Teacher(s) Mrs.

Hadir Ali Subject group and discipline Arts - Drama

Unit title End of the year Drama MYP year: Year 5 Unit duration 9
show/Acting using (Cycle) hours
soundscapes

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 as well
as beliefs, and values.

Statement of inquiry

Audience get their aesthetic pleasures by watching composed plays influenced by identities and
soundscapes created by students.
Inquiry questions

Factual
How do soundscapes in Drama have an effect on audiences view?
Conceptual

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How do soundscapes in drama reflect and elaborate actors feelings and meaning in Drama?
Debatable
Is it more entertaining to watch Drama with soundscapes included or not?
Objectives Summative assessment Relation between Summative and
statement of inquiry

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

A Knowing and understanding Outline of summative assessment task(s) iv


including assessment criteria: B: Developing skills i. ii iii iv

Through the study of theorists and
practitioners of the arts, students - What task(s) will allow students the C: Thinking creatively
 i. ii iii iv

discover the aesthetics of art forms opportunity to respond to the unit question?
D: Responding i. ii iii iv
and are able to analyse and - What will constitute acceptable evidence
communicate in specialized of understanding? How will students show o Students demonstrate
language. Using explicit and tacit what they have understood? awareness of elements of
knowledge alongside an drama and theatrical
understanding of the role of the arts Summative Assesment One performing
in a global context, students inform  Research on soundscapes in drama o Use some basic language and
their work and artistic perspectives. have an in-depth
understanding of some of the
In order to reach the aims of arts, -The student should be able to elaborate
what soundscapes are and when and why concepts and processes
students should be able to:
it should be implemented in a scene. relating to Theatre arts
i. demonstrate knowledge and o Learn skills and develop the

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understanding of the art form
studied, including concepts,
processes, and the use of subject-
specific terminology
ii. demonstrate an understanding of
the role of the art form in original or
displaced contexts
iii. use acquired knowledge to
purposefully inform artistic decisions
in the process of creating artwork.
B Developing skills
The acquisition and development of
skills provide the opportunity for
active participation in the art form
and in the process of creating art.
Skill application allows students to
develop their artistic ideas to a point
of realization. The point of realization
could take many forms. However, it is
recognized as the moment when the
student makes a final commitment to
his or her artwork by presenting it to
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-There should be evidence of purposeful
expression. Skills and techniques are applied
at a high level of proficiency.
-The student should show an excellent
understanding and comprehension of the
elements researched.
-Students will use the performance
assessment rubric to complete a self-
reflection upon the completion of the
project and write a reflection in their
developmental workbook that responds to
and answers the unit question.
Task1:
Presentation: (Criteria A and D)
A group skit using subject- specific
terminology of:
 Research into the art of acting that
shows people’s actions and emotions.
 Soundscapes in Drama
 The critical analysis Drama
Task2:
techniques and processes
needed to create, perform
and/or present Theatre, and
apply them with some
independence
o Describe the progress they
have made so far and identify
areas that have been
particularly easy or challenging
with some detailed
explanation; identify and
describe strengths and
weaknesses in their work
o Show commitment in using
theatrical processes
o Demonstrate curiosity, self-
motivation, initiative and a
willingness to take informed
risks
o Support, encourage and work
with their peers in a positive
way
o Be receptive to Theatre
practices and work from
various cultures, including their
own.
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an audience. Skills are evident in Proposal: (Criteria C)
both process and product.
In order to reach the aims of arts,
students should be able to:
i. demonstrate the acquisition and
development of the skills and
techniques of the art form studied
ii. demonstrate the application of
skills and techniques to create,
perform and/or present art.
Objectives Arts guide 11
A selection of process journal extracts
including:
 The development of students’ artistic
intention
 Demonstration of a range and depth
of creative- thinking behaviours
Task3:
Process and Product: (Criteria B and C)
A selection of process journal extracts to
show:

C Thinking creatively  Students’ abilities to write and

perform a short play on stage using
The arts motivate students to the knowledge they have learned
develop curiosity and purposefully throughout the unit.
explore and challenge boundaries.  Students have to adopt a certain act
Thinking creatively encourages and write a 5 minute script that
students to explore the unfamiliar reflects a scene using a soundscape.
and experiment in innovative ways to
develop their artistic intentions, their
processes and their work. Thinking Task 4:
creatively enables students to Commentary: (Criteria A and D)
discover their personal signature and

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realize their artistic identity. A commentary that includes:
 Evidence of the use of acquired
In order to reach the aims of arts,
knowledge to inform the
students should be able to:
development of student’s
i. develop a feasible, clear, performance
imaginative and coherent artistic  Evidence of student’s ability to
intention construct meaning of why they used
this specific soundcloud.
ii. demonstrate a range and depth of
 The artistic response and the way in
creative-thinking behaviours
which it reflects or impacts on the
iii. demonstrate the exploration of world.
ideas to shape artistic intention A critique of the student’s own
through a point of realization. artwork including the ability to
convey the different kinds of
D Responding improvising
Students should have the opportunity
to respond to their world, to their own
art and to the art of others. A
response can come in many forms;
creating art as a response
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

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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
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)

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 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)

Action: Teaching and learning through inquiry

Content Learning process

Learning Experience:
Students: o Defining drama elements.
o Reading about the types of soundscapes and their usage.
o understand how the arts play a role in
o Discussing fundamentals of play production.
developing and expressing personal and
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

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 o appreciate lifelong learning and enjoyment of o Teacher/Student demonstrations
the arts. o Partner work
o Rehearsals

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, strangers. Choose one interesting person and
write three sentences describing them 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

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 levels a chance to get along with the curriculum.

Resources
Soundscapes in Theatre

Teachers’ handouts& worksheets

Teachers’ support material

Internet, videos shown in class by teacher.

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 “soundscapes”?
o Students will be interested in
learning about who
implemented soundscapes
and why/when should we
implement them in a
play/scene.
o Students will match their
background information about

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 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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