IB Music Composition Integration

SLC – Standard Level Creating

  • 2 pieces of course work
    • 3-6 minutes in length
    • Recording, Score, and Reflective Statement (no score for music technology composition)

HLC – Higher Level Creating

  • 3 pieces of course work
    • This allows HL students to present work that either demonstrates contrasts in content, nature and intention or comes from a wider, and therefore more challenging, choice of creating options.

TOK – Theory of Knowledge: Questions that should be answered throughout the course

  • Why are the arts important?
  • What do the subjects that make up the arts have in common?
  • What are the roles of emotion and reason in the arts?
  • To what extent do the other Diploma Programme subjects have “artistic” qualities?
  • What are the standards by which we judge art? Can we justify these standards and, if so, how?
  • What moral responsibilities does the artist have? Are they different to those of any other “knower”?
  • It has been said that there is a difference between the condition of humans and the human condition, and that the sciences can tell us about the former, but we need the arts to tell us about the latter. Would you agree?
  • What is the function of music? Is this the same throughout the world, time and place?
  • To what extent does music reflect the values, beliefs and attitudes of the time and place in which it is made?
  • To what extent can the music of one culture be understood by others?
  • To what extent does the work of the musician influence an existing culture? To what extent does an existing culture influence a musician working within it?
  • What makes an artistic piece “great”? Does this vary within and across time and culture?
  • Can it be said that one musical scale is more natural than another?
  • To what extent does the knowledge gained in a musical performance differ from other types of knowledge?
  • Is the composer’s intention important to the listener? To what extent would this affect the performance?
  • How can music evoke an emotional response from the listener? Is this a way of knowing? 
  • Why has some music been feared by the political establishment? 

Assessment Objects

Having followed the music course at SL or HL, students will be expected to demonstrate: 

  1. knowledge, understanding and perception of music in relation to time, place and cultures 
  2. appropriate musical terminology to describe and reflect their critical understanding of music 
  3. comparative analysis of music in relation to time, place and cultures (unlike at SL, HL students are also expected to demonstrate this in response to pieces not previously studied) 
  4. creative skills through exploration, control and development of musical elements (SLC, HL) 
  5. performance skills through solo music making (SLS, HL) or group music making (SLG) 
  6. critical-thinking skills through reflective thought.