Art+Unit+Plan

MYP unit planner – 6TH GRADE ART

 * =====Unit title===== || =====DRAW YOUR WORLD===== ||
 * Teacher(s) || Gigi Maiquez ||
 * Subject and grade level || Visual Arts – 6th Grade ||
 * Time frame and duration || 10 weeks ||

Stage 1: Integrate significant concept, area of interaction and unit question
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? || To uncover and nurture one’s ability to create, develop or change products or solutions. ||^  || Human beings create, develop or change things. There are purposes and processes involved in innovation, creation, development and change. ||
 * =====Area of interaction focus=====
 * Human Ingenuity
 * =====MYP unit question===== ||
 * Why do humans create, develop or change products or solutions? ||

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? || · Critique of artwork – self and peers || · Demonstrate an awareness of the visual art form studied in relation to some of the contexts that influence their work · Learn skills and develop the techniques and processes needed to create and present visual art with the teacher’s guidance. · Identify strengths and weaknesses in their visual art work · Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks in the creative process || · Demonstrate theoretical knowledge and understanding of the theoretical basis of the visual art forms studied B. Application · Apply knowledge, understanding, skills and strategies to develop and elaborate ideas, themes or compositions in creating or innovating their own artwork C. Reflection and Evaluation · Reflect on the themes and issues encountered during the course, and to evaluate creative development and processes D. Artistic Awareness and Personal Engagement · Develop an aesthetic, cultural and critical awareness, and to engage with visual art creation ||
 * =====Assessment=====
 * · Individual drawing artwork as a result of experimentation, engagement, ongoing review and modification of work
 * Which specific MYP objectives will be addressed during this unit? ||
 * By the end of this unit, learners will:
 * Which MYP assessment criteria will be used? ||
 * A. Knowledge and Understanding

Stage 2: Backward planning: from the assessment to the learning activities through inquiry
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? || · Exploration and practice with various drawing materials · Contour drawing · Drawing from observation · Gesture drawing · One-point perspective drawing · Product design · Value scale and gradation · Shading techniques · Research on drawing techniques and on artists · Art appreciation · Prezi drawing gallery · Personal reflection and Art critique · Developmental Workbook for drawing practice, thumbnail sketches, and for developing ideas for artwork
 * ======** Content **======
 * ** Knowledge and skills: **

National Standards for the Visual Arts: 1. UNDERSTAND AND APPLY MEDIA, TECHNIQUES, AND PROCESSES · Select media, techniques, and processes · Analyze what makes them effective or not effective in communicating ideas and reflect upon the effectiveness of their choices

2. USING KNOWLEDGE OF STRUCTURES AND FUNCTION · Employ organizational structures · Analyze what makes them effective or not effective in the communication of ideas

3. CHOOSE AND EVALUATE A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS · Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

4. UNDERSTAND THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES · Know and compare the characteristics of artworks in various eras and cultures

5. REFLECT UPON AND ASSESS THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS · Compare multiple purposes for creating works of art

6. MAKE CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES · Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts and vice versa || How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? || · interpret a range of content-specific terminology · use of a variety of media and present the product or solution to others · be aware of strengths and limitations · reflect and evaluate one’s creative process || How 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 strategies**====== How 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? || · Studio activities such as observational drawing, contour drawing, design development · Discussion regarding examples and rubrics to facilitate understanding of learning expectations · Workbook investigations, creative responses, oral presentations, critiques · Written reflections on the creative processes · Individual drawing artwork as a result of experimentation, engagement, ongoing review and modification of work || · Use visual images to illustrate concepts and develop students' understanding of the visual environment. · Introduce students to a variety of materials and safety procedures. · Introduce students to a variety of procedures and techniques. · Explore the elements of art and principles of design within meaningful contexts. · Establish practices in the classroom to encourage ongoing image- making. · Guide students in their art-making. · Guide students in their research. · Provide time for individual reflection and group discussion about the students' art expressions and the processes they went through when creating them. · Assess both process and product. || 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? || · Ebony pencil · Pen and ink · Charcoal pencil and charcoal stick · Conte crayons · Colored pencils · Chalk pastels · Oil pastels · Scratchart · Drawing, charcoal and pastel papers · Sketchbook · Cool Drawing from the Cool Art Series · Drawing and Sketching · Drawing on the Right Side of the Brain · Drawing with Older Children and Teens · Hooked on Drawing · How to Improve at Drawing · Introduction to Art Techniques · Usborne Complete Book of Drawing · Basic Perspective Drawing · Discovering Drawing · Drawing for All · Crystal Productions Drawing Posters · Using Comic Life and Photoshop elements on student MacBooks · Prezi for sharing ideas with others · Digital photography and digital photo manipulation
 * =====Approaches to learning=====
 * **Communication**
 * Reflection**
 * ======**Learning experiences**======
 * · Introduction of varied drawing media; exploration activities
 * =====Resources=====
 * ** Drawing materials **
 * Multimedia resources ** (including but not limited to the following)
 * Books: **
 * DVDs: **
 * Posters: **
 * Technology: **

[|www.artlex.com] [] [] [] []
 * Web resources **

· Search for and download Podcasts about the museums to visit and use the iPods in the museums for guided information as you tour around. · Take photos at the museum of art work that is all right to be photographed and download to a photobook for all to see. ||
 * Museums and art galleries in Seoul and Incheon **

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