Unit Planner

Unit Title: Still life MYP Unit Question: What is Still Life? Class: MYP2 Teacher: Mirjam Blaser AOI focus questions: Human Ingenuity Time frame: 3 - 4 weeks Significant concepts:
What we want students to remember for years to come:

How have artists through time created Still Life art? How can we learn from their creativity?

To understand proportion & perspective To develop confidence with brush techniques To recognise strengths & weaknesses

Specific Objectives:
Objectives which are addressed in, and pertinent to, this unit:

Assessment Task(s) and Criteria

What constitutes acceptable evidence of understanding? How will students show what they have understood?

Learner Profile Qualities: Reflective- think carefully about HOW they learn through different experiences in art. They recognise their strengths & limitations and set challenging yet achievable personal goals Communicator- express opinions on their own work, the work of other artists and peers in a supportive atmosphere Thinker- think creatively to solve problems and refine weaknesses in drawing and painting Risk taker- They are confident in attempting new techniques and skills. They are keen to try new ideas in drawing and painting.

A1: Demonstrate an awareness of how artists have used Still Life as a theme through different genres A2: Have a basic understanding of key words: proportion, perspective, foreground, background, focal point, height, depth, elipse A3: Compare opinions on the work of artists Michael Naples, Giorgio Morandi and Roy Lichtenstein B2: Learn to measure proportions accurately in drawing and develop a wide range of colour mixing with watercolour paint with teachers guidance and demonstration C1: Describe the progress they have made so far C2: Identify strengths, success and areas of weakness in proportion and blending colour C3: Receive feedback constructively and respond to advice
*What we want students to remember for the years to come.

A - Knowledge and understanding Develop an understanding of what Still Life is, make comparisons and distinctions with 3 artists from different genres in art, understand key Art vocabulary for first hand observational drawing B Application Develop confidence with brush control, learn new techniques for mixing and blending watercolour paints C Reflection & Evaluation On-going oral reflection with teacher as the drawing and painting develops, peer evaluation verbally, written self-evaluation in workbook D Personal Engagement Demonstrate self-motivation, effort to improve and initiative, assessed from attitude in class and in self assessments

Unit Planner
D1: Students show commitment to improving painting techniques D3: Support & encourage peers with their artwork

Content:

Knowledge and/or skills used to develop significant concepts of stage 1 and to enable the student to answer the unit question

Teaching strategies and learning experiences: Resources:

Prior knowledge, how to monitor and support learning throughout the unit, formative assessment, learning styles, differentiation, mother tongue issues

What are you expected to produce? Discussion on first hand observation, what is proportion, what is perspective? Opinions on the work of Michael Naples, Morandi and Roy Lichtenstein Observational drawing of wine bottle, glass and fruit Watercolour painting using new techniques Mixed media drawing from first hand observation of Sweets Self evaluation

Class questioning to assess prior knowledge Of Still Life and key words Teacher led demonstration of proportion, perspective and brush control with watercolours Discuss the Still Life work of artists from different genres Discuss exemplar material to identify what makes a successful outcome Differentiated Still Life groups Differentiated levels of questioning to involve all learners in group discussion New vocabulary and definitions recorded in workbook 1:1 teacher support with painting techniques

Visual resource board for each artist Flash cards , key words, dates HB pencils, erasers, rulers A3 cartridge paper Watercolour paints, palettes, water pots Range of brush sizes Exemplar material in 2 different stages Bottles, glasses, fruit Sweets still life groups Coloured pencils, 4B & 6B pencils

ATL: Organisation organise their Still Life objects and materials with the help of the teacher, organise their learning materials with help from the teacher, independently set personal objectives and reach these Collaboration work effectively in the class by planning their task. Listen to the ideas of others, understand and respect others feelings Communication record ideas & reflections in the developmental workbook. Express supportive criticism and advice to peers on how to achieve success Reflection evaluate own work according to the assessment criteria, both verbally and in the developmental workbook

*What we want students to remember for the years to come.