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myp 1 example unit

MYP 1 Colour and Movement (Task 2 )

MYP 1 Colour and Movement (Task 2 )
Photo by Fons Heijnsbroek / Unsplash

MYP 1 - Task 2 Developing

In this unit, students really enjoyed experimenting with practical painting techniques in their MYP Process Journals or on paper, canvas, or card. This page includes a rubric, a task description and some guidance for students.

Image reference - Restaurant de la Machine à Bougival, Maurice de Vlaminck, 1905 Link

Inquiry- Establishing the purpose of the unit

Key Concept - Aesthetics

Related Concept - Genre, Expression

Global Context - Personal and Cultural Expression. Focus: Artistry, craft, creation, beauty

Statement of Inquiry :

Understanding colour and movement helps us understand expression.

Inquiry Questions

Factual - What is aesthetics? How do we describe art? What is genre? What techniques do artists use to express movement? Why do artists use colour theory?

Conceptual - Observing the elements of art helps us understand the artist's ideas and intentions.

Debatable - Colour and Movement can have a deeper meaning in an artwork than in a photograph.

i.PRACTICALLY EXPLORE IDEAS (Bi)

Dear Students,

This task focuses on developing ideas and practical experiments in your process journal.

Bi. practically explore ideas to inform the development of a final artwork.

Practical skills can also include composition experiments, brush techniques (movement) and connecting ideas from investigation (artist research)

Some examples of what this task looks like:

  1. Create a colour wheel highlighting the primary, secondary, and tertiary colours. Draw an arrow between the complementary colours
  2. Divide your journal page into four by drawing two horizontal and one vertical line to create four squares on the page.

Complete the four squares with the ideas below:

Recreate a part of one of the artworks you investigated in task 1, and reflect on how the artist uses colours, referencing the ideas you have learnt so far

Choose an artwork that has an example of the illusion of movement. Recreate a part of this artwork and label it withthe title, artist and why you chose it.

Fill the square with two complementary colours.

Complete a square showing brushwork that implies the illusion of movement.

  1. Take up two journal pages and complete acrylic and oil pastel techniques.

Find six techniques. Label the techniques.

Bii. Present a clear artistic intention for the final artwork or performance in line with the statement of Inquiry.

Present a clear artistic intention for the final artwork in line with the statement of Inquiry.

Students develop an artistic intention in their process journal, including a proposal sketch of a

possible future artwork.

Some examples of what this task looks like:

  1. Create a one-page sketch for an idea for an artwork connected to your research using complementary colours.
  2. Create thumbnail sketches of one composition with different complementary colours.
  3. What would be your subject matter if you were asked to create a landscape artwork in the Fauvist style? (what the artwork is about)

Write a summary of what artwork you want to create, including the materials and colours, and if the work includes movement. How does your idea connect to big ideas in the unit?

Rubric

MYP Criteria

Specifications

0

1–2

3–4

5–6

7–8

B.i. Practically explore ideas to inform the development of a final artwork

Develop practical examples of artworks that use colour and movement to express ideas.

The student does not reach a standard described by any of the descriptors below.

The student demonstrates limited practical exploration of an idea or ideas.

The student demonstrates sufficient practical exploration of an idea or ideas.

The student demonstrates substantial practical exploration of an idea or ideas.

The student demonstrates extensive and varied practical exploration of an idea or ideas.

B.ii. Present a clear artistic intention for the final artwork or performance in line with the statement of inquiry

Create a clear artistic intention for an artwork connected to the statement of inquiry.

The student does not reach a standard described by any of the descriptors below.

The student states some artistic choices, but the artistic intention is unclear.

The student presents a clear artistic intention in line with the statement of inquiry and states artistic choices.

The student presents a clear artistic intention in line with the statement of inquiry and describes artistic choices.

The student presents a clear artistic intention in line with the statement of inquiry and explains artistic choices.

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