MYP Unit PlannerUnit Title Wayang Kulit (IDU)

Teacher(s) Katie Jones

Subject and Grade Level Visual arts Grade 9

Time frame and Duration 10 Weeks

Stage 1: Integrate significant concept, area of interaction and unitquestion, and ensure it can be assessed

AOI Focus

Human ingenuity:Human ingenuity (formerly homo faber)Why and how do we create? What are theconsequences? Human Ingenuity looks athuman contributions in the world both intheir particular context and as part of acontinuing process. It stresses the wayhumans can initiate change, whether forgood or bad, and examines theconsequences. This area alsoemphasizes both the importance ofresearching the developments made bypeople across place, time and cultures,and the importance of taking time toreflect on these developments.

Significant Concepts

How are stories told in society today andare they important?How have you learnt stories throughoutyour life?How do different cultures share acommon storyline?How can you incorporate elements of astory into your artwork?

MYP Unit Question

Is storytelling important today?

Assessment

What task(s) will allow students the opportunity to respond to the unit question?What will constitute acceptable evidence or understanding? How will students show what they haveunderstood?

Essay F Criterion A: Knowledge and Understanding - Draft Essay (A)

www.turnitin.comClass ID: 6983881Password: wayang

Wordcount 1500 / Use subject specific vocabulary (refer to vocabulary list)Fully reference MLA format images and text

Criterion A - Es...

Essay F Criterion A: Knowledge and Understanding - Final Essay (A)

www.turnitin.comClass ID: 6983881Password: wayang

Wordcount 1500 / Use subject specific vocabulary (refer to vocabulary list)Fully reference MLA format images and text

Criterion A - Es...

Exhibit S Criterion B: Application (B)

• Mindmap ‘yourself’ e.g. physical features, hobbies, likes etc.• Using a page for each, design 2 large Wayang Kulit puppets based on ‘you’. These should be‘coloured’ and annotated with plannin...

Reflection S Criterion C: Reflection & Evaluation - final (C)

In order to achieve the highest levels for criterion C (8), you need to write on-going reflectionsabout your work at various stages of the creative process. Please take into account thefollowing...

Students from their research will learn how different cultures have forms of storytelling that often have acommon origin with a status of importance in modern and ancient society. They will learn how to take elementsfrom their research of making and communication and incorporate them into their own designs.

Which specific MYP objectives will be addressed during this unit?

A: Knowledge and understanding• demonstrate knowledge and understanding of the art form studied in relation to societal, cultural,historical and personal contexts.• demonstrate knowledge and understanding of the elements of the art form studied, includingspecialized language, concepts and processes.• communicate a critical understanding of the art form studied in the context of their own artwork.

B: Application• develop an idea, theme or personal interpretation to a point of realization, expressing andcommunicating their artistic intentions.• apply skills, techniques and processes to create, perform and/or present art.

C: Reflection and evaluation• reflect critically on their own artistic development and processes at different stages of their work.• evaluate their work.• use feedback to inform their own artistic development and processes.

D: Personal engagement• be receptive to art practices and artworks from various cultures, including their own.

Which MYP assessment criteria will be used?

A: Knowledge and understandingB: ApplicationC: Reflection and evaluationD: Personal engagement

Interdisciplinary Subjects:Drama

• A: Knowledge and understanding• B: Application• C: Reflection and evaluation• D: Personal engagement

Music• A: Knowledge and understanding• B: Application• C: Reflection and evaluation• D: Personal engagement

Stage 2: Backward planning: from the assessment to the learningactivities through inquiryContent

What knowledge and/or skills (from my course overview) are going to be used to enable the student to respondto the guiding question?What (if any) Standard/skills are to be addressed?

Knowledge & Skills:• Demonstrate knowledge and understanding of the art form 'Wayang Kulit'• Demonstrate personal reflection through linking to a story they remember as a child• Incorporate elements of Wayang Kulit, themselves and a character from their story to create a shadowpuppet

Approaches to Learning

How will this unit contribute to the overall development of subject-specific and general ATL skills?

• Collaboration:personal challenges - including respecting cultural differences, negotiating goals and limitations with peersand with teachersaccepting others — including analysing others’ ideas, respecting others’ points of view, using ideas critically• Communication:being informed — including the use of a variety of mediainforming others — including presentation skills using a variety of media• Information literacy:accessing information — including researching from a variety of sources using a range of technologies,identifying primary and secondary sourcesreferencing — including the use of citing, footnotes and referencing of sources, respecting the concept ofintellectual property rights• Organization:Time ManagementSelf Management• Reflection:self-awareness: including seeking out positive criticism, reflecting on areas of perceived limitationself-evaluation: including the keeping of learning journals and portfolios, reflecting at different stages in thelearning process• Thinking:Generating ideas — including the use of brainstormingPlanning — including storyboarding and outlining a planInquiring — including questioning and challenging information and arguments, developing guiding questions,using the inquiry cycleApplying knowledge and concepts — including logical progression of argumentsIdentifying problems — including deductive reasoning, evaluating solutions to problemsCreating novel solutions — including the combination of critical and creative strategies, considering aproblem from multiple perspectives• Transfer:making connections — including using knowledge, understanding and skills across subjects to createproducts or solutions, applying skills and knowledge in unfamiliar situationsinquiring in different contexts - including changing the context of an inquiry to gain various perspectives

Learner Profile

Which characteristics of the learner profile will be emphasized? How will you make students aware of them?

• Inquirers: Students will question whether storytelling is important in todays society on the basis ofexamination of Indonesian culture.

• Knowledgeable: Students will demonstrate knowledge and understanding in their research essay onWayang Kulit.• Thinkers: Students will discuss the historical, cultural and personal contexts of Wayang Kulit.• Communicators: Students will communicate through the design of their puppet elements of Wayang Kulit,themselves and a character from a story that they remember as a child.• Principled: Students will learn to demonstrate respect and dignity for the UNESCO supported art form ofWayang Kulit.• Open minded: Students will learn to appreciate their own culture and that of others.• Caring: Students will learn to care for the survival of traditional art forms.• Risk takers: Students will demonstrate risk taking through their designs and use of a variety of materials.• Balanced: Students will understand the importance of intellectual, physical and emotional in the the form ofcommunication.• Reflective: Students will give thoughtful consideration to their learning and experience as an on-goingpractice and final evaluation.

International Mindedness

How will international-mindedness be addressed?

Students will learn about Indian and Indonesian culture of storytelling and the value of supporting traditional artforms of each country.

Learning Experiences Teaching strategies

How will students know what is expected of them?Will they see examples, rubrics, templates, etc.?

How will we use formative assessments to givestudents feedback during the unit?

• Rubrics - Criterion A;B, C, D• Introduction - Powerpoint presentation -discussion of Indonesian culture and traditionalshadow performances• Fieldtrip - Museu do Oriente, Museu da Marioneta(Lisbon)• Student examples from last academic year• Activity Day - Indian Dance workshop, studentperformance activity based on the epic Indian story of'Ramayana' (drama & art students) with gamelanmusic accompaniment (music students)

• Research with links to practice• Technical and artistic process of making• Peer and self assessments• Demonstration of learning new art forms

How will students aquire the knowledge and practicethe skills required? How will they practice applyingthese?

What different teaching methodologies will beemployed?

• Criterion A - Research essay and link to personalexperience e.g. what story they remember as a childand the characters• Criterion B - Teacher demonstration of materials,student practice with teacher support, materialexperiments• Criterion C - Reflections that include teacher/peerfeedback and student response• Criterion D - Demonstrate an openness to other artculture forms• Activity Day - Reinforcing individual knowledge andapplication

• Group discussions• Questioning• Mindmapping• Research• Practice• Demonstrations• Reflection

Do the students have enough prior knowledge? How are we differentiating teaching and learning forall? Have we considered those learning in the

language other than their mother tongue? Have weconsidered those with special educational needs?

• Regular assessments• Class discussions• Individual discussions• Research, practice and reflections• Linking to story they remember from childhood• Activity Day - reinforcing individual knowledge andapplication

• Vocabulary list• Electronic copy of unit - ease of translation• Liaise with SEN & EAL• One on one support

Resources

What resources are available to us?How will our classroom environment, local environment and/or the community be used to facilitate students'experience during the unit?

File: G9_Wayang_Kulit_unit_-_Visual_Art.doc

Ongoing reflections and evaluations

In keeping an ongoing record, consider the following questions. There are further stimulus questions in the unitplanning section of MYP: from principles into practice.

Students And Teachers• What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?• What inquiries arose during the learning? What, if any, extension activities arose?• How did we reflect—both on the unit and on our own learning?• Which attributes of the learner profile were encouraged through this unit? What opportunities were there forstudent-initiated action?

Possible Connections• How successful was the collaboration with other teachers within my subject group and from other subjectgroups?• What interdisciplinary understandings were or could be forged through collaboration with other subjects?

IDU - Arts Department (Drama, music and visual art)

Assessment• Were students able to demonstrate their learning?• How did the assessment tasks allow students to demonstrate the learning objectives identified for thisunit?• How did I make sure students were invited to achieve at all levels of the criteria descriptors?• Are we prepared for the next stage?

Data Collection• How did we decide on the data to collect? Was it useful?