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MYP 4 Example Unit

MYP 4 Unit Overview. Art and Illusion

MYP 4 Unit Overview. Art and Illusion
Photo by Sachin Khadka / Unsplash

Here’s a revised version that smooths out the language for clarity and flow:

Unit Overview: Exploring Illusion in Art
Global Context: Scientific and Technical Innovation
Exploration: Mathematical Puzzles, Principles, and Discoveries

This page contains the full unit outline, which teachers can use as is or adapt to suit their needs. The activities and resource links provided will guide the students through the unit. I’ve included this particular unit due to its popularity among students!

Unit Inspiration:

This unit explores the concept of illusion, a technique widely used in art to manipulate composition and depth. By examining various ways to create illusions, students will be inspired to incorporate these techniques into their own artwork, while also developing their broader knowledge of art.

Key Concept: Aesthetics
Related Concept: Representation
Global Context: Scientific and Technical Innovation
Exploration: Mathematical Puzzles, Principles, and Discoveries

Statement of Inquiry:
Artists can manipulate artistic techniques to create and express the concept of illusion.

Time: 22 Hours

Inquiry Questions:

Factual:

  • What art knowledge is necessary to create an illusion in an artwork?
  • What specific art movements are most associated with the exploration of illusion?
  • What materials and resources are recommended for creating illusions in art?

Conceptual:

  • Which art movements have utilized the concept of illusion?

Debatable:

  • Do audiences always perceive the same idea or meaning when viewing an artwork?

Art-Making Content, Skills, and Knowledge:

  • Drawing: line, shape, shading, and Op Art
  • Creating two images in one picture frame (overlapping imagery)
  • Positive and negative shapes to create dual imagery
  • Impossible shapes (e.g., Penrose triangle)
  • Manipulating composition and depth of field
  • Overlapping objects for illusory effects
  • Distorted grids and anamorphic illusions
  • Hidden images and visual puzzles
  • Experiments with scale and depth
  • Use of mathematics in creating repeated patterns and visual structures

Key Concept: Aesthetics

Aesthetics involves the study of beauty, taste, and the creation and perception of art. It fosters the ability to critically appreciate and analyze works of art, culture, and nature. While aesthetic principles and perceptions of beauty often vary across cultures, the concept is broad, encompassing not only traditional ideas of beauty but also diverse cultural perspectives and sensory experiences.
(IB MYP Art Guide 2022, pg. 24)

Assessment:

Resources

Example of Op ArtistsGot it! Here's the information restructured into a clear, spaced-out table format for you: All tasks have specific due dates listed on a timeline for the entire unit.

Objectives

Formative Assessment

Summative Assessment

A: Investigating 

Ai: Investigate a movement or genre in their chosen art discipline relative to the statement of inquiry

Ai: Students recreate an artwork from their research connected to the statement of inquiry.

Ai: Students explore artworks related to the inquiry, focusing on their historical or genre-specific context. They deepen their understanding by applying their art knowledge and document their findings through visual and written responses in their journals. Students also reflect on the Global Context and how it connects to the statement of inquiry. Additionally, they analyze the artist, the artwork's historical or genre context, and how these elements influence the meaning and interpretation of the work.

Aii: Analyse an artwork from the chosen movement or genre

Aii: Students work in groups to practice analysing an artwork and later practising how to critique an artwork using Felmans technique of analysis.

Aii: Students analyse artworks. It is recommended to analyse or critique artwork  using the Felmans technique of analysis.

B: Developing 

Bi: Practically explore ideas from the chosen movement or genre

Bi: Students practice a technique that involves perspective and illusion. Students present a part of their work or experiments to the class for on-the-spot feedback. Students reflect on what was successful and what needs improvement.

Bi: Students practice art-making techniques and use mediums similar to those of the artists they've studied, or draw inspiration from discussions held in class. Students include annotations on how they are using art knowledge to express the idea of illusion. 

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

Bii: Students are reminded of what artists they previously thought were successful to communicate the idea of illusion. Students are asked to create a quick sketch to communicate an idea for an artwork connected to the inquiry.

Bii: Students develop an artistic intention in their process journal of a minimum of 100 words and a proposal sketch of a possible future artwork. Students must include the materials needed to complete the artwork and why they have chosen the materials and techniques. 

C. Creating

C: Create an artwork

C: Students show ideas for a future artwork (proposal linked to investigation and developed practical skills). This can be in groups and with the teacher as needed. 

C: The artwork should be unique and justifiable through the process of developing skills.

D. Evaluating

Di: Appraise their own artwork, 

Di: Students give each other feedback in small groups a few days before the final summatives.Students are asked to evaluate their artwork and reflect on their learning.


Di: Presentation - Through class presentation or in small groups, students analyse their artwork and evaluate it using formal qualities, justifying their decision through their process journals

Dii: Reflect on their development as an artist


Dii: Students describe their development of art skills and ideas. Students connect the big ideas in the unit. This is either written or presented. Students consider how they have developed as artists. (handout prompt available)

Investigation starting point...

Artists

Op Art Pioneers

  • Bridget Riley
  • Victor Vasarely
  • Jesús Rafael Soto
  • Richard Anuszkiewicz
  • Omar Rayo

Artists Known for Illusion

  • Salvador Dalí (Surrealism)
  • M.C. Escher (Mathematical and Visual Illusions)
  • Giuseppe Arcimboldo (Mannerism, Known for his Illusionary Portraits)

Contemporary Artists

  • Julian Voss-Andreae (Sculpture and Optical Illusions)
  • David Zinn (Street Art and Illusions)
  • Edgar Müller (Street Art and 3D Illusions)
  • Regina Silveira (Installation Art and Optical Illusions)
  • Tauba Auerbach (Contemporary Art, Geometry, and Illusion)
  • Aakash Nihalani (Street Art, Geometric Shapes, and Optical Illusions)
  • Felice Varini (Optical Illusion Installations)

Other Resources

Op Art

TATE - What is Op Art?
Explore Op Art on Tate

M.C. Escher

BBC - M.C. Escher
Read about M.C. Escher

Google Arts & Culture

The Illusion of Space and Depth
Explore Google Arts and Culture: Art 110 - The Illusion of Space and Depth

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