OVERVIEW

Grade/Year level: 5th Grade (10-11 yr Collaborative teaching team: Ms Asima, Ms Carmela, Ms Hira( VA )
olds)

Date: Timeline: (continued investigation, revisiting once, or Six Weeks

numerous times, discrete beginning and ending, investigating in
parallel with others)

Transdisciplinary theme
(Type Transdisciplinary theme here.)
How We Express Ourselves

Central idea
Art is created as a means of personal and collective expressions.

Lines of inquiry
● The usage of art to represent our ideas and feelings
● The aesthetic process that we use to create art
● Sharing and reflecting on artistic genres

Key concepts Related concepts Learner profile attributes

Connection Aesthetics, artistic genres Reflective-Students will need to reflect on issues that may concern them
Reflection and ways to make the world better.
Perspective
RISK-TAKERS-Students will have to create different things and prepare
an action plan.

Approaches to learning
Research-All aspects of research will be included during the Exhibition.

Social-Adopting a variety of group roles, group decision making

Self-Management-Time management, informed choices, organization

Thinking-Acquisition of knowledge, comprehension, analysis, application

Communication-Reading, listening, speaking, writing, presenting

© International Baccalaureate Organization 2019

International Baccalaureate® | Baccalauréat International® | Bachillerato
Internacional®
 Action
Each student has to create and produce artwork that shows their uniqueness / personal style. Students will create a work of arts based on the artwork they have studied, they may represent it in many
formats based on their preferences using Multiple Intelligences:

 Visual: re-drawn the painting again in other format

 Kinaesthetic: perform movements/ dance or create sculpture about it.
 Language: make written story or poem about it
 Music: make a song lyrics and adapted rhythm about it
 Logical Math: create tessellations, design architectural landscape or simple building, games related with number, modification of logical games
 Interpersonal: try to perform it in a drama, or analyze the background information about the person who paint it and people related to it 
 Intrapersonal: analyze deeper about the painting 

PYP 5 Unit of inquiry planner (Primary years) | Page 2

 REFLECTING AND PLANNING
Initial reflections
Students will have more choices.

Teachers have control over time, location, and students work.

Teachers will monitor those choices.

Begin analyzing Central Idea and Lines of Inquiry = Main Idea and Supporting Details

Prior learning
Interest survey-Students will answer questions on an interest survey so that teachers can easily assess what they know

Brainstorm/graphic organizers about topics and what matters to the students

Organization of materials, schedules and groups

Collecting and organizing data

Connections: Transdisciplinary and past

Connections to ATL Skills from previous units, specifically communication and research skills

Aligned to some topics in science, social studies, math and reading that have been previously studied

Connections with central idea to Who We Are

Learning goals and success criteria

Students will be able to…

 Accurately describes a couple of  dominant elements of art

 Accurately relates how these are used to reinforce mood or feeling of the artwork.
 Explains fairly the artist and art work which inspired his/her artwork and cited them correctly.

Learning Goal: Students will communicate a problem in the world and advocate for a solution.

PYP 5 Unit of inquiry planner (Primary years) | Page 3

Success Criteria:
● Final presentation

● Action to solve the problem

● Influence other classmates, school mates, community members to make a change in their choices or views

● Influence innovation and technology to solve problems that affect the community or world

Teacher questions
 What function do arts have in the community?
 How can we use arts to express ourselves?
 How can you ‘tell’ if your artistic expressions are successful?
 Why do people dance? (dance)
 What are different forms of art expression?
 Where and how do artists get their inspiration to create their artworks?
 How can we define artist’s identity from his/her artworks?
 What influences an artist has to express his/her identity into his/her artworks?
 How do my uniqueness/character influence the work I produce?
 How do I produce my artwork?

Student questions

PYP 5 Unit of inquiry planner (Primary years) | Page 4

 DESIGNING AND IMPLEMENTING
Unit of inquiry and/or subject specific inquiry (inside/outside programme of inquiry)
Transdisciplinary theme/Central idea: How We Express Ourselves; Art is created as a means of personal and collective expressions.

Collaborative teaching team: Ms Asima, Ms Carmela, Ms Hira( VA ) Grade/Year level: 5th (10-11 yrs)

Designing engaging learning experiences

1. Students will make a diagram using wisemapping.com or mural.ly consisting of THREE different forms of art and include some prominent artists who have influence on the arts. Criteria :

 Identify different forms of art

 Give examples of each forms of art (3 examples for each form)
 Explain each of arts form briefly 
 Recognize the prominent artists for each branch in the forms of art
 Design a digital, systematic mind-mapping

2. Students will compare 2 different artworks from the same art form, but from different artists to show understanding of how artworks reflect on the artist's identity.
Then, students write some paragraphs concluding the artist's identity from their chosen artwork using Thinking Hats:

 Red Hats activity: focused questions (perspective): what kind of feelings involved in the arts? what makes you feel?
 White hats activity: focused questions (forms): what kind of art is it? what elements of arts being used, who paint it, when, where?
 Blue Hats activity: focused questions (function, connection): how is it painted, how did the artist get inspiration? Think about materials, equipment and tool to paint. Consider about the background story of the painting
which related to the artist life.
 Green hats activity: focused questions (reflection,perspective): how to make it better?
 Black, and Yellow? (use these too if there is any possibility)

3. Along with the curriculum, inquiry will be made on:

Inquire into the filmmaking process (pre-production, production, post production).

Inquire into the methods and techniques film makers use to show and provoke emotions(camera angles, camera movements, sepia, black and white, slow motion, use of music etc.) Inquire into storyboards and develop own
storyboards for a silent film.

Inquire into structures and features of short stories and poetry focusing on how emotions are expressed.

Identify language and strategies used in writing narratives and poetry. Students produce a short story based on student criteria.

PYP 5 Unit of inquiry planner (Primary years) | Page 5

 Supporting student agency
Voice, Choice and Ownership

 Student can somewhat describe reasons she/he chose to do the artwork; how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal.
 Focused with some planning.

Teacher and student questions

What do you care about? What are you interested in?

Ongoing assessment
Rubrics

Self Reflections

Ongoing reflections of each task

Making flexible use of resources

Types of literary
http://www.scribd.com/doc/25044932/Types-of-Literature
http://library.thinkquest.org/06aug/01107/l_forms.html
http://www.copyright.gov/register/tx-examples.html
http://www.buzzle.com/articles/types-of-literature.html

Types of performing art

http://www.electronichill.com/appreciating-the-different-types-of-performing-arts/
http://www.tc.umn.edu/~jewel001/humanities/book/11performing.htm
http://www.buzzle.com/articles/different-forms-of-art.html

Types of visual art

http://www.wheeling-steen.co.uk/art-prints/visual-arts.php
http://www.tc.umn.edu/~jewel001/humanities/book/10visualart.htm
http://www.canleyvale.hs.education.nsw.gov.au/Winning%20websites/art/toa.htm
http://www.visual-arts-cork.com/art-types.htm

linksElement of art
http://www.artsconnected.org/toolkit/explore.cfm
http://www2.frederick.k12.va.us/wq/art7elmt/index.htm

PYP 5 Unit of inquiry planner (Primary years) | Page 6

http://www.johnlovett.com/test.htm
http://new.4-hcurriculum.org/projects/kidspace/E-P.htm

Visual Elements and Principles of Art

http://www.artsconnected.org/toolkit/index.html

Forms of art
http://www.buzzle.com/articles/different-forms-of-art.html
http://ownart.org.uk/exploring-different-art-forms

http://www.canleyvale.hs.education.nsw.gov.au/Winning%20websites/art/toa.htm

Types of visual art

http://thevirtualinstructor.com/types-of-art.htmlS

Styles of art
http://library.thinkquest.org/J001159/artstyle.htm

Student self-assessment and peer feedback

Expressing uniqueness in a creative manner
 Arts appreciation
 Artistic evaluation
 Using appropriate arts vocabulary
 Contribution to and participation in whole-class performance

Ongoing reflections for all teachers

Rubrics on the following

Content: (eg. Test, quiz, presentation) Poetry, Arts and the isms / dance )

Process: (eg. Demo or explanation, movie, presentation, written, visual or verbal) Documentary/Movie, poems, vocabulary, novel.

Product: (eg. model, movie, presentation) Write original poems in various styles, Collage of art isms., models/sculpture, recorder performance, a 3-minute film that depicts or provokes emotion without using speech. Your
film will use music, different camera angles and acting your audience will be fellow students.

Additional subject specific reflections

Literacy: In addition to this unit language plays an important role, so use of poetry and drama will be a part of it

PYP 5 Unit of inquiry planner (Primary years) | Page 7

 Unit 15-16

Gr concepts: sense verbs and adjectives, infinitive as a subject, homophones, quantifiers, verb and preposition, punctuation( semicolon )

Composition: scene from a play, Story writing, Dramas, Poems

Literature: novel The lion the witch and the wardrobe

History: History around us chapter 5 will strengthen the role of Art with the reflection Sindh culture

PYP 5 Unit of inquiry planner (Primary years) | Page 8

PYP 5 Unit of inquiry planner (Primary years) | Page 9