TCS VERTICAL ARTICULATION DOCUMENT FOR GROUP 6 VA DOCUMENT NEEDS TO MAP THE TEACHING & LEARNING EXPERIENCED BY THE STUDENT ACROSS THE DP PROGRAMME

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1 Term 1 Topic / Unit level Topic 1: Course introduction Group aim(s) Become acquainted with the VA course goals requirements Assessment objective(s) Getting to know/ understing the 3 parts of the course: Comparative Study Process Portfolio (for external assessment), Exhibition (for internal assessment) DP 1 Visual Arts Content Concepts Applications skills theoretical practice: comparative study art-making practice: process portfolio curatorial practice: exhibition Underst the core areas of the syllabus: Communicat ing visual arts Visual arts in context Visual arts methods Students will develop the following skills: thinking skills, organizational skills, computer skills (using art e-portfolio) Teaching & Learning experiences Find out personal (individual) interests in art specific personal strengths of students in the various areas of Art through discussions practical art exercises Use art journal art e- portfolio Assessment type Formative questions/ discussions Links to MYP 4 / 5 The use of the art journal Knowledge of the creative cycle Links to other subjects What role does art play in people s lives? Why are the arts important? Are the arts a means of expressing knowledge? To what extent do the other Diploma Programme subjects have artistic qualities? Topic 2: Visual Journaling Become informed, reflective critical observers Underst the role of the visual arts journal Visual Journaling personal reflections formal analysis of an art work: Seeing art, looking at Develop skills, processes in order to communicate Research on various artists their approaches in using personal Formative questions Pages in art journal Pre-existing knowledge of the elements of art principles of design Language (describing art works) Can art change the

2 practitioners in the arts responses to first-h observations creative ideas for exploration developmen t formal aspects Use of arts vocabulary concepts ideas identify various contexts in which the visual arts can be created presented art journals review of the elements of art principles of design First comparative study uploaded to e- portfolio way we interpret the world? Reflective judgement: What are the stards by which we judge art? Can we justify these stards, if so, how? What makes an artistic piece great? Does this vary within across time culture? Term 1 Topic 3: Collage as an art form Develop skills, processes in order to communicate concepts ideas Underst that artwork is influenced by personal contexts Evaluations critical analysis of art Collage as an art form Art is not produced in a vacuum, but in a context various media can Research collage artists practice collage skills experiment with media Students will discuss what is Culture, look at collage as an art form produce a studio piece (collage) one studio piece (exhibition): collage with the theme My Culture Students studied collage as an art form in MYP 4/5 already To what extent does the work of an artist influence an existing culture?

3 be combined /combining various media showing aspects of their own culture PPT presentation on a collage - artist work in art journal, plus down-loads on own art e-portfolio To what extent does an existing culture influence an artist working within it? To what extent can the art of one culture be understood by others? Topic 4: Social Commentary in Art Underst that art has meaning Become aware of the relationship between the artist, his/her artwork the viewer Become able to: communicate a message/ opinion to an audience (the viewers) create artwork that is influenced by Social commentary in Art Often artists make a statement with their work on certain issues or raise awareness, reaching out to an audience to communicat e their own ideas, opinions beliefs Practice drawing skills or other technical skills (such as painting?) use various media use analyzing skills for comparison develop/practi ce curatorial skills Visit an art exhibition (focusing on social commentary) Research artists/ artworks that are addressing social issues Produce an art work that effectively communicates a message (addressing an issue of own one complex art work (exhibition piece) with a message/ addressing an social issue of personal relevance One Comparative Study, comparing two artists Meaning of art works was discussed in MYP4/5, students produced works addressing social issues (posters Do the arts have a social function? What is the meaning, function purpose of art? Is this the same throughout the world, time place? To what

4 personal contexts personal relevance) who addressed social issues in their work One write up/ critique about a seen exhibition (focusing on works that address social issues) extent does art reflect the values, beliefs attitudes of the time place in which it is made? What moral responsibilit ies does the artist have? Are they from those of any other knower? What significance do art works have? Relevance of CURRENT AFFAIRS > Power of visual media Why has some art been feared by the political establishme nt?

5 TERM 2 Topic 5: 3-dimensional art, focused on Found objects in Art Demonstrate synthesis evaluation Make appropriate choices in the selection of media, materials Demonstrate technical proficiency in the use application of skills,, media, images, forms processes Critically analyse discuss 3- dimensional artworks created by others articulate an informed personal response create own art work in response to studied artists/ art works be able to choose combine various media (3- dimensional) Found Objects Art/ use of media appropriate to intentions the use of found objects in Assemblage Accordingly to intensions, artists can combine a range of media (unlimited) to convey their message to the viewer Develop skills, processes accordingly to intentions Combine media to create forms (specific skills depend on media use) Use found objects in the art-making process Experiment with media, materials Produce a resolved 3- dimensional art piece (installation/ sculpture/ assemblage/mobi le/ or other, for example with the use of found objects) including some unresolved artworks in preparation Work in process journal: project involves planning/ sketching or constructing a model (sculpture/small scale), before working on final (large) piece one 3 - dimensional studio piece: inspired by the artist(s) being studied preferable on a large scale one CS of 3 sculptors/ multi-or mixed-media artists (Pptpresentation up-loaded to e-portfolio) MYP 4/5 did study a unit on sculpture already Does art have to have meaning? Interpretati on: What can be art? How do personal/ values of an artist influence his choice of media (intentions) How can art evoke an emotional response from the viewer? Is this a way of knowing?

6 Topic 6: Art Nature (unit 6 7) Demonstrate knowledge understing of L art/ Environmental art as an artform Identify various contexts in which the visual arts can be created presented Describe analyze artwork from differing contexts, identify the ideas, conventions employed by the art-makers Recognize the skills,, media, forms processes associated with L art Lscape painting photography Environment al Art/ L Art (as an art-form artmovement) its purpose NATURE as an inspiration subject in art (includes the Fibonacci Sequence) Nature Art belong/ relate to each other. Artists observe their environment closely find a source of creativity in nature. Combining using natural materials to create art works (specific skills depend on media/ material chosen) Observational skills, drawing skills, painting skills drawing Research on L-artists (Andy Goldsworthy others) Creating Lart, using natural materials or art work outside in the school s environment (build L artsculpture) Draw nature from direct observation Paint close-ups of natural objects, inspired by Georgia O Keeffe Produce nature photographs, inspired by Ansel Adams one CS - comparison of Lartists students own work one L-art studio piece (group /or individual project) one lscape painting or lscape photography Analyzing writing about art/ art critique/ the 4 steps of art evaluation (describe, analyse, interpret, evaluate) are already taught practiced in MYP4/5 How can art change an environme nt? - how is art influenced by the environme nt? Is there a relationshi p between nature art? - if so, how/ which way? TERM 3 Topic 7: Art from (investigation) Explore value the diversity of the arts across time, place Experiment with media, materials in art-making Describe Western art African/ Asian/ Caribbean/ Native American/ Aboriginal art Art is not produced in a vacuum, but within contexts. Art differs throughout Includes exploring experimenting with, processes media, planning, Students produce artwork(s) related to their own culture/ heritage interests in the art of other one complex artwork (exhibition piece) combining art styles processes of MYP 4/5 students have already studied art from are aware of contexts How do arts change over time? How do we value art? How are

7 Unit 8 Topic 8: the descriptive expressive Portrait (unit 9) Underst the dynamic changing nature of the arts Make artwork that is influenced by personal contexts analyse artworks from a variety of contexts identify the ideas, conventions employed by the art-makers Apply knowledge understing of skills,, media, forms processes related to the artmaking of linked to Patterns /or Symbolism in art with the emphasis on historical, contexts social meaning Portrait as a genre Self-Portrait (proportions, facial expressions etc.) the world, depending on time place. Art can be a tool for selfexploration/ growing selfawareness search for identity sketching, preparing, discussing research findings, before finally choosing how to individually approach the project in a truly meaningful effective way Apply drawing/ painting skills Experiment with acrylic paints on canvas Observational investigating art from based on own personal interests of the individual student Students: write art critiques /or curatorial rationales on investigated artists/ art works from write proposals for their own work write an artist s statements on their completed work, explaining connections Research on wellknown selfportraits produced by famous artists (chose 2 or 3 artists) - leading to another CS (may be completed over two CS up-loaded to e-portfolio Written Curatorial Rationale on own work, explaining connections Participate in school s annual art exhibition Produce a (final) selfportrait (exhibition piece) - large painting or pastel drawing can be when looking at/studying art Unit in MYP 3: students produce an Identity portrait your own artistic intentions/ decisions are influenced by your own origin culture? How have interpreted similar subject matter? What is Identity? Can art help you finding/ defining your own

8 Topic 9: Themes in art (unit 10) Prepare for summer work/ year two Choose a possible theme Themes in art: the common thread skills Research/ analyzing skills the summer holidays) Discussions Explore/discuss own interests personal preferences individual preparation for year two (includes assigning personal summer assignments) expressive No assessments identity? How can the subjective viewpoint of an individual contribute to knowledge in the arts? What are the big themes / subject matter in art what do these tell us about our world? Why do people create? How do artists choose their subject matter?

9 What is your purpose when creating art? Examinations reporting period Reflection: bringing it all together / produce PP pages/ screens from journal pages: work on Year 1- Process Portfolio select pieces (photos of un-resolved pieces), add explanations, fragments of journal pages other sources (eportfolio for example) to document own artistic development Mock exhibition combine all in a google slide show/ mock Process Portfolio Written reflection in MYP during/after each unit Final MYP/ DP 1 art exhibition in hall The role of reflection in the creative process

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