MYP unit planner - DOC 13 by x3KZ84

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									     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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