Teacher(s) Mikel Murillo Subject group and discipline Language Acquisition

Unit title Street art MYP year 4 Grade 9 Unit duration 6-7 weeks
Phase 3-4

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Creativity Conventions, Personal and cultural expression

Structures
Exploration to Develop:
Artistry, craft, creation and beauty

Statement of inquiry

Creativity, both linguistic and artistic, follows conventions and structures while reflecting culture.

Inquiry questions

Factual: What is Art? What is street art? How did street art originate?

Conceptual: What can we learn from street art? To what extent does the identity of the artist impact the artwork? In what ways can
the art influence or even change a society?

Debatable: Does art imitate life or does life imitate art? Is street art truly art or vandalism?

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Objectives
Criterion B i iii
Bi. Show understanding of information, main
ideas and supporting details, and draw
conclusions
Biii. Engage with the written and visual text by
identifying ideas, opinions and attitudes and by
making a response to the text based on personal
experiences and opinions
Criterion D i ii iii
Di. Write and/speak using a range of vocabulary,
grammatical structures and conventions; when
speaking, use clear pronunciation and intonation
Dii. Organize information and ideas and use a
range of basic cohesive devices
Diii. Use language to suit the context.
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Summative assessment
Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria and statement of inquiry:
1. Graffiti artist presentation: Students will Graffiti Presentation:
choose a graffiti artist and will create a
1. Students presentation must reflect how their
presentation on the artist’s achievements,
chosen artist/art work reflects culture and
work, relevance and influence on other artists
cultural development.
and on modern culture. (GRASP)
2. Students must highlight the artistic
Biii. Students will identify ideas based on the piece of
convention used to demonstrate artist/art
graffiti they present. Students also provide their
work.
opinion on the piece of art presented.
Di. Students must use vocabulary related to the unit.
Bansky Essay:
Diii. Students must use formal language, avoiding filler
or other information words. 1. Students must consider how culture
influences creativity.
2. Students must identify the relationship
between art and culture.
2. Report on a Bansky’s piece of art:
3. Students must identify artistic conventions.
Students will choose one of Bansky’s pieces
of art and write an essay explaining the
meaning of the graffiti. The essay must
include cultural relevance and how the
message could be interpreted differently
based on different cultures.
Bi. Students must reach a final conclusion of what the
piece of art is trying to represent. They should
consider art conventions in their assessment of
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 meaning.
Dii. Students must follow proper essay organization
(topic sentence for each paragraph, transitional words,
5 paragraphs).

Approaches to learning (ATL)

Research Skills
• Students will research different artists and share facts on OneNote/Padlet.
• Students will inquire into how culture may influence perceived message.
• Research will be done online and using the school library.
Critical Thinking skills
• Students will use graphic organizers to frame ideas and opinions (KWL, Venn Diagram)
• Students will generate ideas based on images.

Action: Teaching and learning through inquiry

Content Learning process

Reading Strategies- focus on taking word meaning Learning experiences and teaching strategies
from context and inferential skills, sequencing
o Field trip to Shenzhen graffiti wall
Skills and Grammar:
o Research on Banksy
Language skills: Research, organising ideas,
identifying themes and patterns.
o Vocabulary
o Research on famous graffiti art
Speaking/presenting skills Formal language, register,
tone o Videos/documentaries
Punctuation, Grammar – passive forms o Photo documentary style presentation skills

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Comparing and contrasting o Examples of graffiti used for political demonstration
Using synonyms to convey meaning o Articles/reading exercises
Types of sentences (simple, compound, complex, o Reading the extracts from “Bansky”, the biography.
dependent/independent clauses)
o
Conjuctions Nouns (proper, common, plural,
possessive, singular possessive)
End punctuation
Verbs (action, linking, helping) Formative assessment

Subject/verb agreement - Weekly quizzes and comprehension questions (basic and making connections)
- Weekly Journal- responding to a prompt based on the week’s reading.
- Self-assessment of presentations and group work using provided rubrics.
- Journal entries to be written using provided prompts after each class/group discussion.
- Presentation on a presentation skill: speaking, body language, language etc
- Deconstruct an essay.
- Pre-trip discussion and anticipatory response.
- Reflection on “Day Tour OCT”

Differentiation
Learning Centres will provide different ways for students to interact with the skills and concepts
covered in class.
- Writing prompts for journaling will be provided on different topics/levels to suit student ability (can be
modified to oral responses as needed).
- Groups will be created for students at similar levels and for peer-tutoring as suited for each task.
- Literature Circles will allow students to work in multiple ways to express their understanding (drawing,
summarizing)

Resources

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 o “Banksy” the biography.
o Assorted articles related to art and art culture
o Grand Canal article
o Art vocabulary handout
o The Art of Grand Canal
o The Art of Graffiti video
o Temple of Hercules article
o Temple of Hercules follow up worksheet
o Looking to Learn handout
o Multiple Perspectives handout
o Bansky Biography
o Is urban graffiti a force for good or evil (newsela article)
o Dream Jobs: Graffiti Artist (newsela article)
o Visual Art through the black lens (newsela article)
o Mexican Muralism: The Art of Identity and Revolution (newsela article)
o Bogota art (newsela article)
o Throughout history, walls have divided history (newsela article)
o Street art around New York has much to say (newsela article)

o The Role of Arts & Culture in an Open Society - Video (https://www.youtube.com/watch?v=cHJUhuiqmU)

o Understanding the Value of Arts and Culture – Video (https://www.youtube.com/watch?v=hyRpCa9Qv48)

o Banksy’s 10 Most Amazing Works of Art! – Video (https://www.youtube.com/watch?v=FjWXkC99ZFI)

o There’s A Genius Street Artist Running Loose In New York and French, Let’s Hope Nobody Catches Him – Video
(https://www.youtube.com/watch?v=EiRhRHSblbg)

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 o

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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