Teacher(s) Annamaria Castellucci Cabral
Subject group and discipline Arts: Visual arts
Unit title
MYP Year
Value Study
Unit duration 6 weeks
Grade 10
Inquiry: Establishing the purpose of the unit
Key concept
Aesthetics
Related concept(s)
Connections
Creativity
Arts: Visual arts
Boundaries
Interpretation
Representation
Global context
Composition
Presentation
Style
Form
Identities and relationships
How we define individuals, groups, things, eras,
places, symbols and styles through they visually
portray themselves.
Personal and cultural expression
Learned and shared beliefs can be evident from the
types of things you like or gravitate towards.
Statement of inquiry
What is value? How do we categorize it?
Inquiry questions
Debatable What is value and how can I apply it in
an effective manner visually?
Objectives
Summative assessment
A: Knowing and understanding
i. demonstrate knowledge and understanding of
the art form studied, including concepts,
processes, and the use of subject-specific
terminology
iii. use acquired knowledge to purposefully
inform artistic decisions in the process of creating
artwork.
B: Developing skills
ii. demonstrate the application of skills and
techniques to create, perform and/or present art.
Outline of summative assessment task(s) including assessment
criteria:
Middle Years Programme Unit planner
Relationship between summative assessment task(s) and
statement of inquiry:
The students will build up to the culminating assignment
for the unit using a series of exercises and applications
dealing with value. Also, we will be exploring how we
identify others visually as well as ourselves.
Page 1 of 4
C: Thinking creatively
ii. demonstrate a range and depth of creativethinking behaviours
D: Responding
i. construct meaning and transfer learning to
new settings
iii. critique the artwork of self and others.
Task
November
19
Wednesday
9:00 AM
Artist Statement (D)
Students will create an artist
statement explaining their process
and the connections to the
message they are sending through
their work. They will be given a
rubric of their artist statement as
they are working.
Approaches to learning (ATL)
Arts
A: Knowing and understanding
i. demonstrate knowledge and understanding of the art form studied, including concepts, processes, and the use of subject-specific terminology
Communication
I. Communication skills
Exchanging thoughts, messages and information
effectively through interaction
Give and receive meaningful feedback
Use intercultural understanding to interpret
communication
Use appropriate forms of writing for different
purposes and audiences
Reading, writing and using language to gather and
communicate information
Make inferences and draw conclusions
Take effective notes in class
Use a variety of organizers for academic writing
tasks
Learning Experiences
Students have been given graded points on every
step of the unit. Created a scaled valued image in
pencil for an assignment that was graded against a
rubric. Took a quiz on current concepts in class.
Were assigned sketchbook exercises that reinforced
the overall concept.
Action: Teaching and learning through inquiry
Content
Learning process
Knowledge & Skills:
Learning Experiences
Knowledge - students will be cognizant of value and
it's various applications.
Middle Years Programme Unit planner
Students will always be given a rubric prior to the culminating task.
Page 2 of 4
Every step of the assignment has visuals that build upon each other as well as DW (sketchbook) assignments.
The students will utilized in class and outside time to practice their new found skills.
The students should have already taken Art I to be a part of this class and so this would be a refresher Unit for
them, as value applications are heavily focused on value applications.
Teaching strategies
The students receive notes on their DW assignments and feedback from in class exercises.
The students usually begin in group settings and then break off into individual work later. This allows them to
share ideas and concepts with their peers.
Visuals and demos are always helpful for students who encounter language barriers. The written handouts &
rubrics assist the HOH students and if any other issues arise I try to address them head on.
Describe how you will differentiate teaching & learning for this unit?
I try to present everything in class in verbal, visual and written form. The assignments are always kinesthetic. I
also am known to pair the students that follow directions a little easier next to the ones that may occasionally
get off task.
Learner Profile
Risk takers: I am asking most students to work outside of their boundaries by assigning them specific images that were challenging for them.
Reflective: Students will spend a lot of time looking at visual images from different cultures and settings, more specifically The Museum of Bad Art.
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
Why do we think that the unit or the selection of topics
will be interesting?
Middle Years Programme Unit planner
Page 3 of 4
What does experience tell us about what to expect in
this unit?
What do we know about students preferences and
patterns of interaction?
I think this unit topic will be interesting because the
students that typically ask for a second year of visual
art are interested in the subject and a key component
is Value. Also, I am tying the unit into their identity
and what that means to other cultures which usually
keeps discussion and bell ringers interesting for the
students.
I know that that students will always try to make
assignments easier on themselves that is why we will
be experimenting with different mediums for the
culminating project.
Middle Years Programme Unit planner
Page 4 of 4
