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ELEMENTARY

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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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.

trash monster

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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

United States of America National Curriculum
Grade: 3
Time: 12 sessions

Inspired by a Keith Haring’s artwork, students from 3rd. Grade draw sea animals and create a mural using collage as a technique to interpret the importance of water in the life cycle. During this lesson, students reflect about their work as well as the artist’s statement while learning about basic design principles, drawing and how to make a collage, including new vocabulary.

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According to James (age 7) “water can bring life”. that is why, students have draw their favorite sea animal for a mural project.

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Students learn basic design principles and develop drawing skills.

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Students discuss about the importance of ¨Water¨ in the life cycle while and how does their design relate to Keith Haring’s murals in New York City.

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As a closure activity, students made a book with their drawings.

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Students share their drawings by presenting a short statement about their chosen sea animal.

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Students trace their sea animal to make a collage. they work collaboratively to make a design for the mural about water as a theme.

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Students working on the water mural.

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Applying Vivian Paley’s democratic rules ideas for discussions in the classroom.

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United States of America National Curriculum
Grade: 5
Time: 12 sessions

The purpose of this lesson is to design a new governmental building. The project will be based on democratic principles such as inclusion. During 5th grade, students from New York City public elementary schools study “how geography determines culture and how issues of power, wealth and morality influence exploration and colonization”(US National Social Science Standards). The central focus and purpose of this learning segment is to teach students how power is expressed in architecture. Students will analyze and compare examples from architectural works from Frank Gehry to government buildings from different historical epochs spanning Ancient Middle Eastern Architecture to the White House. The standards and learning objectives in my lesson unit help students to create and respond to visual art by incorporating form and structure, production, art context and personal perspective. They analyze different types of forms such as geometric and organic. Students develop their abilities to create and respond to visual art concepts by applying the technique of perspective, bird-eye’s view in order to structure their building design project.

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Students from 5th. Grade discuss about what democracy means and compare it to monarchy. They design a non-democratic governmental building as a first step of this lesson.

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Students analyze the work of contemporary architect Frank Gehry. They fold a paper to create a form in order to design a democratic governmental building.

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Finished scale model of a contemporary design project for The White House.

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Students learn the technique of perspective.

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