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Visual Art in the PYP
The Visual Art scope and sequence (2004) document identifies the major expectations considered appropriate in the PYP. These expectations are arranged into four strands: creative processes, elements and principles of art and design, reflection and appreciation and visual art in society.
What do we want students to know? |
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| Creative processes | The development of imagination and creativity through experimentation and self-expression. Related concepts: collage, communication, cubism, design, dimension, genres, illustration, impressionism, inspiration, proportion, subject. |
| Elements and principles of art and design | The theoretical and practical aspects of ar t and design, incorporating both ideas and components (such as balance, colour, form, pattern, repetition, harmony). Related concepts: application, culture, composition, contrast, light, movement, media, position. |
| Reflection and appreciation | The study and appreciation of a range of artworks (including students’ own work) to develop understanding of the principles of art and design in the world around them. Related concepts: audience, composition, culture, observation, perspective, stereotype, subjectivity. |
| Visual art in society | The role visual art plays in society and in diverse cultures, both
historical and contemporary. Related concepts: architecture, celebration, fashion, graffiti, icon, memorial, sculpture, propaganda, religion, self-expression, tradition. |
| Related concepts: While the key concepts have been identified, related concepts can provide further links to the transdisciplinary programme of inquiry or further understanding of the subject area. | |
| Visual Art Strands from ‘Primary Years Programme - Making it Happen’, International Baccalaureate Organization 2007 | |