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.
Designers combine image, colour and pattern to enhance product's aesthetics for their target audiance.
Personal and Cultural expression
Craft, Creation. Products
Aesthetic
Audience
Self-management III. Organization skills Managing time and tasks effectively Bring necessary equipment and supplies to the class. Select and use technology effectively and productively. IX. Creative thinking skills Generating novel ideas and considering new perspectives Create original works and ideas; use existing works and ideas in new ways
Factual: How do you design repeat pattern? What is repeat pattern? Conceptual: Does functionality of a design have an integral part to play in any sector? What can repeat patterns be used for? Debatable: Does pattern, colour or feel play an important role in the sale of any product? Product's aesthetics changes as per the target audience.
Criterion C: Create and present art by knowing and understanding various repeat patterns Criterion B: Develop skills which would help create our own patterns using the artist style Criterion A: Understand the relationship between art and its contexts while analysing the work of others Criterion D: Respond to and reflect on art
Innovation allows craft and product industry to be sustainable while remaining traditional in their aesthetics.
Personal and Cultural expression
Craft, Creation. Products
Aesthetic
Innovation, Structure
Thinking IX. Creative thinking skills Generating novel ideas and considering new perspectives Use brainstorming and visual diagrams to generate new ideas and inquiries Create novel solutions to authentic problems Make unexpected or unusual connections between objects and/or ideas Apply existing knowledge to generate new ideas, products or processes
Factual: What is up-cycling and how important is it to up-cycle in today's world? How do we up-cycle the waste material to make useful products? Conceptual: How do we conceptualise a theme to enhance the beauty of our product? How do we use our creativity to build sustainable ideas? Debatable: Outer look of the product is important to please your customer ? Table organiser designs available in market works for all. Sustainability more important than function? Product design should be compromised for it to be more eco-friendly ?
Criterion A: Create and present art by knowing and understanding various cardboard attachments Criterion B: Develop skills which would help create our own 3D models using cardboard Criterion C: Understand the relationship between art and its contexts while making the patterns for their models Criterion D: Respond to and reflect on art IDU A: Evaluating: • analyse disciplinary knowledge • evaluate the interdisciplinary perspectives. B: Synthesizing • create a product that communicates a purposeful interdisciplinary understanding • justify how their product communicates interdisciplinary understanding. C: Reflecting • discuss the development of their own interdisciplinary learning • discuss how new interdisciplinary understanding enables action.
Still life composition represents aesthetic values and cultural identities across space and time.
Orientation in Space and Time
Peoples, boundaries, exchange and interaction.
Aesthetics
Representation
Research Skills Information Literacy Criteria A: Make connections between various sources of information Criteria B: Thinking Skills Critical Skills Consider ideas from multiple perspectives Criteria C: Thinking Skills Creative Skills Make unexpected or unusual connections between objects and/or ideas Creating D: Social Skills Collaboration Listen actively to other perspectives and ideas
Topic: Definition and history of still life Famous still life artists and movements Symbolism in still life Understanding of object selection and arrangement Composition and balance, Use of light and shadow, Perspective and depth, Texture and detail Skills: Observational drawing and painting Shading and rendering techniques Accurate use of proportion and scale Creating composition using foreground, midground, and background, Blending, layering, and use of color Expressing UOI through object choices. Reflecting and evaluating artwork Explore new medium. Knowledge: Understand the purpose and meaning behind still life in different contexts Recognize how still life evolved across time and cultures Identify elements and principles of art in still life (line, shape, color, form, space, balance, etc.) Analyze how artists use symbolism through everyday objects Distinguish between realistic and stylized still life
Factual Questions: What is still life? What is composition? Conceptual Questions Justify the cultural significance of objects in your life? How aesthetical division contribute to space. Debated Questions Does spatial division enhances the aesthetically pleasing of all the artwork.
Criteria A: Choose and research the artists who have influenced you with their style, and choose an artwork from the same artist that resonated with the SOI. Step 1: Choose and research one artist and two artworks that have inspired you. - Step 2: Present a mindmap, paraphrase the information, and mention the minor details about the artwork( elements of art & principles of design). - 4 pages Step 3: Inquiry questions - Choose and answer the inquiry question with visual images. - 1 page Local Artist and Global Artist KH Ara - Indian Paul Cezanne - French Picasso still life - Spanish Roy Lichtenstein - American Criteria B: Use the Criteria A research and finalize the artist and style that has inspired you to represent your artistic intention. Step 1: Choose any artwork and art style that you would like to extend and utilise in the future. - 1 page Step 2: Explain in detail the materials and process of that art style and technique (mention the challenges and the successful results). - 3 pages Step 3: Mention the 4 key sketches, and one enlarged final colour key sketch. - 1 page Step 4: Announcing your artistic intention. - 1 page Criteria C: Draw a neat artwork that represents your understanding of the aesthetic appearances of the materialistic objects of your choice. Step 1: Arrange 4-5 objects of your choice to create a foreground and a background. ( click pictures) Step 2: Draw lighting to replicate what you see in front - 1 page. Step 3: Complete the colouring with any suitable colours Step 4: Maintain finishing and neatness. Criteria D: Mention and record your whole process of inquiry. Step 1: Use Criteria A to C to express your journey by sharing the challenges and the results of how you have overcome the challenges. Step 2: Identify the ATL skills you have developed throughout the process. Step 3: Share how you will take the inquiry forward and what your plans are.
Other grades for this subject: MYP 1 · MYP 2 · MYP 4 · MYP 5