PYP IB Curriculum
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:
Students providing feedback to other students.
From Tanzania to Norway, and vice-versa.
From Congo to Norway.
A great-grandfather escaping from Norway to Sweden during WWII
A student from Palestine presents her story.
From Eritrea to Sudan and then to Sweden and Norway
Spanish Artistic Baccalaureate Curriculum
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)