4. . How Best Might We Learn?

8. What student-initiated inquiries arose from the learning? 7. To what extent did we include the elements of the PYP? 9. Teacher notes Class/grade: 2E, 2F Age group: 7-8 years old 6. To what extent did we achieve our purpose? Resources: School: German European School, Singapore School code: 300219 - Read and discuss related literature… 1. What is our purpose? Title:To inquire Express into Yourself the following: 1. Ish by Peter Reynolds – a boy learns his drawings don’t have to look perfect to be appreciated. (can Assess the outcome of the inquiry by providing evidence of students’ understanding of also read The Dot by same author) Teachers:the central White, idea. Morton The reflections of all teachers involved in the planning and teaching 2. Class collage of a master’s work (Starry night or Bed of Tulips) students are given a portion of the Howof the we inquiry express should ourselves be included. painting and not told what it is about. They colour it according to their interpretation and then it is all pieced An inquiry into the ways in which we discover and express ideas, feelings, nature, together as a whole picture. Date:culture, 27 beliefApril – and 24 June values; 2011 the ways in which we reflect on, extend and enjoy our 3. Zoom – power Point presentation related to perception of art. Students had to guess what the PP was creativity: our appreciation of the aesthetic. about. Proposed duration: number of hours 50 over number of weeks 8 weeks 4. Picasso and the Girl with a Ponytail by Lawrence Anholt – details how Picasso made more than 40 CentralHow you Idea could improve on the assessment task(s) so that you would have a more images of one girl. Art activity. Another title by same author and similar theme is Degas and the Little accurate picture of each student’s understanding of the central idea. Dancer. Through creative arts, we can express and interpret our ideas and feelings. 5. Look:Body Language in Art by Gillian Wolfe – non-fiction, explains how to interpret certain aspects of paintings (people’s faces and body stance, what message do they portray). 6. Playscripts – Students acted out various plays based on Aseop’s Fables What2. wasWhat the do evidence we want that to learn?connections were made between the central idea and the Summative assessment task(s): 7. Other Titles related to topic – Katie Meets the Impressionists, Katie and the Sunflowers by James transdisciplinaryWhat are thetheme? key concepts (form, function, causation, change, connection, Mayhew, The Colors of Us by Karen Katz, Camille and the Sunflowers, Feelings to Share from A to Z perspective, responsibility, reflection) to be emphasized within this inquiry? Todd and Peggy Snow, The Van Gogh Café by Cynthia Rylant, Imagine That: Activities and Adventures in What are the possible ways of assessing students’ understanding of the central Surrealism by Koyce Raimondo, Art Around Us World Book’s Childcraft, Eyewitness: Dance, Eyewitness: idea? What evidence, including student-initiated actions, will we look for? Music, Connection, Perspective A collection of the pieces created throughout the unit with a self-reflection for each Whatpiece. lines Collected of inquiry in pockets will define with the lovely scope ribbon. of the inquiry into the central idea? Intergration5. What resources need to be gathered? 1. PE – Gymnastics to music, express themselves to music. What people,expression places, of audio-visual feelings and materials, ideas inrelated the arts literature, music, art, computer 3. How might we know what we have learned? software, different etc, will perspectives be available? and interpretations of the arts 2. ICT – FRESCO changing a well known piece of art work. BBC music website and Language arts – narrative, separately assessed by teacher. differingThis music. column should be used in conjunction with “How best might we learn?” Various music samples (loaded on server by ICT), Asian Civilsation Museum, MathematicsWhatAct – teacher 3,Tessellation Singapore questions/provocations or shape Art Museum, Nationalwill drive these Museum inquiries? of Singapore, Van Gogh 3. Art – What are the possible ways of assessing students’ prior knowledge and skills? movie at I Max 4. MusicWhat – improvisation/composing evidence will we look for? ( maybe taping?) How will the classroom1. How environment, are feelings local and environment,ideas shown and/or through the music,community art, be drama, and movement? 5. GMT – writing a story /fairy tales, theatres and playscripts ( Portfolio) used to facilitate the inquiry? Interpreting the Central Idea- Cut up the CI (or one of two parts) and place words in 2. What different interpretations can be made from the 6. GSL –envelope. no link Have groups determine how to arrange the sentence of the CI. Discuss prior Specialist Teachersame Links piece? – Music and Visual Arts, Classroom teachers – knowledge and experiences in the arts. Focus on drama and movement, writing, discussion, perspectives, wordless 3. What different artistic presentations could be made 7. GFL - No link for this unit books,; community- museums, events, parents,etc about the same idea or feeling? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

 expression of feelings and ideas in arts

Finding feelings and ideas in the arts - Students reflect their feelings in colour drawings. Students draw a story that displays an emotion and use percussion instruments and dance/movement to compliment this piece of work. Students create a dance/music to show a feeling and others have to identify this and with reasons.

 different perspectives and interpretations of art

Different media of artistic expression - Students listen to 1 music sample and draw their interpretations. Write their stories. Share their ideas, reflect and compare with the interpretations of other’s.

How the arts can tell a story - Using the Mercer Mayer titles – One Frog Too Many, Frog Goes to Dinner, Frog on His Own and other wordless books students create their own text or drama. These are shared and compared with the other groups.

Acting out their stories, reading a script, act to the music/art Music-art-drama-narrative