A standard art project design at ASB integrates art history, criticism, theory, a studio component and student reflections.  Based on desired enduring understandings and essential questions, projects usually contain three main components which contain any number of sub-topics.  Knowledge and Understanding involves history, theory, criticism and new skills.  The Studio Application is based on craftsmanship, composition, communication and the creative process.  Reflections are geared towards finding out if students have answered the essential questions posed at the beginning of the project.  Assessment rubrics are designed for each project and both students and teachers use these rubrics to assess the results of the project.

ASB’s Atlas Rubicon Curriculum Mapping Site .	student presentation about their learning in a project

The abstract nature of history can be made more real through the use of visual images.  Art history and theory is presented as an integrated component to the studio work.  Connections to culture, philosophy, politics, and social issues allow students to see how art is a critical part of being human. Rather than isolate artistic movements projects are designed around themes such as Dreams, Values and Vanities in Public Art, The Death of Art. This approach allows for students to wrestle with the ideas that gave rise to various forms of art using both critical writing and a studio experience.

A student reflection for Dreams in Art project	a presentation on "Messages in Art"

Art has always been a mirror for society.  In the art program students explore the role that art has played in the social conscience and gives them an opportunity to explore their own position on a number of social and civic issues.  Topics such as government propaganda in Social Realism, marginalized peoples in Outsider Art, sexism and racism in the Comics, and modern social issues in Modernism challenge students to address a variety of real-world issues. 

Host country artists from India are brought in from time to time to give students first hand experience with the craft arts of India. In the IB program students are required to do research on the art of a variety of cultures.

view an interactive student discussion on sexism in the Comics	an example of studio application guidelines

Another thing that I have learned this year was about the renaissance time period. Although I have studied about the Renaissance every year from the 6th grade, I really understand it this time. I understand how people thought and the importance of how they were positioned on the canvas. We also had to paint our own renaissance version of ourselves which really was personally hard for me, it really opened my eyes to a new art technique and also it taught me to appreciate artists for their work and effort. - grade 10 student

The Art deco unit helped me with not only Art deco, but also other styles of architecture. I have worked with cardboard and the hot glue before with the blade, but now I have improved in the way I cut with the blade and the neatness of the work etc. so it was really helpful. Since we have to model architecture from Art Deco, we actually remember the styles of Art Deco, since we have to incorporate it into our models. This was a fantastic way to remember the information we learned. - grade 12 student

We had to use group work. I was able to cooperate really well and that helped me in other classes where I had groups such as the Math project.  Art has helped improve work in other classes as well.- MS student