Planning the inquiry

Revised: February, 10, 2013

1. What is our purpose?

To inquire into the following:

Colegio Bilinge Carson

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Class/grade: Kinder II Title: Art attack Teacher(s): Miss. Lizeth, Miss. Laura L., Mr. Jose Alfredo, Miss. Argelia Date: October Proposed duration: number of hours 30 over number of weeks 3 Age group: 4-5 years

Transdisciplinary theme

How we express our selves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Central Idea

Human beings can express themselves through art.

Summative assessment task(s):

What are the possible ways of assessing students understanding of the central idea? What evidence, including student-initiated actions, will we look for?

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, and responsibility, reflection) to be emphasized within this inquiry?

Make an art gallery to display their art work to other classmates and parents. The group will be divided in 3 teams; one team will inquire about different types of painters and create their own paintings. The second team will inquirer about sculpting and its sculptors to make their own sculptors. The third group will inquire about classical music and they have to bring CDs with music and tell the classmates who the artist is.

Key concept: Function and connection Related concept: Art

What lines of inquiry will define the scope of the inquiry into the central idea?

An investigation about painters An investigation about sculptors An investigation about composers of classical music

Divide the classroom into 3 areas to create an art gallery, each team will decorate their area with their own work to evidence what they learned during the unit.
Finally invite their parents to observe the display, and each team will explain what they have learned about their investigation and why they chose to do what they did. The teacher will evaluate them by asking them about t their work and listening to what they say.

What teacher questions/provocations will drive these inquiries? What is Art What materials do you need to paint? Do you know anybody that is famous for his/her drawings? Do you know the difference between drawing and painting? How do think statues are made? What does sculptor mean? What kind of music do you like?

Planning the inquiry

3. How might we know what we have learned?

This column should be used in conjunction with How best might we learn? What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for? Ask the students, what they think they know about art and make a drawing. Their drawings will be hung on the KWL. The students will be able to relate art in different ways. What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? The children will be asked to talk about their favorite painter and say why they liked it, and record it on their diary. The students will make their own clay with salt and oil to create a sculpture. The teacher will play different types of music to the students, and they will have to recognize it.

4. How best might we learn? What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?
The teacher will show the students different kinds of art and will explain it to them. The teacher will ask the students to bring information about famous painters, sculptors, and composers of classical music. Go to the library and look for books about famous painters, sculptors, and composers of classical music. The teacher will show the students different videos about painters and different artists. The art teacher will show the students the different materials that are used to paint and the students will be able to use them. The students will see famous paintings and they will try to copy them. The painting will be explained by the teacher. The children will learn about important painters, sculptors, and composers of classical music in our history like Leonardo DaVinci, Michael Angelo, and Beethoven. The students will draw what they liked the most of their inquirers and will be hung on the KWLH wall. Show the students different types of instruments and talk about them in the classroom. Listen to different types of music and try to guess what kind of instruments are being played. The music teacher will show the students the different instruments and will make a song. The kids will experience working like Michael Angelo under the roof of the sixteen chapel, they will draw and color under their tables while listening to a variety of music to stimulate their imagination. The teacher will show the students famous sculptures and they will try to copy them.

5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc., will be available? Cd player, real instruments, books of music, movies, and cds, scrap paper, paint, salt, oil, food coloring.

The students will make homemade clay to make sculptures, using their own creativity. What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

Communication skills: Singing, dancing in pairs, team work Profile: Thinker and communicator. These will be stressed every time an activity in group or conversations are on their way. Attitude: Confidence, creativity. The students will fell confidence of making their art creations using their creation.

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Music, internet, pictures, sculptures

International Baccalaureate Organization 2007

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to: Develop an understanding of the concepts identified in What do we want to learn? Demonstrate the learning and application of particular transdisciplinary skills? Develop particular attributes of the learner profile and/or attitudes?

How you could improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea.
What was the evidence that connections were made between the central idea and the transdisciplinary theme?

In each case, explain your selection.

International Baccalaureate Organization 2007

Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. At this point teachers should go back to box 2 What do we want to learn? and highlight the teacher questions/provocations that were most effective in driving the inquiries.

9. Teacher notes

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.

International Baccalaureate Organization 2007