Art As A Form of Communication

Wells Preparatory Elementary Academy MYP Unit Planner
Melissa Miller
Arts: Visual arts
MYP Duration Start Date

Art as a Form of Communication
Year
3 7
weeks
7
hours
W3
Sep
IB MYP Visual arts (Grade 8)
First Term
(Sep 2015 - Feb 2016)
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Global interaction Arts: Visual arts Personal and cultural expression
Audience Interpretation Artistry, craft, creation, beauty
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
Factual Conceptual Debatable

What is culture? What are values and how do they help define What are the advantages of using art (non-
one's culture? linguistic communication) instead of written or
verbal means of conveying ideas?
August 29, 2016 IB MYP Visual arts (Grade 8) by Melissa Miller Page 1 of 16
How does the process of creating art give one

perspective on one's own culture?
Summative assessment
Assessment Criteria Tasks in all classes QR
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.
Tue Task 8:00 AM
Class mean of Assessed Criteria 3

Nov
Art Link Post Exchange Survey
2015
Objectives
Mon Exhibit 8:00 AM
A Knowing and understanding
i. demonstrate knowledge of the art form studied, including concepts, processes, 23
Nov
Final project
and the use of appropriate language 2015
ii. demonstrate knowledge of the role of the art form in original or displaced
contexts
iii. use acquired knowledge to inform their artwork. Mon Exhibit 8:00 AM
D Responding 23
Nov
Final project
i. outline connections and transfer learning to new settings 2015 ArtLink_Project_Rubric.docx
ii. create an artistic response inspired by the world around them
iii. evaluate the artwork of self and others. Tue Task 8:00 AM
1
Dec
Artist Statement
2015
Assessment Criteria Tasks in all classes QR
Tue Task 8:00 AM

1
Dec
Artist Statement
2015
Wed Task 8:00 AM

13
Apr
Created Equation in Area Model with Two media
2016
Wed Task 8:00 AM

27
Apr
Peer Critique
2016
Fri Task 8:00 AM

29
Apr
Artist Statement and Reflection
2016
Approaches to learning (ATL)
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
Managing time and tasks effectively Learning Experiences

Bring necessary equipment and supplies to class
VIII Critical thinking skills
Analysing and evaluating issues and ideas Learning Experiences

Interpret data
IX Creative thinking skills
Students will understand, interpret and analyze what is heard, read or viewed on a
variety of topics.
Generating novel ideas and considering new perspectives
Use brainstorming and visual diagrams to generate new ideas and inquiries
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.
Action: Teaching and learning through inquiry
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.
Knowledge & Skills

Students will be able to:
-Explain how art is a universal language that is used to convey cultural norms and values.
-Expand their awareness of other cultures enhances appreciation of the lives of peers living in another country.
-Show three dimensions in one-point perspective.
-Create value using the techniques of hatching, cross hatching, and stippling.
Students will know:

- Art is a universal language that can convey cultural norms and values
- Definitions culture, values, community, hatching, cross-hatching, stippling, one-point perspective, converging lines, parallel lines, and receding lines
-That personal and cultural introspection is the first step toward global competency
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.
Integration - Common Core Standards:

6th grade Literacy- RI.6.1, SL.1.C, RH6-8.1, RH6-8.2, RH6-8.4, RH6-8.6, W.6.1.B, W.6.2, Re.7.2.6, Re8.1.6, Re9.1.6
7th grade Literacy- RI.7.1, RI.7.2, RI.7.3, SL.7.1.C, SL.7.2, RH6-8.1.D, RH6-8.1.C, RH6-8.1 RH6-8.2, RH6-8.4,RH6-8.6, W.7.1.B, W.7.1.C, SL.7.1.A-D, SL.7.1., SL.7.4, SL7.6,
8th grade Literacy- RL.8.1, RI.8.1, RI.8.2, RI.8.3, SL.8.1.C, SL.8.2, RL.8.2, RH6-8.4, W.8.1.B, W.8.2, RH6-8.2, RH6-8.1, RH6-8.4, RH6-8.6, WHST6-8.1.C, SHST.6-7.2.D
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.
Learning process Formative Assessment QR
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
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
Learning process Formative Assessment QR
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.
When students perform sufficiently on formative assessment worksheets, I will give

them feedback and move on. When they don't, I will either work with those students
individually or in a small group addressing their misunderstandings, or reteach the
lesson.
I will use think alouds, lecture, and a slow-release scaffolded approach to making
sure that students have confidence to be successful with something new. Students
need to know that they have everything they need already to be successful with this.
They each hold values and are part of a culture, and are simiply learning how to
communicate that to others, and similarly, communicate their thinking about images
with details they may be unfamiliar with. Like all humans, we see something
unfamiliar and try to relate it to something this is familiar in order to make sense of it,
and this is exactly what students will be doing as they look at images of different
details culturally, but similar values.
I have explained how to challenge and remediate the unit in the differentiation
section. It is important to be aware of how students will need different amounts of
support with both the conceptual art ideas and with the technical skills. Students
who need help in each category might not be consistent.
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.
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
Summary index Journal 1 Website 0 Video 0 File 0 Photos 0 Books 0
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)
Reflection: Considering the planning, process and impact of the inquiry
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?
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.
Appendices: Assessment Index

Assessment Tasks
Calendar Summary Summative Formative

First Term
Sep Oct Nov Dec Jan Feb
Second Term
Feb Mar Apr May Jun
Assessment Criteria Tasks QR
Mon Paper 8:00 AM

5
Oct
2015 Students will look at a variety of projects by other students in many
cultures and answer the following questions: What is happening in
this scene? What cultural details does the artist include that support
your idea? What is the artist trying to communicate that is valued in
his/ her culture?
Page 42 of http://www.joomag.com/magazine/2015-2016-artlink-
teacher-handbook-english/
0954091001440179477?shortcess_key=0927d3f493ae634b4d467f99da3479a1
(passord: artlink.)
Tue Task 8:00 AM

6
Oct
Pre-survey
2015 Students are asked what they already understand about how art
communicates ideas and what students already know about another
culture. Specifically, aspects of the culture they think they know
(Mexico,) the cultural values they think they share, the cultural values
they think are unique to Mexican culture, the ways they think the art
work of Mexican students will change their ideas about cultural and
community, a question, and their definition of culture.
Post and pre survey found on page 20 of http://www.joomag.com/

magazine/2015-2016-artlink-teacher-handbook-english/
0954091001440179477?shortcess_key=0927d3f493ae634b4d467f99da3479a1(passw
artlink.)
A B C D Mon Exhibit 8:00 AM

Knowing and Developing skills Thinking creatively Responding 23
Nov
Final project
understanding
2015 Students will create a final piece of art that will potentially be sent
(we will only send a class worth of projects, and there are 6 classes
participating) to our partner school in Mexico. Students will be
N/A N/A N/A N/A graded on a rubric. They will create an image using the techniques
we learned in class that illustrates a value they identify with, while
also including cultural details that illuminates the way of life in their
world. They will think carefully about the community, place, cultural
details and value that they will be communicating as well as
following the rubric given to them.
A B C D Tue Task 8:00 AM

Dec
Artist Statement
understanding
2015 Students will create an artist statement that communicates their
thoughts about their art work. They will include information about
their process in a technical and artistic way, but also the process of
N/A N/A N/A N/A their ideas. They will explain their intention and be clear about what
exactly they are communicating in their piece. They will also include
a self-critique of their piece, which will include a discussion of
concept as well as the elements and principles of art. They will
include what they think is working well in their piece and why, what
they would change, how they can improve in their next piece, and
what questions they still might have about their own piece.
Tue Task 8:00 AM

6
Oct
Pre-survey
2015 Students are asked what they already understand about how art
communicates ideas and what students already know about another
culture. Specifically, aspects of the culture they think they know
(Mexico,) the cultural values they think they share, the cultural values
they think are unique to Mexican culture, the ways they think the art
work of Mexican students will change their ideas about cultural and
community, a question, and their definition of culture.
Post and pre survey found on page 20 of http://www.joomag.com/

magazine/2015-2016-artlink-teacher-handbook-english/
0954091001440179477?shortcess_key=0927d3f493ae634b4d467f99da3479a1(passw
artlink.)
Mon Paper 8:00 AM

26
Oct
2015 Students will look at a variety of projects by other students in many
cultures and answer the following questions: What is happening in
this scene? What cultural details does the artist include that support
your idea? What is the artist trying to communicate that is valued in
his/ her culture?
Page 42 of http://www.joomag.com/magazine/2015-2016-artlink-
teacher-handbook-english/
0954091001440179477?shortcess_key=0927d3f493ae634b4d467f99da3479a1
(passord: artlink.)

Nov
Art Link Post Exchange Survey
understanding
2015 Student will do the same survey from the beginning of the unit,
asking them describe aspects of their culture, to what culture
means. This will clearly show student growth from the beginning of
N/A N/A N/A N/A the semester.
A B C D

understanding
Mon Exhibit 8:00 AM

23 Final project
N/A N/A N/A N/A Nov
2015 Students will create a final piece of art that will potentially be sent
(we will only send a class worth of projects, and there are 6 classes
participating) to our partner school in Mexico. Students will be
graded on a rubric. They will create an image using the techniques
we learned in class that illustrates a value they identify with, while
also including cultural details that illuminates the way of life in their
world. They will think carefully about the community, place, cultural
details and value that they will be communicating as well as
following the rubric given to them.
ArtLink_Project_Rubric.docx

Dec
Artist Statement
understanding
2015 Students will create an artist statement that communicates their
thoughts about their art work. They will include information about
their process in a technical and artistic way, but also the process of
N/A N/A N/A N/A their ideas. They will explain their intention and be clear about what
exactly they are communicating in their piece. They will also include
a self-critique of their piece, which will include a discussion of
concept as well as the elements and principles of art. They will
include what they think is working well in their piece and why, what
they would change, how they can improve in their next piece, and
what questions they still might have about their own piece.
Tue Paper 8:00 AM

5
Jan
Analyzing your Partner's Artwork worksheet
2016 Students will analyze one or more pieces of art from the exchange
class, first looking just for information in the image(s.) Then, students
will read the descriptions sheets to gain a deeper understanding of
meaning and intent. Lastly, students will share out what they thought
and what conclusions they came to. They will answer questions like,
"What do you notice about this piece of art?" to "In what way did
this artwork change your idea of your partner's culture and
community?"
Wed Task 8:00 AM

23
Mar
Color Wheel and Color Scheme Examples
2016 Students will learn primary, secondary, tertiary, complementary,
warm, cool, split complementary, monochromatic, and analogous
color schemes. They will also create their own color wheel with
collaging.
Wed Task 8:00 AM

6
Apr
Mondrian Notes
2016 Students will be presented information on Piet Mondrian, which they
will take notes about, as it relates to the unit.
A B C D

understanding
Wed Task 8:00 AM

13 Created Equation in Area Model with Two media
N/A N/A N/A N/A Apr
2016 Students will take the equation that they created and turn it into two
separate works of art, each in a different media. Students can
choose from watercolor, tempera, colored pencils, craypas, chalk
pastel, or crayons.
A B C D Wed Task 8:00 AM

Apr
Peer Critique
understanding
2016 Students will do a peer critique of the work of others. They give
feedback providing what is working well, what needs work, and
some questions they may have. They will also be peer checking the
N/A N/A N/A N/A math, to ensure that everything is turning out correctly.
A B C D Fri Task 8:00 AM

Apr
Artist Statement and Reflection
understanding
2016 Students will answer questions about how their project turned out.
They will grade themselves on the rubric and respond to questions
about how their skills have improved throughout the course of their
N/A N/A N/A N/A unit.

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Wells Preparatory Elementary Academy MYP Unit Planner

MYP Duration Start Date

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Global interaction Arts: Visual arts Personal and cultural expression

Audience Interpretation Artistry, craft, creation, beauty

Factual Conceptual Debatable

How does the process of creating art give one

Assessment Criteria Tasks in all classes QR

Tue Task 8:00 AM

Class mean of Assessed Criteria 3

Assessment Criteria Tasks in all classes QR

Tue Task 8:00 AM

Wed Task 8:00 AM

Wed Task 8:00 AM

Fri Task 8:00 AM

Approaches to learning (ATL)

Managing time and tasks effectively Learning Experiences

Analysing and evaluating issues and ideas Learning Experiences

Action: Teaching and learning through inquiry

Knowledge & Skills

Students will know:

Integration - Common Core Standards:

Learning process Formative Assessment QR

Learning process Formative Assessment QR

When students perform sufficiently on formative assessment worksheets, I will give

Summary index Journal 1 Website 0 Video 0 File 0 Photos 0 Books 0

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

Appendices: Assessment Index

Calendar Summary Summative Formative

Sep Oct Nov Dec Jan Feb

Feb Mar Apr May Jun

IB MYP Visual arts (Grade 8)

Assessment Criteria Tasks QR

Mon Paper 8:00 AM

Assessment Criteria Tasks QR

Tue Task 8:00 AM

Post and pre survey found on page 20 of http://www.joomag.com/

A B C D Mon Exhibit 8:00 AM

Assessment Criteria Tasks QR

A B C D Tue Task 8:00 AM

IB MYP Visual arts (Grade 8)

Assessment Criteria Tasks QR

Tue Task 8:00 AM

Post and pre survey found on page 20 of http://www.joomag.com/

Assessment Criteria Tasks QR

Mon Paper 8:00 AM

A B C D Tue Task 8:00 AM

Knowing and Developing skills Thinking creatively Responding

Assessment Criteria Tasks QR

Mon Exhibit 8:00 AM

A B C D Tue Task 8:00 AM

Assessment Criteria Tasks QR

Tue Paper 8:00 AM

Wed Task 8:00 AM

Wed Task 8:00 AM

Knowing and Developing skills Thinking creatively Responding

Assessment Criteria Tasks QR

Wed Task 8:00 AM

A B C D Wed Task 8:00 AM

A B C D Fri Task 8:00 AM

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