Year level: MYP 1
Subject: Visual Arts
Overview
‘Who am I?’
Key
Concept
Identity
The exploration
of lines.
Global Context
Personal and
cultural
expression
Related
Concepts

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

Presentation
Interpretation
Statement of Inquiry
Content
Objectives
ATL Skills
Service as Action
Expression in art is
reflecting what we see
feel or recognize from
experience. It shows who
we are. The better we
look the more we
understand.
Line,
Eye-hand coordination
Feeling
Observation
Experience
Awareness of the art
forms studied in the
context of the
assignments and
shown in the
artworks.
(A1, A2, A3)
I. Communication skills:
Exhibit artworks in
the school.
Becoming aware of, all
the details (complexity) in
our perceptions and
expressions, and of the
simplicity of the cliché’s
we also use.
Cliché images
Drawing materials
Prehistoric Art
Art production - Art analysis
Reflection
Presentation - interpretation
‘Blind drawing’
‘Sensory drawing’
‘Contour drawing’ (blind, controlled and
sustained)
Contour drawing from observation (hands,
animals)
‘View the presentation of Prehistoric
drawings’.
‘Copy a cave drawing’
‘Drawing material introduction’
‘Cave drawing’.
‘Line doodle’
‘Taking a line for a walk’ drawing.
‘Me and my environment’
‘The Alien is coming’
Respond to 3 assignments
‘Shadow
puppets’
Composition
with Shapes.
Creativity
Personal and
cultural
expression
Expression
Narrative
Turning narratives into
puppet plays requires
many creative skills
Composition with shapes:
Coloured shapes
Edges of shapes.
Patterns.
Overlap / connect.
Positive and negative shapes.
Moving shapes
Development of skills
and understanding of
techniques studied in
the art form and
shown in the
artworks.
(B1, B2, B3)
Exchanging thoughts,
messages and information
effectively through interaction
VI. Information literacy skills
Finding, interpreting, judging
and creating information
• Use critical literacy skills to
analyze and interpret media
communications
Interest in playing
with and studying
new ideas in art,
shown in the
artworks.
(C1, C2, C3)
Comparing
experiences with
other art and the
world around us, and
shown in the written
response to the
artworks
(D1, D2, D3)
Awareness of the art
forms studied in the
context of the
'Shadow puppets’
assignments and
shown in the response
assignment and the
presented artworks.
(A1, A2, A3)
I. Communication skills
Exchanging thoughts,
messages and information
effectively through interaction
• Give and receive meaningful
feedback
• Use a variety of speaking
techniques to communicate
with a variety of audiences
• Interpret and use effectively
modes of non-verbal
communication
Development of skills
and understanding of
techniques studied in
II. Collaboration skills
the art form ‘Shadow
Working effectively with others
puppets’
shown in the response • Help others to succeed
1
Exhibit artworks in
the Building of the
neighbours.
Exhibit artworks in
the school.
Perform the shadow
play and show it to
the school.
Overview
Key
Concept
Global Context
Related
Concepts
Statement of Inquiry
Content
Objectives
ATL Skills
assignment and the
presented artworks.
(B1, B2, B3)
• Encourage others to
contribute
• Exercise leadership and take
on a variety of roles within
groups
Interest in playing
with and studying
new ideas in art,
shown in the response
assignment and the
presented artworks.
(C1, C2, C3)
Sculptures
Form
Orientation in
Space and time
Composition
Visual culture
Sculptures are made of
space and materials.
Composition
with Forms
Colour
‘Chameleon
Dragon’
Or
Colour
‘Haiku poem
drawing’
Or
Colour
‘Monster card
set’
2
Systems
Personal and
cultural
expression
(Narrative)
Visual culture
What is colour and can we
discover a system that gives
us control of colour mixing
with paint?
2D versus 3D
Shape versus Form
Positive space (material) versus negative
Space (air, liquid)
Patterns versus textures.
Clay sculpting
Clay tools
Creative use of colour related to 3D and
textures.
‘Line sculpture’
‘Paper shape sculptures’
‘’The dragon bites it own tail’ clay sculpture.
Experiment in grousp with paints.
Create a grid for colouring.
Create and show the difference between
mixes of 2 primary colours and mixes of 3
primary colours.
Respond to colour mixes
Comparing
experiences with
other art and the
world around us, and
shown in the written
response assignment
to the artworks
(D1, D2, D3)
Development of
sculpting skills and
understanding of
sculpting techniques,
shown in the
artworks.
(B1, B2)
Comparing
experiences with
different sculptures
methods used and the
3D world around us,
and shown in the
written response to
the artworks
(D1, D2, D3)
Development of skills
and understanding of
colour mixing
techniques shown in
the artworks.
(B1, B2, B3)
Comparing
experiences with
other art and the
world around us
(analysing and
evaluating artworks of
self and other
Self-management
Organization skills:
Managing time and tasks
effectively
Service as Action
Exhibit artworks in
the school.
Using appropriate strategies
for organizing complex
information.
Use technology effectively
and productively.
Self-management
Affective skills
Managing state of mind
-Practise focus and
concentration.
-Practise “bouncing back”
after adversity, mistakes and
failures
Exhibit artworks in
the school.
Overview
Composition
Principles
(Interdisciplinary
unit with Music)
Key
Concept
Systems
Global Context
Personal and
cultural
expression
Related
Concepts
Visual culture
Statement of Inquiry
Can artists transfer a
visual composition into a
musical composition and
vice versa?
Content
Create a painting that applies the VA
Principles of composition and transfer it into
a musical composition.
Create a musical composition.
and transfer it into a visual composition.
Objectives
students), shown in
the written response
to the artworks
(D1, D2, D3)
Awareness of the
Elements and
Principles involved in
creating a Visual and
Musical composition,
shown in the
artworks, movie and
evaluation
assignment.
(A1, A2, A3)
ATL Skills
Service as Action
Creativity and innovation
The skills of invention –
developing things and ideas
that never existed before
Exhibit artworks and
movies in the
school.
Creativity and innovation
The skills of invention –
developing things and ideas
that never existed before
Present and share
best Apps to the
class
Interest in playing
with Elements and
Principles to create a
Musical and Visual
Composition shown in
the presented and
described artworks
and movie.
(C1, C2, C3)
Optional unit:
‘Creative app
challenge’
Creativity
Scientific and
technical
innovation.
Expression.
Innovation
The Ipad is a big box of
innovative Visual Arts
Tools Materials and
Techniques that you can
use creatively.
Investigate the creative possibilities of App’s.
Show your creative use of App’s
Interest in playing
with and studying
new iPad Apps shown
in the group
presentation and the
presented artworks.
(C1, C2, C3)
Communication skills:
Exchanging thoughts,
messages and information
effectively through interaction
3
Year level: MYP 2
Subject: Visual Arts
Overview
Key Concept
It contains
something
special
Connections
Global
Context
Personal and
cultural
expression.
Related
Concepts
Representation
Boundaries.
Statement of Inquiry
Content
Objectives
ATL Skills
Service as Action
Connections are links,
bonds and relationships
among people, objects,
organisms or ideas.
Create a special container that
represents a memory, idea, experience.
Knowing and understanding
A1 A2 A3
Developing skills
B1 B2
Thinking creatively
C1 C2 C3
Responding
D1 D2 D3
Communication skills:
Communicate ideas to the
community
Knowing and understanding
A1 A2 A3
Developing skills
B1 B2
Thinking creatively
C1 C2 C3
Responding
D1 D2 D3
Creativity and innovation
The skills of invention –
developing things and ideas
that never existed before
Dare to be original and
trust your imagination.
Come up with good plans
within certain limited
conditions.
Knowing and understanding
A1 A2 A3
Developing skills
B1 B2
Thinking creatively
C1 C2 C3
Responding
D1 D2 D3
Organization skills: Managing
time and tasks effectively
Exhibit artworks in the
school.
Knowing and understanding
A1 A2 A3
Developing skills
B1 B2
Thinking creatively
C1 C2 C3
Responding
D1 D2 D3
Organization skills: Managing
time and tasks effectively
Exhibit artworks in the
school.
Containers are the
boundary between inand outside they make
the connection of an idea
to an audience.
Invoking
imagination
‘It looks so real’
Creativity
Form
Shading to
create forms
(alternatives)
‘It looks so real’
Perspective.
Personal and
cultural
expression.
Orientation in
Space and
time
Visual culture
Boundaries
Interpretation and
presentation.
Composition
Expression
Visual culture
Creativity can be used to
go behind the boundaries
of our known world. Your
imagination is an
interpretation tool that
can make sense of
random signs like dots or
lines. In our visual culture
imagination is needed to
understand visual
messages.
Shades and values
create a 3D illusion.
Use your own experiences to create.
Build the container using clay
techniques
Explore different forms.
Create patterns.
Use different colours of clay to
emphasis the content.
Use your imagination to create new
images from you interpretation of
random signs like dots and lines.
Present you discoveries by strengthen
them wit extra colours and other
necessary actions.
Extra:
Camouflage:
2D versus 3D
Shape versus Form
Different Shading techniques.
Different pencil graduations.
Value
Creative use of colour related to 3D and
textures.
Form
Orientation in
Space and
time
Composition
Expression
Visual culture
Perspective creates 3D
In groups create an installation with
iPads based on edited movies
2D versus 3D
Shape versus Form
Positive space (material) versus
Negative Space (air, liquid)
Patterns versus textures.
Different Shading techniques.
Different pencil graduations.
Value
Creative use of colour related to 3D and
textures.
‘Line sculpture’
‘Paper shape sculptures’
‘’The dragon bites it own tail’ clay
sculpture.
4
Exchanging thoughts,
messages and information
effectively through
interaction
Overview
Key Concept
(Alternatives)
Form
‘It looks so real’
Global
Context
Orientation in
Space and
time
Related
Concepts
Composition
Expression
Visual culture
Statement of Inquiry
Content
Objectives
ATL Skills
Service as Action
Proportion systems help
to see relationships
2D versus 3D
Shape versus Form
Positive space (material) versus
negative Space (air, liquid)
Patterns versus textures.
Knowing and understanding
A1 A2 A3
Developing skills
B1 B2
Thinking creatively
C1 C2 C3
Responding
D1 D2 D3
Organization skills: Managing
time and tasks effectively
Exhibit artworks in the
school.
Creativity and innovation
The skills of invention –
developing things and ideas
that never existed before
Creativity and innovation
The skills of invention –
developing things and ideas
that never existed before
Proportion
Didderent Shading techniques.
Different pencil graduations.
Value
Creative use of colour related to 3D and
textures.
‘Line sculpture’
‘Paper shape sculptures’
‘’The dragon bites it own tail’ clay
sculpture.
(Alternatives)
Creativity
Personal and
cultural
expression.
Representation.
Expression.
Rules are there to break
them.
Use apps to create a caricature.
Thinking creatively
C1 C2 C3
Creativity
Scientific and
technical
innovation.
Expression.
Innovation
The Ipad is a big box of
innovative Visual Arts
Tools Materials and
Techniques that you can
use creatively.
Investigate the creative possibilities of
Ipad Apps.
Thinking creatively
C1 C2 C3
‘Caricature’
(Alternatives)
‘Creative app
challenge’
5
Present and share best
Apps to the class
Year level: MYP 3
Subject: Visual Arts
Overview
Proportions of
the face
Perspective
Key Concept
Systems
Perspective
Global
Context
Personal and
cultural
expression.
Scientific and
technical
innovation.
Related
Concepts
Composition
Representation
Innovation
Representation
Statement of Inquiry
Content
Objectives
ATL Skills
Service as Action
Observe with awareness,
learn about the proportion
system, and make
considered choices in your
expressions.
The face proportion system shows size
and place relations of the most
important facial elements.
It helps us to make a more realistic
presentation of the human face.
It makes us aware of how difficult it is
see the accurate composition of facial
elements and how we tend to draw the
facial elements that are more important
in communication bigger in our
representations.
In our visual culture (cartoons,
animations, caricatures) we use these
differences of real proportions and felt
proportions.
Knowing and
understanding
A1
Developing skills
B2
Thinking creatively
C3
Responding
D1 D3
Communication skills:
Exhibit artworks in the
school.
Explore instruction videos.
Learn about 1-2-and 3-point
perspective.
Investigate computer games.
Create a building or a construction
using 2-point perspective.
Create a 3D environment in a game or
an app.
Knowing and
understanding
A1 A2 A3
Developing skills
B1 B2
Thinking creatively
C1 C2 C3
Responding
D1 D2 D3
Perspective is the position
from which we observe
situations, objects, facts,
ideas and opinions.
The 1, 2, and 3-point
perspective was an
innovation in representing
a 3D space in 2D, invented
in the Renaissance. The
physical position of the
viewer is, one eye fixed on
one spot.
Cartoon Poster
6
Communicatio
n
Personal and
cultural
expression
Composition
Presentation





Utilizing skills and knowledge
in multiple contexts.


Study a poster with an interesting
message and describe how the visual
elements are used to create the
narrative along the 4 emphasis points.
Knowing and
understanding
A1 A2 A3
Developing skills
- Creating Empathy.
- Inquire in different
context to gain a
different perspective.
- Give and receive
meaningfull
feedback.
- Interpret and use
effectively modes of
non-verbal
communucation.
Social skills:

It changed the style of
painting in the
Renaissance and laid the
mathematical base for our
present Visual culture in
which computer animations
of space play an important
role.
Because we change the
viewpoint in a computer
program we can move
around and explore the 3D
space.
Posters are part of our
Visual culture. A poster is
the presentation of a
message to an audience.
Exchanging thoughts,
messages and information
effectively through
interaction
- Listen actively to
other perspectives
and ideas.
- Advocate for on'es
own rights and
needs.
Use social media
network
appropriately to buil
and develop
relationships.
Communication skills:
Exchanging thoughts,
messages and information
Exhibit artworks in the
school.
Overview
Key Concept
Global
Context
Related
Concepts
Statement of Inquiry
A poster uses a
composition of Text and
Visuals that communicates
a clear message with a
narrative of 4 different
Emphasis points, in which
the first two need to be the
most emphasis in both text
and Imagery. All visual
elements are used to
strengthen the narrative of
the message.
The 4 different Emphasis
points are:
1) Promote an Activity,
Culture, Social awareness,
environmental issues or an
idea. (WHAT)
2) Try to inform us,
convince us of qualities,
highlight values, change
our behaviour or open our
minds for new thoughts.
(WHY)
3) Tell us where or when
this is going, or needs to
happen and (WHERE and
WHEN)
4) Give us information on
who we need to contact to
take action or to participate
more. (WHO)
7
Content
Find a message that you want to
communicate to the school.
Create a plan that uses both imagery
and text combined to create the
narrative.
Analyse another student's work and
give praise and feedback for
improvements.
Objectives
ATL Skills
B1 B2
Thinking creatively
C1 C2 C3
Responding
D1 D2 D3
effectively through
interaction



- Use intercultural
understanding to
interpret
communication.
- Collaborate with
peers and experts
using a variety of
digital environments
and media.
- Share ideas with
multiple audiences
using a variety of
digital environments
and media.
Service as Action
Year level: MYP 4
Subject: Visual Arts
Overview
Key Concept
Global Context
Impressionism
Aesthetics
Scientific and
technical
innovation.
Related
Concepts
Innovation
Style
Orientation in
Space and
Time
After
Impressionism
Gesture drawing
8
Perspective
Change
Personal and
cultural
expression.
Orientation in
Space and
Time
Style
Visual culture
Expression
Visual Culture
Statement of Inquiry
Content
Objectives
ATL Skills
Service as Action
The study of aesthetics in
impressionism develops
skills for the critical
appreciation and analysis of
art, culture and nature.
The Impressionists
innovated the interpretation
of their world. They wanted
to be modern and to show
the real world. They used
the new scientific knowledge
to innovate.
Their style changed the
visual culture.
You can have more than
one perspective in art.
Investigation of different
style concepts gives us a
range of perspectives by
artists on reality.
(use theatstory.org)
Knowledge and
understanding
A1, A2
Developing skills
B1, B2
Thinking creatively
C1, C2, C3
Responding
D1, D2
Creativity and innovation :
Learn from others
to broaden your
horizon.
1. Use the techniques that are involved in
the style (be consequent) Use the key
concepts in every aspect of the artwork.
(You have to evaluate this in your final
evaluation on the artwork)
2. Elements of Art
How does each of the elements of art––
color, line, shape, texture, space and
value contribute to the artist’s message
about the person in the portrait?
(You have to evaluate this in your final
evaluation on the artwork)
Chose one of the 3 styles that developed
from impressionism.
Investigate which key concepts make this
style different from others. Use quality
websites. (You will need to understand
the concepts to create your own artwork)
Show this in the format like in:
“Impressionism 1850-1900 A description
of the key concepts”
• Concentrate your text on the key
concepts, but make a coherent story.
• Use bold text to show the key concepts.
• Use pictures of acknowledged artists
from that period to illustrate the key
concepts, with a clear example.
• Reference all pictures and “quotes”
• Show that you understand the concepts
by using your own words and thoughts,
and comprehensible quality illustrations.
Knowledge and
understanding
A1, A2
Developing skills
B1, B2
Thinking creatively
C1, C2, C3
Responding
D1, D2
Transfer:
Change, action and
movement is part of our
functioning, visual culture
and perception in life.
Analyze an action.
Knowledge and
understanding
A1, A2
Developing skills
Describe the impressionist style.
Describe the style that was appreciated by
the ‘Academy’
Use a piece of a Monet painting to study
style and apply the style in new landscape
parts and colour combinations
Practice with different sketching
techniques (gesture drawing)
The skills of invention –
developing things and ideas that
never existed before
Utilizing skills and knowledge in
multiple contexts
Develop awareness
and practice
empathy.
Reflection skills:
Focus on the process of creating by
imitating the work of others
Organization skills
Managing time and tasks
Communicate your
own interests in
sports, dance or
other actions.
Overview
Frozen Actions
(Gesture
sculpture)
Optional Unit
“Racing
extinction”
9
Key Concept
Change
Change
Global Context
Orientation in
Space and
Time
Audience
Related
Concepts
Expression
Visual Culture
Globalization
and
sustainability.
Human impact
on the
environment
Statement of Inquiry
A moment in time freezes an
action but can still express
the process off change.
Analysis of movements,
gestures and actions give us
a greater insight in change
processes, movement,
direction balance and
unbalance.
Change, action and
movement is part of our
functioning, visual culture
and perception in life.
A moment in time freezes an
action but can still express
the process off change.
Analysis of movements,
gestures and actions give us
a greater insight in change
processes, movement,
direction balance and
unbalance.
Courageous artists can
provoke change in both
individuals and societies.
Content
Evaluate drawings using acquired
language.
Optional group work:
Recreate a scene from the news.
Create a sculpture of a frozen action
The Research will demonstrate the
student’s:
 Understanding of how artists and
their work intent to provoke
change in the views and/or beliefs
of their audience (related to the
extinction of species) and how the
presentation of their artwork
relates to the impact on an
audience. (A1, A2)
 Exploration of the ways in which
artists have taken responsibility to
create change related to the
extinction of species, through art
and a critical evaluation of the
successfulness of the artwork.
(D3)
The proposal will enable students to:
 Demonstrate purposeful
exploration leading to a feasible,
clear, imaginative and coherent
artistic intention. (C1)
 Demonstrate a range of creativethinking behaviours related to
the statement of inquiry. (Please
note. For the purposes of the
proposal, creative-thinking
behaviours involve students
exploring the unfamiliar and
experimenting in innovative ways
to develop their artistic intentions,
Objectives
ATL Skills
B1, B2
Thinking creatively
C1, C2, C3
Responding
D1, D2, D3
effectively (portfolio)
Developing skills
B1, B2
Thinking creatively
C1, C2, C3
Responding
D1, D2,
Undertake challenges that
develop new skills
TASK 1 Illustrated
Research of artists and
artworks
(A1, A2, D3)
Information literacy skills:
TASK 2
Written and illustrated
presentation of creative
thinking skills that lead to
a Proposal for an
artwork
(C1, C2)
TASK 3
Process and Product
evidenced skill
development by
illustrated explanations.
(B1, B2, C3)
TASK 4
Written and illustrated
Commentary on the
acquired understanding
and the impact of the
artwork.
(A3, D1, D2)
Communication 1
Social 2
Self management 3/4
Research 6/7
Thinking 8/9/10
Finding, interpreting, judging and
creating information
Critical-thinking skills:
Analysing and evaluating issues
and ideas
Creative-thinking skills:
Generating novel ideas and
considering new perspectives.
Using skills and knowledge in
multiple contexts
Organization skills:
Managing time and tasks
effectively
Communication skills:
Exchanging thoughts, messages and
information effectively through
interaction.
Share ideas with multiple audiences
using a variety of digital
environments and media
Service as Action
Communicate your
own interests in
sports, dance or
other actions.
Implement artworks
in the chosen
format, creating
change.
Overview
Key Concept
Global Context
Related
Concepts
Statement of Inquiry
Content
Objectives
ATL Skills
Service as Action
TASK 1 Illustrated
Research of artists and
artworks
(A1, A2, D3)
Communication skills:
Exhibit artworks in
the school and
communicate
personal/ cultural
stories
their processes and their work.
Thinking creatively enables
students to discover their
personal signature and realize
their artistic identity.) (C2)
The process and product evidence will:
 Demonstrate the development of
skills and techniques to realize
your artistic intention. (B1)
 Explore artistic ideas to realize
your artistic intention. (C3)
 Demonstrate your ability to
create and present an artwork
that is creating change and
awareness in the audience
planned using the media chosen.
(B2) (The skills demonstrated in
the final artwork should be related
to those skills developed in
criterion B1)
The commentary will enable you to:
 Show the acquired knowledge
that purposefully informed your
artistic decisions. (A3)
 Observe, reflect and comment
upon the role that your artwork
plays to provoke change in both
individuals and societies. (D1)
 Develop a deeper understanding
and appreciation of creative
expression that is able to provoke
change in both individuals and
societies about the rapid
extinction of animals. (D2)
Optional Unit
‘Story Box’
(Storytelling)
10
Aesthetics
Interpretation.
Personal and
cultural
expression
Personal and cultural
identity is expressed through
stories.
The Research will demonstrate the
student’s:
 Understanding of story-telling in
the arts, how cultural traditions
are preserved, and how artists’
ideas and feelings are perceived
through stories (see
presentation about “narrative
in art’). (A1, A2)
 Exploration of the ways in which
artists have told their stories and,
in doing so, revealed their identity
(see presentation about
identity) and conveyed meaning.
(D3)
The proposal will enable students to:
 Demonstrate purposeful
TASK 2
Written and illustrated
presentation of creative
thinking skills that lead to
a Proposal for an
artwork
(C1, C2)
TASK 3
Process and Product
evidenced skill
development by
Exchanging thoughts, messages
and information effectively
through interaction
Overview
11
Key Concept
Global Context
Related
Concepts
Statement of Inquiry
Content
Objectives
exploration leading to a feasible,
clear, imaginative and coherent
artistic intention. (C1)
 Demonstrate a range of creativethinking behaviours related to
the statement of inquiry. (Please
note. For the purposes of the
proposal, creative-thinking
behaviours involve students
exploring the unfamiliar and
experimenting in innovative ways
to develop their artistic intentions,
their processes and their work.
Thinking creatively enables
students to discover their
personal signature and realize
their artistic identity.) (C2)
The process and product evidence will
enable students to:
 Demonstrate the development of
skills and techniques to realize
your artistic intention. (Bi)
 Explore artistic ideas to realize
your artistic intention. (C3)
 Demonstrate your ability to
create and present your story
through Visual Art in the ‘Story
Box’ (B2)
The commentary will enable students to:
 Use acquired knowledge to
purposefully inform your artistic
decisions. (A3)
 Observe, reflect and comment
upon the role that arts have
played to convey stories in
different settings. (D1)
 Develop a deeper understanding
and appreciation of creative
expression as you tell a story of
your own and its impact on
others. (D2)
illustrated explanations.
(B1, B2, C3)
TASK 4
Written and illustrated
Commentary on the
acquired understanding
and the impact of the
artwork.
(A3, D1, D2)
ATL Skills
Service as Action
Year level: MYP 5
Subject: Visual Arts
Overview
Key Concept
Global
Context
Related
Concepts
Statement of Inquiry
Content
Objectives
ATL Skills
E-portfolio
Assignment
Unknown
Unknown
Unknown
Unknown
Unknown
TASK 1 Illustrated Research
of artists and artworks
(A1, A2, D3)
Unknown
Service as Action
TASK 2
Written and illustrated
presentation of creative
thinking skills that lead to a
Proposal for an artwork
(C1, C2)
TASK 3
Process and Product
evidenced skill development
by illustrated explanations.
(B1, B2, C3)
Surrealism
Systems
Personal and
Cultural
Expression
Boundaries
Innovation
How can artists use
chance and the
subconscious to create
something new and
unexpected?
Break the system and discover something
new.
Study Surrealist techniques and make
your own techniques to create new and
unexpected artworks.
TASK 4
Written and illustrated
Commentary on the acquired
understanding and the impact
of the artwork.
(A3, D1, D2)
TASK 1 Illustrated Research
of artists and artworks
(A1, A2, D3)
TASK 2
Written and illustrated
presentation of creative
thinking skills that lead to a
Proposal for an artwork
(C1, C2)
TASK 3
Process and Product
evidenced skill development
by illustrated explanations.
(B1, B2, C3)
I. Communication skills
Exchanging thoughts, messages
and information effectively
through interaction
• Interpret and use effectively
modes of non-verbal
communication
Reading, writing and using
language to gather and
communicate information
• Structure information in
summaries, essays and reports
IV. Affective skills
Managing state of mind
• Mindfulness
TASK 4
- Practice strategies to develop
Written and illustrated
mental focus
Commentary on the acquired
• Resilience
understanding and the impact
- Practice “failing well”
of the artwork.
(A3, D1, D2)
12
Undertake
challenges that
develop new skills
Overview
Key Concept
Global
Context
Related
Concepts
Statement of Inquiry
Content
Objectives
ATL Skills
Service as Action
Modern
Movements
Perspective
Personal and
cultural
expression.
Style
Visual Culture
Expression
Representation
You can have more than
one perspective in art.
Investigation of different
style concepts gives us a
range of perspectives by
artists on reality.
Collect and analyze data from a chosen
art movement or style, understand the
contextual knowledge changes that are at
the basis of the key concepts and
incorporate those concepts in a personal
artwork.
TASK 1 Illustrated Research
of artists and artworks
(A1, A2, D3)
VI. Information literacy skills
Finding, interpreting, judging and
creating information
• Collect and analyse data to
identify solutions and make
informed decisions
Develop awareness
and practice
empathy.
What is the relation
between context, new
perspectives and the key
concepts of a modern art
movement or style?
Collect data from an art movement and in
corporate and present these with
arguments in a presentation of your
artwork
Present and listen to different
perspectives as shown in personal
artworks
How does the specific
expression style of an
artist (artworks) from a
modern movement (key
concepts) represent new
perspectives in the visual
culture of that time
(context)?
Make choices based on interest.
Practice empathy to understand context's.
Explore the relation between knowledge
and perspective.
Present a different perspective with an
artwork to others.
Critique different presentations on the
relation to key concepts.
1.
Is new knowledge always the
basis for new art movements?
Collect and analyze data from a chosen
art movement or style, understand the
contextual knowledge changes that are at
the basis of the key concepts
TASK 2
Written and illustrated
presentation of creative
thinking skills that lead to a
Proposal for an artwork
(C1, C2)
TASK 3
Process and Product
evidenced skill development
by illustrated explanations.
(B1, B2, C3)
VIII. Critical thinking skills
Analysing and evaluating issues
and ideas
• Gather and organize relevant
information to formulate an
argument
• Consider ideas from multiple
perspectives
TASK 4
Written and illustrated
Commentary on the acquired
understanding and the impact
of the artwork.
Or/and presentation and
discussion.
(A3, D1, D2)
2.
Can we have empathy for the
specific perspective of a modern
art movement?
Use the key concepts of an art movement
and incorporate those concepts in a
personal artwork.
Taking over the
Face
Aesthetics
Personal
and cultural
expression:
artistry,
creation,
beauty.
13
Interpretation
Expression
Visual culture
How can artists revolt
against simplified
idealisations of human
personalities that is
imposed on us by
commercial media?
3. Can we make an artwork using
the specific key concepts of an
modern art movement
(perspective) that is relevant to
our times and lives?
Present your artwork to the class and
discuss the relevance of its perspective.
The research will demonstrate the
student’s:
 Understanding of simplified
idealisations of human
personalities by commercials, the
role of aesthetics and how artist
revolt against idealisations of
TASK 1 Illustrated Research
of artists and artworks
(A1, A2, D3)
TASK 2
Written and illustrated
presentation of creative
VII. Media literacy skills
Interacting with media to use
and create ideas and
Action:
Students revolt
against simplified
idealisations of
human
personalities
related to self-
Overview
Key Concept
Global
Context
Social
construction
s of reality
(with
commercial
goals):
Creation of
the perfect
consumer.
Related
Concepts
Statement of Inquiry
Content
Objectives
ATL Skills
Service as Action
Advertisements or
commercials influence
Aesthetics, (the
characteristics,
creation, meaning and
perception of beauty
and taste) related to
self-image.
human personalities with their
artworks (A1, A2)
 Exploration the concepts (related
to human personality and selfimage) used by commercials and
by artists that revolt against these
simplified idealisations (with
examples of commercials and the
work of artists) (D3)
The proposal will enable students to:
 Demonstrate purposeful
exploration leading to a feasible,
clear, imaginative and coherent
artistic intention. (C1) (Please
note. For the purposes of the
proposal, the student needs to
communicate both, the
understanding of the related
global context and a clearly
described personal interpretation
of the related inquiry question.
 Demonstrate a range of creativethinking behaviours related to
the statement of inquiry. (Please
note. For the purposes of the
proposal, creative-thinking
behaviours involve students
exploring the unfamiliar and
experimenting in innovative
ways to develop their artistic
intentions, their processes and
their work. Thinking creatively
enables students to discover their
personal signature and realize
their artistic identity.) (C2)
The process and product evidence will:
 Demonstrate the development
of skills and techniques to
realize your artistic intention. (B1)
 Explore artistic ideas to realize
your artistic intention. (C3)
 Demonstrate your ability to
create and present your “Revolt
against idealizations of human
personalities as shown by the
media” through Visual Art in your
‘Taking over the face’ artwork
B2)
The commentary will enable you to:
 Show the acquired knowledge
that purposefully informed your
artistic decisions. (A3)
thinking skills that lead to a
Proposal for an artwork
(C1, C2)
information
image that is
imposed on us by
commercial media,
with there own
ideas and artworks.
The study of the role of
advertisements/commer
cials on aesthetics and
self-image, develops
interpretation skills,
critical appreciation and
analysis of
commercials, art,
culture and nature.
Aesthetic awareness
empowers artists to
challenge imposed
idealisations and allows
to enrich visual culture
with personal
expressive actions.
14
TASK 3
Process and Product
evidenced skill development
by illustrated explanations.
(B1, B2, C3)
TASK 4
Written and illustrated
Commentary on the acquired
understanding and the impact
of the artwork.
(A3, D1, D2)
Locate, organize, analyse,
evaluate, synthesise and
ethically use information
from a variety of sources and
media (including digital
social media and online
networks)
Demonstrate awareness of
media interpretations of
events and ideas (including
digital social media)
I. Communication skills
Exchanging thoughts, messages
and information effectively
through interaction
Use intercultural
understanding to interpret
communication
Use a variety of speaking
techniques to communicate
with a variety of audiences
Overview
Key Concept
Global
Context
Related
Concepts
Statement of Inquiry
Content


Optional
“Nonfigurative
portrait”
Communication
Personal and
Cultural
Expression
Narrative
Interpretation
Expression
Can we create a nonfigurative portrait, using a
text (content)?
Objectives
ATL Skills
Service as Action
TASK 1 Illustrated Research
of artists and artworks
(A1, A2, D3)
Communication skills:
Communicate
ideas through
artworks.
Observe, reflect and comment
upon the role that your artwork
plays in revolting against
simplified idealisations of human
personalities that are imposed on
us by media (D1)
Describe how you develop a
deeper understanding and
appreciation of an artist's creative
expression that is able to revolt
against the simplified
idealisations of human
personalities that are imposed on
us by media. (D2)
Create a picture from a poem, song or
short story.
Use the visual elements and principles
knowledge and skills to create a
nonfigurative composition that
communicates the text.
TASK 2
Written and illustrated
presentation of creative
thinking skills that lead to a
Proposal for an artwork
(C1, C2)
TASK 3
Process and Product
evidenced skill development
by illustrated explanations.
(B1, B2, C3)
TASK 4
Written and illustrated
Commentary on the acquired
understanding and the impact
of the artwork.
(A3, D1, D2)
15
Exchanging thoughts, messages
and information effectively
through interaction