Skill-building and thematic units. Often split into Track 1 and Track 2 across teacher groups from MYP 2.
Not offered — no worksheets currently planned, but the curriculum is browsable below.
Two parallel tracks; units 3–5 TBD on Track 1.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Innovative ideas lead to explorations that develop creative expression.
Personal and cultural expression
Metacognition and abstract thinking
Aesthetics
Genre Innovation
Thinking Skills - Apply new skills, techniques and knowledge to artworks. Self-Management Skills - Keeping an organised sketchbook to record progress, notes and reflections.
Factual - How do you create 3D from 2D? Conceptual - How would you consider different viewpoints while building 3D artworks? - What kind of impact do 3D artworks create? Debatable - Are 3D artworks more valuable?
Aii - describe the elements of art of the work Bi - Practically explore ideas to inform the development of a theme-based artwork and present a workplan. C - create a 3D artpiece from a famous 2D art Di - appraise their own artwork
Creativity in fashion can be the expression of one's style.
Fairness and development
Difference and inclusion
Communication
Audience Presentation
Communication Skills - Selecting appropriate forms of visual and verbal expression to suit various contexts (I), Listening carefully to others (P) Social Skills - Work collaboratively with peers in giving and receiving feedback.
Factual - What elements of art are explored to create an expressive portrait? Conceptual - Why do artists create portrait drawings/paintings when we can click photographs? Debatable - Do colourful portraits have more impact than black and white ones?
Ai - investigate different styles of portraits in art history and the meaning the artist intended. Bii - present a clear artistic intention for the final artwork in line with the statement of inquiry (work plan) Dii - reflects on their development as an artist
Art represents the identity formed through lifestyle choices.
Identities and Relationships
Lifestyle choices, Human nature and human dignity, Identity formation, Roles and role models
Identity
Representation
Communication skills Exchanging thoughts, messages and information effectively through interaction Use a variety of media to communicate with a range of audiences Interpret and use effectively modes of non-verbal communication Creative thinking skills Generating novel ideas and considering new perspectives Use brainstorming and visual diagrams to generate new ideas and inquiries Apply existing knowledge to generate new ideas, products or processes Create original works and ideas; use existing works and ideas in new ways.
Topics: - Art History of Portraiture: Students should learn about the history of portraiture, including significant artists, movements, and iconic portraits from various time periods and cultures. - Elements of Composition: Understanding the fundamental elements of composition, such as balance, focal point, contrast, and framing, is essential for analyzing and creating portraits. - Pencil Pressure and Precision: Students will acquire the knowledge of how to manipulate pencil pressure to create different tones and textures in their portraits, achieving lifelike and expressive results. - Facial Proportions: Understanding the principles of facial proportions is essential for creating accurate and realistic portraits, ensuring that features are correctly placed and proportionate. - Expressive Use of Colors: Students will learn how to select and apply colors purposefully, considering their emotional and symbolic impact in conveying the subject's identity and mood. - Identity and Representation: An exploration of the concepts of 'Identity' and 'Representation' and how they relate to the portrayal of individuals in art and society. Knowledge: - Identity and Representation: Students grasp the complex relationship between an individual's identity and how it is represented in portraits, considering factors like cultural background, societal influences, and personal choices. - Aesthetics and Emotional Expression: Understanding the role of aesthetics, including colour, composition, and style, in conveying emotions, personality, and cultural context in portraits. - Critical Thinking in Art Analysis: Developing the ability to critically analyze and interpret artworks, including their underlying meanings and symbolism. - Cultural Context:Recognizing how cultural and historical contexts influence the creation and interpretation of portraits. Skills: - Composition Techniques: Practicing the application of composition techniques in their own artworks, including experimenting with different elements to convey specific messages. - Artistic Techniques: Gaining hands-on experience with various artistic techniques and mediums to create portraits that reflect their understanding of identity and representation. - Art Critique and Analysis: Developing the skills to critique and analyze artworks, including providing constructive feedback and discussing the impact of compositional choices. - Research and Presentation: Conducting research on artists, movements, or specific portraits and presenting their findings to the class, enhancing their understanding of historical and cultural contexts.
Factual Exploring portraits illustrating identity through lifestyle choices - What are some key examples of portraits where identity is vividly represented through lifestyle choices? Conceptual The visual language of identity representation in Portraiture - How does the interplay between aesthetics and composition influence the portrayal of personal and cultural expressions in portraits? Debatable The limitations and potential of Portraiture in expressing identity - To what extent can portraiture challenge or reinforce societal norms and expectations, particularly regarding issues of identity and cultural representation?
AoL Ai - investigate a movement(s) or genre(s) in the chosen arts - Explore atleast 3 different portrait styles which you will find intriguing. Investigate portrait Paintings to find how different portraits represent different identities and relationships with lifestyle choices. Support your portrait images well with annotations considering Elements and principles of art. - And Explore one 3D artist working in Assemblage art - working on the identity and life style choices. - Finalise one portrait artist and one Assemblage artist and one of his/her artwork for analysis in line with SOI. Aii - Analyse the artwork (Annotation) - Selected artwork. Describe and analyse (basic) how formal elements are used to represent identities. - An individual research in the chosen art discipline. The selected art style, research on the artist and his style of artwork and critically analysis one of the related artwork. Bi - Practically explore ideas to inform development of a final artwork - Practically explore facial study with proportion and Pencil shading, and Creating half and half self portrait. - Media Exploration: Pencil rendering, application of any one wet media and Study of Assemblage art-3D, along with the media studies relevant to the chosen artist style. Bii- Present a clear artistic intention for the final artwork. - Creating Mindmap - Identity and Lifestyle choices. - Ideation - sketches with media exploration with strong reasoning by reveiwing strength and weakness to finalise one sketch idea and describing the selection of media, choice of colours, application of tones to bring emphasis in their finalised sketch with clear artistic intention in line with SOI. C - Creating artwork - Demonstrates use of skills and techniques through the creation - Present evidence of techniques applied with examples and practical application of the skills developed. - Demonstrates use of skills and techniques through the creation, (evidence of techniques applied with examples and practical application of the skills developed). Each will try the media and assemble it together to create one artwork. (Focusing on portraiat, identity and lifestyle choices through found objects) Di - Appraise their own artwork. - Students will appraise the artwork created. - Annotate and describe your own artwork. Dii - Reflect on their development as an artist. - Reflect on their creativity skills and their development as an artist using annotations only.
SA - Students create compositions using portraits to express identities. They take this learning outside the classrooms by creating such artworks for our support staff or teaching them how to create portraits.
SOI
Global Context
GC Exploration
Key Concept
Related Concept
ATL Skills
Content (Topics, knowledge, skills)
Inquiry Questions
Assessment Objective/Criteria
Interdiscilinay/ Service as Action Connection
Other grades for this subject: MYP 1 · MYP 3 · MYP 4 · MYP 5