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Unit Planner

Unit Title: Chinese Theatre Masks MYP Unit Question: What is the significance of masks in Chinese Theatre? Class: MYP1 Teacher: Jane Jones AOI focus questions: Environment: The importance of creativity in other cultures Time frame: 3 - 4 weeks Significant concepts:
What we want students to remember for years to come:

Specific Objectives:
Objectives which are addressed in, and pertinent to, this unit:

Assessment Task(s) and Criteria

What constitutes acceptable evidence of understanding? How will students show what they have understood?

To understand the relevance of masks in Chinese theatre To be able to create a character mask through colour, pattern & symmetry To recognise colour association in mask making Learner Profile Qualities: Caring- Students show emphathy and respect towards beliefs from another culture Communicators- They understand and express ideas on characterisation confidently and creatively Open Minded-They understand and appreciate the values and traditions of other communities Reflective- consider how to create a range of techniques with the chosen media

A1: Demonstrate an awareness of how and why artists create masks in Chinese culture A2: Have a basic understanding of the Visual Elements, key words and Art specific vocabulary related to colour association in Chinese masks A3: Express opinions on characterisation B2: Learn painting techniques and brush control with teachers guidance and demonstration C1: Describe the progress they have made so far C2: Identify strengths, success and areas of weakness in their artwork C3: Receive feedback constructively and respond D1: Students show commitment to improving pencil techniques D3: Support & encourage peers with their artwork

A - Knowledge and understanding Develop an understanding of mask maing in Chinese theatre, express opinions on different colour association, understand key Art vocabulary on the Visual Elements B Application Develop confidence with painting techniques, refine pencil drawing using symmetry and pattern. C Reflection & Evaluation On-going oral reflection with teacher as the mask develops, peer evaluation in a supportive atmosphere and written self-evaluation in developmental workbook D Personal Engagement Demonstrate self-motivation, effort to improve and initiative, assessed from attitude in class and in self assessments

*What we want students to remember for the years to come.

Unit Planner
Knowledge and/or skills used to develop significant concepts of stage 1 and to enable the student to answer the unit question

Teaching strategies and learning experiences: Resources:

Prior knowledge, how to monitor and support learning throughout the unit, formative assessment, learning styles, differentiation, mother tongue issues

What are you expected to produce? Create a mind map of ideas for characterisation through colour Explore ways to communicate emotions through pattern, colour and symmetry in a mask Design and paint a Chinese theatre mask reflecting a character in a play Transfprm a 2-D mask design into a 3-D origami theatre mask Peer and Self- evaluation

Class questioning to assess prior knowledge Of the purposes of masks in other cultures Discuss how colour can create an emotion Mind map to plan and select ideas Teacher led demonstration of pattern and symmetry in origami mask making 1:1 teacher support to create 2-D template for mask Examine exemplar material to understand successful use of symmetry and pattern Differentiated levels of questioning to involve all learners in group discussion New vocabulary and definitions of colour in Chinese masks recorded in workbook

Resource board on Chinese theatre masks Image worksheets per table Colour definition sheets per student HB pencils, erasers, rulers Tracing paper, masking tape, stencils A2 paper & mask templates Example of a Chinese origami mask Paints & brushes Black, silver and gold pens

ATL: Organisation organise their work with the help of the teacher, organise their learning materials with help from the teacher, independently set personal objectives and reach these without help from the teacher if possible. Collaboration work effectively in the class by planning their task. Listen to the ideas of others, understand and respect others feelings. Communication record ideas & reflections in the developmental workbook. Express supportive criticism and advice to peers on how to achieve success. Transferring- employ numeracy skills in creating symmetry. Reflection evaluate own work and peers work according to the assessment criteria, both orally and in the developmental workbook.

*What we want students to remember for the years to come.