Teacher(s) Heuel Subject group Studio Painting/Sculpture

and discipline

Unit title Artist Problems and MYP year 4 Unit duration (hrs) 40
Color Theory

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context & exploration

Change Boundaries, innovation - Scientific and technical innovation

- Processes and solutions

Statement of inquiry

Conceptual Understanding:
Boundaries cause change in processes and solutions

Statement of Inquiry: Boundaries cause change in processes and solutions through innovation

Inquiry questions

Factual Question(s): What causes innovation?

Factual Line of Inquiry: Students explore how experimentation with art materials in a well known context can lead to innovation of
ideas about color. Students will reflect how this exercise causes innovation.

Conceptual Question(s): How do boundaries change how people approach problems?

Conceptual Line of Inquiry: Students will use different art materials and experience new techniques through limitation of utensils
and senses. Students will reflect on how these limitations affect how they approach a given task
Debatable Question(s): To what extent does innovation of process and solutions change boundaries?
Debatable Line of Inquiry: Students will utilize their knowledge of color theory and the effect of boundaries on process and
product and compare their finding to other artists and classmates.

MYP Objectives Summative assessment

Outline of summative Relationship between summative assessment task(s) and

Unit 1- Self and Peer assessment task(s) including statement of inquiry:
Assessment- assessment criteria:
Boundaries cause change in processes and solutions
D3 - Peer Critique D3: Peer Critique through innovation
critique the artwork of self and Multiple peer critiques
others Students will reflect on their own knowledge of color theory and how
throughout the unit, where the
it applies to art that they have created. Students will be given
(peer critiques, worksheets)
students consider the
boundaries to this known process. These boundaries will push
boundaries their peers faced students to reflect on how they see limitations affected their process
D2 - Self reflection while creating their artwork and what they did to resolve this conflict (D2). Students will peer
create an artistic response that critique each other's work throughout each limitation. This critique will
intends to reflect or impact on D2- Self Reflection provide insights into the artist as well as the viewer and aid in growth
the world around them Students will reflect on their own and new forms of innovation when faced with a limitation over
artmaking processes along with something you know (a color wheel)(D3). Students will write artist
C3 - Artist Statement statements reflecting their content and their struggles
their “failures”. This will also aid
demonstrate the exploration of throughout the process of various limitations. They will
in their understanding of how to
ideas to shape artistic thought to consider how facing limitations with content they understand
overcome obstacles and be
a point of realization, by creates change in their processes and solutions (C3). Students
considering content innovative
will develop a culmination of work throughout each limitation.
C3- Artist Statement They will develop a way to visually represent this physical
A2 - Exhibition/Reflection
Students will write artist display of obstacles. Students will use this exhibition to explore
demonstrate understanding of
the role of the art form in original statements reflecting their how these boundaries caused change in how they approached
or displaced contexts content and their struggles finding new solutions and processes . (A2)
throughout the process. They will
consider how facing limitations
 with content they understand
creates change in their
reflections and processes.

A2- Exhibition/Reflection
Students will create exhibitions
that shows of a culmination of
their work and reflections to
create connections between
innovation and boundaries.

Summative A/Ms:

Special Considerations

Learner Profile Development Cultivating International- “Wow!” moments for students

Risk-taker - using new Mindedness
techniques to advance their Embrace the Shake TED Talk
knowledge in a subject matter Learning about artists from Using computer lab to explore artists who have overcome
they are comfortable with. various cultures what obstacle and became innovative in terms of painting forms.
Pushing students to create overcame limitations Learning new types of paints and painting techniques.
innovative artworks using non- - Monet Creating own color theory
traditional applications and - Peter Longstaff Limitations activity
materials. - Stephen Wiltshire Listening to a current song and creating a painting based on
Thinkers - Students will be - Esref Armagan Kandinsky’s theory
innovating their understanding of - Phil Hansen
color theory and comparing this - Kandinsky
to their own work. Students will
analyse how their own
boundaries lead them to
innovative way to approach
solutions and processes.

Approaches to Learning

D3 - Peer Critique
In order for students to critique the artwork of self and others, they must give and receive meaningful feedback

D2 - Self reflection
In order for students to create an artistic response that intends to reflect or impact on the world around them, they must manage and resolve
conflict, and work collaborative

C3 - Artist Statement
In order for the students to demonstrate the exploration of ideas to shape artistic thought to a point of realization, by considering content

A2 - Exhibition/Reflection
In order for the students to demonstrate understanding of the role of the art form in original or displaced contexts, they must practise dealing
with disappointment and unmet expectations

Action: Teaching and learning through inquiry

Learning process
What students are learning Learning experiences and Accommodations/Modifications Formative assessment
· Factual Line of Inquiry - teaching strategies ·Student- and task-specific
Students explore how - Painting procedures CCSS image analysis
experimentation with different - CCSS Image analysis - •Students will receive modifications CCSS CLR - blendspace
painting materials in a well abstract color theory and accommodations as per their Discussion
known context can lead to questions IEP’s D2 Reflection
innovation of ideas about - review with rubric, C3 Artist's Statement
color. Students will reflect how revise •Accommodations and modifications Color Wheels
will include extended time, preloaded
this exercise causes - Color wheel projects revisions
vocabulary, Provide visual cues and
innovation. (watercolor, acrylic, oil) material points
guides, and one-on-one conferences
·CCSS 1. Cite strong and - reflect with rubric, to ensure understanding and
thorough textual evidence to revise completion of tasks
support analysis of what the - CCSS Blendspace color
text says explicitly as well as theory and history • Daily A&M’s in daily planner
inferences drawn from the - ATL Skill D2 : Reflection
text, including determining on color wheel will • Intention grouping and pairing for
where the text leaves matters different paints partner reading
uncertain. - ATL Skill C3: Artist's
Statement reflecting on • Individual student work folders will
11th CLR 501. (24-27) process and challenges. be kept in classroom mailboxes with
Locate and interpret minor - Discussion on factual teacher collecting and passing out
work to avoid work misplacement
or subtly stated details in question of inquiry
somewhat challenging - returning assignments
•All instruction provided in written,
passages with feedback and IB
verbal, and demonstration formats
12th CLR 601. (28- rubric for revisions
32)Locate and interpret •Strategic grouping
minor or subtly stated
details in more challenging •Teaching methods will vary from
· small group work, direct
instruction regarding significant
D2 - Self reflection information or processes
create an artistic response that .
intends to reflect or impact on •Differentiation will be based on
the world around them assessment results and student
choice.
C3 - Artist Statement
•Students who need extra challenge
demonstrate the exploration of
will be encouraged to choose
ideas to shape artistic thought
enrichment texts (visual and textual)
to a point of realization, by to analyze and respond to from the
considering content text or from their developmental
workbooks

What students are learning Learning experiences and Accommodations/Modifications Formative assessment
Conceptual Line of inquiry teaching strategies ·•Students will receive modifications
and accommodations as per their -CCSS TED Talk
Students will use different art - CCSS - TED TALK IEP’s Embrace the Shake
materials and experience new Embrace the Shake CCSS CLR - Artist’s
techniques through limitation - CCSS CLR Artist’s •Accommodations and modifications limitations
of utensils and senses. Limitations and their will include extended time, preloaded -D3 Peer Critique x 2
vocabulary, Provide visual cues and
Students will reflect on how ability to overcome - A2 Exhibition and
guides, and one-on-one conferences
these limitations affect how obstacles reflection x 2
to ensure understanding and
they approach a given task - Senses limitations completion of tasks - C3 Artist's
activities and color theory Statement x2
- D3 Peer Critique - • Daily A&M’s in daily planner - revisions
CCSS 1. Cite strong and Worksheet on peer - material points
thorough textual evidence to critique. Analyze how • Intention grouping and pairing for
support analysis of what the these limitations may partner reading
text says explicitly as well as have affected the process
inferences drawn from the and product. Any • Individual student work folders will
text, including determining apparent innovations to be kept in classroom mailboxes with
where the text leaves matters overcome these teacher collecting and passing out
uncertain. obstacles? work to avoid work misplacement
- A2/C3 Exhibition and
CRS reflection/Artist's •All instruction provided in written,
Statement- Students will verbal, and demonstration formats
11th CLR 501. (24-27) work in groups to create a
Locate and interpret minor series of works that •Strategic grouping
or subtly stated details in demonstrates certain
•Teaching methods will vary from
somewhat challenging boundaries. As a group
small group work, direct
passages reflect on how these instruction regarding significant
12th CLR 601. (28- boundaries affected the information or processes
32)Locate and interpret processes and therefore .
minor or subtly stated affect mood of works •Differentiation will be based on
details in more challenging - Object limitations - what assessment results and student
am I painting with? choice.
D3 - Peer Critique - D3 Peer Critique -
critique the artwork of self and Worksheet on peer •Students who need extra challenge
others critique. Analyze how will be encouraged to choose
enrichment texts (visual and textual)
(peer critiques, worksheets) these limitations may
to analyze and respond to from the
have affected the process
text or from their developmental
A2 - Exhibition/Reflection and product. Any workbooks
demonstrate understanding of apparent innovations to
the role of the art form in overcome these
original or displaced contexts obstacles?
- A2/C3 Exhibition and
C3 - Artist Statement reflection/Artist's
demonstrate the exploration of Statement- Students will
ideas to shape artistic thought work in groups to create a
to a point of realization, by series of works that
considering content demonstrates certain
D2 - Self reflection boundaries. As a group
create an artistic response that reflect on how these
intends to reflect or impact on boundaries affected the
the world around them processes and therefore
affect mood of works
- returning assignments
with feedback and IB
rubric for revisions

What students are learning Learning experiences and Accommodations/Modifications Formative assessment
·Debatable Line of inquiry teaching strategies - Listening to music
Students will utilize their - listening activity - painting •Students will receive modifications painting #1
knowledge of color theory and + music before Kandinsky and accommodations as per their - Listening to music
the effect of boundaries on - Blendspace activity - IEP’s painting #2
process and product and Kandinsky and - Create your own
compare their finding to other Synthesesia •Accommodations and modifications color theory
will include extended time, preloaded
artists and classmates. - CCSS CLR summative- activity
vocabulary, Provide visual cues and
blendspace q’s on - Kandinsky
guides, and one-on-one conferences
CCSS 1. Cite strong and Kandinsky color theory to ensure understanding and painting analysis
thorough textual evidence to reading and synthesia completion of tasks with color theory
support analysis of what the reading activity
text says explicitly as well as - Kandinsky painting • Daily A&M’s in daily planner - Unit quiz
inferences drawn from the analysis with color theory - material points
text, including determining activity • Intention grouping and pairing for
where the text leaves matters - Listening activity painting partner reading
uncertain. # 2 after Kandinsky.
- D2 Reflection • Individual student work folders will
CRS (summative) - how did be kept in classroom mailboxes with
your original work teacher collecting and passing out
work to avoid work misplacement
compare to Kandinsky’s
 11th CLR 501. (24-27) music and color theory. •All instruction provided in written,
Locate and interpret minor How does the boundary verbal, and demonstration formats

or subtly stated details in of basing painting off of

sound affect how you •Strategic grouping
somewhat challenging
approach your process of
passages •Teaching methods will vary from
painting an abstract
12th CLR 601. (28- piece?
small group work, direct
instruction regarding significant
32)Locate and interpret - Create your own color information or processes
minor or subtly stated theory based on first .
details in more challenging painting activity •Differentiation will be based on
- D3 Peer critique and assessment results and student
D3 - Peer Critique summative- discussion of choice.
critique the artwork of self and debatable question and
others reflections. •Students who need extra challenge
(peer critiques, worksheets) - Summative CCSS image will be encouraged to choose
analysis of color theory enrichment texts (visual and textual)
A2 - Exhibition/Reflection to analyze and respond to from the
artwork of Kandinsky
demonstrate understanding of the text or from their developmental
- Unit quiz
role of the art form in original or workbooks
displaced contexts - C3 Summative - artist's
statement/Exhibition (A2)
C3 - Artist Statement - presentation on final
demonstrate the exploration of artworks and color theory
ideas to shape artistic thought to in relation to Kandinsky’s
a point of realization, by color theory. Explain how
considering content their own color theory
D2 - Self reflection created limitations and
create an artistic response that how they overcame it.
intends to reflect or impact on the
world around them
Resources

Technology & Digital Media Texts Other

Blendspace, Smartboard, http:// Materials

Computer lab, TED Talk video, www.webdesignerdepot.com/ water color
kandinsky videos 2010/03/the-amazing-art-of- acrylics
disabled-artists/ oil paints
pencil
http://denverartmuseum.org/ canvas paper
article/staff-blogs/wassily- masking tape
kandinskys-symphony-colors sketchbook
paint brushes
http://www.synesthesiatest.org/
blog/wassily-kandinsky-
abstraction

http://mic.com/articles/120435/
this-is-what-s-happening-in-the-
brains-of-people-who-see-music

http://
lettersfrommunich.wikispaces.co
m/Kandinsky
%27s+Color+Theory

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

This unit is designed to push students

to advance their currently knowledge of
art and design practices in painting into
more conceptual based modes of
making art. I think that some students
will easily grasp these conceptual
ideas, but some may have a harder
time. I am trying to make this easier for
those students by starting out the unit
with simple changes - like painting the
color wheel in different ways. This is
something they know and can be easily
transferable. After this, I will be pushing
students to discover new boundaries
and take more control in their own
personal interests and the decision
making process. Once students are
comfortable making innovative
changes due to limitations, they will be
exposed to a very radical change in
terms of color theory - Kandinsky. This
will allow them to question to use of
aesthetics in their own paintings and
what the difference is between process
vs. product. Although this is my first
time teaching this course, I feel the
content and the individualized
approach will keep students engaged
and get into the habit of wanting to
refine and revise their own art practice.