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MYP Arts - Grade 8

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Visual Arts
 
Summary:
Visual Arts are a creative form of human expression. Through arts we can show our thoughts, emotions, opinions; we can communicate our ideas, but we can also explore our society and our world. We are looking forward to an interesting year, during which you will learn a great deal about the world of art by doing and reflecting on many new concepts, materials, and techniques in visual arts. Visual Arts in grade 8 explores the Visual principles in 4 units: Pattern and Rhythm, Unity Emphasis and Balance, Movement and Contrast.
 
Units and topics:
Unit 1- Pattern and Rhythm
  • Pattern as a form of creative expression
  • Box design
  • Pottery inspired by Antoni Gaudi patterns and decorations in the architecture
Unit 3 -Movement
  • “Be still but moving”- Different ways to present a movement of the human body
  • Motion pictures, animated films, comics and photography.
  • Stylization and comics- From Walt Disney to Mange.
Unit 2- Unity, Balance and Emphasis
  • Visual Unity and conceptual Unity.
  • Unity sculpture
  • Constantin Brancusi and Henri Matisse – Unity of artistic style.
Unit 4- Contrast
  • Regular and Irregular rhythm
  • Contrast as one of the principles of design
  • Contrast of colors
  • Self -portrait like Pop- art poster Wassily Kandinsky- a colorful life
Aims: As stated in the MYP Visual Arts guide, the aims of MYP science are to encourage and enable students to
  • create and present art
  • develop skills specific to the discipline
  • engage in a process of creative exploration and (self-)discovery
  • make purposeful connections between investigation and practice
  • understand the relationship between art and its contexts
  • respond to and reflect on art
  • deepen their understanding of the world
Assessment criteria:
Assessment for is criterion-related, based on four equally weighted assessment criteria:
 
Assessment Criteria
At the end of year 3 students should be able to:
A
Knowing and understanding
i.demonstrate knowledge of the art form studied,
ii.including concepts, processes, and the use of appropriate language
demonstrate knowledge of the role of the art form in original or displaced contexts ,use acquired knowledge to inform their artwork.
B
Developing skills
i.demonstrate the acquisition and development of the skills and techniques of the art form studied
ii.demonstrate the application of skills and techniques to create, perform and/or present art.
C
Thinking creatively
i.outline a clear and feasible artistic intention
ii.outline alternatives, perspectives, and imaginative solutions
iii.demonstrate the exploration of ideas through the developmental process to a point of realization
D
Responding
i.outline connections and transfer learning to new settings
ii. create an artistic response inspired by the world around them
iii. Evaluate the artwork of self and others.
Required materials:
Please bring the following materials to every class:
  • Chargedlaptop
  • Notebook with a hard cover. The pages can be blank (unlined) or lined pages. This notebook must be used just for art class
  • Agenda
Performing Arts
 
Summary:
Grade 8 Performing Arts is a performance­-based class which allows students to explore their understanding of the various roles of theatre, dance, and music in relation to history and the world. Students will have the opportunity to develop their talents through the study of improvisation, devising, singing, dancing, and participating in dramatic skits and presentations, culminating in showcase performances which will demonstrate their gained knowledge. They will connect the beginnings of theatre and stories from around the globe to present­ day productions. Students will explore the development of the American musical and how time and space influence what is being created. By the end of the course, students should be able to create original works, perform to a high standard, and recognize the role of theatre and music in the world.
 
Units and Topics:
Unit 1­: Yes, And… Improvisation
  • Team-building activities
  • Ensemble work
  • Rules and structure
  • Performance
Unit 2: Devising
  • Team-building activities
  • Creating an original script
  • Ensemble work
  • Identifying dramatic theorists
  • Characterization and performance
Unit 3: Putting it All Together
  • Expressive singing
  • Ensemble work
  • Writing an original Jukebox musical
  • Connecting the development of the musical to history
 
Aims: As stated in the MYP guide, the aims of MYP arts are to encourage and enable students to:
  • create and present art
  • develop skills specific to the discipline
  • engage in a process of creative exploration and discovery
  • make purposeful connections between investigation and the practice
  • understand the relationship between the art and its contexts
  • respond to and reflect on art
  • deepen their understanding of the world
  • Engage in an active relationship with theatre and encourage autonomous learning and exploration.
  • Encourage the growth of creative, reflective and communication skills through practical work.
  • Place emphasis on the artistic process and their understanding of this process as an essential component to their artistic development through continuous investigation, planning, goal setting, rehearsing, performing, reflection and evaluation. (p.30, MYP Arts Guide).
Assessment criteria:
Feedback on and final levels of achievement for assessments are based on four equally weighted assessment criteria
 
 
Assessment Criteria
At the end of Year 1, students should be able to:
A
Knowing & Understanding
i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-­specific terminology
ii. demonstrate an understanding of the role of the art form in original or displaced contexts
iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork
B
Developing Skills
i. demonstrate the acquisition and development of the skills and techniques of the art form studied
ii. demonstrate the application of skills and techniques to create, perform and/or present art.
C
Thinking Critically
i.develop a feasible, clear, imaginative and coherent artistic intention
ii. demonstrate a range and depth of creative thinking behaviors
iii. demonstrate the exploration of ideas to shape artistic intention through to the point of realization
D
Responding
i. construct meaning and transfer learning to new settings
ii. create an artistic response that intends to reflect or impact on the world around them
iii. critique the artwork of self and others.
 
Expectations:
  • Students will approach each new task with a positive mindset
  • Students will try their best, whether they describe themselves as ‘performers’ or not
  • Students will respect themselves, their classmates, and the space, including the instructor
 
Required materials:
Please bring the following materials to every class:
  • Chargedlaptop
  • Sharpened pencil(s), or pens
  • Agenda

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