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Tag Archives: Climate Change

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
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

 

 

Spanish Artistic Baccalaureate
Grade: 11
Time: 12 sessions

The central focus of this lesson is to inspire critical thinking about the students’ role as consumers while addressing the question of: Where does water in Valencia comes from/goes? Students analyzed the natural water cycle with and the water consumption and commercialization. As a visual response, students created a serie of photographies inspired by the work of the photographer Sebastiao Salgado shown in “The Salt of Earth” (2015), a documentary by Wim Wenders. During this lesson, students also created an Instagram account, a newsletter and an exhibition title and individual statements.

Creative process and democratic rules to find a common theme for the research and exhibition

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Students’ Works (selection)

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Exhibition

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Students curating the exhibition.

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MYP IB Baccalaureate
Theme: Art as Message
Grade: 7
Time: 12 sessions

During this unit, students addressed one of the most important United Nations sustainable development goals: Climate Change. They analyzed the impact of climate change in their homeland, their role as consumers and used art in order to develop a visual response answering the questions of “How are you connected to Nature?” as well as “How does Climate Change affect you?”. They learned how to use Photoshop and created digital collage and double exposure compositions. Other students decided to work with illustration and paper collage. Students also sent a postcard to the United Nations using their statements to reach a wider audience.

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Students analyze and compare how artists used and were inspired by nature to create their artworks.

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Brainstorming technique used to connect the theme with their cultural backgrounds.

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Students watched and discussed Michael Jackson’s “Earth Song” music video to get some visual inspiration.

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Students chose the technique they wanted to used in their artworks.

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“To protect ourselves we must protect nature” Student Artwork

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“Don’t forget to protect the animals, they also suffer” Student Artwork

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“We move as part of the universe” Student Artwork

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“Nature sees us” Student Artwork

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“We are part of Nature” Student Artwork

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As part of the closure activity, students sent postcards with individual messages to the United Nations.

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