Planning the inquiry

1. What is our purpose?

Class/grade: Grade 4, Grade 5

Age group: 9-11

1a) To inquire into the following:

School: Domuschola International School School code: 7800

transdisciplinary theme

Title: National Identity

central idea

Teacher(s): Dean Chua

Creating art enriches the understanding of an individuals national identity.

Date: August 2014

Proposed duration: Term 1, Term 2, Term 3
Term 1 - Drawing and Painting
Term 2 - Printmaking
Term 3 - Sculpture and 3D crafts

1b) Summative assessment task(s):

2. What do we want to learn?

What are the possible ways of assessing students understanding of the central
idea? What evidence, including student-initiated actions, will we look for?

What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Focus Key Concepts: Reflection, Connection, Perspective

Goal The goal is to create an original artwork that shows evident artistic
growth in the application of the elements of art. It must also reflect a clear
understanding of the influence of ones nation in artistic expression.
Role You are an aspiring young artist
Audience Students, Teachers, Parents

Related Concepts: Nation, History, Identity, Culture

What lines of inquiry will define the scope of the inquiry into the central idea?

What teacher questions/provocations will drive these inquiries?

Scenario Students will engage in exploratory exercises and projects that will
develop understanding and skill in the elements of art. This will provide an
opportunity for the student to express themselves constructively and further
develop their understanding ones nation in artistic growth.

Questions:

10.

How do objects move?

What makes it look real?
What makes it abstract?
Why do colors make you feel?
Why are objects symmetrical?
What makes objects look different?
How does depth affect objects?
Why does art record history?
How does art show culture?
How is a nation seen through art?

3.

Provocations:
An inquiry board will be posted in the art room to show any questions the students have about the topic.
Artworks will be posted on the 2nd floor of the school building to share the works of the students to the whole community.
Pictures of sample works will be posted on the classroom wall during activities.

Product Drawings, Paintings, Prints, Sculptures, and 3D crafts

Standards for Success The artworks will be judged according to the content
and adherence to the guidelines and rubric provided. The progress of the
student in their artistic growth will also be considered.

International Baccalaureate Organization 2011

How art promotes the value of history and the nation

How national identity forms artistic identity
How a nation inspires lasting artistic values

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 possible ways of assessing students prior
knowledge and skills? What evidence will we look for?

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?

DRAWING - Architecture, Landscapes, Artifacts, Figures

What opportunities will occur for transdisciplinary skills development and for the development of the attributes
of the learner profile?

PAINTING - Landscapes, Figures and Still Life

PRINTMAKING - Relief print, Glue print, Found Object
print, Linoleum print
3D CRAFTS - Tie-Dye, Weaving and Decorations on 3D
objects, Paper Mache with Patterns, Paper Beads

What are the possible ways of assessing student

learning in the context of the lines of inquiry? What
evidence will we look for?
(Use attachment B: Assessment Opportunities
chart)

(Use attachment C: Learning Engagements Chart)

A. Skills: Students will be able to demonstrate and develop the following skills;
Thinking skills Students will be given the opportunity to acquire the knowledge of the elements of art and apply those
skills from theory to application.
Social skills Students will be presented with opportunities to cooperate with one another during the process of creating
art. Students must learn how to work well with others, being respectful and courteous, and willing to share materials.
Communication skills Students will have activities that test their listening skills in the step-by-step process of creating
an artwork. Students will also be given the opportunity to listen to the ideas of others and be able to comment on them in
a constructive manner.
B. Profiles: Students will have opportunities to develop the following elements of the Learner Profile;
Inquirers Students will develop curiosity and interest as they learn how to create different forms of artworks from
drawing, painting, prints, and 3D crafts.
Communicators Students will develop excellent communication skills as they share their artwork with other students
and engage in group activities during the creation process.
Open-Minded - Students will be able to appreciate themselves, their society and culture through the sharing of their
artworks and those of other students.
C. Attitudes: Students will have opportunities to develop the following attitudes;
Appreciation Students will develop appreciation of themselves, their society and culture as they share their ideas and
artworks in class.
Cooperation Students will develop cooperation as they work in a group to create their artworks.
Creativity Students will develop creativity as they explore the many different ways to create their artworks.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
People: parents, siblings, teachers, artists, friends
Audio-visual: https://www.youtube.com/watch?v=117AN3MQuVs https://www.youtube.com/watch?v=EJ4sgKCnD5A https://www.youtube.com/watch?v=6qNB2LsgC8Y https://www.youtube.com/watch?
v=g3_eIcUzKL0 https://www.youtube.com/watch?v=SFNRxfaCKLw https://www.youtube.com/watch?v=g3DT121kxx0 https://www.youtube.com/watch?v=WmLd4O2ROJo https://www.youtube.com/watch?
v=LbtKnvc_9No https://www.youtube.com/watch?v=QL6QTVvDTgc https://www.youtube.com/watch?v=9bOuxD_6WQc
Places: field trips, museum tours, observation tours, art room
Website: http://artwithmschiddo.weebly.com/kindergarten.html http://www.mrsbrownart.com/kindergarten.htm http://www.kinderart.com/artlessonsbygrade/primary.shtml
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
There will be activities done before the lesson that will give the students the opportunity to explore by themselves the process of how to create the artwork. On some occasions, the students will be taken outside the
classroom to observe their natural surroundings.

International Baccalaureate Organization 2011

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:

TERM 1
In Grade 4, students were tasked to create a landscape painting about a famous Philippine landmark. To
diversify their work, the students applied lessons on tape resist on their paintings. They researched on
Philippine landmarks on their own and some got inspiration from their field trip in Corregidor. They were
able to show being appreciative of the Philippines and reflective of how they see beauty in the Philippines.
Evidence of this is seen in their written reflections and class sharing.
In Grade 5, students were tasked to create a political propaganda poster using lessons about positive and
negative space. They were able to integrate it to their lessons in democracy and dictatorship in their class
UOI. They were also able to show being reflective and creative the creation of their posters. Evidence of
this is seen in their written reflections and class sharing.

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:
Each lesson was integrated into their UOI in class. The students were tasked to reflect and
apply what they learned in their UOI as an inspiration for their summative assessments.
Each student was asked to give a reflection in front of class and share how they used their
UOI in art.
Transdisciplinary Skills:

TERM 2
In Grade 4, students were tasked with reusing materials for artistic purposes. The students used
eggshells for a mosaic project and old newspapers for paper mache. They were able to integrate their
artwork to their UOI on recycling. This activity allowed the students to appreciate the value of recycling
and also exercised their creativity in the process. Evidence of this can be seen in their reflection papers.
In Grade 5, students were tasked with creating a landscape painting based on their experiences during
their China trip. They students chose to do a chinese scroll painting and used watercolor as their medium.
They were able to use proportion and perspective to create distances in their painting. They were also
able to appreciate the difference between Chinese and Philippine culture. Evidence of this can be found in
their reflections.

How you could improve on the assessment task(s) so that you would have a more
accurate picture of each students understanding of the central idea.
The students assessment tasks accompanied by their written reflection showed their understanding of
the central idea.

During every art session, students were grouped into pairs and tasked to fill out a concept
map of the lesson being taught.
In our essential agreements in class, we agreed to share our art materials with our
classmates.
We would have a gallery walk to look around the class and share what artworks we like and
why we like them in a constructive manner.
Profiles:
Students are given the opportunity to ask probing questions to the teacher and to each other
about the process of making a specific artwork.
Students are allowed to share their artworks and their processes to the class. In our essential
agreements, we agreed to listen to whomever is speaking.
In our essential agreements, we agreed to respect and listen to our classmates ideas and not
be biased against them.
Attitudes:
Students are tasked to reflect on their UOI before engaging in their artworks. They are also
given the opportunity to share their artworks to their classmates.
In our essential agreements in class, we agreed to share our art materials with our
classmates.
Before engaging in their artworks, students are reminded to show the attitude of being
creative and the profile of being a risk taker.

International Baccalaureate Organization 2011

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.
How does light affect how an object is drawn?
Why does perspective change?
Why do bodies have to be in proportion?
How concrete are color theories?
How do we see color theories in our surroundings?
Why do we need to recycle materials for art?
How can we learn to be creative?
How do we draw distances?
How can we show perspective?
What makes Chinese culture different?

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.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their ability
to reflect, to choose and to act.
Grade 4 students were tasked to create a landscape painting using color theory. They had the
freedom to draw any landscape as long as they integrated it in their UOI. They ended up
choosing famous landscapes found in the Philippines.
During the Grade 4 field trip to Corregidor, students were able to recognize analogous colors
in the landscape. They also wanted to use the pictures taken during the trip as inspirations for
the landscape paintings.
Grade 5 students were tasked to create a propaganda poster using positive and negative
space and color theory. They ended up using lessons learned during the Book Fair about
dictatorship and democracy as their inspiration for their posters.
Some Grade 4 students were able to integrate what they learned about recycling art in their
UOI in homeroom class. On their own, they were able to create other artworks that were not
taught by the art teacher.
Some Grade 5 students were able to guide and teach their fellow classmates about how
distances are shown in landscapes.

Establish a routine for cleaning up after painting.

Establish a routine for maintenance and checking the quality of the art materials
Establish clear consequences for those who misbehave in class and for those who
do not finish their tasks
Assign groups for specific tasks during clean up
Review the essential agreements twice per month to remind the students of the rules
of the class
For discussion, the class should be held in the classroom.
For application, the class should be in the art room.
Tweak the rubrics to be appropriate to the age of the students
Aprons should be cleaned weekly
Use more cooperative learning strategies in class during tuning in and sorting out.
Request some students to demonstrate their learning in front of the class and share
their knowledge
Integrate the art lesson with school events so that the students can share their
artworks to the public
Acknowledge independent action inspired by lessons in class
Urge the students to share how they were able to act using lessons learned in class
All lessons in art are fully integrated into the UOI of their grade level. The content
might be similar but the processes are different. The application of skills and
technique differs greatly from each grade level.

International Baccalaureate Organization 2011

Attachment...

A. Key Learning Outcomes

Key Understanding
What do we want students to understand by the end of the unit?

Students understand that artworks preserve and reflect the rich history of a nation.
Students understand that artistic identity mirrors the values of one's nation
Students understand that a nations culture resonates in the works of artists today

Knowledge outcomes and Skills outcomes

What do we want students to be able to know by the end of the unit?

Students know the basic elements of art

Students know the difference between organic and inorganic shapes
Students know the difference between symmetry and asymmetry
Students know the proportion of objects in a landscape
Students know the difference in mood using a variety of colors
Students know the use of repetition in patterns and colors
What do we want students to be able to do by the end of the unit?

Students will be able draw objects using one-point linear perspective

Students will be able to use the crayon resist technique and crosshatching technique in drawing
Students will be able to paint using a variety and combination of shapes, textures and colors to suggest mood
Students will be able to create prints inspired by our countrys myths, legends, and traditions
Students will be able to create 3D crafts using designs from ethnic and local sources

B. Assessment Opportunities
Line of Inquiry
How art promotes the value of history
and the nation

What will be assessed?

Students understand that artworks
preserve and reflect the rich history of a
nation
Knowledge
Use of proportion in 3D works
Use of patterns inspired by ethnic
designs
Use of shape and texture in an artwork

How will evidence be collected?

Students will create sculptures and 3D
crafts made from materials in nature and
recyclable sources and inspired by local
scenery, cultures and traditions.
Tie-Dye, Weaving and Decorations on
3D objects, Paper Mache with Patterns,
Paper Beads

What type of assessment will be

used?
Teacher assessment: rubrics,
observation and submitted works
Self and peer assessment: checklist and
sketchbook

Skills
How to tie-dye
How to weave
How to create paper mache
How to decorate using complex patterns
Attitudes
Appreciation, Cooperation, Creativity,
Curiosity

How national identity forms artistic

identity

Students understand that artistic identity

mirrors the values of one's nation.

Knowledge
Use of organic and inorganic lines
Use of patterns inspired by ethnic
designs
Use of shape and texture in an artwork

Students will create drawings about how

they perceive their country and its
diverse and their place in it
Architecture, Landscapes, Artifacts,
Figures

Teacher assessment: rubrics,

observation and submitted works

Students will create paintings that use

colors and images inspired by local
scenery, cultures and traditions
Landscapes, Figures and Still Life

Teacher assessment: rubrics,

observation and submitted works

Self and peer assessment: checklist and

sketchbook

Skills
Crayon resist technique
Crosshatching technique
Symmetry and Asymmetry
Attitudes
Appreciation, Cooperation, Creativity,
Curiosity

How a nation inspires lasting artistic

values

Students understand that a nations

culture resonates in the work of artists
today
Knowledge
One-point linear perspective
Proportion and Depth of Objects
Mood in colors
Contrast of textures and shapes
Skills
How to make relief and found object

Students will create prints using

materials inspired by local scenery,
cultures and traditions
Relief print, Glue print, Found Object
print, Linoleum print

Self and peer assessment: checklist and

sketchbook

prints using ethnic designs

How to make linoleum prints
How to paint landscapes inspired by local
scenery
How to paint figures inspired by local
cultures
Attitudes
Appreciation, Cooperation, Creativity,
Curiosity

C. Learning Engagements
Tuning in and preparation to find out:
What variety of activities will be used to:
engage all students in the topic? hook?
assess prior knowledge?
refine further planning?
lead into the finding out experiences?
Engagement and gathering prior knowledge, pre-assessment, questions for inquiry, goal setting. Sometimes students will require some immersion in the topic if little is known/ experienced.

1.
2.
3.
4.
5.
6.

Tuning-In:
Students will be shown pictures of man-made object and objects from nature. They will discuss the difference in texture, shape and color of these objects.
Students will be shown pictures of the same landscape but with different colors. They will discuss how each picture feels like and how color affects the mood of paintings.
Students will be shown pictures of different ethnic designs found in local sources. They will pair-up and discuss the process of how those prints were made and where they
saw it.
Students will be shown examples of tie-dye and weaving. They will discuss the process of how each object was made.
Students will be given a variety of materials and tasked to create a useful accessory. They will pair-up so that they can share their ideas before they can execute their
design.
Students will be asked to draw a picture with distance. They will share that artwork in class and discuss how distances are seen in artworks.

Finding Out

Teachers & Students Questions

Sorting Out

Data collection

Teacher and student questions that help drive the inquiry

Gauging, organizing or representing new information

Experiences to assist students to gather new information about the

topic

Focus questions to for inquiry

Activities to assist students to process and work with the

information and ideas they have gathered about the topic

Experiences and texts that add to the knowledge base. Emphasis on

gathering first-hand data in a range of ways (usually shared
experiences)

(including exploring values)

Organizing, analyzing and communicating the information
gathered using a range of vehicles (e.g through Maths, Arts,
English, Drama, Music or IT)

1. In groups, students will explore the process of how to

create tie-dye art and weaving on their own. They will
share their findings in class and the different processes
they did to reach the same kind of artwork.

1. Students will create 3D objects that are from

natural and recycled sources found in nature and
their surroundings that are inspired by ethnic
cultures and traditions.

2.

2. Students will draw images using symmetry and

asymmetry, crosshatching technique, and crayon
resist technique that is inspired by local cultures
and traditions.

How do objects move?

What makes it look real?
What makes it abstract?
Why do colors make you feel?
Why are objects symmetrical?
What makes objects look different?
How does depth affect objects?
Students will draw objects and categorize them
Why does art record history?
between organic and inorganic shapes. In pairs, they
Why does art show culture?
will research about other objects that belong to those 10. How is a nation seen in art?

shapes and share them to class.

3. Students will explore how colors affect mood by coloring
landscapes using a variety of colors. In pairs, they will
share their artwork with their partner and ask them what
they feel about it.
4. In groups, students will explore the process of how to
recreate ethnic designs on their own. They will share
their findings in class and the different processes they
did to reach the same kind of artwork.
5. Students will experiment with how various materials can
create designs that are identical to those found in
society. They will be given the freedom to discover the
process of how to create those designs by themselves
and share those insights in class.
6. Students will apply the elements of a landscape in their
artworks. They will be given freedom to create any
design of their choosing as long as it is in line with the
theme of nature.

Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.

3. Students will learn how colors affect the mood of

paintings and how it is inspired by our countrys
culture, history and tradition.
4. Students will learn how to use repeating patterns
and motifs inspired by designs from local cultures
and traditions.
5. Students will share in class how they made their
artworks using recycled materials. They will use
the 6 thinking hats strategy to reflect.
6. Students will share their artworks in class and
identify how the elements of a landscape are
applied in each one.

Each student goes through the questions and activities formulated during tuning-in, finding-out and sorting out. They are given the freedom to engage in activities to discover the processes
of how to create that artwork in their own way.

Drawing conclusions
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated. Students draw conclusions of what they have learnt. This is an
important time to evaluate the success of the unit and the needs and achievements of individuals. This is where students put it all together.
Students will share to class the process of how they created their artwork and what it means to them. They will demonstrate key understanding of the process and methods involved in
creating art and how their artwork reflects them.

Reflecting and Taking Action

To reflect on what has been learnt and process of learning. It is important that students be given opportunities to act upon what they have learnt. Actions are things that students can themselves and from which
they can see results.

Students will be able to educate and help other students in terms of the processes in creating the artwork. Students will be able to explain the factors and influences that inspired them to
create their artwork and its significance to our countrys culture and history.

D. Unit Integration
Subject Area

Integration