0Teacher(s) Mrs.

Hadir Ali Subject group and discipline Arts - Drama

Unit title End of the year Drama MYP year: Year 1 Unit duration 9
show/Pantomiming (Cycle) hours

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Aesthetics, Communication, Composition, Boundaries, Identities and Relationships – Orientation in
and Identity. Interpretation, and Genre. space and time.
 Students will explore personal,
physical, and social identities as well
as beliefs, and values.

Statement of inquiry

Audience get their aesthetic pleasures by watching composed plays influenced by identities and bound
by human relationships.
Inquiry questions

Factual
How was the art form changed over time?
Conceptual
How do the history and origin of drama reflect and echo cultural identities and human relationships?

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Debatable
How does drama influence communities?
Objectives Summative assessment Relation between Summative and
statement of inquiry

Summative assessment: A: Knowing and Understanding
 i. ii iii

A Knowing and understanding Outline of summative assessment task(s) iv


including assessment criteria: B: Developing skills i. ii iii iv

Through the study of theorists and
practitioners of the arts, students - What task(s) will allow students the C: Thinking creatively
 i. ii iii iv

discover the aesthetics of art forms opportunity to respond to the unit question?
D: Responding i. ii iii iv
and are able to analyse and - What will constitute acceptable evidence
communicate in specialized of understanding? How will students show o Students demonstrate
language. Using explicit and tacit what they have understood? awareness of elements of
knowledge alongside an drama and theatrical
understanding of the role of the arts Summative Assesment One performing
in a global context, students inform  Research on famous pantomiming o Use some basic language and
their work and artistic perspectives. short movies/scenes. have an in-depth
understanding of some of the
In order to reach the aims of arts,
-The student should be able to elaborate concepts and processes
students should be able to:
and explain the pantomiming scene they relating to Theatre arts
i. demonstrate knowledge and chose. o Learn skills and develop the
understanding of the art form techniques and processes
studied, including concepts, -There should be evidence of purposeful needed to create, perform

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processes, and the use of subject- expression. Skills and techniques are applied and/or present Theatre, and
specific terminology at a high level of proficiency. apply them with some
ii. demonstrate an understanding of independence
the role of the art form in original or -The student should show an excellent o Describe the progress they
displaced contexts understanding and comprehension of the have made so far and identify
elements researched. areas that have been
iii. use acquired knowledge to particularly easy or challenging
purposefully inform artistic decisions -Students will use the performance with some detailed
in the process of creating artwork. assessment rubric to complete a self- explanation; identify and
reflection upon the completion of the describe strengths and
project and write a reflection in their weaknesses in their work
developmental workbook that responds to o Show commitment in using
B Developing skills and answers the unit question. theatrical processes
The acquisition and development of o Demonstrate curiosity, self-
skills provide the opportunity for motivation, initiative and a
active participation in the art form Task1: willingness to take informed
and in the process of creating art. Presentation: (Criteria A and D) risks
Skill application allows students to o Support, encourage and work
develop their artistic ideas to a point A group skit using subject- specific with their peers in a positive
of realization. The point of realization terminology of: way
could take many forms. However, it is  Research into the art of acting that o Be receptive to Theatre
recognized as the moment when the shows people’s actions and emotions. practices and work from
student makes a final commitment to  The famous pantomiming scenes of various cultures, including their
his or her artwork by presenting it to Drama. own.
an audience. Skills are evident in  The critical analysis, stating where
both process and product. and when the scene took place

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In order to reach the aims of arts, Task2:
students should be able to: Proposal: (Criteria C)
i. demonstrate the acquisition and
A selection of process journal extracts
development of the skills and
including:
techniques of the art form studied
 The development of students’ artistic
ii. demonstrate the application of intention
skills and techniques to create,
 Demonstration of a range and depth
perform and/or present art.
Objectives Arts guide 11 of creative- thinking behaviours of the
pantomiming scene itself.

C Thinking creatively Task3:

Process and Product: (Criteria B and C)
The arts motivate students to A selection of process journal extracts to
develop curiosity and purposefully show:
explore and challenge boundaries.
Thinking creatively encourages  Students’ abilities to write and
students to explore the unfamiliar perform a short play on stage using
and experiment in innovative ways to the knowledge they have learned
develop their artistic intentions, their throughout the unit.
processes and their work. Thinking  Students have to adopt a certain Era
creatively enables students to and write a 5 minute script that
discover their personal signature and reflects any of the chosen
realize their artistic identity. pantomiming scenes.
In order to reach the aims of arts,

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 Task 4:
students should be able to:
Commentary: (Criteria A and D)
i. develop a feasible, clear,
imaginative and coherent artistic
A commentary that includes:
intention
 Evidence of the use of acquired
ii. demonstrate a range and depth of knowledge to inform the
creative-thinking behaviours development of student’s
iii. demonstrate the exploration of performance
ideas to shape artistic intention  Evidence of student’s ability to
through a point of realization. construct meaning and transfer
learning into their artwork
D Responding  The artistic response and the way in
Students should have the opportunity which it reflects or impacts on the
to respond to their world, to their own world.
art and to the art of others. A A critique of the student’s own
response can come in many forms; artwork including the ability to
creating art as a response convey the social and cultural
encourages students to make identities through the history of
connections and transfer their Drama.
learning to new settings. Through
reflecting on their artistic intention
and the impact of their work on an
audience and on themselves,
students become more aware of
their own artistic development and
the role that arts play in their lives

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and in the world. Students learn that
the arts may initiate change as well
as being a response to change.
In order to reach the aims of arts,
students should be able to:
i. construct meaning and transfer
learning to new settings
ii. create an artistic response that
intends to reflect or impact on the
world around them
iii. critique the artwork of self and
others.

ATL Skills

o In order for students to demonstrate an understanding of the role of the art form in original or displaced contexts,
students should collect, record and verify data and make connections between various sources of information as
well as present information in a variety of formats and platform.(Category: Research / Cluster:Information literacy
skills)

o In order for students to demonstrate the exploration of ideas to shape artistic intention through a point of realization,
students should interpret data, consider ideas from multiple perspectives and gather and organize relevant

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 information to formulate an argument. (Category:Thinking/ Cluster: Critical- thinking skills)

Action: Teaching and learning through inquiry

Content Learning process

Learning Experience:

Students: o Defining drama elements.

o Reading about the history of drama and types of theatre
o understand how the arts play a role in o Discussing fundamentals of play production.
developing and expressing personal and o Introducing stage space: stage areas, actor’s positions,
cultural identities props …etc.
o appreciate how the arts innovate and o Excerpt play readings
communicate across time and culture
o Play performance
o become informed and reflective practitioners
of the arts
o experience the process of making theatre in a
Formative assessment:
variety of situations
o explore, express and communicate ideas o Inquiry teaching
o become more effective learners, inquirers and o Group work
thinkers o Peer Teaching
o develop self‐confidence and self‐awareness
o Performance assessments
through art experiences
o Teacher/Student demonstrations
o appreciate lifelong learning and enjoyment of
o Partner work

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 the arts. o Rehearsals

o Reflect on previous lesson

o share a few journal entries
o assess the goal and objectives for each day
• What is theatre?
What are the elements of Drama?
Research the origin of Drama.
Why are we trying to be better actors?
• Drama Journal*: This week, observe the people around you,
family,
friends, teachers, strangers. Choose one interesting person and
write three sentences describing them in your journal.

Differentation:
-The scope of explanation, observation, exploration and
application reflects variety of strategies and methodologies that
gives chance for every student to grasp and comprehend the
skills addressed.
-Each lesson starts with warm up activity, then progresses with
various means of explorations, along with varied and diverse
activities for each objective what gives students with different
levels a chance to get along with the curriculum.

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Resources
Pantomiming in Theatre

pantomimng videos on youtube

Teachers’ handouts& worksheets

Teachers’ support material

Internet, presentations shown in class by teachers.

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
o Students will be eager to know
about “What is theatre”?
o Students will be interested in
learning about the origin of
Drama as well as the different
elements of drama.
o Students will match their
background information about
stage performance and Actors
to what will be learnt in class.
o Students will feel excited to

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practice and develop acting
skills

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