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.
Per-subject overview pending.
From the school's grade-level overview sheets. Click any unit for the full Statement of Inquiry, concepts, ATL skills, and assessment detail.
Creative expression can spark a change in an audience.
Fairness and Development
Imagining a hopeful future, Civic responsibility and the public sphere
Change
Audience Genre
Communication: Organize and depict information logically. Interpret and use effectively modes of non-verbal communication
Factual: 1) From the history of art, identify/recognise different genres of poster design/ Conceptual: 1) How would you show and discuss your understanding of poster designing elements/principles through analysis? 2) to what extent does an established design/genre of poster art enable to establish desired impact on the audience's mind? Debatable: 1) Is artist responsibile for raising awareness of contemporary issues?
Criterion A: Demonstrate and present understanding of poster making art through studying a chosen genre. Understand the relationship between the poster-making art genres and its real-world context. Learn to produce an impactful message visually) through strategically designed poster-making elements. Criterion D: Critique the work of self and others to examine the impact of the poster design message centred around a social cause.
A powerful message represented by anthropomorphism can inspire change in an audience.
Personal and Cultural Expression
Social constructions of reality, Philosophies and ways of life, Belief systems, Creation, Beauty, Systems and institutions
Change
Representation
Research Information Literacy Skills Finding, interpreting, judging and creating information Collect and analyse data to identify solutions and make informed decisions
Factual: What are examples of anthropomorphism? Conceptual: What causes anthropomorphism? Debatable: Is anthropomorphism good or dangerous?
Criterion B: Create and present art Criterion C: Make purposeful connections between investigation and practice Understand the relationship between art and its contexts Deepen their understanding of the world.
This unit is created as per the PCUP we receive in the month of Oct-Nov
Artists draw attention to issues of human impact on the environment (locally or globally)
Globalization and sustainability
Human impact on the environment
Aesthetics
Interpretation
Research Skills: Information literacy skills Finding, interpreting, judging and creating information How can students demonstrate information literacy? Thinking Skills : Thinking Skills Analysing and evaluating issues and ideas How can students think critically?
Factual: 1) How does art communicate? 2) Can an artist affect change? 3) How can the arts create awareness of environmental issues? 4) Can art communicate issues of importance? 5) What is the role of an artist? Conceptual: 1) To what extent do artists have a responsibility to raise awareness of contemporary issues? 2) How can art empower its audience to make change? 3) Does art have a role in raising awareness, preventing problems and/or solving issues? Debatable: What is the role of the arts in globalization and sustainability?
Criterion B: Create and present an artwork that would draw attention to issues of human impact on the environment- Criterion A: Understand, apply and synthesize the relationship between art and its context. Criterion D: Conduct thorough investigation into the cause chosen and make purposeful connections with the creative process and the final product. Criterion C: Deepen the understanding of the world through this process of investigation, planning, creation, presentation and audience response.
The places that stay with us tell stories of how we experience the world, through visual represenation.
Orientation in Space and Time
1. Civilizations and social, histories, heritage; pilgrimage, migration,displacement and exchange. >>"Walking Through History" Prompt: >Did you visit a place with historical or cultural significance (temples, ruins, old cities, religious sites)? Was it a site of migration, exchange, or cultural blending? 2. Epochs, Eras, Turning Points and ‘Big History’ >>"Moments That Changed a Place" Prompt: >Did you visit a place known for a major historical event? 3. Natural and Human Landscapes and Resources >>"Built vs.Grown" Prompt: >Was your travel landscape natural (beach, mountains, forests) or human-made (cities, bridges, roads)? 4. Evolution, Constraints and Adaptation >>"Places That Change to Survive" Prompt: >Did you visit a place that’s adapting — to climate, tourism, or change in lifestyle (e.g., Venice with floods, desert resorts, small towns going modern)?
Communication
Representation and/or Narrative
Self-management III. Organization skills Managing time and tasks effectively Plan short- and long-term assignments; meet deadlines Create plans to prepare for summative assessments (examinations and performances) Set goals that are challenging and realistic Keep an organized and logical system of information files/notebooks
Topics > Visual storytelling through art > Observational drawing and documentation of places > Artistic representation of personal memories and experiences > Exploring how places hold emotional and cultural meaning > Analysing artworks that narrate experiences of place > Using symbols, colour, and composition to convey narrative Knowledge > Understanding representation as a way to communicate meaning in art > Elements and principles of design (composition, perspective, colour theory, balance) > How narrative can be expressed visually without words > Techniques for translating sensory or emotional experiences into visual form > Cultural and historical contexts of places in art > Ways artists document and reinterpret personal and collective memories Skills Art-making Skills: > Sketching from observation and memory > Creating compositions that reflect a sense of place > Experimenting with mixed media, textures, and perspectives Analytical Skills: > Interpreting visual narratives in professional artworks > Comparing different artistic representations of place Communication Skills: > Articulating personal connections to a place through artist statements > Using visual language to evoke atmosphere and mood Creative Process Skills: > Planning and refining ideas through thumbnails and drafts > Reflecting on and refining work based on feedback
Factual Questions What makes a place meaningful across generations? How do natural or built environments influence the way a place is experienced? How can migration or displacement influence our memories of places? How can places be linked to historical or personal turning points? Conceptual Questions How can visual storytelling communicate the memory or significance of a place? What visual strategies can be used to represent change over time? In what ways can memory be preserved through place and artistic form? How can visual contrast communicate tension or harmony in a place? Debatable Questions Does the meaning of a place stay constant over time, or does it change? Can art preserve the essence of a place more effectively than a photograph? Is change in a place always a loss, or can it create new meaning? Are boundaries in a place more likely to divide or to connect people?
This unit is created as per the PCUP we receive in the month of Oct-Nov
Food provides a lens to explore ideas, traditions, and imagination.
Personal and Cultural Expression
Students will explore > the ways in which we and express ideas, feelings, nature, culture, beliefs and values; > the ways in which we reflect on, > extend and enjoy our creativity; > our appreciation of the aesthetic. • artistry, craft, creation, beauty
Creativity
Presentation
IX. Creative-thinking skills - ● Consider multiple alternatives, including those that might be unlikely or impossible. Transfer skills - ● Combine knowledge, understanding and skills to create products or solutions ● Transfer current knowledge to learning of new technologies Self Management ● Develop new skills, techniques and strategies for effective learning ● Consider content – What did I learn about today? – What don’t I yet understand? – What questions do I have now? ● Keep a journal to record reflections
Topics > Food as artistic inspiration — historical and contemporary examples > Food in cultural symbolism and identity > Realism vs abstraction in sculpture > Still life traditions in art (with a focus on three-dimensional forms) > Ceramic hand-building techniques (pinch, coil, slab, modeling) > Surface treatments and textures (engobes, underglazes, carving, stamping) > Glazing techniques for realistic and stylised finishes > Presentation and display methods for ceramic works Knowledge > Understanding how food has been represented in art across cultures and time periods > Knowledge of ceramic processes: clay preparation, construction, drying, bisque firing, glazing, and final firing > Awareness of texture, colour, and scale in representing food forms > Understanding of how form, proportion, and detail create realism or stylisation > Knowledge of artists who use food imagery in ceramic or sculpture (e.g., Claes Oldenburg, Marilyn Levine, Paul Cummins, Peter Anton) > Understanding safe and effective use of ceramic tools and materials Skills > Learning ceramic hand-building techniques such as pinch, coil, slab, and modeling > Acquiring skills in surface treatments including carving, stamping, underglazing, and glazing > Developing methods to achieve realistic textures and colour effects in clay > Translating observational sketches and concepts into 3D ceramic sculptures > Joining clay parts securely and managing drying times to prevent damage > Applying glazing techniques to create realistic or imaginative finishes
Factual Questions > What materials and tools are used to create a food sculpture? > What cultural foods are commonly represented in art? > Which artists or cultures are known for incorporating food into art? > What are examples of traditional food presentation styles from different cultures? Conceptual Questions > How can food communicate personal or cultural identity? > In what ways does using food as a medium affect the meaning of the artwork? > How can presentation influence how food is perceived or valued? > How does scale, colour, and texture change the viewer’s perception of a food sculpture? Debatable Questions > Is realism in food sculpture more effective than abstraction? > Should artists stay true to the original appearance of food, or reinterpret it creatively?
Other grades for this subject: MYP 1 · MYP 2 · MYP 3 · MYP 4