MYIS International School

EY, PYP, MYP Visual Arts
MYP Media Arts & Design
Bangkok, Thailand. 
2023-2025

I am dedicated to designing and implementing a comprehensive Visual Art curriculum at MYIS, spanning Early Years to Middle Years, aligning with the principles of the IB Primary Years Programme (PYP) and Middle Years Programme (MYP). My approach emphasizes fostering creativity and self-expression while cultivating students’ technical skills and critical thinking abilities. Through inquiry-driven, hands-on projects, students explore essential questions related to identity, culture, and symbolism.

In the Early Years, students are introduced to fundamental concepts like line, shape, and space through a variety of artistic mediums and cultural perspectives. The curriculum integrates sustainable practices, as students create projects with recycled materials, and encourages storytelling through animation.

The PYP Visual Art program continues to build on these foundations by integrating interdisciplinary connections, allowing students to explore and reflect on their artistic process. The use of thinking routines from Project Zero and Studio Habits of Mind ensures a student-centered approach, with opportunities for personalized instruction and choice-based learning.

In MYP Media Art and Visual Art, students engage in photography and still life projects, analyzing how artistic techniques convey personal meaning. They are encouraged to experiment with compositional principles and to develop their own artistic voice through various mediums. In MYP Design, students are guided through real-world challenges, applying the design cycle to create functional products, such as customized organizers and interdisciplinary science-design projects like cardboard boats.

EY Visual Art
The Early Years art program introduces young learners to various artistic mediums and concepts like line, shape, and space through diverse cultural perspectives. Inspired by Egyptian art, Khon masks, and Warli art, students use drawing, stamping, stenciling, and collage to explore human form. They also engage in observational drawing and clay modeling. Through project-based learning, they create cityscapes with collage, wire, and clay, and design sustainable cities with recycled materials, aligning with Earth Week. Storytelling through stop-motion animation further enhances their creativity.

Class Portfolio: C&S (Year4-5) | Exc (Year 5-6)

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MYP Visual Art and Media Arts
In the MYP Visual Art and Media Arts, I focus on still life and photography for communicating personal and cultural expression around the concept on identity. In Media Art (Grades 6-10), students explore photography techniques like camera shots, angles, and compositional principles. Drawing inspiration from photographers such as Manit Sriwanichpoom to Henri Cartier-Bresson, students develop their own photo series based on these concepts. In Visual Art (Grades 6-8), students dive into still life, learning how form can convey personal meaning and value. They explore various drawing materials, design principles, and create their own symbolic still life pieces, concluded by an artist statement and exhibition.

Class Portfolio: MYP Visual Art | MYP Media Arts

PYP Visual Art
The Visual Arts Program in the Primary Years Programme (PYP) focuses on fostering creativity, self-expression, and inquiry through a hands-on, interdisciplinary approach. Students explore essential questions and themes such as identity and symbolism while engaging in thinking routines like "See-Think-Wonder" and "Color, Symbol, and Image." They develop technical skills in drawing, painting, printmaking, and ceramics, often integrating art projects with other subjects like language and cultural studies. Collaboration, reflection, and skill development are emphasized, encouraging students to think critically and communicate their ideas through various artistic mediums.

Class Portfolio: Grade 1 | Grade 2 | Grade 4

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MYP Design
In the MYP Design course, I facilitate two units annually to cultivate students' design thinking and problem-solving skills. The first unit focuses on personal organization, where students apply the design cycle to create customized organizers that enhance personal spaces and productivity. This involves understanding design research methods, reflecting on their organizational habits, and developing solutions tailored to individual needs. The second unit is an interdisciplinary collaboration with the Science department, challenging students to design and construct collaborative cardboard boats. This project integrates scientific concepts such as buoyancy and material properties with design principles, culminating in practical tests to evaluate the boats' functionality. Through these units, students engage in hands-on learning that connects theoretical knowledge with real-world applications.

Class Portfolio: MYP Design

Chadwick International School

MYP Visual Art Grade 6–9
Incheon, South Korea.
2016-2023

In the MYP(Middle Years Programme) Visual Art aims that students demonstrate knowledge and understanding of the art forms and use knowledge to purposefully inform artistic decisions. Students demonstrate acquisition and development of digital and traditional skills and techniques to create a body of works. Students are encouraged to develop clear and imaginative artistic intentions, demonstrate a range and depth of creative-thinking behaviors, and exploration of ideas to a point of realization.  
    Key concepts such as aesthetics, change, communication and identity broadly frame the curriculum, and related concepts such as interpretation, narrative, boundaries and innovation promote deeper learning throughout the creating process.

Learning Experiences and Teaching Strategies
Each unit considers the TAB (Teaching Artistic Behaviour) method and contains 4 parts of the creative process: Investigate, Develop, Create, and Evaluate. Students explore and understand the art form and concepts through several formative excercises. This will help students to independently expand their artistic intention during the summative project by choosing their own process within the unit’s concept. In the process of creating, students document, reflect, and critique the product to further strengthen their works. 

Mission Hill
K-8 School

Public Pilot School,
Boston, Massachusetts, USA.
2015-2016

The Mission Hill School is a Boston Public Pilot School. It is a small school (approximately 250 children, ages 3-14). The school is a project-based, collaborative curriculum, inclusive of all learning abilities. With the full-time art teacher, Jeanne Rachko, and student teachers, Henry Novak and June Park, we have planned lessons around the theme of Finding Pattern in Nature,  Ancient Civilization, and Who We Are.

Pattern in Nature
We focused on patterns in nature for the first trimester. Students observed sunflowers, shells, and insects to think about the recurring patterns we can learn from the Fibonacci sequence. Then based on the age group, students either worked on creating a narrative piece or designing an awareness poster on endangered animals.

Ancient Civilzation
For the second trimester, students focused on the study of an ancient civilization, centered around Chinese culture. During this period, students question how people lived long ago and investigate the legacies we owe to the past. Students experienced oriental caligraphy and painting.

Who We Are
For the last trimester, students explored the Struggle for Justice in America centered around the concept on identity. Through creating self-portraits and posters, students question how to address issues of justice and freedom and who we are.