PYP Exhibition

An exhibition, in the most general sense, is an organized presentation and display of a selection of items. In practice, exhibitions usually occur within schools, museums, galleries and exhibition halls. Exhibitions can include many things such as art in both major museums and smaller galleries, interpretive exhibitions, natural history museums and history museums, and also varieties such as more commercially focused exhibitions and trade fairs. The word “exhibition” is usually, but not always, the word used for a collection of items.

The Dictionary defines Exhibition by:

1. an exhibiting, showing, or presenting to view.
2. a public display, as of the work of artists or artisans, the products of farms or factories, the skills of performers, or objects of general interest.
3. an exposition or large fair of extended duration, as a world’s fair.
4. British. an allowance given to a student in a college, university, or school, usually upon the result of a competitive examination.

5. Medicine/Medical Obsolete. administration, as of a remedy.

We at KIS use of course the IBPYP definition of  Exhibition

The Primary Years Programme (PYP) exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP and sharing them with the whole school community. As a culminating experience it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP.

For us exhibition is a celebration of learning that includes the following elements; During Exhibition process KIS students will journey through all Essential Elements of the PYP and Learner Profile.

An exhibition provides an opportunity for students to exhibit the attributes of the learner profile.  It isn’t necessary that all students will exhibit all attributes, the key is to for the students to exhibit various attributes. Students should choose to demonstrate any of the attributes throughout the exhibition.

All key concepts are incorporated across the exhibition. Key questions are revisited during their whole process and they should be in the students’ minds all the time and encourage them to reflect on their inquiry into these questions as they go along.

During the exhibition, students analyze and synthesize aspects of all six organizing themes. They’ll place the central idea into each of the organizing themes and make connections by using the key concepts.

It is important that students use all five sets of transdisciplinary skills. These should be brought out during the ongoing reflections throughout the exhibition process. Teachers may wish to focus on some of the relevant skills particular to the exhibition. Students should be reflecting on how they have used/incorporated these skills into their exhibition. Each child should keep their own reflection journal throughout the process and reflect weekly.

Display attitudes. Attitudes can be introduced during the essential agreement for the exhibition and referred back to throughout the exhibition process. Attitudes are an important part of the reflection process. The key is that students have a prior understanding of the attitudes in various contexts and they’ll make connections of how they can be demonstrated.

Finally, engage an action; the exhibition in itself is ‘action’, however when thinking about ongoing action this may come at any time in the future. The exhibition should not be seen as the culminating action. Students can present actions that have happened along the way. Action may come immediately as a follow up activity or it may take place years later. Students should at least be given the opportunity to consider what future action they ‘might one day’ undertake. Whether or not it happens is beyond the immediate scope.