MYP Unit Planner

MYP unit planner

Unit title

/

Art Can Make a Difference

Teacher(s) / White
Subject and grade level / Visual Art-Level 3
Time frame and duration / 9 weeks

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

Area of interaction focus

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

Significant concept(s)

What are the big ideas? What do we want our students to retain for years into the future?
Community & Service-The emphasis of this AOI is developing community awareness and a sense of belonging and responsibility towards the community so that students become engaged and feel empowered to act in response to the needs of others. This unit will give students the opportunity to improve their community by using art. / Communities are impacted by human creativity.

MYP unit question

How can I use my creativity to improve my community?

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 other local assessments or tasks will be used?
Assessment Tasks:
A-Artist research project
B, C,D- Creation of an original work of art based on the characteristics of the student’s chosen artist
Local Tasks
Fall 2011:
· Sketchbooks 1-4
· Warmups Weeks 1-8
· Baseline
· Assemblage
· Crossword to review elements and principles
· Elements and principles quiz
· Artist Research
· Artwork based on that artist
· Presenting artist research and artwork
· Accordion foldable (notes during presentations)
· Webbing/Concept map about masks
· Mask
· Collaborative project to improve the school
Fall 2010:
· Sketchbooks 1-8
· Warmups weeks 1-8
· Quiz on elements and principles
· Pinwheel for peace
· Gallery Walk
· Book
· Project around the school and Artist Investigation
Which specific MYP objectives will be addressed during this unit?
B-Develop an idea, theme or personal interpretation to a point of realization, expressing their artistic intentions
Apply skills, techniques, and processes to create, perform and/or present art
A-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
D-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
Be receptive to art practices and artworks from various cultures, including their own
C-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
Which MYP assessment criteria will be used?
Criterion A,B,C and D

Stage 2: Backward planning: from the assessment to the learning activities through inquiry

ContentWhat International Connections are being made throughout this unit?
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?
International Connections-
Fall 2011
· Students will see, sketch, and discuss works of art from Africa through warm-ups
· Students will select, research, and analyze work by artists from around the world and will then emulate his or her style through the creation of an original work of art
· 
Fall 2010-
· The arts department collaborated to host an “International Day of Peace” assembly, in which every student made a pinwheel for peace, and the chorus students sang and the drama students participated. There were also poems read by students in both English and French. Another cross-curricular extension of this activity arose- Pennies for Peace, led by Mrs. Campbell.
· Also in this lesson students got to work on a project of their choice around the school. After completion of the project, students were to investigate and write about an artist from somewhere around the world whose work was similar to the work they did on this project.
· Another international connection was that for Assessment Task A, students wrote about a Mola from Panama.
· Students also wrote about and discussed the Day of the Dead through a warmup question. Other warmup questions tied in artwork from other cultures, including a mask from Africa.
· Students also observed things relating to other cultures through weekly sketchbook assignments. Students wrote about each intercultural connection that was made in his or her sketchbook assignment.
· Students participated in a Gallery Walk, which included viewing work by artists from around the world.
· Students chose artists from around the world to investigate for the “Artist Investigation” assignment.
8.CX.1.1
8.CX.1.3
8.CX.2.2
8.CX.2.3
8.CR.1.2
8.V.1.1
8.V.1.2
8.V.1.4
8.V.3.1
8.V.3.2
8.V.3.3

Approaches to learning

How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Collaboration- Students will work directly with other students for creating and installing the Pinwheels for Peace project, as well as designing murals.
Learning experiencesHow will students know what is expected of them? Will they see examples, rubrics, templates?
How will students acquire the knowledge and practise the skills required? How will they practise applying these?
Do the students have enough prior knowledge? How will we know? / Teaching strategiesHow will we use formative assessment to give students feedback during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?
Students will see examples, non-examples, checklists and rubrics for tasks.
Students will acquire the knowledge based on demonstrations and hands-on experiences.
Prior student knowledge will be assessed with warm-up questions. Further formative assessments will be conducted verbally and through observation, and will continue for the duration of the unit as new skills and concepts are introduced. / Reading/Writing Integration: Students will evaluate sources and summarize material found from credible sources, and put into their own words for the Artist Research project.
Verbal and demonstrative formative assessments will be used to give students feedback during the unit. The teacher will give group and one-on-one demonstrations and will discuss how given examples are examples or non-examples of the desired product.
The teacher will employ various teaching strategies, including: demonstrations, discussions, collaborative work and peer feedback in a group setting, and through a culminating chance for students to present products to the class.
Instruction will be differentiated as needed during every class period. Further examples, demonstrations, and reminders will be given to individual students and to the class. With these additional supports in place, all students will learn the concepts of the unit. For those learning in a language other than their mother tongue, handouts will be given in the appropriate language. Students with special educational needs will receive differentiated instructions for tasks and additional scaffolding as needed.
Differentiation will also occur for students in other grade levels who happen to be placed in the same class as these Level 3 students. For these students, the criterion and rubrics will be utilized to reflect their current grade level. Because of using these rubrics, students will have differentiated expectations for their performance on tasks in this unit.

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?
NC Standard Course of Study
The internet for art examples
Computers with word processing
The knowledge, expertise and experiences of others in the classroom

Ongoing reflections 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 teachersWhat did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
·  Compelling-Intriguing images were found during the artist investigation, which spurred one-on-one conversations between students.
·  Students’ skills were challenged as some had to work with a group and that was a stretching experience. Others’ skills were stretched as they used non-traditional materials on their books and projects around the school (for example gravel on a painting or pipe cleaners on a mural project). Students also drew and painted on walls around the school, which was a challenging surface to work with.
What inquiries arose during the learning? What, if any, extension activities arose?
·  Three have started a Gardening Club here at Northview, which arose from their desire to make Northview a better place by beautifying the grounds.
How did we reflect—both on the unit and on our own learning?
·  Students reflected weekly on sketchbook rubrics.
·  Students participated in an end of unit discussion, and answered end of unit questions regarding the unit
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?
·  Students used a rubric to assess themselves on their group projects. All learner profile traits were represented on the rubric.
·  There were multiple opportunities for student-initiated action, as students chose a project around the school, and created a daily agenda for their group to carry out.
Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups?
·  Collaboration was very successful, with the International Day of Peace assembly and student reflections thereof being the evidence! (2010)
·  2011-During the mask project, students created a collaborative plot summary and characterization (Language A)
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
·  A unit could be done with Language B, to help students translate English to French or Spanish (especially on the book project)
Assessment
Were students able to demonstrate their learning?
· Students demonstrated learning through the elements and principles quiz, their book, and through improvement and reflection on weekly sketchbook assignments. Students also showed learning through their responses to warmup questions.
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?
· The daily planning guide REALLY helped students be intentional about reflecting during each class period. For 6 class periods during the project around the school, students recorded feedback received, Plus/Delta/Next Steps for their group on the daily planning guide.
Are we prepared for the next stage?
· Yes.
Data collection
How did we decide on the data to collect? Was it useful?
· Data was collected on the elements/principles quiz, through warmup responses and discussions, and through L to J conversations, as well as through comments and feedback on the rubric packet for this unit.

Figure 12

MYP unit planner