MYP End-of-Year Art Exhibition

The semester 2 MYP end of year Art exhibition is currently on view in B10, Centre for the Arts.  From sculpture to painting, textiles and film there is a wide array of thoughtful and meaningful learning on display.  Come by to view the work now through Friday 5 June.

Grade 6

Ice cream Lollies – Drawstring bags – Emoji Drawing – Emoji Soft Sculpture

Grade 6 students explored how visual communication has changed over time—from ancient Egyptian hieroglyphics, to using pictures as a universal language, to today’s emojis. Each student created their own personalized emoji to share something unique about themselves and turned that design into a soft sculpture plushies.

They learned to turn flat, two-dimensional shapes into three-dimensional forms by planning and creating their own emoji sewing patterns. The project included exploring ideas, drawing, analyzing emoji designs, planning, and sewing.

You’ll also see practice projects like 3D paper models of ice cream lollies—some made to look real, others more imaginative—and, for most students, their very first sewing project: drawstring bags. The final emoji soft sculptures were kept as plushies or turned into keychains, magnets, or pins.

Grade 7

Mythical Creature Reduction Prints

Grade 7 artists have chosen one of their Mythical Creature Prints to exhibit. Each student designed, carved, and printed an

edition of prints using careful planning to layer colors one by one. These mythical creatures are inspired by various cultural contexts, exploring their role in explaining the unexplainable. Looking to history, folklore, and literature to inspire new interpretations of mythical beasts. They have also made connections to the Sustainable Development Goals (SDG) and real-world issues, connecting their creatures to the world we live in. 

Grade 8

Ceramic Food Sculptures 

You Are What You Eat is a unit where students learn ceramic techniques through scaffolded mini-projects designed to build their skills before completing their final ceramic project: a food sculpture. Artists explored how Everyday objects can express identity and cultural values as well as various artist examples which depict these values as food sculpture. Then, students selected a food that was meaningful to their personal identity or culture to portray. We encourage you to look through their artist statements to see how each of these cuisines is connected to the artists’ cultures or personal identities.

In addition to food sculptures, Chia pet sculptures facilitated an exploration of functional ceramics.  Students were challenged to create a hollow piece, allowing for a water reservoir and careful glaze placement to allow for water to reach the seeds.  Behold the rotation of living chia pet sculptures by grade 8 artists. 

Grade 9 

Aesthetic choices allow artists to communicate intentions.

My Life in Colour is an investigation of still life and colour. Grade 9 artists created a personal still life exploring symbolism through object selection, composition and colour scheme. Students investigated contemporary artists’ use of aesthetics in artwork to create mood and feeling. Students had the opportunity to work with Hanoi painter Hà Minh who was a visiting artist for this unit. Using acrylic paint, students were challenged to step outside of their comfort zones and work on a large scale. Still life artist Anna Valdez’s work also guided the exploration of artist intentions through the statement of inquiry: Aesthetic choices allow artists to communicate intentions. Students used their paintings as inspiration for their ceramic plate, which explored underglaze techniques for surface decoration.

Grade 10

Artists’ aesthetic compositions of observed moments allow us to understand the essence of different times and places, revealing various orientations in space and time.  Students chose reference photos that depicted scenes from around Vietnam. These places hold memories, both unique and mundane, in the lives of the artists. In using an inverse palette, students were challenged to paint using the complementary colours and in doing so, reference two images for accuracy of tone, shade and tints.

To see the painting fully inverted, please use one of the provided ipads’ cameras. If using your own device, follow the instructions below to change your phone settings temporarily. Android does not support inverse display. The app Snapseed can be used if you have it already downloaded. Please use the provided tablets respectfully- do not take photos or use them for other purposes.

Media

Grade 9

The culminating task of our G9 Narrative Filmmaking Unit was to make a 2-4 minute film. All students were asked to write, storyboard, direct, and edit their own films. Students collaborated on these projects as actors and cinematographers. The statement of inquiry used to frame this unit was ‘Creators use structured storytelling techniques and aesthetic choices to shape narratives that evoke emotions and communicate meaning.’

Therefore, students needed intentional story elements to develop themes in these short impactful films. 

Grade 10:

Unit: The art of the adaptation 

Statement of Inquiry  – Meaning from art changes when narratives are adapted

In this unit, Grade 10 Media students collaborated in production teams to adapt short science fiction stories from Bora Chung’s Your Utopia. Stepping into film roles—such as director, cinematographer, production designer, and editor—students worked collectively from script to screen to bring these compelling sci-fi narratives to life as short films.