Teacher(s) Mrs.

Hadir Ali Subject group and discipline Arts - Drama

Unit title End of the year Drama MYP year: Year 1 Unit duration 9
show/Improvisation (Cycle) hours

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Aesthetics, Communication,
and Identity.
Composition, Boundaries,
Interpretation, and Genre.
Identities and Relationships – Orientation in
space and time.
 Students will explore personal,
physical, and social identities as well
as beliefs, and values.

Statement of inquiry

Audience get their aesthetic pleasures by watching composed plays influenced by identities and bound
by human relationships.
Inquiry questions

Factual
How was the art form changed over time?
Conceptual
How does improvisation indrama reflect and elaborate actors feelings and meaning in Drama?

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Debatable
How does drama influence communities?
Objectives
A Knowing and understanding
Through the study of theorists and
practitioners of the arts, students
discover the aesthetics of art forms
and are able to analyse and
communicate in specialized
language. Using explicit and tacit
knowledge alongside an
understanding of the role of the arts
in a global context, students inform
their work and artistic perspectives.
In order to reach the aims of arts, -The student should be able to elaborate
what improvisation is.
students should be able to:
i. demonstrate knowledge and
understanding of the art form
studied, including concepts,
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Summative assessment
Summative assessment:
Outline of summative assessment task(s)
including assessment criteria:
- What 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?
Summative Assesment One
 Research on improvisation of drama
-There should be evidence of purposeful
expression. Skills and techniques are applied
at a high level of proficiency.
Relation between Summative and
statement of inquiry
A: Knowing and Understanding
 i. ii iii
iv

B: Developing skills i. ii iii iv

C: Thinking creatively
 i. ii iii iv

D: Responding i. ii iii iv
o Students demonstrate
awareness of elements of
drama and theatrical
performing
o Use some basic language and
have an in-depth
understanding of some of the
concepts and processes
relating to Theatre arts
o Learn skills and develop the
techniques and processes
needed to create, perform
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processes, and the use of subject-
specific terminology
ii. demonstrate an understanding of
the role of the art form in original or
displaced contexts
iii. use acquired knowledge to
purposefully inform artistic decisions
in the process of creating artwork.
B Developing skills
The acquisition and development of
skills provide the opportunity for
active participation in the art form
and in the process of creating art.
Skill application allows students to
develop their artistic ideas to a point
of realization. The point of realization
could take many forms. However, it is
recognized as the moment when the
student makes a final commitment to
his or her artwork by presenting it to
an audience. Skills are evident in
both process and product.
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-The student should show an excellent
understanding and comprehension of the
elements researched.
-Students will use the performance
assessment rubric to complete a self-
reflection upon the completion of the
project and write a reflection in their
developmental workbook that responds to
and answers the unit question.
Task1:
Presentation: (Criteria A and D)
A group skit using subject- specific
terminology of:
 Research into the art of acting that
shows people’s actions and emotions.
 Improvisation in Drama
 The critical analysis Drama
Task2:
Proposal: (Criteria C)
A selection of process journal extracts
and/or present Theatre, and
apply them with some
independence
o Describe the progress they
have made so far and identify
areas that have been
particularly easy or challenging
with some detailed
explanation; identify and
describe strengths and
weaknesses in their work
o Show commitment in using
theatrical processes
o Demonstrate curiosity, self-
motivation, initiative and a
willingness to take informed
risks
o Support, encourage and work
with their peers in a positive
way
o Be receptive to Theatre
practices and work from
various cultures, including their
own.
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In order to reach the aims of arts, including:
students should be able to:
i. demonstrate the acquisition and
development of the skills and
techniques of the art form studied
ii. demonstrate the application of
skills and techniques to create,
perform and/or present art.
Objectives Arts guide 11
 The development of students’ artistic
intention
 Demonstration of a range and depth
of creative- thinking behaviours
Task3:
Process and Product: (Criteria B and C)
A selection of process journal extracts to
show:

 Students’ abilities to write and

C Thinking creatively
The arts motivate students to
develop curiosity and purposefully
explore and challenge boundaries.
Thinking creatively encourages
students to explore the unfamiliar
and experiment in innovative ways to
develop their artistic intentions, their
processes and their work. Thinking
creatively enables students to Commentary: (Criteria A and D)
discover their personal signature and
realize their artistic identity.
In order to reach the aims of arts,
perform a short play on stage using
the knowledge they have learned
throughout the unit.
 Students have to adopt a certain
improvising act and write a 5 minute
script that reflects that scene.
Task 4:
A commentary that includes:
 Evidence of the use of acquired
knowledge to inform the

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students should be able to: development of student’s
performance
i. develop a feasible, clear,
 Evidence of student’s ability to
imaginative and coherent artistic
construct meaning and transfer
intention
learning into their artwork
ii. demonstrate a range and depth of  The artistic response and the way in
creative-thinking behaviours which it reflects or impacts on the
iii. demonstrate the exploration of world.
ideas to shape artistic intention A critique of the student’s own
through a point of realization. artwork including the ability to
convey the different kinds
D Responding ofimprovising
Students should have the opportunity
to respond to their world, to their own
art and to the art of others. A
response can come in many forms;
creating art as a response
encourages students to make
connections and transfer their
learning to new settings. Through
reflecting on their artistic intention
and the impact of their work on an
audience and on themselves,
students become more aware of
their own artistic development and
the role that arts play in their lives

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and in the world. Students learn that
the arts may initiate change as well
as being a response to change.
In order to reach the aims of arts,
students should be able to:
i. construct meaning and transfer
learning to new settings
ii. create an artistic response that
intends to reflect or impact on the
world around them
iii. critique the artwork of self and
others.

ATL Skills

o In order for students to demonstrate an understanding of the role of the art form in original or displaced contexts,
students should collect, record and verify data and make connections between various sources of information as
well as present information in a variety of formats and platform.(Category: Research / Cluster:Information literacy
skills)

o In order for students to demonstrate the exploration of ideas to shape artistic intention through a point of realization,
students should interpret data, consider ideas from multiple perspectives and gather and organize relevant

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 information to formulate an argument. (Category:Thinking/ Cluster: Critical- thinking skills)

Action: Teaching and learning through inquiry

Content Learning process

Learning Experience:

Students: o Defining drama elements.

o Reading about the history of drama and types of theatre
o understand how the arts play a role in o Discussing fundamentals of play production.
developing and expressing personal and o Introducing stage space: stage areas, actor’s positions,
cultural identities props …etc.
o appreciate how the arts innovate and o Excerpt play readings
communicate across time and culture
o Play performance
o become informed and reflective practitioners
of the arts
o experience the process of making theatre in a
Formative assessment:
variety of situations
o explore, express and communicate ideas o Inquiry teaching
o become more effective learners, inquirers and o Group work
thinkers o Peer Teaching
o develop self‐confidence and self‐awareness
o Performance assessments
through art experiences
o Teacher/Student demonstrations
o appreciate lifelong learning and enjoyment of
o Partner work

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 the arts. o Rehearsals

o Reflect on previous lesson

o share a few journal entries
o assess the goal and objectives for each day
• What is theatre?
What are the elements of Drama?
Research the origin of Drama.
Why are we trying to be better actors?
• Drama Journal*: This week, observe the people around you,
family,
friends, teachers, strangers. Choose one interesting person and
write three sentences describing them in your journal.

Differentation:
-The scope of explanation, observation, exploration and
application reflects variety of strategies and methodologies that
gives chance for every student to grasp and comprehend the
skills addressed.
-Each lesson starts with warm up activity, then progresses with
various means of explorations, along with varied and diverse
activities for each objective what gives students with different
levels a chance to get along with the curriculum.

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Resources
Improvising in Theatre

Teachers’ handouts& worksheets

Teachers’ support material

Internet, presentations shown in class by teachers.

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
o Students will be eager to know
about “What is theatre”?
o Students will be interested in
learning about the origin of
Drama as well as the different
elements of drama.
o Students will match their
background information about
stage performance and Actors
to what will be learnt in class.
o Students will feel excited to
practice and develop acting

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skills

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