DP unit planner 1 Teacher(s) Heather Casey Course part Artistic expression through Music and topic Subject group and course Group 6: Visual Arts SL or HL/Year 1 or 2 SL/Year 1 Dates 3/1 – 3/28 Unit description and texts DP assessment(s) for unit Artistic expression through Music Final assessment of art to be scored on IB directed components of Technical competence and Conceptual qualities). INQUIRY: establishing the purpose of the unit Transfer goals List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher. *Creativity *Representation *Personal Expressions To express one’s artistic interpretation of music using the elements and principles of design intentionally and methodically. Students will focus on prior techniques along with expression. DP unit planner 1 1 ACTION: teaching and learning through inquiry Content/skills/concepts—essential understandings Learning process Check the boxes for any pedagogical approaches used during the unit. Aim for a variety of approaches to help facilitate learning. Students will know the following content: *Principles of Design-Rhythm, Pattern, proportion Learning experiences and strategies/planning for self-supporting learning: *Elements of design-line, shape, space, texture, form Lecture *Color theory Socratic seminar Small group/pair work Students will develop the following skills: Students have had multiple skill-building activities prior to this unit with many medias including paint, pen, pencil, color pencil. PowerPoint lecture/notes Individual presentations Group presentations During this unit, their skills in blending, layering, and rendering will be strengthened. Student lecture/leading Incorporating mixed-media application such as fabric to more traditional medias. Interdisciplinary learning Details: Students will grasp the following concepts: With a solid basic understanding of manipulating art medias with traditional techniques, the students will focus more on expression and symbolism. The students will make artistic decisions that satisfy BOTH technical skills and Expression. Recognizing the difference between objective and non-objective art. Other/s: Day1: 60 minutes: Prompt: How has music been represented in past visual artworks? Small group discussion Independent work: Student will research music and art relationships in history and cultures and record findings in their DP unit planner 1 2 journal. Students will share findings with a round-robin strategy at their tables Day 2: 60 minutes: Prompt: How can one make a visual representation using each element while listening to music? Students close their eyes and describe visual representations they envision while listening to a beat in small groups Teacher led demonstration of non-objective repeated elements Independent work: Students will listen to DIFFERENT Instrumental music and create non-objective drawings of each element (line, texture, shape, space, forms) that represent the sounds, chords, and beats they hear. Aprox. 1:30-2:00 min a song. Day 3-4: 120 minutes: Students will create Thumbnail sketches of their favorite angle of a chosen instrument and visual elements surrounding. Students will explore different compositions through experimentation in their sketchbooks. Day 5-15: Independent work with weekly Class Gallery walks. During the gallery walks, students will give a constructive comment, thought, question, or suggestion to the artist. DP unit planner 1 3 Students will create a visual composition using mixed-media (PENCIL, PEN, MARKER, COLOR PENCIL, fabric, string) of music including a musical instrument (objective) and the music (non-objective) visually interacting through space. ie,wrapping around, springing from the instrument. Students will engage in a conversation with at least two others focusing on critical analysis with their own art as well as their peers. During this conversation, they will record the feedback including description, formal analysis, interpretation, and judgement. Formative assessment: Immediate weekly feedback will be provided by the instructor to the student using guiding questions pertaining to the units objectives. Peer feedback will be provided weekly during small group discussions and gallery walks. Tasks: Students investigate Visual arts depicting music from different cultures and times in history and record in their journal (A) Students will create multiple thumbnail sketches as in-depth exploration of their ideas (B) Students will demonstrate knowledge of skill and technique of art medias through creating their art (C) Students will describe their artwork using key vocabulary accompanied with the music they interpreted (D). DP unit planner 1 4 Summative assessment: Final work to include marks for Technical competence (skills, techniques, processes), formal qualities, and conceptual qualities (communication of ideas and intents). Differentiation: Affirm identity—build self-esteem Value prior knowledge Scaffold learning Extend learning Details: Students are given choices that reflect their personal interest and current skill level. Approaches to learning (ATL) Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide. Thinking Social Communication Self-management Research Details: Students will research music and art relationships in history and cultures. Students will collaborate with peers by giving and receiving meaningful feedback when critiquing work. DP unit planner 1 5 Students will self-manage, self-motivate, and demonstrate resilience as they work through conceptual ideas of their art. Students will collect data, analyse, and evaluate artwork. Language and learning TOK connections CAS connections Check the boxes for any explicit language and learning connections made during the unit. For more information on the IB’s approach to language and learning, please see the guide. Check the boxes for any explicit TOK connections made during the unit Check the boxes for any explicit CAS connections. If you check any of the boxes, provide a brief note in the “details” section explaining how students engaged in CAS for this unit. Activating background knowledge Personal and shared knowledge Creativity Scaffolding for new learning Ways of knowing Activity Acquisition of new learning through practice Areas of knowledge Service Demonstrating proficiency The knowledge framework Details: Details: Criterion A: Investigating Some TOK questions to address while researching, planning, creating, and reflection of other’s and personal art: i. Investigate a movement or genre in art Criterion B: Developing 1. 2. ii. Present a clear artistic intention for the final artwork in line with statement of inquiry Criterion C: Create an artwork Criterion D: Evaluation Reflect on their development as an artist. DP unit planner 1 3. 4. 5. Details: This creative activity CAN BE extended to a CAS project. Students can choose to plan and facilitate a “creation to music” community hands-on activity at the District Art festival. What role does emotion play in the arts? What meaning/story is the artist conveying and to what extent do you believe their personal experiences or insight influence their art? To what extent do the arts help us see the world through a new lens? Is technique and skills or expression more important in art? Does the artist or viewer declare what is or what is not art. 6 Resources List and attach (if applicable) any resources used in this unit 17 minutes video demo (teacher created) listening to music practice activity: https://youtu.be/C6yVFRq0QP8 7 minute video demo (teacher created) thumbnail examples: https://youtu.be/hPgV5RPSHhU Space: Studio with proper working space for each student Supplies: Fabric, color pencils, paint, brushes, charcoal, markers, glue guns, glue sticks, etc Technology: Chromebooks provided to each student with access to art websites and articles. Stage 3: Reflection—considering the planning, process and impact of the inquiry What worked well What didn’t work well Notes/changes/suggestions: List the portions of the unit (content, assessment, planning) that were successful List the portions of the unit (content, assessment, planning) that were not as successful as hoped List any notes, suggestions, or considerations for the future teaching of this unit Some students still struggle with using space with nonobjective components. They tend to put elements side by side, instead of creating an interaction between the different components. Encouraging the students to create their final art piece in more of a 3D platform would elevate the work. Ie: Paint on a guitar. Add guitar strings to the piece, etc. Playing music for the elements and principles activity worked really well and the timing of 1.5 minutes per song is a good amount of time. Allowing the students to choose an instrument gives them more freedom. DP unit planner 1 7
