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Planning the inquiry  


1. What is our purpose? Class/grade: UOI 5 Age group: Grade 5
To inquire into the following:
School: MEFIS School code: International School of Istanbul, TR
- Transdisciplinary theme:
Title: HWEO:Artists
How We Express Ourselves
Teacher(s): 5th grade plus specialists and support
● The ways in which we discover and express ideas, feelings,
nature, culture, beliefs and values

● The ways in which we reflect on, extend and enjoy our creativity Date: September - October
● Our appreciation of the aesthetic
Proposed duration: 6 Weeks
Hidden Figures: Elon Musk: Tesla, Never Split the Maybe You Should The Subtle Art of Sapiens: A Brief Yes Please The Unwinding:
The American… - SpaceX,idea
Central and: the… Difference:… Talk to Someon… 2.Not Giving
What a F*c…
do we History of…
want to learn? An Inner History…
What are the key concepts (form, function, causation, change, connection, perspective,
People express ideas, emotions, and reflect social issues through the arts.
responsibility, reflection) to be emphasized within this inquiry?

Form, Perspective, Reflection


summative assessment task(s):
What lines of inquiry will define the scope of the inquiry into the central idea?
What are the possible ways of assessing students’ understanding of the central
● Art Forms
idea? What evidence, including student-initiated actions, will we look for?
● The purpose of the arts
● The process of developing a meaningful work of art

Students will present a curated gallery of artwork from modern and What teacher questions/provocations will drive these inquiries?
historical references that relate to a single theme of a specific idea, feeling, ● What is art?
or social issue. ● Why do people create art?
Students will create a piece of art in any medium that fits into the exhibition ● How is art used to communicate and express ideas?
● How does art evoke emotions?
showing a unique/original idea while connecting with the chosen theme.
● Why is art used to draw attention to social issues?

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 learning experiences suggested by the teacher and/or students to encourage the
students to engage with the inquiries and address the driving questions? 
What are the possible ways of assessing students’ prior knowledge and skills? What
evidence will we look for? Tuning in:

Task: ● Art Stations: Books, Media, Realia, Slides (graffiti, banksy, other social issue art) - Variety
of stations in both 5A and 5B classroom
- Each student chooses an art piece and explains the inspiration, the artist's intent and ● List other art forms and this lead to What is art? Leave open and students research
purpose of the art quotes/definitions/other teachers/parents of art to discuss in class the next day
What evidence will we look for? ● Classroom definition of What is Art? - Evolving Definition
● Identify the issues that are relevant to them and art
Can students: ● Identify what students know about art forms, social issues and ideas
- Present their piece of art and clearly state what the artist was trying accomplish by this work ● Identify what students know about creativity
● Reflection and Revision in Notebook
- Find the inspiration for the work of art based on the knowledge they have found about the
artist, the time period and the situation in the artists' country Finding Out

● Online discussion around a pie ce of art


● Investigate artists famous for social justice artwork, poetry, lyrics, etc.
What are the possible ways of assessing student learning in the context of the lines of ● Andy Goldsworthy - video "Land Art"
inquiry? What evidence will we look for? ● Focus on a few pieces and look for the inspiration, intent and purpose (find some art with
social issue focus)
Through ongoing discussions and exit cards students will demonstrate their
● Introduce the art piece/purpose assignment
understanding of a variety of art forms.
● Model seesaw and the process of art creation
What evidence will we look for? ● Reflection and Revision in Notebook
● Model and deconstruct personal response writing
- Their ability to answer questions and we will use socrative to do quick checks to see if they
● Online investigation into dance performances of different styles
are able to list a variety of art forms and understand art beyond simple paintings
Sorting Out
- Their ability to perform a 30 second dance performance based on a feeling/emotion
● Reflection and Revision in Notebook
● Finish unpacking the UOI board - lesson on key concepts
● Self-assess current understandings through reflection
● mind maps session - what do we know now about ideas, social issues, creativity, art
forms, activism
● Introduce powerful poetry, song lyrics
● Model the art in spiration assignment
● Working on art inspiration
● Joint construction of personal response writing

● W or kin g o n b log
● Lesson on Inquiry

Going Further

● Students begin to add images and reflections to seesaw


● Reflection and Revision in Notebook
● Istanbul Modern - students can choose from the art pieces - one for inspiration as a
summative evaluation - do they produce an evaluation that uses the proper process of a
personal response (oral/written)
● Model reflection process
● Give student the rubric for the summative assessment
● Working on art inspiration
● Working on summative - individual construction of personal response
● participate in obliteration room project for multilingualism
● Participate in dance performance task

Making Conclusions

● Writing generalizations about what we know and understand now


● relate back to TD
● create a checklist for personal response writing for self/peer assessment
● Students continue to add images and reflections on Google Sites
● Reflection and Revision in Notebook
● Working on summative art piece - writing and artwork
● challenge them to write a poetry slam (learn or write a poem in English/home language)

Taking Action/Creating

● create displays of work - writing, artwork


● peer assessment using checklists of displays, writing and artwork
● challenge: poetry slam (learn or write a poem in English/home language)
● reflect on learning, skill development, understandings
● present to another cla ss
● Trip to the Istanbul Modern - choose a piece there to evaluate and respond to (use student
made checklist as a guide for personal response

GRASP
Goal: Your task is to curate an exhibition for The Pera Museum that reflects at least ten different
artworks from different artists that connect under a single theme of a specific idea, emotion, or social

issue.

Role: You are the curator of The Pera Museum. As the curator you are in charge of discovering new
artists, sharing past artists, as well as developing interesting and cohesive exhibitions.

Audience: Your clients are the owners of the museum and your target audience is the people of
Istanbul. All these people have different lifestyles and interests. Your job is to connect these viewers
through the art.

Situation: The challenge involves having one specific theme with artwork from modern artists as
well as artwork from history (at least 10 pieces total). You should be able to explain each of your
selections in a presentation.

Product/Performance/Purpose:  You will need to develop a cohesive theme based on either an


idea, emotion, or social issue. You will present your exhibition to the owners of the museum (your
classmates) who you will need to explain why you chose the theme and artwork included.

Standards and Criteria for Success: A successful result will have a digital gallery of at least 10
images of artwork. This can be created on Padlet, Google Slides, Google Sites, or another digital
tool. The artwork must each be from a different artist, some of who are still alive (modern) and some
of which are not (old masters). Each artwork must be cited with the name of the artist, the name of
the artwork, and the date it was created. Most importantly the artwork must all match a specific
theme chosen by you (and set as the title of the exhibition) that expresses an idea, feeling, or
personal meaning which you will explain in your presentation.

Extension: Create a piece of art in any medium that fits into the exhibition you have curated
showing a unique/original idea while connecting with your theme.

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

Thinking skills
● Metacognition
Social skills
● Respecting others
Communication skills
● Writing
Self-management skills

● Fine motor skills


Research skills
● Planning
● Presenting research findings

PYP Attitudes

● Ap pr ec ia tio n
● Confidence
● Creativity

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

Google Arts & Culture: https://www.google.com/culturalinstitute/beta/ 

How will the classroom environment, local environment, and/or the community to used to facilitate the inquiry?

Field Trip to Istanbul Modern

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