MYP Visual Arts SGO 2020-21

MYP 1 (Grade 7) Subject Group Overview

Visual Arts

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
1 What's the big Identities and Artists are able to Group Objectives Organization skills (knowledge, skills, understanding)
Communication Representation relationships communicate big ideas A - all strands; Bring necessary Knowledge
idea? Expression through the representation B - all strands equipment and supplies MYP key and related concepts; symbols and
of words, images and to class their meanings; drawing techniques
2 Colour matters symbols. Communication skills
Negotiate and use Skills
Communication Expression Personal and Colour is a non-verbal form A - all strands; effectively non-verbal Create wordles that represent MYP key
Audience cultural expression of communication that can B - all strands; forms of communication concepts, use the grid technique to scale up
be used to persuade and C - all strands; drawings
influence the audience. D - all strands Communication skills
Negotiate ideas and Understanding
knowledge with peers Concepts have broad and transferable
and teachers meanings; meaningful art can be created using
Creative thinking skills simple iconic imagery
Create original works Knowledge
and ideas The colour wheel; colour schemes and colour
theory, essential paint application techniques

Skills
Analyse works of art to recognise colour
schemes and discuss the message the artist
may be trying to convey; mix a variety of colours
and apply paint with accuracy; reflect on colour
choices using the correct terminology; use art
resources in a responsible manner

3 Elements of Beauty Aesthetics Composition Personal and Aesthetically pleasing A - all strands; Communication skills Understanding
Representation cultural expression imagery can be created B - all strands; Give and receive Colour has meaning, and can be used and read
through the organisation of C - all strands; meaningful feedback in various ways; colours are everywhere around
the elements of art. D - all strands Organization skills us and affect our life, our choices, and our
Set goals that are moods
challenging and realistic Knowledge
Creative thinking skills The seven elements of art; the concept of
Create original works aesthetics and how it relates to perception;
and ideas characteristics of non-representational art

Skills
Use correct terminology to describe and
analyze visual images; compare and contrast
the elements and principles in two or more
artworks that share similar themes; work with
acrylic paint on a unconventional surface;
provide constructive feedback to peers
regarding their artwork

Understanding
Composition of the elements can strongly
influence aesthetics; aesthetic is important
because it helps us understand and judge the
various qualities one will find in art

MYP 1 (Grade 7) Subject Group Overview

Visual Arts

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
4 Abstract me Group Objectives Information literacy (knowledge, skills, understanding)
Identity Perception Identities and Creative processes enable A - all strands; skills Knowledge
Representation relationships artists to express their C - all strands; Access information to be The abstract impressionism movement; how
identity. D - all strands informed and inform artists of the movement used varied
others approaches to express themselves
Creative thinking skills
Create original works Skills
and ideas; use existing Describe the difference between realism and
works and ideas in new non-representational works; create original
ways works that express identity through abstract
representation

Understanding
Abstract representation is
purposeful, expressive, and has meaning

MYP 2 (Grade 8) Subject Group Overview

Visual Arts

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
Innovation Orientation in Because artists base their Group Objectives Reflection skills (knowledge, skills, understanding)
1 The Renaissance: Change Representation space and time work on their reality, A - all strands; Focus on the process of Knowledge
change you can be artwork can be an indicator B - all strands; creating by imitating the Renaissance artists and their artwork,
believe in of change through time. C - all strands; work of others characteristics of Renaissance art, terminology
D - all strands related to drawing linear perspective

Transfer skills Skills
Make connections Compare and contrast Renaissance and
between subject groups Medieval art, summarize the evolution and
and disciplines significance of Renaissance art, draw using one
Creative-thinking skills point and two point perspective, demonstrate
Create original works development of line quality
and ideas; use existing Understanding
works and ideas in new Art can be indicative of changes taking place
ways. during the time period, artists base their work
on their reality

2 The spirit within Communication Pattern Orientation in Across cultures and time, A - all strands; Creative thinking skills Knowledge
Visual culture space and time patterns have meaning and B - all strands; Consider multiple Characteristics and classes of patterns (e.g.
can be used to C - all strands; alternatives mosaics, lattices, waves, symmetry), the origins
communicate visual D - all strands Communication skills of patterns and their spiritual relevance; dawing
culture. Negotiate ideas and skills: line quality, precision, repetition,
knowledge with peers craftsmanship
and teacher Skills
Reflective skills Demonstrate the ‘art of mandala-making’,
Keep an art journal to create representational and non-
record artistic progress representational patterns, analyse the
and reflections aesthetics qualities of patterns and symbols
Understanding
Patterns have spiritual and cultural relevance;
there is aesthetic enjoyment in the recognition
of patterns

3 Through your own Communication Perspective Personal and Artists can construct A - all strands; Communication skills Knowledge
lens Narrative cultural expression personal and cultural B - all strands; Use intercultural Composition techniques used in photography,
narratives through the use C - all strands; understanding to photography terminology, the difference
of different perspectives. D - all strands interpret communication between informative and evocative
photography
Communication skills
Interpret and use Skills
effectively modes of non- Camera skills, visual storytelling techniques,
verbal communication research and then create a narrative related to
an issue or group in the local community
Medis literacy skills
Understand the impact Understanding
of media representations Photography has the power to change
and modes of perspectives, surprise, inspire and influence our
presentations beliefs and behaviours

MYP 3 (Grade 9) Subject Group Overview

Visual Arts

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
1 Totally identical Identity Composition Identities and The formation of our Group Objectives (knowledge, skills, understanding)
Expression relationships identity can be expressed A - all strands;
2 What's poppin? through a composition B - all strands; Media literacy skills Knowledge
C - all strands; Communicate Composition techniques: collage, photography;
D - all strands information and ideas portraiture, proportions of the face
effectively to multiple
audiences using a variety Skills
of media and formats Analyse a photograph, create a collage, analyse
the work of an artist (Frida Kahlo, Cindy
Communication skills Sherman, David Hockney) n order to better
Organize and depict understand composition techniques and
information logically portraiture

Research skills Understanding
Evaluate and select Artists often use their works as a key means of
information sources and expressing their complex identities, how we see
digital tools based upon ourselves influences our identity
their appropriateness to
specific tasks

Culture Visual culture Orientation in Symbols are repurposed to A - all strands; Information literacy Knowledge
Representation space and time represent or express new or B - all strands; skills The origins and influence of Pop Art, the
different cultural meanings. C - all strands; Use critical literacy skills contributions of various artists to the pop art
to analyze and interpret movement, stylistic differences in works of art,
D - all strands media communications characteristic and expressive features of

Communication skills different pop artists

Share ideas with multiple Skills
audiences using a variety Describe the historical impact of pop art on our
of digital environments culture, compare and contrast different
and media approaches to creating art, use mixed-media to
create modern interpretations of works from
Reflective skills the period
Consider ethical, cultural,
and environmental Understanding
implications Pop artists blurred the boundaries between art
and culture creating a visual style still evident
today, symbols in art can define culture and
reflect its values

MYP 3 (Grade 9) Subject Group Overview

Visual Arts

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
3 Behind the mask Culture Expression Personal and While masks often hide the Group Objectives Affective skills (knowledge, skills, understanding)
Style cultural expression identity of the wearer, they A - all strands; Practice focus and Knowledge
reveal an identity of cultural B - all strands; concentration The function and form of masks, awareness of
expression. C - all strands; Collaboration skills the relationship between mask making and
D - all strands Help others to succeed their culture
Creative thinking skills
Create original works Skills
and ideas Demonstrate drawing skills and techniques in
the creation of their own mask, identify the
connections and reasons of mask making to
other cultures around the world, formulate an
intention and make a mask

Understanding
Masks have been used for a wide variety of
purposes across cultures and often
communicate complex ideas; how knowledge
of function and purpose are essential aspects of
understanding

MYP 4 (Grade 10) Subject Group Overview

Visual Arts

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
Boundaries Orientation in In times of change, Group Objectives Transfer skills (knowledge, skills, understanding)
1 The times they are Change Expression space of time boundaries can be broken A - all strands; Make connections Knowledge
a-changin leading to artistic forms of B - all strands; between subject groups Art of the late-19th and early-2oth century; how
expression. C - all strands; and disciplines the art of the period reflected the changes
D - all strands taking place at that time

Reflective skills Skills
Focus on the process of Analyse artists and artworks and build
creating by imitating the connections with their orientation in space and
work of others time, develop skills and techniques of a
particular style and reproduce that style in a
creative piece of their own

Understanding
Art is an indicator of change throughout time;
when changes taking place, new forms of
expression are developed

2 Everything's Logic Composition Personal and Logic can be applied to B - all strands; Communication skills Knowledge
golden (IDU) Structure cultural expression investigate patterns and C - all strands; Understand and use Composition elements - space, balance,
demonstrate equivalence, D - all strands Mathematical notation proportion, movement, emphasis; how artists
facilitating the composition Transfer skills have used the Golden Ratio to create
of works of personal and Make connections masterpieces throughout history.
cultural expression. between subject groups Skills
and disciplines Demonstrate knowledge of space as an
Creative-thinking skills element of design, make connections between
Apply existing visual arts and other disciplines, evaluate the
knowledge to generate effectiveness of artworks in terms of
new ideas, products or organizational structures and functions
processes Understanding
The components of a piece of work can be
organized into a cohesive whole through
knowledge of organizational principles of
design and art elements.

MYP 4 (Grade 10) Subject Group Overview

Visual Arts

Unit Title Key Concept Related Concepts Global Context Statement of Inquiry MYP Subject ATL Skills Content
3 Abstractable Group Objectives Creative thinking skills (knowledge, skills, understanding)
Aesthetics Perception Personal and The aesthetics of A - all strands; Create original works Knowledge
Composition cultural expression abstraction come from B - all strands; and ideas The origins, creation, and subject/content of
observation and C - all strands; Critical thinking skills abstract art, abstract art movements (abstract
imagination. D - all strands Consider ideas from expressionism, minimimalism, cubism) and its
multiple perspectives artists

Skills
Create abstract artworks experimenting with
elements of design and texture, consider how
emotions and distortion of expressive features
influence composition, conduct an artist study

Understanding
Abstract art polarizes the opinions and
aesthetic judgements of the audience