Melissa Miller
Arts: Visual arts
3 7
weeks
7
hours
W3
Sep
IB MYP Visual arts (Grade 8)
First Term
(Sep 2015 - Feb 2016)
Statement of inquiry
A global competence allows us to expand our awareness of, understanding and appreciation of our peers living in other countries, gain new perspective of
our own culture, learn cross-cultural and global interaction communication skills, and discover the power of art to convey cultural norms and values, taking
into account the audience of the communication.
Inquiry questions
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Summative assessment
A B C D
Relationship between summative assessment task(s) and statement of inquiry:
Knowing and Developing skills Thinking creatively Responding
understanding The summative assessment tasks include the final project, the artist statement, and the post
survey. The combination of these will give an idea of how the student understands art in
context. It will show whether or not they are able to interpret the work of others, and how
well they can think though how to communicate their values and their culture in an image
N/A N/A N/A N/A visually. The artist statement will especially shed light on their thinking.
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I Communication skills
Exchanging thoughts, messages and information effectively through interaction Learning Experiences
Give and receive meaningful feedback
Students give each other feedback on their ideas. They provide positive and
constructive feedback to their others during the draft versions.
III Organization skills
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X Transfer skills Students will use a brainstorming sheet to decide on their values and their
Utilizing skills and knowledge in multiple contexts community, and think through ideas of how they can illustrate that.
Inquire in different contexts to gain a different perspective Students will access and evaluate information and diverse perspectives that are
available through the language and its cultures.
Standards
Illinois Art Standards
STATE GOAL 26: Through creating and performing, understand how works of art are produced.
26.A. Understand processes, traditional tools and modern technologies used in the arts.
STATE GOAL 27: Understand the role of the arts in civilizations, past and present.
27.A. Analyze how the arts function in history, society and everyday life.
27.B. Understand how the arts shape and reflect history, society and everyday life.
27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.
National Core Arts Standards
Creating
1. Generate and conceptualize artistic ideas and work.
Responding
7. Perceive and analyze artistic work.
8. Interpret intent and meaning in artistic work.
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Standards:
Core Standards:
Creating
Cr1.1:Generate and conceptualize artistic ideas and work.
Cr1.2: Organize and develop artistic ideas and work
Cr3.1: Refine and complete artistic work
Responding
Re7: Perceive and analyze artistic work
Re8:Interpret intent and meaning in artistic work.
Re9: Apply criteria to evaluate artistic work.
Presenting
Pr4.1: Select, analyze and interpret artistic work for presentation.
Pr6.1:Convey meaning through the presentation of artistic work
Connecting
Cn10.1: Synthesize and relate knowledge and personal experiences to make art.
Cn11.1: Related artistic ideas and wors with societal, cultural, and historical context to deepen understanding.
Social Studies- NCSSS - Compare ways in which people from different cultures think about and deal with their physical environment and social conditions, Give examples and
describe the importance of cultural unity and diversity within the across groups, Explore factors that contribute to one's personal identity, Explore and describe similarities and
differences in the ways groups, societies, and cultures address similar human needs, Explore the way that language, art, music, belief systems and other cultural elements may
facilitate global understanding of lead to misunderstanding.
Learner Profile
Thinkers: Students will look at a variety of art work and think through how that artwork is illustrating both values as well as giving students information about another culture.
Similarly, they will think through how they can provide another student in another country the same kind of information about both their values and their culture.
Open minded: Students will be introduced to new and diverse perspectives of the world, which will require them to be open-minded about cultures that are unlike their own in
many ways, but will also challenge students to see the similarities in students across cultures.
Risk takers: Many students have not taken an art class in a while, so by trying new challenges and objectives, they are practicing taking risks and understanding why risk-
taking can be rewarding. The projects are scaffolded to set students up for success.
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Week 1: Introduction to ArtLink- Students will take the pre survey about their ideas Mon Paper 8:00 AM
about culture and values in other countries. Students will also look at a series of six
images made from peers around the world in other countries and answer questions
5
Oct
Cultural Art Worksheets
in their groups before sharing out with the class about what is going on in the image, 2015
what value it is illustrating, and what cultural details are being illustrated. Students
will also fill out a web about what they find important, which leads them to their Tue Task 8:00 AM
values.
Week 2: Brainstorm: Students review the values from the previous week and
6
Oct
Pre-survey
brainstorm their own values and think of what interactions they could show or 2015
illustrate to communicate that value. I give an example of 'Love of Family,' which I
could illustrate by showing my family eating dinner together, going on a hike, or Tue Task 8:00 AM
celebrating a birthday. Students also think about what culture and values mean and
learn the true definitions in relationship to the images they saw. 6
Oct
Pre-survey
Week 3: Students will continue to brainstorm about their own value that they will 2015
choose to illustrate. We will discuss cultural details. Students decide which cultural
details they will include, and specify who the community they are interested in Mon Paper 8:00 AM
consists of. They will then draw four sketches of how they could illustrate that value
through and interaction in different ways. 26
Oct
Cultural Art Worksheets
Week 4: One point perspective 2015
Week 5 (may take more than one class period): Create work and write artist
statement Tue Paper 8:00 AM
Week 6: Interpret work on others
Week 7: Write reflection and post survey 5
Jan
Analyzing your Partner's Artwork worksheet
2016
Throughout the unit, students will be completing DW assignments in their DW as
homework (which should take them 20 minutes) as well as Bell Ringer assignments Wed Task 8:00 AM
as they enter the classroom. Bell Ringers ask students to draw small pattern
Zentangles, or respond to a piece of art work or one of the essential unit questions. 23
Mar
Color Wheel and Color Scheme Examples
Students will have clear expectations, which I have listed in the slideshow or will 2016
explicitly show them rubrics for. I am giving students examples of what I am not
looking for as well, to help them avoid common pitfalls in thinking. I will also do Wed Task 8:00 AM
several think alouds. An example is given for students, for instance on their
brainstorming values worksheet. I will post a list of other values and do a think aloud 6
Apr
Mondrian Notes
with students on another example so that they know how I am thinking through what 2016
I am writing down. Similarly, students need the support of explicit examples with
cultural details.
I have scaffolded projects, and assignments, so that students are prepared to be
successful. For instance, in one point perspective, students will have some notes
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done for them. Then, I have taken pictures of each step of the way. Some steps
need more explicit directions. I will go over each step with them first, and then take
them through each individual step. This allows students who are ready to explore
the procedure on their own, and I am able to work with students who are struggling
with it more individually.
I have pre-tested students on both their understanding of art as a communication
tool across cultures, which they performed very lowly on, as well as their technical
skills, which they also performed very low on. Given that students have a limited
background, I am giving more explicit instruction, and giving them careful feedback.
I am also sure to explain vocabulary carefully. I will also be monitoring their progress
so that if students are not understanding, we will stop and go back to reteach and
clear up misunderstandings or misconceptions.
Differentiation
Describe how you will differentiate teaching & learning for this unit?
Students are allowed a lot of choice in this unit. Students make this their own by choosing which values they would like to work with, and what particular instances they would
like to use in order to illustrate that value. They also have a lot of decisions to make within their image, like how to create the compositions, which viewpoint to use,etc, so
students should take a lot of ownership of this.
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Furthermore, students have choices to make with technical exercises. They will choose with image to work with to practice values, and which technique from hatching, cross
hatching, and stippling. When we work with one-point perspective, students start with simple rectangles. If students feel ready and show that they have mastered the
rectangles, I will give them permission to try a more difficult shape, like a trapezoid. Some students will need to stop at the simple perspective. I will push other students who
have mastered it to show which side is which by color coding them. I also am prepared to work with students on two point perspective if they are ready to move on.
I give students feedback regularly, so expect that some students will use simple examples; Ie. Value: Friends, Example: Hanging out with friends. I will push students to
challenge themselves with more specific examples. The same goes for examples of cultural details. Some students have put the connection that if they put the flag in the
pictures, it helps students place the image in the US. However, other students are prepared to be pushed with other details, like skylines, technology, sports logos from local
teams, landmarks, etc.
Resources
Journal
journal
Added on November 01, 2015
https://docs.google.com/presentation/d/
1pho9G_3d2A...=id.gd097f9634_1_5
https://prezi.com/slpyz-6oj-x1/one-point-perspecti...
http://www.joomag.com/magazine/2015-2016-artlink-teacher-handbook-
english/
0954091001440179477?short&access_key=911ee03c6f448ee8dfc006a6a0d9bfa3
(passwork:artlink)
Prior to teaching the unit During teaching After teaching the unit
What do students already know, and what can What will we do differently next time?
they do?
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What have students encountered in this discipline What difficulties did we encounter while Students are definitely have a hard time keeping
before? completing the unit or the summative assessment track of their assignments and knowing where
What attributes of the learner profile does this unit task(s)? everything is. I had students turning this assignment
offer students opportunities to develop? What skills need more practice? in over 6 weeks late. I needed to be more clear what
that effect that would have on student grades, as
I pretested one class, and used the information from Timing has certainly been an issue in this unit, part of their approaches to learning is focusing on
the pre-survey to find that most students have very because students are only in art once a week for an self and time management. I have since started
low knowledge of technical skills in art, particularly hour, and for some students, only 50 minutes. It has using the program ArtSonia, which allows students
one-point perspective. Additionally, they are not able been difficult to balance technical skill, as I want to upload pictures of their work. I would like to use
to articulate the definitions of culture, or sufficiently students to be happy with their result, with the this in the future as a way of keeping students up to
describe how there are cultural differences between conceptual understanding and interpretation of art. date and also accountable for their work. I also think
them and their peers in other countries. With such a time crunch and limited background in it may be helpful to give students a calendar at the
I have also found through conversations with the arts, it is a balance I am trying to find and adjust beginning of the unit with all assignments, so that
students and through their written responses that as needed. they know what they will need to turn in at what
students are interested in art, but very hesitant to One solution I was hoping for was to enourage time.
start, because they are sensitive to failure. I want to students to hone some of the drawing skills during
therefore create an experience in which all students homework. I have found that many students,
can be successful. They will have instruction on however are not attempting the homework, which
definitions, see how showing perspective has means they are not getting the practice with the
evolved over time, and learn specifics of how to use more technical skills.
the ruler to create more space in their images. I want
to focus more, however in this unit on how students
are thinking about ideas in the artwork, and less
about the technical skills involved. I want to
encourage students in their development of ideas
and their curiosity about art in general.
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Second Term
Page 42 of http://www.joomag.com/magazine/2015-2016-artlink-
teacher-handbook-english/
0954091001440179477?shortcess_key=0927d3f493ae634b4d467f99da3479a1
(passord: artlink.)
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Wells Preparatory Elementary Academy MYP Unit Planner
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Wells Preparatory Elementary Academy MYP Unit Planner
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Wells Preparatory Elementary Academy MYP Unit Planner
0954091001440179477?shortcess_key=0927d3f493ae634b4d467f99da3479a1(passw
artlink.)
Page 42 of http://www.joomag.com/magazine/2015-2016-artlink-
teacher-handbook-english/
0954091001440179477?shortcess_key=0927d3f493ae634b4d467f99da3479a1
(passord: artlink.)
A B C D
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ArtLink_Project_Rubric.docx
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A B C D
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