Teacher(s) Mrs.

Hadir Ali Subject group and discipline Arts - Drama

Unit title End of the year Drama MYP year: Year 4 Unit duration 9
show/Imitating (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 of
different characters and different
acting styles.

Statement of inquiry

Audience find a pleasure in guessing/watching someone imitating a familiar character; Audience get
their aesthetic pleasures by watching composed plays influenced by identities and bound by human
relationships.
Inquiry questions

Factual
What are different acting methods characters/actors uses?

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Conceptual
How does imitating in drama reflect and elaborate actors feelings and meaning in Drama?
Debatable
How do different acting styles appear in a common acted scene?
Objectives Summative assessment Relation between Summative and
statement of inquiry

Summative assessment: A: Knowing and Understanding
 i. ii iii

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 imitate
in specialized language.
In order to reach the aims of arts,
students should be able to:
i. demonstrate knowledge and
understanding of the art form
studied, including concepts,
processes, and the use of subject-
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 imitating in
drama/famous characters who
imitate.
-The student should be able to elaborate
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

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specific terminology what different imitating styles are. o Learn skills and develop the
ii. demonstrate an understanding of techniques and processes
the role of the art form in original or -There should be evidence of purposeful needed to create, perform
displaced contexts expression. Skills and techniques are applied and/or present Theatre, and
at a high level of proficiency. apply them with some
iii. Use acquired knowledge to independence
purposefully imitate other characters -The student should show an excellent o Describe the progress they
using same concepts. understanding and comprehension of the have made so far and identify
elements researched. areas that have been
particularly easy or challenging
-Students will use the performance with some detailed
B Developing skills assessment rubric to complete a self- explanation; identify and
The acquisition and development of reflection upon the completion of the describe strengths and
skills provide the opportunity for project and write a reflection in their weaknesses in their work
active participation in the art form developmental workbook that responds to o Show commitment in using
and in the process of creating art. and answers the unit question. theatrical processes
Skill application allows students to o Demonstrate curiosity, self-
develop their artistic ideas to a point motivation, initiative and a
of realization. The point of realization Task1: willingness to take informed
could take many forms. However, it is Presentation: (Criteria A and D) risks
recognized as the moment when the o Support, encourage and work
student makes a final commitment to A group skit using subject- specific with their peers in a positive
terminology of:
his or her artwork by presenting it to way
an audience. Skills are evident in  Research into imitation of acting that o Be receptive to Theatre
both process and product. shows people’s actions and emotions. practices and work from
 Imitating in Drama various cultures, including their
In order to reach the aims of arts,  The critical analysis Drama

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students should be able to: own.
Task2:
i. demonstrate the acquisition and
Proposal: (Criteria C)
development of the skills and
techniques of the art form studied
A selection of process journal extracts
ii. Demonstrate the application of including:
skills and techniques to create,  The development of students’ artistic
perform and/or present art. intention
Objectives Arts guide 11
 Demonstration of two different
characters where one imitates the
C Thinking creatively other.
The arts motivate students to Task3:
develop curiosity and purposefully Process and Product: (Criteria B and C)
explore and challenge boundaries. A selection of process journal extracts to
Thinking creatively encourages show:
students to explore the unfamiliar
and experiment in innovative ways to  Students prepare a famous scene
develop their artistic intentions, their they will imitate and write its script.
processes and their work. Thinking  Students have to adopt a certain
creatively enables students to imitating act and write a 5 minute
discover their personal signature and script that reflects that scene.
realize their artistic identity.
In order to reach the aims of arts, Task 4:
students should be able to:
Commentary: (Criteria A and D)

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i. develop a feasible, clear,
imaginative and coherent artistic A commentary that includes:
intention  Evidence of the use of acquired
ii. demonstrate a range and depth of knowledge to inform the
creative-thinking behaviours development of student’s
performance
iii. Demonstrate the exploration of  Evidence of student’s ability to
ideas to shape artistic intention construct meaning and transfer
through a point of realization. learning into their artwork
 The artistic response and the way in
D Responding which it reflects or impacts on the
Students should have the opportunity world.
to respond to their world, to their own A critique of the student’s own
art and to the art of others. A artwork including the ability to
response can come in many forms; convey the different kinds of acting
creating art as a response styles used while imitating.
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
and in the world. Students learn that
the arts may initiate change as well

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

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Action: Teaching and learning through inquiry

Content Learning process

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

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 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, and strangers. Choose one interesting
actor and write three sentences describing their acting style 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.

Resources

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Imitating in Theatre

Teachers’ explanations and videos.

Teachers’ support material

Internet, videos 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 “Imitating”?
o Students will be interested in
learning aboutdifferent ways of
imitating and watch
characters they know imitate.
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
skills

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