(Duration: 20th November, 2017 to 9th February, 2018)





Factual: How can an artwork broaden our understanding of the condition of our world?

Conceptual: How can we capture the drama that exist in the moment?

Debatable: Is art a powerful instigator of change?


Key Concept: Culture

Related Concepts: Audience & Interpretation

Global Context: Identities & Relationships


Statement of Inquiry: Individuals are defined by their personal experience that shapes the way in which they interpret their cultural identity and influence their audience to make change




Learning materials

Controversial Art
http://curiator.com/curatorials/lfkx
http://flavorwire.com/175843/10-controversial-artists-of-the-last-century
http://www.complex.com/style/2013/10/controversial-art-exhibitions/

Controversial Issues
http://visual.ly/10-most-controversial-topics-2014
http://www.debate.org/big-issues/



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1) Critical Analyse (Comparative Study)


Assessment type(s): MYP Criteria A: Knowing and understanding, C: Thinking creatively, D: Responding

Students analyse at least two artists to guide their artistic decision making. Students must research and explain contextual issues, the describe visual qualities and how they have to been used to express meaning.


Ai) Formal Analysis: Function, Media and Cultural Significance (Compare and contrast one narrative work by any two artists in any period and culture. Use appropriate subject terms for art criticism, art labelling and image acknowledgement)
Aii) Influence and Impact Today: (Reflect your knowledge and understanding further of the other artifacts that may carry narrative qualities)
Aiii) Knowledge Transfer: (How you used the learnt knowledge from the research and transferred it to your own art making. You should let his/her style influence your work)




The Project: Life Event

2a) Brainstorm/Statement

Set THREE specific personal goals of the project. Write a 200 words statement to tell how you approach to the project to reflect on the artistic intention.


2b) Contextual Research

Students research their 'life event' using both primary and secondary sources.

Students need to show additional inspired artist(s) and their work(s) for investigation. Visual diagrams and annotation are required to show their artistic and concept awareness.



2c) Observational studies

Students will make several observational drawings of different aspects of their overall design. These drawings should investigate tone, colour, light, texture, different mediums and artistic effects.


2d) Design and investigation

Students will come up with a range of designs where they will investigate composition, materials and artistic elements. Final outcomes should be inspired and by artist research and contextual knowledge.



Assessment type(s): MYP Criteria A: Knowing and understanding, B: Developing Skills, C: Thinking creatively, D: Responding

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Elements of design.jpg
Principles-of-Design-Poster.gif



CRITERION B: Developing Skills

Thematic Artwork (Narrative Representation)
B1) Artistic Skills & Techniques Development (shows acquisition and development of the skills and techniques of the art form studied in DW)
B2) Artistic Skills & Techniques Application (shows application of skills and techniques to create, perform and/or present art on the final art piece.

Including several observational drawings of different aspects of their overall design. These drawings should investigate tone, colour, light, texture, different mediums and artistic effects. It also includes a range of designs where they will investigate composition, materials and artistic elements. Final outcomes should be inspired and by artist research and contextual knowledge.



Exemplar works

1.jpg
Issue on Child Abuse
Nixon_image hijack.jpg
Work pressure, Digital media


abortion.jpg
Abortion, Acrylic on Canvas
photocollage 2.jpg
A bustling life, Photo Collage
Life1_low.jpg
Struggling, Pencil





Brainstorm/Statement - Life events Assessment type(s): MYP Criteria C: Thinking creatively

Student brainstorm an important event in their lifes. Students choose a worth while event and create a statement outlining their artistic intentions as follows:



C1) THREE objectives (tell what you want to achieve specifically at the end of the unit)

C2) Theme development (use appropriate thinking models to show varieties of theme relate to personal life events)

C3) Extended research (look at relevant artists and their works for inspiration including concepts, media, work genres, styles and techniques)

C3) Visual development (show substantial exploration of ideas including thumbnail sketches, color comprehensive layouts, media experimentation and work evaluation) to shape artistic effectively through to a point of realisation.

C4) Image annotation during the process of design (shows consistently from C2 to C4)


For more details, please refer to the supplement on Creative Cycle


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CRITERION D: Responding


Process Journal
D1: On-going Artistic Response on Learning Transfer (constructs meaning with depth and insight and effectively transfer learning to new settings)
D2: Influences (creates an excellent artistic response which intends to effectively reflect or impact on the world around him or her)
D3: On-going Feedback from teachers, Self/Peer evaluation of work (presents an excellent critique of the artwork of self and others)