Today as Art teacher I must struggle with internet, tv, video games and different entertainments that take the attention of my pupils, also these resources provide images that are nor necessary the most creative and actually are not good for developing Creativity.
As teacher my task is not to develop artists, but to develop Creative persons using artistic activities and resources, based oa Art History research and reflecting about culture and traditions.
Posted on this site I will show different activities that are possible to be run in the class and that easily can engage students to face new expereinces and risks...through Art.
All the pictures on this blog are from works and projects developed by my students fron G6.
GRADE 6.
Making Masks.
One of my favorite activities with this grade is making Masks.Actulaly within this project my students are engaged to build a mask using paper mache and wrapping a balloon with glued paper. Along the proces students add textures, colour and different shapes.
Below I am showing a draft of a possible planner that will support the developing of the activity.The task is not to develop an object, the real learing will be achieved along the process where students are able to lear different skills, techniques and also begin to reflect about masks as cultural issue from different cultures.
Stage 1: Integrate significant concept, area of interaction and unit question
Area of interaction focusWhich area of interaction will be our focus? Why have we chosen this? | Significant concept(s)What are the big ideas? What do we want our students to retain for years into the future? | |
Human Ingenuity Environment | Transformation involves key changes |
MYP unit question |
How is it possible to transform on something else? |
AssessmentWhat 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? |
- Search about masks in modern and traditional Art - Search about masks in local traditions. - Appreciation of masks as artistic manifestation on different cultures. Mask as generator resource of ideas and proposals - Knowledge and Understanding (First Term): developing of searches about the Mask in Peru the mask in Asia and Africa. Identifying the influence of these expressions in the Art project. - Knowledge and Understanding (Second Term): developing of searches about the Mask in Venice, James Ensor and Robert Rauschenberg.. Identifying the influence of these artists in the Art project. - Application: Developing and building a mask using recycled materials, wasted paper, modelling ceramic and acrylic paint. Introduction to the mask as an artistic and cultural tradition. - Personal engagement; shows commitment before, during and at the end of the creative process. Also includes working cooperatively in class. |
Which specific MYP objectives will be addressed during this unit? |
- Knowledge and Understanding: reflect about the mask in different cultures. Comapring materials, images, porpuses, meanings and contexts. - Application: The use of different techniques and tools when making masks. - Personal engagement: The way students use the information lerned in class and as part of independent learning. |
Which MYP assessment criteria will be used? |
- Knowledge and Understanding - Application - Personal engagement |
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
ContentWhat knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? | ||
What are the differences among masks from Asia, Africa and Peru? What elements can you identify on each case? How can we define a mask? How can we analyze a mask? What are the main characteristics in a mask? How can we call something “mask”? How can we include recycled materials on a mask? - Identify which elements have been taken from the Nature and used on the masks. - Developing a drawing sketch as reference in order to build a mask project. - Search about the mask in different cultures. - Application of the resources taken from the research about Art History. - Application of modelling paste, wasted paper, and recycled materials on the mask, adding colour, textures and identifying elements from our culture. | Standard and Benchmark. CREATING ART: Use the creative processes and the language of art to communicate through a variety of media and techniques. HISTORICAL AND CULTURAL CONTEXT: Understand how art has shaped and preserved history and culture PERCEPTION AND EVALUATION: Using the language of art, students critically analyze, derive meaning from, and evaluate artwork. CONNECTIONS: Use arts to make connections | |
Approaches to learningHow will this unit contribute to the overall development of subject-specific and general approaches to learning skills? | ||
Identifying basic concepts within masks: expression, character and intention. Identify how artists have used the masks when developing an Art work. Selecting the range of materials that can be used when making the mask. - Organization: What aspects of my organization do I need to develop? How best can I organize myself? Self – management- planning final sculpture, organizing techniques, process, resources and materials. Time management-monitoring progress and making decision according to progress. - Communication: What communication tools do I use? How can I better communicate my understanding? Informing others-selecting ways to use resources- through sketches. - Information literacy: How do I know if the information is reliable? Self awareness- considering techniques, process and materials according to limitations (space, time, age, etc) for personal improvement. Referencing: Use of citations, use of the Library resources and serious web sites from museums and education institutions. Information provided for teacher. - Reflection: How my reflections helped me learn and how have my designs developed? Self evaluation-Teacher evaluation and comments. These information and process are recorded in the Research book. - Thinking; what tools can help me think in different ways? Inquiring/questioning and challenging information and arguments, developing questions- reflecting about teacher comments and approach. - Transfer: What are the big ideas of Building spaces? Do these ideas overlap? Inquiring in different contexts; the mask as resource, how has been used in different cultures. | Vocabulary. recycled Shape Modelling Wasted paper volume Texture Expression Heritage Transformation Character | |
Learning experiencesHow will students know what is expected of them? Will they see examples, rubrics, templates? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know? | Teaching strategiesHow will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? | |
- Comparing a mask made of metal with a mask made through modelling. - Appreciation of a piece of Art (mask). - Experience building a paper structure for the mask. - Developing sketch drawing using pencil. - Developing the two dimensions to three. | - Demonstrations in class of the use of materials and resources - Demonstration of the paper structure and construction. - Presenting images of artists’ Art pieces. Using multimedia resources. - Reflection in class about the artists’ contributions. - Discussion on class about artists’ contribution. | |
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