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AIP COURSE
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Concept
  • ABILITY

    We believe that "ability" determines whether students can continue to grow and adapt to the future.

    AIP uses most of its learning time to improve students' imagination, sensibility and creativity through project-based learning (PBL) of art and design, and tracks and feeds back from various ability dimensions of AIP training gyro, so that "teaching and learning" returns to "people".

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  • PERSONALITY

    Diversity is the attribute of art, and it has also become the culture of AIP.

    In order to cultivate excellent creators, we must find the bright spots of students, guide them to break through barriers to growth and develop their unique personality. In the life outside the classroom, we will also use the management method of preserving personality to build up our campus culture.

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  • SELF DRIVEN

    Knowledge becomes alive only when it is used, and the successful application of knowledge can bring students self-confidence and drive.

    Based on the AIP course banner, giving students a chance to use knowledge in a way of subject integration is the educational principle that all aip teachers abide by.

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Goal
Knowing the world but being innocence. Standing with aesthetics.
Be able to listen more to different voices, observe more social phenomena, think more about the essence of things, and try more freely. Become a person who is able to be true to his or her inner thoughts even after learning more about the world.
Be able to constantly practice ideas with creativity, form their own aesthetic views, and become an independent and committed creator. Touch others' hearts with their works and bring positive influence to the society.
AIP-TOP
  • Exploration & Analysis
    Ability to think critically and be skeptical of given things. Be able to use fields such as the natural sciences, culture, history, and the arts to support their own research. Be able to interpret and extend the information based on evidence, and provide ideas and viewpoint support for the further development of the project.
  • Practice & Innovation
    Be able to break the boundaries of knowledge fields and draw inspiration and ideas from other fields. Dare to try more possibilities in the practice process and be able to face up to the failure of attempts, master thinking divergence tools and exercise hands-on practical ability, focus on keeping the development process and review it from time to time.
  • Reflection & Promotion
    Timely self-test and objectively recognize their own strengths and weaknesses, face up to the current problems, and seek continuously optimized solutions to promote the sustainable development of the project. Accept the deficiencies pointed out by others, absorb and share the ideas of others, and apply them to the extension of their own ideas.
  • Strategy & Planning
    Have an overall awareness and overall view. Be able to formulate the long-term goals and plans, and formulate executable plans according to the actual situation. Develop effective learning methods to meet their own needs, and pay attention to practice management and learning efficiency.
  • Collaboration & Empathy
    Be able to express their thoughts and opinions clearly, accurately and logically, and express them succinctly in the team to play a driving role. Be able to master communication skills and communicate positively and confidently. Be able to respect and tolerate others.
  • Social connection & Value
    Have a keen sense of social insight and civic responsibility, and be able to draw inspiration from social culture and the background of the times. Understand the constraints of law and morality on people, and adhere to principles. Pay attention to the sustainable development of society and actively participate in social public welfare activities.
AIP course revolves around Art and Design
Subject
Framework

Art and design are the basis of multi-disciplinary inclusion.

In order to achieve the purpose of learning for application, the overlapping and integration of subject knowledge is a major feature of the AIP subject framework.

  • Art and Design
    Compared with sketching and coloring, students in AIP need to learn how to observe things, how to improve their sensitivity to features and find the meaning of their own creations.
    In addition to training skills, students also need to learn how to use creativity to solve practical problems and achieve creative goals. Of course, students can also peek into the principles of human culture and phenomena from art and design. Everything from the origins of industrial development to the nature of color is part of the art and design curriculum.
  • Language
    Language is the decisive factor for human beings to move towards society and civilization. It is the key to the development of cultural differences, and understanding multiculturalism is the soil for cultivating creativity and broadening horizons.
    Focusing on basic grammar and language application, students' language learning in AIP courses is not only to master a communication tool, but also to master a way to understand different cultures and knowledge and to perceive their own cultural belonging.
  • Comprehensive Subjects
    Comprehensive subjects include basic knowledge of liberal arts and sciences as well as applied knowledge of physical and mental healthy growth. Specific subjects are literature, science, R2 mental toughness and physical education.
    The knowledge composition of comprehensive disciplines will also be based on the principle of "how to apply knowledge", and will focus on the thinking of various disciplines, cultivate students to keep an open mind, and look at problems from different perspectives.
  • Further Study Consulting
    Help students formulate 3-year growth goals in AIP and let students learn to conduct self-assessment based on goals.
    Guide students to understand the development and characteristics of art and design, assist students in applying for college, and give suggestions on holiday planning and other courses.
AIP Course
Flag
  • Three-dimensional Hub
    Use the full-subject integrated course with coach tutor guidance + expert consultation. Students will be exposed to topics such as "how to promote intangible cultural heritage" or "how to design paint for subway and light rail" to bring creativity into practice in society. Students have a high degree of freedom in learning and planning during the course.
  • Cross Hub
    Use the thematic course. Students will touch upon topics such as accessible design, environmental protection, cultural intrusion, sensory illusions, intimacy, and more. Take one subject as the lead to learn related knowledge in multiple subject directions. Off-campus public space teaching, fieldwork and other forms will often be added to complement the curriculum.
  • One-Line Basics
    Courses for learning and practicing the basic knowledge of subjects, such as some basic concepts, methods, principles, etc.
  • Workshop
    Short-term practical courses are combined with single-line basic courses, mainly to learn how to use tools, materials, techniques, etc. in various disciplines. Workshop-specific courses in art and design subjects often need to be completed in the practical training room.
  • Exhibition
    Public display of works is an indispensable teaching link of AIP. Apart from ceremony, commemoration and display, how to exercise students' ability in the process can bring sustainable benefits to students than at any level. In particular, the AIP graduation exhibition, which starts from the "Undefined Side of the Dice", is conducted in a student-led and tutor-guided teaching mode. In addition, during the learning process of the AIP course, students will also be exposed to a variety of opportunities to display their works.
  • Elective courses
    In order to maximize the development of students' "personality", elective courses play an important role. From science to humanities, students can choose how to build their own knowledge system in different directions.
Evaluation
Let students understand themselves comprehensively and ultimately improve their abilities. In order to achieve the primary purpose of AIP evaluation, we pay more attention to the process and diversity of the evaluation.
Capability assessment
The core of AIP is ability training, and students will also be evaluated based on ability. Based on the training gyro, various specific ability evaluation criteria will be extended from different subject directions and presented in the form of scores and comments.
Stage evaluation
In addition to the usual assessment methods in the project, students will participate in two public assessments at the mid-term and final period, including interview, written examination and presentation.
Multi-party evaluation
External:

By participating in competitions, exhibitions, real society projects, and projects related to the university, the students will obtain the opinions and evaluations from many people or experts, which will be an important part of the evaluation.

Internal:

Each public evaluation will be opened to all teachers in AIP campus, and students will have the opportunity to obtain evaluation from teachers of different backgrounds. In addition, teachers will guide students to evaluate each other and guide students to conduct self-assessment. These assessment contents will serve as important references and have an impact on the performance assessment.

Bring children's daily graffiti play to the world's top creative stage
Student
Futures

AIP provides differentiated education for most children who are interested in art and design, and has established a sustainable path for them to enter higher education with 20 years of development.

Since 2004, the AIP curriculum system has received academic matching assessment and recognition from different countries and universities. Students can apply for undergraduate study in art universities outside China through campuses that use the AIP curriculum system.

Britain
British colleges and universities are the ones that have established the longest relationship with AIP. Since 2004, various universities in the UK, including University of the Arts London have begun to accept AIP graduates.
USA
Since 2010, art schools in the USA have begun to accept the first batch of students from AIP, and continued until now.
Italy
Since 2019, cooperated with Istituto Scolastico Gemelli. Students register in Italian high school and apply for all public art colleges and universities with successful graduation.
Other Countries
Since 2013, the range of AIP applications has been expanding year by year. Graduates are able to apply to three private art schools in Singapore, and some schools in Canada and Australia. Since 2022, classes of France and Japan were set up and AIP students are able to apply to some art schools.
Britain

British colleges and universities are the ones that have established the longestrelationship with AIP. Since 2004, various universities in the UK, includingUniversity of the Arts London have begun to accept AlP graduates.


University of the Arts London
The Glasgow School of Art
Goldsmiths, University of London
Loughborough University
Brunel University London
Kingston University London
Nottingham Trent University
Nottingham Trent University
Sheffield Hallam University
Falmouth University
Newcastle University
Kingston University London
University of Westminster
Birmingham City University
The Manchester Metropolitan University
Northumbria University
University of Hertfordshire
Teesside University
Bournemouth University
Arts University Bournemouth
University Of Creative Arts
Coventry University
Middlesex University London
University of Southampton
Bournemouth University
Arts University Bournemouth
Royal Central School of Speech & Drama
Istituto Marangoni
USA

Since 2010, art schools in the USA have begun to accept the frst batch ofstudents from AlP,and continued until now.


Parsons School of Design | The New School
Rhode Island School of Design
School of the Art Institute of Chicago
Pratt Institute
艺术中心设计学院
California College of the Arts
California Institute of the Arts
School of Visual Arts
Savannah College of Arts and Design
Virginia Commonwealth University
Maryland Institute College of Art
Otis college of art and design
Ringling College of Art and Design
Academy of Art University
American University
State University of New York
Fashion Institute of Design & Merchandising
Canada

Ontario College of Art and Design
Letter of approval