MYP unit planner

Unit title
Teacher(s) Subject and grade level Time frame and duration

A Picture is Worth a Thousand Words

Jenny Lathrop MYP 1 (Grade 7) 4 weeks

Stage 1: Integrate signicant concept, area of interaction and unit question

Area of interaction focus
Which area of interaction will be our focus? Why have we chosen this?

Signicant concept(s)
What are the big ideas? What do we want our students to retain for years into the future?

Human Ingenuity Why and how do we create? What are the consequences? Where does art come from? What is art? How can art initiate change? In what ways has humankind developed art? In what way has knowledge influenced art?

Place and Space/Communication Art reflects the conditions of the times.

MYP unit question

How can a picture be worth a thousand words?

Assessment
What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood?

Critical analyses into art from ancient times to modern Showing an understanding of why societies have created art through the ages Applying appropriate art vocabulary Making reference to the art elements and principles Expressing opinions about the work Relating artists work to the students own artwork Demonstrated research skills and referencing a variety of sources of information

Development of ideas, experimentation with techniques and media, consideration of possibilities in DW and creation of self portrait Demonstrating a high level of creativity in the artwork Showing use of elements of art in experimental projects Developing students skills in painting and use of color Applying painting skills and techniques to a level of proficiency Showing an ability to record the process involved in creating my portrait in the DW. Summative Project As a summative piece, students will create a painting, in the style of Keith Haring, that shows a modern-day concern in the life of the student. This can include a world concern or event, or something having to do with Singaporean issues. Continual reflection and final evaluation
Reflected critically and on artistic development and processes at different stages of the work. Carried out an evaluation of the work that shows an appraisal of the quality of work produced

and details of improvements that could be made.

Used feedback in the artistic development which shows consideration of the artistic processes
Which specific MYP objectives will be addressed during this unit?

A Knowledge and Understanding Students should be able to: Demonstrate an awareness of the art form studied in relation to some of the contexts that influence their current work. Use some basic language, and have a simple understanding of some of the concepts and processes that support their current work. Express an opinion of the art form studied in the context of their artwork. B Application Students should be able to: Use ideas and artistic conventions to create, perform and/or present art. Learn skills and practice techniques and processes needed to create, perform and/or present art, with the teachers guidance. C Reflection and Evaluation Students should be able to: Describe the progress they have made so far and identify areas that have been particularly easy or challenging. Identify strengths and weaknesses in their work. Receive feedback constructively. D Personal Engagement Students should be able to: Show commitment in using artistic processes. Demonstrate curiosity, self motivation, initiative and a willingness to take informed risks. Support, encourage and work with their peers in a positive way Recognize that artwork practices and artworks vary from culture to culture.

Which MYP assessment criteria will be used?

A Knowledge and understanding B Application C Reflection and evaluation D Personal engagement

Stage 2: Backward planning: from the assessment to the learning activities through inquiry
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?

oThe different ways artists represent culture and stories. oArtists and artwork from ancient times to modern. oThe symbols, colors, and materials used in various cultures and by different artists.
oThe styles of different artists in contemporary/modern times.

oWe can learn about history by looking at art. oHow applying knowledge from research and investigation informs the creation of artwork. oBy looking at an object (eye) from a primary source and drawing what you see gets more realistic results than drawing what you think you see. oExperimenting with different media helps to make the right choices. oBy using the creative cycle your ideas can be developed from drawings to a final piece of artwork (painting) oReflect throughout the process with comments and annotations in order to explain the development of your artwork. oResponding to feedback and giving feedback to others helps to inform decisions.
oEvaluating you artwork and the process you went through helps to improve your artwork in the

future.

Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Organization: What aspects of my organization do I need to develop? How best can I organize myself? Time management : monitoring progress and making decisions according to progress Self management: planning final artwork, organization of techniques, processes and materials Developmental workbook: how it should look and what it should include Collaboration: Sharing ideas with peers and giving/taking constructive feedback in groups Communication: What communication tools do I use? How can I better communicate my understanding? Informing others - working with peers, presentation of work Selecting techniques, processes and materials to communicate ideas Use of a variety of media to collect information, Internet, books, images. Information literacy: How do I know if the information is reliable?
Students will continue to develop their use of on-line resources

Referencing including the use of citations, footnotes and referencing of sources,respecting the concept of intellectual property rights
Select interpret and summarise information from primary and secondary sources

Reflection: How have my reflections helped me learn and how have my designs developed? On-going reflection and summative evaluating. Self-evaluation- keeping their developmental workbook, reflecting at different stages in the learning and design process Thinking: What tools can help me think in different ways? Brainstorming, critical thinking, processing and applying visual art Concepts, application of skills and techniques, creating a final composition, evaluation skills. Inquiring in different contexts Transfer: What are the big ideas of different thoughts on design? Prior knowledge of artists gained from ppt presentation and discussion will be used for the criteria A tasks. Prior knowledge of the use of basic art materials will be necessary in order to build on these and refine the techniques

Learning experiences
How will students know what is expected of them? Will they see examples, rubrics, templates?

Teaching strategies
How will we use formative assessment to give students feedback during the unit?

What different teaching methodologies will we employ? How will students acquire the knowledge and practise the skills required? How will they practise applying these? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their Do the students have enough prior knowledge? How will mother tongue? How have we considered those with special we know? educational needs?

Where did art begin? A look at cave paintings from Altamira and Lascaux. Experiment using multimedia- cave paintings. Watercolor, oil pastel, gold leaf. Art elements- line, shape Principles- Movement, unity, rhythm Egyptian art- hieroglyphics, using symbols, drawing the human figure Life drawing Art elements- line, form, space Principles- proportion Art from the Middle Ages- religious works, Donatello, Giotto Symbolism, idealism vs. realism Renaissance Art- Michaelangelo, daVinci, Raphael, Titian, Botticelli, Jan van Eyck, Hans Holbein the Younger Art elements- color, texture, space Principles- unity, harmony Realism- Courbet, Millet Art elements- color, form Principles- unity, harmony Impressionism/Post Impressionism- Monet, Degas, VanGogh, Seurat Abstract Expressionism and Pop Art- Pollock, Warhol, Lichtenstein Modern Art- Keith Haring

Investigate and inquire as a class. Research and experiment.

Investigate and inquire as a class. Research and create Egyptian art. Practice and draw, demonstration.

Investigate and research as a class, look at examples. Students will use art critique questions to talk about the work.

Experiment with drawing realistic objects. Drawing with precision. Online galleries, tours.

Resources
What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students experiences during the unit?

Cave paintings keynote, handouts Images of art through the ages YouTube

Ongoing reections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the Planning for teaching and learning section of MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflectboth on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?

Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Assessment
Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage?

Data collection
How did we decide on the data to collect? Was it useful?

Figure 12 MYP unit planner