6-1 Unit Plan

Teacher(s) Subject Group Digital Design

Unit Title Creative Expression of Emotive message MYP Year 1 Unit Duration (hrs) 10

INQUIRY: Establishing the purpose of the inquiry

Key Concept Related Concept(s) Global Context

Communications Forms, Perspective Personal and Cultural Expression

Exploration: Artistry, Craft, Creation, Beauty

Statement of Inquiry

Understanding multiple perspectives, creative expressions in various forms can effectively communicate an emotive message.

Inquiry Questions

Factual 1. What is an emotive message?

2. What is a visual message?
3. What forms of creative expression can be used to communicate an emotive message?

Conceptual 1. How to understand multiple perspectives?

2. How to communicate an emotive message using creative expressions and multiple perspectives?b

Debatable 1. While communicating an emotive message, is it always necessary to use creative expression?
2. While communicating an emotive message, is it important to understand multiple perspectives?
3. Which one is more expressive and emotive - handmade or computer made visual message?

Objectives Summative Assessment

Design Cycle: Outline of summative assessment task(s) including Relationship between the summative assessment task(s) and the statement
assessment criteria: of inquiry.
B: Develop Ideas: Method: Assess using activity log & presentation
The components of the summative assessment task for B(ii) are related to
B(ii) Develop several B (ii) Develop ideas while making emotional chart creative expression and understanding own perspective on emotive
design ideas and during co-creating design

C. Create Solution:
C(ii) Demonstrate
technical skills
C(iii) Follow the design to
create solution
C(ii) Develop and use skills with the drawing tool
while drawing shapes, creating scenery,
co-creating design.
C(iii) Use the design to create a greeting card
message, those for C(iv) add others’ perspectives.
The components of the summative assessment task for C(ii) and C(iii) are
related to giving a concrete shape to the emotive message using graphic
and textual forms of communication.

C(iv) List changes made C(iv) Make changes based on feedback and
to the design improve.

Approaches to Learning (ATL)

IB ATL Category MYP ATL Cluster Skill Indicator and Description

Communication Communication thru’ language & interaction Represent objects and emotions through drawings. Discuss what to draw
with partners.

Collaboration Empathy Discuss and draw objects from the real world with partners.

Thinking Creative Thinking Associate shapes, objects and colours with each other. Then draw objects
from the real world. Then create a greeting card using the artwork with a
message.

ACTION: Teaching and learning through inquiry

Content Learning Process (5 to 6 weeks)

Factual Knowledge Learning Experiences & Teaching Strategies

● Shapes, outlines and objects
● Emotions and emotional index
● Tools to present create visual messages -
MS Paint
● Greeting cards as emotive messages
Trying out the basics of Drawing tool; C(ii)
● Introduce the use of MS Paint
● Students reflect on the uses of different colours & associate colours with different emotions
● Students create a simple emotions chart associating shapes, colours and emotions

Conceptual Knowledge Developing real-world objects using Drawing tool; C(ii)

● Choosing between different alternatives ● Students select objects from the natural world and draw them using MS Paint or paper
 from nature to present visually
● Understanding emotions and perspectives
to present visually
Procedural Knowledge
● Searching for potential objects to present
visually
● Using graphical tools to create visual
messages
● Understanding and converting emotions
and perceptions into visual messages
● Editing and improving graphics
Resources
● Offline Tools: MS Paint
● Online Tools: Pixilart, Auto Draw, Canva
● Mobile Apps: Canva, Kids Paint
● Sample of simple emotional index
● eLearning videos: “Nature Makes You Happy | BBC Earth” “INDIA Cinematic Travel Video | INDIAN Travel Cultures, Festivals, Beauty - Country of
Festivals”
● Students draw other objects from the real world and edit the representations they made before
to contextualise them. They reflect on how objects make them feel
Co-Create a Design using Drawing Tool; B(ii), C(iii)
● Students are paired up with someone they haven’t interacted with as much. They select and
themes for their greeting cards and draw artwork related to the theme
● Students make changes to their artwork in pairs and reflect on their experience.
Designing a Greeting Card; C (iv)
● Students design a greeting card by using their artwork and writing a message.
● Students will edit their designs for the artwork
● Students will reflect on uses of drawing tools and think about their other appilcations
Presentation and Assessment
● Students make presentation in the front of the classroom
Formative Assessment
Informal Feedback
● Teacher provides feedback on each milestone at the end of a section.
Formative Task
Review of Students’ attempt at drawing objects from nature
Differentiation
Students may vary in their comfort with MS Paint, as long as an attempt is made to understand and
use the application, we are not looking for a specific way of designing.
Students who do not have access to MS Paint, can use another application or simply draw and design
on a paper.
REFLECTION: Considering the planning, process and impact of the inquiry

Teachers and students may engage in reflection on some of these questions; choosing a focus for reflection often leads to more meaningful results. Teachers
and students should also consider other questions that can help to improve the planning, process and impact of inquiry in the MYP. Reflection will always be
shaped by the specific needs of teachers and students in particular contexts.

Prior to teaching the Unit During teaching After teaching the Unit

What do I need to do differently to influence a
mindset shift in students?
What do students already know, and what can
they do?
What attributes of the learner profile does this unit
offer students opportunities to develop?
What potential interdisciplinary connections can
we identify?
What do we know about my students’ preferences
and patterns of interaction?
Are there any possible opportunities for
meaningful service learning?
What in the unit might be inspiring for community
or personal projects?
How can we use my students’ multilingualism as a
resource for learning?
What difficulties did we encounter while
completing the unit or the summative assessment
task(s)?
What resources are proving useful, and what
other resources do we need?
What student inquiries are emerging?
What can we adjust or change?
What skills need more practice?
What is the level of student engagement?
How can we scaffold learning for students who
need more guidance?
What is happening in the world now with which we
could connect teaching and learning in this unit?
How well are the learning experiences aligned
with the unit’s objectives?
What were the learning outcomes of this unit?
How well did the summative assessment task
serve to distinguish levels of achievement? Was
the task sufficiently complex to allow students to
reach the highest levels?
What evidence of learning can we identify? What
Artefacts of learning should we document?
Which teaching strategies were effective? Why?
What was surprising?
What student-initiated action did we notice?
What will we do differently next time?
How will we build on our experience to plan the
next unit?
How effectively did we differentiate learning in this
unit?
What can students carry forward from this unit to
the next year/ level of study?
Which subject groups could we work with next
time?