Unit Planner

Unit Title: Properties of Colours

Stage 1

Teacher: Mirjam Blaser Class: MYP3 AOI focus questions:

Which particular area of the AoI sets the context of learning

Time frame: 8 weeks Significant concepts:

What we want students to remember for the years to come

Unit Question: How can I mix a certain colour?

Human Ingenuity How do colours mix to reflect nature and the man-made world? How can I use colour?

There is a relationship between colours. Colours matter and affect our lives in various ways. Colours are physics!

Specific Objectives:
Objectives which are addressed in, and pertinent to, this unit

Assessment Task(s) and Criteria:

What constitutes acceptable evidence of understanding? How will students show what they have understood?

Learner Profile Qualities:

Aspect(s) of the learner profile the unit will help develop

Be able to mix a certain colour Understand the properties of colour and the relationship between different colours. Mix secondary colors from primary colors and describe the process. Perceive and discuss differences in mood created by warm and cool colors. Create a painting or drawing, using warm or cool colors expressively. Mix and apply tempera paints to create tints, shades, and neutral colors. Identify pairs of complementary colors (e.g., yellow/violet, red/green, orange/blue) and discuss how artists use them to communicate an idea or mood. Describe how the individual

Complete final pieces, showing the

ability to make an interesting composition B Use subject specific vocabulary in class discussions. A Explain the properties of colour and the relationship between different colours. A Demonstrate ability to accurately follow a task sheet with all stages complete. B Evaluate work. C Use teacher and peer feedback to better work. C Engage fully in the project. D

Knowledgeable - Understand the properties

of colour and the relationship between different colours. Be able to mix a certain colour.

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experiences of an artist may influence the development of specific works of art. Students know the color of light striking an object affects the way the object is seen.

Content:
Stage 2
Knowledge and/or skills used to develop the significant concepts of stage 1 and to enable the student to answer the unit question

Teaching strategies and learning experiences:

Prior knowledge, how to monitor and support learning throughout the unit, formative assessment, learning styles, differentiation, mother tongue issues

Resources:

Enhance understanding of colour theory. Gain competence in mixing colours in order to achieve chosen hues and values. Mix colours according to teacher instruction.

ATL:
Development of subject-specific and general ATL skills

Group introduction and instruction in English, reinforced with French. Initial task sheet. Demonstration Individual support and instruction. Group discussion. Peer feedback. Written and verbal evaluation. (Written in English, verbal may be in French) Formative and summative assessment.

DWBs A2 paper Gouache paint Brushes Pencils Examples of work to do.

Organisation: Be able to independently organise drawing and painting materials for each class session of the Unit. Collaboration: Through experimentation, be able to identify and resolve problems of colour mixing to produce a final piece. Reflection: Evaluate their work process and document feedback clearly in DWB. Transfer: Show clearly that the understanding of the learned theory has lead to a successful final piece.

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