Teacher(s) Sundus Ismail Subject group and discipline Visual arts

Unit title Invitation cards MYP year 1 Unit duration (hrs) 25

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

communication Audience, expression Globalization and sustainability

Statement of inquiry
Symbols are used to convey meaning to audience that are affected in personal and cultural expression.

Inquiry questions

Factual— what are the types of invitations?

Conceptual— why do we send invitation cards?
Debatable— do invitation cards convey love?

Objectives Summative assessment

Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:

Criterion A: knowing and understanding.

i. Demonstrate awareness of the art form
studied, including the use of appropriate
language.
ii. demonstrate awareness of the relationship
Task 1: read the following questions carefully and
answer using your knowledge and understanding on
invitation cards:
The task will assess the studnets knowledge
and understanding of the art of invitations; it
will test their ability to undertand the meaning,

Middle Years Programme Unit planner 1

between the art form and the context.
iii. demonstrate awareness of the links
between the knowledge acquired and artwork
created.
Q1/ what is an invitation card? (use language to
answer this question)
Q2/ what is the effect of invitation cards on
audience? Why do we send invitation cards? (use
language to answer this question)
Task2:
step 1: come up with a theme (e.g, wedding,
graduation, anniversary, etc.)
step 2: then brainstorm ideas on what you want to
mention in the invitation.
Step 3: sketch an invitation card along with an
envelope and a tag. (be creative)
Task 3: present your work to the class and explain
your sketch and the process of brainstorming.
purpose and different kinds of invitations. The
task allows the students to recollect their
understanding of what a symbol such as
invitation cards means to a targeted audience
and howit affects them.
This task allows the students to demonstrate
their potential of the knowledge acquired
about the different ways to make an invitation
card they will demonstrate their skills in the
process, showing through their work, their
intentions and creativity.

Criterion B: Developing skills

Task: use your sketch from criterion A to

i. Demonstrate the acquisition and
create an invitation card along with the
development of the skills and techniques of
envelope and tag. (note: don’t forget to
the art form studied
mention all the information that the receiver
ii. Demonstrate the application of skills and needs to know)
techniques to create, perform and/or present
art.

Middle Years Programme Unit planner 2

Approaches to learning (ATL)

communication skills: listen actively and endorse the views or opinions of others.
social skills: work collaboratively in a production team with assigned roles and responsibilities.
 self-management skills: plan the rehearsal schedule for a performance or plan the time needed to create an exhibition.

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies:
-Definitions Week1: introduction to the arts and class agreements (activities and getting to know each other)
sketching and coloring tips Week2: introducing the unit’s statement and concepts
- basic elements : KWL
- types of invitation cards : supplies
- making envelops : definitions
-making tags : process journal (cover page)
-invitation cards  components week 3

Middle Years Programme Unit planner 3

  making cards : sketching basics
- Responding to an invitation card. : coloring tips
: sketching before creating
: basic elements
*appreciation cards
- definition week 4
-difference between appreciation and
invitation.
: types
: how to make an envelope…
Activities:
: how to make a tag…
Respond to the invitation card
Design an invitation card with content, envelop, Week 5:
and tag.
: invitation cards  components
Making a giant invitation card (contest)
 making cards

: Responding to an invitation card.

Week 6:
Art teacher day: the chosen studnets become art teachers.
Appreciation cards:
- definition
-difference between appreciation and invitation.

Week 7:
Assessments

Middle Years Programme Unit planner 4

 Formative assessment:
Daily tasks such as responding to ceratin themes and questions about the subject will serve as assessments
to test the student’s progress.

Differentiation
Studnets who show advanced skills and talent will be chosen to become a group of art teachers for one
assigned day and will prepare ahead of time a session to teach their friends a subject of their choice.

Resources

Powerpoint presentations
Videos.
Printed material

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

Prior to teaching the unit During teaching After teaching the unit
.

Middle Years Programme Unit planner 5

Middle Years Programme Unit planner 6