MYP 3 - Art and Change Overview

Task 2 Developing

Students will explore skills for creating artwork related to the statement of inquiry and practice these skills using formal qualities and techniques. Students should be encouraged to explore their ideas and learn how to communicate an intention through brainstorming and mind mapping.

Students will explore mural or graffiti-making techniques, including various printing, stencilling, and/or spray painting techniques.

Students can use the elements of art to create a variety of examples to communicate different ideas. They can also focus on scale and image enlargement for printing or planning murals. These skills can be demonstrated through direct or indirect teacher instruction. Students can gather ideas from their research (in the criterion A task) or teacher workshop instruction.

Unit title: Street Art and Change

Statement of Inquiry: Can art create an impact for change?

Inquiry Questions

Factual - Can art communicate an idea and create change?

What social issues have been explored in art?

Which artists advocate social purpose?

How do artists promote rights and responsibilities in their art?

What specific social issues have been most effectively communicated through graffiti and mural art?

How can you choose which social issues to focus on in your own artwork?

Conceptual - How can art communicate ideas for change? Can art challenge a person's perspective?

How can you express an idea to an audience with an artwork?

Debatable - Does the audience always understand the artwork as the artist intended

DEVELOPING SKILLS  Bi

Bi. Practically explore ideas to inform the development of a final artwork or performance.

Dear Students,

Please see the instructions below:

Part 1

• Use your Visual Journal to express two or three stencilling and graffiti design techniques and processes.
• Create larger example works outside of your journal that connect experimentation to the artist(s) that you researched in TASK 1 (check time needed to complete work and due dates)
• Take part in workshops in class or access videos online to help improve your skill development.
• Reflect on ideas on how your portrait or painting techniques have developed in skill from when you started the unit.
• Students explore practical making ideas and attempt to link the artist(s) they chose in Task 1. This can include stencilling, spray painting techniques, graffiti tagging, graffiti text styles, and curation for mural design.

Further Inspiration on Street Art and Process

Part 2

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

A. Use your Visual Journal to:

• Connect experimentation to the artist(s) that you researched
• Choose one artist and one of their works and compile a page digitally or in the visual arts journal
• Explore one or more of the following skills in class, if possible, or access videos online to help better your skill development.
• Create a mindmap in your journal to answer questions on HOW your idea links to your statement of inquiry.
• Create a title for the artwork and consider how the audience may understand your idea.
• If you have time, work with a peer and reflect on ideas or how an audience will understand your portrait or painting.

B. Find an A3 paper to create a 'mock-up' or preliminary artwork. This large work should be an experimentation artwork before you start your final.

Examples of skill development

Stencil making

Graffiti tagging designs

Spray painting techniques

Mapping out artwork or creating compositions for mural placement.

Rubric

Filename: 46802-myp-3-task-2-developing-bibii-.md