--- title: "Tracing Tradition Through Time: An IB Unit Reflected in the Arts" description: To help Gr. 9 IB students identify themselves as artists and artistic thinkers, their teacher helped them reevaluate and reimagine traditional artworks. image: https://blog.nis.ac.jp/hubfs/popup_image.jpg --- [Contact US](https://www.nis.ac.jp/contact-us-utility/contact-us) [Apply](https://www.nis.ac.jp/admissions/apply) [Support](https://www.nis.ac.jp/support/support-nis) [Support NIS](https://www.nis.ac.jp/support/support-nis) Search ![logo2](https://blog.nis.ac.jp/hubfs/raw_assets/public/Nagoya_Iternational_School_June2020/images/logo1.svg) GO × [ABOUT](https://www.nis.ac.jp/about) [About Us](https://www.nis.ac.jp/about) [Our Governance](https://www.nis.ac.jp/about/about-us/our-governance) [Our connections:CIS,WASC,IB and JCIS](https://www.nis.ac.jp/about/about-us/the-accreditation-process) [Our Staff](https://www.nis.ac.jp/about/about-us/our-staff) [Our Campus](https://www.nis.ac.jp/about/about-us/campus-map) [Our History](https://www.nis.ac.jp/about/about-us/our-history) [Our Alumni](https://www.nis.ac.jp/about/about-us/our-alumni) [Class of 2023](https://www.nis.ac.jp/about/about-us/our-alumni/class-of-2023) [Class of 2016-2022](https://www.nis.ac.jp/about/about-us/our-alumni/college-acceptances-past) [Our Guiding Statements](https://www.nis.ac.jp/about/our-guiding-statements) [Our Mission](https://www.nis.ac.jp/about/our-guiding-statements/mission) [Inquire, Inspire, Impact](https://www.nis.ac.jp/about/our-guiding-statements/3is) [Definition Of Learning](https://www.nis.ac.jp/about/our-guiding-statements/definition-of-learning) [Who We Serve](https://www.nis.ac.jp/about/our-guiding-statements/who-we-serve) [International Mindedness](https://www.nis.ac.jp/about/our-guiding-statements/international-mindedness) [Well Being](https://www.nis.ac.jp/about/our-guiding-statements/well-being) [Our Belief About Language](https://www.nis.ac.jp/about/our-guiding-statements/belief-about-language) [Safeguarding Policy](https://www.nis.ac.jp/about/our-guiding-statements/safeguarding-policy) [School Development Plan(SDP)](https://www.nis.ac.jp/about/our-guiding-statements/school-development-plan) [Strategic Planning 2022](https://www.nis.ac.jp/about/our-guiding-statements/strategic-planning) [COVID-19](https://www.nis.ac.jp/about/covid19/nis-covid-level-responses) [NIS COVID Level Responses](https://www.nis.ac.jp/about/covid19/nis-covid-level-responses) [NIS at a Glance](https://www.nis.ac.jp/about/nis-at-a-glance) [Welcome from the Head](https://www.nis.ac.jp/about/welcome-from-the-head) [Head of School Weekley Notes](https://www.nis.ac.jp/about/welcome-from-the-head/latest) [Head of School Weekley Notes(Archives)](https://www.nis.ac.jp/about/welcome-from-the-head/archives) [School Calendar](https://www.nis.ac.jp/about/school-calendar) [NIS Full Online Calendar](https://www.nis.ac.jp/about/school-calendar/full-calendar) [NIS Stories](https://blog.nis.ac.jp/en) [NIS News](https://www.nis.ac.jp/about/nis-news-posts) [Photo Galleries](https://www.nis.ac.jp/about/photo-gallery) [2022-23](https://nagoyais.smugmug.com/2022-23-Events-Activities) [2021-22](https://nagoyais.smugmug.com/2021-22-Events-Activities) [2020-21](https://nagoyais.smugmug.com/2020-21-Events-and-Activities) [2019-20](https://nagoyais.smugmug.com/2019-20-Events-and-Activities) [NIS Live Streaming](https://www.nis.ac.jp/about/nis-live) [ADMISSION](https://www.nis.ac.jp/admissions) [Greetings](https://www.nis.ac.jp/admissions) [Why Choose NIS?](https://www.nis.ac.jp/admissions/why-choose-nis) [Admissions Policy & Process](https://www.nis.ac.jp/admissions/guidelines) [Learning Challenges & Language Expectations](https://www.nis.ac.jp/admissions/learning-challenges-language-expectations) [Tuition, Fees & Registration](https://www.nis.ac.jp/admissions/tuition-fees) [Scholorship At NIS?](https://www.nis.ac.jp/admissions/scholarships) [Scholorship Application Process(New Families)](https://www.nis.ac.jp/admissions/scholarships/applicationprocessnewfamilies) [Scholorship Application Process(Current Families)](https://www.nis.ac.jp/admissions/scholarships/applicationprocesscurrentfamilies) [Transitions Support: Admissions & Withdrawal](https://www.nis.ac.jp/admissions/transitions-support) [Admissions FAQs](https://www.nis.ac.jp/admissions/transitions-support/withdrawal-form) [Open Houses](https://welcome.nis.ac.jp/open-houses) [Apply](https://www.nis.ac.jp/admissions/apply) [Request For Information](https://welcome.nis.ac.jp/en/request-for-information) [Admissions Tour](https://welcome.nis.ac.jp/en/admissions-tour) [Our Location](https://www.nis.ac.jp/admissions/visiting-our-campus) [City Bus Options](https://www.nis.ac.jp/admissions/visiting-our-campus/city-bus-options) [LEARNING](https://www.nis.ac.jp/learning/learning-at-nis) [Learning at NIS](https://www.nis.ac.jp/learning/the-ib-at-nis) [The IB at NIS](https://www.nis.ac.jp/learning/the-ib-at-nis) [Preschool & Kindergarten](https://www.nis.ac.jp/learning/preschool-kindergarten) [Reggio Emilia](https://www.nis.ac.jp/learning/preschool-kindergarten/reggio-emilia) [A Day in the Life of the ELC](https://www.nis.ac.jp/learning/preschool-kindergarten/a-day) [ELC Facilities](https://www.nis.ac.jp/learning/preschool-kindergarten/facilities) [Preparing Your Child For the ELC](https://www.nis.ac.jp/learning/preschool-kindergarten/preparing) [ELC Admissions](https://www.nis.ac.jp/learning/preschool-kindergarten/elc-admissions) [ELC FAQs](https://www.nis.ac.jp/learning/preschool-kindergarten/elc-faqs) [ELC News](https://www.nis.ac.jp/learning/preschool-kindergarten/elc-news) [ELC Books](https://www.nis.ac.jp/learning/preschool-kindergarten/books) [Elementary School](https://www.nis.ac.jp/learning/elementary-school) [The PYP Programme at NIS](https://www.nis.ac.jp/learning/elementary-school/the-pyp-programme) [Elementary Curriculum](https://www.nis.ac.jp/learning/elementary-school/elementary-curriculum) [Assesment in the PYP](https://www.nis.ac.jp/learning/elementary-school/assessment-in-the-pyp) [After School Activities](https://www.nis.ac.jp/learning/elementary-school/after-school-activities) [Middle School](https://www.nis.ac.jp/learning/middle-school) [The MYP Programme](https://www.nis.ac.jp/learning/middle-school/the-myp-programme) [Middle School Curriculum Overview](https://www.nis.ac.jp/learning/middle-school/middle-school-curriculum-overview) [Middle School News](https://www.nis.ac.jp/learning/middle-school/middle-school-news) [High School](https://www.nis.ac.jp/learning/high-school) [High School Curriculum Overview](https://www.nis.ac.jp/learning/high-school/high-school-curriculum-overview) [IB Diploma Programme Details](https://www.nis.ac.jp/learning/high-school/ib-diploma-programme-details) [High School News](https://www.nis.ac.jp/learning/high-school/high-school-news) [Student Services: Personalized Learning, EAL, Counseling & Health](https://www.nis.ac.jp/learning/student-services) [Level of Provision](https://www.nis.ac.jp/learning/student-services/levels-of-provision) [Language Learners at NIS](https://www.nis.ac.jp/learning/student-services/language-learners-at-nis) [Personalized Learning](https://www.nis.ac.jp/learning/student-services/personalized-learning) [Counselling and Health](https://www.nis.ac.jp/learning/student-services/health-and-counselling) [Our Inquiry Questions](https://www.nis.ac.jp/learning/our-inquiry-questions) [Inquiring in the ELC](https://www.nis.ac.jp/learning/our-inquiry-questions) [Inquiring in the Elementary](https://www.nis.ac.jp/learning/our-inquiry-questions/elc-inquiry) [Inquiring in the Secondary](https://www.nis.ac.jp/learning/our-inquiry-questions/inquiring-in-secondary) [STUDENT LIFE](https://www.nis.ac.jp/student-life/student-life) [Student Life at NIS](https://www.nis.ac.jp/student-life/student-life) [Academic & Service Activities](https://www.nis.ac.jp/student-life/academic-service-activities) [Service Activities News](https://www.nis.ac.jp/student-life/academic-service-activities/news) [Dolphin Sports](https://www.nis.ac.jp/student-life/dolphin-athletics) [Dolphin Sports Calendar](https://www.nis.ac.jp/student-life/dolphin-athletics/dolphin-sports-calendar) [Visual & Performing Arts](https://www.nis.ac.jp/student-life/visual-performing-arts) [Food Service](https://www.nis.ac.jp/student-life/food-service) [Cezars Kitchen Menu](https://www.nis.ac.jp/student-life/food-service/cezars-kitchen-menu) [Bus Service](https://www.nis.ac.jp/student-life/bus-service) [NIS Bus Route Information](https://www.nis.ac.jp/student-life/bus-service/maps) [Technology & BYOD](https://www.nis.ac.jp/student-life/technology-byod) [Safeguarding Policy (Child Protection)](https://www.nis.ac.jp/student-life/safeguarding-policy-child-protection) [Emergency Preparedness](https://www.nis.ac.jp/student-life/emergency-preparedness) [Typhoon Information](https://www.nis.ac.jp/student-life/emergency-preparedness/typhoon-information) [Campus Access During the COVID-19 Pandemic](https://www.nis.ac.jp/about/covid19/nis-covid-level-responses) [COMMUNITY](https://www.nis.ac.jp/community) [Our Community](https://www.nis.ac.jp/community) [Parent Partners: Outreach, Transition & PTA Volunteers](https://www.nis.ac.jp/community/parent-partners) [Parent Partner News](https://www.nis.ac.jp/community/parent-partners/parent-partner-news) [Parent Partner Events Calendar](https://www.nis.ac.jp/community/parent-partners/parent-partner-events-calendar) [Parent Partner/PTA FAQs](https://www.nis.ac.jp/community/parent-partners/pppta-faqs) [Request Transition Partner Match-Up](https://welcome.nis.ac.jp/nis-transitions-partner-match-up-form) [Life Dolphins After School Childcare Program](https://www.nis.ac.jp/community/little-dolphins-after-school-program) [Summer Program](https://www.nis.ac.jp/community/summerprogram) [Activities/Schedule](https://www.nis.ac.jp/community/summerprogram/activitiesschedule) [Fees](https://www.nis.ac.jp/community/summerprogram/fees) [Application](https://www.nis.ac.jp/community/summerprogram/application) [Lunch Service](https://www.nis.ac.jp/community/summerprogram/lunch-service) [Summer FAQs](https://www.nis.ac.jp/community/summerprogram/summer-faqs) [Partner Preschools](https://www.nis.ac.jp/community/our-partner-preschools) [ACCJ/NIS Walkathon](https://www.nis.ac.jp/community/accjnis-walkathon) [2022 Walkathon Organizations](https://www.nis.ac.jp/community/accjnis-walkathon/2022-walkathon-organizations) [Walkathon History](https://www.nis.ac.jp/community/accjnis-walkathon/walkathon-history) [SAT Testing](https://www.nis.ac.jp/community/sat-testing) [Chubu Perspectives Discussion Series II](https://www.nis.ac.jp/community/chubu-perspectives) [ALUMNI](https://www.nis.ac.jp/alumni) [Alumni Home](https://www.nis.ac.jp/alumni) [Alumni Spotlight](https://www.nis.ac.jp/alumni/alumni-spotlight) [Alumni Pathways](https://www.nis.ac.jp/alumni/alumni-pathways) [Dolphin Tales](https://www.nis.ac.jp/alumni/dolphin-tales) [Reflections](https://www.nis.ac.jp/alumni/reflections) [Connections](https://www.nis.ac.jp/alumni/connections) [Yearbook Archives](https://www.nis.ac.jp/alumni/yearbook-archives) [EMPLOYMENT](https://www.nis.ac.jp/employment) [Working at NIS](https://www.nis.ac.jp/employment) [Is NIS the Right Fit?](https://www.nis.ac.jp/employment/is-nis-the-right-fit) [Attributes of an NIS Teacher](https://www.nis.ac.jp/employment/attributes-of-an-nis-teacher) [Vacancies](https://www.nis.ac.jp/employment/vacancies) [日本語ページ](https://www.nis.ac.jp/japanese/welcome) [日本語](https://www.nis.ac.jp/japanese/welcome) [お知らせ](https://www.nis.ac.jp/japanese/news) [NIS Stories](https://blog.nis.ac.jp/ja) [NISについて](https://www.nis.ac.jp/japanese/2) [歴史・沿革](https://www.nis.ac.jp/japanese/2/history) [理念・NISの使命](https://www.nis.ac.jp/japanese/2/nismission) [認可](https://www.nis.ac.jp/japanese/2/accreditation) [アクセス](https://www.nis.ac.jp/japanese/2/access) [フォトギャラリー](https://www.nis.ac.jp/about/photo-gallery) [NISの教育プログラム](https://www.nis.ac.jp/japanese/3) [IBプログラム](https://www.nis.ac.jp/japanese/3/ib) [ELC(幼児教育部）](https://www.nis.ac.jp/japanese/3/elc) [小学部（１−５年生）](https://www.nis.ac.jp/japanese/3/es) [中等部（６−８年生）](https://www.nis.ac.jp/japanese/3/ms) [高等部（９−１２年生）](https://www.nis.ac.jp/japanese/3/hs) [卒業後の進路](https://www.nis.ac.jp/japanese/3/postnis) [大学合格実績](https://www.nis.ac.jp/japanese/3/postnis/college/2021) [入学案内](https://www.nis.ac.jp/japanese/admissions) [学校説明会 (Open House)](https://welcome.nis.ac.jp/ja/open-houses) [学校見学](https://welcome.nis.ac.jp/ja/admissions-tour) [学校見学 clone](https://welcome.nis.ac.jp/ja/admissions-tour) [ELC（幼児教育部）入学情報](https://www.nis.ac.jp/japanese/admissions/elc) [ELCプログラム](https://www.nis.ac.jp/japanese/admissions/elc/elcprogram) [ELC入学申請](https://www.nis.ac.jp/japanese/admissions/apply/elc) [帰国生入学情報](https://www.nis.ac.jp/japanese/admissions/returnee) [入学審査要項](https://www.nis.ac.jp/japanese/admissions/application) [入学申請](https://www.nis.ac.jp/japanese/admissions/apply) [授業料・納付金](https://www.nis.ac.jp/japanese/admissions/tuition) [よくあるご質問](https://www.nis.ac.jp/japanese/7/admissions) [お問い合わせフォーム](https://welcome.nis.ac.jp/ja/request-for-information?__hstc=104580127.0b96d6261d8df35a8dc7c4f4184963c7.1684824478121.1684907182641.1684910572346.7&__hssc=104580127.169169.1684910572346&__hsfp=50455644) [学校生活](https://www.nis.ac.jp/japanese/5) [進路指導](https://www.nis.ac.jp/japanese/5/postnis) [課外活動](https://www.nis.ac.jp/japanese/5/activities) [スポーツ／クラブ活動](https://www.nis.ac.jp/japanese/5/clubs) [ランチサービス](https://www.nis.ac.jp/japanese/5/lumch) [スクールバス](https://www.nis.ac.jp/japanese/5/bus) [ある生徒の１日](https://welcome.nis.ac.jp/ja/a-day-in-the-life-at-nis) [卒業後の進路](https://www.nis.ac.jp/japanese/3/postnis) [よくあるご質問](https://www.nis.ac.jp/japanese/7) [お問い合わせ](https://www.nis.ac.jp/japanese/contactus) [サマープログラム](https://www.nis.ac.jp/japanese/summerprogram) [新型コロナウィルス感染予防対策](https://www.nis.ac.jp/japanese/summerprogram/covid19) [参加資格](https://www.nis.ac.jp/japanese/summerprogram/eligibility) [スケジュール](https://www.nis.ac.jp/japanese/summerprogram/summerprogramschedule) [お申し込み](https://www.nis.ac.jp/japanese/summerprogram/apply) [参加費](https://www.nis.ac.jp/japanese/summerprogram/summerprogramfee) [ランチサービス](https://www.nis.ac.jp/japanese/summerprogram/summerprogramlunch) [よくあるご質問](https://www.nis.ac.jp/japanese/summerprogram/summerporgramfaq) [フォトギャラリー](https://www.nis.ac.jp/community/summerprogram/photogallery) [Contact US](https://www.nis.ac.jp/contact-us-utility/contact-us) [Apply](https://www.nis.ac.jp/admissions/apply) [Support](https://www.nis.ac.jp/support/support-nis) [Support NIS](https://www.nis.ac.jp/support/support-nis) ☰ --> - [Home](https://www.nisjapan.net/) > - [NIS Stories](https://blog.nis.ac.jp/en) > - Tracing Tradition Through Time: An IB Unit Reflected in the Arts ## NIS Stories # Tracing Tradition Through Time: An IB Unit Reflected in the Arts [Maia Bassett, PYP & MYP Visual Arts and DP TOK](https://blog.nis.ac.jp/en/author/maia-bassett-pyp-myp-visual-arts-and-dp-tok) Jun 13, 2024, 11:00:00 AM ![topimage1](https://blog.nis.ac.jp/hs-fs/hubfs/topimage1.jpg?width=1921&height=1080&name=topimage1.jpg) As I started my first year in the Middle Years Programme as the Visual Arts teacher, I hoped to have students connect to their artistic selves and explore the roots of how art is, in essence, the way we tell stories. Or as *my* professor would say, "how history started to be recorded through time."  As I planned the unit I wasn't thinking about the goal but rather the experiences the students could gain based on who they are, where they come from, and where they aspire to be. This approach always results in diverse outcomes as every student is unique. This is the reason my profession is challenging *and* fascinating! The intention was to help students develop an artistic style and purpose as they navigated traditional art and the changes through time, specifically how context changes our relationship to creativity. As the students discovered the roots of classical artistic movements, I hoped they could find parts of their identities within the style, media, technique, and composition. In this way, they could start building an artist statement that could continue to nurture their intentions in subsequent units, and perhaps even across other subjects. Through the key concept of ***change***, we dove into the statement of inquiry: *“Change is a transformative way to recreate traditional art representations and styles.”*The global context that guided this inquiry process was Orientation in Space and Time, which paved the foundations for the students to re-imagine and re-create an artwork that would represent artistic change through time and within personal artistic identities. And so we embarked on a journey that would thoroughly explore epochs marked by Classical Art Movements rooted in strong biblical stories, merging into Botticelli's art which started to challenge boundaries by incorporating myths and revolutionizing what stories were told. We explored the symbolism used in art, and how it carried cultural perspectives. The task was for the students to be **Inquirers** as they wondered about diverse traditional art from their local culture to other parts of the world, perhaps even in connection to heritage. To become ***knowledgeable*** by building conceptual understanding through research across diverse traditional art purposes and methods while comparing these to* contemporary* artistic styles. To embrace the process of being ***reflective*** learners by considering the relationship between traditions and change in the art field, and how this builds cultural connection. The MYP criteria also framed the development of this unit: A- Investigation and Critique B- Development of ideas  C- Creation, and  D- Evaluation of the creative process  This cycle creates a balanced structure of the learning process and how the components of learning scaffold as the students acquire knowledge, skills, and conceptual understandings while building dispositions that build their resilience in how they experience unexpected outcomes or challenges that could hinder the development of their ideas.  In the beginning, it was a challenge to get the students to embrace the importance of research as part of the criteria so that they would better understand the content and concepts. Getting the “buy-in” took time, and much effort during lessons and demonstrations. Eventually, their understanding came from what they saw they could produce because the investigation and planning were done. After that, amazing work started to be created! Students understood what it means to tell stories through art considering the cultural and religious values, which brought us to the uncomfortable path of cultural appropriation. To unpack the effect of this social occurrence, we explored the work of Senegalese Artist, Kehynde Wiley, who invites us to look through the history of some of the great portraits and wonder what stories are living in the expression of the subjects, and how as artists we allow light into our compositions. Or how as artists we decide how to challenge those stories that perhaps do not show the social justice or equity we hope our world can attain.  ![An example of a traditional art piece being reevaluated by a Gr. 9 IB student.](https://blog.nis.ac.jp/hs-fs/hubfs/Untitled-2.jpg?width=609&height=342&name=Untitled-2.jpg) As students planned their work and selected classical artworks that spoke to them, I challenged them to consider media they could build a relationship with and a technique to demonstrate them as artists. Students chose interesting works of art that represented part of their identity. These ranged from mythical interests to portraits that could connect to their favorite cartoon. They included exploring gender identity, and social issues. Others looked to amplify cultural heritage and social inequalities. Having the opportunity to re-create works gave students the power to adapt these stories into something meaningful and relevant to their current reality. This was in fact, a path to help us understand our humanity. One of the students presented the work in an assembly as part of the celebration for the end of the semester. Through his words, I reconnected to my intentions and knew that the experiences I hoped the students would have were living in their artwork and their reflections on this unit. They had grown artistically and personally.  *“At first a lot of the students, including myself, struggled with this task not understanding the reasoning behind why we are investigating classical art. But after investigating multiple artworks we were able to understand how much the element of art was important in representing the artist's emotion. With this information we started to plan out what classical art piece we wanted to recreate, what message we want the viewers to receive, and what type of media will represent that message and us as an artist.” -N (Grade 9)* Watching them share their work during a Mini Pop-up exhibition ignited pride for who they are becoming, whether they become artists or not. Ultimately they are humans, and my intentions as an educator hold this recognition throughout the exploration of Visual Arts exploration. I am passionate that this exploration can help us better understand ourselves, especially in an ever-changing environment.  In the words of the great thinker, Aristotle, *“the aim of art is not to represent the outward appearance of things, but their inward significance.”* ![A poster of a pop up mini exhibit of IB art.](https://blog.nis.ac.jp/hs-fs/hubfs/popup_image.jpg?width=851&height=479&name=popup_image.jpg)   [Curriculum and Academics](https://blog.nis.ac.jp/en/tag/curriculum-and-academics), [Student Activities](https://blog.nis.ac.jp/en/tag/student-activities), [IB Program](https://blog.nis.ac.jp/en/tag/ib-program) [Back to Top](https://blog.nis.ac.jp/en/tracing-tradition-through-time-an-ib-unit-reflected-in-the-arts#top) [![NIS Japan](https://blog.nis.ac.jp/hubfs/raw_assets/public/Nagoya_Iternational_School_June2020/images/footer-logo.svg "NIS Japan")](https://www.nis.ac.jp/) Nagoya International School 2686 Minamihara, Nakashidami, Moriyama-ku, Nagoya, Japan 463-0002 T: +81-52-736-2025 admissions@nis.ac.jp    info@nis.ac.jp [NIS Portals](https://nis.openapply.com/) [Apply Now](https://nis.openapply.com/) - [Calendar](https://www.nisjapan.net/fs/pages/403) - [Visit](https://www.nisjapan.net/fs/pages/329) - [SAT Testing](https://www.nisjapan.net/fs/pages/430) - [Portals](https://www.nisjapan.net/fs/pages/699) - [Summer Program](https://www.nisjapan.net/fs/pages/699) - [Site Map](https://www.nisjapan.net/fs/pages/4) - ![CIS](https://blog.nis.ac.jp/hubfs/raw_assets/public/Nagoya_Iternational_School_June2020/images/cis-logo.svg) - ![WASC](https://blog.nis.ac.jp/hubfs/raw_assets/public/Nagoya_Iternational_School_June2020/images/wasc-logo.svg) - ![IB World School](https://blog.nis.ac.jp/hubfs/raw_assets/public/Nagoya_Iternational_School_June2020/images/ib-world-school-logo.svg) - ![jcios](https://blog.nis.ac.jp/hs-fs/hubfs/raw_assets/public/Nagoya_Iternational_School_June2020/images/jcios.png?width=68&name=jcios.png) - Ⓒ Nagoya International School 2026 - [Privacy Policy](https://www.nisjapan.net/fs/pages/7)