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The Student-Developed Unit Planner - Drama

Using information about Concepts used in the Unit Planner, students will collaborate to develop the unit plan for a topic that they are passionate about. Topics may include (but are not limited to) performing onstage through voice, movement, scenes, student-written scripts, or student-designed staging, or through film performance.

Students develop the unit planner so that they can set up their personal goals and better understand the IB MYP Objectives that they pursue in their lessons.

How We Used this in Drama:

Day One: (Materials: 6 Copies of Page 2 [Per class]) Group warm up Game/ Collaborative Improv Game – Goal is to help students

work with one another. Class ‘Think Pair Share’ Question: “What projects can we do in a drama class?

What types of performances do you want to do?” Share ideas as a part of the TPS – Generate a list on the White Board. Divide students into 6 different groups and give each group a copy of Page 2 from

this document. Each Group will perform as a group of salespeople who create a sales pitch from a Project idea on the board. To prevent repetition of sales pitches, I ask groups to create sales pitches for specific products. Students are asked to convince me that I should select the project they pitch.

Students use their copy of Page 2 to create their sales pitch, and they present that pitch to me individually.

The sales pitch project used a full class period.

Day Two: (Materials: 1 Copy of Pgs. 3 – 14 [Per class]) We started with an entry event for the project that I selected from their sales

pitches (We used a role drama to connect this to a “real world project”). The next day, we asked students to “tell me what you want to focus on in this

project.” I divided students into 10 Different Groups: each group will select their ideas for

the concepts, contexts, IB Aims and Objectives, ATLs, and events (in this packet, “Games, Activities, and Events”).

Groups (usually of 2 – 3 students) worked together to “tell me what you want to focus on in this unit.” I moved around the room to answer group questions, etc. and collected the forms.

This project used about half of the class period.

Next Step: Adapt this form into a Google Form for easier application to the Mesa Unit Planner Template

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YOUR NAMES: _________________________________________________________

Unit Description

You will create a 2 – 4 sentence Sales Pitch for our Project. Your Sales Pitch will answer the following questions:

1. What project can we do to make an impact on our school and community?2. What does the final presentation look like?3. What is the main thing that we’re learning how to do in this Project? 4. What skills are we aiming to learn in this Project?5. Why do we need to learn the “main thing?”6. Come up with a cool name for this Project: what is that name?

Answer the Questions Here:

1.

2.

3.

4.

5.

6.

Write Your Sales Pitch below to convince your classmates that this is the Project we should do:

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YOUR NAMES: _________________________________________________________

Concepts (Ideas) and Context (Connections) – KEY CONCEPTS

You will decide what we focus on in this project as you pick 2 – 3 Key Concepts from the list below. You will present your selections to Mr. Jaramillo and tell him which Key Concepts you want to focus on in this project.

Why do this?Key Concepts – Key Concepts are the “BIG IDEAS” that give us direction for our project and help us to organize how we learn from our games and performances.

KEY CONCEPTS

Read through and choose 2 – 3 Concepts you would like to focus on in our next Project.

A. What project are we doing? Use the name of the project, and explain what type of performance we are doing (Ex. “Conquering the Stage Fright Monster” – Lip Sync).

B. What 2 – 3 Key Concepts (BIG IDEAS) should we focus on? (see below)1.

2.

3.

C. Why should we focus on those concepts in this project?

KEY CONCEPTS TO CHOOSE FROM: (and how we use them!)

*Aesthetics deals with what people view as beautiful or useful, and can help us to know how and what to appreciate in art, culture, and nature. Keep in mind that people in different cultures appreciate different things!

*Change is all around us! To understand change, we must know what causes change, how things change, and what happens after change. The arts may reflect change, be inspired by change, or even cause change!

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*Communication requires a sender, a message and an intended receiver. Communication can happen between artists or between artists and their audience. Effective communication requires a common ‘language’ (which may be written, spoken, or nonverbal).

Communities are groups of people who share traits and/ or values. Communities can also be groups that live together and rely on one another in a specific habitat.

Connections are links, bonds, and relationships among people, objects, organisms, or ideas.

Creativity is the process or ability to produce something new and original, and is often seen in how we use imagination or new ideas.

Culture can be seen in ideas and actions created by communities all over the earth. This concept continues to grow and change as we learn more about other people!

Development is the act or process of growth, progress, or evolution.

Form is the shape of a piece of work. This shape includes the work’s organization and appearance, as well as its nature.

Global interaction focuses on the connections between people, communities, and environments.

*Identity focuses on features that define people, places, and things. Identity can be observed, built, and/ or shaped by internal or external forces. We can explore identity in ourselves and in art.

Logic is a way of reasoning, and is used to build arguments and reach conclusions.

Perspective is the position from which we observe events, ideas, situations, objects, facts, and opinions. Different perspectives often lead to multiple interpretations.

Relationships are the connections between people, objects, and ideas. This includes the human community’s connections with the world in which we live.

Systems are sets of interactions, and they provide structure and order in environments. Systems can be still or changing, simple or complex.

Time, place and space focuses on how we build and use our understanding of location (“where” and “when”).

*This means that IB tells us this Key Concept is connected to Our Drama Class.

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YOUR NAMES: _________________________________________________________

Concepts (Ideas) and Context (Connections) – RELATED CONCEPTS

You will decide what we focus on in this project as you pick 2 – 3 Related Concepts from the list below. You will present your selections to Mr. Jaramillo and tell him which Related Concepts you want to focus on in this project.

Why do this?Related Concepts – Related Concepts are the “DEEP IDEAS” that help us to explore Drama and other Performing Arts in detail.

RELATED CONCEPTS

Read through and choose 2 – 3 Concepts you would like to focus on in our next Project.


B. What 2 – 3 Related Concepts (DEEP IDEAS) should we focus on? (see below)1.

2.

3.

C. Why should we focus on those concepts in this project?

RELATED CONCEPTS TO CHOOSE FROM:

Audience Boundaries Composition Expression

Genre Innovation Interpretation Narrative

Play Presentation Role Structure

YOUR NAMES: _________________________________________________________

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Concepts (Ideas) and Context (Connections) – GLOBAL CONTEXT

You will decide what we focus on in this project as you pick a Global Context from the list below. You will present your selection to Mr. Jaramillo and tell him which Global Context you want to focus on in this project.

Why do this?Global Context – Global Context helps us to see the “World Wide Connections.” It helps us to connect our project to real life issues and concerns that you and other people deal with.

GLOBAL CONTEXT

Read through and choose the Global Context you would like to focus on in our next Project.


B. What Global Context should we focus on? (see below)

C. Why should we focus on this Global Context in this project?

GLOBAL CONTEXTS TO CHOOSE FROM:

Global Context: Identities and relationshipsWho am I? Who are we?Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Global Context: Orientation in space and time

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What is the meaning of “when” and “where”?Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives.

Global Context: Personal and cultural expressionWhat is the nature and purpose of creative expression?Students will explore 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. Global Context: Scientific and technical innovationHow do we understand the worlds in which we live?Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Global Context: Globalization and sustainabilityHow is everything connected?Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; reflect on the opportunities and tensions provided by world interconnectedness; the impact of decision-making on humankind and the environment.

Global Context: Fairness and developmentWhat are the consequences of our common humanity?Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

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YOUR NAMES: _________________________________________________________

IB Aims

You will decide what we focus on in this project as you pick 2 – 3 IB Aims from the list below. You will present your selections to Mr. Jaramillo and tell him which IB Aims you want to focus on in this project.

Why do this?IB Aims – The IB Aims help us to see the “ACTIVE GOALS” for our class as we engage in this project.

IB Aims

Read through and choose the 2 - 3 IB Aims you would like to focus on in our next Project.


B. What 2 – 3 IB Aims (ACTIVE GOALS) should we focus on? (Circle 2 – 3 Aims)

The aims of MYP Arts are to encourage and enable students to:

• Create and Present art

• Develop skills specific to the discipline

• Engage in a process of creative exploration and (self)discovery

• Make purposeful connections between investigation and practice

• Understand the relationship between art and its contexts

• Respond to and reflect on art

• Deepen their understanding of the world.

C. Why should we focus on these IB Aims in this project?

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YOUR NAMES: _________________________________________________________

IB Objectives – Knowing and Understanding

You will decide what we focus on in this project as you pick a “Strand” for Knowing and Understanding from the list below and describe how students will be graded from this Strand. You will present your selection and ideas to Mr. Jaramillo and tell him how students should be graded.

Why do this?IB Objectives – The IB Objectives help us to see the “GRADED GOALS” for our class as we engage in this project. Strands give us more information on how we grade ourselves. You will provide the specific details on what is graded in a Strand.

IB Objectives – Knowing and Understanding

Read through and choose the Strand (Knowing and Understanding) you would like to focus on in our next Project.


B. What Strand (GRADED GOALS) should we focus on? (Circle One)

I. Demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language

II. Demonstrate knowledge 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.

C. Below are grades that can be earned for the Strand you selected: Next to each section, write down how students can earn that grade.

8 – 7:

6 – 5:

4 – 3:

2 – 1:

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YOUR NAMES: _________________________________________________________

IB Objectives – Developing Skills

You will decide what we focus on in this project as you pick a “Strand” for Developing Skills from the list below and describe how students will be graded from this Strand. You will present your selection and ideas to Mr. Jaramillo and tell him how students should be graded.


IB Objectives – Developing Skills

Read through and choose the Strand (Developing Skills) you would like to focus on in our next Project.



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/orpresent art.


8 – 7:

6 – 5:

4 – 3:

2 – 1:

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YOUR NAMES: _________________________________________________________

IB Objectives – Thinking Creatively

You will decide what we focus on in this project as you pick a “Strand” for Thinking Creatively from the list below and describe how students will be graded from this Strand. You will present your selection and ideas to Mr. Jaramillo and tell him how students should be graded.


IB Objectives – Thinking Creatively

Read through and choose the Strand (Thinking Creatively) you would like to focus on in our next Project.



I. Outline a clear and feasible artistic intention

II. Outline alternatives, perspectives, and imaginative solutions

III. Demonstrate the exploration of ideas through the developmental process to apoint of realization.


8 – 7:

6 – 5:

4 – 3:

2 – 1:

YOUR NAMES: _________________________________________________________

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IB Objectives – Responding

You will decide what we focus on in this project as you pick a “Strand” for Responding from the list below and describe how students will be graded from this Strand. You will present your selection and ideas to Mr. Jaramillo and tell him how students should be graded.


IB Objectives – Responding

Read through and choose the Strand (Responding) you would like to focus on in our next Project.



I. Outline connections and transfer learning to new settings.

II. Create an artistic response inspired by the world around them.

III. Evaluate the artwork of self and others.


8 – 7:

6 – 5:

4 – 3:

2 – 1:

YOUR NAMES: _________________________________________________________

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Approaches to Learning (ATLs)

You will decide what we focus on in this project as you pick 2 – 3 ATLs from the list below. You will present your selections to Mr. Jaramillo and tell him which ATLs you want to focus on in this project.

Why do this?Approaches to Learning (ATLs) – The ATLs help us to see the “LEARNING GOALS” for our class as we engage in this project. ATLs show us what TYPE of learning we are doing, and they help us “learn how to learn.”

ATLs

Read through and choose the 2 – 3 ATLs you would like to focus on in our next Project.


B. What 2 – 3 ATLs (LEARNING GOALS) should we focus on? (Draw an arrow pointing to 2 – 3 ATLs below)

I. Communication (Sharing Ideas or Work)II. Collaboration (Working with others)III. Organization (Keeping materials and ideas in order)IV. Affective (Impacting through actions)V. Reflection (Examining events or choices)VI. Information Literacy (Understanding Drama Terminology/ Facts)VII. Media Literacy (Understanding Technology, Written and Recorded Material)VIII. Critical Thinking (Developing in depth answers to challenging questions)IX. Creative Thinking (Developing insightful or innovative responses to challenges)X. Transfer (Connecting Drama experiences to other content areas)

C. Why should we focus on these ATLs in this project?

YOUR NAMES: _________________________________________________________

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Games, Activities, and Events

You will decide what we focus on as you pick 2 – 3 Games, Activities, and/ or Events to do during our project. You will present your selections to Mr. Jaramillo and tell him what we will need to know to succeed in this project.

Why do this?Games, Activities, and/ or Events – These help us to see the “NEED TO KNOWS” for our class as we engage in this project. The Need to Knows will help us as we decide how to prepare for our performances at the end of this project.

Games, Activities, and Events

Choose the 2 – 3 Games, Activities, and/ or Events you would like to focus on in our next Project.


B. What are 3 – 5 “Need to Knows” do we have to answer to prepare for a successful performance?

C. What 2 – 3 Games, Activities, and/ or Events should we focus on?1.

2.

3.

D. Why should we focus on these Games, Activities, and/ or Events in this project?

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