The aims of MYP arts are to encourage and enable students to:
•Create and present art.
•Develop skills specific to the discipline.
•Engage in a process of creative exploration and (self-) discovery.
•Make purposeful connections between investigation and practice.
•Understand the relationship between art and its contexts.
•Respond to and reflect on art.
•Deepen their understanding of the world.
Developed as part of a concept driven, context based curriculum, students have the opportunity to study a wide range of skills, both physical and digital. These skills enable students to create a wide range of artistic responses over the program, such as jewelry, ceramics, painting, sculpture and printmaking.
Each arts objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands with unique descriptors that teachers use to make judgments about students’ work.
Criterion A: Knowing and understanding
Students discover the aesthetics of art forms and are able to analyse and communicate using specialized language. Students inform their work and artistic perspective using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context.
Criterion B: Developing skills
Students develop their artistic ideas to a point of realization by applying their skills. Students make final commitments to their artwork by presenting it to audiences.
Criterion C: Thinking creatively
Students develop curiosity, and purposefully explore and challenge boundaries. Students explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. They discover their personal signature and realize their artistic identity.
Criterion D: Responding
Students respond to their world, to their own art and to the art of others. Students must make connections and transfer learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. Students learn that the arts may initiate as well as respond to change.
ART CAN BE USED TO RAISE OUR STATUS
Statement of Inquiry: “In any social group or subculture there is a hierarchy. We often try to climb this ladder in the quest for status and admiration”.
MEDIA: Charcoal, Pastel and Pencil Large Scale Drawing
HISTORICAL ART CONTEXT: Dutch Golden Age Portraiture
Students will create work with the purpose of: .Raising the status of a subject within a particular subculture or social group, or rejecting the concept of status and hierarchy.
...raising the status of a subject within their subculture or social group.
ART CAN BE USED TO BRIDGE DIVIDED CULTURES
Statement of Inquiry: “At a time when the tensions between cultures are greater than ever, maybe learning more about each other can help”.
MEDIA: Wire and Mesh Sculpture
HISTORICAL ART CONTEXT: Yokohama-E PrintmakingStudents will create work with the purpose of: Exploring and presenting an aspect of another culture in order to reduce tensions or misconceptions between groups.
ART CAN BE USED TO CHALLENGE GENDER ASSOCIATIONS
Statement of Inquiry: “All cultures have deep rooted gender associations. These associations can cause problems. They are not set in stone, and can be changed for the better”
MEDIA: Recycled Materials
HISTORICAL ART CONTEXT: Contemporary Jewelry Artists
Students will create work with the purpose of: Encouraging us to reflect and adjust the associations and expectations we attach to particular genders, especially if they lead to discrimination or a reduction of opportunities.
ART CAN BE USED TO FIGHT THE POWER
Statement of Inquiry: “We are all subject to a set of rules, enforced by an authority. When those rules are unfair, it is natural to want to resist”.
MEDIA: Lino and Screen Printing
HISTORICAL ART CONTEXT: South African Apartheid ArtStudents will create work with the purpose of: Resisting and protesting against the rules and oppression of an authority or way of thinking students disagree with.