0Teacher(s) Mrs.Hadir Ali Unit title
Subject group and discipline
End of the year Drama MYP year: show/Pantomiming
Arts - Drama Year 1
Unit duration (Cycle)
9 hours
Inquiry: Establishing the purpose of the unit Key concept Aesthetics, Communication, and Identity.
Related concept(s)
Global context
Composition, Boundaries, Interpretation, and Genre.
Identities and Relationships – Orientation Orientation in space and time.
Students will explore personal, physical, and social identities as well as beliefs, and values.
Statement of inquiry
Audience get their aesthetic pleasures by watching composed plays influenced by identities and bound by human relationships. Inquiry questions Factual
How was the art form changed over time? Conceptual
How do the history and origin of drama reflect and echo cultural identities and human relationships?
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Debatable
How does drama influence communities? Objectives
Summative assessment
Relation between Summative and statement of inquiry
A Knowing and understanding Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyse and communicate in specialized language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and ar tistic perspectives.
Summative assessment:
A: Knowing and Understanding i. ii iii
Outline of summative assessment task(s) including assessment criteria:
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- What task(s) will allow students the opportunity to respond to the unit question? - What will constitute acceptable evidence of understanding? How will students show what they have understood?
C: Thinking creatively i. ii iii iv
Summative Assesment One Research on famous pantomiming short movies/scenes.
In order to reach the aims of arts, -The student should be able to elaborate students should be able to: and explain the pantomiming scene they i. demonstrate knowledge and chose. understanding of the art form studied, including concepts, -There should be evidence of purposeful
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B: Developing skills i. ii iii iv D: Responding i. ii iii iv o
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Students demonstrate awareness of elements of drama and theatrical performing Use some basic language and have an in-depth understanding of some of the concepts and processes relating to Theatre arts Learn skills and develop the techniques and processes needed to create, perform
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processes, and the use of subjectspecific terminology ii. demonstrate an understanding of the role of the art form in original or displaced contexts iii. use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.
B Developing skills The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realization. The point of realization could take many forms. However, it is recognized as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product.
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expression. Skills and techniques are applied at a high level of proficiency. -The student should show an excellent understanding and comprehension of the elements researched. -Students will use the performance assessment rubric to complete a selfreflection upon the completion of the project and write a reflection in their developmental workbook that responds to and answers the unit question.
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Task1: Presentation: (Criteria A and D) o
A group skit using subject- specific terminology of: Research into the art of acting that shows people’s actions and emotions. The famous pantomiming scenes of Drama. The critical analysis, stating where and when the scene took place
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and/or present Theatre, and apply them with some independence Describe the progress they have made so far and identify areas that have been particularly easy or challenging with some detailed explanation; identify and describe strengths and weaknesses in their work Show commitment in using theatrical processes Demonstrate curiosity, selfmotivation, initiative and a willingness to take informed risks Support, encourage and work with their peers in a positive way Be receptive to Theatre practices and work from various cultures, including their own.
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In order to reach the aims of arts, Task2: students should be able to: Proposal: (Criteria C) i. demonstrate the acquisition and development of the skills and techniques of the art form studied ii. demonstrate the application of skills and techniques to create, perform and/or present art. Objectives Arts guide 11
A selection of process journal extracts including: The development of students’ artistic intention
Demonstration of a range and depth of creative- thinking behaviours of the pantomiming scene itself.
Task3: Process and Product: (Criteria B and C ) The arts motivate students to A selection of process journal extracts to develop curiosity and purposefully show: explore and challenge boundaries. Thinking creatively encourages Students’ abilities to write and students to explore the unfamiliar perform a short play on stage using and experiment in innovative ways to the knowledge they have learned develop their artistic intentions, their throughout the unit. processes and their work. Thinking Students have to adopt a certain Era creatively enables students to and write a 5 minute script that discover their personal signature and reflects any of the chosen realize their artistic identity. pantomiming scenes. C Thinking creatively
In order to reach the aims of arts,
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students should be able to: i. develop a feasible, clear, imaginative and coherent artistic intention ii. demonstrate a range and depth of creative-thinking behaviours iii. demonstrate the exploration of ideas to shape artistic intention through a point of realization. D Responding Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives
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Commentary: (Criteria A and D) A commentary that includes: Evidence of the use of acquired knowledge to inform the development of student’s performance Evidence of student’s ability to construct meaning and transfer learning into their artwork The artistic response and the way in which it reflects or impacts on the world. A critique of the student’s own artwork including the ability to convey the social and cultural identities through the history of Drama.
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and in the world. Students learn that the arts may initiate change as well as being a response to change. In order to reach the aims of arts, students should be able to: i. construct meaning and transfer learning to new settings ii. create an artistic response that intends to reflect or impact on the world around them iii. critique the artwork of self and others.
ATL Skills
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In order for students to demonstrate an understanding of the role of the art form in original or d isplaced contexts, students should collect, record and verify data and make connections between various sources of information as well as present information in a variety of formats and platform.(Category: Research / Cluster:Information literacy skills) In order for students to demonstrate the exploration of ideas to shape artistic intention through a point of realization, students should interpret data, consider ideas from multiple perspectives and gather and organize relevant
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information to formulate an ar gument. (Category:Thinking/ Cluster: Critical- thinking skills)
Action: Teaching and learning through inquiry Content
Learning process Learning Experience:
Students:
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understand how the arts play a role in developing and expressing personal and cultural identities appreciate how the arts innovate and communicate across time and culture become informed and reflective practitioners of the arts experience the process of making theatre in a variety of situations explore, express and communicate ideas become more effective learners, inquirers and thinkers develop self‐confidence and self‐awareness through art experiences appreciate lifelong learning and enjoyment of
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Formative assessment: o o o o o o
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Defining drama elements. Reading about the history of drama and types of theatre Discussing fundamentals of play production. Introducing stage space: stage areas, actor’s positions, props …etc. Excerpt play readings Play performance
Inquiry teaching Group work Peer Teaching Performance assessments Teacher/Student demonstrations Partner work
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the arts.
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Rehearsals
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Reflect on previous lesson
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share a few journal entries
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assess the goal and objectives for each day
• What is theatre? What are the elements of Drama? Research the origin of Drama. Why are we trying to be better actors? • Drama Journal*: This week, observe the people around you, family, friends, teachers, strangers. Choose one interesting person and write three sentences describing them in your journal. Differentation: -The scope of explanation, observation, exploration and application reflects variety of strategies and methodologies that gives chance for every student to grasp and comprehend the skills addressed. -Each lesson starts with warm u p activity, then progresses with various means of explorations, along with varied and diverse activities for each objective what gives students with different levels a chance to get along with the curriculum.
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Resources Pantomiming in Theatre pantomimng videos on youtube Teachers’ handouts& worksheets Teachers’ support material Internet, presentations shown in class by teachers. Reflection: Considering the planning, process and impact of the inquiry Prior to teaching the unit o
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During teaching
After teaching the unit
Students will be eager to know about “What is theatre”? Students will be interested in learning about the origin of Drama as well as the different elements of drama. Students will match their background information about stage performance and Actors to what will be learnt in class. Students will feel excited to
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practice and develop acting skills
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