MYP Arts May 2024

Subject group and discipline: Arts – all disciplines Unit duration: About 20 hours
Unit name: The art of connection

Global context: Orientation in space and time

Key concept: Communication
Related concept: Narrative
Statement of inquiry: Art reflects interconnectedness across space and time
Inquiry questions such as these should be developed by teachers and students:
Factual: What is interconnectedness in art?
Which movements have shown interconnectedness through art?
How do artists interconnect across space and time?
Conceptual: To what extent does art connect people?
How has technology increased accessibility of the arts?
Debatable: Has globalisation impacted cultural traditions in art?

Summative assessment
Under the supervision of the teacher, the student performs and/or creates artwork which reflects interconnectivity within arts across space and time. The
work will be submitted in an ePortfolio in response to the four summative assessment tasks.

Please note:
 Schools must be respectful of sensitive personal and/or cultural issues.
 Evidence for each task can be visual, written and/or recorded but must be within the maximum time and/or page limits set out within the Arts guide (for
use from September 2022/January 2023). Work beyond the maximum 30 pages or equivalent minutes (1 minute = 2 pages) will not be considered in
assessment.
 Inquiry questions are designed as a starting point to guide student learning.

Objectives: All strands of all objectives (A, B, C and D)

MYP Arts May 2024
Summative assessment tasks, including assessment criteria:
Task 1 – Investigating (Criterion A)
An individual investigation into:
 a movement(s) or genre(s) in the chosen arts discipline which reflects
interconnectivity within arts across space and time
 a critique of an artwork or performance from the chosen movement(s)
or genre(s).
Task 2 – Developing (Criterion B)
A selection of evidence to show:
 the practical exploration of artistic ideas to inform development of a
final artwork or performance
 the development of the student’s artistic intention in line with the
statement of inquiry and justification of their artistic choices.
Task 3 – Creating/Performing (Criterion C)
 The student’s artwork created or performed.
Task 4 – Evaluating (Criterion D)
The evaluation will include:
 the appraisal of the student’s own artwork or performance
Evidence of summative assessment task strands for eAssessment:
The investigation will demonstrate the student’s:
 understanding of the art movement(s) or genre(s) and how it reflects
interconnectivity within arts across space and time, including
comprehensive information (e.g. context, concepts and characteristics) in
relation to the statement of inquiry (Ai)
 ability to present a detailed critique including elements, techniques and
context of the artwork or performance chosen (Aii).
The developing evidence should include:
 a practical exploration of ideas; trials, drafts of
compositions/scripts/routines, set design, visual sketches and story boards,
for example. For performance-based tasks, exploration will be shown
through audio or video recordings, not through screenshots of audio
programmes or photographs of rehearsals. Practical exploration must be
demonstrated at three stages to inform development of the final artwork or
performance: at the beginning, the middle, and towards the end of the
process (Bi)
 a clear intended final outcome in line with the statement of inquiry,
including justification of artistic choices (Bii).
Please note: the artistic intention is the intended outcome(s) for an artwork
which should be developed prior to the final artwork.
The student will present:
 the realized artwork which demonstrates their skills and techniques (Ci).
Please note: It may be necessary to select a portion of the realized artwork to
remain within the total page and/or recording limits.
The evaluation will enable students to:
 thoroughly and perceptively evaluate their own artwork or performance
(Di)
MYP Arts May 2024

 a reflection on their development as an artist.  discuss their development as an artist (Dii).

Resources
The following resources based on the global context are suggestions or starting points which may be used during the teaching of the unit. The list is optional
and for information. Schools should always ensure that the content of any suggested resource is suitable for their own context.

Helsinki Biennial reflects on the interconnectedness of everything on Earth

https://www.stirworld.com/see-features-helsinki-biennial-reflects-on-the-interconnectedness-of-everything-on-earth

Interconnectedness – The art of connection in the age of distance

https://www.thescientificteen.org/post/interconnectedness-the-art-of-connection-in-the-age-of-distance

33 major art movements and their influence on today’s life and art world
https://benheine.com/33-major-art-movements-influence-art-world/

Revolutionary art movements that have shaped our visual history

https://mymodernmet.com/important-art-movements/

Why post-impressionist painter Paul Cézanne is known as the “Father of Modern Art”
https://mymodernmet.com/paul-cezanne-paintings/

The colour of music

https://www.artistsnetwork.com/art-history/color-of-music/