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Unit title Catalysts for Change MYP year MYP Y4 (Y10) Unit duration In hours
Stage 1 –Purpose and integration: What is the purpose of this work and how clear, interdisciplinary, and
meaningful is it?
Purpose/mode of integration
To help students to discover that they can apply their skills learned in the Arts (drama, music, visual art) to encourage social change.
The mode of integration is Aesthetic or Literary Synthesis: “students create an aesthetic or literary interpretation of a non-artistic or non-literary topic
or issue, translating disciplinary understanding into a symbolic work that anticipates how viewers make sense of complex issues.”
Key: Change Personal & cultural expression: Students will explore the ways in which we discover and
express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on,
Related: Creativity, Expression extend and enjoy our creativity; our appreciation of the aesthetic.
Exploration:
Statement of inquiry
The arts are a means of personal and cultural expression, and can be a powerful catalyst for creating [political, social and environmental]
change.
Factual:
● In what ways have others/can you manipulate the elements of an art to reflect an underlying motivation, inspiration or message of change?
(Arts)
● What forms of art and skills within art are needed to create an effective work related to change? (Arts)
● What are some specific ways in which improvements in SDG’s might lead to improvements in society and the environment? (I&S)
● What are some examples of how different types of protest movements have been used to instigate change around the world? (I&S)
Conceptual:
● How can the arts be a vehicle for change? (Arts)
● To what extent does culture influence change? (I&S)
● What motivates people to instigate change? (I&S)
● Which type of protest movements are the most effective? (I&S)
Debatable:
● Are artists or government entities more effective in bringing about change? (Both)
● Do the arts reflect or create change? (Arts)
● Do artists intend to create change?
● To what extent was [someone like] Gandhi able to advance SDG’s? (I&S)
Ask yourself: : What interdisciplinary skills will they develop throughout the unit? Identify the skill cluster and state what specific skill will be developed
in the context of this unit. (*Find ATL’s in Google Drive is labelled like this: ATL Skills at NIST: A Comprehensive Overview)
I and S:
● Use a variety of media to communicate with a range of audiences (Communication skills: Exchanging thoughts, messages and information
effectively through interaction)
● Negotiate ideas and knowledge with peers and teachers (Collaboration skills: working effectively with others)
● Share ideas with multiple audiences using a variety of digital environments and media (Communication skills: Exchanging thoughts, messages
and information effectively through interaction)
Arts:
● Give and receive meaningful feedback (Communication skills: Exchanging thoughts, messages and information effectively through interaction)
● Create original works and ideas; use existing ideas and works in new ways (Creative Thinking Skills: Generating novel ideas and considering
new perspectives)
Combined:
● Apply existing knowledge to generate new ideas, products, or processes (Creative Thinking Skills: Generating novel ideas and considering
new perspectives
● Combine knowledge, understanding, and skills to create products or solutions (Transfer Skills: Utilizing skills and knowledge in multiple
contexts)
Disciplinary grounding
Subject - Individuals & Societies Subject - Arts: Music Subject - Arts: Visual Art Subject - Arts: Drama
MYP objective - Change MYP objective - Change MYP objective - Change MYP objective - Change
Interdisciplinary learning experiences and teaching strategies (ATL’s that are in common here):
In order to synthesize disciplinary knowledge to demonstrate interdisciplinary understanding students must apply existing knowledge to generate new ideas,
products, or processes (skill category: thinking, skill cluster: creative thinking) and combine knowledge, understanding, and skills across subjects to create products
or solutions (skill category: thinking, skill cluster: transfer).
In IAS, teachers group students into arts groups. The task sheet is introduced by the IAS teacher and reinforced by the Arts teachers.
IAS teachers will
Arts teachers share examples of things that have been produced that have created social change
● Notable artwork motivated by social, political or environmental change
● Songs/music and musicians related to social, political, and/or environmental issues
● Film/theatre works connected to social, political and/or environmental issues
MUSIC: Students will initially investigate musicians who have either intentionally or unintentionally elicited change based on music they created.
Check in with Arts and IAS teachers
● All students off timetable for focused time to work on art, rehearse, plan, etc.
● IAS and Arts teachers will give feedback to every student and group of students
● Begin in theatre for a brief welcome, instructions, inspiration
Resources
A Fine Balance
Remind students to take a photo after each We talked to the kids today about the overall
day of working on their visual art piece and experience today during class and this is what
write down key learning moments. Anything we found out. Feedback
that they were surprised by, challenges they
needed to overcome. Overall, they seemed pretty positive about
the experience and really did feel like it was
Next year create a team drive in GoogleDrive good that they got to use skills from multiple
as a method to share resources. subjects. A few of them actually mentioned
that it felt more like the “real world”
Students don’t have to duplicate what’s in
their process journal in the digital action plan +’s & Δ’s from Matt’s classes
- they can refer to process journal in the
digital action plan. 10C I&S
3. Doing the art first and then music and then drama
worked well
What ifs:
Suggestions:
Thanks
Sandra
Plus:
● I thought having the students
present their work in the atrium was
an improvement. I know the
students preferred that
● Overall, I thought that the quality of
the art, drama sketches and music
was better this year
● The timing for the day felt right
● I liked having the Kandinsky art
room available for students. I hope
that continues.
● The spreadsheet that Robin
created is a huge help. Will miss
her on the Year 10 team next year.
● Some improvement in having all
information in one place, the task
sheet, this year
Delta:
ALISON