Formative Reflection - ATLs, Global Context, Key and Related Concepts
This morning before we continue our studio production we will all write a short formative reflection that considers how we are addressing the Approaches To Learning, the stated Global Context and the Key and Related Concepts. If you illustrated this with photographs of process it would be an excellent addition to your submission.
USE THE LANGUAGE OF THE PCUP AND THE MYP PROGRAMME - this enables you to make it clear to your teacher and the examiners how you have addressed the requirements of the criteria. The Global Context and Key and Related Concepts can be found on the PCUP doc below.
The table below gives you some ideas about how you can demonstrate your application of the IB Approaches To Learning. It is not exhaustive and you may think of many other ways in which you have shown you have used skills under these headings.
USE THE LANGUAGE OF THE PCUP AND THE MYP PROGRAMME - this enables you to make it clear to your teacher and the examiners how you have addressed the requirements of the criteria. The Global Context and Key and Related Concepts can be found on the PCUP doc below.
The table below gives you some ideas about how you can demonstrate your application of the IB Approaches To Learning. It is not exhaustive and you may think of many other ways in which you have shown you have used skills under these headings.
annotated_pcup.docx | |
File Size: | 224 kb |
File Type: | docx |
analysing_artwork_sheet.docx | |
File Size: | 28 kb |
File Type: | docx |
On your marks, get set.....
It is time for us to start making the ppt that will form our submission for the e-portfolio ( we will convert this into a pdf for submission). If you do NOT intend to submit your to IB then you may do the work as a page of your website ( but you MUST adhere to the same format and sequence.)
We have looked at some work and explored some ideas relevant to this year's E-portfolio concepts. Now we will use this to address the four required components of the unit.
1. Presentation
2. Proposal
3.Process and Product
4. Commentary
Use the 'partially completed unit plan' found lower down this page to see what is required for each component. I have also posted below an example from last year that was given the grade of '5' (the pdf called 'final product') .
We have looked at some work and explored some ideas relevant to this year's E-portfolio concepts. Now we will use this to address the four required components of the unit.
1. Presentation
2. Proposal
3.Process and Product
4. Commentary
Use the 'partially completed unit plan' found lower down this page to see what is required for each component. I have also posted below an example from last year that was given the grade of '5' (the pdf called 'final product') .
final_product.pdf | |
File Size: | 1854 kb |
File Type: |
STATEMENT OF INQUIRY: Art distorts, abstracts and blends space and time
We now have the partially completed unit plan from the IB for this year's e-portfolio unit. I think it is one of the best I have seen, and is rich in possibilities for your interpretation.
The summative assessment calls for you to make: Under the supervision of the teacher the student creates an original or reinterprets an existing art work in order to distort, abstract or blend space and time. The work will be submitted in an ePortfolio in response to the four summative assessment tasks.
Below see the PCUP ( Partially Completed Unit Plan). You will be using this as the framework for your own inquiry and there is a lot of scope here for your individual thoughts/ideas/discovery.
The summative assessment calls for you to make: Under the supervision of the teacher the student creates an original or reinterprets an existing art work in order to distort, abstract or blend space and time. The work will be submitted in an ePortfolio in response to the four summative assessment tasks.
Below see the PCUP ( Partially Completed Unit Plan). You will be using this as the framework for your own inquiry and there is a lot of scope here for your individual thoughts/ideas/discovery.
partially_com_unit_gr_10.docx | |
File Size: | 221 kb |
File Type: | docx |
We will start this unit after the winter break, but before that you will undertake some investigation into art that distorts, abstracts, and blends space and time.
One could argue that all art is a distortion of reality in some way. Some artists have attempted to stop time in their work, some have used time in their work, some have distorted how the world appears, others have made work about how distorted their world had become, artists have played with the possibilities of space and time. Below you will find some resources to start your 'pre-unit thinking'.
Your work doesn't have to address all of these questions, but should address at least one in some way:
How do artists convey a sense of space and time?
In what ways can art distort space and time?
What role have the arts played in turning points in history?
How do artists create alternative perspectives?
How do the arts transcend actual or perceived boundaries?
To what extent do the arts blend the past, present or future?
Tasks:
One could argue that all art is a distortion of reality in some way. Some artists have attempted to stop time in their work, some have used time in their work, some have distorted how the world appears, others have made work about how distorted their world had become, artists have played with the possibilities of space and time. Below you will find some resources to start your 'pre-unit thinking'.
Your work doesn't have to address all of these questions, but should address at least one in some way:
How do artists convey a sense of space and time?
In what ways can art distort space and time?
What role have the arts played in turning points in history?
How do artists create alternative perspectives?
How do the arts transcend actual or perceived boundaries?
To what extent do the arts blend the past, present or future?
Tasks:
- visit the resources below and find at least two that you think are an interesting prospect for gaining deeper knowledge about. You can of course add other artists to the list, as long as their work relates in some way to the concept of the unit.
- Produce analysis of at least two artworks by two different artists who distort, abstract and/or blend space and/or time. You will then be COMPARING and CONTRASTING their work.
- Produce 'studies' based on these works - it depends on the art you choose the form these will take........
- Mind-map - with the statement of inquiry in the middle of the 'web' - this isn't restricted to the world of art but can include your thoughts, experiences, content/knowledge from other subjects.
- You know from our last unit how long it takes to develop, plan and make a piece of work. For this unit you will be submitting your work in a slightly different format - the criteria are the same but are combined in a different configuration. If you ensure you keep a thorough and reflective journal of all of your thinking, planning and making you will have the evidence to meet these to a high level.