MYP Arts - Grade 9

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Visual Arts
 
Summary:
Focus of 9 grade Visual Art Course is on the Art History and Aesthetic.
Students learn to seek the information regarding the social and historical context in which the artworks are made. The study of human history and cultures reveals how humans have created and used art for important social and individual purposes. Students study themes, styles, traditions, and purposes of art through the world and over time. They learn about individual artists and how their artwork reflects or influence ideas and believes of the time in which they were created. Using art historical inquiry processes students learn to consider their own perceptions of artworks along with contextual information and to propose historical explanations. Through reflection and discussion students learn that ideas about art vary among individuals and cultures. They are encouraged to respect alternative point of view. They learn to listen to and learn from their classmates as they engage in the study of art of the past and present, from around the world.
 
Units and topics:
Unit 1: MESSAGES
  • Topic 1 - Art History: Pre-history, Art of Africa and Oceania
  • Topic 2 - Aesthetics Analysis and interpretation of images: the role of cultural knowledge in creating and in interpreting images
  • Topic 3 - Art production: Graphic design (logo); 3D structure, tempera painting
Unit 3: LESSONS
  • Topic 1 - Art of Medieval Europe, Byzantine Art, Islamic Art , Art in India`
  • Topic 2 - Aesthetic: organization of an artwork through unity and variety
  • Topic 3 - Art Production: Pencil drawing, tempera painting, digital collage, glass painting, illustration
Unit 2: IDENTITY AND IDEALS
  • Topic 1 - Art History: Ancient Civilizations: Mesopotamia, Egypt, Greece, Rome, Native American Art
  • Topic 2 - Aesthetic: Promoting identity and ideals through texture, value and rhythm
  • Topic 3 - Art Production: Low relief (modelling and casting), Drawing, modelling with plaster wrap, mosaic, 3D wooden sculpture/construction
Unit 4: ORDER AND ORGANIZATION
  • Topic 1 – Art History: Renaissance, Art of China
  • Topic 2 - Aesthetic: analyzing eclectic images
  • Topic 3 - Art Production: Linear perspective pen and ink drawing, Etching print, Pottery
Aims: As stated in the MYP Arts Guide, the aims of MYP Visual 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 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:
Feedback on and final levels of achievement for assessments are based on four equally weighted assessment criteria”
 
Assessment Criteria
At the end of year 4, students should be able to:
A
Knowing and 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 creatively
 
i. develop a feasible, clear, imaginative and coherent artistic intention
ii. demonstrate a range and depth of creative-thinking behaviours
iii. demonstrate the exploration of ideas to shape artistic intention through to a 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.
 
Please bring the following materials to every class:
  • Charged laptop
  • Students’ work has to be kept in Art Portfolios (an art folder) during the academic year.
  • A part of the art portfolio is the Process Journal where each student takes notes, describes the procedure, reflects on the process, and evaluates the quality of his/her work. Students will need to provide a sturdy, preferable hard-cover notebook.
  • We will use Google Classroom as the class platform for communication and assignments

Performing Arts
 
Summary:
Welcome to Grade 9 Drama.MYP DRAMA follows the MYP Arts curriculum guide, and in particular, drama gives students opportunities to explore theatre as actors, writers, directors, designers, technicians and spectators. Students will create their own theatre pieces and will interpret the work of others. They will practice teamwork (ensemble) and the giving and accepting of ideas, and will also function as solo artists. They will learn to confidently present themselves to a variety of audiences in a variety of situations, and they will learn to critically examine and reflect on their own work and the work of others. The practical skills they learn will help them express themselves imaginatively, creatively and with confidence.
 
Units and topics:
Unit 1- Playing Commedia
  • Physical training exercises - Jacques Le Coq- The Seven Levels of tension for the body
  • Improvisation - Blocking & Accepting
  • Stock Commedia Characters – exploring stereotypes
  • Read a Commedia Script
  • Rehearsal techniques for Performance
  • Class Commedia Performance – tour as a troupe.
Unit 3- Greek Theatre - It’s All Greek To Me!
  • Research conventions and staging of Ancient Greek Drama. Complete a paired research presentation.
  • Practice vocal exercises as the Chorus
  • Read and learn lines to memory
  • Read and interpret selected classical plays.
  • Adapt, create and perform classical plays for a contemporary audience.
Unit 2- Page to Stage
  • Read the play by Lorraine Hansberry A Raisin in The Sun.
  • Research & Create a design inspiration board & scale model.
  • Characters in Profile for both actor & director
  • Analyze the given circumstances of the text.
  • Direct a scene from the play for a performance.
Unit 4- Didactic Theatre – Forum
  • Practice Theatre of the Oppressed Arsenal of exercises
  • Research Verbatim theatre practice in society
  • Perform Forum Theatre in action – improvisation skills
  • Apply understanding of Forum Theatre, Invisible Theatre & Newspaper Theatre to a topic for social change.
  • Create & perform as a group a piece of original theatre connected to the real world for change.
Aims: As stated in the MYP Arts guide, the aims of Drama in the MYP are to encourage and enable students to:
  • Create and present Drama
  • Develop Drama specific skills
  • Engage in a process of creative exploration and (self-)discovery
  • Make purposeful connections between investigation and practice
  • Understand the relationship between Drama and its contexts
  • Understand the relationship between art and its contexts
  • Respond and reflect on performances
  • 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.Subject groups must assess all strands of all four assessment criteria at least twice in each year of the MYP.
 
In MYP year 4 a critique involves the skills of interpretation, analysis and evaluation. Students may refer to external productions or to the work of their peers. Oral commentary is accepted as a form of communicating a critique, among others.The range of assessed skills, techniques, strategies and concepts, as well as the complexity of their application, must increase as students’ progress through the program.
 
Assessment Criteria
At the end of year 5, students should be able to:
A
Knowing and 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. (p.14, MYP Arts Guide)
B
Developing Skills
i. demonstrates 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 (p.14 MYP Arts Guide)
C
Thinking Creatively
i. develops 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 a point of realization. (p.15 MYP Arts Guide).
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. (p.15, MYP Arts Guide).
 
Evidence supporting student development in all four objectives must be included in the arts process journalfor internal assessment. Students must use the arts process journal in all MYP arts courses. (p.33, MYP Arts Guide).
 
Required materials:
  • Chargedlaptop
  • Drama Process Journal Students are required to keep a process journal to record experimentation, and critical and creative thinking in their Drama studies. Notebook with a hard cover for their journal. The pages can be blank (unlined) or lined pages. This notebook must be used just for Drama class although many tasks will be completed digitally.
  • We will use GCRas our class platform for communication and assignments.
  • Wednesdayis when your Notebook will be submitted along with other work via the GCR.

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