses that require some
background in the target language. They aim to increase students’ oral and written fluency in addition
to allowing opportunities to exploring the language.
The difference between standard and higher level is in the number of teaching hours and the depth of the syllabus. Higher level students are stretched to a high level of language acquisition via the study of literature. Students are assessed differently.
Syllabus and Assessment
• Core assessments for both levels include the study of social relationships, communication and media and global issues.
• Students all study two options from the following: Health, customs and traditions, leisure, cultural diversity or science and technology.
• In addition higher levels students will study two works of literature
Language B Assessment Outline
Higher Level Standard Level Percentage of Final Grade
Individual Oral Individual Oral 20
Interactive Oral Interactive Oral 10
Written Assignment 400-700 word creative response to literature
Written Assignment 300-400 word creative response to literature
20
13
Group 1 and 2 at a Glance
G
roup 1
A High or
Standard Is for a fluent language user:• studying in his/her most competent language
• normally this is the language of the environment to which the student has been exposed from an early age or for an extended period
Students will:
• study texts and demonstrate analytical skills in
writing and speaking
A Language and Literature differs from A Literature in that it places emphasis on non-literary texts.
English French German Spanish A School Supported Standard
Is for a fluent language user:
• whose particular language is not one of those above Students will:
• study literary texts and demonstrate analytical skills in writing and speaking
G
roup 2
B
High Is for a fluent language user who has studied the language for 5 years or more. Students will:
• read two works of literature
• submit an assignment based on literary texts
• study the language at a more complex level
• focus on literature and culture
English French German Spanish
B
Standard Is for a language learner who:• has 2-3 or more years of experience in the language Students will:
• learn to communicate effectively in a number of situa-tions, from everyday exchanges to literary texts.
• develop mastery of language skills
English French German Spanish
Ab Initio
Standard Is for a beginner who:• has little or no experience of the language.
The Bilingual Diploma
AIS students may obtain the IB Bilingual Diploma through one of the following challenging methods. 1. Study two languages at the A level.
2. Write an extended essay in one subject from Group 3 or Group 4 in their second language (English, French, Spanish ). Note: IB does not examine extended essays in German. The essay is graded on the Group 3 and 4 subject rubrics not on language rubrics. This is a rarely utilized option since few supervisors and students are proficient at discussing the subject itself in the language.
14
Individuals and Societies
15
Individuals and Societies
Studying any one of the following subjects provides for the development of a critical appreciation of human experience and behavior; the varieties of physical, economic and social environments that people inhabit and the history of social and cultural institutions. In addition, each subject is designed to foster in students the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.
Economics
Economics is a dynamic social science. The study of economics is essentially about the concept of scarcity and the problem of resource allocation. Although economics involves the formulation of theory, it is not a purely theoretical subject: economic theories can be applied to real-world examples. Economics incorporates elements of history, geography, psychology, sociology, political studies and many other related fields of study. Economics naturally must consider how economic theory is to be applied in an international context. Students will be expected to
• have an understanding and knowledge of economic concepts and theories
• apply economic theory to a range of circumstances and a variety of situations
• analyze information through the use of economic concepts and theories
• evaluate concepts and theories from different economic perspectives
International-mindedness can be defined as the ideal or practice of cooperation and understanding among countries. Economics has an important role to play in promoting such international cooperation and mutual understanding because of its focus on global issues. Teachers of the course aim to promote awareness in their students of how the impact of economics can both improve cooperation and
understanding between countries and, unfortunately, cause extensive damage.
Both higher and standard level students must produce a portfolio of four commentaries, each 650–750 words, based on a news media extract, linking economic theory to a real-world situation.
The higher level course is distinguished from the standard level course by increased depth and extension topic material on top of the core topics of Microeconomics, Macroeconomics, International Economics and Development Economics.
Economics Assessment Outline
Higher Level Percentage of
Final Grade Standard Level Percentage of Final Grade Portfolio of Four
Commentaries 20 Portfolio of Four Commentaries 25
16
History
History is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. A study of history both requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts. The international perspective in history provides a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for global citizenship. Above all, it helps to foster respect and understanding of people and events in a variety of cultures throughout the world. Both Standard and Higher level students will study a core curriculum that includes:
One of the following 20th Century world history prescribed subject must be chosen for study: Peacemaking, peacekeeping—international relations 1918–36
The Arab–Israeli conflict 1945–79 Communism in crisis 1976–89
The following 20th Century world history topics are studied: Causes, practices and effects of wars
Origins and development of authoritarian and single-party states The Cold War
Historical investigation – students develop and apply the skills of a historian by selecting and analyzing a good range of source material and managing diverse interpretations. The investigation demands that students search for, select, evaluate and use evidence to reach a relevant conclusion.
Higher Level completes a further Regional Study on aspects of the history of Europe and the Middle East. This option covers major trends in Europe and the Middle East in the period from the mid 19th century to the end of the 20th century. Europe and the Middle East are geographically close, and their similarities and differences have resulted in periods of cooperation and enmity. Major developments included revolutions; the decline of empires and the establishment of nation states; political, social and economic reforms; and the emergence of dictatorships and the re-emergence of democracy.
History Assessment Outline
Higher Level Percentage of
Final Grade Standard Level Percentage of Final Grade Historical Investigation 20 Historical Investigation 25
17
Geography
Geography is a dynamic subject that is grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in time and space. Geography looks at how people adapt and respond to change evaluating the management strategies with such change from a local to a global scale. Geography is distinctive in that it occupies the middle ground between social and natural sciences. Diploma Programme at AIS integrates physical and human Geography. It is this diversity that makes Geography one of the most exciting areas of study for students in the 21st Century. The syllabus links cohesively to Middle Years Programme (MYP) although previous geographical experience is not required. Approaches to the teaching and learning of this subject area are as diverse as the subject itself, which include:
• Locate and differentiate elements of the Earth’s surface
• Read, interpret, analyze and produce maps
• Read, interpret, analyze and construct graphs
• Undertake statistical calculations to show patterns and changes
• Manipulate and interpret data using quantitative and qualitative techniques
• Undertake geographical investigation
• Write and use specific case studies in the context of the scope of study
• Use of geographic terminology Assessment
Paper 1 - The Core Theme - Patterns and Change
This theme, studied by Standard and Higher Level, looks at populations in transition, their wealth, development, environment in which they live and the resources they use.
Paper 2 – Optional Themes
Standard Level Students are required to take TWO additional Themes; Higher Level Students are
required to take THREE. Themes may include freshwater issues, hazards and disasters, leisure, sport and tourism, geography of food and urban environments.
Paper 3 Higher Level Extension – Global Interactions HIGHER LEVEL STUDENTS ONLY Seven compulsory topics of study that focus around our planet’s global interactions.
Geography Assessment Outline
Higher Level Percentage of
Final Grade Standard Level Percentage of Final Grade Fieldwork (2,500 words) 20 Fieldwork (2,500 words) 25
18
Experimental Sciences
19
Experimental Sciences
Each subject contains a body of knowledge together with scientific methods and techniques which students are required to learn and apply. In their application of scientific methods, students develop an ability to analyze, evaluate, and synthesize scientific information. Students plan, carry out, conclude on and evaluate their own experiments. A compulsory group 4 project encourages students to appreciate the environmental, social and ethical implications of science although this is not assessed as a part of the student’s grade. This exercise is collaborative and interdisciplinary: students analyze a topic or problem which can be investigated in each of the science disciplines offered by the school. It is also an opportunity for students to explore scientific solutions to global questions.
Biology
There are four basic biological concepts that run throughout the biology course. These are structure and function; universality versus diversity; equilibrium within systems, and evolution.
Both standard and higher level students study the core topics: Chemistry of Life; Cells; Genetics; Ecology and Evolution; Human Health and Physiology and Statistics. Higher level students have five more topics to study that extend the depth of knowledge studied in the core topics, or like Plants, introduce new concepts over and above those studied by standard level students. All students also study from two option topics. Examples are Ecology and Conservation, and options on Human Physiology. Higher level students study their options in more depth than standard level students.
Chemistry
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.
Both standard and higher level students study the core topics: Quantitative Chemistry; Atomic Structure; Periodicity; Bonding; Energetics; Kinetics; Equilibrium; Acids and Bases; Oxidation and
reduction; Organic chemistry; Measurement and Data Processing. Higher level students have nine more topics to study that extend the depth of knowledge studied in the core topics. All students also study from two option topics. Higher level students study their options in more depth than standard level students. Examples are Medicines and Drugs and Environmental Chemistry.
20 20
Physics
Physics is a natural science which aims to describe the various phenomena that occur in nature in terms of simpler phenomena. It involves the study of concepts involving matter and its motion through space and time, as well as all applicable concepts including energy and force. It is
conducted in order to gain a better understanding of natural phenomena and ultimately how the universe is structured and how it behaves. Students are given the opportunity to practice the use of scientific method to test the validity of physical theories. Students carry out experiments and use their observations and conclusions drawn to compare these with the theory in question. The study of Physics at the high school level also leads to a broad range of career paths within the sciences and many engineering disciplines.
Both standard and higher level students study the core topics; Physics and Physical Measurement; Mechanics; Thermal Physics; Oscillations and Waves; Electric Currents; Fields and Forces; Atomic and Nuclear Physics ; Energy, Power and Climate Change. Higher level students have six more topics to study that extend the depth of knowledge studied in the core topics, or as in Digital Technology, introduce new concepts over and above those studied by standard level students. All students also study from two option topics. Higher level students study their options in more depth than standard level students. Examples are and Astrophysics and Electromagnetic waves.
Experimental Sciences Assessment Outline
Higher Level and Standard Percentage of Final Grade
Investigations 24
21
Mathematics
22 22
Mathematics
These three courses serve to accommodate the range of needs, interests and abilities of students, and to fulfill the requirements of various university and career aspirations. The aims of these courses are to enable students to develop mathematical knowledge, concepts and principles; develop logical, critical and creative thinking and employ and refine their powers of abstraction and generalization. Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.
Higher Level Mathematics
Calculus, Probability, Statistics
Mathematics Higher Level caters to students with a good background in math who are competent in a range of analytical and technical skills. The majority of these students will include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges at the highest levels. This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth.
The Mathematics Higher Level syllabus consists of the study of seven core topics: Algebra; Functions and Equations; Circular Functions and Trigonometry; Vectors; Matrices; Statistics and Probability; and Calculus. In addition, students are required to study all the sub-topics in an option topic. At AIS, this topic is Series and Differential Equations.
Students are required to submit two pieces of work, based on different areas of the syllabus,
representing two types of tasks: mathematical investigation and mathematical modeling. This portfolio forms part of the student’s final grade.
Mathematics Higher Level Assessment Outline
Higher Level Percentage of Final Grade
Portfolio 20
23
Standard Level Mathematics
Calculus
Mathematics Standard Level caters to students who anticipate a need for a sound math background in preparation for their future studies. Students must possess knowledge of basic concepts and be equipped with the skills needed to apply mathematical techniques correctly. It is a demanding course since it
contains a broad range of math topics.
The students most likely to select this subject expect to study subjects which have a significant
mathematical content (Engineering, Biology, Chemistry, Economics, Geography, Psychology and Business Administration) or plan to attend a highly selective university requiring calculus. All candidates study: Number and Algebra; Functions and Equations; Circular Functions and Trigonometry; Matrices; Vector Geometry; Statistics and Probability, and Calculus. Students produce several assignments on different areas of the syllabus; the two best assignments, based on the requirements, are chosen for the portfolio. The assignments are based on the math topics above and must include mathematical investigation and mathematical modeling.
Standard Level Mathematical Studies
Statistics
Mathematical Studies SL caters to students with varied backgrounds and abilities. The nature of Mathematical Studies is such that it concentrates on mathematics which can be applied to contexts related, as far as possible, to other curriculum subjects, to common general world occurrences, and to topics that relate to home, work and leisure situations.
The course includes a project where students must produce a piece of written work based on personal research. The project provides an opportunity for students to carry out a mathematical investigation in the context of another course being studied or a hobby or interest of their choice, using skills learned before and during the course. This project involves the collection and/or generation of data; the mathematical analysis of such data; and a final evaluation of the results and validity of that data. Candidates should have presumed knowledge of topics covered in Algebra I and Geometry as well as an introduction to Trigonometry, Statistics, and Probability. Knowledge of Algebra II is also recommended.
Eight topics are studied: Introduction to the Graphical Display Calculator; Number and Algebra; Sets, Logic, and Probability; Geometry and Trigonometry; Statistics (including both Descriptive Statistics and Simple Hypothesis Testing); Functions; Financial Mathematics; Introductory Differential Calculus.
Mathematics Standard Level Assessment Outline
Mathematics Standard Mathematics Studies Percentage of Final Grade
Portfolio Project 20
24 24
The Arts
25
The Arts
The subjects in group six allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres. The assessment of these subjects reflects an eclectic attempt to combine contrasting aesthetics and forms of assessment from around the world. In particular, there is no indication of a western-oriented bias. The arts are rigorous academic subjects.
Music
The study of music allows for explorations of shared human perceptions and emotions which temper our lives. The art of music demands that the educated musician be able to recognize and articulate musical elements realized in diverse examples of music making. The alert mind trained in the disciplined study of music will appreciate the ways in which music integrates and manifests knowledge on multiple levels. With careful listening, the musician may become humbled by the power of music to change lives. IB music encompasses the areas of performance, composition, and musical perception. The required components are the solo or group performance, including a junior and senior music recital; a sustained, independent musical investigation in the format of a media script; and an extensive listening paper (exam) at the end of the two-year sequence focusing on detailed analysis of a musical work prescribed by the IB.
Atlanta International School enhances the IB Music curriculum by requiring successful completion of the following areas: basic musical literacy as demonstrated through oral and written analysis of music; basic knowledge and understanding of music history; informal in-class and peer-group performances and/ or discussions of student musical compositions; concert attendance and music criticism; reading and understanding a musical score; and extensive exploration of world music and cultures.
In particular, the IB Music curriculum demands of its successful candidates the ability to intelligently and effectively discuss the most basic elements of all music: time, sound, pitch, notation, beat, meter, rhythm, intervals, scalar relationships, key signatures, triads and chords, basic musical forms/styles/genres, and the interaction of melody and harmony.
In addition to all of the above requirements, students in the IB Music program are given ample opportunity for individual, focused, sustained exploration of topics of musical interest. These projects are self-paced and, in some cases, self-assessed, and are presented in the format of informal class forum, supplemented by documentation and extensive write-up as a journal project. The music journal is a chronological record of the IB music student’s development and growth across the two-year sequence of the program.
Music Assessment Outline
Higher Level Percentage of
Final Grade Standard Level Percentage of Final Grade
Listening Exam 30 Listening Exam 30
Musical Investigation 20 Musical Investigation 20 Solo Performance 25 Solo or Group Performance
or
Composition
50
26 26
Theatre
The Theatre core syllabus at HL and SL consists of three interrelated areas. Students are required to explore these three areas from the perspective of dramaturgy, director, performer, group ensemble, production team member and spectator.
1. Theatre in the making: this area is intended to equip the student with the knowledge and skills necessary to perform; devise, plan and realize a theatre performance; design, realize an element of production; provide technical support in a theatre performance and observe theatre.
2. Theatre in performance: this area involves students in the application of the knowledge and skills developed in “Theatre in the Making” through participation in theatre performances in the different capacities of performer, director, designer, and as a member of a production team.
3. Theatre in the world: the practical and theoretical exploration of a range of theatre traditions and cultural practices from around the world and from different historical periods.
Independent project: the pursuit of an independent interest in theatre, which may have arisen from their studies within the course. Students at HL are required to choose one from the following two options.
Option A: Devising Practice – develop and explore in depth the devising and actualization of a performance. Option B: Exploring Practice – undertake a comparative study of theatre in advanced practice.
Journal: The journal is a means of recording personal growth in theatre and lays a foundation for the independent project portfolio.
Theater Assessment Outline
Higher Level Percentage of
Final Grade Standard Level Percentage of Final Grade
Research Investigation
2,000 to 2,550 words 25 Research Investigation1,500-1,750 words 25 Practical Performance Proposal 250 words with a 1,000-2000 word report 25 Practical Performance Proposal 250 words 25
Theatre Performance and Production Presentation 30 minutes
25 Theatre Performance and Production Presentation
20 minutes
25
Independent Project Port-folio
3,000 words
25 Independent Project Portfolio
27
Visual Art
The Visual Art course has two elements: the Investigation Workbook and the Studio Work. The two work hand in hand in order to direct students in the understanding and creating of art. At the end of the two-year course, students present their body of work in:
The Investigation Workbook
1. Critical Analysis – must show a methodical, critical examination of the meaning and significance of both the visual and functional qualities of art related to the theme under consideration.
2. Contextual Research – workbooks contain compelling evidence of thorough and consistent research into socio-cultural and historical contexts of more than one culture, including some unconventional approaches by the candidate.
3. Visual Research – workbooks illustrate a comprehensive exploration of the range of visual qualities and the representation of ideas related to themes, demonstrated through various types of original and recycled images, media experiments, and technical practice.
4. Integration – The work exhibits a natural, close and consistent relationship between research, both visual and written, and artistic production reflecting analysis, synthesis and exploration.
The Studio Work
1. Imaginative Expression – The candidate’s explorations are creative and imaginative. Ideas and forms are consistently and intelligently presented in an adventurous manner, resulting in surprising and unusual images which challenge existing conventions.
2. Purposeful Exploration – There is evidence that the candidate’s explorations of ideas are clearly and strongly integrated with his/her life and cultural context.
3. Meaning and Function – The studio work exhibits a synthesis of conceptual content, formal knowledge, and technical skill. It has strong personal socio-cultural or aesthetic meaning. The relationship
between form, function, and meaning is very clear and appropriate.
4. Formal Qualities – The studio work consistently shows strong evidence of a thoughtful and inventive use of the elements and principles of design.
5. Technical Skills – The studio work shows an outstanding technical competence, and demonstrates a highly appropriate use of media in relation to the intended expressive purposes of the work.
Visual Art Assessment Outline
Option A - HL and SL Percentage of
Final Grade Option B - HL and SL Percentage of Final Grade
Studio Work 60 Studio Work 40
28 28
29
Course Selection Form
Group 1
Language A* Group 2 Language B or Foundation
Group 3 Individuals and Societies
Group 4
Science Group 5Mathematics Group 6The Arts ***
Check One English B HL Economics HL Biology HL Math HL Music HL
A Literature English B SL Economics SL Biology SL Math Standard SL Music SL A Language
and Literature French B HLFrench B SL Geography HL Chemistry HL Math Studies SLGeography SL Chemistry SL Theatre Art HLTheatre Art SL
Check One German B HL History HL Physics HL Visual Art HL
Higher Level German B SL History SL Physics SL Visual Art SL
Standard Level Mandarin B SL
Check One Spanish B HL * **You may
take a sec-ond subject from groups 1-4 instead of group 6. However, we encourage you to do an Arts subject. English Spanish B SL French Foundation ** formerly ab initio German Spanish SSL SL School Supported Languages
* If you choose more than one Language A, make sure you specify which Option and which level you choose for each in your choice form on the next page/reverse side of the form.
**If you chose foundation (ab initio), please list which language (French, German or Spanish) you would like to learn, in order of preference. You can leave 2 and/or 3 blank and note what other subject you would take if your language ab initio were not available due to low demand.
1. 2. 3.
Do you have plans to attend college overseas? If yes, what courses might be recommended? http://www.ibo.org/diploma/recognition/recognition policy/index.cfm
Do you have any ideas on college majors or career paths? What courses do you enjoy most?
Which courses do you do best in? These should be your HL courses.
30 30
Name
Course
Teacher Initial
Teacher Comment
Higher Level (HL)
Please be sure to specify your choice of language.
Standard Level (SL)
Please specify carefully your choice of language and Mathematics to avoid ambiguity. Math SL or Math Studies SL?
Student Signature Parent Signature
Advisor Signature Return to advisor by deadline date.
Counselor Signature
Office Use Only:
Contacts
International Baccalaureate Diploma Coordinator
Françoise Monier fmonier@aischool.org
404
841
3881
International Baccalaureate Middle Years Coordinator
Jennifer
Weyburn
jweyburn@aischool.org
404
841
3840
ext.
214
Head of Curriculum and Professional Development K-12
rhovington@aischool.org
Rachel Hovington 404 841 3857
Group Leaders
Group
1
Language
Brandon Rogers brogers@aischool.org
Group
2
Language
Virginia Ferandel vferandel@aischool.org
Group 3 Individuals and Societies
Darren
Rollins
drollins@aischool.org
Group 4 Science
Ron Frigon
rfrigon@aischool.org
Group 5 Mathematics
Sarah
Locke
slocke@aischool.org
Group
6
The
Arts
Robert
Warren
rwarren@aischool.org
Head of Secondary School
phurworth@aischool.org
Patrick Hurworth 404 8413848
Mission
Our new century needs and will be shaped by extraordinary individuals. Meeting the challenges and opportunities of an interdependent world will require versatile intellectual competence and uncompromising commitment. Those who thrive in and contribute to this world will have a solid sense of who they are, and respect for who others are, as individuals, as members of a group, as citizens of their nation, and as members of a global community. They will have a rigorous academic preparation and a passion to become the best they can be and to help others achieve their best. The mission of Atlanta International School is to develop such individuals.
To fulfill this mission, we envision Atlanta International School:
continuing to develop and deserve a worldwide reputation as an exemplary center of teaching and learning, a school that achieves and sets, within the framework of the International Bac-calaureate, world-class standards in bilingual education, promotes international understanding, develops the whole child, and lives its core values of respect, diversity, effort and joy of learning; maintaining an optimal size composition of faculty and students so that opportunities for indi-vidual learning, mutual understanding, and community feeling are maximized;
connecting to the local global community through the active participation of its multilingual students, alumni and staff, who, in their work and further education, help to shape and improve the world through their knowledge, understanding and hope.
Atlanta International School will not discriminate on the basis of race, color, sex, national and ethnic origin, age, religion, gender preference or disability in the administration of its educa-tional policies, admission, scholarship and loan programs, and athletic and other school-admin-istered programs.
