MIDDLE YEARS PROGRAMME

FIRST UNIT SUMMATIVE ASSESSMENT 2023-24

Subject: Visual Art

Class: MYP 3 Name of Student:
Roll no:
Unit Title Art Forms That Have Survived Generations
(Indian Folk Art)
Assessment A: Investigating
Criteria B: Developing
C: Creating
D: Evaluating

Statement of Inquiry The interplay between natural and human landscapes

and resources shapes the change, composition, and style
of artistic representations
Task Overview
How will you be assessed? Rubrics will be used to assess the
quality of work.
When is the task due? 9 / 8 / 2022
Time duration One week

Teacher Signature and Comment

Invigilator’s signature
ATL skills Research: Information literacy
Thinking: Creative thinking
Teacher’s Assessment
Criteria Level Achieved
A- Investigating
B- Developing
C- Creating
D- Evaluating
Criterion A: Investigating
i. investigate a movement(s) or genre(s) in their chosen arts discipline, related to the statement of
inquiry
ii. describe an artwork or performance from the chosen movement(s) or genre(s)
Achievement Level Descriptor
level
0 The student does not reach a
standard described by any of the
descriptors below.
1-2 The student:
i. provides minimal or irrelevant
information that is not related to the
statement of inquiry.
ii. identifies features of an artwork
including some elements or
techniques.
3-4 The student:
i. provides basic information that is
not always related to the statement
of inquiry
ii. identifies features of an artwork
or performance including
two from elements, techniques and
context.
5-6 The student:
i. provides mostly relevant
information that is related to the
statement of inquiry
ii. outlines features of an artwork or
performance including two
from elements, techniques and
context.
Task-specific rubric
The student does not reach a standard
described by any of the descriptors
below.
The student:
i. is able to provide minimal
understanding of expression painting or
irrelevant information that is not related
to the statement of inquiry “The interplay
between natural and human landscapes
and resources shapes the change,
composition, and style of artistic
representations”.
ii. is able to identify the folk art features
of an artwork including some elements
or techniques.
The student:
i. is able to provide basic information that
is not always related to the statement of
inquiry “The interplay between natural
and human landscapes and resources
shapes the change, composition, and style
of artistic representations”.
ii. is able to identify the folk art features
of an artwork including
two from elements, techniques, and
context.
The student:
i. is able to provide mostly relevant
information that is related to the
statement of inquiry “The interplay
between natural and human landscapes
and resources shapes the change,
composition, and style of artistic
representations”.

7-8 The student:
i. provides relevant information that
is related to the statement of inquiry
ii. describes features of an artwork
or performance including
two from elements, techniques and
context.
Criterion B: Developing
i. practically explore ideas to inform development of a final artwork or performance
ii. present a clear artistic intention for the final artwork or performance in line with the statement of
inquiry.
Achievement Level Descriptor
level
0 The student does not reach a
standard described by any of the
descriptors below.
1-2 The student:
i. demonstrates limited practical
exploration of an idea or
Ideas
ii. states some artistic choices but
the artistic intention is unclear.
3-4 The student:
i. demonstrates sufficient practical
exploration of an idea or Ideas.
ii. presents a clear artistic intention
and states artistic choices.
ii. is able to outline the folk art features of
an artwork or performance including two
from elements, techniques and context.
The student:
i. is able to provide relevant information
that is related to the statement of inquiry
“The interplay between natural and
human landscapes and resources shapes
the change, composition, and style of
artistic representations”.
ii. is able to describe the folk art features
of an artwork including two from
elements, techniques, and context.
Task-specific rubric
The student does not reach a standard
described by any of the descriptors
below.
The student:
i. is able to demonstrate limited practical
exploration of an idea to expression
portrait sketches
ii. is able to state some artistic choices but
the artistic intention is unclear for the
artwork.
The student:
i. is able to demonstrate sufficient
practical exploration of an idea to
expression portrait sketches
ii. is able to present a clear artistic
intention and states artistic choices in
artists use a variety of techniques,

5-6 The student:
i. demonstrates substantial practical
exploration of an idea or ideas
ii. presents a clear artistic intention
in line with the statement of inquiry
and states artistic choices.
7-8 The student:
i. demonstrates substantial and
varied practical exploration of an
idea or ideas
ii. presents a clear artistic intention
in line with the statement of inquiry
and describes artistic choices.
Criterion C: Creating
i. create or perform an artwork.
Achievement Level Descriptor
level
0 The student does not reach a
standard described by any of the
descriptors below.
1-2 The student:
i. demonstrates limited skills and
techniques through the creation of a
finalized work.
3-4 The student:
i. demonstrates satisfactory use of
skills and techniques through the
creation of a finalized work.
processes and art forms to represent
themselves.
The student:
i. is able to demonstrate substantial
practical exploration of an idea to express
portrait sketches.
ii. is able to present a clear artistic
intention in line with the statement of
inquiry and states artistic choices in
artists use a variety of techniques,
processes and art forms to represent
themselves.
The student:
i. is able to demonstrate substantial
practical exploration of an idea to express
portrait sketches.
ii. is able to present a clear artistic
intention in line with the statement of
inquiry and describes artistic choices in
which artists use a variety of techniques,
processes and art forms to represent
themselves.
Task-specific rubric
The student does not reach a standard
described by any of the descriptors
below.
The student:
i. is able to demonstrate limited
creative-thinking skills and techniques
through the creation of a finalized work
of Indian Folk Art.
The student:
i. is able to demonstrate satisfactory
creative-thinking skills and techniques
through the creation of a finalized work
of Indian Folk Art.
 5-6 The student:
i. demonstrates mostly effective use
of skills and techniques through the
creation of a finalized work.
7-8 The student:
i. demonstrates consistently effective i. is able to demonstrate consistently
use of skills and techniques through effective use of creative-thinking skills
the creation of a finalized work.
Criterion D: Evaluating
i. appraise their own artwork or performance
ii. reflect on their development as an artist.
Achievement Level Descriptor
level
0 The student does not reach a
standard described by any of the
descriptors below.
1-2 The student:
i. identifies some elements of their
own artwork or performance.
ii. makes a brief observation about
their development as an
artist.
3-4 The student:
i. outlines some elements of their
own artwork.
ii. identifies some aspects of their
development as an artist.
5-6 The student:
i. describes their own artwork.
The student:
i. is able to demonstrate mostly effective
use of creative-thinking skills and
techniques through the creation finalized
work of t by gy Folk Art.
The student:
and techniques through the creation
finalized work of Indian Folk Art.
Task-specific rubric
The student does not reach a standard
described by any of the descriptors
below.
The student:
i. is able to identify some elements of
their own artwork in their process
journal.
ii. is able to make a brief observation
about their development as an artist
through his/her process of learning in Art
Forms That Have Survived Generations
(Folk Art).
The student:
i. is able to outline some elements of their
own artwork in the process journal.
ii. is able to identify some aspects of their
development as an artist through his/ her
process of learning in Art Forms That
Have Survived Generations (Folk Art).
The student:
 ii. outlines their development as an i. is able to describe his/ her own artwork
artist. in the process journal.

ii. is able to outline their development as

an artist through his/ her process of
learning in Art Forms That Have Survived
Generations (Folk Art).

7-8 The student: The student:

i. analyses their own artwork
ii. describes their development as an
artist.
i. is able to analyze his/ her own artwork
in the process journal.
ii. is able to describe their development as
an artist through his/ her process of
learning in Art Forms That Have Survived
Generations (Folk Art).

Task 1 Criterion A:
● Investigate a specific piece of folk art within your chosen arts discipline Art Forms That Have
Survived Generations (Indian Folk Art).
● The focus of investigation should revolve around how the interplay between natural and
human landscapes and resources has influenced the change, composition, and style of artistic
representations.
● Describe an artwork that exemplifies this interplay, demonstrating how elements of the
surrounding environment and cultural influences have shaped its artistic expression.

Task 2 Criterion B:
● Delving into the rich Indian Folk Art selected during the course work, which has endured the
test of time and continues to flourish across generations.
● Practically explore and generate creative ideas to inform the development of a final artwork
that reflects the interplay between natural and human landscapes and resources in shaping
artistic representations.
● Final artwork should embody a clear artistic intention that effectively communicates the
influence of the surrounding environment and cultural practices on the art form.

Task 3 Criterion C:
● Create a Folk Art painting using the existing knowledge to generate a new painting or style.

Task 4 Criterion D:
● Evaluate your work and reflect on how you have improved as an artist throughout the unit and
the tasks produced along the process.

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