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Unit Title: African Masks MYP Unit Question: What purpose has mask making in African Culture? Class: MYP2 Teacher: Mirjam Blaser AOI focus questions: Environments How do masks reflect aspects of African culture? How can we learn from their creativity? Time frame: 3 - 4 weeks Significant concepts:
What we want students to remember for years to come:

To understand the relevance of mask making in different cultures worldwide To develop confidence transferring ideas from 2D to 3D 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: Open minded- students take pride in their own cultural heritage and are respectful of others opinions, traditions and values. Principled- Students demonstrate honesty, a sense of fairness and a respect for other cultures and beliefs. 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 mask making Risk taker- They are confident in attempting new techniques and skills. They are keen to try new ideas when transferring 2D ideas to 3D

A1: Demonstrate knowledge and understanding of how cultures have used mask making for different purposes A2: Have an understanding of specialized vocabulary and key words: disguise, transformation, expression, emotion, relief, texture, pattern, silhouette A3: Compare mask making disciplines from contrasting cultures, demonstrating an understanding of mask making techniques. B1: Articulate an idea and theme to create a mask for a specific purpose. B2: Develop the skills and apply processes needed to create and refine a 3D mask based on African tradition. C1: Give an informed description of the progress they have made so far. Identify strengths, success and areas of weakness in creating a 3D relief structure.
*What we want students to remember for the years to come.

A - Knowledge and understanding Develop an understanding of the significance of Mask making, make comparisons and distinctions with masks from different cultures understand key Art vocabulary for making masks. B Application Develop confidence in transferring ideas from 2D to 3D, learn new techniques for relief work and dry brush painting. C Reflection & Evaluation On-going oral reflection with teacher as the African mask 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.

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C2: Evaluate their artwork. C3: Consider feedback constructively and identify strategies to develop their art and improve aspects of their mask. D1: Show commitment in developing an original mask D2: Students develop curiosity, self motivation, initiative to take informed risks in their relief techniques. D3: Support & encourage peers in a positive way with their 3D artwork. D4: Be receptive to the way masks from other cultures are significant. 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 the purpose of masks throughout different eras. Opinions on mask making from Africa and the significance of materials used 2D imaginative tribal mask exploring silhouette, pattern, texture, tone and shape Transfer and develop ideas from 2D design into 3D relief mask using recyclable materials Self evaluation
*What we want students to remember for the years to come.

Class questioning to assess prior knowledge Of mask making Teacher led demonstration of silhouette, purpose, textures, patterns and tonal shading. Discuss the African masks for different purposes to inform own work Discuss exemplar material to identify what makes a successful outcome Key words, visual resource boards Differentiated levels of questioning to involve all learners in group discussion

Visual resource board for masks Flash cards , key vocabulary HB pencils, erasers, rulers A4 cartridge paper tea stained 4B pencils, cardboard, scissors, knives, mats, PVA, tape, beads, wire, string, glue guns, acrylic paint, metallic paint, large brushes. Exemplar material in two stages of completion

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New vocabulary and definitions recorded in workbook 1:1 teacher support with relief techniques

ATL: Organisation organise their 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.