BIS MYP unit planner Unit title What is mixed media? Teacher(s) CLR, APA and KMI Subject and grade level Visual Arts MYP 3 Time frame and duration 15 weeks Stage 1: Integrate significant concept(s), foundation of learning, area of interaction and unit question Foundation of learning Area of interaction Significant concept(s) Which foundation of learning will Which area of interaction will What are the big ideas? What be our focus? Why have we be our focus? Why have we do I want my students to chosen this? chosen this? retain for years into the future? Thinking T1,T2 Human Ingenuity Understanding and being Communicating C4 able to use a variety of media Personal development PD4 in order to create a piece of art. MYP unit question What is mixed media? Learner Profile Inquirers, Risk takers, reflective 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? What tasks will allow students the opportunity to respond to the unit question? Pencil drawings, compositional sketches, looking at artists and cultures, printmaking, painting, textiles, photography, IT What will constitute acceptable evidence of understanding? How will students show what they have understood? Pencil drawings showing tone, shape, form, pattern of the chosen subject e.g. sea life DWB pages on initial drawings and compositions DWB pages on the artist or culture studied Adding to their MYP visual arts portfolio Verbal testing on mixed media Verbal testing on the artist/culture studied Group discussion and self evaluations Students work marked using the Arts assessment criteria Half term report grade based on Arts assessment criteria Which specific MYP objectives will be addressed during this unit? A Knowledge and understanding demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes communicate a critical understanding of the art form studied in the context of their own artwork. B Application develop an idea, theme or personal interpretation to a point of realization, expressing and communicating their artistic intentions apply skills, techniques and processes to create, perform and/or present art. C Reflection and Evaluation reflect critically on their own artistic development and processes at different stages of their work evaluate their work use feedback to inform their own artistic development and processes. D Personal Engagement show commitment in using their own 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 Which MYP assessment criteria will be used? Criterion A Knowledge and understanding Criterion B Application Criterion C Reflection and evaluation Criterion D Personal engagement Stage 2: Backward planning: from the assessment to the learning activities through inquiry Content What knowledge and/or skills are going to be used to enable the student to respond to the guiding question? What (if any) mandated standards and/or skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? Drawing skills- Students should now have improved drawing skills since year MYP2 and be looking at becoming more proficient at using formal elements Compositional skills- How to compose a mixed media piece from initial drawings Painting skills- How to decide what sections of the drawing to paint and how it works best when using mixed media. Textile skills- All students should learn to use a sewing machine and work out how it is best used on their pieces. They should maybe look at a culture here Printmaking, Photography or any media of the teachers choice- any skill can be brought into constructing this piece up to the teacher which skills are brought in. Investigation skills- Use of developmental work books to present research and findings in a creative way, Engender an understanding and appreciation of the artist studied Evaluation skills- evaluating own and others work, encouraging students to reflect on their own practice, consider knowledge acquired and identify strengths and weaknesses in their work. Thinking skills- independent thinking and learning when drawing and producing drawings and investigation book pages Time management skills- handing prep work on time and finishing art work to a deadline Approaches to learning How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? Organization- Manage time, manage self Collaborative skills- Accept others and personal challenges Communication- Be Literate, use media, inform others Information literacy- Access Information, select and organize information, acknowledge sources Reflection- Be self-aware, improve ideas and work Thinking- Generate Ideas, plan, identify problems, inquire, Transfer- Make connections and inquire in different contexts Learning experiences Teaching strategies How will we use formative assessment to give students How will students know what is expected feedback during the unit? of them? Will they see examples, rubrics, and templates? Students work in their DWB and their individual drawings will be assess and given a mark from 1-7. Teachers will assess work with the student discussing their progress in Students will see examples of the teachers class and other artist / cultures work. They will be shown examples of work from previous years Group discussion and evaluations on progress and how it is graded. Examples of DWB and Self evaluation sheets how to use them. They will be shown how they will be assessed given a rubric for the Verbal feedback on progress during lessons back of their book to keep at hand at all times. What different teaching methodologies will we employ? How will students acquire the knowledge Teaching methods: The teacher will use many different and practise the skills required? How will formats to deliver instruction. Lessons will be visual with they practise applying these? teachers giving demonstrations to show each stage of the process. Teachers will demonstrate the techniques used each lesson. Teachers will guide and During presentations, critiques, planning, and evaluation the support students in to making creative teacher will provide handouts to help the learner organize decisions about their drawings and paintings their thoughts and understandings. Teachers will show students how to research and use DWB How are we differentiating teaching and learning for all? Examples of work will help students The B.I.S. Art Department aims to design and deliver understand the standard of work required in Art in the secondary school. projects that are accessible to students of all abilities at MYP. Differentiation occurs to some extent through Students will make a series of drawings outcomes and through dialogue with individual students based on their own face, work in the DWB, (through language use). add their work into their portfolio from MYP 1 The classroom environment should ensure that the room is and MYP 2 and evaluate their own and laid out suitably for the intended lesson; with tools and others work. resources available so that no student is hindered from taking part in the lesson and with enough planned work to deal with the brightest as well as the weakest students. Do the students have enough prior Regarding extremely able students, the following strategies knowledge? can be adopted. Students should have completed MYP1 and Extension tasks – Where appropriate, a student maybe 2 or have an understanding of the formal given the opportunity to develop within project guidelines by elements in Art. They will have their DWB working on a task that goes beyond normal expectations. and portfolio as evidence of this. If they have This might be practical or research based. It will often come from another school then students change the direction of a project – e.g. a student might should bring in any work done before. begin a collage having finished a drawing, or a print having finished a painting. Higher expectations – In dialogue with the student, the teacher might push the talented students to develop a piece of work to a higher degree of sophistication. This can sometimes result in highly accomplished work and be more rewarding for the student than moving on to an extension task. Flexibility - Talented students are often capable of suggesting creative ways of deviating from instruction. If these suggestions are appropriate, it can be healthy to encourage a more autonomous approach to the production of artwork in terms of developing narrative or use of media. Use of the studio outside of lessons – Able students are often keen to work on set projects or their own ideas during breaks or after school. How have we considered those with special educational needs? We would look at individual class lists and with discussion with learning support we would adapt the tasks appropriately for the students individual needs Have we made provision for those learning in a language other than their mother tongue? Yes Language implications Complete this section if we checked “Yes” to providing teaching strategies for learners not working in their mother tongue. Around the room are lots of visual images and art vocab as well as time lines to reinforce the use of written as well as spoken language. We have word banks on the intranet and students handouts for students to take home to help them write about artwork. Students are taught in English and students are encouraged to speak in English using the slogan we speak art in English. Students are asked to speak about their work and others in English. Help will be sought from learning support and ESL if students need individual subject support. Specialist vocabulary-Self portraits, Line, tone, space, colour, form, shape, proportion, symmetrical, measure, drawing, pencil, pen, charcoal, chalk, graphite, brush, acrylic paint, brush strokes, layering, wash, light and dark 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? Large canvas, sewing machines, printmaking facilities, 3d equipment, paper, pencils, textiles books, art books, pencil, pen, brush, painting equipment, cameras. IT suites. Examples of previous students mixed media work Ongoing reflections and evaluation In keeping an ongoing record, consider the following questions. There are further stimulus questions in the unit planning section of MYP: From principles into practice. Students and teachers What did we find compelling? Was our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect—both 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 I decide on the data to collect? Was it useful? KMI--Students were able to demonstrate their learning well as the unit was task based. This unit allowed students to explore observational drawing and experiment with different media such as acrylic paint, batik, silk screen and collage. Students were able to practice a wide range of techniques, using different media and apply it to their work. I think the students found working together to produce a large mixed media piece on canvas somewhat difficult. Most students were able to problem solve together and come up with workable solutions to their piece. Some students found it difficult to collaborate successfully with others and to compromise in order to complete the task. Overall I think this unit was good in that students did enjoy working on a large canvas together but more time was needed to plan out the work first—something that would have helped my group complete their canvases more successfully. Collaboration with the ICT Department in producing art portfolios was also very useful and instructive for the students as well as for me as a teacher.
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