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Teacher(s) Clunes Project Mentor Team Subject group and discipline Interdisciplinary Unit: Individuals & Societies/Art
Unit title Clunes Project MYP year Year 4 Unit duration (hrs) 21hrs
Inquiry: Establishing the purpose of the unit
Purpose of integration
Students use the skills and approaches of art to engage more deeply in an empathic understanding of the causes and effects that have shaped Clunes (and other
Australian communities, both rural and urban) and continue to do so today. They explore ways to understand and represent their own and others perspectives of
these relationships and events.They will use the lens of art to explore explore how time, place, space, people, objects and ideas all interact in a cycle of cause and
effect.
Key concept: Time, Place and Space Related concept(s): causality (cause and
consequence); perspective, interpretation,
representation
Global context: Personal and cultural expression
Time, place and space is an intrinsically linked
concept that refers to the absolute or relative position
of people, objects and ideas. Time, place and space
focuses on how we construct and use our
understanding of location (where and when).
Causality is the relationship between cause and
effect and the internal and external factors that
influence this relationship.
Perspective is the position from which we observe
situations, objects, facts, ideas and opinions.
Perspective may be associated with individuals,
groups, cultures or disciplines. Different perspectives
often lead to multiple representations and
interpretations. (from the Key Concepts description)
Perspective is a concept of a different nature as it is
more clearly related to the craft of the discipline
(history). Perspective is the way someone looks at
something, taking into consideration all of the things
that have happened with that thing in the past and
the relationship between the viewer and the thing in
the past being viewed. For historians, perspective
implies a need for understanding different sides of an
event. (From I&S related concepts in History.)
Interpretation is the understanding of experiences
and events mainly through the reference frame of our
own reality and contexts. The understanding of the
Students will explore the ways in which we discover
and express ideas, feelings, nature, culture, beliefs
and values; the way in which we reflect on, extend
and enjoy our creativity; our appreciation of the
aesthetic.
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meaning of an artists creative work and artistic
expressions. An artists distinctive personal vision
expressed by stylistic individuality.
Representation is the description, depiction or
portraylal of a person, group, place or item in a
particular way or as being of a certain nature. An
image or likeness.
Statement of inquiry:
People, places, objects and ideas all exist in relation to each other and these relationships change over time. Expressing any event effectively involves
comprehending these relationships, but also involves knowing and expressing ourselves: our perspectives, interpretations, beliefs and biases.
Inquiry questions: Inquiry questions are drawn from and inspired by the statement of inquiry.
FactualRemembering Facts and Topics
What happened? Who, was involved? Where? When?
Why did it happen? What were the casues? What were the relationships between the people, places, objects involved?
Why was this event significant? What were the outcomes? Who was affected? How?
What do you think or feel about this situation?
What techniques and skills do you need to express this event or idea effectively?
What were the events, turning points, or relationships that shaped Clunes the most?
ConceptualAnalyzing big ideas
Why should I create art? Who cares what I think?
How is the past still alive, and shaping the present?
What are the fundamental forces shaping peoples relationships? Have they changed over time?
Is it possible to tell the truth? What is the best way to express the truth of an event or relationship to an audience?
DebatableEvaluating perspectives and developing theories.
Is history always written by the winners? Am I a winner?
Is any version of history free of bias? So what?
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Summative assessment
Interdisciplinary criteria:
A. Disciplinary grounding
i. Demonstrate relevant disciplinary factual, conceptual and/or
procedural knowledge
B. Synthesizing
i. Synthesize disciplinary knowledge to demonstrate
interdisciplinary understanding
C. Communicating
i. Use appropriate strategies to communicate interdisciplinary
understanding effectively
ii. Document sources using recognized conventions
D. Reflecting
i. Reflect on the development of their own interdisciplinary
understanding
ii. Evaluate the benefits and limitations of disciplinary and
interdisciplinary knowledge and ways of knowing in specific
situations.

Tasks: An inquiry-based artwork
Students will investigate the history, geography and economics of Clunes and
select an event or relationship that is of particular interest to them.
Key question: What events or relationships am I passionate about? What
happened? What caused it? What (and who) was affected by it?
They will investigate various artistic techniques from a range of visual and
performance art disciplines, and select a form that is of particular interest to them.
Key questions: What artforms am I passionate about? How can I express my
ideas most effectively?
Students will then engage in a process of inquiry, action and reflection to create
an artwork visual or performance that uses artistic techniques and
conventions to communicate the event (or events) and their understanding of the
relationships that caused or were affected by it.
Key question: Have I expressed my understandings effectively?
The artwork will be accompanied by a process journal and an
exploration/explanation of the students feelings and thoughts about the event
and a discussion of how this is or isnt represented in the artwork.
Key question: Whose perspectives does this artwork present?
Students will reflect on what they did and what they learned in a 5-7min
presentation at the end of term.
Key question: What did I learn?
Approaches to learning (ATL) Read the Approaches to Learning section of your Handout pp 90 - 97
I. Communication skills - communication
II. Social skills - collaboration
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III. Self-management skills organisation, affective, reflection
IV. Research skills information and media literacies
V. Thinking skills critical thinking, creativity and transfer
Action: Teaching and learning through inquiry
Disciplinary grounding
Subject: Individuals and Society (integrated) Subject: Arts
MYP objective:
a. Knowing and Understanding
b. Investigating
c. Communicating
d. Thinking critically
MYP objective:
a. Knowing and understanding
b. Developing skills
c. Thinking creatively
d. Responding
Related concepts: Causality (cause and consequence), perspective Related concepts: Representation, Interpretation
Content Content
Disciplinary learning engagements and teaching strategies Disciplinary learning engagements and teaching strategies
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Interdisciplinary learning process
Interdisciplinary learning experiences and
teaching strategies

Formative assessment
Differentiation



Resources




Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit





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