Arts Curriculum Progression DP to MYP
 Share
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

 
View only
 
 
ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAF
1
Curriculum mapping: Subtopics and Content details
2
UnitGrade 7No of ClassesGrade 8No of ClassesGrade 9No of ClassesGrade 10No of ClassesDP- Year1No of ClassesDP-Year2No of Classes
3
Understanding components of an Art journal3Creating and maintaining art journal throughout the project/ unit.Creating and maintaining art journal throughout the project/ unit.Overview of the assessment tasks, calendar and deadlines

Approaches to assessments
Overview of the assessment tasks, calendar and deadlines

Approaches to assessments
4
5
1Mask Making- Understanding of function and significance of Masks within the cultures (Indian and Western)25Folk art - Understanding Indian folk art and its significance- Making story board. 22Impressionism and technique10Creating Series of Art works on theme20Explore the three core curriculum areas (visual arts in context, visual arts methods and communicating visual arts).
Consider the art-making forms table and the contents and opportunities in three art-making forms from at least two columns.
Experimentation with media and exploring techniques
Prepare assessment materials for submission. Select screens/pages for components.
6
Why THIS UNIT? What are the connections between these units?
7
Objectives - A, B, C, DObjectives - A, B, C, D
8
Key concept - Communication Key concept - communication & aesthetics
9
Related concept - Visual Culture and ExpressionRelated concept - compostion and narratives
10
GC - personal and cultural expressionGC - personal and cultural expression
11
ATL Skills - Communication and IdentityATL Skills - communication, reflection and research
12
Broad Content -

Exploring different masks for different purposes.

To undersatnd how people use mask for communication.

To explore different technique of creating the mask like Paper mache, Clay and paper plate.

To understand why it is important to learn about masks?

To know and understand how you can connect mask to your personal interests.

To know how masks are professionally used?

What would your mask look like if you had to create one or more (based on different situations of your life)?

(batman - why a bat mask, examples of why certain people have chosen a certain mask)

START WITH KNOWN EXAMPLES TO UNKNOWN

Guest speakers to come and talk about their Masks

Teachers can make their own masks and present what they would like
Broad Content -

Exploring different folk arts (indian, aboriginal &
Indian includes: warli, madhubani, gond, miniature and various styles

To understand how a certain set of people used Art to express themselves to entertain themselves, to communicate, also to record their history, to address myths & conception

Folk art = people's art - everyone can do art - skills are not that important - expressing yourself in your own way (in this visual art) is helpful

How can you use these styles to express yourself? To develop your own artistic style?

How can students express their culture through art (using inspirations from Folk Art - day to day activities, celebrations, myths etc.). What is the student's culture today? Whjat does that look like? What that does consist of?
13
Statement of Inquiry:
Societies around the world express their values and beliefs through visual articulation.
Statement of Inquiry:
People accross different cultural express through arts.
14
Factual Inquiry Questions:

Why do we need to learn about mask?
Factual Inquiry Questions:


What we can unerstand about the people through their stlye of creating an art form?
Why do we want to look or understand at Folk Art?
15
Critical Thinking Questions

How masks helps people to express/communicate and develop identity.
Critical Thinking Questions

How folk art can help you to express yourself in terms of your personal and cultural aspects(which includes their values, belifes and life style)
16
Debatable Question

Why people wear a mask and not show their originality?
Debatable Question

Can you develop your own folk art or it is just what we have learned from years.
17
2Logo and Symbol Design10Advertising Media - Exploration into different media of advertising like 12
Artist Study "Chiito Prasad"
Printing: Evoluation
25Compare Artwork with their formal qualities and contextual connections.15What are the starting points of creativity?
Following on: explore artifact/image development from idea to practical artwork.
Check that comparative study contains connections to the student’s art-making practice, analysing and reflecting on the outcomes of the comparative study with evidence of influence on the student’s development, identifying connections between one or more of the selected works and the student’s art-making (submit 3–5 screens that analyse the extent to which their work and practices have been influenced by the art and artists examined).
18
3Reading an Artwork5Curotorial Practice:
How to decide on title and media. How to write about artwork and overall exhibition. (With Theme and design unit)
Exhibition and Artist exploration through Gallary visits and Artist interview.
15Explore connections between the work of selected artists and student’s art-making practice. Identify links between investigation and student’s artistic development, art-making processes and practices.
Explore and compare the conceptual base and the practical nature (presentation ambience, format, curatorial statements, and so on) of at least two different presantations.
Check that process portfolio submission includes work from the correct art-making forms columns (HL students submit 13–25 screens with work created in at least three art-making forms, selected from a minimum of two columns of the art-making forms table).Check that the exhibition includes a reflection on how it conveys an understanding of the relationship between the artworks and the viewer (select 8–11 artworks for submission, and include a curatorial rationale of 700 words maximum and exhibition text).
19
410
Design development and presantation
10Identify and explain connections between one or more of the selected works and student’s art-making processes and practices.
External assessment task
Part 1: Comparative study
Part 2: Process portfolio

Internal assessment task
Part 3: Exhibition
20
55Reflect and evaluate: consider progress so far in relation to core syllabus and components with particular attention to HL requirements.
Review the HL tasks in preparation for assessment task in year 2.
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
Loading...
Main menu