Creative activities should have a definite goal or outcome. They should be planned and evaluated like all CAS activities. This can present something of a challenge where, for example, a student is a dedicated instrumental musician. It would be artificial to rule that something that is both a pleasure and a passion for the student could not be considered part of their CAS experience. How, though, can it help to fulfill CAS learning outcomes? Personal challenge—tasks must extend the student and be achievable in scope.

Perhaps the instrumental musician can learn a particularly difficult piece, or a different style of playing, in order to perform for an audience. The context might be a fund‑raising activity, or the student might give a talk to younger children about the instrument, with musical illustrations. Appropriate CAS activities are not merely “more of the same”—more practice, more concerts with the school band, and so on. This excludes, for example, routine practice performed by IB music or dance students, but does not exclude music, dance or art activities that these students are involved with outside the Diploma Programme subject coursework.

CAS Guide 2010

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