MYP Art + Design / International Baccalaureate

Global Context: Scientific and Technical Innovation
Key concept: Creativity
Related concept: S.T.E.A.M. (Science, Technology, Engineering, Art, Math)

Statement of Inquiry: STEAM is creativity applied to scientific and technical innovation

O.Q.: Where does Scientific and Technical Innovation meet Art and Design?

Inspired by Leonardo da Vinci´s machine designs, students will design a robot applying the technique of schematic drawing and cardboard sculpture.

Inquiry questions:

Factual: What is STEAM?
Conceptual: How have artists influenced science and vice versa?
Debatable: What makes humans different from machines?

Students’ works

 

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PYP IB Curriculum
Grade: 6
Time: 12 sessions
Summative Assessment: Currency Design

Inspired by the Norwegian banknotes design, among others of students’ choice, they will made an artwork applying the technique of collage and drawing as a response to a social issue (UN Sustainable Goals). The prototype is printed in color paper to simulate currency. Students also play the role of governments deciding where would they invest the money to achieve theUN Sustainable Goals.

UOI: How We Organize Ourselves
Central Idea: All financial decisions have consequences.

Lines of inquiry:
– Change: How does economy change the world?
– Reflection: ​How do we know about the impact of global financial risks? Who takes the risks?
– Responsibility:​ What is our responsibility as consumers and citizens of a Globalized world?
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PYP IB Curriculum
Grade: 4-5
Time: 15 sessions
Summative Assessment: Cardboard Signs

Goal: Create awareness about the ocean pollution.
Role: Art Activists
Audience: School & Stjørdal Community
Situation: Studies have found, there are over 300 billion pounds of plastic in our oceans and they say the effect that waste has on animals is overwhelmingly (Bergen University).
Product Performance and Purpose: Students will inquiry into rights and responsibilities in the struggle to share finite resources with other people while making a sign and/or poster for an activism campaign.

Lines of Inquiry:
– Form: What is it like to live in the ocean?
– Change: How is pollution changing the oceans?
– Responsibility: How can art help people to understand their responsibility for cleaning up the oceans?

Activities: Discussion about the theme in class, Analysis of art Activism references, Cardboard Poster Workshop, collaborative “Manifesto” design.

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G.R.A.S.P. and worksheet. The rubric is also provided as a task list.

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Students discussed the meaning of a “Manifesto” and made one with their own messages.

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Students asking students from all over the school to sign their manifesto to reduce plastic waste.

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Students with their signs ready to take action.

PYP IB Curriculum
Grade: 4-5
Time: 15 sessions
Summative Assessment: Comic Books

In this lesson, 15 students from grades 4th and 5th addressed issues of migration and culture by making a comic book. The lesson plan followed the central idea of “People migrate altering the existing environment, culture and their own lives” focusing the discussion questions on the two lines of inquiry: causation and reflection. The IB lines of inquiry questions used for discussions and creating art were the following:

  • Causation: Why is migration like it is?
  • Reflection: What is culture?

To support the discussions, students analyzed the artworks of Jacob Lawrence Migration Series (1941), artist Marjane Satrapi, and archive images from migration in Norway during WWII as well as newspapers to better understand how migration affects existing cultures. The experiences of sharing different socio-cultural perspectives in the classroom successfully help students make meaning and acquire knowledge about migration, diversity while bringing community and respect towards each other. The assessment of the lesson consisted of a simple student rubric and museum walk.

Students’ comics in accordion book format:

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Students providing feedback to other students.

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From Tanzania to Norway, and vice-versa.

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From Congo to Norway.

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A great-grandfather escaping from Norway to Sweden during WWII

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A student from Palestine presents her story.

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From Eritrea to Sudan and then to Sweden and Norway

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“Not My King” Toolkit  used during a workshop at Pop Up Feministhus, Trondheim, Norway (March 2018)
Catalog

During this artistic research, the focus has been placed to structure the theoretical components and images from the history of art aiming to display facts while opening dialogues that impulse the audience to make connections between patriarchy, capitalism, and environmental issues. In order to do that and inspired by playing cards which elements respond to a patriarchal structure, a toolkit Not My King has been designed to unlock female consumerist habits, in different socio-cultural backgrounds. The goal is to collect data documenting the participants’ reactions and dialogues to the question: How does patriarchy operate in relation to hyperconsumption? The cards in the toolkit have excerpts from quantitative and qualitative research from academics, non-governmental institutions that explain the impact of individual consumers, the garment and household products industry and, objectification as well as, gender theories (Chomsky, Klein, Federici, Rancièrè, Nochlin, Buttler, Beauvoir). In addition to that, the cards have images from visual culture, a concept map and basic game rules to articulate different ludic possibilities for perspectives about the politics of women’s bodies in Western visual culture, and its connection the Anthropocene. The card game is part of a larger research project that I am currently doing in which a book titled The Gendered Planet is being designed to expose the politics of aesthetics on women’s bodies in western visual culture from XVI century until the present. This project will be finished in May 2019.

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MYP IB Curriculum
Grade: 6
Time: 10 sessions

Inspired by artwork “Whose Values?” by contemporary artist Barbara Kruger, students discussed what a healthy community meant in order to understand how to deal with bullying situations and potentially neutralize them. They designed cardboard signs (layout and message) that later were used to perform a march around the school during recess time. By doing this, students had the opportunity to discuss with other peers about the importance of good attitudes to build a positive environment at school. They also visited different grades to share their message. The activities in this lesson were collaborative brainstorming, discussion about artworks in connection to the main theme, art, and design principles, as well as a typography workshop.  The IB lines of Inquiry incorporated into this lesson plan were:

– Perspective: How do positive/negative attitudes in the school context change us?
– Form: What is a positive/negative attitude towards other classmates?
– Change: How have you experienced negative/positive attitudes in the school context?

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