1. Grade 5 Exhibition – The Arts Component

3. Learner Profile in Child-friendly Language
Inquirers: I want to find out. I am curious to know about everything. Thinkers: I think before I act and talk. I can find solutions for problems. Communicators: I listen to your ideas. I share my views and express my ideas. Knowledgeable: Tell me more. I learn and share my knowledge with others. Risk-Takers: I have a go. I give it a try. I always try new things so I may know how things are done. Principled: I do the right thing. I follow rules and regulations. Caring: I am a good friend. I care for others. Open-Minded: It’s ok to be different. I respect other’s ideas, suggestions and criticism. Well -balanced: I take care of myself. I eat healthy and stay active. I work, play, and rest. I spend time with friends and with family. Reflective: I think back to remember how I did something well. I try to understand my mistakes and learn not to repeat them. I portray a positive image in front of others.
Learner Profile in Child-friendly Language

4. PYP Attitudes in Child-friendly Language
Appreciation: I am thankful for what I have. I am amazed by nature. I respect other people. Creative: I have different ideas. I use my imagination to help solve problems. I try to think of new ideas that have not been thought of yet. Tolerance: I accept and respect the differences of other people. I try to understand their needs and help them achieve those needs. Integrity: I am honest in my speech and action. I make sure that everything is done fairly for everyone involved. Respect: I am polite and kind. I treat my body and mind well. I care for others and the world around me. Confidence: I believe in myself that I can do something. I take what I have learned in the past and use it now. Curiosity: I want to know more. I wonder about the world—its people and nature. I have questions in my mind that I want to answer. Enthusiasm: I am excited about learning. I enjoy learning and have fun while doing it. I give my best effort and try my hardest. Independence: I can do it all by myself. I think and act for myself—not how others want me to. I stand up and speak out if others are not acting respectful. Cooperation: I work well with my classmates. I work well with others and share fairly. I am patient and wait my turn. Empathy: I imagine how others might feel. I use this imagination to help understand why they feel the way they do. Commitment: I finish what I start. I make responsible choices. I never give up, even when something is difficult.
PYP Attitudes in Child-friendly Language

5. Grade 5 Exhibition 2015 April, 23rd and 24th http://exhibitionunis2014
Theme:
LEARNING
RESPONSIBILITY
COMMUNITY

6. Develop A Deep Understanding
  FORM  What is (your issue) like? FUNCTION How does (your issue) work? CHANGE How is (your issue) changing? How has (your issue) changed? CONNECTION  How is (your issue) connected to other things? CAUSATION What is the cause of (your issue)? PERSPECTIVE What are the different points of view about (your issue)? REFLECTION How do we know about (your issue)? What evidence do you have? What do you still not understand? RESPONSIBILITY What is your responsibility about (your issue)? What are you going to do about it to make things better

7. The Arts Component Art Drama Dance Media Music
April 1st : begin working in Arts teacher’s room during ICE Block. 
Students could create: maybe a song, some music, a dance, a drama, a sculpture a video or something else amazing. 

8. Tips for giving positive feedback
Timing counts: Feedback is most helpful when it is given immediately.
Be specific: Describe the situation and the behavior you observed. When details are provided, the praise is more credible. Furthermore, acknowledging the behavior in specific terms provides the brain with what it needs to more easily repeat the behavior.
Sate the importance of action. Think about all the ways their action or behavior positively affected you, the organization, others, and/or their own growth. Explain why their contribution is important and then share what impact the activity has on you/the team/the business. Remember to include specific details on what was learned or gained.
Be sincere.  The message you share should be authentic. Show genuine enthusiasm and appreciation, but don’t overdo it. Employees will pick up on insincerity or false enthusiasm and that will diminish the feedback you are providing.
  Match non-verbal behavior with verbal statements. The body language you use should be consistent with the positive verbal message you are giving. When communicating face-to-face, over 90 percent of the message conveyed is nonverbal (Mehrabian, 1972). So be sure to use eye contact, vocal expressions, gestures, and movements that support the words of praise you are verbalizing
Telling students “you guys are awesome” or “you’re fantastic musicians” may be well intentioned and seem important in building self-esteem and a musical identity. But the positive feeling students get from simple praise like this can be fleeting. Consider, however, specific feedback directed at students’ performance, such as, “You used excellent breath support on that phrase” or “When you focus on rhythm there, your solo comes to life.” This feedback is informative and gives learners something they can take with them into the future. It can reinforce the physical skills and cognitive strategies that allow them to perform at their best. It’s true that young people rely heavily on the appraisals of others in self-concept building, but they do so based on beliefs about what things they can do well. If you just tell a student she’s a great musician, she may dismiss it as nice teacher flattery; even if she really receives the compliment, the emotional impact may soon fade. But if you tell her, for example, that her piano playing has improved since she started using more dynamic contrast, then you’ve given her knowledge that can be very useful going forward.

9. You can help your child develop their musical interests by:
You can help your child develop their musical interests by: * Encouraging them to teach you music they have sung, played, listened to or created in school * Having your child try new things and being risk-takers is important for developing positive arts attitudes.