Abstract

This paper develops from within the context of learning through inquiry-based practices within a Swiss international school following the International Baccalaureate Primary Years Program.  The paper explores the integration of visual arts within an IB PYP inquiry-based transdisciplinary unit for general classroom instruction in Y1. Students have engaged in a month-long integrated study within the theme entitled ‘Where we are in Time and Place’.  They have explored ‘constructing landmarks’ in connection with family histories, as well as connecting conceptual understandings in additional content areas including geography, geometry, chronology, contemporary art and architecture. The paper illustrates classroom practices utilized within the unit, inspired by current educational research, to guide students to greater understanding of learning through artistic practices, research practices, and inquiry practices.  The paper details the use of visual images as a stimulus for inquiry and research.  The aim of the paper is to assist art education and general education teachers in the integration of arts into PYP units, promoting the employ of these inquiry practices, arts – based research practices, and transdisciplinary understandings.

Keywords: Curriculum Integration, Transdisciplinary, PYP,IB,  International Schools, Inquiry, Arts – based research, Inquiry – based research, Key Concepts, Architecture, Social Studies and Art, Maths and Art, Contemporary Art, Construction, Digital Resources, Visual culture, Visual stimulus, Primary, Kindergarten, K- 12, Art coordinator, Art educator, General Education