Vous êtes sur la page 1sur 6

Planning the inquiry

1. What is our purpose?

Class/grade: 1

1a) To inquire into the following:

School: Domuschola International School

transdisciplinary theme
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.

Title: Images

central idea
Images communicate ideas and information.

Date:

Age group: 6-7


School code: 7800

Teacher(s): Cam Nicolas, Jash Bersales, Carla Delos Angeles, Brenn Bavia, Carmina
Gutierrez, Dean Chua

Proposed duration: 6 weeks

Number of hours: over 8 hours a week

1b) Summative assessment task(s):

2. What do we want to learn?

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

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

Goal: Students should be able to communicate the spirit of Christmas through an


image.
Role: You are an artist.
Audience: Your family and relatives
Scenario: Its almost your family reunion! Your family and relatives will be coming

over. You want to give them souvenirs that will be memorable and significant to

all of you. You decided to create an image that shows the spirit of Christmas.

Your image should reflect the beliefs and values of your family about Christmas.
Before you distribute the souvenirs, you will read a short explanation about the
details in your image.
Product: An image that shows the spirit of Christmas with a descriptive text that

explains the details in your image

Focus Key Concepts: function, form, perspective


Related Concepts: communication, perception

International Baccalaureate Organization 2011

Planning the inquiry

What lines of inquiry will define the scope of the inquiry into the central idea?
Image as a medium of communication
How design elements of images support the communication process
How we interpret and respond to images
What teacher questions/provocations will drive these inquiries?
What are images?
Where do people see images?
Why do people use images?
How do people use images?
How do people interpret images?

3. How might we know what we have learned?

4. How best might we learn?

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?
Students create their own mind map to show what they know and understand
about images/
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?

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?

Line of Inquiry
Image as a
medium of
communication

How design
elements of
images support
communication
How we interpret
and respond to
images

What will be
assessed?
Students'
understanding that
people can
communicate
through images.
Students'
understanding that
design elements of
images support
communication.
Students'
understanding that
people interpret and
respond to images
differently.

Tuning In:
Students bring their favorite image to class. They interpret the image by answering the following questions: What do I
see? What do I feel when I see this image? What do I think this image is trying to say?
Teacher shows unusual images. Students write questions about the images on sticky notes, and place them around the
image.
Students listen to classical music and create images in their mind. Then, they draw what they have imagined. They pair
with a classmate and try to infer the message of their partners image.
Students visit an art museum. They choose one image from the museum and interpret it by answering the following
questions: What do I see? What do I feel when I see this image? What do I think this image is trying to say? They also
write the questions they have about the image.
Teacher shows a wordless book. Students tell the story based on the images.
(Continued in attachment A)

How will evidence be collected?


- Students create an artwork that depicts a message.
(rubrics, checklist)
- Students analyze different types of images and
identify the function of each image. (checklist)
- Students create a self-portrait to tell something
about themselves without using words. (rubrics,
checklist)
Students apply their knowledge on the different
design elements as they create their own landscapes.

What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
A. Transdisciplinary Skills
Thinking Skills:
comprehension - Students will infer meaning from images observed.
dialectical thought - Students will reflect on how their family values are similar or different from others.
Social Skills:
respecting others - Students will listen attentively and sensitively when their classmates share about their
interpretation of the images.
cooperating - Students will share materials as they work on their creative output.
Research Skills:
observing - Students will use their senses to interpret and respond to images shown to them.
collecting data - Students will gather information from resource speakers and museum tours.

Students listen to a classical music piece and draw


the images they saw in their mind while listening to
the music. (rubrics, checklist)
Students interpret images and share their
interpretation with their classmates. (oral
communication rubric)

B. Learner Profile
Open-minded - Students will find out that people have different ways of understanding an image
depending on their experience and values.
Communicator- Students will communicate through images using different media.

5. What resources need to be gathered?


What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

PEOPLE
art director
graphic designer
artist

PLACES
Blanco Family Art Museum
Creative Thinkers

LITERATURE
Tuesdays by David Weisner

AUDIO-VISUAL
Classical music- Serenade no.7 in D Major by
Mozart

WEBSITES
Indian print-ads:
http://www.scoopwhoop.com/inothernews/21-indian-print-ads/
33 Powerful and Creative Print Ads:
http://www.boredpanda.com/creative-print-ads/

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Different expert speakers will be invited and art museums/galleries will be visited. Students will be asked to bring their favorite image. Wordless books will also be collected
for display. These materials will be placed in the UOI corner.
International Baccalaureate Organization 2011

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.
The students were able to understand that images can be used to communicate
ideas and information. This was evident in the many images they created to
express their ideas about exercise routines, music and stories, and their response
to the stories they read. It was also shown when they were asked to create a selfportrait to tell something about themselves without using words. They were also
able to apply the use of colors in how they communicate their emotions through the
images they created.

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?
form - The visits to art museums and exposure to a handful of images allowed students to observe
different forms of images. They also found out that not all images are printed when they learned about
different movements of locomotor skills through modeling.
function - When the students examined different images and decoded the message of each image,
they were able to see that images are used for different purposes, such as keeping memories, telling
directions and warnings, persuading people to buy products, expressing political and environmental
issues, etc. They were also able to understand that images can be used to communicate ideas when
they drew the sequence of events of narrative stories, and to aid learning new Filipino words when they
were presented with different images alongside new vocabulary words.

perspective - Through the interview conducted on the meaning of colors, the students were able to see
that people may have different perspectives on the meaning of colors. Also, they were able to
understand that people may have different interpretation on the same piece of music when they used
images to communicate their ideas about the classical music they listened to. Moreover, they were able
to see that the message of images can be interpreted in many ways when they worked in groups to
decode the message of the image assigned to them.

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.
The students have created plenty of images to express their ideas on different
things. It could have been better if these images are partnered with an oral or
written explanation of the details they included in their images to fully assess how
well they understood that images communicate ideas and information. It would also
be helpful if abstract art was introduced to the students to help them concentrate
more on the design elements used to make meaning in images. Moreover, it could
have been better to use a different end product other than a scratchboard for their
summative in Arts to strike a balance between understanding and skills.
What was the evidence that connections were made between the central idea and
the transdisciplinary theme?
Students expressed their ideas through the different images they created. For
instance, in Music, they created an image that shows their interpretation of the
music they listened to. In Filipino, they supported their narrative texts with images.
In PE, they chose their own movements for their exercise routines and supported
their choice with an explanation. Lastly, in their summative, they expressed their
ideas on the spirit of Christmas through the images they created. These images
somehow reflected the culture, beliefs, and values of their family.

demonstrate the learning and application of particular transdisciplinary skills?

Thinking Skills:
Comprehension - Students read a wordless book. Using the illustrations in the wordless book, students
were able to understand the story. In Language, students were able to demonstrate this skill by drawing
images of important events in a story.
Dialectical thought - In pairs, students shared their own illustration of the music they listened to.
Social Skills:
Respecting others - Students listened to the different interpretations of their classmates on different
images. They also demonstrated sportsmanship after playing games in P.E.
Cooperating - Students performed their assigned roles as they played modified team sports. They also
showed cooperation when they worked in groups to define different types of images, decode the
message of images, and gather information about the meaning of colors.
Research Skills:
Observing - Students observed different types of images in different places. They also observed the
elements present in images.

Collecting data - Students interviewed people in school to find out about the meaning of colors.
They also looked for images around the school that have shapes of circle, oval, square, rectangle, and
triangle.

develop particular attributes of the learner profile and/or attitudes?


In each case, explain your selection.
open-minded/respect - Students accepted their classmates ideas about the classical music they
listened to. They also respected the different responses of other people they interviewed about the
meaning of colors. Through this, they became aware that a color may mean differently to different
people.
communicator - In Filipino, the students were tasked to make their own narrative story. Since most of
them have challenges in using the language, they communicated their ideas through images. Moreover,
they shared their own interpretation of the message of different images and listened to others' ideas.

International Baccalaureate Organization 2011

Reflecting on the inquiry

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

9. Teacher notes

Record a range of student-initiated inquiries and student questions and highlight


any that were incorporated into the teaching and learning.

Is painting an image?
How were images invented?
Why do people have different images for one work of music?
Do we have the same meaning for all colors or images?
Do all colors mean the same?

Strengths:
In Arts, students demonstrate understanding of the meaning of primary and
secondary colors.
Images were helpful in constructing their narrative texts.
They were able to relate images to the music they listened to.

Challenges:
Some kids have conflicting interpretations of the meanings of colors.
The opportunity for the students to orally explain their images along with their
narrative stories was limited.

Students had difficulty picturing how a certain sport that is new to them looks like.
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.
Recommendations:

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.

During lunch, a student noticed the image in his table napkin. He mentioned that
the napkin is for Christmas because there are Christmas flowers and bells.
While working with base ten blocks during a Math learning engagement on adding
two-digit numbers, a student showed his classmate the image he had formed using
the blocks.
A parent shared that his son began to notice images in bills. They had a discussion
of why images are printed on money.

International Baccalaureate Organization 2011

Teach about abstract in Arts to deepen understanding that any image can mean
differently for every person.
Provide more oral opportunities for students to explain their images along with their
narrative stories.
Provide opportunities to acquire knowledge on the different sports by going on field
trips to sports museum and watching actual games/practices of certain sports.
Deepen the understanding through further processing.

Attachment A
Finding Out

Data collection
Experiences to assist students to gather new information about the topic

Sorting Out

Experiences and texts that add to the knowledge base. Emphasis on gathering first-hand data in a range
of ways (usually shared experiences)

Gauging, organizing or representing new information


Activities to assist students to process and work with the information and ideas they have gathered about
the topic (including exploring values)
Organizing, analyzing and communicating the information gathered using a range of vehicles (e.g through
Maths, Arts, English, Drama, Music or IT)

Students come up with a chart that would illustrate how images are used as a
medium of communication.

Line of Inquiry 2: How design elements of images support communication

Students interview people in school and ask about their perspective on the
meaning of colors.
Students watch a video of an artists creative process.
A visitor comes to class to share about how images can be used as a medium of
communication and how the different design elements support communication.
Line of Inquiry 3: How we interpret and respond to images

After listening to the visitor, students make an image that communicates a


message.

After the tour, the Art teacher processes the information the students have
gathered from the trip. Students come up with a list of strategies on how to
interpret and respond to images.

Line of Inquiry 1: Image as a medium of communication


Students look at different types of images and write their own definition for each
image. Teacher presents a definition from a dictionary for each type. Students
compare their definition from the dictionary definition and then revise their
definition.
Students decode the message of the image assigned to them.
Students listen to a song and they try to explain the song's message by drawing an
image.
Students play body charade to communicate the message of a given text.

Students visit an art museum to gather information about the design elements of
an image.

Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.
They also create images that show how they can help the people who had been greatly affected by the typhoon that hit the Philippines recently.
Drawing conclusions
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated. Students draw conclusions of what they have learnt. This is an
important time to evaluate the success of the unit and the needs and achievements of individuals. This is where students put it all together.
Students come up with a generalization about what they learned in this unit through making an image.

Reflecting and Taking Action


To reflect on what has been learnt and process of learning. It is important that students be given opportunities to act upon what they have learnt. Actions are things that students can themselves and from which
they can see results.

Through the images that the students created in the going further activity, they use these to raise awareness in helping the typhoon victims. They also conduct a fund drive

where the proceeds will be donated to the typhoon victims.