MYP 3 -Unit Overview- Objects

MYP 3

Global Context - Personal and Cultural Expression,

An exploration into ways we discover and express ourselves.

This unit plan, which includes guidance on activities and resource links, can be used or adapted by teachers. I have included these units in this section because they are popular with students!

Inspiration for this unit design:

This unit for MYP3 explores different ways to think about everyday objects and how to observe them through the elements of art. Students are inspired to create their own assemblage sculptures or artworks related to the investigations related to the statement of inquiry.

It hopes to inspire students to see themselves as artists and communicate or replicate objects and ideas.

Inquiry

MYP 3 Unit: Found Objects

Inquiry- Establishing the purpose of the unit

Key Concept - Aesthetics

Related Concept - Interpretation

Global Context - Personal and Cultural Expression,

An exploration into ways we discover and express ourselves

Statement of Inquiry:

Understanding the elements of art and form helps artists express ideas

Time- 22 HrsHere’s a tidier version of the content you provided, organized for clarity:

Inquiry Questions

Factual
- What does a 'found object' in art look like?
- What is assemblage art?
- What specific examples of found objects are most effective in assemblage art?
Conceptual
- What is the meaning of assemblage art and found objects?
- How do artists select and combine found objects to convey a specific message?
Debatable
- Is assemblage art similar to sculpture?

Key Concept

Aesthetics
Aesthetics deals with the characteristics, creation, meaning, and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture, and nature.
In the arts, the concept of aesthetics is perceived differently around the world and across cultures. Aesthetics not only addresses the rules and principles of beauty but should also include cultural perspectives and perceptions through the senses.
(IB MYP Art Guide 2022, p. 24)

Possible Art-Making Content

Found Objects
Students are encouraged to bring items to the art room to draw, photograph, or recreate as an art form.
They are also encouraged to create artwork with different elements of art.Materials and Techniques
Students should have access to a variety of materials to help them experiment with:
- Texture
- Colour
- Value
- Line
- Shape
- Space
- Possibly Form (for sculptural representations)

Art Knowledge

Assemblage
Form
Composition
Elements of Art

This version keeps the original meaning intact while organizing the content in a more structured way. It should be easier to navigate and refer to for your planning or presentations. Let me know if you need any further adjustments!

Resource Ideas to Inspire the Use of Found Objects

classroom collection bins for discarded materials,
designated "found object" areas around the school,
local thrift store visits,
community donations, or asking family members for unwanted items.
Broken items that no longer have use
craft store remnants,
nature walks for natural items,
found object kits - I collect objects throughout the year for both observation drawing and found object sculpture

Example of Task-based assessment

Objective	Formative Assessment	Summative Assessme nt
A. Investigating Ai: Investigate a movement or genre in their chosen art discipline relative to the statement of inquiry.	Students will work In small groups, students discuss and describe an artwork using the formal elements of art. - Students write down ideas and compare thoughts in the journal.	Outline of summative assessment task(s), including assessment criteria. - Students investigate found objects in contemporary art examples, focusing on communicating ideas. - Students reflect on one artwork and describe it using formal qualities. (Ai)
Aii: Analyse an artwork from the chosen movement or genre.	Students complete an activity demonstrating knowledge of composition experimentation. (Aii)	Students reflect on the Global Context: Personal and Cultural Expression, and how it connects to the statement of inquiry. (Aii)
B. Developing Bi: Practically explore ideas from the chosen movement or genre.	Students explore different materials in the journal using one element of art. - Students create a quick sketch proposal for an artwork.	Students develop an artistic intention in their process journal, approximately 100 words long, and a proposal sketch of a possible future artwork. (Optional: Additional sketches can be included.)
Bii: Present a clear artistic intention for the final artwork in line with the statement of inquiry.	- Students discuss how to describe an artwork as a class or small group. - Students write seven sentences describing the elements of art and explain how they are used in the chosen artwork. (Bii)	Students develop ideas for making use of elements of art relative to contemporary artist inspiration or connections. - Students will create an artwork drawing inspiration from the elements of art. (Bii)
C.Creating C: Create an artwork.		Students create an artwork, justifying the process and how it relates to the statement of inquiry. - The artwork should communicate the intended concept. (C)
D. Evaluating Di: Appraise their own artwork.		Students describe the development of their artwork and evaluate their decisions through evidence in their process journals. (Di)
Dii: Reflect on their development as an artist.	Students write a paragraph reflecting on what they understand in the unit so far and how they express themselves as artists. (Dii)	Students reflect on their artistic growth and development, connecting it to the big ideas in the unit. This can be written or presented in a summary format. (Dii)