Class/grade: Grade 2 Age group:

School: EASTERN PUBLIC SCHOOL School code: 004195

Title: Creativity
Teacher(s): Sahla Masood
Date: W2 August
Proposed duration: 6 weeks PYP planner

1. What is our purpose?

To inquire into the following:
• Transdisciplinary theme:
How we express ourselves: An inquiry into 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; our appreciation of the aesthetic.
• Central idea:
Creativity enables us to express ourselves in a variety of ways.
Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-
initiated actions, will we look for?
Students put up an art gallery to display their learning and express their uniqueness through creativity.

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be
emphasised within this inquiry?
Key Concepts: Form, Connection, Perspective
Form:
Rationale:
This concept was selected because the ability to observe, identify, describe and categorize is fundamental to human learning within
and across alldisciplines.
Connection:
Rationale:
This concept was selected because of the importance of appreciating that nothing exists in a vacuum but, rather, as an element in a
system; that the relationships within and among systems are often complex, and that changes in one aspect of a system will have
consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others,
whether at the immediate, personal level or at the level of far-reaching decisions affecting environments and communities.
Perspective:
Rationale:
This concept was selected because of the compelling need to develop in students the disposition towards rejecting simplistic,
biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible
interpretations.
What lines of inquiry will define the scope of the inquiry into the central idea?
• Different ways to express creativity
• How creativity affects the world we live
• Expressing our uniqueness through creativity
What teacher questions/provocations will drive these inquiries?
• What do you understand by creativity? 1
• What are the different forms of arts? 1
• How has creativity changed the world we live in? 2
• How can we express ourselves through creativity? 3
Provocations:
The teacher arranges different artifacts and other forms of creative art (ceramics, drawing, painting, craftwork, makers, etc. ) and asks
related questions.

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 3. How might we know what we have learned?
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
Students brainstorm about the concept of creativity.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we
look for?
• Different ways to express creativity
• How creativity affects the world we live
• Expressing our uniqueness through creativity

Additional Notes:

4. 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?
Students visit the Art Room to see and feel the different forms of creative art.
The Art Teachers introduce all the different forms of creative arts gradually along with the elements/components and the significance of
each of these.

Students visit Tribal Museum to study the various forms of creative Arts. The students physically see the different materials and medium
used in the visual art, in the Arts room as well as Tribal Museum.

Students learn about different ways to communicate; verbal and non-verbal communication. They explore signs and symbols and their
importance

Students learn about different ways people can express themselves.

During their creative classes, children view symbols & signs of public utility and ICT icons and write their meanings.

The students experiment and explore the technique of using different colors, shades, light, texture, shapes, lines, posture & body
language to make their visual artwork effective and meaningful.

They select some artifacts and ask different people’s interpretation and opinion on them to find if the same work of art can influence
people differently.

They learn to present learn to experiment by developing/creating their own symbols /signs for simple directions/instructions.

With the help of their Teacher, children learn to select the best form of visual art for a specific purpose and choosing the right
medium and materials to communicate (express/present) feelings, ideas, events, information, and themes.

ICT integration

Students view symbols & signs of public utility and ICT icons and write their meanings.
They learn scratch programming and basic coding to express their creativity using makers and ICT.

Language Integration

Students learn to express themselves by writing stories. They use lucky sticks and story prompts to write various stories using their
imagination. They also use 'Story prompts' to write their own stories.

Students view different images, stories and reflect about them. They interpret meanings and give their unique perspective.

Islamic Integration
Students learn to appreciate the beauty of nature and realize that Allah made everything in symmetry.
Selected Learner Profile Items
• Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.
• Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.
• Risk-takers (Courageous): We approach uncertainty with forethought and determination; we work independently and
cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

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 Attitudes
Appreciation, Creativity.
Transdisciplinary Skills
• Research Skills: Observing, Planning, Presenting Research.
• Thinking Skills: Acquisition of knowledge, Application, Analysis.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

6. To what extent did we achieve our purpose?

7. To what extent did we include the elements of the PYP?

8. What student-initiated inquiries arose from the learning?

9. Teacher Notes

Scope and Sequence

Visual Arts – Responding (Phase 2)
Overall Expectations
• show an understanding that ideas, feelings and experiences can be communicated through arts. They recognize that their own
art practices and artwork may be different from others. They are beginning to reflect on and learn from their own stages of
creating arts. They are aware that artworks may be created with a specific audience in mind.
Conceptual Understandings
• We are receptive to art practices and artworks from different cultures, places and times (including our own).
• People communicate ideas, feelings and experiences through the arts.
• We can reflect on and learn from the different stages of creating.
Learning Outcomes
• sharpen their powers of observation
• use appropriate terminology to discuss artwork
• identify the stages of their own and others' creative processes

Visual Arts – Creating (Phase 2)

Overall Expectations
• show an understanding that they can use arts to communicate their ideas, feelings and experiences. They use strategies in
their work to enhance the meaning conveyed and to make it more enjoyable for others. They are aware that their work can
provoke different responses from others. They understand the value of working individually and collaboratively when creating
different art forms.
Conceptual Understandings
• Applying a range of strategies helps us to express ourselves.
• We are receptive to the value of working individually and collaboratively to create art.
• We can communicate our ideas, feelings and experiences through our artwork.
• We solve problems during the creative process by thinking critically and imaginatively.
Learning Outcomes
• combine a variety of formal elements to communicate ideas, feelings and/or experiences
• identify the stages of their own and others' creative processes
• consider their audience when creating artwork.
• identify, plan and make specific choices of materials, tools and processes

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 • sharpen their powers of observation

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