The Visual Art Curriculum in the IB PYP Program - Case Study Example

CRITICAL ANALYSIS OF THE VISUAL ART CURRICULUM IN THE IB PYP PROGRAM

Introduction

Many individuals refer to education as one of the keys to attaining success. Different schools have been adopting various programs in recent decades. Among these programs is the International Baccalaureate Primary Years Program (IB PYP), which enhances students' education. Amman Baccalaureate School is among the institutions that have adopted this program. By selecting the IB PYP curriculum, the teachers can focus on the personal and academic growth of a child through regarding acts and promoting creative innovation and thinking. As a teacher at Amman Baccalaureate School in Jordan, the IB PYP curriculum is the best in preparing the child to face the real world. I hold a Bachelor's Degree in education with five years of visual art teaching experience. The visual art curriculum in the IB PYP program has more considerable significance in the growth and development of a child. They include: It helps in solving global problems and the advancement of economic power; it helps in a more profound understanding of studies by students using different creativities, and visual arts makes learning becomes fun and more enjoyable.

Literature Review

Curriculum 

Curriculum refers to the combination of learning experiences, instructional practices, and students' performance assessment. In this case, they are designed to assess the target of particular course learning outcomes. Mostly, it guides the learning of students individually, in groups, inside or outside the school. Thus, it promotes pupils' social, physical, and intellectual development (Wright, H.K. 2000, 13). The curriculum can be divided into three aspects, which include academic, pastoral, and hidden studies. Besides, these facets are taught using both formal and informal programs that create equal opportunities for all students within an institution.

Curriculum Theories

Product Theory

           Tyler (1949: Veness 2010) established product theory and later modified by Taba (1965: Vaness 2010). Through these two founders, the model recognizes aims, structures, and assessment of learning. The theory concentrates on learning results and the usage of the logical approach to curriculum projects. According to Wright, H. K. (2000, 7), the combination of this model and graded achievement levels works well in a modular program. It is also the best support instrument to educate students with different capability levels, special needs, and those experiencing hardships while managing behaviors. To achieve this, the model carries out four steps to curriculum design. First, product theory identifies a broad range of aims and points out specific objectives. Second, it builds progress to enable objective achievement. Third, it conducts an assessment on the course able to help the learners achieve their goals. The final step it offers an explanation of the curriculum and objectives to the teachers. On the other hand, the product model contains some criticism that it does not create broad learning environs. Another critique is that the learners may disengage in studying since it uses an authoritative delivery style.

Process Theory

           The process model designs its curriculum to promote active learning through the use of a student-centered approach. The model was founded by McMaster University Medical School in the 1960s. The process model uses moderately descriptive mechanisms, making it to adopt the nature of humanism while teaching. Mainly, it recognizes the learning content and positions it in the studying context. As a result, it allows learners to define their own studying goals and practice active learning (Mackenzie, J. 2000, 45). Thus, this helps them to depend on their ambitions instead of relying on teachers. Implementing this model's significance allows learners to develop high learning capabilities and solve any curriculum problems without hardships. Wright, H.K., (2000, 11) states that to implement this model, the following steps must be followed. They include; acquisition of skills, information, socialization, and problem-solving. Concerning this model, the combination of learner needs, instructor experience, and resources makes the best tactic to course design. Consequently, the curriculum will always have significant aims and objectives. Nevertheless, the process of planning and designing belongs to educators, which gives them the benefit of owning their programs.

Visual art curriculum in primary schools

           Visual art is a form of study which enables students to express their knowledge and understanding through various graphic aspects. For instance, painting, filmmaking, videos, printmaking crafts, photography, to mention but a few. The visual art curriculum in primary makes the learner reconsider and rebuild all disciplines without breaching the wisdom from the outside world. In this case, arts become a tool for understanding how to live, perform duties, and learn new programs. According to Poznan, J.F. (2018, 126), students do not rely on solitary truth and standardized discourse domination. Instead, they can search for innovative understandings of new events with many individuals. Therefore, visual arts aim to develop senses, build expression power, and creativity of the learners. Primary school teachers should ensure they have a firm on Arts and asthenic disciplines to be able to guide the students. More so, they should generate environments lesson with the help of competence they acquired in their visual arts courses. Consequently, learners will have a greater understanding of the modern arts and portray them in drawing, photography, and videos.

IB PYP Visual Art Curriculum

The IB PYP visual art program is the first course that motivates learners to challenge different creative approaches and cultural beliefs. In most cases, it provokes the student's thoughts, helping them solve problems and think divergently using analytical skills. Moreover, it encourages the students to work to achieve technical proficiency and assurance that they, later on, display them on their arts. In this curriculum, students should use a broad range of recent media and practices to engage, experiment, and reflect critically (Drake, B. 2004, 200). The International Baccalaureate program offers motivation for learners to explore different perceptive. The students can experience and understand various visual arts in the local, regional, national, international, and intercultural contexts. Consequently, they can investigate, reflect, and apply creativity through visual arts. Besides, they become visual culture consumers and makers by exploring expressive and aesthetic diversity in the world that surrounds them.

PYP art scope and sequence

The origin of PYP was in Geneva, Switzerland, nineteen years ago. The basis of this program is the I.B. Diploma Program for high school students. During its rapture, various missions would help the learner become more productive in the outer world. Some of this mission was to develop knowledgeable, inquiring, and caring youth. Hence, the organization collaborates with government and international institutions and schools to help students achieve these objectives. For that reason, learners all over the globe become compassionate and more active in their studies. Besides, there are some requirements put in place for an individual to be identified as a PYP. These include an application fee, training, evacuations of regular programs, and additional qualifications, to mention a few. Also, certain factors guide PYP arts programs (Punzan, J.F. 2018, 130). They include the I.B. program standards and uniqueness, the conducive environment that boost confidence, an individual's confidence, risk-taking and peer support, and a student's area of expertise recognition.

Curriculum theories criticisms

Product theory

First, the theorist assumes that the productivity plan is of great importance. In a real sense, these plans exist in the past and away from experiences of learning. The model is authoritative as the learners are always guided on different ways of learning. Thus, their success and failure are measured by their changes in behavior. Second, the theory implies one's behavior can be measured on objective and mechanic bases. Mostly, individuals focus on the reflection questions of their work success. Mackenzie, J. (2000, 42) states that it becomes hard to judge various experiences impacts sidelining the overall role of judgment. Third, there is a limitation of the work of the teachers in this model. Sometimes teachers can get wrong answers bringing in the significance of working with objectives. Forth, there is an unanticipated result problem on students and teachers. In this regard, they tend to focus on pre-specified goals, stating that education is an outcome of interaction that does not exist in the critical objectives.

The Process Theory

First, the process theory focuses on curriculum as specific teaching practice. In this case, it omits the syllabus and materials that individuals have to cover. Thus, it delivers critical testing leaving behind acceptance. Second, anything that is introduced in the curriculum must undergo a testing process and verification. Hence, this prohibits any curriculum package from being delivered in any context (Mackenzie, J. 2000, 46). Third, there is the omission of the outcome as the central and defining feature. The model specifies the behavioral objectives as well as methods of advancement. Fourth, students in this model are determined as objects to be acted the learning. Mostly, it directs their attention to learning away from teaching.

Strategies to improve the art curriculum in PYP

First, the use of inquiry lines, central ideas, and transdisciplinary themes in PYP. The importance of using these things is to guide individuals in the curriculum's art development. Second is the sharing of learner profiles with other colleagues and students. The use of this attribute is to help in focusing on individual growth. The third is promoting integration through collaboration with various organizations. As a result, it creates a conducive environment of sharing different creativities (Hinrichs, J. 2003, 336). Fourth is creating a planner that will guide an individual in planning their units. Last but not least is being flexible and a growth mindset to organize the curriculum in a rigorous and specific manner.

Conclusion

In a nutshell, education plays a great part in people's daily activities. The use of the IB PYP program plays a great role to many students all over the globe. The above discussion shows that the use of visual art curriculum prepares the students adequately to face real-life situations. However, this curriculum should implement the measures as mentioned above to improve the PYP program in schools.

Read More

First, product theory identifies a broad range of aims and points out specific objectives. Second, it builds progress to enable objective achievement. Third, it conducts an assessment on the course able to help the learners achieve their goals. The final step it offers an explanation of the curriculum and objectives to the teachers. On the other hand, the product model contains some criticism that it does not create broad learning environs. Another critique is that the learners may disengage in studying since it uses an authoritative delivery style.

Process Theory

           The process model designs its curriculum to promote active learning through the use of a student-centered approach. The model was founded by McMaster University Medical School in the 1960s. The process model uses moderately descriptive mechanisms, making it to adopt the nature of humanism while teaching. Mainly, it recognizes the learning content and positions it in the studying context. As a result, it allows learners to define their own studying goals and practice active learning (Mackenzie, J. 2000, 45). Thus, this helps them to depend on their ambitions instead of relying on teachers. Implementing this model's significance allows learners to develop high learning capabilities and solve any curriculum problems without hardships. Wright, H.K., (2000, 11) states that to implement this model, the following steps must be followed. They include; acquisition of skills, information, socialization, and problem-solving. Concerning this model, the combination of learner needs, instructor experience, and resources makes the best tactic to course design. Consequently, the curriculum will always have significant aims and objectives. Nevertheless, the process of planning and designing belongs to educators, which gives them the benefit of owning their programs.

Visual art curriculum in primary schools

           Visual art is a form of study which enables students to express their knowledge and understanding through various graphic aspects. For instance, painting, filmmaking, videos, printmaking crafts, photography, to mention but a few. The visual art curriculum in primary makes the learner reconsider and rebuild all disciplines without breaching the wisdom from the outside world. In this case, arts become a tool for understanding how to live, perform duties, and learn new programs. According to Poznan, J.F. (2018, 126), students do not rely on solitary truth and standardized discourse domination. Instead, they can search for innovative understandings of new events with many individuals. Therefore, visual arts aim to develop senses, build expression power, and creativity of the learners. Primary school teachers should ensure they have a firm on Arts and asthenic disciplines to be able to guide the students. More so, they should generate environments lesson with the help of competence they acquired in their visual arts courses. Consequently, learners will have a greater understanding of the modern arts and portray them in drawing, photography, and videos.

IB PYP Visual Art Curriculum

The IB PYP visual art program is the first course that motivates learners to challenge different creative approaches and cultural beliefs. In most cases, it provokes the student's thoughts, helping them solve problems and think divergently using analytical skills. Moreover, it encourages the students to work to achieve technical proficiency and assurance that they, later on, display them on their arts. In this curriculum, students should use a broad range of recent media and practices to engage, experiment, and reflect critically (Drake, B. 2004, 200). The International Baccalaureate program offers motivation for learners to explore different perceptive. The students can experience and understand various visual arts in the local, regional, national, international, and intercultural contexts. Consequently, they can investigate, reflect, and apply creativity through visual arts. Read More