Yea.Shin

Teaching Portfolio


IB MYP Arts


MYP Arts in Chadwick International School
Chadwick International is accredited by the Western Association of Schools and Colleges (WASC), and is an authorized International Baccalaureate (IB) world school, offering the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP) and the Career Programme (CP). Chadwick students have access to music, drama and visual arts at all MYP grade levels. In Grades 6 and 7, they study all three of these arts courses for a trimester. In Grades 8 - 10, they select one to study for the entirety of the school year.


MYP Visual Art Curriculum

In the Middle Years Programme (MYP) 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 skills and techniques to apply those skills to create art. 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. Students present a critique of artwork, create artistic responses, and construct meaning and transfer learning.

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.

Learning Experiences and Teaching Strategies
Each unit contins 4 parts of the creative process: explore, plan, create, and share and reflect. Students explore and understand the art form and concepts through several formative excercises. This will help students to  idependently 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. Below are several methods of task that students experience in the creative process:

Eplore
Research
Develop Skills
Create Mock-Up
Visit Exhibition
Demonstrations
Plan
Sketch
Brainstorm
Artistic Intention
Class Board


Create
Journal Entry
Video
Ongoing 1:1 Feedback
Goal Setting

Share & Reflect
Critique (Self, Peer, Teacher)
Exhibition
Review Rubrics

Differentiation

• Open-ended, multi-option tasks and assignments
• A range of materials and resource types provided to meet different learning preferences
• Where appropriate time is used flexibly/ students can work at their own pace (ie. ongoing investigations)
• Flexible grouping (One-on-one or small group instruction as needed)
• For distance learning, students work at own pace
• ePortfolios(like Google Classroom) for setting appropriate learning goals and evaluating their growth
• Vocabulary lists provided for ESL students



Grade 6


Unit 1: Learning to See
By learning elements of art and drawing, student explores how “Artists experience the arts through playful explorations.”

Key Concept: Aesthetics
Global Context: Cultural and Personal Expression

Tasks:
Formative: Elements of Art and Artist/Drawing Exploration
Summative: Drawing with a Theme 


Grade 7


Unit 1: Identity Sculpture
By learning principles of design and sculpting, we will explore how
“individual identity can be expanded or disguised to explore personal history.”

Key Concept: Identity
Global Context: Identities and Relationships

Tasks:
Formative: Principles of Design and Artist/Sculpture Exploration
Summative: Identity Sculpture 


Grade 8


Unit 1: Developing Skills
Students will extensively explore proportion, value, space, and texture. Students will develop skills in drawing, painting, and mixed media to understand that “Developing skills in art is a powerful tool to express the world around us.”

Key Concept: Aesthetics
Global Context: Personal and Cultural Expressions

Tasks:
Formative: Foundational Drawing
Summative: Contrasting Theme

Unit 2: Masterpiece Remix
By learning art history, students explore how “Artists appropriate culturally meaningful images and re-contextualize them to make statements about our society.”

Key Concept: Communication
Global Context: Orientation in Space and Time

Tasks:
Formative: Art History and Painting
Summative: Painting and Social Issue Research, Appropriation Art

Unit 3: Exploring Stories
By learning various narrative art and animation, students explore how “Artists serve as communicators to the society they live in.”

Key Concept: Identity and Narrative
Global Context: Identities and Relationships

Tasks:
Formative: Animation
Summative: Narrative Art

Grade 9


Unit 1: Perceptions of Beauty
Through the unit, "Perception of Beauty", students explore how beauty varies, also question ourselves the difference between realism and abstraction or what defines beauty.

Key Concept: Aesthetics, Style, Presentation

Global Context: Personal and Cultural Expression

Project 
Still-Life, Portrait Response, Beauty Portrait

Unit 2: Fantasy v.s. Reality
Students will research on Surrealism and create AR and Collage project to explore how “Fantasy and reality coexist.”

Key Concept: Change
Global Context: Orientation in Time & Space

Tasks:
Summative: Assemblage Creature, Surrealism Research, Surrealism Series
Unit 3: Visual Communication
Through the unit, students will inquire about “What is the importance of murals? What are different examples of murals? Should murals relate to its context?” Students will conduct survey and give service to the school community. 

Key Concept: Communication
Global Context: Globalization and Sustainability

Tasks:
Summative: Stained-Glass Mural project