Island School Humanities
  • Home
  • MYP 1
    • 1. The Universe & Earth >
      • 1. Where did our Universe and Earth come from? >
        • 1. What is the Universe?
        • 2. How Big, Far, Hot, and Old is the Universe?
        • 3. What are Ultimate Questions?
      • 2. What are origin stories?
      • 3. What is the Christian origin story?
      • 4. How did the scientific origin story develop?
      • 5. How do theories become accepted? >
        • 1. Charles Darwin and Evolution
        • 2. Alfred Wegener and Plate Tectonics
      • 6. Can religion and science co-exist?
      • 7. Assessment: Personal beliefs on creation
      • 8. Reflection: Changing Beliefs
    • 2. Natural Systems >
      • 1. How did early humans adapt to natural systems?
      • 2. How did farming help early human societies?
      • 3. What are natural systems?
      • 4. How do tropical rainforest systems work?
      • 5. How does farming affect natural systems in rainforests?
      • 6-7. Assessment: How can rainforests be used in a sustainable way?
      • 8. Reflection: The future of natural systems
    • 3. Ancient Civilisations >
      • 1. What are Ancient Civilisations?
      • 2. How and why do civilisations rise and fall?
      • 3. How successful were the Greeks?
      • 4. How successful were the Chinese?
      • 5. How successful were the Aztecs?
      • 6-7. Assessment: Ancient Civilisations Presentation
      • 8. Reflection: What is the legacy of Ancient Civilisations?
    • 4. Conflict and Crusade >
      • 1. What are the core beliefs of Christianity?
      • 2. What are the core beliefs of Islam?
      • 3. What do world religions teach about conflict?
      • 4. Was religion the main cause of the crusades?
      • 5. What did Muslims think about the Crusades?
      • 6-7. Assessment: Does religion cause conflict?
      • 8. Reflection: Can religion help end conflict?
    • 5. Island Learning - What's MY Hong Kong? >
      • 1. What is the cultural identity of Hong Kong?
      • 2. What is tourism?
      • 3. Where is tourism in Hong Kong located?
      • 4 - 6. Designing Graphics
      • 7-8. Assessment 1: Tourist Attractions in Sha Tin
      • 9-10. Assessment 2: Planning the Fieldtrip
      • 11. Assessment 2: Creating the Brochure
      • 12-14. Developing Design Skills
      • 15. Assessment 2: Designing the Icons
      • 16. Reflection: What have we learnt about HK?
    • Further Reading
  • MYP 2
    • 1. Significance & Symbolism >
      • 1. What and where was the Renaissance?
      • 2. What influenced artists in the Renaissance?
      • 3. Who was the ultimate Renaissance 'artist'?
      • 4. How does culture express time and place?
      • 5-7. Assessment: Artists, Culture & Expression
      • 8. Reflection: How is my own culture expressed?
    • 2. Trade & Exchange >
      • 1. Why do people explore?
      • 2. What is the impact of exploration?
      • 3. How was trade unequal in the past?
      • 4. How does trade and exchange work today?
      • 5. Is the global trade of chocolate fair?
      • 6-7. Assessment: How does fair trade reduce inequalities?
      • 8. Reflection: How can I make trade fairer?
    • 3. Diversity & Change >
      • 1. What is cultural diversity?
      • 2. How did beliefs differ in pre-Colonial Hong Kong?
      • 3. How did the British change Hong Kong's culture?
      • 4. What can we learn about culture from the local area?
      • 5. How does globalisation influence culture today?
      • 6-7. Assessment: How cultural diverse are Hong Kong neighborhoods?
      • 8. Reflection: Should we preserve cultural diversity?
    • 4. Sustainability & Society >
      • 1. Why is urbanisation a problem?
      • 2. How can we research solutions?
      • 3. What have we found out about our issue?
      • 4. How could Hong Kong be more sustainable?
      • 5. What is our solution to the issue?
      • 6-7. Assessment: How can we share our learning?
      • 8. Reflection: Can Hong Kong change?
  • Futures
    • Elements >
      • Big History Project
      • Freakonomics
      • History: Film, Food and Fashion
      • Law
      • Mundo Geographico
      • Philosophy at the Movies
      • Run Your Own Business
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    • Geography
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    • History
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  • ECA
    • Model United Nations
    • TED-Ed Club >
      • Part 1 - Discover >
        • 1. Tell us who you are
        • 2. Discover great ideas
        • 3. Learn the art of feedback
        • 4. Identify your ideas
      • Part 2 - Develop >
        • 5. Build your throughline
        • 6. Plan your talk arc
        • 7. Research and support your idea
        • 8. Write your script
        • 9. Make it visual
        • 10. Say your talk out loud
      • Part 3 - Share >
        • 11. Practice, Edit, Practice
        • 12. Present your final rehearsal
        • 13. Record the talk
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5-7. Assessment: How do artists reflect the culture of their time and place?

Activity 1 - Tuning In


Activity Tasks
Your inquiry question for this assessment is: "How do artists reflect the culture of their time and place?"
  1. Review - Read this Assessment Sheet then explain to your partner what you think you will have to do to complete this assessment. 
  2. Choose - Decide which 20th century artist you want to research: Andy Warhol, Maya Angelou, Pablo Picasso, Guerrilla Girls, Banksy, Ai Weiwei. 
  3. Objectives - Read the mark-scheme and make 4-6 objectives you will need to complete to get a high level for this assessment.
  4. ​Mind-Map - Mind-map everything you have learnt that might be useful for this assessment. Refer to your Padlets for ideas. Consider:
    1. Culture - What do we mean by the concept of culture? 
    2. Significance - What questions do we ask to measure significance?
    3. Time, Place, Space - What major social and cultural events happened when your artist was alive?
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Activity 2 - Finding Out


Activity Tasks
  1. Design - Before you begin your research you need to design an Action Plan. It can be done on your Padlet you have used in this unit. It should contain a plan to research the following questions about your artist:
    1. ​Who were they?
    2. When and where were they born?
    3. Where did they spend most of their life?
    4. What historical events did they live through?
    5. What was their most famous pieces of art?
  2. Research - Once your action plan is ready, you can begin to research your inquiry! Remember to record all your research (and citations) on your action plans.
Picture

Activity 3 - Sorting Out


Activity Tasks
  1. Source Analysis - Select 2 or 3 pieces of significant work from your artist and apply the following OPCVL method to them:
    1. Origin - Who created the artwork? When was it created?
    2. Purpose - Why did the artist create the art work? Who did they create the art work for?
    3. Content - What is the art work? What is it made from? What does the artist depict?
    4. Values - What can you learn about the time the artist produced this art work?
  2. Significance Analysis - Now use the significance analysis sheet to make a judgement about the overall significance of your artist then write a final conclusion using the writing frame here ==>
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Activity 4 - Going Further


Activity Tasks
​Take the project further by using MISO to try and find some additional evidence that could be used in your speeches. Choose to find either:
  1. Media - Find further images, graphics, maps, books, magazines, diagrams, charts, articles, and web sources related to your artist.
  2. Interview - Interview or email/contact an expert or knowledgeable adult who could tell you more about it.
  3. Survey - Send out a survey to find out people's opinions and viewpoints on your artist.
  4. Observation - Is there any feature films or historical documentaries about your artist? Are there any eyewitness news reports? Try to watch and take notes of any useful information.
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Activity 5 - Making Conclusions


Activity Tasks
  1. Discuss - What makes a good speech? Brainstorm possible features of a good speech with a partner and discuss as a class.
  2. Examine - As a class, examine these language prompts to help consider how to make your speech more persuasive. 
  3. Write - Use your research Action Plans and Padlets to help you write your 3 minute speech. Use this speech writing frame to help you structure you speeches and refer to the persuasive language prompts to help.
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Activity 6 - Taking Action


Activity Tasks
  1. ​Speech Preparation - You need to give a 3 minute persuasive speech about the work and significance of your chosen artist. Your pitch/ speech should use supporting images/quotes from your padlet action plans, justifying the significance of this artists work in reflecting the time and place in which it was created.
  2. Deliver your Speech - In groups of 5, each person needs to deliver their speech, and make sure they are recorded. Groups should vote on the best speech which will then be presented in front of the class!
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Further Reading


STANDARD READING
  1. Angelou, M. (2018, February 28). Maya Angelou. Biography.
INTERMEDIATE READING
  1. Anahit Behrooz. (2016, September 2). 10 Artists Who Changed The Course Of 20th Century Art. Culture Trip; The Culture Trip.
​ADVANCED READING
  1. Artnet News. (2017, October 13). Who Are the Most Influential Artists of the Last Century? 26 Industry Leaders Weigh In. Artnet News
FURTHER WATCHING
  1. Sims, P. (2019). Year 8 Unit 1 CAT help Video 1 [YouTube Video].
  2. Sims, P. (2019). Year 8 Unit 1 CAT help Video 2 [YouTube Video].
  3. Sims, P. (2019). Year 8 Unit 1 CAT help Video 3 [YouTube Video].

PREVIOUS LESSON - HOW DOES CULTURE EXPRESS TIME AND PLACE?
NEXT LESSON - REFLECTION: HOW IS MY OWN CULTURE EXPRESSED?

MYP - Y7-8

Y7 - MYP 1
Y8 - MYP 2
Further Reading

Futures - Y9-11

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History / Global Politics / Philosophy
Economics / Business Management / Psychology
Geography / Environmental Systems and Societies
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  • Home
  • MYP 1
    • 1. The Universe & Earth >
      • 1. Where did our Universe and Earth come from? >
        • 1. What is the Universe?
        • 2. How Big, Far, Hot, and Old is the Universe?
        • 3. What are Ultimate Questions?
      • 2. What are origin stories?
      • 3. What is the Christian origin story?
      • 4. How did the scientific origin story develop?
      • 5. How do theories become accepted? >
        • 1. Charles Darwin and Evolution
        • 2. Alfred Wegener and Plate Tectonics
      • 6. Can religion and science co-exist?
      • 7. Assessment: Personal beliefs on creation
      • 8. Reflection: Changing Beliefs
    • 2. Natural Systems >
      • 1. How did early humans adapt to natural systems?
      • 2. How did farming help early human societies?
      • 3. What are natural systems?
      • 4. How do tropical rainforest systems work?
      • 5. How does farming affect natural systems in rainforests?
      • 6-7. Assessment: How can rainforests be used in a sustainable way?
      • 8. Reflection: The future of natural systems
    • 3. Ancient Civilisations >
      • 1. What are Ancient Civilisations?
      • 2. How and why do civilisations rise and fall?
      • 3. How successful were the Greeks?
      • 4. How successful were the Chinese?
      • 5. How successful were the Aztecs?
      • 6-7. Assessment: Ancient Civilisations Presentation
      • 8. Reflection: What is the legacy of Ancient Civilisations?
    • 4. Conflict and Crusade >
      • 1. What are the core beliefs of Christianity?
      • 2. What are the core beliefs of Islam?
      • 3. What do world religions teach about conflict?
      • 4. Was religion the main cause of the crusades?
      • 5. What did Muslims think about the Crusades?
      • 6-7. Assessment: Does religion cause conflict?
      • 8. Reflection: Can religion help end conflict?
    • 5. Island Learning - What's MY Hong Kong? >
      • 1. What is the cultural identity of Hong Kong?
      • 2. What is tourism?
      • 3. Where is tourism in Hong Kong located?
      • 4 - 6. Designing Graphics
      • 7-8. Assessment 1: Tourist Attractions in Sha Tin
      • 9-10. Assessment 2: Planning the Fieldtrip
      • 11. Assessment 2: Creating the Brochure
      • 12-14. Developing Design Skills
      • 15. Assessment 2: Designing the Icons
      • 16. Reflection: What have we learnt about HK?
    • Further Reading
  • MYP 2
    • 1. Significance & Symbolism >
      • 1. What and where was the Renaissance?
      • 2. What influenced artists in the Renaissance?
      • 3. Who was the ultimate Renaissance 'artist'?
      • 4. How does culture express time and place?
      • 5-7. Assessment: Artists, Culture & Expression
      • 8. Reflection: How is my own culture expressed?
    • 2. Trade & Exchange >
      • 1. Why do people explore?
      • 2. What is the impact of exploration?
      • 3. How was trade unequal in the past?
      • 4. How does trade and exchange work today?
      • 5. Is the global trade of chocolate fair?
      • 6-7. Assessment: How does fair trade reduce inequalities?
      • 8. Reflection: How can I make trade fairer?
    • 3. Diversity & Change >
      • 1. What is cultural diversity?
      • 2. How did beliefs differ in pre-Colonial Hong Kong?
      • 3. How did the British change Hong Kong's culture?
      • 4. What can we learn about culture from the local area?
      • 5. How does globalisation influence culture today?
      • 6-7. Assessment: How cultural diverse are Hong Kong neighborhoods?
      • 8. Reflection: Should we preserve cultural diversity?
    • 4. Sustainability & Society >
      • 1. Why is urbanisation a problem?
      • 2. How can we research solutions?
      • 3. What have we found out about our issue?
      • 4. How could Hong Kong be more sustainable?
      • 5. What is our solution to the issue?
      • 6-7. Assessment: How can we share our learning?
      • 8. Reflection: Can Hong Kong change?
  • Futures
    • Elements >
      • Big History Project
      • Freakonomics
      • History: Film, Food and Fashion
      • Law
      • Mundo Geographico
      • Philosophy at the Movies
      • Run Your Own Business
      • Social Psychology
      • Urban Survival
    • Entrance >
      • Business
      • Economics
      • Geography
      • History
      • Religious Studies
    • Escape
    • Explorations
  • IBDP
    • Business & Management
    • Economics
    • Environmental Systems and Societies
    • Geography
    • Global Politics
    • History
    • Philosophy
    • Psychology
  • ECA
    • Model United Nations
    • TED-Ed Club >
      • Part 1 - Discover >
        • 1. Tell us who you are
        • 2. Discover great ideas
        • 3. Learn the art of feedback
        • 4. Identify your ideas
      • Part 2 - Develop >
        • 5. Build your throughline
        • 6. Plan your talk arc
        • 7. Research and support your idea
        • 8. Write your script
        • 9. Make it visual
        • 10. Say your talk out loud
      • Part 3 - Share >
        • 11. Practice, Edit, Practice
        • 12. Present your final rehearsal
        • 13. Record the talk
  • More
    • About
    • I&S Blog
    • Links >
      • Island School Business and Economics
      • Island School Global Politics
      • Island School History
      • Island School PRS