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.

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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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PYP IB Curriculum
Interdisciplinary theme: “Sharing the Planet”
Grade: 2-3
Time: 8 sessions

How can we re-use materials for different purposes? During this lesson, students from second and third grade used recycled materials to make a sculpture that represents an animal, environment threatened by human-made pollution. The goal was to develop an understanding that the choice of different tools and materials results in different outcomes. The United Nations Sustainable Goals discussed during the lesson were: “Responsible Consumption and Production”, “Life on Land” and “Life Below Water”. Artists references included: Natsumi Tomita, Haiti Sculptures, Torres Garcia, Karel Appel. The lines of Inquiry incorporated into this lesson plan were:

  • Function: How can we use recycled materials to make art?
  • Causation: Why are the oceans being polluted? 
  • Responsibility: What choices artists make to encourage responsible consumption and preserve life on land and below water? The summative assessment consisted of a sketch from an endangered animal and a sculpture.

 

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Students collecting trash from trash containers they made after the art theory lesson and placed in different places around the school.

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Student sketch illustrating how animals in the ocean are affected by plastic waste

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“Blue Whale” Sculpture from student

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“Dolphin” Sculpture from student

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“Baby Ray Manta” Sculpture from student

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Student sketch

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“Baby bird” Sculpture from student

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“Dolphin” Sculpture from student

 

 

PYP IB Curriculum
Interdisciplinary theme: “How the World Works”
Grade: 5
Time: 12 sessions

Inspired by the media, world heroes, gods and comics, students designed their own comic superhero and made the character’s mask as a visual response to the impact of consumerism and contamination. They explored issues of identity, cultural heritage and contemporary art to create awareness about the importance of a fair use of resources in a globalized context while discussing how power is structured in the world in relation to the profit made out of the natural world and technology.  They applied the technique of mask making using recycled materials. During this unit of inquiry, students discussed content questions such as:

  • Why do we use/take/store energy to make the world work?
  • What “masks” humans use to express ideas about how the world works? Why?
  • Why do superheroes need to fix the world? What’s a superhero?
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Meet the Superheroes

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Vocabulary and “gut” reactions about “Man” comic video by artist Steve Cut

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Students made their own sketchbooks to document their creative process

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Mask making process

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Exploratory class to learn the 7 elements of art

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Initial Brainstorming

Spanish Artistic Baccalaureate Curriculum
Grade: 12
Time: 3 months project

Students from high-school addressed the questions of “What’s Globalization?” and “How did image and sound changed our perception of reality?” The central focus of this lesson is to encourage students to work as social researchers and artists using their own experiences and critical thinking skills, to create an animation project based on the data they collect from their social contexts. Students worked collaboratively to discuss the overarching questions. Later, each student developed an individual question addressing different themes such as consumerism, environment, social networks, modern slavery. Students collected information starting from their own personal experiences, as well as, their community members such as friends, family, students and teachers. As a result, students elaborated a script, a storyboard, a research artist-book and an animation project. They used chalk drawing techniques, photography and edition applications. This project has been presented to the school community using the art classroom as an open studio, in which, the Smart board functioned as a movie screen. The animations short films have also specific artists music such as “Society” (Eddie Vedder), “Of Monsters And Men” (Dirty Paws) among other musicians. Also, before showing the animations, each student presented their findings to the audience. (The music has been removed from this page to respect authorship copyright policies)

Students’ Animations (Selection)




Project Research

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Animation Backstage

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