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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.

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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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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 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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