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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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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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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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Repeat, fast-forward, rewind, pause, recycle, live, delay: these terms are part of the language we use to describe how temporality is manipulated in the contemporary world.

The work of contemporary artists examined in this unit explores some of the tensions embedded in recent experiences of time. These experiences include watching time pass; marking, suspending, condensing, or elongating its flow; developing narratives based on cyclical, organic, or illogical models of time; addressing history through the memory of oppression, displacements, and alienation; and considering how the past infects the present.

Centered around the question,

“How do artists evoke and transform time in their work?”,

students develop their own time-based work in this unit, employing relevant strategies to question its history, passage, duration, or logic.

Subquestions examined as part of this investigation of time include:

  • How does your lived past affect you today? How have you changed over time? In what ways have your life or you as an individual improved? Worsened?

  • How has our collective past influenced our present? What major changes have occurred in the past century? What change was the most significant to you? What implications have they had on your life?

  • How is history told? Where can we find stories of the past today? Who is telling the story? What parts of the (hi)story are factual or fictitious?

  • How do we tell the stories of our personal stories or communal histories? How can reflecting on the past and acting in the present make changes for the future?

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