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MYP1 Unit-DRAMA

This unit plan is for a 6-week improvisation drama unit for MYP year 1 students. The unit focuses on using boundaries, interpretation and communication to create improvised performance pieces. Students will perform original short sketches using animal-inspired techniques to communicate relationships and push boundaries. Their performance will be assessed based on criteria related to goals, performance art and a question/answer session.

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Mohammad Idreesi
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324 views4 pages

MYP1 Unit-DRAMA

This unit plan is for a 6-week improvisation drama unit for MYP year 1 students. The unit focuses on using boundaries, interpretation and communication to create improvised performance pieces. Students will perform original short sketches using animal-inspired techniques to communicate relationships and push boundaries. Their performance will be assessed based on criteria related to goals, performance art and a question/answer session.

Uploaded by

Mohammad Idreesi
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
Download as docx, pdf, or txt
Download as docx, pdf, or txt
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Teacher(s) MOHAMMED IDREESI Subject group and discipline DRAMA

Unit title (1) I’m pro V (Improvisation) MYP year 1 Unit duration 6 WEEKS
(hrs) (6 Hours)
Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Communication Boundaries, Interpretation Identities and relationships

Statement of inquiry

Establishing boundaries and selecting modes of interpretation impacts how artists can communicate.

Inquiry questions

Factual –
Conceptual –
Debatable –

Middle Years Programme Unit planner 1


Objectives Summative assessment
Year 1 Outline of summative assessment task(s) Relationship between summative assessment task(s)
including assessment criteria: and statement of inquiry:
A: Knowing and understanding
i. demonstrate awareness of the art form studied, GRASP Students will perform an original improvised small
including the use of appropriate language  Your goal is to create scenes by sketches, inspired from “The Animal” work
ii. demonstrate awareness of the relationship between communicating to the audience using strategy in order to create relationships with their
the art form and its context expression.
own characters and break boundaries with others,
 You are a performance artist. Your audience
iii. demonstrate awareness of the links between the is made up of the people present at the
developing their ability to communicate.
knowledge acquired and artwork created. Canadian International School in Amman
including Teachers.
 You will create a performance work based on
B: Developing skills
the concept of Animals. You will use the
i. demonstrate the acquisition and development of the Animal work expression strategy to
skills and techniques of the art form studied communicate your message to the audience.
ii. demonstrate the application of skills and techniques  You will use short scripted scenarios to
to create, perform and/or present art. evaluate on stage for your performance. After
you present your show, you will have a talk
about your work and the way you performed
C: Thinking creatively inside a (Q&A) session with the audience.
Your work will be judged by Criteria A, B, C
i. identify an artistic intention and D.
ii. identify alternatives and perspectives
 (Evidence provided through rehearsals
iii. demonstrate the exploration of ideas.
and process journal, Video Diary).

Approaches to learning (ATL)

Self-management

Research

Communication

Middle Years Programme Unit planner 2


Action: Teaching and learning through inquiry

Content Learning process

Formative assessment

Differentiation

Resources

Middle Years Programme Unit planner 3


Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Middle Years Programme Unit planner 4

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