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Being an IB student means more than attending a school that offers an International Baccalaureate programme. It means learning through a specific framework that asks you to think critically, communicate clearly, and take responsibility for your own progress. The IB's four programmes — the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP) — share a common philosophy but place different demands on students at each stage.

This article explains what the IB expects from students, how responsibilities change across the four programmes, and how families can prepare for the transition.

The foundation: the IB learner profile

Across all four programmes, the IB describes ten attributes it hopes students develop. These are usually called the learner profile. Students are encouraged to be:

• Inquirers — curious and skilled at asking good questions
• Knowledgeable — exploring ideas across a range of subjects
• Thinkers — using critical and creative thinking
• Communicators — expressing ideas confidently in more than one language
• Principled — acting with integrity and fairness
• Open-minded — appreciating other perspectives and cultures
• Caring — showing empathy and respect
• Risk-takers — approaching uncertainty with courage
• Balanced — attending to intellectual, physical, and emotional well-being
• Reflective — assessing their own learning and experience

These attributes are not a checklist to complete. They describe habits and dispositions that teachers look for and that students are expected to demonstrate over time. In practice, they shape how lessons are taught, how projects are assessed, and how students are asked to behave toward one another.

How student responsibilities differ across the four programmes

Each programme has its own structure, age range, and expectations. The table below summarises the main differences.

PYP: building the habits of inquiry

In the PYP, the student's main job is to engage. Children are expected to ask questions, work with others, and reflect on what they have learned. The emphasis is on developing curiosity and basic research skills rather than on formal examinations. Students often take part in units of inquiry that connect subjects, and they may lead conferences where they explain their learning to parents.

MYP: making connections and managing yourself

The MYP asks students to go further. They study eight subject groups and are expected to connect what they learn to the world around them. A key responsibility is the personal project, an independent piece of work that students plan, research, and complete over an extended period. This is often the first time students must manage a long-term deadline largely on their own. Service learning also becomes more structured, and students are encouraged to reflect on their role in the community.

DP: depth, independence, and the core

The DP is the most academically demanding of the four programmes. Students typically study six subjects, three at higher level and three at standard level, and complete three core requirements:

• Theory of knowledge (TOK) — a course that asks how we know what we claim to know
• The extended essay — an independent research paper of up to 4,000 words
• Creativity, activity, service (CAS) — a programme of ongoing experiences outside academic study

DP students are expected to manage a heavy workload, meet external examination deadlines, and produce original academic work. Independent study is not optional; it is central to the programme.

CP: academic study with a career focus

The CP is designed for students who want to combine academic courses with career-related learning. Students take at least two DP courses alongside a career-related study programme, and complete a reflective project. They also develop personal and professional skills. The CP suits students who learn best when their studies connect directly to a practical field, while still requiring the critical thinking and communication skills common to all IB programmes.

How assessment and independence change as students progress

One of the clearest patterns across the IB is the shift from teacher-led assessment toward student-led responsibility.

In the PYP, teachers observe and document learning, and students are guided through reflection. In the MYP, students are assessed against published criteria and must increasingly manage their own projects. By the DP and CP, students are preparing for external examinations and independent research, and they are expected to organise their time, seek help when needed, and meet deadlines without constant reminders.

This progression is deliberate. The IB wants students to leave as self-directed learners who can think for themselves.

Common misconceptions about being an IB student

Several myths circulate about the IB. Here are a few clarifications.

• "IB students must be geniuses." The programmes are demanding, but they are designed for a broad range of students. Effort, curiosity, and organisation matter as much as raw ability.
• "The IB is only about exams." Assessment includes projects, portfolios, oral work, and service. The DP has external exams, but the core requirements are equally important.
• "Students must be fluent in a second language before starting." Language learning is part of the IB, and support is usually available. Requirements vary by programme and school.
• "IB students have no free time." The workload is real, but the learner profile includes balance. Schools generally encourage students to manage their time and well-being.
• "All IB schools are the same." Schools implement the programmes in different ways, and the range of subjects and support offered can vary.

Preparing for the transition into an IB programme

If you are a student or a parent preparing to enter an IB programme, the following steps can help.

1. Read the programme guide for your specific programme. The IB publishes curriculum and assessment information for PYP, MYP, DP, and CP. Understanding the structure reduces surprises.
2. Talk to current students and teachers. Ask about workload, deadlines, and what support is available.
3. Build organisational habits early. A simple planner, weekly review, and clear study space make a difference, especially in the MYP and DP.
4. Practise reflection. The IB asks students to think about their own learning. Keeping a short journal or notes on what worked and what did not is useful preparation.
5. Ask about language and subject choices. Requirements differ by programme and school, so confirm the details with the school directly.
6. Plan for the core requirements. In the DP, the extended essay, TOK, and CAS take time. Starting early and setting interim deadlines helps.
7. Use school support. Coordinators, counsellors, and teachers are there to help. Asking for guidance is part of being a successful IB student.

A practical summary

Being an IB student means developing the learner profile attributes while meeting the specific demands of your programme. In the PYP, that means curiosity and participation. In the MYP, it means making connections and managing independent work. In the DP, it means academic depth and completing the core. In the CP, it means combining academic study with career-related learning and reflection.

Across all four, the common thread is responsibility: for your learning, your time, and your contribution to the community around you. Understanding that early makes the transition smoother and the experience more rewarding.

The School of Music and Dance at San Diego State University hosts 250+ annual events, and the public can attend by buying tickets through the school's event page or by checking the full performance calendar for dates and times. Start with the "Buy Tickets to our Music and Dance Events" link on the school's site, then confirm the specific event on the calendar before you go.

Where to buy tickets

The school provides a direct ticket entry point on its homepage under the heading "Buy Tickets to our Music and Dance Events." Use that link as your starting point for ticketed performances.

• Ticketed events are the main pathway for the public.
• The site also lists a "View Full Calendar" option for browsing everything happening across the school.

If you are unsure whether an event requires a ticket, check the calendar listing first — recitals, concerts, festivals, and artistic performances are all grouped there.

How to find upcoming performances

The "Upcoming Performances & Concerts" section keeps a running list of what's next, including recitals, concerts, festivals, and artistic performances. The page shows a sample of upcoming dates:

To see everything beyond these examples, use "View Full Calendar." That is the reliable way to confirm dates, times, and whether an event is ticketed or free to attend.

What kinds of performances you can expect

The school's performance calendar reflects the breadth of its programs:

• Orchestras and concert bands
• Choirs and opera
• Jazz ensembles
• Athletic bands
• Global music and mariachi
• Chamber music groups
• Dance performances and showcases

With 45+ performance classes and ensembles each semester, there is usually something scheduled across the term.

If you are a student or non-major

Attendance is not limited to majors. The school states that performance opportunities exist for both majors and non-majors, and that dance is "for everyone." Non-majors can also fulfill a GE requirement through dance and find chances to perform. If you are considering participating rather than just watching, the site points to "Performance Opportunities," "Dance Opportunities for Non-Majors," and "Audition Chances to Dance" as entry points.

Practical steps before you go

1. Open the school's homepage and go to "Buy Tickets to our Music and Dance Events" or "View Full Calendar."
2. Find the specific event and note the date and time.
3. Confirm whether it is ticketed and follow the ticket link for that event.
4. Check back for updates — the calendar is the authoritative source for changes.

The site does not list prices, payment platforms, or login requirements on the page, so confirm those details at the ticket link for each event rather than assuming an event is free.

SDSU's School of Music and Dance does not use a single gateway into its programs. Music and dance have separate paths, and within each area there are both auditioned and non-auditioned options. The school's own framing is that there are "many ways into our program," and the page evidence supports that: it lists dance auditions, opportunities for non-majors, a music minor degree, and performance ensembles open to different levels of musicians. What follows separates what the site states from what you will need to confirm directly, since specific audition dates, repertoire requirements, and application deadlines are not included in the available page content.

The two main tracks: music and dance

The School of Music and Dance at San Diego State University describes itself as providing specialized instruction, career development, and applied practical training, with 16 graduate and undergraduate degrees and emphases and 45+ performance classes and ensembles each semester. Admission into a degree program and participation in performance activities are related but not identical questions.

Music: degrees, minors, and ensembles

The site lists 16 graduate and undergraduate degrees and emphases across the school, and describes performance as "at the heart" of the school. For music specifically, the page notes multiple orchestras, concert bands, choirs, jazz ensembles, athletic bands, global music, and chamber music groups.

A key distinction the site makes explicit: ensembles are both auditioned and non-auditioned, so "all levels of musicians can find a musical outlet." That means a non-major or a student with less formal training is not automatically excluded from performing.

• If you want a music degree, treat the degree admission question and the ensemble placement question as two separate steps.
• If you want to keep playing without majoring, the Music Minor degree and the non-auditioned ensembles are the relevant entry points.
• If you play something specific — the site gives examples of a clarinetist seeking symphonic experience, a singer interested in choir or opera, and a mariachi violinist — the range of ensembles is described as broad enough to match varied interests.

Dance: auditions and non-major options

The dance side is framed around inclusion: "We believe that dance is for everyone." The page poses two reader situations — someone who has danced their whole life, and someone who always wanted to dance but something got in the way — and states there are opportunities "for every body."

For dance, the site points to three concrete routes:

1. Dance auditions — listed as a distinct path, relevant if you are pursuing a dance degree.
2. Dance opportunities for non-majors — participation without majoring.
3. Fulfilling a GE requirement — dance coursework can count toward general education.

If you are not seeking a dance degree, the audition path is likely not your route; the non-major and GE options are.

How to get the actual audition and application details

The page evidence does not include audition dates, required pieces, application deadlines, or contact information for either area. Those are the details that determine whether you can actually complete the process, so they need to come from the school directly.

Use these entry points, all referenced on the site:

• "Learn More About Performing Groups" — for ensemble and performance participation.
• "Dance Auditions" and "Audition Chances to Dance" — for dance-specific audition information.
• "Music Minor Degree" — for the minor path.
• "View Full Calendar" — for upcoming performances and concerts, useful if you want to see the program before committing.

A practical sequence: decide whether you are asking about a degree, a minor, or just participation; then use the matching link above; then confirm dates and requirements with the school, since the site content available here does not specify them.

Seeing the program before you commit

The school reports 250+ annual events, and the page lists upcoming performances such as Brass Divisionals I and II and "We Are The Lucky Ones," with a full calendar available. Attending a recital, concert, or festival is a low-commitment way to judge fit before an audition or application — and the site explicitly invites visitors to "Buy Tickets to our Music and Dance Events."

What is not answered here

Specific audition requirements, deadlines, degree-specific admission criteria, and contact details are not present in the available page content. Treat the pathways above as the map, and the school's own linked pages as the source for the dates and requirements that will actually govern your application.

SDSU's School of Music and Dance offers 16 graduate and undergraduate degrees and emphases, spanning music performance, music education, dance, and related areas. The school also runs a music minor and a dance program with pathways for non-majors. If you want the exact degree titles, concentrations, and admission requirements, the school's own program pages are the authoritative source — the homepage only summarizes the count and the general areas.

What the School Covers

The School of Music and Dance at San Diego State University describes itself as providing specialized instruction and career development through a dynamic artistic environment built on its faculty's strengths. Its stated emphasis is on:

• High-quality performance experiences
• Professional engagement
• Applied practical training in music and dance

The school reports 250+ annual events and 45+ performance classes and ensembles each semester, which gives a sense of how much of the curriculum is built around active performance rather than classroom work alone.

Degree and Emphasis Areas

The homepage confirms 16 graduate and undergraduate degrees and emphases but does not list them individually. Based on the performance areas the school names, the music side of the curriculum includes:

The dance side has its own degree offerings and a separate program page. The school also offers a music minor degree, which is a distinct credential from the major.

Because the site does not publish the full degree list on the homepage, treat the 16 figure as a total across both music and dance, undergraduate and graduate, degrees and emphases combined — not as 16 separate majors.

Performance Opportunities Alongside the Degree

A degree program at SDSU is paired with ensemble participation, and the school is explicit that ensembles are open at different levels:

• Auditioned ensembles for students seeking a higher-intensity performance environment
• Non-auditioned ensembles so that all levels of musicians can find an outlet

Ensembles are guided by faculty who, in the school's words, "promote excellence and professionalism in the performance environment." The site gives examples of the range: a clarinetist wanting symphonic experience, a singer drawn to choir or opera, or a mariachi violinist.

Dance Pathways

The dance program is presented with its own degrees and its own audition process. The school frames dance as open to everyone, with three entry points named on the page:

1. Dance auditions — for students pursuing the dance degree path
2. Dance opportunities for non-majors — for students who want to keep dancing without majoring in it
3. Fulfilling a GE requirement — dance coursework that counts toward general education

If you have danced your whole life or have always wanted to but never started, the school states there are opportunities for "every body."

How to Get the Specific Requirements

The homepage does not list per-degree course requirements, audition dates, or application deadlines. To get those:

• Go to the school's degree and program pages for the specific emphasis you're considering
• Check the dance audition page if you're applying on the dance side
• Check the performing groups page if your main question is which ensemble fits your instrument or voice type
• Use the events calendar to attend a recital, concert, or festival before applying — the school lists upcoming performances with dates and times

One practical note: the site distinguishes between majors and non-majors throughout, so if you are not planning to declare a music or dance major, look specifically for the non-major ensemble and dance options rather than the degree pages.

Yes. The School of Music and Dance at San Diego State University states that it offers numerous performance opportunities for both majors and non-majors, and that dance opportunities exist for non-majors as well. Ensembles include both auditioned and non-auditioned groups, so participation is not limited to students who have already reached a performance-major level. The main conditions to check are whether a specific ensemble requires an audition and whether a dance option is being taken for academic credit, such as a GE requirement.

Music: ensembles open to non-majors

The school describes performing as "at the heart" of its program and lists a wide range of ensembles: multiple orchestras, concert bands, choirs, jazz ensembles, athletic bands, global music, and chamber music groups. It explicitly says there is "an ensemble for everyone at SDSU."

Two features matter most for non-majors:

• Auditioned and non-auditioned options. Because both types exist, students at different levels can find a fit. If you are not ready to audition, look for the non-auditioned groups first.
• All levels are addressed. The school states that the non-auditioned ensembles exist "so that all levels of musicians can find a musical outlet."

Examples of interests the school names include a clarinetist seeking symphonic experience, a singer interested in choir or opera, and a mariachi violinist. That range suggests you should match your instrument or voice type to the ensemble list rather than assume only one path exists.

There is also a Music Minor degree, which is a structured way for a non-music major to keep music in their academic plan. If your goal is regular participation with credit rather than occasional playing, the minor is worth comparing against simply joining an ensemble.

How to start

1. Identify the ensemble type that matches your instrument, voice, or interest (orchestra, concert band, choir, jazz, athletic band, global music, chamber music).
2. Check whether that ensemble is auditioned or non-auditioned.
3. If it is auditioned, prepare for the audition; if not, follow the enrollment or participation steps for that group.
4. Confirm the practical details — rehearsal expectations and whether credit applies — with the school or the ensemble director, since the source page does not list them.

The school provides a "Learn More About Performing Groups" path and a "Performance Opportunities" section for these details.

Dance: open to non-majors, including GE credit

The dance side states plainly: "We believe that dance is for everyone." It asks whether you have danced your whole life or always wanted to but something got in the way, and concludes there are opportunities for every body at SDSU.

For non-majors, the school lists these routes:

• Dance auditions — for placement or participation in audition-based opportunities.
• Dance opportunities for non-majors — the general entry point.
• Chances to dance — participation options.
• Fulfill a GE requirement — dance can count toward general education.
• See a show — attend performances if you are not ready to participate.

If your main goal is to satisfy a GE requirement while dancing, the GE route is the most direct. If your goal is performance, start with the non-major opportunities and audition information.

What the school offers overall

The page provides scale and context that help you judge whether the program fits you:

These numbers describe the program as a whole, not non-major access specifically. The relevant point for non-majors is that the school runs many ensembles and classes each semester, which is consistent with its claim that multiple entry points exist.

Practical checks before you commit

The source page does not specify audition dates, repertoire, fees, or registration mechanics. Before deciding, confirm:

• Whether your target ensemble is auditioned or non-auditioned.
• Audition timing and requirements, if applicable.
• Whether participation carries credit and how it counts (including the GE option in dance).
• Rehearsal and performance commitments, since the school emphasizes "high-quality performance experiences" and professional engagement.

Bottom line

Non-majors can participate in both music and dance at SDSU. In music, choose between auditioned and non-auditioned ensembles, or consider the Music Minor. In dance, use the non-major opportunities or the GE route. The deciding factors are your instrument or dance background, whether an audition is required for your chosen group, and whether you want credit or GE fulfillment.