Transdisciplinary Theme
How We Express Ourselves
Central Idea
Artistic expression is a way different cultures interact and connect.
Lines of Inquiry
Key Concepts
Perspective
Connection
Related Concepts
Subjectivity
Traditions
Beliefs
How We Express Ourselves
Central Idea
Artistic expression is a way different cultures interact and connect.
Lines of Inquiry
- How art work provides insight and information
- The role of arts in different cultures
- Connecting cultures through the arts
Key Concepts
Perspective
Connection
Related Concepts
Subjectivity
Traditions
Beliefs
HWEO Pre-Assessment
Date: 22 November 2016
Learning Outcomes: Students will show their prior understanding of art and cultural art.
Task: Students will make a mind map showing what they already know about art and another mind map showing what they understand about cultural art.
Assessment tool: Next steps in learning
Date: 22 November 2016
Learning Outcomes: Students will show their prior understanding of art and cultural art.
Task: Students will make a mind map showing what they already know about art and another mind map showing what they understand about cultural art.
Assessment tool: Next steps in learning
Reflection: This was a bit easy because I did not have to think a lot.
HWEO Cultural Art Piece
Dates: 21 November – 16 December 2016
Learning Outcomes:
-Recognise similarities and differences between the communities, cultures and societies in different countries
-See how a person’s identity is made up of many different things, including membership in different cultures, and that this can change over time.
-Analyze how they are connected to the wider community.
-Reflect on their own cultural influences, experiences, traditions and perspectives, and are open to those of others.
-Identify how aspects of a person’s identity can be expressed through symbols, spiritually, dress, adornment, personal attitudes, lifestyle, interests and activities pursued.
-Accept and appreciate the diversity of cultures, experiences and perspective of others.
Task: Students were presented with information about different art pieces from a variety of cultures. They watched videos, listened to guest speakers and even tried the art themselves. They recorded the information that they learned from each piece and explained how each art piece connected people.
Assessment tool: Checklist
Dates: 21 November – 16 December 2016
Learning Outcomes:
-Recognise similarities and differences between the communities, cultures and societies in different countries
-See how a person’s identity is made up of many different things, including membership in different cultures, and that this can change over time.
-Analyze how they are connected to the wider community.
-Reflect on their own cultural influences, experiences, traditions and perspectives, and are open to those of others.
-Identify how aspects of a person’s identity can be expressed through symbols, spiritually, dress, adornment, personal attitudes, lifestyle, interests and activities pursued.
-Accept and appreciate the diversity of cultures, experiences and perspective of others.
Task: Students were presented with information about different art pieces from a variety of cultures. They watched videos, listened to guest speakers and even tried the art themselves. They recorded the information that they learned from each piece and explained how each art piece connected people.
Assessment tool: Checklist
Reflection: This was hard to find the connection.
Reflection: this was cool when me and my classmate did the mua sap in our classroom.
Logo Artistic Expression
Date: 14 December 2016
Learning Outcome: Identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects
Task: Students worked in groups to choose a company. They brainstormed its purpose and created different designs, fonts and colours that they felt expressed the company’s purpose.
Assessment tool: Checklist
Date: 14 December 2016
Learning Outcome: Identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects
Task: Students worked in groups to choose a company. They brainstormed its purpose and created different designs, fonts and colours that they felt expressed the company’s purpose.
Assessment tool: Checklist
Reflection: This was so much FUN!!!!!!
How We Express Ourselves Summative Assessment
Date: 25 January 2017
Learning Outcomes:
Social Studies (Social organization and culture)
PSPE (Identity):
Language (Speaking and Listening):
Language (Writing):
· Write free verse; use or invent repeating patterns; attempt different forms, including rhyme for humour
Language (Poetry Performance):
Language (Viewing and Presenting):
Task: Students will choose one art piece and describe (using media of choice):
Assessment Tool: Checklist and teacher notes
Date: 25 January 2017
Learning Outcomes:
Social Studies (Social organization and culture)
- Know about similarities and differences between the communities, cultures and societies in different countries
PSPE (Identity):
- Analyze how they are connected to the wider community.
- Reflect on their own cultural influences, experiences, traditions and perspectives, and are open to those of others.
- Identify how aspects of a person’s identity can be expressed through symbols, spiritually, dress, adornment, personal attitudes, lifestyle, interests and activities pursued.
- Accept and appreciate the diversity of cultures, experiences and perspective of others.
Language (Speaking and Listening):
- Present their own point of view and respect the views of others
- Experiment with a range of devices to enhance meaning of spoken texts, e.g, volume, simile, rhyme, common sayings.
- Organise thoughts and feelings before speaking
Language (Writing):
· Write free verse; use or invent repeating patterns; attempt different forms, including rhyme for humour
Language (Poetry Performance):
- Vary volume, pace and use appropriate expression when performing.
- Use actions, sound effects, musical patterns and images to enhance a poem’s meaning.
Language (Viewing and Presenting):
- Explain how the elements of a multimodal text have been selected to produce meaning for a specific purpose.
- Recognise interrelationships of images, photographs, diagrams, illustrations and written text in constructing meaning.
- Realise that individuals interpret visual information according to their personal experiences and different perspectives.
- Vary pitch, pace, volume, expression and use pauses to create impact
Task: Students will choose one art piece and describe (using media of choice):
- Information about the piece
- How people are connected through the piece
- The art elements used
- Students also had to write a poem (using any style of choice) to describe the poem using the tone they feel best connects with the piece.
Assessment Tool: Checklist and teacher notes
Reflection: This took me 3 days tho finish.