Arts sample unit planner 2015

Arts sample unit planner 2015 (optional use)

Teacher(s) Subject group and discipline Arts--all performing and visual arts disciplines
Unit title 20
MYP Year Sample Unit duration (hrs)
(appx)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context
Fairness and development – Human capability and
Change Audience
development; social entrepreneurs

Statement of inquiry

Courageous artists can provoke change in both individuals and societies.

Inquiry questions such as these should be developed by teachers and students:

Factual Which artists and art works change the views or beliefs of their audience(s)?

Conceptual What is the relationship between artist, art and audience?

Debatable Can there be an accidental audience?

Do artists have a responsibility to be agents of change?

1
Arts sample unit planner 2015
Objectives
All strands in all objectives:
A – Knowing and understanding
B – Developing skills
C – Thinking creatively
D – Responding
Summative assessment
Outline of summative assessment task(s) including Relationship between summative assessment
assessment criteria: task(s) and statement of inquiry:
Task 1 – Presentation (Criteria A and D)
The presentation will demonstrate the student’s
An individual presentation of research into: understanding of courageous artists, and how art
works can change society. The art work developed
 work of (a) master artist(s)/theorist(s)/practitioner(s)
and their intent to bring about change in the unit will reflect an understanding of
audience, techniques that can impact and influence
 critical appreciation of two pieces of work completed
audiences, and the process of provoking change.
by an artist studied in the unit
 relationship between the artwork and its context
Throughout the unit, students will explore courage
Task 2 – Proposal (Criterion C) in their own art work and the art work of others.
They will develop deeper understanding and
A selection of process journal extracts including:
appreciation of artistic freedom that aims to
 an artistic intention protect and challenge the human capability to live
 demonstration of a range of creative-thinking with and for others.
behaviours related to the statement of inquiry
Task 3 – Process and product (Criteria B and C)
A demonstration of individual student skills and techniques
evidenced through:
 three recorded examples of skills acquired,
developed and applied (one at the beginning, one
near the middle, and one at the end of the unit)
 exploration of artistic ideas
 the product created/performed or presented
Task 4 – Commentary (Criteria A and D)
An oral or written commentary that includes:
 understandings gained about artistic courage and its
2
Arts sample unit planner 2015

possible application(s) in new settings (including

future units)
 application of research on the development of the
student’s own artwork
 impact of the student’s artistic response on the world
and its potential to provoke change
 critical appreciation of the student’s own work

Approaches to learning (ATL)

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies

3
Arts sample unit planner 2015

Formative assessment

Differentiation

Resources

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

Prior to teaching the unit During teaching After teaching the unit

4
Arts sample unit planner 2015