MYP unit planner
Unit title
Drawing Assignment #3
Teacher(s)
Sandy Tomney
Subject and grade level
Visual Arts – Drawing -----Year 5 (Grade 10)
Time frame and duration
11 classes, 53 minute class periods
Stage 1: Integrate significant concept, area of interaction and unit question
Area of interaction focus
Significant concept(s)
Which area of interaction will be our focus?
Why have we chosen this?
What are the big ideas? What do we want our students to
retain for years into the future?
Approaches to Learning
- The students will need to
organize their ideas in their
investigation workbooks this skill
will be addressed in individual
conferences.
- The students will communicate
an idea to the viewer through their
artwork
- The students will reflect on their
work during daily questions,
conferences and evaluations.
- The students will transfer apply
prior knowledge along with new
concepts.
Human Ingenuity
- As the students learn new
techniques and concepts they will
begin to work more and more with
the MYP question, “In what way has
knowledge influenced art?”
How to use new technical skills to
create value.
How to use emphasis, center of
interest and the rule of thirds.
How to use the creative process.
How to apply prior knowledge
MYP unit question
Why is it important to apply formal concepts and
technical skills from past assignments to this
project?
Other questions to be used perhaps for daily
questions:
Drawing Question #19
In addition to shading list five other techniques used
to create value.
Drawing Question #20
Draw an example of modified crosshatching.
Drawing Question #21
What is a value scale?
Drawing Question #22
Define emphasis.
Drawing Question #23
Define “center of interest”.
Drawing Question #24
List nine steps used in the creative process.
Drawing Question #25
Draw a picture plane and then draw the rule of
thirds grid.
Drawing Question #26
What are you communicating through your final
drawing?
Drawing Question #27
Where in your drawing is your center of interest?
Drawing Question #28
Explain how you are creating emphasis on your
center of interest?
Drawing Question #29
Which technique are you using in your final
drawing?
Drawing Question #30
What did you learn by competing Assignment #3
Drawing Question #31
Why is it important to apply formal concepts and
technical skills from past assignments to this
project?
Assessment with an engaging scenario
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what
they have understood?
Objective #1
After discussing and viewing several examples of ways to create value, the students will
demonstrate at least four ways of creating value by making a value scale using ink and paper.
Through the creation of the value scale the students will be able to compare previous shading
techniques to the new techniques being studied.
Objective #2
After discussing and viewing examples of emphasis, center of interest, and the rule of thirds
the students will plan and create an artwork that uses these concepts. During their planning
the students will be applying previously learned concepts concerning the creative process and
consider ideas concerning value that were addressed in Assignment #1. Evidence of
understanding will be demonstrated in several ways including:
1. Individual conferences with teacher to discuss planning and how the student used each
concept
2. Students’ use of concepts within artwork
3. Students’ answers to daily questions
4. Students’ self evaluations
Which specific MYP objectives will be addressed during this unit?
A
Knowledge and understanding
This objective focuses on building knowledge and understanding of both the art form and artistic processes. It should
inform the student’s practice as a young artist and allow him or her to appraise other artworks. The learning a student
experiences will impact on his or her own art-making and expression of personal interpretations in objective B.
•
demonstrate knowledge and understanding of the elements of the art form studied, including
specialized language, concepts and processes
•
communicate a critical understanding of the art form studied in the context of their own artwork.
B
Application
This objective focuses on the practical application of the student’s skills to the creation of artwork. This should be
strongly informed by knowledge and understanding developed in relation to objective A.
The student should investigate and experiment with his or her artistic processes through the planning, creation,
performance and presentation of artwork, developing an initial idea or theme to a point of realization.
These processes should allow the student to develop and experiment with skills and techniques, as well as explore,
express and communicate artistic intentions. These intentions should involve the investigation of alternative ways of
using their knowledge, understanding and skills, and may evolve during the course of the student’s work.
•
develop an idea, theme or personal interpretation to a point of realization, expressing and
communicating their artistic intentions
•
apply skills, techniques and processes to create, perform and/or present art.
C
Reflection and evaluation
This objective focuses on the way that a student gradually comes to feel and think like an artist.
Ongoing reflection should be more than just a record of what was done. Reflecting critically requires the student to
question and justify the choices that he or she has made and to develop an objective evaluation of his or her own
work. The student should show a growing insight into his or her own artistic development.
The student is encouraged to seek feedback from others and to consider how this feedback might inform his or her
work as it develops. Constructive feedback can help a student to confirm, clarify or modify his or her artistic process
or intent.
Objective C is concerned solely with the student’s reflections and evaluations in relation to his or her own work.
Appraisal of the work of others is addressed in objective A, although this may lead a student to reflect on his or her
own work subsequently.
•
reflect critically on their own artistic development and processes at different stages of their work
•
evaluate their work
D
Personal engagement
The main focus of this objective is the development of the attitudes essential to engage with the artistic processes and
the art form studied.
The student should develop the personal and interpersonal skills that will enable him or her to initiate, to explore, to
negotiate with others and to take informed risks during his or her artistic experience.
The student should develop his or her ability to interact with other students in a supportive and sensitive way. It is
also anticipated that students will become increasingly mindful of their own and other cultures and use their
experiences to advance their artistic development.
At the end of the course, students should be able to:
•
show commitment in using their own artistic processes
•
demonstrate curiosity, self‐ motivation, initiative and a willingness to take informed risks
•
support, encourage and work with their peers in a positive way
•
be receptive to art practices and artworks from various cultures, including their own.
Which MYP assessment criteria will be used?
Visual Arts Assessment Criterion - Assignment #3
Criterion A: Knowledge and Understanding
2. demonstrate knowledge and understanding of the elements of the art form
studied, including specialized language, concepts and processes.
______demonstrated in drawing how to emphasize the center of interest
3. communicate a critical understanding of the art form studied in the context
of their own artwork.
______while using elements and technical skills studied communicated an idea through
his/her artwork.
Criterion B: Application
1. develop an idea, a theme or a personal interpretation to a point of realization,
expressing and communicating their artistic intentions.
______demonstrated in the developmental workbook exploration, experimentation, and
elaboration on ideas through sketches and practice pieces
2. apply skills, techniques and processes to create, perform and /or present art.
______explored ways of creating value
______demonstrated how to create six bars of value
______demonstrated in final drawing how to create values which move from light to dark
______demonstrated in final drawing how to use values to show edges
______demonstrated how to use the rule of thirds in practice drawings and final drawing
______demonstrated in final drawing how to use one ink shading technique
______demonstrated in final drawing how to use a consistent style
______presented artwork in clean and neat manner
Criterion C: Reflection and Evaluation
1.reflect critically on their own artistic development and processes at different
stages of their work.
_____completed daily questions
2. evaluate their work.
______completed evaluation
Criterion D: Personal Engagement
1. show commitment to using their own artistic processes.
(per Developmental Workbook)
2. demonstrate curiosity, self-motivation, initiative and a willingness to take
informed risks.
(per Developmental Workbook/Daily Grade)
3. support, encourage and work with their peers in a positive way.
(per Daily Grade)
4. be receptive to art practices and artworks from various cultures, including their
own. (per Daily Grade)
What engaging scenario will you use to focus and motivate students?
There is a juried school wide art exhibit next month, a request has been made for meaningful
work to be entered. Your drawing could be in the exhibit.
Stage 2: Backward planning: from the assessment to the learning activities through
inquiry
Content - Priority Standards
What knowledge and/or skills (from the course overview) are going to be used to enable the
student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can
they be unpacked to develop the significant concept(s) for stage 1?
The following MYP six out of eight aims will be addressed during this project:
•
become informed and reflective practitioners of the arts
•
experience the process of making art in a variety of situations
•
explore, express and communicate ideas
•
become more effective learners, inquirers and thinkers
•
develop self‐ confidence and self‐ awareness through art experiences
•
appreciate lifelong learning in and enjoyment of the arts.
The students will be able to respond to the unit questions after they create their own
works of art that not only incorporate new ideas and concepts but also require the
understanding and use of previously learned concepts
For example:
______demonstrated in final drawing how to create values which move from
light to dark
______demonstrated in final drawing how to use values to show edges
______demonstrated in the developmental workbook exploration,
experimentation, and elaboration on ideas through sketches and
practice pieces
______explored ways of creating value
I. Artistic Foundations
1. Demonstrate knowledge of the foundations of the arts area.
9.1.1.5.1 1. Analyze how the elements of visual art including color, line, shape,
value, form, texture and space; and principles such as repetition,
pattern, emphasis, contrast and balance are combined to communicate
meaning in the creation of, presentation of, or response to visual
artworks.
9.1.1.5.2 2. Evaluate how the principles of visual art such as repetition, pattern,
emphasis, contrast and balance are used in the creation of, presentation
of, or response to visual artworks.
II. Artistic Process: Create or Make
1. Create or make in a variety of contexts in the arts area using the artistic
foundations
**9.2.1.5.1 1. Create a single, complex artwork or multiple artworks to express
ideas.
**Indicates St. Paul Public Schools Power Standard
The following handout will be used as a guide to cover the objectives and information above
during classroom discussions and individual conferences. Visual images to support the
information may include:
- Example of techniques:
- stippling - Bryony Cafrae’s Stone Crab on page 209 of Mendelowitz, Daniel
Marcus, Duane A. Wakeham, and David L. Faber. A Guide to
Drawing. Belmont, CA: Thomson/Wadsworth, 2003. Print.
- Dante Gabriel Rosetti’s Portrait of Elizabeth Sidal Figure 17-1 in
Mendelowitz, Daniel Marcus. Drawing. New York: Holt, Rinehart
and Winston, 1966. Print.
<http://collections.vam.ac.uk/name/rossetti-dante-gabriel/540/>
- hatching - Morandi’s work on page 52-53 of Dodson, Bert. Keys to Drawing.
Cincinnati, OH: North Light, 2007. Print.
- modified hatching – Hardy Hanson’s Landscape of the Ancients on page 326 of
Mendelowitz, Daniel Marcus. Drawing. New York: Holt, Rinehart and
Winston, 1966. Print.
- crosshatching – Doug Griswold’s work on page 309 of Mendelowitz, Daniel
Marcus., Duane A. Wakeham, and David L. Faber. A Guide to
Drawing. Belmont, CA: Thomson/Wadsworth, 2003. Print.
Giorgio Morandi’s Still Life with Coffee Pot on page 129 of
Mendelowitz, Daniel Marcus, Duane A. Wakeham, and David
L. Faber. A Guide to Drawing. Belmont, CA:
Thomson/Wadsworth, 2003. Print.
- modified crosshatching – Head of an Apostle by Albrecht Durer from
Zelanski, Paul, and Mary Pat Fisher. The Art of
Seeing. Englewood Cliffs, NJ: Prentice-Hall, 1988.
Page 73. Print.
ALSO:
- Emphasis (figs 10-9,10-10,10-11, 10-12 and 10-29)
- Center of interest (fig 10-15 and Max Ernst’s Maternity, study for Surrealism
and Painting 1943 drawing from Mendelowitz, Daniel Marcus. A Guide to
Drawing. New York: Holt, Rinehart & Winston, 1976. Page 85. Print.
- Rule of thirds (fig. 10-9 and 10-15 and Max Ernst’s Maternity, study for
Surrealism and Painting 1943 drawing from Mendelowitz, Daniel Marcus. A
Guide to Drawing. New York: Holt, Rinehart & Winston, 1976. Page 85. Print.
- Unless noted, above images taken from pages 188-202 of Gatto, Joseph A., Albert W.
Porter, and Jack Selleck. Exploring Visual Design: the Elements and Principles.
Worcester, MA: Davis Publications, 2000. Print.
Handout:
Name_______________
Drawing - Assignment #3
** Technique Practice
- Explore ways (other than shading) of creating values.
- Crosshatching, hatching, modified hatching,
modified crosshatching, stippling, are some examples.
- Practice by creating six bars (3”X3”) of value.
- create a value change from light (paper) to dark
(solid ink).
- Draw with black ink.
- Each bar should be an example of a different method
in creating value.
- Teacher OK________(ONE DAY)
** Things to Know
- EMPHASIS is an art principle that describes a relationship of
elements in a composition where one is dominate. It occurs
when a design draws greater attention to a certain
area(s)/elements(s) in a work of art. It is often used to create a
stronger center of interest.
- CENTER OF INTEREST is the part of an artwork that
draws the attention of the viewer. A center of interest is often
created through the use of an element(s). The center of interest
should not be in the center of the artwork.
- THE RULE OF THIRDS is used to place the center of
interest. The rule of thirds states that the best place to put a
center of interest is a spot one third of the distance from two
connected sides.
- SHOW HOW (IN WRITING/SKETCHES) YOU USED
THE CREATIVE PROCESS.
- Include the following:
- restate the problem
- ask questions
- give examples of what other artists have
done
- brainstorm
- sketches
- examples of ideas that emerge
- experiment
- evaluate ideas
- Finish process by doing a final drawing made on good
paper. (Don’t forget to evaluate the final piece.)
** Assignment
- Use the creative process to create your drawing.
(Use the steps described above to plan your project)
- Include the following parts:
- Plan a drawing that communicates an idea to the
viewer
- Plan a drawing showing a strong center of interest.
- Review what makes a strong center of
interest and how to use the rule of thirds.
- Make sure that the whole drawing has some
interest.
- Plan a drawing that uses value to show all edges.
- Include a minimum of ten quick sketches in your
plan.
- Show a different approaches for using the rule
of thirds in the sketches
- Check with the teacher to select one sketch to
develop for your final drawing.
- Teacher OK_________
- Create a final drawing.
- Choose one of the techniques you used in your
exploration of values to use in the final drawing.
- Use pen and black ink to create the final drawing
- Don’t forget to use value to show all edges.
** Evaluation
- FORMAL ORGANIZATION
- What art elements are used in your artwork?
- Describe how these elements are present in your
composition (final drawing).
- Describe the ways value is used in your artwork.
- What principles are present in your artwork?
- Describe how these principles are present in your
composition (final drawing).
- Describe how you created emphasis in your final
drawing.
- EXPRESSIVE ORGANIZATION
- What did you communicate through your final
drawing?
- How did using the creative process help you to
develop your drawing?
- When you created your final drawing was the style
consistent? Why or why not?
- TECHNICAL SKILLS
- Describe how you used the rule of thirds in your final
work.
- Describe how you have used light to dark blending.
- Do you see any areas where line is used to create
edges?
Visual Arts Assessment Criterion-Assignment #3
Criterion A: Knowledge and Understanding
1. demonstrate knowledge and understanding of the art form
studied
in relation to societal, cultural, historical and personal
contexts.
3. demonstrate knowledge and understanding of the elements of the art form
studied, including specialized language, concepts and processes.
______demonstrated in drawing how to emphasize the center of interest
3. communicate a critical understanding of the art form studied in
the context of their own artwork.
______ while using elements and technical skills studied communicated an idea
through his/her artwork.
Criterion B: Application
1. develop an idea, a theme or a personal interpretation to a point
of realization, expressing and communicating their artistic
intentions.
______demonstrated in the developmental workbook exploration, experimentation,
and elaboration on ideas through sketches and practice pieces
2. apply skills, techniques and processes to create, perform and/or
present
art.
______explored ways of creating value
______demonstrated how to create six bars of value
______demonstrated in final drawing how to create values which move from light to
dark
______demonstrated in final drawing how to use values to show edges
______demonstrated how to use the rule of thirds in practice drawings and final
drawing
______demonstrated in final drawing how to use one ink shading technique
______demonstrated in final drawing how to use a consistent style
______presented artwork in clean and neat manner
Criterion C: Reflection and Evaluation
2. reflect critically on their own artistic development and processes at different
stages of their work.
_____completed daily questions
2. evaluate their work.
______completed evaluation
3. use feedback to inform their own artistic development and
Criterion D: Personal Engagement
1. show commitment to using their own artistic processes.
processes.
(per Developmental Workbook)
2. demonstrate curiosity, self-motivation, initiative and a
willingness
to take informed risks.
(per Developmental Workbook/Daily Grade)
3. support, encourage and work with their peers in a positive way.
(per Daily Grade)
4. be receptive to art practices and artworks from various cultures,
their own.
(per Daily Grade)
including
Daily Grade Criterion:
The students have the opportunity of receiving 4 points each day
1 point for being on time and being on task straightaway
1 point for working the entire studio time – cleaning up at the appropriate time
2 points for working up to his or her ability/working with peers in a positive way/being
receptive to art practices and artworks from various cultures, including their own.
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general
approaches to learning skills?
This unit allows students to develop technical, formal, and expressive aspects of visual art.
Critical thinking skills will be used in planning, production and evaluation of the project.
The students will also apply reading and writing skills while answering daily and evaluation
questions.
Other learning experiences will include:
- The students will need to organize their ideas in their investigation workbooks this skill
will be addressed in individual conferences.
- The students will communicate an idea to the viewer through their artwork
- The students will reflect on their work during daily questions, conferences and
evaluations.
- The students will transfer apply prior knowledge along with new concepts.
Learning experiences
How will students know what is expected
of them? Will they see examples, rubrics,
templates?
- The students will have access to rubrics
and evaluation questions that pertain to
the assignment goals, as well as,
examples by master artists
Teaching strategies, include W I C R
How will we use formative assessment to give
students feedback during the unit?
- Students will answer daily questions that will
often times have answers that reflect their
progress as they work through the project.
- Assessment is included in overall project
How will students acquire the knowledge
and practise the skills required? How will
they practise applying these?
- The students will acquire knowledge
through discussion, examples, and written
materials. They will practice applying
this knowledge by creating an artwork
that requires specific tasks to create.
Do the students have enough prior
knowledge? How will we know?
- Yes. Prior knowledge and skills will be
developed in the previous two projects.
Individual teacher/student conferences
will help in determining understanding.
assessment
- Students will also have individual conferences
with teacher to critique their progress.
- In this case the formative assessment is to help
student progress and check for understanding
allowing for the students to adjust their work. A
scoring guide is not necessary as student
modifications will be seen in summative
assessment.
- Writing: daily questions, quick reflections,
summative assessments
- Inquiry: open ended planning requires
students to question their
understanding of the assignment’s
requirements.
- Collaboration:
- Reading: reading for information is
important in this assignment. Handout
includes notes, directions for the project and
evaluation questions. It is one option for
students who do not grasp understanding
through demonstrations/visuals and classroom
discussions.
What different teaching methodologies will we
employ?
- See above and below.
How are we differentiating teaching and learning
for all?
- Individual conferences
- Information will be presented in more than one
way (oral, visual, written)
How have we made provision for those learning
in a language other than their mother tongue?
- Individual conferences
- Information will be presented in more than one
way (oral, visual, written)
How have we considered those with special
educational needs? Yes see above
Resources
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to
facilitate students’ experiences during the unit?
Resources:
Images (projected), handouts, paper, are all available. By this time in the class all students are
recording their progress in their Developmental Workbooks.
Classroom environment is key – we are all working toward a using what we know while adding new
ideas, as this is quite complicated we must work together and help each other out. Giving the students
the responsibility of having their workbooks and beginning with the daily question each day gives
them a starting point and a place to record their progress. Overall this creates a good work
environment for the students.
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further stimulus questions at
the end of the “Planning for teaching and learning” section of MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?
Possible connections
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students
were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Figure 12
MYP unit planner