Re-Thinking the Art Curriculum as an Ethical Space
The art guidelines and objectives I had to incorporate from the Arts in the MYP International Baccalaureate Program (2022) suggested a framework but not specific content. This has it has advantages and disadvantages. On the one hand, the guidelines are connected to the current world through concepts called global contexts and other subject-specific key concepts. There is also a strong emphasis on guiding students through cyclic thinking connecting objectives. In addition to that, the pedagogical approaches to teaching and learning in the International Baccalaureate (2020) incorporate a diversity of affective, organizational, communication, research, media literacy, transfer, creative, and critical thinking skills. I highlight the importance of these approaches to teaching and learning to design internationally-minded projects emphasizing critical and creative thinking skills within the arts programs.
I used it to address intersectional discrimination trying to also foster connections to climate change since these issues are connected. Designing the curriculum involved a negotiation of perspectives with the students because the praxis of it embodies ethical values bringing collective understanding (Bell et al., 2016: 4 - 6). To begin, I acknowledged that the themes are difficult to teach, and I looked at the curriculum as a cycle to continue the conversations through the year. The first step was to incorporate the needs of my students, connection to the United Nations Sustainable Goals, multicultural contemporary art examples, and aspects of critical pedagogy. The use of the goals, especially the ones addressing gender equality, access to education, and climate action, helped students to transfer knowledge from other subject areas and their life experiences.
Challenges and Limitations of the Art Curriculum
On the other hand, there is a risk of misinterpretation of the guidelines to align them to the mission statement: ‘The IB develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect’ (International Baccalaureate Organization).
For example, prior to starting this inquiry, I interviewed nine teachers at international schools in Norway and other European countries, and I looked into some arts curriculums from IB schools worldwide. Unfortunately, the majority of teachers and curriculums do not acknowledge the social issue of intersectional discrimination, just climate change. I wondered, how are international schools practicing international-mindedness without addressing intersectional discrimination in our multicultural contemporary society?
