MYP Art

MYP Level 1

I. Course Description The fundamental concepts of holistic education, communication and intercultural awareness are developed in this course through student-centered activities. The IB learner profile provides the basis for our curriculum, instruction and assessments. This class will create opportunities and experiences that will allow students to be genuine thinkers and inquirers, to increase their knowledge and encourage further connections across disciplines, to reflect upon themselves and their learning process, to become creative and critical thinkers, to be empowered to take responsibility for their own learning, to work effectively and cooperatively with others, to communicate ideas and thoughts confidently through different modes of expression, to show respect and empathy for the feelings of others, and to adopt a personal commitment to service.

II. A Blend of State and IBMYP Standards The state and district standards align very well with the aims and objectives of our program of international education. The class is designed to help students develop knowledge, understanding, attitudes and skills for their active and responsible participation in a changing world. SOL MYP Aims and Objectives 6.1 Solve design problems, using color relationships selected from the color The aims of the teaching and study of MYP arts are for students to: wheel. A, B • understand how the arts play a role in developing and expressing personal 6.2 Use the principles of design, including proportion, rhythm, balance, emphasis, and cultural identities variety, and unity, to express ideas and create images. A, B • appreciate how the arts innovate and communicate across time and 6.3 Use one-point perspective to create the illusion of depth in a two-dimensional culture drawing. A, B • become informed and reflective practitioners of the arts 6.4 Depict the proportional relationships among the parts of the human body or • experience the process of making art in a variety of situations among other objects. A, B • explore, express and communicate ideas 6.5 Use visual memory skills to produce a work of art. A, B • become more effective learners, inquirers and thinkers 6.6 Use appropriate art media and techniques to create both visual and tactile • develop self-confidence and self-awareness through art experiences textures in works of art. A, B • appreciate lifelong learning in and enjoyment of the arts. 6.7 Use chiaroscuro to create the illusion of form in a work of art. A, B A Knowledge and understanding 6.8 Produce a kinetic work of art. A, B Focuses on building knowledge and understanding of both the art form and 6.9 Utilize fantasy as a means of expression in works of art. A, B, D artistic processes. 6.10 Use computer graphics and computer-generated text to create original works • demonstrate knowledge and understanding of the art form studied in of art. A, B, D relation to societal, cultural, historical and personal contexts 6.11 Describe and discuss various types of collaborative art careers A, C • demonstrate knowledge and understanding of the elements of the art form 6.12 Identify the components of an artist’s style, including materials, design, studied, including specialized language, concepts and processes technique, and subject matter. A, C, D • communicate a critical understanding of the art form studied in the 6.13 Identify major art movements in American culture from 1877 to the present, context of their own artwork. with emphasis on relating these movements to changes in science and technology. B Application 6.14 Identify how artists contribute to society. A, C Focuses on the practical application of the student’s skills to the creation of 6.15 Discuss the ways that art can be persuasive. A, C artwork. 6.16 Explain how the elements of art, the principles of design, art techniques, and • develop an idea, theme or personal interpretation to a point of realization, art media influence meaning in works of two-dimensional and three-dimensional expressing and communicating their artistic intentions art A, C • apply skills, techniques and processes to create, perform and/or present 6.17 Demonstrate inquiry skills and appropriate are vocabulary for describing art. works of art; responding to works of art; interpreting works of art; and evaluating C Reflection and evaluation works of art. A, C, D Focuses on the way that a student gradually comes to feel and think like an 6.18 The student will interpret the ideas and emotions expressed in works of artist. art, using appropriate art vocabulary. A, C, D • reflect critically on their own artistic development and processes at 6.19 Identify the relationship between art processes and final solutions. different stages of their work 6.20 Identify and examine ethical standards in the use of print and digital images; • evaluate their work materials protected by copyright; and information technology. A, C • use feedback to inform their own artistic development and processes. 6.21 Respond to works of art and analyze those responses in terms of cultural and D Personal engagement visual meaning. A, C Focus of this objective is the development of the attitudes essential to 6.22 Generate philosophical questions regarding meanings in works of art. C, D engage with the artistic processes and the art form studied. 6.23 Describe the manner in which the belief systems of a viewer may influence • show commitment in using their own artistic processes contemplation of works of art. A, C, D • demonstrate curiosity, self-motivation, initiative and a willingness to take 6.24 Explain orally and in writing the means by which visual art evokes sensory informed risks and emotional responses. A, C, D • support, encourage and work with their peers in a positive way • be receptive to art practices and artworks from various cultures, including their own. III. The Role of the Areas of Interaction The five areas of interaction provide the main focus for developing the connections between disciplines, so that the students will learn in this class to see knowledge as an interrelated, coherent whole. The areas are: Approaches to Learning, Community and Service, Human Ingenuity, Environments and Health and Social Education. Through Approaches to Learning: in my class, Students will develop an awareness of how they learn best, how they process thoughts and of which strategies will help them succeed in this class and others. Students will have checkpoints for their projects as a way to develop their organizational skills. They will also keep a notebook. Community and Service: Students will find opportunities to provide service to others by learning the class content. Importance will be given to the sense of community as it expands beyond the classroom. The emphasis is on developing community awareness and concern, and the skills needed to make an effective contribution to society. Human Ingenuity allows students to focus on the evolution, process and product of human creativity and their impact on life and society. Students in this class will appreciate and develop in themselves the human capacity to create, transform, enjoy and improve the quality of life. Students will have activities, lessons and tasks that will initiate change, or that will allow the students to create, compose, manufacture, produce or even analyze the impact of what has been painted, created, written, composed, invented, etc. With Environments, students will develop an awareness of their interdependence with the environment so that they understand and accept their responsibilities. They will analyze the importance of local and global environment. Through very specific activities, students will see the threats to the environment, learn about pollution, and analyze green house effects and ecological issues, or any environmental topic. Health and Social Education encompasses physical, emotional and social health and intelligence. Students will discuss and reflect on these aspects of their health: physical, psychological, sociological, economic and legal. Comparisons will be made across times and cultures and of activities that cover the social aspect of societies, civilization, and the like.

IV. Texts and resources Textbook, art supplies, computer, software, school space, internet, specialist electronic folder, media services

V. Methodology Students will learn through inquiry strategies using a variety of individual, pair-work and group work activities. with the main goal of helping them develop their higher-order thinking skills. For each unit of work, students will answer unit questions, which will help them connect the big ideas of the unit through the different lenses of the Areas of Interaction. Classes will be student centered.

VI. Methods of assessment Criterion A: Knowledge and understanding • demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts • demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes • communicate a critical understanding of the art form studied in the context of their own artwork. Criterion B: Application • develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions • apply skills, techniques and processes to create, perform and/or present art. Criterion C: Reflection and evaluation • reflect critically on their own artistic development and processes at different stages of their work • evaluate their work • use feedback to inform their own artistic development and processes. Criterion D: Personal engagement • show commitment in using their own artistic processes • demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks • support, encourage and work with their peers in a positive way • be receptive to art practices and artworks from various cultures, including their own.

VII. Grading policy including the use of MYP criteria The aim of assessment is that it should support curricular goals and encourage student learning. Learning is seen in the larger picture through the learner profile, building those characteristics that make good leaders, hard workers, great thinkers, and caring citizens. In my class, a broad spectrum of assessments is utilized to provide students opportunities to demonstrate their capabilities. All tests and major assignments will be posted on Google calendar per grade level, as no more than two major assignments, assessments or tests can be due on any given day per grade level. Grade level Team Leaders will be responsible for monitoring grade level calendars to ensure compliance. Minor assignments such as quizzes and homework are not subject to regulation on the calendar. If a student has a test scheduled that is not on the calendar and that puts the test/major assignment load over two, the student may opt to take the test or turn in the assignment at a later date, determined in conjunction with the teacher, student and coordinator. Because our program is in the context of a public school, occasions may arise, particularly at the end of the nine weeks marking period, when students may also have county mandated SOL preparatory tests. We cannot regulate these tests. While students earn grades according to the Henrico County Schools grading system from 100 to 0 points translated into letters A-F, they also will be assessed against the MYP criteria on a regular basis. Their marks or levels of achievement will be reported to students and parents on HCPS link, which is a digital grade reporting system. Students will be encouraged to reflect on their grades and progress and to talk to me whenever they have questions or concerns about any given assignment or their academic performance.