MYP unit planner
Unit title
Sculpture – Junk Funk
Teacher(s)
Dean Edwards
Subject and grade level
Visual Arts Grade 6+7
Time frame and duration
4 weeks of 2 x 40 minutes
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?
Environment
SC1. Junk Art, where the idea or concept
is more important than the seen image.
Artists use materials that are readily
available in their immediate environment.
We live in a consumer society which
needs to re-cycle and re-use consumer
goods.
Artists can lead the way in showing that
re-application of used goods is creative
and desirable.
SC2. Avant-garde art in the 20th Century
aimed to subvert and undermine the
value system of the ruling establishment.
SC3. Recycling is vital to the sustainable
consumer society.
MYP unit question
Q1. How can we make an artwork that is makes people
environmentally aware?
Q2. How can Junk Art Concepts shock the viewer of a
piece of an artwork?
Assessment
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?
Junk Funk - Art Sculpture
Area of Interaction
Environment
We live in an increasingly complex world where issues of consumerism, pollution and environmental
responsibility are all opposing each other. We enjoy the comforts of consumerism, yet we make a lot
of waste with the packaging and disposal of goods. Pollution effects our environment with dangers
from chemicals, toxins and manmade by-products from production techniques. How do we find a path
to satisfy both of these conflicting ideas/needs. Artists have always been at the forefront of providing
awareness on important issues and in helping to change attitudes and shape policy.
Significant Concepts
SC1. Junk Art, where the idea or concept is more important than the seen image.
SC2. Avant-garde art in the 20th Century aimed to subvert and undermine the value system of the
ruling establishment.
SC3. Recycling is vital to the sustainable consumer society.
MYP UNIT Questions
Q1. How can we make an artwork that is makes people environmentally aware?
Q2. How can Junk Art Concepts shock the viewer of a piece of an artwork?
Over the 4 Weeks students will be required to perform 4 Performance Tasks.
Task 1:Investigation of Junk Sculpture and Dada
Students will be introduced to a body of Dada and Junk Sculpture Artists. The class will be lead
through the analysis process and shown how to process a work. Discussion – Making Junk Art – How
was it made?
Students will explore Recycling, record current issues and problems being encountered by society.
DW Book recording – Concepts, Research, Response and Brainstorm.
Task 2:Junk Sculpture
Students will plan ideas thing of an Issue and how to represent the environmental concerns through
an artwork.
Influences and Artists /Developed Plans/Planning Drawings and Sketches /Photographs/ Collection of
Junk Objects. (Proposal using collage techniques.)
Task 3:Making Artwork
Students develop a series of Junk Sculptures.
• Record developmental process, brainstorm, influences in DW Book.
• Prepare a series of small sculptures or one large sculpture.
• Record challenges of manufacturing – skills –techniques used e.g.: glues/wire/fasteners etc.
• Photograph the final work and propose possible places to exhibit artwork.
Remember to evaluate each skill as you work.
Ask what do I need to do to improve my skills?
What worked for me, what did not?
Task 4: Self Evaluation in DW Book.
Which specific MYP objectives will be addressed during this unit?
A1 -demonstrate an awareness of the art form studied in relation to some of the contexts that
influence their current work
A2- use some basic language, and have a simple understanding of some of the concepts and
processes that support their current work
A3- express an opinion of the art form studied in the context of their own work.
B1- use ideas and artistic conventions to create, perform and/or present art
B2 -learn skills and develop the techniques and processes needed to create, perform and/or present
art, with the teacher’s guidance.
C1- describe the progress they have made so far and identify areas that have been particularly easy
or challenging
C2- identify strengths and weaknesses in their work
C3- receive feedback constructively.
D1- show commitment in using artistic processes
D2- demonstrate curiosity, self- motivation, initiative and a willingness to take informed risks
Which MYP assessment criteria will be used?
Knowledge and Understanding A1, A2, A3
Application B1
Reflection and Evaluation C1, C2, C3
Personal Engagement D1, D2, D3
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Content
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?
Research on the Issues of Recycling and Pollution
Research on the Dadaists and Junk Sculptors will enable them to answer the unit questions
Q1. How can we make an artwork that is makes people environmentally aware?
Q2. How can Junk Art Concepts shock the viewer of a piece of an artwork?
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Organisation:Students will learn to organise their research, developed ideas, technical skills and produce a
series of related works.
Reflection:Students will reflect as appropriate within the steps of the Creative Cycle. Brainstorm, collection
of Visual and Textual Imagery, Composition, Technical Application and Stencil Creation. Final Product and
Evaluation.
Thinking:Students will be asked to think about the meaning of artworks and to create their own visual
messages which have visual meaning and Impact. Generating Ideas, brainstorming in DWB, Inquiry
evolved through the effective use of the creative Cycle. Performing Research and developing Conceptual
Ideas. Problem solving.
Transfer: Applying acquired and learnt skills, Applying knowledge and demonstrating and understanding of
the application of technique and skills.
Learning experiences
How will students know what is expected of them? Will
Teaching strategies
How will we use formative assessment to give students feedback
they see examples, rubrics, templates?
during the unit?
How will students acquire the knowledge and practise
the skills required? How will they practise applying
these?
What different teaching methodologies will we employ?
Do the students have enough prior knowledge? How will
we know?
See Attached Rubric. Given at beginning of
Unit with Student Unit Guide.
Students will also have an interim rubric for
self assessment.
Task 1:Analysis of a Body of Prints.
Students will be introduced to a body of
modern Print Artists. The class will be lead
through the analysis process and shown how
to process a work. Discussion - Forms of
Printing. Stencil-Graffitti to Block Printing.
Banksy to Japanese Block Prints.
How are we differentiating teaching and learning for all? How have
we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
educational needs?
On going assessments (questions and answers) will be
made by the teacher to allow for differentiated teaching
to those students who have different learning styles. As
much of the unit will use visual materials, this will help
those who do not have a strong command of the English
language.
New keywords to be send to the English teacher
Teacher instruction, research, Reflection and Evaluation
Support Docs/sheets, self- evaluations.
Task 2:Mono Printing-Master Class
Students will record the process and steps
required to produce a series of mono prints
using cut stencils and text shapes. Data to be
recorded in DWBook.
Task 3:Printing Series
Students develop a series of stencils from
magazine images/media images and created
compositions become stencils.
• Record developmental
Process, Brainstorm, Influences in
DW Book.
• Prepare stencils/print stencils/create series
of Prints
• Re-process images/paint into/reprint
over/collage/cutup.
• Select best 4 to present and frame.
Remember to evaluate each skill as you
work.
Ask what do I need to do to improve my
skills?
Task 4: Self Evaluation in DW Book.
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?
Teacher Produced Handouts.
Student Collections/Research
Library Books to create and analyze examples of Art.
Internet Web Sites.
http://en.wikipedia.org/wiki/List_of_modern_artists
arthistory.about.com
www.artnet.com
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?
A record will be kept of completed student handouts as evidence of their work. Electronic copies of their
Artwork and Developmental Workbooks will also be kept. Students will also “grade” themselves using the
rubrics. The teacher will take this evaluation into consideration when determining the overall level they
achieved by a student for a unit.
The attached rubrics relate to evaluating the objectives as follows:
A: Knowledge and understanding – Painting Skills, Composition development, Visual communication and
Resolved Final Artwork
B: Application – knowledge and understanding to take on roles such as presenter and artist. The
completion of student tasks and the production of a body of work in relation to the stated objectives of the
student in their DWB and the task guide given by the teacher.
C: Reflection and evaluation – by reflecting on their experience and by including influences and
experiences gained in the other objectives in their DWB. Sharing opinions and ideas in class discussions.
D: Personal Engagement – by engaging and experimenting with the artistic processes involved in “making
art” as well as by supporting, encouraging and working with their peers in a positive and productive way.
Figure 12
MYP unit planner