OISMYPMusicCurriculaSyllabi
-
Upload
robertreadsbooks -
Category
Documents
-
view
215 -
download
0
Transcript of OISMYPMusicCurriculaSyllabi
-
7/27/2019 OISMYPMusicCurriculaSyllabi
1/10
Okinawa International School
Junior High Music
Grades 7[6]-9[8]
Curricula & Syllabi
Teacher: Robert Duckworth
Classroom Number: 413
E-mail: [email protected]
Course Name: Music
COURSE DESCRIPTION
This course provides an in-depth study of Music.
AIMS
Participation in MYP arts (MUSIC) should enable students to:
experience and develop curiosity, interest and enjoyment in their own creativity and that of others explore through the processes of performing music acquire and develop skills needed for the creation of musical works use the language, concepts and principles of music arts communicate their thoughts and ideas through music arts create works of music reflect on, appreciate and evaluate their work and the work of others develop receptiveness to music forms across time, place and cultures, and perceive the significance of
these music forms as an integral part of life.
MYP COURSE OBJECTIVES
A. Knowledge and understanding
This objective focuses on building knowledge and understanding of both the art form and artistic processes. It
should inform the students practice as a young artist and allow him or her to appraise other artworks. The learning
a student experiences will impact on his or her own art-making and expression of personal interpretations in
objective B.
At the end of the course students should be able to:
demonstrate knowledge and understanding of the theoretical basis of the art forms studied demonstrate knowledge and understanding of a variety of styles, developments and ideas which have
shaped the arts across time and cultures
apply appropriate terminology to show aesthetic and critical awareness.B. Application
This objective focuses on the practical application of the students skills to the creation of artwork. This should be
strongly informed by knowledge and understanding developed in relation to objective A.
The student should investigate and experiment with his or her artistic processes through the planning, creation,
performance and presentation of artwork, developing an initial idea or theme to a point of realization.
These processes should allow the student to develop and experiment with skills and techniques, as well as explore,
express and communicate artistic intentions. These intentions should involve the investigation of alternative ways of
using the students knowledge, understanding and skills and may evolve during the course of the students work.
At the end of the course students should be able to:
plan and organize effectively to define and set goals, solve problems, negotiate and make decisions experiment and explore through both spontaneous and structured activities use art confidently as a form of expression and communication while demonstrating a range of technical
skills
demonstrate an ability to find original and inventive solutions apply skills specific to the art forms studied to elaborate an idea, a theme or a composition to a point of
realization
present work through formal or informal performance and exhibition.C. Reflection and evaluation
-
7/27/2019 OISMYPMusicCurriculaSyllabi
2/10
This objective focuses on the way that a student gradually comes to feel and think like an artist. Ongoing reflection
should be more than just a record of what was done. Reflecting critically requires the student to question and justify
the choices that he or she has made and to develop an objective evaluation of his or her own work. The student
should show a growing insight into his or her own artistic development.
The student is encouraged to seek feedback from others and to consider how this feedback might inform his or her
work as it develops. Constructive feedback can help a student to confirm, clarify or modify his or her artistic process
or intent.
Objective C is concerned solely with the students reflections and evaluations in relation to his or her own work.
Appraisal of the work of others is addressed in objective A, although this may lead a student to reflect on his or her
own work subsequently.
At the end of the course students should be able to:
reflect upon and evaluate their work in order to set goals for future development use group discussion and feedback to support and promote creative development assess and appraise their work and that of others.
D. Personal engagement
The main focus of this objective is the development of the attitudes essential to engage with the artistic processes
and the art form studied.
The student should develop the personal and interpersonal skills that will enable him/her to initiate, to explore, tonegotiate with others and to take informed risks during his/her artistic experience.
The student should develop his/her ability to interact with other students in a supportive and sensitive way It is also
anticipated that students will become increasingly mindful of their own and other cultures and use their experiences
to advance their artistic development.
At the end of the course students should be able to:
show sensitivity to their own and different cultures accept and incorporate views and feedback from others to further develop their artistic potential show self-motivation in setting and meeting deadlines show initiative, creativity and a willingness to take risks support and encourage their peers towards a positive working environment.
COURSE TOPICS
1. Singing, alone and with others, a varied repertoire of music2. Performing on instruments, alone and with others, a varied repertoire of music3. Improvising melodies, variations, and accompaniments4. Composing and arranging music within specified guidelines5. Reading and notating music6. Listening to, analyzing, and describing music7. Evaluating music and music performances8. Understanding relationships between music, the other arts, and disciplines outside the arts9. Understanding music in relation to history and culture
Breakdown of COURSE TOPICS over individual grades 7[6]-9[8]
Grade 7[6]1. Singing, alone and with others, a varied repertoire of music Students sing accurately and with good breath control throughout their singing ranges, alone and in small
and large ensembles
Students sing with expression and technical accuracy a repertoire of vocal literature with a level ofdifficulty of 2, on a scale of 1 to 6, including some songs performed from memory
Students sing music representing diverse genres and cultures, with expression appropriate for the workbeing performed
Students sing music written in two and three parts Students who participate in a choral ensemble sing with expression and technical accuracy a varied
repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs
performed from memory
1. Performing on instruments, alone and with others, a varied repertoire of music
-
7/27/2019 OISMYPMusicCurriculaSyllabi
3/10
Students perform on at least one instrument (e.g., band or orchestra instrument, keyboard instrument,fretted instrument, electronic instrument) accurately and independently, alone and in small and large
ensembles, with good posture, good playing +E11 position, and good breath, bow, or stick control
Students perform with expression and technical accuracy on at least one string, wind, percussion, orclassroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to
6
Students perform music representing diverse genres and cultures, with expression appropriate for thework being performed
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonicinstrument
Students who participate in an instrumental ensemble or class perform with expression and technicalaccuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6,
including some solos performed from memory
2. Improvising melodies, variations, and accompaniments Students improvise simple harmonic accompaniments Students improvise melodic embellishments and simple rhythmic and melodic variations on given
pentatonic melodies and melodies in major keys
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in aconsistent style, meter, and tonality
3. Composing and arranging music within specified guidelines Students compose short pieces within specified guidelines (e.g., a particular style, form, instrumentation,
compositional technique), demonstrating how the elements of music are used to achieve unity and variety,
tension and release, and balance
Students arrange simple pieces for voices or instruments other than those for which the pieces werewritten
Students use a variety of traditional and nontraditional sound sources and electronic media whencomposing and arranging
4. Reading and notating music Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8,
and alla breve meter signatures
Students read at sight simple melodies in both the treble and bass clefs Students identify and definestandard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression
Students use standard notation to record their musical ideas and the musical ideas of others Students who participate in a choral or instrumental ensemble or class sightread, accurately and
expressively, music with a level of difficulty of 2, on a scale of 1 to 6
5. Listening to, analyzing, and describing music Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given
aural example, using appropriate terminology
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and
harmonic progressions in their analyses of music
6. Evaluating music and music performances Students develop criteria for evaluating the quality and effectiveness of music performances and
compositions and apply the criteria in their personal listening and performing
Students evaluate the quality and effectiveness of their own and others' performances, compositions,arrangements, and improvisations by applying specific criteria appropriate for the style of the music and
offer constructive suggestions for improvement
7. Understanding relationships between music, the other arts, and disciplines outside the arts Students compare in two or more arts how the characteristic materials of each art (that is, sound in music,
visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to
transform similar events, scenes, emotions, or ideas into works of art
Students describe ways in which the principles and subject matter of other disciplines taught in the schoolare interrelated with those of music (e.g., language arts: issues to be considered in setting texts to music;
mathematics: frequency ratios of intervals; sciences: the human hearing process and hazards to hearing;
social studies: historical and social events and movements chronicled in or influenced by musical works)
-
7/27/2019 OISMYPMusicCurriculaSyllabi
4/10
8. Understanding music in relation to history and culture Students describe distinguishing characteristics of representative music genres and styles from a variety of
cultures
Students classify by genre and style (and, if applicable, by historical period, composer, and title) a variedbody of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics
that cause each work to be considered exemplary
Students compare, in several cultures of the world, functions music serves, roles of musicians (e.g., leadguitarist in a rock band, composer of jingles for commercials, singer in Peking opera), and conditions
under which music is typically performed
Grade 8[7]
1. Singing, alone and with others, a varied repertoire of music Students sing accurately and with good breath control throughout their singing ranges, alone and in small
and large ensembles
Students sing with expression and technical accuracy a repertoire of vocal literature with a level ofdifficulty of 2, on a scale of 1 to 6, including some songs performed from memory
Students sing music representing diverse genres and cultures, with expression appropriate for the workbeing performed
Students sing music written in two and three parts Students who participate in a choral ensemble sing with expression and technical accuracy a varied
repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs
performed from memory
2. Performing on instruments, alone and with others, a varied repertoire of music Students perform on at least one instrument (e.g., band or orchestra instrument, keyboard instrument,
fretted instrument, electronic instrument) accurately and independently, alone and in small and large
ensembles, with good posture, good playing +E11 position, and good breath, bow, or stick control
Students perform with expression and technical accuracy on at least one string, wind, percussion, orclassroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to
6
Students perform music representing diverse genres and cultures, with expression appropriate for thework being performed
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonicinstrument
Students who participate in an instrumental ensemble or class perform with expression and technicalaccuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6,
including some solos performed from memory
3. Improvising melodies, variations, and accompaniments Students improvise simple harmonic accompaniments Students improvise melodic embellishments and simple rhythmic and melodic variations on given
pentatonic melodies and melodies in major keys
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in aconsistent style, meter, and tonality
4. Composing and arranging music within specified guidelines Students compose short pieces within specified guidelines (e.g., a particular style, form, instrumentation,
compositional technique), demonstrating how the elements of music are used to achieve unity and variety,
tension and release, and balance
Students arrange simple pieces for voices or instruments other than those for which the pieces werewritten
Students use a variety of traditional and nontraditional sound sources and electronic media whencomposing and arranging
5. Reading and notating music Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8,
and alla breve meter signatures
Students read at sight simple melodies in both the treble and bass clefs Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation,
and expression
Students use standard notation to record their musical ideas and the musical ideas of others
-
7/27/2019 OISMYPMusicCurriculaSyllabi
5/10
Students who participate in a choral or instrumental ensemble or class sightread, accurately andexpressively, music with a level of difficulty of 2, on a scale of 1 to 6
6. Listening to, analyzing, and describing music Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given
aural example, using appropriate terminology
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and
harmonic progressions in their analyses of music
7. Evaluating music and music performances Students develop criteria for evaluating the quality and effectiveness of music performances and
compositions and apply the criteria in their personal listening and performing
Students evaluate the quality and effectiveness of their own and others' performances, compositions,arrangements, and improvisations by applying specific criteria appropriate for the style of the music and
offer constructive suggestions for improvement
8. Understanding relationships between music, the other arts, and disciplines outside the arts Students compare in two or more arts how the characteristic materials of each art (that is, sound in music,
visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to
transform similar events, scenes, emotions, or ideas into works of art
Students describe ways in which the principles and subject matter of other disciplines taught in the schoolare interrelated with those of music (e.g., language arts: issues to be considered in setting texts to music;
mathematics: frequency ratios of intervals; sciences: the human hearing process and hazards to hearing;
social studies: historical and social events and movements chronicled in or influenced by musical works)
9. Understanding music in relation to history and culture Students describe distinguishing characteristics of representative music genres and styles from a variety of
cultures
Students classify by genre and style (and, if applicable, by historical period, composer, and title) a variedbody of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics
that cause each work to be considered exemplary
Students compare, in several cultures of the world, functions music serves, roles of musicians (e.g., leadguitarist in a rock band, composer of jingles for commercials, singer in Peking opera), and conditionsunder which music is typically performed
Grade 9[8]
1. Singing, alone and with others, a varied repertoire of music Students sing accurately and with good breath control throughout their singing ranges, alone and in small
and large ensembles
Students sing with expression and technical accuracy a repertoire of vocal literature with a level ofdifficulty of 2, on a scale of 1 to 6, including some songs performed from memory
Students sing music representing diverse genres and cultures, with expression appropriate for the workbeing performed
Students sing music written in two and three parts students who participate in a choral ensemble sing withexpression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a
scale of 1 to 6, including some songs performed from memory
2. Performing on instruments, alone and with others, a varied repertoire of music Students perform on at least one instrument (e.g., band or orchestra instrument, keyboard instrument,
fretted instrument, electronic instrument) accurately and independently, alone and in small and large
ensembles, with good posture, good playing +E11 position, and good breath, bow, or stick control
Students perform with expression and technical accuracy on at least one string, wind, percussion, orclassroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to
6
Students perform music representing diverse genres and cultures, with expression appropriate for thework being performed
Students play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonicinstrument
Students who participate in an instrumental ensemble or class perform with expression and technicalaccuracy a varied repertoire of instrumental literature with a level of difficulty of 3, on a scale of 1 to 6,including some solos performed from memory
-
7/27/2019 OISMYPMusicCurriculaSyllabi
6/10
3. Improvising melodies, variations, and accompaniments Students improvise simple harmonic accompaniments Students improvise melodic embellishments and simple rhythmic and melodic variations on given
pentatonic melodies and melodies in major keys
Students improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in aconsistent style, meter, and tonality
4. Composing and arranging music within specified guidelines Students compose short pieces within specified guidelines (e.g., a particular style, form, instrumentation,
compositional technique), demonstrating how the elements of music are used to achieve unity and variety,
tension and release, and balance
Students arrange simple pieces for voices or instruments other than those for which the pieces werewritten
Students use a variety of traditional and nontraditional sound sources and electronic media whencomposing and arranging
5. Reading and notating music Students read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8,
and alla breve meter signatures
Students read at sight simple melodies in both the treble and bass clefs Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation,
and expression
Students use standard notation to record their musical ideas and the musical ideas of others Students who participate in a choral or instrumental ensemble or class sightread, accurately and
expressively, music with a level of difficulty of 2, on a scale of 1 to 6
6. Listening to, analyzing, and describing music Students describe specific music events (e.g., entry of oboe, change of meter, return of refrain) in a given
aural example, using appropriate terminology
Students analyze the uses of elements of music in aural examples representing diverse genres and cultures Students demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and
harmonic progressions in their analyses of music
7. Evaluating music and music performances Students develop criteria for evaluating the quality and effectiveness of music performances and
compositions and apply the criteria in their personal listening and performing
Students evaluate the quality and effectiveness of their own and others' performances, compositions,arrangements, and improvisations by applying specific criteria appropriate for the style of the music and
offer constructive suggestions for improvement
8. Understanding relationships between music, the other arts, and disciplines outside the arts Students compare in two or more arts how the characteristic materials of each art (that is, sound in music,
visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to
transform similar events, scenes, emotions, or ideas into works of art
Students describe ways in which the principles and subject matter of other disciplines taught in the schoolare interrelated with those of music (e.g., language arts: issues to be considered in setting texts to music;
mathematics: frequency ratios of intervals; sciences: the human hearing process and hazards to hearing;
social studies: historical and social events and movements chronicled in or influenced by musical works)
9. Understanding music in relation to history and culture Students describe distinguishing characteristics of representative music genres and styles from a variety of
cultures
Students classify by genre and style (and, if applicable, by historical period, composer, and title) a variedbody of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics
that cause each work to be considered exemplary
Students compare, in several cultures of the world, functions music serves, roles of musicians (e.g., leadguitarist in a rock band, composer of jingles for commercials, singer in Peking opera), and conditions
under which music is typically performed
TEXT(S) AND REQUIRED SUPPLIED
OIS-issued iPad
-
7/27/2019 OISMYPMusicCurriculaSyllabi
7/10
Headphones OIS music instrument Students own music instrument USB flash drive
http://tinyurl.com/bbkm66j
Music notation paper (A4 size) Music notebook (A4, ruled) Children's Book of Music
Publisher: DK Publishing; Har/Com edition (September 20, 2010)
Language: English
ISBN-10: 0756667348
ISBN-13: 978-0756667344
Purchase on Amazon.co.jp
GRADING PLAN
Coursework will be weighted as follows:
Attentiveness and Participations 5%
Homework 15%
Class work 15%
Quizzes 10%
Minor exams/Presentations 15%
Major exams 40%------------------------------------------------
TOTAL 100%
ASSIGNMENTS/QUZZES/MAJOR EXAMINATIONS
There will be several class/personal assignments and projects over the course of the year. Assignments will be due
on the following week or following lesson and the grade will be based on the effort exerted by the student. Any
unfinished assignment/s will reflect poorly on their grade. There will be quizzes every week and two major exams,
one each semester. Each exam will be announced one week before the actual exam to give students time to review.
The exam will be given for 50min. with no extention time.
CLASSWORK/CLASS PARTICIPATION AND EXPECTATIONS
Classwork is due at the end of the class hour, unfinished class work will not be taken home as an assignments. Class
participation will be graded accordingly. The students should work cooperatively with all the members in their
group(s) and class, and keep their work folder up to date with all worksheets, assignments, and quizzes.
MYP ASSESSMENTS:
A. Knowledge and understandingB. ApplicationC. Reflection and evaluationD. Personal engagement
http://tinyurl.com/bbkm66jhttp://tinyurl.com/bbkm66j -
7/27/2019 OISMYPMusicCurriculaSyllabi
8/10
Music Grade 7 & 8
UNIT 1: Auditions/Tuning upPERIOD - AprilCONTENT
Form into different bandsBegin to develop interpersonal working dynamicExchange influencesStart to practice instruments individually and as a groupDesignate covers to learnHelp students activate self-awareness and identities via media
OBJECTIVES/SKILLSSinging, alone and with others, a varied repertoire of music
Performing on instruments, alone and with others, a varied repertoire of music
Listening to, analyzing, and describing music
Evaluating music and music performances
ACTIVITIES/RECOURCES
ResearchGroup presentationsIndividual WorkStudent webpages
AREAS OF INTERACTIONTBA
ASSESSMENT(S) None
UNIT 2: Same Song, Second Verse
PERIOD - May-July
CONTENT
Further define band profile via different media (movies, documentaries)Re-think bands interpersonal working dynamic, reform bands, reshuffle membersFurther exchange influences, teacher begins to share influences, students start to discuss/present/critique their
own influences and the influences of others
Continue practice instruments individually and as a groupAcquire further covers
OBJECTIVES/SKILLSSinging, alone and with others, a varied repertoire of music
Performing on instruments, alone and with others, a varied repertoire of music
Listening to, analyzing, and describing music
Evaluating music and music performances
ACTIVITIES/RECOURCES
Research
Group presentationsIndividual WorkStudent webpages
AREAS OF INTERACTIONTBA
ASSESSMENT(S)Exam (Critera A, B)
UNIT 3: Stage Fight (or Flight?)
PERIOD - September-October
CONTENTForm into new bands/reshuffle members if students wish to
-
7/27/2019 OISMYPMusicCurriculaSyllabi
9/10
Further exchange influences BETWEEN/ACROSS bands, teacher begins to share influences, students start todiscuss/present/critique their own influences and the influences of others
Continue practice instruments individually and as a groupAcquire further coversRamp up media footprintStart to plan, organize final concert
OBJECTIVES/SKILLSSinging, alone and with others, a varied repertoire of music
Performing on instruments, alone and with others, a varied repertoire of music
Listening to, analyzing, and describing music
Evaluating music and music performances
Understanding relationships between music, the other arts, and disciplines outside the arts
Understanding music in relation to history and culture
ACTIVITIES/RECOURCES
ResearchGroup presentationsIndividual WorkStudent webpages
AREAS OF INTERACTIONTBA
ASSESSMENT(S) None
UNIT 4: Stage Fight (or Flight?)
PERIOD - November-March
CONTENT
Form into new bands/reshuffle members if students wish toFurther exchange influences BETWEEN/ACROSS bands, teacher begins to share influences, students start to
discuss/present/critique their own influences and the influences of others
Finalize practice on instruments individually and as a groupAcquire further coversenough to fill out final concertFinalize mediaFinish concert plans, actualizePlay final concert
OBJECTIVES/SKILLSSinging, alone and with others, a varied repertoire of music
Performing on instruments, alone and with others, a varied repertoire of music
Improvising melodies, variations, and accompaniments
Composing and arranging music within specified guidelines
Reading and notating music
Listening to, analyzing, and describing music
Evaluating music and music performancesUnderstanding relationships between music, the other arts, and disciplines outside the arts
Understanding music in relation to history and culture
ACTIVITIES/RECOURCES
ResearchGroup presentationsIndividual WorkStudent webpages
AREAS OF INTERACTIONTBA
ASSESSMENT(S)
Exam (Critera C, D; B)
-
7/27/2019 OISMYPMusicCurriculaSyllabi
10/10
http://www.tokyois.com/main/wp-content/uploads/2012/06/TIS_MYP_Music_POI.pdf http://www.tokyois.com/main/wp-content/uploads/2011/01/The-Arts.pdf http://yayoi.senri.ed.jp/ois/curriculum/vpa_aims_objs.htmhttp://binussimprugmyp.wikispaces.com/file/view/BINUS+SIMPRUG+MYP+MUSIC+VERTiCAL+PLAN+2011-12.pdf
http://www.tokyois.com/main/wp-content/uploads/2012/06/TIS_MYP_Music_POI.pdfhttp://www.tokyois.com/main/wp-content/uploads/2012/06/TIS_MYP_Music_POI.pdfhttp://www.tokyois.com/main/wp-content/uploads/2011/01/The-Arts.pdfhttp://www.tokyois.com/main/wp-content/uploads/2011/01/The-Arts.pdfhttp://yayoi.senri.ed.jp/ois/curriculum/vpa_aims_objs.htmhttp://yayoi.senri.ed.jp/ois/curriculum/vpa_aims_objs.htmhttp://binussimprugmyp.wikispaces.com/file/view/BINUS+SIMPRUG+MYP+MUSIC+VERTiCAL+PLAN+2011-12.pdfhttp://binussimprugmyp.wikispaces.com/file/view/BINUS+SIMPRUG+MYP+MUSIC+VERTiCAL+PLAN+2011-12.pdfhttp://binussimprugmyp.wikispaces.com/file/view/BINUS+SIMPRUG+MYP+MUSIC+VERTiCAL+PLAN+2011-12.pdfhttp://yayoi.senri.ed.jp/ois/curriculum/vpa_aims_objs.htmhttp://www.tokyois.com/main/wp-content/uploads/2011/01/The-Arts.pdfhttp://www.tokyois.com/main/wp-content/uploads/2012/06/TIS_MYP_Music_POI.pdf