2025-2026 S1 Semester in Review
Visual Arts at UISZ

Last Friday, as the final school bus of the semester pulled away, the UISZ Visual Arts program quietly stamped “Mission Exceeded” on its report card. 

Now, cue the 3-minute rewind: watch our students turn “identity, culture, community” into hands-on creative fuel, turbo-charging creativity, expression and collaboration along the way. The end-of-semester blockbuster starts… now!

上周五我们送别本学期发出的最后一趟校车，UISZ视觉艺术也悄悄在成绩单上盖了个“超额完成”的章。

现在，邀你3分钟倒带，看我们的学生是如何把“身份、文化、社区”变成可触可感的创作燃料，让创造力、表达力、合作力一路狂飙。期末大片，正式放映！

In the Early Years, creativity began with joyful exploration and sensory engagement. Kindergarten students experimented with collage, finger painting, and character creation, developing fine motor skills, imagination, and confidence in using materials. 

These open-ended activities encouraged curiosity and self-expression while allowing students to explore color, texture, and form in a playful and supportive environment. 

The focus on process over product helped young learners build a positive relationship with art and laid the foundation for creative thinking and collaboration from an early age.

在幼儿段，创造力始于充满喜悦的探究与感官体验。 幼儿园的孩子们尝试拼贴、手指画及角色创作，锻炼精细动作、想象力与材料运用自信。

这些开放式活动鼓励好奇与自我表达，让他们在轻松支持的环境中探索色彩、质感与形态。

强调“过程胜于结果”，帮助低龄学习者与艺术建立积极关系，并为早期创意思维与协作奠定基础。

In the PYP, visual arts learning was closely connected to students’ Units of Inquiry. In K3 and Grade 1, students explored sculpture through playdough, painting, and EVA foam collage, discovering how materials can be shaped and combined. Across all PYP grades, students designed and created performance costumes linked to their unit themes, applying artistic skills to real-world contexts. 

These collaborative projects strengthened creativity, problem-solving, and teamwork, while deepening students’ understanding of how art supports storytelling, performance, and shared learning experiences.

在小学段，视觉艺术与探究单元紧密相连。K3与G1通过彩泥、绘画及EVA泡棉拼贴探索雕塑，发现材料的可塑性。所有PYP年级都围绕单元主题设计并制作表演服装，将艺术技能应用于真实情境。

这些合作项目提升了创造力、问题解决与团队协作，并加深学生对艺术如何支持故事讲述、表演及共同学习的理解。

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MYP students used art as a visual language to explore identity, emotion, and social awareness. 

Grade 7 students created mixed-media artworks combining acrylic painting and embroidery to express personal identity. Grade 8 students investigated abstract art and complementary colour theory, learning how visual elements communicate mood and meaning. Grade 9 students integrated digital and traditional processes to develop identity-based portraits, while Grade 10 students designed advocacy posters addressing social issues. 

Throughout the MYP, students strengthened technical skills, conceptual thinking, and reflective practice.

MYP学生把艺术当作探索身份、情感与社会意识的视觉语言。

G7结合丙烯与刺绣创作混合媒材作品表达自我；G8研究抽象艺术与互补色理论，学习视觉元素如何传递情绪与含义；G9融合数字与传统技法完成身份肖像；G10则设计关注社会议题的倡导海报。

整个MYP阶段，学生不断夯实技术、概念与反思能力。

In the Diploma Programme, students worked as independent, reflective artists within a studio-based environment aligned with the new IB Visual Arts assessment objectives. 

Grade 12 students developed a cohesive body of work inspired by their surrounding natural environment, producing large-scale paintings that explore personal and environmental connections. Through investigation, experimentation, refinement, and reflection, students deepened both their technical and conceptual practice. 

As part of exhibition preparation, students crafted strong artwork titles and engaging statements designed to spark curiosity and connect with audiences.

DP学生则在符合新IB视觉艺术评估目标的工作室环境中，成为独立而反思的艺术家。

G12以周边自然环境为灵感，创作一系列大型绘画，探索个人与环境的联结。通过调研、实验、精进与反思，他们深化技术与概念实践。

展览筹备中，学生还为作品撰写有力标题与引人深思的说明，旨在激发观众好奇并建立情感连接。

The semester concluded with a joyful celebration of learning through a PYP performance titled “Flowing Through Our World.” 

All PYP grades participated, each contributing elements linked to their Units of Inquiry, supported by student-created costumes and visual storytelling. In addition, Grade 6 and Grade 10 students collaborated to create the large-scale digital artworks displayed on the big screen as the performance backdrop, enhancing the atmosphere and strengthening connections between Primary and Secondary learning. 

The event highlighted creativity, collaboration, and student voice across the school community. 

学期以PYP汇演“流经我们的世界”画上欢乐句点。

所有小学年级围绕各自探究单元贡献内容，学生自制服装与视觉故事贯穿全场。G6与G10联合创作大型数字艺术作品，作为舞台背景投屏，烘托氛围并强化中小段连接。

活动充分展示了全校的创造力、协作与学生声音。

Next semester, the UISZ studio lights stay on: more tools, more tech, more “what-if” moments—same UISZ heartbeat, just turned up a notch.

下学期，UISZ工作室的灯将继续点亮：我们将一起探索更多工具、更多技术、更多“如果”时刻——依旧是UISZ的心跳，只是音量再调高一格。

冬假快乐