Planning the inquiry

1. What is our purpose?

Class/grade: Kinder, Grade 1

Age group: 5-7

1a) To inquire into the following:

School: Domuschola International School School code: 7800

transdisciplinary theme

Title: Self, Family and Community

Teacher(s): Dean Chua

central idea

Date: August 2014

Creating art enriches the understanding between an individual and the community.

Proposed duration: Term 1, Term 2, Term 3

Term 1 - Drawing and Painting
Term 2 - Printmaking
Term 3 - Sculpture and 3D crafts

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?
Focus Key Concepts: Reflection, Connection, Perspective

Goal The goal is to create an original artwork that shows evident artistic
growth in the application of the elements of art. It must also reflect a clear
understanding of the influence of family and community in ones artistic
expression.
Role You are an aspiring young artist

Related Concepts: Family, Community, Identity, Relationship,

What lines of inquiry will define the scope of the inquiry into the central idea?

How familial relationships form artistic identity

How art contributes to the welfare of the community
What factors in a community inspire an individuals artistic growth

Audience Students, Teachers, Parents

What teacher questions/provocations will drive these inquiries?

Scenario Students will engage in exploratory exercises and projects that will
develop understanding and skill in the elements of art. This will provide an
opportunity for the student to express themselves constructively and further
develop their understanding in the interrelation of family and community in
artistic growth.

Questions:

Product Drawings, Paintings, Prints, Sculptures, and 3D crafts

10.

Standards for Success The artworks will be judged according to the content
and adherence to the guidelines and rubric provided. The progress of the
student in their artistic growth will also be considered.
3.

International Baccalaureate Organization 2011

How do shapes change?

What makes color?
What makes things look different?
What makes things feel different?
How can we use things to make art?
What makes it look real?
Why does art have value?
Why does art show relationships?
How does art show identity?
How is a community seen in art?
Provocations:
An inquiry board will be posted in the art room to show any questions the students have about the topic.
Artworks will be posted on the 2nd floor of the school building to share the works of the students to the whole community.
Pictures of sample works will be posted on the classroom wall during activities.

Planning the inquiry

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?

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?

DRAWING Self-Portraits, Family Portraits,

Drawings of Objects
PAINTING Landscape, Figures and Still Life
PRINTMAKING Nature prints, Object prints,
Stencil prints
3D CRAFTS 3D Objects, Masks, Pendants,
Beads, Paper Mache, Clay Figures
What are the possible ways of assessing student
learning in the context of the lines of inquiry? What
evidence will we look for?
(Use attachment B: Assessment
Opportunities chart)

(Use attachment C: Learning Engagements Chart)

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of
the learner profile?
A. Transdisciplinary Skills
Thinking skills Students will be given the opportunity to acquire the knowledge of the elements of art and apply those skills from theory to application.
Social skills Students will be presented with opportunities to cooperate with one another during the process of creating art. Students must learn how to work
well with others, being respectful and courteous, and willing to share materials.
Communication skills Students will have activities that test their listening skills in the step-by-step process of creating an artwork. Students will also be given
the opportunity to listen to the ideas of others and be able to comment on them in a constructive manner.

B. Learner Profile
Inquirers Students will develop curiosity and interest as they learn how to create different forms of artworks from drawing, painting, prints, and 3D crafts.
Communicators Students will develop excellent communication skills as they share their artwork with other students and engage in group activities during the
creation process.
Open-Minded - Students will be able to appreciate themselves, their family and their community through the sharing of their artworks and those of other students.

C. Learner Attitudes
Appreciation Students will develop appreciation of their family, their community and the world around them as they share their ideas and artworks in class.
Cooperation Students will develop cooperation as they work in a group to create their artworks.
Creativity Students will develop creativity as they explore the many different ways to create their artworks.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
People: parents, siblings, teachers, artists, friends
Audio-visual: https://www.youtube.com/watch?v=lZ5TzlTdsmY https://www.youtube.com/watch?v=N2_M2itj8sM https://www.youtube.com/watch?v=3ouiumHlnmA https://www.youtube.com/watch?v=NZTo6oinMIA
https://www.youtube.com/watch?v=rydzPHHKrng https://www.youtube.com/watch?v=wk1bNEinnEI
Places: field trips, museum tours, observation tours, art room
Website: http://artwithmschiddo.weebly.com/kindergarten.html http://www.mrsbrownart.com/kindergarten.htm http://www.kinderart.com/artlessonsbygrade/primary.shtml
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
There will be activities done before the lesson that will give the students the opportunity to explore by themselves the process of how to create the artwork. On some occasions, the students will be taken outside the
classroom to observe their natural surroundings.

International Baccalaureate Organization 2011

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

7. To what extent did we include the elements of the PYP?

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.

What were the learning experiences that enabled students to:

Term 1
In Kinder, students were tasked to apply symmetry to their artwork. They research
on how buildings looked like and created a symmetrical drawing of their own homes.
They were able to link this to their class UOI on the concept of belongingness.
Evidence of this can be seen in their written reflections and class sharing.
In Grade 1, students were tasked to apply symmetry to their artwork. By using a
picture of their faces as a reference point, they were able to draw a symmetrical
drawing of their own faces. They were also able to connect this to their class UOI on
balance. Evidence of this is seen in their written reflections and class sharing.
Term 2
In Kinder, students were tasked to create their own community buildings using used
materials.They researched on how different buildings looked like and created their
own community using shoe boxes and milk cartons. They were able to link it to their
class UOI on community roles. Evidence of this can be seen in their written
reflections and in their giant community map.

develop an understanding of the concepts identified in What do we want to

learn?
demonstrate the learning and application of particular transdisciplinary skills?
develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.
Concepts:
Each lesson was integrated into their UOI in class. The students were tasked to reflect and
apply what they learned in their UOI as an inspiration for their summative assessments.
Each student was asked to give a reflection in front of class and share how they used their
UOI in art.
Transdisciplinary Skills:
During every art session, students were grouped into pairs and tasked to fill out a concept
map of the lesson being taught.
In our essential agreements in class, we agreed to share our art materials with our
classmates.
We would have a gallery walk to look around the class and share what artworks we like and
why we like them in a constructive manner.
Profiles:

In Grade 1, students were tasked to create public spaces using used materials. They
researched on the design, function and purpose of each public space and used that
knowledge to create their own public space. They were able to connect this to their
class UOI on spaces. Evidence of this can be seen in their written reflections and in
their giant community map.
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 tasks given and their reflection were a good assessment in order to find out
their understanding of the central idea.

International Baccalaureate Organization 2011

Reflecting on the inquiry

Students are given the opportunity to ask probing questions to the teacher and to each other
about the process of making a specific artwork.
Students are allowed to share their artworks and their processes to the class. In our essential
agreements, we agreed to listen to whomever is speaking.
In our essential agreements, we agreed to respect and listen to our classmates ideas and not
be biased against them.
Attitudes:
Students are tasked to reflect on their UOI before engaging in their artworks. They are also
given the opportunity to share their artworks to their classmates.
In our essential agreements in class, we agreed to share our art materials with our
classmates.
Before engaging in their artworks, students are reminded to show the attitude of being
creative and the profile of being a risk taker.

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.
Are all faces really symmetrical?
Why cant anyone make red, blue and yellow (primary colors)?
How many levels (tiers) of colors are there?
Why should colors be separated between warm and cool? Do they really feel warm and cool?
What makes up a community?
What are the roles in a community?
Why do we need to live in a community?
How do public spaces look 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.
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.
Students were able to look around the class and pick up circular objects to help
them trace circles.
Students were able to recognize how symmetry is found in their surroundings and on
their bodies.
Students were able to associate colors with objects in their surroundings using warm
and cool colors.
Students were able to explain the importance of their individual role in the survival of
the community
Students were able to explain the designs they used in the public spaces and how it
related to their chosen role

Establish a routine for cleaning up after painting.

Assign groups for specific tasks during clean up
Establish clear consequences for those who misbehave in class and for those who
do not finish their tasks
Review the essential agreements twice per month to remind the students of the rules
of the class
For discussion, the class should be held in the classroom.
For application, the class should be in the art room.
Tweak the language of the rubrics to be appropriate for the age of the students
Aprons should be replaced with raincoats to protect the extremities of the students
during painting.
Diversify the use of cooperative learning strategies in class during tuning in and
sorting out.
Request some students to demonstrate their learning in front of the class and share
their knowledge
Acknowledge independent action inspired by lessons in class
Urge the students to share how they were able to act using lessons learned in class
All lessons in art are fully integrated into the UOI of their grade level. The content
might be similar but the processes are different. The application of skills and
technique differs greatly from each grade level.

International Baccalaureate Organization 2011

Attachment...

A. Key Learning Outcomes

Key Understanding
What do we want students to understand by the end of the unit?
Students understand that artistic identity emerges from family backgrounds.
Students understand that art can promote the values of a community.
Students understand that a supportive community inspires artistic growth.
Knowledge outcomes and Skills outcomes
What do we want students to be able to know by the end of the unit?
Students know the basic elements of art
Students know the primary and secondary colors
Students know the colors associated with objects in nature and their surrounding
Students know the use of balance, proportion and variety in drawing
Students know the use of harmony, rhythm and balance in painting
Students know the use of repetition, alternation and emphasis in designs
Students know the difference between drawing, painting, printmaking, and 3D crafts
What do we want students to be able to do by the end of the unit?
Students will be able to draw self-portraits, family portraits and figures of natural objects
Students will be able to mix primary colors to make secondary colors
Students will be able to match colors according to their natural surroundings
Students will be able to create nature prints, object prints and stencil prints
Students will be able to create 3D objects using natural and recyclable materials

B. Assessment Opportunities
Line of Inquiry
How familial relationships form artistic
identity

What will be assessed?

Students understand that artistic identity
emerges from family backgrounds
Knowledge
Basic lines, shapes, colors, and
textures of natural objects
Skills
How to draw human faces and

How will evidence be collected?

Students will create drawings about how
they perceive themselves, their family
and their community
Self-Portraits, Family Portraits, Drawings
of objects

What type of assessment will be

used?
Teacher assessment: rubrics,
observation and submitted works
Self and peer assessment: checklist and
sketchbook

figures
How to draw natural objects
Attitudes
Appreciation, Cooperation,
Creativity, Curiosity

How art contributes to the welfare of the

community

Students understand that art can

promote the values of a community
Knowledge
Shape and texture of 3D objects
Use of proportion and emphasis

Students will create sculptures and 3D

crafts made from materials in nature and
recyclable sources.
3D objects, masks, pendants, beads,
paper mache, clay figures

Teacher assessment: rubrics,

observation and submitted works

Students will create paintings that use

colors they observe in their immediate
surroundings and nature
Landscape, Figures and Still Life

Teacher assessment: rubrics,

observation and submitted works

Self and peer assessment: checklist and

sketchbook

Skills
How to create 3D objects using
cardboard, paper mache and clay
Attitudes
Appreciation, Cooperation, Creativity,
Curiosity

What factors in a community inspires an

individual's artistic growth

Students understand that a supportive

community inspires artistic growth
Knowledge
Primary and Secondary Colors
Geometric and Organic Shapes
Use of harmony, rhythm and balance in
painting
Shapes and texture of prints
Use of repetition, alternation and
emphasis in design
Skills
How to mix primary and secondary colors
How to create composition in a painting
How to create nature prints, object prints,
and stencil prints

Students will create prints using

materials inspired by nature and their
immediate surroundings
Nature prints, Object prints, Stencil prints

Self and peer assessment: checklist and

sketchbook

Attitudes
Appreciation, Cooperation, Creativity,
Curiosity

C. Learning Engagements
Tuning in and preparation to find out:
What variety of activities will be used to:
engage all students in the topic? hook?
assess prior knowledge?
refine further planning?
lead into the finding out experiences?
Engagement and gathering prior knowledge, pre-assessment, questions for inquiry, goal setting. Sometimes students will require some immersion in the topic if little is
known/ experienced.

1.
2.
3.
4.
5.

Tuning-In:
Students will engage in an activity where they will draw themselves. They will share in class what they look like, where they are and what they are doing. The purpose of the
activity is for the student to explore how human forms look like.
Students will be given a coloring book with images from nature. They will be asked to color the images. The purpose of the activity is for the student to explore how they
perceive colors in objects.
Students will be shown a picture of a nature and stencil print. They will pair-up and discuss the process of how that artwork was made. The purpose of this activity is for the
student to explore that the different ways of creating designs.
Students will be presented with a handheld accessory in class. They will engage in a game that shows what they think the accessory is used for. The purpose of the activity
is for the student to explore the function of the accessory in their perspective.
Students will be shown pictures of jobs in the community and pictures of places in the community. They will pair-up and discuss the importance of jobs and places in a
community.

Finding Out
Data collection
Experiences to assist students to gather new
information about the topic
Experiences and texts that add to the knowledge base.
Emphasis on gathering first-hand data in a range of
ways (usually shared experiences)

Teachers & Students Questions

Teacher and student questions that help drive the inquiry
Focus questions to for inquiry

Sorting Out
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)
1. Students will bring a picture of their family to school.
They will share in class about who their parents are,
who their siblings are and who they are. The purpose of
the activity is to for the student to understand their place
in the family.
2.

Teacher questions:

How do shapes change?

What makes color?
What makes things look different?
What makes things feel different?
How can we use things to make art?
What makes it look real?
Why does art have value?
Students will bring a handheld accessory to school.
Why does art show relationships?
They will share in class the function of that accessory.
How does art show identity?
The purpose of this activity is for the student to
10. How is a community seen in art?

understand the function of the accessory in their eyes

and in the eyes of the community.

3. Students will go outside and observe their natural

surroundings. They will check their coloring books if
their colors match what they observe in nature. They
will share in class their findings. The purpose of the
activity is for the student to understand that some colors
are associated with objects in nature.

1. Students will draw self-portraits, people in their

family and their home, animals and plants that
they observe in their immediate surroundings.
2. Students will create masks, pendants and beads
that are from natural and recycled sources found
in nature and their surroundings.
3. Students will learn how to mix and match colors
according to how they observe them in their
natural surroundings.
4. Students will engage in nature prints, object
prints, and stencil prints that reflect what they
observe in their immediate surroundings.
5. Students will share in class how their chosen role
is seen in their artwork and their importance to
the survival of the community.

4. Students will engage in an activity using paint to create

an impression on a piece of paper. They will be given
freedom to use their hands and other objects to create a
design. The purpose of this activity is for the student to
understand that impressions can be made using
objects.
5. Students will choose specific roles in the community
and research the difference of designs used in public
spaces.

Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.
Each student goes through the questions and activities formulated during tuning-in, finding-out and sorting out. They are given the freedom to engage in activities to discover the processes

of how to create that artwork in their own way.

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 will share to class the process of how they created their artwork and what it means to them. They will demonstrate key understanding of the process and methods involved in
creating art and how their artwork reflects them.

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.
Students will be able to educate and help other students in terms of the processes in creating the artwork. Students will be able to explain the factors and influences that inspired them to
create their artwork and its place in the community.