Planning the inquiry
1. What is our purpose?
To inquire into the following:

4th Grade
School: Roberts Elementary
Age group: 9-10
School code: 02254
transdisciplinary theme
How We Express Ourselves: An inquiry into the ways in which we discover
and express ideas, feelings, nature, culture, beliefs, and values; the ways in
which we reflect on, extend and enjoy our creativity; our appreciation of the
aesthetic.

Class/grade:
central idea “POV” and “Interpretations”
Title: Art History 101
Teacher(s): 4th Grade Team
PYP planner
Date: 8-12-14 (Revised)
Proposed duration: 10 hours per week over 6 weeks
We express our ideas, feelings and beliefs through art and literature.
Ideas, feelings and beliefs are expressed through the arts.
2. What do we want to learn?
Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
The students will write a reflection about the art pieces they created during
the unit:

Which piece of art was your favorite?

How does the artwork make you feel?

What do you think of yourself as an artist? Why?

How does the art that you are attracted to reflect who you are?
The reflection will be assessed for completion and depth of thoughts.
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
form, connection, and perspective
Related Concepts: self-expression, culture, inspiration
What lines of inquiry will define the scope of the inquiry into the central idea?



Reasons behind expression
Different mediums of art
The impact of arts on others
Case Study: Ancient Greek Culture
What teacher questions/provocations will drive these inquiries?
1.
2.
3.
4.
5.
6.
© International Baccalaureate Organization 2007
What is art?
Why is art an integral part of culture? (friezes)
How do we use literature to explain the world around us?
How is one’s environment influenced by art? (friezes)
What aspects of Greek culture do we see in our world today?
How does the art that you are attracted to reflect who you are? (reflection)
Planning the inquiry
3. How might we know what we have learned?
4. How best might we learn?
This column should be used in conjunction with “How best might we learn?”
What are the learning experiences suggested by the teacher and/or students to
encourage the students to engage with the inquiries and address the driving
questions
What are the possible ways of assessing students’ prior knowledge and skills?
What evidence will we look for?
Students will write a paragraph explaining why they think art is created and
message behind a piece of art. What are some different ways a piece of art can
make you feel? (reasons behind expression)
Students will brainstorm all of the art mediums they are familiar with. (different
mediums of art)
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?
Students will create a PowerPoint presentation on Greek Gods and Goddesses and
summarize one myth they are in.
Students will create and keep an Art 101 reference book throughout the unit.
*Students will create various pieces of art using different mediums - Greek masks,
clay relief, mosaic designs.
*Students will view PowerPoint of types of Greek vases and create one that tells the
story of a myth they have read.
*Students will learn about the three primary types of architectural columns and match
the base with the capital.
*Students will present skits and reader’s theatre using drama techniques about
Hercules and Pandora’s Box.
*Students will storyboard the reader’s theatre play of their choice and/or draw a
picture illustrating the turning point in the play
* Students research Spartan and Athenian cultures and will then create a Venn
diagram comparing and contrasting the two.
* Students will become an expert on one Greek God, Goddess or monster of their
choice and create a poster.
*Students will create and draw their own monster and write a myth about it.
*Students will create and decorate a mask of Medusa.
* Students will research and share Greek influences found in the modern world.
*Students will research drama, art, artists, and Greek mythology and culture through
video clips, books, webquests and PowerPoint presentations
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
Skills - research, thinking
Learner Profile - communicator, inquirer
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
The Children’s Book of Art by Rosie Dickens, Masters of the French Impressionism- United Streaming, Brainpop (drama, art, artists, Greek gods and goddesses, Athens) ,
Hercules Disney movie,; Percy Jackson and The Lightning Thief series; Kid’s Discover Ancient Greece; D’Aulaires’ Book of Greek Myths; D’Aulaires Norse Mythology. Usborne
Greek Myths for Young Children.
Power Points-Athens vs. Sparta,; Greek Architecture2; Greek Daily Lives and Vases; Parthenon1;
http://jmillersclass.wikispaces.com/Webquest-Ancient+Greece
http://www.schoolsliaison.org.uk/kids/greecepot.html
http://www.mensaforkids.org/lessons/GreekMythology/MFKLessons-Mythology-all.pdf
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Ancient Greek Olympics and festival; Artist in residency (Young Audiences) Museum of Fine Arts field trip
© International Baccalaureate Organization 2007
Reflecting on the inquiry
6. To what extent did we achieve our purpose?
7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students’
understanding of the central idea. The reflections of all teachers involved in the
planning and teaching of the inquiry should be included.
What were the learning experiences that enabled students to:
We really enjoy ending the school year with this unit. It is probably one of the
most transdisciplinary units that we have. We are easily able to integrate all
content areas into this unit. Students are able to see and experience that there
are several forms of art expression. They love the art activities and their glimpse
into ancient Greece.

develop an understanding of the concepts identified in “What do we want to
learn?”

demonstrate the learning and application of particular transdisciplinary skills?

develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.
Concepts:
How you could improve on the assessment task(s) so that you would have a
more accurate picture of each student’s understanding of the central idea.
Using the reflection as the summative assessment provided us with a strong
understanding of the student’s overall level of understanding of the central idea.
But we would like to change the final question. The students are struggling with
the wording.
Form –the students worked with a local artist and learned about several different
forms of self expression and communication
Connection –students learned about the long-lasting Greek influence in today’s
cultures-especially noted in advertising
Perspective-different points of view were explored through the various mediums
used during this unit.
Transdisciplinary Skills:
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
The students understand that art is a form of expression, but not to the depth we
would like. They understanding the storytelling aspect of some art forms but
many of the students continue to struggle with the idea that art is created to
communicate feelings, thoughts and emotions
We were excited to see that the students were able to readily share the Greek
influences they see in today’s world (in commercials, name brands etc).
Research – The students researched Greek Gods and Goddesses through the use
of video clips, books, and websites
Communication – Students communicated their research through technology. They
also presented their PowerPoint to their classmates. Students orally communicated
using drama and reader’s theater.
Learner profile and attitudes:
Communicators – Students created and presented their PowerPoints to the class
Inquirer – Students were encouraged to select and research a God/Goddess of their
choosing
Creativity – Students expressed their own sense of creativity through the many
products this unit has in it.
Appreciation – As students learned about the Parthenon, they began to understand
and appreciate the amount of time, attention to detail and energy that was put into its
creation. They also developed an appreciation for various other forms of art.
© International Baccalaureate Organization 2007
Reflecting on the inquiry
8. What student-initiated inquiries arose from the learning?
9. Teacher notes
Record a range of student-initiated inquiries and student questions and highlight
any that were incorporated into the teaching and learning.
The reference book is to be set up like other published reference books
with a Table of Contents, Glossary, Headings/ Titles and page numbers.
Why is there so much Greek influence in commercials and on TV?
Order of Lessons:
Why did the people believe the Gods/Goddess existed?
1.
Start with map skills at beginning
Why did Zeus have so many wives?
a.
Greek and Roman Numerals (tie this in with Math)
Why are the constellations named after mythological figures? Whop decided to
do that?
b.
Erathoneises
2.
Lifestyle of the Greek what their days were like
3.
Compare Sparta to Greece
4.
Time Warp Trio: My Big Fat Greek Olympics
5.
Architecture (columns)- have kids take pictures of columns around town
6.
Pottery styles
7.
Myths
What student-initiated actions arose from the learning?
8.
Gods/Goddess
Record student-initiated actions taken by individuals or groups showing their
ability to reflect, to choose and to act.
9.
Monsters
What other words from other countries do we have in our (English) language?
At this point teachers should go back to box 2 “What do we want to learn?” and
highlight the teacher questions/provocations that were most effective in driving
the inquiries.
Students brought in books they had at home about Greek Gods and Goddesses.
10. Notes from various lessons/discussions
Include art form other cultures/civilizations
A student brought a coffee table book about Greece to share with the class
another shared photos from a recent vacation to Greece.
-Mayans, Aztecs, Incans, Egyptians, African, Japanese, Chinese, Indian
A few students brought a comic strip from the Sunday paper about Hercules to
share.
Charts and graphs-Math
One student shared fig jelly and Feta Cheese with the class.
Modern Texas-S/S
All students participated in our Greek Festival and Olympics. They dressed like
Greek Gods, tried new foods and competed in games.
© International Baccalaureate Organization 2007