A Study of the Learning about the Art Education Utilizing the International Baccalaureate Middle Years Programme

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  • 国際バカロレア中等教育プログラムを生かした美術の学びについて
  • 国際バカロレア中等教育プログラムを生かした美術の学びについて : ATLスキル(Approaches to Learning skills)の理論を中心に
  • コクサイ バカロレア チュウトウ キョウイク プログラム オ イカシタ ビジュツ ノ マナビ ニ ツイテ : ATL スキル(Approaches to Learning skills)ノ リロン オ チュウシン ニ
  • —With a Focus on the Theory of ATL Skills (Approaches to Learning Skills)—
  • ―ATLスキル（Approaches to Learning skills）の理論を中心に―

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Abstract

<p>International Baccalaureate’s ATL (Approaches To Learning) skills are versatile skills set to “learn how to learn”, and it shows five categories (Communication, Social, Management, Research, Thinking) and ten clusters (Communication. Collaboration, Organization, Affective, Reflection, Information literacy, etc.) in the MYP (Middle Years Programme). Competency-based learning is the mainstream in many countries around the world, and various skills are also shown. In this paper I compare the skills shown in CCR (center for curriculum redesign) and ATC21S (Assessment and Teaching of 21st century skills) with ATL skills. As a result, it was confirmed that although the way of classification and the position are different from the purpose of each system, there is no big difference in each skill. Also, I studied how the students feel about ATL skills through art classes at a junior high school (not IB school). As a result, I learned that many students felt growing about the skills handled in learning, such as communication skills and reflection skills. It was conceived that demonstrating concrete skills such as ATL skills is sufficiently informative for the next course of study that clarified the development of competencies.</p>

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